7

Quarter
Quarter 1
Lesson 1 1
Lesson Exemplar Lesson

for Science 1
for Science

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science 7
Quarter 1: Lesson 1 (Week 1)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
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Development Team

Writer:
• Jefferson E. Flores (Leyte Normal University)

Validator:
• Diana Lou E. Sipalay (Caloocan High School)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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 [email protected].
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
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 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.

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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

Knowledge 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
science? Ask the guide questions 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 further
2. How can we visualize things that is too big, and complex be examined in study things like that.
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 to
opportunity to learn and have fun while reinforcing their understanding of scientific models and the
key concepts. particle model of matter on
o Divide the class into small groups or pairs. Students will get random cards individual index cards or
passed backwards from the teacher. pieces of paper.
o Provide each group with a list of all the vocabulary words they need to find.
o Set a timer and let the groups begin their scavenger hunt to locate the Possible key vocabulary words
hidden vocabulary cards. (You may choose from or add to
o Encourage students to read and discuss the meaning of each word once the list below)
they find it. They can also brainstorm examples or real-life applications of
the vocabulary words. Key Vocabulary:
• Model
For discussion purposes: • Particle
o Once the scavenger hunt is complete, gather the students and review all • Matter
the vocabulary words together. • Diagram
o Encourage students to share their findings and discuss the meanings and • Physical model
significance of each word. • Computer simulation
o Clarify any misunderstandings and provide additional explanations or • Property
examples as needed • State of matter
• Solid
• Liquid
• 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
Procedure: interactive discussion to
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.

2. Worked Example: Thought-Provoke

Present Democritus’ Model of
Essential Questions: the atom, a model of the atom.
1. Analyze the given model of the atom. Emphasize that the model
Just by looking at it, in your own words, serves as a conceptual model,
describe what an atom is. illustrating the structure of the
2. How did the model help you atom as how Democritus saw it
understand how people see atom back in way back, which is a solid
the days of Democritus? Is it helpful and sphere.
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 2

Lesson 2: Scientific Models in Focus: Atomic Models Through Time

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

You can assign models such as

the Solid Sphere, Plum Pudding
Model, Bohr Model, Rutherford
Model, and Electron Cloud or
Quantum Mechanical Model.

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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

Lesson 3: Particle Model of Matter

Revisiting the last activity,
1. Explicitation: Thought-Provoke 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 After processing the responses
within atoms? and discussing the connections
o What similarities and differences do you notice between the arrangement between atomic models and the
of particles within atoms and the behavior of particles in different states of particle model of matter, you
matter? can smoothly introduce the
next concept on the particle
model of matter.

Ask students to read the story

2. Worked Example: Tom’s World and answer the questions that
follow.
Read the passage.
Read the story twice. On the
Tom is in his kitchen, preparing a cold drink on a warm summer day. He first reading, let the learners
decides to make a refreshing iced tea and starts by filling a glass with ice listen to the whole story. On the
cubes from the freezer. As he watches the ice cubes melt, he reflects on the second reading, the teacher or
particle model of matter: a handpicked student,
whichever is applicable, can do

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 Tom begins by taking a few ice cubes out of the freezer. He notices that the what Tom does as the narrator
ice cubes are solid and have a defined shape and volume. He explains that read the story, this time, slower
in their solid state, the water molecules in the ice are tightly packed together and with emphasis to the
and arranged in a regular pattern action being done.

Tom places the ice cubes in the glass and observes as they start to melt. He
notices that as the ice cubes come into contact with the warmer air and the Make sure that the materials
glass, they gradually begin to change from solid to liquid. He explains that are given or instructed to be
the heat from the surroundings is transferring energy to the ice cubes, brought beforehand so the
causing the water molecules to gain enough kinetic energy to overcome the students could bring them.
attractive forces holding them together in the solid lattice.

As the ice cubes continue to melt, Tom observes that liquid water 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 After reading and the demonstration,
ask the students the questions. Each
another. This illustrates another aspect of the particle model: the ability of question has a concept to tackle please
particles in a liquid to flow and take the shape of their container. consider as you probe.

Q1: This question prompts students to

consider the changes in particle
Processing Questions: arrangement and movement as the ice
cubes melt, highlighting the principles
of the particle model of matter.
o How does the behavior of the water molecules in the ice cubes change as
they transition from a solid to a liquid state? Q2: By asking this question, students
can explore the concept of energy
transfer and its impact on particle
behavior, reinforcing the idea that
external factors influence the state of
o Why does the temperature of the surroundings play a crucial role in the matter.
melting process of the ice cubes?
Q3: This question encourages students
to analyze Tom's observations and
identify key indicators of particle
behavior, such as the ability to flow
and take the shape of their container,
o What evidence in Tom's observations supports the idea that particles in a demonstrating an understanding of
liquid have more freedom to move than those in a solid? the particle model principles.

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

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• Melting! Imagine the ice starts to warm up (increase in temperature). structure. This represents
How do you think the water molecules would behave? tightly packed and ordered
water molecules in ice.
• Liquid Water: As the ice melts completely, the water molecules move
more freely.
Instruct students to slowly
• Boiling! When the water boils, the molecules move much faster and begin to wiggle and vibrate in
escape into the air as steam. place, maintaining some
connection with their
• Cooling Down: Imagine the water cools down (temperature decrease). neighbors. This represents
How would the particles move now? increased movement of water
molecules as ice starts to melt.

Processing Questions: Instruct students to break their

o How did your group move differently to represent a solid, liquid, and rigid formation and move
gas? around within the designated
o What do you think happens to the space between the particles in area, bumping gently into each
each state? other. This represents the
o How does the movement of particles relate to the temperature of the loosely packed and flowing
matter? water molecules in a liquid.
o What principles of the particle model of matter can you share based
on the activity done? 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

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 space between them, but
slightly closer than when
representing boiling water.

Rubric for grading group

performance could be found in
the worksheet.

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.

Week 1 - Day 4

• For the activity worksheet, refer to LAS 3 in the Worksheet for Science 7
Quarter 1 – Week 1. Part 2 and synthesis will be accomplished as a take
home activity.

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?

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 You can always insert reflection
2. Reflection on Learning in every lesson or activity if you
Reflective question: How has this week's learning changed your perspective on think it is necessary not just at
seeing and imagining everyday materials that surround us? the end of the lessons. You can
also decide on the mode –
written or oral.

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.

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 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.
more space between them.
c) It shows how atoms are indivisible particles.
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
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?

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 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.
You may opt to give homework
2. Homework (optional) 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?

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▪ Students
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?

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