7

Lesson Exemplar
Quarter 1
Week

for Science 3

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 7
Quarter 1: Week 3
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum
during the School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized
reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in
appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to loc ate and
obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim
ownership over them.

Development Team

Writers: Nerissa A. Mesa and Mark Anthony O. Calma

Content Editor: Priscila D. Cabigting
Mechanical Editor: Waylie Nina D. De Claro
Illustrator: John Albert A. Rico
Layout Artist Joe Angelo L. Basco

Management Team
Alberto T. Escobarte, Viernalyn M. Nama, Dianne Catherine Teves-Antonio, Louie
Oller V. Erni, Nenette Joy P. Larinay, Lhovie C. Damian, Redgynn A. Bernales

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or
call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

MATATAG School Grade Level 7

K to 10 Curriculum Name of Teacher Learning Area SCIENCE
Weekly Lesson Log Teaching Dates and Time Quarter 1

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners shall learn that diagrams and flowcharts are very useful in demonstrating and explaining the
Standards motion and arrangement of particles during changes of state.
By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter.
They use diagrams and illustrations to explain the motion and arrangement of particles during changes of state.
B. Performance
They demonstrate an understanding of the role of solute and solvent in solutions and the factors that affect
Standards solubility. They demonstrate skills to plan and conduct a scientific investigation making accurate
measurements, and using standard units.
The learners shall be able The learners shall be able to The learners shall be able The learners shall be able
to use diagrams and explain the changes of state to explain the changes of to explain the changes of
illustrations to describe in terms of particle state in terms of particle state in terms of particle
the arrangement, arrangement and energy arrangement and energy arrangement and energy
C. Learning
spacing, and relative changes: changes: changes:
Competencies motion of the particles in a. solid → liquid → vapor, a. solid → liquid → a. solid → liquid →
each of the three states and vapor, and vapor, and
(phases) of matter. b. vapor → liquid → solid. b. vapor → liquid → b. vapor → liquid →
solid. solid.
At the end of the lesson, At the end of the lesson, the At the end of the lesson, At the end of the lesson,
the learners shall be able learners shall be able to: the learners shall be able the learners shall be able
to use diagrams and a. identify and describe to: to:
illustrations to describe the phase changes that a. identify and describe a. compare the phase
the motion, arrangement, require energy, the phase changes changes that require
D. Learning and spacing of particles of b. illustrate the particle that release energy, and release energy,
Objectives solid, liquid, and vapor arrangement of the b. illustrate the particle and
during evaporation and phase changes that arrangement of the b. explain the diagram
condensation. require energy, and phase changes that showing the transition
c. appreciate the release energy, and or changes of state in
importance of phase c. appreciate the terms of particle
changes that require importance of phase

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

energy (melting, changes that release arrangement and

vaporization and energy (condensation, energy changes
sublimation) in everyday freezing and Table Activity- Template
deposition) in in the Net.
life.
everyday life.
Diagram Showing the
Flow of Phase Changes
a. solid → liquid →
vapor, and
b. vapor → liquid →
solid:
Condensation and The Particle Model and The Particle Model and The Particle Model and
II. CONTENT
Evaporation Changes of State Changes of State Changes of State
III. LEARNING RESOURCES
Abistado, Jonna M. et.al Abistado, Jonna M. et.al Abistado, Jonna M. et.al
.Worktext in Science and .Worktext in Science and .Worktext in Science and
A. References Technology: Science Links- Technology: Science Technology: Science
Chemistry Links-Chemistry Links-Chemistry
p.131-132 p.131-132 p.131-132
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
GUESSING GAME (4 PICS 1 RIDDLE (GROUP QUIZ CONCEPT MAP (5min)
WORD) 5min BEE) 5min Directions. Complete the
The learners will play the Based on the previous concept by supplying the
gamified word-guessing lesson on the phase necessary words. Read
activity called “4 Pics 1 changes that require each description to guide
Activating Prior Word”. - a word guessing energy, you will be you in accomplishing the
Knowledge game. They will be presented grouped into five to play map.
with four pictures, and then Group Quiz. The teacher
Guided by the diagram, will be tasked with guessing will post/present a Formulate a sentence
the learners will explain what specific word fits with question/riddle and each out of the concept map.
the particles’ the theme of the photos group will write their You may add words for
presented. They will describe answer on a drill board.
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

arrangement, movement, each word briefly based on After five seconds, the better construction of
spacing, and motion the knowledge gained in the teacher will say “boards thoughts.
during melting and previous lesson. up” indicating that the
freezing. five seconds allotted was
used up.

