5

Lesson Quarter
Lesson 1
1
Week

Exemplar 1-3
for Science

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 5
Quarter 1: Week 1-3
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction,
distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and
disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over
them.

Development Team

Writers: Dr. Berhana I. Flores

Dr. Leizel A. Concepcion
Validator: Diana Lou E. Sipalay, LPT, MA
Illustrator:
Layout Artist:

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.

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 LESSON EXEMPLAR TEMPLATE

LEARNING AREA/QUARTER/ GRADE LEVEL

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards 1) Scientists identify three states of matter based on shape and volume.
2) Temperature can cause changes of state.
3) Planned simple scientific investigations require several steps and processes.
4) An understanding of matter can be applied to solve real world problems.

B. Performance By the end of the quarter, learners describe three states of matter based on properties of shape and volume and
Standards identify heat as being involved in changes of state. They plan a simple scientific investigation following appropriate
steps and using units such as milliliters, liters, grams, kilograms, and degrees Celsius for measuring.

C. Learning Learning Competency 1: The learners describe matter as anything that has mass and takes up space;
Competencies
and The learners will be able to:
Objectives Lesson Objective 1: define what matter is; and
Lesson Objective 2: determine the characteristics of matter.

Learning Competency 2: The learners identify that matter has (exists in) three states called solids,
liquids, and gases;

The learners will be able to:

Lesson Objective 1: define solid, liquid and gas; and
Lesson Objective 2: provide sample materials that are solid, liquid and gas.

Learning Competency 3: The learners describe the properties of solids, liquids, and gasses in terms of
shape and volume; and
a. Solids: definite shape and volume
b. Liquids: no definite shape; definite volume
c. Gases: no definite shape or volume

The learners will be able to:

Lesson Objective 1: differentiate solid, liquid and gas based on their molecular attraction, arrangement, shape and

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 volume.

Learning Competency 4: The learners identify objects at home and in the classroom as solid, liquid or
gas.

The learners will be able to:

Learning Objective 1: recognize common materials seen and used at home or in school as solid, liquid or gas.

C. Content 1. Matter in daily life

2. Matter and its three states

D. Integration Safety: When conducting experiments even with common materials, precaution and safety procedures must still be
followed.
Accountability and Responsibility: Learners should understand that different materials can be beneficial if use in the
right and proper way and can be harmful if used otherwise.

II. LEARNING RESOURCES

● Campbell, C., & Tytler, R. (2007). Views of student learning. In V. Dawson & G. Venville (Eds.), The Art of Teaching Primary Science
(pp. 23-41). Australia: Griffin Press.
● Delos Reyes, R. L. (2022). Science Links. Quezon City: REX Publication.
● H. (n.d.). Free photo of Stone tower. https://www.stockvault.net/photo/135306/stone-tower
● JICA National Science Textbook for Grade 5. (2020). Department of Education Papua New Guinea. https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwi5hNGBv4mFAxVfxjgGHUf6B1wQFnoECBsQAQ&url=ht
tps%3A%2F%2Fwww.jica.go.jp%2FResource%2Fproject%2Fpng%2F004%2Fmaterials%2Fku57pq00003t6ut6-att
%2Fg5_science_text_01.pdf&usg=AOvVaw2EdHbiSyO2ZoD9_DGqVNys&opi=89978449 . pp. 57-80
● Yakovenko, O. (2022). Isolated clean water blue drop, vector illustration 8468264 royalty-free Vector [Image]. Vecteezy.
https://www.vecteezy.com/vector-art/8468264-isolated-clean-water-blue-drop-vector-illustration
● Free Vector. (2021). Celebratory balloons on isolated background [Image]. Freepik. https://www.freepik.com/free-vector/celebratory-
balloons-isolated-background_13187590.htm#query=balloons&position=3&from_view=keyword&track=sph&uuid=a27f33d2-7c97-
42c7-a950-e3868fb06ecc
● Three states of matter. (n.d.). Science Learning Hub. https://www.sciencelearn.org.nz/images/1839-three-states-of-matter
● S. S. E. (2022). Solid, Liquid and Gas | States of Matter Song | Science Song for Children | KS1 & KS2 [Video File]. YouTube.
Retrieved https://www.youtube.com/watch?v=Re3_ajB11E0
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 ● TutorVista. (2010. Arrangement of Molecules In The Three States Of Matter [Video File]. YouTube. Retrieved
https://www.youtube.com/watch?v=v12xG80KcZw

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating 1. Short Review: “Mystery Box” The teacher should prepare a

Prior The teacher prepares a “Mystery Box” containing different materials which the “mystery box” containing
Knowledge learners will identify. materials like toy, paper, small
inflated balloon, stone, and
other common materials.
Guide Questions:
1. What are the things that you got from the box? Reiterate that different
2. Where do you see these things? materials are useful to us even
3. What other term can use to name these things? to them as young students.
4. Are these materials useful for you? How?

