Q1_LE_Science 7_Lesson 1_Week 1.pdf

7 Quarter Quarter 1 Lesson 1 1 Lesson Exemplar Lesson for Science 1 for Science Lesson Exemplar for Science 7 Quarter 1: Lesson 1 (Week 1) S.Y. 2024-2025 This material is intended exclusively for...

7 Quarter Quarter 1 Lesson 1 1 Lesson Exemplar Lesson for Science 1 for Science Lesson Exemplar for Science 7 Quarter 1: Lesson 1 (Week 1) S.Y. 2024-2025 This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures. Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them. Development Team Writers: Jefferson E. Flores (Leyte Normal University) Validator: Diana Lou E. Sipalay (Caloocan High School) Management Team Philippine Normal University Research Institute for Teacher Quality SiMERR National Research Centre Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected]. SCIENCE (CHEMISTRY) / QUARTER 1 / GRADE 7 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 Standards in changes of state. B. Performance By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They Standards 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 Competencies: Competencies The learners shall be able to: and Objectives 1. recognize that scientists use models to explain phenomena that cannot be easily seen or detected; and 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. 1 II. LEARNING RESOURCES Worksheet for Science 7 Quarter 1 – Week 1 III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS 1. Activating Prior Week 1 - Day 1 Knowledge Review the molecular 1. Short Review: Models of Matter arrangement of solids, liquids and gases tackled during Guide questions: elementary. Paste the image or 1. What do we call these representations of the molecules of solid, liquid and gas? prepare a slide deck for this. 2. What is the importance of using scientific representations like this in learning science? Ask the guide questions for processing. Say, “There are many types of scientific models not just conceptual models for solid, liquid and gas. You will get to know them in the next activity/part of the lesson.” 2. Establishing 1. Lesson Purpose Lesson Purpose In this part of the lesson, please Building upon the review, the teacher will inform learners that for the remainder employ probing and art of of the week, lessons will focus on scientific models, gradually transitioning questioning. Emphasize that towards the particle model of matter. too small or too big or too complex materials cannot always be seen and examined 2  face to face or in actual. Essential Questions: Reiterate that representations 1. How can we visualize things that cannot be seen by the eye? or models are needed to further 2. How can we visualize things that is too big, and complex be examined in study things like that. actuality? 2. Unlocking Content Vocabulary Prepare the following in advance: Activity: Scavenger Hunt o Index cards or small pieces of paper with vocabulary Procedure: words written on them o Gather the students and explain that they will be embarking on a o Timer comprehensive vocabulary scavenger hunt to discover important terms related to scientific models and the particle model of matter. Write down each key o Briefly review the purpose of the activity and emphasize that it's an vocabulary word related to opportunity to learn and have fun while reinforcing their understanding of scientific models and the key concepts. particle model of matter on o Divide the class into small groups or pairs. Students will get random cards individual index cards or passed backwards from the teacher. pieces of paper. o Provide each group with a list of all the vocabulary words they need to find. o Set a timer and let the groups begin their scavenger hunt to locate the Possible key vocabulary words hidden vocabulary cards. (You may choose from or add to o Encourage students to read and discuss the meaning of each word once the list below) they find it. They can also brainstorm examples or real-life applications of the vocabulary words. Key Vocabulary: Model For discussion purposes: Particle o Once the scavenger hunt is complete, gather the students and review all Matter the vocabulary words together. Diagram o Encourage students to share their findings and discuss the meanings and Physical model significance of each word. Computer simulation o Clarify any misunderstandings and provide additional explanations or Property examples as needed State of matter Solid Liquid Gas Melting 3  Freezing Evaporation Condensation Sublimation Deposition Energy Temperature 3. Developing and Lesson 1: Introduction to Scientific Models Deepening Understanding 1. Explicitation: Think-Pair Share Engage your students in an Procedure: interactive discussion to introduce the concept of 1. Using a think-pair-share format, pose questions to the class, such as: scientific models. o "What do you think a scientific model is?" o "Can you give an example of a scientific model you have encountered Call few volunteers to answer before?" the questions. Gather ideas o "Why do you think scientists use models to understand phenomena?" through classroom discussion and summarize the students’ 2. Students will discuss their ideas with a partner for a few minutes, then responses to get to the key share their thoughts with the class. concepts of the lesson. 