7

Lesson Exemplar Quarter 1

Lesson

for Science 1
SCIENCE (CHEMISTRY) / QUARTER 1 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

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

B. Performance By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use diagrams
Standards 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 Objectives 1. recognize that scientists use models to explain phenomena that cannot be easily seen or detected; and
2. describe the Particle Model of Matter as “All matter is made up of tiny particles with each pure 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

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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

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

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

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

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

2. Worked Example: Thought-Provoke
model of the atom. Emphasize that the
model serves as a conceptual model,
Essential Questions:
illustrating the structure of the atom as
1. Analyze the given model of the atom. Just by how Democritus saw it way back, which
looking at it, in your own words, describe what is a solid sphere.
an atom is.
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?

3. Lesson Activity (Take Home Activity) Students will complete the worksheet at
home, and the completed worksheets will be
utilized in the activity for the following day.
For the activity worksheet, refer to LAS 1 in the Worksheet for Science 7 Quarter 1 –
Week 1
Begin by asking students to reflect on
their understanding of scientific models
Week 1 - Day 2 (July 30, 2024)
based on the previous lesson and the
worksheet they completed at home.
Lesson 2: Scientific Models in Focus: Atomic Models Through Time

1. Explicitation: Recall After allowing students to share their

thoughts, segue into introducing today's
Some recall questions could include: lesson focus on atomic models.
o What is a scientific model, and why are they important in science? Explain that they will be diving deeper into
o How did scientific models help you in understanding and explaining atomic the specific atomic models studied by
models? Could you share some of your answers in LAS 1 Part B? scientists throughout history.
o Can you give an example of how scientific models are used in different fields of
science?

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2. Worked Example: Atomic Model Building

Procedure:
1. Divide the class into five groups, assigning each group a specific atomic model You can assign models such as the Solid
to focus on. Sphere, Plum Pudding Model, Bohr Model,
2. Each group will be tasked to synthesize their own understanding of the Rutherford Model, and Electron Cloud or
assigned atomic model based on the worksheet they have completed and any Quantum Mechanical Model.
additional research they have conducted.
3. Build the physical model of the specific model assigned to you.
4. Be ready for presentation.

3. Lesson Activity
For the activity worksheet, refer to LAS 2 in the Worksheet for Science 7 Quarter 1 –
Week 1

Week 1 - Day 3 (July 31, 2024)

Lesson 3: Particle Model of Matter

1. Explicitation: Thought-Provoke Revisiting the last activity, stimulate

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

Read the passage.

Tom is in his kitchen, preparing a cold drink on a warm summer day. He decides to
make a refreshing iced tea and starts by filling a glass with ice cubes from the
freezer. As he watches the ice cubes melt, he reflects on the particle model of
matter:

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 Tom begins by taking a few ice cubes out of the freezer. He notices that the ice
cubes are solid and have a defined shape and volume. He explains that in their Ask students to read the story and
solid state, the water molecules in the ice are tightly packed together and arranged answer the questions that follow.
in a regular pattern
Read the story twice. On the first reading,
Tom places the ice cubes in the glass and observes as they start to melt. He notices let the learners listen to the whole story.
that as the ice cubes come into contact with the warmer air and the glass, they On the second reading, the teacher or a
gradually begin to change from solid to liquid. He explains that the heat from the handpicked student, whichever is
surroundings is transferring energy to the ice cubes, causing the water molecules to applicable, can do what Tom does as the
 Cooling
gain enoughDown:
kineticImagine the
energy to water cools
overcome the down (temperature
attractive decrease).
forces holding How
them together Instruct
narrator students
read the tostory,
slowly begin
this time,toslower
Put/project
wiggle images
andemphasis of
vibrate into the atomic
place, models
maintaining
would
solidthe particles move now? and with the action being
 in
KeytheConcepts lattice.
needed to be produced and processed during discussion: on theconnection
some board as you asktheir
with the questions.
neighbors.
done.
o All matter is made up of tiny particles called atoms or molecules. The images
This mustincreased
represents be labeledmovement
properly. of
As the ice cubes continue to melt, Tom observes that liquid water collects at the
o AtomsQuestions:
Processing are the fundamental building blocks of elements, while molecules water
Makemolecules
sure that theas materials
ice starts are
to melt.
given or
bottom of the glass. He explains that in the liquid state, the water molecules are Tell the students that atomic models are
consist
o How didofyour
twogroup
or more
moveatoms chemically
differently bonded together.
to represent a solid, liquid, and gas? instructed to be brought beforehand so
still close together but have more freedom to move past one another. This illustrates scientificstudents
models to used to clearly see how
o Particles are constantly in motion:
What do you think happens to the space between the particles in each Instruct
the students could break their rigid
bring them.
another aspect In ofsolids,
the particle model:
particles the ability
vibrate of particles in a liquid to flow and
in place. an atom looks like. Then, to know how
state? formation and move around within the
takeo theHowshape Inofliquids
 does their
the container.
and gases,
movement of particles
particles move
relatefrom
to theone location toof the
temperature these atoms behave around other atoms,
designated area, bumping gently into each
matter?another. we look
other.
After at represents
This
reading what wedemonstration,
and the call
thethe particle
loosely packed
ask the
Processing Questions:
In solids, particles model of the
students matter.
questions. Each question has a concept
o What principles ofare
theclosely
particlepacked
modelwith minimal
of matter canspace between
you share them.
based on the and flowing water molecules in a liquid.
to tackle please consider as you probe.
o In liquids
activity and gases, particles have more space between them.
done?
o How does the behavior of the water molecules in the ice cubes change as they Discuss the
Simulate thisconcepts
byprompts
havingand resolve take a
students
Week 1 - Day
o As 4 (August
temperature01, 2024)
increases, particle motion speeds up. Rubric
Q1: Thisfor grading
question group performance
students to consider the
transition from a solid to a liquid state? misconceptions.
big jump apart and
o Higher kinetic energy leads to faster vibrations and movement of could
changesbeinfound
particlein themove around
worksheet.
arrangement freely as
and movement
 For theparticles.
activity worksheet, refer to LAS 3 in the Worksheet for Science 7 throughout a larger
the ice cubes melt, space.the principles of the
highlighting
You
Some will
particle be the
model
students one
ofcan describing
matter.
even leave the
the
Quarter
o Why does the 1 – Week 1. Part 2ofand
temperature thesynthesis will be
surroundings accomplished
play a crucial roleasinathe
take home
melting After the performance, randomly ask
scenario.
designated Arrange
area the students
entirely, in a
representing
activity.
process of the ice cubes? each group one of the questions written.
3. Lesson Activity manner
water that they
Q2: By asking
molecules can seeinto
this question,
turning one steam.
another
students can explore
the concept
perform. of energy transfer and its impact on
Activity: The Sneaky Particle Party! (LAS 3) Discussion of Part
particle behavior, 2 and synthesis
reinforcing the idea that shall
Point at one grouptoand let
thethem perform
Instruct
be done students
external factors
on Dayinfluence gradually
4 together slow
state
withof down
matter.
the
what movements
you will say.and Youcome
can add to the
o Procedure:
What evidence in Tom's observations supports the idea that particles in a liquid their
generalization, reflection closer
and
description written
Q3: This question here.
encourages students to analyze
1. The
have classfreedom
more will be divided
to moveinto groups
than those(probably 4-5). Each group will act out or
in a solid? together,
assessment. but not quite
Tom's observations as close
and identify key as the of
indicators
perform one scenario below. beginning when they were ice. Students
particle behavior, such as the ability to flow and
Instruct
should studentsato
take themaintain
shape of their
stand
space close
between
container,
together,
them, an
demonstrating
4. Making Facilitate
arms discussion
linkedcloser
or and work on
 Ice Crystals: Each student will represent a single water molecule in ice. understanding
but slightly of holding
the
than hands,
particle
when modelforming a
principles.
Generalizations 1. Learners’
How does Takeaways
the process of melting ice cubes illustrate the concept of phase transitions misconceptions
rigid structure. if there
This are any.tightly
represents Ask
Essential representing boiling water.
and theQuestions:
interplay between kinetic energy and attractive forces among particles? students
packed andtheordered
Q4: By posing questions
this water
question, written.
molecules
students in
can explore
1. Melting!how
 Explain Imagine the ice
scientists starts
use to warm
models up (increase
to represent the in temperature).
unseen world How the underlying mechanisms driving the transition
ice.
do you think the water molecules would behave?
2. How does the particle model explain the difference between solids, from solid to liquid, linking the observations to
fundamental principles of the particle model of
liquids, and gases? You can always insert reflection in every
matter.
 Liquid Water: As the ice melts completely, the water molecules move more lesson or activity if you think it is
freely. necessary not just at the end of the
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2. Reflection on Learning lessons. You can also decide on the mode –
 Boiling!
Reflective When
question: thehas
How water
thisboils,
week'sthe molecules
learning moveyour
changed much faster andon seeing
perspective written or oral.
escape into the air as steam.
and imagining everyday materials that surround us?
IV. EVALUATING LEARNING:
6. FORMATIVE
What can youASSESSMENT
say about the AND TEACHER’S
particles REFLECTION
of liquid in contrast with a solid? NOTES TO TEACHERS
a) A predictable pattern of movement.
A. Evaluating 2. Homework
b) Less movement
Formative (optional)
Assessment: andMultiple
are moreChoice
tightly Questions
packed. You can
You mayemploy
opt to the
give homework and
assessments if you
Learning c) The same amount of movement and spacing. can give additional guide questions ifyet
think the competency is not
1.d)Why
Moredo freedom
scientists to move and more space between them.
use models? mastered.
you think it is necessary.
B. Teacher’s Notea)observations
They are exact on representations of reality.
7.b) They
What onlyhappens to the particles of a material being heated?
Remarks any of the following in computer
exist Effectivesimulations.
Practices Problems Encountered Answer Key: Formative
a) Slightly
c) They arecompacted
always simple but can
andmove
easy to understand. Assessment
areas:
b)
d) Moves
They can farther
be used away tofrom each other
test ideas and make predictions.
c) Gains more
strategies explored definite shape and compactness 1. d) They can be used to test ideas
d) Nothing happens because
2. What can be a limitation of scientific heat is not model?
absorbed and make predictions.
materials used
a) They are never updated or improved. 2. d) They cannot perfectly capture all the
8.b)Which
They are of the following
all based shows howdata.
on real-world particles behave when heated? complexities of a system.
learner engagement/
c) They are only used in physics, not other sciences. 3. d) A positively charged sphere with
interaction
d) They cannot perfectly capture all the complexities of a system. negatively charged electrons scattered
Others throughout.
3. What resembles the Plum Pudding Model of the atom?
a) A tiny, solid ball with negative charges stuck on the outside. 4. a) It shows how atoms are mostly
C. Teacher’s b) A complex mathematical equation describing electron behavior. empty space.
Reflection c) Reflection
A miniature guide
solaror system
prompt withcan be on: orbiting a central nucleus.
planets 5. c) Vibrating in place with minimal
▪ Principles
d) A positively chargedbehind the teaching
sphere with negatively charges scattered throughout. space between them.
9. What can be seen
principles in beliefs
and the physical
informedmodel
my of the Bohr
lesson? Whymodel
did of the atom? 6. d) More freedom to move and more
a) Presence
I teach theof orbitals
lesson the way I did?
4. Why is the Plum Pudding Model helpful for scientists?
b) A shows
cloud of electrons space between them.
a) It how atoms are mostly empty space.
▪c) AStudents
nucleus at the center 7. b) Moves farther away from each
b) It shows electrons have specific energy levels.
d) What
Nothing,
c) It shows roles
justdid
how my students
empty
atoms space
are play inparticles.
indivisible my lesson? What did other
my students learn? How did they learn?
d) It shows the nucleus is the most massive part of the atom.
10. Which of the following CAN NOT be a scientific model for the atom?
8.
AWays
5.▪a) What
song isforward
with lyrics full of subatomic
the characteristic particles
of solid particles asand
seen their charges.
in its particle model?
b) What
An
a) Moving could
image I have
(picture,
freely done differently?
concept
and spread map,
far What can
flowchart,
apart. etc.) that considers all laws of 9. a) Presence of orbitals
I explore in
science
b) Arranged inthe next lesson?
a specific pattern but with large gaps. 10. a) A song with lyrics full of
c) A round Styrofoam colored
c) Vibrating in place with minimal with parts
spacerepresenting
between them. electrons and other subatomic particles and their charges
subatomic particles.
d) Flowing around each other and constantly changing positions.
d) A computerized interactive game where you can put subatomic particles and
guess the correct image for atom.

Prepared by: 8 Checked by:

RAMIR C. BECOY ARLINDA S. RUIZAL
Subject Teacher School Head/HT-II