Describing the particle nature of matter by Teacher Julie

Science 7 MATATAG Power Point of Teacher Julie for Quarter 1_Learning Competency 2

1. TO TEACHER JULIE CHANNEL

2. SCIENCE 7 First QUARTER- lc2 Matatag curriculum Describing the Particle Model of Matter WITH FREE POWERPOINT PRESENTATION

3. Use of models. CONTENT Learners learn that: Scientists use models to explain phenomena. LEARNING STANDARD The learners… Describe the Particle Model of Matter as “All matter is made up of tiny particles with each pure substance having its own kind of particles.”; LEARNING COMPETENCY

4. At the end of 45 minutes session, 80 percent of the Students are able to : Identify the Particle Model of Matter as “All matter is made up of tiny particles with each pure substance having its own kind of particles. Explain the Particle Model of Matter as “All matter is made up of tiny particles with each pure substance having its own kind of particles. Appreciate the Particle Model of Matter as “All matter is made up of tiny particles with each pure substance having its own kind of particles by Performing Modeling Activity of the Particle Model. LEARNING OBJECTIVES

5. I. Activating Prior Knowledge Instructions: 1. Begin the lesson by asking students, "What do you know about matter?" 2. Distribute sticky notes or index cards to each student. 3. Instruct the students to write down one thing they know about matter on their sticky note or index card. 4. Once everyone has written something, have the students come up to the board or a designated area and place their sticky notes or index cards. 5. Invite a few students to share what they have written and explain their responses.

6. I. Activating Prior Knowledge "What do you know about matter?"

7. I. Activating Prior Knowledge Share your thoughts

8. I. Activating Prior Knowledge Instructions: 6. As the students share, group the sticky notes or index cards into categories, such as: o States of matter (solid, liquid, gas) o Properties of matter (e.g., mass, volume, density) o Examples of matter (e.g., water, air, metal) Discuss the common themes and ideas that emerge from the students' responses. 8. Explain to the students that in this lesson, they will be learning about the Particle Model of Matter, which helps explain the nature and behavior of different types of matter.

9. B. Establishing Purpose of the Lesson At the end of 45 minutes session, 80 percent of the Students are able to : Identify the Particle Model of Matter as “All matter is made up of tiny particles with each pure substance having its own kind of particles. Explain the Particle Model of Matter as “All matter is made up of tiny particles with each pure substance having its own kind of particles. Appreciate the Particle Model of Matter as “All matter is made up of tiny particles with each pure substance having its own kind of particles by Performing Modeling Activity the Particle Model.

10. B. Establishing Purpose of the Lesson Match Type Activity: Vocabulary Matching S olid Liquid G as Atom -The tiny, invisible building blocks that make up all matter. - The state of matter that has a fixed volume but takes the shape of the container it is in, with particles that can move freely past each other. -The state of matter that has no fixed shape or volume, with particles that move randomly and spread out to fill the container. - is the state of matter that has a definite shape and volume. Matter -Anything that has mass and takes up space.

11. C. Developing and Deepening Understanding The Particle Model of Matter is a fundamental concept in science that describes the nature of all matter. The particle model is a scientific theory that explains the properties of solids, liquids and gases by suggesting that all matter is made of particles, and that those particles behave differently in solids, liquids and gases.

12. C. Developing and Deepening Understanding According to this model: All matter is composed of tiny, invisible particles. Each pure substance has its own unique type of particles. Particles are in constant motion, with the amount of motion varying based on the state of matter.

13. C. Developing and Deepening Understanding Solids Arrangement of Particles in Solids: Particles in solids are arranged in a fixed, orderly pattern. Particles are closely packed together and have a limited range of motion. States of Matter and the Particle Model

14. C. Developing and Deepening Understanding Solids Properties of Solids: Fixed shape: Solids maintain a definite shape and volume, as the particles are tightly packed and cannot easily change position. Fixed volume: Solids have a fixed volume, as the particles are closely arranged and do not easily compress. States of Matter and the Particle Model

15. C. Developing and Deepening Understanding Solids Properties of Solids: High density: Solids have a high density due to the close packing of particles. Resistance to change: Solids are rigid and resist changes in shape or volume, as the particles are firmly held in place. States of Matter and the Particle Model

16. C. Developing and Deepening Understanding LIQUID Arrangement of Particles in Liquids: Particles in liquids are still closely packed, but not in a fixed, orderly pattern. Particles can move freely past one another, but are still attracted to each other. States of Matter and the Particle Model

17. C. Developing and Deepening Understanding LIQUID Motion of Particles in Liquids: Particles in liquids have more kinetic energy than in solids, allowing them to move more freely. Particles are in constant, random motion, sliding and rolling past one another. States of Matter and the Particle Model

18. C. Developing and Deepening Understanding LIQUID Properties of Liquids: Fixed volume: Liquids have a fixed volume, as the particles are closely packed and cannot easily be compressed. Variable shape: Liquids take the shape of the container they are in, as the particles can move freely and rearrange themselves. States of Matter and the Particle Model

19. C. Developing and Deepening Understanding LIQUID Properties of Liquids: Moderate density: Liquids have a moderate density, as the particles are more spread out than in solids but still closely packed. Ability to flow: Liquids can flow and change shape easily, as the particles can slide past one another. States of Matter and the Particle Model

20. C. Developing and Deepening Understanding GAS Arrangement of Particles in Gases: Particles in gases are widely spaced and have no fixed arrangement. Particles move randomly and independently, with no attraction to each other States of Matter and the Particle Model

21. C. Developing and Deepening Understanding GAS Motion of Particles in Gases: Particles in gases have the highest kinetic energy compared to solids and liquids. Particles move rapidly in random directions, colliding with each other and the container walls. States of Matter and the Particle Model