3. The following key concepts are emphasized: Summarize the students' o Scientists use models because reality, especially systems like Earth's responses and provide climate, is complex and difficult to study directly. additional information, o Many factors influence complex concepts, for example climate, so it's emphasizing that scientific impossible to consider all of them simultaneously, that is why models models are simplified are necessary. representations used by o Models are useful tools that help scientists understand complex systems scientists to explain complex by allowing them to analyze and make predictions. phenomena. o There are different types of models: physical models, conceptual You may use a prepared slide models, and mathematical models. deck with images of samples of o Physical models are smaller and simpler representations of a models or printed/cut out thing being studied. A globe or a map is a physical model of a images. portion or all of Earth. o Conceptual models tie together many ideas to explain a phenomenon or event. 4  o Mathematical models are sets of equations that consider many factors to represent a phenomenon. Mathematical models are usually done on computers. o Simulation models use a digital prototype of a physical model to predict its performance in the real world o Many models are created on computers because they can handle enormous amounts of data. o Models can be used to test ideas by simulating specific parts of a system, making it easier for scientists to understand how certain factors affect each other. o Models can also be used to make predictions about the future, with the best ones considering multiple factors. o To assess the accuracy of a model, scientists often use past data to see if the model can accurately predict the present. o Despite their usefulness, models have limitations because they are simpler than real systems and may not predict real-world behavior with absolute accuracy. However, careful construction and sufficient computing power can improve a model's accuracy. 2. Worked Example: Thought-Provoke Present Democritus’ Model of Essential Questions: the atom, a model of the atom. 1. Analyze the given model of the atom. Emphasize that the model Just by looking at it, in your own words, serves as a conceptual model, describe what an atom is. illustrating the structure of the 2. How did the model help you atom as how Democritus saw it understand how people see atom back in way back, which is a solid the days of Democritus? Is it helpful and sphere. easy to understand? 5 3. Lesson Activity (Take Home Activity) For the activity worksheet, refer to LAS 1 in the Worksheet for Science 7 Quarter 1 – Week 1 Week 1 - Day 2 Lesson 2: Scientific Models in Focus: Atomic Models Through Time Students will complete the worksheet at home, and the 1. Explicitation: Recall completed worksheets will be utilized in the activity for the Some recall questions could include: following day. o What is a scientific model, and why are they important in science? o How did scientific models help you in understanding and explaining Begin by asking students to atomic models? Could you share some of your answers in LAS 1 Part B? reflect on their understanding o Can you give an example of how scientific models are used in different of scientific models based on fields of science? the previous lesson and the worksheet they completed at 2. Worked Example: Atomic Model Building home. Procedure: After allowing students to share 1. Divide the class into five groups, assigning each group a specific atomic their thoughts, segue into model to focus on. introducing today's lesson 2. Each group will be tasked to synthesize their own understanding of the focus on atomic models. assigned atomic model based on the worksheet they have completed and Explain that they will be diving any additional research they have conducted. deeper into the specific atomic 3. Build the physical model of the specific model assigned to you. models studied by scientists 4. Be ready for presentation. throughout history. 3. Lesson Activity You can assign models such as the Solid Sphere, Plum Pudding For the activity worksheet, refer to LAS 2 in the Worksheet for Science 7 Model, Bohr Model, Rutherford Quarter 1 – Week 1 Model, and Electron Cloud or Quantum Mechanical Model. 6 Week 1 - Day 3 Lesson 3: Particle Model of Matter 1. Explicitation: Thought-Provoke Essential Questions: o How do the characteristics of the Plum Pudding Model, the Bohr Model, Revisiting the last activity, and the Rutherford Model help us understand the behavior of particles stimulate prior knowledge by within atoms? asking students these o What similarities and differences do you notice between the arrangement questions. of particles within atoms and the behavior of particles in different states of matter? After processing the responses and discussing the connections between atomic models and the particle model of matter, you can smoothly introduce the next concept on the particle 2. Worked Example: Tom’s World model of matter. Read the passage. Ask students to read the story Tom is in his kitchen, preparing a cold drink on a warm summer day. He and answer the questions that decides to make a refreshing iced tea and starts by filling a glass with ice follow. cubes from the freezer. As he watches the ice cubes melt, he reflects on the particle model of matter: Read the story twice. On the first reading, let the learners Tom begins by taking a few ice cubes out of the freezer. He notices that the listen to the whole story. On the ice cubes are solid and have a defined shape and volume. He explains that second reading, the teacher or in their solid state, the water molecules in the ice are tightly packed together a handpicked student, and arranged in a regular pattern whichever is applicable, can do what Tom does as the narrator Tom places the ice cubes in the glass and observes as they start to melt. He read the story, this time, slower notices that as the ice cubes come into contact with the warmer air and the and with emphasis to the glass, they gradually begin to change from solid to liquid. He explains that action being done. the heat from the surroundings is transferring energy to the ice cubes, 7  causing the water molecules to gain enough kinetic energy to overcome the attractive forces holding them together in the solid lattice. Make sure that the materials are given or instructed to be As the ice cubes continue to melt, Tom observes that liquid water collects at brought beforehand so the the bottom of the glass. He explains that in the liquid state, the water students could bring them. molecules are still close together but have more freedom to move past one another. This illustrates another aspect of the particle model: the ability of particles in a liquid to flow and take the shape of their container. After reading and the demonstration, ask the students the questions. Each question has a concept to tackle please Processing Questions: consider as you probe. o How does the behavior of the water molecules in the ice cubes change as Q1: This question prompts students to they transition from a solid to a liquid state? consider the changes in particle arrangement and movement as the ice cubes melt, highlighting the principles of the particle model of matter. o Why does the temperature of the surroundings play a crucial role in the Q2: By asking this question, students melting process of the ice cubes? can explore the concept of energy transfer and its impact on particle behavior, reinforcing the idea that external factors influence the state of matter. o What evidence in Tom's observations supports the idea that particles in a Q3: This question encourages students to analyze Tom's observations and liquid have more freedom to move than those in a solid? identify key indicators of particle behavior, such as the ability to flow and take the shape of their container, demonstrating an understanding of the particle model principles. o How does the process of melting ice cubes illustrate the concept of phase Q4: By posing this question, students transitions and the interplay between kinetic energy and attractive forces can explore the underlying among particles? mechanisms driving the transition from solid to liquid, linking the observations to fundamental principles of the particle model of matter. 8  Put/project images of the Key Concepts needed to be produced and processed during discussion: atomic models on the board as o All matter is made up of tiny particles called atoms or molecules. you ask the questions. The o Atoms are the fundamental building blocks of elements, while images must be labeled molecules consist of two or more atoms chemically bonded together. properly. o Particles are constantly in motion: ▪ In solids, particles vibrate in place. Tell the students that atomic ▪ In liquids and gases, particles move from one location to models are scientific models another. used to clearly see how an atom looks like. Then, to know how o In solids, particles are closely packed with minimal space between these atoms behave around them. other atoms, we look at what o In liquids and gases, particles have more space between them. we call the particle model of o As temperature increases, particle motion speeds up. matter. o Higher kinetic energy leads to faster vibrations and movement of particles. Discuss the concepts and resolve misconceptions. 3. Lesson Activity Activity: The Sneaky Particle Party! (LAS 3) You will be the one describing the scenario. Arrange the students in a manner that they Procedure: can see one another perform. 1. The class will be divided into groups (probably 4-5). Each group will act Point at one group and let them out or perform one scenario below. perform what you will say. You can add to the description Ice Crystals: Each student will represent a single water molecule in ice. written here. Melting! Imagine the ice starts to warm up (increase in temperature). Instruct students to stand close How do you think the water molecules would behave? together, arms linked or holding hands, forming a rigid Liquid Water: As the ice melts completely, the water molecules move structure. This represents more freely. tightly packed and ordered water molecules in ice. Boiling! When the water boils, the molecules move much faster and escape into the air as steam. 9  Cooling Down: Imagine the water cools down (temperature decrease). Instruct students to slowly How would the particles move now? begin to wiggle and vibrate in place, maintaining some connection with their Processing Questions: neighbors. This represents o How did your group move differently to represent a solid, liquid, and increased movement of water gas? molecules as ice starts to melt. o What do you think happens to the space between the particles in each state? Instruct students to break their o How does the movement of particles relate to the temperature of the rigid formation and move matter? around within the designated o What principles of the particle model of matter can you share based area, bumping gently into each on the activity done? other. This represents the loosely packed and flowing water molecules in a liquid. Simulate this by having students take a big jump apart and move around freely throughout a larger space. Some students can even leave the designated area entirely, representing water molecules turning into steam. Instruct students to gradually slow down their movements and come closer together, but not quite as close as the beginning when they were ice. Students should maintain a space between them, but slightly closer than when representing boiling water. 10  Week 1 - Day 4 Rubric for grading group performance could be found in For the activity worksheet, refer to LAS 3 in the Worksheet for Science 7 the worksheet. Quarter 1 – Week 1. Part 2 and synthesis will be accomplished as a take home activity. After the performance, randomly ask each group one of the questions written. Discussion of Part 2 and synthesis shall be done on Day 4 together with the generalization, reflection and assessment. 4. Making Facilitate discussion and work Generalizations 1. Learners’ Takeaways on misconceptions if there are Essential Questions: any. Ask students the 1. Explain how scientists use models to represent the unseen world questions written. 2. How does the particle model explain the difference between solids, liquids, and gases? You can always insert reflection in every lesson or activity if you 2. Reflection on Learning think it is necessary not just at Reflective question: How has this week's learning changed your perspective on the end of the lessons. You can seeing and imagining everyday materials that surround us? also decide on the mode – written or oral. 11 IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating Formative Assessment: Multiple Choice Questions You can employ the Learning assessments and can give 1. Why do scientists use models? additional guide questions if a) They are exact representations of reality. you think it is necessary. b) They only exist in computer simulations. c) They are always simple and easy to understand. Answer Key: d) They can be used to test ideas and make predictions. Formative Assessment 2. What can be a limitation of scientific model? 1. d) They can be used to test a) They are never updated or improved. ideas and make predictions. b) They are all based on real-world data. 2. d) They cannot perfectly c) They are only used in physics, not other sciences. capture all the complexities of a d) They cannot perfectly capture all the complexities of a system. system. 3. d) A positively charged 3. What resembles the Plum Pudding Model of the atom? sphere with negatively charged a) A tiny, solid ball with negative charges stuck on the outside. b) A complex mathematical equation describing electron behavior. electrons scattered throughout. c) A miniature solar system with planets orbiting a central nucleus. 4. a) It shows how atoms are d) A positively charged sphere with negatively charges scattered throughout. mostly empty space. 5. c) Vibrating in place with 4. Why is the Plum Pudding Model helpful for scientists? minimal space between them. a) It shows how atoms are mostly empty space. 6. d) More freedom to move and b) It shows electrons have specific energy levels. c) It shows how atoms are indivisible particles. more space between them. d) It shows the nucleus is the most massive part of the atom. 7. b) Moves farther away from each other 5. What is the characteristic of solid particles as seen in its particle model? a) Moving freely and spread far apart. b) Arranged in a specific pattern but with large gaps. 8. c) Vibrating in place with minimal space between them. 9. a) Presence of orbitals d) Flowing around each other and constantly changing positions. 10. a) A song with lyrics full of subatomic particles and their charges 12 6. What can you say about the particles of liquid in contrast with a solid? a) A predictable pattern of movement. b) Less movement and are more tightly packed. c) The same amount of movement and spacing. d) More freedom to move and more space between them. 7. What happens to the particles of a material being heated? a) Slightly compacted but can move b) Moves farther away from each other c) Gains more definite shape and compactness d) Nothing happens because heat is not absorbed 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. 13  2. Homework (optional) You may opt to give homework if you think the competency is not yet mastered. 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? ▪ 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? 14