Revised School Grade Level FIVE

K to 10 Curriculum Name of Teacher Learning Area SCIENCE

Weekly Lesson Log Teaching Dates and Time July 9-10 Quarter 1 Week 3 Day 3-4

DAY
DAY 3
DAY 1 DAY 2 DAY 4 5
WEDNESDAY (July 9,
MONDAY TUESDAY THURSDAY (July 10, 2025) FRID
2025)
AY
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners learn that:
1. Scientists identify three states of matter based on shape and volume.
A. Content
2. Temperature can cause changes of state.
Standards
3. Planned simple scientific investigations require several steps and processes.
4. An understanding of matter can be applied to solve real-world problems.
By the end of the quarter, learners describe three states of matter based on properties of shape and volume and
identify that heat is involved in changes of state. They plan a simple scientific investigation following appropriate
B. Performance
steps and using units such as milliliters, liters, grams, kilograms, and degrees Celsius for measuring.
Standards
Suggested Performance Task:
Plan and carry out a scientific investigation on a simple everyday problem, such as "do gases have weight"?
Describe the properties of solids, liquids, Describe the properties of solids, liquids, and gases in
and gases in terms of shape and volume. terms of shape and volume.
C. Learning a. Solid: definite shape and volume a. Solid: definite shape and volume
Competencie b. Liquids: definite shape; definite b. Liquids: definite shape; definite volume
s volume c. Gases: no definite shape and volume
c. Gases: no definite shape and
volume
D. Learning Introduction to the Sorting activity using Define shape and volume Describe the properties of
Objectives States of Matter objects around the liquids
a. Define what a classroom or Identify that solids have a
"state" of definite shape and volume
matter means. Drawing and
b. Explain that labelling worksheets
matter can on three state of
exist in matter
different forms
based on its
 physical
properties.
c. Enumerate the
three states of
matter
E. Instructional Integrative, Integrative, Integrative, Innovative Integrative, Innovative
Design Innovative Innovative
Framework
Communication, Communication, Communication, Communication, Collaboration,
F. 21st Century
Collaboration, critical Collaboration, critical Collaboration, critical critical thinking, social skills
Skills
thinking, social skills thinking, social skills thinking, social skills
Matter and the Three Matter and the Three Properties of Solid Properties of Liquid
II. CONTENT States States

III. LEARNING RESOURCES

American Chemical https:// States of Matter
Society. (2020). www.hilldale.k12.ok.us/ https://www.scienceworld.ca/
What is matter? vimages/shared/vnews/ resource/states-matter/
https://www.acs.org/ stories/5081b48c40831/
education/resources/ The%20Three%20States Properties of Matter: Liquid
k-8.html %20of%20Matter.pdf By Mary Bagley published July
24, 2014
BBC Bitesize. (n.d.). https://www.livescience.com/
States of matter – https://byjus.com/ 46972-liquids.html
A. References KS2 Science. chemistry/three-states-of-
https://www.bbc.co.u matter/ Materials
k/bitesize/topics/zkg Different-shaped containers
g87h Materials Examples of liquid
Regular shape solids chart/manila paper
Science A-Z. (n.d.). Solid objects
States of matter – Manila paper
Physical science unit.
https://www.sciencea
-z.com
B. Other https://
Learning www.youtube.com/
Resources shorts/_UkFUMXFGu4
 https://
www.youtube.com/
shorts/
KxydWMy5bAQ

