Science Grd.7 Teachers Guide Senior Primary PDF

Science
Teacher Guide
Grade 7
Standards Based
‘FREE ISSUE Papua New Guinea

NOT FOR SALE’ Department of Education
Science
Teacher Guide
Grade 7
Standards Based
Papua New Guinea

Department of Education
Grade 7
Issued free to schools by the Department of Education
Published in 2019 by the Department of Education, Papua New Guinea
First Edition
© Copyright 2019, Department of Education, Papua New Guinea
All rights reserved. No part of this publication may be reproduced, stored

in a retrieval system or transmitted by any form or by any means of
electronic, mechanical, photocopying, recording or otherwise without the
prior written permission of the publisher.
Graphic Design & Layout by Vitus Witnes Kanua

Illustrations by Michael John
ISBN: 978-9980-905-36-9
Acknowledgements
The Grade 7 Teacher Guide was developed by the Curriculum
Development Division of the Department of Education. The development
of this Science Teacher’s Guide was coordinated by Emmanuel Ragu with
the assistance from Moses Koran Hatagen and the Subject Curriculum
Group (SCG) members and the writing team.
The Department of Education acknowledges contributions from Teachers

College Lecturers, Teachers, Standard Officers, resource persons from
Non-Government Organizations (NGOs) and other stake holders.
Syllabus Advisory Committee (SAC) and Basic Education Board of

Studies (BEBoS) Committee members are also acknowledged for their
recommendation and endorsement of this Teacher Guide.
II
Science Teacher Guide
Contents
Secretary’s Message.............................................. IV
Introduction............................................................ 1
Key Features.......................................................... 3
Planning and Programming.................................... 31
Content Overview................................................... 32
Yearly Overview...................................................... 35
Content Background Information........................... 44
Guided Lesson Samples........................................ 85
KSAVs for the Grade 7 Lessons............................. 125
Assessment, Recording and Reporting.................. 177
Resources.............................................................. 192
Glossary.................................................................. 193
Reference............................................................... 195
Appendices............................................................ 196
III
Grade 7
Secretary’s Message
The Papua New Guinea Department of Education embraced the challenge
of creating Standards Based Curriculum in response to the Cuba Report
and the Task force Recommendations 2012.
The Grade 7 Teacher Guide has been realigned, repositioned and

replaced with standards based statements to improve knowledge, skills
and competency in all domains of science including Life Science,
Physical Science and Earth and Space.
It has been designed with a view of making the students understand the
basic scientific knowledge and skills in accordance with daily experience
and prior knowledge about the environment and understanding of what is
around them in a simple way thus will become the foundation of learning
science at Grade 7.
Teachers are encouraged to read this teacher guide book carefully and
become familiar with the content prior using it so that they can be
confident to try out new concepts and strategies and to teach the content
well. They can also adjust to suit the needs of their students learning
effectiveness.
Teachers are also encouraged to make reference to the National Science

Textbooks to effectively plan and teach their lessons.
I wish every Grade 7 teachers in Papua New Guinea, every success in

their teaching of Science.
I commend and approve this Grade 7 Science Teacher Guide to be used

in all primary/junior high schools throughout Papua New Guinea.
...............................................
DR. UKE W. KOMBRA, PhD
Secretary for Education
IV
Introduction
The Grade 7 Science Teacher Guide is developed as a support curriculum
material for the Science Syllabus for Grades 6, 7 and 8 level. The
information and guidelines provided in this book are translated from the
content standards and benchmarks prescribed in the Grades 6, 7 and 8
Primary Science Syllabus into teachable activities. The suggested
teaching and learning ideas provided are to assist you to plan quality
science lessons and how to use benchmarks in relation to the attainment
of standards.
The content of this guide features the following sections:

• key features of the subject
• planning and programming
• unit content background information for the teaching contents
• guided lesson samples of the subject
• knowledge, skills, attitudes and values (KSAVs) for teachers to plan
and teach
• assessment and reporting of the subject
• resources
• appendices.
Purpose
The main purpose is to implement the Grade 7 Science content as
prescribed in Syllabus to teach students in the classroom. This Teacher
Guide must be used in conjunction with the Grades 6, 7 & 8 Syllabus.
This teacher guide is intended to provide Grade 7 teachers with guiding

information about:
• interpreting and translating the prescribed content into teachable
program plans
• planning and developing teaching and learning activities for the
achievement of Content Standards and Benchmarks
• how to use the suggested teaching and learning content to plan
quality science lessons
• how to prepare active and interactive teaching and learning
environment using science teaching and learning strategies
• creating assessment plan with rubrics to achieve identified content
standards and benchmarks.
1
Grade 7
How to use the Teacher Guide

Teachers are encouraged to use this Teacher Guide as the main reference
to plan and implement the Grade 7 contents as prescribed in the Grades
6, 7 and 8 Primary Science Syllabus.
Teachers should do the following before and when using this guide:
• Read this teacher guide very carefully to understand the content and
what will be required for your classroom teaching.
• Read the syllabus and become familiar with strands, units, content
standards and benchmarks which are further expanded in this book.
• Take note of science teaching and learning strategies, process and
skills; and content background information to improve and upskill
your teaching pedagogy and content knowledge when teaching in
the classroom.
• Read and understand the structure and content of sample guided
lessons.
• Read and understand how the assessment plans and tasks are
structured so that you can design appropriate assessment plans.
Syllabus Teacher Guide
Content Standards Benchmarks Lesson Titles KSAVs
Assessment
Figure 1.1: The organization chart above illustrates the link between the
science syllabus and the teacher guide.
2
Key Features
The key features outlined in this section are identified as unique to
Science are important in the planning and teaching of Science. The key
features of Grades 6, 7 and 8 Science Curriculum emphasizes
recommended knowledge and skills and processes and provide ideas on
how to teach practical science and its theories with and without a
laboratory and practical Science.
1. Working in a laboratory
1.1 Laboratory equipment
In the Science laboratory, there are many different pieces of equipment.
Before students can begin experiment they need to be able to identify
these items and know what they are used for. Students also need to be
able to spell their names correctly, and draw them when they write report
of experiments.
COMMON LABORATORY APPARATUS AND EQUIPPMENT
Test Tubes
It is a cylindrical glass tube whose one end is open while the other closed
end is curved outwards. There are different types of test tubes made of
different types of glasses. Test tubes are available in different sizes. Test
tubes are used for heating and boiling small quantities of chemicals.
Test tube stand or rack

A test tube stand or rack is made up of steel,
plastic or wood. It is used to keep test tubes.
It has bars and holes to keep the test tubes in
inverted or upright position respectively.
Test tube holder

It is a metallic rod with plastic or wooden handle at one end and a clamp
at the other end. It is used to hold a test tube either while heating a
substance or when strong chemicals like acids or alkalis are poured into
another apparatus.
Beaker
It is an open glass container, cylindrical in shape, with a flat
bottom and a lip for pouring. Beakers are available in a wide
range of sizes and are made of different types of glasses.
There are beakers with and without graduations. Beakers are
used for stirring, mixing and heating solutions.
3
Grade 7
Round-bottom Flask
It is a glass container with spherical bottom and a narrow cylindrical neck.
It is generally used for heating solutions. The round bottom of the flask
allows uniform heating and/or boiling of solutions. Round-bottom flasks
are available in many sizes.
Conical Flask
A conical flask is also known as Erlenmeyer flask. It has a flat
bottom, conical body and a cylindrical neck. It has markings
on its outer surface to indicate the approximate volume of
contents. It is often used to heat solutions and for titration
experiments.
Glass Tubing/Tube
It is a hollow piece of glass and is open at both the ends. It can be bent
by heating to red hot over a non-luminous Bunsen flame, to transfer
gases from one vessel to another.
Glass Rod
It is also known as stirring rod. It is a solid glass tube. It is
used to stir solutions in flasks and beakers.
Funnel
A funnel has a conical-shaped mouth and a long tapering neck. It is used
to pour liquids or channel fine grained substances into containers with a
small mouth. It is available in various sizes and is usually made of glass or
plastic.
China dish
It is also called an evaporating dish. It is made of
porcelain. It is used to evaporate liquids by heating.
Pipette
It is a long narrow tube with a nozzle at one end and a bulb in the middle.
Nowadays, pipette with a rubber vacuum bulb is also available. A pipette
is used to transfer a measured volume of liquid.
Measuring Cylinder
It is also called graduated cylinder. It is a cylindrical graduated
glass or plastic vessel with a flat bottom and lip for pouring. A
measuring cylinder is used to measure a fixed volume of liquid.
4
Retort Stand
It has a long iron rod fixed on a flat base. Clamps can be attached on the
iron rod. It is used for holding apparatus such as round-bottom flasks or
test tubes in a specific position.
Tripod Stand
It has three legs and a triangular base in the middle. It is
made of iron. A tripod stand is used for supporting apparatus
while heating.
Asbestos Wire Gauze

It is an iron wire mesh with thin asbestos in the middle. It is placed over
the tripod stand to provide a stage for a glass apparatus while heating. It
helps in even distribution of heat from the burner to the glass apparatus.
Pestle and Mortar

A pestle is a heavy baseball bat-shaped stick whose end
is used for pounding and grinding. A mortar is a bowl in
which the substance to be grind, crush or mix is kept.
Pestle and mortar are made of porcelain, stoneware,
marble and wood. They are used to crush, grind and mix
solid substances.
Spirit Lamp
It is a device used for heating purposes. It burns alcohol or other liquid
fuel. It has three parts—tank, neck and cap. The fuel is filled in the tank.
A cotton wick that is immersed in the fuel passes through the neck. The
cotton wick soaks up the fuel and burns when lighted. The flame of the
spirit lamp is extinguished by carefully covering it with the cap (cover).
Note: A spirit lamp should never be extinguished by blowing air from the
mouth.
Bunsen Burner
These days spirit lamps are replaced by another heating
device called Bunsen burner. It consists of a mixing tube
in which gas and air are mixed. The gas comes from the
nozzle and air comes from the air holes. When ignited, it
burns with a blue flame on top of the burner. The flame
can be adjusted by opening or closing the adjustable air
holes.
Spatula
It is like a spoon. It is used to take small quantities of solid chemicals.
5
Grade 7
Dropper
It is a long tube made up of glass or plastic with
a vacuum bulb at one end. A dropper is used for
drawing a liquid and releasing a very small quantity
of it at a time.
Watch Glass
It is a circular, slightly concave piece of glass. It is used to evaporate a
liquid, to hold solids while being weighed or as a cover for a beaker.
Reagent Bottle
It is a container used to hold liquid chemicals. It is usually made up
of glass and has a lid which should be replaced immediately after
withdrawing chemical from the bottle.
Gas Jar
It is a glass container with a broad base and broad opening. It is used for
collecting gas during experiments.
Besides these equipment, there are other like test tube brush,
beehive shelf, cork borer, etc. that are used in a chemistry laboratory.
Test tube brush Beehive shelf Cork borer
6
1.2 Drawing science equipment
It is best to keep drawings of science equipments simple. The ones on

the left are three-dimensional and have been drawn by an artist. The
simple two-dimensional views are the ones on the right, and this is how
students should draw equipment for their science investigations. Note
how much simpler the right-hand drawings are. For example, there is no
line across the mouth of the test tube, beaker or flask.
When science equipment is put together for a purpose, such as heating

water in a flask, it is called apparatus. When students are drawing
apparatus like this they should:
• Use a pencil, for ease of correction if they make a mistake.
• Label the drawing using label lines.
• Use a ruler for all straight lines.
• Not use shading or coloring.
Diagrams of science equipment in three-dimensional and

two-dimensional views.
Note: There are plastic templates available for drawing scientific

apparatus.
7
Grade 7
1.3 Safety in the laboratory

A laboratory is a place for doing things. Students should enjoy working
there. However, to make the laboratory a safe place for everyone. There
are two main rules students should follow.
1. Know what they are doing in the laboratory – read instructions
carefully before they start.
2. Always think of others and behave sensibly.
If students follow the safety rules then accidents will not happen. Many
accidents can be avoided by keeping alert and using common sense.
These are types of accidents that can occur and how to avoid them. And
if an accident does occur, it is the responsibility of the students to report it
to their teacher.
Eye injuries can be caused by liquids splashing into students eyes during
investigations.
• Always wear safety glasses whenever there is a chance of liquid
splashing into their eyes, especially when heating things.
• Always wear safety glasses when they see the safety glasses
symbol on investigations lessons.
• Never point a test tube towards themselves or anyone else. If they
get a chemical in their eyes, wash it immediately with lots of water,
and tell their teacher. Some laboratories may have a special eye bath
to make this easier.
Poisoning can be caused by breathing in fumes during an investigation,

by tasting chemicals or by spilling them on their skin. Students should:
• Never taste anything, and never bring food drink in the laboratory.
• Check the labels on chemicals before they use them.
Cuts are caused mainly by broken glass. Students should:

• use gloves, a brush and shovel or dustpan to clean up any broken
glass and put it into the special bin.
Burns can be caused by touching hot equipment, or by spilling hot liquid.

Students should:
• Treat these types of burns with cold running water for about 10
minutes.
• Tell their teacher immediately if more serious burns occur when
using a Bunsen burner.
Fires are always possible when using burners. Therefore students should
do the following:
• Don’t use paper to light a burner, and never place burning things in
rubbish bins.
• If they have long hair, it is essential you tie it back whenever you are
using a burner.
8
• If there is a fire, stay calm and call for help. If a person’s hair or
clothing catches fire, remember three rules: stop, drop and roll. The
person must stop moving around, drop to the floor and roll. While
the person is rolling, a fire blanked should be quickly wrapped
around the person to smother the flames.
Damage to clothing and skin can occur when chemicals, especially

corrosive liquids such as acids and alkalis, are spilt. Students should:
• Wear a lab coat or other protective clothing when doing
investigations.
• If there is a spill, wash the area immediately with lots of water and
send someone to tell the teacher.
• In serious cases it may be necessary to use the safety shower.
SAFETY SIGNS AND SYMBOLS IN THE LABORATORY
9
Grade 7
1.4 Science is investigating

Scientists plan their investigations carefully and make many observations.
An observation is something students can find out with their senses. We
mainly use our sense of sight, but students can also feel the texture of an
object or whether it is hot or cold. Scientists also take measurements
during investigations and record them in data tables.
Writing reports
A report is important because other people can find out what the students
did and what they discovered.
A report is organized using the seven headings.
Title – the name of the investigation, students’, groups’ name and the
date.
Aim – students say why they did the investigation. Sometimes this is a
question.
Materials – a list of equipment and chemicals you used in the
investigation.
Method – students say what they did in the investigation in numbered
steps. Whenever possible include a large, neat diagram of the apparatus.
Results – you record the data. Data includes qualitative observations
(words) and measurements (numbers). Usually these are recorded in a
data table. This makes the data easier to read.
Discussion – students try to explain their results, and list any problems
that they experienced. They might also explain how they could improve
the investigation.
Conclusion – students answer the questioned posed on the aim.
Sometimes in the conclusion, students can write a general statement or

generalization-one that seems true in most cases. For example, a student
investigating the stopping distances of toy trucks concluded: The heavier
the truck is, the longer it takes to stop.
Students will not always be able to make a generalization like this, and in
some cases it may not be possible to make a conclusion at all.
10
2. Science process skills

Science is the process of becoming aware of oneself, other living things,
and your surroundings through your senses and exploration. Teaching
science to children involves more than teaching facts and concepts of
science. Children need concrete experiences to understand facts and
concepts. The process approach to teaching science is based on what
a scientist does and the tools a scientist uses to discover the facts and
concepts of science. What a scientist does are the science skills.
These skills are:

• Observing
• Communicating – writing objectively
• Classifying
• Measuring
• Estimating
• Collecting data
• Relating objects in space and time
• Predicting
• Inferring
• Controlling variables
• Defining operationally
• Interpreting data
• Hypothesizing
• Making models
• Experimenting
2.1 Inferring and Predicting

These two statements are called inferences. An inference is an
explanation of an observation. Inferring is an important skill in science,
and it is very important to remember three things about inferring.
Making inference:
• Students can usually make several different inferences from the
same observation.
• Observations are correct, provided the observer (student) has been
careful and honest in reporting the observations. However,
inferences made from these observations can be incorrect. They can
be tested by further observations.
• It is important not to confuse observations and inferences.
Otherwise students may think something is a ‘fact’ when it is only an
‘educated guess’.
11
Grade 7
Making predictions
Another important skill is predicting. This is making a forecast of what the

future observation may be. Predictions are based on students’
observations and what they already know. For example, if students have
been observing the Moon for a number of nights they can confidently
predict whether there will be a full Moon tonight. Otherwise students can
only guess, and they will probably be wrong.
2.2 Measuring
There are two different types of observations. One is a description in
words, such as the color of a car or the smell of a flower. These
observations are said to be qualitative. The other type of observation
involves measurements, for example, a 80 kg person or 30 cm tail of a
dog. These measurements involve numbers, and are said to be
quantitative.
Note that measurements are made up of a number and unit. For example,
a person’s height might be 170 centimeters. Centimeters are the units
used. Without the units the number has no meaning.
Some measuring instruments have digital readouts, eg digital watches.

Other instruments have a scale with numbers on it and a pointer which
moves along the scale. To read these instruments you must estimate the
position of the pointer against the scale. Reading a scale is simple if
students follow the five steps below.
How to read a scale
1. Decide which way the scale reads – up, down, or left to the right.
2. Work out what each division on the scale stands for.
3. Find the closest numbered division before the pointer.
4. Count the numbered division to the pointer. Calculate their value.
5. Add the value of these divisions to the numbered division.
Quantity Instrument Common Units

Length Meter rule or tape Millimeter mm (1/1000m)
measure Centimeter cm (1/100m)
Meter m
Kilometer km (1000m)
Mass Balance Gram g (1/1000kg)
Kilogram kg
Tonne t (1000kg)
Time Watch or clock Seconds s
Minute min
Hour h
Temperature Thermometer Degree Celsius 0C
Volume (liquids) Measuring cylinder Millimeter mL (1/1000L)

Litre L
12
Estimating readings
When reading a scale, students will often find that the pointer lies
between two lines. In these cases they have to estimate the reading. For
example, on the scale below the pointer is between the 0.6 and the 0.7
position, but not exactly in the middle. The reading is more than 0.65 but
less than 0.7. It can be estimated at 0.67.
Accuracy
Remember - students cannot get better measurement than their
measuring instrument allows. All measuring instruments are accurate only
within limits. Scales used on any instrument are marked off into smaller
and smaller divisions. The smallest division determines the accuracy of
the instrument.
Errors
It is difficult to say measurement is exact. Mistakes or errors occur in all
measurements. These errors can occur when students make a mistake
reading a scale or writing down the measurement. They can occur
because an instrument is not working properly or because students are
not using it correctly.
Parallax error
Parallax error occurs when students do
not look straight over the pointer. They
need to look square onto a measuring
instrument.
The student on the left will be able to

make an accurate measurement, but the
student on the right will have parallax
error in his measurement.
Reading the bottom of the meniscus

To avoid errors when measuring liquids
in measuring cylinders, always read the
bottom of the meniscus – the curved
water surface. Students should keep
their eye level with the meniscus. The
volume of water below is 87 mL, not
88 mL.
13
Grade 7
2.3 Displaying data

Another important part of an investigation is displaying your data in a
graph, diagram or chart.
Bar graphs
Suppose students were investigating how long it took different model
cars to travel down a wooded ramp. Here are the results:
Model car A B C D E
Average time to
travel down a ramp 7 9 4 6 5
(seconds)
A very useful way of comparing data is to draw a bar graph (sometimes

called a bar chart). In this case, the time (in seconds) is on a vertical or
y-axis of the graph, and the type of car on the horizontal or x-axis.
Time taken for cars to travel down ramp

10
9
8
7
6
5
4
3
2
1
0
Car A Car B Car C Car D Car E
Line graphs
Sometimes students may want to show the relationship between two
things being measured. In this case they would draw a line graph of the
data. For example, a group of students was investigating the growth of
seedlings every day. Here are the results:
Time (days) Height (cm)

0 0
1 1.0
2 2.1
3 2.8
4 3.8
5 5.0
6 5.8
Before students can start on their line graph, they have to decide which
measurement goes on which axis. On a line graph the independent
measurement goes on the horizontal axis. The dependent measurement
goes on the vertical axis. In this case, time is the independent
measurement, and height is the dependent measurement. Height is the
dependent because the height the seedlings grow depends on how many
days (time) students let them grow.
14
Seedlings growth over six days
Seedlings growth over six days
3 Height
0
0 1 2 3 4 5 6
2.4 Experimenting
Students have probably heard about scientists doing experiments and
then wondered what the difference is between an experiment and an
investigation. These terms mean much the same thing – scientist carefully
planning laboratory or field work to show that something is true (or not
true).
An experiment always involves designing tests to answer a question or

solve a problem. For example, when students cut an apple and leave it
for few hours, the white flesh inside starts to turn brown. Students have
an idea that it is something in the air that causes the apple to go brown.
So their aim might be: If cut apple is covered to exclude air, it won’t go
brown.
Designing experiments
The important thing to remember about designing experiments is that
students’ aim must be a statement or question that is able to be tested.
For example, the statement ‘Plants grow better in white light than blue
light’, is easy to design tests for.
When planning experiments and writing reports, students should use the
same headings as they did for writing report. In other words, students
start with a title. Then write an aim, list the materials they will need and
write the method so that others can follow it. Students then collect
results, write their discussion and finally their conclusion.
15
Grade 7
Students with Special Needs

Many students have special needs. This includes students who are gifted
and those who are disadvantaged. Gifted students should be given
opportunities to extend their learning. Students with physical or
intellectual impairments and emotional or learning difficulties need special
support in the classroom. Teachers have a responsibility to ensure that
the learning needs of these students are met. All students are individuals
and all have the right to quality education in order to reach their full
potential.
Learning disabilities impact the way children are able to process and
understand information; they are neurological disorders that might
manifest themselves as difficulty listening, thinking, writing, speaking,
spelling, or doing mathematical calculations. Dyslexia, dyscalculia,
dysgraphia, dyspraxia, visual perception disorders, auditory
processing disorders, and language disorders fall under the umbrella of
learning disorders.
An idea teachers must understand is that students with special needs

such as learning disabilities need to be taught differently or need some
accommodations to enhance the learning environment. Not everyone
learns in the same way, and you can follow some tips to create a
well-rounded learning atmosphere.
1. Maintain an organized classroom and limit distractions.

For students with special needs, maintaining a healthy balance of
structure and unstructured processes is important. For example, on each
student’s desk, have a place for everything that is clearly labeled (use
words or colors, for instance). Also consider using checklists and help
students keep their notebooks organized; teach them how to do so on
their own, but also check at the end of each day and offer suggestions
for keeping it more organized. On the unstructured side of things, allow
students with special needs to change their work area while completing
homework or studying and assign tasks that involve moving around the
room. For students with special needs and learning disabilities, hearing
instructions or following directions can be made difficult if there are too
many distractions. Schedule breaks throughout the day and seat students
with special needs in an area of the classroom that limits distractions; for
example, do not sit these children by a window, in front of an open door,
or by the air conditioner, as people walking by or additional noises might
be too distracting.
2. Use music and voice inflection.

When transitioning to an activity, use a short song to finish up one task
and move to another. Many of us have sung the “clean up” while cleaning
up before the next activity; use a similar approach in the classroom.
Students with special needs might also respond well to varied voice
inflection and tone, so use a mixture of loud, soft, and whisper sounds.
Using proper pronunciation and sometimes slightly exaggerating proper
speech will help a child model the same principles.
16
3. Break down instructions into smaller, manageable tasks.

Students with special needs often have difficulty understanding
long-winded or several instructions at once. For children with learning
disabilities, it is best to use simple, concrete sentences. You might have
to break down a step into a few smaller steps to ensure your students
with special needs understand what you are asking. You might even want
to put the directions both in print and saying them verbally. Ask your
students with special needs to repeat the directions and ask them to
demonstrate that they understand. Do not give further instructions until a
student has completed the previous task.
4. Use multi-sensory strategies.

As all children learn in different ways, it is important to make every
lesson as multi-sensory as possible. Students with learning disabilities
might have difficulty in one area, while they might excel in another. For
example, use both visual and auditory cues. Create opportunities for
tactile experiences. You might need to use physical cues, such as a light
touch, when a student might get distracted or inattentive. Get creative
with your lesson plans, and students with special needs will appreciate
the opportunity to use their imaginations or try something new; use a
balance of structure and familiar lessons with original content.
5. Give students with special needs opportunities for success.

Children with learning disabilities often feel like they do not succeed in
certain areas, but structuring lessons that lead to successful results is a
way to keep them motivated. Provide immediate reinforcement for
accomplishments, be consistent with rules and discipline, correct
errors and reward students when they make these corrections
themselves, explain behavioral expectations, and teach and demonstrate
appropriate behaviors rather than just expecting students with special
needs to pick them up.
While these suggestions are ideal for classroom settings, parents of

students with special needs can also implement these principles. Helping
children with learning disabilities both in and out of the classroom is the
best way to help your students with special needs achieve success.
17
Grade 7
Teaching and Learning Strategies

Learning Strategies For Science
Metacognitive strategies:
Students plan, monitor, and evaluate their learning of science concepts
and skills.
Advance Organization What is the students’ purpose for solving this problem or doing the
experiment?
What is the question?
What will students use the information for?
Selective Attention What is the most important information to pay attention to?
Organizational Planning What are the steps in the scientific method students will need to follow?
Self - monitoring Does the plan seem to be working? Are students getting the answer?
Self – assessment Did students solve the problem/answer the question?

How did students solve it?
Is it a good solution?
If not, what could students do differently?
Cognitive strategies:
Students interact with the information to be learned, changing or
organizing it either mentally or physically.
Elaborating Prior What do students already know about the topic or type of problem?
Knowledge What experiences students had that are related to this?
How does this information relate to other information?
Resourcing Where can students find additional information about this topic?
Encyclopedia?
Science book?
Library?
Taking notes What is the best way to down a plan to record or to summarize the data,
table or list?
Grouping How can students classify this information?
What is the same and what is different?
Making inferences Are there words that students do not know that I must understand to
solve the problem?
Using images What can students draw to help them understand and solve the problem?
Can students make a mental picture or visualize this problem?
18
Social/Affective strategies:
Students interact with other to assist learning, or use attitudes and
feelings to help their learning.
Questioning for What help do students need?

Who can they ask?
Who should they ask?
Cooperating How can students work with others to answer the
question or solve the problem?
Self-talk Yes, students can do this task – what strategies
do they need?
Source: http://carla.umn.edu/cobaltt/modules/strategies/lstrategies/CALLA_Table9-3.pdf
Applying learning strategies to Science
The Scientific Method

Science Problem-solving steps
Ask a Question Ask a question that you want

answered
Make a Hypothesis Tell what you think the answer

to your question is.
Plan and Conduct Do an experiment to test your

an Experiment hypothesis.
Record your Results Write or draw what you found out.
Draw a conclusion Decide if your hypothesis is right

or wrong. Tell what you learned.
19
Grade 7
5 Learning Cycle
1. Engage
5. Evaluate
2. Explore
4. Elaborate 3. Explain
1. Engage
Activity which will focus student’s attention, stimulate their thinking, and access prior
knowledge.
• KWL (Know already ~ Want to know ~ Learn) This is the “elicit” part
• Brainstorming
Student asks questions such as:

1. Why did this happen?
2. What do I already know about this?
3. What have I found out about this?
4. Shows interest in the topic.
2. Explore
Activity which gives students time to think and investigate/test/make
decisions/problem solve, and collect information.
• Perform an Investigation
• Read Authentic Resources to Collect Information
• Solve a Problem
• Construct a Model
3. Explain
Activity which allows students to analyze their exploration. Student’s understanding is
clarified and modified through a reflective activity.
• Student Analysis & Explanation
• Supporting Ideas with Evidence
• Structured Questioning
• Reading and Discussion
• Teacher Explanation
• Thinking Skill Activities: compare, classify, error analysis
20
4. Elaborate
Activity which expands and solidifies student thinking and/or applies it to a real-world situation.
• Problem Solving
• Decision Making
• Experimental Inquiry
• Thinking Skill Activities: compare, classify, apply
5. Evaluate
Activity which allows the teacher to assess student performance and/or understandings of concepts, skills,
processes, and applications.
• Any of the Previous Activities
• Develop a Scoring Tool or Rubric
• Performance Assessment
• Produce a Product
• Journal Entry
• Portfolio
Methods teachers use to support the learning cycle should:

• Create interest
• Generate inquisitiveness
• Raise questions and elicit responses
• Facilitate cooperative learning
• Refer to and include previous experiences as they relate to new
concepts
• Incorporate alternative assessments
Teaching Methods should allow students to:

• Show interest by asking questions
• Use inquiry to explore or investigate new concepts
• Form predictions and hypotheses
• Formulate experiments with alternatives
• Record ideas and observations
• Use various resources to seek explanations
• Make connections between prior knowledge and new concepts
• Self-evaluate
21
Grade 7
Standards Based Teaching and Learning

Being standards-based means that every teacher in every classroom
everyday through this continuous teaching and learning cycle ensures
that students learn the national standards and benchmarks to proficiency.
Continuous Cycle of Students Learning
2. How will you as

a teacher teach
1. What do effectively to
students need to ensure students
know, understand learn?
and be able to do?
4. What do you as 3. How will you as

teacher do when a teacher know
students don’t learn or that students have
reach proficiency before learned?
expectation?
22
1. What do students need to know, understand and be able to do?

Students and parents should know and understand what students are
expected to learn and how they should be able to demonstrate that
learning. To be fully engaged in learning, students need to be able to
understand the purpose and rationale for what they are learning and
make connections to prior learning, daily life, higher education, the adult
world and career. It is also important for students to know how they are
expected to demonstrate their learning and reach proficiency. As stated
earlier, this means that students must have descriptions and examples
of proficient performance for the benchmark concepts and skills they are
expected to learn.
2. How will you as a teacher teach effectively to ensure students

learn?
Instruction needs to be purposefully designed for students to learn
essential concepts and skills. Consequently, before planning lessons,
teachers must be clear on the concept or skill they expect students to
learn and what proficiency looks or sounds like. Then, teachers should
have a plan for students to demonstrate what they have learned through
some type of assignment or assessment. With those outcomes identified,
instruction can then be effectively and purposefully planned and
delivered.
Teaching to standards means that learning is continually monitored

through a variety of measurements and assessments. Instructional
strategies should be designed or modified according to the information
(data) provided by those assessments. By continually evaluating
information about what or how students are learning, the focus, intensity,
efficiency and effectiveness of instruction is enhanced. Additionally,
objective evidence that students are progressing and learning helps
teachers know instruction is yielding the intended learning results.
3. How will you as a teacher know that students have learned?

In a standards-based curriculum, both formative and summative
assessments should be tightly aligned with essential benchmarks to
ensure they validly measure those same concepts and skills. This implies
that assessments are designed based on the unique elements of the
concept or skill students are being asked to demonstrate.
Assessments should also be aligned with instructional strategies that

provide students with meaningful ways to demonstrate proficiency. This
suggests the performance expectations of assessments should be
understood by teachers and clearly explained to students as part of
instruction.
Scoring guides or rubrics describe student performance on

standards-based learning tasks by providing various types of descriptions
or rating systems to differentiate levels of performance. These
descriptions allow students to understand what type of proficient work
is desired and receive feedback about their performance based on that
description. Scoring guides can be used to assess a variety of concepts
and skills.
23
Grade 7
If student learning is regularly assessed through a variety of methods

using consistent and reliable scoring or ratings of performance, it is only
logical that the same information derived from those assessments should
be used to report student performance to those students, their parents
and to various stakeholders.
In standards-based schools, grades are replaced with, or augmented

by, achievement reports that indicate levels of performance on essential
benchmarks. Such reporting systems can provide more validity and
reliability in communicating student progress and attainment of
proficiency in those concepts and skills.
4. What do you as a teacher do when students don’t learn or reach

proficiency before expectation?
Students are provided multiple opportunities to learn, both in the
classroom and beyond the classroom, through interventions,
supplemental programs or other support systems. Such supplemental
learning opportunities are provided both to students who are not reaching
proficiency and/or who are performing above proficiency.
In standards-based schools, students are provided more than one

opportunity to learn and perform at proficient levels. This means that
teachers continually provide learning scaffolds for students to build on
previous learning to reach proficiency. This also means that
individualization and differentiation strategies are provided to students
based on their learning characteristics, needs and current levels of
performance. Strategies might include changes in the learning setting,
amount of time provided to learn or complete tasks, changes in
instructional strategies or adaptations in the ways students can respond.
24
Characteristics of standards-based teaching and learning
There are seventeen characteristics of Standards-Based Teaching and

Learning. These characteristics are divided into sections focused on;
a. Organization of the classroom.

b. Instructional design and delivery.
c. Student ownership of learning.
A. Organisation of the Classroom

1. Classroom climate is catogorised by respectful behaviours, routines, tones and discourse
Examples of practice
• There is an expectation that all students will participate, collaborate, and contribute during
lessons.
• Behavioral expectations are posted and communicated to students.
• Positive, respectful language and relationships (teacher-to-student[s], student[s]-to-teacher, and
student-to-student) are evident. The teacher models “people first language”.
• Students demonstrate respect for property and materials.
• Students requiring specialized support services participate equitably in classroom routines, and
there is evidence of their full membership in the class (e.g., work displayed, name on posted class
list).
• Classroom instruction promotes risk-taking in learning.
• The physical environment optimizes learning for all students (space for individual and
collaborative work, minimization of distractions).
• Classroom practices and instruction honor the diversity of interests, needs, and strengths of all
learners.
2. Learning objectives (not simply an agenda or an activity description) for the day’s lesson are
evident. Applicable language objectives are evident for English language learners.
Teacher Students
• The teacher explains and posts the • Students easily locate learning objectives
standards-based lesson objective(s) in (e.g., an agenda, poster, handout, audio tape),
age-appropriate, student-friendly language. understand the objective(s), and work toward
meeting the objective(s).
• The teacher relays the objective(s) of the
lesson, connects objective(s) to one or more • Students are able to express their
big ideas from previous learning, provides understanding of a lesson’s learning
students with a rationale for learning, and objectives.
revisits lesson goals at the end of the lesson.
• The teacher ensures that all components of
the lesson (e.g., learning activities,
assessment, homework) contribute to the
lesson objectives and to student mastery of
the standard(s).
25
Grade 7
3. Learning time is maximized for all students

Teacher Students
• The teacher establishes a purposeful and • Students follow classroom routines well
well-paced lesson structure with multiple enough that minimal time is spent on
ways for students to enter and engage in the listening to instructions and organizational
lesson (e.g., activators to open the lesson; details (such as attendance-taking or
summaries for closure; exit tickets for distribution of class materials).
assessment; breaks during learning time).
• Students begin work when the class is
• The teacher scaffolds smooth transitions scheduled to begin.
between learning activities.
• The teacher accommodates variability in the
amount of time different students need to
complete learning tasks.
B. Instructional Design and Delivery

