Notre Dame of Masiag, Inc.

Masiag, Bagumbayan, Sultan Kudarat

Government Recognition (R-XII) No. SK 405761-040, s. 2021
DepEd ID: 405761 ESC ID: 1201693
TIN: 000-578-187 (Non VAT)

S. Y. 2025-2026
SUBJECT: SCIENCE 7 QUARTER: 1
LEARNING PLAN
EXPLORE
TOPIC: The Particle
Model and Changes Unit Introduction and Overview:
of State
Welcome to the world of matter and its mysteries! In this unit, you’ll explore how everything
around you—whether solid, liquid, or gas—is made up of tiny particles that are constantly
CONTENT moving. You’ll discover how these particles behave differently in each state of matter and what
STANDARD: happens when substances change from one state to another. From melting ice to boiling water or
The Particle model even freezing air moisture, you’ll see how the particle model helps explain these amazing
explains the transformations. Get ready to think like a scientist, observe closely, and understand how the
properties of solids, invisible world of particles shapes the world you can see!
liquids, and gases
and the processes In this unit, you will:
involves in changes of • Understand how the particle model explains the properties of solids, liquids, and gases.
state. • Describe how changes in temperature cause changes in the state of matter.
• Explain the processes of melting, freezing, evaporation, condensation, and sublimation using
the particle model.
PERFORMANCE • Relate real-life situations to changes of state (e.g., drying clothes, melting ice, boiling water).
STANDARD:
Essential Question:
By the end of the
How does the particle model help us understand and explain the changes that happen when
Quarter, learners
matter changes its state?
recognize that
scientists use models
My Answer
to describe the particle
Essential Question
model of matter. They
Before Discussion After Discussion
use diagrams and
illustrations to explain How does the particle model
the motion and help us understand and
arrangement of explain the changes that
particles during happen when matter
changes of state. changes its state?
They demonstrate an
understanding of the
role of solute and
solvent in solutions
and the factors that Hook Activity: "Smell the Scent!"
affect solubility. They
demonstrate skills to Objective:
plan and conduct a Experience how particles move through the air and observe how temperature affects the speed of
scientific investigation particle movement.
making accurate Materials:
 1 scented item (perfume, cologne, or air freshener)
measurements and
 Two different places: one warm (like a sunny area) and one cool (like near a fan or window)
using standard units.
 A group of students
Instructions:
1. Go to the cool area. Spray the perfume once.
2. Wait and raise your hand when you smell it.
3. Now go to the warm area. Spray the same perfume once.
4. Again, wait and raise your hand when you smell it.
5. Compare which area allowed the scent to spread faster.
 Debrief:

Ask students:

 In which area did you smell the scent faster — the warm or the cool one?
 What do you think caused the difference in how quickly the scent spread?
 How might this relate to the movement of tiny particles in the air?

LEARNING FIRM-UP (ACQUISITION)

COMPETENCY
LC (A) Activity 1: "What's in My Cup?"
NDMI*UNPACKED
COMPETENCY Objective: Recognize that different pure substances are made of one kind of particle with
*Recognize that all different properties.
matter is made up of
tiny, invisible particles Materials:
and that each pure
substance is made of  Clear plastic cups (3)
only one kind of  Water
particle with its own  Table salt
properties.  Sugar
 Spoon
Learning Targets:
1. I can Instructions:
recognize
that all matter 1. Fill each cup halfway with water.
is made up of 2. In Cup A, add 1 spoon of salt and stir.
tiny, invisible 3. In Cup B, add 1 spoon of sugar and stir.
particles. 4. Leave Cup C with just water.
2. I can describe 5. Observe and taste (if safe) or describe what you see.
that each
pure Guide Questions:
substance is
made of only  What do you notice about each cup?
one kind of  Do the salt and sugar look or taste the same?
particle with  Even though they all look like clear liquids, are they made of the same particles?
its own  What does this tell us about pure substances?
unique
properties. Formative Assessment: True or False
Success Criteria:
1. I can explain ___ 1. All matter is made up of tiny, invisible particles that are constantly moving.
that water, ___ 2. Salt and sugar have the same kind of particles because both can dissolve in water.
salt, and ___ 3. Even if two substances look the same, they can still be made up of different kinds of
sugar are particles.
made of ___ 4. Each pure substance is made up of only one kind of particle with its own unique
different kinds properties.
of particles, ___ 5. The particles of water, salt, and oxygen are identical because they are all forms of matter.
even if they
look similar Answer Key:
when mixed
with water. 1. True
2. I can describe 2. False
that each 3. True
pure 4. True
substance 5. False
has its own
properties
because it is
made up of
only one kind
of particle.
 Intervention Plan For Learners Who Struggle to Understand the Concept:

Identified Difficulty:
Students may think that if substances look the same (like saltwater and sugar water), they must
be made of the same kind of particles.

