Week 2 Science 7 Quarter 1 PDF

SCIENCE |GRADE 7 WEEK 2 Quarter 1 MATATAG CURRICULUM  QUARTER 1WEEK 2 Content Standards Performance Standards By the end of the quarter, the learners shall The learners shall learn that recognize that scientists use mo...

SCIENCE |GRADE 7 WEEK 2 Quarter 1 MATATAG CURRICULUM  QUARTER 1WEEK 2 Content Standards Performance Standards By the end of the quarter, the learners shall The learners shall learn that recognize that scientists use models to describe the particle model of matter. They use diagrams there are specific processes and illustrations to explain the motion and for planning, conducting, arrangement of particles during changes of state. They demonstrate an understanding of the and recording scientific role of solute and solvent in solutions and the factors that affect solubility. They demonstrate investigations skills to plan and conduct a scientific investigation making accurate measurements and using standard units.  QUARTER 1WEEK 2 Learning Competency Lesson Objectives: The learners shall be able to: The learners shall be able to: 1. describe the Particle Model of Matter as 1.differentiate elements and compounds “All matter is made up of tiny particles with based on particle composition; and each 2. explain how the Kinetic Molecular Theory pure substance having its own kind of particles.”; and describes the behavior of particles in terms 2. describe that particles are constantly in of constant motion, spacing between motion, have spaces between them, attract each particles, and the relationship between other, and move fasteras the temperature temperature and particle speed. increases (or with the addition of heat).  QUARTER 1WEEK 2 Content Integration Pure Substances ▪ 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 Kinetic Molecular the products they use. Theory of Matter ▪ The critical thinking and problem-solving skills developed in these lessons are valuable for various aspects of life beyond science  SCIENCE |GRADE 7 ACTIVATING PRIOR KNOWLEDGE  Activating Prior Knowledge This activity bridges the gap between atomic models and Kinetic Molecular Theory (KMT). Materials: Short Review Index cards (enough for each student) Particle Party! Markers  Essential Questions for Review: Questions... What are atoms made of? (protons, neutrons, and electrons )  Essential Questions for Review: Questions... What does the particle model tell us about matter? ( m a d e of tiny particles)  Activity for Students: 1. Imagine tiny particles representing atoms or molecules. On your index cards, draw these "partying particles."  Activity for Students: 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 cardwhile "hot" particles with fast, long arrows.  Activity for Students: Key Points for Review: Particles are constantly m o v i n g (even in solids!), there are s p a c e s between particles, a n d the speed of particle motion increases with temperature.  SCIENCE |GRADE 7 LESSON PURPOSE  Lesson Purpose Introduce Pure substances – elements and compounds in our daily life Connect scientific models with particles of pure substances Lesson Purpose  Lesson Purpose Compare the models of elements, diatomic molecules and compounds based on what is seen in the conceptual model. Build the bridge from particles of pure substances in relation to the concept of Kinetic Molecular Theory (KMT).  Lesson Purpose 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.  Lesson Purpose 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.  SCIENCE |GRADE 7 VOCABULARY SCRAMBLE!  Unlocking Content Vocabulary Materials: Whiteboard or projector Markers or pens (if using whiteboard) List of KMT vocabulary words scrambled (e.g., TICELPAR, ONITMO, PERATREMTEU)  Unlocking Content Vocabulary 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.  Unlocking Content Vocabulary General Instructions for students: 3. Unscramble the words within a time limit given by your teacher.  Unlocking Content Vocabulary TICELPAR  Answer Key Answer: Particle Unlocking Content Vocabulary ONITMO  Answer Key Answer: Motion  Unlocking Content Vocabulary SUFNOIDIF  Answer Key Answer: Diffusion  Unlocking Content Vocabulary PERATREMTEU  Answer Key Answer: Temperature Unlocking Content Vocabulary CAEPS  Answer Key Answer: Space Unlocking Content Vocabulary EOIYVLCT  Answer Key Answer: Velocity  Unlocking Content Vocabulary TRACATITRON  Answer Key Answer: Attraction Unlocking Content Vocabulary SEHPA  Answer Key Answer: Phase Unlocking Content Vocabulary NEREGY  Answer Key Answer: Energy Unlocking Content Vocabulary ILUQID  Answer Key Answer: Liquid Unlocking Content Vocabulary DLIOS  Answer Key Answer: Solid  Unlocking Content Vocabulary OELEUCLM  Answer Key Answer: Molecule Unlocking Content Vocabulary ORCESF  Answer Key Answer: Forces Unlocking Content Vocabulary NIBOILG  Answer Key Answer: Boiling Point  Unlocking Content Vocabulary SOILUBITLY  Answer Key Answer: Solubility  Point for Discussion: Question... How does particle motion relate to temperature?  Point for Discussion: Question... Why are spaces between particles important?  SCIENCE |GRADE 7 Elements and Compounds Quarter 1 | Week 2 | Day 2 MATATAG CURRICULUM  Explicitation Quick Questions: What are the basic units that make up all matter according to the particle model? PARTICLES  Explicitation Quick Questions: How does the movement and arrangement of these particles affect the state of matter Solid, liquid, gas  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? Lesson Activity: Think-Pair-Share  Pairwork Which shows an element/compound?  Pairwork 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.  Pairwork 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.  Pairwork Essential Question What generalization can you make for elements and compounds? How can you easily distinguish them?  Worked Example: Substance List The following is a list of substances. Group them into elements and compounds.  Learning Activity Activity Worksheet Refer to LAS 1in the Worksheet for Science 7 Quarter 1– Week 2  SCIENCE |GRADE 7 The Kinetic Molecular Theory (KMT) of Matter Quarter 1| Week 2 | Day 3 MATATAG CURRICULUM Explicitation  SCIENCE |GRADE 7 Lesson Activity: Atomic Activities MINI-ACTIVITY 1: THE SHIVERING STATUE  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.  Mini-activity 1: The Shivering Statue 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 )  Mini-activity 1: The Shivering Statue 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.  SCIENCE |GRADE 7 Lesson Activity: Atomic Activities MINI-ACTIVITY 2: PERSONAL SPACE  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.  Mini-activity 2: Personal Space Process Question: How did the space between you change throughout the activity? (The space increased as we went from solid to liquid to gas)  Mini-activity 2: Personal Space Explanation: Explain that particles are not glued together. There are spaces between them, although these spaces m a y be very small, especially in solids  SCIENCE |GRADE 7 Lesson Activity: Atomic Activities MINI-ACTIVITY 3: PARTICLE DANCE PARTY!  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.  Mini-Activity 3: Particle Dance Party! Process Question: How did the speed of your movement change with the music? (The movement became faster as the music got faster  Mini-Activity 3: Particle Dance Party! 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.”  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  SCIENCE |GRADE 7 Processing Questions after the activity, LAS 2: Quarter 1| Week 2 | Day 4 MATATAG CURRICULUM  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)? Processing Questions after the activity, LAS 2: 2. Explain why the bubbles seemed to move faster (or slower) in one container compared to the other.  Processing Questions after the activity, LAS 2: 3. Based on this experiment, what can you predict about the rate of diffusion of food coloring in warm water versus cold water? Why?  SCIENCE |GRADE 7 MAKING GENERALIZATIONS  SCIENCE |GRADE 7 FORMATIVE ASSESSMENT  SCIENCE |GRADE 7 WEEK 2 Quarter 1 MATATAG CURRICULUM