4. Instruction activates students’ prior knowledge and experience, and supplies background
knowledge.
Teacher Students
• Instructional strategies (such as • Students respond to opportunities provided by
pre-teaching, cueing, use of multimedia, the teacher to make connections between the
vocabulary review) activate prior knowledge lesson and personal experience.
and maximize accessibility for all students.
• The teacher connects current student
learning with objectives and concepts from
previous lessons, and draws on existing
knowledge (e.g., highlighting big ideas,
patterns and relationships, activating or
supplying background knowledge).
5. Materials are aligned to students’ varied educational and developmental needs.
• The teacher supports diverse student learning needs by using varied materials
(e.g. manipulative, visuals, adapted text, graphic organizers, multimedia, audio, kinesthetic).
• Assistive technology is utilized where appropriate.
• Print materials are customized (color, font size, audio component) to meet students’ needs.
26
6. Presentation of content is designed to meet students’ varied educational and developmental
needs.
Teacher Students
• The teacher knows the variability of • Students engage in activities that are
students’ abilities, readiness, and learning appropriate in terms of complexity and
styles, and appropriately designs learning pacing for their current level of knowledge and
opportunities. skill, and challenge them to the next level of
• The teacher provides all students with entry proficiency.
points into lessons, supporting students’
vocabulary, language needs and conceptual
framework.
• Content is revised to maximize access
through adaptations, accommodations, and/
or modifications (e.g., written text and
assessments are accessible through
books-on-tape).
• The teacher models planning, goal-setting
and strategy development.
7. Depth of content knowledge is evident throughout the presentation of the lesson.
• All content explained and/or demonstrated throughout the lesson is accurate.
• The teacher explains concepts and ideas in multiple ways to facilitate student understanding
(e.g.,sequencing critical features of a concept, information processing strategies).
• Connections are made across ideas and strands.
• The teacher identifies and corrects misconceptions through exploration and discussion.
8. Instruction includes a range of techniques, such as direct instruction, facilitation, and modeling.
• Varied instructional strategies target learning objectives.
• Varied instructional approaches anchor the lesson in prior knowledge and build content
vocabulary.
• Lesson design includes means for all students to gain access to lesson content through support
from the teacher, other adults in the classroom or peer interactions.
• All students learn thinking and reasoning skills and strategies through think-alouds and other
meta-cognitive approaches modeled by the teacher.
• Appropriately scaffolded instruction makes use of manipulatives, technology, or other means to
support student understanding.
• All students engage in small group work or activities that align to grade-level standards and
learning objectives.
27
Grade 7
9. Lesson tasks and guiding questions lead students to engage in a process of application, analysis,
synthesis, and evaluation.
• Probing questions/tasks challenge students to explore concepts/big ideas.
• Classroom discourse and assignments engage all students.
• In response to questions, activities and assignments, students express opinions and defend their
reasoning with evidence while using appropriate content language or visual
representations.
• Students engage in application, analysis, synthesis, and evaluation.
• Strategies support students in formulating their thoughts in response to questions
(e.g., adequate wait time, peer sharing, quick-write).
• Students are provided multiple options for expressing what they know (e.g., verbal, written,
physical action, use of technology).
• Student responses direct discussions and set the context for teachable moments.
• Student responses to questions prompt re-teaching to address misconceptions when
necessary.
• Students pursue ideas that are essential to the lesson.
• Oral and written questions align to grade-level standards and objectives.
10. The teacher paces the lesson to ensure that all students are actively engaged.
• Wait time is utilized to allow for responses from all students.
• The pacing of the lesson leaves options for student interests, choice and collaborative work.
11. Students articulate their thinking and reasoning in science.
• Students consistently and appropriately use scientific language and terms that are specific and
relative to the task.
• Students construct an argument showing how available data or evidence support their claim(s).
• Students identify strengths and weaknesses in explanations (their own or those of others).
• Students are prompted to ask questions to identify the premise of an argument, request further
elaboration, refine a research question or engineering problem, or challenge the interpretation of a
data set.
• Students engage in a range of collaborative discussions (one-on-one or in groups).
• Students are asked to make predictions and explain their thinking about scientific phenomena
and concepts.
• Students have opportunities to share their ideas and possible misconceptions that are
addressed in the lesson.
• Students use representations (such as drawings, graphs, or models) to convey ideas or
proposed explanations.
28
12. When working in pairs or small groups, all students are inquiring, exploring, or problem
solving collaboratively.
Teacher Students
• The teacher holds all students accountable • Students are engaged in sustained
for their contributions to group work. interaction, often in small groups, in order to
• The teacher provides clear guidelines, complete carefully designed academic tasks
that include speaking, listening, reading, and
scaffolding, modeling and expectations
writing or other means of expression.
for group work (e.g., embedded prompts,
checklists, planning templates, defined • Students use multiple means of expression
student roles such as recorder or reporter). (e.g., discussion, debate, data,
demonstration, multimedia) to share their ideas
• There is a gradual release of responsibility
and defend their positions.
from teacher to students for the lesson and
its outcomes. • Students pose questions and/or respond to
material in ways that indicate their
understanding of and reflection on concepts.
13. Opportunities for students to apply new knowledge and content are embedded in the lesson.
• Application of learning is integrated into lesson design.
• Application of new knowledge in problem-solving situations (not just skills/procedural
knowledge) is evident in student performance and work products.
• Students are given the opportunity to construct and express their understanding to the teacher or
peers through multiple means.
• Students generalize learning to solve unfamiliar problems or to approach unfamiliar tasks.
• Student performance and work products demonstrate progress toward mastery of concepts.
• There is evidence of student-initiated learning (e.g., students pose new problems to be
considered and/or extend knowledge through further research, students generate conclusions).
14. On-the-spot formative assessments check for understanding to inform instruction.
• Quick, on-the-spot written, recorded or visual assessments (e.g., thumbs-up/thumbs-down, exit
tickets, teacher/student interactions, clicker response to interactive board quiz) are used to gauge
student understanding.
• Students demonstrate understanding of concepts through multiple means of expression
(written, recorded, visual).
• Students receive immediate and specific feedback (from the teacher or other students)
during individual, small group, and/or whole group work to guide their understanding of
important concepts, ideas, and vocabulary.
• The teacher documents students’ level of understanding and utilizes that data to modify or
re-teach, as appropriate.
29
Grade 7
15. Formative feedback to students is frequent, timely, and informs revision of work.
• The teacher uses formative assessments to gauge what each student knows/is able to do.
• Students receive and understand specific, frequent and timely documented feedback (e.g.,
written, recorded, visual) regarding their progress toward meeting the standard(s).
• Feedback encourages students to reflect on their learning.
• Standards-based rubrics frame feedback to students.
• Students revise work on the basis of feedback.
• Students design rubrics using clear, standards-based criteria with assistance from the teacher or
peers.
• Feedback to students encourages perseverance and fosters efficacy and self-awareness.
• Feedback to students emphasizes effort and improvement, as opposed to competition.
C. Student ownership of learning

16. Students demonstrate how routines, procedures, and processes support their thinking and
learning.
• Students explain or demonstrate the routines, procedures, and processes they use, and how
these enhance their learning.
• Students use descriptions, rubrics, and/or exemplary work to define what constitutes a
high-quality product.
• Students demonstrate self-regulation (motivation, coping skills and strategies, and
self-assessment).
17. Students express or demonstrate what they are learning and why, in relation to the standards.
• Students understand the critical elements of the standards being taught and the expectations for
mastery.
• Students are aware of what they are learning and why.
• Students can articulate what standards they have mastered, and in what areas they require
additional work.
30
Planning and Programming

Planning and Programming is organizing the content from the syllabus
into a teachable plan for delivery in the classroom using the approaches
such as long, medium, short term plans. For example:
• yearly overview is a long term plan
• termly overview is medium term plan and
• weekly and daily plans are short term plans.
Yearly Plan
When planning an instructional program, we begin with the yearly plan.
The yearly plan is organised by terms in a school year. The main or key
information that forms the content of the plan are provided in the syllabus.
These are the:
• strands
• units
• content standards.
Weekly Plan
A weekly plan of the program of instruction is a plan of an instruction
program for teaching and gives the teacher a specific outline of the units,
content standards and performance standards for instruction (teaching)
which the teacher follows in a term. This guides the teacher to organize
the teaching program for the number of weeks in each term.
To compile a plan for a week’s program teachers will need to organize the
plan using the:
• units
• content standards
• benchmarks
• lesson titles.
Teachers should use the term overview to see the order of units
organised, and then use this order to plan the weekly program. The
weekly plan is implemented through a timetable that is planned for the
subjects in the Grades 6, 7 and 8 levels.
31
Grade 7
Content Overview
This is an overview of the content scope of learning for Grade 7 students
given in the Grades 6, 7 and 8 Science Syllabus. The broad learning
content concepts are:
• Life
• Physical Science
• Earth and Space respectively.
These broad learning concepts are known as strands. From these strands
the units are developed and drawn from the units are the topics followed
by sub-topics. The scope below will help you understand processes in
identifying and scoping the content of learning – strands, units, topics and
sub-topics. The topics and sub-topics are translated and expanded into
content standards and benchmarks.
Content scope of learning for Grade 7
Grade Grade 6 Grade 7 Grade 8
Strand 1: Life
Unit Topic Sub-topic Topic Sub-topic Topic Sub-topic

• Reproductive parts • Flowering and • Respiration of
Reproduction and heredity of
and their functions non-flowering plants

exchange
system
of flowers plants
Gas
• Photosynthesis
• Process of
• Gas exchange
Groups of plants
reproduction in
plants
system in plants
flowering plants
1. Plants
• Properties of
• Reproduction in cells
non-flowering
plants • Plant cells
Cells
• Heredity
Pathway • Paths of water in
of water in stem, root and
plants leaves
• Vertebrates and • Properties of
Groups of
2. Animals
animals
invertebrate cells
No contents prescribed for this
grade • Classification of • Animal cells
vertebrates
Cells
Respiratory • Breathing • Nutrients

relationship in the 3. Human
Digestive
No contents
Body
System
System
• Digestion prescribed for
Circulatory • Circulation
System this grade
• Food chain • Ecosystem • Environmental

Paths of energy
Living Together
Changes in the
4. Interaction and
changes by
environment
environment
• Food web • Population

human activities
in food
• Population in food • community

• Pollution
chain
• Conservation of
• decomposers
the environment
32
Strand 2: Physical Science

• Forms and uses of • Circuits and • Magnetic field
energy electric current and Magnetic
Energy
Electricity
forces
• Sources of energy • Electric current
Electric current and magnetic field

(voltage and • Magnetic fields
• Energy conversion
resistance) around electric
• Properties of current
electromagnet • Static electricity
• Force received
1. Energy
• Conditions to • Light by electric

strengthen an currents within
Electromagnet
• Lens
electromagnet magnetic field
Light and Lens

• Electromagnetic
induction and
power
generation
• Application of
electromagnets
• Weight • Pressure
2. Force and motion
• Work and
Pressure
Earth’s
gravity
Force and work

• Gravity Power
• Mass
• Types of forces • Properties of
Density
Force
density
• Forces
• Observing solutions • Properties of • Chemical

solutions
Properties of
• Properties of changes
Chemical
solutions
changes
solutions • Acid, alkaline, • Chemical

and neutral changes and
• Mixture and
Mixtures and
solutions mass of
Solutions
3. Matter
substance
• Solubility substance
• Separation of
• Atoms • State change
molecules and
mixtures
compounds
• Molecules and Heat

changes
Atoms,
State
• Compounds
33
Grade 7
Strand 3: Earth and Space

Formation • Soil layers • Composition • Volcano
Volcano and
and change and structure of
structure
Igneous
• Sedimentary rocks
Earth’s
Rocks
of land the Earth • Igneous rocks
1. Our Earth
• Change of land
• Plates and
Earthquake
• Natural
Rock Cycle
• How rocks form
Resources
Natural
resources
• How rocks
change
• Atmosphere • Climate
2. Weather and
Weather and
climate
Weather • Cloud and Fog • Climate

Change
Climate
No contents prescribed for this changes
grade • Weather in
Papua New
Guinea
The Moon • Moon in motion • Motion of the • Space
Earth • Solar system
• Moon phases
Exploring space
Earth’s motion
• Day and Night • Galaxy

3. Space
Stars • Properties of stars • Seasons

• Motion of stars
• Constellation in
Papua New Guinea
night sky
34
Yearly Overview
The yearly overview is a plan designed to organise the learning content
for Grade 7 students. It is a plan developed from the content overview of
learning given in the Grades 6, 7 and 8 Science Syllabus. The syllabus is
translated into a delivery plan for use in the classrooms for a school year.
The plan also promotes sequencing of the learning content from strand,
unit and topic.
Week Term 1 Term 2 Term 3 Term 4
1 Orientation Revision Work Revision Work Revision Work
Life Life Earth and Space Life
Unit 1: Plants Unit 3: Human Body Unit 1: Our Earth Unit 4: Interaction
2
and relationship in the
Groups of plants Digestive System Natural Resources environment
Living together
Life
Physical Science
Unit 2: Animals Physical Science
4
Unit 1: Energy
Groups of animals Unit 3: Matter
Light and Lens
Properties of Solutions
Physical Science Physical Science
5
Unit 1: Energy Physical Science Unit 3: Matter
6 Electricity Unit 2: Force and Atoms, Molecules

Motion and Compounds
Earth and Space Pressure Earth and Space Earth and Space
7
Unit 2: Our Earth Physical Science Unit 2: Weather and Unit 3: Space
Climate
8
Earth’s structure Unit 2: Force and Earth’s motion
Motion Weather Change
Assessment &
9
Report Writing
Speech Day
10 Testing and compiling of Assessment
preparation
35
Grade 7
Termly Overview
The term overview outlines the content that is to be delivered in a term. It
contains the weeks, strands, units, topics and lesson titles with
suggested number of periods per lesson.
Term 1: Overview
Periods
Week Strand Unit Topic Lesson Title (40mins)
Week 1 - Orientation and Revision Work

Characteristics of plants 1
Types of flowering and non-flowering plants 1
Groups of Plants
Unit 1: Plants
2 Groups of plants 1
Classification of Plants 1
Reproduction process in Flowering plants 1
Reproduction process in non-flowering plants 1
Strand 1: Life
3
Topic Review 2
Unit Review 2
Vertebrates and Invertebrates 1
Unit 2: Animals
Characteristics of Vertebrates 1
4
Groups of
Classification of vertebrates 1
Animals
Characteristics of Invertebrates 1
Classification of Invertebrates 1
5 Topic Review 2
Unit Review 2
Electric current 1
Strand 2: Physical
Measuring electric current in circuits 1

Unit 1: Energy
6 Measuring voltage in circuits 1

Electricity
Science
Electric current, Voltage and Resistance 1

Calculating Voltage 1
Properties of Static Electricity 1
7
Static Electricity at work 1
Topic Review
Composition of the Earth 1
Structure of the Earth 1
Movement of tectonic plates 1
Tectonic boundaries 1
8 Effects of moving tectonic plates 1: Earthquake 1

Effects of moving tectonic plates 2: Volcanoes 1
Unit 1: Our Earth
Earth’s structure
Effects of moving tectonic plates 3: Mountains 1

Topic Review 2
Composition of the Earth 1
Structure of the Earth 1
Movement of tectonic plates 1
9 Tectonic boundaries 1
Effects of moving tectonic plates 1: Earthquake 1
Effects of moving tectonic plates 2: Volcanoes 1
Effects of moving tectonic plates 3: Mountains 1
Topic Review 2
10 Testing and Compiling of Assessment
36
Term 2: Overview
Periods
Week Strand Unit Topic Lesson Title
(40mins)
Week 1: Orientation And Revision Work
Types of nutrients 1
Functions of nutrients 1
Digestive System
2 Digestive organs 1
Strand 1: Life
Human Body Functions of digestive organs 1

Unit 3:
Mechanism of digestion 1
Role of enzymes 1
3
Topic Review 2
Unit Review 2
Speed of light 1
Properties of light 1
Reflection of light 1
Light and Lens
4 Refraction of light 1
Energy
Unit 1:
Properties of convex lens 1

Function of convex lens 1
5 Pinhole Camera 2
Application of convex lens 1
Topic Review 2
Unit Review 2
Properties of pressure 1
Strand 2: Physical
Unit 2: Force and
Pressure in solids 1
6
Pressure in liquids 1
Pressure
Science
Motion
Pressure in gas 1
Calculating pressure 1
7
Uses of pressure in daily life 1
Topic Review 2
Characteristics of density 1
Unit 2: Force
8 Comparing density of matter 1

Strand 2:
Physical
Science
Density
Motion
and
Calculate density of matter 1

9 Uses of density 1
Topic Review 2
10 Testing and compiling of assessment
37
Grade 7
Term 3: Overview
Periods
(40mins)
Week 1 - Orientation and revision work
1
2 Types of natural resources
Resources
Earth and
Our Earth
Strand 3:
Natural
Unit 1:
Space
1
Importance and uses of natural resources
Conservation of natural resources 1
Solute, solvent and solution 1
Types of solutions 1
3
Solute in a solution – Carbon dioxide 2
Functions of solution – hydrochloric acid 2

4 2
Unit 3: Matter
Acid Solutions
Alkaline Solution 2
Neutral Solution 2
5 2
Indicators
Solubility 2
Concentration of solutions 2
6 Separating solutions 2
Topic Review 2
Layers of the atmosphere 1
Types of air pressure 1: Low pressure 1
Types of air pressure 2: High pressure 1
Unit 2: Weather and Climate
7
Atmospheric movements 1
Weather Change
Greenhouse effects 1
Types of clouds 1
8 Weather and clouds 1
Water Cycle on Earth 1
Characteristics of weather in Papua New 1
Guinea
9
Weather patterns in Papua New Guinea 1
Topic Review 2
Unit Review 2
10 Testing and compiling of assessment
38
Term 4: Overview
Periods
(40mins)
Week 1 - Orientation and revision work
Components of an ecosystem 1
2 Living and non-living in the ecosystem 1
relationship in the
Living Together
Interaction and
Roles of organisms in the ecosystem 1
Strand 1: Life
Environment
Unit 4:
Causes of population change 1

3
Effects of population change 1
Types of communities in the ecosystem 1
4 Topic Review 2
Unit Review 2
Characteristic of molecules in matter 1
Atoms, Molecules
Physical Science
and Compounds
5 Molecules and their symbols 2

Unit 3: Matter
Strand 2:
Common compounds and their elements 1

Examples of compounds in everyday life 1
6 Topic Review 2
Unit Review 2
Earth’s orbit 1
Earth’s rotation 1
Earth and Space
Earth’s Motion
7 Difference between Earth’s orbit and rotation 1

Strand 3:
Unit 3:
Space
Causes of day and night 2
8 Seasons 1
Topic Review
Unit Review
9 Week 9 - Assessment and report writing
10 Speech day preparation
39
Grade 7
Yearly Lesson Overview

The yearly lesson overview outlines the suggested lesson titles for the
subject. The lesson titles outlined are created from the benchmarks given
in the syllabus. The lessons are organized and numbered according to the
yearly overview and termly overview. They are recommended for delivery
in Grade 7 classrooms in the schools.
Lesson
Strand Unit Topic Sub-topic Lesson Title)
No.
Flowering and 1 Characteristics of flowering plants
Non-flowering Plants 2 Characteristics of non-flowering plants
Groups of plants
Unit 1: Plants
3 Classification of flowering plants

4 Classification non-flowering plants
5 Fruiting life cycle - tomato
Strand 1: Life
6 Conifer life cycle

7 Topic Review
8 Unit Review
Vertebrates and 9 Vertebrates and Invertebrates
Unit 2: Animals
invertebrates
Groups of
10 Types of vertebrates and invertebrates

animals
11 Classification of Vertebrates
12 Topic Review
13 Unit Review
Circuits, electric 14 Regularity of electric current in circuits
current, voltage 15 Measuring electric current in circuits
Physical Science
16 Measuring voltage in circuits

Unit 1: Energy
Electricity
17 Resistance in wires
Strand 2:
Electric current,
voltage, resistance 18 Electric current, Voltage and Resistance
19 Calculating Voltage
Static electricity 20 Properties of Static Electricity
21 Static Electricity at work
22 Topic Review
Composition and 23 Composition of the Earth
structure of the Earth 24 Structure of the Earth
Plates and 25 Movement of tectonic plates
Unit 1: Our Earth
Earth and Space
Earth’s structure
earthquake 26 Tectonic boundaries

Strand 3:
Effects of moving tectonic plates 1:

27
Earthquake
28
Volcanoes
29
Mountains
30 Topic Review
40
Lesson
No.
Nutrients 31 Types of nutrients
32 Functions of nutrients
Unit 3: Human Body
Digestive System
Strand 1: Life
Digestion 33 Digestive organs

34 Functions of digestive organs
35 Mechanism of digestion
36 Role of enzymes
37 Topic Review
38 Unit Review
Light 39 Speed of light
40 Properties of light
41 Reflection of light
Light and Lens
Unit 1: Energy
42 Refraction of light
Lens 43 Properties of convex lens
44 Function of convex lens
45 Pinhole Camera
46 Application of convex lens
47 Topic Review
48 Unit Review
Pressure 49 Properties of pressure
50 Pressure in solids
51 Pressure in liquids
Pressure
52 Pressure in gas
Force and Motion
53 Calculating pressure
54 Uses of pressure in daily life
Unit 2:
55 Topic Review
Properties of density 56 Characteristics of density
57 Comparing density of matter
Density
58 Calculate density of matter

59 Uses of density
60 Topic Review
61 Unit Review
Natural Resources 62 Types of natural resources
Strand 3: Earth
and Space
Unit 1: Our
Resources
63 Importance and uses of natural resources

Natural
Earth
64 Conservation of natural resources

65 Topic Review
66 Unit Review
41
Grade 7
Lesson
No.
Properties of solu- 67 Elements
tions 68 Characteristics of Elements
69 Chemical symbol of Elements
Properties of solutions
70 Atoms
Unit 3: Matter
Acid, alkaline and 71 Characteristics of atoms

neutral solutions 72 Molecules
73 Characteristics of molecules
74 The Periodic Table
Solubility 75 Compounds
76 Types of Compounds
77 Examples of compounds
78 Revision
Atmosphere 79 Compositions of atmosphere
80 Layers of the atmosphere
81 Types of air pressure 1: Low pressure
82 Types of air pressure 2: High pressure

83 Atmospheric movements
Weather Changes
84 Greenhouse effects
Cloud and Fog 85 Types of clouds
86 Weather and clouds
87 Water cycle on Earth
Weather in PNG Characteristics of weather in Papua New
88
Guinea
89 Weather patterns in Papua New Guinea
90 Topic Review
91 Unit Review
Ecosystem 92 Components of ecosystem
Unit 2: Interaction and
93 Living and non-living in the ecosystem

relationship in the
Living together
Strand 1: Life
94 Roles of organisms in the ecosystem

environment
Population 95 Causes of population change

96 Effects of population change
Communities 97 Types of communities in the ecosystem
98 Topic Review
99 Unit Review
42
Lesson
No.
Atoms 100 Characteristics of atoms
Atoms, molecules and com-

101 Characteristics of elements

Unit 2: Matter 102 Atoms and elements (difference)
103 Classifying elements
pounds
Molecules 104 Characteristic of molecules in matter
105 Molecules and their symbols
Compounds 106 Common compounds and their elements
107 Examples of compounds in everyday life
108 Topic Review
109 Unit Review
Motion of the Earth 110 Earth’s orbit
Strand 3: Earth and
111 Earth’s rotation

Earth’s motion
Unit 3: Space
Difference between Earth’s orbit and Earth’s

112
rotation
Space
Day and night 113 Causes of day and night

Seasons 114 Seasons
115 Topic Review
116 Unit Review
43
Grade 7
Content Background Information

The background information provided will assist teachers who are not
familiar with the content of a particular unit or topic to enhance his or her
planning and to teach with confidence in the classroom. As most primary
teachers are generalist and not specialist in subject matter, it is important
that for each unit in the syllabus, there is background content information
for the teachers to use. You are also encouraged to use other resources
to enhance your teaching. Secondly, most Primary Schools in Papua
New Guinea are situated in the remotest parts do not have other resource
books, most teachers will depend on the Teacher Guide to develop daily
teaching plan mainly in terms of content delivery to the students in the
classroom.
Strand 1: Life
Unit 1: Plants
Topic: Groups of Plants
Flowering and non-flowering plants

Angiosperms are plants that have flowers and their reproduction is done by flowers. All flowering
plants produce seeds. And it is covered by a fruit. Angiosperms have complicated flowers with
complicated structure. These are the most developed plants in the world. There are 2 types of
Angiosperms namely Dicotyledonous Plants and Monocotyledonous plants.
Monocotyledons have one cotyledon (seed leaf), which is the food store of a seed. They also
have leaves with parallel veins, and flower parts in multiples of three. Dicotyledons have two
cotyledons, leaves with branching, netlike veins, and flower parts in groups of four or five.
https://www.google.com/bioninja.com.au
44
Most of the plants people normally grow in their homes and gardens are seed plants. These
plants have five characteristics in common.
1. Leaves
Seed plants all possess leaves in some pattern and configuration. Leaves vary widely in
appearance and can be very small or large. Leaves are part of the shoot system of the plant that
is located above ground. It is where the photosynthesis, the conversion of light into sugars, take
place. Food is also stored in leaves and released as it is needed by the plant’s cell. Plant
hormone reproduction also takes place in this upper shoot system of the plant.
2. Stems
Seed plants all have stems to help them support the plant and hold the cells for
photosynthesis, food and water transport, as well as cells for reproduction. Stems are where the
flowers are located, which then turn into seeds that create more plants. Not all plants have visible
flowers. Some flowers are very inconspicuous, but serve the same function for seed dispersal as
more lush flowers.
3. Roots
All seed plants have a root system that helps to anchor the plant in place. Roots are generally
underground structures that absorb water and nutrients from the soil and store it for later as it is
needed. Roots can spread broadly within the soil to absorb as much water and nutrition as
possible. Generally, the larger the plant, the wider the root system will spread.
4. Seed-Producing Capability
All seed plants produce seeds as a method of reproduction. Not all plants reproduce this way,
however. Some plants, like mosses, use spores to grow into new environments. Though different
types of seeds may look very different from one another, they all contain the same basic
structures. Seeds all have an embryo, a food storage organ and a seed coat. Seeding is a very
efficient way of creating more plants, which is why there are so many seed-type plants.
5. Vascular System
Plants require a vascular system to carry moisture and nutrients to all parts of the plant and to
maintain its upright structure. Phloem is a vascular tissue that carries food throughout the plant.
Xylem is a vascular tissue that carries water and nutrients to the plant cells. The vascular system
is so important to the plant that damage to these tissues can cause its death.
Reproduction in Flowering Plants

Flowering plants are unable to move around. Thus there must be a way of bringing in the egg and
pollen together. This process is called pollination. The male gamete is carried to another flower.
This is usually achieved by natural process, although gardeners may do this artificially to produce
new plant. Wind, water or animals can carry the male gamete. The pollen grain then grows down
to the ovary and fuses with the egg cell.
Reproduction in Non-flowering plants – Ferns

All ferns have true roots, stems and leaves with highly specialised transport systems. Ferns make
their own food in the fronds. The food is then carried by the transport system to other parts of the
plant where it is used for new growth or stored. Ferns vary in size from plants less than 2
centimetres across to tree ferns which are up to 10 metres tall.
45
Grade 7
Ferns have no flowers and reproduce by spores. The spores from the back of the leaves grow to
form a very small heart-shaped plant. Sexual reproduction takes place on this small heart-shaped
plant, resulting in the formation of the large fern seen in many bushes.
Spores
Ferns are only one step in a bi-generational life cycle and are flowerless. They do not bear seeds;
instead they produce spores typically on the back of their leaves called fronds. Staghorn ferns are
examples of ferns that produce spores on the tip of their frons. When the spores mature, they are
ejected from the cases and dispersed by the wind
Tomato plants belong to the plant group known as flowering plants or angiosperms. The tomato
plant reproduces sexually, meaning that it requires both female and male organs to produce
seeds. Every tomato seed has a tiny tomato plant inside. When the conditions are just right,
tomato seeds will germinate.
As the seed germinates, the radicle or young root first appears and grows down into the ground.
The cotyledons or seed leaves then appear and grow up towards the Sun and the young plant
develops true leaves. As the plant matures, more leaves develop and flower buds form
(see Figure 1). On mature tomato plants, flowers develop and this is where sexual reproduction
occurs.
Figure 1: Diagram of the tomato life cycle. The life cycle starts from seeds and as the plant grows
and matures, flowers develop. After pollination and fertilization, fruits develop which contain
seeds, allowing for the life cycle to start again.
https://www.google.com/tomatosphere.letstalkscience
46
Figure 2: Diagram of tomato flower and its fruit.
The ovary within the flower develops into a tomato fruit that we eat.
https://www.google.com/ixl.com/science/conifer-life-cycles
Figure 3: Conifer Life Cycle
https://www.google.com/ixl.com/science/conifer-life-cycles
47
Grade 7
Unit 2: Animals
Topic: Groups of Animals
Vertebrates and Invertebrates

Vertebrates are animals that have a back bone or spinal column. Animals that belong to the
vertebrates group have chain of bony elements from the head to the tail of the body. The vertebral
that is present in the animals helps them in the locomotion.
Invertebrates are animals without a backbone. They do not have internal skeleton made of bone. Of
the planet’s estimated 15-30 million animal species, 90% or more are invertebrates. They occupy
almost all habitats; they can be found crawling, flying, swimming or floating.
The most common vertebrates include sponges, annelids, echinoderms, mollusks and arthropods.
Arthropods include insects, crustaceans and arachnids.
Some examples of antropods
Butterfly Spider
Bee Beetle
48
Classification of Vertebrates
Vertebrates are highly cephalized and have well developed organs. They have endoskeleton and a
closed circulatory system. And they have the ability to regulate their body temperature. Of the five
classes of vertebrates birds and animals are endothermic in nature and others like fish, amphibians,
and reptiles are ectothermic in nature.
They have bony endoskeleton which consists of cranium, limb girdles, visceral arches and two pairs
of appendages. Muscles attached to the endoskeleton helps in locomotion and they have ventral
hearts with 2 to 4 chambers. Have a large digestive system with liver, digestive glands and pancreas.
Also have well developed body cavity.
The bloods of the vertebrates contain red blood and white blood corpuscles. They paired kidneys.
The general body plan of the vertebrates consists of head, trunk, appendages and post anal tail.
Classification of vertebrates
Vertebrates are classified into the following five classes.
1. Fish
2. Amphibians
3. Reptiles
4. Birds
5. Mammals
• Animals
– Marsupials
– Primates
– Rodents
– Cetaceans
– Seals
Vertebrates
Mammals Birds Amphibians Fish Reptiles
• Give birth to • Have feathers • Have moist • Have scales • Have dry
live babies • Lay eggs skin and fins scaly skin
and feed them • Can live on • Breath under • Lay eggs
milk land and in water through
• Hair or fur on water gills
body
49
Grade 7
Characteristics of Invertebrates
General characteristics of invertebrates are as follows:
• The main characteristic that separates invertebrates from other organisms is the absence of the
spinal cord and the backbone.
• They are multicellular organisms, they completely lack cell walls.
• They are devoid hard body endoskeleton.
• Due to the lack of complex skeleton systems, some invertebrates tend to be slow and small in
nature.
• Due to the lack of the backbone and complex nervous system the invertebrates cannot occupy
multiple environments, though they are found in the harshest of the environments.
• Body is divided into three parts – head, thorax and the abdomen.
• They do not have large lungs for respiration.
• Respiration is through skin.
• Some invertebrates groups possess a hard, exoskeleton.
Examples of invertebrates:
Crustaceans, Centipedes, Ants, Wasps, Spiders, Locusts, Honey bees, Termites, Cockroach,
Grasshoppers, Crickets, Stick insects, Mantis, Crabs, Star fish, Leeches, Earthworms, etc.
Nutrients
We need food for three reasons:
1. For energy
Food is needed to supply the energy for many body functions such as muscle movement and
keeping a constant body temperature.
2. For growth and repair

Food is needed to supply the raw materials for cell growth and the replacement of old cells.
3. To keep our body healthy and functioning correctly

Food is needed to keep the cells and organs in your body functioning correctly.
Food provides nutrients to help the body perform properly. It is important to enjoy a well-balanced,
healthy diet by consuming a variety of foods to provide all the nutrients our bodies need.
Some nutrients are water soluble, meaning that they dissolve in aqueous solutions. Other nutrients are
fat soluble, meaning that they dissolve in fatty tissues and oils.
There are six main nutrients that the body needs;

1. Protein
2. Carbohydrate
3. Vitamins
4. Fat
5. Minerals
6. Water
50
Protein
Protein is needed for growth and development. Requirements are higher for babies and children than
for adults.
• Protein is made up of amino acids.
• Some amino acids cannot be made by the body and must be supplied by the diet, known as
essential amino acids.
• Protein foods can be provided from both animal and plant origin.
• Animal sources of protein tend to provide all the essential amino acids, known as a ‘complete’
protein.
• Plant sources of protein tend to provide different essential amino acids, so by eating a wide
variety of these foods, you can get all the amino acids you need to make up a ‘complete’ protein
from a vegetarian diet.
Carbohydrates
Most of the energy (calories) we need should come from carbohydrates. Carbs, along with fat and
protein, provide energy so we can perform our daily activities. Carbs are split into two
types:
Simple Carbohydrates Complex Carbohydrates

Made of one or two sugar molecules Many sugar molecules chemically bound together
Fast burning Slow burning
Digested quickly; provide immediate burst of energy Digested slowly; provide long lasting, stable energy
For example, For example,
table sugar, honey, soft drinks oatmeal, whole grain bread
Fibre
Dietary fibre is a term that is used for plant-based carbohydrates that, unlike other carbohydrates
(such as sugars and starch), are not digested in the small intestine, so fibre reaches the large intestine
(helps with the digestion).
There are two main groups of fibre: soluble and insoluble. Soluble fibre reduces cholesterol in the
blood and controls blood sugar levels. Insoluble fibre helps keep your digestive tract in good working
order. They work in different ways so it is important to include both types in your diet. What is
important to remember is that fibre-rich foods typically contain both types of fibre.
Vitamins
Vitamins are essential for our health (the name comes from “vital”). Many different vitamins are
present in food. However, they are required in small amounts to maintain good health. Most of us
should meet our vitamin requirements by eating a healthy, well balanced diet. Certain groups,
however, for example the sick, elderly, post-menopausal women, pregnant women or individuals
following restrictive diets, may need to take an additional vitamin supplement.
Hypervitaminosis is a condition of abnormally high storage levels of vitamins, which can lead to toxic
symptoms. Toxic levels of vitamins are generally a result of high supplement intake or a large intake of
highly fortified foods and not from natural food.
Vitamins have diverse functions in the body:

• Hormone-like functions as regulators of mineral metabolism (vitamin D)
• Regulators of cell and tissue growth and development (vitamin A)
• Antioxidants (vitamin E, C)
• Help to enzymes (B complex)
51
Grade 7
Fat
It provides energy, absorbs certain nutrients and maintains your core body temperature. You need
to consume fat every day to support these functions, but some types of fat are better for you than
others. While carbohydrates are the main source of energy in your body, your system turns to fat as a
backup energy source when carbohydrates are not available.
Fatty acids are the building blocks of fat and there are three different types: saturated fatty acids,
monounsaturated fatty acids and polyunsaturated fatty acids.
While monounsaturated and polyunsaturated fats can lower blood cholesterol and help reduce the
risk of heart disease, saturated fats can raise blood cholesterol and increase the risk of heart disease.
There is a special sub group of polyunsaturated fatty acids known as Essential Fatty Acids (EFAs).
They are called ‘essential’ as they are not easily manufactured by the body and must be provided by
food. They are split into two groups: Omega 3 and Omega 6.
Trans fatty acids are a form of fat that the body does not actually need and only have adverse effects.
Minerals
Along with vitamins, minerals are vital nutrients found in food, which help the body to convert food
into energy, control body fluids and build strong bones and teeth.
Minerals are found in a wide variety of foods including fruit, vegetables, cereals, milk and dairy
products, meat and fish. There are two types of minerals your body needs to stay healthy: major and
trace minerals. As their names suggest, these kinds of minerals are divided by need. Your body needs
large amounts of major minerals and only very small amounts of trace minerals for normal function.
• Calcium
• Magnesium
• Potassium
• Sodium
• Phosphorous
• Iron (trace mineral)
Digestion
When we take a bite out of a kaukau, you chew the mouthful of food a few times, and then swallow it.
That is the last you see of the hamburger. How is the hamburger digested? The diagram of the
digestive system or gut will help answer this question.
The function of the digestive system is to break down the food you eat into smaller molecules, which
are then able to pass from the small intestine into your blood. Digestion is both physical break down
of large lumps of food into smaller one, and the chemical break down of food. The chemical
breakdown occurs with the help of substances called enzymes, which are made in special cells in the
body. These substances speed up chemical reactions, which break down insoluble food molecules
into small soluble ones.
52
1. Mouth - Digestion begins here. Food is chewed and broken into smaller pieces. In addition an
enzyme called amylase begins the chemical breakdown of starch.
2. The gullet contains muscles that food in a tube from mouth to the stomach.
3. The stomach is the place in which mechanical digestion occurs by muscles churning food
around to break it into small pieces. Chemical digestion by gastric juice also occurs in the
stomach. The juice contains an enzyme called protease, which breaks down complex protein to
simple protein.
4. In the small intestine there is a little mechanical digestion and a lot of chemical digestion. Bile,
a fluid produced by the liver and stored in the gall bladder, enters the intestines by a tube. Bile
helps in preparing fats and oils for digestion.
5. The large intestines is the place where water is absorbed into the blood stream. No mechanical
or chemical digestion occurs here.
6. The anus is the end of the digestive tube. Undigested food passes out of this opening . this is
called elimination.
https://www.google.com/digestive-system-anatomy-vector-material
Enzymes that break down carbohydrates into sugars such as glucose are called amylases. Amylases
are made in the salivary glands in the mouth and in other glands in the digestive system. Enzymes
called proteases break down proteins into amino acids. These molecules are essential for your body
to build structures such as cell membranes. Proteases are made in glands in the stomach and the
small intestine. The enzymes that break down fats (lipids) are called lipases. Fats are broken down to
fatty acids.
53
Grade 7
Unit 4: Interaction and Relationship In the Environment
Topic: Living Together
Ecosystem
Ecosystems are made up of living and non-living things that interact with each other. Interactions
between organisms can be described in terms of the feeding relationships. Various types of human
activity can affect these interactions.
An ecosystem includes all of the living things (plants, animals and organisms) in a given area,
interacting with each other, and also with their non-living environments (weather, earth, sun, soil,
climate, and atmosphere). Ecosystems are the foundations of the Biosphere and they determine the
health of the entire earth system. In an ecosystem, each organism has its own role to play.
An ecosystem is the sum of both the living (biotic) and nonliving (abiotic) components of a natural
community. The process of energy flows and nutrient cycles make it possible for both the biotic and
abiotic elements to work together. In short, an ecosystem is an interaction and sometimes a
symbiosis that permits organisms to exist in limited spaces. Energy, air, water, soil, soil minerals, and
nitrogen are all important components of an ecosystem.
Ecosystems come in three types:

1. Freshwater ecosystems
A freshwater ecosystem can be defined as a small area equal to just about 1.8% of the earth’s
surface. This ecosystem has a variety of life such as flora and fauna. Freshwater plankton is also
available.
2. Terrestrial ecosystem
The terrestrial ecosystem encompasses seven major ecosystems such as the tropical rainforest,
savannas, deserts, temperate grasslands, deciduous forests, coniferous forest, and tundra.
Location of a place and climate patterns affect terrestrial ecosystems in a major way.
3. Ocean ecosystem
Ocean ecosystem covers about 75% of the planet. About 40% of all photosynthesis happens in
oceans.
https://www.google.com/twitter.com/1547177570090174
54
Living and non-living elements of an ecosystem have a complex inter-relationship that enables all the
participants within its bounds to flourish. As the biotic organisms and abiotic elements come together,
they play their distinct roles to produce a viable environment for an ecosystem to exist. Biotic
organisms are defined as the living elements such as micro-organisms, animals, and plants. Abiotic
factors are the rocks, soil, air, and water that allow these biotic elements to flourish.
Habitat
(Ecosystem)
Biotic Abiotic
Components Components
Plants Animals Soil Air Sunlight Water
Population
A population consists of all the members of the same type of organism that live in an ecosystem.
Population numbers depend on resources, prey-predator relationships, diseases, and competition. In
any population, growth is limited by factors such as competition, predation, water and disease.
If the population in the areas exceeds that number, many animals won’t get enough to drink. To
survive, they must find water elsewhere.
The water available to animals at this watering hole is a limiting factor in the ecosystem. A limiting
factor is something that restricts the growth and distribution of a population. Limiting factors include
resources such as food, water and space. They can also involve competition, predation, disease,
invasive species, and human activities.
Competition is the struggle among living things to use the same resources in an ecosystem. Some
competition occurs between individuals of the same species. For example, birds of the same species
might compete for the best places to nest. Plants might compete for growing space soil. Two lions
might compete for the same prey.
There is also completion between different species. Owls and hawks hunt the same type of food.
Their completion is limited because they hunt at different times of the day.
Predation occurs when one organism-the predator-catches and feeds on another organism-the prey.
Predation is an important limiting factor in an ecosystem. When prey population grows, predators
have plenty to eat. As a result, the predator population grows.
A disease is a condition that prevents an organism from functioning properly. It is an important limiting
factor because it can stop population growth. Diseases often appear in animal populations weakened
by overcrowding and lack of food and water. Disease can also affect plant populations.
55
Grade 7
The natural balance of ecosystems can be destroyed when an organism arrives from elsewhere.
Invasive species are plants or animals that are not native to an ecosystem. Invasive species harm
ecosystems because they often have no natural enemies. In such cases, their populations can
increase quickly. They crowd out native species and consume resources. They can also destroy
habitats and disrupt food chains.
Community
A community is the group of living things found in an ecosystem. These living things depend upon
one another for food, shelter and other needs. They also depend upon the nonliving things in the
ecosystem. Organisms that live well in one ecosystem might not survive in another. Alligators for
example, find food and shelter only in warm, wet places. They must also drink lots of water to flush
wastes from their blood.
The structure of the biosphere begins with the organism, population, community and ecosystem.
56
Unit 1: Energy
Topic: Electricity
Circuits and Electric Current/Voltage

Electricity is the continuous net flow of electric charges from one place to another. The electric
charges are always electrons. For the current to flow through, the electrons must follow a circuit.
Cooper wires are used in circuits because copper carries electricity very well.
A circuit also includes a source of energy and some resistors. A resistor is a device that resists
electricity flowing through it. Examples of resistors are light bulbs and many devices. They change the
electrical energy into light, heat or sound. Most circuits have a switch. A switch is a device that allows
the current to be turned on or off. When the switch is open, the circuit is broken and therefore the
current stops.
Volts and Amperes

Voltage is the electric potential energy per unit charge. The greater a battery’s voltage, the greater the
current it can supply when it is wired into a circuit. The amount of voltage is measured in units called
volts (V). You can think of volts as a measure of “electric push” that a battery can provide.
The unit of measure of electric current is ampere (A). One ampere of current is the net flow of about 6
billion billion electrons every second through a point in the circuit.
Measuring electric current

The brightness of a lamp can be used to indicate the size of the current flowing
in a circuit. The brighter the lamp, the larger the current flowing. However the
brightness of a lamp does not measure electric current exactly and a lamp will
not glow when the current is small. In order to measure the current exactly, an
instrument called an ammeter is used. An ammeter is always connected in series
with circuit. The units of electric current are amperes or amps (A) and the symbol
for current (I)
57
Grade 7
Measuring Voltage
An electric current is produced by a source of electricity. The forces that
pushes the electricity along a wire is called the voltage. If the voltage is
increased, the force pushing the electricity through the circuit is increased,
and so the current will also be increased. Voltage is measured in volts (V)
using a special instrument called a voltmeter. A voltmeter is connected in
parallel across any electrical device.
Types of Circuits
The parts of an electric circuit can be connected in different ways. In a series circuit, current flows in a
single path. Along the way it may pass through two or more resistors, such as light bulbs. In a series
circuit the current is the same throughout the circuit.
Note that the a switch is used to open and close a circuit. If a switch is open, the pathway is broken
and no charges can flow. Similarly if one of the resistors breaks, it acts alike an open circuit and stops
the current. When a bulb burns out in a series circuit, the electricity stops flowing.
In a parallel circuit, electric current can flow through more than one path to complete the circuit. If all
of the pathways are complete, some of the along each path. When a resistor in one of the pathways
breaks, current can still flow along other paths.
In a parallel circuit, the resistors in each pathway receive the full voltage of the circuit. So bulbs wired
in parallel are quite bright-as bright as if only one were in the circuit. In a series circuit, the voltage is
divided among various resistors. The more bulbs added into a series circuit, the more dimer they are
lit.
58
Ammeter in paralell circuit Voltmeter in parallel circuit
Electric Current/Voltage and Resistance

Definition:
Voltage (A)
• Electric potential, measured in volts (V)
Electric Current (I)

• a measure of the rate at which electric charges flow, measured in Amperes (A)
Resistance (R)
• the ability to impede the flow of electrons in conductors, measured in Ohms (Ω)
When an electric current moves through a conductor, there is always some electrical resistance to
the current. This is because of the attraction of the electrons to the positive nuclei of the atoms in the
conductor. This attraction is greater in some conductors than in others, giving them a greater
electrical resistance. As the electrons are pushed through a conductor they lose some of their energy
as heat. This waste heat can be a nuisance; for example, computers get hot when used. However the
waste heat is sometimes useful. For example, because nichrome wire has a fairly high resistance, it is
used to make the heating elements in many electrical appliances used around the home. It is usually
coiled to take up less space. The filament of a light bulb is made from a very thin tungsten wire. When
a current is passed through it, the wire becomes so hot that it gives off a brilliant white light.
59
Grade 7
Ohm’s Law
• Relationship between voltage, current, and resistance
• States that the current in a circuit varies in direct proportion to the potential difference, or
voltage, and inversely with the resistance.
• Used to make calculations in all circuit problems
• V = potential difference (voltage) in volts
• I = electric current in amperes (amps, A)
• R = resistance in ohms Ω
Static Electricity
Have you ever felt a plastic comb pulling your hair when you hold the comb above your head? Have
you heard the crackling sound as you take off your nylon shirt or blouse? This is caused by static
electricity. If the static or stationary electricity is made to move, it can make a spark.
The word ‘electricity’ came from the Greek word ‘electros’, which means amber. Amber is old tree
gum, which becomes charged very easily when it is rubbed with a cloth.
Normally objects have no charge on them because the number of negative charges balances the
number of positive charges. However, when some substances are rubbed together charges can be
moved from one substance to another. This is how static electricity is formed. For example, plastic
rod is rubbed with a piece of cotton cloth; negative charges are rubbed off the plastic rod on to the
cloth. In this way the cotton cloth becomes negatively charged, because it now has more negative
charges. The plastic rod becomes positively charged, as it is now has more positive charges because
of the negative charges lost to the cloth.
60
Topic: Light and Lens
Light
Like all waves, light waves can be transmitted, absorbed, reflected, or refracted. The interation of light
and matter is the basis of vision and of the optical technology.
Electromagnetic waves all travel at the same speed – about 300,000 km (186,000 mil) per second.
This rate of travel is known as the speed of light.
To get an idea if how fast is this, consider that the circumference of Earth is about 40,000 km (25,000
mi). At that speed, light and other electromagnetic waves could travel this distance seven times in one
second! Light cannot travel around the world, however. Another property of light waves is that they
usually travel in a straight line.
Here is a simple way to demonstrate both that light is moving, and it travels in a straight line. Hold
your hand between a light source and wall. What happens? Your hand creates a shadow by blocking
the light and keeping it from traveling to the wall. The shadow is shaped like your hand, because the
light rays move in a straight line as they go past your hand or are absorbed.
If you ever sit at the edge of a swimming pool with your legs in the water, you may notice something
odd. Your legs may appear to bend sharply just below the surface of the water. This optical illusion
results from refraction of the lights coming from your legs.
Refraction is the bending, or changing of direction, of light rays when they pass from one material into
another. If the rays pass through the surface of the material at an angle other than 90 degrees to the
surface, they will refract.
Light moves at different speeds through different materials. When light crosses the surface between
two materials at an angle, it changes direction.
The bouncing of light off a surface is called reflection. The flatness and smoothness of the mirror
ensure that light rays are reflected in an orderly way.
Whenever light reflects off a mirror, it obeys the law of reflection. According to this law, light rays leave
the mirror at the same angle at which they strike the mirror.
As the law of reflection predicts, all of the light rays that strike a plane mirror will reflect off the surface
in a specific direction. So, the light rays leaving the mirror will have the same arrangements that they
had when they struck the mirror. That is why the image of your face has left and right reversed.
Most objects, even if they are highly reflective, are not as smooth as a mirror. Their surfaces have tiny
bumps and pits. These irregularities cause different rays to hit different parts of the surface at different
angles. Each ray reflects off the surface at a different angle and no clear image is formed. The type of
reflection produced by such a surface is called a diffuse reflection.
61
Grade 7
Reflection:
• Light is reflected when light falls on a smooth polished surface or shinny surface
• The ray of light is reflected in another direction after striking the mirror.
• Light rays that strike the surface (plane mirror) is called the incident ray and the ray that comes
back from the surface (plane mirror) after reflections is known as the reflected ray.
• Angle of incidence (Ði) is the angle between the normal and the incident ray and the angle of
reflection is between the reflected ray and the normal.
• The angle of incidence is always equal to the angle of reflection. This is known as the Law of
reflection.
https://www.google.com/ineedmorespace.wave_diagram_reflection_mirror.
Refraction:
The phenomenon of bending away of light from the normal is known as Refraction. The bending of the
light depends on the two medium that the light is traversing. If the light travels from a denser medium
to a lighter medium, the ray tends to bend away from the normal, whereas if the light is travelling from
a lighter medium to a denser medium, then the ray tends to bend towards the normal.
Laws of refraction
• All the three rays that is, incident ray, normal and the refracted ray, lies in the same plane
• The relation between the angle of incidence and angle of refraction is constant and can be
defined as the ratio of sine of both the angles that is, angle of incidence to angle of refraction. The
constant value is also known as Refractive Index (µ).
Light is indeed the fastest entity in the universe, but only in a vacuum. In other words, nothing can
travel faster than light in a vacuum; in other mediums, however, like water, glass etc., it’s quite possi-
ble for other entities to be as fast as – or even faster than – light.
The speed of light depends entirely on the medium through which it’s traveling, and as you can im-
agine, every medium has a different set of properties, which means that light’s speed in one medium
can be assumed to be at least slightly different from another. For instance, the properties of a medium
such as air are different from those of another medium, like water. Similarly, water as a medium is
quite different from glass as a medium.
62
Therefore, the speed of light changes when it travels from one medium to another. The moment that a
light ray leaves a certain medium and enters a new one, it refracts, i.e., it bends away from its origi-
nal path. You can actually observe this phenomenon in action in many ways in your everyday life. For
example, try putting a pencil in a jar full of water (as shown in the image below).
www.scienceabc.compure-sciences/what-index-of-refraction-defintion-examples-water-air-glass
Lens
63
Grade 7
A lens is a transparent material that refracts light in such a way as to form an image. Like mirrors,
lenses may be convex or concave. Unlike mirrors, both sides of a lens may be curved.
A convex lens is thicker at the centre than at the edges. Convex lenses are thicker at the middle. Rays
of light that pass through the lens are brought closer together (they converge). A convex lens is a
converging lens.
When parallel rays of light pass through a convex lens the refracted rays converge at one point called
the principal focus. The distance between the principal focus and the centre of the lens is called the
focal length.
A convex lens causes light rays to converge at a focal point. The distance of the focal point from the
center of the lens is the focal point of the lens. The type of image formed by a convex lens depends
on the distance of the object from the lens. If the distance is less than one focal length, the image will
be right-side up and enlarged. A hand lens produces this type of image.
https://www.google.com/.physics.illinois.edu/-rays-though-lenses
If the distance between the object and the lens is between one and two focal lengths, the image
formed will be up-side down and enlarged. If the distance is more than two focal lengths, the image
will be up-side down and reduced in size. This is the type of image that a camera focuses on film.
64
Unit 2: Force and Motion
Topic: Force and Pressure
Pressure
Pressure is an effect on which occurs when force is applied on a surface. Pressure is the amount of
force acting on a unit area. Pressure is the action of one force against another over, a surface. The
pressure P of a force distributed over an area A is defined as:
P = F/A
Properties of Air
Because air has mass, it has pressure. It also has other properties, including density and pressure.
Air pressure is the pressing down of the weight of air on an area. Denser air has more air pressure
than less dense air.
https://www.google.com/slide/1547251761215806
If a force is applied over a smaller surface area, you get a larger pressure
65
Grade 7
A liquid in a container exerts pressure because of its weight. Pressure in lquids acts in all directions.
The weight of the liquid causes pressure in the container. It also causes pressure in any object in the
liquid.
66
Density
Density can be best explained using the following example. Which would you like to carry up a
hill- a 10kg bag of rice or the same bag filled with feathers? The rice and the feathers take up the
same space in the bag, but the bag of rice is much more heavier than the bag of feathers. This is
because rice is denser than feathers
Density is how much mass is packed into a measured volume. It is usually measured in grams per
cubic centimetre (g/cm3 ). To find the density of something simply us the following formulae:
Mass (g)
Density (g/cm ) = --------------------
3
Volume (cm3)
To find the volume of regular objects use volume = length x width x height. To find the volume of
irregular shaped objects, use a displacement can to find the volume. Simply drop the object into the
can and measure the volume of water it displaces (pushes out of the way).
All samples of pure substances kept under the same conditions have the same density. A drop of
pure water and a tub-load of pure water both have density of 1g/mL. this is the density of pure water
in liquid state. Liquids with other densities are not pure water.
Remember that density is not the same as mass. For example, lead is much denser than aluminium
if a block of lead and a block of aluminium each have a mass of 10g, what can you conclude about
them?
Table of densities (g/cm3)

Air 0.0013 Ice 0.9
Styrofoam 0.1 water 1.0
Cork 0.2 Sea water 1.03
Pine wood 0.4 Aluminium 2.7
Petrol 0.7 Iron 7.8
Polythene 0.9 Lead 11.3
plastic
** Adopted from Science Essentials 8, pg. 28)
67
Grade 7
Unit 3: Matter
Topic: Properties of Solutions
Solutions are mixtures that are evenly mixed at the molecular level. You cannot see the particles that
make up the solution. A solution has two parts, a solute and a solvent. The solute is the substance
that is present and lesser amount. The solvent is the substance that is present in the greater amount.
For example, in a sugar solution, the sugar is the solute and the water is the solvent.
Because solution is a mixture, the substance that make up the mixture keep their properties. This
means that sugar can be separated from the solution by evaporation. Many solutions are made of a
liquid solvent and a solid solute such as sugar and water. Other solutions form from other
combinations of gases, liquids and solids.
Acid, Alkaline and Neutral Solutions
Acids and Bases
Acids
Scientist use many definitions of acids. One simple definition is that an acid tastes sour when
dissolved in water. Lemon, oranges, lemons, pamellos, limes, apples and vinegar contain weak acids.
Lemons, oranges, pamellos and lime contain citric acid. Apples contain malic acid, sour milk contains
lactic acid and vinegar contains acetic acid. All these food contain weak acids and are harmless. The
stomach also uses acids to digest food.
There are other acids that are strong and are mostly found in the laboratories. The common ones are
the hydrochloric acid, sulphuric acid and nitric acid. Strong acids are corrosive and can cause serious
burns to the skin and damage clothes. If you get any acid on your skin or clothes, wash it immediately
with plenty of water.
An acid solution that does not contain very much water in it is said to be concentrated and a
watered-down acid solution is said to be dilute.
When mixing concentrated acids with water to dilute them, be careful and add water to the acid.
Because so much heat is given out as acid dissolves, the mixture bubbles and could splash out
causing burns.
To identify compounds as acids, scientist use a special kind of test paper called a litmus paper.
Litmus paper comes in blue and red strips. Acids turn blue litmus to red.
With an ACID
Litmus indicator is RED
Bases
A base feels slippery, tastes bitter and turns red litmus paper blue when dissolved in water. Soap,
detergents and ammonia contain compounds called base. Bases are chemical compound that can
be thought to be chemical opposite to acids. Three common bases that are used in the laboratory are
sodium hydroxide, ammonium hydroxide and calcium hydroxide. Litmus indicator is blue in base. A
good way to remember that the litmus is blue in bases is that “blue” and “base” start with same letter
“b”.
With a BASE
Litmus indicator is BLUE
68
Why can acids and bases be powerful? One reason is that both react strongly with water. As a general
rule, acids add hydrogen ions (H+) when they dissolve in water. Bases add hydroxide ions (OH-) in
water. Both hydrogen ions and hydroxide ions are very unstable. They combine with other substances
very quickly.
When an acid and a base react with each other, H+ ions in the acid and OH- ions in the base
combine to form a neutral water. A compound called a salt is also formed. The reaction is called
neutralisation.
Indicators
Chemical dyes that are one colour in and acidic solution but change to a different colour in a basic
solution are called indicators. The indicators that commonly used in laboratory and the colours they
give when added to an acid or base are shown in the table below.
Indicator Colour in Acid Colour in Base
Litmus Red Blue

Phenolphthalein Colourless Pink
Methyl orange Red Yellow
Bromothymol blue Yellow Blue
Coloured dyes in plants, vegetables and flowers are also good indicators. The red colouring in
hibiscus flowers can be extracted by boiling the petals in water in a few minutes. The red solution can
then be used as an indicator. Hibiscus flower indicator is red in acids and green in bases.
Neutralisation
Acids and bases react together and neutralise each other. When acids and bases react together they
combine to form a salt and water. This is known as neutralisation reaction. Energy in the form of heat
is always released during a neutralisation reaction.
Neutralisation reactions
Base + Acid Salt + Water + Heat
Sodium Hydroxide + Hydrochloric acid Sodium chloride + water + heat
Ammonium hydroxide + sulphuric acid Ammonium sulphate +water + heat
Calcium + Nitric acid Calcium nitrate + water + heat
69
Grade 7
Range of pH Colour of universal indicator Strong/weak/acid/base

0 Red
1 Red Strong acids, from example,
2 Red hydrochloric acid
3 Pink
4 Pink Weak acids, for example citric acids
5 Orange
6 Yellow
Neutral solutions, for example,
7 Green pure water, salt solution
8 Blue-green Weak bases, for example lime

9 Blue water
10 Blue
11 Purple Strong bases for example ,
12 Purple sodium hydroxide
13 Purple
14 Purple
Measuring pH
To compare strengths of two acids using a litmus paper won’t work it will turn red in both acids.
Scientists use a scale called the pH scale to measure the strength of an acid or base dissolved in
water. The range of the pH scale is from 0 to 14. Low pH reading means a high concentration of
hydrogen ions. Acids have a pH between 0 and 6. A high pH means a low concentration of hydrogen
ions. Bases have a pH between 8 and 14. Water has a pH of 7. It is neutral and has equal
concentration of hydrogen ions and hydroxide ions.
Scientists use special chemicals called indicators to determine the pH of a solution. An indicator is a
chemical that changes colour when mixed with an acid or base. The chemical in the litmus is an
indicator that changes colour in any solution that is not neutral (pH7). Other indicators change colour
over a different range of pH.
Several indicators can be combined into a universal indicator.it turns a range of colours over a broad
range of pH values. By placing a small drop of an acid or base solution on the paper and comparing
the colour to a key, you can determine the pH of the solution.
Increasing acidity Neutral Increasing alkalinity
70
Concentration of Solution
Different substances dissolve in water in different amounts. The amount of a solute that can dissolve
in water is known as the solubility of a substance. The solubility depends on the temperature of the
water and is measured by how many grams of the substance will dissolve in 100 cubic centimeters
of water at that temperature. For example, the solubility of copper sulphate at 200C is 22grams in 100
cubic centimeter of water. The solubility of potassium nitrate at 200C is 29 grams in 100 cubic
centimeters of water.
The solubility of most substances increases with temperature. Sugar, salt, coffee and copper sulphate
becomes more soluble as the temperature of the water increases.
Separating a Solution
To separate a solution, you must make use of the different properties of the mixed materials. You
usually cannot use the size of the particles to separate them, because only very special filters are fine
enough to trap a molecule. There are other properties you can use, however. For example, some
liquids evaporate at fairly low temperatures. You can often allow solvent to evaporate, leaving the
solute behind.
Another way to separate most solutions is to use the different boiling points or melting points of the
substances. Sugar is collected in this way. Growers cut down the sugar cane stems and crush them.
Then the sugar cane juice is collected and heated. The water boils off at 100 degrees, while solid
sugar remains behind.
Topic: Atoms, Molecules and Compounds
Unit of Matter: Atom

Atoms are the basic building blocks of all matter-both living and non-living. They are incredibly small.
To give some idea of their size, there would be 10 000 000 000 000 000 atoms in the dot at the end
of this sentence. This means that there are about 2500 times more atoms in the dot than there are
people in the world.
Atoms are not usually found on their own. Two or more atoms joined together are called a molecule.
Pure substances like iron and copper, whose atoms are all the same, are called elements. An element
is a substance that cannot be broken down into other substances. An atom is the smallest unit of an
element. All atoms of an element contain the same number of protons.
The first elements discovered were the metals gold, tin, copper and iron. Over the years more and
more elements were discovered. In total, 90 elements have been found in the Earth’s rocks, soil, air
and water. Another 20 or so elements, which do not occur naturally, have been made by nuclear
scientists, and more will almost certainly be made in future.
Some common elements are listed in the table below:

They are classified into two main groups – metals and non-metals. (Metals conduct electricity, and
most non-metals do not.) The elements can also be classified according to whether they are solids,
liquids or gases at room temperature (200C).
71
Grade 7
Each element is represented by a symbol. This is a shorthand way of writing the name of the element.
Sometimes the symbol is the first letter of the English name of the element: for example, carbon C.
However, some elements have the same first letter: for example, carbon and calcium. In these cases a
second letter is used: calcium Ca. Note that the first letter is a capital, but the second letter is not. In
some cases the symbol comes from a Greek or Latin name. For example, the symbol for gold is Au.
This comes from the Latin word aurum, which means ‘shining dawn’. Some elements are named after
famous people or places: for example, einsteinium and francium.
Element Symbol Metal or non-metal
Aluminum Al Metal
Argon Ar Non-metal
Bromine Br Non-metal
Calcium Ca Metal
Carbon C Non-metal
Chlorine Cl Non-metal
Copper Cu Metal
Gold Au Metal
Hydrogen H Non-metal
Iodine I Non-metal
Iron Fe Metal
Lead Pb Metal
Magnesium Mg Metal
Mercury Hg Metal
Nitrogen N Non-metal
Oxygen O Non-metal
Phosphorus P Non-metal
Plutonium Pu Metal
Silver Ag Metal
Sodium Na Metal
Sulfur S Non-metal
Zinc Zn Metal
Molecules
Atoms are usually found on their own. Two or more atoms joined together is called a molecule. For
example, an oxygen molecule consists of two oxygen atoms held together by a chemical bond. A
water molecule is made of two hydrogen atoms bonded to one oxygen atom. This means water
contains two different atoms. Molecules vary in size from tiny hydrogen molecules up to huge protein
molecules in our body. Each of these protein molecules contains about half a million atoms. Only in
recent years have scientists been able to use special microscopes to ‘see’ atoms and molecules.
72
Compounds
All materials can be classified into two groups – pure substances and mixtures. Pure substances
contain atoms or molecules that are exactly the same. Mixtures contain different types of atoms or
molecules. The pure substances can be divided into elements and compounds. Compounds can be
broken down into simpler substances but elements cannot.
All substances
Pure substances Pure substances
Evenly Unevenly
Elements Compounds
mixed mixed
Oxygen and hydrogen are both elements. They are gases at ordinary temperatures. Water is made up
of oxygen and hydrogen but when we examine water carefully we cannot observe either oxygen or
hydrogen. This is because the oxygen and hydrogen have been joined together.
When elements joined together a new substance is formed. This new substance has properties that
are different from the properties of the original elements. Oxygen and hydrogen are both gases but
when they are joined together the liquid water is formed.
Substances that are made by joining two or more different elements together are called compounds.
Water is a compound. Water can be made from its elements in the laboratory. When hydrogen burns
in oxygen, the liquid water is produced.
Properties of Compounds
All matter can be classified as either a pure substance or a mixture. A substance has a definite
composition and the same composition and properties regardless of where it comes from. A
substance also has uniform composition throughout. A mixture on the other hand has a variable
makeup.
The properties of a compound are usually different from the properties of element s that make it up.
For example, a shiny silver spoon will turn black when exposed to sulphur compounds in the air. The
black coating is silver sulphide, a compound made of silver and sulphur. It is neither shiny like silver
nor yellow like sulphur.
73
Grade 7
Unit: Our Earth

Topic: Earth’s Structure
Compositions and Structures of the Earth

Earth has a layered structure. Most of these layers are made up of solid or partly melted rock. The
innermost layers are mostly a mixture of metals. Earth’s layers vary in thickness. The crust, the
uppermost layer, is much thinner than the other layers. The crust is nearly all solid rock. Under the
continents, the crust is mostly granite and other light rocks. Below the oceans, the crust is mostly
made of basalt-a dark, dense rock. The crust is by far the thinnest of Earth’s layers. Under the
continents, the average thickness of the crust is about 40km (24mi), but it may be as much as 70km
(42mi) in mountainous regions. The crust is even thinner under the oceans. The ocean-floor crust has
a thickness of about 7km (4mi).
The temperature increases as you go deeper that rocks are located, the hotter they are. The layer just
below Earth’s crust is the mantle. The mantle is about 2, 900km (1,800mi) thick and makes up more
than two-thirds of Earth’s mass. At the boundary where the upper mantle meets the crust, the mantle
rock is solid. This solid upper mantle and crust combine to form a rigid shell called the lithosphere.
Below the lithosphere, much of the rock

material in the mantle is partially melted. This
material can flower very slowly, like plastic that has
been heated almost to its melting point. The solid
lithosphere can be thought as “floating” on this
thick lower mantle.
The inner most of Earth’s layers is the core, which

extends to the center of the Earth. The core is
divided into two regions, or layers - the outer
core is about 2, 200km (1,400mi) thick, and is the
only layer that is in a liquid state. It is made up of
mostly of molten iron and nickel, with some sulfur
and oxygen also present. The inner core, about
1,200km (720mi) thick, is even hotter than the
outer core. It is probably made up of iron and nickel as well.
However, the extremely high pressure so deep inside Earth keeps this metal from melting.
Many scientists believe that the presence of molten iron and nickel in Earth’s core explains why Earth
is surrounded by a magnetic field. According to one theory, convection currents move slowly
throughout the liquid outer core. Electric currents are produced as Earth rotates, setting up Earth’s
magnetic field.
74
Plates and Earthquake

In the 1950s, scientists discovered that molten rock from the mantle was rising to Earth’s surface
in the ocean basins. As this rock is cooled and hardened, it was being added to Earth’s crust. This
discovery led scientists to suggest that the lithosphere is no one solid shell rock. In fact, they now
believe that the lithosphere is broken up into giant slabs of rock called plates. These plates seem to
“float” on top of the mantle, much like giant ships floating on a sea of thick molten rock.
The idea of giant plates of rock moving slowly across Earth’s surface is called plate tectonics. As you
might expect, the plates move very slowly. Their average speed is about 10cm (4 in.) a year. However,
over millions of years, plates can move thousands of kilometers. There are two kinds of plates.
Oceanic plates consist of almost entirely dense ocean-floor material. Continental plates are made up
of lighter continental rock “riding” on top of denser rock.
Plates interact at their edges, or plate boundaries. There are three ways in which Earth’s plates
interact at their boundaries.
Converging Boundaries
Two plates move toward each other. One plate may move under the
other in a process called subduction.
Diverging Boundaries
Two plates move away from each other. Molten rock rises to fill the gap.
Creating new crust.
Sliding boundaries
Two plates slide past each other, moving in opposite
directions.
Earth’s crust moves very slowly. Typically, this motion can hardly be felt. But at times, it can cause
sudden and unexpected changes to Earth’s surface.
An earthquake is a violent shaking of Earth’s crust. The release of built-up energy along a fault is what
makes Earth shake, or quake. That energy released depends on how much rock breaks and how far
the blocks of rock shift.
Mountains form where tectonic plates collide. There are three main types of mountains: fold
mountains, fault-block mountains, and volcanic mountains.
Fold mountains form from colliding plates. Layers of sedimentary rock buckle upward as they are
squeezed.
75
Grade 7
Fault-block mountains form from movement along large faults. Large blocks of rock drop down,
leaving other areas high.
Volcanic mountains form when magma below Earth’s surface pushes rock layers upward, forming
domes. Volcanic mountains can also result when immense magma bodies cool into huge igneous
bodies called batholiths.
Earthquakes and volcanic eruptions are examples of geological activities that usually occur at plate
boundaries.
Topic: Natural Resources
Topic: Natural Resources

Natural resources are the resources available in a nature like air, water, sunlight, soil, minerals, forest,
wild life etc. Natural resources are of two main types. They are renewable and non-renewable natural
resources.
Sources of natural resources
Types of natural resources

Natural resources that can be replaced and reused by natures are termed renewable.
Natural resources that can not be replaced are termed non-renewable.
Renewable resources are replaced through natural processed at a rate that is equal to or greater that
the rate at which they are used, and depletion is usually not a worry.
Non-renewable resources are exhaustable and are extracted faster than the rate at which they
formed. For example, Fossil Fuels (coal, oil, natural gas).
Non renewable resources take millions of years to form. Because of the time it takes to reform them,
they are considered non-renewable.
Examples of renewable resources:

• Fresh water
• Air
• Trees
• Sun energy
• Bio fuel
• Hydroelectricity
• Solar energy
• Wave power
• Wind power
76
Topic: Weather Change
Atmosphere
The formation of atmosphere
The atmosphere of a planet is an envelope of gas that surrounds the planet, and is held to it by the
force of gravity. The planets have different atmospheres or no atmosphere. The difference in these
atmospheres can be explained by:
1. The distance the planet is from the Sun
2. The composition of the planet
3. The size of the planet, which determines the gravity that holds the atmosphere around the
planet.
Earth’s atmosphere is a mixture of gases, liquids, and solids that surrounds the planet. The
atmosphere supports all life on Earth. Weather takes place in the lower atmosphere.
The air we breathe is part of the atmosphere. The atmosphere is the mixture of gases, liquids, and
solids that surrounds Earth. The atmosphere not only provides the air, but it also helps protect us
from the Sun’s harmful radiation. Planets other than Earth have atmosphere, too, but their mixtures of
gases are different.
Earth’s atmosphere is about 78 per cent nitrogen, 21 per cent oxygen. Oxygen is the gas that our
body needs, and you take it in with every breath. The remaining 1 per cent of the atmosphere
includes carbon dioxide makes up about 0.03 per cent of dry air. Neon and helium each make up a
tiny percentage of our atmosphere. The amount of any one gas in the atmosphere can vary. In dry air,
for example, there is little or no water vapour. In the moist air over an ocean, water vapour can make
up four per cent of the air. Carbon dioxide is another gas that is present in the atmosphere in varying
amounts. The amount of carbon increases when fossil fuels are burned.
77
Grade 7
Composition of Planetary Atmospheres
Planet Composition of Atmosphere

Mercury No atmosphere
Venus Carbon dioxide, nitrogen and smaller amounts of oxygen and water vapor
Earth Nitrogen, Oxygen and smaller amounts of carbon dioxide and water vapor
Mars Mostly carbon dioxide
Jupiter
Hydrogen, helium, methane and ammonia
Saturn
Uranus
Mostly methane and hydrogen
Neptune
Pluto Yet to confirm. Search internet
Moon No atmosphere
Structure of the Atmosphere

Earth’s atmosphere can be divided into four distinct layers as shown in the illustration on the right.
The layer closest to the Earth, where almost weather occurs, is the troposphere. About 90 percent
of the atmosphere’s mass is in the troposphere, the lowest layer. Although it is the thinnest layer, the
troposphere contains about 75 percent of the gases that make up the atmosphere.
Temperature and air pressure decrease with distance from the surface. Air pressure, which is an
important element of weather, is caused by the weight of gases in the atmosphere. Air pressure
affects the water cycle which in turn applies to them.
The stratosphere lies above the troposphere. Air in this layer is much colder and drier than air in the
troposphere. It contains the ozone layer. It is a special form of oxygen which absorbs ultra-violet rays
emitted by the sun. The absorption of this radiation causes temperature to increase with altitude in
the stratosphere.
78
The mesosphere lies above the stratosphere. The top of the mesosphere is the coldest part of Earth’s
atmosphere. Almost all the atmosphere’s mass is below the mesosphere, so air pressure in this region
is extremely low-about 1,000 times less than at the Earth’s surface. The temperature of the
mesosphere decrease with altitude.
The thermosphere contains a very low density of gas molecules. Therefore, the absorption of a small
amount of energy causes a large increase in temperature. The thermosphere extends to an altitude of
about 600km. The very thin air of the thermosphere is the first part of the atmosphere struck by
sunlight. Temperatures in the thermosphere can reach 1700˚C.
Although the molecules of gases are too small to see, they have mass. If air had no mass, we would
not be able to feel the wind. Air also exerts pressure. Earth’s gravity pulls gas molecules toward it. Air
pressure is greatest near the surface because air density is higher and the total weight of the air
column above an area is greater. Pressure quickly decreases with height above Earth’s surface.
As altitude increases, the density of gas molecules

decreases. Some mountain climbers climb so high that
they need to carry oxygen with them.
Earth’s surface is warmer during the day and colder at night. The atmosphere keeps these
temperatures in a moderate range. Earth’s atmosphere is heated by the Earth’s warm surface, not
directly by the Sun. Much of this energy is transferred by convection, which is the transfer of heat by
circulation in a gas or liquid.
Air rises or sinks because if its density. Warm air is less dense than cold air, so it rises. Cold air is
denser than warm air, so it sinks. This can create a loop of moving air. Such a loop is called
convection current. This kind of current forms in both air and water.
Warm and cold air also creates differences in air pressure. Rising warm air lowers the air pressure
below it. Sinking cold air increases the air pressure. As in land and sea breezes, air moves from areas
of high pressure to areas of low pressure. Winds always blow this way.
Convection currents and differences in air pressure are caused by the Sun heating Earth’s surface
unevenly. The areas near the equator receive the most energy from the Sun. The poles receive the
least.
The uneven heating results in low air pressure at the equator and high air pressure at the poles.
Therefore, air tends to move from the poles toward the equator. This tendency, in combination with
Earth’s rotation, creates the planet’s global wind patterns. Regional wind patterns are influenced by
such features as mountains, plateaus, and large lakes.
79
Grade 7
Sea Breeze
At day time, warm air expands and rises on land at high temperature (low
pressure). Cool air sink along sea low temperature (high pressure). Wind blows
an area of high pressure to low pressure. Wind blows from the sea towards the
land.
Land Breeze
Over the ocean at night, cool air sinks on land at low temperature (high
pressure). Warm air expands and rises on sea at high temperature (low
pressure). Wind blows an area of low pressure to high pressure. Wind blows
from the land towards the sea.
https://www.google.com/.topperlearning.com/please-explain-what-is-land-breeze-and-sea-breeze-with-a-dia-
gram
80
Cloud and Fog

