MATATAG K to 10 School: Grade Level: V

Curriculum –
Weekly Lesson Log Teacher: Learning Area: SCIENCE

Teaching Dates and Time: Quarter: 1st QUARTER Week 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 identify
Standards 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: The learners describe matter as anything that has mass and takes up space.
Competencies Lesson Objectives:
The learners will be able to:
1. define what matter is; and
2. determine the characteristics of matter.
Learning Competency: The learners identify that matter has (exists in) three states called solids, liquids, and gases.
Lesson Objectives:
The learners will be able to:
1. define solid, liquid and gas; and
2. provide sample materials that are solid, liquid and gas.
D. Content 1. Matter in daily life
2. Matter and its three states
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 use in the right
and proper way and can be harmful if used otherwise.
[Link] 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. [Link]
● JICA National Science Textbook for Grade 5. (2020). Department of Education Papua New Guinea. [Link]
sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwi5hNGBv4mFAxVfxjgGHUf6B1wQFnoECBsQAQ&url=https%3A
%2F%[Link]%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.
[Link]
● Free Vector. (2021). Celebratory balloons on isolated background [Image]. Freepik. [Link]
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. [Link]
● S. S. E. (2022). Solid, Liquid and Gas | States of Matter Song | Science Song for Children | KS1 & KS2 [Video File]. YouTube. Retrieved
[Link]
● TutorVista. (2010). Arrangement of Molecules In The Three States Of Matter [Video File]. YouTube. Retrieved
[Link]

III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior The teacher Directions: Match the items in Categorize the following Direction: Write T if the Directions: Complete each
Knowledge prepares a “Mystery Column A with the correct properties of matter as statement is true and F if it is sentence with the correct
1. Short Review: Box” containing answer in Column B. Write the intensive physical false. word from the choices
different materials letter of the correct answer. property, extensive _____1. Solid has no definite given.
which the learners physical property, or Choices:
shape and weight.
will identify. chemical property. (solid, boiling, chemical,
_____2. A solid can be freezing, plasma)
Materials like toy, 1. A banana is described through its shape,
paper, small, yellow. 1. Matter that has a
color, size and texture. definite shape
inflated balloon, 2. Barium melts
_____3. Liquid has the ability and volume is
stone, and other at 725 C.
to flow. called a
common materials. 3. Helium does
_____4. Gas occupies the __________.
not react with 2. The process of
Guide Questions: any other space of the container.
_____5. Liquid and gas take liquid changing
1. What are the element. into gas is called
things that you got 4. 25 kg of rice the shape of the container.
__________.
from the box? 5. Acid in tomato 3. __________
2. Where do you see sauce can properties involve
these things? corrode the ability of a
3. What other term aluminum foil. substance to
can use to name react and form a
these things? new substance.
4. Are these 4. When a liquid
materials useful for turns into a solid,
 you? How? the process is
called
__________.
5. A very hot state
of matter made
up of charged
particles is
__________

B. Establishing Lesson Purpose

1. Lesson Purpose: “In the succeeding Find the terms listed in What happens to the particles Directions: Compare the Directions: Write T if the
weeks, we will be the word bank from the of a substance when it following states of matter. statement is true and F if it
changes from a solid to a
doing activities jumbled letters. Write Yes if the statement will is false.
liquid?
which will help us answer the state of matter and
understand more No if it is not. 1. Solids have a definite
about the things shape and volume. ____
around us. Through 2. Liquids do not have a
these activities, we definite volume. ____
3. Gases have particles
will conquer the
that are very close
world of matter,
together. ____
their three phases,
4. Liquids take the shape
their characteristics, of the container they are
and where we can in. ____
find them.” 5. Heating a solid usually
causes it to melt into a
liquid. ____

2. Unlocking For you to understand our topics better, try to familiarize yourselves with these terms by arranging the jumbled letters to
Content Vocabulary come up with the correct term being described.
1. Anything that occupies space and has mass. TTMERA
2. Has closely packed molecules which limit movement and has definite shape. ISDLO
 [Link] loosely packed molecules permitting them to have some movement, thus has no definite shape. DQLIIU
4. Has molecules far from each other, thus has maximum freedom to move around. SAG
5. The amount of space occupied by an object or substance. UMELOV

