School SAN BARTOLOME ELEMENTARY Grade Level Grade 5

SCHOOL
Teacher JOHN ALVIN P. LAGRAMA Learning Area Science
Teaching Date & June 29- August 2, 2024 Quarter First
Time 7:00 am – 1:00 pm

I. OBJECTIVE At the end of a 45 – minutes discussion, the students will be able to:
- Identify three states of matter based on shape and volume.
- Temperature can cause changes of state.
A. Content Standard - Planned simple scientific investigations require several steps and
processes.
- An understanding of matter can be applied to solve real world problems.
- 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
B. Performance Standard simple scientific investigation following appropriate steps and using
units such as milliliters, liters, grams, kilograms, and degrees Celsius for
measuring.
C. Learning Competencies - define what matter is; and
and Objectives - determine the characteristics of matter.
- Safety: When conducting experiments even with common materials,
precaution and safety procedures must still be followed.
D. Integration - 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.
E. SEL FACTOR Cognitive Recognition
F. SEL SUB FACTOR Metacognition
G. SEL COMPETENCY Prepare a “mystery box” containing materials like toy, paper, small, inflated
balloon, stone, and other common materials.
II. Content 1. Matter in daily life
2. Matter and its three states
III. Learning Resources Grade 5 MELC
A. Reference
1. Learner’s Materials Pages DepEd Lesson Exemplar (Science)
B. Other Learning Resources LM’s, video clips, pictures
IV. Procedures
1. Engage 1. Review
(A. Reviewing
previous Lesson or A. Activity.
presenting new lesson)
The teacher prepares a “Mystery Box” containing different materials
which the learners will identify.

B. Analysis
Guide Questions:

1. What are the things that you got from the box?
2. Where do you see these things?
3. What other term can use to name these things?
4. Are these materials useful for you? How?

2. Explore DAY 1
(B. Discussing new The teacher says, “In the succeeding weeks, we will be doing activities
concepts and practicing which will help us understand more about the things around us. Through
new skills) these activities, we will conquer the world of matter, their three phases,
their characteristics, and where we can find them.”
Unlocking Content Vocabulary
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.
 1. Anything that occupies space and has mass. TTMERA
2. Has closely packed molecules which limit movement and has definite
shape. ISDLO
3.Has 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. UMELO

3. Explain Group the learners into two. Group 1 will go around the room and list all
(C. Developing Mastery, the things they see inside the classroom. Group 2 will investigate the
picture posted on the board. Using the table below, the learners will list
Lead to Formative all the things they saw in their respective task. They can use their
assessment) notebooks to do so. After the activity, the learners will share what they
saw with their classmates.

Guide Questions:
• What are the things that you saw inside the classroom (for Group 1) or
in the picture (for Group 2)?
• Compare your answers. Have you seen the same things inside the room
and from the picture?
• Can you describe the things that you have identified?
• How do you call the things that you see inside and outside the
classroom?
• What is matter?
• Aside from the things that you have identified in your activity, give
other examples of matter.
• Do you consider yourself and your classmates matter? Why?

DAY 2
The teacher will prepare four (4) stations in the classroom where learners
can read and observe the different characteristics/concepts about matter
(LAS 1). The stations can be 3D with the use of different relevant
materials depending on the topic of the station, or just printed and pasted
on the wall. The materials needed for the task for each station (if needed)
must be there for easier demonstration. The station must be full of
definitions, examples and real-life applications of the topic written.
➢ STATION 1: Matter takes space.
➢ STATION 2: Matter has mass.
➢ STATION 3: Matter has shape and color.
➢ STATION 4: Matter has texture.
Guide Questions:
1. What are the characteristics of a matter?
2. Explain each characteristic of matter.
3. Give other examples showing/explaining each characteristic
DAY 3
In this part, the teacher conducts interactive discussion to reinforce the
concepts observed in different activities.
Station 1: Matter takes space.
[Materials in the station: pebbles, cup, water]
1. When an empty cup was filled with pebbles, what happened to the
space in the cup?
- The space in the cup was taken up already by the pebbles.
2. Can you add more pebbles into the cup after filling it up to its brim?
Why? -. No, because there is no more space for the additional pebbles. No
pebble can take the 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.
Day 4
In this part, the teacher will facilitate an interactive discussion. See
to it that learners are all engaged. The following questions can be
asked.
1. What are the three phases of matter?
- The three phases of matter are Solid, Liquid, and Gas.
2. Draw the molecules of each state of matter. (image peg)
 Source: https://www.sciencelearn.org.nz/resources/1499-states-
of-matter
3. Describe each phase of matter.
Solid – The molecules are closely packed to each other; thus they
can hardly move.
- The attraction between molecules is very strong and there is
little to no free space for each molecule making them rigid and
keeping their shape.
Liquid – The molecules are loosely packed.
- Movement of molecules is possible because there is
considerable space in between molecules which allow them to
slide past one another or flow.
- They don’t have shape of their own, thus taking the shape of
their container.
Gas – The molecules are separated from each other by wide
spaces.
- It has the least attraction between molecules permitting them
to have maximum freedom of motion.
- Because of the nature of its molecules, gas has no definite
shape and volume.
- Like liquid, gas takes the shape of its container.
- But only gas has indefinite volume and fills the volume of its
container
4. Give examples for each phase of matter.
- (Answers vary)
4. Elaborate
(D. Generalizing 1. What have you learned? Fill out each box in the chart
and Abstraction about below with at least three (3) words to summarize the
the lesson) concepts gained from the different activities.

2. Reflection on Learning
The teacher can ask the learners what the most interesting part in learning
matter is, the hardest task for the past week, and the most challenging
question they have encountered through the discussion for the lessons of
Week 1.
5. Application
(E. Experiment)
6. Evaluate Direction: Read the questions carefully. Choose the letter of the correct
(F. Evaluating answer.
learning) 1. Atheena wants to conduct an experiment to observe the volume of
different solid objects. She fills two containers with small marbles
made of glass and saw no change in the volume occupied by the
marbles in both containers. What conclusion can Atheena draw about
the volume of solids based on her observations?

a) Solids have a variable volume.

b) Solids have a definite volume.
c) Solids have no volume.
d) Solids have a changing volume.

2. Amanda pours water into a container and observes that the volume of
water remains the same when transferred from the measuring cup to the
container. What can Amanda conclude about volumes of liquids?
a) Liquids have indefinite volume.
b) Liquids’ volume doubles as it transfers from one container to another.
c) Liquids have definite volume.
d) Liquids have no volume.

3. During a science experiment, Jearica bursts a balloon as she fills it

with air by blowing continuously. What do you think happened to the air
inside the balloon?

a) It becomes solid.
b) It disappears.
c) It changes its volume.
d) It spreads out.

4. Diana filled different balloons with 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
Prepared by:
JOHN ALVIN P. LAGRAMA
Teacher II

Checked by:

LEO C. MATA
Master Teacher I

Noted by:
NANCY ANNIE B. DELA PAZ
Principal IV