As well as creating winds, the Sun’s energy powers the water cycle. The Sun’s energy causes liquid
water to evaporate, meaning to change into water vapor, an invisible gas. Water vapor is part of air,
and it moves through the atmosphere. Water vapor condenses into liquid water or into solid ice. It
usually condenses around tiny particles, such as dust or grains of salt. Millions of water droplets or
ice crystals form clouds. Rain, snow, hail, sleet, or mist that falls to Earth’s surface from clouds is
called precipitation.
A cloud is classified by its appearance and altitude. Three of the main groups of clouds are
high,middle, and low clouds. The fourth group contains clouds that develop vertically. They may be
puffy and quiet tall.
Cloud names can be taken apart and put together in various ways. For example, the prefix nimbo-
refers to rain, stratus indicates layers, and cumulo- or cumulus indicates a cloud that forms vertically.
The most common high clouds are cirrus clouds. Other high clouds are given the prefix cirro-, as in
cirrocumulus. Middle clouds are given the prefix alto-. Low clouds are often stratus or nimbostratus
clouds.
Fog forms when clouds touch the ground.
Cloud Types
•
Cirrus Stratus Cumulus Cumulonimbus

• Thin, wispy clouds at • Form in layers • Puffy, white clouds • Bring heavy rain or
high attitudes • May cover large parts with flat bottoms thunderstorm
• Made of ice crystals of the sky • Form in rising currents • May extend up
• Indicate pleasant of warm air through the
weather • Generally mean fair troposphere
weather
81
Grade 7
Unit 3: Space
Topic: Earth’s Motion
Motion of the Earth

The axis of the Earth is an imaginary line through the centre of the Earth from pole to pole. This axis
is tilted at an angle of 231/2 degrees. The Earth rotates or spins on this axis, rotating once every 24
hours. This means that people on the equator are moving at 1700km per hour! We do not feel or see
movement because everything else around you moves at the same speed.
Earth’s rotation and its revolution causes day and night as well as seasons.
As the Earth rotates from west to east, the sun, moon, stars and planets all seem to move the other
way – from east to west. This is why we the circular star trails in the photo. It is because the Earth
rotates on its axis that we get night and day. As the Earth rotates, only one half of it faces the sun at
one time. While this half is in sunlight, the other half is in darkness.
As well as rotating on its axis, the Earth travels through space around the sun. This is why the stars
appear to change position in the sky throughout the year. For example, Orion (the Saucepan) appears
in the north-east in summer and disappears in the north-west in autumn. We say the Earth revolves
around the sun. The path it follows is called its orbit. This orbit is almost circular, but slightly oval.
The time taken for one complete revolution of the sun is one year. During this time the Earth rotates
3651/4 times. This means there are 3651/4 days in a year. This is very difficult to divide into equal
parts for our days and weeks. So we consider each year as having just 365 days every fourth year, or
leap year, has 366 days.
The Earth stays in its orbit because of the gravitational force of attraction between it and the sun.
Motion of the Earth
82
Day and Night

It takes 23 hours and 56 minutes – one day – for the Earth to make one full rotation on its axis. As
Earth rotates, different parts face the Sun. it is daytime on the side of Earth facing the Sun. It is night
time on the side facing away from the Sun.
Seasons
In everyday life, seasons are period of a particular kind of weather. Earth scientists, however, define
season by the position of Earth in its orbit. By this definition, all places on Earth have four seasons:
spring, summer, autumn (fall), and winter. Yet the effect of these seasons is extreme in some places,
while they hardly exist in others.
Near the equator, the Sun’s rays arrive at almost right angles. This causes the Sun’s energy to be
more concentrated. Near the poles, the rays arrive at much sharper angles. This causes the same
amount of sunlight to be spread out. This difference affects average temperatures.
Places closes to the poles, such as McMurdo in Antarctica, have cold weather all year long.
Compare its temperature to those of Papua New Guinea, which is near the equator. Other places have
wide variations in
temperature throughout the
year.
A place’s position on Earth is

the most important factor
affecting its temperature and
seasonal changes.
The sun’s ray strike Earth

unevenly-at different angles
at different times of the year.
Near the equator, the sun’s
rays hit directly. At the poles,
the sun’s rays hit at an angle.
https://www.youtube.com/watch?v=WLRA87TKXLM
83
Grade 7
84
Guided Lesson Samples

Guided lesson section descriptions and icons
Each section of the guided lesson highlights parts of the lesson, purpose
and description to guide the teachers to become well acquainted with the
different sections to help them plan and prepare the best science lesson
for the students to learn in the classroom and outside of the classroom
i.e. field trip, excursions and etc.
Thus, teachers are encouraged to read thoroughly the section

descriptions of the guided lesson prior planning and preparing the
science lessons.
Sections of
Purpose Description
guided lesson
Lesson title To show what topic of the lesson that is to This is the main topic of the lesson. It also
be taught. has lesson number tagged beside it.
Strands, Unit, Topic, To show which strand, unit, topic and These are main concepts in the syllabus.
Sub-topic sub-topic the lesson title is derived from
and linked to in the syllabus.
Content Standard To indicate which content standard and These describe students’ learning
and Benchmark benchmark the lesson title is linked to in achievements and expectations in the
the syllabus. syllabus.
Key question To promote inquiry learning in science This is where students are encouraged to
lessons and at the same time guide the give their predictions or make inferences
teacher and students to achieve what is to first to the key question prior doing the
be taught and learned in a science lesson. activity or experiment; then summarize the
lesson from their findings which should
answer the key question to confirm and
conclude with facts.
Lesson objective To describe what students should learn at This is the aim of lesson which the teacher
the end of the lesson. wants the students to know and be able to
do when teaching a particular topic.
Teaching period To show how many periods and time it will This is the duration of the lesson that is to
take to teach a lesson. be taught.
Preparations To describe what and how to prepare This is where teachers will identify and
materials such as teaching and describe what teaching and learning
learning aids prior to actual teaching by materials the he or she will need and how
the teacher. he or she will prepare these materials.
Key words To help students know scientific words This includes scientific words that
that is important and new when teaching a students will learn and know. Furthermore,
particular topic in a science lesson. they should be able to spell, pronounce
and know the definitions. Overtime,
students will have developed a list of
vocabulary of scientific terms.
Knowledge, Skills, To state specific of knowledge, skills, This contains KSAVs which are the main
Attitudes and Values attitudes and values to be learned by the learning content that students will learn in
(KSAV) students. a lesson.
85
Grade 7
Teachers notes To inform the teacher with additional This contains information on hints and tips
information about hints and tips and content of the lesson. Furthermore, this
content background information on the section also contains content background
particular topic that is to be taught in a information on a particular topic that is to
lesson. be taught.
Safety To avoid accidents and injuries that may This contains safety rules that teachers
occur during the experiment or when and students should follow in a lesson.
conducting outdoor activities such as field This section will be applicable when
survey by the students. experiment and outdoor activities are
conducted.
Assessment To monitor and assess the students to see This highlights the assessment tasks that
if they have acquired and understood the students will do during or after the lesson.
learning content (KSAV) in the lesson. The assessments included in this section
are types of formative assessment.
Lesson procedure To outline the teaching and learning Outlines the flow of the lesson that will
activities that the teacher and students will be taught by the teacher. It also includes
do in a lesson. the students’ activities to show what the
students will do in a lesson.
Challenge for To challenge students with additional This contains additional activities that will
students activities based on the topic that have challenge students to further expand their
been taught in a lesson. knowledge and skills on the topic that
have been learned in a lesson.
86
These are the icons that teachers will see in the science guided lesson
samples. Below are icons with their uses to help science teachers to un-
derstand and follow effortlessly.
Icon What Is It Used For?

Teacher’s Notes
TEACHER’S NOTES

Note: Safety will
only be
applicable for
Safety
SAFETY
lessons that
require
experiment or
outdoor
activities.

Assessment
ASSESSMENT

Lesson Procedure
LESSON PROCEDURE

Key Question
KEY QUESTION

Blackboard PlanPLAN
BLACK BOARD

Challenge for the Students
CHALLENGE FOR THE STUDENTS
87
Grade 7
Guided lesson sample 1
Lesson Title: Classification of vertebrates Lesson No: 11

Strand 1: Life Unit 3: Human Body
Topic: Digestive System Sub-topic: Digestion
Content standard: 7.1.2. Students will be able to investigate groups of animals that are ver-
tebrates and invertebrates, and their characteristics.
Benchmark: 7.1.2.3. Classify and profile groups of vertebrates according to their
characteristics.
Key question: How can we classify vertebrates?
Lesson objective: By the end of the lesson the should be able to;
• classify vertebrates into different types of vertebrates such as
mammals, birds, amphibians, fish and reptiles on the basis of their
characteristics.
Teaching period: 40 minutes (1 period)
Preparations: Pictures of fish, frog, parrot, snake and dog.
Key word(s): vertebrates, characteristics, mammals, reptiles
Learning content
Knowledge Skills Attitudes and Values

• Vertebrates are animals that have Making predictions on the Develop curiosity to know
• backbones. classification of vertebrates. about types of vertebrates.
• Vertebrates can be further classified into
five major groups of vertebrates based on Classify vertebrates into fish, Show open-mindedness
their characteristics. amphibians, reptiles, birds, when learning about types
• Vertebrates are divided into five major mammals using their of vertebrates.
groups according to their characteristics: characteristics.
1. Mammals Be responsible by taking
2. Birds Communicate ideas and care of vertebrates.
3. Amphibians findings on vertebrates using
4. Fish verbal, written and pictorial. Respect views of others.
5. Reptiles
Teacher’s Notes:
Vertebrates are divided into five major groups according to their characteristics. That is the
fishes, amphibians, retiles, birds and mammals.
Type of Vertebrate Characteristics
Mammals Give birth to live babies and feed milk, have hair or fur on body
Birds Have feathers, lay eggs
Amphibians Have moist skin, can live on land and in water
Fish Have scales and fins, breath under water through gills
Reptiles Have dry scaly skin, lay eggs
1. Name the five major groups of vertebrates?

2. What are the characteristics used to classify vertebrates?
88
Lesson procedure
Time
Teacher activity Student activity Points to notice
section
Intro Access prior knowledge Key Question Students will
5 mins Recall the previous lesson on vertebrates How can we classify use their prior
and invertebrates by asking the following vertebrates? knowledge about
questions. classification of
1. What is a vertebrate? vertebrates to link
2. What is an invertebrate? to today’s lesson.
Introduce lesson title and the key

question of the lesson.
Body Making predictions Making predictions

35 mins Allow time for students to discuss in Discuss in groups and share their
groups and give answers to the key assumptions with the teacher.
question.
Activity: Activity:
Show the picture of fish, frog, parrot, Observe the pictures closely and
snake and dog to students. point out major distinguishing
features.
Complete the table by filling in the Complete the table by filling in the
missing information. missing information.
Types of Types of
Vertebrate Characteristics Vertebrate Characteristics
vertebrate vertebrate
Dog Dog
Parrot Parrot
Frog Frog
Snake Snake
Introduce the five major groups of Listen attentively to the teacher

vertebrates. That is fish, amphibians, introducing five major groups of
reptiles, birds and mammals. vertebrates.
Fish, amphibians, reptiles, birds

Discussion questions on findings and mammals.
Lead students through the discussion
and pose a question based on their Discussion questions on findings
findings for the activity. Students to go through discussions
based on the question and give
their feedbacks.
Question:
What are the common characteristic that
these five groups have that other groups
of living things do not have? Key words
1. Vertebrates
Introduce the key words for the lesson; 2. Characteristics
“vertebrates, characteristics, mammals, 3. Mammals Write the key
reptiles” 4. Reptiles words on the
blackboard.
89
Grade 7
Conclusion • In our today’s lesson, what did you Summary: The students’
5 mins discover or learn from this lesson? • Vertebrates are divided into five conclusion should
major groups according to their reflect the key
Refer students to their predictions for the characteristics: concepts in the
key question: 1. Mammals lesson.
“How can we classify vertebrates?” 2. Birds
3. Amphibians
Guide students by having them to sum- 4. Fish
marize what they have learnt about 5. Reptiles
‘Classification of vertebrates’.
Black Board Plan
Title: Classification of vertebrates Discussion Summary

Key question: Q: What is the common • Vertebrates are divided into five
What are the different types of verte- characteristic that these five major groups according to their
brates? groups have that other groups do characteristics:
not have? 1. Mammals
Activity: 2. Birds
Complete the table. Key words: 3. Amphibians
Types of 1. Vertebrates 4. Fish
Vertebrate Characteristics
vertebrate 2. Characteristics 5. Reptiles
Dog
3. Mammals
4. Reptiles
Parrot
Frog
Snake
Challenge for students:
Use the characteristics that were used to classify vertebrates to differentiate between
vertebrates and invertebrates.
90
Lesson Title: Calculating voltage Lesson No: 19

Strand: Physical Science Unit: Energy
Topic: Electricity 3 Sub-topic: Electric current, voltage and resistance
Content standard: 7.2.1. Students will be able to investigate the function of electricity and the
relationship between electrical currents and voltage.
Benchmark: 7.2.1.5. Use the formula to calculate the voltage.
(Voltage = Current x Resistance).
Key question: How do we find the unknown voltage?
Lesson objective: By the end of the lesson the students should be able to;
• calculate the unknown voltage using the given formulae.
Preparations: Flash cards with the formulae of calculating the voltage. (V= I x R )
Key word(s): Voltage, Current, Resistance
Learning content
Volt is the unit difference in the electric Make predictions on how to find the Develop curiosity to learn
potential between two points. Example; unknown voltage. more about calculating
resistance of a bulb or other device. voltage.
Infer on how to calculate the
To find the voltage (V) which is the voltage when there is no voltage Show open-mindedness
difference between two points, the current taken or given. when learning about
(I) flowing is taken in amperes is multiplied calculating voltage.
Calculating the voltage of two
by resistance (R) taken in ohms in a
different points using the given Respect views of others.
conductor between two points. V= I x R
formulae, V= I x R.
Communicate ideas and findings
on how to calculate voltage using
verbal and written.
Teacher’s Notes:
To find the voltage (V) which is the difference between two points, the current (I) flowing is
taken in amperes is multiplied by resistance (R) taken in ohms in a conductor between two
points. This can be represented by;
Example: if there is 10 amps (A) of current flowing through the circuit and a resistance (R) or
(Ω) of 11 ohms the voltage (V) is 110;
V= IR = 10A x 11 Ω = 110v
1. Find the voltage of the using the formulae. (V=I x R)

2. What measurements should be taken to find the voltage in a circuit?
91
Grade 7
Lesson procedure
Time
section
Intro Access prior knowledge Key Question Students will use their
5 mins Ask students questions to elicit How can we classify prior knowledge about
their ideas about the lesson title. vertebrates? voltage to link to
today’s lesson.
What is a voltage?
Introduce the lesson title and the

key question.
Body Making predictions Making predictions Concepts and

35 mins Allow students to discuss in pair Discuss in pair and give their Misconception
and give answers on how to find answers and ideas on how to find The measurements of
the voltage. the voltage. current and resistance
should be taken to find
Explain how to use the formula Students listen attentively and the voltage.
using the example. respond where appropriate on the
explanation on how to use the
Suppose a 6 volt battery is formula to calculate the voltage.
connected to a 10 ohm resistor.
What current will flow through the (Voltage= Current x Resistance) Strategy:
resistor? V=IxR Work in pairs
(Voltage = Current x Resistance )
V=IxR Note that the formulae can also
be used to calculate Current
Note that the formulae can also (I = V/R), Resistance (R= V/I)
be used to calculate Current
(I = V/R), Resistance (R= V/I) Write the formulae down into the
exercise books.
So, I = V/R
I = 6/10 = 0.6 ampere
Copy the table and complete it in the
What does this current value mean exercise book.
in terms of the amount of charge
passing through the resistor?
0.6 coulomb of charge passes
through the resistor each second.
Activity: Find the voltage
Activity: Find the voltage
Voltage Current Resistance
Voltage Current Resistance
0.5 12 ohms
0.5 12 ohms
2.4 5 ohms
2.4 5 ohms
3.6 15 ohms
3.6 15 ohms
0.9 20 ohms
0.9 20 ohms
15 10 ohms
15 10 ohms
92
Body Discussion questions on findings Discussion questions on findings

35 mins Lead students through the Students to go through discussions
discussion and pose a question based on the question and give their
based on their findings for the feedbacks.
activity.
Response:
Question: The measurements of current and
What measurements should be resistance should be taken to find
taken to find the voltage in a the voltage.
circuit?
Introduce the key words for the Key words

lesson; 1. Voltage
“voltage, current and resistance” 2. Current Write the key words on
3. Resistance the black board.
Conclu- • In our today’s lesson, what did Summary: The students’

sion you discover or learn from this • To find the voltage (V) which conclusion should
5 mins lesson? is the difference between two reflect the key
Refer students to their predictions points, the current (I) flowing is concepts in the lesson.
for the key question: taken in amperes is multiplied by
resistance (R) taken in ohms in a
How do you calculate the voltage?
conductor between two points.
V= I x R
Guide students by having them to
summarize what they have learnt
about the calculating the voltage.

Black Board Plan

Title: Calculating current, voltage Discussion Summary
and resistance Question: • To find the voltage (V)
What measurements should be taken to which is the difference
Key question: find the voltage in a circuit? between two points,
How do you calculate the voltage? the current (I) flowing
Response: is taken in amperes is
multiplied by
Activity: The measurements of current and
resistance (R) taken in
Find the voltage using the formulae. resistance should be taken to find the
ohms in a conductor
( V= I x R) voltage.
between two points.
V= I x R
Voltage Current Resistance Key words:
0.5 12 ohms
1. Voltage
2. Current
2.4 5 ohms
3. Resistance
3.6 15 ohms
0.9 20 ohms
15 10 ohms

1. Explain the difference between current, voltage and resistance.
2. How can you calculate the resistance in a parallel circuit?
93
Grade 7
Lesson Title: Structure of the Earth Lesson No: 24
Strand: Earth and Space Unit: Our Earth

Topic: Earth’s Structure Sub-topic: Composition and Structure of the Earth
7.3.1. Students will be able to explore the composition and the structure
Content standard: of the Earth.
Benchmark: 7.3.1.1. Examine the composition and the structure of the Earth.
Key question: What is the Earth made up of?
By the end of the lesson the students should be able to:

Lesson objective: • describe the different layers that form the Earth.
Preparation Chart with diagrams of the Earth’s structure and a globe.
Key words: crust, mantle, outer core, inner core
The Earth is made up of different layers. Making predictions on what is the Develop curiosity to learn
Each layer is physically and chemically Earth made of. more about the Earth’
different. structure.
• The crust is the outer layer of the Infer on the four main layers of the
Earth. It has a very thin layer measur- Earth. Show open-mindedness
ing between 0-60km thick. when learning about the
• The mantle is the widest section of Draw the structure of the Earth. Earth’s structure.
the Earth. It has a thickness of ap-
proximately 2,900 km. Handle and communicate
Communicated findings on the
• The outer core is the layer surround- structure including layers using data with integrity.
ing the inner core. It is a liquid layer, verbal, written and pictorial.
also made up of iron and nickel. Respect views of others.
• The inner core is in the centre and is
the hottest part of the Earth. It is solid
and made up of iron and nickel with
temperatures of up to 5,500°C.
Teacher’s Notes:
• It is important that the students learn the structure of the earth well to link to other lesson that will
follow after this lesson.
• The crust is mainly made of rock. There are two types of crust- continental and oceanic. The
continental crust carries the land and the oceanic crust carries water.
• The mantle is made up of semi-molten rock called magma. In the upper parts of the mantle the
rock is hard, but lower down the rock is soft and beginning to melt.
• The outer core is the layer surrounding the inner core. It is a liquid layer, also made up of iron
and nickel. It is still extremely hot, with temperatures similar to the inner core
• The inner core is in the centre and is the hottest part of the Earth. It is solid and made up of iron
and nickel with temperatures of up to 5,500°C. With its immense heat energy, the inner core is
like the engine room of the Earth.
1. Draw the structure of the Earth with the four main layers.
2. The hottest part of the Earth is found in which layer?
3. In which part of the Earth can you find the molten rock?
94
Lesson procedure
Time Points to
Teacher activity Student activity
segments notice
Introduction Access prior knowledge Key Question Students will use
5 mins Ask students questions to elicit their How can we classify vertebrates? their prior
ideas about the lesson title. knowledge on the
structure of the
Q: What is the Earth’s atmosphere Earth.
made up of?
Introduce the lesson title and the key

question.
Body Making predictions Making predictions Concepts and Mis-

35 mins Ask students to give their ideas and Provide answers to what the conceptions
answers on what the earth is made of earth is made up of. The Earth is made
and the shape of the earth up of four main
layers:
Show them the picture of “Earth’s Observe carefully the picture of 1. Crust
Structure” and ask the students to the Earth’s structure and answer 2. Mantle
observe very carefully. the questions. 3. Outer core
4. Inner core
Activity Activity
Draw the structure of the Earth and Draw the structure of the Earth Strategy:
label the four main layers with its de- and label the four main layers Work in groups
scriptions. with its descriptions.
Discussion questions on findings Discussion questions on findings

Lead students through the discussion Students to go through discus-
and pose questions based on their sions based on the question and
findings for the activity. give their feedbacks.
Write the keywords
Questions: Responses: on the blackboard.
1. The hottest part of the Earth is 1. The hottest part of the
found in which layer? Earth is found in the inner core
layer, which is the center of the
2. In which layer of the Earth Earth.
can you find the molten rock called
magma? 2. I can find the molten
rock called magma in the mantle
which is also the wider section of
Introduce the key words for the lesson; the Earth.
“crust, mantle, outer core and inner
core” Key words:
1. Crust,
2. Mantle
3. Outer core
4. Inner Core
95
Grade 7
Conclusion In our today’s lesson, what did you Summary: The students’
5 mins discover or learn from this lesson? • The earth is made up of conclusion should
four main layers. reflect the key con-
Refer students to their hypothesis for • The crust is the outer cepts in the lesson.
the key question: layer of the Earth.
What is the Earth made of? • The mantle is the widest
section of the Earth. The mantle
Guide students by having them to is made up of semi-molten rock
summarize what they have learnt called magma.
about structure of the Earth. • The outer core is the layer
surrounding the inner core. It is a
liquid layer.
• The inner core is in the
centre and is the hottest part of
the Earth.
BLACK BOARD PLAN
Title: Structure of the Earth Discussion Summary

Key question: • The earth is made up
What is the Earth made up of? Questions: of four main layer
1. The hottest part of the • The crust is the outer
Activity: Earth is found in which layer? layer of the Earth.
Draw the structure of the Earth and label the • The mantle is the wid-
four main layers with its descriptions. 2. In which layer of the est section of the Earth. The
Earth can you find the molten mantle is made up of semi-
rock called magma? molten rock called magma..
• The outer core is the
Responses: layer surrounding the inner
core. It is a liquid layer.
1. The hottest part of the
Earth is found in the inner core • The inner core is in the
layer, which is the center of centre and is the hottest part of
the Earth. the Earth.
2. I can find the molten
rock called magma in the
mantle which is also the wider
section of the Earth.
Key words:
1. Crust,
2. Mantle
3. Outer core
4. Inner Core
Challenge for students
1. Construct a model of the structure of the Earth using actual descriptions of the four
main layers. vertebrates and invertebrates.
96
Lesson Title: Functions of digestive organs Lesson No: 34

Strand 1: Life Unit 3: Human Body
Topic: Digestive System Sub-topic: Digestion
Content Standard: 7.1.3. Students will be able to investigate the functions of nutrients and the
digestive system.
Benchmark: 7.1.3.2. Examine the various organs of digestive system and their
functions.
Key Question: What happens to food from the time it enters the mouth?
• identify the different digestive organs and state their function.
Preparations: Picture or chart of the digestive system.
Key word(s): alimentary canal, oesophagus, pancreas, rectum
Learning content
• Digestion works by moving food • Making predictions on the functions Develop curiosity to learn
through the alimentary canal. It of the digestive organs. more about the functions
begins in the mouth with chew- • Infer on the functions of the digestive of the digestive organs.
ing and ends in the small intes- organs.
tine. • Analyse the process of digestion. Show open-mindedness
• The digestive tract is the long • Communicate ideas and findings on when learning about
tube that opens at both ends. functions of digestive organs using digestion.
Food goes in your mouth and verbal, written and pictorial.
waste is pushed out the opening
Respect views of others.
at the other end, called the anus.
Teacher’s Notes:
It is very important for students to know that digestion is important for

breaking down food into nutrients which the body uses for energy, growth and
cell repair. Ensure that a picture of the digestive system is prepared before
class time.
1. Where does the digestive system begin?

2. How does the food move through the alimentary canal?
97
Grade 7
LESSON PROCEDURE
Time
section
Intro Access prior knowledge Students will use their
5 mins Ask students questions to elicit their prior knowledge link
ideas about the lesson title. to today’s lesson on
Key Question
concentration of a
How do we calculate solution.
Where do all these food that we eat go
concentration of a solution?
to?
Introduce the lesson title and key

question of the lesson.
98

35 mins Teacher gives time to the students to Students discuss in groups and Misconceptions
discuss in groups and give their share assumptions with the
assumptions. teacher. Strategy:
Activity: Activity: Work in groups

Label the parts of the digestive organs Students refer to chart showing
as shown on the chart. the human digestive system and
label accordingly.
(refer to chart diagram attached)

Recall their previous
1. Mouth knowledge of the
2. Oesophagus heart to describe its
3. Liver function.
4. Large Intestine
5. Stomach
6. Pancreas
7. Small intestine
Once the students can identify the 8. Rectum
different organs, then teacher should
explain the function of each organ Discussion questions on findings
starting from the mouth to the rectum. Students to go through
discussions based on the
Discussion questions on findings question and give their
Lead students through the discussion feedbacks.
and pose a question based on their
findings for the activity. Response:
1. Once the food enters the
Question: mouth, it goes down the
How does food move through the throat into the swallowing
alimentary canal? tube (oesophagus)
2. The oesophagus delivers
Introduce the key words for the lesson; food to the stomach
“alimentary canal, oesophagus, 3. From the stomach, the food
pancreas and rectum” goes to the small intestine
4. The large intestine empties
the stool into the rectum. The
rectum stores stool until it
pushes it out of the body.
Key words Write the key words
1. Alimentary canal on the blackboard.
2. Oesophagus
3. Pancreas
4. Rectum
99
Grade 7
Conclu- • In our today’s lesson, what did you Summary: The students’
sion discover or learn from this lesson? • The digestive system is conclusion should re-
5 mins made up of the alimentary flect the key concepts
Refer students to their predictions for canal (also called the diges- in the lesson.
the key question: tive tract) and the liver, pan-
What happens to food from the time creas and gall bladder.
it enters the mouth? • The alimentary canal is the
long tube of organs that runs
Guide students by having them to from the mouth to the anus.
summarize what they have learnt • After food is being chewed
about the functions of the digestive and swallowed, it enters
organs. the oesophagus. The oe-
sophagus is a long tube that
runs from the mouth to the
stomach.
• The stomach is a large, sac-
like organ that stores food
and mixes it with digestive
juices.
• The liver produces a diges-
tive juice called bile.
• The large intestine absorbs
water and any remaining
nutrients and changes the
waste from liquid to stool.
• The rectum stores solid
waste until it pushes it out of
the body through the anus.
100
BLACK BOARD PLAN

Title: Digestive Organs and its Functions Discussion Summary
Key question: • The digestive
What happens to food from the time it en- Question: system is made up of the
ters the mouth? How does food move through alimentary canal (also
the alimentary canal? called the digestive tract)
Activity: and the liver, pancreas and
gall bladder.
Label the parts of the digestive system. Response:
• The alimentary
1. Once the food enters the
canal is the long tube of
mouth, it goes down the throat
organs that runs from the
into the swallowing tube (oesoph-
mouth to the anus.
agus)
• After food is being
chewed and swallowed,
2. The oesophagus delivers it enters the oesophagus.
food to the stomach The oesophagus is a long
tube that runs from the
3. From the stomach, the mouth to the stomach.
food goes to the small intestine • The stomach is a
large, sac-like organ that
4. The large intestine emp- stores food and mixes it
ties the stool into the rectum. The with digestive juices.
rectum stores stool until it pushes • The liver produces
it out of the body. a digestive juice called bile.
• The large intestine
Key words absorbs water and any
1. Alimentary canal remaining nutrients and
2. Oesophagus changes the waste from liq-
3. Pancreas uid to stool.
4. Rectum • The rectum stores
solid waste until it pushes it
out of the body through the
anus.
1. Which organs absorb nutrients?

2. How long does it take for waste to pass through the stomach?
101
Grade 7

Lesson Title: Pinhole Camera Lesson No: 45
Strand: Physical Science Unit: Energy
Topic: Light and Lens Sub-topic: Lens
Content Standard: 7.2.2. Students will be able to investigate the relationship between light and
convex lens.
Benchmark: 7.2.2.4. Explain the mechanism of convex lens such as the eye and camera.
Key Question: How does a pin-hole camera work?
Lesson objective: By the end of the lesson the students should be able to:
• make a pinhole camera and use it successfully.
• know the created image is upside down because of light and hole
which acts as a lens.
Teaching period: 80 minutes (2 periods)

Preparation Tins (old fish tins), nails, piece of thin paper(typing, tracing or greased paper),
newspaper, rubber bands and string.
Key word(s) image, object
Learning content
• Light passes from the object through the hole on • Making hypothesis on • Develop curiosity
to the screen and forms an image. how a pin-hole camera to learn more about
• An image is a picture of an object that appears works. how pin-hole cam-
on the screen • Construct a pinhole era works.
• The created image is backward and upside camera using given • Show open-minded-
down because small hole acts as lens. materials. ness when learning
• Since light travels in a straight line, the light • infer that light entering about the function of
rays enters the pin-hole, they are inverted as it the pin-hole is inverted pin-hole camera.
reaches the inside of the tin can. resulting in the image • Show perseverance
being seen as upside to construct a pin-
down. hole camera.
• Respect views of
others.
• Communicate ideas and
findings on how a cam-
era works using verbal,
written and pictorial.
Teacher’s Notes:
In this lesson we introduce the idea that images can be formed.
You will need to make a pinhole camera before this lesson.
1. Punch a small hole in the bottom of a tin with a nail. Make the hole small first. If the picture is not bright,
then make the hole a little bigger. DO NOT MAKE THE HOLE TOO BIG.
2. Cover the open end of the tin with a piece of thin tracing paper. Use a rubber band to hold the paper. This is
the screen.
3. Roll a newspaper round the tin to form a viewing tube. Tie the newspaper to the tin with a piece of string.
Problems that may arise
1. If the hole is too small the picture will be dim. If the hole is too big the picture will not be clear.
2. Make sure the thin tracing paper over the end of the tin is not wrinkled. Pull it tight and make it smooth. This
is the screen.
1. Construct a pin-hole camera and explain how an image is created.
102
Time
segments
Introduction Access prior knowledge Key Question
5 mins Tell the children that they are going
to make a simple instrument that
makes pictures. This is called the
Which part of the
pinhole camera.
container has the highest
Show them the prepared pinhole pressure?
camera
Introduce lesson title and key

question?
103
Grade 7
Body Making hypothesis Making hypothesis Concepts

35 mins Discuss in groups and Light enables us to see
Ask students to give their ideas provide answers on how a things.
and answers on how a pinhole pinhole camera works.
camera works. The light rays coming
Activity: from the left of the hole
Activity: Making a Pinhole camera Listen attentively and follow reaches the inside of the
as instructed by the teacher. tin can slightly to the right
Explain the steps of making the and the light from the right
pinhole camera. Step 1: Make a small hole in also reaches the inside of
the bottom center of the tin the box slightly to the left
using a nail. forming an upside down
Step 1: Make a small hole in the image.
bottom center of the tin using a
nail. (It is through this hole that light Step 2. Cover the open end of
comes in) the tin with a piece of thin pa- Strategy:
per (typing, tracing or greased Working in pairs
Step 2. Cover the open end of the
paper). Use a rubber band or
tin with a piece of thin paper (typ-
a piece of string to hold the Note: if the children go
ing, tracing or greased paper).
paper to the tin. outside with their camer-
(this is the screen on which the pic- as, the image becomes so
ture will be formed.) Use a rubber Step 3: Tie with a string a
light that they can hardly
band or a piece of string to hold piece of newspaper around
see the image.
the paper to the tin. the tin to form a tube. This
makes the screen dark. The
Step 3: Tie with a string a piece of picture is easier to see in the (Darken the newspaper by
newspaper around the tin to form a dark. coloring with a black or
tube. This makes the screen dark. darker
The picture is easier to see in the Step 4: Point the camera
dark. towards the door or windows
and look at the trees, build-
Step 4: Point the camera towards ings through the pinhole
the door or windows. Allow them to camera.
look at the trees, buildings through
the pinhole camera. Discussion questions on find-
ings
Discussion questions on findings Students to go through dis-
Lead students through the discus- cussions based on the ques-
sion and pose questions based on tion and give their feedbacks.
their findings for the activity. Response:
.
Question: 1. To allow the light to get in,

1. Why do we need a hole in the in order to see the image.
tin? 2. The image is upside down
2. What does the image look like? and coloured.
Introduce the key words for the Key words

lesson: 1. Image
“image and objet” 2. Object
104
Conclusion Discussion questions on findings Summary: The students’ conclusion

5 mins Summary: should reflect the key
Lead students through the discus- • Light is needed in order concepts in the lesson.
sion and pose questions based on to see.
their findings for the activity. • The picture that forms on
the screen is called the
Question: image.
1. Why do we need a hole in • When you look at an
the tin? object in a pinhole cam-
2. What does the image look era, the image is upside
like? down.
• Light entering the small
pin-hole is inverted result-
ing in the image been
Introduce the key words for the
upside down.
lesson:
“image and objet”
BLACK BOARD PLAN
Title: Pinhole Camera Discussion Summary

Light is needed in order to
Key question: How does a pin-hole Question: see
camera work? 1. Why do we need a hole in the tin?
The picture that forms on
Activity: Making a Pinhole camera 2. What does the image look like? the screen is called the
Write steps 1-4 on the black board. image.
Key words
1. Image When you look at an object
in a pinhole camera, the
2. Object
image is upside down.
Light entering the small

pin-hole is inverted
resulting in the image been
upside down.
1. Compare and contrast the functions of eye and the camera.
105
Grade 7

Lesson Title: Pressure in liquids Lesson No: 51
Strand: Physical Science Unit: Force and Motion
Topic: Pressure Sub-topic: Pressure
Content Standard: 7.2.3. Students will be able to investigate the properties of pressure and
examine pressure applied in solid, liquid, and gas.
Benchmark: 7.2.3.2. Examine the pressure applied in solid, liquid, and gas.
Key Question: Which part of the container has the highest pressure?
• relate depth to pressure in a liquid
• explain pressure in a liquid and state that P=hpg

Preparations: 4x pet bottles/ tin, water, nail,
Key word(s): Pressure, dense, exert
Learning content
• The pressure in liquids increases with Making hypothesis on which part Develop curiosity to learn
depth. of the container has the highest more about pressure in
• Pressure in liquids acts equally in all pressure. liquids.
direction.
• Pressure in liquids does not depend on Infer on the pressure in liquid. Show open-mindedness
the area of its surface. when learning about
• The pressure at two points at the same Conduct experiment to differenti- pressure in liquids.
level in the same liquid is equal. ate high pressure and low pres-
• Pressure does not depend on the shape sure in liquids. Respect views of others.
or size of the container.
• More dense liquids exert more pressure. Communicate findings on the
• The pressure in a liquid is affected by the high and low pressure using ver-
force of gravity. bal, written and pictorial.
Teacher’s Notes:
In liquids the molecules are less tightly bound than in solids, and so can move at random in all
directions. It is this random molecular motion that accounts for pressure in all directions.
In solids the molecules are tightly bound so that the weight of a solid acts in a downwards
direction. To illustrate the concept, punch several holes in the side of a tin; then fill the can with
water. Water comes squirting out in all directions where there is a hole; therefore there must
be pressure in all these directions. If all the molecules were joined together than all the water
would come out of one of the holes only, that is, pressure would act in one direction.
1. Which part of the container has the highest pressure?

