GRADE 7 DAILY LESSON LOG SCHOOL Antipolo Integrated School Grade Level Grade 7

TEACHER Jhay Mark A. Nabata Learning Area SCIENCE

Teaching Quarter 1ST QUARTER
Time and
Dates

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn that there are specific processes for planning, conducting, and recording scientific investigations
Standards
B. Performance By the end of the quarter, the learners shall recognize that scientists use models to describe the particle model of matter. They use
Standards 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 The learners shall be able to:
Competencies 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
and Objectives 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
Monday Tuesday Wednesday Thursday
EVALUATION
1. Activating Short Review - Particle Party! Short review on MON-WED’s
Prior Knowledge Materials: lesson
• Index cards (enough for each
student)
• Markers Essential Questions for
Review: 1. What are atoms made of?
(protons, neutrons, and electrons)
2. What does the particle model tell
us about matter? (made of tiny
particles)
Activity for Students:
1. Imagine tiny particles representing
atoms or molecules. On your index
cards, draw these "partying
particles."
2. Use arrows on your cards to show
the movement of the particles.
Represent "cold" particles with slow,
short arrows on one side of the card
while "hot" particles with fast, long
arrows.

2. Establishing • Introduce Pure substances –

Lesson Purpose elements and compounds in our
daily life
• Connect scientific models with
particles of pure substances
 • Compare the models of elements,
diatomic molecules and compounds
based on what is seen in the
conceptual model.
• Build the bridge from particles of
pure substances in relation to the
concept of Kinetic Molecular Theory
(KMT).
• Explain the core principles of KMT:
This includes understanding the
constant motion of particles, the
presence of spaces between them,
and the relationship between
temperature and particle speed.
• 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.
3. Developing Unlocking Content Vocabulary: Lesson 1: Elements and Lesson 2: The Kinetic Checking of the Formative
and Deepening Vocabulary Scramble! Compounds Molecular Theory (KMT) of Assessment
Understanding Materials: 1. Explicitation: Quick Matter
• Whiteboard or projector Questions: 1. Explicitation
• Markers or pens (if using • What are the basic units that
whiteboard) make up all matter according
• List of KMT vocabulary words to the particle model?
scrambled (e.g., TICELPAR, ONITMO, (Particles)
PERATREMTEU) • Optional: Stickers • How does the movement
or small prizes for the winning team and arrangement of these
(increases engagement) particles affect the state of 2. Lesson Activity: Atomic
General Instructions for students: matter (solid, liquid, gas)? Activities Mini-activity
1. You will be divided into groups of (Students should recall that 1: The Shivering Statue
4 or 5. Think of a team name. movement and spacing Instructions: Ask students to
2. On the board, you will see the list influence the state.) stand perfectly still, like a
of vocabulary words related to KMT, 2. Lesson Activity: statue. After a few seconds,
but the letters are scrambled. Think-Pair-Share Processing ask them to silently shiver in
3. Unscramble the words within a Questions: place without moving their
time limit given by your teacher. Can you think of any examples feet.
of different types of matter? Process Question: Even
Point for Discussion: Do you think these materials though you looked like a
1. How does particle motion relate are made up of the same tiny statue, what was happening
to temperature? particles? Why or why not? to the tiny particles in your
2. Why are spaces between particles body (atoms and molecules)?
important? (They were still moving, but
with less movement
compared to shivering)
Pairwork: Which shows an Explanation: Explain the
element/compound? concept of constant motion
Situation A: Consider tearing a in KMT. Particles are always
piece of tissue paper. Tissue moving, even in solids where
paper is made from smaller things seem still. The
building blocks like cellulose shivering activity
fibers. These fibers are demonstrated a small
themselves made of carbon, increase in particle
hydrogen, and oxygen atoms movement.
linked together in a specific
way. Ripping the tissue Mini-activity 2: Personal
separates these complex Space
fibers, not individual atoms. Instructions: Ask students to
stand shoulder-to-shoulder,
Situation B: Imagine tearing a representing tightly packed
sheet of aluminum foil. particles in a solid.
Aluminum foil is mostly made Then, ask them to take a
up of a single element called comfortable step back,
aluminum (Al). When you rip representing the spaces
it, you're separating tiny between particles in a liquid.
pieces of aluminum, each still Finally, ask them to spread
being aluminum. out even further,
Essential Question: representing the spaces
What generalization can you between particles in a gas.
make for elements and Process Question:
compounds? How can you How did the space between
easily distinguish them? you change throughout the
activity? (The space increased
as we went from solid to
liquid to gas)
Explanation: Explain that
particles are not glued
together. There are spaces
between them, although
these spaces may be very
small, especially in solids

3. Worked Example: The Fizzy

Fun of Diffusion 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 effervescent tablet.

4. MAKING 1. Learners’ Takeaways •

GENERALIZATION Describe the key difference
between an element and a
compound in terms of their
composition and particles.
• How do particles behave in
terms of their motion,
spacing, and the relationship
between temperature and
particle speed as described by
the KMT?
2. Reflection on Learning Ask
students the question:
Imagine shrinking yourself
down to the size of an atom!
Based on what you learned
about Kinetic Molecular
Theory (KMT), describe what
the world around you would
look like and how you would
interact with it. Consider
scenarios like you are a solid,
liquid or gas particle.
B. TEACHER’S Note observations Effective Practices Problems Encountered
REMARKS on the following
areas
Strategies
explored
materials used
 learner
engagement/
interaction
Others
C. Teacher’s Reflection guide or prompt can be on:
Reflection ▪ 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

Prepared By:

JHAY MARK A. NABATA

Subject Teacher
Noted :

JAYPEE A. VILLAREAL
SCHOOL HEAD