Republic of the Philippines

Department of Education
Region XI – Davao Region
Schools Division of Davao Oriental
San Isidro North District
MANIKLING NATIONAL HIGH SCHOOL

Daily Lesson Log

S.Y 2024-2025

Subject : Science
Grade :7
Time Allotment : 45 minutes, 5 days a week

DAILY LESSON LOG School Manikling National High School Grade Level 7

Teacher BENJIE S. MANGGOB Learning Area SCIENCE

Teaching Dates and Time Quarter FIRST

Session 1 Session 2 Session 3 Session 4 Session 5

I.
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

Learners learn that the particle model explains the properties of solids, liquids, and gases and the
A. Content Standards processes involved in changes of state.
By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use diagrams and illustrations to
B. Performance Standards 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.

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MANIKLING NATIONAL
HIGH SCHOOL
Manikling, San Isidro,
Davao Oriental
C. Learning Competencies Learning Objectives:
and Objectives At the end of the lesson, the learners will be able to:
Identify the different models used describe and explain the describe particle model of matter Recognize that matter consists of tiny particles. . Formative test
by the scientist to explain different models used by the
phenomena that cannot be easily scientist to explain phenomena
seen or detected; that cannot be easily seen or
detected.

D. Content
Scientific Models and the Particle Model of Matter
E. 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.
II. LEARNING
RESOURCES Worksheet for Science 7 Quarter 1 – Week 1
III. TEACHING AND
LEARNING PROCEDURE
A. Activating Prior Guide questions: Essential Questions:
Knowledge 1. What do we call these representations o Formative test
of the molecules of solid, liquid and gas? How do the characteristics of the Plum Pudding
2. What is the importance of using Model, the Bohr Model, and the Rutherford
scientific representations like this in Model help us understand the behavior of
learning science? particles within atoms?
Say, “There are many types of scientific o
models not just conceptual models for What similarities and differences do you notice
solid, liquid and gas. You will get to know between the arrangement of particles within
them in the next activity/part of the atoms and the behavior of particles in different
lesson.” states of matter?
B. Establishing Lesson LEARNING ACTIVITY SHEET Scavenger Hunt Lesson Activity
Purpose Unlocking Content Vocabulary page 1, Activity No. 1: Procedure: Activity: The Sneaky Particle Party! (LAS 3) Formative test
• Gather the students Procedure:
Exploring Scientific and explain that they will be
Models: Journeying embarking on a 1. The class will be divided into groups
(probably 4-5). Each group will act out or
Activity: Scavenger Hunt Through Atomic comprehensive vocabulary
scavenger hunt to discover perform one scenario below.
Procedure: Structure •
important terms related to
• Gather the students and scientific models and the Ice Crystals: Each student will represent a
explain that they will be embarking I. Gain insight into particle model of matter. single water molecule in ice.
on a comprehensive vocabulary the applications of • Briefly review the •
_______________________________________________________________________________________________
MANIKLING NATIONAL
HIGH SCHOOL
Manikling, San Isidro,
Davao Oriental
 scavenger hunt to discover important scientific models purpose of the activity and Melting! Imagine the ice starts to warm up
terms related to scientific models and through the study emphasize that it's an (increase in temperature). How do you think the
opportunity to learn and have water molecules would behave?
the particle model of matter. of atomic models, fun while reinforcing their
• Briefly review the purpose of providing a •
understanding of key
the activity and emphasize that it's an foundation for concepts.
Liquid Water: As the ice melts completely, the
opportunity to learn and have fun understanding • Divide the class into water molecules move more freely.
small groups or pairs. •
while reinforcing their understanding complex scientific
of key concepts. Students will get random cards Boiling! When the water boils, the molecules
phenomena. passed backwards from the move much faster and escape into the air as
• Divide the class into small II. Explore the teacher. steam.
groups or pairs. Students will get practical • Provide each group
random cards passed backwards from implications and with a list of all the vocabulary
the teacher. words they need to find.
real-world • Set a timer and let
• Provide each group with a list significance of the groups begin their
of all the vocabulary words they need scientific modeling scavenger hunt to locate the
to find. by examining hidden vocabulary cards.
• Set a timer and let the groups atomic models as • Encourage students
begin their scavenger hunt to locate to read and discuss the
representative meaning of each word once
the hidden vocabulary cards. examples.
• Encourage students to read they find it. They can also
brainstorm examples or real-
and discuss the meaning of each word life applications of the
once they find it. They can also vocabulary words.
brainstorm examples or real-life
applications of the vocabulary words. For discussion purposes:
• Once the scavenger
hunt is complete, gather the
students and review all the
vocabulary words together.
• Encourage students
to share their findings and
discuss the meanings and
significance of each word.
• Clarify any
misunderstandings and
provide additional explanations
or examples as needed