2. Why is the pressure very high at the bottom of the container?
106
Lesson Procedure
Time
segments
Intro Access prior knowledge Students will
5 mins Ask students questions to elicit their use their prior
ideas about the lesson title. knowledge about
Key Question
particles in liquids
Which part of the container has the to link to today’s
How do particles behave in liquid form? highest pressure? lesson.
question for the lesson.
Body Making hypothesis Making hypothesis Concepts and

35 mins Show students a container. Ask them Students discuss in groups and Misconceptions
to give answers on which part of the present their ideas and answers to
container will spurt out further if a hole the class. Strategy:
was created. Work in groups
Activity: Investigating pressure in

liquid Activity:
1. Fill the tin/pet bottle with water 1. Fill the tin/pet bottle with
to the brim. water to the brim.
2. Using a nail , make a hole 2cm 2. Using a nail , make a hole
or 3cm below the brim 2cm or 3cm below the brim
3. Observe and record what you 3. Observe and record what
see you see
4. Using another tin/ pet repeat 4. Using another tin/ pet
step 2 and 3 but this time at the halfway repeat step 2 and 3 but this time at
mark. the halfway mark.
5. Using another tin/ pet repeat 5. Using another tin/ pet
step 2 and 3 but this time at the base of repeat step 2 and 3 but this time at
the tin/pet bottle. the base of the tin/pet bottle.
6. Share your results with the class 6. Share your results with the
class
Discussion questions on findings Discussion questions on find-

Lead students through the discussion ings
and pose a question based on their find- Students to go through discus-
ings for the activity. sions based on the question and
give their feedbacks.
Question: Response:
Why is the pressure in liquid increasing “Because the water at the bottom
as we go further and further down? supports the weight of the water at
the top.”
Introduce the key words for the lesson
“pressure, dense and exert” Key words
Write the key
1. Pressure
words on the
2. Dense blackboard.
3. exert
107
Grade 7
Conclu-  In our today’s lesson, what did Summary: The students’

sion you discover or learn from this lesson? • The pressure in liquids conclusion should
5 mins increases with depth. reflect the key con-
Refer students to their hypothesis for the • Pressure in liquids acts cepts in the lesson.
key question: equally in all direction.
Which part of the container has the high- • Pressure does not depend
est pressure? on the shape or size of the con-
tainer.
Guide students by having them to sum- • More dense liquids exert
marize what they have learnt about pres- more pressure.
sure in liquids. • The pressure in a liquid is
affected by the force of gravity.
BLACK BOARD PLAN

Title: Forces and Pressure Discussion Summary
Key question: • The pressure in liquids
Which part of the container has the Question: increases with depth.
highest pressure? Why is the pressure in liquid increas- • Pressure in liquids acts
ing as we go further and further equally in all direction.
Activity: down? • Pressure does not de-
Investigating pressure in liquid Response: pend on the shape or size of the
1. Fill the tin/pet bottle with Because the water at the bottom container.
water to the brim. supports the weight of the water at • More dense liquids exert
2. Using a nail , make a hole the top. more pressure.
2cm or 3cm below the brim • The pressure in a liquid
3. Observe and record what you is affected by the force of grav-
see Key words: ity.
4. Using another tin/ pet repeat 1. Pressure
step 2 and 3 but this time at the half- 2. Dense
way mark. 3. Exert
5. Using another tin/ pet repeat
step 2 and 3 but this time at the base
of the tin/pet bottle.
6. Share your results with the
class
Why fluids exert pressure?
108

Lesson Title: Concentration of solutions Lesson No: 76
Strand: Physical Science Unit: Matter
Topic: Properties of Solutions Sub-topic: Solubility
Content Standard: 7.2.5. Students will be able to investigate the properties and functions of
solutions.
Benchmark: 7.2.5.6. Compare concentration of solutions and methods of separating
them.
Key Question: How can we describe the concentrated solutions, when we are compar-
ing two solutions with same type of solute and solvent?
• Compare the concentration of solutions using simple descriptions
such as dilute and concentrated.
Preparations: Sugar, water, beaker and glass rod (stirring rod).
Key word(s): diluted solution, concentrated solution
Learning content
• The ratio of solute to solvent is called the • Making predictions on how Develop curiosity to learn
concentration of solution. to describe the concentrated more about diluted and
• Concentration is a measure of how much solutions. concentrated solutions.
solute is dissolved within the solvent. • Infer on the concentrated
• A dilute solution has a small amount of solutions as dilute and con- Show open-mindedness
solute in a large amount of solvent. centrated solutions. when learning about the
• A concentrated solution has a large amount • Compare two solutions comparing concentrated
of solute in a small amount of solvent. (dilute and concentrated) solutions.
with same type of solute and
solvent. Show perseverance to
• Use water and sugar to demonstrate diluted and
demonstrate diluted and concentrated solutions.
concentrated solutions. Respect views of others.
findings on the concentra-
tion of solutions using verbal
and written.
Teacher’s Notes:
When comparing the concentrations of two solutions with the same type of solute and
solvent, we can use simple description such as: dilute and concentrated.
1. What is the difference between the both solutions?

2. How do we describe concentration of two solutions with the same solute and solvent?
109
Grade 7
Lesson Procedure
Time
segments
Intro Access prior knowledge Key Question Students will use
5 mins Ask students questions to elicit their their prior knowl-
ideas about the lesson title. edge on solutions
What are solutions? to link to today’s
How can we describe the lesson on concen-
concentrated solutions, when we tration of solu-
Introduce the lesson title and the key are comparing two solutions with tions.
question. same type of solute and solvent?
110

35 mins Allow students to share their ideas and Share ideas and give assumptions Misconceptions
give assumptions on how to compare on how to compare solutions to the
solutions. class.
Activity: Activity:
Comparing concentrated solutions. Comparing concentrated solutions. Strategy:
Experiment: Work in groups
Experiment: 1. Add 3mL of table sugar in
1. Add 3mL of table sugar in 200mL of water. Stir with the spoon After students
200mL of water. Stir with the spoon and leave it for a minute. have answered
and leave it for a minute. 2. Add 1 mL of table spoon the discussion
2. Add 1 mL of table spoon and and in 200 mL of water. Stir with the questions, explain
in 200 mL of water. Stir with the spoon spoon and leave the solution for a to the students
and leave the solution for a minute. minute. that when com-
Observe carefully and compare the two Make observation and comparison paring the con-
solutions. of the two solutions. centrations of two
solutions with the
Discussion questions on findings Discussion questions on findings same type of sol-
Students to go through discussions ute and solvent,
Lead students through the discussion
based on the question and give we can use simple
and pose questions based on their
their feedbacks. description such
findings for the activity.
as: dilute and con-
centrated.
Question: Response:
1. Describe the solution in experi- 1. The solution in experiment 1

ment 1. has small amount of sugar is small
and the volume of water is large. Write the key
words on the
2. The solution in experiment
blackboard.
2. Describe the solution in experi- 2 has large amount of sugar in small
ment 2. amount of water.
3. The solution in experiment
1 is called dilute solution and the
3. What do we call these solu-
solution in experiment 2 is called
tions in experiment 1 and 2?
concentrated solution.
Key words
1. Dilute solution
2. Concentrated solution
Introduce the key words for the lesson;
dilute solution and concentrated solu-
tion.
111
Grade 7
Conclusion  In our today’s lesson, what did • Summary: The students’

5 mins you discover or learn from this lesson? • • When comparing the con- conclusion should
centrations of two solutions reflect the key
Refer students to their predictions for with the same type of solute concepts in the
the key question: and solvent, we can use simple lesson.
How can we describe the concentrated description such as: dilute and
solutions, when we are comparing two concentrated.
solutions with same type of solute and • • A dilute solution has a small
solvent? amount of solute in a large
amount of solvent.
Guide students by having them to • • A concentrated solution has
summarize what they have learnt about a large amount of solute in a
calculating concentration of solution. small amount of solvent.
BLACK BOARD PLAN
Title: Concentration of solutions Discussion Summary

Key question: • When comparing the con-
How can we describe the concen- Question: centrations of two solutions with
trated solutions, when we are com- 1. Describe the solution in the same type of solute and sol-
paring two solutions with same type step 1. vent, we can use simple description
of solute and solvent? 2. Describe the solution in such as: dilute and concentrated.
Activity: step 2. • A dilute solution has a small
Comparing concentrated solutions. 3. What is the difference in amount of solute in a large amount
both solutions? of solvent.
Experiment: • A concentrated solution
has a large amount of solute in a
1. Add 3mL of table sugar in
small amount of solvent.
200mL of water. Stir with the spoon
and leave it for a minute.
2. Add 1 mL of table spoon
and in 200 mL of water. Stir with the Key words
spoon and leave the solution for a
1. Diluted solution
minute.
2. Concentrated solution
112

Lesson Title: Compositions of atmosphere Lesson No: 79
Strand: Earth and Space Unit: Weather and Climate
Topic: Weather Change Sub-topic: Atmosphere
Content Standard: 7.3.3. Students will be able to explore the earth’s atmosphere, types of clouds,
and the weather patterns in Papua New Guinea.
Benchmark: 7.3.3.1. Investigate the composition of the Earth’s atmosphere and the proper-
ties of its layers.
Key Question: What is the Earth’s atmosphere made of?
• identify the different gases that make up the Earth’s atmosphere.
Preparations: Chart showing the different composition of the atmosphere.
Key word(s): atmosphere, nitrogen, oxygen, carbon dioxide, argon, water vapour
Learning content
• The Earth’s atmosphere is about 78 per • Making predic- Develop curiosity to learn
cent nitrogen and 21 per cent oxygen. The re- tions on what makes up more about the Earth’s
maining 1 per cent includes carbon dioxide, water the atmosphere. atmosphere.
vapour, and argon. • Infer on the differ- Show open-mindedness
• The atmosphere also contains tiny pieces ent gases that makes up when learning about the
of solid materials such as dust, salt, pollen and ice. the atmosphere. Earth’s atmosphere.
• The atmosphere also holds small water • Interpret data on Handle and communicate
droplets both in and apart from the clouds. the different gases that data with integrity.
makes up the atmos- Respect views of others.
phere.
• Represent the
composition of atmos-
phere using a pie graph.
• Communicate
ideas and findings on the
different components of
the Earth’s atmosphere
using verbal, written and
pictorial.
Teacher’s Notes:
Students should already know the names of some gases present in the atmosphere. Copy
the table on the composition of the atmosphere and briefly explain the importance each gas.
Stress that other substances are also present in the atmosphere- water vapour, dust, micro-
organisms. Also emphasize air is a mixture and its composition is not fixed, that is, the
amount of water vapour and dust varies daily and from place to place.
1. Draw a pie chart using the data of the different gases that makes up the
atmosphere.
2. What is the most abundant gas found in the atmosphere?
3. How many gases are found in the atmosphere?
113
Grade 7
Lesson Procedure
Time
segments
Intro Access prior knowledge Students will use
5 mins Ask students questions to elicit their their prior knowl-
ideas about the lesson title. Key Question edge about the
What is the Earth’s atmosphere atmosphere to link to
Q: What are the characteristics of the made of? today’s lesson.
atmosphere?

question for the lesson.
114

35 mins Ask students to give their answers on Provide answers to what the conceptions
what the atmosphere is made up of. atmosphere is made up of. The Earth’s atmos-
phere is about 78%
Activity nitrogen and 21%
Give the students the following data Activity oxygen. The remain-
and ask them to draw a pie chart to il- ing 1% includes
Use the data given to draw a pie
lustrate the composition of the atmos- carbon dioxide, water
chart.
phere. vapour, and argon.
Copy the diagram into their

Nitrogen- 78% books
Oxygen – 21% Strategy:
Others -1% Work in Groups
Explain the pie chart to the students.
Discussion questions on findings

Students to go through discus-
sions based on the question and
Discussion questions on findings give their feedbacks.
Lead students through the discussion Responses:
and pose a question based on their 1. There are four main
findings for the activity. gases found in the atmosphere
apart from small amounts of Write the key words
Questions: other gases. on the blackboard.
1. How many gases are present 2. Nitrogen is the abundant
in the atmosphere? gas found in the atmosphere.
2. What is the most abundant gas
found in the atmosphere? Key words
1. Atmosphere
2. Nitrogen
3. Carbon dioxide
4. Argon
Introduce the key words for the lesson 5. Water vapour
“atmosphere, nitrogen, oxygen, carbon
dioxide, argon, water vapour”
Conclusion In our today’s lesson, what did you Summary: The students’ conclu-
5 mins discover or learn from this lesson? • The Earth’s atmosphere sion should reflect
is about 78% nitrogen and 21% the key concepts in
Refer students to their predictions for oxygen. The remaining 1% the lesson.
the key question: includes carbon dioxide, water
What is the Earth’s atmosphere made vapour, and argon.
of? • The atmosphere also
contains tiny pieces of solid ma-
Guide students by having them to terials such as dust, salt, pollen
summarize what they have learnt about and ice
composition of the Earth’s atmosphere. • The atmosphere also
holds small water droplets both
in and apart from the clouds
115
Grade 7
Black Board Plan Sample
Title: Composition of Atmosphere Discussion Summary

Key question: Questions: • The Earth’s atmosphere
What is the Earth’s atmosphere made 1. How many gases are present is about 78% nitrogen and 21%
of? in the atmosphere? oxygen. The remaining 1%
2. What is the most abundant includes carbon dioxide, water
Activity: gas found in the atmosphere? vapour, and argon.
Draw a pie chart to represent the • The atmosphere also
composition of the atmosphere. Responses: contains tiny pieces of solid ma-
terials such as dust, salt, pollen
Nitrogen- 78% 1. There are four main gases
and ice
Oxygen – 21% found in the atmosphere apart from
small amounts of other gases. • The atmosphere also
Others -1% holds small water droplets both
2. Nitrogen is the abundant gas
in and apart from the clouds
found in the atmosphere.
Key words;
1. Atmosphere
2. Nitrogen
3. Carbon dioxide
4. Argon
5. Water vapour
1. Why does nitrogen makes up most of the atmosphere?

2. Is the percentage of gases in the atmosphere always constant?
116

Lesson Title: Components of ecosystem Lesson No: 92
Strand 1: Life Unit 4: Interaction and Relationship in the Environment
Topic: Living together Sub-topic: Ecosystems
Content Standard: 7.1.4. Students will be able to explain the relationship between living things and their
environments.
Benchmark: 7.1.4.1. Investigate the different components of an ecosystem.
Key Question: What are the different components an ecosystem?
• identify the different components of an ecosystem.
Preparations: Chart with the concept showing the link of ecosystem to biotic and abiotic. See more
information in the content background information on ecosystems.
Key word(s): ecosystem, abiotic, biotic
Learning content
• The components of the ecosys- • Making predictions on the Develop curiosity to
tem are categorized into abiotic or non- different types of ecosystems. learn more about eco-
living and biotic or living components. • Infer on the different types of systems.
Both the components of ecosystem and ecosystems. Show open-minded-
environment are same. • Classify the different eco- ness when learning
• Biotic components are made up systems into the two main types of about ecosystems.
of plants and animals. ecosystems: terrestrial and aquatic. Show responsibility by
• Abiotic animals are made up of • Communicate ideas and find- taking care of the differ-
soil, air, sunlight and water. ings on the on the different types of ent ecosystems in the
ecosystems using verbal, written and environment.
pictorial. Respect views of oth-
ers.
Teacher’s Notes:
This lesson is an introductory lesson to biotic and abiotic lesson that will follow after
this lesson. It is therefore important for students to understand the two biotic and
abiotic so that students can describe their relationship in the next lesson.
1. What makes up the biotic component of an ecosystem?

2. What makes up the abiotic component of an ecosystem?
3. Are the components of ecosystem similar or different from one ecosystem to
another? Explain your answer.
117
Grade 7
Lesson Procedure
Time
segments
5 mins Revise the lesson by asking the follow- prior knowledge about
ing questions ecosystem to link to
Key Question
Q: What is an ecosystem? today’s lesson.
What are the components of
ecosystem?
question.
118
Body Making predictions Making predictions Concepts and Miscon-

35 mins Allow students to discuss in groups Discuss in groups and present ceptions
and share their ideas and assump- ideas and assumptions to the
tions on the different components of an class on the different compo-
ecosystem. nents of an ecosystem.
Show chart with concept map of com- Observe the chart with the Use the concept map
ponents of ecosystem. concept map of components of components of the
of ecosystem. ecosystem in the con-
Activity: tent background infor-
Answer the following questions. Activity: mation in this teacher
1. What are the two main compo- Answer the following ques- guide.
nents of an ecosystem? tions.
1. The two main com-
2. What makes up the biotic components of an ecosystem are
ponent of an ecosystem? biotic components and abiotic Strategy:
components.
3. What makes up the abiotic 2. Plants and animals Work in groups
component of an ecosystem? make up the biotic component
of an ecosystem.
3. Soil, air, sunlight and
water makes up the abiotic
component of an ecosystem.
Discussion questions on findings
Lead students through the discussion Discussion questions on find-
and pose questions based on their ings
findings for the activity.
Students to go through discus-
sions based on the question
Questions: and give their feedbacks.
1. What is biotic in your own
words? Responses:
2. What is abiotic in your own

Write the key word on
words?
the black board.
3. Are the components of eco-

system similar or different from one
ecosystem to another? Explain your
answer.
Introduce the key words for the lesson;

ecosystem, biotic, abiotic
Key words
1. Ecosystem
2. Biotic
3. Abiotic
119
Grade 7
Conclusion  In our today’s lesson, what did Summary: The students’ conclu-
5 mins you discover or learn from this lesson? • The components of sion should reflect the
Refer students to their predictions for the ecosystem are categorized key concepts in the
the key question: into abiotic or non-living and lesson.
What are the different components of biotic or living components.
ecosystem? Both the components of eco-
system and environment are
Guide students by having them to same.
summarize what they have learnt about • Biotic components are
components of ecosystem. made up of plants and ani-
mals.
• Abiotic animals are
made up of soil, air, sunlight
and water.
BLACK BOARD PLAN
Title: Types of Ecosystem Discussion Summary

Key question: • The components of the eco-
What are the different components Questions: system are categorized into abiotic or
of ecosystem? 1. What is biotic in your non-living and biotic or living compo-
own words? nents. Both the components of eco-
Activity: 2. What is abiotic in your system and environment are same.
Answer the following questions. own words? • Biotic components are made
3. Are the components up of plants and animals.
1. What are the two main com-
ponents of an ecosystem? of ecosystem similar or dif- • Abiotic animals are made up
ferent from one ecosystem to of soil, air, sunlight and water.
2. What makes up the biotic another? Explain your answer.
component of an ecosystem?
Key words
3. What makes up the abiotic 1. Ecosystem
component of an ecosystem? 2. Biotic
3. Abiotic
1. List the different types of ecosystems in Papua New Guinea.
120

Lesson Title: Causes of day and night Lesson No: 113
Strand: Earth and Space Unit: Space
Topic: Earth’s Motion Sub-topic: Day and Night
Content Standard: 7.3.4. Students will be able to investigate the relationship between the Earth’s move-
ment and the Sun.
Benchmark: 7.3.4.2. Relate changes on the Earth such as day and night to the Earth’s rotation and
its orbit around the sun.
Key Question: What causes day and night on Earth?
Lesson objective: By the end of the lesson the students will be able to;
• • demonstrate the causes of day and night on Earth by modelling using given
materials.
Preparations: Torch, partner, pencil, dark room, paper, scissors, tape and globe.
Key word(s): day, night, axis

• Earth turns around its axis, an • Making predictions on the Develop curiosity to learn
imaginary line that goes through its causes of day and night. more about causes of day
center. This motion is called rotation. • Infer on the causes of day and night.
• Earth takes about 24 hours to and night. Show open-mindedness
rotate around its axis once. • Simulate or demonstrate the when learning about day
• When a place on Earth faces the concept of day and night using avail- and night.
sun, it has daytime. When it faces away able materials Respect views of others.
from the sun, it has night. • Communicate findings on the
causes of day and night using verbal,
written and models.
As the Earth spins on its axis in an anti-clockwise direction, the darkened parts move from
darkness to light and into darkness again.
The term day is often referred to describe the time during which half of the earth is facing
the sun. The term night is referred to the other half which is turned away from the sun.
The Earth spins one complete circle every twenty-four hours. This is why in each day those
of us who live in the equator have 12 hours of daylight and 12 hours of darkness (night).
Other parts of the world do not have twelve hours of day and night in a twenty-four hour
period.
121
Grade 7
Lesson Procedure
Time
segments
Intro Access prior knowledge Key question Students will use their
5 mins Ask students questions to elicit their What is the cause of Day and prior knowledge on
ideas about the lesson title. Night? day and night to link
to today’s lesson.
What is the difference between rota-
tion and revolving?

question.
122

35 mins Allow students to give their answers on Discuss in groups and give an- conceptions
what causes day and night. swers to the key question. Earth turns around
its axis, an imaginary
Activity 1: Simulate Day and Night Activity 1 line that goes through
1. Obtain a light source that Observe the demonstration of its center. This motion
shines in all directions. day and night. is called rotation.
2. Darken the room as much as
possible. Strategy:
3. Have two children stand back Work in groups
to back with elbows interlocked, one
facing the lamp. Activity 2
4. Ask them to turn together, 1. Locate PNG on the
each child moving in and out of the globe. Draw, cut out and stick a
light. little house on the spot.
5. Ask the class to identify when 2. Fold a page in half.
each person is in daylight or darkness. Label one side as “Day” and the
other as “Night”.
Activity 2 3. Make the room dark.
Locating countries Ask your partner to shine the
1. Locate PNG on the globe. torch onto the globe.
Draw, cut out and stick a little house on 4. Turn the globe until
the spot. your house is in the ‘daylight’.
2. Fold a page in half. Label one Now find a place on the oppo-
side as “Day” and the other as “Night”. site side. Write its name under
3. Make the room dark. Ask your ‘night’.
partner to shine the torch onto the 5. Add more countries into
globe. the day list and night list.
4. Turn the globe until your house
is in the ‘daylight’. Now find a place on Discussion questions on findings
the opposite side. Write its name under Students to go through discus-
‘night’. sions based on the question and
5. Add more countries into the give their feedbacks.
day list and night list. Response:
Earth turns around its axis, an
Discussion questions on findings imaginary line that goes through
Lead the students through the discus- its center. This motion is called
sion about their findings. rotation.
Earth takes about 24 hours to
Question: rotate around its axis once.
Explain how the motion of the Earth When a place on Earth faces
causes day and night. the sun, it has daytime. When it
faces away from the sun, it has
night.
123
Grade 7
Conclusion In our today’s lesson, what did you Summary: The students’ conclu-
5 mins discover or learn from this lesson? • Earth turns around its sion should reflect
axis, an imaginary line that goes the key concepts in
Refer students to their hypothesis for through its center. This motion is the lesson.
the key question: called rotation.
“What causes of day and night on • Earth takes about 24
Earth?” hours to rotate around its axis
once.
Guide students by having them to • When a place on Earth
summarize what they have learnt about faces the sun, it has daytime.
causes of day and night on Earth. When it faces away from the
sun, it has night.
Black Board Plan Sample
Title: Types of Ecosystem Discussion Summary

Key question: • The components of the eco-
What are the different components of Questions: system are categorized into abiotic or
ecosystem? 1. What is biotic in your non-living and biotic or living compo-
own words? nents. Both the components of eco-
Activity: 2. What is abiotic in your system and environment are same.
Answer the following questions. own words? • Biotic components are made
up of plants and animals.
1. What are the two main compo- 3. Are the components
nents of an ecosystem? of ecosystem similar or dif- • Abiotic animals are made up
ferent from one ecosystem to of soil, air, sunlight and water.
2. What makes up the biotic another? Explain your answer.
component of an ecosystem?
Key words
3. What makes up the abiotic 1. Ecosystem
component of an ecosystem? 2. Biotic
3. Abiotic
124
KSAVs for the Grade 7 Lessons

TOPIC: REPRODUCTION AND
STRAND: LIFE UNIT: PLANTS
HEREDITY OF PLANTS
Content standard: 7.1.1 Students will be able to investigate flowering and non-flowering plants,
and their characteristics.
Lesson Title: Characteristics of flowering plants Lesson No. 01
Benchmark: 7.1.1.1 Investigate the characteristics of flowering and non-flowering plants.
Key question: What are some characteristics of flowering plants?
Lesson objective: By the end of the lesson, the students should be able to;
• describe the main characteristics of flowering plants.
Knowledge Skills Attitude & value
Flowering plants are also known as angiosperm. Making predictions on the char- Develop curiosity to know
acteristics of flowering. about to know more about
Angiosperms are plants that have flowers and Infer on the main characteristics characteristics of flowering
their reproduction is done by flowers. of flowering plants. plants.
All flowering plants produce seeds. And it is Communicated ideas and find- Show open-mindedness
covered by a fruit. ings on the characteristics of when learning about types
flowering plants using verbal, of characteristics of flower-
written and pictorial. ing plants.
Angiosperms have complicated flowers with
complicated structure. Be responsible by taking
care of plants.
There are 2 types of Angiosperms namely
Dicotyledonous Plants and Monocotyledonous
plants.
Lesson Title: Characteristics of non-flowering plants Lesson No. 02

Benchmark: 7.1.1.2 Classify and profile different types of flowering and non-flowering plants.
Key question: What are some characteristics of non-flowering plants.
• describe the characteristics of non-flowering plants.
Knowledge Skills Attitudes
125
Grade 7
These plants do not produce flowers, fruits and Making predictions on the char- Develop curiosity to know
seeds. acteristics of non-flowering. about to know more about
Non flowering plants vary in their shape, size Infer on the main characteristics characteristics of non-
and colour. of non-flowering plants. flowering plants.
They are mainly characterized by spore produc- Communicated ideas and Show open-mindedness
tion, absence of flowers and true roots. findings on the characteristics when learning about types
These plants are simpler compared to those of non-flowering plants using of characteristics of non-
flowering plants. verbal, written and pictorial. flowering plants.
Reproduction in non-flowering plants is asexu- Be responsible by taking
ally by producing spores. care of plants.
Gymnosperms are the first nonflowering plants Respect views of others.
to produce seeds.
Non-flowering plants do not carry flowers they
produce spores, fungi or cones the are used for
propagation (reproduction). Algae, moss, fern
and conifer are no flowering plants
Lesson Title: Classification of flowering plants Lesson No. 03
Key question: How can we classify flowering plants?
• classify flowering plants using their characteristics.
Different types of flowers (the Angiosperms) Making predictions on how to Develop curiosity to know
can easily be identified by dividing them into classify flowering plants. about to know more about
Monocots or Dicots. Observe the similarities and dif- classifying flowering
ferences in flowering plants. plants.
Monocotyledons have one cotyledon (seed Infer on classifying flowering Show open-mindedness
leaf), which is the food store of a seed. They plants. when learning about clas-
also have leaves with parallel veins, and flower Communicate ideas and find- sifying flowering plants.
parts in multiples of three. ings on classification of flowering Be responsible by taking
Dicotyledons have two cotyledons, leaves with plants using verbal, written and care of plants.
branching, netlike veins, and flower parts in pictorial. Respect views of others.
groups of four or five.
Lesson Title: Classification of non-flowering plants Lesson No. 04
Key question: How can we classify non-flowering plants?
• classify non-flowering plants using their characteristics.
126
Non-flowering plants do have reproductive Making predictions on how to Develop curiosity to know
organs available in the flowers. classify non-flowering plants. about to know more about
Non-flowering plants can further classified as Observe the similarities and dif- classifying non-flowering
with seeds and without seeds. ferences in non- flowering plants. plants.
Gymnosperms are plant with seeds and the Infer on classifying non-flowering Show open-mindedness
embryo is inside a seed. The seed is not cov- plants. when learning about
ered not covered (enclosed) in a fruit. These are Communicate ideas and find- classifying non-flowering
the less advanced type of seed plants. ings on classification of flowering plants.
plants using verbal, written and Be responsible by taking
pictorial. care of plants.
Lesson Title: Fruiting plant life cycle - Tomato Les-

son No. 05
Benchmark: 7.1.1.3 Examine the reproduction process in flowering and non-flowering plants.
Key question: How does tomato plant reproduce?
• describe the reproduction of tomato plant.
Tomato plants belong to the plant group • Making hypothesis on Develop the curiosity to
known as flowering plants or angiosperms. The how flowering plants reproduce. learn about the reproduc-
tomato plant reproduces sexually, meaning • Draw reproductive tion process of flowering
that it requires both female and male organs to structures and describe parts and plants.
produce seeds. Every tomato seed has a tiny functions
tomato plant inside. When the conditions are • Compare the difference
just right, tomato seeds will germinate. between sexual and asexual
reproduction.
• Infer on the fertilization
process in plants.
• Compare the difference
self-pollinated from cross-polli-
nated.
• Communicate ideas on
reproduction process in flowering
plants.
127
Grade 7
Lesson Title: Conifer life cycle Lesson No. 06
Benchmark: 7.1.1.3 Examine the reproduction process in flowering and non-flowering plants.
Key question: How does conifer plant reproduce?
• describe the reproduction process of conifer plant.
Conifer is a type of gymnosperm • Making predictions on how Develop the curiosity to know more
plant that produces seeds but do conifer plant reproduces. about the reproduction process of
not produce flowers or fruit. other types of gymnosperm plants
The life cycle of conifer plant: • Infer on the life cycle of Show open-mindedness when
1. Small cones produce male conifer plant including fertilization learning about life cycle of conifer
sex cells that are carried to the reproduction process. plant.
large cones in pollen. Large cones • Compare the difference Be responsible by taking care of
produce female sex cells. between sexual and asexual repro- plants.
2. After fertilization, a seed duction. Respect views of others.
coat develops around the plant Communicate ideas and findings
embryo. The seed provides nour- on the life cycle of tomato plant us-
ishment. ing verbal, written and pictorial.
3. The seed sprout and grows
into a young plant called seedling.
4. The mature tree will pro-
duce male and female cones. The
life cycle will begin again.
TOPIC REVIEW ON GROUPING PLANTS LESSON 7
UNIT REVIEW ON PLANTS LESSON 8
128
Strand: Life Unit: Animals Topic: Groups Of Animals

Content Standard: 7.1.2. Students will be able to investigate groups of animals that are
vertebrates and invertebrates, and their characteristics.
Lesson Title: Vertebrates and Invertebrates Lesson No. 09
Benchmark: 7.1.2.1. Investigate animals that are vertebrates and invertebrates, and draw appropriate
conclusions.
Key question: What are vertebrates and invertebrate animals?
• identify animals that are vertebrates and invertebrates.
• Vertebrates are animals with backbone or Makin predictions on verte- Develop curiosity to know
spinal column such as fish, dog, frogs or brates and invertebrates. about to know more about
lizard. Infer on vertebrates and inverte- vertebrates and inverte-
• Invertebrates are animals without brates. brates.
backbones or spinal column such as Compare vertebrates and inver- Show open-mindedness
jellyfish, starfish or earthworms. tebrates. when learning about verte-
Communicate ideas and find- brates and invertebrates.
ings on vertebrates and inverte- Be responsible by taking
brates using verbal, written and care of vertebrates and
pictorial. invertebrates.
Lesson Title: Types of vertebrates and invertebrates Lesson No. 10
Benchmark: 7.1.2.2. Evaluate the types of vertebrates and invertebrate.
Key question: What are the different types of vertebrates and invertebrates?
• Identify different types of vertebrates and invertebrates.
• Vertebrates can be warm-blooded or Making predictions on the dif- Develop curiosity to know
cold-blooded ferent types of vertebrates and about types of vertebrates
• Reptiles, amphibians and most fish are invertebrates. and invertebrates.
cold blooded.
• The body temperature of cold-blooded Infer on the different types of Show open-mindedness
animals depends on the temperature outside vertebrates and invertebrates. when learning about
their bodies. vertebrates and
• Birds and mammals are warm-blooded Compare different types of invertebrates.
vertebrates. They maintain constant internal vertebrates and invertebrates.
body temperatures. Be responsible by taking
• Invertebrates are the largest groups of Communicate ideas and care of different types of
animals. vertebrates and inverte-
findings on types of vertebrates
• Types of invertebrates include echi- and invertebrates using verbal, brates.
noderms, mollusks, arthropods, cnidarians, written and pictorial.
sponge, worms Respect views of others.
Topic Review On Grouping Animals Lesson 12

Unit Review On Animals Lesson 13
129
Grade 7
Strand: Physical Science Unit: Energy Topic: Electricity 3

CONTENT STANDARD: 7.2.1. Students will be able to investigate the function of electricity and
the relationship between electrical currents and voltage.
Lesson Title: Regularity of electric current in circuits Lesson No. 14
Benchmark: 7.2.1.1. Discover the regularity of the electric current flowing through each point of the
circuit.
Key question: How do we determine the regularity of current and voltage in a circuit?
• discover the regularity of electric current flowing through each point of the circuit.
• The three basic principles; • Making hypothesis on • Develop curiosity to know