https://
www.youtube.com/
watch?
v=8vHLx8tbLbQ

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper
Let us first have a Review Question: The teacher will let the Review Chart (Fill-in-the-
recap of our previous “Yesterday we students group the Blanks):
lessons. Kindly show learned that matter following materials into
thumbs up if the exists in three three states of matter
statement/phrase states. Can someone
show matter, thumbs name them?” ink clock mirror
down if not. mop perfume
1. A bottle of Discuss: What makes carbon
water solids, liquids, and
Activating Prior
2. Your voice gases different from
Knowledge
3. A pencil each other? solid gas
4. The wind monoxide liquid
5. A shadow
6. Dreams
7. Money
8. Toothpaste
9. Fruits
10. Milktea
Lesson The teacher says, Teacher Says: Engage: Spot the Teacher says:
Purpose/Intention “Today, we will “Today, we will look Difference! (Let the “In this lesson, we will explore
explore the different around and use our students perform the and describe the properties of
forms that matter eyes and minds to activity) liquids. You will observe how
can take — solid, find examples of liquids behave, how they
 liquid, and gas. You’ll solids, liquids, and move, what shapes they take,
discover some gases. You will Look at a rock and a and how they are different
materials are hard become ‘Matter glass of water: from solids/
and take up space, Sorters’ as we learn Ask the learners
how water flows, and how to classify what • • What stays the
what makes air we see around us!” same when moved?
invisible but real!” • • What changes
shape?
Teacher says
Let us find out if you can
identify that solids have a
definite shape and
volume.
Lesson Language Unlocking of Unlocking of Unlocking of Content Unlocking of Content
Practice Content Content Vocabulary Vocabulary
Vocabulary Vocabulary
Directions: Match the words in
Guess the following Fill up the missing S a e
Column A to their correct
words by using the letters form or outline of an object. meaning in Column B.
pictures and  S_r_ – to
description below group things V m e Column A Column B
based on 1. Liquid A. Does not have a
amount of space an object fixed shape
similarities
takes up. 2. Volume B. Amount of space
 So_ _d – the liquid takes up
matter that 3. Shape C. A kind of matter
keeps its that flows
f i t 4. Container D. The form of an
shape and D object
has a fixed fixed, clear, and certain. 5. Flows E. Holds the liquid and
volume gives it shape
 Li_u_d –
matter that
flows and
takes the
shape of its
container
 G_s – matter
that spreads
 out and fills
the space it
is in
 _t_ _e – the
form in which
matter exists
During/Lesson Proper
Reading the Key Teacher says: Whole Class Activity: Picture 1. “Pour It In!” (Hands-on
Idea/Stem Did you know that Approach Matching and Sorting Exploration)
matter isn’t just
Activity Title: Procedure
sitting still? It can be Objective: Show that liquids take
“Look Around and -Divide the class into 4
stiff, smooth, or groups the shape of their container but
Think!”
super speedy! Pictures will be provided by keep the same volume.
Today, you will the teacher Materials: Water, juice, or colored
Instructions:
become matter and  Teacher writes
liquid; different shaped containers
-Each group will pick the
show how it acts. By a 3-column picture that has the same
(glass, bowl, bottle)
the end of this chart on the shape as their group’s Steps:
activity, you’ll figure board labeled: shape.”
out what “state” Solid | Liquid Group 1 paste the pictures  Pour the same amount of
really means!
| Gas. Round here
liquid into various
 Ask: Group 2 containers.
“Can you Triangle  Ask:
Whole Class name an Group 3 o “Did the shape
Approach object in this
Rectangl change?”
The teacher will classroom that o “Did the amount
is a solid?” e
present videos and change?”
“What about a Group 4
students will follow
liquid?” Oblong
the steps/movement. Conclude: Liquids change shape, but not
“Can you think volume.
After the activity, of a gas Ask
have them answer around us?” What state of matter are
the following guide the objects? Why?
(Solid because they have shape
questions: Sample Student
and volume)
Answers:
Do they keep their shape?
Activity 1: Dance  Solid: Chair,
(Yes)
Dance Revolution table, bag Can the objects be
Dance #1:  Liquid: Water poured? Why? (No) Solids
Robotics Dance in bottles, can't be poured because
alcohol they have a definite shape
https:// and volume.
 Gas: Air,
www.youtube.com/ perfume
shorts/_UkFUMXFGu4 smell, steam
 Did your As students respond,
movement the teacher writes
change much? the answers under
 Could you the correct column
on the board and
move or flow?
asks why they
belong to that group.
Dance #2: Smooth
Dance Moves
https://
www.youtube.com/
shorts/
KxydWMy5bAQ
 Were you able
to create more
smooth dance
moves?
 Could you
move and
spread?

Dance #3: Dance

like Air
https://
www.youtube.com/
watch?
v=8vHLx8tbLbQ
 Did you stay in
 one place?
 Were you able
to move more
freely?
 Did you fill up
more space?

After sitting back

down, ask:
 How did the
way you
moved change
in each round?
 What do you
think those
different
movements
show us about
how matter
behaves?

Process students’
answers and arrive
at this definition of
“state”:
"A state of matter
means how matter
acts or behaves — if
it stays still, flows, or
spreads."

Developing Group Activity Activity Title: “Matter Activity Title: Activity Title: Liquid Hunt
Understanding of The learners will Sorters” – Classroom "Solids Under Study:
the Key Idea/Stem have a hands-on Scavenger Hunt Touch, Observe, Think!"
activity that will help Instructions: Ask learners to perform Around the Room
them visually the activity in front
understand the Students work in Objective: Identify common
pairs or small
differences between liquids in daily life.
groups. -Hold the object
solids, liquids, and Steps:
gases Give them a table (in -Try to change its shape
notebook or with their hands  Give students a checklist
Present the materials worksheet): with items like: water,
to the students, have -Place it in a container cooking oil, glue, vinegar,
them do the activity Solid Liquid Gas and see if it changes etc.
by group and
shape  Let them look around the
classroom or name liquids
present the steps in Let them fill in this table:
 Ask them to at home.
doing the look around  Discuss: “Do they all flow?
experiment/activity the classroom Can they be poured? Do
and list or Guided Questions (Teacher-Facilitated):
Ask:
they change shape?”
Activity 2: What’s draw: What happens to the object’s shape when you move it?

the Matter? o 2 examples Did the object flow or stay in one place?