C. Developing and Scientific models are useful tools for What does a scientific model Lesson 1: Introduction to https://www.acs.org/education/resources/k-8/ Formative test
Deepening scientists. Most of Earth's systems are have to include? Scientific Models inquiryinaction/fifth-grade/chapter-1-
Understanding extremely complex. Models allow scientists to A scientific model must 1. investigating-matter-at-the-particle-level/matter-
work with systems that are nearly impossible describe a phenomenon or Explicitation: Think-Pair is-made-of-tiny-particles.html
to study as a whole. Models help scientists to
understand these systems.
series of phenomena observed Share Key Concepts
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MANIKLING NATIONAL
HIGH SCHOOL
Manikling, San Isidro,
Davao Oriental
 in the universe. A scientific Procedure: Matter on Earth is in the form of solid, liquid, or
There are different types of models. model can be a visual model, a 1. Using a think-pair-share gas.
 Physical models are smaller and mathematical model, or a format, pose questions to Solids, liquids, and gases are made of tiny
simpler representations of the thing computer model. the class, such as: particles called atoms and molecules.
being studied. A globe or a map is
What is a good scientific o In a solid, the particles are very attracted to
a physical model of a portion or all of
Earth. model? "What do you think a each other. They are close together and vibrate
 Conceptual models tie together many A good scientific model will be scientific model is?" in position but don’t move past one another.
ideas to explain a phenomenon or based on data collected from o In a liquid, the particles are attracted to each
event. observable phenomena. "Can you give an example other but not as much as they are in a solid.
 Mathematical models are sets of Scientific models are not static of a scientific model you The particles of a liquid are close together,
equations that take into account many but rather are edited and added have encountered before?" always moving, and can slide past one another.
factors to represent a phenomenon. to as new data is presented in o In a gas, the particles have very little attraction
Mathematical models are usually the scientific community. "Why do you think scientists to each other. They are very far apart
done on computers. use models to understand compared to the particles in a solid or liquid,
Many models are created on computers
(Figure below). Only computers can handle
What are some models in phenomena?" and are constantly moving. The particles don’t
and manipulate such enormous amounts of science? 2. Students will discuss interact with one another but just hit and
data. Many scientists now work with climate Scientific models are used in their ideas with a partner for bounce off of each other when they collide.
models. An unimaginable number of factors every branch of science to a few minutes, then share
affect Earth’s climate. Many factors are communicate scientific ideas. their thoughts with the
dependent on one another. A reasonably There are countless examples class.
accurate climate model needs the most of scientific models, including 3. The following key
powerful computers. Still, no computer has yet graphs, flow charts, 3D models, concepts are emphasized:
been developed that can work with the entire diagrams, equations, theories, o
system. So scientists create models that and computer simulations. Scientists use models
represent parts of the system.
https://flexbooks.ck12.org/cbook/ck-12-middle- https://study.com/learn/lesson/ because reality, especially
school-earth-science-flexbook-2.0/section/ scientific-models.html systems like Earth's
1.9/primary/lesson/scientific-models-ms-es/ climate, is complex and
difficult to study directly.
o
Many factors influence
complex concepts, for
example climate, so it's
impossible to consider all of
them simultaneously, that is
why models are necessary.
Models are useful tools that
help scientists understand
complex systems by
allowing them to analyze
and make predictions.
There are different types of

_______________________________________________________________________________________________
MANIKLING NATIONAL
HIGH SCHOOL
Manikling, San Isidro,
Davao Oriental
 models: physical models,
conceptual models, and
mathematical models.
Physical models are smaller
and simpler representations
of a thing being studied. A
globe or a map is a physical
model of a portion or all of
Earth.
Conceptual models tie
together many ideas to
explain a phenomenon or
event.
D. Making What are the different types of models? Formative test
Generalizations What is scientific models?

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

A. Evaluating Learning Paper Test Paper Test Paper Test Paper test Formative test

B. Assignment
Note Effective Problems Note Effective Problems Note Effective Problems Note Effective Problems
observations Practices Encountered observations Practice Encoun observations Practice Encounte observations Practices Encountered
C. Teacher’s Remarks on any of the on any of the s tered on any of the s red on any of the
following following following following
areas: areas: areas: areas:

strategies strategies strategies strategies

explored explored explored explored
materials materials materials materials
used used used used
learner learner learner learner
engagement/ engagement/ engagement/ engagement/
interaction interaction interaction interaction
others others others others
Reflection guide or prompt can be on: Reflection guide or prompt can be Reflection guide or prompt can be Reflection guide or prompt can be on:
D. Teacher’s Reflection  principles behind the teaching on: on:  principles behind the teaching
What principles and beliefs informed my  principles behind the  principles behind the What principles and beliefs informed my lesson?
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MANIKLING NATIONAL
HIGH SCHOOL
Manikling, San Isidro,
Davao Oriental
 lesson? teaching teaching Why did I teach the lesson the way I did?
Why did I teach the lesson the way I did? What principles and beliefs informed What principles and beliefs informed
my lesson? my lesson?  students
 students Why did I teach the lesson the way I Why did I teach the lesson the way I What roles did my students play in my lesson?
What roles did my students play in my did? did? What did my students learn?
lesson? How did they learn?
What did my students learn?  students  students
How did they learn? What roles did my students play in What roles did my students play in  ways forward
my lesson? my lesson? What could I have done differently?
 ways forward What did my students learn? What did my students learn? What can I explore in the next lesson?can I explore in the next lesson?
What could I have done differently? How did they learn? How did they learn?
What can I explore in the next lesson?  ways forward  ways forward
What could I have done differently? What could I have done differently?
What can I explore in the next What can I explore in the next
lesson? lesson?

Prepared by:

BENJIE S. MANGGOB
Subject Teacher

_______________________________________________________________________________________________
MANIKLING NATIONAL
HIGH SCHOOL
Manikling, San Isidro,
Davao Oriental