• Voltage is the difference in charge between the regularity of electric about regularity of current
two points. current flowing through and voltage in a circuit.
• Current is the rate at which charge is flow- the circuit. • Show open-mindedness
ing. when learning about regular-
• Infer on the regularity of
• A Parallel circuit has certain characteristics ity of current and voltage in
electric current flowing
and basic rules: a circuit.
through the circuit.
• A parallel circuit has two or more paths for • Respect views of others.
current to flow through. • Use the ammeter and
voltmeter to determine
• Voltage is the same across each compo-
the regularity of cur-
nent of the parallel circuit.
rent and voltage in the
• The sum of the currents through each path circuit.
is equal to the total current that flows from
the source. • Communicate ideas and
findings on the regularity
of current and voltage
pictorial.
Lesson Title: Measuring electric current in circuits Lesson No. 15
Benchmark: 7.2.1.2. Use ammeter and voltmeter to measure electric current and voltage in series and
parallel circuits.
Key question: How do we measure electric current in series and parallel circuits?
• measure electric current in series and parallel circuits using ammeter.
130
• Electric current is measured using a device • Making hypothesis on • Develop curiosity to know
called an ammeter. how to measure electric about measuring electric
• The ammeter is always connected in series current in circuits. currents in circuits.
in the circuit. • Show open-mindedness
• Measure electric cur-
• The SI unit (International accepted unit of when learning about meas-
rent using ammeter in
measurement) for measuring an electric uring electric current in
circuits.
current is the ampere (amp) and the unit circuits.
symbol ampere (amp) is A. • Taking readings of the • Communicate data with
electric current in series integrity.
and parallel circuits. • Respect views of others.
• Compare the electric
current in measured
in series and parallel
circuit.
• Communicate ideas
and findings on meas-
uring electric currents
using written, verbal
and pictorial.
Lesson Title: Measuring voltage in circuits Lesson No. 16
Benchmark: 7.2.1.2. Use ammeter and voltmeter to measure electric current and voltage in series and
parallel circuits.
Key question: How do we measure voltage in circuits?
• measure voltage in series and parallel circuits using the voltmeter.
Voltage is the amount of push and is measured Making hypothesis on how Develop curiosity to know
in ‘volts’ which has the symbol V. to measure voltage in about measuring electric cur-
circuits. rents in circuits.
A voltmeter is always wired in parallel where the
voltage will be taken, e.g. dry cell or bulb. Measure electric current Show open-mindedness when
using ammeter in series and learning about measuring elec-
The voltage supplied by the battery is shared parallel circuits. tric current in circuits.
between all the components in a series circuit.
Compare the electric current Communicate data with integ-
in measured in series and rity.
parallel circuits.
Communicate ideas and
findings on measuring elec-
tric currents using written,
verbal and pictorial.
131
Grade 7
Lesson Title: Resistance in wires Lesson No. 17
Benchmark: 7.2.1.3. Determine that metal wires have resistance to electricity when measuring the
electric current and voltage.
Key question: How do wires affect the resistance in a circuit when measuring electric current and volt-
age?
• investigate resistance in wires and their effects on voltage and the flow of electric current in a
circuit.
• Resistance is the property of an object • Making hypothesis on • Develop curiosity to know

that resists the flow of electric current in an the effects of wires on about electrical resistance.
electric circuit. the electrical resistance
• Show open-mindedness
• When electric current moves through con- when measuring electric
when learning about how
ductors there is always some resistance to current and voltage.
wires have resistance to
the current. Some conductors do not allow
• Infer on the effect of the flow of electric currents
electric current to flow easily through them
wires on the electrical and voltage.
making it a greater electrical resistance.
resistance when meas-
• The total amount of resistance to charge • Respect views of others
uring electric current
flow within a wire of an electric circuit is af- and voltage.
fected by some clearly identifiable variables:
• the total length of the wires will affect the • Investigate the resist-
amount of resistance. The longer the wire, ance in wires to deter-
the more resistance that there will be. mine that metal wires
• the wider the wire, the less resistance that have resistance when
there will be to the flow of electric charge. measuring voltage and
When all other variables are the same, electric current in a
charge will flow at higher rates through circuit.
wider wires with greater cross-sectional • Compare the electrical
areas than through thinner wires. resistance in different
• the material that a wire is made of. Not all metal wires.
materials are created equal in terms of their
conductive ability. Some materials are better
findings on the resist-
conductors than others and offer less resist-
ance in wires using ver-
ance to the flow of charge.
bal, written and pictorial.
Lesson Title: Electric Current, Voltage and Resistance Lesson No. 18
Benchmark: 7.2.1.4. Explain and compare the relationship between the voltage, electric current, and
resistance.
Key question: What is the relationship between the voltage, current and resistance?
• explain the relationship between voltage, current and resistance.
132
Ohm’s law states that the amount of current Making predictions on the Develop curiosity to know
passing through a conductor is directly pro- relationship between voltage, about the relationship between
portional to the voltage across the conductor current and resistance. voltage, current and resistance.
and inversely proportional to the resistance of
the conductor. Infer on the relationship Show open-mindedness when
between voltage, current and learning about the relationship
The relationship between voltage, current, resistance. between voltage, current and
and resistance is described by Ohm’s law. resistance.
This equation, i = v/r, tells us that the current, Compare voltage and current
i, flowing through a circuit is directly propor- and; current and resistance. Respect views of others
tional to the voltage, v, and inversely propor-
tional to the resistance, r. In other words, if
we increase the voltage, then the current will
findings on the relationship
increase. But, if we increase the resistance,
between voltage, current and
then the current will decrease.
resistance.
Lesson Title: Properties of static electricity Lesson No. 20
Benchmark: 7.2.1.6. Investigate the properties and the functions of static electricity.
Key question: What are the properties of static electricity?
• investigate the properties of static electricity by demonstration using two balloons.
• Static electricity is the build-up of an elec- • Making predictions on • Develop curiosity to know
trical charge on the surface of an object. the properties of static about the properties of static
It’s called “static” because the charges electricity. electricity.
remain in one area rather than moving or
• Infer on the properties of • Show open-mindedness
“flowing” to another area.
static electricity. when learning about static
• There are two types of charge in static electricity.
• Evaluate effects of
electricity- positive and negative charge.
positive and negative • Respect views of others.
• 1. When two objects have the like charges created by rub-
charges they repel each other and when bing the two balloons.
two objects have two unlike charges they
• Investigate the proper-
attract each other. For example: objects
ties of static electricity
with like charged repel. Two positively
using two balloons.
charged objects placed close to each will
push each other away; they repel each • Communicate ideas and
other. findings on the proper-
ties of static electricity
• 2. Two negatively charged objects
placed close to each will push each other
pictorial.
away; they repel each other. For example:
objects with unlike charged attract. When
one object has a negative charge and the
other a positive charge they pull towards
each other; they attract each other.
133
Grade 7
Lesson Title: Static electricity at work Lesson No. 21
Benchmark: 7.2.1.6. Investigate the properties and the functions of static electricity.
Key question: What are some examples of static electricity in everyday life?
• identify examples of static electricity in our day to day life.
Some examples of static electricity in our day Making predictions on ex- Develop curiosity to know about
to day life: amples of static electricity in examples of static electricity in
everyday life. daily life.
• When we walk on a carpeted floor and
getting shock when touching a door knob Infer on examples of static Show open-mindedness when
or any other metal object is one of the electricity that occurs in our learning about examples of static
best examples of static electricity. day to day life. electricity that occurs in our day
• Clothes stuck to one another after being to day life.
in the dryer is another example of static Compare different examples
electricity. of static electricity in our day Respect views of others.
• When plastic pen passes through a wool- to day life.
len garment, a static electricity is gener-
ated. Because of this the plastic pen can Communicate ideas and
attract small pieces of papers. findings on examples of
• Lightning is one of the main examples of static electricity using ver-
static electricity. The positive and negative bal, written and pictorial.
charges inside the cloud make the electric
current and cause the lightning.
TOPIC REVIEW ON ELECTRICITY LESSON 22
134
Strand: Earth And Space Unit: Our Earth Topic: Earth’s Structure
CONTENT STANDARD: 7.3.1. Students will be able to explore the composition and the structure
of the Earth.
Lesson Title: Composition of the Earth Lesson No.23
Benchmark: 7.3.1.1. Examine the composition and the structure of the Earth.
Key question: How is the Earth structured?
• describe the composition of the Earth.
The earth is made up of land and cover Making predictions on the composi- Develop curiosity to know
with water and atmosphere. tion of the Earth. about composition of the
Earth.
The earth’s crust is made of l% potassium Infer on the composition of the Earth. Show open-mindedness
and sodium 2%. when learning about com-
Communicate ideas and findings on position of the Earth.
The mantle under the crust is composed the composition of the Earth using Respect views of others.
of mostly silicate rocks rich in magnesium verbal, written and pictorial.
and iron.
The core has two parts. The solid, inner

core is composed of iron. The outer core is
composed of nickel-iron alloy.
About 70% of the earth’s surface is cover

in water.
The earth atmosphere is mainly nitrogen

and oxygen with smaller amounts of car-
bon dioxide, vapour and other gases.
Lesson Title: Movement of tectonic plates Lesson No. 25
Benchmark: 7.3.1.2. Investigate the different movement of tectonic plates divergent, convergent and
transformed faults.
Key question: How do plates move around the earth’s surface?
• describe the movement of plates around the earth’s surface.
135
Grade 7
The earth’s crust is broken into separate Making predictions on the movement Develop curiosity to know
pieces called tectonic plates. of plates around the earth’s surface. about the cause of moving
plates around the earth’s
The crust and the upper part of the mantle Infer on the causes of movement of surface.
form a rigid layer called the lithosphere. plates around the earth’s surface. Show open-mindedness
The lithosphere is broken up into seven when learning about mov-
major plates and many smaller plates. Communicate ideas and findings on ing plates.
the movement of plates using verbal, Respect views of others.
In the mantle hot material rises towards written and pictorial.
the lithosphere (like hot air rising out of an
open oven - ever opened an oven door
and felt the blast of hot air coming past
your face?). The hot material reaches the
base of the lithosphere where it cools
and sinks back down through the mantle.
The cool material is replaced by more hot
material, and so on forming a large “con-
vection cell”.
This slow but incessant movement in the
mantle causes the rigid tectonic plates to
move (float) around the earth’s surface (at
an equally slow rate).
Lesson Title: Tectonic boundaries Lesson No. 26
Benchmark: 7.3.1.2. Investigate the different movement of tectonic plates divergent, convergent and
transformed faults.
Key question: How do tectonic boundaries occur?
• explain how convergent boundary, divergent boundary and transform boundary occur.
The earth’s continents are constantly Making predictions on how tectonic Develop curiosity to
moving due to the motions of the tectonic boundaries occur. know about how tectonic
plates. boundaries occur.
Infer on how tectonic boundaries
The border between two tectonic plates is occur. Show open-mindedness
called a boundary. All the tectonic plates when learning about
are constantly moving — very slowly — Compare the three types of tectonic tectonic boundaries.
around the planet, but in many different boundaries.
directions. Some are moving toward each Respect views of others.
other, some are moving apart, and some
are sliding past each other. Because of Communicate ideas and findings on
these differences, tectonic plate bounda- the how tectonic boundaries occur
ries are grouped into three main types. using verbal, written and pictorial.
1. A convergent boundary occurs where
two plates are pushing toward each
other.
2. A divergent boundary marks two plates
that are moving apart from each other.
3. A transform boundary occurs where
two plates slide past each other.
136
Lesson Title: Effects of moving plates 1: Earthquake Lesson No: 27
Benchmark: 7.3.1.3. Analyse the types of geological events caused by tectonic plate movements such
as earthquakes, volcanoes, and the formation of mountains.
Key question: How do earthquakes form on plate boundaries?
• explain the effects of movements of plates along the transform plate boundaries in relation to
the formation of volcanoes.
Earthquakes occur along the transform fault Making hypothesis on how earth- Develop curiosity to know
boundary because the edge of the boundary quakes form on the plate bounda- about how earthquakes
is not smooth. ries. form on plate boundaries.
The location where the movement of the Model the transform plate boundary Show open-mindedness
earthquake first occurs is called the focus. to demonstrate its effect to cause when learning about the
The point on the surface above the focus is earthquake to form. effects of moving plates
called the epicentre. along plate boundaries.
Draw pictures to demonstrate their
The shaking is caused by the energy re- understanding of effects of transform Show creativity to build
leased when rock moves and is always plate boundary. model of the transform
great at the epicentre. plate boundary to dem-
Communicate ideas and findings on onstrate the formation of
effects of moving plates on the for- earthquakes.
mation of earthquakes using verbal,
written, and pictorial and models. Respect views of others.
Lesson Title: Effects of moving plates 2: Volcanoes Lesson No. 28
Key question: How do volcanoes form on plate boundaries?
• explain the effects of movements of plates along the convergent plate boundaries in relation to
the formation of volcanoes.
137
Grade 7
4. If two tectonic plates collide, they • Making predictions on how earth- • Develop curiosity
form a convergent plate boundary. quakes form on the plate bounda- to know about how
Usually, one of the converging plates ries. volcanoes form on the
will move beneath the other, which is plate boundaries.
• Model the convergent boundary
known as subduction. Deep trenches • Show open-minded-
to demonstrate its effect to cause
are often formed where tectonic ness when learning
volcanoes to form.
plates are being subducted and earth- about the effects of
quakes are common. As the sinking • Draw pictures to demonstrate their moving plates along
plate moves deeper into the mantle, understanding of effects of trans- plate boundaries.
fluids are released from the rock caus- form plate boundary. • Show creativity when
ing the overlying mantle to partially building model of
melt. The new magma (molten rock) • Communicate ideas and findings
on effects of moving plates on the converging plate
rises and may erupt violently to form boundary to demon-
volcanoes, often building arcs of is- the formation of volcanoes using
verbal, written, and pictorial and strate the formation of
lands along the convergent boundary. volcanoes.
These island arcs are always landward models.
• Respect views of oth-
of the neighboring trenches. ers.
Lesson Title: Effects of moving plates 3: Mountains Lesson No. 29
Key question: How do mountains form on plate boundaries?
• explain the effects of movements of plates along the convergent plate boundaries in relation to
the formation of mountains.
138
Mountains are usually formed at what Making predictions on how mountains Develop curiosity to know
are called convergent plate boundaries, form on the plate boundaries. about how mountains form
meaning a boundary at which two plates on the plate boundaries.
are moving towards one another. This type Model the convergent boundary to
of boundary eventually results in a colli- demonstrate its effect to cause moun- Show open-mindedness
sion. Tectonic plate collisions take a long tains to occur. when learning about the
time, as plates only shift a few centimeters effects of moving plates
each year, but they can still be powerful along plate boundaries.
Draw pictures to demonstrate their
enough to form the Earth’s largest moun-
understanding of effects of transform
tain ranges.
plate boundary. Show creativity to build
model of the converging
Fold mountains occur when two tectonic plate boundary to demon-
Communicate ideas and findings on
plates collide at a convergent plate bound-
effects of moving plates on the forma- strate the formation of the
ary, causing the crust to overthicken. This mountains.
tion of mountains using verbal, writ-
process forces the less dense crust to float
ten, and pictorial and models.
on top of the denser mantle rocks – with
material being forced upwards to form
hills, plateaus or mountains – while a great-
er volume of material is forced downward
into the mantle.
Block mountains are caused by faults in

the crust, a seam where rocks can move
past each other. Also known as rifting, this
process occurs when rocks on one side of
a fault rise relative to the other. The uplifted
blocks become block mountains (also
known as horsts) while the intervening
dropped blocks are known as graben (i.e.
depressed regions).
Topic Review On Earth’s Structure Lesson 30
139
Grade 7
Strand: Life Unit: Human Body Topic: Digestive System
Content Standard: 7.3.1. Students will be able to explore the composition and the structure of
the Earth.
Lesson Title: Types of nutrients Lesson No. 31
Benchmark: 7.1.3.1. Investigate different types of nutrients and their functions.
Key question: What types of nutrients are there in the food?
• identify the different types of essential nutrients that are needed for the body.
There are some essential nutrients that the body Make predictions on the types of Develop curiosity to
needs; nutrients needed for the body. know about types of
1. Carbohydrates Infer on the different types of nutrients.
2. Protein nutrients. Show open-mind-
3. Fat Compare the different types of edness when learn-
4. Water nutrients needed for the body. ing about types of
Communicate ideas and find- nutrients.
5. Vitamins
ings on types of nutrients using Respect views of
6. Minerals
verbal, written and pictorial. others.
Lesson Title: Functions of nutrients Lesson No. 32
Benchmark: 7.1.3.1. Investigate different types of nutrients and their functions.
Key question: What is the function of various nutrients in the body?
Lesson objective: By the end of the lesson, the students can should be able to;
• state the function of each nutrients in the body.
• Carbohydrates are the main energy source for the Make predictions on the function Develop curiosity to
brain. Without carbohydrates, the body will not of each nutrient in the body. know about functions
function properly. Example fruits, bread, starchy Infer on the function of each of nutrients.
vegetables and sugar nutrients in the body.
• Protein is the major structural component of cells Show open-minded-
and is responsible for the building and repair of Compare functions of each nu- ness when learning
body tissues. Protein is broken down into amino trient in the body. about function of
acids, which are building blocks of protein. each nutrient.
• Fat is an energy source that when consumed, Communicate ideas and findings
increases the absorption of fat-soluble vitamins on function of each nutrient us- Respect views of
including vitamins A, D, E and K. ing verbal, written and pictorial. others.
• Vitamins. Vitamin C is necessary for the synthesis
of collagen, which provides structure to blood
vessels, bone and ligaments.
• Minerals
• Water helps to maintain homeostasis in the body
and transports nutrients to cells. Water also as-
sists in removing waste products from the body.
140
Lesson Title: Digestive organs Lesson No. 33
Benchmark: 7.1.3.2. Examine the various organs of digestive system and their functions.
Key question: What are the main organs of the digestive system?
• identify the main organs of the digestive system.
Main organs passageway: Making predictions on the main Develop curiosity to

1. Mouth (includes salivary glands) organs of the digestive system. know about main or-
2. Esophagus gans of the digestive
3. Stomach Infer on the main organs of the system.
4. Small intestine digestive system.
5. Large intestine Show open-minded-
Compare main organs of the ness when learning
6. Anus
digestive system. about main organs of
the digestive system.
Additional organs necessary: Respect views of
Pancrease, liver, and gallbladder all secrete en- Communicate ideas and findings
on the main organs of the diges- others.
zymes into the small intestine.
tive system.
Lesson Title: Mechanism of digestion Lesson No. 35
Benchmark: 7.1.3.3. Investigate the mechanism of the digestive system.
Key question: How does digestion take place in the body?
• explain the mechanism of digestion in the body.
141
Grade 7
Digestion refers to the breakdown of food into Making predictions on how diges- Develop curiosity to
smaller parts that can be absorbed into the blood tion takes place. know about how di-
stream. It allows the body to get the nutrients and gestion takes place.
energy it needs from the food you eat. Infer on the mechanism of diges-
tion in the body. Show open-minded-
How does digestion work? ness when learning
Analyse the mechanism of diges- about mechanism of
The mouth is the beginning of the alimentary canal. tion in the body. digestion.
Digestion starts in the mouth as soon as you take
the first bite of a meal. Chewing breaks the food into Communicate ideas and findings Respect views of
pieces that are more easily digested, while saliva on the mechanism of digestion in others.
mixes with food to begin the process of breaking it the body.
down into a form your body can use.
As food passes through the alimentary canal, it mix-

es with digestive juices, causing large particles of
food to break down into smaller and simpler forms
of nutrients. The body then absorbs these simpler
nutrients through the walls of the small intestine into
the bloodstream, which delivers them to the rest of
the body.
Waste products of digestion pass through the large

intestine and out of the body as a solid matter.
Lesson Title: Roles of enzymes Lesson No. 36
Benchmark: 7.1.3.4. Explain the roles of enzymes in the digestion of food.
Key question: What is the role of ezymes during digestion?
Lesson objective: By the end of the lesson, the students should be able;
• describe the roles of ezymes during digestion in the body.
Enzymes in the digestive system are protein mol- Making predictions on the roles of Develop curiosity to
ecules that break down a specific substance. enzymes during digestion. know about the roles
Infer on the roles of enzymes dur- of enzymes during
The enzymes mentioned under the description of ing digestion. digestion.
the pancrease and small intestine are important in
breaking down specific components of human diet Compare different enzymes and Show open-minded-
(carbohydrates, proteins, fats) their functions. ness when learning
about roles of en-
Enzymes involved in digestion include: Communicate ideas and findings zymes during diges-
Salivary amylase – breaks down starch in the mouth on the roles of enzymes using tion in the body.
Pepsin – breaks down protein in the stomach verbal, written and pictorial.
Gastric lipase – breaks down fat in the stomach Respect views of
others.
Trypsin and erepsin – break down wholly and
partially digested proteins into amino acid in the
duodenum.
Topic Review On Digestive System Lesson 37
Unit Review On Human Body Lesson 38
142
Strand: Physical Science Unit: Energy Topic: Light And Lens

CONTENT STANDARD: 7.2.2. Students will be able to investigate the relationship between light
and convex lens.
Lesson Title: Speed of light Lesson No. 39
Benchmark: 7.2.2.1. Investigate the properties of light and the speed of light.
Key question: How fast does the light travels?
• describe the speed of light.
Light moves at the fastest known speed in Making predictions on how fast Develop curiosity to know
the universe. Nothing moves faster than (or the light travels. about the speed of light.
even close to) the speed of light. In a vacu-
um, where there is nothing to slow it down, Infer on the speed of light. Show open-mindedness
light travels 186,282 miles per second. when learning about the
Communicate ideas and findings speed of light.
When light travels through matter, like air or on the speed of light using verbal,
water, it slows down some, but it’s still pretty written and pictorial. Respect views of others.
fast.
To give an idea as to how fast light is. The

Sun is almost 93 million miles from the Earth.
It takes around 8 minutes for light to get
from the Sun to the Earth. It takes around
1.3 seconds for light to go from the moon to
the Earth.
Light travels at a speed of 300 000 km

(186,000 mi) per second.
Light can travel seven times at 300 000km/

second in a distance of 40 000km (circum-
ference of the Earth)
Lesson Title: Properties of light Lesson No. 40
Benchmark: 7.2.2.1. Investigate the properties of light and the speed of light.
Key question: How does light behave when it strikes an object?
• identify the properties of light.
143
Grade 7
Properties of light: Making predictions on the proper- Develop curiosity to know

ties of light. about the properties of light.
Light travels very fast.
Infer on the properties of light. Show open-mindedness
Light travels in a straight line. when learning about the
Compare different properties of properties of light.
Light interacts with matter. light.
Light is comprised of many colours. Communicated ideas and findings
on the properties of light using
verbal, written and pictorial.
Lesson Title: Reflection of light Lesson No. 41
Benchmark: 7.2.2.2. Establish that reflection and refraction of light occurs through different interfaces
such as water and glass.
Key question: Why do lights reflect?
• explain the cause of lights reflecting on the surfaces.
Reflection: Making predictions on why lights Develop curiosity to know

• Light is reflected when light falls on reflect. about the reflection of light.
a smooth polished surface or shinny
surface. Infer on the causes of lights being Show open-mindedness
• The ray of light is reflected in another reflected on the surfaces. when learning reflection of
direction after striking the mirror. light.
• Light rays that strike the surface (plane Use a mirror to demonstrate the
mirror) is called the incident ray and the cause of reflection of light. Respect views of others.
ray that comes back from the surface
(plane mirror) after reflections is known Communicate ideas and findings
as the reflected ray. on reflection of light using verbal,
• Angle of incidence (∠i) is the angle be- written and pictorial.
tween the normal and the incident ray
and the angle of reflection is between
the reflected ray and the normal.
• The angle of incidence is always equal
to the angle of reflection. This is known
as the Law of reflection.
Lesson Title: Refraction of light Lesson No. 42
Benchmark: 7.2.2.2. Establish that reflection and refraction of light occurs through different interfaces
such as water and glass.
Key question: Why do lights refract?
• explain the cause of lights refracting on the surfaces.
144
Refraction: Making predictions on why lights Develop curiosity to know

• Refraction is the bending, or changing refract. about the refraction of light.
of direction of light rays when they pass
from one material to another. Example Infer on the causes of lights being Show open-mindedness
through the air, through the glass then refracted on the surfaces. when learning refraction of
into the air light.
• If the rays pass through the surface of Use a pen in a glass cup filled with
material at an angel other than 90 de- water to demonstrate the cause of Respect views of others.
grees to the surface, they will refract. refraction of light.
• Light moves at different speeds through
different materials. Communicate ideas and findings
• Light travels faster in air, slow in water on refraction of light using verbal,
and slower still in glass. The slower light written and pictorial.
is in a medium, the more it refracts/
bends in it.
Lesson Title: Properties of convex lens Lesson No. 43
Benchmark: 7.2.2.3. Examine the properties and functions of convex lens.
Key question: How does a convex lens behave?
Lesson objective: By the end of the lesson, the students should be able;
• investigate convex lens and how it behaves.
A lens is a transparent material that refracts Making predictions on how convex Develop curiosity to know
light in such a way as to form an image. lens behave. about characteristics of
convex lens.
A convex lens is thick in the middle and thin Infer on the characteristics of
at the edges. convex lens. Show open-mindedness
when learning about the
A convex lens bends light inwards. So it is Use a hand lens to demonstrate characteristics of convex
called converging lens. the characteristics of convex lens. lens.
Properties and characteristics of convex Communicate ideas and findings Respect views of others.
lens: on properties of convex lens using
• Convex lens are thicker at center. verbal, written and pictorial.
• Converging lens (refract parallel light
rays so they meet)
• A convex causes light to converge at a
focal point.
Lesson Title: Function of convex lens Lesson No. 45
Benchmark: 7.2.2.3. Examine the properties and functions of convex lens.
Key question: How can you change the image produced by a convex lens?
• investigate the function of convex lens.
145
Grade 7
The type of image formed by a convex lens Making predictions on how to Develop curiosity to know
depends on the distance of the object from change the image produced by about the function of convex
the lens. If the distance is less than one focal convex lens. lens.
length, the image will be right-side up and
enlarged. A hand lens produces this type of Infer on the function of convex Show open-mindedness
image. lens. when learning about
function of convex lens.
If the distance between the object and the Use convex lens to change image
lens is between one and two focal lengths, of objects and adjust the distance Respect views of others.
the image formed will be up-side down and of the object.
enlarged. If the distance is more than two
focal lengths, the image will be up-side Communicate ideas and findings
down and reduced in size. on the function of convex lens
using verbal, written and pictorial.
Lesson Title: Application of convex lens Lesson No. 46
Benchmark: 7.2.2.4. Explain the mechanism of convex lens such as the eye and camera.
Key question: What are some uses of convex lens?
• identify uses of convex lens in day to day life.
Lenses are used in glasses and contacts to Making predictions on the uses of Develop curiosity to know
help correct vision. They are used in tel- convex lens. about the function of convex
escopes to help view items that are far away lens.
and are used in microscopes to help view Infer on the uses of convex lens.
very small items. Show open-mindedness
Compare different uses of convex when learning about func-
Magnifying glasses and microscopes use lens. tion of convex lens.
convex lenses.
A magnifying glass makes an object look Communicate ideas and findings
bigger. Holding it close to an object makes on findings on the different uses
a virtual image of the object form on the of convex lens using verbal and
same side of the glass as the object. When written.
you look through the magnifying glass, this
virtual object seems to be larger than the
real one. The thicker the lens, the larger the
virtual image.
If you are near sighted, your eye lens focus-

es a scene just in front of the retina in your
eye and the image you see is blurred. A con-
cave lens spreads out the light rays before
they enter the eye, so that they are focused
on the retina and the image is sharp.
Topic Review On Light And Lens Lesson 47
Unit Review On Energy Lesson 48
146
Strand: Physical Science Unit: Force And Motion Topic: Forces And Pressure
CONTENT STANDARD: 7.2.3. Students will be able to investigate the properties of pressure and
examine pressure applied in solid, liquid, and gas.
Lesson Title: Properties of pressure Lesson No. 49
Benchmark: 7.2.3.1. Investigate the properties of pressure.
Key question: What are the different properties of pressure?
Lesson objective: By the end of the lesson, the students will be able to;
• identify the properties of pressure.
Pressure acts on solids, liquids and gases Making hypothesis on the Appreciate the use of
properties of pressure. pressure in daily life
There is a connection to the size of the force and its
area Investigate the properties of Respect the views of
-The smaller the surface area, the higher the pressure by experimenting. their classmates
pressure.
-The bigger the surface area the smaller the Communicate ideas and findings
pressure on the properties of pressure.
Lesson Title: Pressure in solids Lesson No. 50
Key question: How can we identify high and low pressure in solids?
• describe the pressure when a solid comes in contact with a solid.
The pressure of a solid exerted on another solid Making hypothesis on the high Appreciate the use of
surface is its weight in newtons divided by its area and low pressure in solids. pressure in daily life
in square metres
Investigate high pressure and low Apply the under-
Pressure = force (f) / area (a) pressure in solids by experiment- standing of increas-
ing. ing and reducing
To increase pressure- increase the force or reduce pressure in daily life
the area the force acts on. Measure the pressure by Use the
formulae (P = f x a).
To reduce pressure - decrease the force or increase
the area the force acts on. Communicate ideas and findings.
Lesson Title: Pressure in liquids Lesson No. 51
Key question: Which part contains the high pressure and which part has low pressure.
• investigate the behaviour of pressure in liquids by experimenting.
147
Grade 7
The pressure in liquids increases with depth Making hypothesis on the pres- Appreciate the use of
sure in liquids. pressure in daily life
Pressure in liquids acts equally in all direction
Investigate the high and low in Apply the under-
Pressure in liquids does not depend on the area of liquids by experimenting. standing of increas-
its surface ing and reducing
Infer on how pressure can be pressure in daily life
The pressure at two points at the same level in the increased or decreased.
same liquid are equal Respect views of
Communicate ideas and findings classmates
Pressure does not depend on the shape or size of on the high and low pressure in
the container liquids.
More dense liquids exert more pressure
The pressure in a liquid is affected by the force of

gravity
Lesson Title: Pressure in gas Lesson No. 52
Key question: How can we identify low and high pressure in gas?
• investigate how air behaves when pressure is exerted by experimenting.
The pressure of air is the force that air exerts on Making hypothesis on the Appreciate the use of
objects. pressure in gas. pressure in daily life
The weight of air is called the air pressure Investigate the high and low in gas Apply the
by experimenting. understanding of
Pressure in air acts equally in all direction increasing and
Infer on how pressure can be reducing pressure in
The pressure in gas decreases as you go higher the increased or decreased. daily life
altitude
Communicate ideas and findings Respect views of
on the high and low pressure in classmates
liquids.
Lesson Title: Calculating pressure Lesson No. 53
Benchmark: 7.2.3.3. Use the formula to calculate pressure. (Pressure = Force/Area)
Key question: How can we measure pressure?
• measure the pressure by using the formula.
148
Manometers and barometers are used to measure Making hypothesis on how to Appreciate the use of
pressure measure pressure. pressure in daily life
The standard unit of pressure is the Pascal (Pa) Measure the pressure of solids, Develop an attitude
liquids and gases by using the to calculate and
One Pascal equals one newton per square meter. formula. express pressure in
(N/m2) measurements
findings on how to measure Respect views of
pressure. classmates
Lesson Title: Uses of pressure in daily life Lesson No. 54
Benchmark: 7.2.3.4. Evaluate the different uses of pressure.
Key question: How is pressure used in our daily life?
• identify uses of pressure in daily life.
Application of pressure in daily life: Making hypothesis on the differ- Appreciate the use of
High Pressure ent uses of pressure in daily life. pressure in daily life
• Hammering a nail.
• Cutting vegetables. Identify different applications of Develop the sense of
• Cutting a tree with an axe. pressure in daily life. applying the knowl-
• Wearing high-heeled shoes. edge of pressure in
Comparing the amount of their daily activities
Low Pressure pressure applied by various daily
activities. Respect views of
• Wearing flat shoes
classmates
• Snow shoes reduce pressure between weight
and ice Communicating ideas and
• Tankers and caterpillars (machinery) do not use findings on the applications of
tyres because of their weight. pressure in daily life.
Topic Review On Pressure Lesson 55
149
Grade 7
Strand: Physical Science Unit: Force And Motion Topic: Density

Content Standard: 7.2.4. Students will be able to investigate the density of different matter.
Lesson Title: Characteristics of density Lesson No. 56
Benchmark: 7.2.4.1. Investigate and describe the characteristics of density.
Key question: What are the characteristics of density?
• understand that density is a characteristics property of a substance.
Density is a characteristic property of a substance. Making predictions on the Develop curiosity to

characteristics of density. know about the
The density of a substance is the relationship function of convex lens.
between the mass of the substance and how much Infer on the characteristics of
space it takes up (volume). density. Show
open-mindedness when
The mass of atoms, their size, and how they are Communicate ideas and learning about function
arranged determine the density of a substance. findings on the characteristics of convex lens.
of density using verbal, written
Density equals the mass of the substance divided and pictorial. Respect views of
by its volume; D = m/v. others.
Objects with the same volume but different mass

have different densities.
Lesson Title: Comparing density of matter Lesson No. 57
Benchmark: 7.2.4.2. Compare and contrast the density of different matter.
Key question: How do we compare density of different matter?
• compare density of different matter using their properties.
The density of a quantity of matter is its mass Make predictions to compare Develop curiosity to
divided by its volume. It is usually measured at 0 °C density of different matter. know more about the
and at 1 atmosphere of pressure. Infer on how compare density comparing density.
of different matter.
Density is important in determining the bouyancy of Show
materials in fliuds, as well as in comparing materials Compare density of different open-mindedness when
and in other measurements. matter using their properties. learning about
Communicate ideas and comparing density.
findings on comparing matter
using verbal, written and Respect views of
pictorial. others.
150
Lesson Title: Calculating density Lesson No. 58
Benchmark: 7.2.4.3. Use the formula to calculate the density. DENSITY = Mass/Volume
Key question: How can we calculate density?
• calculate the density of different matter.
Knowledge Attitudes
Density is the measurement of the amount of mass Make predictions on how to Develop curiosity to
per unit of volume. In order to calculate density, you calculate density. know more about
need to know the mass and volume of the item. calculating density.
Use the equation to calculate
Density is how much matter is contained within a the density of different matter. Show
volume. A dense object weighs more than a less open-mindedness when
dense object that is the same size. An object less Compare measurements of learning about
dense than water will float on it; one with greater density of different matter. calculating density.
density will sink.
Communicate ideas and Respect views of
The density equation is density equals mass per unit findings on calculating density
others.
volume or D = M / V. using verbal and written.
The standard unit of density is kg/m3. However,

they can also be in g/cm3, as well as kg/L and lb/
ft3. Gases are usually stated in kg/m3, while liquids
and solids are stated in g/cm3.
Lesson Title: Uses of density Lesson No. 59
Benchmark: 7.2.4.4. Appraise the uses of density.
Key question: How do we use density in everyday life?
• identify the use and importance of density.
Knowledge Attitudes
151
Grade 7
One of the most common uses of density is in how Make predictions on the uses of Develop curiosity to
different materials interact when mixed together. density in everyday life. know more about the
Wood floats in water because it has a lower uses of density.
density, while an anchor sinks because the metal Infer on the uses of density in
has a higher density. Helium balloons float because everyday life. Show
the density of the helium is lower than the density of open-mindedness when
the air. Compare uses of density in learning about the uses
different situations. of density.
One well-known application of density is
determining whether or not an object will float on Communicate ideas and Respect views of
water. If the object’s density is less than the density others.
findings on uses of density
of water, it will float; if its density is less than that of
water, it will sink. Ships can float because they have using verbal, written and
ballast tanks that hold air; these tanks provide large pictorial.
volumes of little mass, thus decreasing the density
of the ship. Together with the buoyant force that
the water exerts on the ship, this reduced density
enables the ship to float. In fact, submarines dive
below the surface of the water by emptying their
ballast tanks.
Topic Review On Density Lesson 60
Unit Review On Physical Science Lesson 61
152
Strand: Earth And Space Unit: Our Earth Topic: Natural Resources
Content Standard: 7.3.2. Students will be able to investigate the different natural resources in
Papua New Guinea
Lesson Title: Types of natural resources Lesson No. 62
Benchmark: 7.3.2.1. Identify and classify the different types of natural resources into renewable and
non-renewable resources.
Key question: What are the different types of natural resources?
• classify the different types of natural resources as renewable and non-renewable resources.
There are two different types of natural Making predictions on different types Appreciate and value
resources. They are called non-renewable of natural resources. the different types of
resources and renewable resources. natural resources.
Infer on the different types of natural
Non-renewable resources are not easily resources.
replaced. Non-renewable resources include oil,
natural gas, and coal, which are examples of Compare different types of natural
fossil fuels. resources.
Resources that are easily replaced or that can Classify types of natural resources
be used over and over again are called as renewable and non-renewable
renewable resources. Farm crops, animals, resources.
trees, oxygen and fresh water are examples of
renewable resources. Communicate ideas and findings on
the types of natural resources using
Lesson Title: Importance and uses of Natural Resources Lesson No. 63
Benchmark: 7.3.2.2. Examine the importance and uses of natural resources for humans and other
living things.
Key question: Why are natural resources important and how are they useful?
• explain the importance and state the usefulness of natural resources.
153
Grade 7
Humans use the natural resources to build Making predictions on why natural Develop curiosity to
houses, grow crops, and raise livestock. resources are important and how know more about the
useful they are in people’s lives. importance and uses
Infer on the importance and of natural resources.
usefulness of the natural resources.
Show
Compare the importance and uses of open-mindedness
different natural resources. when learning about
Communicate ideas and findings on the importance and
the importance of natural resources uses of natural
using verbal, written and pictorial. resources.
Respect views of
others.
Lesson Title: Conservation of natural resources Lesson No. 64
Benchmark: 7.3.2.3. Use basic research skills to investigate how natural resources are conserved and
suggest ways to make improvements.
Key question: How do we conserve natural resources?
• propose ways to conserve the natural resources.
Forest should be selectively logged so that only
Topic Review On Natural Resources Lesson 65
Unit Review On Our Earth Lesson 66
154
Strand: Physical Science Unit: Matter Topic: Properties Of Solutions
Content Standard: 7.2.5. Students will be able to investigate the properties and functions of
solutions.
Lesson Title: Solute, solvent and solution Lesson No. 67
Benchmark: 7.2.5.1. Examine the terms solute, solvent and solution.
Key question: What is the difference between solute, solvent and solution?
• distinguish the difference between a solution and suspension.
A solute is a substance that dissolves materials to Making predictions on the Show open-mindedness
form a solution. terms solute, solvent and when learning about
solution. the solute, solvent and
A solvent is a substance that dissolves materials to solution.
form a solution. Compare the difference
between solute, solvent and Respect views of others.
A solution is a mixture of two or more components solution.
that form a homogenous mixture. The component
referred to the solute and/or solutes and solvent Communicate ideas and
and/ or solvents. findings on solute, solvent and
solution using verbal and
written.
Lesson Title: Types of solutions Lesson No. 68
Benchmark: 7.2.5.2. Investigate different types of solutions such as solid to liquid; liquid to liquid; and
liquid to gas.
Key question: What are the different types of solutions?
• identify the different types of solutions such as solid to liquid, liquid to liquid and liquid to gas.
155
Grade 7
Solutions exist in all states of matter. Make predictions on the Develop curiosity to
Types of solutions: different types of solutions. know more about the
1. Gas in gas ( for example, air) types of solutions.
- Solvent – nitrogen; Solute – oxygen Infer on the different types of
solutions. Show open-mindedness
2. Gas in liquid ( for example, soda) when learning about
Compare the different types of types of solutions.
- Solvent – water; Solute – Carbon Dioxide
solutions.
3. Liquid in liquid (for example, vinegar)
- Solvent – water; Solute – Ethylene gycol Communicate ideas and
findings on the types of
4. Solid in liquid (for example, ocean water) solutions using verbal and
- Solvent – water; Solute – Sodium Chloride written.
5. Solid in solid (for example, air)

- Solvent – iron; solute - carbon
Lesson Title: Solute in a solution - Carbon dioxide Lesson No. 69
Benchmark: 7.2.5.3. Explain solute in a solution such as carbon dioxide (CO2).
Key question: Can carbon dioxide be a solute in a liquid solution?
• Explain how carbon dioxide can be a solute in liquid solution such soda water and soft drinks.
Most solutions are made of solids dissolved in Making predictions if carbon Develop curiosity to
liquids. dioxide can be a solute in a know more about gas in
liquid solution. a liquid solution.
Solutes, solvents, and solutions can be gases,
liquids and solids. Infer on carbon dioxide as a Show open-mindedness
solute in a liquid solution. when learning about gas
Most liquid solutions are obtained by dissolving a in a liquid solution.
gas, liquid, or solid in some liquid. Soda water, for Communicate ideas and
example, consists of a solution of carbon dioxide findings on carbon dioxide as a Respect views of others.
gas in water. solute in solution using verbal
and written.
Lesson Title: Functions of solution – hydrochloric acid Lesson No. 70
Benchmark: 7.2.5.4. Investigate the functions of solution such as hydrochloric acid in terms of
changing the property of metal.
Key question: What are the effects of hydrochloric acid on metals?
• describe the effects of hydrochloric acid on metals.
156
Hydrochloric acid (HCl) is a clear colorless liquid Making prediction on the Develop curiosity to
that is highly corrosive, and considered a strong effects of hydrochloric acid on know more about the
mineral acid. The main applications of HCl are for metals. effect of hydrochloric
pickling steel, acid treatment for oil wells, chemical acid.
cleaning, and chemical processing for large scale Infer on the effects of
production of vinyl chloride. Show open-mindedness
hydrochloric acid on metals.
when learning about
HCl is a strong reducing acid, which makes it highly effects of hydrochloric
corrosive when in contact with most materials. HCl acid.
is monoprotic, which means it has a high level of findings on the effects of
dissociation in water, this creates an overabundance hydrochloric acid on metals
using verbal and written and Respect views of others.
of H+ ions in solution. The overabundance of H+
ions means it has a very low pH level of 0-1. This pictorial.
indicates that it is a highly corrosive substance, and
only a few materials are resistant.
Metals such as aluminum, cast iron, steel, copper,

and titanium will suffer rapid attack from HCl at all
concentrations and temperatures. Most stainless
steel grades will be subject to attack, because their
chromium content is not sufficient in forming a
protective passive layer. Without the passive layer
the stainless steel will then begin to corrode actively,
which leads to rapid corrosion rates, pitting, and
stress corrosion cracking.
Lesson Title: Acid Solutions Lesson No. 71
Benchmark: 7.2.5.5. Distinguish the properties of Acid, Alkaline and Neutral solutions.
Key question: How can you describe an acidic solution?
• Identify various acidic solutions.
Acidic solutions are any solutions that have a higher Identify food that contain weak Appreciate the
concentration of hydrogen ions than water acids- citrus fruits importance acids play in
foods
Acids may be solids, liquid or gases Identify three common acids
that are used in laboratories Take extra care when
Acids contain the element hydrogen and state the uses. handling acids as strong
acids are corrosive
Foods contains weak acids Differentiate between
concentrated acidic solutions
Most acids used in laboratories are strong acids and and diluted acidic solutions
can be corrosive
Use the universal indicator to
Acidic solutions are any solutions that have a higher find out if the solution is acidic
concentration of hydrogen ions than water or not
An acid solution that does not contain very much

water in it is said to be concentrated solution and
watered down acid solution is diluted solution
Litmus paper in acid will turn RED if placed in a

solution
157
Grade 7
Lesson Title: Alkaline Solution Lesson No. 72
Key question: What is an alkaline solution?
• describe alkaline solution as a mixture of base solids dissolved in water.
• give examples of alkalis in daily life.
alkaline solution is a mixture of base solids Describe common uses of Appreciate the uses of
dissolved in water. alkalis in daily life alkalis in our daily life
Bases that are soluble in water are known as alkalis Practice using litmus paper to Take extra care when
find if solution is an alkaline handling bases
Alkali does not react with metals
An alkaline solution is a mixture of base solids dis-

solved in water.
An alkaline solution contains more hydroxide ions

than the hydrogen
Litmus paper in bases will turn blue.