Question 1. I am a phase
change where I directly
transform solid or liquid
in gaseous phase. Who
am I?___________________

Question 2. I am causing
a liquid substance to
transform into vapour
because my temperature
_________________________ at which the vapor
pressure of a liquid is
equal to the atmospheric
pressure. Who am
I?______________________

Question 3. I am
transitioning from solid
phase to liquid phase.
Who am
I?_____________________

Question 4. I change
from liquid phase to
gaseous phase. Who am
________________________ I. _______________________

Question 5. I am a state
of matter where my
particles are arranged in
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

fixed and compact

manner. My particles can
vibrate but cannot move.
Who am I?______________

________________________

Question:
1. By observing all the
pictures presented, is
there something that
reminds from the
previous lesson that
you might think is
related to those
pictures?
2. Did you observe any
connections among
each word? If yes,
explain your answer
briefly.
The learners shall be able Explain to the learners that Explain to the learners Inform the learners that
to use diagrams and the lesson is all about the that the lesson is all the lesson compares the
illustrations to describe phase changes that require about the phase changes phase changes that
the arrangement, energy and its particle that release energy and
require and release
spacing, and motion of arrangement. its particle arrangement.
particles during energy,
Lesson Purpose/Intention evaporation and Moreover, the lesson
condensation. aims to explain the
diagram showing the
transition or changes of
state in terms of particle
arrangement and energy
changes.
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Ask the learners to get a The learners will Match The learners will arrange The learners will be
dictionary and look for the Column A with Column B. the jumbled letters. They asked by the teacher to
meaning of the following They will read each will read each define the following terms
words: description/definition in definition/description in using their prior
Column B to match it order to arrive with the knowledge. (5min)
1. Steam correctly with the terms in correct answer.
2. Puddles Column A. Learners will a. VENN Diagram
3. Dew write their answers on a JUMBLED LETTERS (3 b. Comparison
4. Vapor separate sheet of paper. min) c. Contrasting
5. Evaporation
6. Condensation MATCHING TYPE (3min) S I T A R N T O I N- it is a The teacher will facilitate
Encourage learners to Ans COLUM
COLUMN B
process of changing one the assessment of the
wer NA state to another like a student's answer. The
develop their own
glossaries. solid substance changes teacher can give positive
1. a. It is a
into liquid. feedback or praise to
Kinetic type of
students who define the
Energy vaporizatio ZFREENGI OITP words correctly. In case
n that N of incorrect answers, the
Lesson Language Practice occurs only is the temperature at teacher will help these
on the which liquid is changed students learn the correct
surface of a into crystalline solid. concept of a word.
liquid.

2. b. This
Evapor refers to
ation the heat or
energy that
is being
absorbed or
released
during the
change of
state/phas
e of a
substance.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

3. c. The
Latent temperatur
Heat e at which
the vapor
pressure of
a liquid is
equal to the
atmospheri
c pressure.

4. d. It is the
Boiling energy of
Point motion,
observable
as the
movement
of an object
or
subatomic
particle.
Each
moving
object and
particle has
kinetic
energy.

