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Assessment Pack — Science 7

Term 1 · CG Quarter 1: Science of Materials · School Year 2026–2027

A Table of Specifications, two summative tests with keys, a weekly check, and the rubrics for the four quarterly performance tasks the curriculum guide requires.

1. How assessment works this year

Per DO No. 015, s. 2026, for a Key Stage 3 core learning area:

Component Weight What feeds it in Quarter 1
Written Works 20% Weekly worksheets, weekly checks, Summative 1 and 2, investigation records
Performance Tasks 50% The Quarter 1 performance task from the guide, and the two group activities in offline-activities.md
Examinations 30% The Term 1 examination

Half the grade is performance, and the guide sets the task — page 17 requires at least one substantial performance task for each quarter.

⚠️ The weights are reported, not read. Two independent search passes returned the same 20 / 50 / 30 split. Confirm before computing a real grade.

The rule this pack applies that Grade 6's did not

A model is assessed by what it rules out. A learner can draw three correct particle diagrams from memory and still believe every one of the three things the model forbids. Every instrument below therefore carries at least one item asking for something the model denies, and those items are marked as diagnostic. Getting the pictures right is necessary and it is not sufficient.

2. Table of Specifications

Quarter 1 · Science of Materials · 12 competencies · 50 items across the quarter

Quarter 1 competency Week Items Cognitive demand
1. Why scientists use models 1 3 Understanding
2. The Particle Model stated 2 3 Recall
3. What particles are always doing 2 4 Understanding
4. Arrangement, spacing and motion in three states 3 6 Application
5. Changes of state in particle and energy terms 4 12 Analysis and explanation
6. The five steps of an investigation 5 3 Recall
7. Accurate measurement in standard units 5 4 Application
8. Solute and solvent 6 3 Understanding
9. Concentration, quantitatively 6 4 Application
10. What affects solubility 7 4 Analysis
11. Acids, bases and salts with litmus 7 3 Application
12. Proper handling of equipment 7 1 Application
Total 50

Twelve items for competency 5, and it is where competencies 2, 3 and 4 are cashed out. It is also the competency Quarter 3 competency 10 returns to seven months later, when convection and conduction have to be explained in terms of the particle model.

3. Summative Test 1 — Week 5

Twelve items · 30 minutes · Written Works

Section A — the three states.

  1. Draw the particles of a solid, a liquid and a gas. Label each with arrangement, spacing and motion. (6 marks — 2 per state)
  2. In which state are the particles about ten times further apart than in the others? (1 mark)
  3. Why does melting increase the volume only slightly, while boiling increases it enormously? (2 marks)

Section B — changes of state.

# Change Energy in or out Spacing
4 Melting
5 Boiling
6 Condensing
7 Freezing

Section C — the model's claims.

  1. Which of these does the particle model forbid? a. Particles moving faster when heated · b. Particles getting bigger when heated · c. Particles attracting each other · d. Particles having spaces between them
  2. What is between the particles of a liquid? (1 mark)
  3. Explain why the answer to item 9 cannot be air. (2 marks)
  4. A sealed tin is heated on a fire and bursts. Explain why, in particle terms. (2 marks)
  5. A puddle dries at 30 °C without boiling. Explain how, in particle terms. (2 marks)

Key and marking notes

# Answer Note
1 Solid: pattern / touching / vibrating in place. Liquid: no pattern / touching / sliding. Gas: no pattern / far apart / fast and straight 6 marks. Deduct nothing for artistic quality and everything for unequal circle sizes — a drawing with bigger gas particles scores 0 for that state
2 Gas —
3 Melting breaks the pattern but the particles stay in contact; boiling separates them completely 2 marks, one per half
4 In / increases a little —
5 In / increases enormously —
6 Out / decreases —
7 Out / decreases Items 6 and 7 are the ones most often reversed
8 b The other three are claims the model makes
9 Nothing Air is the diagnostic answer
10 — 2 marks. Air is itself made of particles, which would need spaces between them, and so on without end
11 — 2 marks. 1 for the particles move faster; 1 for they hit the walls harder and more often. No mark for "the air expands" without saying what expanding means here
12 — 2 marks. 1 for the fastest particles at the surface escape; 1 for noting that this happens at any temperature

Total: 20 marks. As a percentage: marks ÷ 20 × 100.

