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 Learners learn that the particle model explains the properties of solids, liquids, and gases and the processes involved in changes of
Standards state.
B. Performance By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use diagrams
Standards 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: The learners shall be able to:
Competencies 1. recognize that scientists use models to explain phenomena that cannot be easily seen or detected; and
and Objectives 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
Monday Tuesday Wednesday Thursday Friday
Short Review: Models Lesson 2: Scientific Lesson 3: Particle EVALUATION CATCH-UP
of Matter Models in Focus: Model of Matter FRIDAY
Atomic Models
Through Time
1. Activating Prior The Teacher will Short review on Short review on Short review on MON-WED’s lesson
Knowledge review the students the 3 yesterday’s lesson yesterday’s lesson
Phases of Matter.
Guide Questions:
1. What are the 3 Explicitation: 3. Explicitation:
phases of Recall Some questions Thought-
Matter? Provoke
could include:
2. Give Examples. Essential
The teacher will present o What is a scientific
model, and why are Questions:
the 3 Molecular Model of
the 3 Phases of Matter. they important in o How do the
science? characteristics of the
Guide Questions: O How did scientific Plum Pudding Model,
1. What do we call models help you in the Bohr Model, and
these representations understanding and the Rutherford Model
of the molecules of explaining atomic help us understand the
solid, liquid and gas? models? behavior of particles
2. What is the O Can you give an within atoms?
importance of using example of how O What similarities and
scientific scientific models are differences do you
representations like this used in different fields notice between the
in learning science? of science? arrangement of
particles within atoms
and the behavior of
particles in different
states of matter?
2. Establishing The teacher will present The teacher will present The teacher will present Formative Assessment: Multiple
Lesson Purpose the lesson objectives for the lesson objectives for the lesson objectives for Choice Questions
the week. the week. the week. 1. Why do scientists use models?
a) They are exact representations of
2. Unlocking Content 2. Worked Example: 4. Worked reality.
Vocabulary Activity: Atomic Model Example: b) They only exist in computer
Scavenger Hunt Building Procedure: Tom’s World simulations. C) They are always
Procedure: 1. Divide the class into Read the passage. simple and easy to understand.
2.1. Gather the five groups, assigning Tom is in his kitchen,
students and explain each group a specific preparing a cold drink d) They can be used to test ideas
that they will be atomic model to focus on a warm summer and make predictions.
embarking on a on. day. He decides to 2. What can be a limitation of
comprehensive 2. Each group will be make a refreshing iced scientific model?
vocabulary scavenger tasked to synthesize tea and starts by filling a) They are never updated or
hunt to discover their own a glass with ice cubes improved. B) They are all based on
important terms understanding of the from the freezer. As he real-world data.
related to scientific assigned atomic model watches the ice cubes c) They are only used in physics, not
models and the particle based on the melt, he reflects on the other sciences.
model of matter. worksheet they have particle model of d) They cannot perfectly capture all
2.2. Briefly review the completed and any matter: Tom begins by the complexities of a system.
purpose of the activity additional research taking a few ice cubes 3. What resembles the Plum
and emphasize that it’s they have conducted. out of the freezer. He Pudding Model of the atom?
an opportunity to learn 3. Build the physical notices that the ice a) A tiny, solid ball with negative
and have fun while model of the specific cubes are solid and charges stuck on the outside.
reinforcing their model assigned to you. have a defined shape b) A complex mathematical equation
understanding of key 4. Be ready for and volume. He describing electron behavior.
concepts. presentation. explains that in their c) A miniature solar system with
2.3. Divide the class solid state, the water planets orbiting a central nucleus.
into small groups or molecules in the ice are d) A positively charged sphere with
pairs. Students will get tightly packed together negatively charges scattered
random cards passed and arranged in a throughout.
backwards from the regular pattern Tom 4. Why is the Plum Pudding Model
teacher. places the ice cubes in helpful for scientists?
2.4. Provide each group the glass and observes a) It shows how atoms are mostly
with a list of all the as they start to melt. empty space.
vocabulary words they He notices that as the b) It shows electrons have specific
need to find. ice cubes come into energy levels.
2.5. Set a timer and let contact with the c) It shows how atoms are indivisible
the groups begin their warmer air and the particles. D) It shows the nucleus is
scavenger hunt to glass, they gradually the most massive part of the atom.
locate the hidden begin to change from 5. What is the characteristic of solid
vocabulary cards. solid to liquid. He particles as seen in its particle
2.6. Encourage students explains that the heat model?
to read and discuss the from the surroundings a) Moving freely and spread far
meaning of each word is transferring energy apart.
once they find it. They to the ice cubes, b) Arranged in a specific pattern but
can also brainstorm causing the water with large gaps.
examples or real-life molecules to gain c) Vibrating in place with minimal
applications of the enough kinetic energy space between them.
vocabulary words. to overcome d) Flowing around each other and
thettarctive forces constantly changing positions.
holding them together 6. What can you say about the
in the solid lattice. As particles of liquid in contrast with a
the ice cubes continue solid?
to melt, Tom observes a) A predictable pattern of
that liquid water movement. B) Less movement and
collects at the bottom are more tightly packed.
of the glass. He c) The same amount of movement
explains that in the and spacing.
liquid state, the water d) More freedom to move and more
molecules are still close space between them.
together but have 7. What happens to the particles of
more freedom to move a material being heated?
past one another. This a) Slightly compacted but can move
illustrates another b) Moves farther away from each
aspect of the particle other
model: the ability of c) Gains more definite shape and
particles in a liquid to compactness
flow and take the d) Nothing happens because heat is
shape of their not absorbed
container. 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.
3. Developing and Lesson 1: Introduction The teacher will dive Processing Questions: o Checking of the Formative Assessment
Deepening to Scientific Models 1. deeper into the different How does the behavior
Understanding Explicitation: Think-Pair Atomic Model. of the water molecules
Share 1. Solid Sphere Plum in the ice cubes change
Procedure: Pudding Model as they transition from
1. Using a think- 2. Bohr Model a solid to a liquid state?
3. Rutherford Model
 pair-share 4. Electron Cloud O Why does the
format, pose 5.Quantum temperature of the
questions to Mechanical Model surroundings play a
the class, such crucial role in the
as: Let the students melting process of the
o “What do you think a observe the different ice cubes?
scientific model is?” atomic models, o What evidence in
o “Can you give an afterwards, ask their Tom’s observations
example of a scientific insights about each supports the idea that
model you have Atomic Model. particles in a liquid
encountered before?” have more freedom to
o “Why do you think Summarize the move than those in a
scientists use models to students’ responses solid?
understand and provide additional O How does the
phenomena?” information process of melting ice
cubes illustrate the
concept of phase
Call few volunteers to transitions and the
answer the questions. interplay between
Gather ideas through kinetic energy and
classroom discussion attractive forces among
and summarize the particles?
students’ responses to
get to the key concepts
of the lesson.
Summarize the
students’ responses
and provide additional
information,
emphasizing that
scientific models are
simplified
representations used
 by scientists to explain
complex phenomena.

Democritus’ Model of
the Atom

1. Analyze the given

model of the atom. Just
by looking at it, in your
own words, describe
what an atom is.
2. How did the model
help you understand
how people see atom
back in the days of
Democritus? Is it
helpful and easy to
understand?
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