Materials: of solids Did the object change shape to fit the container?

o 1 example What do you notice about the space it takes?

 Water Encourage learners to use vocabulary like "shape," "volume," and

of a liquid "definite.
 Cups o 1 example
 Pebbles of a gas

Instructions: Encourage students

1. Step 1: Solids to use complete
(Pebbles) phrases like:
“The bottle is a
 Give pebbles
liquid because it
 Can you see flows and takes the
the shape of its
pebbles? container.”
 Does it have
its own Teacher moves
shape? around to guide
students and help
 Does it
those who are
 occupy unsure.
space?
 Can you
hold it in
your hand?
 Can you feel
it?

2. Step 2: Liquids
(Water)
 Pour water
into different
shapes of
cup/container
 Can you
see the
water?
 Does it
have its
own
shape?
 Does it
occupy
space?
 Can you
hold it in
your
hand?
 Can you
feel it?

3. Step 3: Blow air

from your mouth
 to your hand
 Can you see
the air that
you blew?
 Does it have
its own shape?
 Does it occupy
space?
 Can you hold it
in your hand?
 Can you feel
it?
 Discuss how
gases fill the
space they are
in, just like the
air spreads out
in the room.

4. Step 4:
Conclusion
Based on their
observations, have
students write down
the differences
between the three
objects shown. Have
them put check
marks on the table
below.
Deepening Let us reveal the Activity Title: “Draw Activity Title: Same Volume,
Understanding of state of matter for and Label the 3 Different Shape (Measuring
the Key Idea/Stem each of the materials States of Matter”
Instructions: Activity)
that we used a while
ago in our activity Hand out a Objective: Observe that volume
worksheet or stays the same across different
template with 3 containers.
boxes labeled: Materials: Measuring cup, plastic
cups/bottles, water
Based on our activity  Solid Steps:
a while ago, fill up  Liquid
the table above to  Gas  Pour exactly 100 ml of
complete the water into different
characteristics of the Inside each box, containers.
students will:  Ask:
three states of
matter. Put the o “Does the liquid
 Draw one look different?”
correct word in the object (from o “Is it still 100 ml?”
correct column. their  Emphasize: Volume stays
surroundings the same.
or memory)
 Label it
(e.g., “Juice –
liquid”)
 Describe
one property
(e.g., “flows”,
“keeps
shape”, “fills
the air”)

Example:
 Solid: “Chair –
keeps its
 shape”
 Liquid: “Water
– flows”
 Gas: “Air –
invisible, fills
the room”

After/Post-Lesson Proper
Making Matter Wheel Activity Title: “Let’s “What do all solids have in
Generalizations In your Manila Paper, Compare!” – Venn common?” Draw and Explain"
and Abstractions draw a big circle and Diagram Organizer Let students draw two different
Teacher draws a Solids have definite containers with the same liquid
divide it into three
three-circle Venn volume because their and then write a sentence like:
equal parts, labeled: Diagram on the particles are close
 Part 1: What I board (or gives a together and don’t move “Water in a bowl and water in
Learned about printed handout). around. This keeps their a glass look different, but the
States of Matter? Each circle is size and space the same." amount is the same.”
 Part 2: What are labeled:
the 3 States of  Solids Write the sentence frame on the
 Liquids Provide this sentence board:
Matter?
 Gases frame as a guide:
 Part 3: One Real-
Life Example of Liquids take the shape of their
Students help fill "All solids have a ________
Each State container but have a definite
in the chart, guided shape and a ________
volume. They do not volume. A liquid flows and takes
by teacher the shape of any container it is in.
questions: ________ or change
 What is unique ________ when moved."
about solids?
(fixed shape, (definite, flow, shape, Encourage students to fill in the
hard or soft) volume) blanks with what they’ve learned.
 What do
liquids and Answer
gases have in All solids have a definite
common? shape and a definite
The three states of (flow, no fixed volume. They do not flow
matter are: shape) or change shape when
 Solids-  What do all moved.
 materials that states have in
have a fixed common? (all
shape and a are matter, Solids have definite
take up space) volume because their
fixed volume.
particles are close
This means Use color coding or together and don’t move
they don’t symbols to support around. This keeps their
change their understanding. size and space the same
shape or size
unless you cut
them, mold
them or break
them.
 Liquids-
materials that
have a fixed
volume but no
fixed shape.
They flow and
take the shape
of whatever
container they
are in.
 Gas- materials
that have no
fixed shape
and no fixed
volume. Gases
spread out to
fill the entire
space they’re
in.

