CALIXTO D.

MONTINOLA NATIONAL HIGH SCH

MAGPET NATIONAL HIGH SCHOOL
DAILY LESSON LOG OOL
GUINHALARAN INTEGRATED SCHOOL
School: M.G MEDALLA INTEGRATED SCHOOL Grade Level:
KEZIA S. JUBAHIB
MERCEDES T. SABADISTO
ENRIQUETA S. LOPEZ
Teacher: Learning Area: Science
Teaching Dates & Time: Week 1 Quarter: 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objective
A. Content Scientists use models to Scientists use models to Scientists use models to Scientists use models to CUF
Standards explain phenomena. explain phenomena. explain phenomena. explain phenomena.

B. Performance C By the end of the Quarter, By the end of the Quarter, By the end of the Quarter,
Standards learners recognize that learners recognize that learners recognize that
scientists use models to
describe the particle scientists use models to scientists use models to
model of matter. They use describe the particle model describe the particle
diagrams and illustrations of matter. They use diagrams model of matter. They use
to explain the motion and and illustrations to explain diagrams and illustrations
arrangement of particles
during changes of state. the motion and arrangement to explain the motion and
They demonstrate an of particles during changes arrangement of particles
understanding of the role of state. They demonstrate during changes of state.
of solute and solvent in an use
By the end of the Quarter, learners recognize that scientists understanding of the role
models to describe They demonstrate
the particle an They use diagrams and illustrations to exp
model of matter.
solutions and the factors
that affect solubility. They of solute and solvent in understanding of the role
demonstrate skills to plan solutions and the factors of solute and solvent in
and conduct a scientific that affect solubility. They solutions and the factors
investigation making demonstrate skills to plan that affect solubility. They
accurate measurements
and using standard units. and conduct a scientific demonstrate skills to plan
investigation making and conduct a scientific
accurate measurements and investigation making
using standard units. accurate measurements
grd units. and using standard units.

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C. Learning Recognize that scientists Recognize that scientists Describe the Particle Model Describe the Particle
Competencies use models to explain use models to explain of Matter as “All matter is Model of Matter as “All
phenomena that cannot made up of tiny particles with
phenomena that cannot be be easily seen or each pure substance having matter is made up of tiny
easily seen or detected; detected; its own kind of particles.”; particles with each pure
substance having its own
kind of particles.”;
Content C Scientists use models to “All matter is made up of tiny “All matter is made up of
Scientists use models to explain phenomena particles with each pure
explain phenomena tiny particles with each pure
substance having its own substance having its own
kind of particles.”; kind of particles.”;
II I. LEARNING
RESOURCES
A. References
Page numbers or sections Page 45-50 PP. 45-48 pp. 45-46
covering the concept of
scientific models.
Relevant pages on Page 78-82 PP. 23-26 pp. 29-30
scientific models,
examples, and diagrams.
Pages that introduce and Page 112-118 PP. 78-82 pp. 112-115
explain scientific models.
Worksheets with model Model kits (e.g., DNA model, Visual aids such as Diagram of the Particle
examples and exercises. Earth layers model) diagrams of particles in Model of Matter
Visual aids (e.g., diagrams of Diagrams of different types solids, liquids, and gases. Animated video on particles
models). of models of different substances
Other Learning Online simulations or videos Online simulations or videos Interactive online simulations Interactive simulation of
Resources explaining different types of demonstrating the use of of particle movement. particle movement
models. models (e.g., interactive Worksheets with particle
Interactive model-building models of the solar system, model exercises
kits. weather simulations)
Worksheets for creating
simple models
IV. TEACHING AND
LEARNING
PROCEDURES

Activating Prior Recap previous topics Briefly review what was Briefly review key concepts Briefly review the basic
Knowledge related to scientific learned in the previous from the previous lesson concepts of matter and its
methods or experiments. lesson about scientific related to matter and its states (solid, liquid, gas).
Review what students phenomena and the properties. Engage students in a short
discussion about the last
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 know about observation importance of lesson and its connection to
and evidence. observation. today's topic.
Lesson Explain that today’s lesson Explain that today’s lesson Explain that today's lesson Explain that today’s
Purpose/Intention will focus on understanding will focus on how scientists will focus on understanding lesson will explore how all
how scientists use models to use models to explain things the Particle Model of Matter. matter is composed of tiny
explain phenomena that are that are not easily seen or Highlight the importance of particles, with each type
not directly observable. detected. Discuss why
this model in explaining the of matter having its
Discuss the relevance of understanding models is
models in scientific inquiry crucial in science. behavior of different unique particles.
and prediction. substances. Discuss why
understanding the Particle
Model of Matter is
essential for explaining
physical changes and
properties of substances.
Lesson Language Introduce various scientific Show different types of Show simple examples that Show examples of different
Practice models with real-world models: physical (globe, illustrate the Particle Model substances (e.g., salt, water,
examples (e.g., the solar solar system), conceptual of Matter, such as comparing air) and discuss the concept
system model, climate (food chain, water cycle), water in solid (ice), liquid, that each has its own
and mathematical (graphs, particles.
change models, atomic and gaseous (steam) states.
equations). Use visual aids such as
structure models). Show Discuss examples of Use diagrams to show how diagrams and animations to
visuals or physical models phenomena that require particles are arranged in illustrate how particles are
to illustrate these models, such as the each state. arranged in different
concepts. structure of an atom or substances.
weather systems.
Reading the Key Explain the types of models Introduce the concept of Introduce the Particle Model Introduce the Particle Model
Idea/Stem (physical, conceptual, physical models. Use a of Matter in detail. Discuss of Matter in detail, explaining
mathematical). Discuss the globe to show how it how matter is composed of that matter is composed of
function of each type and how represents the Earth’s particles and how these tiny particles in constant
they are used to represent surface. motion.
particles move and interact.
phenomena that are not Have students create their Describe how these particles
easily seen. own simple physical model Use animations or videos to differ among pure
of the solar system using demonstrate particle substances.
craft materials. behavior in different states. Use an interactive simulation
to demonstrate the
movement of particles in
solids, liquids, and gases.
Developing Divide students into Conduct a guided activity Review the Particle Model of
Understanding of the groups and assign each where students match Matter by having students
group a type of model pictures or diagrams of explain how particles in
Key Idea/Stem solids,type
liquids,
Explain the types of models (physical, conceptual, mathematical).
(physical, conceptual, or differentDiscuss the function
substances with of each andand
howgases
they are used to represent phenomena that are
differ.
mathematical). Each their corresponding particle
Perform a quick quiz or a set
group creates a model to models. Allow students to of questions to assess
explain a given scientific work in pairs to reinforce understanding.
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 concept (e.g., the water their understanding.
that are not easily cycle).

Provide exercises where students create their own models or interpret existing models. Discuss how these models represent unseen phenomena and what limitations

Deepening Discuss real-life Discuss real-life examples Discuss real-life examples of

Understanding of the applications of models where the Particle Model of how the Particle Model of
applications of models in various fields (e.g., weather forecasting, medical imaging).
(e.g., weather forecasting, Matter can be observed, such Matter explains phenomena
Key Idea/Stem as in cooking (dissolving sugar (e.g., why salt dissolves in
disease spread
in water) or in everyday water, why air expands
predictions). Highlight how
observations (ice melting). when heated).
models are essential in Invite students to think of other examples where models are used in everyday life.
Relate these examples to
various fields of science. Discuss real-world everyday observations and
experiences.

applications of models in various fields (e.g., weather forecasting, medical imaging).

Invite students to think of other examples where models are used in everyday life.

Making Summarize the importance Summarize the Summarize the key points: Summarize the key points
Generalizations and of scientific models in importance of models in All matter is made up of about the Particle Model of
helping us understand and science. Emphasize that particles, and each Matter.
Abstractions Reinforce the idea that all
explain complex or models help scientists substance has its own
matter is composed of
invisible phenomena. explain and predict unique particles. Reinforce
particles, and each pure
Reflect on how models phenomena that cannot how this model helps us substance has unique
contribute to scientific be directly observed. understand the properties particles.
knowledge and decision- and behaviors of different
making. substances.
Evaluating Learning Why do scientists use models What is a key purpose of What does the Particle Model of What does the Particle
to explain certain using models in scientific Matter state about the Model of Matter imply about
phenomena? research? composition of matter? the density of different
substances?
A) All matter is made up of tiny
particles, each with its own kind
A) Because models are more A) To make scientific of particles.
complex than real-world theories obsolete B) Matter is made up of large, A) Density is not affected by

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 systems B) To replicate natural uniform particles. the type of particles.
phenomena exactly C) All matter consists of only
B) To represent phenomena one type of particle. B) Density depends on the
that cannot be easily seen or C) To provide simplified D) Matter is made up of energy mass of particles and how
detected representations of complex rather than particles. closely they are packed.
phenomena Answer: A
C) Because models are According to the Particle Model C) Density is determined by
always perfect replicas of D) To replace all forms of of Matter, what distinguishes the color of particles.
reality data collection pure substances from each
D) Density is solely a
other?
D) To avoid using actual data Answer: C function of temperature.

Answer: B Which type of model would A) The size of the particles. Answer: B
B) The color of the particles.
be used to simulate the
Which of the following is a C) The kind of particles each According to the Particle
movement of planets?
primary reason for using pure substance has. Model of Matter, why do
models in scientific research? D) The temperature at which substances have different
the particles are found. boiling points?
A) Physical model Answer: C
In the Particle Model of Matter,
A) To make predictions about B) Conceptual model what is the nature of particles in
observable phenomena a pure substance? A) Because they have
C) Mathematical model different colors.
B) To explain phenomena A) They are identical to those in
that are difficult to observe D) Graphical model B) Due to differences in
other substances.
directly Answer: C B) They vary in size and shape. particle size.
C) They are specific and unique
C) To create aesthetic Why might scientists use a to each pure substance. C) Because of differences in
representations of natural physical model instead of a D) They are randomly the strength of the forces
events mathematical model? distributed. between particles.
Answer: C
D) To replace the need for How does the Particle Model of D) Because of the number of
experimental data Matter describe the particles of particles.
A) To avoid using computers a mixture?
Answer: B Answer: C
B) To better visualize and
What is one advantage of A) They are of different kinds, What role do particles play in
manipulate the physical
using scientific models? with each type having its own the conduction of heat,
aspects of a phenomenon unique particles. according to the Particle
C) To simplify the B) They are the same kind of
Model of Matter?
particles throughout.
A) They make scientific mathematical equations
C) They are always larger than
problems disappear D) To collect real-time data those in pure substances.
D) They are randomly mixed A) Heat is not conducted by
B) They simplify complex Answer: B without any pattern. particles.
phenomena into Answer: A
understandable concepts Which of the following is an What does the Particle Model of B) Particles transmit heat by
example of a conceptual Matter suggest about the moving and colliding with
C) They always represent
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 exact real-world conditions model? arrangement of particles in each other.
different states of matter?
D) They eliminate the need C) Particles block the flow of
for experimental testing A) The arrangement is the heat.
A) A scale model of a
same in all states.
Answer: B building B) The particles are arranged D) Particles emit light that
differently in solids, liquids, and transfers heat.
Which of the following best B) A diagram of the water
gases.
describes a scientific model? cycle Answer: B
C) The arrangement of particles
C) A computer simulation of has no effect on the state of How does the Particle Model
weather patterns matter. of Matter explain the
A) A replica of a laboratory D) Particles are not relevant to difference between solids
setting D) A formula describing the state of matter.
and gases in terms of
chemical reactions Answer: B
B) A tool for understanding particle movement?
How does the Particle Model of
and explaining phenomena Answer: B Matter explain the behavior of
that are not easily observable gases compared to solids and
In what scenario would a liquids? A) Particles in solids move
C) An actual physical object scientist use a conceptual rapidly, while particles in
used in experiments model? A) Gases have particles that gases are stationary.
are closely packed, while solids
D) A device that collects data and liquids have particles that B) Particles in gases are
in real-time are far apart. closely packed, while
A) To physically test a
B) Gases have particles that particles in solids move
Answer: B hypothesis
are more spread out and move freely.
How do scientific models help B) To visualize and explain freely compared to the closely
researchers? theoretical ideas packed particles in solids and C) Particles in solids vibrate
liquids. in fixed positions, while
C) To measure physical C) Gases have particles that do particles in gases move
quantities not move, unlike solids and freely and rapidly.
A) By providing instant liquids.
answers to all questions D) To collect empirical data D) The behavior of gases is the D) There is no difference in
from experiments same as that of solids and particle movement between
B) By offering a framework to liquids. solids and gases.
simulate and analyze Answer: B Answer: B
phenomena that are not What happens to the particles Answer: C
easily detectable How do models assist in in a substance as it is heated,
making predictions about according to the Particle Model Why do liquids take the
C) By replacing the need for phenomena? of Matter? shape of their container
actual experiments according to the Particle
A) The particles move more Model of Matter?
D) By providing exact slowly.
measurements for all A) They provide exact
answers without uncertainty B) The particles break down
variables into smaller particles.
A) Because the particles are
B) They use simplified C) The particles move more
Answer: B fixed in place.
representations to forecast rapidly and spread apart.

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 Which of the following is NOT future events based on D) The particles change color. B) Because the particles
a type of scientific model? existing data Answer: C move and flow to fit the
In the Particle Model of Matter, shape of the container.
C) They replace the need for what characteristic of particles
data collection determines the state of a C) Because the particles
A) Physical model substance? expand to fill the container.
D) They are only used for
B) Conceptual model visual demonstrations D) Because the particles are
A) The color of the particles.
C) Mathematical model B) The speed and arrangement not affected by the
Answer: B container's shape.
of the particles.
D) Imaginary model What is a limitation of C) The weight of the particles.
D) The number of particles. Answer: B
Answer: D scientific models?
Answer: B
What does the Particle
Which of the following best
What role do mathematical Model of Matter suggest
describes the particles in a
models play in science? A) They can only be used in liquid according to the Particle about the compressibility of
laboratory settings Model of Matter? gases compared to solids
and liquids?
A) They replace physical B) They may not capture all A) The particles are fixed in
experiments complexities of real-world place and vibrate.
phenomena B) The particles are closely A) Gases are less
B) They provide equations packed but can slide past one
C) They provide detailed compressible than solids
and formulas to simulate and another.
real-time data and liquids.
predict phenomena C) The particles are far apart
and move independently. B) Solids and liquids are
C) They serve only as artistic D) They eliminate the need D) The particles are in a static
for theoretical research more compressible than
representations arrangement. gases.
Answer: B
D) They are used to collect Answer: B
How does the Particle Model of C) Gases are highly
experimental data directly Which of the following is an Matter help in understanding compressible due to the
example of a physical changes in matter, such as large spaces between
Answer: B melting and freezing?
model? particles.
When scientists use a
A) It explains that particles D) Compressibility is not
conceptual model, they are:
change color during these related to the type of
A) A computer algorithm for processes. substance.
predicting climate change B) It shows that changes in
A) Creating a physical replica matter are due to the Answer: C
of an object B) A globe representing the rearrangement and movement
Earth’s continents and of particles. How does the Particle Model
B) Developing a theoretical oceans C) It indicates that particles do of Matter describe the
framework to explain complex not change but their size transition from liquid to
phenomena C) A theory explaining increases. solid?
atomic structure D) It suggests that changes are
C) Collecting real-world data due to the presence of more
for immediate analysis D) A flowchart of a biological
particles.
process A) Particles in the liquid
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 D) Designing new laboratory Answer: B Answer: B state expand and slow down
equipment as they freeze.
What role do computer
Answer: B simulations play in scientific B) Particles in the liquid
modeling? state contract and become
What is an example of a fixed in position as they
situation where a scientific freeze.
model would be necessary?
A) They provide physical C) Particles in the liquid
replicas of experiments state dissolve into a solid.
A) Measuring the temperature B) They help simulate and D) Particles remain
of boiling water analyze complex systems unchanged during the
that are difficult to observe transition.
B) Observing the phases of directly
the moon Answer: B
C) They replace all
C) Understanding the traditional experimental According to the Particle
structure of atoms in quantum methods Model of Matter, what
mechanics happens to the energy of
D) They only serve as particles during evaporation?
D) Counting the number of educational tools
leaves on a plant
Answer: B
Answer: C A) Particles lose energy and
Why is it important for move closer together.
Which characteristic is models to be continually
common to all scientific revised? B) Particles gain energy and
models? move more rapidly.

C) Particles do not change in

A) To ensure they remain energy.
A) They are always accurate perfect replicas of the real
and complete world D) Particles transfer energy
B) They are designed to to the surrounding
B) To improve their accuracy environment.
simplify and represent and incorporate new data or
phenomena that are not insights Answer: B
easily observed
C) To simplify complex What does the Particle
C) They replace the need for phenomena further Model of Matter say about
any form of experimentation the uniformity of particles in
D) To replace the need for a homogeneous mixture?
D) They are used solely for further experimentation
educational purposes
Answer: B
Answer: B A) Particles are randomly

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 distributed and not uniform.

B) Particles are uniformly

mixed but retain their
individual properties.

C) Particles form clumps and

are not evenly distributed.

D) Particles in a
homogeneous mixture are
identical to each other.

Answer: B

In the Particle Model of

Matter, what is a key factor
that influences the speed at
which particles move?

A) The color of the particles.

B) The amount of light

shining on the particles.

C) The temperature of the

substance.

D) The pressure of the

surrounding environment.

Answer: C
Additional Activities Assign additional practice Provide additional practice Provide additional practice Provide additional
for Application or problems or research with creating and interpreting through interactive worksheets or online
projects on specific models through worksheets simulations or games that resources for students who
Remediation (if or online simulations. need extra practice.
applicable) models. For remediation, allow students to manipulate
Offer one-on-one support for Offer a one-on-one or small
provide extra support or particle models. Offer extra
students who need help group review session for
resources on understanding the concept help or resources for students who need further
understanding different of models. students who need more clarification on the topic.
types of models and their support understanding the
uses. concept.

I. REFLECTION

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 A. No. of learners earned
80%in the evaluation.
B. No. of learners who
required additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by:
Checked by:

Teacher III
School Principal I

Created by: GREG M, Et al