C. Developing and Deepening Understanding

SUB-TOPIC 1: Characteristics Physical Properties The Three Phases of Present the song to the Directions: Choose
 Explicati of Matter and Its These are the Matter: Solid, class and let them sing the correct word
on Different Phases characteristics that can Liquid, Gas along. Tell them to take from the box to
be observed without note of the three words complete the
changing the substance Everything around us is repeatedly mentioned in sentences.
Matter is anything that Word Box:
into another substance. matter. Matter is anything the song. They should
has mass and takes up (solid, liquid, gas,
Melting point, boiling that has weight and takes accomplish the table
space. Everything point, odor, color, up space. Everything you given below. shape, volume)
around you — air, taste, solubility, can see and touch is made 1. A __________
water, rocks, even you up of matter. Matter comes keeps its
density, hardness,
— is made of matter! in different shapes and shape and
softness, volatility,
sizes. Why does matter volume.
ductility, malleability, come in different sizes and 2. A __________
c viscosity, physical shapes? Well, that is has a definite
state, heat because matter comes in volume but
conductivity, and three forms: solid, liquid, takes the
electrical conductivity and gas. Solid, liquid, and shape of its
are all physical gas will fill up space in container.
properties. different ways depending 3. A __________
For example, to upon how big, small, long, has no
determine the melting or short the object is.
definite
point of ice, we must shape or
change the ice to water.
Examples of solids are Source: volume.
flowers, tables, and chairs. [Link]
In this process, the Solids have shape, color, 4. In a solid,
appearance change, but texture, and size. Liquids particles are
there is no change in are objects that we can packed
Guide Questions: closely
composition. Water has also touch and see. They
1. What are the three (3) together and
a boiling point of 100°C change shape depending
on the container. It has
key words repeatedly vibrate in
at sea level where
weight. Water is a famous mentioned in the song? __________.
pressure is one
example of liquid. Gas is 2. What are solid, liquid, 5. In a gas, the
atmospheric pressure. It
another form of matter. It and gas? particles
is a clear, colorless
cannot be seen but is 3. What are the move freely
liquid and with a density around us. We can feel it. examples mentioned in and spread
of about 1 g/mL. Pure Gas has weight and the song for each phase out to fill the
liquid water does not occupies space. It has no of matter? __________
conduct electricity and shape or size. The air we
is not a great conductor inhale is a gas. The teacher then asks, “Do available.
of heat. you want to know more about
A tablespoon of 1. What are the three solid, liquid, and gas?”
brown sugar crystals are phases of matter?
sweet. When dissolved - The three phases of
in a small glass of water, matter are Solid, Liquid,
the tasteless colorless and Gas.
water becomes sweet 2. Draw the molecules of each
and light brown liquid. In state of matter. (image peg)
this example, the
physical properties of
sugar, sweetness and
brown color, are still
observed even when 3. Describe each
dissolved in the water. phase of matter.
In another Solid – The molecules
example, naphthalene are closely packed to
balls placed inside a each other; thus they
cabinet disappear into can hardly move.
the air as a gas after - The attraction between
some time. molecules is very strong
and there is little to no
Chemical Properties free space for each
These are the molecule making them
characteristics that can rigid and keeping their
be observed when the shape.
substance undergoes a Liquid – The molecules
change in its are loosely packed.
composition. The ability - Movement of
of water to undergo a molecules is possible
process called because there is
electrolysis is among its considerable space in
chemical properties. A between molecules
change in composition which allow them to
occurs when an electric slide past one another
current is passed or flow.
through a container of - They don’t have shape
liquid water (H2O), and of their own, thus taking
the water is broken the shape of their
down to yield the container.
hydrogen (H2) and
oxygen (O2) gases. Gas – The molecules are
A chemical separated from each
property is evident when other by wide spaces.
a substance reacts with - It has the least
another substance. For attraction between
example, iron slowly molecules permitting
corrodes or rusts when them to have maximum
exposed to air or a moist freedom of motion.
environment to form - Because of the nature
iron oxide--the reddish of its molecules, gas has
brown rust. It is also a no definite shape and
chemical property if a volume.
substance does not - Like liquid, gas takes
react with another the shape of its
substance because it is container.
inert or more stable - But only gas has
than the other indefinite volume and
substance. fills the volume of its
Now, those physical container 4. Give
properties of matter examples for each
which we have phase of matter.
mentioned awhile ago
can be classified into - (Answers vary)
two. These are; (1)
intensive physical
property and ( 2 )
extensive physical
property. How is
intensive physical
property different form
the extensive physical
property?

