Republic of the Philippines

Department of Education
Region VIII
Schools Division of Calbayog City

Intervention Plan for Enrichment Activities

Science 7 Learners

Person Resources Time

Goals/Objectives Activities/Strategies Success Indicator
Involved Needed Frame
 Enhance Critical  The teacher will create an Teacher, Bond paper, March 8-9,
Thinking skill of activity entitled “The Worst Parents, printer and ink 2021
learners in Science Case Scenario” that will Learners
7 enhance the critical thinking
skill of learners
 Enhance  The teacher will create/make Teacher, Bond paper, March 10-
observation skill of a series of activities that Parents, printer and ink 12, 2021
learners in Science enhances observation skill of Learners
7 learners
 Learners will analyze the two
 Predict the effect of pictures showing changes of
changes in abiotic abiotic factors on its effect to
factors in the biotic factors
ecosystem.

Prepared by: Recommending Approval: Approved:

JOVAN M. CALAGOS Mrs. LEA L. JORDAN Mrs. ANNABELE O. YANGZON

 SST-II Principal II PSDS-Calbayog 2

Republic of the Philippines

Department of Education
Region VIII
Schools Division of Calbayog City

Intervention Plan for Reinforcement Activities

Science 7 Learners

Person Resources Time

Goals/Objectives Activities/Strategies Success Indicator
Involved Needed Frame
 Differentiate plant  Use the Venn diagram to Teacher, Bond paper, March 8-9,
& animal cells compare and contrast the Parents, printer and ink 2021
according to organelles found in animal Learner
presence and and plant cells.
absence of a  Using your own words,
certain what do you think is the
organelles. importance of the cell?
 Explain why cell is
considered the
basic structural
and functional unit
of all organisms
 Describe the  Rearrange the jumbled Teacher, Bond paper, March 10,
different levels of letters to come up with the Parents, printer and ink 2021
biological correct word based on the Learner
organization from description.
cell to Biosphere
 Differentiate  Visit a garden or any place Teacher, Bond paper, March 11-
 asexual from in your community where Parents, printer and ink 12
sexual variety of organisms is Learner
reproduction in found. List down at least 5
terms of: organisms and identify
1. No. of individual their mode of reproduction
2. Similarities of by completing the table
offspring to parent. below. Afterwards answer
the questions that follow
below.

Prepared by: Recommending Approval: Approved:

JOVAN M. CALAGOS Mrs. LEA L. JORDAN Mrs. ANNABELE O. YANGZON

SST-II Principal II PSDS-Calbayog 2
 Republic of the Philippines
Department of Education
Region VIII
Schools Division of Calbayog City

Intervention Plan for Remedial Activities

Science 7 Learners

Person Resources Time

Goals/Objectives Activities/Strategies Success Indicator
Involved Needed Frame
 Identify the  Learners will supply the Teacher, Bond paper, March 8-9,
Parts of missing letters to come up Parents, printer and ink 2021
Microscope & with the correct answers. Learner
It’s Function  Learners will categorize
 Focus specimen the step by step procedure
of proper usage of
using the
microscope
compound
microscope
 Differentiate  Using to pictures of plant Teacher, Bond paper, March 10,
plant & animal and animal cells will Parents, printer and ink 2021
cells according labeled parts, learners will Learner
to presence and identify the parts that only
absence of a present in animal and in
plant cells and its similar
certain
parts also
 organelles.
 Differentiate  Using the definition and Teacher, Bond paper, March 11,
biotic from description of Biotic and Parents, printer and ink 2021
abiotic Abiotic component learners Learner
components of will identify it’s difference.
ecosystem

 Describe the  Learners will identify the Teacher, Bond paper, March 12,
different different ecological Parents, printer and ink 2021
ecological relationships using its Learner
relationships description
found in an
ecosystem.

Prepared by: Recommending Approval: Approved:

JOVAN M. CALAGOS Mrs. LEA L. JORDAN Mrs. ANNABELE O. YANGZON

SST-II Principal II PSDS-Calbayog 2
 Enrichment Activities in Science 7

Name:_________________________________ Grade & Sec.:____________________

Test I. “Worst Case Scenario”. Given each scenarios learners should predict on what to
do and what not to do. Give 1 answer for What to do? and 1 answer on What not to do?