B. Establishing 1. Lesson Purpose

Lesson In the succeeding weeks, we will be doing activities which will help us
Purpose understand more about the things around us. Through these activities, we
will conquer the world of matter, their three phases, their characteristics,
and where we can find them.

2. Unlocking Content Vocabulary

For you to understand our topics better, try to familiarize yourselves with The teacher can use strips of
these terms by arranging the jumbled letters to come up with the correct paper for this activity or make
term being described. a presentation/slide deck for
1. Anything that occupies space and has mass. TTMERA ease of use and for added
2. Has closely packed molecules which limit movement, thus have definite interactivity.
shape. ISDLO
3.Has loosely packed molecules permitting them to have some movement, Other terms may be added by
thus having no definite shape. DQLIIU the teacher.
4. Has molecules far from each other, thus having maximum freedom to

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 move around. SAG Answer Key to UCV:
5. The amount of space occupied by an object or substance. UMELOV 1. Matter
2. Solid
3. Liquid
4. Gas
5. Volume

C. Developing SUB-TOPIC 1 (Week 1, Day 1): Characteristics of Matter and Its Different
and Deepening Phases
Understanding 1. Explicitation. “Matter Matters” To manage the class, the
Group the learners into two. Group 1 will go around the room and list all teacher should give rules to
the things they see inside the classroom. Group 2 will investigate the follow while they do the
picture posted on the board. Using the table below, the learners will list all activity. Use a timer, too, to
the things they saw in their respective task. They can use their notebooks manage the time.
to do so. After the activity, the learners will share what they saw with their
classmates.
After the activity, the learners
For Group 1: should be able to tell that the
The Things I See Inside the Classroom things that they’ve identified
inside the classroom and from
the pictures are called Matter.
From there, the teacher
discusses that matter is
anything that occupies space
For Group 2: and has mass.

The Things I See in the Picture NOTE: Other related and

relevant questions should be
asked by the teacher to come
up with the desired concept to
be learned by the learners.

Image for Group 2:

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 Source: https://thumbs.dreamstime.com/z/burnham-park-parks-lake-view-baguio-city-
144693431.jpg?w=992
The teacher can pick one
Guide Questions: representative for each group
 What are the things that you saw inside the classroom (for Group 1) to answer each guide
or in the picture (for Group 2)? question. The answers can be
 Compare your answers. Have you seen the same things inside the written on the board too for
room and from the picture? easier comparison.
 Can you describe the things that you have identified?
 How do you call the things that you see inside and outside the
classroom?
 What is matter? For the last guide question,
 Aside from the things that you have identified in your activity, give the teacher can integrate
other examples of matter. “valuing” and do word play
 Do you consider yourself and your classmates matter? Why? with matter. Start with positive
remarks such as “You are
considered matter because
you occupy space and mass.
So do not think that you are
waste of space and not worth
it because YOU MATTER.”
2. Worked Example (Week 1, Day 2): “Gallery Walk: Knowing Matter More” This part will be done in two
The teacher will prepare four (4) stations in the classroom where learners

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 can read and observe the different characteristics/concepts about matter sessions. In each station, a
(Worksheet #1.1). The stations can be 3D with the use of different relevant task is given for the learners to
materials depending on the topic of the station, or just printed and pasted do. The teacher can strategize
on the wall. The materials needed for the task for each stations (if needed) the activities in Worked
must be there for easier demonstration. The station must be full of Example and Lesson Activity in
definitions, examples and real life application of the topic written. three days, just make sure
that the concepts learned from
 STATION 1: Matter takes space. the activity in Worked Example
 STATION 2: Matter has mass. can be explained properly and
 STATION 3: Matter has shape and color. clearly to the learners (Lesson
 STATION 4: Matter has texture. Activity).

