MATATAG K to 10 School: Kng.

Kabayo Elementary School Grade Level: V

Curriculum – ROBIE P. DE LEON
Weekly Lesson Log Teacher: Learning Area: SCIENCE

Teaching Dates and Time: June 23-27, 2025 (week 2) Quarter: 1st QUARTER Week 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content 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 that heat is involved in changes of state.
Standards 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 Competencies: The learners describe the properties of solids, liquids, and gases in terms of shape and
Competencies volume:
a. solids: definite shape and volume
b. liquids: no definite shape; definite volume
c. gases: no definite shape or volume

Lesson Objective:
The learners will be able to:
1. differentiate solid, liquid and gas based on their molecular attraction, arrangement, shape and volume.
D. Content Matter: States and Characteristics
(Properties of Matter)
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 used properly 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 - Google Search. (n.d.). https://www.google.com/search?
q=JICA+National+Science+Textbook+for+Grade+5&oq=JICA&gs_lcrp=EgZjaHJvbWUqBggCEEUYOzIICAAQRRgnGDsyCAgBEEUYJxg7MgYIAhBFGDsyDAgDEEUYORixAxiABDINCAQQLhiDARixA
xiABDIGCAUQRRg8MgYIBhBFGDwyBggHEEUYPNIBCDM1ODhqMGo5qAIAsAIA&sourceid=chrome&ie=UTF-8
● Yakovenko, O. (2022, June 22). Download the Isolated clean water blue drop, vector illustration. 8468264 royalty-free Vector from Vecteezy f. . . Vecteezy.
https://www.vecteezy.com/vector-art/8468264-isolated-clean-water-blue-drop-vector-illustration
● Free Vector | Celebratory balloons on isolated background. (2021, March 15). 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

III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior Today, we shall have a game as Instructions: Fill in the blanks with the Instructions: Write True or Instructions: Write the correct Instructions: Identify if the
Knowledge a form of review of your lessons correct word from the box. False next to each statement. properties under the right state of material is a solid, liquid, or gas.
1. Short Review: last week. We will call this game Word Bank: solid, liquid, gas, volume, 1. Solids have a fixed matter.
“Phase Race: Solid, Liquid, or container shape. _______ Word Bank: can flow, compressible,
 Gas?” 1. A __________ has a definite 2. Liquids can be fixed shape, fills any space, definite
Group Game: “Phase Race: shape and volume. compressed easily. volume
Solid, Liquid, or Gas?” 2. A __________ takes the shape _______
Materials: of its container but has a 3. Gases take the shape
• • Three boxes or definite volume. and volume of their
containers labeled "Solid", 3. A __________ has no definite container. _______
"Liquid", and "Gas". shape and no definite volume. 4. Solids flow easily like
• • Various pictures or real 4. Liquids flow and take the shape water. _______
small objects representing each of the __________. 5. Liquids have a definite
phase of matter (e.g., ice cube volume. _______
5. Solids do not change their
for solid, water for liquid, balloon
shape or __________.
for gas).
• • Timer or stopwatch.

Instructions:
• • Divide the students
into small groups or teams.
• • Explain to the students
that their task is to sort the
objects into the correct boxes
based on their phase of matter.
• • When you say "Go!",
one student from each team will
race to pick up an object, identify
its phase of matter (Solid, Liquid,
or Gas), and place it in the
correct box.
• • Once they've sorted an
object, they should return to
their team and tag the next
player to go.
• • The game continues
until all objects have been sorted
or a set time limit (e.g., 3
minutes) has been reached.

B. Establishing Lesson Purpose

1. Lesson Purpose: Read carefully the following riddles. All Instructions: Cut out the Instructions: Match Column A with Instructions: Read each situation
• "What makes an object a of the answers are matter. Clues are given images (or draw your own), Column B. and write whether the volume
solid?" by the number of blank boxes after the then paste them into the changes or stays the same.
riddle. Please put your answers in a blank correct category.
• "How can you tell if sheet of paper.
something is a gas?"
• "Can you give examples RIDDLE TIME
of each phase of matter from
everyday life?" 1. No need to go far and wide, in your
meals I subtly hide; To save them from
being bland; from tasteless to grand. (
Last week, we explored the What am I? Provide or allow images like
unique characteristics of matter milk, balloon, book, perfume,
and delved into its various etc.)
phases. This week, we'll dive
deeper into the fascinating world
of matter that surrounds us
every day. Through engaging 2. What would you be without me?
activities, we'll further our I’m essential even if you can’t see; I am
understanding of the properties what you breathe,
making your life complete. What am I?
that define solids, liquids, and
gases, empowering us to better
appreciate and comprehend the
world of materials around us. 3. I am needed for life and look
transparent;
Adult body? I compose it by 60 percent.
What am I?

