School Grade Level 5
DAILY
LESSON LOG Teacher Deonel Dan A. Quarter Quarter 1-
Moyano Week 3 – Day
1
Teaching Dates Domain
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES
A. Content Matter in daily life
B. Contents Standards The learners learn that:
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.
C. Performance Standards By the end of the quarter, learners describe three states of
matter based on properties of shape and volume and 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.
D. Learning Competencies The learners identify objects at home and in the classroom as
solid, liquid or gas.
E. Learning Objectives: Learning Objective:
The learners will be able to:
1. recognize common materials seen and used at home or in
school as solid, liquid or gas.
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
A. References
B. Other Learning
Resources
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior 1. Short Review: “Matters Relay”
Knowledge
Write names of materials on pieces of paper and place them in
a box. Prepare two sets of this. On the board, draw this table.
SOLID LIQUID GAS
Divide the class into two. Each group will be given a box. The
members of each group will line up. The learner at the end of the line will draw
a piece of paper from the box and read what’s written on it silently and
whisper it to the learner next to him and relay the message by whispering to
the next learner until the message reached the last learner at the front line.
The learner at the front will write the name of the material under the phase of
matter it belongs to. The first group to classify most of the materials correctly
will be the winner.
B. Establishing a purpose Teacher may say “In our past lessons, we discussed the different
of characteristics of matter and its different phases. We also
the lesson familiarized ourselves with their properties. This week let’s get
closer to the different materials we use at home in our classroom
and be able to classify them as solid, liquid, or gas.”
Unlocking Content Vocabulary: “VocaMarathon”
Tell learners to find a buddy. Each pair should have a dictionary
which they can use in this activity. Using cards, the teacher will
flash the words to be defined by the learners. The first pair to
locate the meaning in the dictionary and read it to the class will
be given a point.
The following words will be defined in this activity: MATTER,
SOLID, LIQUID, GAS.
C. Developing and Identifying objects at home as solid, liquid, or gas.
Deepening
Understanding
Instructions:
Step 1: Group Formation
Divide the class into small groups of 3-4 students each.
Each group should have a piece of paper and a pen/pencil to write down
their responses.
Step 2: Brainstorming
In your group, brainstorm and list materials that you use at home or see in
school. Think of things you can touch, drink, breathe, or see around you.
o Example categories to think about:
Items you sit on, write with, or hold
Things you drink, eat, or wash with
Gases you breathe, or see in the air
Write down as many examples as you can in a few seconds. Don’t
worry if you aren’t sure whether something is a solid, liquid, or gas –
we’ll sort them out next!
Step 3: Classifying Materials
Now that your group has a list, classify each item into one of these three
categories:
1. Solid: Has a fixed shape and volume. Examples: book, pencil,
chair.
2. Liquid: Takes the shape of its container but has a fixed volume.
Examples: water, milk, juice.
3. Gas: Has no fixed shape or volume and expands to fill any space.
Examples: air, steam, helium in balloons.
Discuss with your group and agree on how to classify each item. Be
ready to explain why you placed an item in a certain category.
Step 4: Group Sharing
After you finish classifying your materials, each group will share their
top 2 examples with the class:
o One solid item
o One liquid item
o One gas item
As a class, we’ll briefly discuss if everyone agrees with the classifications
and if we have any differences of opinion. You can explain why you chose
to classify items the way you did.
D. Making Generalization Solids tend to be objects you can touch and hold (like books and chairs).
Liquids are things that flow and take the shape of the container they are in
(like water or juice).
Gases are things you can't always see, but they fill the space around us and are
invisible most of the time (like air or steam).
E. Evaluating Learning
1. Formative Assessment
Given below are materials/things that we can see at home and in
the classroom. Identify what specific materials you can see, or
you can connect in each material/thing and classify them as solid
liquid gas. The first one is done for you.
SOLID – different fruits,
kaong, cheese
LIQUID – evaporated milk,
condensed milk.
1. GAS – gas from cold/freezing
Special Chopsuey. Maggi. https://panlasangpinoy.com/pinoy-fruit-salad-recipe/
SOLID –
LIQUID –
GAS –
2.
Aquarium. Britannica. https://en.wikipedia.org/wiki/File:Amaterske_akvarium.jpg
SOLID –
LIQUID –
GAS –
3.
Jumbo Iced Tea. PNGTree. https://panlasangpinoy.com/pinoy-fruit-salad-recipe/
4.
VectorPocket. Balloons. Freepik. https://www.freepik.com/free-vector/realistic-bunch-flying-glossy-
balloons-multicolored-filled-with-
helium_2669627.htm#fromView=keyword&page=1&position=0&uuid=8cdaa0de-786c-4923-903f-
f1ed79eb52a0&query=Balloon
5. v
Halo-halo. https://www.google.com/url?sa=i&url=https%3A%2F%2F2.zoppoz.workers.dev%3A443%2Fhttps%2Fwww.bonappetit.com
%2Frecipe%2Fhalo-
halo&psig=AOvVaw3tsF5jKjp01mnltfbMBkpV&ust=1749816597225000&source=images&cd=vfe&
opi=89978449&ved=0CBQQjRxqFwoTCPDdlPns640DFQAAAAAdAAAAABAE
2. Homework (Optional)
Remarks
Reflection
