School: Guiset Elementary School Grade Level: V
Revised
Name of Teacher Eduardo T. Santiago Jr. Learning Area: SCIENCE 5
K to 10 Curriculum
Weekly Lesson Log Teaching Dates and Time: July 7- 11, 2025 Quarter: First
DAY 1 DAY 2 DAY 3 DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners learn that:
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. By the end of the quarter, learners describe three states of matter based on properties of shape and volume and identify heat as being
Performance 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.
Standards
C. Learning define volume identify the tools and units of measure volumes of some objects Apply knowledge in measuring
measurement for volume using graduated cylinders or volume in real-life situations
Competencies beakers.
D. Learning Use appropriate scientific Participate in a guided experiment on Compare evaporation and condensation Summarize how heat affects the
Objectives vocabulary (solid, liquid, gas, melt, heat and state change. through simple experiments. different states of matter.
temperature).
II. CONTENT Measuring Volume of Matter Measuring Volume of Matter Measuring Volume of Matter Measuring Volume of Matter
What is Volume? What is Volume? What is Volume? What is Volume?
Units for the measure of Units for the measure of volume Units for the measure of volume Units for the measure of
volume How do we measure volume? How do we measure volume? volume
How do we measure How do we measure
volume? volume?
III. LEARNING RESOURCES
A. Science textbooks, online Science textbooks, online resources, Science textbooks, online resources, Science textbooks, online
References resources, resources,
B. Other various objects for measurement various objects for measurement various objects for measurement various objects for measurement
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Ask students what they know Review the concept of volume and its Recall previous day's lesson on Review the process of measuring
Knowledge about "space" and "how much importance. identifying tools and units of volume using graduated cylinders
something holds." measurement for volume. or beakers.
Lesson Introduce the concept of volume Explain the importance of accurate Guide students through hands-on Provide opportunities for students
Purpose/Intentio and its definition. measurement of volume and introduce activities to measure volumes of objects. to apply their understanding of
n various tools and units. volume in practical scenarios.
Lesson Introduce and define key Discuss vocabulary related to measuring Practice using measurement terms and Encourage students to use
Language vocabulary: volume, space, tools and units: graduated cylinder, describing the process of reading appropriate scientific language
Practice capacity. beaker, milliliter, liter, cubic centimeter. measurements. when discussing volume and its
applications.
During/Lesson Proper
Reading the Key Present the definition of volume. Present information on different tools Show step-by-step instructions or Present real-world problems or
Idea/Stem used to measure volume (e.g., graduated demonstrations on how to measure scenarios that require knowledge
cylinders, beakers) and their volume using specific tools. of volume
corresponding units
Developing Provide examples of objects with Discuss the correct way to read Guide students in small groups to Facilitate group discussions and
Understanding different volumes. Discuss how we measurements from graduated cylinders practice measuring volumes of various problem-solving activities related
of the Key might compare their "sizes" or (meniscus) and different units for objects (e.g., water, small irregularly to volume in everyday life (e.g.,
Idea/Stem "amount of space they take up." various volumes. shaped objects using water cooking, filling containers,
displacement). scientific experiments).
Deepening Engage students in a brief activity Conduct a matching activity where Have students record their Challenge students to design a
Understanding where they estimate which of two students match measuring tools with measurements and compare results, simple experiment where
of the Key containers holds more. appropriate units. discussing potential sources of error measuring volume is crucial.
Idea/Stem
After/Post-Lesson Proper
Making Summarize the definition of Conclude that different tools and units Generalize the proper techniques for Discuss how understanding
Generalizations volume as the amount of space an are used depending on the state of measuring volume of liquids and volume helps in various fields like
and Abstractions object occupies. matter and the magnitude of the volume irregular solids. science, engineering, and daily
being measured. tasks.
Evaluating Quick quiz: "What is volume?" Worksheet: Identify the correct tool and Performance task: Students individually Short answer questions: "How
Learning "Give an example of something unit for measuring different items. measure the volume of given objects and would you measure the volume of
with large/small volume." record their results accurately. a rock?" "Give an example of when
measuring volume is important."
Additional For struggling students: Provide For struggling students: Provide labeled For struggling students: One-on-one For struggling students: Provide
Activities for visual aids and simpler analogies diagrams of tools and units for review. guided practice with tools. For advanced simplified real-world problems.
Application or for volume. For advanced For advanced students: Research students: Explore how to calculate the For advanced students: Design
Remediation (if students: Introduce the concept of historical methods of volume volume of regular shapes. their own volume-related problem
applicable) density as related to volume and measurement. for classmates to solve.
mass.
Remarks
Reflection
A. Number of
students who
scored 80% in the
assessment.
B. Number of
students who
need additional
activities for
remediation.
C. Did the
remediation
help?
Number of
students who
understood the
lesson.
D. Number of
students who will
continue with
remediation.
E. Which teaching
strategy was most
effective? How did
it help?
F. What problem
did I encounter
that was solved
with the help of
my principal and
supervisor?
G. What
instructional
material did I
develop that I
would like to
share with my
fellow teachers?
Inihanda ni: Nirebyu ni: Pinagtibay ni:
EDUARDO T. SANTIAGO JR. DESIREE L. RONQUILLO JENNIFER DG. FERRY,
EdD
Teacher I Master Teacher I School Principal I
