MATATAG K to 10 School: PITUGO ELEMENTARY SCHOOL Grade Level: V

Curriculum –
Weekly Lesson Log Teacher: NICA JOY H. ALCANTARA Learning Area: SCIENCE

Teaching Dates and Time: JUNE 30 -JULY 4, 2025 Quarter: 1st QUARTER Week 3

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.

B. Performance By the end of the quarter, learners describe three states of matter based on properties of shape and volume and identify heat as being
Standards 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 identify objects at home and in the classroom as solid, liquid or gas.
Competencies 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.
2. Appreciate the useful things around them.
3. Draw useful materials that can be used at home and in the classroom.
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.
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=2ahUKEwi5hNGBv4mFAxVfxjgGHUf6B1wQFnoECBsQAQ&url=https%3A%2F
%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 PROCEDURES

Write names of
Put a 🗹 on the box if it
A. Activating Prior Name five (5) objects or materials Instructions: Draw a line to Instructions: Write solid, liquid, or gas next
Knowledge materials on pieces that can be found at home. Write match the object to its correct to each classroom object.
1. Short Review: of paper and place them in the box below and say is a proper ways of state of matter. 1. Whiteboard
them in a box. something about their handling materials and 2. Drinking water in a bottle
Prepare two sets of characteristics. Do this on a 3. Air in the classroom
this. On the board, separate piece of paper. put a 🗷 if it is not. 4. Pencil
draw this table. 5. Glue

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 Lesson Purpose
1. Lesson “In our past lessons, Look at the picture. A. Arrange the Instructions: Cut out the Instructions: Match the object to the
Purpose: we discussed the objects below and paste correct state of matter.
following materials
different them into the correct
characteristics of found at home in
column (Solid, Liquid, or
matter and its the appropriate Gas).
different phases. We columns provided (You can draw or write if
also familiarized
ourselves with their below. you don’t want to cut and
properties. This Ask: What happened in the paste.)
week let’s get closer picture class?
to the different What do you think Objects to Sort:
materials we use at causes the house on fire?
home in our
classroom and be Ask the pupils to write their
able to classify them presumptions on what have
as solid, liquid, or
caused the house on fire on
gas.”
a sticky notepad.
After they finish writing
their presumption, ask them
to paste it on a designated
wall in the room.
Call a volunteer pupil to
group similar presumptions
Help the pupils to determine
what presumption is most
common among their
responses.
 2. Unlocking 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
Content Vocabulary 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, TEXTURE, WEIGHT, MASS, MOLECULES, SHAPE, COLOR.

C. Developing and Deepening Understanding

SUB-TOPIC 1: Identifying objects Everything around us is Identifying objects in “School Field Trip Matters” Instructions: Complete each
⮚ Explicati at home as solid, matter. Matter is anything the classroom as solid, sentence by writing solid, liquid,
on liquid, or gas. that has weight and takes up liquid, or gas Materials Needed: or gas.
1. A chair is a __________
space. Everything you can • the materials found in each
“States of Matter because it has a fixed
see and touch is made up of The teacher will instruct identified areas in the school
Sorting Game” matter. Matter comes in pupils to check the to be visited. shape and size.
Materials needed: different shapes and sizes. picture stuck under their 2. The ink inside a pen is a
1. Pictures or examples Why does matter come in chair. Using the Venn Instructions: __________ because it flows
Diagram, they are to and takes the shape of its
of items representing different sizes and shapes? 1. Work with your
classify them as to container.
each state of matter Well, that is because matter groupmates. 3. The air we breathe in the
materials found at
(e.g., a rock for solid, comes in three forms: solid, 2. Be sure to follow rules set classroom is a __________.
home, materials found
water for liquid, and air liquid, and gas. Solid, in the classroom, or
by the class in visiting the 4. A bottle of correction fluid
for gas). liquid, and gas will fill up both. different areas of the school. contains a __________.
2. Three containers space in different ways 3. The areas to be visited by 5. The blackboard is a
labeled with each state depending upon how big, each group is as follows: __________.
of matter (solid, liquid, small, long, or short the School Canteen, School
gas). object is. Let us explore Clinic, School Library, and
3. Index cards or meta more about them and their School Garden
card. properties! 4. Complete the table below
Instructions: as your designated area. An
1. Students will be Examples of solids are example given below serve
given index cards or flowers, tables, and chairs. as your guide.
meta cards with the Solids have shape, color,
pictures of various texture, and size. Liquids
objects or substances are objects that we can also
written on them. Their touch and see. They change
task is to categorize shape depending on the
each item into the container. It has weight.
appropriate container Water is a famous example
based on its state of of liquid. Gas is another
matter (solid, liquid, or form of matter. It cannot be
gas). seen but is around us. We
2. Hand out the index can feel it. Gas has weight
cards or meta cards to and occupies space. It has
the students. no shape or size. The air we
3. Allow time for the inhale is a gas.
students to examine
their items and decide
which container they
belong in.