All measurable
properties of matter fall
into one of two
additional categories:
extensive properties
and intensive
properties. The
measured value of an
extensive property
depends on how much
matter is being
considered. Mass,
which is the quantity of
matter in a given
sample of a substance,
is an extensive
property. More matter
means more mass.
Values of the same
extensive property can
be added together. For
example, two copper
pennies will have a
combined mass that is
the sum of the masses
of each penny, and the
length of two tennis
courts is the sum of the
lengths of each tennis
court. Volume, defined
as length cubed, is
another extensive
property. The value of
an extensive quantity
depends on the amount
of matter. The measured
value of an intensive
property does not
depend on how much
matter is being
considered. Density,
defined as the mass of
an object divided by its
volume, is an intensive
property. So is
temperature. Suppose
 that we have two
beakers of water at the
same temperature. If we
combine them to make
a single quantity of
water in a larger beaker,
the temperature of the
larger quantity of water
will be the same as it
was in two separate
beakers. Unlike mass,
length, and volume,
temperature and other
intensive properties are
not additive.
 Worked Group the learners “Gallery Walk: Knowing Everything around us is Video Clip - “Arrangement of Directions: Look at the
Example into two. Group 1 Matter More” matter. You can classify them Molecules in the Three States pictures below. Write
will go around the into solid, liquid, and gas. of Matter” whether each one is a
room and list all the (Source: Solid, Liquid, or Gas.
things they see Materials Needed: [Link]
inside the Station 1: cups, pebbles, water )
classroom. Group 2 Station 2: weighing scale,
will investigate the pebbles
picture posted on Station 3: (any material of Instructions:
the board. Using the different colors and shape), • You work individually. Be
table below, the table sure to watch and listen 1. ________________
learners will list all Station 4: sandpaper, mirror, Which object is solid? attentively to the video.
piece of glossy floor tile ________________ • Answer the following guide
the things
Which object is liquid? questions.
they saw in their
Instructions: ________________ 1. What are the three phases of
respective task.
• Work in group. Which object is gas? matter according to the video?
They can use their
notebooks to do so. • Together with your ________________ Draw the molecules of
teammates perform the each phase of matter. 2. ________________
After the activity,
the learners will activity.
share what they saw • Follow the procedure in the
with their station assigned to your group.
classmates. 2. Describe each phase of
Station 1: matter as shown in the video.
- Put as many pebbles as S_______ -
possible into an empty cup. _________________________
Observe the space inside the 3. ________________
 cup. Record your observations. L_______ -
- Fill an empty cup half full of _________________________
water. Observe the space _________________________
inside the cup. Keep on __________
pouring water into the cup. G______ -
Observe the space inside the _________________________
cup. Record your observations. _________________________
- Share your ideas with your __________
classmates during the 3. Given the description, give
discussion. two (2) examples for each
Guide Questions: phase of matter.
• • What are Station 2: 4. ________________
the things that you - Put pebbles at one end of the
saw inside the weighing scale. Record what
classroom (for Group you observe with the other
1) or in the picture end. You may draw the
5. ________________
(for Group 2)? position of the weighing scale.
• • Compare - You may try adding the other
your answers. Have end of the weighing scale and
you seen the same observe what happens.
things inside the
room and from the Station 3:
picture? - Look at the different
• • Can you materials on the table.
describe the things - On your paper, copy the table
that you have below and fill it out.
identified?
• • How do you
call the things that Be sure to leave the area with
you see inside and the materials on the table
outside the properly arranged.
classroom?
• • What is Station 4:
matter? - Look at the materials on the
• • Aside from table.
the things that you - Touch each material
have identified in carefully. Through the table
below, describe the materials.
your activity, give
other examples of
matter.
 • • Do you
consider yourself
and your classmates
matter? Why?

 Lesson 1. Sugar and sulfur In this part, the teacher Write S if the object is solid Draw an outline of a matter. Draw your own
Activity behave differently conducts interactive and L if the object is liquid and One matter for each state of example of a solid, a
when added to discussion to reinforce G if it is gas. matter. Inside the outline, draw liquid, and a gas in the
the concepts observed the arrangement of its boxes below!
water. Which of
in different activities. molecules.
these can be filtered Station 1: Matter
out in water? takes space.
Explain using the [Materials in the station:
physical properties pebbles, cup, water]
of sugar and sulfur. 1. When an empty cup
was filled with pebbles,
what happened to the
space in the cup?
2. Calcium carbide - The space in the cup
( kalboro )is was taken up already by
commonly used in the pebbles.
fast ripening of 2. Can you add more
banana. How can pebbles into the cup
you tell if the after filling it up to its
banana is treated by brim? Why? -. No,
calcium carbide? because there is no
Explain by using the more space for the
chemical and additional pebbles. No
physical properties pebble can take the
of matter. 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.
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) at one end of
the weighing scale?
- The end where the
pebbles were placed
went down.
2. What characteristic of
matter is shown in this
activity?
- Matter has mass.
*In here, the teacher
may elaborate more on
the definition of mass.
The difference between
mass and weight should
be clearly discussed
here.
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?
- (Answers vary)
2. Name the shapes of
the materials found in
the table. How about
their colors?
- piece of paper-
rectangular, white
- ball – circular, orange
- and others.
3. Based on this activity,
what can you say about
matter?
- Matter has shape and
color.
Station 4: Matter has
texture.
[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 floor
tile, mirror.
2. What can you say
about the surface of the
sandpaper? Piece of
floor tile? Mirror?
- The sandpaper has
rough surface, while the
mirror has smooth
surface. For the floor
tile, one side is smooth,
the other side is rough.
3. Based on this activity,
what can you say about
matter?
- Matter has texture.

D. Making What have you learned? Fill out each box in the The teacher can ask the learners what the most What is the main
Generalization chart below with at least three (3) words to interesting part in learning matter is, the hardest difference between the
summarize the concepts gained from the task for the past week, and the most challenging particles in a solid and
 Learners different activities. question they have encountered through the the particles in a gas?
’ Takeaways discussion for the lessons of Week 1.
What happens when a
 Reflecti liquid is cooled enough?
on on
Learning
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating Learning
Direction: Look for 10 Objects and materials Read and answer
Formativ Read the materials found in your found at home are matter. Draw the each statement
e Assessment questions carefully. home. Through the table Can you identify them? molecules of the carefully then
Choose the letter of below, describe these three states of encircle the letter
materials. matter. of the best answer.
the correct answer.
1. What is the
1. Atheena wants to
characteristic or
conduct an
trait of matter that
experiment to observe
can be observed or
the volume of
perceived with our
different solid objects.
senses easily
She fills two
without changing
containers with small
its chemical
marbles made of glass
composition?
and saw no change in
a. Intensive
the volume occupied
Physical Property
by the marbles in both
b. Chemical
containers. What
Property
conclusion can
Atheena draw about c. Extensive
the volume of solids Physical Property
based on her d. Physical Property
observations? 2. Which of the
a) Solids have a following is an
variable volume. example of a
b) Solids have a definite
chemical property?
volume.
c) Solids have no a. Color
volume. b. solubility
d) Solids have a c. phase
changing volume. d. ability to rust
2. Amanda pours 3. What are the two
water into a container chemical properties
and observes that the
of a firecrackers
volume of water
remains the same exploding?
when transferred from a. Explosive and
the measuring cup to color change
the container. What b. Change of color
can Amanda conclude and ductile
about volumes of c. Malleable and
liquids?
flammable
a) Liquids have
indefinite volume. d. Flammable and
b) Liquids’ volume reactive
doubles as it transfers 4. The rusting of
from one container to iron nail is an
another. example of ___
c) Liquids have
a. Intensive
definite volume.
Physical Property
d) Liquids have no
b. Chemical
volume.
Property
3. During a science
c. Extensive
experiment, Jearica
Physical Property
bursts a balloon as
d. Physical Property
she fills it with air by
blowing continuously.
5. Which of the
What do you think
happened to the air following properties
refer to the
inside the balloon? temperature where
a) It becomes solid. liquid turns to gas?
b) It disappears. a. Melting point
c) It changes its
b. boiling point
volume.
d) It spreads out. c. Freezing point
4. Diana filled d. sublimation
different balloons with point
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 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. Nicko pours water
into various
containers and
observed that the
water follows the form
of the container where
it is poured. What
property of matter did
he observe?
a) Conductivity
b) Volume
 c) Density
d) Shape
Homework
Note observations on any Effective Practices Problems Encountered
of the following areas:
strategies
B. Teacher’s explored
Remarks:
materials used

learner
engagement/
interaction

Reflection guide or prompt can be on:

• • principles behind the teaching

What principles and beliefs informed my lesson?

C. Why did I teach the lesson the way I did?
Teacher’s • • students
Reflection
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?

PREPARED BY: