REVISED School Grade FIVE

K to 12 Teacher Learning Area SCIENCE 5

Curriculum Date/Week WEEK 3 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 describe the properties of The learners describe the properties of The learners describe the properties of The learners describe the properties of
Competencies solids, liquids, and gases in terms of solids, liquids, and gases in terms of solids, liquids, and gases in terms of shape solids, liquids, and gases in terms of
shape and volume: shape and volume: and volume: shape and volume:
a. solids: definite shape and volume a. solids: definite shape and volume a. solids: definite shape and volume a. solids: definite shape and volume
b. liquids: no definite shape; definite b. liquids: no definite shape; definite b. liquids: no definite shape; definite b. liquids: no definite shape; definite
volume volume volume volume
c. gases: no definite shape or volume; c. gases: no definite shape or volume; c. gases: no definite shape or volume; c. gases: no definite shape or volume;

D. Learning Learners describe that solids have a Learners describe the properties of liquids Learners describe that gases have no Apply knowledge of the properties of
Objectives definite shape and definite volume. in terms of shape and volume. definite shape and no definite volume. solids, liquids, and gases in real-life
situations using accurate descriptions.

E. Integration * English: Vocabulary development * 21st Century Skills: Observation, *Literacy Skills *Literacy Skills
(shape, volume, definite) collaboration, measurement, reasoning *Higher Order Thinking Skills *Higher Order Thinking Skills
*21st Century Skills: Critical thinking, *Real-Life Situations *Real-Life Situations
observation, verbal communication

Solids – Definite Shape and Volume Exploring Liquids – No Definite Shape, Gases – No Definite Shape or Volume Describing Everyday Examples Using
II. CONTENT Definite Volume Correct Properties
(Subject 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 * Hewitt, P. G. (2017). Conceptual Physical *Cruz, F. (2018). Science for Daily Use 5. *Corpuz, Brenda B., & Lucido, Paz I. (2008). *DepEd Curriculum Guide in Science
Resources Science (6th ed.). Pearson Education. Phoenix Publishing House. Science Concepts and Processes. Lorimar Grade 5 (Revised K-12)
*DepEd Curriculum Guide in Science *DepEd Curriculum Guide in Science Publishing. *Houghton Mifflin Harcourt (2017). Science
Grade 5 (Revised K-12) Grade 5 (Revised K-12) *DepEd Curriculum Guide in Science Grade Fusion: Matter and Energy.
5 (Revised K-12)

IV. PROCEDURE
A. Drill/Reviewing Activity 1: "Touch and Tell" Activity 1: What’s In your Bag? Activity 1: Let’s Recall! Activity 1: Gases Around Us! (Review)
previous Lesson Instructions: Write True if the statement is
The teacher prepares 5-6 solid objects Get 3 things in your bag and describe it. correct and False if not. What are some things around us that are
or presenting new (book, toy, rock, plastic block, pencil). gases?
lesson 1. 1. Liquids always keep their shape.
Learners touch and observe the items 2. → False How are gases different from solids and
and answer the following orally: 3. liquids?
2. Water poured into a bowl will take the
What can you say about the shape of bowl’s shape. → True Can we hold a gas like we do a rock or
this object? water?
3. The volume of liquid can change just
If we place it in a different container, will
by moving it. → False
the shape or size change?
4. Milk is a liquid with no definite shape.

→ True

5. Juice has no volume.

→ False
B. Establishing a “Today, we will learn about solids and Today, we will discover something “Today, we’ll learn about something we “Today, you will apply what you’ve
purpose for the how they behave in terms of shape and interesting about liquids like juice, water, or can’t see, but it’s all around us. Gases are learned about solids, liquids, and gases by
lesson volume. You will understand what milk. You’ll learn that liquids always take different from solids and liquids. They can identifying them in your environment and
makes a solid different because of its the shape of the container they are in, but spread out and don’t have their own shape explaining why they belong to each state
definite shape and volume, and be the amount—the volume—stays the same. or amount. Let’s find out how!” of matter.”
able to describe it using real-life
examples.”

