LESSON 2.

1 - The Particle Model: The Properties of Solid, Liquid, and Gas

Introduction

Number of Meetings: 3 Meetings

Date: September 2 and 4, 2024
I – Subject Matter
A. The Particle Theory of Matter
B. Properties of Solid, Liquid, and Gas
C. Material: Paper Strips, TV, Laptop, PowerPoint Presentation, Science Links Textbook,
Variety of Food
D. Reference: Julian-Tañada, M., Madriaga, E., Piloton-Narca, M., & Apolinario-Ramos, E.
G. (2024). Science Links 7: Worktext for Scientific and Technological Literacy (First
Edition) Rex Book Store, Inc.
E. Value: Perseverance and Determination
II – Objectives: At the end of the lesson, the learners are expected to:
1. 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;” and
2. describe the properties of solids, liquids, and gases based on the particulate nature of
matter.
III – Procedures
1. INTRODUCTION
A. Let the students answer the Unit Pre-test. Refer to Loop of Unit II (page 74 of their
work text). Checking of answers will follow.
B. Present the learning objectives to the class.
C. Ask the class to look around them and identify things they can see, feel, and touch.
Allow them to describe each of these and determine whether these materials will
exist as solid, liquid, or gas. Can you identify and describe some physical properties
of common substances around you? Explain how these properties help us
distinguish one substance from another.
2. INTERACTION
A. Student-Material
a. The teacher will distribute cut-out paper to the students and let them write
their prior knowledge about matter.
b. After 3 minutes, let them post their work on the board.
c. With the teacher's aide, they will now categorize the given examples under
the different categories of matter (size, volume, examples, or phases of
matter).
d. Processing of the answers will follow.
B. Student-Teachera
a. The teacher will discuss the lesson through a PowerPoint presentation.
C. Student-Student
a. Sci-Jingle: Create songs in groups of five highlighting the distinctive
characteristics of solids, liquids, and gases. Encourage learners to innovate
by permitting them to use different musical styles or instruments, followed by
group performances that reinforce the topics entertainingly and memorably.
3. INTEGRATION
a. Food Chemistry: Encourage the students to prepare or bring a variety of
foods that showcase distinct properties of matter. Have them present and
discuss the properties exhibited by each food item, such as texture, state,
color, and taste, to deepen their understanding of food chemistry.
b. Let the students read the knot on page 102 and share their reflections about
the lesson they gained from the inspirational story.
IV – EVALUATION
a. Let the students answer the posttest on their book, pages 106-108.
V – ASSIGNMENT:
a. Ask the students to select one phase of matter and let them explain it concerning their
life as a student and as a son/daughter.

UNIT III – ELEMENTS, COMPOUNDS, AND SOLUTIONS

LEARNING COMPETENCIES:
- identify the role of the solute and solvent in a solution;
- express quantitatively the amount of solute present in a given volume of solvent;
- demonstrate how different factors affect the solubility of a solute in each solvent, such as
heat; and
- identify solutions which can be found at home and in school and that react with litmus
indicators, such as acids, bases, and salts.
LESSON 3.1 ELEMENTS AND COMPOUNDS
Number of Days: 3
I – SUBJECT MATTER
A. Properties of Elements and Compounds
II – LESSON OBJECTIVES
At the end of the lesson, the learners are expected to:
a. describe the properties of elements and compounds;
b. classify substances as elements and compounds based on their observable
characteristics;
c. determine the elements and compounds present in the environment; and
d. discuss the importance of elements and compounds in their daily lives.
III – PROCEDURE
A. INTRODUCTION
1. Let the students answer the pre-test questions on pages 114-116.
2. Quick Check: Ask the students to do the Quick Check for Lesson 3.1.
3. Focus Points: Present the learning objectives to the class. Engage the students by
encouraging them to share their understanding of the Focus Points and what they
expect to learn. Ask students to identify real-life examples linked to the given topic to
encourage active participation.
4. Substance of the Day: Choose five students to share one element or compound daily.
Ensure that they include the following information:
a. Discovery of information of Elements (person and date)
b. Composition of Compounds
c. Important uses
B. INTERACTION
STUDENT – MATERIAL
1. The teacher will post pictures commonly found at home on the board and let the
students match the picture with its chemical name and symbol.
 Baking soda - Sodium Bicarbonate - NaHCO3
 Toothpaste - Sodium fluoride – NaF
 Sugar – Sucrose - C12 H22 O11
 Gold – Au
 Oxygen – O
2. Processing of the activity will follow.
 STUDENT – TEACHER
1. The teacher will discuss the lesson about elements and compounds through a
PowerPoint presentation.
STUDENT – STUDENT
1. The class will be grouped into 6.
2. Each group will select a leader, a secretary, and a reporter.
3. The group will complete the table in the worksheet given to them.