Guide Questions:
1. What are the characteristics of a matter? The teacher must be careful
2. Explain each characteristic of matter. with the sweeping statements
3. Give other examples showing/explaining each characteristic. that can lead to confusion. For
example, “Matter has shape
and color.” and “Matter has
texture.” Make sure to include
separate explanations about
liquids and gases. Convey it to
3. Lesson Activity (Week 1, Day 3): “Interactive Discussion” the learners.
In this part, the teacher conducts interactive discussion to reinforce the
concepts observed in different activities. The teacher should test the
Station 1: Matter takes space. comprehension and critical
[Materials in the station: pebbles, cup, water] thinking of the pupils in this
1. When an empty cup was filled with pebbles, what happened to the part. Questions can be
space in the cup? enriched to facilitate better
- The space in the cup was taken up already by the pebbles. understanding of the concepts.
2. Can you add more pebbles into the cup after filling it up to its brim?
Why? -. No, because there is no more space for the additional pebbles.
No pebble can take the space occupied already by other pebble.
3. When you filled the empty cup half-filled with water, what happened to
the space in the cup?
- The space in the cup was taken up by the water.

6
4. When you kept on pouring water into the cup, what happened to the
water? Why?
- When we kept pouring water into the cup, the water spilled. This
happened because the space up to the brim of the cup was taken up
already by water. No water can take up the same space at the same
time.
5. What can you say then about space occupied by matter?
- Matter occupies space. Once space is taken up by matter, nothing else
can take up the same space at the same time.

Station 2: Matter has mass.

[Materials in the station: pebbles, weighing scale]
1. What did you observe when you placed the pebbles (other materials) The teacher must prepare for
at one end of the weighing scale? questions like “What about
- The end where the pebbles were placed went down. gases? Do they have mass?” A
2. What characteristic of matter is shown in this activity? video clip or actual
- Matter has mass. demonstration showing gases
*In here, the teacher may elaborate more on the definition of mass. The have mass can be
difference between mass and weight should be clearly discussed here. played/done.

Station 3: Matter has shape and color.

[Materials in the station: materials vary depending on the teacher but
include piece of paper and ball]
1. What are the materials that you saw on the table? The teacher must prepare for
- (Answers vary) questions like “What about
2. Name the shapes of the materials found in the table. How about their liquids and gases? Do they
colors? have shape and color?” A
- piece of paper- rectangular, white video clip or actual
- ball – circular, orange demonstration showing liquids
- and others. and gases can have shape and
3. Based on this activity, what can you say about matter? color can be played/done.
- Matter has shape and color. Reiterate that gases and liquid
can take the shape of their
containers too, thus,
indefinitely shaped.
Station 4: Matter has texture.

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 [Materials in the station: piece of sandpaper, piece of floor tile, mirror]
1. What are the materials you found on the table?
- The materials found on the table were piece of sandpaper, piece of The teacher must prepare for
floor tile, mirror. questions like “What about
2. What can you say about the surface of the sandpaper? Piece of floor liquids and gases? Do they
tile? Mirror? have texture? A video clip or
- The sandpaper has rough surface, while the mirror has smooth surface. actual demonstration showing
For the floor tile, one side is smooth, the other side is rough. further explanation can be
3. Based on this activity, what can you say about matter? played/done.
- Matter has texture.

After discussing all the

characteristics of matter, the
teacher may present other set
of materials and the pupils will
describe them based on the
discussed characteristics of
matter.

SUB-TOPIC 2 (Week 1, Day 4): The Three Phases of Matter: Solid, Liquid,
Gas
1. Explicitation: “Sing-A-Long Matter” The teacher must watch the
Present the song to the class and let them sing along. Tell them to take video and accomplish the
note of the three words repeatedly mentioned in the song. They should table first before giving the
accomplish the table given below. activity to the learners. The
teacher must prepare the
Words Repeatedly Example of Materials Given in the table either in print or as a
Mentioned in the Song Video for Each Repeated Word visual aid and allow learners to
1. write and complete it in their
2. notebook.
3.

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 It is advisable to download the
video before class. The video
must be shown to the learners
twice so they will be able to
accomplish the table.

Source: https://youtu.be/Re3_ajB11E0

Guide Questions:
1. What are the three (3) key words repeatedly mentioned in the song?
2. What are solid, liquid, and gas?
3. What are the examples mentioned in the song for each phase of matter?

The teacher then asks: Do you want to know more about solid, liquid, and
gas?

