7

Lesson Quarter 3
Lesson

Exemplar in 7
Science
Lesson Exemplar for Science Grade 7
Quarter 3: Lesson 7 (Week 7)
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
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represent nor claim ownership over them.

Development Team

Writer:
 Darryl Roy Montebon (Philippine Normal University)

Validator:
 Alfons Jayson O. Pelgone (Philippine Normal 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 1. Scientists and engineers analyze heat to predict their effects on different materials.
Standards 2. Heat as an energy in transit and not as energy in a body to clarify misconceptions.
3. Graphing temperature readings accurate predictions about heat transfer.
4. The unique characteristic of heat as energy in transit explains natural systems and processes.
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 By the end of the Quarter, learners employ scientific techniques, concepts, and models to predict the presence and
Standards direction of heat flow in a system. Represent their understanding on heat, temperature and thermal energy using
scientific language, logical reasoning and illustrations. They use their curiosity, knowledge and understanding,
and skills to propose solutions to problems related to heat and temperature. They explore how modern
technologies might be used to overcome current global energy concerns.

C. Learning Learning Competency

Competencies 1. Describe heat and energy.
and Objectives 2. Differentiate Heat and Temperature through the concept of energy transfer.
3. Classify materials as insulators or conductors.

D. Content Heat:
● Heat is a transfer of energy due to a temperature difference.
● It flows from regions of higher temperature to regions of lower temperature.
● The unit of heat is the joule (J) in the International System of Units (SI).

Temperature:
● Temperature is the degree of hotness or coldness of an object.
● Temperature is a measure of the average kinetic energy of the particles in a substance.
● The SI unit of temperature is the Kelvin (K), although Celsius (°C) and Fahrenheit (°F) are also commonly
used scales for temperature measurement.

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 Classification of materials: Insulators are materials with low thermal conductivity and are used to reduce heat
transfer, while conductors have high thermal conductivity and facilitate heat transfer.

E. Integration N/A

II. LEARNING RESOURCES

● Ateneo de Naga University Junior High School Physics Module

● Pabellon, J. and Tubal, G. (2000). Science and technology for a better life. Makati City: Diwa Scholastica Press Inc.
● Cervales, R. M. L. (2024) Inquirer Opinion. Scorching heat: PH bearing the burden of climate crisis. *Inquirer.net*.
https://opinion.inquirer.net/173136/scorching-heat-ph-bearing-the-burden-of-climate-crisis

III. LEARNING RESOURCES NOTES TO TEACHER

A. Activating Prior 1. SHORT REVIEW Teachers may prepare one big

Knowledge Let students recall their ideas on the terms HEAT and ENERGY. Let them complete diagram (organizer) and place it
the table below. on the board. Let the students
complete the See-Think-Wonder
See Think Wonder table.

Facilitate a class discussion on

the See-Think-Wonder
1. What are their common ideas
on heat and energy?
2. What are some similar
questions that you have with
your class?

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B. Establishing 1. Lesson Purpose
Lesson Purpose Have students read the following excerpt from a newspaper and let them answer the The Heat and Energy Word
guide questions: Association Game is a
challenging, yet enjoyable
activity designed to test your
students’ knowledge of words
related to heat and energy. In
this activity, they will unlock
words by correctly guessing
them based on clues provided.

Teachers may prepare a PPT or

a set of flash cards for this
activity.

Answers:
1. Joule or Calorie
2. Electrical energy
3. Conduction
4. Solar panel or Photovoltaic
cell
Guide Questions: 5. Insulator
1. What problem is discussed in the article? 6. Convection
2. How will you describe heat? How is it different from temperature? 7. Sound energy
2. Unlocking Content Area Vocabulary 8. Kinetic energy
Facilitate a Heat and Energy Word Association Game to unlock some terms related 9. Thermometer
to heat and energy. Present the following instructions to students. 10. Radiation

Instructions for students:

1. You will be presented with a series of clues related to words associated with heat
and energy.
2. Use your knowledge to guess the word related to each clue.
3. Try to guess as many words as you can within the given time limit.
4. Each correct guess will unlock the word and reveal it on the screen.
5. Have fun and challenge yourself to unlock all the words!

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 Clues:
1. This unit measures the amount of heat.
2. Energy produced by the movement of electrons.
3. The transfer of heat through direct contact between objects.
4. This device converts sunlight into electricity.
5. A material that does not allow heat or electricity to pass through easily.
6. The process of transferring heat through the movement of particles in a fluid.
7. A form of energy produced by the vibration of particles.
8. The energy of motion.
9. A device used to measure temperature.
10. The flow of heat through space in the form of electromagnetic waves.