Example: 1. The Scene: Allan is scrambling up a hill to set up a rappel, using his hands to
stay balanced. Too late to do any good, he notices a green snake right beside his hand.
Surprisingly it doesn’t strike.
“green snake in particular are actually pretty docile. For the most part, they’re not looking to
tangle,” he says, “unless you really make that snake feel threatened.”
That’s not to say that climbers and hikers in the mountain aren’t getting bit by snakes. In
fact, a friend of Allan’s recently spent a couple of weeks in the hospital after being bitten by
a green snake. But even then, he says, about 30 percent of all snakebites from
the Dendroaspis genus (green mamba, green parrot snake) are “dry bites,” where no
envenomation occurs. For the remaining 70 percent of bites that do contain venom, the
mortality rates are relatively low, about a dozen or less per year, and typically occur in people
who either have certain underlying health conditions or are very old or very young. That’s not
to say that snakebites in the backcountry should be taken lightly.
“Puncture wounds, by definition, are pretty deep and they really do lend themselves to
infection,” says Allan. “Moreover, Dendroaspis envenomation’s can cause serious tissue
damage if not treated.”
Answer:
1. What to do?
Wash the wound if you can with drinkable water.
2. What not to do?
Panic.

2. The Scene: It’s late in November 2019 and a 23-year-old man from Bagacay is with his
friends visiting Tarangban falls in Brgy. Bugtong, Calbayog City, the man begins scrambling
up the side of the 50-foot waterfall to the top. Suddenly he falls, at first just 10 feet. He lands
on a ledge, but moments later, his lifeless body slides over the lip to the waterfall’s base.
“By the time we got the call out, got to the trailhead, and hiked in, we’re basically
looking at an hour since the accident time,” Delap, who was one of the rescuers, says. “If he
had been on the doorstep of the hospital, the likelihood [of survival] still would have been
pretty slim.”
The man did not survive the attempted resuscitations. His death marked the eighth
waterfall-related death in 2016 for Calbayog City, an area well known and beloved for its
many waterfalls. Delap says the problem with tourists around waterfalls is that they
misjudge their risk management.
“If he’d had a helmet on, he could possibly be alive, but people probably aren’t going
to hike around a waterfall with a helmet on,” he says. “But the rocks are almost more slick
than ice, because ice will melt and can freeze to your boot.”

Answer:
1. What to do?
__________________________________________________________________________________________
__________________________________________________________________________

2. What not to do?

__________________________________________________________________________________________
__________________________________________________________________________

3. The Scene: Katkat is in her early 20s. She’s working for a veterinarian, a man she has
come to respect and admire. Her boss takes a vacation to Happy Valley mountain with his
family. While they settle into the campground, Katkat’s boss goes for a hike. The trail is a
loop, so he doesn’t think to bring a map or much in the way of supplies. But soon, he starts
to worry—is he going the right direction? How much further does he have? Daylight starts to
fade and his family, worried, calls 911.

“The whole rescue squad came out,” says Katkat, who was relayed the story on the following
day. “It took a long time to find him, but he was right there. He was still on the trail!”

Short of suffering a moderate case of embarrassment, katkat’s boss was just fine and
reunited with his family shortly after. Getting lost, says katkat, is a real problem for outdoor
enthusiasts, even if you are in an area considered well-traveled and developed.

“That scenario really illustrated to me that folks who go into areas that are created for
recreators with trail signs and beautiful walkways, if they’re not prepared, they can get lost in
places we don’t consider easy to get lost in,” says Katkat.

Answer:
1. What to do?
__________________________________________________________________________________________
__________________________________________________________________________

2. What not to do?

__________________________________________________________________________________________
__________________________________________________________________________

Test II. “I will Stay Focus”.In this activity the learners will answer different activities that
can help their observation skills: Recognize, Recall, Analyze etc.

Study the illustration below. Identify five examples of biotic factors and five examples
of abiotic factors found in the given illustration and write your answers on the
appropriate column.
https://www.idreamedofthis.com/bangon-and-tarangban-falls-in-calbayog-samar/

BIOTIC FACTORS ABIOTIC FACTORS

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

Based on your answer explain briefly the difference between Biotic Factor and Abiotic
Factor.

Answer:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Directions: Analyze carefully the pictures below then answer the questions that
follow. Write your answer on the blanks provided.
1. Based on the two pictures, do you consider those as an effect of the changes in
abiotic components? Why or why not?
______________________________________________________________
__________________________________________________________________
___________________________________________________________________

2. Based on picture A, how does the change in abiotic components affect the
organism?
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Based on picture B, how does the change in abiotic components affect the
organism?
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. In a simple way, what good practices should you do as a student to conserve Mother
Nature?
___________________________________________________________________
___________________________________________________________________

Reinforcement Activities in Science 7

Name:_________________________________ Grade & Sec.:____________________

Directions: Complete the paragraph below by writing the correct word on the blank. Select
your answers in the box.

Cell smallest level metabolic alive

Fundamental unit of life growth transports
Energy reproduction

__________ makes up the __________ of a living organism such as yourself and

other living things. The cellular level of an organism is where the __________ processes
occur that keep the organism __________. That is why the cell is
called the _______________. Cells provide six main functions. They provide structure and
support, facilitate __________ through mitosis, allow passive and active __________,
produce__________, create metabolic reactions and aid in __________.

Question: Using your own words, what do you think is the importance of the cell?
_____________________________________________________________________________________
_____________________________________________________________________________________

Directions: Use the Venn Diagram to compare and contrast the organelles found in animal
and plant cells. Use the words in the box.
Cell Wall Endoplasmic reticulum Nucleus

Centrioles Golgi body Plasma membrane

Chloroplast Lysosome Ribosomes

Cytoplasm Mitochondria Vacuole

PLANT CELL ANIMAL CELL

Common
Organelles in Plant
and Animal Cells _______
_______ _______ _______

_______ _______ _______

_______ _______

_______ _______

_______
Directions: Rearrange the jumbled letters to come up with the correct word based on the
description. Write your answer on the space provided.

Levels of Biological
Description Jumbled Letters
Organization
The part of the Earth that contains all
PEHRSBOIE
ecosystems
Community and its nonliving
EMTSOCSEY
surroundings
Population that live together in a defined
MOTN YICUM
area
Group of organisms of one type that live
LATONIOUPP
in the same area
The individual living thing that is made up
MSINAGRO
one of one or more organ systems
A group of organs performing similar GANOR
function SSEYMT
A group of tissues performing similar
GANORS
function
A group of cells performing similar
SUSSITE
function
The basic structural functional unit of life ECLL
Directions: Visit a garden or any place in your community where variety of organisms is
found. List down at least 5 organisms and identify their mode of reproduction by completing
the table below. Afterwards answer the questions that follow below. (3 points each)

Organism Sexual Reproduction Asexual Reproduction

Frog

Gumamela

Orchids

Butterfly

Bees

1. Based on the activity, how does an offspring produced through sexual reproduction
differ from an offspring produced through asexual reproduction?

2. What are the differences in terms of the number of individuals involved in sexual and
asexual reproduction?
 Remedial Activities in Science 7

Name:_________________________________ Grade & Sec.:____________________

Directions: Identify the parts of a compound microscope described in each number. Write
your answer in boxes provided. Some letters were given already for your guidance.

R
M
1. It supplies light

B B
2. It connects the eye piece to the objectives

E G
3. It allows one to switch
from one objective to another
N

4. It is an opening where one view’s E P

the specimen being observed
5. It supports the microscope S

6. It is the flat platform where the specimen is placed G

7. Metal, cylinders attached below the

B S
nosepiece and contains especially ground and
polished lenses. It magnifies the specimen in different levels.

8. It allows one to tilt the microscope C O

so viewing can be possible while seated. N

9. It holds the glass slide in place S S

10. It regulates the amount light

O E
that pass through the specimen
11. It connects the body tube to the base of the microscope R

O
12. It is used for adjustment to obtain focus under LPO
D

13. It is used for adjustment for focus under HPO

E

T
Directions: Write DO if the statement about focusing the specimen using a compound
microscope is correct and DON’T if it is not. Write your answer on the space
provided.
______1. The specimen being observed must be thin enough to allow light to pass through
it.
______2. For wet mount preparation, specimens are placed on a cover slip.

______3. Bubbles are removed from a wet mount preparation by means of blowing at the
side of the slide.
______4. Bubbles appear as black circular images in specimens in slides being observed.
______5. Stains are used to distinguish specimen parts more clearly.

______6. Only use lens paper in cleaning the lenses of the eyepiece and the objectives.

______7. Use direct sunlight as a light source to view objects under the microscope.

______8. Tilt the microscope even when materials observed contain liquids to allow one to
do observation while sitting down.

______9. Always starts with the low power objective in focusing specimen.

______10. When moving the optical tube downward, always look to the SIDE of the
microscope to make sure the PIN stops it from hitting the slide.

Directions: Differentiate the two types of cell by completing the table.

 Organelle(s) that present Oragenelle(s) that present Organelle(s) that present
only in plant cell both plant cell and animal only in animal cell
cell

Directions: Below are statements describing the components of the ecosystem. Write B if it
tells about the biotic component and AB if it tells about the abiotic component. Write your
answer on the space provided.

________1.It includes the non-living factors in the environment.

________2.It consists of living things interacting in an ecosystem.
________3.This includes the organisms that are classified as autotrophs and heterotrophs.
________4. It plays an important role in the survival and reproduction of organisms in the
environment.
________5.Some examples of this component are water, light and wind.
________6.A change or absence of one of these factors greatly affects the survival of
organisms in the
ecosystem.

Directions: Identify the following description below. Refer to the box for the correct answer.

PREDATION COMMENSALISM PARASITISIM COMPETTION MUTUALISM

It is a relationship where one organism eats another organism to obtain nutrients.

It is a relationship in which one organism benefits while the other is neither helped nor harmed

It is a relationship in which both species benefit.

It is a relationship in which one organism benefits and the other organism is harmed, but not always

It is an ecological relationship in which two organisms attempt to obtain the same resource.