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Quarter
Quarter 1
Lesson 1 1
Lesson Exemplar Lesson

for Science 2
for Science
Lesson Exemplar for Science 7
Quarter 1: Lesson 2 (Week 2)
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
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Writers:
• Jefferson E. Flores (Leyte Normal University)

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

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

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of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph
SCIENCE (CHEMISTRY) / QUARTER 1 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn that there are specific processes for planning, conducting, and recording scientific
Standards investigations

B. Performance By the end of the quarter, the learners shall recognize that scientists use models to describe the particle model of
Standards matter. They 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 Competency

Competencies The learners shall be able to:
and Objectives 1. 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.”; and
2. describe that particles are constantly in motion, have spaces between them, attract each other, and move faster
as the temperature increases (or with the addition of heat).

Lesson Objectives:
The learners shall be able to:
1. differentiate elements and compounds based on particle composition; and
2. explain how the Kinetic Molecular Theory describes the behavior of particles in terms of constant motion,
spacing between particles, and the relationship between temperature and particle speed.

C. Content • Pure Substances

• Kinetic Molecular Theory of Matter

D. Integration ▪ Exploring the nature of matter fosters a sense of curiosity about the world around us.
▪ A basic understanding of KMT contributes to scientific literacy, allowing individuals to make informed
decisions about their environment, and the products they use.
▪ The critical thinking and problem-solving skills developed in these lessons are valuable for various aspects of
life beyond science

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II. LEARNING RESOURCES

● Worksheet for Science 7 Quarter 1 – Week 2

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

1. Activating Prior Distribute index cards and

Knowledge WEEK 2 -Day 1 markers or make this their
assignment before the end of
1. Short Review - Particle Party! Week 1.

This activity bridges the gap between atomic models and Kinetic Molecular Theory
(KMT).

Materials:
• Index cards (enough for each student)
• Markers

Essential Questions for Review: Briefly remind students about

1. What are atoms made of? (protons, neutrons, and electrons) the atomic model learned in the
2. What does the particle model tell us about matter? (made of tiny previous lesson.
particles)

Activity for Students:

1. Imagine tiny particles representing atoms or molecules. On your index
Briefly discuss the drawings.
cards, draw these "partying particles." Ask students to explain how
2. Use arrows on your cards to show the movement of the particles. their drawings relate to the
Represent "cold" particles with slow, short arrows on one side of the card particle model and the concept
while "hot" particles with fast, long arrows. of temperature.

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 Reiterate this important
concept as a springboard to the
lessons for Week 2.

“cold” particles “hot” particles

Key Points for Review:

Particles are constantly moving (even in solids!), there are spaces between particles,
and the speed of particle motion increases with temperature.

2. Establishing 1. Lesson Purpose Introduce the Pure substances

Lesson Purpose • Introduce Pure substances – elements and compounds in our daily life – elements and compounds.
Teased the learners with some
• Connect scientific models with particles of pure substances
important elements and
compounds they encounter in
their daily lives. Tell them that
the particles of these pure
substances can be illustrated
using a conceptual model. Then
relate the model to the concept
of Kinetic Molecular Theory
(KMT) to explain the behavior of
• Compare the models of elements, diatomic molecules and compounds based these "partying particles".
on what is seen in the conceptual model. Emphasize that this lesson
• Build the bridge from particles of pure substances in relation to the concept aims to equip them with a
of Kinetic Molecular Theory (KMT). foundational understanding of
• Explain the core principles of KMT: This includes understanding the the Kinetic Molecular Theory
constant motion of particles, the presence of spaces between them, and the (KMT) and its applications to
relationship between temperature and particle speed. particles of materials.
• Connect Thermal Energy and Particle Behavior: Students will establish the
link between thermal energy and temperature. They will then explore how
adding heat increases the kinetic energy and speed of particles within a
substance, ultimately leading to changes in state or phase.

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2. Unlocking Content Vocabulary: Vocabulary Scramble! You divide the class into teams
of 4 or 5. Project or write on the
Materials: board a list of vocabulary words
• Whiteboard or projector related to KMT, but with the
• Markers or pens (if using whiteboard) letters scrambled. Instruct
teams to unscramble the words
• List of KMT vocabulary words scrambled (e.g., TICELPAR, ONITMO,
within a time limit of 3-5
PERATREMTEU) minutes (depending on
• Optional: Stickers or small prizes for the winning team (increases difficulty).
engagement)
Award points to the team who
General Instructions for students: unscrambles the most words
1. You will be divided into groups of 4 or 5. Think of a team name. correctly within the time limit.
2. On the board, you will see the list of vocabulary words related to KMT, but After the time is up, reveal the
the letters are scrambled. unscrambled words and their
3. Unscramble the words within a time limit given by your teacher. definitions, can be in a slide
deck or using written visuals.
Point for Discussion:
Discuss the meaning of each
1. How does particle motion relate to temperature?
vocabulary word in the context
2. Why are spaces between particles important? of KMT by asking these
questions.

