States of
Matter Particle
Arrangement
Phase
Science 7 -
LEARNING
COMPETENCY
The learners use
diagrams and
illustrations to
describe the
arrangement, spacing,
and relative motion of
the particles in each of
LEARNING
OBJECTIVES
1. develop a deeper
understanding of
particle arrangement
and movement in
different states of
matter (solid, liquid,
LEARNING
COMPETENCY
The learners explain
the changes of state
in terms of particle
arrangement and
energy changes: a.
solid → liquid → vapor
LEARNING
OBJECTIVES
1. explain how a substance
changes its state from solid
to liquid to gas by analyzing
particle behavior and the
influence of temperature;
2.
anddemonstrate
understanding of changes of
state: solid → liquid → vapor,
and vice versa.
LESSON 1: STATES OF
MATTER AND PARTICLE
ARRANGEMENT THROUGH
SHORT
DIAGRAMS
REVIEW
Kinetic Molecular
Theory
In solids, particles vibrate in
fixed positions, while in
liquids, they move more
freely but are still close
together. And in gases,
particles move rapidly and
Kinetic Molecular Theory
(KMT)
a fundamental model used
in chemistry and physics to
explain the behavior of
matter, particularly gases,
at the microscopic, particle
level. Instead of viewing a
gas as a continuous
substance, KMT envisions it
Here's how we see KMT in our
particle models:
Particles are always moving!
They're not just sitting still.
They're constantly wiggling,
jiggling, or zooming around. Think
of tiny
The busy bees.
hotter it gets, the faster
they move! If you turn up the
heat, the particles get more
energy and start moving even
Here's how we see KMT in our
particle models:
In gases, particles are
like crazy bumper cars.
They fly around super fast,
far apart from each other,
and barely touch. When
they do hit, they just
bounce off perfectly without
Here's how we see KMT in our
particle models:
In liquids, particles are
like a crowded dance
floor. They're still moving
and sliding past each other,
but they're much closer
together than in a gas.
They can move, but they
Here's how we see KMT in our
particle models:
In solids, particles are
like people standing in a
really tight crowd.
They're stuck in their spots
and can only wiggle or
vibrate. They can't move
past each other because
Imagine these tiny particles are trying
to either stick together or fly apart.
When they're
really cold
(like in a
solid): The
particles are
moving very
They're like
people holding
hands tightly in
a fixed, neat
line (think of a
marching
band). They
can only wiggle
a little bit. This
Imagine these tiny particles are trying
to either stick together or fly apart.
When they
warm up a bit
(like in a liquid):
The particles get
more energy and
move a bit faster.
They're still kind
Imagine people
still in a crowd,
but now they
can weave
around and
change places
(like people on a
busy dance
floor). This is
Imagine these tiny particles are trying
to either stick together or fly apart.
When they
get really hot
(like in a
gas): The
particles are
moving super
They completely
break free from
each other!
They're like
people running
wild in a huge
open field,
bouncing off walls
and each other,
UNLOCKING
CONTENT
VOCABULARY
Materials Needed:
[Link] cards or small pieces
of paper
[Link] or pens
General Instructions:
[Link] group will take turns
selecting a vocabulary term
from the table.
2. Without revealing the term, one
from your group will read the
definition aloud to your
3. The group must then discuss
teammates.
and decide which term from the
table matches the given definition.
4. Once a match is chosen, your
group will turn over the selected
card to reveal the vocabulary
5. If the match is correct, your term.
group earns a point. If
incorrect, return the card to
its original position. No point
PROMPT QUESTIONS:
How do
you
imagine
the
arrangeme
nt of
particles in
PROMPT QUESTIONS:
What tools or visuals help you
understand the concept better?
WORKED EXAMPLE
1. Each group should
choose a specific
substance (e.g.,
water, iron,
oxygen) and create a
series of diagrams
illustrating the
particle arrangement
at low and high
WORKED EXAMPLE
2. To depict motion,
you can use arrows
and other helpful
legends. Label your
diagrams with the
appropriate states of
matter and describe
the changes in
particle arrangement
WORKED EXAMPLE
3. After drawing and
discussing with your
groupmates, present
your diagrams to the
class, explaining the
changes in particle
arrangement with
temperature of your
chosen substance.