Element Symbol Common uses

1.
2.
3.
4.
5.

Compound Symbol Common uses

6.
7.
8.
9.
10.

4. Processing of the answers will follow.

C. INTEGRATION
1. Career in Focus: Chemists investigate and test substances to determine their
composition and concentration of elements. They conduct trials and studies to determine
the effects that combinations of elements might have on each other. Ask the students to
answer any of the questions provided below:
a. What else can a chemist do to enhance one’s quality of life? Elaborate your
response.
b. What other careers or professions can use the elements you studied? Elaborate
your response.
2. Twenty-first Century Skills Booster: Students are to make a vlog on their favorite snack
ingredients. See instructions in the worktext page 133.
3. Trivia-Sharing: Encourage the students to create at least three science trivia questions
or facts. For instance, consider the fact that bananas contain tryptophan, an amino acid
that the body converts into serotonin, promoting relaxation, mood enhancement, and
overall happiness. Additionally, due to their high iron content, bananas can stimulate
hemoglobin production.
IV – EVALUATION
1. Journal Writing: Ask the students to put down their significant lessons from this session
and encourage them to ponder on the topic “Why is element study important for human
life?” Remind them of the importance of understanding elements and their impact on
different aspects of daily life.
2. Quick Quiz. Have the students do the quick quiz in the worktext.
V – ASSIGNMENT
a. Choose one element and one compound that can be found at home. Write their
chemical symbol and explain their uses.
LESSON 3.2 SOLUTIONS
No. of Days: 3 days
I – SUBJECT MATTER:
A. Solution
B. Factors Affecting Solubility
C. Saturated and Unsaturated Solutions
D. Concentrations of Solutions
a. Percent by Mass
b. Percent by Volume
II – LESSON OBJECTIVES
At the end of the lesson, the students are expected to:
b. distinguish between solute, solvent, and solution;
c. describe the properties of solute and solvent in a given solution;
d. identify the role of solute and solvent in a solution;
e. determine how the amount of solute affects the saturation and concentration of
the solution;
f. identify the type of solution based on the amount of solute;
g. calculate sample problems on the quantitative description of solutions;
h. express concentrations of solutions quantitatively;
i. investigate solutions (unsaturated, saturated; and supersaturated) based on the
amount of solute present;
j. demonstrate how different factors affect the solubility of a solute in a given
solvent;
k. cite samples of natural solutions and processed solutions and their uses;
l. identify the solutions that can be found at home and in school; and
m. describe the reaction of the solutions with a litmus indicator.
III – PROCEDURES
Preliminaries
o prayer
o checking of attendance
o reminders
A. INTRODUCTION
1. Check the vocabulary: Diagnose students’ vocabulary about mixtures. Have
them define some of the common terms aligned with the concept discussion.
a. Solute c. mixture
b. Solvent d. solution
2. Know what’s behind: Show the class examples of food and other household
materials. Ask them to say Yes or thumbs up if they can easily identify its
ingredients and No or thumbs down if not.
a. fruit salad d. water and sand
b. vinegar e. pineapple juice
c. salt and water
3. The teacher will ask the students about the possible substances in the different
substances.
4. Present the learning objectives to the class.

B. INTERACTION
 STUDENT – TEACHER
1. The teacher will discuss the lesson about solutions and will teach the students how
to solve problems involving solutions.
2. More examples will be given to the students to facilitate understanding.

STUDENT – MATERIAL
1. Given the different sets of problems, the students will solve the percent by mass
and percent by volume.
2. Board work will follow to check students’ understanding of the topic.
STUDENT – STUDENT
1. Students in pairs, shall solve the given sets of word problems using their activity
notebook.

C. INTEGRATION
1. What I learned: Ask the students to share the things that they learned in the class.
Encourage them to expound on their learnings by providing extensive explanations
and concrete examples.
2. The students shall answer the following questions:
a. What are the different parts of the solution?
b. How do saturated, unsaturated, and supersaturated differ from each other?
c. Why is learning solutions important?
IV – EVALUATION
1. The students will answer the posttest in their work text.
2. Doing the Performance Task.
V – ASSIGNMENT
a. Let the students answer the word problem in their book that can be found on
page 234.