7

Quarter
Quarter 1
Lesson 1 1
Lesson Exemplar Lesson

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

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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 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
worksheet at home, and the
1. Explicitation: Recall completed worksheets will be
utilized in the activity for the
Some recall questions could include: 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 B? reflect on their understanding
o Can you give an example of how scientific models are used in different of scientific models based on
fields of science? the previous lesson and the
worksheet they completed at
2. Worked Example: Atomic Model Building home.

Procedure: After allowing students to share

1. Divide the class into five groups, assigning each group a specific atomic their thoughts, segue into
model to focus on. introducing today's lesson
2. Each group will be tasked to synthesize their own understanding of the focus on atomic models.
assigned atomic model based on the worksheet they have completed and Explain that they will be diving
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 Pudding
For the activity worksheet, refer to LAS 2 in the Worksheet for Science 7
Model, Bohr Model, Rutherford
Quarter 1 – Week 1
Model, and Electron Cloud or
Quantum Mechanical Model.

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Week 1 - Day 3

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 particles stimulate prior knowledge by
within atoms? 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 the particle
2. Worked Example: Tom’s World model of matter.

Read the passage.

Ask students to read the story
Tom is in his kitchen, preparing a cold drink on a warm summer day. He and answer the questions that
decides to make a refreshing iced tea and starts by filling a glass with ice follow.
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 the listen to the whole story. On the
ice cubes are solid and have a defined shape and volume. He explains that second reading, the teacher or
in their solid state, the water molecules in the ice are tightly packed together a handpicked student,
and arranged in a regular pattern whichever is applicable, can do
what Tom does as the narrator
Tom places the ice cubes in the glass and observes as they start to melt. He read the story, this time, slower
notices that as the ice cubes come into contact with the warmer air and the and with emphasis to the
glass, they gradually begin to change from solid to liquid. He explains that action being done.
the heat from the surroundings is transferring 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 lattice. Make sure that the materials
are given or instructed to be
As the ice cubes continue to melt, Tom observes that liquid water collects at brought beforehand so the
the bottom of the glass. He explains that in the liquid state, the water students could bring them.
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 their container.
After reading and the demonstration,
ask the students the questions. Each
question has a concept to tackle please
Processing Questions: consider as you probe.

o How does the behavior of the water molecules in the ice cubes change as Q1: This question prompts students to
they transition from a solid to a liquid state? consider the changes in particle
arrangement and movement as the ice
cubes melt, highlighting the principles
of the particle model of matter.

o Why does the temperature of the surroundings play a crucial role in the Q2: By asking this question, students
melting process of the ice cubes? can explore the concept of energy
transfer and its impact on particle
behavior, reinforcing the idea that
external factors influence the state of
matter.

o What evidence in Tom's observations supports the idea that particles in a Q3: This question encourages students
to analyze Tom's observations and
liquid have more freedom to move than those in a solid? identify key 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 phase Q4: By posing this question, students
transitions and the interplay between kinetic energy and attractive forces can explore the underlying
among particles? mechanisms driving the transition
from solid to 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 discussion: atomic models on the board as
o All matter is made up of tiny particles called atoms or molecules. you ask the questions. The
o Atoms are the fundamental building blocks of elements, while images must be labeled
molecules consist of two or more atoms chemically bonded together. properly.
o Particles are constantly in motion:
▪ In solids, particles vibrate in place. Tell the students that atomic
▪ In liquids and gases, particles move from one location to models are scientific models
another. used to clearly see how an atom
looks like. Then, to know how
o In solids, particles are closely packed with minimal space between
these atoms behave around
them.
other atoms, we look at what
o In liquids and gases, particles have more space between them.
we call the particle model of
o As temperature increases, particle motion speeds up.
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
students in a manner that they
Procedure:
can see one another perform.
1. The class will be divided into groups (probably 4-5). Each group will act
Point at one group and let them
out or perform one scenario below.
perform what you will say. You
can add to the description
• Ice Crystals: Each student will represent a single water molecule in ice. written here.
• Melting! Imagine the ice starts to warm up (increase in temperature). Instruct students to stand close
How do you think the water molecules would behave? together, arms linked or
holding hands, forming a rigid
• Liquid Water: As the ice melts completely, the water molecules move structure. This represents
more freely. tightly packed and ordered
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 decrease). Instruct students to slowly
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, and increased movement of water
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 their
o How does the movement of particles relate to the temperature of the rigid formation and move
matter? around within the designated
o What principles of the particle model of matter can you share based area, bumping gently into each
on the activity done? 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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 Week 1 - Day 4 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?

▪ 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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