LESSON ACTIVITY
Refer to LAS 1 of
Quarter 1
Worksheets for
Science - Week 3
LESSON 2: CHANGES OF STATE:
SOLID TO LIQUID TO GAS
SHORT
REVIEW
QUESTIONS:
What are the states of matter?
How do particles behave in
solids? Liquids? Gases?
Can you describe the
arrangement of particles in each
VISUALIZING PARTICLE
ARRANGEMENT
Solid:
Particles are
tightly
packed
together in
a rigid
structure,
with minimal
movement.
Imagine
marbles
VISUALIZING PARTICLE
ARRANGEMENT
Liquid:
Particles are
still close but
have some
freedom of
movement,
allowing them
to slide past
each other.
Think of
marbles in a
VISUALIZING PARTICLE
ARRANGEMENT
Gas:
Particles
are spread
out far
apart with
the most
freedom of
movement.
Imagine
marbles
VISUALIZING PARTICLE
ARRANGEMENT
Temperature is a
measure of the
average kinetic
energy (movement)
of the particles
within a substance.
Higher temperature
TEMPERATURE AND PARTICLE
ENERGY
Heating a Solid: As
we add heat
(energy) to a solid
(like ice), the
particles gain kinetic
energy and start
vibrating more
vigorously. This
disrupts the rigid
TEMPERATURE AND PARTICLE
ENERGY
Transitioning to
Liquid: With
increased movement,
the particles in the
solid can no longer
maintain their fixed
positions. They
overcome the forces
holding them
together, leading to a
TEMPERATURE AND PARTICLE
ENERGY
Liquid to Gas: Further
heating the liquid (like
boiling water) provides
even more energy to the
particles. They move so
fast that they overcome
the remaining attractive
forces and spread out far
apart, transforming the
liquid into a gas.
TEMPERATURE AND PARTICLE
ENERGY
WORKED EXAMPLE
Refer to Part A of LAS 2 of Quarter 1 Week
3 Worksheets for Science.
General Instructions
1. You will be divided into groups. Make
sure that all the needed materials are
with your group.
2. Jot down important data from
your experiment.
3. Perform Part A of LAS 2 from the
Worksheet for Science 7 Week 3.
Compare your results with the other
QUESTIONS
1. What happens to the particles during
melting and evaporation of wax?
2. How does the energy source differ for
melting wax and evaporating water?
3. Can you think of examples of melting
and evaporation in everyday life?
Lesson Activity
Refer to Part B of
LAS 2 of Quarter 1
Week 3 Worksheets
for Science.
LESSON 3: CHANGES OF STATE:
GAS TO LIQUID TO SOLID
SHORT
REVIEW
PICTURE
A
PICTURE
B
QUESTIONS
Gas to liquid (Condensation)
Can you think of
examples of freezing in
everyday life? to the
What happens
particles during
freezing?
How does the
temperature affect the
QUESTIONS
Liquid to solid (Freezing)
Where do we
often see
condensation
occurring?
What factors
contribute to
condensation?
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 themselves into a
solid structure
CONDENSATION
is the process
in which a gas
changes into a
liquid state
when cooled.
It occurs when gas particles lose energy
and come together to form liquid
droplets.
Condensation commonly occurs when
warm, moist air cools down, such as
when warm air meets a cooler surface or
when warm air rises and cools in the
atmosphere.
WORKED EXAMPLE
Refer to Part A and
B of LAS 3 of
Quarter 1 Week 3
Worksheets for
Lesson Activity
Refer to Part C and
Synthesis part of LAS 3
of Quarter 1 Week 3
Worksheets for Science.
Learner’s Takeaways
What are the different phases of
matter represented in the diagram?
Learner’s Takeaways
What do the arrows represent?
Learner’s Takeaways
Looking at the arrows between solid and
liquid, what general statement can you
make about the relationship between
temperature and melting/freezing?
Learner’s Takeaways
Looking at the arrows between liquid and
gas, what general statement can you
make about the relationship between
temperature and
Learner’s Takeaways
Can you think of any real-life
examples for each of these changes
of state (melting, freezing,
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?
Reflection on Learning
Why is understanding phase
changes important? How
does it apply to things we
encounter in our daily lives?
(cooking, weather patterns,
Reflection on Learning
What are some
strategies you used to
better understand the
phase change?
THANK
YOU
FOR
Science 7 -