science teacher's guide - DepEd Naga City

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Teacher's GuideModule 2: Acids and BasesAnswers to Activity 1Table 1. Acidic or basic nature of household materialscalamansiSample Color of indicator Nature of sampletap water (water fromthe faucet)distilled watervinegarsugar in waterbaking sodabaking powdersoft drink (colorless)coconut water (frombuko)toothpasteshampoosoapstrongly acidicweakly acidicneutralstrongly acidicweakly acidic orneutral (depending onthe type of waterused)basicbasicstrongly acidicweakly acidicbasicbasicbasicRemindersIt is recommended that preparation for Activity 3 be started theday before Activity 2 is done. This will ensure that students havethree days to observe the changes in each setup of Activity 3.Refer to the Teaching Tips for Activity 3 regarding instructions onthe setups.Grade 7 Science: MatterDiversity of Materials in the Environment 44
Teacher's GuideModule 2: Acids and BasesActivity2Color Range, pH Range !This activity introduces students to another method that can be usedto distinguish acids from bases. It is through the use of the pH scale, whichextends from 0 to 14. Students simply need to use color range given foreggplant indicator in the student module.Teaching Tips• If a universal indicator paper is available, it would be good to useit also and compare the pH observed with that of the plantindicator.• The excess plant indicator can be stored in a bottle and kept in acool dark place or inside a refrigerator.• The pH indicated in the answers for Table 3 may not be exactlythe same as the pH observed using the plant indicator preparedby the students. This is acceptable as long as the nature of thesample (acidic or basic) is the same as expected. This means thata sample of calamansi may not have exactly pH 2, but it shouldstill be in the strongly acidic range.Grade 7 Science: MatterDiversity of Materials in the Environment 45
Page 1 and 2: SCIENCEGrade 7Teacher’s Guide(Uni
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Page 23 and 24: MODULE 2: SUBSTANCES AND MIXTURESTe
Page 25 and 26: Teacher's GuideModule 2: Substances
Page 27 and 28: RemindersTeacher's GuideModule 2: S
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Page 53 and 54: Activity3Teacher's GuideModule 2: A
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Page 57 and 58: Teacher's GuideModule 5: Metals and
Page 65 and 66: For TeachersGrade 7 ScienceQUARTER
Page 67 and 68: CONTENTSLiving Things and Their Env
Page 69 and 70: TEACHING GUIDEMODULE1FROM CELL TOOR
Page 71 and 72: Photo: Courtesy of Michael Anthony
Page 73 and 74: The human heart is made up of muscl
Page 75 and 76: Figure 8 shows a picture of a flowe
Page 77 and 78: In the last part of Activity 2, ask
Page 79 and 80: Answer Key1. A2. CNote: When cancer
Page 81 and 82: Cell PartsStart by saying that in t
Page 83 and 84: End the discussion for the activity
Page 85 and 86: In Step 2, check if students placed
Page 87 and 88: 3. Which part allows or prevents su
Page 89 and 90: The following questions can be give
Page 91 and 92: A. Introduce students to the micros
Page 93 and 94: Q16. Why do you have to watch from
Page 95 and 96: 5. A plant cell is viewed using a 1
Page 97 and 98: Strauss, E., & Lisowski, M. (1998).
Page 99 and 100: DAY 1Activity1Are these also plants
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Q16. (b) Fungus on rotting banana p
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Q20. (d) May be correctly identifie
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Q. How are they different from each
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ReferencesCalumpong, H.P. and Meñe
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Teaching Guide for Activity 3 (for
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7. The mold on bread is similar to
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Q4. Vegetative propagation is a fas
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In general, increased specializatio
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PRE/POST TEST1. Which of the follow
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TEACHING GUIDEMODULE5INTERACTIONSOv
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Have the students observe the rocks
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Q16. Where did the snails and fish
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FungusFungusFungusButterfly Cotton
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Orchid plants and treesOrchid plant
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Explain to the students, what they
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Q41. List down the organisms found
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Q43. What organisms did you find in
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5. Which of the following is the co
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science teacher's guide - DepEd Naga City

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