2. Worked Example: “States of Matter in Action” The video can be played even
The teacher will say: Let’s differentiate the three phases of matter through thrice, since it is only 1 minute
an activity (Worksheet 2.1). and 50 seconds, so the
learners will be able to
The teacher must download the video titled “Arrangement of Molecules in maximize their learning and
the Three States of Matter” (Source: https://youtu.be/v12xG80KcZw) participate in the discussion
actively.
Guide Questions:
1. What are the three phases of matter?
2. Draw the molecules of each phase of matter.

The teacher must explain to

the learners that “states” and
“phases” are interchangeable
Solid Liquid Gas words used to collectively call
solid, liquid and gas materials
3. Describe each phase of matter based on their molecular arrangement. to avoid confusion.
4. Give example materials for each phase of matter.

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3. Lesson Activity: “Interactive Discussion”
In this part, the teacher will facilitate an interactive discussion. See to it
that learners are all engaged. The following questions can be asked.
1. What are the three phases of matter?
- The three phases of matter are Solid, Liquid, and Gas.
2. Draw the molecules of each state of matter. (image peg)

Source: https://www.sciencelearn.org.nz/resources/1499-states-of-matter
3. Describe each phase of matter.
- Solid – The molecules are closely packed to each other; thus they can
hardly move.
- The attraction between molecules is very strong and there is The teacher may bring
little to no free space for each molecule making them rigid and examples of the different
keeping their shape. phases of matter to reinforce
Liquid – The molecules are loosely packed. the discussion.
- Movement of molecules is possible because there is
considerable space in between molecules which allow them to Other relevant questions are
slide past one another or flow. encouraged to explain the
- They don’t have shape of their own, thus taking the shape of topic better.
their container.
Gas – The molecules are separated from each other by wide spaces.
- It has the least attraction between molecules permitting them
to have maximum freedom of motion.
- Because of the nature of its molecules, gas has no definite
shape and volume.
- Like liquid, gas takes the shape of its container.
- But only gas has indefinite volume and fills the volume of its
container
4. Give examples for each phase of matter.
- (Answers vary)

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SUB-TOPIC 3: Properties of Solid, Liquid, and Gas

1. Explicitation: Using the T-W-H-L Chart (Campbell & Tytler, 2007)

(Week 2-Day 1)
The teacher will show the pictures below.

The teacher may also use real

objects instead of pictures.

a b c
Sources:
a. https://www.stockvault.net/photo/135306/stone-tower
b. https://www.vecteezy.com/vector-art/8468264-isolated-clean-water-blue-drop-vector-illustration
c. https://www.freepik.com/free-vector/celebratory-balloons-isolated-
background_13187590.htm#query=balloons&position=3&from_view=keyword&track=sph&uuid=a27f33
d2-7c97-42c7-a950-e3868fb06ecc

The teacher may ask the following questions:

What are shown in the pictures? You have learned last time that all matter can
exist in three states: solid, liquid, and gas. Do you know that these three states
of matter have different properties? Do you want to know more about the
properties of solids, liquids, and gases?

Let us see what you THINK you know about the properties of matter and what
you WANT to know about the properties of matter by filling up the table below.

What we THINK What we WANT What we HOW we know

The teacher should fill the
we know to know LEARNED “what we think we know” and
T W L H “what we want to know” in the
TWLH chart as the pupils start
to answer and raise questions.
Later on, when we are done with our lesson, we shall be answering the last two

11
columns.

2. Worked Example: Let’s Investigate!

Divide the class into five (5) groups. The teacher introduces the “Team Jobs” The roles in the “Team Jobs”
wherein each member of the team will be assigned particular roles and may be introduced earlier to
along facilitate classroom
with those roles are color-coded visors with their corresponding meaning management during group
(Manager-Red; Speaker-Blue; Director-Green; Reports Coordinator-Yellow). activities. The roles may be
assigned to other team mates
on the succeeding activities.
See Annex A

Activity 1 – “Observing the Shape of the Three States of Matter” Activity 1 may be done in 2
(Week 2 - Day 1 & 2) days. Day 1 for the
performance of the activity
Materials Needed: and day 2 for the discussion
 A stone and clarification of concepts.
 Water
 Three balloons

Instructions:
 Each group will be given a copy of the activity (Worksheet 3.1-
“Observing the Shape of the Three States of Matter”)
 Remind the teammates of their role.
 Students perform the activity as directed and answer the questions
provided in the worksheet.
 Allow the students to present their output to the class.

