MATATAG School: Grade Level: V

K to 10 Name of Teacher Learning SCIENCE

Curriculum Area:

Weekly Lesson Log Teaching Dates and JUNE 23-27, 2025 (WEEK 2) Quarter: First
Time:

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content 1. Scientists identify three states of matter based on shape and volume.
Standards 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 that heat is 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 Competencies: The learners describe the properties of solids, liquids, and gases in terms of
Competencies shape and
and Objectives volume:
a. solids: definite shape and volume
b. liquids: no definite shape; definite volume
c. gases: no definite shape or volume

Lesson Objective:

The learners will be able to:

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 1. differentiate solid, liquid and gas based on their molecular attraction, arrangement, shape and volume.

D. Content Matter: States and Characteristics

(Properties of Matter)

E. 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 used
properly 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 - Google Search. (n.d.). https://www.google.com/search?
q=JICA+National+Science+Textbook+for+Grade+5&oq=JICA&gs_lcrp=EgZjaHJvbWUqBggCEEUYOzIICAAQRRgnGDsyCAgBEEUYJxg7
MgYIAhBFGDsyDAgDEEUYORixAxiABDINCAQQLhiDARixAxiABDIGCAUQRRg8MgYIBhBFGDwyBggHEEUYPNIBCDM1ODhqMGo5qAIAsAI
A&sourceid=chrome&ie=UTF-8
● Yakovenko, O. (2022, June 22). Download the Isolated clean water blue drop, vector illustration. 8468264 royalty-free Vector from

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 Vecteezy f. . . Vecteezy. https://www.vecteezy.com/vector-art/8468264-isolated-clean-water-blue-drop-vector-illustration
● Free Vector | Celebratory balloons on isolated background. (2021, March 15). 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

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating 1. Short Review

Prior
Knowledge
DAY 1

The teacher may say:

After the game, gather the
students together and review
the correct sorting of objects.
Today, we shall have a game as a form of review of your lessons last week. We
Discuss any objects that were
will call this game “Phase Race: Solid, Liquid, or Gas?”
challenging to identify and
clarify any misconceptions.
Group Game: “Phase Race: Solid, Liquid, or Gas?” Ask questions to reinforce
understanding, such as:

Materials:
 "What makes an object a
 Three boxes or containers labeled "Solid", "Liquid", and "Gas".
solid?"
 Various pictures or real small objects representing each phase of matter
 "How can you tell if
(e.g., ice cube for solid, water for liquid, balloon for gas).
something is a gas?"
 Timer or stopwatch.
 "Can you give examples of
each phase of matter from

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 everyday life?"
Instructions:

 Divide the students into small groups or teams.

 Explain to the students that their task is to sort the objects into the
correct boxes based on their phase of matter.
 When you say "Go!", one student from each team will race to pick up an
object, identify its phase of matter (Solid, Liquid, or Gas), and place it in
the correct box.
 Once they've sorted an object, they should return to their team and tag
the next player to go.
 The game continues until all objects have been sorted or a set time limit
(e.g., 3 minutes) has been reached.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson
Purpose
Last week, we explored the unique characteristics of matter and delved into its
various phases. This week, we'll dive deeper into the fascinating world of
matter that surrounds us every day. Through engaging activities, we'll further
our understanding of the properties that define solids, liquids, and gases,
empowering us to better appreciate and comprehend the world of materials
around us.

2. Unlocking Content Vocabulary

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 For you to understand our topics better, try to familiarize yourselves with these
terms by arranging the jumbled letters to come up with the correct term being
described.
The teacher can use strips of
paper for this activity or make
1. The amount of space occupied by an object or substance. a presentation/slide deck for
UMELOV ease of use and for added
2. It is a graphical representation of an object's form or its external interactivity.
boundary, outline, or external surface; it is distinct from other object
properties, such as color, texture, or material type.
EHASP Other terms may be added by
the teacher.

C. Developing SUB-TOPIC 1: Properties of Solid, Liquid, and Gas

and Deepening
Understanding
1. Explicitation:

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

The teacher may also use real
objects instead of pictures.
The teacher will show the pictures below.

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 a b c

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?
The teacher should fill the
“what you think you know”
and “what you want to know”
Let us see what you THINK you know about the properties of matter and what in the TWLH chart as the pupils
you WANT to know about the properties of matter by filling up the table below. start to answer and raise
questions.

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 What you THINK What you WANT What you HOW you know
you know to know LEARNED
T W L H

Later on, when we are done with our lesson, we shall be answering the last two
columns.
The roles in the “Team Jobs”
may be introduced earlier to
facilitate classroom
management during group
2. Worked Example: Let’s Investigate! activities. The roles may be
assigned to other team mates
on the succeeding activities.
DAY 2 See Annex A

Divide the class into five (5) groups. The teacher introduces the “Team Jobs”
wherein each member of the team will be assigned particular roles and Activity 1 may be done on Day
along 1 but the presentation and
discussion can be continued on
with those roles are color-coded visors with their corresponding meaning Day 2.
(Manager-Red; Speaker-Blue; Director-Green; Reports Coordinator-Yellow).

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Activity 1 – “Observing the Shape of the Three States of Matter”

Materials Needed:
 A stone
 Water
 Three balloons

Instructions:
 Each group will be given a copy of the activity (Learning Activity Sheet 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 may be done in 2
days. Day 3 is allotted for the
Activity 2 – “Exploring Volume as a Property of Solids, Liquids, and performance of the activity.
Gases” Day 4 is for the discussion and
DAY 3 & 4 clarification of concepts.

Materials Needed: Begin by discussing the

concept of volume with the
 Three clear containers (preferably of the same size and shape) participants. Define volume as
 Water the amount of space occupied
 A few solid objects (such as marbles, coins, or beads) by an object or substance.
 A balloon
 Measuring cup
 Marker or pen Explain that in this activity, the
students will explore how
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 volume applies to different
states of matter: solids,
Instructions:
liquids, and gases.
 Each group will be given a copy of the activity (Learning Activity Sheet 2-
“Exploring Volume as a Property of Solids, Liquids, and Gases”
 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.

The teacher must include

3. Lesson Activity “Interactive Discussion” probing in this discussion. It is
important to employ art of
DAY 2
questioning to make the
lecture interactive.
The teacher may ask the following questions and present the following
concepts for emphasis:

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 During the discussion, the
same whether it is pressed or placed into different containers. For teacher may show real
example, a stone will keep its shape whenever we press it or put it on examples of a stone placed on
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 a desk, in a glass, or in a box. This means that the shape of a solid a desk, in a glass, or in a box.
does not change. Solids have definite shapes.

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

 What happened to the gas in the balloon when you pressed it?
 The shape changed. The occupied volume changed as well.
 What shape does gas have?
 Gas has an indefinite shape. Gas changes its shape as it takes the
shape of the container. If we fill differently shaped balloons with air,
the air expands to fill the balloons and takes on different shapes. If The teacher may show a real
the balloon bursts, air will escape and spread out. balloon bursting or a video clip
of a balloon bursting when
applied with too much
pressure (e.g. squeezed with
DAY 3 & DAY 4
hands, etc.)

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.
For this part, make sure that
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  The solid objects were small marbles made of glass. regular and irregular objects
 How did the solid objects fit into the container? Were there any gaps or can be defined and
spaces between them? exemplified. The teacher can
 The solid objects filled the container, but there were small gaps preempt what is water
between some of the marbles. displacement method too.
 Did the volume of the solid objects change when they were placed in the
container compared to when they were outside the container?
 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.

Observing the Volume of Liquid

 Describe the container filled with water. Did the water completely fill the
container?
 The container was filled with water, and the water filled the container.
 How did the water take the shape of the container? Did it fill all the
corners and edges?
 The water took the shape of the container and filled all the corners
and edges.
 How did you measure the volume of the water in the container? What
unit of measurement did you use?
 We measured the volume of the water using a measuring cup and For this part, the teacher can
poured it into the container. We used milliliters (mL) as the unit of demonstrate another example
measurement. such as getting three (3)
 Did the volume of the water change when you poured it into the different containers in different
container compared to when it was in the measuring cup? sizes. Then try to pour the
 The volume of the water did not change when we poured it into the original amount of liquid (can

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 container. We used the same measuring cup for both measurements. be water or juice) to the
 Based on this activity can we conclude that liquid has a definite volume? different containers to show
 Yes, liquids have a definite volume, meaning they occupy a fixed that liquid will not adjust to the
amount of space regardless of the container's size or shape. volume of the container and
will remain constant. Only the
shape is changed within the
Observing the Volume of Gas constant pouring.

 Describe the inflated balloon. How did it appear in terms of volume?

