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First Quarter

Intended Learning Outcome

At the end of the session, the learners are able to explain the Particle Theory of
Matter.
Content Focus
• Particle Theory of Matter
Teaching Learning Activities
• lecture and discussion of the Particle theory of matter
• brainstorming on the different particle arrangement of matter
• comparison of the particle arrangement of the different state of matter
• construct a model of the different states of matter
• exchange of ideas about Particle Theory of Matter
• explain the relationship of temperature to the movement of particles
Assessment task
• think-pair-share about Particle Theory of Matter
• explaining the Particle Theory of Matter using concept map
• comparison of the particle arrangement of the different sates of matter using Venn
diagram
• group activities on the construction of the models of the experiments applying the
particle arrangement of the different states of matter
• answer a short quiz
Duration
• One session (1.5 hours)
Materials
• PowerPoint presentation, pen, paper, balloons, 500mL bottle, 1.75 L bottle, and book
Adaption for Beginning learners
• Think-pair-share will be done during the discussion
Adaption for Advance Learners
• Short quiz will be done independently

Learning Activities
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I. Recall of Past Lessons

Teacher's Task
In this lesson segment, let the learners read a brief story and answer the comprehension
questions afterwards. Encourage them to share their answers through oral recitation.

Photosynthesis Model of Kim

Figure 1. A child holding a sunflower.

Source: Chatgpt

In the small town of Sta. Fe, a curious boy named Kim spent his afternoons exploring
the lush fields surrounding his home. One day, while observing a sunflower, he pondered how
it grew so tall and vibrant. Intrigued, Kim delved into books about plants and discovered the
science of photosynthesis—how sunlight, water, and carbon dioxide worked together to fuel
growth.

Excited by his findings, Kim decided to create a model to explain this process to his
classmates. He gathered cardboard, colored paper, and small light bulbs. He built a vibrant
replica of a plant, complete with roots and leaves, and labeled each part. On presentation day,
he illuminated the bulbs, demonstrating how sunlight feeds the plant, while water and air were
represented by blue and green materials. His classmates were captivated, and Kim felt a sense
of ultimate achievement, knowing he had shared the magic of science with his friends.
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Comprehension Questions

1. Who is the boy in the story?

2. What is Kim curious about?

3. What did he do to find answer to his curiosity?

4. What did he create to symbolize his discovery?

5. What did he do to explain his model to his classmates?

Learner's Task

In this segment of the lesson, you will have to answer the questions above. Explain your
answer on our oral recitation afterwards.

Sample Answers

1. The boy in the story is Kim.

2. Kim is curious about how the sunflower grew tall and vibrant.

3. Kim delved into books about plants and discovered the science of photosynthesis—
how sunlight, water, and carbon dioxide worked together to fuel growth.

4. Kim decided to create a model to explain this process to his classmates. He gathered
cardboard, colored paper, and small light bulbs. He built a vibrant replica of a plant,
complete with roots and leaves, and labeled each part.

5. On presentation day, he illuminated the bulbs, demonstrating how sunlight feeds the
plant, while water and air were represented by blue and green materials. His classmates
were captivated, and Kim felt a sense of ultimate achievement, knowing he had shared
the magic of science with his friends.

II. Motivation
Teacher's Task
For this lesson part, do a little experiment introducing the things that can be found at
home and allowing the learners to observe and describe how the particles are arranged in a
particular object.
The Mystery Matter Experiment
Materials:
• A book
• Room temperature water
• A balloon filled with air

1. Introduction (2-3 minutes)

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• Begin by telling the students: “Today, we are going to investigate something

cool! Everything around us can be a solid, liquid, or gas—but what does that
mean? Let’s do a little experiment to find out.”
• Briefly introduce the three states of matter, mentioning that all matter can be one
of these forms.