4. Weekly Check — Week 4, Day 5

Seven items · 12 minutes · Written Works

  1. Melting: energy in or out?
  2. Condensing: does the spacing increase or decrease?
  3. Which needs more energy for the same substance — melting or boiling? Why?
  4. TRUE or FALSE: particles in a solid do not move.
  5. TRUE or FALSE: heating a substance creates more particles.
  6. Name one thing the particle model forbids.
  7. A student draws steam with bigger circles than ice, far apart, with tiny dots labelled 'air' in the gaps. Name two things wrong with the drawing, and say why the second one cannot be right.

Key

# Answer
1 In
2 Decreases
3 Boiling — the particles must be separated completely, not just released from a pattern
4 False. They vibrate in place
5 False. The same particles move faster and spread further apart
6 Any of: particles cannot get bigger · a single particle cannot melt · heating creates no new particles · there is nothing in the gaps
7 See below

About item 7

This is the item that reads. Items 1 to 6 are on the wall chart by Friday.

What the learner wrote What it means
Circle size and the air, with the regress explained Full understanding; the model is a set of claims
Both errors, no reason for the air The rule is known, the reasoning is not yet
Circle size only The commonest partial answer. The air is the subtler error and is next week's work
Nothing is wrong The model is being held as a picture. Remediation, and the standing-particles activity

5. Summative Test 2 — Week 8

Twelve items · 30 minutes · Written Works

Covers competencies 6 to 12 and returns to competency 5 in items 1 and 11.

  1. Water on a cold bottle turns to drops. Name the change and say which way the energy went. (2 marks)
  2. List the five steps of a scientific investigation in order. (5 marks)
  3. A learner measures 250 and writes it down. What is missing, and why does it matter? (2 marks)
  4. In salt water, which is the solute and which the solvent? (2 marks)
  5. 20 g of sugar is dissolved in 100 mL of water. Express the concentration. (2 marks)
  6. Name two factors that affect how fast a solute dissolves. (2 marks)
  7. Litmus turns red in a solution. Is it an acid, a base or a salt?
  8. Litmus turns blue. Acid, base or salt?
  9. Name one solution found at home that is acidic and one that is basic. (2 marks)
  10. Give two rules for handling science equipment safely. (2 marks)
  11. Explain, in particle terms, why sugar dissolves faster in hot water than in cold. (3 marks)
  12. Why is it useful for a model to say what cannot happen? (2 marks)

Key

# Answer Note
1 Condensation; energy out 2 marks
2 Aim or problem · materials and equipment · method or procedures · results including data · conclusion 5 marks, the guide's own five
3 The unit; without it the number means nothing and cannot be compared 2 marks
4 Solute: salt. Solvent: water 2 marks
5 20 g per 100 mL, or 20 % by mass per volume 2 marks. No unit, no marks
6 Temperature, stirring, particle size of the solute, amount of solvent — any two 2 marks
7 Acid —
8 Base —
9 Acid: vinegar, calamansi, soft drink. Base: soap, baking soda solution, bleach 2 marks. Bleach earns a safety comment, not a deduction
10 Any two: never taste anything · never point a heated container at anybody · wash hands after · report breakages · carry with two hands 2 marks
11 — 3 marks. 1 for the water particles move faster; 1 for they collide with the sugar more often and harder; 1 for so the sugar particles are separated and spread more quickly
12 — 2 marks. A model that allows everything predicts nothing and cannot be tested. Accept any wording that reaches testability

Total: 27 marks.

