School SPRCNHS-Main Grade Level Grade 7

MATATAG Name of Teacher To be utilized by all G7 Science Teachers Learning Area Science
K-10 CURRICULUM August 5-8 2024 1
Teaching Date Quarter
Lesson Exemplar in Science 7 45 minutes 2 Days
Time Number of Days

I. CURRICULUM CONTENT STANDARDS AND LESSON COMPETENCIES

DAY 1 DAY 2 Day 3
A. Content Use of models Use of models
B. Content standard Scientists use models to explain phenomena.
C. Performance standard 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 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

D. Learning competencies The learners shall be able to At the end of the

recognize that scientists use lesson, the learners
models to explain are expected to:
phenomena that cannot be Identify the different
easily seen or detected models used by
scientists to explain
phenomena that
cannot be easily
seen or detected
E. Learning objectives and At the end of the lesson, the
duration learners are expected to:
Identify the different models
used by scientists to explain
phenomena that cannot be
easily seen or detected
F. Integration MAPEH-ARTS
Model Creation: Integrate art
by having the students create
their own scientific models
using various materials. This
 could be building models of
cells, ecosystems, or even
space structures. Art can help
students visualize and
understand complex scientific
concepts better.
II. LEARNING RESOURCES
A. References

B. Other learning
resources
III. TEACHING AND LEARNING PROCEDURE
A. Activating prior After the daily routinary
knowledge activities such as Prayer,
attendance, emotions check-
in and recap, the students will
be encouraged to play a
game,

THE MYSTERY BOX

Using a mystery box with a

variety of intriguing objects will
not only spark curiosity but also
provide a tangible way to
discuss the importance of
scientific models.
Implementation in the
Activity
Presentation: Present the
mystery box to the students and
explain that they will be
exploring objects that represent
different scientific models.
Exploration: Allow students to
reach into the box and feel the
objects without looking. Have
them describe what they feel
and guess what the object
might be.
Explain that scientists often
work with things that are too
small, too far away, or too
complex to observe directly, so
they use models to help
understand and explain these
phenomena.
Suggested objects for the
mystery box:
1. Scale model/replicas
2. Natural Objects (stone, soil,
leaves, flowers)
3. Laboratory tools/apparatus
4. Everyday Items with
Scientific Significance
5. Craft and Construction
Materials
6. Simulated Biological Models
7. Interactive Elements
8. Sound or Vibration Toys

Rubric for Building Scientific

Models from Indigenous
Materials
Objective: Learners will build
scientific models using
indigenous materials and
describe different models used
by scientists to explain
phenomena that cannot be
easily seen or detected.
Criteria:
1. Use of Indigenous
Materials (20 points)
o Excellent (16-20
points): Uses a variety
of indigenous materials
effectively and
creatively; materials are
well-integrated into the
model.
o Good (11-15 points):
Uses indigenous
materials appropriately;
some creativity in their
integration into the
model.
o Satisfactory (6-10
points): Uses a limited
range of indigenous
materials; minimal
creativity in their use.
o Needs Improvement (1-
5 points): Uses few or
no indigenous materials;
materials used are not
integrated into the
model.
2. Scientific Accuracy (20
points)
o Excellent (16-20
 points): Model
accurately
represents the
scientific concept;
includes correct
scientific
explanations for the
phenomena.
o Good (11-15
points): Model
mostly represents
the scientific
concept; minor
inaccuracies in
scientific
explanations.
o Satisfactory (6-10
points): Model
partially represents
the scientific
concept; significant
inaccuracies in
scientific
explanations.
o Needs
Improvement (1-5
points): Model does
not represent the
scientific concept
accurately; scientific
explanations are
unclear or incorrect.
3. Creativity and
Originality (20 points)
o Excellent (16-20 points):
 Model is highly creative
and original; shows
exceptional effort and
innovation in design.
o Good (11-15 points):
Model is creative and
shows effort; some
originality in design.
o Satisfactory (6-10
points): Model shows
some creativity; design is
somewhat conventional.
o Needs Improvement (1-5
points): Model lacks
creativity; design is
minimal or lacks effort.
4. Clarity of Explanation
(20 points)
o Excellent (16-20 points):
Provides a clear, detailed
explanation of the model;
effectively describes how it
represents the scientific
concept.
o Good (11-15 points):
Explanation is mostly clear;
describes how the model
represents the scientific
concept with minor details
missing.
o Satisfactory (6-10 points):
Explanation is somewhat
clear; provides a basic
description of how the
model represents the
 scientific concept.
o Needs Improvement (1-5
points): Explanation is
unclear or incomplete; does
not adequately describe
how the model represents
the scientific concept.
5. Presentation and
Organization (20
points)
o Excellent (16-20 points):
Presentation is well-
organized, engaging, and
professional; model and
explanation are presented
clearly.
o Good (11-15 points):
Presentation is organized;
model and explanation are
mostly clear.
o Satisfactory (6-10 points):
Presentation is somewhat
organized; model and
explanation lack clarity.
o Needs Improvement (1-5
points): Presentation is
disorganized; model and
explanation are unclear or
incomplete.

Total Points: ______ / 100

Comments
B. Establishing the Lesson The learners should be able to
Purpose apply scientific models and
concepts everyday life, real-
 world scenarios and more
topics in science
C. Developing and The teacher will
deepening present the map of
understanding San Pedro Laguna,
model that
represents a larger
area. The learners
will know how the
map helps the people
in this part of the
Philippines
understand the layout
of streets, schools,
and other landmarks
without needing to
see the entire area
from above.
Learner’s Activity
The class will be
divided in 8 groups
(for a class size of
more than 50) or 6
groups for a class
size of 35 to 40
Activity: Build me
up!

Instructions:
each group will make
a scientific model
using common
materials in the
surroundings. A
fishbowl draw will
help the learners to
 know the model that
they will build
1. Water cycle
system (used
PET bottles)
2. Plant growth
stages (seeds,
leaves, soil)
3. Animal Cell
(using clay
dough)
4. Plant cell
model – using
clay dough
5. A building
made of pasta
and
marshmallow
6. Solar system
model – made
from different
sizes balls
7. Layers of the
earth using
8. Atomic model
using balloons
of different
colors

D. Making generalization
The learners should
understand why
scientific models
matter and how
scientists explain
phenomena that
cannot be easily seen
or detected.
Using a slide deck the
teacher will ask these
questions:

1. What is s
scientific
model?
Ans. A scientific
model is a
representation of
an object, system,
or process that
helps scientists
understand,
explain, or predict
phenomena that
are difficult to
observe directly.
2. Using the
model that you
built explain
how it is used
to understand
a natural
phenomenon.
Ans. (answers
may vary)
3. Why do
scientists use
models when
studying
 things that are
too small to
see?
Answer:
Scientists use
models to
represent and
study things
that are too
small to see
directly, such
as atoms or
cells, because
models can
illustrate how
these tiny
structures
work and
interact.
4. How does a
map of San
Pedro Laguna
serves as a
model?
Answer: This
map
represents the
town’s layout,
including
streets, parks,
and buildings,
in a smaller
and more
manageable
form.
5. Why might a
 model of the
water cycle be
useful in
understanding
environmental
science?
Answer: A model of
the water cycle helps
us understand the
processes of
evaporation,
condensation, and
precipitation, which
are crucial for
studying weather
patterns and the
environment.