Intervention Strategies:

1. Use Visual Models:

Provide diagrams showing how salt particles (ions) and sugar particles (molecules) look
when dissolved in water.
o Emphasize that particles are too small to see but still different in structure.
2. Simplify the Concept with Analogies:
Compare it to different people wearing the same clothes — they may look similar, but
they’re still different individuals (like different particles in similar-looking solutions).
3. Interactive Practice:
Have students match everyday substances (e.g., salt, sugar, vinegar, oil) with
descriptions of their particle behavior using a drag-and-drop activity or quiz.
4. Reinforcement Task:
Ask students to create a simple digital drawing (in Paint, Canva, or Jamboard) showing
the particle arrangements of water, saltwater, and sugar water.
5. Reassessment:
Conduct a short online quiz or reflection question:

“If two liquids look the same, does that mean they are made of the same particles? Explain your
answer.”

LEARNING
DEEPEN (MAKE MEANING)
COMPETENCY
LC 3. [M] Activity 2: "Different Particles, Different Substances"
Describe that
particles are Objective:
constantly in motion, Describe that all matter is made of tiny particles, and each pure substance has its own kind of
have spaces between particles.
them, attract each
other, and move Instructions:
faster as the
temperature 1. Look at the 3 substances below.
increases (or with the 2. Draw small circles to show the particles of each substance.
addition of heat). 3. Answer the questions below.

Learning Targets: Substances:

1. I can  Water
describe how  Salt
particles in  Oxygen
solids,
liquids, and Example Drawing Guide:
gases are
arranged and Substance Draw the Particles (use circles)
how they
move. Water ⚪ ⚪ ⚪ ⚪ (some space between)
2. I can explain Salt ⚫⚫⚫⚫ (very close together)
how Oxygen 🔴 🔴 🔴 (spaced out)
temperature
(or heat)
affects the
movement
and spacing Guide Questions:
of particles.
1. Are the particles of water, salt, and oxygen the same or different?
Success Criteria: 2. Which substance has particles that are close together?
3. Which one has particles that are far apart?
1. Clearly 4. What does this tell us about the particles in pure substances?
describe that
particles are Sample Error Analysis for “Activity 2: Different Particles, Different Substances”
always
moving and During this activity, students may have some misunderstandings about how particles behave and
have spaces differ in substances. Here are a few common errors and how to address them:
between
them. Error 1: Drawing all substances (water, salt, oxygen) with the same type or arrangement of
2. Explain that particles.
when heat is Explanation: This shows that the student thinks all matter has identical particles.
added, Correction: Each pure substance has its own unique kind of particles. For example, salt is made
particles of tightly packed particles forming a solid, water has particles that are close but can move around
move faster each other, and oxygen has particles that are far apart and move freely in all directions.
and spread
farther apart. Error 2: Drawing particles that touch or overlap even in gases.
3. Give Explanation: This suggests that the student does not understand that gases have large spaces
examples between particles.
showing how Correction: Explain that in gases like oxygen, particles are far apart and move quickly. Solids like
particle salt have tightly packed particles, while liquids like water have particles with small spaces that
movement allow them to flow.
changes in
solids, liquids, Error 3: Saying that the particles of one substance can easily turn into another (e.g., water
and gases particles become salt particles).
when Explanation: This means the student might not yet understand that each substance has its own
temperature kind of particles that do not change identity unless a chemical reaction occurs.
changes. Correction: Emphasize that while substances can change state (like water freezing or
evaporating), their particles stay the same. Water particles remain water particles even when
frozen or boiled—they do not turn into particles of another substance.

Teacher Debrief:
After reviewing these errors, let students compare their own drawings with the correct particle
representations. Discuss how solids, liquids, and gases differ in particle arrangement and
movement.