During/Lesson Proper

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

The learners will be given a The learners will be given The learners will be given
reading passage about the a reading passage about an activity sheet. They
phase changes that require the phase changes that will accomplish the
energy that will explain the release energy that will activity sheet
lesson for the day. explain the lesson for the individually.
day.
Act. 1 READ READING Act.1 Table Completion
COMPREHENSION (15 Act. 1 READ READING (10 min)
Identify the phase minutes) COMPREHENSION (15
changes shown in the min)
picture. Then, prepare a There are three Phase There are three
presentation on how Changes that require energy Phase Changes that
water behaves within the namely, melting, require energy namely,
water cycle. Answer the vaporization and condensation, freezing
questions below to serve sublimation. and deposition.
as a guide. The arrangement of The arrangement of
particles in each phase particles in each phase
Reading the Key changes differ due to varying change differs due to
Idea/Stem absorption of temperature. varying levels of releasing
energy to the
surroundings.
MELTING
A process that
turns liquid into CONDENSATION
a gaseous state
is called
melting. For
example, when
you place a
piece of ice in a glass of water,
does it melt? You might be
wondering why. It is because
of the temperature of water The velocity of
and ice. Water has a higher water molecules is
temperature compared to ice. reduced when there is
The heat from an object at a loss of energy. The vapor
higher temperature, which is
molecules likely interact
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

the water, transfers to an and form a hydrogen

object of a lower temperature, bond when it collides with
which is the ice. another water molecule.
The formation of
When the ice absorbs heat,
hydrogen bonds leads to
it breaks the hydrogen bonds
the transition from the
holding the water molecules
in the ice crystals. vapor phase to liquid
Specifically, when the phase. Liquid molecules
molecules of the ice absorb have high density
enough energy causing the compared to vapor
hydrogen bonds to break, molecules. A change of
they move away from each phase from gas or vapor
other and enter a liquid phase to liquid phase is
state. called condensation.
Condensation is the
VAPORIZATION reverse process of
vaporization. The energy
is released when
hydrogen bonds form in
liquid water.

The condensation of
water vapor involves the
transfer of energy. These
are some scenarios in
which you can observe
From the example above, condensation:
when all of the ice melted ● Formation of dew on
there will be an addition of the leaves of the grass.
energy added to the system It is possible to form a
causing the liquid molecules liquid droplet or dew
to increase their kinetic because of the water
energy. All the particles of vapor that condenses
liquid that escape enter the
gas phase. This process of
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

changing liquid into gas or on the leaves of the

vapor is called vaporization. grass.
A type of vaporization that ● Clouds in the sky are
occurs only on the surface of made up of water
a liquid is called evaporation. droplets. When these
Water vapour drops of water
accumulates on top or just increase in size, they
above the liquid and exerts become heavy and fall
pressure on the surface of to the ground as rain.
the liquid. The process of
exerting pressure by the
vapour on a liquid surface is FREEZING
called vapor pressure. The
temperature at which the
vapor pressure of a liquid is
equal to the atmospheric
pressure is called boiling
point. At this specific point,
the molecules of the liquid
have sufficient energy to Put a plastic filled with
vaporize. water in the freezer. The
heat will eventually be
SUBLIMATION removed from the water
resulting in molecules
losing their kinetic
energy. It decreases the
velocity of molecules.
When the energy that was
removed is enough, the
hydrogen bonds between
molecules of water will
Another phase change
that requires energy is keep molecules fixed or
sublimation. This process is frozen into a set position.
Freezing is the process of
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

the transition of a substance turning liquid into solid.

directly from a solid phase to The freezing process is
vapor or gas phase. the reverse process of
Sublimation process can be melting. The temperature
observed in solid iodine, at which liquid changes
moth balls that contain into crystalline solid is
naphthalene and solid
called freezing point.
carbon dioxide also known as
dry ice where all of them
change directly from solid to DEPOSITION
vapor.

A change or increase in
temperature when there is a
change of matter is not
observed. This is because,
when a substance goes
through a change of state or It is the process of
phase, when it is heated, the turning directly the vapor
particles of that substance or gas into solid without
absorb the heat. This process changing into liquid state.
is called the latent heat It is the reverse process of
because the temperature sublimation. Snowflakes
does not increase or rise at are an example of
all. deposition. It happens
when the water vapor in
This is the same with the the air changes directly
latent heat of vaporization or into solid ice crystals. The
evaporation. The heat that formation of ice crystals is
has to be given to a unit mass the result of depositions’
of material to convert it from releasing of energy in the
the liquid to the vapor environment or
phase without a change in surrounding.
temperature.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

