GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE

LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 1ST
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn that there are specific processes for planning,
Standards conducting, and recording scientific investigations
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
B. Performance
changes of state. They demonstrate an understanding of the role of solute
Standards
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.
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.”;
C. Learning
and
Competencies
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).
The learners shall be able to:
1. differentiate elements and compounds based on particle composition;
D. Learning and
Objectives 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.
• Pure Substances
E. Content
• Kinetic Molecular Theory of Matter
• 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
F. Integration 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

 1. Short Review - Particle Party!
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:

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

Activity for Students:

1. Imagine tiny particles representing atoms or molecules. On your
Activating Prior
index
Knowledge
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.

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.

1. Lesson Purpose
• Introduce Pure substances – elements and compounds in our daily life
• Connect scientific models with particles of pure substances

• Compare the models of elements, diatomic molecules and compounds

Lesson based on what is seen in the conceptual model.
Purpose/Intention • Build the bridge from particles of pure substances in relation to the
concept of Kinetic Molecular Theory (KMT).
• Explain the core principles of KMT: This includes understanding the
constant motion of particles, the 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.

Lesson Language 2. Unlocking Content Vocabulary: Vocabulary Scramble!

Practice Materials:
• Whiteboard or projector
• Markers or pens (if using whiteboard)
• List of KMT vocabulary words scrambled :
1. TICELPAR (Particle) 7. TRACATITRON (Attraction)
2. ONITMO (Motion) 8. SEHPA (Phase)
3. SUFNOIDIF (Diffusion) 9. NEREGY (Energy)
4. PERATREMTEU (Temperature) 10. ILUQID (Liquid)
5. CANEPS (Space) 11. DLIOS (Solid)
6. EOIYVLCT (Velocity)
• Optional: Stickers or small prizes for the winning team (increases
engagement)
 General Instructions for students:
1. You will be divided into groups of 4 or 5. Think of a team name.
2. On the board, you will see the list of vocabulary words related to
KMT, but the letters are scrambled.
3. Unscramble the words within a time limit given by your teacher.

Point for Discussion:

Reading the Key 1. How does particle motion relate to temperature?
Idea/Stem 2. Why are spaces between particles important?

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T. SANTIAGO

Subject Teacher Head Teacher II Principal III

GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE
LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 1ST
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn that there are specific processes for planning,
Standards conducting, and recording scientific investigations
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
B. Performance
changes of state. They demonstrate an understanding of the role of solute
Standards
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.
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.”;
C. Learning
and
Competencies
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).
The learners shall be able to:
1. differentiate elements and compounds based on particle composition;
D. Learning and
Objectives 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.
• Pure Substances
E. Content
• Kinetic Molecular Theory of Matter
• 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
F. Integration
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

Lesson 1: Elements and Compounds

1. Explicitation:
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.)

2. Lesson Activity: Think-Pair-Share

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 not?

Pair work: Which

shows an

Developing
Understanding of the
Key Idea/Stem 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
it,
you're separating tiny pieces of aluminum, each still being aluminum.

Essential Question:
What generalization can you make for elements and compounds? How can
you easily distinguish them?

3. Worked Example: Substance List

The following is a list of substances. Group them into elements and
compounds.
 Learning Activity
• For the activity worksheet, refer to LAS 1 in the Worksheet for Science
7 Quarter 1 – Week 2

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T. SANTIAGO

Subject Teacher Head Teacher II Principal III

GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE
LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 1ST
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn that there are specific processes for planning,
Standards conducting, and recording scientific investigations
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
B. Performance
changes of state. They demonstrate an understanding of the role of solute
Standards
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.
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.”;
C. Learning
and
Competencies
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).
D. Learning The learners shall be able to:
 1. differentiate elements and compounds based on particle composition;
and
Objectives 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.
• Pure Substances
E. Content
• Kinetic Molecular Theory of Matter
• 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
F. Integration 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

Lesson 2: The Kinetic Molecular Theory (KMT) of Matter
1. Explicitation

2. Lesson Activity: Atomic Activities

Mini-activity 1: The Shivering Statue

Instructions: Ask students to stand perfectly still, like a statue. After a

few
seconds, ask them to silently shiver in place without moving their 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)
Developing
Understanding of the
Explanation: Explain the concept of constant motion in KMT. Particles
Key Idea/Stem
are
always moving, even in solids where things seem still. The shivering
activity demonstrated a small increase in particle movement.

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 gas)

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!

 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.

Process Question: How did the speed of your movement change with
the
music? (The movement became faster as the music got faster)

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.”

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T. SANTIAGO

Subject Teacher Head Teacher II Principal III

GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE
LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 1ST
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn that there are specific processes for planning,
Standards conducting, and recording scientific investigations
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
B. Performance illustrations to explain the motion and arrangement of particles during
Standards 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.
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.”;
C. Learning
and
Competencies
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).
The learners shall be able to:
1. differentiate elements and compounds based on particle composition;
D. Learning and
Objectives 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.
• Pure Substances
E. Content
• Kinetic Molecular Theory of Matter
• 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
F. Integration 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

3. Worked Example: The Fizzy Fun of Diffusion
Investigate how different factors can influence the rate of diffusion with
special focus on the effect of temperature on the movement of gas
particles from an effervescent tablet.

Refer to LAS 2 in the Worksheet for Science 7 Quarter 1 – Week 2

Deepening
Understanding of the Processing Questions after the activity, LAS 2:
Key Idea/Stem 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?

1. Learners’ Takeaways
• Describe the key difference between an element and a compound in
terms of their composition and particles.
• How do particles behave in terms of their motion, spacing, and the
relationship between temperature and particle speed as described by
the KMT?
Making
Generalizations and
Abstractions 2. Reflection on Learning
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.

Remarks

Reflection
Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T. SANTIAGO

Subject Teacher Head Teacher II Principal III

GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE
LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 1ST
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners shall learn that there are specific processes for planning,
Standards conducting, and recording scientific investigations
B. Performance 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
Standards
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.
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.”;
C. Learning
and
Competencies
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).
The learners shall be able to:
1. differentiate elements and compounds based on particle composition;
D. Learning and
Objectives 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.
• Pure Substances
E. Content
• Kinetic Molecular Theory of Matter
• 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
F. Integration 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

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

1. Formative Assessment

1. An unknown white substance is heated and produced

white smoke and
black solid. What do you think is this substance?
a) a mixture c) a compound
b) an element d) a diatomic molecule
2. Water is composed of two atoms of hydrogen and one atom of oxygen.
Which of the following can be the
particle model for water?

Evaluating Learning
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.
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 liquefied.
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.
7. What is the movement of the particles in a gas?
a) Not moving at all.
b) Moving very slowly and tightly packed together.
c) Moving rapidly with large spaces between them.
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.

Additional Activities
for Application or
Remediation
(if applicable)

Remarks

Reflection

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T. SANTIAGO

Subject Teacher Head Teacher II Principal III