4. Once
everyone has made
their decisions, go
 around the group
and have each
participant place
their item into the
correct container,
explaining their
reasoning as they do
so.
5. Encourage
discussion and
clarification as
needed to reinforce
understanding.
6. After all
items have been
sorted, review each
container together,
discussing any items
that may have
caused confusion or
debate.
7. Wrap up
the activity by
summarizing the key
characteristics of
each state of matter
and reinforcing the
concepts learned.

⮚ Worked Objects and materials Let's Investigate! Guide Questions: What are the materials you Instructions: Write True if the
Example found at home are Activity 1 – “Household 1. Based on the can see at home which can statement is correct and False if it is
matter. Can you States of Matter - diagram, what are the be seen in the different areas not.
identify them? Draw Scavenger Hunt” materials found at at school? 1. A crayon is a solid.
three (3) examples for (Learning Activity Sheet #1) home? 2. Water inside a glass is a gas.
each phase. Materials Needed: 2. Classify these 3. Air coming from the electric
• • Checklist fan is a gas.
materials as solid,
• • Pen and paper
liquid, or gas. 4. The classroom desk is a
• • Various
3. What are the liquid.
 household materials materials that can be 5. Glue in a bottle is a liquid.
found inside the
classroom?
Instructions: 4. Classify the materials
1. You are going on a as solid, liquid, and gas.
scavenger hunt to find 5. What are the
materials that can be
objects around your home
found both at home and
such as your kitchen, in the classroom?
bedroom, living room, and 6. Classify them as solid,
garage or garden. Classify liquid, and gas.
these objects according to 7. What can you say
their states of matter and about materials found at
describe their home, in the classroom,
characteristics. or both?
2. Use your knowledge of Are there other materials
the properties of each state found in school aside from
of matter to make their the materials that you can
classifications. see inside our classroom?
3. Complete the table below. Let’s learn more about
Item 1 is given as an these.
example