2. Demonstration (7- 10 minutes)

Start with the Book (Solid)

• Show the students a book. Ask them: “What do you think this is? Is it a solid,
liquid, or gas? What do you think is the arrangement of its particles?” Discuss
briefly how solids keep their shape and have tightly packed particles.
Pour room temperature water into a container (Liquid)
• Next, pour water into a transparent container. Ask: “What about this? Is it a solid,
liquid, or gas? What do you think is the arrangement of its particles?" Talk about
how liquids take the shape of their container and have more freely moving
particles than solids.
Show the Balloon (Gas)
• Hold up a balloon filled with air. Ask: “Can you see what’s inside this balloon?
What state of matter do you think is in here? What do you think is the arrangement
of its particles?” Explain how gases fill the space available to them and have
particles that move around freely.

3. Discussion and Wrap-Up (2-3 minutes)

• Ask students to describe what they observed in each demonstration.

• Emphasize that even though we can’t always see gases, we know they’re there
because they take up space.
• Transition into the lesson: “Now that we’ve seen some examples, let’s dive deeper
into learning about solids, liquids, and gases!”

Learner's Task
Observe and understand the experiment of the teacher and answer the questions that is
given by the teacher every after each experiment.
Sample Answers
✓ A Book
- A book is solid. Its particles are tightly arranged or the particles compressed with each
other.
✓ Room temperature water
- A room temperature water is a liquid. Its particles are slightly spread apart from each
other.
✓ The balloon
- The air inside the balloon is gas. Its Particles are far away from each other.
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III. Discussion
Teacher's Task
A. Explanation
Discuss details about Particle Theory of Matter, explain that:
• Matter is anything that has mass and takes up space. All matter is made up of many
small particles called atoms, and they are in a continual state of motion. How much the
move is determined by the amount of energy they have and their relationship to other
particles.
• Postulates of Particle Theory of Matter
• All matter is made of tiny particles
• Particles are in constant random motion, they have kinetic energy (movement
energy)
• All particles of the same element are identical, particles of different elements are
different.
• Particles move faster when temperature increases.
• Particles have empty space between them, but are attracted to each other
• Matter exists in various states or phases, the most common of which include solids,
liquids, and gases.

SOLID

-definite shape and volume.

-particles are tightly packed.
-has strong intermolecular forces.

- definite volume

States of
Matter
-do not have definite shape
-has definite volume and takes up the
and volume. - indefinite
shape shape of the container.
-particles are spread apart.
-particles are closely packed.
-negligible intermolecular forces.
-has weak intermolecular forces.
.
.
GAS LIQUID
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B. Model Representation

Figure 2. SOLID

Figure 3. LIQUID Figure 4. GAS

Source: [Link]
C. Guided Practice – Group Activity
Teacher's Task
C.1 The class will be divided into three (3) groups, each group will be given an experiment
to do, the first group will be the first to do the experiment and the other groups will observe,
after performing the experiment the next group will follow. After the experiment a random
student will be called to answer the questions given to them.
Group1: Dancing Coin

Figure 5 Figure 6 Figure 7

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Procedures:
1. Place a pop bottle in the sink (Figure 5).
2. Run a wet finger around the mouth of the bottle and place a coin on the mouth to a seal
(Figure 6).
3. Run hot water over the sides of the bottle (Figure 7).
4. What happens to the coin? Why is it moving?
5. To try this experiment again, take the coin off and run cold water over the sides of bottle,
place the coin back on the mouth, and run hot water over the sides again.

Group 2: Hot and Cold Balloons

Figure 8 Figure 9
Procedures:
1. Place a balloon over the mouth of a 2L pop bottle. Repeat with a second bottle and balloon
(Figure 8).
2. Submerge one bottle in ice water, and the second in hot water. Be careful! Wear gloves as
needed (Figure 9).
3. Swap the balloons. Place the first bottle from the cold water into the hot water, and bottle
from the hot water into the cold water.
4. What happens to the balloons? Do they shrink or inflate? Why? Think of the in the bottle
and how they react to temperature.

Group 3 – Balloon in the Bottle

Figure 10 Figure 11
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Procedures:
1. Get a two separate pop bottle about 500 mL and 1.75L in size. Cut the bottom of one of the
bottles (Figure 10).
2. Place a balloon to the mouth of each pop bottles (Figure 11).
3. In which bottle will the balloon inflate the biggest? Why?
4. Ask two of the group members to blow each balloon. And be amazed with the result.
Learner's Task
In this part of the lesson, you are going to participate on the group activity. Carefully
follow the procedures in the activity and observe what is happening on the experiment. Then
share what you have observed on the class.
Sample Answer
Group 1.
- The coin will move as the hot water is being poured because of the temperature is
being changed inside the bottle creating a pressure making the coin move.

