7

Lesson Exemplar
Quarter 1
Week

for Science 2

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 7
Quarter 1: Week 2
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum
during the School Year 2023-2024. 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.

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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: Magno R. Abueme and Nerissa A. Mesa

Content Editor: Priscila D. Cabigting
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Illustrator: John Albert A. Rico
Layout Artist Joe Angelo L. Basco

Management Team
Alberto T. Escobarte, Viernalyn M. Nama, Dianne Catherine Teves-Antonio, Louie
Oller V. Erni, Nenette Joy P. Larinay, Lhovie C. Damian, Redgynn A. Bernales

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
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

MATATAG School Grade Level 7

K to 10 Curriculum Name of Teacher Learning Area Science
Weekly Lesson Log Teaching Dates and Time Quarter I

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners shall learn that there are specific processes for planning, conducting, and recording scientific
Standards investigations.
By the end of the quarter, the learners shall recognize that scientists use models to describe the particle model
of matter. They use diagrams and illustrations to explain the motion and arrangement of particles during
B. Performance
changes of state. They demonstrate an understanding of the role of solute and solvent in solutions and the
Standards factors that affect solubility. They demonstrate skills to plan and conduct a scientific investigation
making accurate measurements and using standard units.
Describe that particles are Describe that particles are Describe that particles are The learners shall be able
constantly in motion, constantly in motion, constantly in motion, to Use diagrams and
have spaces between have spaces between have spaces between illustrations to describe
C. Learning them, attract each other, them, attract each other, them, attract each other, the arrangement, spacing,
Competencies and move faster as the and move faster as the and move faster as the and relative motion of the
temperature increases (or temperature increases (or temperature increases (or particles in each of the
with the addition of heat) with the addition of heat) with the addition of heat) three states (phases) of
matter
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
the learner shall be able the learners shall be able the learners shall be able the learners shall be able
infer that particles in to infer from simple to use attraction between to use models, diagrams
matter move farther and experiments that there is particles to explain and illustrations to
D. Learning
faster when they absorb space between particles. surface tension and describe the motion,
Objectives heat. capillarity. arrangement and spacing
of particles of solid, liquid
and vapor during melting
and freezing.
II. CONTENT
III. LEARNING RESOURCES
Lozano, L.F. , et. al Lozano, L.F. , et. al Lozano, L.F. , et. al
A. References (2002). Frontiers of (2002). Frontiers of (2002). Frontiers of
1

Science and Technology
Diwa Scholastic Press Inc.
Makati City, Philippines
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Learners will classify each
statement as Substance
or Mixture. Write S if it is
a substance, M if mixture,
and SM if it is true to both
substance and mixture.
1. A form of matter
that has a constant
composition and
properties.
2. It is composed of
small particles.
Activating Prior Knowledge
3. A physical
combination of two
or more different
kind of particles.
4. It is composed of
one kind of atom or
particle.
5. It is made up of
particular
combination of
atoms that are
chemically bonded.
Teacher asks one or two
learners to share briefly
Lesson Purpose/Intention
what they have done
lately because of an
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Science and Technology Science and Technology
Diwa Scholastic Press Inc. Diwa Scholastic Press Inc.
Makati City, Philippines Makati City, Philippines
Teacher will ask for following questions with The diagram below gives
volunteers to read their true or false. When false, the arrangement of
thank you letter. they will make the particles in solid, liquid,
statement right. and vapor.Determine the
Based on the letter read 1. Matter is composed of states of matter of A, B,
aloud by a volunteer ask objects. and C.
the learners to answer the 2. Particles are in A B C
following questions: constant motion only
1. What inspired your in liquids and gas.
classmate to 3. Particles move faster
accomplish when they absorb
something? heat.
2. What change in 4. There is space in
behavior did your between particles.
classmate show due Space between particles
to the inspiration becomes bigger when
he/she received? heated.
In particles, what
happens when they are
inspired?
Learners will be asked to Teacher shows learners a The learners shall be able
identify the key word from picture of an insect to use models,diagrams,
the scrambled letters. walking on surface of and illustrations to
water. Then, teacher tells describe the arrangement,
2