LC 4. [M] Activity 3: “Be the Particles!” �💧🌬️

Use diagrams and
illustrations to Objective:
describe the Help students visualize and understand how the arrangement, spacing, and movement of
arrangement, spacing, particles differ in solids, liquids, and gases through a hands-on or virtual simulation.
and relative motion of
the particles in each of Instructions:
the three states
(phases) of matter. 1. Group Setup:
Divide the class into three groups — Solids, Liquids, and Gases.
Learning Targets (If online, assign breakout rooms or use labeled virtual groups.)
2. Role-Play the Particles:
1. I can o Solids Group: Stand very close together and stay in fixed positions. Move
understand slightly in place to show vibration.
how the o Liquids Group: Stand close but move around each other slowly to show flowing
arrangement motion.
and o Gases Group: Spread far apart and move freely and quickly around the space.
movement of 3. Observation and Discussion:
particles After the activity, have students observe each group or watch short video clips (if online)
explain the showing particle motion in each state.
properties of Discuss:
solids, liquids, o How were the movements different?
and gases. o Which group showed tightly packed particles?
2. I can interpret o Which group moved the fastest?
diagrams that o What does this say about the energy of the particles in each state?
 show how 4. Illustration Task:
particles Students draw a simple diagram showing the arrangement, spacing, and movement of
behave particles in solids, liquids, and gases.
differently in (Optional: use online tools like Jamboard, Canva, or Google Drawings if digital.)
each state of
matter. Processing / Reflection Questions:

Success Criteria:  How does particle movement explain why solids have definite shape while gases don’t?
 What happens to the movement and spacing of particles when heat is added?
1. Describe how  How do these particle behaviors explain everyday examples (melting ice, boiling water,
particle fog forming)?
arrangement
and Teacher Debrief:
movement Guide students to connect their experience and drawings to the Particle Model of Matter.
differ among Emphasize that the differences in particle arrangement and movement explain the unique
solids, liquids, properties of solids, liquids, and gases, helping them make meaning of abstract ideas through
and gases. physical and visual representation.
2. Explain how
the behavior Clickable Links:
of particles
helps us 1. States of Matter - BBC Bitesize
understand 2. States of Matter for Kids - Science Kids
the changes 3. PhET Simulation: States of Matter
between the 4. Khan Academy - States of Matter
three states of 5. Chem4Kids - States of Matter
matter.
LC 5. [M] Activity 4: "Draw the Change!"
Explain the changes
of state in terms of Objective:
particle arrangement To help students explain how particles change during melting, boiling, and freezing.
and energy changes:
a. solid → liquid → Instructions:
vapor, and
b. vapor → liquid → 1. Give students a short story:
solid. "Ice melts into water, then boils into steam. Later, the steam cools down and turns back
into ice."
Learning Targets: 2. Task:
1. I can explain On a sheet of paper, students will:
how particles o Draw three boxes showing:
change their  Ice (solid)
arrangement  Water (liquid)
and  Steam (gas)
movement o Inside each box, draw dots to show the particles:
when matter  Close together for solid
changes from  Slightly apart for liquid
solid to liquid  Far apart for gas
to gas. o Add small arrows to show how fast the particles are moving (short arrows =
2. I can describe slow, long arrows = fast).
how adding 3. Write one sentence under each box:
or removing o Example: “In ice, particles are close and move slowly.”
heat energy
causes Guide Questions:
changes in
the state of  What happens to particles when you heat them?
matter.  What happens when you cool them?
Success Criteria:  How do the particles look in each state?
1. Describe
what happens Online Alternative Activity:
to particle Title: “Heating and Cooling in Action — Virtual Simulation”
movement
and spacing
during
 melting, Objective:
evaporation, Explain the changes of state (solid → liquid → vapor and vapor → liquid → solid) in terms of
condensation, particle arrangement and energy changes.
and freezing.
2. Explain that Materials (Online Setup):
adding heat • Internet access
makes • Device (computer, tablet, or phone)
particles • PhET Simulation: “States of Matter” or “Phase Changes”
move faster 🔗 [Link]
and spread • Observation sheet or online quiz (Google Form or interactive worksheet)
apart, while
removing Instructions:
heat makes
them slow 1. Open the PhET simulation “States of Matter” or “Phase Changes.”
down and 2. Choose a substance (like water) and slowly increase the temperature using the heat
come closer control.
together. 3. Observe how particles move and spread out as the state changes from solid → liquid
→ gas.
4. Next, lower the temperature and watch how particles move closer together as the state
changes from gas → liquid → solid.
5. Record your observations about the movement, spacing, and energy of particles in
each state.
6. Answer these guide questions in your online worksheet:
o What happens to the particles as heat is added?
o What happens when heat is removed?
o How do the particle arrangements differ in solids, liquids, and gases?

Expected Output:
Students complete an online observation sheet or short reflection paragraph describing how
energy affects particle motion and state changes.
TRANSFER
LC. Activity 5: "Observe the Change!" – A Simple States of Matter Lab
NDMI*UNPACKED
COMPETENCY Objective:
* Demonstrate how To demonstrate the changes in the state of matter (solid ↔ liquid ↔ vapor) and explain how
changes in the state of particle arrangement and energy change during each phase.
matter (solid ↔ liquid
↔ vapor) occur by Materials (per group):
creating a model,
experiment, or  Ice cubes in a cup (solid)
presentation that  Spoon or stirrer
explains the role of  Clean, dry transparent cup or glass
particle arrangement  Warm water (can be provided by teacher)
and energy changes  A notebook and pencil for observation
in each phase
transition. Procedure:

Learning Targets: 1. Step 1 – Solid to Liquid (Melting):

1. I can o Place the ice cube in a cup.
demonstrate o Observe what happens over a few minutes.
how matter o Stir gently and describe the change.
changes from 2. Step 2 – Liquid to Vapor (Evaporation):
solid to liquid o Pour warm water into the cup with melted ice.
to vapor and o Place the cup near a window or open space.
back through o Observe steam or fog forming at the top if visible, or imagine how water slowly
a model, disappears over time.
experiment, o Discuss what would happen if you continued heating it (evaporation).
or 3. Step 3 – Vapor to Liquid (Condensation - Optional Discussion):
presentation. o Ask: If we cover the cup, what might happen to the water vapor?
2. I can explain o Imagine how water droplets could form (condensation) and discuss with the
how particle class.
arrangement
 and energy
changes
cause these Guide Questions:
phase
transitions.  What happened to the ice when heat was added?
Success Criteria:  What did you notice when warm water was added?
1. Show  Where do you think the water goes when it "disappears"?
through a  How do the particles move in each state?
model,
experiment, Output / Transfer Task:
or
presentation In their notebooks, students draw and label 3 simple diagrams (solid, liquid, gas) and write one
how adding sentence each about:
or removing
heat affects  Particle spacing
the  Energy change
movement  What happened in the activity
and spacing
of particles Performance Task Rubric for Scoring
during
changes of Excellent Proficient Developing Beginning
state. Criteria
(4) (3) (2) (1)
2. Explain
clearly the Content All information is Mostly accurate, Some Many errors or
role of Accuracy accurate and minor errors inaccuracies missing info
particle well-researched
arrangement
and energy in Multimedia Creative, Clear Basic format, Lacks visuals,
each phase Quality engaging, high- presentation, minimal design hard to follow
transition quality average visuals
(melting, visuals/audio
evaporation,
condensation, Extinction Strong, clear Clear but basic Somewhat Vague or no
and freezing). Explanation causes with explanation unclear explanation
evidence

VALUES INTEGRATION
Activity: “Follow the Heat!” 🔥❄️

Core Value: Obedience

Related Concept: How particles move when heated or cooled

Objective:
Show that just like particles obey the “rules” of heat (moving faster when heated and slower when
cooled), students should learn the importance of obeying rules that bring order and safety.

Materials:

 Small paper circles (to represent particles)

 Two signs: “HEAT” 🔥 and “COOL” ❄️

Instructions:

1. Divide the class into small groups. Each student represents a particle.
2. When you show the HEAT sign, students move around quickly and spread out (like
particles in a gas).
3. When you show the COOL sign, they move slowly and get closer together (like particles
in a solid).
4. Repeat several times — students must obey the signals immediately.

Discussion / Reflection:
  What happened when everyone followed the signal correctly?
 What if some didn’t obey? How did it affect the group?
 How is this like particles that always obey the “rules” of heat and temperature?
 Why is obedience important in class and in life, just like it is in nature?

Value Emphasis:

“Just like particles obey the laws of nature, we should obey rules and instructions to keep
harmony, safety, and order.”

Prepared by: Checked by: Noted:

MICHEL JAY A. ESPULGAR, LPT STELLA O. MAGLANTAY, LPT KENETH ROSE F. MABITASAN LPT
Teacher Department Head Academic Coordinator

Approved by:

DANILO B. MONTOY, MAEM

Principal