⮚ Lesson The teacher will Based on the activity Directions: Compare the Guide Questions: Instructions: Answer the questions
Activity require the learners conducted in the following states of matter. 1. What are the below in 1–2 sentences.
to write a short story “Household States of Write Yes if the statement materials found in your 1. Why is a pencil considered a
in their notebook Matter - Scavenger will answer the state of assigned area? solid?
with any of these Hunt”, the teacher will matter and No if it is not. 2. Classify the materials you 2. Give an example of a liquid
titles: ask the following found as solid, liquid, or found in your classroom.
“I am a Solid” questions, probing for gas. 3. What gas can be found inside
“I am a Liquid” answers. the classroom?
“I am a Gas” • • Can you share The teacher will 4. How do you know that paint
Facts should include: an item you found from facilitate an interactive is a liquid?
a) Properties the scavenger hunt and discussion. But before 5. Why is a book not a gas?
of the chosen state explain why you the discussion, a
of matter. classified it as a solid, member from each
b) liquid, or gas? group will present their
Pictures/drawings of • ✓ Example: "I output in class.
the chosen state of found a glass of water, After the presentation of
matter. and I classified it as a outputs, the teacher will
c) Information liquid because the water ask questions to
about how this state takes the shape of the generate concepts from
of matter is glass and flows. It the learners. He/she
measured and how it doesn't have a fixed may ask the following
changes under shape like a solid, and it questions.
different conditions. doesn't expand to fill the 1. What are the materials in
d) Information entire room like a gas." the school clinic? School
about how this state • • Were there any canteen? School garden?
of matter is useful to items that were difficult -The materials found in
people and society. to classify? Why do you the school clinic are
think that was? dental chairs, tablets,
Output will be • ✓ Example: "I syrup powder medicine,
evaluated using this found a jar of peanut syringe, alcohol,
rubric. This activity butter, and I wasn't sure betadine, cotton, gauze
shall merit 10 points. whether to classify it as buds, ointment, etc.
a solid or a liquid. It's - The materials found in
thick and spreadable the school canteen are
like a solid, but it can plates, sauce,
also flow and take the vegetables, drinks, etc.
shape of its container - The materials found in
like a liquid. I think it's a the school garden are
mixture of both." garden tools, soil,
• • How does plants, pots, water,
understanding the water container, water
states of matter help us hose, etc.
interact with objects in - The materials found in
our home environment? the school library are
• ✓ Example: books, newspapers,
"Understanding the television, computer
states of matter helps us sets, printer, etc.
know how different 2. Classify the materials
substances will behave
 and how we can use as solid, liquid, gas.
them effectively. For (The teacher will
example, knowing that facilitate this part
water is a liquid helps us depending on the
pour it into a glass answer of the students.)
without spilling." 3. What can you say
about the materials
found in the different
areas in the school?
- There are different
materials found in school.
These materials can be
classified as solid, liquid,
and gas.
D. Making What have you learned? Fill out each box in the The teacher can ask the learners the importance of knowing the different materials
Generalization chart below. that we see around.

⮚ Learners
’ Takeaways

⮚ Reflecti
on on
Learning

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

A. Evaluating Learning
Instructions: Look at the Instructions: Write solid, Instructions: Circle the Given below are Directions: Choose the letter of the
Formativ objects listed below. liquid, or gas based on the correct answer. materials/things that best answer. Write the chosen letter
e Assessment Write whether each one is state of matter of each 1. Eraser we can see at home on a separate sheet of paper.
a solid, liquid, or gas. item. a. Solid and in the classroom.
1. Ice cube 1. Cooking oil Identify what specific 1. Helen walks to school every day.
b. Liquid
materials you can
2. Water in a glass 2. Blanket c. Gas see, or you can One afternoon, when she was on her
3. Steam from 3. Perfume spray 2. Hand sanitizer connect in each way back to their house, it rained
boiling water 4. Book a. Solid material/thing and very hard. “Aha! It is good that I
4. Spoon 5. Dishwashing liquid b. Liquid classify them as solid brought with me my umbrella”, she
5. Juice liquid gas. The first said. The rain is an example of
c. Gas
one is done for you.
3. Oxygen we _____.
breathe A. solid
a. Solid B. liquid
b. Liquid C. gas
c. Gas D. solid and gas
4. Paint in a bottle 2. A ripe mango is yellow. Which
a. Solid characteristic of solid determines the
b. Liquid underlined word?
c. Gas A. size
5. Book B. shape
a. Solid C. color
b. Liquid D. texture
c. Gas 3. Which of the following materials
is gas?
A. smoke
B. water
C. alcohol
D. paper
4. Which of the following is NOT
true? A. Solid has weight and
occupies space.
B. Liquid flows and takes the shape
of the containers.
C. Gas is everywhere. It has weight
and it occupies space.
D. Liquid and gas have no weight
but occupy space.
5. Which of the following statement
is true?
A. Solid objects and materials can be
classified as to color, size, shape, and
texture. B. Gas cannot fill the shape
of the container. C. Liquid flows and
has no weight.
 D. Solid, liquid, and gas can be
classified according to shape and
odor only
Homework
Note observations on Effective Practices Problems Encountered
any of the following
areas:
B. Teacher’s strategies
Remarks: explored

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: