SCHOOL MONTESSORI COLLEGE OF Grade 7
TECHNOLOGY, INC. Level
DAILY LESSON
PLAN
TEACHER Ms. Claudine D. Baldecasa Learning SCIENCE
in Area
SCIENCE 7 TEACHING DATES
June 2, 2025 Quarter FIRST
AND TIME
I. OBJECTIVES
A. Content Standard The properties of solids, liquids, and gases are explained using the particle nature of matter.
B. Performance Communicate explanations of particle arrangements through collaborative outputs.
Standard
At the end of the lesson the students are expected to:
C. Learning
1. Describe the arrangement and movement of particles in solids, liquids, and gases;
Competencies/
2. Classify materials according to their states of matter based on particle behavior;
Objectives
3. Express understanding through a creative multimedia output.
II. CONTENT Particle Nature of Matter
III. LEARNING RESOURCES
A. References MELC, Learner’s Module, YouTube videos, PhET Simulation
1. Teacher’s Science 7 Self- Learning Material pages 1-8
Guide pages
2. Learner’s Science 7 Self- Learning Material pages 5-8
Materials pages
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B. Other Learning Laptop, TV, printed materials, PhET simulation, activity sheets, graphic organizers, colored paper, AND markers
Resource
IV. PROCEDURES
Teacher’s Activity Learner’s Activity UDL Integration
Engagement: Activates curiosity and
connects to prior knowledge.
The teacher will ask, "What do you already know about Learners share prior
solids, liquids, and gases?" Learners will be guided to knowledge in the format they Representation: Allows multiple formats
C. Elicit
fill out a KWL chart. They may respond verbally, in prefer. Fill out the "K" and (text, image, verbal).
writing, or through drawings. "W" sections of the chart.
Action & Expression: Flexible modes of
expression.
Engagement: Uses real-life objects and
The teacher will show an animation of particles in solid, Learners observe the interactive discussion.
liquid, and gas states. Then she will display real objects animation, match objects to
Representation: Combines visuals, physical
D. Engage (ice cube, water, balloon) and ask, "Which item diagrams, respond to
items, and auditory input.
matches which particle image?" Finally, she reveals the questions, and join in reading
topic and reads objectives aloud with the class. the objectives. Action & Expression: Encourages various
response forms.
Engagement: Provides autonomy and
The teacher will organize students into flexible groups Learners collaborate with teamwork.
and distribute differentiated activity sheets. Learners peers, explore tools, and
Representation: Diverse tools (print, digital,
E. Explore are allowed to use simulations, printed guides, and record findings in different
tactile).
physical manipulative. The teacher provides support formats such as notes,
and options based on learner needs. drawings, or short videos. Action & Expression: Multiple ways to
investigate and record findings.
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Engagement: Peer sharing increases
motivation.
The teacher facilitates group presentations. She asks, Learners present their group
“Why can gases be compressed?” and “What happens outputs, listen to discussion, Representation: Visual aids and discussion
F. Explain
when you heat a solid?” She clarifies concepts using take notes, and draw particle support understanding.
visual aids and whiteboard illustrations. diagrams.
Action & Expression: Variety in how
students communicate learning.
The teacher provides project options (e.g., illustration,
roleplay, comic strip, digital skit). She explains the
rubric step-by-step using a visual and verbal
breakdown of the success criteria. Rubric Categories:
Engagement: Choice motivates
1. Scientific Accuracy (5 pts) – Correctly represents Learners pick a creative task participation.
particle behavior. that suits their style. They
Representation: Rubrics explained in
G. Elaborate rehearse, illustrate, or record
2. Creativity & Originality (5 pts) – Shows unique, their ideas and apply their different ways.
engaging interpretation. knowledge in a new format. Action & Expression: Learners produce
3. Clarity & Presentation (5 pts) – Visually clear or work using strengths and preferences.
well-performed.
4. Collaboration (5 pts) – Evidence of group
contribution and teamwork.She assists groups with
brainstorming and preparation.
H. Evaluate The teacher distributes a 5-item quiz that includes Learners complete the quiz Engagement: Self-assessment and goal
multiple-choice, drawing, and short-answer questions. using a method they prefer setting.
She reads each item aloud, allows choice in response (drawing/writing/verbal).
Representation: Quiz includes varied
type, and offers a checklist for self-assessment. They reflect using the
formats.
checklist and seek clarification
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Sample Quiz:
1. Which state of matter has particles tightly packed
together?
A. Solid B. Liquid C. Gas
2. In which state do particles move the fastest? A.
Solid B. Liquid C. Gas
3.Draw the particle model of a liquid and label the
parts. where needed. Feedback is Action & Expression: Flexibility in
used for improvement. demonstrating knowledge.
4. Why do solids maintain their shape?5. What
happens to the movement of particles when heated?
Self-Checklist:
☑ I understand how particles behave in different
states.
☑ I can classify matter based on particle movement.
☑ I expressed my learning creatively.
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Assignment Title:
"My Particle Story" – Comic Strip Assignment
Task: Engagement: Creative expression with real-
Draw and color a simple comic strip (3–5 frames) Learners illustrate and color
world relevance.
showing how a water particle changes from solid (ice) the comic strip showing state
to liquid (water) to gas (steam), and possibly back changes. They include short Representation: Uses story, image, and
I. Extend
again. Add 3–5 simple sentences explaining what explanations and reflect on short text.
happens to the particle in each stage. the importance of water and
Action & Expression: Combines art and
science in daily life.
Instructions: explanation.
Use paper, colored pencils, or any digital tool you
prefer.
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Label each state (solid, liquid, gas).
Describe how the particle behaves in each state
Needs
Excellent Good (3–4 Improvem
Criteria
(5 pts) pts) ent (1–2
pts)
Shows
Has
correct Mostly
incorrect
Scientific particle accurate
or missing
Accuracy behavior with minor
science
and state errors.
concepts.
changes.
Unique, Some Basic or
colorful, effort rushed
Creativity
and shown; work with
& Effort
detailed moderatel little
work. y creative. creativity.
Easy to
Clarity & Understan
understan
Explanatio dable with
d and well-
n few labels.
labeled.
(e.g., “In solid, I’m tightly packed and can’t
move!”).
Be creative and make it fun!
Rubric (Total: 15 points):
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V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative assessment
B. No. of learners require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
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teachers?
PREPARED BY:
CLAUDINE D. BALDECASA
TEACHER
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