inspiration they got from
something or from
someone. The learner may
say what or who inspired
them. Meanwhile the
teacher takes notes of
what the learners share.
The teacher then
summarizes the sharing
by appreciating them and
stating that what they
have done are called
behaviors. After that the
teacher will invite them to
investigate the behaviors
of particles of matter and
find out what inspires
them.
The teacher now invites
the class to investigate
what these behaviors are
and what inspires them.
Learners shall read and
remember the following
words and their meaning
the way they are used in
the lesson.
Lesson Language Practice
Matter refers to any
object big or small.
Random refers to motion
in different directions
Behavior is an action due
to a certain cause
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
them that the lesson spacing, and motion of
TABLESHOPI
today will enable to them particles of solid, liquid,
Then the teacher will ask to explain the picture. and vapor during melting
some learners to answer and freezing.
the following questions:
1. How do we show our
being hospitable as
Filipinos?
2.Is being hospitable
good?
Teacher will now invite
learners to if particles of
matter also exhibit
behavior of being
hospitable and some other
behaviors.
Learners will match Teacher presents to Heading Descriptio
science words in Column learners some science n
A with the description in terms and their Diagram action or
Column B description to help them process
understand the lesson Arrangem arranging
Contents of Column s A today. ent of
and B are found in the distance
document titled Matter refers to any kind between
Attachment Sheet to LE of object big or small. things
3B Week 2 Q1 Science 7 Surface Tension is the Spacing Symbolic
force that that provides a representati
on
3

Vapor refers to gas
Compound is a substance
composed of different
kinds of particles
During/Lesson Proper
Learners will be asked to
read the material below.
Important Matters
Matter is composed of
particles. These particles
are in constant random
Reading the Key motion. Particles in
Idea/Stem liquids and gases move
from one place to another
in an object while
particles in solids vibrate
from their position.
When particles absorb
heat, they become ‘excited
Learners will be asked to
read the material below.
Matter is composed of
small particles. Between
particles there are spaces.
Space between particles is
smaller in solids and
biggest in gases. The
space between particles in
liquid is bigger than in
gas. The space between
particles become bigger as
they absorb heat.
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PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
film-like cover on the of
surface of liquids. information
Capillarity is the rise of
liquid on the walls of a Illustratio visual
thin tube. n explanation
Intermolecular Force is of a text
force between molecules. Steam a gas or
Adhesive Force is force vapor into
present between two which
molecules of different water is
kinds. changed
Cohesive Force is force when boiled
between molecules of the Puddles rainwater
same kind. on the
ground
Dew
formed as
water vapor
condenses
Leaners will be asked to Learners will read a piece
read a material about the titled “The Melting Ice
particle attraction of Cream”
particles:
Erika, a five-year old little
The Particle Model of girl, loves to eat ice cream.
Matter states that She decided to buy one at
Particles in matter attract the ice cream store. It’s
each other. Intermolecular too hot outside, so her ice
force is born by the cream begins to melt.
attraction of particles. Erika becomes sad as her
Intermolecular force has ice cream is gone. She is
two type- adhesive force wondering why the ice
or cohesive force. When cream she bought melts.
particles involve are of the
same kind the force is

or inspired’ such that they
move faster and farther.
As they move faster and
farther, the size of the
object increase. The
increase in size due to
absorption of heat is
called Thermal
Expansion. Different
objects expand in different
amounts.
After reading, teacher
asks learners to identify
one idea from the material
that they want to know
more. They will be asked
to write it on a paper strip
and post them on a Want
To Know Board on a
designated area of the
classroom.
Learners will do two
simple activities one each
Developing Understanding in the Learning Stations.
of the Key Idea/Stem To finish the lesson on
time, three identical set-
up may be prepared in
The presence of these
spaces allow particles to
interact with each other.
When salt dissolves
completely in water it
shows that salt enters
into the spaces between
the particles of water. The
salt-water solution is
unsaturated. You can
continue to add more salt
and it still dissolves in
water. But there will come
a time when not all salt
are dissolved. When this
happens, you have a
saturated solution.
After reading, ask the
learners to identify and
read to the class one idea
from the material they
have just read and write
them on a Want To Know
More board in a
designated area of the
classroom. Tell that they
will remove it once they
learn it already.
Learners will perform a
simple activity You Are
Welcome!. The objective
of the activity is explain
why solutions are able to
dissolve substances.
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PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
called Cohesive Force. In
particles of different
kinds, the type of
intermolecular force
present is called Adhesive
Force. The adhesive force
is responsible for the
occurrence of Capillary
Action or Capillarity.
Cohesive force is the
cause of surface tension.
After reading, learners will
be asked to identify one
idea in the material they
had read that they are
interested to study on.
Teacher will take note
similarities of learners
answers and post them on
the Want To Know More
board.
Learners will work in 1. Why did Erika’s ice
group in doing the cream melt?
experiment. Teacher will 2. What happens to the
remind again the class on motion and
the precautions in doing arrangement of ice
experiments. particles cream when

