GRADES 1 to 12 School: Grade Level: 7

DAILY LESSON Teacher: Learning Area: SCIENCE

LOG Teaching Dates and Time: Week 2 Quarter: 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Curriculum Content, Standards and Lesson Competencies

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

B. Performance Standards: By the end of the quarter, the learners shall recognize that scientists use models to describe the particle model of 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/Objectives The learners shall be able to:
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.
D. Content • Pure Substances
• Kinetic Molecular Theory of Matter
E. 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
II. Learning Resources
F. Learning Resources Worksheet for Science 7 Quarter 1 – Week 2
III. Teaching and Learning Procedure
A. Activating Prior Activity: Particle Party! Quick Questions: Briefly show a video clip of a Review the three core Ask students to
Knowledge  Distribute index cards and  What are the basic bouncing ball or a pot of boiling principles of KMT from recall their
markers to each student. units that make up all water. the previous day: observations from
 Essential Questions for matter according to the constant motion, "The Fizzy Fun of
Review: particle model? Ask the students: "What do you spaces between Diffusion" activity
1. What are atoms think is happening at the tiny particles, and the (LAS 2) from Day
made of? (Protons,  How does the particle level in these objects?" relationship between 4.
neutrons, and movement and (Focus on the movement of the temperature and
electrons) arrangement of these particles) particle speed.
2. What does the particles affect the state
particle model tell of matter (solid, liquid, Ask students for a quick
us about matter? gas)? (Students should example of each
(Made of tiny recall that movement principle from their daily
particles) and spacing influence lives.
 Activity for Students: the state.)
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.
 Briefly discuss the
drawings and ask students
to explain how their
 drawings relate to the
particle model and the
concept of temperature.

B. Establishing Key Points for Review: Introduce the focus of today's Introduce today's lesson: The Introduce the concept State that today's
Lesson Purpose https://www.google.com/search? lesson: differentiating between Kinetic Molecular Theory (KMT) of diffusion: the purpose is to
q=Particles are constantly moving elements and compounds of Matter. movement of particles process their
(even in solids!), there are spaces based on their particle from an area of high observations from
between particles, and the speed composition. State the objective: Students will concentration to an the diffusion
of particle motion increases with be able to explain how the area of low activity and
temperature. State the objective: Students Kinetic Molecular Theory concentration. connect them back
will be able to differentiate describes the behavior of to the core
Introduce Pure substances - elements and compounds particles in terms of constant Explain that this principles of the
elements and compounds in our based on particle composition. motion, spacing between phenomenon occurs in Kinetic Molecular
daily life. particles, and the relationship liquids and gases. Theory.
between temperature and
Connect scientific models with particle speed. State the objective: Also, to reflect on
particles of pure substances. Students will their overall
investigate how understanding of
Compare the models of elements, different factors can KMT.
diatomic molecules, and influence the rate of
compounds based on what is diffusion, with special
seen in the conceptual model. focus on the effect of
temperature on the
Build the bridge from particles of movement of gas
pure substances in relation to the particles from an
concept of Kinetic Molecular effervescent tablet.
Theory (KMT).

Explain the core principles of

KMT: constant motion of particles,
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.
C. Developing and Activity: Vocabulary Scramble! Lesson Activity: Think-Pair- Lesson Activity: Atomic Worked Example: The Processing
Deepening Divide the class into teams of 4 or Share Activities Fizzy Fun of Diffusion Questions after
Understanding 5.  Present the "Atomic" (LAS 2) the activity, LAS
Processing Questions (Mini) activities. Select  Instruct students 2:
Project or write on the board a list (Individual Brainstorm): student(s) to perform the to refer to LAS 2 1. How do
of scrambled KMT vocabulary o Can you think of activity in front of the in the your
words (e.g., TICELPAR, any examples of class. Worksheet for observation
ONITMO, PERATREMTEU, different types  Mini-activity 1: The Science 7 s relate to
SUFNOIDIF, CANEPS, of matter? Shivering Statue Quarter 1 Week the concept
EOIYVLCT, TRACATITRON, o Do you think o Instructions: Ask 2. of
SEHPA, NEREGY, ILUQID, these materials students to stand  Guide students temperatur
DLIOS, OELEUCLM, ORCESF, are made up of perfectly still, like through the e and
NIBOILG, SOILUBITLY). the same tiny a statue. After a experimental particle
particles? Why few seconds, ask procedure for movement
 Instruct teams to or why not? them to silently LAS 2. (This according
unscramble the words Allow brainstorming for various shiver in place activity will be to Kinetic
within a time limit of 3-5 materials like water, sugar, without moving done Molecular
minutes. iron, etc. their feet. individually or in Theory
 Award points to the team o Process small groups (KMT)?
that unscrambles the most After processing the answers, Question: Even depending on 2. Explain
words correctly. show the figure illustrating the though you available why the
 Reveal the unscrambled classification of matter (Pure looked like a resources and bubbles
words and their Substance: Element, statue, what was time constraints. seemed to
definitions. Compound; Mixture: happening to the If a full hands- move faster
Homogeneous, tiny particles in on activity is not (or slower)
Points for Discussion: Heterogeneous). Focus on the your body (atoms feasible within in one
1. How does particle motion pure substances only. and molecules)? 45 minutes, a container
relate to temperature? Discuss properties and (They were still demonstration compared
2. Why are spaces between characteristics, and samples, moving, but with or virtual to the
particles important? of pure substances. less movement simulation could other.
Discuss the meaning of compared to be used.) 3. Based on
each vocabulary word in Pairwork: Which shows an shivering)  Emphasize this
the context of KMT by element/compound? o Explanation: careful experiment,
asking these questions. Explain the observation what can
Situation A: Consider tearing concept of during the you predict
a piece of tissue paper. Tissue constant motion experiment. about the
paper is made from smaller in KMT. rate of
building blocks like cellulose https://www.googl diffusion of
fibers. These fibers are e.com/search? food
themselves made of carbon, q=Particles are coloring in
hydrogen, and oxygen atoms always moving, warm water
linked together in a specific even in solids versus cold
way. Ripping the tissue where things water?
separates these complex seem still. The Why?
fibers, not individual atoms. shivering activity
demonstrated a Discussion:
Situation B: Imagine tearing a small increase in Facilitate a class
sheet of aluminum foil. particle discussion,
Aluminum foil is mostly made movement. focusing on the
up of a single element called  Mini-activity 2: questions in the
aluminum (Al). When you rip it, Personal Space worksheet and
you're separating tiny pieces of o Instructions: Ask clearing any
aluminum, each still being students to stand misconceptions.
aluminum. shoulder-to-
shoulder,
Worked Example: Substance representing
List tightly packed
particles in a
Present a list of substances: solid. Then, ask
Shiny Coin, Graphite (Pencil them to take a
Lead), Sugar, Vinegar, Baking comfortable step
Soda, Aluminum Foil, Stainless back,
Steel, Table Salt, Sulfur representing the
Powder, Diamond. spaces between
particles in a
Instruct students to group them liquid. Finally, ask
into elements and compounds them to spread
by rewriting the substance's out even further,
name in the appropriate box. representing the
 spaces between
particles in a gas.
o Process
Question: How
did the space
between you
change
throughout the
activity? (The
space increased
as we went from
solid to liquid to
gas)
o Explanation:
Explain that
particles are not
glued together.
There are spaces
between them,
although these
spaces may be
very small,
especially in
solids.
 Mini-Activity 3: Particle
Dance Party!
o 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 cold
substance. As
the music gets
 faster, instruct
them to move
more vigorously,
representing
particles in a hot
substance.
o Process
Question: How
did the speed of
your movement
change with the
music? (The
movement
became faster as
the music got
faster)
o Explanation:
Explain the
relationship
between
temperature and
particle motion
according to
KMT. Higher
temperatures
correspond to
faster-moving
particles. The
music simulated
adding thermal
energy, which
increased the
speed of the
"particle dance
party."

D. Making Review the unscrambled Essential Question: What Briefly summarize the key points Since the discussion of Learners’
Generalization vocabulary words and briefly generalization can you make of KMT: constant motion, LAS 2 follows the next Takeaways:
summarize their relevance to the for elements and compounds? spaces between particles, and day, briefly preview the  Describe
upcoming lessons on pure How can you easily distinguish the influence of temperature on types of observations the key
substances and Kinetic Molecular them? (Guide students to motion. students should be difference
Theory. Emphasize that these articulate that elements are making during the between an
terms are fundamental to made of only one type of atom, Explain that these principles experiment (e.g., how element
understanding how matter while compounds are made of govern the behavior of all the effervescent tablet and a
behaves. two or more different types of matter. dissolves in different compound
atoms chemically bonded temperatures). in terms of
together.) their
Encourage students to compositio
form initial predictions n and
about the relationship particles.
between temperature  How do
and diffusion. particles
behave in
terms of
their
motion,
spacing,
and the
relationship
between
temperatur
e and
particle
speed as
described
by the
KMT?
 The
questions
shall be
answered
in an
interactive
discussion.
Make sure
to get the
 correct
concepts
out of the
learners by
using the
art of
questioning
.
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.
VI. Evaluating Learning: Formative Assessment and Teacher’s Reflection
E. Evaluating Quick Check: Ask students to Formative Assessment Formative Assessment Ask students to write Question: Which
Learning write down two things they Question: Question: down their initial has a direct
learned or recalled about particles hypothesis or prediction relationship with
and matter from today's session An unknown white substance How did the Kinetic Molecular for "The Fizzy Fun of temperature?
on an exit slip. is heated and produced white Theory describe the particles of Diffusion" activity in a) Size of its
smoke and black solid. What a solid? their science particles.
do you think is this substance? a) Only vibrating in place. notebooks. b) Shape of its
b) Completely still and packed particles.
a) a mixture together. Collect the completed c) Type of
b) an element c) Constantly moving with large LAS 2 worksheets intermolecular
c) a compound spaces between them. (even if the discussion forces present.
d) a diatomic molecule d) Constantly moving with very isn't complete) to check d) Average kinetic
(Answer: C) small spaces between them. for engagement and energy (speed) of
(Answer: D) preliminary its particles.
observations. (Answer: D)
What is the movement of the
particles in a gas? Question: In the
a) Not moving at all. "Personal Space"
b) Moving very slowly and tightly mini activity, 
packed together. Question 8: Which
c) Moving rapidly with large has a direct
spaces between them. relationship with
d) Moving very slowly with large temperature? a)
spaces between them. Size of its
(Answer: C) particles. b) Shape
of its particles. c)
Type of
intermolecular
forces present. d)
Average kinetic
energy (speed) of
its particles.
(Answer: D)
 Question 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.
(Answer: C)
 Question 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.
(Answer: A) 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.
(Answer: C)

Question: 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.
(Answer: A)
F. Teacher’s
Remarks

G. Reflection

Prepared by: Noted:

NAME NAME
SCIENCE 7 Teacher Instructional Supervisor