4. Looking white;
Powdery, I’m fine alright;
In flour I’m added;
So from small it turns to big instead.
What am I?

5. Always present everywhere,

I brighten most food I swear;
From coffee to pastry,
all of them becomes tasty. What am I?
 2. Unlocking Content 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
Vocabulary described.
1. The amount of space occupied by an object or substance.
UMELOV
2. It is a graphical representation of an object's form or its external boundary, outline, or external surface; it is distinct from other object properties, such as color,
texture, or material type.
EHASP

C. Developing and Deepening Understanding

SUB-TOPIC 1: Properties of Solid, Liquid, Let’s Investigate! “Exploring Volume as a “Interactive Discussion” Instructions: Draw one
 Explication and Gas Divide the class into five (5) Property of Solids, Liquids, example of a solid, liquid,
The teacher will show the groups. The teacher introduces and Gases” Based on the activity we have and gas. Then, write one
pictures below. the “Team Jobs” conducted on “Observing the Shape property for each.
wherein each member of the of the Three
team will be assigned particular Materials Needed: States of Matter”
roles and along • Three clear containers • What property of matter was shown
with those roles are color-coded (preferably of the same size in the activity?
visors with their corresponding and shape) ✓ Shape is one of the properties of
Sources: meaning • Water matter.
a. (Manager-Red; Speaker-Blue; Director- • A few solid objects (such as • What happened to the shape of the
https://www.stockvault.net/photo/135306/ Green; Reports Coordinator-Yellow). marbles, coins, or beads) stone when you pressed it?
stone-tower • A balloon ✓ Nothing happened. It remained the
Materials Needed: • Measuring cup same.
b. A stone • Marker or pen • What shape do solids have?
https://www.vecteezy.com/vector-art/846 Water
8264-isolated-clean-water-blue-drop- Three balloons ✓ A solid has a definite
vector-illustration Instructions: shape. The shape of the solid
Instructions: 1. Place solid objects in the first remains the same whether it
c. 1. Gather and work in group. is pressed or placed into
container.
https://www.freepik.com/free-vector/cele 2. Together with your teammates, different containers. For
2. Measure the volume of water
bratory-balloons-isolated- perform the activity. example, a stone will keep its
using a measuring cup. Pour
background_13187590.htm#query=balloo 3. Procedure: shape whenever we press it or
the water into the second
ns&position=3&from_view=keyword&tr 1. Put the stone into the balloon and tie put it on a desk, in a glass, or
container.
ack=sph&uuid=a27f33d2-7c97-42c7- the top of the balloon. Fill the second in a box. This means that the
3. Inflate the balloon to a
a950-e3868fb06ecc balloon with water. Blow up the third shape of a solid does not
moderate size.
balloon. Tie the mouth of the balloons. 1. Gather and work in group. change. Solids have definite
What are shown in the pictures?
You have learned last time that 2. Press the stone, water, and air in the 2. Together with your shapes.
all matter can exist in three balloons and observe the changes in their teammates, perform the
states: solid, liquid, and gas. Do shape. activity.
you know that these three states 3. Procedure
of matter have different 4. Observe and present your
properties? Do you want to know findings to the class. • What happened to the
more about the properties of shape of the liquid when you
solids, liquids, and gases? pressed it?
✓ The liquid changes its
shape when it is pressed.
Liquid also changes its shape
to match the shape of the
containers.
• What shape does
liquid have?
✓ Liquid has an indefinite
shape. The liquid changes its
shape when it is pressed.
Liquid also changes its shape
to match the shape of the
containers. For example,
liquid takes the shape of the
glass when it is poured into a
glass. Liquid also changes its
shape when it is spilled on a
table. A liquid has no definite
shape.

• What happened to the

gas in the balloon when you
pressed it?

✓ The shape changed. The

occupied volume changed as
well.
• What shape does gas have?
✓ Gas has an indefinite
shape. Gas changes its shape
as it takes the shape of the
container. If we fill differently
shaped balloons with air, the
air expands to fill the balloons
 and takes on different shapes.
If the balloon bursts, air will
escape and spread out.

 Worked Let us see what you THINK you 3. Based on your observations, answer the 5. Based on your observations, answer Based on the activity we have Instructions: Match Column A
Example know about the properties of following questions: the following questions: conducted on “Exploring Volume as a to Column B.
matter and what you WANT to A. Observing the Volume of Property of Solids, Liquids, and
know about the properties of a. What happened to the shape of the Solids a. Describe the solid objects you Gases”:
matter by filling up the table stone when you pressed it? observed in the container. b. How did Observing the Volume of Solids
below. the solid objects fit into the container? • Describe the solid objects you
_________________________________ Were there any gaps or spaces between observed in the container.
_________________________________ them? ✓ The solid objects were small
_________ marbles made of glass.
b. What happened to the shape • How did the solid objects fit into the
of the liquid when you pressed it? container? Were there any gaps or
________________________________ spaces between them?
_________________________________ ________________________________ ✓ The solid objects filled the
_________________________________ _____________ container, but there were small gaps
_________ ________________________________ between some of the marbles.
c. What happened to the shape ________________________________ • Did the volume of the solid objects
of the gas in the balloon when you _____________ change when they were placed in the
pressed it? c. Did the volume of the solid objects container compared to when they
change when they were placed in the were outside the container?
_________________________________ container compared to when they were ✓ The volume of the solid objects did
_________________________________ outside the container? not change when they were placed in
_________ ________________________________ the container.
d. What shape do solid, liquid, ________________________________ • Based on this activity can we
and gas have? ________________________________ conclude that solid has a definite
________________________________ volume?
Solid - _______________________ __________________________ ✓ Yes, solid has a definite volume.
Liquid - ______________________ d. Based on this activity can we
Gas - ________________________ conclude that solid has a definite The volume of a solid can be
e. How similar or different is volume? calculated using various methods
the shape of the three states of matter? 4. ________________________________ depending on its shape. You will
Share your findings with your classmates. ________________________________ learn this in our succeeding lessons.
Discuss how the shape of the three states _____________
of matter is similar or different. Observing the Volume of Liquid
• Describe the container filled with
water. Did the water completely fill
_________________________________ the container?
_________________________________ ✓ The container was filled with
_________ water, and the water filled the
container.
• How did the water take the shape of
the container? Did it fill all the
corners and edges?
✓ The water took the shape of
the container and filled all the
corners and edges.
• How did you measure the
 volume of the water in the
container? What unit of
measurement did you use?
✓ We measured the volume of
the water using a measuring
cup and poured it into the
container. We used milliliters
(mL) as the unit of
measurement.
• Did the volume of the water
change when you poured it
into the container compared
to when it was in the
measuring cup?
✓ The volume of the water did
not change when we poured it
into the container. We used
the same measuring cup for
both measurements.
• Based on this activity can
we conclude that liquid has a
definite volume?
✓ Yes, liquids have a
definite volume, meaning
they occupy a fixed amount of
space regardless of the
container's size or shape.

 Lesson Instructions: Match each change in state Activity: Observe a piece of ice melting Instructions: Look at or use real-world Observing the Volume of Gas Instructions: Write True or
Activity with the correct term. and water boiling (with adult supervision examples. Record their properties. • Describe the inflated balloon. How False next to each statement.
if needed). Fill in the chart below: did it appear in terms of volume? 1. Solids always keep their
Word Bank: melting, evaporation, ✓ The inflated balloon appeared to volume no matter the
condensation, freezing be full of air and was moderately container. _______
sized. 2. Gases do not have a
1. Ice turning into water • Did the balloon completely fill with definite volume.
2. Water turning into steam air? _______
3. Steam turning into water ✓ Yes, the balloon was filled with air. 3. Liquids take the volume
4. Water turning into ice • Did the volume of the balloon of any container they're
change when you inflated it compared in. _______
to when it was deflated? 4. Only gases can be
✓ The volume of the balloon compressed to take less
increased when we inflated it space. _______
compared to when it was deflated. 5. Liquids and solids both
• Based on this activity, what can we have definite volumes.
conclude about the volume of gas? _______
✓ Gas has no definite volume. The
gas filled the balloon, causing it to
expand. The volume of the gas
increased to fill the available space
 inside the balloon, demonstrating that
gases do not have a fixed or definite
volume. Gases expand to fill the
container they are in, and they have
indefinite volume compared to solids
and liquids, which have fixed
volumes.
• Can you think of other examples
where gases expand or compress to
fill their containers in everyday life?
✓ The gas inside the LPG tank is
compressed to fit the tank. Once you
open it, the gas inside is released to
light up the stove so you can use it for
cooking.
D. Making Therefore, who can describe the properties of solids, liquids, and gases in terms of Go back to the TWLH Chart. Let the students reflect and check if their answers in the THINK column are correct. Ask
Generalization shape and volume? them also if their answers in the WANT column were addressed during the conduct of the various activities. Finally,
✓ solids: definite shape and volume let them accomplish the LEARNED and HOW column.
 Learners’ ✓ liquids: no definite shape but definite volume
Takeaways ✓ gases: no definite shape and volume

 Reflection
on Learning

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

A. Evaluating Learning
Instructions: Fill in the blanks with the Instructions: Write True or False next Multiple Choice Questions Situation-Based Instructions: Choose the correct
Formative correct word from the word bank. to each statement. 1. Which property best describes Questions answer and write the letter of
Assessment 1. Solids can be compressed a solid? 1. Situation: Sarah has a your choice.
Word Bank: shape, compress, flow, fixed, easily. _______ a) Indefinite shape glass of juice that she 1. Which state of matter always
container, volume 2. Liquids do not have a definite b) Indefinite volume forgot to drink and left it keeps the same volume and
volume. _______ c) Definite shape and volume on the table overnight. shape?
1. A solid has a __________ shape and a 3. Gases take the shape and d) No shape or volume When she checked it the a) Solid
definite __________. volume of their container. 2. What happens to the shape of a next morning, the level of b) Liquid
2. A liquid takes the __________ of its _______ liquid when poured into different juice in the glass had c) Gas
__________. 4. Liquids always keep the same containers? decreased. What d) All of the above
3. A gas has no fixed __________ and can shape. _______ a) It retains its original shape. happened to the volume of 2. Which state of matter has a
__________ to fill any space. 5. Solids have particles packed b) It changes to match the shape the juice? definite volume but not a definite
4. Unlike solids, gases can be easily tightly together. _______ of the container. a) It increased. shape?
__________. c) It expands to fill the container. b) It decreased. a) Gas
d) It evaporates immediately. c) It remained the same. b) Liquid
3. How does the volume of a d) It evaporated c) Solid
liquid compare when poured from completely. d) None
one container to another? 2. Situation: James has a 3. Which state of matter can
a) It increases. balloon filled with air. He expand or be compressed,
b) It decreases. decided to squeeze the changing its volume?
a) Solid
c) It remains the same. balloon gently. What b) Liquid
d) It becomes indefinite. change did James observe c) Gas
4. What shape does gas take in the balloon? d) All of them
when filled in differently shaped a) The balloon's shape 4. A glass of water poured into
balloons? remained the same. another glass still has the same:
a) It retains its original shape. b) The balloon's volume a) Shape
b) It takes the shape of the increased. b) Volume
balloon. c) The balloon's volume c) Gas
c) It expands outward. decreased. d) Mass
d) It becomes a liquid. d) The balloon’s volume 5. Which of the following has no
5. Which phase of matter has a remained the same. definite volume?
definite shape and does not take a) Water
the shape of its container? b) Steam
a) Solid c) Ice
b) Liquid d) Milk
c) Gas
d) Plasma
6. What did you observe about
the volume of the solid marbles
placed in a container?
a) The volume increased.
b) The volume decreased.
c) The volume remained the
same.
d) The volume became indefinite.
7. How did you measure the
volume of the water in your
activity?
a) You weighed the water.
b) You counted the droplets.
c) You used a measuring cup and
milliliters (mL).
d) You guessed the volume.
8. What can you conclude about
the volume of gas based on the
balloon activity?
a) Gas has a definite volume.
b) Gas has an indefinite volume.
c) Gas has a definite shape.
d) Gas occupies the least space.
9. Which phase of matter can be
expanded or compressed to fill its
container?
a) Solid
b) Liquid
c) Gas
d) Plasma
10. What happens to the volume
of a gas when it is compressed?
 a) It increases.
b) It decreases.
c) It remains the same.
d) It becomes a solid.
Homework
Note observations on any of the following Effective Practices Problems Encountered
areas:
strategies explored
B. Teacher’s
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: NOTED:

ROBIE P. DE LEON ALMA C. BACUAL

Teacher III School Principal I