 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? The teacher can unlock the
 Gas has no definite volume. The gas filled the balloon, causing it to terms “inflated” and “deflated”
expand. The volume of the gas increased to fill the available space for easier understanding and
inside the balloon, demonstrating that gases do not have a fixed or to avoid confusion.
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 or compress to fill
their containers in everyday life?
 The gas inside the LPG tank is compressed to fit the tank. Once you
open it, the gas inside is released to light up the stove so you can
use it for cooking.

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D. Making 1. Learners’ Takeaways
Generalization
s
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

2. Reflection on Learning

Go back to the TWLH Chart. Let the students reflect and check if their answers
in the THINK column are correct. Ask them also if their answers in the WANT
column were addressed during the conduct of the various activities. Finally, let The teacher can ask the
them accomplish the LEARNED and HOW column. students to reflect further and
tell the most interesting part of
What you THINK What you WANT What you HOW you know the lesson for them and why it
you know to know LEARNED is interesting for them.
T W L H

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

A. Evaluating 1. Formative Assessment Answer Key:

Learning
Part 1: Multiple Choice Questions
1. Which property best describes a solid? Part 1
a) Indefinite shape 1. c) Definite shape and
volume
b) Indefinite volume
2. b) It changes to match the
c) Definite shape and volume
shape of the container.
d) No shape or volume
3. c) It remains the same.
2. What happens to the shape of a liquid when poured into different containers?
4. b) It takes the shape of the
a) It retains its original shape. balloon.

b) It changes to match the shape of the container. 5. a) Solid

c) It expands to fill the container. 6. c)The volume remained the

same.
d) It evaporates immediately.
7. c) You used a measuring
3. How does the volume of a liquid compare when poured from one container to cup and milliliters (mL).
another?
8. b) Gas has an indefinite
a) It increases. volume.
b) It decreases. 9. c) Gas
c) It remains the same. 10. b) It decreases
d) It becomes indefinite.
4. What shape does gas take when filled in differently shaped balloons?

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 a) It retains its original shape.
b) It takes the shape of the balloon.
c) It expands outward.
d) It becomes a liquid.
5. Which phase of matter has a definite shape and does not take the shape of its
container?
a) Solid
b) Liquid
c) Gas
d) Plasma
6. What did you observe about the volume of the solid marbles placed in a
container?
a) The volume increased.
b) The volume decreased.
c) The volume remained the same.
d) The volume became indefinite.
7. How did you measure the volume of the water in your activity?
a) You weighed the water.
b) You counted the droplets.
c) You used a measuring cup and milliliters (mL).
d) You guessed the volume.
8. What can you conclude about the volume of gas based on the balloon activity?

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 a) Gas has a definite volume.
b) Gas has an indefinite volume.
c) Gas has a definite shape.
d) Gas occupies the least space.
9. Which phase of matter can be expanded or compressed to fill its container?
a) Solid
b) Liquid
c) Gas
d) Plasma
10. What happens to the volume of a gas when it is compressed?
a) It increases.
b) It decreases.
c) It remains the same.
d) It becomes a solid. Answer Key:

Part 2. Situation-Based Questions Part 2

1. Situation: Sarah has a glass of juice that she forgot to drink and left it on the 1. b) It decreased.
table overnight. When she checked it the next morning, the level of juice in the
2. c) The balloon's volume
glass had decreased. What happened to the volume of the juice?
decreased.
a) It increased.
b) It decreased.
c) It remained the same.

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 d) It evaporated completely.
2. Situation: James has a balloon filled with air. He decided to squeeze the
balloon gently. What change did James observe in the balloon?
a) The balloon's shape remained the same.
b) The balloon's volume increased.
c) The balloon's volume decreased.
d) The balloon’s volume remained the same.
The teacher may opt to give
homework if s/he thinks the
competency is not yet
2. Homework (Optional)
mastered.

B. Teacher’s Note observations on Teachers’ remarks

Remarks any of the following Effective Practices Problems Encountered
areas:
The teacher may take note of
strategies explored some observations related to
the
effective practices and
materials used problems
encountered after utilizing the

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 learner engagement/ different strategies, materials
interaction
used, learner engagement,
and
other related stuff.
Others
Teachers may also suggest
ways
to improve the different
activities
explored/lesson exemplar.

C. Teacher’s Teachers’ reflections

Reflection
Reflection guide or prompt can be on:
Teacher’s reflection in every
▪ principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may
also
consider this as an input for
▪ students
the
What roles did my students play in my lesson?
LAC/Collab sessions.
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?

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What can I explore in the next lesson?

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