C. Presenting Activity 2: "Why Does Shape Matter?" Activity 2: “Pour and Observe” Activity 2: “What’s in the Balloon?” Activity 2: “What’s Around Me?”
examples/
instances of the Teacher demonstrates by putting an  The teacher prepares 3 clear Show learners a deflated and an inflated Instructions:
new lesson object in a container. containers of different shapes (e.g., balloon. (Real Object)
a glass, a bowl, and a bottle) and a Ask learners to look around the
Example: pitcher of water. Ask: classroom and list 3 items they see that
are examples of solids, liquids, and
 Learners observe what happens What’s inside the balloon when it’s full? gases.
when the teacher pours water into 1.
each container. Does it have a shape of its own? 2.
3.
Ask: Let learners touch and feel both balloons.
Teacher prompts with questions:
1. Did the water look the same in
 each container? How do you know it’s a
solid/liquid/gas?
2. Did it keep its shape, or did it ______________________________________
change? ______________________________________
______________________________________
3. Did the amount of water change __________
when poured?
What properties helped you decide?
______________________________________
______________________________________
______________________________________
__________

Ask learners: Why is it important to know what things

are solids, liquids, or gases?
Do the objects change their shape? _________________________________________
_________________________________________
Do they take the shape of the _________________________________________
container like water does? _

D. Discussing new “Solids have a definite shape and a Study the meaning of the following “Gases do not have a definite shape or “We can describe the properties of solids,
definite volume.” words. volume. They spread out to fill any space liquids, and gases by observing how
concepts and
or container they are in.” they appear and behave in real life.”
practicing new Teacher breaks down the sentence: Liquid – a state of matter that flows
skills. #1 Discussion: Let’s revisit the properties of state of
"What do we mean by definite shape?" Definite volume – the amount stays the  Gases, like air, cannot be seen matters:
same easily but take up space.
"What does volume mean again?"  They do not stay in one place or Solids: definite shape and volume
No definite shape – it changes shape to shape—they spread out to fill the
fit its container container. Liquids: no definite shape, but definite
 When air is in a balloon, it takes volume
Look at the pictures below: the balloon’s shape. If you pop it,
the air goes everywhere. Gases: no definite shape or volume
 Gases expand to fill the entire
space they are in.
 Ask:

Why do you think the liquid changes its

shape?

If we pour orange juice from a bottle into

a glass, did we get more or less milk?
E. Discussing new Let’s talk more about solids and what “Liquids have no definite shape but have Another example is when you spray Explain how these are observed in
concepts and makes them special. a definite volume.” perfume in one part of a room. At first, everyday life:
practicing new only the people near you can smell it. But
skills #2. Solids are a kind of matter that do not Liquids are a unique kind of matter. One after a few seconds, people across the Solid: A book keeps its shape no matter
flow like liquids or spread out like gases. important thing about liquids is that they room can smell it too. That’s because gas where you place it.
That means they stay in one place do not have a shape of their own. This particles spread out in all directions, even
unless you move them. means a liquid cannot stay in one fixed into areas that were empty before. This is Liquid: Juice in a cup takes the shape of
form like a solid can. called diffusion, and it’s another way to the cup but is still the same amount.
Think about this: Instead, liquids flow—they can move and observe that gases expand and move
spread—and they take the shape of the freely. Gas: Air freshener spreads across the room
If you place a toy block on the table, container they are in. For example, when —you can smell it far from where it was
does it start to spread or flow like you pour water into a tall glass, the water Gases are also compressible—this means sprayed.

👉
water?
No, it stays where you put it. That's
because a solid keeps its shape.
becomes tall and narrow. If you pour
that same water into a wide bowl, it
spreads out and becomes wide and
they can be squeezed into a smaller space.
For example, in aerosol cans or in car tires,
gases are packed tightly. When you release
shallow. The liquid changes shape based the pressure, the gas spreads out again.
Solids also do not change shape when on the space it is in.
you move them. But here’s the important part: even
Try picking up your pencil and putting it though a liquid can change shape, it
in your bag or on your desk. does not change in volume. Volume

👉 Did its shape change? No—it looks

the same no matter where it is.
means the amount or space the liquid
takes up. So, even if the shape changes,
the amount stays the same unless you
add more liquid or remove some.
Now, imagine you put that same pencil
into a box or a bottle. Let’s try a simple example:
Will it change its shape to fit inside like  Imagine you have a glass of
water does? milk. It looks like it fills up

👉 No. It may lie down or stand up, but

its shape stays exactly the same. That’s
halfway.
 Now, pour that same milk into a
bowl. It might spread out and
what we mean when we say solids look shallower.
have a definite shape.  But guess what? It’s still the
same milk. You didn’t lose or
Solids also have a definite volume. gain any—just the shape
 That means they always take up the changed, not the volume.
same amount of space.
For example, a rock does not shrink or You can also try this with juice or water at
grow depending on where you put it. It home. Pour it from one container to
stays the same size. another. You’ll see it looks different in
shape but feels the same in amount.
However, solids can change shape only
when force is used. So always remember:
If you hit the chalk or step on a cracker,  Liquids do not have a definite
it may break—but that’s because you shape—they take the shape of
applied force to it. the container.
Liquids have a definite volume—they stay
Check Understanding: the same amount unless poured out or
added to.
Ask:
Can you name something solid you use
at home or in school?

Have you ever seen a solid change its

shape without anyone touching it?