Evaluating Direction: Choose Direction: Choose Directions: Choose the I. Multiple Choice (1–3):
Learning the letter of the the letter of the letter of the correct Directions: Choose the letter of
correct answer for correct answer for answer. the correct answer.
each question. each question.
1. What does the 1. Which of the following Which of the following is TRUE
1. Which of these is TRUE about solids? about liquids?
“state” of
a. They can be poured like A. They have a fixed shape
matter mean? is a solid?
liquids and volume
A. Where a. Water b. They take the shape of B. They take the shape of their
matter b. Air the container container
comes c. Ice cube c. They have definite C. They can’t be poured
from d. Juice shape and volume D. They have no volume
B. What color d. They have no shape
2. Which of these is and volume ✅ Answer: B
matter is
a gas?
C. The form 2.What happens when you 2. What happens to the
a. Ice
matter put a solid object in a amount of liquid when it is
b. Perfume
takes smell c. container? poured into another container?
based on Steam a. It takes the shape of A. It disappears
how it the container B. It becomes more
d. Oil
behaves b. It flows like water C. It stays the same
c. Its shape changes D. It turns into gas
D. How hot or 3. What is the best
d. It keeps its own shape ✅ Answer: C
cold matter way to describe
is a liquid? 3. Which of these is NOT a 3. Which activity shows that
a. Has shape and solid? liquids flow?
2. Which of the volume a. Spoon A. Pouring water into a glass
following best b. Has no shape b. Juice B. Putting a stone in a box
describes a but has volume c. Eraser C. Cutting a piece of paper
c. Has no d. Block D. Blowing air into a balloon
solid?
volume d. Directions: Answer the
A. It has no 4.Give two examples of following questions briefly.
shape and Keeps its shape
solid objects and explain
spreads why they are solids. 4. Why do liquids take
4. What do all
everywher the shape of their
states of 5.Why can’t solids be
e container?
matter have in poured like liquids?
B. It flows and ✏️Sample Answer:
common?
takes the a. They are Because liquids do not have a
shape of its visible definite shape.
 container b. They take up
C. It changes space 5. What property of a
shape on c. They are liquid stays the same
its own soft d. They even if the shape
D. It has its melt changes?
own shape ✏️Sample Answer:
5. Which of the The volume stays the same.
and
volume following is NOT
a state of
matter?
3. What do you
a. Solid
call matter
b. Liquid
that flows and
c. Foam
takes the d. Gas
shape of its
container?
A. Solid
B. Liquid
C. Gas
D. Steam

4. Which is a
correct list of
the three
states of
matter?
A. Earth,
wind, fire
B. Solid,
liquid, gas
C. Water,
juice,
steam
D. Shape,
 size, form

5. Air is an
example of
which state of
matter?
A. Solid
B. Liquid
C. Gas
D. Plasma

Additional Activities List 5 examples each Look around your “Draw and Label” Activity Complete the Sentence
for Application or for Solid, 3 examples home and find 2 Objective: Reinforce Directions: Fill in the blanks
Remediation (if for Liquid and 1 examples of solids, learning through drawing. with the correct word:
applicable) example of Gas. liquids, and gases. (shape, volume, pour, liquid)
Write your answers Write their names in Instructions:
in your notebook the table below. A _______ takes the shape of its
Then, for each one, Ask the child to draw 3 container.
describe one solid objects found at
observable property home. Liquids have a definite _______.
(e.g., keeps shape,
flows, fills space, Under each object, write: We can _______ liquids from
etc.). one container to another.
“This is a solid. It has its
Stat Nam One own shape and volume.” Liquids do not have a fixed
e of e of Obse _______.
Matt Obje rvabl Example:
er ct e
Prop 🍎 Apple — Solid. It keeps
erty its shape even when
Solid 1. 1. moved.

2. 2.

Liqui 1. 1.
 d
2. 2.
Gas 1. 1.

2. 2.

Remarks
Reflection Reflection guide or Reflection guide or 
prompt can be on: prompt can be on:
▪ Principles ▪ Principles
behind the behind the
teaching teaching

What What
principles and principles and
beliefs beliefs
informed my informed my
lesson? lesson?
Why did I Why did I
teach the teach the
lesson the lesson the
way I did? way I did?

▪ Students ▪ Students

What roles did What roles did

my students my students
play in my play in my
lesson? lesson?
What did my What did my
students students
learn? How learn? How
did they did they
 learn? learn?

▪ Ways forward ▪ Ways forward

What could I What could I

have done have done
differently? differently?
/What can I /What can I explore
explore in the in the next lesson?
next lesson?

Prepared by: Checked by: