REVISED School Grade FIVE

K to 12 Teacher Learning Area SCIENCE 5

Curriculum Date/Week WEEK 2 Quarter ONE
Time
Daily Lesson Log

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content The learners learn that Scientists identify The learners learn that Scientists identify The learners learn that Scientists identify The learners learn that Scientists identify
CATCH UP
Standards three states of matter based on shape three states of matter based on shape three states of matter based on shape and three states of matter based on shape
FRIDAY
and volume. and volume. volume. and volume.
B. Performance By the end of the Quarter, learners By the end of the Quarter, learners By the end of the Quarter, learners describe By the end of the Quarter, learners
Standards describe three states of matter based on describe three states of matter based on three states of matter based on properties of describe three states of matter based on
properties of shape and volume and properties of shape and volume and shape and volume and identify that heat is properties of shape and volume and
identify that heat is involved in changes of identify that heat is involved in changes of involved in changes of state. They plan a identify that heat is involved in changes of
state. They plan a simple scientific state. They plan a simple scientific simple scientific investigation following state. They plan a simple scientific
investigation following appropriate steps investigation following appropriate steps appropriate steps and using units such as investigation following appropriate steps
and using units such as milliliters, liters, and using units such as milliliters, liters, milliliters, liters, grams, kilograms, and and using units such as milliliters, liters,
grams, kilograms, and degrees Celsius for grams, kilograms, and degrees Celsius for degrees Celsius for measuring. grams, kilograms, and degrees Celsius for
measuring. measuring. measuring.
C. Learning The learners identify that matter has The learners identify that matter has The learners identify that matter has (exists The learners identify that matter has (exists
Competencies (exists in) three states called solids, (exists in) three states called solids, in) three states called solids, liquids, and in) three states called solids, liquids, and
liquids, and gases; liquids, and gases; gases; gases;

D. Learning Identify the three states of matter Identify the states of matter focusing on Identify the states of matter focusing on Gas Compare the three statess of matter
Objectives Solid and Liquid

E. Integration *Literacy Skills *Literacy Skills *Science: Connect to health (oxygen for *English: Vocabulary usage and
*Higher Order Thinking Skills *Higher Order Thinking Skills breathing), transportation (gas in tires), and completing sentences.
*Real-Life Situations *Real-Life Situations environment (carbon dioxide from plants *Science: Understanding and comparing
*Science Integration: Learners observe *Science to Math: Measure liquids in and animals). matter.
matter in real life different shaped containers to observe *Literacy Skills *Literacy Skills
*Language Integration: Learners describe volume remains constant. *Higher Order Thinking Skills *Higher Order Thinking Skills
matter using adjectives *Real-Life Situations *Real-Life Situations

Matter and the three Matter and the three Matter and the three Matter and the three
II. CONTENT States States States States
(Subject Matter) (Introduction to the Three States of Matter) (Solids and Liquids) (Gases) (Comparing the Three States of Matter)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Revised K to 12 Curriculum Guide Revised K to 12 Curriculum Guide Revised K to 12 Curriculum Guide
Guide pages Revised K to 12 Curriculum Guide
2. Learner’s
Material pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource LR
 portal
B. Other Learning * Miller, K. R. & Levine, J. S. (2017). Science *Bybee, R. W. (2013). The BSCS 5E *Harlen, W. (2018). Primary Science: Taking *https://www.planetspin.in/worksheet-on-
Resources Explorer: Physical Science. Pearson Instructional Model: Creating teachable the Plunge (6th ed.). Sage Publications. state-of-matter/
Education. moments. NSTA Press. *National Geographic Kids. (2020). *Hewitt, P. G. (2016). Conceptual Physical
*Boon, P. (2021). Understanding Matter for *American Chemical Society. (2022). Everything Matter. Washington, D.C. Science (6th ed.). Pearson.
Kids. Scholastic. Solids, Liquids, and Gases – Inquiry in *Science A-Z. (2022). “States of Matter: *Tilbury, D., & Cooke, K. (2005). Teaching
*States of Matter Video for Kids. (2020). Action. Retrieved from www.acs.org Gas.” Learning A–Z. Science in Primary Schools. Harcourt
SciShow Kids. [YouTube Channel]. *Harlen, W. (2010). Teaching Science for Education.
*https://www.k5learning.com/blog/states- Understanding in Elementary and Middle *https://www.storyboardthat.com/lesson-
of-matter Schools. Routledge. plans/states-of-matter/compare-and-
contrast
IV. PROCEDURE
A. Drill/Reviewing Activity 1: Let’s Review! Activity 1: What’s Left! Activity 1: Let’s Recall! Activity 1: Encircle Me!
Instructions: Write True if the statement is Instructions: Using the Picture, answer the
previous Lesson
correct and False if not. following questions. Instructions: Look at the picture and
or presenting new circle the word which determines
lesson whether it is solid, liquid or gas.
1. Matter is anything that has
Note: Provide Student a copy.
volume and mass.
2. Light is matter because we can
see it.
3. Air is considered matter.
4. A rock is not matter because it
doesn’t move.
5. Water has both mass and
volume.
Which part of the image is a liquid?
Answer Key:
1. True Which items in the picture are solids?
2. False
3. True Why is the coffee considered a liquid?
4. False
5. True How can you tell the spoon is a solid?

If the cup were made of paper, what

would still make it a solid?
B. Establishing a Teacher says: “Today we are going to take a closer look “Today we are learning about gases. We’ll “Today, we will compare these three
purpose for the at two states of matter: solids and liquids. explore what gases are, what they do, and states more closely so we can better
lesson “Today, we are going to explore By the end of this lesson, you’ll be able to where we find them in our daily lives. By the understand the differences between them
something all around us — matter. Matter describe how solids and liquids behave end of the lesson, you’ll be able to describe and use that understanding in science
is anything that takes up space and has and how they are different.” gas properties and give examples of gases and real life!”
mass. We’ll learn about the three most around you.”
common states of matter: solid, liquid, and
gas. You’ll be able to name them,
describe them, and even sort things
around you into each category.”
C. Presenting Activity 2: Real-Life Object Investigation Activity2: "State Shuffle Game" Activity 2: "What do you think is inside a Activity 2: Let’s Watch!
examples/ balloon?"
instances of the Teacher displays three real-life objects  Display three labeled areas in the https://www.youtube.com/watch?
new lesson or project on screen: an ice cube, a classroom: Solid, Liquid, Gas. Note: Show an empty and a blown-up v=ZoJm9bTHvf8
bottle of water, and a balloon. balloon.
 Ask:

What do you notice about how the

particles behave in each state?
 Call out different items (water, rock,
air, juice, pencil, steam), and have
learners walk to the area they think
the item belongs to.

 Ask: “Why did you choose this

state?”
Ask:
This gets learners thinking about the three
states of matter learned in Day 1 and What do you think fills up the balloon?
transitions them into focusing on solids and
liquids. Can we see air?

Does air take up space?

We can’t always see gases, but we know

they are there because of what they do.

Ask learners:
 What do you see?
 How are they different or the
same?
What do they all have in common?
D. Discussing new Activity 3: Word & Picture Match-Up Activity 3: Describing Sentence Frames Activity 3: Jumbled Letters! Activity 3: Complete Me!
Complete the sentences using the
concepts and
Instructions: Match the following cut-outs Teach and model key language Instructions: Unscramble the following words from the list.
practicing new 1. Water is a ______ because it
according to their state. Write your structures: jumbled letters to reveal the correct
skills. #1 answer on the space provided. Solid, Instructions: Let learners complete the vocabulary word. Then, match each takes the shape of its container.
Liquid and Gas sentence. word with the correct definition. 2. A rock is a ______ because it has
a fixed shape and volume.
A solid is something that ___. 1. SAG 3. Air is a ______ because its
particles are spread out and
A liquid is something that ___. Definition: A state of matter that has no move freely.
fixed shape or volume. The particles in a 4. The ______ of a balloon can
Solids and liquids are different because gas are spread out and move freely. change if air is added or taken
___. out.
2. UMEVLO 5. In a ______, the particles vibrate
------------------------------------- but stay in place.
__________________________ A solid is something that keeps its shape Definition: The amount of space that a
and does not flow. substance or object occupies. Answer Key:
 👉 Example: A rock is a solid because it
stays the same shape no matter where 3. TAINERCON
Water is a liquid because it takes the
shape of its container.
you put it.
Definition: An object or vessel used to hold A rock is a solid because it has a fixed
A liquid is something that flows and takes or store something. shape and volume.

👉the shape of the container it’s in.

Example: Water is a liquid because it
spreads out to fit a cup or a bottle.
4. RIA Air is a gas because its particles are
spread out and move freely.
_________________________ Definition: A mixture of gases, primarily
Solids and liquids are different because nitrogen and oxygen, that surrounds The volume of a balloon can change if
solids have a fixed shape and liquids do Earth and is necessary for life. air is added or taken out.
not—they change shape depending

👉 on the container.
Solids stay the same shape, but liquids
can move and pour.
5. YGENO In a solid, the particles vibrate but stay in
place.
Definition: A colorless, odorless gas that is
essential for human and animal life; it makes
up a portion of the air.

______________________

Read the following Sentences.

“An ice cube is a solid.”

“Water is a liquid.”

