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Lesson Exemplar Quarter 3

Lesson

for Science 8
Lesson Exemplar for Science Grade 7
Quarter 3: Lesson 8 (Weeks 8)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot 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.
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and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate
and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not
represent nor claim ownership over them.

Development Team

Writer:
 Reynerio B. Mendoza (Leyte Normal University)

Validator:
 Arra Quitaneg- Abaniel (President Ramon Magsaysay State University)

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 blr.od@deped.gov.ph.
SCIENCE (PHYSICS) /QUARTER 3/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards 1. Scientists and engineers analyze heat transfer to predict their effects on different materials.
2. Scientists and engineers investigate the different ways for heat to transfer in the context of
conservation of energy.
3. Illustrating the flow of heat between a body and its environment leads to accurate dictions
about heat transfer.
4. The unique characteristic of conduction, convection and radiation.
5. Scientists and engineers conduct innovative research on to find solutions to the current
global energy crisis by creating new designs in housing insulations for a more efficient energy
usage.

B. Performance Standards By the end of the Quarter, the learners should be able to:
1. employ scientific techniques, concepts, and models to predict the presence and direction of heat
flow in a system. Identify the method/s of heat transfer occurring in a given system;
2. represent their understanding on methods of heat transfer using scientific language, logical
reasoning and illustrations;
3. use their curiosity, knowledge and understanding, and skills to propose solutions to problems
related to heat transfer; and
4. explore how modern technologies might be used to overcome current global energy concerns about
heat transfer.

C. Learning Competencies and Learning Competency

Objectives 1. Describe the three methods of heat
Lesson Objective 1: Explain how conduction occurs.
Lesson Objective 2: Explain how convection occurs.
Lesson Objective 3: Explain how radiation occurs.

2. Cite examples of the three methods of heat transfer

Lesson Objective 1: Give advantageous practical examples of conduction, convection and radiation.
Lesson Objective 2: Give advantageous environmental examples of conduction, convection and
radiation
Lesson Objective 3: Give disadvantageous practical examples of conduction, convection and
radiation.

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 Lesson Objective 4: Give disadvantageous environmental examples of conduction, convection and
radiation.

3. Apply learnings in heat transfer to energy conservation

Lesson Objective 1: Use principles of heat transfer to reduce heat loss and increase heat gains in
homes and buildings.
Lesson Objective 2: Apply heat transfer concepts to save energy in the real world.

D. Content Heat Transfer:

1. Insulators and conductors
2. Methods of heat transfer
3. Energy conservation

E. Integration N/A

II. LEARNING RESOURCES

● Ateneo de Naga University Junior High School Physics Module

● Cutnell & Jonhson Physics 9th ed (2012).
● Hewitt, P. Conceptual Physics 12 ed (2015)
● Pabellon, J. and Tubal, G. (2000). Science and technology for a better life. Makati City: Diwa Scholastica Press Inc.
● Wilson, Buffa & Lou (2010). College Physics 7th ed. https://www.youtube.com/watch?
v=zpVOoKH2AzI https://www.youtube.com/watch?v=UYlVmgn6iDk

III. LEARNING RESOURCES NOTES TO TEACHER

A. Activating Prior 1. SHORT REVIEW

Knowledge Let students refresh their ideas on thermal conductors and insulators by doing this
science magic trick.

Activity 1. Sorting Hat: Thermal Conductor or Insulator

Use the worksheet for this activity (see page 1).

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 After the activity, let the
2. FEEDBACK students give other examples of
1. Facilitate a class discussion with the results of the activity. conductors and insulators.
2. Differentiate conductors and insulators (The teacher can also present the
grouping of conductor and insulator and let the students realize the difference Let them explain the importance
using the result of their activity. of identifying if materials are
conductors or insulators.

B. Establishing 1. Lesson Purpose

Lesson Purpose
You may say this to the class:
In today's lesson, we will explore the major sources of heat energy as well as
the three fundamental methods of heat transfer: conduction, convection, and
radiation. Our goal is to understand how heat energy moves through
different materials and environments, and to recognize real-world examples
of each method.

Through various activities, you will be able to define and differentiate between
these three types of heat transfer, explain the principles behind them, and
apply this knowledge to analyze everyday situations, such as how a pot heats
up on a stove or how the sun warms the earth. This understanding will not
only enhance your comprehension of physical science concepts but also
provide practical insights into energy efficiency and thermal management in
various contexts.

C. Developing and SUBTOPIC 1: Methods of Heat Transfer (Conduction)

Deepening
Understanding 1. Explicitation
Activity 2: To Burst or Not? A Magic Trick
Use the worksheet for this activity (see page 3).

2. Worked Example
 Discuss the concept of conduction
 Focus on the following areas:

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 a. Definition
b. How heat travels
c. Sample illustrations
d. Application on everyday lives

3. Lesson Activity KEY to Activity 3

Activity 3: First Come, First Serve (Conduction of Heat) 1. The paper clip falls from the
Use the worksheet for this activity (see page 4). spoon as one end of the
spoon was heated.
2. No.
3. The first paper clip to fall is
the one nearest to the flame.
The last paper clip to fall is
the one farthest from the
flame. As the free end of the
spoon was heated by the
candle, heat began to travel
from the free end of the
spoon to the other side spoon
as evidenced by the melting
of the wax that led to the fall
of the paper clips.
4. The flame heats up the
atoms of the spoon causing
them to vibrate faster and a
stronger collision to each
other thus raising the
thermal energy of the spoon.
The increase in kinetic
energy of the atoms raised
the temperature of the
spoon, thus melting the wax
and the paper clips fall.

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 Sample answers of the students:
SUBTOPIC 2: Methods of Heat Transfer (Convection) 1. Use cooling appliances.
1. Explicitation 2. Electric fan, air cooler, air
1. Ask the students how they keep being cool during hot season. conditioning unit.
2. Let the students share some of the cooling appliances they have at home 3. These appliances are usually
(fan, aircon, etc.). placed on higher places.
3. Ask them what they observe on the placement of these appliances
inside their rooms. Leave the question 4 hanging.
4. Let them share why they think these cooling appliances are placed on high Tell the class that you will
areas. answer this at the end of the
activity.
2. Worked Example
 Discuss the concept of convection.
 Focus on the following areas:
a. Definition
b. How heat travels
c. Sample illustrations
d. Application on everyday lives
KEY to Activity 4
3. Lesson Activity 1. In set up 1, the red liquid
Activity 4: Round and Round We Go moves up while the blue
Use the worksheet for this activity (see page 5). liquid goes down until both
jars have the same color
already.
2. In set up 2, the red and blue
liquid are stationary.
3. The food color made the
rising and sinking of water
visible.
4. When hot and cold liquids
are mixed, the hot liquid
goes up while the cold liquid
goes down.
5. Hot water is less dense than
cold water, hence it goes up

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 while the denser cold water
goes down.

Discuss the answer to question #4 in the Explicitation.

SUBTOPIC 3: Methods of Heat Transfer (Radiation)

Sample answers of the students:
1. Explicitation
1. Students may answer light
1. Ask the students what they are wearing during hot season, cool season.
colored clothes during hot
2. Hang the question, “How does color affect the transfer of heat?”
season and dark colored
clothes during cold season.
2. Worked Example
2. Leave the question hanging.
 Discuss the concept of radiation
Tell the class that you will
 Focus on the following areas:
answer this at the end of the
a. Definition
activity.
b. How heat travels
c. Sample illustrations
d. Application on everyday lives

3. Lesson Activity
KEY to Activity 5
Activity 5: Pass the Heat
1. The can that is painted black
Use the worksheet for this activity (see page 6).
is expected to have a lower
temperature after 5 and 10
minutes.
2. The black can cool first.
3. The black can
4. The black can
5. The black can is a good
absorber or emitter of heat.

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D. Making 1. Learner’s Takeaways KEY to Activity 6
Generalization Activity 6: Which is Which? Looking Thru My Lens 1. Convection
Use the worksheet for this activity (see page 7). 2. Conduction
3. Conduction
4. Radiation
5. Convection
6. Radiation
7. Conduction

2. Reflections on Learning
Activity 6: Energy Audit (Tara Na!)
Use the worksheet for this activity (see page 8).

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

A. Evaluating Formative Assessment Answer Key:

Learning 1. C
Write the letter of the correct answer in your answer sheet. 2. B
1. Which method of heat transfer involves direct contact between materials? 3. D
A. Convection 4. C
B. Radiation 5. C
C. Conduction 6. B
D. Insulation 7. C
8. B
2. What is the primary method of heat transfer in fluids (liquids and gases)? 9. B
A. Conduction 10. A
B. Convection 11. D
C. Radiation 12. B
D. Reflection 13. C
14. B
3. Which method of heat transfer can occur in a vacuum? 15. D
A. Conduction
B. Convection
C. Insulation
D. Radiation

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4. What is the main form of heat transfer from the Sun to the Earth?
A. Conduction
B. Convection
C. Radiation
D. Advection

5. In which process does warm air rise and cool air sink, creating a circulation
pattern?
A. Conduction
B. Radiation
C. Convection
D. Evaporation

6. What type of surface is best at emitting and absorbing thermal radiation?

A. Light, shiny surface
B. Dark, matte surface
C. Transparent surface
D. Reflective surface

7. When you feel the warmth from a fire without touching it, what type of
heat transfer is occurring?
A. Conduction
B. Convection
C. Radiation
D. Insulation

8. Why do metal handles of pots often have plastic or wooden coverings?

A. To increase heat transfer
B. To reduce heat transfer
C. For aesthetic purposes
D. To increase weight

9. Which method of heat transfer primarily occurs when boiling water on a stove?
A. Conduction
B. Convection

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 C. Radiation
D. Evaporation

10. Which method of heat transfer primarily occurs in solid materials?

A. Conduction
B. Convection
C. Radiation
D. Sublimation

11. What type of heat transfer is reduced by using double-glazed windows?

A. Conduction
B. Convection
C. Radiation
D. All of the above

12. In which heat transfer method do particles themselves move from one place to
another?
A. Conduction
B. Convection
C. Radiation
D. Conduction and Convection

13. Which type of heat transfer is most significant in the heating of the Earth's
atmosphere by the Sun?
A. Conduction
B. Convection
C. Radiation
D. Advection

14. Which of the following statements about radiation is true?

A. It requires a medium to transfer heat.
B. It can occur in a vacuum.
C. It only occurs in solids.
D. It is slower than conduction.

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 15. Which of the following is best used when cooking to avoid burns?
A. Piece of carton
B. Rubber gloves
C. Mittens
D. None of the above

2. Homework (Optional)

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 guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
▪ students the LAC sessions.
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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