Examples of Scrambled KMT

Vocabulary Words:
• TICELPAR (Particle)
• ONITMO (Motion)
• SUFNOIDIF (Diffusion)
• PERATREMTEU (Temperature)
• CANEPS (Space)
• EOIYVLCT (Velocity)
• TRACATITRON (Attraction)
• SEHPA (Phase)
• NEREGY (Energy)
• ILUQID (Liquid)
• DLIOS (Solid)

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 • OELEUCLM (Molecule)
• ORCESF (Forces)
• NIBOILG (Boiling Point)
• SOILUBITLY (Solubility)

3. Developing and Week 2 - Day 2

Deepening Begin with a quick review of the
Understanding Lesson 1: Elements and Compounds previous lesson on the particle
model of matter. Ask students
1. Explicitation: the quick questions.
Quick Questions:
• What are the basic units that make up all matter according to the particle
model? (Particles)
• How does the movement and arrangement of these particles affect the state
of matter (solid, liquid, gas)? (Students should recall that movement and
spacing influence the state.)
Allow brainstorming for various
2. Lesson Activity: Think-Pair-Share materials like water, sugar,
iron, etc.
Processing Questions:
Can you think of any examples of different types of matter?
Do you think these materials are made up of the same tiny particles? Why or why After Processing the answers,
not? show the figure to the class.
Focus on the pure substances
only. You can pre-empt
Mixtures, but this will be
tackled in detail in the
succeeding weeks.

After discussing properties and

characteristics, even samples,
of pure substances, ask the
learners to evaluate the
Source: situations.
https://chem.libretexts.org/@api/deki/files/294894/Classification_of_Matter_(1).png?revision=1

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Pairwork: Which shows an element/compound?

Situation A: Consider tearing a piece of tissue paper. Tissue paper is made

from smaller building blocks like cellulose fibers. These fibers are themselves
made of carbon, hydrogen, and oxygen atoms linked together in a specific
way. Ripping the tissue separates these complex fibers, not individual atoms.

Situation B: Imagine tearing a sheet of aluminum foil. Aluminum foil is

mostly made up of a single element called aluminum (Al). When you rip it, After the activity, summarize
you're separating tiny pieces of aluminum, each still being aluminum. the discussion by asking the
essential question.
Essential Question:
What generalization can you make for elements and compounds? How can you
easily distinguish them?

Students should be able to

3. Worked Example: Substance List group them into elements and
compounds. Instruct them to
The following is a list of substances. Group them into elements and compounds. rewrite the substance’ name in
the box for elements and
Baking Soda Vinegar Sugar Shiny Coin Graphite compounds.
(Pencil Lead)
Aluminum Diamond Stainless Sulfur Table Salt
Foil Steel Powder

Elements Compounds

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 Learning Activity
• For the activity worksheet, refer to LAS 1 in the Worksheet for Science 7
Quarter 1 – Week 2

Week 2 - Day 3
Briefly show a video clip of a
Lesson 2: The Kinetic Molecular Theory (KMT) of Matter bouncing ball or a pot of boiling
water. Ask the students: “What
1. Explicitation do you think is happening at
the tiny particle level in these
objects?” (focus on the
movement of the particles)

Present in class the “Atomic”

(Mini) activities that they will
do. You select student/s that
2. Lesson Activity: Atomic Activities will do the activity in front and
then proceed to ask the guide
Mini-activity 1: The Shivering Statue questions. Make sure to
properly explain the important
Instructions: Ask students to stand perfectly still, like a statue. After a few concepts per activity.
seconds, ask them to silently shiver in place without moving their feet.

Process Question: Even though you looked like a statue, what was happening
to the tiny particles in your body (atoms and molecules)? (They were still
moving, but with less movement compared to shivering)

Explanation: Explain the concept of constant motion in KMT. Particles are

always moving, even in solids where things seem still. The shivering activity
demonstrated a small increase in particle movement.

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 Mini-activity 2: Personal Space

Instructions: Ask students to stand shoulder-to-shoulder, representing tightly

packed particles in a solid. Then, ask them to take a comfortable step back,
representing the spaces between particles in a liquid. Finally, ask them to
spread out even further, representing the spaces between particles in a gas.