“Air is a gas.”
E. Discussing new Activity 4: Choral Reading and Group Read the Key Idea: Let’s Read: Read:
concepts and Echo "Gases have no shape or fixed volume. They
practicing new “Solids have a definite shape and fill the space of their container." “Solids, liquids, and gases have different
skills #2. Teacher will show on screen the key idea volume. Liquids have a definite volume properties that we can compare.”
on the board and reads it aloud. but take the shape of their container.” Ask guiding questions:
Ask guided questions:
Key Idea/Stem: Ask: What do we mean by ‘definite Does gas keep its shape like a solid?
shape’ and ‘definite volume’? How do solids keep their shape?
“Matter exists in three main states: solid, Can you pour gas like a liquid? Why do liquids flow?
liquid, and gas.” Note: Show a pencil (solid) and a bottle Why do gases spread out?
of water (liquid) to demonstrate these Activity 4: Experiment Time!
Then divide the class into three groups, concepts. (Real Object) Let’s Study the Illustration Below:
assigning each one a state of matter Title: Inflating Balloon
(solid, liquid, or gas). Object 1: Pencil
Materials Needed:
Each group takes turns echoing the  1 small plastic bottle (preferably
sentence, replacing their matter word: clear)
 1 balloon
Group 1: “A solid is a state of matter.”  2 tablespoons of baking soda
 1/4 cup of vinegar
Group 2: “A liquid is a state of matter.” Show the pencil to the class and ask:  A funnel (optional, for easy
What do you notice about the pencil’s pouring)
Group 3: “A gas is a state of matter.” shape?  A measuring cup
 A plastic tray (to catch spills)
If I put the pencil in a box or a jar, will it
Solids have a definite shape and volume change shape?
 A spoon (for measuring the baking
(e.g., rock, ice cube, book). soda)
Explain:  Facemask and face shield
Liquids have a definite volume but take  A pencil is a solid because it  Apron
the shape of their container (e.g., has a definite shape and Precautionary Measure: Be careful while
water, juice). volume. doing the experiment.
 No matter where you put it—in Procedure:
Gases have no definite shape or volume your hand, on the table, or in a
(e.g., air, steam). pencil case—it stays the same 1. Preparation:
shape and size.
Let’s study the table below:  You can only change its shape  Place the plastic bottle on the tray
by breaking it or sharpening it, to catch any potential spills.
which means solids do not flow
and do not take the shape of  Carefully measure 2 tablespoons of
their container. baking soda using a spoon and
funnel it into the neck of the
Object 2: Bottle of Water balloon.

 In the measuring cup, pour 1/4 cup

of vinegar.

2. Setting up the Experiment:

 Stretch the mouth of the balloon

carefully over the top of the plastic
bottle, making sure it is securely
attached, without letting the
Show a clear bottle filled with water and baking soda fall into the bottle just
ask: yet.
What happens if we pour this water into
a bowl?  Hold the balloon upright and keep
it above the bottle, ensuring that
Does the water keep the shape of the the baking soda stays in the
bottle? balloon.

Explain: 3. Starting the Reaction:

 Water is a liquid. It has a definite
volume (the amount of space it  When ready, slowly lift the balloon
takes up stays the same), and allow the baking soda to fall
but it does not have a fixed into the vinegar inside the bottle.
shape.
 When you pour the water into a  Immediately, the chemical
new container, it flows and reaction between the vinegar (an
takes the shape of that acid) and the baking soda (a
container. base) will begin to produce
This shows how liquids move and adapt carbon dioxide gas.
their shape, unlike solids.
4. Observe:

 Watch as the gas produced from

the reaction fills the balloon,
causing it to inflate.

 Instruct the learners to observe the

speed and size of the balloon's
inflation.
 5. Discussion

After the balloon inflates, ask learners to

describe what happened.

Questions to ask:

What did you see when the balloon

inflated?

What do you think is inside the balloon?

Explanations:

The balloon inflated because a gas was

produced in the reaction between the
vinegar and baking soda. Even though the
gas is invisible, it is taking up space inside the
balloon.

When vinegar and baking soda react, they

produce carbon dioxide gas. This gas fills the
balloon, causing it to inflate. Even though
gas is invisible, it takes up space inside the
balloon, demonstrating that gases have
volume. Gases expand to fill any container
they are in, which is why the balloon
expands as the gas fills it.
F. Developing Activity 5: State Sort Activity 4: True or False Activity 5: Multiple Choice! Activity 4: Multiple Choice!
Mastery Instructions: Sort the following objects Directions: Read each statement
according to their state. Write the carefully. Write True if the statement is 1. What do gases do inside a container? 1. Name the three states of matter.
(Lead to Formative
names of object in the column. correct and False if it is not. a) Disappear A) Solid, Liquid, Plasma
Assessment #3)
b) Keep their shape B) Solid, Liquid, Gas
1. ___ Solids have a shape that c) Fill the container ✔ C) Gas, Liquid, Plasma
stays the same unless changed
by force. 2. Which of these is a gas? 2. What is one property of a solid?
a) Milk A) It takes the shape of its container.
2. ___ Liquids have a fixed shape b) Juice B) It has a fixed shape and volume.
that does not change. c) Air ✔ C) Its particles move freely.