Lesson Title: Neutral Solution Lesson No. 73
Key question: How can you describe a neutral solution?
• describe neutral solution.
When acids and bases react together they combine Investigate an acidic solution Show curiosity to learn
to form a salt and water. This is known as if a base is added to an acidic how to neutralise acids
neutralisation solution and bases.
An acidic solution becomes less acidic when a base Investigate the effect of neutral Develop a willingness to
is added. This is called neutralising the acid. solution on a litmus indicator learn about neutralizing
acidic and basic
A basic solution becomes less basic when an acid solutions.
is added. This is called neutralizing the base.
Litmus paper turns green in a neutral solution on a

scale of pH7
158
Lesson Title: Indicators Lesson No. 74
Key question: Is it an acid or base?
• identify several indicators that are used to test acids and bases.
Indicators are chemical dyes that are one colour in Investigate the effect of acidic, Show curiosity to learn
acidic solutions but change to a different colour in a alkaline and neutral solutions about how universal
basic solution. on indicators (Universal and indicator can be used to
litmus indicators determine pH value of a
Indicators commonly used in the laboratory are solution
litmus, phenolphthalein, methyl orange and Use the pH scale to identify
bromothymol blue. acids or bases
A universal indicator is a mixture of many indicators Compare the colour of

and shows by its colour change how acidic or basic indicators against the universal
substances are. scale for acidity and basic
Describe acidity, neutrality and alkalinity in terms of

the pH scale as whole numbers.
Lesson Title: Solubility Lesson No. 75
Key question: What is solubility?
• explain solubility and the relationship between solubility and temperature.
Solubility is the amount of solute that can dissolve Apply appropriate techniques Show curiosity to learn
in water. to increase the solubility of about the solubility of
substances substances.
The solubility of most substances can be increased
by shaking, stirring or increasing the temperature of Draw graphs to show the
the solvent. relationship between
temperature and solubility rate
There is a limit in the number solids that can
dissolve in a given volume.
Lesson Title: Concentration of solution Lesson No. 76
Benchmark: 7.2.5.6. Compare concentration of solutions and methods of separating them.
Key question: How can we identify saturated, unsaturated and diluted solutions based on the solute
concentration?
• Compare the different types of solutions based on the solute concentration.
159
Grade 7
Types of solutions according to solute concentration. Making hypothesis on how to Develop curiosity to
identify saturated, unsaturated know more about the
Saturated solution: and diluted solutions based on types of solutions.
Solution contains maximum amount of solute at a the solute concentration.
given temperature. Show open-mindedness
Infer on the saturated, when learning about
Unsaturated solution: unsaturated and diluted comparing types of
solutions.
Solution contains less than the maximum quantity of solutions using the solute
solute, or if the solution is not saturated. concentration.
Dilute solution: Conduct experiment to identify
Quantity of solute is very less in solution. three solutions using the
solute concentration.
Compare the three solutions

based on their solute
concentration.

findings using verbal and
written.
Lesson Title: Separating solutions Lesson No. 77
Benchmark: 7.2.5.6. Compare concentration of solutions and methods of separating them.
Key question: How do we separate the concentrated solutions?
• Use different methods to separate concentrated solutions such as evaporation and
crystallisation.
Evaporation is a process in which a liquid changes Making hypothesis on how to Develop curiosity to
into gaseous form on heating, allowing the liquid to separate concentrated know more about the
evaporate, leaving soluble behind. solutions. separating solutions
using evaporation and
Crystallisation is method used to obtain pure crystals Conduct experiment using crystallisation methods.
from a solution. It is done by heating the solution in evaporation and
an evaporating dish until it is saturated. The hot crystallisation process to Show open-mindedness
solution is then allowed to cool. Crystal will be separated solutions. when learning about
formed on cooling. They are dried between the separating soltions.
sheets of filter paper. Infer on how to separate Respect views of others.
solutions.
Compare evaporation and

crystallisation process of
separating solutions.

findings on separating
solutions using verbal, written
and pictorial.
160
Topic Review On Properties Of Solutions Lesson 78
161
Grade 7
Strand: Earth Topic: Weather

Unit: Weather And Climate
And Space Changes
Content Standard: 7.3.3. Students will be able to explore the earth’s atmosphere, types of clouds,
and the weather patterns in Papua New Guinea.
Lesson Title: Layers of atmosphere Lesson No. 80
Benchmark: 7.3.3.1. Investigate the composition of the Earth’s atmosphere and the properties of its
layers.
Key question: What are the different layers of the Earth’s atmosphere?
• describe the different layers of the Earth’s atmosphere.
Earth’s atmosphere can be divided into four distinct Making prediction on the Develop curiosity to
layers. different layers of the Earth’s know more about the
atmosphere. different layers of the
1. The layer closest to the Earth, where almost Earth’s atmosphere.
weather occurs, is the troposphere. Infer on the different layers of
2. The stratosphere lies above the troposphere. Air the Earth’s atmosphere. Show
in this layer is much colder and drier than air in open-mindedness
the troposphere. It contains the ozone layer. Compare the different layers of when learning about the
3. The mesosphere lies above the stratosphere. the Earth’s atmosphere. different layers of the
The top of the mesosphere is the coldest part of Earth’s atmosphere.
Earth’s atmosphere. Analayse the different layers of Respect views of
4. The thermosphere contains a very low density the Earth’s atmosphere. others.
of gas molecules. Therefore, the absorption of a
small amount of energy causes a large increase
Communicating ideas and
in temperature. The thermosphere extends to an
altitude of about 600km. findings on the different layers
of the Earth’s atmosphere using
Lesson Title: Types of air pressure 1: Low Pressure Lesson No. 81
Benchmark: 7.3.3.2. Examine the types of air pressure such as low and high pressure.
Key question: What causes low pressure in the atmosphere?
• describe the causes of low pressure in the atmosphere.
Low pressure is caused by the less dense warmer Making predictions on the Show open mindedness
air rising. causes of low pressure in the and curiosity to learn
atmosphere. about low pressure
High-pressure areas and low-pressure areas result
from the way Earth’s surf ace is heated by the Sun. Infer the causes of low pressure
in the atmosphere.
Low pressure circulate counter clockwise
Lower counter clockwise circulation forces air findings on the causes of low
upwards resulting in condensation, cloud formation pressure in the atmosphere.
and precipitation
162
Lesson Title: Types of air pressure - High pressure Lesson No. 82
Benchmark: 7.3.3.2. Examine the types of air pressure such as low and high pressure.
Key question: What causes high pressure in the atmosphere?
• describe the cause of high pressure in the atmosphere.
High pressure is caused by the much denser cold air which Making hypothesis Show open mindedness
sinks on the causes of and curiosity to learn
high pressure in the about high pressure.
High-pressure areas and low-pressure areas result from the way atmosphere.
Earth’s surf ace is heated by the Sun.
Identify the causes
Higher pressure circulate clockwise of high pressure.
High clockwise circulation causes a sinking motion in the Infer the causes of
atmosphere resulting in fair/clear and often sunnier skies high pressure in the
atmosphere.
Communicate
ideas and findings
on the causes of
high pressure in the
atmosphere.
Lesson Title: Atmospheric movements Lesson No.83

Benchmark: 7.3.3.3. Analyse atmospheric movements and the effects on oceans.
Key question: How can atmospheric movements affect the ocean?
• describe the movement of air in the atmosphere and the effect it has on the ocean.

Air rises or sinks because of its density. Making hypothesis on how Show curiosity to learn
atmospheric movement affect about atmospheric
Warm air is less dense than cold air, so it rises. Cold the ocean. movements and its
air is denser than warm air, so it sinks. effect on the ocean.
Draw pictures or model the
The rising and sinking of air creates a loop of movement of air in the
moving air called convection current. atmosphere.
Convection currents or movements of air, occur on Infer on movement of air in the

a large scale as well as on local scale atmosphere.
The uneven heating results in low air pressure at the Communicate ideas and
equator and high pressure at the poles. Therefore findings on the movement of air
the air tends to move from poles to the equator. and effect it has on the ocean.
163
Grade 7
Lesson Title: Greenhouse effects Lesson No.84

Benchmark: 7.3.3.4. Investigate the effects of Greenhouse gas in relation to global warming and
change in weather patterns.
Key question: How do greenhouse gases increase the temperature of the atmosphere?
• explain effects of the greenhouse gas in the atmosphere.

The Earth’s atmosphere acts as a glass panel of a Making hypothesis on effects of Show curiosity in
green house. greenhouse gas. learning about
greenhouse
Gases in the atmosphere allow radiation from the Infer the effects of greenhouse
Sun to pass through and warm the surface. Earth’s gas in the atmosphere. Value the importance of
surface radiates that energy back into the air atmosphere
The greenhouse effect is the process by which heat Be responsible

from the Sun builds up near Earth’s surface and is
trapped there by the atmosphere.
The greenhouse effect depends on certain gases

called green-house gases. These gases include
water vapour, methane, nitrous oxide, and
especially carbon dioxide
The greater these gases amount, the warmer the

atmosphere becomes
Energy from the Sun stays in the atmosphere longer

before eventually escaping
Lesson Title: Types of clouds Lesson No.85
Benchmark: 7.3.3.5. Examine the types of clouds and their formation.
Key question: What are the four main types of clouds?
• identify the four main types of clouds.
164
A cloud is classified by its appearance and altitude Making hypothesis on the four Show curiosity to learn
main types of clouds. about the different
The prefix Nimbo refers to rain, stratus indicates clouds and how they
layers and cumulo or cumulus indicates a cloud that Infer the four main types of get their names.
forms vertically clouds.
There are four different types of clouds; Communicating ideas and

1. Stratus clouds are low level-clouds that form in findings on the four main types
layers. Stratus clouds usually bring steady rain.it of clouds.
may cover large parts of the sky
2. Cumulus clouds are fluffy and have flat bases. Describing and comparing the
They form low in the sky. They usually mean fair different types of clouds
weather.
3. Cirrus clouds are thin, feathery clouds made of
ice crystals. They form high in the sky. Cirrus
clouds indicate fair weather.
4. Cumulonimbus clouds bring heavy rain or
thunderstorms. They may extend up through the
troposphere
Lesson Title: Weather and clouds Lesson No.86
Benchmark: 7.3.3.6. Explain the relationship between weather and clouds.
Key question: What is the relationship between weather and clouds?
• explain how changes in the air causes weather.
165
Grade 7
Major changes in weather come from the movement Making predictions on the Show curiosity to learn
of air masses relationship between weather about the relationship
and clouds. between weather and
An air mass is a body of air that can cover clouds.
thousands of square kilometres. Infer on the relationship
between weather and clouds. Show
The leading edge of an air mass, a front, has clouds open-mindedness
and precipitation. Communicate ideas and when learning about the
relationship between
findings about the relationship
weather and clouds.
A front is named for the type of air mass, cold or between weather and clouds
warm, that is moving into an area. using verbal, written and Respect views of
pictorial. others.
A cold front often brings stormy weather. At its
edge, dense cold air pushes warm air out. The warm
air cools as it rises. If the warm air is moist, water
vapour will condense and cumulus clouds will form.
If the warm air rises quickly, severe thunderstorm
will be the result. Usually cold front moves quickly.
After it passes, the weather is cooler and drier.
A warm front often brings light, steady precipitation.

Along its edge, warm air mass moves over
retreating cold air. This forms stratus clouds and
light rain or snow. A warm front moves slowly than a
cold front. After a warm front passes, the weather is
warmer.
A long a stationary front, a warm air mass meets a

cold air mass, but neither is moving. The weather
on the either side of the front is unlikely to change
much until the front begins moving again.
Lesson Title: Water cycle on Earth Lesson No. 87
Key question: How does water from the earth’s surface move the Earth’s atmosphere back to surface?
• explain the process of water cycle on Earth.
The water cycle is the continuous movement of Making hypothesis on the Show curiosity to learn
water from Earth’s surface to Earth’s atmosphere process of water cycle on about the process of
and back to the surface. Earth. water cycle on Earth.
Energy from the sun causes water in the oceans Infer on the process of water Show
and on land to heat up. When this happens water cycle. open-mindedness when
evaporates and changes from the liquid state to the learning about the
gas state. Compare the different states process of water cycle
involved in the process of water on Earth.
Water vapour in the atmosphere can condense cycle.
into tiny droplets of water and form clouds. When Respect views of
the droplets become heavy enough, they fall to the Communicate ideas and others.
Earth as rain, sleet, hail or snow findings on the process of
water cycle on Earth using
166
Lesson Title: Characteristics of weather in Papua New Guinea Lesson No. 88
Key question: What are some characteristics of weather in PNG?
• describe the characteristics of weather in PNG.
Papua New Guinea has a climate characterized by Making prediction of the Show curiosity to learn
high temperatures and humidity throughout the year. characteristics of weather in about thecharacteristics
The North West Monsoon season is from December PNG. of weather in PNG.
to March while the South West Monsoon season is
from May to October. Rainfall is at its heaviest in the Infer on the characteristics of Show
highlands with average annual precipitation varying weather in PNG. open-mindedness when
between 2,000 and 5,000 mm (79 to 197 inches). learning about weather
Average monthly temperature ranges in for example of PNG.
Port Moresby from 26 degrees Celsius (79 degrees Compare characteristics of
Fahrenheit) to 28 degrees Celsius (82 degrees weather in the highlands and
coasts of PNG. Respect views of
Fahrenheit) throughout the year
others.
findings on weather in PNG
pictorial.
Lesson Title: Weather patterns in Papua New Guinea Lesson No. 89
Benchmark: 7.3.3.7. Evaluate the characteristics of weather and weather patterns in Papua New
Guinea.
Key question: What is the weather pattern like in Papua New Guinea?
• identify the weather patterns of Papua New Guinea.
It is colder in the highlands than on the coast Making predictions on the Show curiosity to learn
because the air temperature decreases with altitude weather pattern of Papua New about the weather
Guinea. patterns in Papua New
The mountain regions play an important part in the Guinea.
weather experienced Infer on the weather pattern of
Papua New Guinea. Respect views of
The height and the direction of the mountain ranges others.
have an effect on the winds Communicate ideas and
findings on weather patterns of
Papua New Guinea.
Topic Review On Weather Changes Lesson 90
Unit Review On Weather And Climate Lesson 91
167
Grade 7
Unit: Interaction And Relationship In

Strand: Life Topic: Living Together
The Environment
Content Standard: 7.1.4. Students will be able to explain the relationship between living things
and their environments.
Lesson Title: Living and non-living in the ecosystem Lesson No. 93
Benchmark: 7.1.4.2. Examine the relationships of living and non-living organisms in an ecosystem.
Key question: What is the relationship between the living and non-living organism in the ecosystem?
• explain the relationship between the living and non-living organisms in the ecosystem.
The two most important things to emphasize about Making predictions on the Show curiosity to learn
an ecosystem are that all the members (living and relationship between living about the relationship
non-living) are connected and that changes in one and non-living in the between living and
habitat or organism cause changes in another. ecosystem. nonliving in the ecosys-
Some relationships between members are direct tem.
and obvious. Other relationships are not so obvious.
Infer on the relationship
between living and non-living Show open-mindedness
All living (biotic) and nonliving (abiotic) parts of an in the ecosystem. when learning about the
environment as well as the interaction among them. relationship between
Communicated ideas and living and nonliving in the
Interactions may include; findings on the relationship ecosystem.
Producers (obtain energy by making their own food; between living and nonliving
plants-photosynthesis) in the ecosystem using Respect views of others.
Consumers (obtain energy by consuming their food)
Decomposers (get energy by breaking down dead

organisms and the wastes of everything); bacteria,
fungi (mold, muschrooms, etc), worms, termites, etc
Lesson Title: Roles of organisms in the ecosystem Lesson No. 94
Benchmark: 7.1.4.3. Evaluate the roles of organisms in the ecosystem.
Key question: What are roles of organisms in the ecosystem?
• state the roles of the producers and consumers in an ecosystem.
168
Many interactions between living things are the Describing the roles of Appreciate learning about
result of the need for living things to feed. All living producers and consumers the roles of organisms in
things must have a source of food. the ecosystem
Classify consumers by the
Food is made by organisms called producers. All kind of organisms they eat
green plants are producers. Plants do not eat food.
Plants make their own food through the process of Conclude that many
photosynthesis. Plants take in carbon dioxide and
interactions between living
water from their environment, producing a sugar
things are the result of the
called glucose. This glucose serves as food for the
need for living things to feed
plant.
Consumers are organisms that eat to obtain food

needed for energy production and can be classified
by the kinds of organisms they eat.
Consumers consume the food made by the

producers
Herbivores are animals that eat plants for food
Carnivores are animals that eat other animals for

food
Omnivores are animals that eat both plants and

animals
-Predators eat prey
Lesson Title: Causes of Population change Lesson No. 95
Benchmark: 7.1.4.4. Analyse possible causes and effects of population change of organisms in an
ecosystem such as competing for resources; water, food and space.
Key question: What are some factors that cause population to change in the ecosystem?
• Identify factors that cause population to change of organisms in the ecosystem.
Population change of organisms in an ecosystem Identify different types of Show concern by being
such as competing for resources; water, food and plant and animal population respectful towards the
space. in a given habitat. environment and the
organisms living in it.
Use graph to show the
relationships between two
animals in a an ecosystem
Justify why the population of

an organism is more than the
other in a particular area.
169
Grade 7
Lesson Title: Effects of population change Lesson No. 96
Benchmark: Analyse possible causes and effects of population change of organisms in an ecosystem
such as competing for resources; water, food and space.
Key question: What would happen if there is a population change of organisms in the ecosystem?
• explain the effects of population change of organisms in the ecosystem.
Population numbers depend on resources, Making predictions on the Show curiosity to learn
prey-predator relationships, diseases, and effects of population change about the effect of
competition. In any population, growth is limited by of organisms in the population change in the
factors such as competition, predation, water and ecosystem. ecosystem.
disease.
Infer on the effects of Show open-mindedness
If the population in the areas exceeds that number, populating change of when learning about
many animals won’t get enough to drink. To survive, organisms in the ecosystem. effects of population
they must find water elsewhere. change in the ecosystem.
The water available to animals at this watering findings on the effects of Respect views of others.
hole is a limiting factor in the ecosystem. A limiting populating change in the
factor is something that restricts the growth and ecosystem using verbal,
distribution of a population. Limiting factors include
resources such as food, water and space. They can
also involve competition, predation, disease,
invasive species, and human activities.
Lesson Title: Types of communities in the ecosystem Lesson No. 97
Benchmark: 7.1.4.5. Investigate and profile different types of communities in the environment such as
ponds, oceans, and soil.
Key question: What are the different types of communities in the ecosystem?
• Identify the different types of communities in the ecosystem.
170
Biological community is a group of interacting Making predictions on the Show curiosity to learn
populations (different species) living together in the different types of about the types of
same area at the same time. communities in the communities in the
ecosystem. ecosystem.
There are types of communities that live in the
ecosystem such as pond, ocean, soil, river, Infer on the different types of Show open-mindedness
rainforest, grassland and etc. communities in the when learning about the
ecosystem. types of communities in
the ecosystem.
Compare different types of
communities in the Respect views of others.
ecosystem.
Communicated ideas and

findings on types of
communities in the
ecosystem using verbal,
Topic Review On Living Together Lesson 98
Unit Review On Interaction And Relationship In The Environment Lesson 99
171
Grade 7
Topic: Elements, Atoms

Strand: Physical Science Unit: Matter
And Compounds
Content Standard: 7.2.6. Students will be able to explain the composition of matter in terms of
atoms, molecules, elements and compounds.
Lesson Title: Characteristics of atoms Lesson No. 100
Benchmark: 7.2.6.1. Examine the characteristics of atoms and elements.
Key question: What is an atom made of?
• identify the characteristics of an atom.
The protons have a positive Create models of atoms using available show an awareness that
charge and the neutrons have materials technologies resulting from
no charge. The electrons have a knowledge of the atom have
negative charge and are much Differentiate between protons, neutrons and created social and ethical
smaller than the protons and electron issues, risks and costs (e.g.
neutrons atomic bomb)
The protons and neutrons are

closely packed in the centre of
the atom called the nucleus. The
electrons move rapidly around
the nucleus and are attracted by
the positively charged nucleus
Different atoms have different

number of protons, neutrons and
electrons
The number of protons is the

same as the number of electrons
Lesson Title: Characteristics of elements Lesson No. 101
Benchmark: 7.2.6.1. Examine the characteristics of atoms and elements.
Key question: What are some characteristics of elements?
• describe the characteristics of elements.
172
An element is a pure substance Make predictions on the characteristics of Show curiosity to learn about
that cannot be broken down into elements. the characteristics of
simpler substances. elements.
Infer on the characteristics of elements.
State that elements are the basic Show open-mindedness
building blocks of living and Communicate ideas and findings on char- when learning about
non-living matter acteristics of elements using verbal, written characteristics of elements.
and pictorial.
Not many elements in nature are Respect views of others.
found on their own.
There are over 100 known

elements and can be classified
into solid, liquid or gas
An element is a pure substance

that cannot be broken down into
simpler substance.
All elements have a Chemical

symbol.
Elements can be divided into two

groups- metals and non-metals.
Lesson Title: Atoms and elements Lesson No. 102
Benchmark: 7.2.6.2. Distinguish between atoms and elements.
Key question: What is the difference between atoms and elements?
• Explain the difference between atoms and elements.
173
Grade 7
Atom is the smallest particle of Make predictions on the difference between Show curiosity to learn about
matter. atoms and elements. the differences between
atoms and elements.
Atoms are very small in size and Infer on the difference between atoms and
cannot be seen through naked elements. Show open-mindedness
eyes. when learning about the
Compare the characteristics of atoms and difference between atoms
Atom does not exist in free-state elements. and elements.
in nature. But atom takes part in
a chemical reaction. Communicate ideas and findings on atoms Respect views of others.
and elements using verbal, written and
The properties of matter pictorial.
depend upon the characteristics
of atoms.
An element is matter that is made

of only one kind of atom. All of
the atoms of an element are alike.
There are 92 naturally occurring
elements.
Elements can be identified by

their properties. Some properties
are colour, texture, density,
malleability, ductility, ability to
dissolve in water, and ability to
conduct heat or electricity.
Lesson Title: Classifying elements Lesson No. 103
Benchmark: 7.2.6.3. Classify common elements in the periodic table into metals and non-metals.
Key question: How can we classify elements using the periodic table?
• classify elements in the periodic table into metals and non-metals.
A common way to of Making predictions on how to classify Show curiosity to learn about
classifying elements is to put elements using the periodic table. the differences between
them into groups with other atoms and elements.
chemical that have similar Infer on the classification of elements using
properties. There are three large the periodic table. Show open-mindedness
groups; when learning about the
Compare the classification of three groups of difference between atoms
Metals, non-metals, and metal- elements. and elements.
loids.
Communicate ideas and findings on Respect views of others.
The arranging of elements into classification of elements using verbal,
different groups on the basis of
the similarities in their properties
is called classification of
elements.
The classification of similar

elements into groups makes the
study of elements easier. There
are 114 elements known so far.
174
Lesson Title: Characteristics of molecules in matter Lesson No. 104
Benchmark: 7.2.6.4. Examine the characteristics of molecules with symbols.
Key question: What are the characteristics of molecule?
• understand the characteristics of molecules.
A molecule is defined as stable Making predictions on the characteristics of Show curiosity to learn about
neutral groups of at least two molecules. the characteristics of
atoms in a definite arrangement molecules.
held together by very strong Infer on the characteristics of molecules.
chemical bonds. Show open-mindedness
Draw or model molecules of water. when learning about
It can also be defined as a unit of characteristics of molecules.
two or more atoms held together.
Communicate ideas and findings on
characteristics of molecules using verbal, Respect views of others.
For example: two hydrogen written and models or pictorial.
atoms bond with an oxygen atom
and form a molecule of water
(H2O)
Lesson Title: Molecule of elements and their symbols Lesson No. 105
Benchmark: 7.2.6.4. Examine the characteristics of molecules with symbols.
Key question: What are some symbols of molecules of elements?
• identify symbols of molecules of elements.
Atoms of the same element that Making predictions of the symbols of Show an appreciation of
are chemically joined together molecules of elements. scientific attitudes such as
form molecules of element. creativity and
Infer on the symbols of molecules of open-mindedness in creating
Symbols and names of some elements. models to explain the
elements: fundamental nature of things
Hydrogen – H Communicate ideas and symbols of and willingness to
Oxygen – O molecules of elements. re-examine existing models
Nitrogen – N
Carbon – C
Sodium – Na
Magnesium – Mg
Aluminium - Al
Potassium – K
Zinc – Zn
Gold – Au
Copper – Cu
Silver - Ag
Gold - Au
Mercury - Hg
175
Grade 7
Lesson Title: Common compounds and their elements Lesson No. 106
Benchmark: 7.2.6.5. Analyse the characteristics of common compounds and their elements.
Key question: What are the common compounds and their elements?
• Identify common compounds and the elements.
Some examples of common Investigate the different types of compounds Show curiosity to learn about
compounds and their elements. the compounds
Use available resources to draw or model the
Compound Elements different types of compounds.
Water Hydrogen and
oxygen
Sodium chloride Sodium and
(table spoon) chlorine
Carbon dioxide Carbon and
oxygen
Calcium oxide Calcium and
(lime) oxygen
Copper sulphate Copper, sulphur
and oxygen
Hydrochloric Hydrogen and
acid chlorine
Sugar Carbon,
hydrogen and
oxygen
Lesson Title: Examples of compounds in everyday life Lesson No. 107
Benchmark: 7.2.6.5. Analyse the characteristics of common compounds and their elements.
Key question: What are some examples of compounds in everyday life?
• identify examples of compounds in everyday life.
Some examples of compounds in Making predictions on examples of Show curiosity to learn about
everyday life. compounds in everyday life. the compounds
Table salt Infer on some examples of compounds in

Sugar everyday life.
Water
Hydrogen peroxide
Carbon Dioxide
Baking soda
Topic Review On Elements, Atoms, And Molecules Lesson 108
Unit Review On Matter Lesson 109
176
Assessment Recording and Reporting

Assessment and reporting is an integral part of the delivery of any curricu-
lum used in the schools. In Standard Based Curriculum (SBC) assessment
encourages the use of benchmarks and commended types of assess-
ment that promote standards for a range of purposes.
Standards Based Assessment

What does standards based assessment looks like?
It is based on the academic achievement of the student;
Establishes clear guidelines for proficiency (rubrics)
Compares each student’s performance to preset standards, not to the
performance of other students.
Assessment
Assessment is the process of identifying, gathering and interpreting infor-

mation about students’ learning. It is purposely done to provide informa-
tion on student’s achievement and progress. It directs teachers in ongoing
teaching and learning.
Effective and meaningful assessment must be maintained at all times. The

content standards stated in the expected curriculum for this grade are
prescribed by units and sets the basis for planning and conducting on-
going assessment.
Ongoing classroom assessment is done to:

• support student learning
• monitor student learning
• diagnose student learning needs
• evaluate teaching program and
• inform student reporting process
Teachers are encouraged to use two or more types of assessment when

assessing students learning. SBC specifically promotes three types of as-
sessment. These are assessment;
• for learning
• as learning and
• of learning
177
Grade 7
Types of Assessment Strategies and Methods

Teachers are encouraged to use two or more types of assessment when
assessing students learning. SBC specifically promotes three types of
assessment. These are assessment;
• for learning
• as learning and
• of learning
Assessment for Learning
Assessment for learning is assessment which takes place during the

course of teaching. It is an on-going assessment and asks the question
‘where are you in the learning of this unit?’. It is used mainly to inform
teachers on how much and how well teaching and learning program has
been delivered and received. It is also known as formative assessment.
This assessment type helps teachers to identify students’ strength and

weakness areas in the content learned. For example: In a week’s teaching
of the unit,’ Animals’ the assessment task on how different animals
reproduce their young revealed that most students lack knowledge of
how reptiles and birds reproduce their young. This evidence will assist
teachers to plan effective remedial and re-teaching lessons to improve
weakness area/s identified in students immediately.
Assessment as and in Learning
Assessment as learning means that children are involved in assessing

their own work and the work of other children in the class. For example,
If a teachers learning objective is to use adjectives to make a sentences
more interesting a child will read out a sentence and the other will assess
it. They might have to say which words are adjectives and whether they
think they make the sentence interesting
Assessment of learning
Summative assessment is assessment that takes place at the end of a

unit of study, a term, year or a program. It is used to provide information
on student achievements and effectiveness of the content engaged in.
This type of assessment asks the question; ‘What did you learn?’ For
example: The class teacher may want to evaluate his or her teaching
in term 1 on animal reproduction, so asks the students,’ what did you
learn about animal reproduction in term1? The teacher can then use the
students’ responses to plan for revisit and revision on particular content
areas in preparation for the new content to be learned.
Teachers need to apply processes for assessment. Recording and

reporting enables them to determine which content standards and
benchmarks students have achieved and to report these achievements to
parents in ways that make sense to them. The students’ knowledge and
skills are continually developing in a healthy classroom environment. It is
important for teachers to be aware of and record, what the students know
178
and what they can do. When teachers have this information, programming
can be made purposeful. It can be directed at the learning weakness and
matches the student’s needs.
Assessment Strategies
Assessment strategies are used to conduct or deliver the assessment
tasks planned for the students. There are many options available for
teachers to choose from. The few listed below are recommended for all
the teachers to use to assess students. These include:
• Observations
• Portfolios
• Tests and
• Self and peer assessment
1. Observation
To observe is to look and listen carefully to a student or students to make

an assessment of and about what they know, understand and can do.
The teachers while listening and looking can ask questions and look at
or observe how the student/s can work as a group or an individual to
complete a task. The teacher should do this to gather information about
students:
• Ability to work alone or in a group
• Understanding of the content of the learning task
• Way of thinking how
• Leadership behavior and
• Interaction with each other
This strategy is very suitable for peer assessing. Students can be tasked
to observe a friend and later report what they saw.
2. Portfolios- Studying Work Samples
The teacher thinks about and examines work samples from students.
Work samples can be written tasks on paper, small chalkboards or slates,
worksheets, drawing or models. Studying work samples helps the teach-
ers to assess;
• the students level of knowledge and understanding of the learning
taking place
• students thinking skills and their ability to present their own ideas
and be creative
• how much time and effort the students used to do the assigned
tasks
• the skills the students used to produce the work and
• if the work meets the result of the content standard.
3. Test
Test is an assessment strategy used to assess student performances of

their learning formatively or summative. Class teachers prepare these
179
Grade 7
tests with careful considerations of;

• the knowledge and skills to assess the students on
• the language level to be used
• the construction of questions – clear and precise
• the content of the intended part of the curriculum content
• how much each question is worth and
• how to award marks the questions.
4. Self and Peer Assessment
In peer assessment organized structure is partner work. Each student

performs a skill and the other acts as the observer. They change places
when they complete their task. The observer records the partner’s
performance on an agreed checklist or recording journal. The recoding of
each other’s performance is recorded and reported against an agreed set
of criteria.
Assessment Tasks
It is important to plan assessment for the whole year using the content
overview and the yearly or term plans. Assessment tasks form the basis
of the assessment processes, of assessing each learner in relation to the
content standards.
Assessment tasks are learning activities created from the benchmarks.

