Subject Science 7
Quarter: 1
Unit Topic
Use of models
Grade Level: 7
UNIT STANDARDS AND COMPETENCIES DIAGRAM
Students on their own and in
the long run will apply their
understanding of the particle
Design and carry out a
step-by-step scientific
experiment
model of matter and solutions
by designing and carrying out
scientific investigations—such
as measuring the concentration
of substances in household or
environmental samples (e.g.,
seawater, juice, or vinegar)—to
make informed decisions about
product use, health, and
environmental care.
The learners recognize that scientists use
models to describe the particle model of
matter. They use diagrams and
illustrations to explain the motion and
arrangement of particles during changes
of state. They demonstrate an
understanding of the role of solute and
solvent in solutions and the factors that
affect solubility. They demonstrate skills
to plan and conduct a scientific
investigation making accurate
measurements and using standard units.
EQ: How do models help scientists
Recognize that scientists
use models to explain
phenomena that cannot
be easily seen or detected.
understand things they cannot see
directly?
EU: The students will understand
that models are important tools in
science
because
they
help
describe, explain, and predict
phenomena
that
be
easily
observed.
The learners learn that
Scientists use models to
explain phenomena.
LEARNING PLAN
EXPLORE
This unit is about: Use of models
Consider this question: How do models help scientists understand things they cannot see
directly?
Map of Conceptual Change: K-W-L Chart + Misconceptions and Change in
Understanding
Instructions: Students will fill out “What I Know” and “ What I want to
know”
What I Know
(Prior
Knowledge)
LEARNING
COMPETENCY
LC1:
A1. Identify and
describe
different types of
scientific models
(physical,
conceptual,
and
mathematical) and
their purposes in
science.
What I Want to Know
(Curiosity/Questions)
Misconceptions
(Ideas to correct)
What I
Change in
Learned (After Understanding (New
Lesson)
Realization)
FIRM-UP (ACQUISITION)
Activity 1. “What’s a Model?”
Objective: Let students explore and construct their own understanding of
what a scientific model is.
Materials:
 Images or real-life examples (e.g., globe, model volcano, atom diagram,
water cycle poster)
 Sticky notes or index cards
 Whiteboard or chart paper
Instructions:
1. Show and Tell: Show various physical and visual representations. Ask:
o What do you think this is?
o What is it used for?
2. Group Discussion: Students work in small groups to write down their
Learning Targets:
own definition of a model based on the examples.
3. Class Sharing: Groups share their definitions. Teacher facilitates
I can define what
discussion to compare ideas.
a scientific model
4. Refine Definition: The teacher then introduces the formal definition:
is.
"A scientific model is a simplified representation of an object, system,
I can name the
or process used to explain and understand real-world phenomena."
different types of
scientific models. Activity 2. “Model Match”
I can describe the Objective: Learners will identify and name the three main types of scientific
purpose of using
models: physical, conceptual, and mathematical.
each type of
Materials:
model in science.
Printed cards or slides with various model examples (e.g., globe, food
web diagram, Newton’s equation, skeleton model, Venn diagram, solar
system mobile)
 Classification table/chart
 Colored markers
Instructions:
1. Warm-Up: Review what a scientific model is.
2. Card Sorting: In pairs or groups, students are given cards with model
examples. They classify them into:
o Physical Models
o Conceptual Models
o Mathematical Models
3. Gallery Walk: Groups rotate around the room, checking and
commenting on how others categorized their models.
4. Teacher Input: Clarify or correct any misclassified examples.

