MATATAG K to 10 School: Mamatid Elementary School Grade Level: V

Curriculum –
Daily Lesson Log Teacher: Ailyn B. Tambobong Learning Area: SCIENCE
Teaching Dates and
Time: June 16-20,2025 Quarter: 1st QUARTER Week 1

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.
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 heat as being involved in
Standards 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 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
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
Revised K-10 Curriculum Guide Page 370of 72
Lesson Exemplar for Science Grade 5Quarter 1: Lesson 1 (Week 1) SY 2024-2025
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior The teacher prepares a Directions: Match the items Categorize the following Direction: Write T if the Directions: Complete
Knowledge “Mystery Box” containing in Column A with the correct properties of matter as statement is true and F if it is each sentence with the
1. Short Review: different materials which answer in Column B. Write the intensive physical property, false. correct word from the
the learners will identify. letter of the correct answer. extensive physical property, _____1. Solid has no definite choices given.
Materials like toy, paper, or chemical property. shape and weight. Choices:
small, inflated balloon, 1. A banana is _____2. A solid can be (solid, boiling, chemical,
stone, and other common yellow. described through its shape, freezing, plasma)
materials. 2. Barium melts at color, size and texture. 1. Matter that has
725 C. _____3. Liquid has the ability a definite shape
Guide Questions: 3. Helium does not to flow. and volume is
 1. What are the things react with any _____4. Gas occupies the called a
that you got from the other element. space of the container. __________.
box? 4. 25 kg of rice _____5. Liquid and gas take 2. The process of
2. Where do you see 5. Acid in tomato the shape of the container. liquid changing
these things? sauce can corrode into gas is
3. What other term can aluminum foil. called
use to name these __________.
things? 3. __________
4. Are these materials properties
useful for you? How? involve the
ability of a
substance to
react and form
a new
substance.
4. When a liquid
turns into a
solid, the
process is
called
__________.
5. A very hot state
of matter made
up of charged
particles is
__________

B. Establishing Lesson Purpose

1. Lesson “In the succeeding Find the terms listed in the What happens to the particles Directions: Compare the Directions: Write T if
Purpose: weeks, we will be doing word bank from the jumbled of a substance when it following states of matter. the statement is true
activities which will help letters. changes from a solid to a Write Yes if the statement will and F if it is false.
us understand more liquid? answer the state of matter
about the things around and No if it is not. 1. Solids have a definite
us. Through these shape and volume. ____
activities, we will conquer 2. Liquids do not have a
the world of matter, their definite volume. ____
three phases, their 3. Gases have particles
characteristics, and that are very close
where we can find them.” together. ____
4. Liquids take the
shape of the container
they are in. ____
5. Heating a solid
usually causes it to
melt into a liquid. ____
 2. Unlocking For you to understand our topics better, try to familiarize yourselves with these terms by arranging the jumbled letters to come up
Content with the correct term being described.
Vocabulary 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. UMELOV

C. Developing and Deepening Understanding

SUB-TOPIC 1: Characteristics of Physical Properties The Three Phases of Present the song to the class Directions: Choose the
 Explication Matter and Its These are the Matter: Solid, Liquid, Gas and let them sing along. Tell correct word from the
Different Phases characteristics that can be them to take note of the three box to complete the
observed without changing Everything around us is words repeatedly mentioned sentences.
Matter is anything that the substance into another matter. Matter is anything in the song. They should Word Box:
has mass and takes up substance. Melting point, that has weight and takes up accomplish the table given (solid, liquid, gas,
space. Everything boiling point, odor, color, space. Everything you can see below. shape, volume)
around you — air, water, taste, solubility, density, and touch is made up of 1. A __________
rocks, even you — is hardness, softness, matter. Matter comes in keeps its shape
made of matter! volatility, ductility, different shapes and sizes. and volume.
malleability, viscosity, Examples of solids are 2. A __________ has
physical state, heat flowers, tables, and chairs. a definite
conductivity, and electrical Solids have shape, color, volume but
conductivity are all physical texture, and size. Liquids are takes the shape
properties. objects that we can also touch of its container.
For example, to and see. They change shape 3. A __________ has
determine the melting point depending on the container. It no definite
of ice, we must change the ice has weight. Water is a famous shape or
to water. In this process, the example of liquid. Gas is volume.
appearance change, but there another form of matter. It 4. In a solid,
is no change in composition. cannot be seen but is around particles are
conductor of heat. us. We can feel it. Gas has Source: packed closely
A tablespoon of brown weight and occupies space. It https://youtu.be/Re3_ajB11E0 together and
sugar crystals are sweet. has no shape or size. The air vibrate in
When dissolved in a small we inhale is a gas. __________.
glass of water, the tasteless Guide Questions: 5. In a gas, the
colorless water becomes 1. What are the three phases 1. What are the three (3) key particles move
sweet and light brown liquid. of matter? words repeatedly mentioned freely and
 In this example, the physical - The three phases of matter in the song? spread out to
properties of sugar, are Solid, Liquid, and Gas. 2. What are solid, liquid, and fill the
sweetness and brown color, 2. Draw the molecules of each gas? __________
are still observed even when state of matter. (image peg) 3. What are the examples available.
dissolved in the water. mentioned in the song for
Chemical Properties each phase of matter?
These are the The teacher then asks, “Do
characteristics that can be you want to know more about
observed when the substance 3. Describe each phase of solid, liquid, and gas?”
undergoes a change in its matter.
composition. Solid – The molecules are
A chemical property is closely packed to each other;
evident when a substance thus they can hardly move.
reacts with another Liquid – The molecules are
substance. For example, iron loosely packed.
slowly corrodes or rusts when - They don’t have shape of
exposed to air or a moist their own, thus taking the
environment to form iron shape of their container.
oxide--the reddish brown rust. Gas – The molecules are
It is also a chemical property separated from each other by
if a substance does not react wide spaces.
with another substance - It has the least attraction
because it is inert or more between molecules permitting
stable than the other them to have maximum
substance. 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)