1. What are the phase The learners will be asked to The learners will be The learners will be
changes taking place read out and answer the asked to read out and grouped into 4 or 5. The
in the picture? following questions: answer the following output from individual
2. Why do liquid turns questions: activity will be used to
to vapor when Answer the following accomplish the activity:
heated? questions: Q1. What are the three
3. What can you say 1. What are the three phase changes that Act 2. Compare and
about the phase changes that release energy? Contrast (10min)
arrangement, spacing require energy? Q2. How do these phase
and motion of 2. What is/are the main changes differ from
particles of water factor/s that affects one another?
vapor? the occurrence of Q3. In any of the three
4. What happens to the these three phase phase changes,
particles of vapor changes? what other
when cooled? Why? 2. How do these phase examples can you
5. What can you say changes differ from give that are The learners will be
about the one another? familiar to you or asked to read out and
Developing Understanding arrangement, spacing 3. Give other examples that you observe in answer the following
of the Key Idea/Stem and motion of that show any of these your surroundings? questions:
particles of vapor processes, melting, Support you answer
when cooled? vaporization or Q1. How do phase
6. Copy the diagram and sublimation. changes requiring
label the phase energy differ from
changes taking place The teacher will observe the phase changes
in each particle of learner's answers to each releasing energy?
matter. Then, question and will ask the
describe the motion, learners to volunteer their
arrangement, and answers, giving positive
spacing of particles in feedback.
each state of matter
as temperature
changes. Color the
arrow red if the
particles absorb heat
and blue if the
particles release heat.
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Illustrate the motion, Act. 2 Think-Pair-Share(15 Act. 2 Group Work FORMATIVE

arrangement and spacing min) The learners will be ASSESSMENT (10 min)
of the following particles Choose a partner to do the grouped into 4 or 5. Each
of matter using the activity. Study the group will be given the Act. 3
examples below: illustration and do the tasks activity sheet to be Analyzing…..
1. steam rising from a accomplished for 20 Comparing…
below. Discuss both of your
pot of water minutes. Explaining…
2. puddles that have answers together. Then The task will be carried
dried up come up with a out by the same group as
3. dew on grass comprehensive final output. before. Analyze, compare
and explain each diagram
presented by the teacher.
Assess whether the
Deepening Understanding diagrams are
of the Key Idea/Stem
interconnected or
connected with one
Task 1. Study the
another.
illustration above and
accomplish the tasks below Task 1. Study the
Identify the following: illustration above and
Drawing A
a. Source of answer the questions
energy;_________ below.
b. In solid state 1. Label the picture.
:____________ 2. What cycle is
c. In liquid State: being shown in the
___________ picture?
d. In vapour state: 3. Is the
___________ condensation
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

process part of the Drawing B

Task 2. Using the concept of cycle?
knowledge from your 4. How does
previous activity, explain condensation
comprehensively the occur in the cycle?
illustration above. 5. Compare the Drawing c
arrangement and
Task 3. Using your answer movement of
in no 1. Compare the particles during
particle arrangement of: condensation to
Letter B Letter C Letter D the other
processes present
in the cycle.
Question 1. How does
each drawing differ
Task 2. Watching a Video
Clip. The teacher will from one another?
Explain briefly your answer. look a video clip of water Question 2. Explain
changing into solid Drawing A and
Task 4. Why is it important (the teacher will play the
Drawing B with
to know the different phase video clip)
1. What is the video inclusion of phase
changes that require
all about? changes, particle
energy? Does it affect
2. What happened to arrangement and
you/your life in any way?
How? the water? What heat energy.
transition occurs?
Question 3. Are the
Act. 3. 3. Explain how the
transition drawings connected
APPLICATION/VALUING
happens. or interconnected
(5min)
4. Illustrate the with one another?
Global Issue: Melting of
Glacier particle How?
Read the text below and in arrangement of
your notebook, answer the water before and
given question. After the after the
transition. Explain
given time allotment,share
briefly your
your answer to the class.
illustration.
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Before After
Melting is evident not
only in our homes and Task 3. From the 3 phase
schools. In fact, it could changes that release
bring a devastating effect to energy, choose one and
human kind all over the explain how it affects your
world as a result of human
life or the lives of people
activities.
positively. In case of
One of the major
negative effect, suggest
problems that Earth is facing
ways to ease or lessen its
right now is the rapid melting
negative effect.
of glaciers (a massive ice)
that threatens the Act. 3.
ecosystems including all APPLICATION/VALUING
living organisms worldwide. (5min)