Activity 3. “Why that Model?”
Objective: Students understand the reason each model type is used and
when it's most effective.
Materials:
 A table/chart template with columns: Model Example – Type – Purpose
 Printed or displayed examples from different disciplines (biology,
chemistry, physics)
 Optional: video clips showing models in use (e.g., Bohr model of atom,
climate model, virus diagram)
Instructions:
1. Scenario-Based Task: Present 3–4 short science scenarios (e.g.,
understanding virus spread, representing atomic structure, tracking
climate change).
2. Discussion Questions:
o What type of model would best help in this situation?
o Why? What does it help us understand or predict?
3. Model Analysis Table: Students fill in the chart by identifying the
model used in each case, its type, and its purpose.
4. Class Debrief: Discuss when and why scientists choose specific types
of models over others.
LC 2:
A2.
Recognize
that scientists use
models to explain
phenomena
that
cannot be easily
seen or detected.
Learning Targets:
Activity 4: “What You Can’t See!” – Mystery Box Exploration
Objective: Help students realize that models are essential when direct
observation is not possible.
� Materials:
 Small sealed boxes (with items like bells, rubber balls, sand, etc.
inside)
 Chart paper
 Markers
📝 Instructions:
1. Setup: Students are given a sealed box and asked to infer what’s
inside using only sound, weight, and feel (no opening!).
2. Group Work: Each group:
I can recognize
that scientists
use models to
explain phenomena
that cannot be
easily seen or
detected.
Lists observations
o Draws a model of what they think is inside
o Justifies their model with evidence
3. Reveal & Reflect: After models are shared, reveal the contents.
Discuss:
o Were your models correct?
o Why did you need a model?
4. Wrap-up Discussion:
→ “Why do scientists use models to explain things they can’t see, like
atoms or viruses?”
o
Activity 5.” Models in the Real World – Science Gallery”
Objective: Explore and present real-world scientific models that explain the
invisible.
� Materials:
 Internet access or books
 Chart template: Name of Model | Phenomenon | Why It’s Needed
📝 Instructions:
1. Research: Students work in pairs to find a scientific model that
explains something invisible (e.g., climate models, cell models, DNA).
2. Poster or Slide: Create a short presentation or poster explaining:
o The phenomenon
o The model used
o Why it's necessary
3. Presentation: Groups present and classmates ask questions.
Scaffold for TRANSFER 1 “Measure It Right”
Objective: Practice measuring mass using a digital or mechanical balance and
measuring liquid volume using a graduated cylinder.
Task:
 Practice tasks:
o Measure 100 mL of water
o Weigh 5 g, 10 g, and 15 g of salt
o Tare a container and weigh salt residue from evaporation
Output:
 Practice data table
 Accuracy quiz (formative)
Scaffold for TRANSFER 2 “Mix It Up”
Objective: Review foundational knowledge on solute, solvent, and solution
concentration.
Task: Students create saltwater solutions of varying concentrations and
observe how solubility changes with temperature or stirring.
Output:
 A table showing amount of salt dissolved in different trials
 Reflection on what happens when no more salt dissolves (saturation)
Self-assessment:
Instructions: Read each statement and check the box that best describes
your current understanding.
Statement
✔
Yes
❓ Not
Sure
❌
No
I can explain what a scientific model is.
I can give at least one example of a scientific model used to
explain something invisible.
I understand why scientists use models in their investigations.
I can tell the difference between physical, conceptual, and
mathematical models.
I believe scientific models help us understand complex or hidden
phenomena.
Interactive Quiz1
🔸 Part 1: Multiple Choice (Choose the correct answer)
1. Why do scientists use models?
A. To decorate science books
B. To explain things that are hard to observe directly
C. To replace real experiments
D. To avoid collecting data
2. Which of the following is a scientific model used to represent something
invisible?
A. Drawing of a flower
B. Model of the atom
C. Real fish in an aquarium
D. Microscope slide
3. What type of model is Newton’s law of motion (F = ma)?
A. Physical Model
B. Conceptual Model
C. Mathematical Model
🔸 Part 2: Matching Type
Match the model type with its example. Write the letter of the correct
answer.
Model Type
Example
1. Physical Model
A. Food chain diagram
2. Conceptual Model B. Equation showing speed = distance/time
3. Mathematical Model C. Globe representing the Earth
🔸 Part 3: Short Answer
4. Give one example of a scientific model and explain what it helps scientists
understand.
5. In your own words, explain why scientific models are useful in science.
LEARNING
COMPETENCY
M1. Explain how
different types of
scientific models
help describe,
explain, or predict
DEEPEN (MAKE MEANING)
Activity 6. “Model in the Moment: Analyzing Situations Where We Can’t
See Everything”
🎯 Objective: Students will analyze real-life scientific situations where
direct observation is not possible, and determine which type of model
would help scientists understand or solve the problem — and why.
phenomena that
cannot be directly
observed.
📘 Instructions:
1. Teacher presents 3–5 real-world science scenarios (can be
presented via slides, handouts, or read aloud). Each scenario describes
a problem or question that involves something invisible or difficult to
Learning Targets:
observe directly.
I can explain how
2. Students will act as “Science Advisors” who recommend the best
a model of an
type of model to use and explain how it would help solve or investigate
atom helps
the situation.
scientists
3. They complete an analysis table for each scenario (see below).
describe the
structure of
🔸 Situation 1:
An environmental team wants to understand how climate change will affect
matter.
rainfall in the next 10 years. They cannot directly observe future weather,
but they have past data on rainfall, temperature, and wind.
I can describe
how conceptual
 Task: What type of model should they use? Why?
models (like
diagrams of
🔸 Situation 2:
A student is learning about atoms and molecules but cannot see them directly
ecosystems) help
through a microscope. The teacher wants to show how electrons move around
explain
a nucleus.
relationships.
 Task: What type of model is helpful here? What does it explain?
I can give an
example of a
🔸 Situation 3:
Doctors want to understand how a new virus spreads inside the human body
mathematical
and how it affects the organs, even if they can’t see the infection in real
model used to
time.
predict a
scientific
 Task: What type of model is needed? How does it help?
outcome.
🔸 Situation 4:
A science museum is teaching kids how Earth’s rotation causes day and night.
They need a tool that can show how sunlight falls on Earth over time.
 Task: What kind of model will help explain this?
📄 Student Output: Model Analysis Table
Scenario
#
What is the
phenomenon?
Why can’t it be
Type of
observed directly? model used
What does the model
help explain or
predict?
1
2
3
M2. Analyze
real-world
scientific models
and explain how
they improve our
understanding of
GUIDED GENERALIZATION TABLE
phenomena that
are not directly
observable.
Learning Targets:
I can identify
models used in
current scientific
research or news
(e.g., climate
models, disease
spread models).
I can analyze how
those models help
scientists make
predictions or
decisions.
I can explain the
limitations and
usefulness of
different models.
Essential
Question
Text 1
Video viewing
Text 2
Video viewing
Text 3
Video viewing
How do models help
scientists understand
things they cannot see
directly?
The Bohr Model and
Atomic Structure
Scientists cannot
directly see atoms,
but models like the
Bohr model help
them describe the
structure and
behavior of atoms.
https://www.youtub
e.com/watch?v=VgV
QKCcfwnU
Climate Models and
Prediction
Climate models
simulate Earth’s
systems to predict
climate change,
even though we
can’t directly
observe future
events.
https://www.youtub
e.com/watch?v=5qL
DBQxiZOI
DNA Models and
Genetic
Understanding
DNA models help
explain heredity
and gene expression
at the molecular
level, which is
invisible to the
naked eye.
https://www.youtub
e.com/watch?v=qy8
dk5iS1f0
Supporting Texts:
Supporting Texts:
Supporting Texts:
Reason:
Reason:
Reason:
Common Ideas in Reasons:
Enduring Understanding/Generalization:
The students will understand that models are
important tools in science because they help describe, explain, and predict phenomena that be
easily observed.
Holistic Rubric for Guided Generalization:
Level
Descriptors
4–
Excellent
The student clearly identifies relevant details from all texts and videos. The
reasons given are insightful and directly support the essential question. The
common ideas are well-synthesized and show a deep understanding of the
role of models in science. The generalization is accurate, comprehensive, and
clearly stated in the student’s own words.
The student identifies most key details from the texts and videos. The reasons
are appropriate and mostly connected to the essential question. The common
3–
Proficient ideas show a solid understanding of scientific models. The generalization is
accurate and complete, with minor gaps or unclear phrasing.
The student identifies some details from the texts and videos but misses key
ideas. Reasons are somewhat related but lack depth or clarity. The common
2–
Developing ideas are present but not clearly connected. The generalization is incomplete
or only partly addresses the essential question.
The student provides limited or inaccurate details from the sources. The
1–
reasons given are unclear or irrelevant. Common ideas are missing or
Beginning
disconnected. The generalization is vague, incorrect, or absent.
Scaffold for Transfer 3: “Plan Like a Scientist!”
Objective: Learn the structure of a simple investigation (problem,
hypothesis, materials, procedure, data, conclusion).
Task:
 Students are guided to write an experimental plan based on the goal:
“How can I determine how much salt is in seawater using simple tools?”
Include:
o Hypothesis
o Materials
o Step-by-step procedure
o Table for recording data
Output:
 Experimental plan