 Worked Group the learners into “Gallery Walk: Knowing Everything around us is Video Clip - “Arrangement of Directions: Look at the
Example two. Group 1 will go Matter More” matter. You can classify them Molecules in the Three States pictures below. Write
around the room and list into solid, liquid, and gas. of Matter” whether each one is a
all the things they see (Source: Solid, Liquid, or Gas.
inside the classroom. Materials Needed: https://youtu.be/v12xG80KcZ
Group 2 will investigate Station 1: cups, pebbles, w
the picture posted on the water )
board. Using the table Station 2: weighing scale,
below, the learners will pebbles
list all the things Station 3: (any material of Instructions:
they saw in their different colors and shape), • You work individually. Be
respective task. They can table sure to watch and listen 1. ________________
use their notebooks to do Station 4: sandpaper, mirror, attentively to the video.
so. After the activity, the piece of glossy floor tile • Answer the following guide
learners will share what questions.
they saw with their Instructions: 1. What are the three phases
classmates. • Work in group. of matter according to the
• Together with your video? Draw the molecules of
teammates perform the each phase of matter. 2. ________________
activity. Which object is solid?
• Follow the procedure in the ________________
station assigned to your Which object is liquid?
group. ________________
Which object is gas? 2. Describe each phase of
Station 1: ________________ matter as shown in the video.
- Put as many pebbles as S_______ -
possible into an empty cup. _________________________
Observe the space inside the L_______ -
cup. Record your ______________________________ 3. ________________
Guide Questions: observations. ______________________________
• • What are the - Fill an empty cup half full of G______ -
things that you saw water. Observe the space ______________________________
inside the classroom (for inside the cup. Keep on ______________________________
Group 1) or in the picture pouring water into the cup. 3. Given the description, give
(for Group 2)? Observe the space inside the two (2) examples for each
• • Compare your cup. Record your phase of matter.
answers. Have you seen observations.
the same things inside - Share your ideas with your
the room and from the classmates during the
picture? discussion.
• • Can you
describe the things that Station 2:
you have identified? - Put pebbles at one end of 4. ________________
• • How do you call the weighing scale. Record
the things that you see what you observe with the
inside and outside the other end. You may draw the
classroom? position of the weighing scale.
• • What is matter? - You may try adding the 5. ________________
• • Aside from the other end of the weighing
things that you have scale and observe what
identified in your activity, happens.
give other examples of
matter. Station 3:
• • Do you - Look at the different
consider yourself and materials on the table.
your classmates matter? - On your paper, copy the
Why? table below and fill it out.

Be sure to leave the area with

 the materials on the table
properly arranged.

Station 4:
- Look at the materials on the
table.
- Touch each material
carefully. Through the table
below, describe the materials.

 Lesson 1. Sugar and sulfur In this part, the teacher Write S if the object is solid Draw an outline of a matter. Draw your own
Activity behave differently when conducts interactive and L if the object is liquid One matter for each state of example of a solid, a
added to water. Which of discussion to reinforce the and G if it is gas. matter. Inside the outline, liquid, and a gas in
concepts observed in different draw the arrangement of its the boxes below!
these can be filtered out
activities. molecules.
in water? Explain using Station 1: Matter takes
the physical properties of space.
sugar and sulfur. [Materials in the station:
pebbles, cup, water]
1. When an empty cup was
filled with pebbles, what
2. Calcium carbide happened to the space in the
( kalboro )is commonly cup?
used in fast ripening of - The space in the cup was
banana. How can you tell taken up already by the
if the banana is treated pebbles.
by calcium carbide? 2. Can you add more pebbles
Explain by using the into the cup after filling it up
chemical and physical to its brim? Why? -. No,
properties of matter. 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.

