MATATAG K to 10 School Pacita Ramos Mendoza Memorial NHS Grade Level 7

Curriculum Weekly
Lesson Log Name of Teacher Arlene L. Villanueva Learning Area Science
Teaching Dates Week 1 Quarter 1
and Time July 29-August 2, 2024

SCIENCE (CHEMISTRY) / QUARTER 1 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

Learners learn that the particle model explains the properties of solids, liquids, and gases and the processes
A. Content involved
Standards in changes of state.

B. Performance By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They
Standards use diagrams and illustrations to explain the motion and arrangement of particles during changes of state. They
demonstrate an understanding of the role of solute and solvent in solutions and the factors that affect solubility.
They demonstrate skills to plan and conduct a scientific investigation making accurate measurements and using
standard units.

C. Learning Learning Competencies:

Competencies The learners shall be able to:
and recognize that scientists use models to explain phenomena that cannot be easily seen or detected;
Objectives 1. and
describe the Particle Model of Matter as “All matter is made up of tiny particles with each pure
2. substance
having its own kind of particles.”

Lesson Objectives:
Learners shall be able to:
1. describe and explain the different models used by the scientist to explain phenomena that cannot be easily
seen or detected;
2. describe particle model of matter; and
3. recognize that matter consists of tiny particles.

C. Content Scientific Models and the Particle Model of Matter

D. Integration Scientific Qualities

• Critical Thinking: Students question and analyze the nature of matter and how models represent it.
• Perseverance: Grasping the abstract concept of the Particle Model might take some effort. Encourage
students to persevere and ask questions if they don't understand something.
II. LEARNING RESOURCES

● Worksheet for Science 7 Quarter 1 – Week 1

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

1. Activating Prior Week 1 - Day 1 ( July 29, 2024)

Knowledge Orientation and Kumustahan
Week 1 - Day 1 ( July 30, 2024) Review the molecular
1. Short Review: Models of Matter arrangement of solids, liquids
and gases tackled during
Guide questions: elementary. Paste the image or
1. What do we call these representations of the molecules of solid, liquid and gas? prepare a slide deck for this.
2. What is the importance of using scientific representations like this in learning
Ask the guide questions
science? for
processing.

Say, “There are many types of scientific models not just conceptual models for
solid,
liquid and gas. You will get to know them in the next activity/part of the lesson.”

2. Establishing 1. Lesson Purpose

Lesson
Purpose In this part of the lesson, please
Building upon the review, the teacher will inform learners that for the remainder employ probing and art of
of the week, lessons will focus on scientific models, gradually transitioning questioning. Emphasize that
towards the particle model of matter. too small or too big or too
complex materials cannot
 always be seen and examined
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 face to face or in actual.
Essential Questions: Reiterate that representations
1. How can we visualize things that cannot be seen by the eye? or models are needed to
2. How can we visualize things that is too big, and complex be examined further study things like that.
in actuality?

2. Unlocking Content Vocabulary Prepare the following

in advance:
Activity: Scavenger Hunt o Index cards or small pieces
of paper with vocabulary
Procedure: words written on them
o Gather the students and explain that they will be embarking on a o Timer
comprehensive vocabulary scavenger hunt to discover important
terms related to scientific models and the particle model of matter. Write down each key
o Briefly review the purpose of the activity and emphasize that it's an vocabulary word related
opportunity to learn and have fun while reinforcing their understanding to scientific models and
of the particle model of
key concepts. matter on individual
o Divide the class into small groups or pairs. Students will get random index cards or pieces of
cards paper.
passed backwards from the teacher.
o Provide each group with a list of all the vocabulary words they need to Possible key vocabulary
find. o Set a timer and let the groups begin their scavenger hunt to locate words (You may choose from
the or add to the list below)
hidden vocabulary cards.
o Encourage students to read and discuss the meaning of each word once Key Vocabulary:
they find it. They can also brainstorm examples or real-life applications • Model
of the vocabulary words. • Particle
• Matter
For discussion purposes: • Diagram
o Once the scavenger hunt is complete, gather the students and review • Physical model
all the vocabulary words together. • Computer simulation
o Encourage students to share their findings and discuss the meanings • Property
and • State of matter
significance of each word. • Solid
o Clarify any misunderstandings and provide additional explanations • Liquid
or examples as needed • Gas
• Melting
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 • Freezing
• Evaporation
• Condensation
• Sublimation
• Deposition
• Energy
• Temperature