C. Developing and SUBTOPIC 1: HEAT and TEMPERATURE

Deepening Background:
Understanding 1. Explicitation: Rizal Park, located in the heart
Activity 1: Reading of a Story of Manila is a bustling hub of
Let students read the following storyline and facilitate a class discussion afterwards. activity where locals and
tourists alike come to enjoy the
‘Sorbetes’ Adventure in Rizal Park vibrant atmosphere and cultural
(Author Unknown) attractions. Amidst the
historical monuments and lush
It's a sunny afternoon in Rizal Park, and the air is filled with laughter and the sound greenery, there's a small corner
of children playing. Families stroll along the pathways, taking in the sights and dedicated to a beloved Filipino
sounds of this iconic park. Amidst the bustling activity, there's a quaint little cart tradition: sorbetes, the local
adorned with colorful umbrellas and a sign that reads "Sorbetes sa Rizal Park." version of "dirty ice cream." Let's
explore a scenario of enjoying
As you approach the cart, you're greeted by the friendly smile of Mang Romy, the sorbetes in Rizal Park.
sorbetes vendor. Behind him, rows of metal cylinders filled with ice cream flavors in
vibrant hues beckon you to indulge in a sweet treat. The aroma of freshly made waffle Activity Variation:
cones wafts through the air, adding to the allure of the experience. Role play activity may be
facilitated.
You join the queue of eager customers, eagerly anticipating your turn to sample the
delights of sorbetes. As you wait, you strike up a conversation with fellow park-goers, Highlight the idea that heat is a
sharing stories and laughter while soaking in the warm ambiance of the park. form of energy similar to other

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Finally, it's your turn to place your order. You peek into the cart, marveling at the array energy forms the learners have
of flavors available – from classic favorites like ube (purple yam) and mango, to more studied prior.
exotic offerings like buko pandan (coconut pandan) and langka (jackfruit). With a smile,
Mang Romy scoops generous servings of your chosen flavors into a freshly made cone, Key to Guide Questions:
expertly twirling it to perfection. 1. Student answers may
vary.
You take your first bite, savoring the creamy texture and rich flavor of the sorbetes. 2. Because of the hot
The cool sweetness provides a refreshing contrast to the warmth of the afternoon sun, weather in the country
making it the perfect indulgence on a hot day. As you stroll through the park, enjoying 3. The ice cream is at a
your sorbetes, you can't help but feel a sense of contentment and nostalgia, cherishing lower temperature and the
the simple joys of life in this bustling metropolis.
person eating it is at a
higher temperature.
As the day draws to a close and the sun begins to set, you bid farewell to Rizal Park,
your heart full of fond memories and your taste buds tingling with the lingering Emphasize the concept of
sweetness of sorbetes. Until next time, you look forward to returning to this beloved temperature difference.
corner of Manila, where the tradition of sorbetes continues to bring joy to all who Students should indicate the
visit. flow of heat transfer from ice
arm to a person’s hand, mouth,
Guide Questions: or tongue
1. How do you feel about the story?
2. Why are Filipinos fond of eating ‘sorbetes’?
3. How is the concept of heat and temperature related to the story?

The teacher may present some

2. Worked Example:
other examples to help the
Facilitate a guided inquiry to discuss heat and temperature. Let student complete
students think of their answers.
the Venn diagram below to compare heat and temperature.
Example, accidentally touching
the pan while you are cooking.

Key to Guide Questions:

1. Heat is a form of energy and
that it is transferred from one
object to another because of
varying temperature.
2. Heat is measured in joules.

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 3. Heat transfer is the flow of
Guide Questions: energy from hot to cold
1. What is heat? temperature.
2. How is it measured? 4. Heat loss or gain is often
3. How will you describe heat transfer? manifested as either feeling cold
4. Is heat lost or gained? or warm.

3. Lesson Activity

Group students and have them perform Activity 2: Investigating Heat and Sample Answers:
Temperature. 1. When the hot spoon was placed
in the room temperature water, the
Guide Questions: water warmed slightly, and the
spoon cooled down. When the
1. What happened to the temperature of the water in each glass when the spoon
spoon was transferred to the cold
was transferred? water, the cold water warmed
2. How did the spoon feel when you moved it from hot to room temperature water slightly, and the spoon cooled
and then to cold water? down further.
3. What can you conclude about heat transfer from your observations? 2. The spoon felt initially very hot
4. How did the temperature of the spoon change when placed in hot, room when taken from the hot water.
temperature, and cold water? After being placed in room
temperature water, it became
cooler but still warm. After being
SUBTOPIC 2: Thermal Conductors and Insulators placed in cold water, it felt much
cooler.
3. Heat transfers from the hotter
1. Explicitation:
object (the spoon) to the cooler
Let students the story in Activity 3. Reading a Story and answer the guides object (the water) until thermal
questions that follow equilibrium is reached. This
demonstrates the principle of heat
conduction.
Maya's Thermal Adventure: Sorting Sorcery 4. The spoon's temperature
Author Unknown increased in hot water, remained
warm in room temperature water,
Once upon a time, in a cozy little town nestled amidst rolling hills and lush forests, and decreased in cold water.
there lived a curious girl named Maya. Maya was known for her love of science and
her insatiable thirst for knowledge. One sunny afternoon, as Maya sat in her room

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surrounded by her toys and treasures, she embarked on an exciting quest - to sort
her belongings into categories of thermal conductors and insulators.

With determination sparkling in her eyes, Maya began her sorting sorcery. She
picked up her favorite toy, a shiny metal robot, and held it in her hand. Feeling its
coolness against her skin, Maya declared it a thermal conductor, knowing that
metals were excellent at transferring heat. Next, Maya reached for her soft, fluffy
teddy bear and hugged it tightly. As the warmth enveloped her, Maya smiled and
labeled her teddy bear as a thermal insulator, understanding that its plush fur
trapped heat and kept her snuggly warm.

Moving on to her collection of pencils and pens, Maya observed their wooden bodies
and decided they belonged in the thermal insulator category, as wood was not
known for conducting heat efficiently. However, she held onto her metal pencil case
and placed it the conductor section. She then came across her plastic toys and
gadgets, noting their ability to feel neither hot nor cold to the touch. With a nod of
approval, Maya categorized them as thermal insulators too.

As Maya sorted through her belongings, she marveled at the wonders of thermal
conductivity and insulation. Each item told its own story, from the metallic chill of
her robot to the comforting warmth of her teddy bear. With each object carefully
categorized, Maya felt a sense of accomplishment wash over her.

As the sun began to set and the golden rays cast a warm glow through her window,
Maya sat amidst her sorted treasures, feeling grateful for the knowledge she had
gained. With a contented smile, Maya knew that her sorting adventure had not only
taught her about thermal properties but had also ignited her curiosity to explore
the wonders of science further.

And so, in the magical world of Maya's room, where toys and treasures came to life
through the lens of science, the sorting sorcery of thermal conductivity and
insulation became a tale to be cherished forevermore.

Guide Questions:
1. Complete the diagram below to show how Maya sorted her toys:

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 Toys that are conductors Toys that are insulators

2. What are Maya’s bases for sorting her toys as to conductors or insulators?
Are her basis correct or not? Why?
3. How will you describe thermal conductors? Thermal insulators?

2. Worked Example

Facilitate a class discussion on the following concepts on Thermal Conductors

and Insulators
● Those materials that conduct heat well are called thermal conductors, and
those that conduct heat poorly are known as thermal insulators. Most
metals are excellent thermal conductors; examples of metals are nails, keys,
coils, wires, and doorknobs. On the other hand, wood, glass, rubber, cloth
and most plastics are common thermal insulators.
● Thermal insulators have many important uses:
o Most new housing construction incorporates thermal insulation
in attics and walls to reduce heating and cooling costs.
o The wooden or plastic handles on many pots and pans reduce the
flow of heat to the cook’s hand.
o Moreover, for drivers of jeepneys, water is a cheap and good insulator
lubricant for their engine not to overheat in their day-to-day
occupations and travel.
● On the other hand, thermal conductors are present in radiators and heaters
in houses that rely on efficient transfer heat.
o Copper pipes are commonly used in radiators to distribute hot
water or steam throughout the house.

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 o In the kitchen, thermal conductors like stainless steel, aluminum,
and copper are used for pots and pans. These materials quickly
distribute heat, allowing efficient cooking.
o Also in public transport trains, buses, and subways use thermal
conductors to manage temperature. For instance, aluminum is used
in train carriages because it conducts heat well, ensuring uniform
heating or cooling.

Let students give their own examples for the uses of insulators and conductors.

3. Lesson Activity

Activity 4: Classifying materials as to Conductor or Insulator

Objective: Classify materials as thermal conductors or insulators by touching.

Materials:
The following materials must be brought to the classroom and placed on a table at least
one hour before the start of classes. (Group activity)
Metal spoon Beaker aluminum ladle Ballpen P10 coin
Plastic spoon Wooden spoon Iron nail Acetate Steel bar
Porcelain mug Floor Tile Handkerchief Cardboard

Procedure:
1. Lay down all the materials into a table.
2. Using your hand hold the material in your hand for about 5 seconds, and record what you feel (cold,
neutral, warm) by checking the appropriate column in the table.
Material Sensation Remarks
Cold Neutral Warm Conductor Insulator
1.Metal spoon
2.Plastic spoon
3.Porcelain mug
4.Beaker

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 5.wooden spoon
6.Floor tile Answer Key:
7.Aluminum ladle 1.
8.Iron nail Conductors: Metal robot, Pencil
9.Handkerchief case
10.Plastic Ballpen Insulators: Teddy Bear, Pencils
11.Acetate and Pens, Plastic containers
12.Cardboard 2. Based on the characteristics
13.P10 coin of the objects
14. Steel bar 3. Students answer may vary

Answer Key:
3. Let another member of the group hold the material for 10 seconds or more
after the first student, Record the sensation felt by checking the appropriate Material Sensation Remarks
column in the table. All members of the group should hold the materials.
The column with the most frequency will be considered the answer for the C N Wa Co Insula
o e rm nd tor
group (majority prevails). Discuss among your group your final answer. l ut uct
d ra or
l
1.Metal / /
Guide questions: spoon
1. Which materials are conductors? Which Materials are insulators? 2.Plastic / /
2. How did you classify materials as to insulators and conductors? spoon
3.Porcel / /
3. Are your sensations reliable for determining if a material is a conductor ain mug
insulator? If not, what process can be best done? 4.Beake / /
4. Why is it important to know if a material is insulator or a conductor? r
5.woode / /
n spoon
6.Floor / /
tile
7.Alumi / /
num
ladle
8.Iron / /
nail
9.Handk / /
erchief
10.Plasti / /
c
Ballpen

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 11.Aceta / /
te
12.Card / /
board
13.P10 / /
coin
14. Steel / /
bar

Note: The materials in the table are in

thermal equilibrium with the room for
they have been placed in the room for
a long time already (around an hour or
more).

Sample answers:

1. by observing the
characteristics of the
materials using senses
2. No; perform tests
3. for application in real life

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

A. Evaluating 1. Formative Assessment Answer Key:

Learning 1. B
1. What is heat? 2. C
a) A measure of temperature 3. D
b) A form of energy transfer due to temperature differences 4. A
c) A measure of the kinetic energy of particles 5. B
d) A unit of temperature measurement 6. B
2. Heat flows from regions of temperature to regions of temperature. 7. D
a) higher, higher 8. B
b) lower, higher 9. B

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 c) higher, lower 10. D
d) lower, lower
3. What is the unit of heat in the International System of Units (SI)?
a) Kelvin (K)
b) Celsius (°C)
c) Fahrenheit (°F)
d) Joule (J)
4. Which of the following statements is true about temperature?
a) It is a measure of the average kinetic energy of particles in a substance.
b) It is a measure of the potential energy of particles in a substance.
c) It is a measure of the volume of a substance.
d) It is a measure of the density of a substance.
5. Which of the following materials is an insulator?
a) Metal
b) Glass
c) Copper
d) Aluminum
6. What is the primary purpose of insulators?
a) To facilitate heat transfer
b) To reduce heat transfer
c) To conduct electricity
d) To absorb heat
7. Which of the following materials is a conductor?
a) Rubber
b) Plastic
c) Wood
d) Copper
8. What is the characteristic of a good conductor?
a) Low thermal conductivity
b) High thermal conductivity
c) Low density
d) Low melting point
9. What is the characteristic of a good insulator?
a) High thermal conductivity
b) Low thermal conductivity
c) High density

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 d) High melting point
10. How does an insulator differ from a conductor regarding heat transfer?
a) Insulators transfer heat more easily than conductors.
b) Conductors reduce heat transfer, while insulators facilitate it.
c) Insulators have high thermal conductivity, while conductors have low
thermal conductivity.
d) Conductors have high thermal conductivity, while insulators have low thermal
conductivity.

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?

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▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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