5

Quarter
Lesson 1 1
Lesson Exemplar Lesson

for Science 1
Lesson Exemplar for Science Grade 5
Quarter 1: Lesson 1 (Week 1)
SY 2025-2026

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Development Team

Writer:

 Dr. Leizel A. Concepcion (Western Mindanao State University)

Validator:
 Diana Lou E. Sipalay (Caloocan High School)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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SCIENCE 5 /QUARTER 1/ GRADE 5

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
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.

C. Learning Learning Competency: The learners describe matter as anything that has mass and takes up space.
Competencies
and Objectives 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

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 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.

II. LEARNING 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. https://www.stockvault.net/photo/135306/stone-tower
● JICA National Science Textbook for Grade 5. (2020). Department of Education Papua New Guinea.
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwi5hNGBv4mFAxVfxjgGHUf6B1w
QFnoECBsQAQ&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.jica.go.jp%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.
https://www.vecteezy.com/vector-art/8468264-isolated-clean-water-blue-drop-vector-illustration
● Free Vector. (2021). Celebratory balloons on isolated background [Image]. Freepik. https://www.freepik.com/free-vector/celebratory-
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. https://www.sciencelearn.org.nz/images/1839-three-states-of-matter
● S. S. E. (2022). Solid, Liquid and Gas | States of Matter Song | Science Song for Children | KS1 & KS2 [Video File]. YouTube. Retrieved
https://www.youtube.com/watch?v=Re3_ajB11E0
● TutorVista. (2010). Arrangement of Molecules In The Three States Of Matter [Video File]. YouTube. Retrieved
https://www.youtube.com/watch?v=v12xG80KcZw

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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A. Activating Prior 1. Short Review: “Mystery Box” The teacher should prepare a
Knowledge “mystery box” containing
DAY 1 materials like toy, paper, small,
The teacher prepares a “Mystery Box” containing different materials which the inflated balloon, stone, and other
learners will identify. common materials.

Guide Questions: Reiterate that different materials

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

B. Establishing 1. Lesson Purpose

Lesson Purpose
The teacher says, The teacher must connect the
“In the succeeding weeks, we will be doing activities which will help us short review with this part to
understand more about the things around us. Through these activities, we will establish purpose of studying
conquer the world of matter, their three phases, their characteristics, and where different materials.
we can find them.”

2. Unlocking Content Vocabulary The teacher can use strips of

For you to understand our topics better, try to familiarize yourselves with these paper for this activity or make a
terms by arranging the jumbled letters to come up with the correct term being presentation/slide deck for ease
described. of use and for added
1. Anything that occupies space and has mass. TTMERA interactivity.
2. Has closely packed molecules which limit movement and has definite shape.
ISDLO Other terms may be added by
3.Has loosely packed molecules permitting them to have some movement, thus the teacher.
has no definite shape. DQLIIU
4. Has molecules far from each other, thus has maximum freedom to move Answer Key to UCV:
around. SAG 1. Matter
2. Solid
5. The amount of space occupied by an object or substance. UMELOV 3. Liquid
4. Gas
5. Volume

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C. Developing and SUB-TOPIC 1: Characteristics of Matter and Its Different Phases Teacher may provide
Deepening image/illustration for Group 2.
Understanding 1. Explicitation. “Matter Matters”
Group the learners into two. Group 1 will go around the room and list all the To manage the class, the teacher
things they see inside the classroom. Group 2 will investigate the picture should give rules to follow while
posted on the board. Using the table below, the learners will list all the things the learners do the activity. Use a
they saw in their respective task. They can use their notebooks to do so. After timer, too, to manage the time.
the activity, the learners will share what they saw with their classmates. Image for Group 2 must be
pasted already before the start of
For Group 1: the activity.
The Things I See Inside the Classroom

After the activity, the learners

should be able to tell that the
things that they’ve identified
inside the classroom and from
For Group 2: the pictures are called Matter.
From there, the teacher
The Things I See in the Picture discusses that matter is anything
that occupies space and has
mass.

Image for Group 2:

Guide Questions:
The teacher can pick one
● What are the things that you saw inside the classroom (for Group 1) or
representative for each group to
in the picture (for Group 2)?
answer each guide question. The
● Compare your answers. Have you seen the same things inside the room answers can be written on the
and from the picture? board too for easier comparison.
● Can you describe the things that you have identified?
● How do you call the things that you see inside and outside the Other related and relevant
classroom? questions should be asked by the

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 ● What is matter? teacher to come up with the
● Aside from the things that you have identified in your activity, give other desired concept to be learned by
examples of matter. the learners. Probe and use art of
● Do you consider yourself and your classmates matter? Why? questioning.

2. Worked Example: “Gallery Walk: Knowing Matter More” For the last guide question, the
DAY 2 teacher can integrate “valuing”
and do word play with matter.
The teacher will prepare four (4) stations in the classroom where learners can Start with positive remarks such
read and observe the different characteristics/concepts about matter (LAS 1). as “You are considered matter
The stations can be 3D with the use of different relevant materials depending because you occupy space and
on the topic of the station, or just printed and pasted on the wall. The materials mass. So do not think that you are
needed for the task for each station (if needed) must be there for easier a waste of space and not worth it
demonstration. The station must be full of definitions, examples and real-life because YOU MATTER.”
application of the topic written.

⮚ STATION 1: Matter takes space.

⮚ STATION 2: Matter has mass.
⮚ STATION 3: Matter has shape and color. This part will be done in two
⮚ STATION 4: Matter has texture. sessions. In each station, a task
is given for the learners to do. The
teacher can strategize the
Guide Questions:
activities in Worked Example and
1. What are the characteristics of a matter?
Lesson Activity in two days, just
2. Explain each characteristic of matter.
make sure that the concepts
3. Give other examples showing/explaining each characteristic.
learned from the activity in
Worked Example can be
explained properly and clearly to
the learners (Lesson Activity).

The teacher must be careful with

the sweeping statements that can
3. Lesson Activity: “Interactive Discussion”
lead to confusion. For example,
DAY 3
“Matter has shape and color.”
and “Matter has texture.” Make
In this part, the teacher conducts interactive discussion to reinforce the
sure to include separate
concepts observed in different activities.
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 explanations about liquids and
Station 1: Matter takes space. gases. Convey it to the learners.
[Materials in the station: pebbles, cup, water]
1. When an empty cup was filled with pebbles, what happened to the The teacher should test the
space in the cup? comprehension and critical
- The space in the cup was taken up already by the pebbles. thinking of the pupils in this part.
2. Can you add more pebbles into the cup after filling it up to its brim? Questions can be enriched to
Why? -. No, because there is no more space for the additional pebbles. No facilitate better understanding of
pebble can take the space occupied already by other pebble. the concepts.
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? The teacher must prepare for
- Matter has mass. questions like “What about
*In here, the teacher may elaborate more on the definition of mass. The gases? Do they have mass?” A
difference between mass and weight should be clearly discussed here. video clip or actual
demonstration showing gases
Station 3: Matter has shape and color. have mass can be played/done.
[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?

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 - (Answers vary)
2. Name the shapes of the materials found in the table. How about their The teacher must prepare for
colors? questions like “What about
- piece of paper- rectangular, white liquids and gases? Do they have
- ball – circular, orange shape and color?” A video clip or
- and others. actual demonstration showing
3. Based on this activity, what can you say about matter? liquids and gases can have shape
- Matter has shape and color. and color can be played/done.
Reiterate that gases and liquid
Station 4: Matter has texture. can take the shape of their
[Materials in the station: piece of sandpaper, piece of floor tile, mirror] containers too, thus, indefinitely
1. What are the materials you found on the table? shaped.
- 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 teacher must prepare for
- The sandpaper has rough surface, while the mirror has smooth surface. questions like “What about
For the floor tile, one side is smooth, the other side is rough. liquids and gases? Do they have
3. Based on this activity, what can you say about matter? texture? A video clip or actual
- Matter has texture. demonstration showing further
explanation can be played/done.

After discussing all the

characteristics of matter, the
teacher may present other set of
materials and the pupils will
describe them based on the
discussed characteristics of
matter.

SUB-TOPIC 2: The Three Phases of Matter: Solid, Liquid, Gas

DAY 4
The teacher must watch the video
1. Explicitation: “Sing-along Matter” and accomplish the table first
before giving the activity to the

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 Present the song to the class and let them sing along. Tell them to take note learners. The teacher must
of the three words repeatedly mentioned in the song. They should accomplish prepare the table either in print
the table given below. or as a visual aid and allow
learners to write and complete it
Words Repeatedly Mentioned Example of Materials Given in the Video in their notebook.
in the Song for Each Repeated Word
1.
It is advisable to download the
2. video before class. The video
must be shown to the learners
3. twice so they will be able to
accomplish the table.

Source: Silly School Education.

Solid, Liquid and Gas | States of Matter Song | Science Song for Children | KS1 & KS2.
https://youtu.be/Re3_ajB11E0

Guide Questions:
1. What are the three (3) key words repeatedly mentioned in the song?
2. What are solid, liquid, and gas?
3. What are the examples mentioned in the song for each phase of matter?

The teacher then asks, “Do you want to know more about solid, liquid, and The video can be played even
gas?” thrice, since it is only 1 minute
and 50 seconds, so the learners
will be able to maximize their
learning and participate in the
2. Worked Example: “States of Matter in Action” discussion actively.

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 The teacher will say: Let’s differentiate the three phases of matter through an
activity (LAS 2).
The teacher must explain to the
The teacher must download the video titled “Arrangement of Molecules in the learners that “states” and
Three States of Matter” (Source: Educational Videos. https://youtu.be/v12xG80KcZw) “phases” are interchangeable
words used to collectively call
solid, liquid and gas materials to
avoid confusion.

Guide Questions:

1. What are the three phases of matter? Draw the molecules of each phase of
matter.

S______ L_______ G____

2. Describe each phase of matter based on their molecular arrangement.

S_______ - ____________________________________________________________
L_______ - ____________________________________________________________
G______ - ____________________________________________________________

3. Give example materials for each phase of matter. The teacher may bring examples
S_______ - ______________________ and __________________________ of the different phases of matter
L_______ - ______________________ and __________________________ to reinforce the discussion.
G______ - ______________________ and __________________________
Other relevant questions are
encouraged to explain the topic
better. Practice probing and art of
questioning.
3. Lesson Activity: “Interactive Discussion”
In this part, the teacher will facilitate an interactive discussion. See to it
that learners are all engaged. The following questions can be asked.

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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)

The University of Waikato Te Whare Wānanga o Waikato. Three states of Matter.

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)

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D. Making 1. Learners’ Takeaways
Generalizations What have you learned? Fill out each box in the chart below with at least three (3) The teacher prepares the
words to summarize the concepts gained from the different activities. concept map ahead of time, can
be printed and can be given
individually or prepare a big one
to be posted on the board. The
learners can answer in their
notebook and put their answers
in the posted one on the board.
Either way, the teacher lets the
learners complete the chart.
Afterwards, s/he will call at least
two (2) students to explain their
answer.

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 2. Reflection on Learning The teacher can always insert
The teacher can ask the learners what the most interesting part in learning reflection in every lesson or
matter is, the hardest task for the past week, and the most challenging question activity if s/he deems necessary
they have encountered through the discussion for the lessons of Week 1. not just at the end of the lessons
in matter and its states.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment The teachers can employ the

Learning assessments and can give
A. Draw the molecules of the three states of matter. additional guide questions if
s/he deems necessary.
SOLID LIQUID GAS

Answer Key:

Part A - (image peg)

Source:
https://www.sciencelearn.org.nz/resources/
1499-states-of-matter

Part B - the answers are in bold.

1.B
B. Read the questions carefully. Choose the letter of the correct answer. 2.C
1. Atheena wants to conduct an experiment to observe the volume of different solid 3.D
objects. She fills two containers with small marbles made of glass and saw no 4.C
change in the volume occupied by the marbles in both containers. What conclusion 5.D
can Atheena draw about the volume of solids based on her observations?
a) Solids have a variable volume.
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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

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 The teacher may opt to give
2. Homework (Optional) homework if s/he thinks the
competency is not yet mastered.

B. Teacher’s Note observations on Teachers’ remarks

Remarks any of the following Effective Practices Problems Encountered
areas: The teacher may take note of
some observations related to the
Strategies explored effective practices and problems
encountered after utilizing the
different strategies, materials
Materials used used, learner engagement, and
other related stuff.
Teachers may also suggest ways
Learner engagement/
to improve the different activities
interaction
explored/lesson exemplar.

Others

C. Teacher’s Reflection guide or prompt can be on: Teachers’ reflections

Reflection
▪ Principles behind the teaching Teacher’s reflection in every
What principles and beliefs informed my lesson? lesson conducted/facilitated is
Why did I teach the lesson the way I did? essential and necessary to
improve practice. You may also
▪ Students consider this as an input for the
What roles did my students play in my lesson? LAC/Collab sessions.
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?

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