Map of Conceptual Change: K-W-L Chart + Misconceptions and Change in
Understanding
Instructions: After the lessons and activities made, students fill in “What I
Learned” and “ Change in Understanding ” the “Misconceptions” was used to
design lessons that challenge or correct them.
What I Know
(Prior
Knowledge)
Learning
Competency
PERFORMANCE
STANDARD:
The
learners
recognize
that
scientists
use
models to describe
the particle model
of matter. They use
diagrams
and
illustrations
to
explain the motion
and arrangement of
particles
during
changes of state.
They demonstrate
an understanding of
the role of solute
and
solvent
in
solutions and the
factors that affect
solubility.
They
demonstrate skills
to plan and conduct
a
scientific
investigation making
accurate
measurements and
using
standard
units.
What I Want to Know
(Curiosity/Questions)
Misconceptions
(Ideas to correct)
What I
Change in
Learned (After Understanding (New
Lesson)
Realization)
TRANSFER
Transfer Goal:
Students on their own and in the long run will apply their understanding of
the particle model of matter and solutions by designing and carrying out scientific
investigations—such as measuring the concentration of substances in household or environmental
samples (e.g., seawater, juice, or vinegar)—to make informed decisions about product use, health,
and environmental care.
PERFORMANCE TASK: “How Salty is the Sea?”
The learners should be able to design and carry out an investigation to
determine the amount of salt in a sample of seawater.
🔶 G – Goal
Your goal is to design and conduct a scientific investigation to determine the
amount of salt dissolved in a given sample of seawater using appropriate scientific
methods.
🔶 R – Role
You are a young environmental scientist working for a coastal research group that
monitors seawater quality in local areas.
🔶 A – Audience
Your findings will be presented to the local community science council and the
barangay officials, who are interested in understanding how seawater quality may
affect health, fishing, and agriculture.
🔶 S – Situation
The coastal town where you live is experiencing an increase in fish deaths and crop
damage from salt intrusion. The officials need data on how salty the seawater is,
but they lack the equipment. They’ve asked student researchers to come up with a
simple, low-cost way to measure salt concentration in seawater using evaporation
Learning Targets: and mass measurement techniques.
I can design and
carry out a stepby-step
experiment.
🔶 P – Product/Performance and Purpose
You will design and carry out a step-by-step scientific experiment that:

Collects and prepares a seawater sample

Evaporates the water to isolate the salt

Weighs the salt to determine the concentration
You will:

Record your procedure and observations

Analyze your data and calculate the amount of salt per 100 mL

Present your findings in a lab report or presentation slide format
🔶 S – Standards and Criteria for Success
Your performance will be evaluated based on: accuracy of procedure, measurement
and data, analysis and calculation, presentation of report and understanding of
concept.
GRASPS NARRATIVE
Your coastal community has recently been facing an alarming environmental
issue — the sudden increase in fish deaths and damage to farmlands caused by
saltwater intrusion. The local barangay officials and science council are concerned,
but due to limited resources, they don’t have the tools to analyze the salt content in
the seawater.
As a young environmental scientist working with a local research group, you’ve
been called upon to help. The officials are requesting a simple, low-cost scientific
investigation to determine how much salt is present in a sample of seawater taken
from the coast near your town.
Your mission is to design and carry out an investigation that follows scientific
procedures and uses basic materials. Specifically, you will: Collect and prepare a
seawater sample, Use evaporation to remove the water and isolate the salt, Measure
the mass of the salt that remains, Calculate the amount of salt per 100 mL of
seawater, and Analyze your findings and explain what they might mean for the
community.
You will document your process, data, and interpretation in a clear lab report or
a visual presentation (such as PowerPoint or poster) to be shared with the local
science council and barangay officials. They are relying on your investigation to
help make decisions about local water use, agriculture, and environmental protection.
Your work will be evaluated based on the following:

Accuracy and clarity of your procedure

Correctness of measurements and data recorded

Logical and precise analysis and calculations

Organization and clarity of your final presentation

Depth of understanding about why this investigation matters and how models
and measurements help us understand real-world phenomena
Scoring Rubrics:
4 – Excellent
3 – Proficient
2 – Developing 1 – Beginning
Accuracy and
Clarity of
Procedure
Procedure is
detailed, logical, Procedure is
and easy to follow; mostly clear and
includes all
complete, with
necessary steps
minor missing or
using scientific
unclear steps.
method.
Procedure is
Procedure is
somewhat
confusing,
unclear or
incomplete, or
missing essential lacks logical
steps.
sequence.
Measurement
and Data
Collection
All measurements Most
Some
Measurements
are accurate;
measurements are measurements
are largely
correct units used accurate and
are inaccurate or
incorrect or
consistently;
recorded; some inconsistently
missing; data is
complete data is minor unit or
recorded; units
incomplete.
recorded clearly. recording errors. may be missing.
Analysis and
Calculation
Correct
Mostly correct
calculations; clear
calculations;
explanation of
interpretation of
method used; data
data is clear and
is interpreted
generally
accurately and
accurate.
insightfully.
Criteria
Some calculation
Major errors in
errors; data
calculations;
interpretation is
lacks
limited or
interpretation or
partially
reasoning.
incorrect.
Presentation is
Presentation is
well-organized,
clear and includes Presentation is Presentation is
visually clear, and
most required
missing some
incomplete,
Presentation of
includes all
elements, with
sections or lacks disorganized, or
Findings
required sections
minor
clarity in
lacks key
(Report/Slides)
(procedure, data,
organization or
organization.
information.
analysis,
formatting issues.
conclusion).
Shows deep
Shows good
understanding of
understanding;
Understanding how the model
some connection
applies to realof Concept /
made between
world phenomena;
Scientific
investigation and
clearly connects
Relevance
real-world
results to the
application.
community issue.
Quiz/ Post Test
Value Integration:
 Curiosity and Inquiry
 Critical thinking
 Honesty and Integrity
 Creativity and Innovation
 Responsibility and Stewardship
 Collaboration
Shows basic
understanding;
limited or
superficial
connection to
real-world
context.
Shows little to
no
understanding
of scientific
relevance or
application.
CALENDAR OF ACTIVITIES
MON
TUE
Q1-Learning
Plan no. 1
Explore
Q1-Learning
Plan no. 1
Firm up
K-W-L Chart +
Misconceptions
and Change in
Understanding
Activity 1.
“What’s a
Model?”
MON
Q1-Learning
Plan no. 1
Firm-up
Activity 5.”
Models in the
Real World –
Science Gallery”
MON
Q1-Learning
Plan no. 1
Guided
Generalization
TUE
Q1-Learning
Plan no. 1
Scaffold for
TRANSFER 1
“Measure It
Right”
TUE
Scaffold for
Transfer 3:
“Plan Like a
Scientist!”
WEEK 1
WED
THU
FRI
Q1-Learning
Plan no. 1
Firm up
Q1-Learning
Plan no. 1
Firm-up
Q1-Learning Plan
no. 1
Firm-up
Activity 2.
“Model Match”
Activity 3.
“Why that
Model?”
Activity 4: “What
You Can’t See!” –
Mystery Box
Exploration
THU
FRI
Q1-Learning Plan
no. 1
Deepen
WEEK 2
WED
Q1-Learning
Plan no. 1
Scaffold for
TRANSFER 2
“Mix It Up”
Selfassessment
Interactive
Quiz1
Activity 6. “Model
in the Moment:
Analyzing Situations
Where We Can’t
See Everything”
THU
FRI
Performance
Task
Performance Task
WEEK 3
WED
Performance
Task
K-W-L Chart
+
Misconceptions
and Change in
Understanding
Prepared by:
LOVELY JOY M. MARIANO, LPT
Subject Teacher
Checked by:
RAMIL P. TACATA, LPT
JHS- Coordinator
Noted:
JONALYN U. UTRELA, LPT
Principal