What happens when you put a solid in a

big container? Does it fill the container or
keep its own shape?
F. Developing Activity 3: True or False: Performance Task 2: Activity 3:“Balloon Challenge” Activity 3: Multiple Choice!
Mastery (Volume): “Same Water, New Shape” Instructions: Choose the best answer.
Instructions: Read and understand the Instructions: 1. What do solids and liquids have
(Lead to Formative
sentence. Write true if it is correct and Instructions: in common?
Assessment #3)
false if not. Learners inflate two balloons of different a. No shape

________1. Solids have a shape that stays

1. Learners pour 100 mL of water into
a cup, a bowl, and a jar.
sizes and compare: b.
c. Definite
No
volume ✅
volume

✅
the same even when moved.
True 2. They observe how the water looks
different but measure to confirm
Shape d. Spread out to fill space
2. What property best describes a
gas?
Volume
________2. Solids take the shape of the the volume is still 100 ml. a. Keeps its shape

❌ container they are placed in.

False Record Sheet:
Discussion: b. Takes shape of container
c. Has no shape or volume
d. Has a definite shape
✅
What do you notice about the air in each
________3. A book is a solid because it 3. Which of the following is a gas?

✅
balloon?

✅ has a definite shape and volume. a. Ice

True b. Water vapor
c. Oil

❌
________4. Solids can flow like water. d. Milk
False 4. Why does juice take the shape
of its container?
________5. A pencil keeps its shape and a. It’s a solid
3. Answer the guide question.

✅
b. It’s a gas

✅
size whether it is on a desk or in a bag.
True c. It has a definite shape
Guide Question:
d. It has no shape of its own
5. A basketball has air inside. What
What did you observe about the shape
does this show about gases?

✅
and volume of water when it was poured
a. They disappear
into different containers? What does this
b. They take up space
tell you about the properties of liquids?
c. They have weight only
d. They freeze
 Rubric:
G. Finding practical What can you now say about solids? What happens to the shape of a liquid What are some things around us that are What did you notice about the things
application of when we pour it into a new container? gases? around you?
Can you give your own example of a solid
concepts and
and describe its shape and volume? Does the amount of liquid change? How are gases different from solids and Can solids turn into liquids or gases?
skills in daily liquids?
living Teacher reinforces: Why do we say liquids have no definite Why is it important to describe matter
shape but definite volume? Can we hold a gas like we do a rock or correctly?
“Solids have their own shape and take up water?
space. They do not change shape when
moved from place to place.”
H. Making Reflection (oral): Reflection: Reflection: How do you use solids, liquids, and gases
Generalizations daily?
“Today I learned that solids always I learned that liquids can change their I learned that gases
and Abstractions
_______________.” _____ but not their _____. An example is ___________________________________________
about the Lesson. _____. ______

I. Evaluating Instructions: Choose the letter of the Instructions: Write True if the statement is Instructions: Choose the letter of the correct Instructions: Match the item to its correct
Learning correct answer. correct and False if not. answer property:

________1. What property of solids stays the 1. Liquids always keep their shape. 1. What happens to gas in a balloon when
same even when moved? → False it pops?
a. Color
b. Shape
c. Smell
✅ 2. Water poured into a bowl will take the
bowl’s shape. → True
a. It stays in one place

c. It turns into water

✅
b. It spreads out into the air

d. Temperature d. It disappears
3. The volume of liquid can change just by 2. Which of the following is a gas?
________2. Which of the following is an moving it. → False a. Milk
example of a solid?
a. Water 4. Milk is a liquid with no definite shape. c. Air✅
b. Wood

b. Smoke
c. Spoon
d. Juice
✅ → True
d. Ice
3. Gases have:
a. A definite shape

________3. A solid has a ______ shape.

a. Changing
5. Juice has no volume.

→ False
b. A definite volume
c. No shape and no volume
d. A solid form
✅
✅
b. Flat 4. When you blow air into a plastic bag,
c. Definite the air:
d. Random a. Leaves the bag

________4. A rock in a bowl takes the

b. Changes to solid
c. Fills the space inside the bag
d. Disappears
✅
shape of the bowl.

✅
a. True Which best describes gases?
b. False a. They stay in one shape
 ________5. Which best describes a solid?
b. They flow but have a shape
c. They change shape and volume✅
a. No shape, no volume
b. Definite shape, definite volume
c. No shape, definite volume
✅ d. They are invisible solids

d. Definite shape, no volume

J. Additional Materials to bring: Materials to bring:
Activities for into a cup, a bowl, and a jar 2 balloons
Application or
Remediation

V. REMARKS
VI. REFLECTION

Prepared by: Checked:

Teacher Subject Coordinator

Reviewed: Approved:

Master Teacher 1 Assistant Principal