MATATAG K to 10 School: GOV.

EMILIO GASTON MEMORIAL ELEMENTARY SCHOOL Grade Level: V

Curriculum –
Weekly Lesson Log Teacher: SHEENE D. PETISME Learning Area: SCIENCE
Teaching Dates and Time: JUNE 23, 2025 (MONDAY) Quarter: 1st QUARTER Week 2

(V-NEWTON 7:30-8:15AM) (V-BELL 8:15-9:00AM) (V-FULTON 2:30-3:15PM)

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
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 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
● 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=EgZjaHJvbWUqBggCEEUYOzIICAAQRRgnGDsyCAgBEEUYJxg7MgYIAhBFGDsyDAgDEEUYORixAxiAB
DINCAQQLhiDARixAxiABDIGCAUQRRg8MgYIBhBFGDwyBggHEEUYPNIBCDM1ODhqMGo5qAIAsAIA&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 a form of review of your lessons last week. We will call this game “Phase Race: Solid, Liquid, or Gas?”
Knowledge Group Game: “Phase Race: Solid, Liquid, or Gas?”
1. Short Review: Materials:
• • Three boxes or containers labeled "Solid", "Liquid", and "Gas".
• • Various pictures or real small objects representing each phase of matter (e.g., ice cube for solid, water for liquid, balloon 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:  "What makes an object a solid?"
• "How can you tell if something is a gas?"
• "Can you give examples of each phase of matter from everyday life?"
Last week, we explored the unique characteristics of matter and delved into its various phases. This week, we'll dive deeper into the fascinating
world of matter that surrounds us every day. Through engaging activities, we'll further our understanding of the properties that define solids,
liquids, and gases, empowering us to better appreciate and comprehend the world of materials around us.
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
Vocabulary correct term being 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, and Gas
 Explication The teacher will show the pictures below.

Sources:
a. https://www.stockvault.net/photo/135306/stone-tower

b. https://www.vecteezy.com/vector-art/8468264-isolated-clean-water-blue-drop-vector-illustration

c. 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

What are shown in the pictures? You have learned last time that all matter can exist in three states: solid, liquid, and gas. Do you know that these
three states of matter have different properties? Do you want to know more about the properties of solids, liquids, and gases?

 Worked Let us see what you THINK you know about the properties of matter and what you WANT to know about the properties of matter by filling up the
Example table below.

 Lesson Instructions: Match each change in state with the correct term.
Activity
Word Bank: melting, evaporation, condensation, freezing
 1. Ice turning into water
2. Water turning into steam
3. Steam turning into water
4. Water turning into ice

D. Making Therefore, who can describe the properties of solids, liquids, and gases in terms of shape and volume?
Generalization ✓ solids: definite shape and volume
✓ liquids: no definite shape but definite volume
 Learners’ ✓ gases: no definite shape and volume
Takeaways

 Reflection
on Learning
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating Learning
Instructions: Fill in the blanks with the correct word from the word bank.
Formative
Assessment Word Bank: shape, compress, flow, fixed, container, volume

1. A solid has a __________ shape and a definite __________.

2. A liquid takes the __________ of its __________.
3. A gas has no fixed __________ and can __________ to fill any space.
4. Unlike solids, gases can be easily __________.
Homework
Note observations on any of the following areas:
strategies explored
B. Teacher’s materials used
Remarks: learner engagement/ interaction
Reflection guide or prompt can be on:
• • principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
C. • • students
Teacher’s What roles did my students play in my lesson?
Reflection 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:

SHEENE D. PETISME CARREN E. ROA RODLYN M. PALLORINA

Teacher I Master Teacher I Principal I