7

Quarter
Quarter 1
Lesson 1 1
Lesson Exemplar Lesson

for Science 3
for Science
Lesson Exemplar for Science 7
Quarter 1: Lesson 3 (Week 3)
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
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Writers:
• Jefferson E. Flores (Leyte Normal University)

Validator:
• Diana Lou E. Sipalay (Caloocan High School)

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Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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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 The learners shall learn that diagrams and flowcharts are very useful in demonstrating and explaining the motion and
Standards arrangement of particles during 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 Competency: The learners use diagrams and illustrations to describe the arrangement, spacing, and relative
Competencies motion of the particles in each of the three states (phases) of matter.
and Objectives
Learning Objective:
The learners shall be able to:
1. develop a deeper understanding of particle arrangement and movement in different states of matter (solid, liquid,
gas) through various ways of expression.

Learning Competency: The learners explain the changes of state in terms of particle arrangement and energy
changes:
a. solid → liquid → vapor, and
b. vapor → liquid → solid.

Learning Objectives:
The learners shall be able to:
1. explain how a substance changes its state from solid to liquid to gas by analyzing particle behavior and the
influence of temperature; and
2. demonstrate understanding of changes of state: solid → liquid → vapor, and vice versa.

C. Content States of Matter and Particle Arrangement and Phase Changes

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 D. Integration • Interconnectedness of Systems
• Sustainability and Environmental Impact
• Health and wellbeing
• Scientific literacy and Scientific Qualities

II. LEARNING RESOURCES

● Quarter 1 Worksheets for Science - Week 3

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

• Activating Prior Week 3 - Day 1 Start by revisiting the concept

Knowledge Lesson 1: States of Matter and Particle Arrangement through Diagrams of kinetic molecular theory.
Draw attention to how this
1. Short Review theory explains the behavior of
• Kinetic Molecular Theory particles in different states of
In solids, particles vibrate in fixed positions, while in liquids, they move matter.
more freely but are still close together. And in gases, particles move rapidly
and are much farther apart.

• Establishing 1. Lesson Purpose Emphasize that it helps us

Lesson Purpose • Introduce how KMT is seen in particle models. understand how particles
• Tie these concepts back to the topic of states of matter and particle behave in solids, liquids, and
arrangement. Connect the dots for students: “Kinetic molecular theory gases.
helps us understand how particles behave in different states. This sets the
stage for us to explore how particles are arranged in solids, liquids, and
gases." Write each vocabulary term and
its definition on a separate

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2. Unlocking Content Vocabulary index card or piece of paper.
Ensure that the terms are
Materials Needed: shuffled and placed face down
• Index cards or small pieces of paper on a table.
• Markers or pens
Divide the class into small
General Instructions for students: groups of 3-4 students each.
1. Each group will take turns selecting a vocabulary term from the table.
2. Without revealing the term, one from your group will read the definition Explain to the students that
aloud to your teammates. they will be participating in a
3. The group must then discuss and decide which term from the table vocabulary matching game
matches the given definition. related to states of matter and
4. Once a match is chosen, your group will turn over the selected card to particle arrangement.
reveal the vocabulary term.
5. If the match is correct, your group earns a point. If incorrect, return the Repeat steps 1-5 with the next
card to its original position. No point is awarded. group until all vocabulary
terms have been matched.

Terms to be unlocked:
Particle
Solid
Liquid
Gas
Plasma
Melting
Freezing
Condensation
Evaporation
Sublimation
Deposition
Ionization
Points for Discussion:
• Share any terms you found challenging and discuss your understanding of Clarify any misconceptions and
each term. reinforce the definitions of the
vocabulary terms as needed.

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• Developing and 1. Explicitation Begin by asking students to
Deepening Prompt Questions: reflect on how they visualize the
Understanding • How do you imagine the arrangement of particles in a solid, liquid, or gas? arrangement of particles in
• What tools or visuals help you understand the concept better? different states of matter.

Display diagrams and

illustrations depicting the
arrangement and motion of
particles in solids, liquids, and
gases. Sample Illustration is
given.

Guide students in observing

and analyzing the visuals,
Source: https://brainly.in/question/4037846 focusing on the spacing,
arrangement, and motion of
particles in each state.

Encourage students to describe

what they observe using
vocabulary terms related to
particle arrangement.

Source: https://i.pinimg.com/736x/bc/62/cf/bc62cfde91a0ccf4027049b8b9ef66ff.jpg

2. Worked Example: Drawing Diagrams Divide students into small

groups. Provide each group
1. Each group should choose a specific substance (e.g., water, iron, oxygen) with a blank sheet of paper and
and create a series of diagrams illustrating the particle arrangement at low markers. Instruct each group
and high temperatures. Use a blank sheet of paper and marker. to choose a specific substance
(e.g., water, iron, oxygen) and

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 2. To depict motion, you can use arrows and other helpful legends. Label your create a series of diagrams
diagrams with the appropriate states of matter and describe the changes in illustrating the particle
particle arrangement with temperature. arrangement at low and high
temperatures. They could
3. After drawing and discussing with your groupmates, present your diagrams depict particles however they
to the class, explaining the changes in particle arrangement with want.
temperature of your chosen substance.
Facilitate a class discussion on
the similarities and differences
between the diagrams, focusing
on how particle arrangement
varies with temperature in
solids, liquids, and gases.
3. Lesson Activity
• Refer to LAS 1 of Quarter 1 Worksheets for Science - Week 3 Depending on time, this could
be done in the classroom or
could be a take home activity.

Week 3 - Day 2 Discuss plasma and ionization.

Reiterate that plasma is also a
Lesson 2: Changes of State: Solid to Liquid to Gas state of matter and how it is
made.
1. Short Review

Prompt questions: Begin by asking students to

recall the main points from the
• What are the states of matter? previous lesson on particle
• How do particles behave in solids? Liquids? Gases? arrangement in states of
matter.
• Can you describe the arrangement of particles in each state?
Encourage students to share
their responses and engage in a
brief discussion.
Clearly state the learning
objective, say “The lesson today
will help you explain how a

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 substance changes its state
2. Explicitation from solid to liquid to gas by
analyzing particle behavior and
Visualizing Particle Arrangement the influence of temperature."

Briefly connect phase change

to familiar experiences. Discuss
everyday observations like ice
melting, water boiling, or fog
forming. Ask students to
describe what they see
happening in these situations.

Source: https://1.bp.blogspot.com/-vjVG1eEi3IU/VV4QGZWInTI/AAAAAAAAANE/9N_s1pRYFqM/s1600/Phases_of_matter.svg.png

Key concepts: Explain that temperature is a

measure of the average kinetic
o Solid: Particles are tightly packed together in a rigid structure, with energy (movement) of the
minimal movement. Imagine marbles jammed close together in a box. particles within a substance.
Higher temperature signifies
o Liquid: Particles are still close but have some freedom of movement, faster-moving particles.
allowing them to slide past each other. Think of marbles in a bowl, able
to move and change positions. Emphasize the connection
between temperature and
o Gas: Particles are spread out far apart with the most freedom of particle behavior.
movement. Imagine marbles scattered across a large room.
Ask students if they know
Temperature and Particle Energy about the term that refers to
the phase change from solid to
Key concepts: liquid. (Melting)

• Heating a Solid: As we add heat (energy) to a solid (like ice), the particles Ask students if they know
gain kinetic energy and start vibrating more vigorously. This disrupts about the term that refers to
the rigid structure, causing them to move around more. the phase change from liquid to
gas. (Evaporation)

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 • Transitioning to Liquid: With increased movement, the particles in the Make sure to differentiate
solid can no longer maintain their fixed positions. They overcome the evaporation and boiling. In a
forces holding them together, leading to a looser arrangement and the nutshell, evaporation occurs
formation of a liquid. only on the surface of the
liquid, whereas boiling occurs
• Liquid to Gas: Further heating the liquid (like boiling water) provides all throughout the liquid.
even more energy to the particles. They move so fast that they overcome Evaporation is slower, leads to
the remaining attractive forces and spread out far apart, transforming cooling (that’s why it is called a
the liquid into a gas. “cooling process”) and usually
happens below the boiling point
of the liquid.