Group 2
- The balloon on the bottle that is placed on a hot water will inflate because the particles
inside the bottle is rapidly moving due to the rise of temperature. While the balloon on the bottle
placed on a cold water will shrink because the sudden drop of temperature will create a vacuum
force pulling the particles inside the balloon slightly compressed to each other.

Group 3
- The balloon placed on the cut 500 mL bottle will inflate the biggest because there is
no pressure that resist the inflation of the balloon. While the balloon placed on a 1.75L bottle
will experience little to no inflation because of the presence of the pressure that resist the
inflation of the balloon inside the bottle.

D. Guided Practice- Independent Learning

Teacher's task
D.1 In this part of the lesson, allow the student to read and understand the short story. And
let them answer the comprehension questions afterwards.
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The Tale of Mangunbangon River

Figure 12. The Mangunbangon River

Source: [Link]

Once a beautiful, flowing body of water, the Mangunbangon River now carried with it
stories of neglect and carelessness. One early morning, the river woke up to a bustling
conversation among its visitors—trashes of all kinds that had settled into its once clear waters.
First to speak was Plastic Bottle, bobbing on the surface. "I've been floating for weeks
now, moving between barangays, trapped between rocks and grasses. My brothers, the
wrappers and bags, are nearby."
Not far from him, a thick, oily sheen whispered as it spread over the water. It was Used
Motor Oil, spilling from a nearby mechanic shop. "I seep into every drop I touch, making it hard
for anyone to breathe or see beneath me. The fish and the plants fear me, but I don't mean to
harm."
From below the surface, a can of Soda lay half-submerged in the mud. "I was once
enjoyed by someone in the park. Now, I've been left to rust, breaking apart bit by bit."
The air itself was not spared. A murky mist hovered over the river, carrying the heavy
smell of decayed waste. It was Methane, born from the garbage piles that had accumulated along
the banks. "No one sees me, but they smell me. I come from the rotting trash—plastic, food, and
more. I rise up, spreading through the city air."
The river, now choked by layers of solid, liquid, and gas wastes, could only gurgle
weakly. The trees around it, their roots still drinking from the water, shivered as the river asked,
"Will they ever help me heal? Will I ever feel clean again?"
And so, the river flowed onward, carrying with it the cries of pollution—solid, liquid,
and gas—hoping one day for redemption through the hands of those who truly cared.

Comprehension Questions
1. As a student how can you address the issue in Mangunbangon River?
2. What kind of solid materials are present in Mangunbangon River?
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3. What kind of liquid substance are present in Mangunbangon River?

4. What kind of gaseous substance are present in Mangunbangon River?
5. How do the different types of trashes (solid, liquid, and gas) interact to worsen the
condition of the river?
Learner's Task
In this part of the lesson, you will read and understand the story and answer the
comprehension questions on a 1/2 crosswise paper.
Sample Answers
1. I can address the issue of Mangunbangon River by being responsible to my solid waste
and also to participate in the clean-up drives in the community.
2. The solid materials are plastic bottles, plastic wrappers, a can of soda, and plastic bags.
3. The liquid substances are oils form mechanical shops.
4. The gaseous substance is methane.
5. The different trashes accumulate to the surface of the river which then leads to more
destruction and more pollution as a result.
Teacher's task
D.2 In this part of the lesson, allow the student to answer the given activity.
Directions: Fill in the blank using the word in the word bank. Note that you can use a word
more than once.