22. C. Developing and Deepening Understanding GAS Properties of Gases: Variable shape: Gases have no fixed shape and will expand to fill the entire container they are in. Variable volume: Gases can be easily compressed, as the particles are widely spaced and can be forced closer together. States of Matter and the Particle Model

23. C. Developing and Deepening Understanding GAS Properties of Gases: Low density: Gases have a low density, as the particles are spread out and take up a large volume. Ability to flow: Gases can flow and move freely, as the particles are not tightly packed and can move in any direction. States of Matter and the Particle Model

24. D. MAKING GENERALIZATION Activity: Modeling the Particle Model Materials: • Marshmallows or small beads (to represent particles) • Plastic containers or bags (one for each group) Divide the class into small groups of 3-4 students. • Distribute the materials (marshmallows or beads, and plastic containers/bags) to each group. 2. Explain the task: • Each group will model the arrangement and motion of particles in the three states of matter: solid, liquid, and gas. • They will use the marshmallows or beads to represent the particles and the plastic containers/bags to represent the container or space the particles occupy.

25. D. MAKING GENERALIZATION Activity: Modeling the Particle Model Instruct the groups to follow these steps: Solid state: Arrange the marshmallows or beads in a fixed, orderly pattern to represent the particles in a solid. Observe the limited motion of the particles. Liquid state: Arrange the marshmallows or beads in a less organized pattern, allowing them to move more freely within the container. Observe the increased motion of the particles. • Gas state: Spread the marshmallows or beads out in the container, allowing them to move randomly and fill the entire space. Observe the high degree of motion of the particles.

26. D. MAKING GENERALIZATION Activity: Modeling the Particle Model As the groups work, circulate and provide guidance or clarification as needed. Once the groups have completed their models, invite them to share their observations and explanations with the class. Facilitate a discussion by asking questions such as: How do the arrangement and motion of particles differ in the three states of matter? How do the particle models explain the properties of solids, liquids, and gases? What connections can you make between the Particle Model and the real-world behavior of materials? • Conclude the activity by summarizing the key insights students have gained about the Particle Model and its application to the different states of matter.

27. E. EVALUATING LEARNING __________1. According to the Particle Model of Matter, what is the basic building block of all matter? Atoms Molecules Particles Elements

28. E. EVALUATING LEARNING __________2. Which of the following is true about the particles in the Particle Model of Matter? Particles are stationary and do not move. Particles are unique to each pure substance. Particles are the same for all types of matter. Particles are visible to the naked eye.

29. E. EVALUATING LEARNING __________3. How do the particles in a solid material differ from the particles in a liquid material? Solid particles are larger than liquid particles. Solid particles are more closely packed and have less motion. Solid particles have a fixed arrangement, while liquid particles are random. Both b and c

30. E. EVALUATING LEARNING __________4. Which of the following properties of a gas is best explained by the Particle Model? Fixed shape Fixed volume Ability to flow and expand High density

31. E. EVALUATING LEARNING __________5. If you were to heat a solid material, what would happen to the motion of the particles according to the Particle Model? The particles would stop moving. The particles would move more slowly. The particles would move more rapidly. The particles would not change their motion.

32. E. EVALUATING LEARNING __________6. Which of the following statements best describes the Particle Model of Matter? All matter is made up of tiny, invisible particles. All matter is made up of atoms and molecules. All matter is made up of elements and compounds. All matter is made up of solids, liquids, and gases.

33. E. EVALUATING LEARNING __________7. How does the Particle Model explain the difference in volume between a solid and a liquid of the same substance? Solid particles are larger than liquid particles. Solid particles are more closely packed than liquid particles. Solid particles have a fixed arrangement, while liquid particles can move freely. Solid particles have less kinetic energy than liquid particles.

34. E. EVALUATING LEARNING __________8. Which of the following is a key component of the Particle Model of Matter? Particles are in constant motion. Particles have a fixed size and shape. Particles are made up of protons and neutrons. Particles are arranged in a hierarchical structure.

35. E. EVALUATING LEARNING __________9. Which of the following best describes the arrangement of particles in a liquid? a. Particles are in a fixed, orderly pattern. b. Particles are randomly arranged and can move freely. c. Particles are widely spaced and can expand to fill the container. d. Particles are closely packed and vibrate in place.

36. E. EVALUATING LEARNING __________10. How do the particles in a gas differ from the particles in a solid in terms of motion? Gas particles have less kinetic energy than solid particles. Gas particles move randomly and rapidly, while solid particles are stationary. Gas particles have a fixed arrangement, while solid particles move freely. Gas particles have a higher density than solid particles.

37. References: Particle Model of Matter. (n.d.). In Encyclopædia Britannica. Retrieved from  https://www.britannica.com/science/particle-model-of-matter Particle Model of Matter. (n.d.). In Khan Academy. Retrieved from  https://www.khanacademy.org/science/physics/thermodynamics/kinetic-molecular-theory/a/particle-model-of-matter Particle Model of Matter. (2022). In National Science Teaching Association. Retrieved from  https://www.nsta.org/particle-model-matter Particle Model of Matter. (2020). In Science Learning Hub. Retrieved from  https://www.sciencelearn.org.nz/resources/2627-particle-model-of-matter Particle Model of Matter. (2018). In BBC Bitesize. Retrieved from  https://www.bbc.co.uk/bitesize/guides/z9b9j6f/revision/1 Particle Model of Matter. (2021). In Amoeba Sisters. Retrieved from  https://www.youtube.com/watch?v=RnGZkXu5Yl4