Some of the
consequences of this
phenomenon are rising sea
levels causing coastal
erosion and warming air
causing elevated storm
surge. More intense coastal
storms like typhoons and
hurricanes are created Read the text below. In
because of ocean your notebook, answer
temperature. the given question. After
the given time allotment,
share your answer to the
class.
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

a. What do you think Acid rain is another

causes the rapid melting environmental problem
of glaciers? worldwide that everyone
b. What human activities is facing right now. The
could contribute to this great contributors to this
phenomenon? phenomenon are the
c. How do human activities human activities that
affect this cause air pollution. It
phenomenon(melting of poses harmful effects to
glaciers)? all living organisms in
d. As a student and a terms of health issues. In
steward of Mother addition, acid rain has
Earth, what promise or detrimental effects on
pledge would you trees, bodies of water and
give/provide as a soils. It also destroys
solution to the problem? aquatic life forms.
Moreover, corrosion of
steel structures like
bridges and weathering of
stone buildings and
sculptures are caused by
acid rain.

a. What do you think

causes acid rain?
b. How do human
activities affect the
occurrence of acid
rain?
c. As a student and a
steward of Mother
Earth, what
promise or pledge
would you give to
preserve it?

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

After/Post-Lesson Proper
Has this lesson helped you Has this lesson helped Has this lesson helped
to describe, illustrate and you to describe, illustrate you to describe, illustrate
appreciate the phase and appreciate the phase and appreciate the phase
changes that require changes that release changes that release
energy? If so, how? energy? If so, how? energy? If so, how?

Making Generalizations
and Abstractions Complete the water cycle
graphic organizer by
describing the motion,
arrangement and spacing
of liquid and gaseous
particles.

Do using diagrams and

illustrations helped
learners better
understand the correct
arrangement, spacing and
motion of liquid when
vaporizes and vapor when
condenses? If so, how?
Written Work. (15 Written Work. Written Work. Written Work.
minutes) The learners will be given a The learners will be given The learners will be given
Evaluating Learning The learners will be given set of questions which will a set of questions which a set of questions which
a set of questions which serve as formative will serve as formative will serve as a summative
will serve as formative assessment to evaluate their assessment to evaluate assessment to evaluate
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

assessment to evaluate learning outcomes for the their learning outcomes their learning outcomes
their learning outcomes day’s lesson objective and for the day’s lesson for the day’s lesson
for the day’s lesson competency. objective and objective and
objectives and competency. competency.
competencies. Formative Assessment
Directions. Read each (10min) Formative Assessment Summative Assessment
question carefully and Read the questions carefully (10 min) (10)
write only the letter of the and choose the letter of the Read the questions Read the questions
correct answer on a correct answer from the carefully and choose the carefully and choose the
separate sheet of paper. given choices. Write your letter of the correct letter of the correct
1. The illustrations below answer on a separate sheet answer from the given answer from the given
show the arrangement of paper. choices. Write your choices. Write your
of particles in solid, answer on a separate answer on a separate
liquid and vapor. 1. Which of the following sheet of paper. sheet of paper.
Which represents the illustration shows the 1. Which of the following 1. Which of the following
particle of vapor? particle arrangement of best describes is a type of phase
a substance in liquid condensation? change that turns solid
phase? A. It is a change from or liquid to a gaseous
liquid phase to gas state?
phase. A. melting
B. It is a change from B. evaporation
solid phase to liquid C. sublimation
phase. D. vaporization
2. Which statements C. It is a change of
describe evaporation? phase from gas or
A. Gas is changed 2. Which of the following
vapor phase to
into liquid. refers to the
liquid.
B. Liquid is changed temperature at which
D. It is a change
into gas. 2. Which of the following directly from solid the vapor pressure of a
C. Gas is changed phase changes refers to phase to gas phase liquid is equal to the
into solid. the transition of a without passing atmospheric pressure?
D. Solid is changed substance from solid through liquid A. sublimation
into liquid. state to a gaseous state phase. B. melting point
3. Which of the following without passing through 2. Which of the following C. boiling point
is responsible for the liquid state? processes are capable of D. freezing point
ground- level fog that turning directly the
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