Process Question: How did the space between you change throughout the
activity? (The space increased as we went from solid to liquid to gas)
After all the mini-activities,
Explanation: Explain that particles are not glued together. There are spaces briefly summarize the key
between them, although these spaces may be very small, especially in solids points of KMT: constant
motion, spaces between
Mini-Activity 3: Particle Dance Party! particles, and the influence of
temperature on motion.
Instructions: Play some upbeat music and ask students to pretend they are
tiny particles. Instruct them to move slowly at first, representing particles in a Mention that the upcoming
cold substance. As the music gets faster, instruct them to move more activities (The Fizzy Fun of
vigorously, representing particles in a hot substance. Diffusion) will allow them to
further explore these concepts
Process Question: How did the speed of your movement change with the through hands-on experiences.
music? (The movement became faster as the music got faster)

Explanation: Explain the relationship between temperature and particle Briefly introduce the concept of
motion according to KMT. Higher temperatures correspond to faster-moving diffusion – the movement of
particles. The music simulated adding thermal energy, which increased the particles from an area of high
speed of the “particle dance party.” concentration to an area of low
concentration. Explain that this
3. Worked Example: The Fizzy Fun of Diffusion phenomenon occurs in liquids.

Investigate how different factors can influence the rate of diffusion with special
focus on the effect of temperature on the movement of gas particles from an After doing LAS 2, discussion
effervescent tablet. follows the next day, Day 4.
Focus on the questions in the
Refer to LAS 2 in the Worksheet for Science 7 Quarter 1 – Week 2 worksheet and clear
Week 2 – Day 4 misconceptions.

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 Processing Questions after the activity, LAS 2:
1. How do your observations relate to the concept of temperature and particle
movement according to Kinetic Molecular Theory (KMT)?
2. Explain why the bubbles seemed to move faster (or slower) in one container
compared to the other.
3. Based on this experiment, what can you predict about the rate of diffusion
of food coloring in warm water versus cold water? Why?

4. Making 1. Learners’ Takeaways

Generalizations • Describe the key difference between an element and a compound in terms The questions shall be
of their composition and particles. answered in an interactive
• How do particles behave in terms of their motion, spacing, and the discussion. Make sure to get
relationship between temperature and particle speed as described by the the correct concepts out of the
KMT? learners by using art of
questioning.
2. Reflection on Learning
Ask students the question:
Imagine shrinking yourself down to the size of an atom! Based on what you The teacher can always insert
learned about Kinetic Molecular Theory (KMT), describe what the world around reflection in every lesson or
you would look like and how you would interact with it. Consider scenarios activity if s/he deems necessary
like you are a solid, liquid or gas particle. not just at the end of the
lessons.

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

A. Evaluating 1. Formative Assessment The teachers can employ the

Learning assessments and can give
1. An unknown white substance is heated and produced white smoke and additional guide questions if
black solid. What do you think is this substance? s/he deems necessary.
a) a mixture Have learners take this as a
b) an element quiz.
c) a compound
d) a diatomic molecule Answer Key:
1.C
2. Water is composed of two atoms of hydrogen and one atom of oxygen. 2.C
Which of the following can be the particle model for water? 3.C
4.A
5.C
6.D
7.C
8.D
9.C
10.A
3. What can you say about the movement (speed) of the particles of solid,
liquid, and gas based on this model?

a) The speed of the particles is the same in all states of matter.

b) Solid particles are the fastest to move compared to liquid and gas.
c) Gas particles are the fastest among solids and liquids.
d) The speed of the particles is not affected by temperature.

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4. Given this particle model of water, what do you think is the state it is in?

a) Gas
b) Solid
c) Liquid
d) Cannot be determined

5. What do you think is happening in the substance in terms of temperature

change?

a) Temperature dropped and solidified the substance.

b) Temperature was increased, and the substance was liquified.
c) The liquid substance was heated and evaporated as gas.
d). The liquid substance was frozen and became solid.

6. How did the Kinetic Molecular Theory describe the particles of a solid?
a) Only vibrating in place.
b) Completely still and packed together.
c) Constantly moving with large spaces between them.
d) Constantly moving with very small spaces between them.

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 7. What is the movement of the particles in a gas? The teacher may opt to give
a) Not moving at all. homework if s/he thinks the
b) Moving very slowly and tightly packed together. competency is not yet mastered
c) Moving rapidly with large spaces between them.
d) Moving very slowly with large spaces between them.

8. Which has a direct relationship with temperature?

a) Size of its particles.
b) Shape of its particles.
c) Type of intermolecular forces present.
d) Average kinetic energy (speed) of its particles.

9. In the "Personal Space" mini-activity, how did the space between students
change as they went from solid to liquid to gas?
a) It decreased slightly.
b) It remained the same.
c) It increased significantly.
d) It completely disappeared.

10. The "Particle Dance Party" mini-activity demonstrated the relationship

between temperature and particle motion according to KMT. As the music
got faster, the particles (students) moved:
a) Faster.
b) Slower.
c) The same.
d) Erratically.

2. Homework (optional)

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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?

▪ 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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