Activity 2 – “Exploring Volume as a Property of Solids, Liquids, and

Gases” Activity 2 may be done in 2
(Week 2 – Day 3 & 4) days. Day 3 is allotted for the
performance of the activity.
Materials Needed: Day 4 is for the discussion and
 Three clear containers (preferably of the same size and shape) clarification of concepts.

12
  Water Begin by discussing the
 A few solid objects (such as marbles, coins, or beads) concept of volume with the
 A balloon participants. Define volume as
 Measuring cup the amount of space occupied
 Marker or pen by an object or substance.

Instructions: Explain that in this activity, the

 Each group will be given a copy of the activity (Worksheet 3.2- students will explore how
“Exploring Volume as a Property of Solids, Liquids, and Gases” volume applies to different
 Remind the teammates of their role. states of matter: solids,
 Students perform the activity as directed and answer the questions liquids, and gases.
provided in the worksheet.
 Allow the students to present their output to the class.

3. Lesson Activity “Interactive Discussion”

(Week 2-Day 1 & 2 Discussion) The teacher must include
The teacher may ask the following questions and present the following probing in this discussion. It is
concepts important to employ art of
for emphasis: questioning to make the
lecture interactive.

Based on the activity we have conducted on “Observing the Shape of the

Three
States of Matter”
 What property of matter was shown in the activity?
 Shape is one of the properties of matter.
 What happened to the shape of the stone when you pressed it?
 Nothing happened. It remained the same.
 What shape do solids have?
 A solid has a definite shape. The shape of the solid remains the
same whether it is pressed or placed into different containers. For
example, a stone will keep its shape whenever we press it or put it on
a desk, in a glass, or in a box. This means that the shape of a solid
does not change. Solids have definite shapes.
During the discussion, the

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 teacher may show real
examples of a stone placed on
a desk, in a glass, or in a box.

 What happened to the shape of the liquid when you pressed it?
 The liquid changes its shape when it is pressed. Liquid also changes
its shape to match the shape of the containers.
 What shape does liquid have?
 Liquid has an indefinite shape. The liquid changes its shape when
it is pressed. Liquid also changes its shape to match the shape of the
containers. For example, liquid takes the shape of the glass when it is
poured into a glass. Liquid also changes its shape when it is spilled on The teacher may also show
a table. A liquid has no definite shape. real examples of liquid in a
container of different shapes
and liquid spilled on a table.

The teacher may show a real

 What happened to the gas in the balloon when you pressed it? balloon bursting or a video clip
 The shape changed. The occupied volume changed as well. of a balloon bursting when
 What shape does gas have? applied with too much
 Gas has an indefinite shape. Gas changes its shape as it takes the pressure (e.g. squeezed with

14
 shape of the container. If we fill differently shaped balloons with air, hands, etc.)
the air expands to fill the balloons and takes on different shapes. If
the balloons burst, air will escape and spread out.

(Week 2 Day 3 & 4 Discussion)

Based on the activity we have conducted on “Exploring Volume as a Property of
Solids, Liquids, and Gases”:

Observing the Volume of Solids

 Describe the solid objects you observed in the container.
 The solid objects were small marbles made of glass.
 How did the solid objects fit into the container? Were there any gaps or For this part, make sure that
spaces between them? regular and irregular objects
 The solid objects filled the container, but there were small gaps can be defined and
between some of the marbles. exemplified. The teacher can
 Did the volume of the solid objects change when they were placed in the preempt what is water
container compared to when they were outside the container? displacement method too.
 The volume of the solid objects did not change when they were
placed in the container.
 Based on this activity can we conclude that solid has a definite volume?
 Yes, solid has a definite volume.

The volume of a solid can be calculated using various methods depending on

its shape. You will learn this in our succeeding lessons. For this part, the teacher can
demonstrate another example
Observing the Volume of Liquid such as getting three (3)
 Describe the container filled with water. Did the water completely fill the different containers in different
container? sizes. Then try to pour the
 The container was filled with water, and the water filled the container. original amount of liquid (can
 How did the water take the shape of the container? Did it fill all the be water or juice) to the
corners and edges? different containers to show
 The water took the shape of the container and filled all the corners that liquid will not adjust to the
and edges. volume of the container and
 How did you measure the volume of the water in the container? What will remain constant. Only the

15
 unit of measurement did you use? shape is changed within the
 We measured the volume of the water using a measuring cup and constant pouring.
poured it into the container. We used milliliters (mL) as the unit of
measurement.
 Did the volume of the water change when you poured it into the
container compared to when it was in the measuring cup?
 The volume of the water did not change when we poured it into the
container. We used the same measuring cup for both measurements.
 Based on this activity can we conclude that liquid has a definite volume?
 Yes, liquids have a definite volume, meaning they occupy a fixed
amount of space regardless of the container's size or shape. The teacher can unlock the
terms “inflated” and
“deflated” for easier
Observing the Volume of Gas understanding and to avoid
 Describe the inflated balloon. How did it appear in terms of volume? confusion.
 The inflated balloon appeared to be full of air and was moderately
sized.
 Did the balloon completely fill with air?
 Yes, the balloon was filled with air.
 Did the volume of the balloon change when you inflated it compared to
when it was deflated?
 The volume of the balloon increased when we inflated it compared to
when it was deflated.
 Based on this activity, what can we conclude about the volume of gas?
 Gas has no definite volume. The gas filled the balloon, causing it to
expand. The volume of the gas increased to fill the available space
inside the balloon, demonstrating that gases do not have a fixed or
definite volume. Gases expand to fill the container they are in, and
they have indefinite volume compared to solids and liquids, which
have fixed volumes.
 Can you think of other examples where gases expand to fill their
containers in everyday life?

16
Therefore, who can describe the properties of solids, liquids, and gases in terms
of shape and volume?
 solids: definite shape and volume
 liquids: no definite shape but definite volume
 gases: no definite shape and volume
The teacher can ask the
Go back to the TWLH Chart. Let the students reflect and check if their answers students to reflect further and
in the THINK column are correct. Ask them also if their answers in the WANT tell the most interesting part
column were addressed during the conduct of the various activities. Finally, let of the lesson for their and why
them accomplish the LEARNED and HOW column. it is interesting for them.

What we THINK What we WANT What we HOW we know

we know to know LEARNED
T W L H

SUB-TOPIC 4: Identifying objects at home as solid, liquid, or gas. The teacher shall show sample
(Week 3 – Day 1 & 2) of pictures or names of
substances and objects:
1. Explicitation: “States of Matter Sorting Game”
SOLID (rock, wood, ice, metal
Materials needed: , brick, diamond, paper,
1. Pictures or examples of items representing each state of matter (e.g., a plastic, glass, book)
rock for solid, water for liquid, and air for gas).
2. Three containers labeled with each state of matter (solid, liquid, gas). LIQUID (water, milk, juice, oil,
3. Index cards or meta cards. soda, soup, honey, vinegar,
coffee, alcohol)

Instructions: GAS (air, oxygen, carbon

dioxide, helium, steam,
1. Students will be given index cards or meta cards with the names of hydrogen, nitrogen, methane,
17
 various objects or substances written on them. Their task is to categorize chlorine gas, propane)
each item into the appropriate container based on its state of matter
(solid, liquid, or gas). The teacher may add some
2. Hand out the index cards or meta cards to the students. more items as needed.
3. Allow time for the students to examine their items and decide which
container they belong in. This activity is interactive, and
4. Once everyone has made their decisions, go around the group and have hands-on, and encourages
each participant place their item into the correct container, explaining critical thinking and
their reasoning as they do so. discussion, making it an
5. Encourage discussion and clarification as needed to reinforce effective way to reinforce their
understanding. understanding of the three
6. After all items have been sorted, review each container together, states of matter engagingly.
discussing any items that may have caused confusion or debate.
7. Wrap up the activity by summarizing the key characteristics of each
state of matter and reinforcing the concepts learned. This activity will be given one
day before or as an
assignment. Day 1 can be
allotted for decision making
(on what state of matter is
each object in the meta card
belongs).

The interactive discussion may

be done the next day, Day 2.

2. Worked Example: Let's Investigate!

Activity 1 – “Household States of Matter - Scavenger Hunt”

The teacher will instruct the
Materials Needed: students on how to conduct
the scavenger hunt.
 Checklist Remember to reiterate safety
 Pen and paper when going around the house
 Various household materials and school to look for
materials.

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Instructions:
 Students will be going on a scavenger hunt to find objects around their
homes and classify them according to their states of matter.
 Each student will be given a copy of the activity (Worksheet 4.1-
“Household States of Matter Scavenger Hunt”
 Encourage the students to use their knowledge of the properties of each
state of matter to make their classifications.
 The student performs the activity as directed and answers the questions Once students have completed
provided in the worksheet. the scavenger hunt, gather
everyone together for a group
3. Lesson Activity – “Interactive Discussion” discussion.

Based on the activity conducted in the “Household States of Matter - Review the checklist items one
Scavenger Hunt”, the teacher will ask the following questions, probing for by one, allowing students to
answers. share their findings and
reasoning behind their
 Can you share an item you found from the scavenger hunt and explain classifications.
why you classified it as a solid, liquid, or gas?
 Example: "I found a glass of water, and I classified it as a liquid Encourage discussion and
because the water takes the shape of the glass and flows. It doesn't address any questions or
have a fixed shape like a solid, and it doesn't expand to fill the entire misconceptions that arise. For
room like a gas." example, for items difficult to
 Were there any items that were difficult to classify? Why do you think analyze like peanut butter,
that was? toothpaste, etc., an additional
 Example: "I found a jar of peanut butter, and I wasn't sure whether to discussion about non-
classify it as a solid or a liquid. It's thick and spreadable like a solid, Newtonian liquid can be
but it can also flow and take the shape of its container like a liquid. I inserted just as to provide a
think it's a mixture of both." valid explanation and not a
 How does understanding the states of matter help us interact with hanging one.
objects in our home environment?
 Example: "Understanding the states of matter helps us know how This activity provides an
different substances will behave and how we can use them interactive and engaging way
effectively. For example, knowing that water is a liquid helps us pour for students to apply their
it into a glass without spilling." understanding of states of
matter to objects found in

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 their homes. It encourages
exploration, critical thinking,
and discussion, fostering a
deeper appreciation for the
properties of solids, liquids,
and gases.

Sub-Topic 5 (Week 3, Day 3 and 4): Identifying objects in the

classroom as solid, liquid, or gas The teacher will stick pictures
of materials found at home
1. Explicitation: “Where Do I Belong” - Venn Diagram and in the classroom under the
The teacher will instruct pupils to check the picture stuck under their chair. chairs of the learners before
Using the Venn Diagram, they are to classify them as to materials found at the class starts.
home, materials found in the classroom, or both.
Sample materials:
At home- pictures of kitchen
utensils, condiments, clothing,
1. Materials at Home appliances, etc.
2. Materials in the Classroom In the classroom – eraser,
chalk, ink, LCD projector,
1 3 2 Home
blackboard, books, pad paper
3. Both
Both – table, chairs, door

Guide Questions:
1. Based on the diagram, what are the materials found at home?
2. Classify these materials as solid, liquid, or gas.
3. What are the materials that can be found inside our classroom?
4. Classify the materials as solid, liquid, and gas.
5. What are the materials that can be found both at home and in the
classroom?
6. Classify them as solid, liquid, and gas.
7. What can you say about materials found at home, in the classroom, or
both?

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 Are there other materials found in school aside from the materials that you
can see inside our classroom? Let’s learn more about these.

2. Worked Example: “School Field Trip Matters”

The learners will visit different areas of the school like the school canteen,
school clinic, school library, and school garden.
It is important for the teacher
Instruction (Worksheet #5.1): to visit first the different areas
 Group the pupils into four (4) groups: Team School Canteen, Team to be visited by the learners to
School Clinic, Team School Library, and Team School Garden ensure safety. Make sure that
 Each group will visit their assigned area. they will be able to see
 Using the table below, the member will help assistance from the staff to different materials in these
help them identify the materials found in the area. places. If the teacher is not
satisfied with the materials
Place Name of Classificatio Characteristics found in the suggested areas,
(Designated Matter n she/he may identify other
area to visit) areas to visit or adjust the
number of groups to be
formed.

 After about 20 minutes, the groups will go back to the room to classify
the materials they found from the area they have visited as solid, liquid,
and gas.
 Each group will post their output on the board for everybody to
appreciate.

Guide Questions:
1. What are the materials found in your assigned area?
2. Classify the materials you found as solid, liquid, or gas.

In this activity, the teacher

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3. Lesson Activity: “Interactive Discussion” should see to it that all
learners are participating in all
The teacher will facilitate an interactive discussion. But before the discussion, activities and all are engaged.
a member from each group will present their output in class.
After the presentation of outputs, the teacher will ask questions to generate
concepts from the learners. He/she may ask the following questions.

1. What are the materials in the school clinic? School canteen? School garden?
-The materials found in the school clinic are dental chairs, tablets, syrup
powder medicine, syringe, alcohol, betadine, cotton, gauze buds, ointment, etc.
- The materials found in the school canteen are plates, sauce, vegetables,
drinks, etc.
- The materials found in the school garden are garden tools, soil, plants,
pots, water, water container, water hose, etc.
- The materials found in the school library are books, newspapers,
television, computer sets, printer, etc.

2. Classify the materials as solid, liquid, gas. In guide question #3, the
(The teacher will facilitate this part depending on the answer of the teacher can integrate the
students.) importance of placing
materials in places where they
3. What can you say about the materials found in the different areas in the can of help or beneficial. Say
school? for example, materials found
- There are different materials found in school. These materials can be in the designated areas for this
classified as solid, liquid, and gas. activity.

Performance Task:
The teacher will require the learners to write a short story in their notebook
with any of these titles:
“I am a Solid”
“I am a Liquid”

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 “I am a Gas”

Facts should include:

a) Properties of the chosen state of matter.
b) Pictures/drawings of the chosen state of matter.
c) Information about how this state of matter is measured and how it
changes under different conditions.
d) Information about how this state of matter is useful to people and
society. This generic rubric can be
used to give the score of the
Output will be evaluated using this rubric. This activity shall merit 10 points. learners in this activity. It is
the prerogative of the teacher
PERFORMANCE LEVEL to give points s/he thinks
Not Yet Partly Demonstrated Clearly Demonstrated equates the learner’s output.
Demonstrated
Score: 0-3 Score: 4-8 Score: 9-10
Pupil failed to create a Pupil attempted to Pupil completed a story
story about any state of create a story about a about a state of matter
matter. state of matter, but with all the required
major elements are elements present.
missing.

D. Making 1. Learners’ Takeaways

Generalization What have you learned? Fill out each boxes in the chart below with at least
s three (3) words to summarize the concepts gained from the different activities. The teacher lets the learners
complete the chart.
Afterwards, call at least 2
students to explain their
answer.

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 The teacher can always insert
reflection in every lesson or
activity as long as s/he deems
necessary not just at the end
of the lessons in matter and its
states.

2. Reflection on Learning
The teacher can ask the learners what is the most interesting part in learning
matter, the hardest task for the past weeks, and the most challenging question
they have encountered through the discussion from Week 1 to 3.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment The teachers can employ the

Learning A. Draw the molecules of the three states of matter. assessments and can give
additional guide questions if
SOLID LIQUID GAS s/he deems necessary.

B. Read the questions carefully. Choose the letter of the correct For the formative assessment,

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 answer. the answers are in bold.
1. Sarah wants to conduct an experiment to observe the volume of different
solid objects. She fills a container with small marbles made of glass. What
conclusion can Sarah draw about the volume of solids based on her
observations?
a) Solids have a variable volume
b) Solids have a definite volume
c) Solids have no volume
d) Solids have a changing volume

2. Teresa pours water into a container and observes that the volume of water
remains the same when transferred from the measuring cup to the container.
What can Teresa conclude about volumes of liquids?
a) Liquids have indefinite volume.
b) Liquids’ volume doubles as it transfers from one container to another.
c) Liquids have definite volume.
d) Liquids have no volume.
3. During a science experiment, Delia bursts a balloon filled with air. What
happens to the air inside the balloon?
a) It becomes solid.
b) It disappears.
c) It changes its volume.
d) It spreads out.

4. Diana filled different balloons with helium gas for a birthday party. The
balloons have different shapes. What do you think Diana can conclude about the
shape of gases after inflating all of the balloons?
a) Gases maintain their original shape.
b) Gases are round no matter what the shape of their container is.
c) Gases take the shape of their container.
d) Gases cannot be contained and will disappear.

5. Juan pours water into various containers and observed that the water follows
the form of the container where it is poured. What property of matter is he
examining?
a) Conductivity

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 b) Volume
c) Density
d) Shape The teacher may opt to give
homework if s/he thinks the
2. Homework (Optional) competency is not yet
mastered.

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

Strategies explored

Materials used

Learner
engagement/
interaction

Others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ Principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ 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?

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Prepared by: Dr. Berhana I. Flores Validated by: Diana Lou E. Sipalay, LPT, MA
Dr. Leizel A. Concepcion

Institution: Western Mindanao State Institution: SDO – Caloocan City

University/Mariano Marcos State University

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