we see on some cold A. freezing vapor or gas into solid 3. Which of the following
days or along the B. melting without changing into refers to the
highway leading to C. sublimation liquid state? temperature at which
Baguio? D. vaporization A. Condensation liquid turns into a
A. Condensation 3. The following are the B. Evaporation crystalline solid?
B. Evaporation phase changes that C. Deposition A. Condensation
C. Precipitation require energy. Which D. Sublimation B. Freezing point
D. Sublimation among them occurs 3. Which of the following C. Evaporation
when the internal best describes D. Boiling point
4. What phase change is freezing?
illustrated in the energy of the solid
increases, typically by A. It is a change from 4. Gas to Liquid:
figure? liquid phase to gas
heat application or Condensation
pressure, which phase.
Solid to Gas :_________
increases the B. It is a change from
solid phase to liquid A. Deposition
substance's temperature B. Freezing
to the melting point? phase.
C. It is a change of C. Melting
A. evaporation D. Sublimation
A. Condensation phase from gas or
B. melting
B. Evaporation vapor phase to
C. sublimation 5. Which of the following
C. Freezing liquid.
D. vaporization illustrations shows the
D. Melting D. It is a change
4. Which of the following particle arrangement of
directly from solid
For questions 5-10, refer refers to a change of a a substance in gas
phase to gas phase
to the diagram below. liquid state to gaseous phase?
without passing
state?
through liquid
A. evaporation
phase.
B. melting
4. Which of the following
C. sublimation
refers to the
D. vaporization
temperature at which
5. Which of the following
liquid is changed into
refers to the
crystalline solid?
5. Which letter shows temperature at which
A. boiling point
evaporation that the vapor pressure of a
B. condensation 6. Which of the following
causes fast movement liquid is equal to the
C. evaporation best describes
of gaseous particles? atmospheric pressure?
D. freezing point condensation?
A. A C. C A. melting point
B. boiling point
18
 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

B. B D. F C. freezing point 5. Solid to Liquid: A. It is a change from

D. sublimation MELTING liquid phase to gas
6.Which letter shows Liquid to phase.
condensation which Solid :_________ B. It is a change from
causes slow motion of A. condensation solid phase to liquid
liquid particles? B. deposition phase.
A. A C. D C. freezing C. It is a change of
B. C D. E7. D. sublimation phase from gas or
7. Which letter shows the vapor phase to
less orderly liquid.
arrangement of D. It is a change
particles? directly from solid
A. A C. D phase to gas phase
B. B D. F without passing
8. Which letter shows a through liquid
stable arrangement of phase.
particles? 7. Which of the following
A. A C. D best describes melting?
B. B D. F A. It is a change from
9 . In which letter can liquid phase to gas
you bring vapor back phase.
to its original B. It is a change from
phase(liquid)? solid phase to
A. A C. D liquid phase.
B. B D. F C. It is a change of
10.In which letter can phase from gas or
you bring liquid vapor phase to
material to vapor? liquid.
A. A C. C D. It is a change
B. B D. D directly from solid
phase to gas
phase without
passing through
liquid phase.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

8. Which of the following

processes is capable of
turning directly the
vapor or gas into a
solid without changing
into a liquid state?
A. Condensation
B. Deposition
C. Evaporation
D. Sublimation

9. Which of the following

phase changes refers to
a change of a
substance from a solid
state to the gaseous
state without turning
into the liquid state?
A. freezing
B. sublimation
C. melting
D. vaporization

10. Which of the following

phase changes that
require energy occurs
when the internal
energy of the solid
increases, typically by
the application of
heat or pressure,
which increases the
substance's

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

temperature to the
melting point?
A. melting
B. evaporation
C. sublimation
D. vaporization
The learners will be The learners will be tasked
tasked to have an to have an advance reading
Additional Activities for
advance reading on the on phase changes that
Application or
energy changes occurring release energy.
Remediation (if applicable)
in solid, liquid and vapor
during phase changes.
Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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