6. Performance Task Rubrics

Four tasks, one per quarter, as page 17 of the guide requires. Every task is the guide's own.

Each rubric is 4 criteria × 4 levels = 16 marks. As a percentage: marks ÷ 16 × 100.

Levels: 4 = Full · 3 = Sufficient · 2 = Partial · 1 = Just beginning

6.1 Quarter 1 — How much salt is in a sample of seawater?

Design and carry out an investigation to determine the amount of salt in a sample of seawater.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
The five steps All five present, in order, each with real content All five present Three or four The steps are not used
Measurement Mass and volume both measured, with units, before and after Measured with units, one stage Numbers with no units Not measured
The result A concentration expressed as mass per volume, with a comment on how confident they are A concentration expressed with units A mass with no volume No result
Safety and handling Names the risks in evaporating a liquid and what was done Names one precaution Mentions safety generally Not addressed

6.2 Quarter 2 — A trophic-level representation for a chosen ecosystem

Create a visual representation, such as poster, model, or e-poster, explaining the trophic level in a chosen ecosystem.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
The ecosystem is real and local Named, local, with organisms that genuinely live there Named and plausible Generic Not identifiable
Levels are correct Producers at the base, each level correctly placed, four or more levels Three levels, correctly placed Two levels Levels confused
Energy is shown to decrease Shows that most energy is lost at each step, and says roughly how much Shows a decrease Shows arrows only Not shown
Communication Readable across a room; words and picture doing different work Readable Needs the maker present Not legible

6.3 Quarter 3 — A community brochure on heat-to-electricity technology

Develop a 2–4 page brochure for parents or leaders in your community to inform them about modern technologies that can be used sustainably to transform heat into electricity in the local community.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
Scientific accuracy The technology is described correctly and the energy path is traced Mostly accurate Vague or partly wrong Not accurate
Sources Two or more named secondary sources, and why they were trusted Sources named One source, unnamed No sources
Local fit Says why it would or would not work here, with a reason Says it would work here Generic recommendation Not addressed
Written for its reader A parent or barangay official could act on it Understandable to an adult Written for the teacher Not usable

6.4 Quarter 4 — A model house that withstands an earthquake, or adapts to the weather

A. Design, test, and evaluate a model house that can withstand a model earthquake. B. Design, test, and evaluate a model of an innovative house that can adapt to the different weather conditions in the country.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
It was tested Tested three or more times, with the shaking or condition kept comparable Tested more than once Tested once Not tested
The design has a reason Every feature justified by a named principle — bracing, base width, mass distribution Most features justified One reason given Copied without reasons
Evaluation Says what failed and what was changed as a result Says what failed Says it worked No evaluation
Local relevance Refers to the actual hazard where the school is — the nearest fault, or the local weather Refers to Philippine conditions Generic Not addressed

6.5 The group activities

The two group activities carry their own 12-mark rubrics in offline-activities.md. They are not repeated here.

7. What is deliberately not here

Absent Why
Atoms, elements or the periodic table That is Grade 8 Quarter 2. Grade 7 uses particle deliberately, because the model does not need to say what the particles are in order to explain changes of state, and saying too much too early makes the model harder rather than clearer
Any item requiring a microscope Quarter 2 needs one and this repository does not hold DepEd's equipment list. Quarter 1 items are all doable with paper, water and a coin
Any heating in the classroom Every change of state here is recalled or observed at room temperature. The tin-on-a-fire item is a thought experiment and is written as one
A mark for the game game.html is formative. Marking it would advantage learners with a device at home
Marks for the Day 1 diagnostic drawings They are collected before anything is taught. Marking them would make the class draw what they think is wanted, which destroys the only clean before-and-after measurement in the topic

Part of the E-turo MATATAG artifact set. Companion files: syllabus.md · lesson-plan.md · lesson-plan-ilaw.md · class-record.html