MATATAG K to 10 School Pacita Ramos Mendoza Memorial NHS Grade Level 7-Thales/7-Newton

Curriculum Weekly
Lesson Log Name of Teacher Arlene L. Villanueva Learning Area Science
Teaching Dates Week 2 Quarter 1
and Time August 5-August 9, 2024

SCIENCE (CHEMISTRY) / QUARTER 1 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

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

B. Performance By the end of the quarter, the learners shall recognize that scientists use models to describe the particle model of
Standards 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 The learners shall be able to:
and Objectives 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
describe that particles are constantly in motion, have spaces between them, attract each other, and move
2. 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
II. LEARNING RESOURCES

● Worksheet for Science 7 Quarter 1 – Week 2

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

1. Activating Prior Distribute index cards and

Knowledge WEEK 2 -Day 1 (August 5, 2024) markers or make this their
assignment before the end of
1. Short Review - Particle Party! Week 1.
This activity bridges the gap between atomic models and Kinetic Molecular
Theory
(KMT).

Materials:
• Index cards (enough for each student)
• Markers

Essential Questions for Review: Briefly remind students about

1. What are atoms made of? (protons, neutrons, and electrons) the atomic model learned in the
2. What does the particle model tell us about matter? (made of tiny previous lesson.
particles)

Activity for Students:

1. Imagine tiny particles representing atoms or molecules. On your index
Briefly discuss the drawings.
cards, draw these "partying particles." Ask students to explain how
2. Use arrows on your cards to show the movement of the particles. their drawings relate to the
Represent "cold" particles with slow, short arrows on one side of the card particle model and the concept
while "hot" particles with fast, long arrows. of temperature.

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 Reiterate this important
concept as a springboard to
the lessons for Week 2.

“cold” particles “hot” particles

Key Points for Review:

Particles are constantly moving (even in solids!), there are spaces between
particles,
and the speed of particle motion increases with temperature.

2. Establishing 1. Lesson Purpose Introduce the Pure substances

Lesson
Purpose Introduce Pure substances – elements and compounds in our daily life – elements and compounds.
•
Teased the learners with some
• Connect scientific models with particles of pure substances
important elements and
compounds they encounter in
their daily lives. Tell them that
the particles of these pure
substances can be illustrated
using a conceptual model. Then
relate the model to the concept
of Kinetic Molecular Theory
Compare the models of elements, diatomic molecules and compounds (KMT) to explain the behavior of
• based these "partying particles".
on what is seen in the conceptual model. Emphasize that this lesson
Build the bridge from particles of pure substances in relation to the
• concept aims to equip them with a
of Kinetic Molecular Theory (KMT). foundational understanding of
• Explain the core principles of KMT: This includes understanding the the Kinetic Molecular Theory
constant motion of particles, the presence of spaces between them, and
the (KMT) and its applications to
relationship between temperature and particle speed. particles of materials.
• 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.
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2. Unlocking Content Vocabulary: Vocabulary You divide the class into teams
of 4 or 5. Project or write on
Scramble! Materials:
the board a list of vocabulary
• Whiteboard or projector words related to KMT, but with
• Markers or pens (if using whiteboard) the letters scrambled. Instruct
teams to unscramble the
• List of KMT vocabulary words scrambled (e.g., TICELPAR, ONITMO,
words within a time limit of 3-5
PERATREMTEU) minutes (depending on
• Optional: Stickers or small prizes for the winning team (increases difficulty).
engagement)
Award points to the team who
General Instructions for students: unscrambles the most words
1. You will be divided into groups of 4 or 5. Think of a team name. correctly within the time limit.
2. On the board, you will see the list of vocabulary words related to KMT, After the time is up, reveal the
but the letters are scrambled. unscrambled words and their
3. Unscramble the words within a time limit given by your teacher. definitions, can be in a slide
deck or using written visuals.
Point for Discussion:
Discuss the meaning of each
1. How does particle motion relate to temperature?
vocabulary word in the
2. Why are spaces between particles important? context of KMT by asking
these questions.

