DLL Sample Format for MATATAG Curriuclum.docx

sample matatag DLL

1. DAY 1 DAY 2 DAY 3 DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A.Content
Standards
Learners learn that the particle model explains the properties of solids, liquids, and gases and the processes involved in changes of state.
B.Performance
Standards
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.
C.Learning
Competencie
s
Learning Competencies: The learners shall be able to:
1. recognize that scientists use models to explain phenomena that cannot be easily seen or detected; and
2. 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.
D.Learning
Objectives
Lesson Objectives: Learners shall be able to:
1. describe and explain the different models used by the scientist to explain phenomena that cannot be easily seen or detected;
2. describe particle model of matter; and
3. recognize that matter consists of tiny particles.
II. CONTENT Scientific Models and the Particle Model of Matter
III. LEARNING RESOURCES
A.ReferencesWorksheet for Science 7 Quarter 1 – Week 1
B.Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
1. Short Review: Models of Matter
Guide questions:
1. What do we call these
representations of the molecules of
solid, liquid and gas?
Recall what transpired from
yesterday’s lesson.
Review the concepts of
presented atomic model.
Recall the description of different
models.
MATATAG
K to 10 Curriculum
Weekly Lesson Log
School Grade Level
Name of Teacher Learning Area
Teaching Dates and Time Quarter

2. 2. What is the importance of using
scientific representations like this in
learning science?
Lesson
Purpose/Intention
Activity: Probing Question
1. How can we visualize things that
cannot be seen by the eye? 2. How
can we visualize things that is too
big, and complex be examined in
actuality?
Lesson Language
Practice
Unlocking Content Vocabulary
Activity: Scavenger Hunt
During/Lesson Proper
Reading the Key
Idea/Stem
1.Explicitation
Think Pair Share
Guide Questions
1.What do you think a
scientific model is?"
2."Can you give an example
of a scientific model you
have encountered before?"
"Why do you think scientists use
models to understand phenomena?"
1.Explicitation
Recall through questions
1. What is a scientific
model, and why are they
important in science?
2. How did scientific
models help you in
understanding and
explaining atomic
models? Could you share
some of your answers in
LAS 1 Part B?
3. Can you give an example
of how scientific models
are used in different fields
of science?
Explicitation: Thought-Provoke
Essential Questions:
1. How do the
characteristics of the
Plum Pudding Model,
the Bohr Model, and the
Rutherford Model help
us understand the
behavior of particles
within atoms?
2.What similarities and
differences do you notice
between the arrangement
of particles within atoms
and the behavior of
particles in different
states of matter?

3. Developing
Understanding of the
Key Idea/Stem
2.Worked Example” Thought
Provoke
Analyze the given model of
the atom. Just by looking at
it, in your own words,
describe what an atom is.
Ask, “ How did the model
help you understand how
people see atom back in the
days of Democritus? Is it
helpful and easy to
understand?”
2.Worked Example Atomic
Model Building
The learners will build a
physical model of the specific
model assigned to them.
2.Worked Example: Tom’s
World
An article and a demonstration is
presented. After, questions are
presented.
1.How does the behavior
of the water molecules in
the ice cubes change as
they transition from a
solid to a liquid state?
2.Why does the
temperature of the
surroundings play a
crucial role in the
melting process of the
ice cubes?
3.What evidence in Tom's
observations supports the
idea that particles in a
liquid have more
freedom to move than
those in a solid?
4. How does the process of
melting ice cubes
illustrate the concept of
phase transitions and the
interplay between kinetic
energy and attractive
forces among particles?
Deepening
Understanding of the
Key Idea/Stem
Lesson Activity :
Learning Activity Sheet 1
Lesson Activity
Learning Activity Sheet 2
Lesson Activity Activity: The
Sneaky Particle Party! (Group
Performance )
After/Post-Lesson Proper
Making
Generalizations and
Learners’ Takeaways Essential
Questions:

4. Abstractions
1. Explain how scientists use
models to represent the
unseen world
2. How does the particle
model explain the difference
between solids, liquids, and
gases?
Reflection on Learning Reflective
question:
How has this week's learning
changed your perspective on seeing
and imagining everyday materials
that surround us?
Evaluating Learning
Formative Assessment
A 10-item multiple choice questions
will be answered by the learners.
Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Effective Practices Problems Encountered
strategies explored
materials used
learner engagement/interaction
Others:
Reflection • Principles behind the teaching- What principles and beliefs used in my lesson?

5. • Students
What roles did my students play in my lesson? What did my students learn? How did they learn?
• Ways forward
What could I have done differently? What can I explore in the next lesson?
Prepared by:
____________________________
Subject Teacher
Reviewed by:
________________________
Master Teacher/Head Teacher
Approved by:
________________________
School Head