each Station The set-ups
shall have been prepared
and tested by the teacher.
Prior to doing the
activities, learners shall
be reminded to observe
safety – no playful
activities. They shall also
be reminded to read
carefully the instruction
and questions before
actually doing the activity.
Station A: The Tiny
Mighty One
Station B: Inspired!
After 10 minutes, learners
will be asked to read out
and post on the
board/wall answer to the
following questions:
For Station A:
1. Why does the water
change in color?
2. What does the change
in color suggest about
the behavior of
particles?
For Station B:
3. Which set-up in
Station 2 do the
particles move faster?
Farther?
4. What made the mongo
seeds to move faster
and farther?
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Materials: Activity: I am exposed to the heat of
3 teaspoons of salt, 2 Attractive! the sun? Why?
identical teaspoon as After doing the activity the 3. How can you make
stirrer, 2 cups of water group will brainstorm to melted object like ice
with the same amount answer the following cream turns to solid?
Steps: questions: After 5 4. Complete the
1. Label one cup as minutes, learners will illustration below to
Solution A and the post their answer on the show the arrangement,
other cup Solution board. Teacher will call motion, and spacing of
B. someone to compare the particles of ice when
2. Put one teaspoon of answers without saying exposed to heat
salt in cup as who’s right or wrong. and/or when heat is
Solution A. 1. What is the shape of removed from it.
3. Stir until all salt the water surface in
are dissolved. the glass? Why is this
4. Put 2 teaspoons of so?
salt in cup labeled 2. Why does the water
as Solution B. not spill?
5. Stir with the same 3. Why does the needle
length of time as in float on the water
Solution A. surface?
6. Copy and complete 4. What is the shape of
the table below. the water in the
straw? Why is this
Sol Type Observation so?
uti of s that
on Solu support the Teacher will give positive
tion answer feedback, select the best
A answer and post the
answers for the learners
B to copy. Teacher must
also look out for
misconceptions and be
able to clarify and provide
Worksheet for Lesson 3B
additional information,
Week 2 Q1 Science 7
when needed.
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

5. Do the particles of After performing the

solid also move activity, learners will be
constantly? How asked to answer the
about in gases? following questions:
6. What happens to the
volume of matter 1. What type of
when heated? Cooled? solution is Solution
A? Explain.
Teacher will select the 2. What type of
best answer and post on solution is Solution
the board for the learners B? Explain
to write down on their 3. Did the stirring
worksheets. help dissolve the
salt? How?
Important Reminder:
Teacher will give positive
1. Stations must have
feedback, select the best
been prepared
answer and post the
before classes start.
answers for the learners
Improve the
to copy. Teacher must
materials if the
also look out for
school has none of
misconceptions and be
the identified
able to clarify and provide
materials.
additional information,
2. Make sure to have
when needed.
performed the
activity yourself.
3. Use lukewarm
water in Station A
to hasten the
process.
4. Make 3 set-ups in
Station A and two
set-ups in Station
B to avoid
overcrowding.

7

Remind learners to be
careful and not playful
since some materials are
made from and glass
while some are hot.
Learners will be asked to
answer the questions
and/or explain the
situations below to
deepen their
understanding of the
lesson.
1. Why does a person
able to smell the
perfume of another
person from the other
end of a room?
2. Why is it not
advisable to fill to the
brim a kettle when
Deepening Understanding
of the Key Idea/Stem boiling water? 3. If
the mongo seeds were
bigger, would it be
reach the same
distance and speed?
3. What then affects the
distance and speed of
the particles?
Teacher may give positive
feedback, additional
questions, or provide
additional information
that will help learners
understand the main
concept of the lesson.
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Learners will be asked to Teacher asks students to
read out the question and read out and answer the
give their answer to the following questions:
following questions: 1. On the insect walking
1. Why did the salt not on the surface of
dissolved completely water, how would you
in one of the cups? compare the adhesive
2. What can be done to force between the The learners will make a
increase the solubility insect’s feet and water model showing the
of the solution? Give and the cohesive force arrangement of particles
at least 2. between water during melting and
3. Why does a solution particles? freezing by using the
able to dissolve more 2. How would you following materials:
solute when the compare the strength -transparent plastic cups
solution absorbs of adhesive force to - thermocol balls
-paste/glue
heat? that of cohesive when
4. Are there similarities water rises on the - shoe box
between hospitability walls of think tubes - scissors
and solubility? like a straw? -colored paper
5. In a molecular level,
what happens to Teacher selects the best The learners will be the
substances when answer and post it on the one to think and decide
they dissolve? board for learners to copy. how can they create a
The teacher must also be model out of the given
Teacher selects the best alert on misconceptions of materials. Afterwards,
answer and post it on the learners and guide they will be asked to
board for learners to copy. learners to arrive at the describe the arrangement,
The teacher must also be accurate concept. motion and spacing of
alert on misconceptions of particles of your model
learners and guide during melting and
freezing.
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

learners to arrive at the Guide Questions:

accurate concept. 1. Based on the model of
particles of matter
that you created, how
will you describe the
arrangement and
motion of particles
when solid changes to
liquid?
2. What happens to the
arrangement and
motion of particles
when liquid changes
to solid?
After/Post-Lesson Proper
The teacher will ask Using sentence Teachers asks learners to
learners to complete the completion, teacher will complete a concept map.
following statements. facilitate generalization
1. Particles of object and abstraction of the Copy of the concept map
move _____. Particles concepts discussed. is found in the
in solid _____ in their A. Fill in the blanks. Attachment to Lesson 3C
position while vapor 1. There are ______ Week 2 Q1 Science 7 Based on the picture
and liquid particles between particles of shown
________________. matter. Learners will be above, the learners will
2.Particles move 2-3. Spaces is bigger in encouraged to add state what they have
Making Generalizations
_____________ when _____ than in _____. additional related concept learned from the lesson
and Abstractions
heated. In effect, the 4. Spaces become even after the discussion emphasizing the
volume of matter bigger when _______. of the lesson. arrangement, motion and
_______. 5. An increase in spacing of particles of
3.Thermal expansion volume of a mixture matter during melting and
occurs when materials indicates that the freezing.
are _____ while spaces between
Thermal Contraction particles are ______ Do using diagrams,
occurs when _______. models and illustrations
helped learners better
understand the correct
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Teacher will ask learners arrangement, spacing and

other ideas that they motion of liquid when
learned today from the freezes and solid when
lesson. Teacher must be melts? If so, how?
alert for any
misconception. If there
are, clarifications should
be made.
Written Work: Performance Task: Written Work/Summative Written Work.
To assess learners’ Test:
To assess their concepts. The learners will be given
understanding of the Learners in group will Learners will answer a 10- a set of questions which
lesson, learners will simulate particles in: item test will serve as formative
answer a set of questions 1. Saturated solutions assessment to evaluate
based on the day’s 2. Unsaturated Copy of the test is found their learning outcomes
objectives. Solutions in Attachment Sheet to for the day’s lesson
3. Heated Saturated Lesson 3A Week 2 Q1 objectives and
The test items are found Solutions Science 7 competencies.
in Attachment to Lesson Rubric is included in the Directions. Read each
3A Week 2 Q1 Science 7 Worksheet. question carefully and
Evaluating Learning write only the letter of the
After checking the Learners will be asked if correct answer on a
answers, learners will be the day’s lesson helped separate sheet of paper.
asked if the lesson has them prove that spaces
helped them understand exists between particles. If 1. When ice melts, what
the behavior of particles. so, why? If not, what part happens to its
If so, how? If not, what of the lesson need more particles?
can be done better? clarification?

A. B.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

C. D.

2. What happens to the

particles as the
material in the liquid
phase freezes?

A. B.

C. D.

3. Which of the following

describes the
arrangement, motion
and spacing of particles
during melting?

A. B.

C. D.

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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

4. Which of the following

describes the
arrangement, motion
and spacing of particles
during freezing?

A. B.

C. D.

For questions 5-10 refer

to the diagram below

5.Which letter shows a

fast movement of
particles?
A. A C. D
B. B D. F
6.Which letter shows a
slow motion of particles?
A. A C. D
B. C D. E

12

Learners will be asked to
write a thank you letter to
someone for the
inspiration that someone
gave them. They will
Additional Activities for Indicate in the letter what
Application or Remediation they were able to do
(if applicable) because of that
inspiration. Tell the class
that they may volunteer
the next day to read their
letter to the class before
giving it to that someone.
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
7. Which letter shows the
less orderly
arrangement of
particles?
A. A C. D
B. B D. F
8. Which letter shows a
stable arrangement of
particles?
A. A C. D
B. B D. F
9 . In which letter can you
bring the liquid
material back to its
original phase(solid)?
A. A C. D
B. B D. F
10.In which letter can you
bring solid material
back to liquid phase?
A. A C. D
B. B D. F
Learners will be asked if Watch the video clip from The learners will be
particles of matter are the link . tasked to have an advance
also hospitable and how? https://www.youtube.com reading about sublimation
and deposition.
/watch?v=zMzqiAuOSz0
Write one or two ideas
that either support or go
against our discussion
today.
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 PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Remarks
Reflection

Prepared by: Reviewed by: Approved by:

________________________ ________________________ ________________________

Subject Teacher Master Teacher/Head Teacher School Head

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