These are written and specifically designed and planned before
administering. This particular activity has key knowledge, skills, attitudes
and values that must be achieved at the end of performing the assessable
tasks.
Assessment Plan
To plan assessment tasks, teachers must decide which type of assess-

ment methods will be used to demonstrate the achievement of the con-
tent standard. Content standards are the starting points in the process of
identifying and planning assessment tasks.
Learning activities and assessment tasks must be planned before

delivery. In the process of writing and planning an assessment task, the
following are some points that you may consider;
• choose assessment methods suitable for the assessment task
• develop assessment criteria by breaking down the knowledge, skills,
attitudes and values that the students will need to demonstrate to
complete the activity successfully
• consulting Bloom’s Taxonomy as per the students cognitive levels
Teachers are the best assessors of the students and must ensure that all
assessment tasks are;
• clearly stated in language students can interpret
• link to the content standards
• balanced, comprehensive, reliable and fair
• engages the learner.
180
Best practice in Assessment

• clear understanding that the purpose of assessment is for students
to develop and improve in their learning and for teachers to plan and
teach effectively
• the use of diagnostic tools to determine what the students already
know, understand and can do
• ongoing assessment through a variety of differentiated tasks and
strategies, both formal and informal, so that sufficient evidence is
gathered to make sound judgments about individual students’
learning
• students being actively involved in, and having some control over,
their learning
• learning goals that are explicit in that students know what they are
learning, why the learning is important, what products are expected,
and how they will be assessed
• assessment tasks that are differentiated through offering quality
choices of ways for students to demonstrate knowledge,
understanding and skills
• assessment tasks and strategies that are fair and enable all students
to demonstrate their learning achievements
• the giving of specific and timely feedback, for example, through
conversations between students and the teacher, written feedback,
peer assessment and self-assessment
• students’ work being discussed and moderated through shared
concepts and language
• assessment tasks that are integrated/embedded in instruction so
that they are a planned and essential part of teaching and learning
• authentic assessment tasks that align with the ways such
knowledge and skills.
181
Grade 7
Assessment Tasks Overview

It is important to plan assessment for the whole year using the
content overview and the yearly or term plans for the school year.
Assessment tasks form the basis of the assessment process, of
assessing the achievements of each individual learner in relation to the
content standards.
The assessment tasks are written from the listed benchmarks stated for
each content standard. This particular activity must have key knowledge
skills attitudes and values that must be assessed. Teachers are the best
assessors of the students and must ensure the all assessment tasks are:
• clearly stated in language students can interpret
• link to the benchmarks and content standards
• balanced, comprehensive, reliable and fair and
• engages the learner.
According to the suggested grade 6 content overview and yearly plan,

a suggested yearly assessment plan for assessment tasks has been
planned and placed according to the number of teaching weeks in the
school year. You are given the flexibility to formulate your own
assessment tasks if you are not comfortable with the suggested specific
assessment tasks.
Yearly plan of suggested assessment tasks for Grade 7
Content
Strand Unit Topic Stand- Benchmark Assessment Task
ard
Unit 4: Inter- Living to- 7.1.4 7.1.4.1. Investigate the Explore an ecosystem around
action and gether different components of the school, collect data and
relationship in an ecosystem. present a report on the find-
the environ- ings to explain the simple
ment ecosystem
7.1.4.4. Analyse pos- Write a brief explanation
sible causes and of what will happen if the
effects of population population of a habitat
change of organ- grows
isms in an ecosystem
such as competing
Life
for resources; water,

food and space.
7.1.4.5. Investigate and Make a mini model of a com-

profile different types munity in an ecosystem
of communities in the
environment such as
ponds, oceans, and
soil.
182
Unit 1: Earth’s 7.3.1 7.3.1.1. Examine the Make a model of the structure
Our Earth structure composition and the of the earth and label the dif-
structure of the Earth. ferent layers.
Earth and Space
Explain how geological events

7.3.1.3. Analyse the are caused as a result of tec-
types of geological tonic plate’s movement.
events caused by tec-
tonic plate movements Do a research and highlight
such as earthquakes, areas in PNG that are affected
volcanoes, and the for- by earthquake
mation of mountains.
Unit 1: Groups of 7.1.1 7.1.1.2. Classify and Use the plants characteristics
Plants plants profile different types chart and classify them under
of flowering and non- seed plants and non-seed
flowering plants. plants.
7.1.1.3. Examine the Draw pictures of the Repro-

reproduction process duction process of flowering
in flowering and non- plants and write brief de-
flowering plants. scriptions to accompany the
Pictures
Life
Unit 1: En- Light and 7.2.2 7.2.2.4. Explain the Describe the application of
Physical
Science
ergy Lens mechanism of convex mechanism of convex lens

lens such as the eye such as eye, camera
and camera.
Unit 1: Natural Re- 7.3.2 7.3.2.3. Use basic re- Select a natural resource and
Our Earth sources search skills to inves- explain ways of conserving
tigate how natural re- this natural resource.
Earth and
sources are conserved

Space
and suggest ways to

make improvements.
Unit 2: Groups of 7.1.2 7.1.2.3. Classify and Outline the classification of
Animals animals profile groups of ver- the five different groups of
tebrates according to vertebrates.
Life
their characteristics.
Unit 3: Digestive 7.1.3 7.1.3.2. Examine the Draw and label the digestive
Human Body system various organs of diges- system
tive system and their Explain the functions of the
functions. internal organs of the digestive
Life
system
Unit 2: Pressure 7.2.3 7.2.3.2. Examine the Draw and use diagrams to
Physical
Science
Force and pressure applied in indicate the type of pressure

Motion solid, liquid, and gas. in solids, liquids and gas.
183
Grade 7
Unit 1: Electricity 7.2.1 7.2.1.2. Use am- Construct a parallel circuit

meter and voltmeter with one bulb and two dry
Physical Sci-
Energy
to measure electric cells and measure the current
current and voltage and voltage.
in series and parallel
ence
circuits.
7.2.4 Do an experiment to identify
Physical Sci-
the different types of water

solutions by using the indicator
to describe the colour of acid,
alkaline and neutral solution.
ence
Unit 2: Weather 7.3.3 7.3.3.1. Investigate Outline the importance of

Weather and change the composition of the earth’s atmosphere and iden-
Earth and
Climate Earth’s atmosphere tify the main gases that make

Space
and the properties of up the atmosphere.

its layers.
Unit 3: Earth’s mo- 7.3.4 7.3.4.3. Investigate the Explain the causes of the sea-
tion causes of seasons in sons on Earth.
Earth and
Earth and
Space relation to the tilt of the
Space
Earth and the position

of the Sun.
Unit 3: Matter Atoms, mol- 7.2.5 Explain the relationship
ecules and between molecules, atoms,
Physical
Science
compounds elements, molecules and com-

pounds.
184
Sample Assessment Plan

There are different ways to plan assessment tasks and teachers have
used them in classrooms .These sample assessment tasks are given as
examples for teachers to use and plan their own to suit the context and
the learning needs of the grade six students in the classroom. The sample
plans here are very explicit and directs the teacher to the content of learn-
ing given in the syllabus.
Teachers will need to;

• identify valid and reliable assessment tasks from the learning activi-
ties
• develop specific assessment criteria that describe exactly what a
student must do to be successful in the assessment task
• make sure the students are aware of and understand the assess-
ment criteria and
• give students feedback on their performances in each assessment
task against the criteria.
Sample Assessment Task 1
STRAND: LIFE UNIT: HUMAN BODY TOPIC: DIGESTIVE SYSTEM
Lesson Title: Digestive organs and its functions Lesson No. 72
Content Standards: 7.1.3. Students will be able to investigate the functions of nutrients and the
digestive system.
Benchmark: 7.1.3.2. Examine the various organs of digestive system and their functions.
Assessment Assessment Task Assessment Criteria Assessment Method Recording

Type & Reporting
Method
Assignment Construct a model The students will be assessed Observation, checklist Students port-
of the main parts using the following criteria: and rubrics folio
of the digestive • Construct a model of the
system, state their digestive system with
functions and pre- the inclusion of mouth,
sent to the class. oesophagus, liver, large
intestine, stomach, pan-
creas, small intestines and
rectum.
• Recognise the main parts
of the digestive and state
their functions.
• Attitude
185
Grade 7
Sample Assessment Rubrics

Proficiency or achievement levels of the benchmark.
Sample scale for the assessment criteria used in Sample

Assessment – Task 2
Proficiency Levels
Performance Level of Mastery (Scale) Rating
Criteria (quality) (score)
1. Limited 2. Some 4. Higher 3 0
3. Proficiency
Proficiency proficiency Proficiency marks
Construct a model Could not be Can construct Construct model Independently
with the main parts able to construct model of the of the digestive construct model
of the digestive model of the digestive system system without of the digestive
system included- digestive parts with assistance teacher’s supervi- system with all
mouth, oesopha- from the teacher sion the digestive
gus, liver, large parts
intestine, stomach, 0-6
pancreas, small 7-9 10-12 13-15
intestines and
rectum.
Recognise the Could not be Can recognise Can recognise the Can recognise
main parts of the able to recognise the main parts main parts of the the main parts
digestive and state and state the of the digestive digestive system of the digestive
its function- functions of the system but could and state their system and fully
mouth, main parts of the not fully state the functions. state the
oesophagus, liver, digestive system functions. functions.
large intestine,
stomach, 0-6
pancreas, small 7-9 10-12 13-15
intestines and
rectum.
Presentation Could not be Can explain the Can explain the Can explain
Skills- able to able to explain functions of each functions of each the functions
explain the functions of each part of the part of the of each part of
functions of each part of the digestive system digestive system the digestive
part, loud voice, digestive system but lack with little system with
confidence and lack confidence. confidence. confidence.
confidence.
3-5 6-8 9-10
0-2
10
Other details 0-2 3-5 6-8 9-10
marks
Attitude Often is Occasionally has Usually has a Always has a
publically a negative attitude positive attitude positive attitude
critical of work about the about the about the
and openly dis- assigned task assigned task assigned task
plays a
negative attitude
Total Score: 50
marks
186
Teacher’s comments
187
Grade 7
Sample recording and Reporting Method

Sample recording strategy for the assessment task identified from the
sample assessment task 2
Name CRITERIA TOTAL

MARKS
Construct a Recognise Presentation Attitude
model with the the main Skills- able
main parts of parts of the to explain
the digestive digestive and the
PERCENTAGES
system state its functions of
included- function- each part,
mouth, mouth, loud voice,
oesophagus, oesophagus, confidence
liver, large liver, large
intestine, intestine,
stomach, stomach,
pancreas, pancreas,
small small
intestines and intestines
rectum. and rectum.
15 15 10 10 50 100%
Joshua 10 8 7 5 30 60%
Gelma 12 10 6 5 33 66%
Peter 9 6 4 2 21 42%
Jennifer 15 10 7 7 39 78%
Emily 5 10 9 5 29 58%
Fredrick 8 12 5 9 34 68%
188
Recording and Reporting
The recording and reporting of student achievements in the classroom is

very important, as teachers use a range of tasks to ensure that commend-
ed standard statements are equally assessed and reported. This helps the
teachers to reflect the effectiveness of their teachings.
Teachers should keep almost accurate records of how well the students
have achieved the knowledge, skills, attitudes and values in the content
standards or specifically in the benchmarks in grade six.
Strategies for recording

Teachers can record the evidence of students’ demonstration of achieving
the content standards, using assessment instruments that are
manageable. The types of strategies teachers may want to use in
recording student achievements must be easily interpreted to the
expected audience. Here are some recording methods;
• Checklist
• Student portfolio
• Work sample
Students are given constructive feedback by the teacher on what they

can do well and what they need to do to improve. Likewise, teachers are
focused on the content they are assessing and are able to apply fair and
consistent assessments.
Reporting
Reporting is important in assessment and must be done effectively.
Teachers should report what students have done well and how they can
improve further. Formal reporting through written reports and interviews
are done to inform parents and guardians of the students’ learning
progress and other related areas such as behaviours. Teachers must
ensure that the student has demonstrated and achieved the content
standards independently on a number of occasions. These can be done
formally or informally.
The achievements are reported to the respective stakeholders in relation

to;
• Weaknesses
• Strengths
• Parent and guardian support and
• Evaluation of content learning.
Grade 7
Samples of recording and reporting templates
Keeping informed records of student performances on formal recording

tools is very important both for the student, guardians, parents and teach-
ers of the next grade level. Some recording tools are shown below as
samples for teachers to use apart from those currently used in the class-
room.
Sample Anecdotal Notes – Class Grid

• Record the dates of assessment tasks
• Write comments on the performance observed as per the criteria
given.
• One box is for a student.
• This same grid can be used for a term depending on the type and
number of assessment tasks prepared.
Individual sample recording strategy for all the assessment tasks in a

term
Individual termly assessment record

Name: Gelma Grade: 7 Term: 1
Assess- Total Date Student % Proficiency Benchmark/CS Evaluation/

ment type Score Score Level Remarks
Assignment 50 33 66% Satisfactory 7.1.3.2. Meets
achievement expectations
Project 30 20 50% High 7.2.5.2 Meets
Achievement 7.2.5.6 expectations
Test 20 18 90% High 7.1.3 Exceeds
Achievement 7.2.5 expectations
7.2.6
Key
Proficiency Level Low Achievement Satisfactory High Achievement Very High

(LA) Achievement (SA) (HA) Achievement
(VHA)
% scale score <50% 50-69% 70-89% 90-100%
range
Criteria/Evaluation Does not meet the Meets expectations Meets Exceeds

benchmark(s) of the benchmark(s) expectations of expectations
the benchmark(s) of the
benchmark(s)
190
Class Sample recording strategy for all the assessment tasks in a
term
Termly Assessment Record – Class Overview
Grade: 7 Term: 3 Year: 2019
Total
Assessment type % Evaluation/Remarks
Score
Assignment 1 Assignment 2 Test
Name
50 30 20 100 100%
7.1.3.
7.2.5.2
7.1.3.2 7.2.5.
7.2.5.6
7.2.6.
Joshua 30 25 10 65 65% Meets expectations
Gelma 33 30 17 80 80% Exceeds expectations
Peter 21 10 15 46 46% Needs improvement
Jennifer 39 20 11 70 70% Meets expectations
Emily 29 25 9 63 63% Exceeds expectations
Fredrick 34 26 7 67 67% Meets expectations

Grade 7
Resources
Teaching Science lessons require resources to help the students under-
stand and meaningfully learn the main concepts and also practice the
skills to explore and follow processes and instructions.
There are resources that teachers themselves can access in the

surrounding environment and provide for the students and for themselves.
Here are some suggested resources that students and teachers can ac-
cess to plan and prepare science lessons.
SCIENCE RESOURCE BOOKS
1. Grade 6 Science TV Resource Books
4. Fundamental Science for Melanesia, Book 1
5. Fundamental Science for Melanesia, Book 2
6. Outcomes Edition for Papua New Guinea, Science Grade 6 Teacher Resource Book
7. Outcomes Edition for Papua New Guinea, Science Grade 7 Teacher Resource Book
8. Outcomes Edition for Papua New guinea, Science Grade 8 Teacher Resource Book
192
Glossary
These are the words that are used in the teaching and learning of content
for Grade 7 science.
Words Definitions
abiotic factor the non-living part of the ecosystem. temperature, precipitation, wind, soil
and non-living parts of the environment
acid a substance that tastes sour and turns blue litmus paper red when dis-
solved in water
atmosphere the mixture of gases, liquids that surrounds earth
atoms the basic building block of matter
asexual reproduction reproduction in which one parent produces offspring that are identical
biotic factors any living part of the ecosystem. they include all animals, plants and micro-
organisms.
circuits a complete path that an electric current flows.
concave curving inward
compound a pure substance made up of two or more chemically combined elements
crust a thin outermost layer of the earth
consumer an organism that that eats other organisms
convex curving outward
diffusion process that spreads substances through a gas or liquid from higher to
lower concentration
earthquake violent shaking of earth’s crust as a built-up energy is released.
ecosystem all the different living and non-living things in an area
electric current continuous flow of electric charge along a path.
element a substance that cannot be broken down into other substance
fertilization the process in which a male gamete joins a female gamete to produce a
new cell that develops into an organism.
indicator a chemical that changes colour when mixed with an acid or a base.
invertebrate an animal without a backbone
mantle the thick layer of dense rock that sits beneath earth’s crust
mixture two or more substances that may be combined
molecule a group of two or more atoms held together by covalent bonds.
non- vascular plant a simple plant that lacks true leaves, stems and roots
periodic table the table that arranges the elements according to atomic number
ph scale system of measuring the strength of different acids and bases
plate boundary the edge of a tectonic plate
plate tectonics theory that giant plates of crust are moving slowly across earth’s surface
pressure the amount of force exerted per unit area
producer an organism that produces its own food
reflection light bouncing off a surface
refraction the bending of light rays when they pass from one material into another.
renewable resources a resource that can be used without running out
revolution complete orbit around an object
rotation a complete turn about an axis.
Grade 7
sexual reproduction production of off-spring by the union of male and female gametes
seismic wave a wave that carries the energy released when rock moves at plate bounda-
ries
solubility measure of how much of one substance can dissolve in another substance.
solute a substance that is dissolved in a solution.
solution mixtures that are evenly mixed at the molecular level.
solvent substance that dissolves the solute in a solution
static electricity the build-up of electric charges
tectonic plate an irregular section of the lithosphere that floats on earth’s mantle.
troposphere a layer of earth’s atmosphere closest to earth’s surface and containing
about three-quarters of the atmosphere’s gases
vascular plant a plant with specialised tissues and organs for transporting materials
volume the amount of space that a substance fills
vertebrate an animal that has an internal skeleton or backbone.
voltage measure of the force that moves electrons
epicenter point on earth’s surface directly above the focus of an earthquake.
194
Reference
Department of Education 2018, Primary Science Syllabus, Grade 6, 7 & 8,
Papua New Guinea.
Peter, S. & Ken, W. 2006, Third Edition, Science World 7.
Houghton Mifflin Company 2007, Science, USA.

1988, First published, Fundamental Science for Melanesia
John,A. (1985a).Fundamental Science for Melanesia, Book 1.
John,A. (1985b).Fundamental Science for Melanesia, Book 2.
John,A. (1985c).Fundamental Science for Melanesia, Book 3.
Kenneth, R. (2008). Science Grade 6 Student Book. South Melbourne,

Oxford University Press.
Kenneth, R. (2008). Science Grade 6 Teacher Resource Book. South

Melbourne Oxford University Press.
195
Grade 7
Appendices
The appendices section contains template of lesson plan, student
worksheet, sample timetable and other useful information for teachers to
choose from and use in the teaching, learning and assessing of students
in the classroom.
Appendix 1: SCIENCE LESSON TEMPLATE
Lesson Title: Lesson No:
Strand: Unit:
Topic: Sub-topic:
Content Standard:
Benchmark:
Key Question:
Lesson objective: By the end of the lesson the students will be able to;
Teaching period: 40 minutes
Preparations:
Key word(s):
Knowledge Skills Attitudes & Values
196
Time
section
5 mins Question the students to bring about prior knowledge about
their ideas of prior knowledge and expe- life cycle of plants to link
rience on the topic. Key to today’s lesson.
Question
Body Predictions Predictions Concepts and

35 mins Misconceptions
Strategy:
Activity:
Activity:
Discussion questions on findings Discussion questions

on findings
Introduce the key words for the

lesson.
Key words
Conclu- ² In our today’s lesson, what did Summary: The students’ conclusion
sion you discover or learn from this ________________________ should reflect the key
5 mins lesson? ________ concepts in the lesson.
________________________
________
________________________
________
BLACK BOARD PLAN
197
Grade 7
Title: Discussion Summary
__________________________
Key question: __________________________
__________________________
Activity:
198
Appendix 2: STUDENT WORKSHEET TEMPLATE

Student Work Sheet
Lesson title: Lesson No.
Key question:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………
Today’s Objective (What am I going to learn today?)
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………..
Key word(s):
199
Grade 7
Student Work Sheet

Summary: (What I have learned today)
Challenge:
200
Appendix 3: SAMPLE TIMETABLE

This suggested timetable is flexible and teachers must teach according to
the subjects scheduled per week and the number of lessons identified
accordingly. You may make adjustments when equipment and materials
are unavailable or swap theory and practical lessons where necessary.
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
8:00 – 8:15 Assembly Assembly Assembly Assembly Assembly
8:15 - 8:40
9:20 –
English Assembly Assembly Assembly Assembly
10:00
10:00 –
RECESS BREAK
10:30
10:30 –
Mathematics Mathematics Mathematics Mathematics Mathematics
11:10
11:10 –
Christian Science
11:50
11:50 – Religious
12:30 Science Science Education Science Arts
12:30 -
LUNCH BREAK
1:00
Health/Physical Health/Physical Health/Physical Health/Physical Social Sci-

1:00 – 1:40
Education Education Education Education ence
1:40 – 2:20 Social Science Social Science Social Science

Making a Living
Making a Living Making a Living (80min)
2:20 – 3:00 Mathematics
(40min) (40min)
3:00 – 4:06 Teachers Planning and Preparation
201
Grade 7
Suggested Sample time break up - Analyses
Total
Revised SBC (2018) % (40/60) Slots/week
min/week
English 280 16.9 7x40
Maths 240 14.5 6x40
Science 200 12.1 5x40
Social Science 160 9.7 4x40
Arts 140 8.5 2x40 and 1x60
PE/Health 180 8.5 3x40 and 1x60
Making a Living 160 9.7 2x40 and 1x80

Citizenship & Christian Values
120 6 3x40
Education
Assembly 75 4.5 5x15
Access (Movement) 35
Sports 60 3.6 1x60
Total time allocation 1650 100 36 lesson/week - 36x35=1260 annually
202
Appendix 4: BLOOM’S TAXANOMY (promoting thinking)

These action verbs will help you as the teacher to enhance students in
their learning and as well promoting their thinking skills from low level to
higher order level using the Blooms Taxanomy.
Remem Under
Definitions Applying Analyzing Evaluating Creating
bering standing
Bloom’s defi- Exhibit Demonstrate Solve prob- Examine Present Compile
nitions memory of understand- lems to new and break and defend information
previously ing of facts situations by information opinions by together in a
learned ma- and ideas by applying ac- into parts making judg- different way
terial by re- organizing, quired knowl- by identify- ments about by combining
calling facts, comparing edge, facts, ing motives information, elements in a
terms, basic and translat- techniques or causes. validity of new pattern
concepts and ing, interpret- and rules in a Make infer- ideas, or or proposing
answers. ing, giving different way ences and quality of alternative
descriptions, find evidence work based solutions.
and stating to support on a set of
main ideas. generaliza- criteria.
tions.
Verbs Choose Classify Apply Analyze Agree Adapt
Define Compare Build Assume Appraise Build
Find Contrast Choose Categorize Assess Change
How Demonstrate Construct Classify Award Choose
Label Explain Develop Compare Choose Combine
List Extend Experiment Conclusion Compare Compile
Match Illustrate with Contrast Conclude Compose
Name Infer Identify Discover Criteria Construct
Omit Interpret Interview Dissect Criticize Create
Recall Outline Make use of Distinguish Decide Delete
Relate Relate Model Divide Deduct Design
Select Rephrase Organize Examine Defend Develop
Show Show Plan Function Determine Discuss
Spell Summarize Select Inference Disprove Elaborate
Tell Translate Solve Inspect Estimate Estimate
What Utilize List Evaluate Formulate
When Motive Explain Happen
Where Relationships Importance Imagine
Which Simplify Influence Improve
Who Survey Interpret Invent
Why Take part in Judge Make up
Test for Justify Maximize
Theme Mark Minimize
Measure Modify
Opinion Original
Perceive Originate
Prioritize Plan
Prove Predict
Rate Propose
Recommend Solution
Rule on Solve
Select Suppose
Support Test
Value Theory
203
Grade 7
Appendix 5: TYPES OF KNOWLEDGE, SKILLS, ATTITUDES AND

VALUES
Types of Knowledge
There are different types of knowledge. These include:
• Public and private (privileged) knowledge • Subject and discipline-based knowledge

• Specialised knowledge • Lived experiences
• Good and bad knowledge • Evidence and assumptions
• Concepts, processes, ideas, skills, values, • Ethics and Morals
attitudes • Belief systems
• Theory and practice • Facts and opinions
• Fiction and non-fiction • Wisdom
• Traditional, modern, and postmodern • Research evidence and findings
knowledge • Solutions to problems
Types of Processes
There are different types of processes. These include:

• Problem-solving
• Logical reasoning
• Decision-making
• Reflection
• Cyclic processes
• Mapping (e.g. concept mapping)
• Modeling
• Simulating
•
204
Types of Skills
There are different types of skills. These include:
Cognitive (Thinking) Skills

Thinking skills can be categorized into critical thinking and creative
thinking skills.
Critical Thinking Skills

A person who thinks critically always evaluates an idea in a systematic
manner before accepting or rejecting it. Critical thinking skills include:
• Attributing
• Comparing and contrasting
• Grouping and classifying
• Sequencing
• Prioritising
• Analysing
• Detecting bias
• Evaluating
• Metacognition (Thinking about thinking)
• Making informed conclusions.
Creative Thinking Skills

A person who thinks creatively has a high level of imagination, able to
generate original and innovative ideas, and able to modify ideas and
products. Creative thinking skills include:
• Generating ideas
• Deconstruction and reconstruction
• Relating
• Making inferences
• Predicting
• Making generalisations
• Visualizing
• Synthesising
• Making hypothesis
• Making analogies
• Invention
• Transformation
• Modelling
• Simulating
205
Grade 7
Reasoning Skills
Reason is a skill used in making a logical, just, and rational judgement.
Decision-Making Skills
Decision-making involves selection of the best solution from various
alternatives based on specific criteria and evidence to achieve a specific
aim.
Problem Solving Skills

Problem solving skills involve finding solutions to challenges or unfamiliar
situations or unanticipated difficulties in a systematic manner.
High Level Thinking Skills

High level thinking skills include analysis, synthesis, and evaluation skills.
Analysis Skills
Analysis skills involve examining in detail and breaking down information
into parts by identifying motives or causes, underlying assumptions,
hidden messages; making inferences and finding evidence to support
generalisations, claims, and conclusions.
Synthesis Skills
Synthesis skills involve changing or creating something new, compiling
information together in a different way by combining elements in a new
pattern proposing alternative solutions.
Evaluation Skills
Evaluation skills involve justifying and presenting and defending opinions
by making judgements about information, validity of ideas or quality of
work based on set criteria.
Types of Values
Personal Values (Importance, worth, Sustaining Values

usefulness)
• Self-esteem
Core Values • Self-reflection
• Self-discipline
• Sanctity of life
• Self-cultivation
• Truth
• Principal morality
• Aesthetics
• Self-determination
• Honesty
• Openness
• Human
• Independence
• Dignity
• Simplicity
• Rationality
• Integrity
• Creativity
• Enterprise
• Courage
• Sensitivity
• Liberty
• Modesty
• Affectivity
• Perseverance
• Individuality
206
Social Values Sustaining Values

Core Values
• Plurality
• Equality • Due process of law
• Kindness • Democracy
• Benevolence • Freedom and liberty
• Love • Common will
• Freedom • Patriotism
• Common good • Tolerance
• Mutuality • Gender equity and social inclusion
• Justice • Equal opportunities
• Trust • Culture and civilisation
• Interdependence • Heritage
• Sustainability • Human rights and responsibilities
• Betterment of human kind • Rationality
• Empowerment • Sense of belonging
• Solidarity
• Peace and harmony
• Safe and peaceful communities
Types of Attitudes
Attitudes (Ways of thinking and behaving, points • Responsible

of view) • Adaptable to change
• Open-minded
• Optimistic • Diligent
• Participatory • With a desire to learn
• Critical • With respect for self, life, equality and
• Creative excellence, evidence, fair play, rule of law,
• Appreciative different ways of life, beliefs and opinions,
• Empathetic and the environment.
• Caring and concern
• Positive
• Confident
• Cooperative
207
Grade 7
Appendix 6: STEAM and STEM Education

• By exposing students to STEAM and giving them opportunities to
explore STEAM-related concepts, they will develop a passion for it
and, hopefully, pursue a job in a STEAM field.
• Providing real life experiences and lessons, e.g., by involving

students to actually solve a scientific, technological, engineering, or
mathematical, or Arts problem, would probably spark their interest
in a STEAM career path. This is the theory behind STEAM education.
• By integrating STEAM content and real life learning experiences at

different levels of the curriculum process (e.g., Curriculum
frameworks, content standards, benchmarks, syllabi, teachers’
guides and students’ books, curriculum design and development,
annual and term school programs and lesson plans, teaching
methodologies.
• Teaching methodologies – Problem and project-based learning,

partnerships with external stakeholders e.g., high education
institutions, private sector, research and development institutions,
and volunteer and community development organizations.
• They underpin STEM education. They are the main enablers of

STEM education.
• The 21st century skills movement, which broadly calls on schools

to create academic programs and learning experiences that equip
students with the most essential and in-demand knowledge, skills,
and dispositions they will need to be successful in higher-education
programs and modern workplaces.
• The term 21st century skills refers to a broad set of knowledge,

skills, work habits, and character traits that are believed—by
educators, school reformers, college professors, employers, and
others—to be critically important to success in today’s world,
particularly in collegiate programs and contemporary careers
and workplaces.
• Generally speaking, 21st century skills can be applied in all

academic subject areas, and in all educational, career, and civic
settings throughout a student’s life.
• The skills students will learn will reflect the specific demands that
will be placed upon them in a complex, competitive,
knowledge-based, information-age, technology-driven economy and
society.
208
Appendix 7: Additional information on rubric

The rubric communicates what the outcome really means because it
specifies the criteria for assessing its mastery.
What are rubrics?

Rubrics provide the criteria for assessing students’ work. They can be
used to assess virtually any product or behavior, such as essays, research
reports, portfolios, work of art, recitals, oral presentations, performances,
and group activities. Judgments can be self-assessments by students; or
judgments can be made by others, such as faculty, other students,
fieldwork supervisors, and external reviewers.
Rubrics can be used to clarify expectations to students, to provide

formative feedback to students, to grade students, and/or to assess
courses and programs.
Types of rubrics
There are two major types of rubrics:
1. Holistic rubric — one global, holistic score for a product or behavior
2. Analytic rubric — separate, holistic scoring of specified
characteristics of a product or behavior.
Why use rubrics?

• A way to provide feedback
• Defines characteristics of high quality assignment
• Establishes a range of performance categories
• Helps students understand expectations
• Provides students with a way to evaluate their own performance
(self-assessment, reflection)
209
Grade 7
Parts of a rubric
Criteria/Dimensions (Rows)
Elements that characterise good performance of task
Descriptors
Specify the meaning of each criterion, describe levels of performance

Levels of Mastery/Scales (Columns)
1. Numerical
(For example; 1-5 or actual point’s value)
2. Qualitative
For example;
• exemplary, acceptable, unacceptable
• distinguished, proficient, basic, unacceptable
• novice, apprentice, expert
Creating a rubric for your assessment
Step 1: Choose an assessment method i.e essay, lab-work,

presentations, portfolios, etc.
Step 2: Identify 3 critical criteria you want to evaluate (rows)
Step 3: Identify a scale (levels of mastery/proficiency/expectations) of at

least 3 levels (columns)
Step 4: For each of the criterion, describe skills/knowledge/behaviours

that represent each level of quality.
Reliability
Objective of rubrics Formative

Assessment
Validity
Transparency
210
Appendix 8: Good teaching practices for special needs

students
Teachers are often asked to modify instruction to accommodate special
needs students. In fact, all students will benefit from the following good
teaching practices. The following article takes the mystery out of adapting
materials and strategies for curriculum areas.
If the student has difficulty learning by listening, then try…
Before the lesson During the lesson
• Pre-teach difficult vocabulary and concepts • Provide visuals via the board or overhead
• State the objective, providing a reason for • Use flash cards
listening • Have the student close his eyes and try to
• Teach the mental activities involved in visualize the information
listening — mental note-taking, questioning, • Have the student take notes and use
reviewing colored markers to highlight
• Provide study guides/worksheets • Teach the use of acronyms to help
• Provide script of film visualize lists (Roy G. Biv for the colors of
• Provide lecture outlines the spectrum: red, orange, yellow, green,
blue, indigo, violet)
• Give explanations in small, distinct steps
• Provide written as well as oral directions
• Have the student repeat directions
• When giving directions to the class, leave
a pause between each step so student
can carry out the process in his mind
• Shorten the listening time required
• Provide written and manipulative tasks
• Be concise with verbal information: “Jane,
please sit.” instead of “Jane, would you
please sit down in your chair.”
211
Grade 7
If the student has difficulty learning by listening, then try…

To accept an alternate form of information sharing, such as the following:
• Written report
• Artistic creation
• Exhibit or showcase
• Chart, graph, or table
• Photo essay
• Map
• Review of films
• Charade or pantomime
• Demonstration
• Taped report
• Ask questions requiring short answers
• Provide a prompt, such as beginning the sentence for the student or giving a picture cue
• Give the rules for class discussion (e.g., hand raising)
• Give points for oral contributions and preparing the student individually
• Teach the student to ask questions in class
• Specifically teach body and language expression
• Wait for students to respond — don’t call on the first student to raise his hand
• First ask questions at the information level — giving facts and asking for facts back;
then have the student break in gradually by speaking in smaller groups and then in larger
groups
If the student has difficulty reading written material, then try…

• Find a text written at lower level
• Provide highlighted material
• Rewrite the student’s text
• Tape the student’s text
• Allow a peer or parent to read text aloud to student
• Shorten the amount of required reading
• Look for same content in another medium (movie, filmstrip, tape)
• Provide alternative methods for student to contribute to the group, such as role playing or
dramatizing (oral reading should be optional)
• Allow extra time for reading
• Omit or shortening the reading required
• Substitute one-page summaries or study guides which identify key ideas and terms as the
reading assignment
• Motivate the student, interesting him
• Provide questions before student reads a selection (include page and paragraph numbers)
• Put the main ideas of the text on index cards which can easily be organized in a file box
and divided by chapters; pre-teaching vocabulary
• Type material for easier reading
• Use larger type
• Be more concrete-using pictures and manipulatives
• Reduce the amount of new ideas
• Provide experience before and after reading as a frame of reference for new concepts
• State the objective and relating it to previous experiences
• Help the student visualize what is read
212
If the student has difficulty writing legibly, then try…

• Use a format requiring little writing
• Multiple-choice
• Programmed material
• True/false
• Matching
• Use manipulatives such as letters from a Scrabble™ game or writing letters on small
ceramic tiles
• Reduce or omit assignments requiring copying
• Encourage shared note-taking
• Allow the use of a tape recorder, a typewriter, or a computer
• Teach writing directly
• Trace letters or writing in clay
• Verbalize strokes on tape recorder
• Use a marker to space between words
• Tape the alphabet to student’s desk
• Provide a wallet-size alphabet card
• Provide courses in graph analysis or calligraphy as a motivator
• Use graph paper to help space letters and numbers in math
• Use manuscript or lined ditto paper as a motivation technique (brainstorm the advantages
of legibility with the class)
If the student has difficulty expressing himself in writing, then try…

• Accepting alternate forms of reports:
• Oral reports
• Tape-recorded report
• Tape of an interview
• Collage, cartoon, or other art
• Maps
• Diorama, 3-D materials, showcase exhibits
• Photographic essay
• Panel discussion
• Mock debate
• Review of films and presentation of an appropriate one to the class
• Have the student dictate work to someone else (an older student, aide, or friend) and then
copy it himself
• Allow more time
• Shorten the written assignment (preparing an outline or summary)
• Provide a sample of what the finished paper should look like to help him organize the
parts of the assignment
• Provide practice using:
• Story starters
• Open-ended stories
• Oral responses (try some oral spelling tests)
213
Grade 7
If the student has difficulty spelling, then try…

• Dictate the work and then asking the student to repeat it (saying it in sequence may
eliminate
errors of omitted syllables)
• Avoid traditional spelling lists (determine lists from social needs and school area needs)
• Use mnemonic devices (“A is the first capital letter,” “The capitol building has a dome”)
• Teach short, easy words in context:
• On and on
• Right on!
• On account of
• Have students make flashcards and highlight the difficult spots on the word
• Give a recognition level spelling test (asking the student to circle correct word from three
or four choices)
• Teach words by spelling patterns (teach “cake,” “bake,” “take,” etc. in one lesson)
• Use the Language Master for drill
• Avoid penalizing for spelling errors
• Hang words from the ceiling during study time or posting them on the board or wall as
constant visual cues
• Provide a tactile/kinesthetic aid for spelling (sandpaper letters to trace or a box filled with
salt or cereal to write in)
214
‘FREE ISSUE - NOT FOR SALE’

Science Grd.7 Teachers Guide Senior Primary PDF

Uploaded by

Copyright:

Available Formats

Science Grd.7 Teachers Guide Senior Primary PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science Grd.7 Teachers Guide Senior Primary PDF

Uploaded by

Copyright:

Available Formats

Science

‘FREE ISSUE Papua New Guinea

Papua New Guinea

Issued free to schools by the Department of Education

Published in 2019 by the Department of Education, Papua New Guinea

© Copyright 2019, Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored

Graphic Design & Layout by Vitus Witnes Kanua

The Department of Education acknowledges contributions from Teachers

Syllabus Advisory Committee (SAC) and Basic Education Board of

Planning and Programming.................................... 31

Content Background Information........................... 44

Guided Lesson Samples........................................ 85

KSAVs for the Grade 7 Lessons............................. 125

Assessment, Recording and Reporting.................. 177

The Grade 7 Teacher Guide has been realigned, repositioned and

Teachers are also encouraged to make reference to the National Science

I wish every Grade 7 teachers in Papua New Guinea, every success in

I commend and approve this Grade 7 Science Teacher Guide to be used

The content of this guide features the following sections:

This teacher guide is intended to provide Grade 7 teachers with guiding

How to use the Teacher Guide

Syllabus Teacher Guide

Content Standards Benchmarks Lesson Titles KSAVs

COMMON LABORATORY APPARATUS AND EQUIPPMENT

Test tube stand or rack

Test tube holder

Asbestos Wire Gauze

Pestle and Mortar

Test tube brush Beehive shelf Cork borer

1.2 Drawing science equipment

It is best to keep drawings of science equipments simple. The ones on

When science equipment is put together for a purpose, such as heating

Diagrams of science equipment in three-dimensional and

Note: There are plastic templates available for drawing scientific

1.3 Safety in the laboratory

Poisoning can be caused by breathing in fumes during an investigation,

Cuts are caused mainly by broken glass. Students should:

Burns can be caused by touching hot equipment, or by spilling hot liquid.

Damage to clothing and skin can occur when chemicals, especially

SAFETY SIGNS AND SYMBOLS IN THE LABORATORY

1.4 Science is investigating

A report is organized using the seven headings.

Sometimes in the conclusion, students can write a general statement or

2. Science process skills

These skills are:

2.1 Inferring and Predicting

Another important skill is predicting. This is making a forecast of what the

Some measuring instruments have digital readouts, eg digital watches.

How to read a scale

Quantity Instrument Common Units

Volume (liquids) Measuring cylinder Millimeter mL (1/1000L)

The student on the left will be able to

Reading the bottom of the meniscus

2.3 Displaying data

A very useful way of comparing data is to draw a bar graph (sometimes

Time taken for cars to travel down ramp

Time (days) Height (cm)

Seedlings growth over six days