Increase Cold Particles Less More

Temperature Moving energy water
Faster

1. Everything is made up of ______________.

2. Particles are always__________________.
3. An increase in __________________ makes particles move __________________.
4. An increase in__________________ is the same thing as an __________________ in
energy.
5. The particles in hot water have _________________ energy than
__________________water.
6. The particles in ice move __________________ than particles in __________________.
Learner's task
In this part of the lesson, read and understand the given phrases and fill in the missing
words form the words in the word bank. Write your answers in a 1/4 sheet of paper.
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Sample Answers
1. Everything is made of particles.
2. Particles are always moving.
3. An increase in energy makes particles move faster.
4. An increase in temperature is the same thing as an increase in energy.
5. The particles in hot water have more energy than cold water.
6. The particles in ice move less than particles in water

IV. Generalization
Before administering the assessment task, conduct this generalization activities for the
learners to have a clearer and deeper grasp about the content focus.
Teacher's task
Group the learners into two groups, and facilitate the generalization activity.
Learner's task
Read and understand the assigned task per group and answer the task given. Share your
group's answer in front of the class.
Activity 1: Matter Generalization Challenge
Group 1. Matter Detective
Task: Imagine you’re a matter detective solving a mystery. Your job is to uncover the hidden
rules of how solids, liquids, and gases behave. Investigate five random objects in your
environment (e.g., a sponge, ice cube, soap, perfume, or soda). For each item, decide which
state of matter it is in and record clues (its shape, volume, and particle behavior). Based on
these clues, create a rule book about how particles behave in each state.
• Example: “Solids always keep their shape, like a mystery that won’t change!” or “Gases are
the sneaky culprits, filling any space they find!
Group 2. Shape Shifter Story
Task: Imagine you are a shape-shifting superhero who can change between solid, liquid, and
gas forms! Write a short story or draw a comic that shows your adventures in each form. How
would you move and interact with the world when you’re a solid? A liquid? A gas? As you go
through each state, highlight the general traits of each form.
• Example: “As a solid, I stand firm and unmovable, but when I turn to liquid, I slip and slide
through tiny cracks!
Activity 2: Observation Worksheet
Directions: List 5 examples of either solid, liquid, and gas that you encounter in your everyday
life. Describe the characteristics of each (e.g., “A solid has a fixed shape,” “A liquid takes the
shape of its container”). Explain how each can change into another state.
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State of matter Example Characteristics New State

Ex. Solid Ice Fixed shape and has Malts into liquid
definite volume. when heated.
1.
2.
3.
4.
5.

V. Assessment
Teacher's Task
In this part of the lesson, facilitate the assessment activity to the class.
Learner's task
Answer the given set of questions on a one whole sheet of paper.
Test I. Multiple Choice

Directions: Read each question carefully. Take your time to understand what is being asked
before selecting an answer. For each question, select the option (A, B, C, or D) that you
believe is correct. Write your answer on a one whole sheet of paper.

1. What are the three primary states of matter?

- A) Solid, liquid, gas

- B) Solid, liquid, plasma

- C) Liquid, gas, plasma

- D) Solid, liquid, vapor

2. In which state of matter do particles have the least energy?

- A) Solid

- B) Liquid

- C) Gas

- D) Plasma

3. Which state of matter has a definite shape and volume?

- A) Gas

- B) Liquid
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- C) Solid

- D) Plasma

4. What happens to the particles in a solid when heated?

- A) They move slower

- B) They vibrate faster

- C) They break apart

- D) They become gas

5. Which of the following describes a gas?

- A) Definite shape, definite volume

- B) Definite shape, variable volume

- C) Variable shape, definite volume

- D) Variable shape, variable volume

6. According to the particle theory of matter, all matter is made up of:

- A) Atoms

- B) Molecules

- C) Particles

- D) Electrons

7. In which state of matter do particles move freely and are far apart?

- A) Solid

- B) Liquid

- C) Gas

- D) Plasma

8. What causes a change of state from solid to liquid?

- A) Decrease in temperature

- B) Increase in pressure
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- C) Increase in temperature

- D) Decrease in volume

9. What term describes the change from liquid to gas?

- A) Condensation

- B) Evaporation

- C) Freezing

- D) Sublimation

10. Which state of matter has particles that are closely packed but can flow?

- A) Solid

- B) Liquid

- C) Gas

- D) Plasma

11. Which of the following is a characteristic of plasma?

- A) Definite shape and volume

- B) Consists of ionized gases

- C) Lowest energy state

- D) Always cold

12. What is the process called when a solid changes directly to a gas?

- A) Evaporation

- B) Condensation

- C) Sublimation

- D) Freezing

13. What happens to the temperature of a substance during a phase change?

- A) It always increases

- B) It always decreases
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- C) It remains constant

- D) It fluctuates unpredictably

14. Which statement about particles in different states of matter is true?

- A) They are always in motion.

- B) They only vibrate in solids.

- C) They have the same energy in all states.

- D) They are fixed in position in liquids.

15. What is the main difference between a liquid and a solid?

- A) Shape

- B) Volume

- C) Density

- D) Temperature

16. Which state of matter is most commonly found in the universe?

- A) Solid

- B) Liquid

- C) Gas

- D) Plasma

17. What is required to change a gas into a liquid?

- A) Increase in temperature

- B) Increase in pressure

- C) Decrease in volume

- D) Decrease in temperature

18. Which of the following best describes the particle movement in a liquid?

- A) Fixed in place

- B) Fast and random

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- C) Vibrating in place

- D) Flowing past each other

19. When a substance freezes, its particles:

- A) Move apart

- B) Gain energy

- C) Lose energy

- D) Remain unchanged

20. What phenomenon occurs when the temperature of a gas is increased at constant volume?

- A) Pressure decreases

- B) Pressure increases

- C) Volume increases

- D) Density increases

Test II. Compare and contrast the different phases of matter using a Venn diagram.
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Test III. Answer the following questions in an essay with minimum of three (3) sentences. Each
number is equivalent to five (5) points.
1. Differentiate the particle arrangement of the different states of matter.
2. Explain the Particle theory of matter.
3. What is the importance of knowing the Particle theory of Matter?

Answer Key:
Test I.
1. A
2. A
3. C
4. B
5. D
6. C
7. C
8. C
9. B
10. B
11. B
12. C
13. C
14. A
15. A
16. D
17. B
18. D
19. C
20. A
Test II. The answer of the student may vary depending on their understanding about the
different states of matter.

Test III. The answer of the student may vary depending on their understanding about the
content.

VI. Off-session Task

Teacher's Task
In this part of the session, after giving the assessment, give the learners an off-session
task for them to be prepared on the next topic.
Learner's Task
In this part of the session, you are to be given an off-session task for you to answer so
that you will have an advance knowledge about the next topic.
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Short Answer Questions

Directions: Answer the following questions in your notebook. Each item is equivalent to five
(5) points.
[Link] each state of matter (solid, liquid, and gas) and give one example of each. Solid:
Liquid: Gas:
[Link] what happens to a solid when it is heated. Use the terms melting and boiling in your
answer.
[Link] happens to a gas when it is cooled? Use the terms condensation and freezing in your
explanation.
[Link] how water can change from a solid to a liquid and then to a gas. Include the
temperatures where these changes happen.
Part 2: Reflection
[Link] is it important to understand how temperature affects the states of matter?
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References:

Casadio, R., Chataignier, L., Alexander Yu. Kamenshchik, Pedro, F. G., Alessandro Tronconi,
& Venturi, G. (2024). Relaxation of first-class constraints and the quantization of
gauge theories: From “matter without matter” to the reappearance of time in quantum
gravity. Annals of Physics, 169783–169783.
[Link]
Li, L., Wei, G., Zhu, Z., Lin, Z., Chen, B., Yang, X., & Yang, T. (2024). Numerical modeling
of gas-liquid-solid fluidized bed using VOF-DEM approach: Optimization and
validation. Powder Technology, 120247–120247.
[Link]
Republic of the Philippines Department of Education MATATAG CURRICULUM
READING ANDLITERACY GRADE 1 1 THESHAPEOFTHECURRICULA FOR
LANGUAGES. (n.d.). [Link]
content/uploads/[Link]
VOF-DEM study of particle entrainment behaviors in the gas–solid-liquid system with multi-
inlet configuration. (2024). Chemical Engineering Journal, 156202.
[Link]

[Link]
basics_en.html