3. ___ Water is an example of a 3. Which state of matter takes the shape

3. What happens when you blow into a
liquid because it flows and of its container but keeps its volume?
balloon?
takes the shape of its container. A) Solid
a) It stays flat
b) It melts B) Liquid
4. ___ A pencil is a liquid because C) Gas
c) It gets bigger ✔
it can be poured into a cup.
4. What gas do people need to breathe? 4. Give one example of a gas.
5. ___ Solids and liquids both take A) Water
the shape of their container. a) Water
B) Oxygen

✅
b) Oxygen ✔
C) Ice
Answer Key: c) Steam
1. True 5. How are the particles in a liquid
2. False 5. Which is true about gases?
arranged compared to a solid?
3. True a) They have a fixed shape
A) Particles are far apart and move
4. False b) They can be touched
 5. False c) They spread out ✔ freely.
B) Particles are tightly packed in a
regular pattern.
C) Particles are close together but can
slide past each other.

G. Finding practical How are solids, liquids, and gases similar? What is the main difference between a “How are gases different from solids and What is the importance of solid, liquid
Possible Answer: solid and a liquid? liquids?” and gas to human?
application of
All three are forms of matter, which means
concepts and
they all take up space and have mass. Can a solid ever become a liquid? Explanation: Gases have no fixed shape or
skills in daily volume. They expand to fill any container,
living Why do you think matter needs to change How do you use solids and liquids every unlike solids (which have a fixed shape
from one state to another in everyday day? and volume) and liquids (which have a
life? Can you give an example? fixed volume but take the shape of their
container).
Possible Answer:
“Why is gas important in our daily life?”
Matter needs to change states for different
uses. For example, water changes into Explanation: Gas is essential for various
steam to power machines like in a steam processes, like breathing (air contains
engine, or into ice to keep food cold. oxygen), cooking (natural gas for heating),
These changes help us cook, clean, and and even powering vehicles (gasoline). It
preserve things. helps us perform everyday activities.

Which state of matter do you think is the “What are some things we use every day that
most important for life? Justify your have gas?”
answer with examples.
Examples: Air (oxygen for breathing),
Possible Answer: carbonated drinks (carbon dioxide), tires (air
or nitrogen), and balloons (helium or air).
These are all everyday items that contain
I think liquids are the most important gas.
because water is a liquid and all living
things need it to survive. Our bodies are
mostly made of water, and we use
liquids for drinking, cooking, cleaning,
and growing plants.

H. Making Reflection (Higher-Order Sentence Starter): Reflection Prompt (Oral): One new thing I learned about gases is How do solids keep their shape?
Generalizations _______________.
“Today I discovered that…” “I learned that solids ___. Liquids ___.” Why do liquids flow?
and Abstractions
about the Lesson. “One thing I still wonder is: ___.” Why do gases spread out?

Complete the statement:

Today I learned that_________

I. Evaluating Activity 6: Identification! Activity 5: Multiple Choice! Activity 6: True or False Activity 5: Venn Diagram
Learning Choose the letter of the correct answer. __________1. Gases have a fixed shape. → Instructions: Write the differences and
1. Which of these is a solid? False similarities of the Following State of Matter
A. Water using the Ven Diagram.
B. Air __________2. Air is a kind of gas. → True
C. Pencil
D. Milk __________3. Gases can fill up any
 container. → True
2. Which of these takes the shape of its
container? __________4. We can always see gases. →
A. Eraser False
B. Juice
C. Book __________5. A balloon filled with air shows
D. Rock that gas takes up space. → True

3. What do solids and liquids have in

common?
A. Both change shape
B. Both change color
C. Both have volume
D. Both are hard

4. A liquid:
A. Has a fixed shape
B. Cannot be touched
C. Has a fixed volume
D. Has no volume

5. What happens when you pour water

into a cup?
A. It keeps its shape
B. It disappears
C. It takes the shape of the cup
It becomes a solid
J. Additional
Activities for
Application or
Remediation

V. REMARKS
VI. REFLECTION

Prepared by: Checked:

Teacher Subject Coordinator

Reviewed: Approved:

Master Teacher 1 Assistant Principal