Examples of Scrambled
KMT Vocabulary Words:
• TICELPAR (Particle)
• ONITMO (Motion)
• SUFNOIDIF (Diffusion)
• PERATREMTEU (Temperature)
• CANEPS (Space)
• EOIYVLCT (Velocity)
• TRACATITRON (Attraction)
• SEHPA (Phase)
• NEREGY (Energy)
• ILUQID (Liquid)
• DLIOS (Solid)
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 • OELEUCLM (Molecule)
• ORCESF (Forces)
• NIBOILG (Boiling Point)
• SOILUBITLY (Solubility)

3. Developing and Week 2 - Day 2 (August 6, 2024)

Deepening Begin with a quick review of the
Understanding Lesson 1: Elements and Compounds previous lesson on the particle
model of matter. Ask students
1. Explicitation: the quick questions.
Quick Questions:
• What are the basic units that make up all matter according to the particle
model? (Particles)
• How does the movement and arrangement of these particles affect the
state
of matter (solid, liquid, gas)? (Students should recall that movement and
spacing influence the state.)
Allow brainstorming for various
2. Lesson Activity: Think-Pair-Share materials like water, sugar,
iron, etc.
Processing Questions:
Can you think of any examples of different types of matter?
Do you think these materials are made up of the same tiny particles? Why or
why After Processing the answers,
not? show the figure to the class.
Focus on the pure substances
only. You can pre-empt
Mixtures, but this will be
tackled in detail in the
succeeding weeks.

After discussing properties and

characteristics, even samples,
of pure substances, ask the
learners to evaluate the
Source: situations.
https://chem.libretexts.org/@api/deki/files/294894/Classification_of_Matter_(1).png?revision=1

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Pairwork: Which shows an element/compound?

Situation A: Consider tearing a piece of tissue paper. Tissue paper is made

from smaller building blocks like cellulose fibers. These fibers are themselves
made of carbon, hydrogen, and oxygen atoms linked together in a specific
way. Ripping the tissue separates these complex fibers, not individual atoms.

Situation B: Imagine tearing a sheet of aluminum foil. Aluminum foil is

mostly made up of a single element called aluminum (Al). When you rip After the activity, summarize
it, you're separating tiny pieces of aluminum, each still being the discussion by asking the
aluminum. essential question.

Essential Question:
What generalization can you make for elements and compounds? How can
you easily distinguish them?
Students should be able to
group them into elements
3. Worked Example: Substance List and compounds. Instruct
them to rewrite the
The following is a list of substances. Group them into elements and compounds. substance’ name in the box
for elements and compounds.
Baking Soda Vinegar Sugar Shiny Coin Graphite
(Pencil Lead)
Stainles
Aluminum Diamond s Sulfur Table Salt
Foil Steel Powder

Elements Compounds

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 Learning Activity
• For the activity worksheet, refer to LAS 1 in the Worksheet for
Science 7 Quarter 1 – Week 2

Week 2 - Day 3 (August 7, 2024)

Briefly show a video clip of a
Lesson 2: The Kinetic Molecular Theory (KMT) of bouncing ball or a pot of boiling
water. Ask the students: “What
Matter 1. Explicitation do you think is happening at the
tiny particle level in these
objects?” (focus on the
movement of the particles)

Present in class the “Atomic”

(Mini) activities that they will
do. You select student/s that
2. Lesson Activity: Atomic Activities will do the activity in front
and then proceed to ask the
Mini-activity 1: The Shivering Statue guide questions. Make sure
to properly explain the
Instructions: Ask students to stand perfectly still, like a statue. After a important concepts per
few seconds, ask them to silently shiver in place without moving their activity.
feet.

Process Question: Even though you looked like a statue, what was
happening to the tiny particles in your body (atoms and molecules)? (They
were still moving, but with less movement compared to shivering)

Explanation: Explain the concept of constant motion in KMT. Particles are

always moving, even in solids where things seem still. The shivering
activity demonstrated a small increase in particle movement.

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 Mini-activity 2: Personal Space

Instructions: Ask students to stand shoulder-to-shoulder, representing

tightly packed particles in a solid. Then, ask them to take a comfortable
step back, representing the spaces between particles in a liquid. Finally,
ask them to spread out even further, representing the spaces between
particles in a gas.

Process Question: How did the space between you change throughout
the activity? (The space increased as we went from solid to liquid to After all the mini-activities,
gas) briefly summarize the key
points of KMT: constant
Explanation: Explain that particles are not glued together. There are motion, spaces between
spaces between them, although these spaces may be very small, particles, and the influence
especially in solids of temperature on motion.

Mini-Activity 3: Particle Dance Party! Mention that the upcoming

activities (The Fizzy Fun of
Instructions: Play some upbeat music and ask students to pretend they are Diffusion) will allow them to
tiny particles. Instruct them to move slowly at first, representing particles further explore these
in a cold substance. As the music gets faster, instruct them to move more concepts through hands-on
vigorously, representing particles in a hot substance. experiences.

Process Question: How did the speed of your movement change with
the music? (The movement became faster as the music got faster) Briefly introduce the concept
of diffusion – the movement of
Explanation: Explain the relationship between temperature and particle particles from an area of high
motion according to KMT. Higher temperatures correspond to faster- concentration to an area of
moving particles. The music simulated adding thermal energy, which low concentration. Explain that
increased the speed of the “particle dance party.” this phenomenon occurs in
liquids.
3. Worked Example: The Fizzy Fun of Diffusion

Investigate how different factors can influence the rate of diffusion with After doing LAS 2,
special focus on the effect of temperature on the movement of gas particles discussion follows the next
from an effervescent tablet. day, Day 4. Focus on the
questions in the worksheet
Refer to LAS 2 in the Worksheet for Science 7 Quarter 1 – Week 2 and clear misconceptions.
Week 2 – Day 4 (August , 2024)
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 Processing Questions after the activity, LAS 2:
1. How do your observations relate to the concept of temperature and
particle
movement according to Kinetic Molecular Theory (KMT)?
2. Explain why the bubbles seemed to move faster (or slower) in one
container
compared to the other.
3. Based on this experiment, what can you predict about the rate of diffusion
of food coloring in warm water versus cold water? Why?

4. Making 1. Learners’ Takeaways

Generalizations • Describe the key difference between an element and a compound in terms The questions shall be
of their composition and particles. answered in an interactive
• How do particles behave in terms of their motion, spacing, and the discussion. Make sure to get
relationship between temperature and particle speed as described by the the correct concepts out of the
KMT? learners by using art of
questioning.
2. Reflection on Learning
Ask students the question:
Imagine shrinking yourself down to the size of an atom! Based on what you The teacher can always insert
learned about Kinetic Molecular Theory (KMT), describe what the world
around reflection in every lesson or
you would look like and how you would interact with it. Consider scenarios activity if s/he deems necessary
like you are a solid, liquid or gas particle. not just at the end of the
lessons.

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

1. Formative Assessment Week 2 – Day 5 (August 9, 2024)

A. Evaluating The teachers can employ the
Learning assessments and can give
1. An unknown white substance is heated and produced white smoke and additional guide questions if
black solid. What do you think is this substance? s/he deems necessary.
a) a mixture Have learners take this as a
b) an element quiz.
c) a compound
d) a diatomic molecule Answer Key:
1.C
2. Water is composed of two atoms of hydrogen and one atom of oxygen. 2.C
Which of the following can be the particle model for water? 3.C
4.A
5.C
6.D
7.C
8.D
9.C
10.A
3. What can you say about the movement (speed) of the particles of solid,
liquid, and gas based on this model?

a) The speed of the particles is the same in all states of matter.

b) Solid particles are the fastest to move compared to liquid and gas.
c) Gas particles are the fastest among solids and liquids.
d) The speed of the particles is not affected by temperature.

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4. Given this particle model of water, what do you think is the state it is in?

a) Gas
b) Solid
c) Liquid
d) Cannot be determined

5. What do you think is happening in the substance in terms of

temperature change?

a) Temperature dropped and solidified the substance.

b) Temperature was increased, and the substance was liquified.
c) The liquid substance was heated and evaporated as gas.
d). The liquid substance was frozen and became solid.

6. How did the Kinetic Molecular Theory describe the particles of a solid?
a) Only vibrating in place.
b) Completely still and packed together.
c) Constantly moving with large spaces between them.
d) Constantly moving with very small spaces between them.

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 7. What is the movement of the particles in a gas? The teacher may opt to give
a) Not moving at all. homework if s/he thinks the
b) Moving very slowly and tightly packed together. competency is not yet
c) Moving rapidly with large spaces between them. mastered
d) Moving very slowly with large spaces between them.

8. Which has a direct relationship with temperature?

a) Size of its particles.
b) Shape of its particles.
c) Type of intermolecular forces present.
d) Average kinetic energy (speed) of its particles.

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.

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.

2. Homework (optional)

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 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 Reflection guide or prompt can be on:

▪ principles behind the teaching

What principles and beliefs informed my
lesson?
Why did I teach the lesson the way I did?
student
▪ s
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: Noted:

13 ARLENE L. VILLANUEVA MARGARITA H. DELEN

Teacher III School Head