3. Developing and Lesson 1: Introduction to Scientific Models

Deepening
Understanding 1. Explicitation: Think-Pair Share Engage your students in an
interactive discussion to
Procedure:
introduce the concept of
1. Using a think-pair-share format, pose questions to the class, such as:
scientific models.
o "What do you think a scientific model is?"
o "Can you give an example of a scientific model you have encountered
Call few volunteers to answer
before?"
the questions. Gather ideas
o "Why do you think scientists use models to understand phenomena?"
through classroom discussion
and summarize the students’
2. Students will discuss their ideas with a partner for a few minutes, then
responses to get to the key
share their thoughts with the class.
concepts of the lesson.
3. The following key concepts are emphasized:
Summarize the students'
o Scientists use models because reality, especially systems like Earth's
responses and provide
climate, is complex and difficult to study directly.
additional information,
o Many factors influence complex concepts, for example climate, so it's
emphasizing that scientific
impossible to consider all of them simultaneously, that is why models
models are simplified
are necessary.
representations used by
o Models are useful tools that help scientists understand complex
systems
scientists to explain complex
by allowing them to analyze and make predictions.
phenomena.
o There are different types of models: physical models, conceptual
You may use a prepared slide
models, and mathematical models.
deck with images of samples of
o Physical models are smaller and simpler representations of a models or printed/cut out
thing being studied. A globe or a map is a physical model of a images.
portion or all of Earth.
o Conceptual models tie together many ideas to explain a
phenomenon or event.

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 o Mathematical models are sets of equations that consider
many factors to represent a phenomenon. Mathematical
models are
usually done on computers.
o Simulation models use a digital prototype of a physical
model to predict its performance in the real world
o Many models are created on computers because they can
handle enormous amounts of data.
o Models can be used to test ideas by simulating specific parts of a
system, making it easier for scientists to understand how certain
factors
affect each other.
o Models can also be used to make predictions about the future, with
the
best ones considering multiple factors.
o To assess the accuracy of a model, scientists often use past data to
see if the model can accurately predict the present.
o Despite their usefulness, models have limitations because they are
simpler than real systems and may not predict real-world behavior
with absolute accuracy. However, careful construction and sufficient
computing power can improve a model's accuracy.
Present Democritus’ Model of
2. Worked Example: Thought- the atom, a model of the
atom. Emphasize that the
Provoke Essential Questions: model serves as a conceptual
model, illustrating the
1. Analyze the given model of the atom. structure of the atom as how
Just by looking at it, in your own words, Democritus saw it way back,
describe what an atom is. which is a solid sphere.
2. How did the model help you
understand how people see atom back
in the days of Democritus? Is it helpful
and easy to understand?
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3. Lesson Activity (Take Home Activity)

For the activity worksheet, refer to LAS 1 in the Worksheet for Science 7
Quarter 1 – Week 1

Week 1 - Day 3 ( July 31, 2024)

Lesson 2: Scientific Models in Focus: Atomic Models Through Time Students will complete the
worksheet at home, and the
1. Explicitation: Recall completed worksheets will
be utilized in the activity for
Some recall questions could include: the following day.
o What is a scientific model, and why are they important in science?
o How did scientific models help you in understanding and explaining Begin by asking students to
atomic models? Could you share some of your answers in LAS 1 Part reflect on their
B? o Can you give an example of how scientific models are used in understanding of scientific
different models based on the
fields of science? previous lesson and the
worksheet they completed
2. Worked Example: Atomic Model at home.
Building Procedure:
After allowing students to
1. Divide the class into five groups, assigning each group a specific share their thoughts, segue
atomic model to focus on. into introducing today's lesson
2. Each group will be tasked to synthesize their own understanding of focus on atomic models.
the assigned atomic model based on the worksheet they have Explain that they will be diving
completed and any additional research they have conducted. deeper into the specific atomic
3. Build the physical model of the specific model assigned to you. models studied by scientists
4. Be ready for presentation. throughout history.

3. Lesson Activity You can assign models such as

the Solid Sphere, Plum
For the activity worksheet, refer to LAS 2 in the Worksheet for
Pudding Model, Bohr Model,
Science 7 Quarter 1 – Week 1
Rutherford Model, and
Electron Cloud or Quantum
Mechanical Model.
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Week 1 - Day 4 (August 1, 2024)

Lesson 3: Particle Model of Matter

1. Explicitation: Thought-Provoke

Essential Questions:
o How do the characteristics of the Plum Pudding Model, the Bohr Model, Revisiting the last activity,
and the Rutherford Model help us understand the behavior of stimulate prior knowledge
particles within atoms? by asking students these
o What similarities and differences do you notice between the arrangement questions.
of particles within atoms and the behavior of particles in different states
of matter? After processing the
responses and discussing the
connections between atomic
models and the particle model
of matter, you can smoothly
introduce the next concept on
2. Worked Example: Tom’s World the particle model of matter.

Read the passage.

Ask students to read the
Tom is in his kitchen, preparing a cold drink on a warm summer day. story and answer the
He decides to make a refreshing iced tea and starts by filling a glass questions that follow.
with ice cubes from the freezer. As he watches the ice cubes melt, he
reflects on the particle model of matter: Read the story twice. On the
first reading, let the learners
Tom begins by taking a few ice cubes out of the freezer. He notices that listen to the whole story. On
the ice cubes are solid and have a defined shape and volume. He the second reading, the
explains that in their solid state, the water molecules in the ice are teacher or a handpicked
tightly packed together and arranged in a regular pattern student, whichever is
applicable, can do what Tom
Tom places the ice cubes in the glass and observes as they start to does as the narrator read the
melt. He notices that as the ice cubes come into contact with the story, this time, slower and
warmer air and the glass, they gradually begin to change from solid to with emphasis to the action
liquid. He explains that the heat from the surroundings is transferring being done.
energy to the ice cubes,

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 causing the water molecules to gain enough kinetic energy to
overcome the attractive forces holding them together in the solid Make sure that the materials
lattice. are given or instructed to be
brought beforehand so the
As the ice cubes continue to melt, Tom observes that liquid water students could bring them.
collects at the bottom of the glass. He explains that in the liquid state,
the water molecules are still close together but have more freedom to
move past one another. This illustrates another aspect of the particle
model: the ability of particles in a liquid to flow and take the shape of
After reading and the demonstration,
their container. ask the students the questions. Each
question has a concept to tackle
please consider as you probe.

Processing Questions: Q1: This question prompts students

to consider the changes in particle
o How does the behavior of the water molecules in the ice cubes arrangement and movement as the
ice cubes melt, highlighting the
change as they transition from a solid to a liquid state? principles of the particle model of
matter.

Q2: By asking this question,

students can explore the concept of
o Why does the temperature of the surroundings play a crucial role in
energy transfer and its impact on
the melting process of the ice cubes? particle behavior, reinforcing the
idea that external factors influence
the state of matter.

Q3: This question encourages

students to analyze Tom's
o What evidence in Tom's observations supports the idea that particles observations and identify key
in a liquid have more freedom to move than those in a solid? indicators of particle behavior, such
as the ability to flow and take the
shape of their container,
demonstrating an understanding of
the particle model principles.

o How does the process of melting ice cubes illustrate the concept of Q4: By posing this question, students
can explore the underlying mechanisms
phase transitions and the interplay between kinetic energy and
driving the transition from solid to
attractive forces among particles? liquid, linking the observations to
fundamental principles of the particle
model of matter.
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 Put/project images of the
• Key Concepts needed to be produced and processed during atomic models on the board
discussion: o All matter is made up of tiny particles called atoms as you ask the questions. The
or molecules. o Atoms are the fundamental building blocks of images must be labeled
elements, while properly.
molecules consist of two or more atoms chemically bonded
together. o Particles are constantly in motion: Tell the students that atomic
▪ In solids, particles vibrate in place. models are scientific models
▪ In liquids and gases, particles move from one location to used to clearly see how an
another. atom looks like. Then, to know
o In solids, particles are closely packed with minimal space how these atoms behave
between them. around other atoms, we look
o In liquids and gases, particles have more space between at what we call the particle
them. o As temperature increases, particle motion speeds up. model of matter.
o Higher kinetic energy leads to faster vibrations and movement
of particles. Discuss the concepts
and resolve
misconceptions.
3. Lesson Activity
Activity: The Sneaky Particle Party! (LAS 3) You will be the one describing
the scenario. Arrange the
Procedure: students in a manner that
1. The class will be divided into groups (probably 4-5). Each group will they can see one another
act out or perform one scenario below. perform. Point at one group
and let them perform what
• Ice Crystals: Each student will represent a single water molecule in you will say. You can add to
ice. the description written here.

• Melting! Imagine the ice starts to warm up (increase in Instruct students to stand
temperature). How do you think the water molecules would close together, arms linked or
behave? holding hands, forming a rigid
structure. This represents
• Liquid Water: As the ice melts completely, the water molecules tightly packed and ordered
move more freely. water molecules in ice.

• Boiling! When the water boils, the molecules move much faster
and escape into the air as steam.
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• Cooling Down: Imagine the water cools down (temperature Instruct students to slowly
decrease). How would the particles move now? begin to wiggle and vibrate in
place, maintaining some
connection with their
Processing Questions: neighbors. This represents
o How did your group move differently to represent a solid, liquid, increased movement of water
and gas? molecules as ice starts to melt.
o What do you think happens to the space between the particles
in each state? Instruct students to break
o How does the movement of particles relate to the temperature of their rigid formation and move
the matter? around within the designated
o What principles of the particle model of matter can you share area, bumping gently into
based on the activity done? each other. This represents
the loosely packed and
flowing water molecules in a
liquid.

Simulate this by having

students take a big jump
apart and move around freely
throughout a larger space.
Some students can even
leave the designated area
entirely, representing water
molecules turning into steam.

Instruct students to
gradually slow down their
movements and come closer
together, but not quite as
close as the beginning when
they were ice. Students
should maintain a space
between them, but slightly
closer than when
representing boiling water.

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 Rubric for grading group
performance could be found in
• For the activity worksheet, refer to LAS 3 in the Worksheet for Science 7 the worksheet.
Quarter 1 – Week 1. Part 2 and synthesis will be accomplished as a take
home activity. After the performance,
randomly ask each group one
of the questions written.

Discussion of Part 2 and

synthesis shall be done on Day
4 together with the
generalization, reflection and
assessment.

4. Making Facilitate discussion and work

Generalizations 1. Learners’ Takeaways on misconceptions if there are
Essential Questions: any. Ask students the
1. Explain how scientists use models to represent the unseen world questions written.
2. How does the particle model explain the difference between solids,
liquids, and gases?
You can always insert reflection
in every lesson or activity if you
2. Reflection on Learning think it is necessary not just at
Reflective question: How has this week's learning changed your perspective
on the end of the lessons. You can
seeing and imagining everyday materials that surround us? also decide on the mode –
written or oral.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Formative Assessment: Multiple Choice Questions You can employ the
Learning assessments and can give
1. Why do scientists use models? additional guide questions if
a) They are exact representations of reality. you think it is necessary.
b) They only exist in computer simulations.
c) They are always simple and easy to understand. Answer Key:
d) They can be used to test ideas and make predictions. Formative Assessment

2. What can be a limitation of scientific model? 1. d) They can be used to test

a) They are never updated or improved. ideas and make predictions.
b) They are all based on real-world data. 2. d) They cannot perfectly
c) They are only used in physics, not other sciences. capture all the complexities of a
d) They cannot perfectly capture all the complexities of a system. system.
3. d) A positively charged
3. What resembles the Plum Pudding Model of the atom?
sphere with negatively charged
a) A tiny, solid ball with negative charges stuck on the outside.
b) A complex mathematical equation describing electron behavior. electrons scattered throughout.
c) A miniature solar system with planets orbiting a central nucleus. 4. a) It shows how atoms are
d) A positively charged sphere with negatively charges scattered
throughout. mostly empty space.
5. c) Vibrating in place with
4. Why is the Plum Pudding Model helpful for scientists? minimal space between them.
a) It shows how atoms are mostly empty space. 6. d) More freedom to move
and
b) It shows electrons have specific energy levels.
c) It shows how atoms are indivisible particles. more space between them.
d) It shows the nucleus is the most massive part of the atom. 7. b) Moves farther away from
each other
5. What is the characteristic of solid particles as seen in its particle model?
a) Moving freely and spread far apart.
b) Arranged in a specific pattern but with large gaps. 8.
c) Vibrating in place with minimal space between them. 9. a) Presence of orbitals
d) Flowing around each other and constantly changing positions. 10. a) A song with lyrics full of
subatomic particles and their
charges

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6. What can you say about the particles of liquid in contrast with a solid?
a) A predictable pattern of movement.
b) Less movement and are more tightly packed.
c) The same amount of movement and spacing.
d) More freedom to move and more space between them.

7. What happens to the particles of a material being heated?

a) Slightly compacted but can move
b) Moves farther away from each other
c) Gains more definite shape and compactness
d) Nothing happens because heat is not absorbed

8. Which of the following shows how particles behave when heated?

9. What can be seen in the physical model of the Bohr model of the
atom? a) Presence of orbitals
b) A cloud of electrons
c) A nucleus at the center
d) Nothing, just empty space

10. Which of the following CAN NOT be a scientific model for the atom?
a) A song with lyrics full of subatomic particles and their charges.
b) An image (picture, concept map, flowchart, etc.) that considers all
laws of science
c) A round Styrofoam colored with parts representing electrons and
other subatomic particles.
d) A computerized interactive game where you can put subatomic
particles and guess the correct image for atom.

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 2. Homework
(optional) You may opt to give homework
if you think the competency is
not yet mastered.

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used
learner
engagement/
interaction

Others

C. Teacher’s
Reflection Reflection guide or prompt can be on:
▪ Principles behind the teaching
What principles and beliefs informed my
lesson?
Why did I teach the lesson the way I did?
Student
▪ s
What roles did my students play in my lesson?
What did my students learn? How did they
learn?

▪ Ways forward
What could I have done differently?
What can I explore in the next lesson?

Prepared by: Noted:

ARLENE L. VILLANUEVA MARGARITA H. DELEN

Teacher III School Head
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