D. Making What have you learned? Fill out each box in the chart The teacher can ask the learners what the most interesting What is the main
Generalization below with at least three (3) words to summarize the part in learning matter is, the hardest task for the past week, difference between the
concepts gained from the different activities. and the most challenging question they have encountered particles in a solid and
 Learners’ through the discussion for the lessons of Week 1. the particles in a gas?
Takeaways
What happens when a
 Reflection liquid is cooled enough?
on Learning

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

A. Evaluating Learning
Read the questions Direction: Look for 10 Objects and materials found at Read the questions
Formative carefully. Choose the letter materials found in your home are matter. Can you Draw the carefully. Choose the
Assessment of the correct answer. home. Through the table identify them? molecules of the three letter of the correct
1. What is the best below, describe these states of matter. answer.
definition of matter? materials. 1.Which of the following
A. Anything that produces is an example of a
energy solid?
B. Anything that moves 1. Atheena wants to
C. Anything that has conduct an experiment
mass and takes up to observe the volume
space of different solid
D. Anything that can be objects. She fills two
seen Read the questions carefully. containers with small
2. Which of the following is Choose the letter of the marbles made of glass
NOT an example of matter? correct answer. and saw no change in
A. Air 1. Which of the following is a the volume occupied by
B. Light characteristic of all matter? Read the questions carefully. the marbles in both
C. Water A. It is always visible Choose the letter of the correct Read the questions containers. What
D. A rock B. It is always solid answer. carefully. Choose the letter conclusion can Atheena
3. Which state of matter C. It has mass and takes 1. Which of the following best of the correct answer. draw about the volume
takes the shape of its up space describes a solid? 1.Which of the following is of solids based on her
container but has a definite D. It gives off light A. It has no shape and fills the an example of a solid? observations?
volume? 2. Which of these is NOT a container A. Juice a) Solids have a
A. Solid physical property of matter? B. It flows easily and changes B. Air variable volume.
B. Liquid A. Color shape C. Wooden block b) Solids have a
C. Gas B. Shape C. It has a fixed shape and D. Steam definite volume.
D. Plasma C. Temperature fixed volume 2. Which of the following c) Solids have no
4. Why is a balloon filled D. Smell D. It can be compressed easily materials is a liquid? volume.
with air considered matter? 3. What physical property of A. Rock d) Solids have a
A. Because it is invisible matter determines how 2. Which of these describes a B. Water changing volume.
B. Because it makes noise much space it takes up? liquid? C. Smoke 2. Amanda pours water
C. Because it has mass A. Mass A. It has a definite shape and D. Ice into a container and
and takes up space B. Volume volume 3. Which of these is an observes that the
D. Because it moves in the C. Texture B. It has no shape but has a example of a gas? volume of water
wind D. Density definite volume A. Milk remains the same when
5. Which of the following 4. Which of the following C. It has no volume and no B. Helium in a balloon transferred from the
has mass and takes up describes the texture of shape C. Apple measuring cup to the
space? matter? D. It cannot flow or be poured D. Oil container. What can
A. Heat A. Hard or soft 3. What is a main characteristic 4. Which group shows one Amanda conclude about
B. Sound B. Heavy or light of a gas? solid, one liquid, and one volumes of liquids?
C. A pencil C. Large or small A. It keeps its shape and volume gas? a) Liquids have
D. Electricity D. Loud or quiet B. It has a definite shape but no A. Ice, water, oxygen indefinite volume.
5. Which of the following is a volume B. Rock, apple, juice b) Liquids’ volume
characteristic that can be C. It fills the shape and C. Juice, steam, air doubles as it transfers
used to compare two objects volume of its container D. Water, milk, oil from one container to
made of matter? D. It only exists at cold 5.Which of the following is another.
A. Their names temperatures NOT a gas? c) Liquids have
B. Their location 4. Which of the following is an A. Carbon dioxide definite volume.
C. Their mass example of a solid? B. Steam d) Liquids have no
D. Their use A. Water C. Nitrogen volume.
B. Oxygen D. Vinegar 3. During a science
C. Ice experiment, Jearica
D. Steam bursts a balloon as she
5. What do solids, liquids, and fills it with air by
gases all have in common? blowing continuously.
A. They all have a fixed shape What do you think
B. They all give off light happened to the air
C. They are all forms of inside the balloon?
 matter a) It becomes solid.
D. They can’t be measured 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

Homework
Note observations on any Effective Practices Problems Encountered
of the following 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: CHECKED BY: NOTED BY:

Ailyn B. Tambobong Sherlyn I. Galvez Emmanuel B. Cerda

Teacher I Master Teacher I Principal III