Use the illustration to

emphasize the concepts. For
review ask students to point
out in the diagram specific
parts that refer to melting and
evaporation.
Source: https://th.bing.com/th/id/OIP.JylIwKRkyvPi4hx1J8tymQHaD2?rs=1&pid=ImgDetMain Review the concepts of melting
and evaporation to the
students by asking them
questions. Then emphasize
3. Worked Example that melting is the process of a
solid turning into a liquid when
• Refer to Part A of LAS 2 of Quarter 1 Week 3 Worksheets for Science. heated, while evaporation is the
process of a liquid turning into
General Instructions for students: a gas at its surface.
1. You will be divided into groups. Make sure that all the needed
materials are with your group. Emphasize that both processes
2. Jot down important data from your experiment. involve the absorption of
3. Perform Part A of LAS 2 from the Worksheet for Science 7 Week 3. thermal energy.
Compare your results with the other groups.

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 Points for Discussion: Lead a comparison discussion
1. What happens to the particles during melting and evaporation of wax? with the class, highlighting the
2. How does the energy source differ for melting wax and evaporating similarities and differences
water? between melting wax and
3. Can you think of examples of melting and evaporation in everyday life? evaporating water.

4. Lesson Activity
Depending on time, this could
• Refer to Part B of LAS 2 of Quarter 1 Week 3 Worksheets for Science. be done in the classroom or
could be a take home activity.
Week 3 - Day 3

Lesson 3: Changes of State: Gas to Liquid to Solid

1. Short Review Show students Pictures A and

B. Ask them to share anything
related to the pictures. Process
Picture A their answers.

Then, introduce the topic today

which is the reverse of the
order of the phase changes
discussed in the previous day.
Now it is Gas to Liquid to Solid.
Picture B

Show students the illustration

2. Explicitation below and have them
hypothesize on the process of
Guide Questions: phase change from gas →
Gas to liquid (Condensation) liquid, and liquid → solid. You
• Can you think of examples of freezing in everyday life? may ask guide questions
• What happens to the particles during freezing? provided.
• How does the temperature affect the freezing process?

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 Liquid to solid (Freezing)
• Where do we often see condensation occurring?
• What factors contribute to condensation? Process their responses and
emphasize the key points.

Make sure to clear out

definition and use of terms like
freezing, solidification
(crystallization, if needed)
which all pertains, to some
level, liquid to solid change.

Source: https://th.bing.com/th/id/OIP.JylIwKRkyvPi4hx1J8tymQHaD2?rs=1&pid=ImgDetMain

Key Points for Freezing:

• Freezing is the process in which a liquid changes into a solid state
when cooled.
• It is the reverse process of melting, involving the removal of thermal
energy from the substance.
• During freezing, the particles in the liquid slow down and arrange Students will observe
themselves into a solid structure condensation and freezing as
they perform Part A and B of
Key Points for Condensation: LAS 3.
• Condensation is the process in which a gas changes into a liquid Discuss the guide questions for
state when cooled. Part A and B of LAS 3 to deepen
• It occurs when gas particles lose energy and come together to form understanding of freezing and
liquid droplets. condensation. Let the students
• Condensation commonly occurs when warm, moist air cools down, share their data gathered to
such as when warm air meets a cooler surface or when warm air process the experimentation
rises and cools in the atmosphere. done.

3. Worked Examples After discussion, let the

o Refer to Part A and B of LAS 3 of Quarter 1 Week 3 Worksheets for learners answer Part C of the
Science. same activity sheet and discuss
the answers for summarization.

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 This can be done remotely if
there is time constraint.
4. Lesson Activity
o Refer to Part C and Synthesis part of LAS 3 of Quarter 1 Week 3
Worksheets for Science.

• Making Week 3 - Day 4 Show the illustration to the

Generalizations class. Ask students to explain
1. Learners’ Takeaways the illustration. Process
student responses.

Ask the guide questions. Use

art of questioning and sort out
misconceptions, if any, in this
part.

Guide Questions for students:

• What are the different phases of matter represented in the diagram? (Solid,
liquid, gas)
• What do the arrows represent? (Changes of state)
• Looking at the arrows between solid and liquid, what general statement
can you make about the relationship between temperature and Ask the students these
melting/freezing? questions and let them reflect
• Looking at the arrows between liquid and gas, what general statement can and share in class their
you make about the relationship between temperature and thoughts and learnings verbally
evaporation/condensation? or written.
Can you think of any real-life examples for each of these changes of state
(melting, freezing, evaporation, condensation)?

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 2. Reflection on Learning
• Think about the real-life examples we discussed for each phase
change. Can you come up with your own examples from everyday
life?
• Why is understanding phase changes important? How does it apply
to things we encounter in our daily lives? (cooking, weather
patterns, etc.)
• What are some strategies you used to better understand the phase
change?

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

A. Evaluating 1. Formative Assessment When answering / checking the

Learning formative assessment, you can
Choose the best answer for each question. discuss the answers and the
underlying concepts briefly.
1. Which of the following states of matter has particles arranged most closely
together?
a) Solid Answer Key for Formative
b) Liquid Assessment:
c) Gas 1. a) Solid - Particles in solids are
d) All of the above packed most tightly together.
2. a) They move faster. - Higher
2. According to Kinetic Molecular Theory, what happens to the particles in a temperature means faster-moving
substance as its temperature increases? particles.
a) They move faster. 3. a) Melting - This is the term
b) They move slower. used for a solid changing to a
c) They stop moving. liquid.
d) Their arrangement doesn't change. 4. c) Gas - Gas particles have the
most space between them and can
3. What do you call the process of changing a solid into liquid by heating it? move most freely.
a) Melting 5. c) Evaporation - Evaporation
b) Freezing happens at the surface of a liquid,
c) Evaporation while boiling involves the entire
d) Condensation liquid.
6. a) Gain energy and move faster.
- Melting requires adding thermal

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4. In which state of matter do particles have the most freedom of movement? energy, which increases particle
a) Solid movement.
b) Liquid 7. c) The color of the surface -
c) Gas Color doesn't directly affect
d) All of the above have the same freedom of movement. condensation, though a darker
surface might radiate heat
5. What term describes the process of a liquid changing into a gas at its surface? differently.
a) Melting 8. b) Melting - Melting is the
b) Freezing process of a solid turning into a
c) Evaporation liquid, while freezing is the
d) Condensation opposite.
9. c) Lose energy and move closer
6. What happens to the particles of a substance during melting? together. - Condensation involves
a) Gain energy and move faster. losing heat, causing particles to
b) Lose energy and move slower. slow down and come together as a
c) Don't change their energy or arrangement. liquid.
d) Change their arrangement but not their speed. 10. d) Condensation - Fog forms
when water vapor in the air cools
7. Which of the following is NOT a factor affecting condensation? and condenses into tiny water
a) Pressure droplets.
b) Temperature
c) The color of the surface
d) Presence of water vapor in the air

8. What is the opposite process of freezing?

a) Boiling
b) Melting
c) Evaporation
d) Condensation

9. What happens to the particles as a gas cool down and condenses?

a) Gain energy and move faster.
b) Gain energy and move slower.
c) Lose energy and move closer together.
d) Lose energy but maintain the same spacing.

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 10. What process is involved in everyday fog formation?
a) Melting You may opt to give homework
b) Boiling if you think the competency/ies
c) Evaporation
is/are not yet mastered.
d) Condensation

2. Homework (optional)

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 guide or prompt can be on:

Reflection ▪ 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?

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