PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 5

Quarter 1: Week 2
SY 2023-2024

​ This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction,
distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and
disciplinary measures.

​ Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

2
LESSON EXEMPLAR TEMPLATE
LEARNING AREA/QUARTER/ GRADE LEVEL
I.​ CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES​ ​ ​ ​ ​

A.​ Content 1.​ Scientists identify three states of matter based on shape and volume.
Standards 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
Standards identify that heat is 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 Competencies: The learners describe the properties of solids, liquids, and gases in terms of shape and
Competencies volume:
and Objectives 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.

C.​ Content Matter: States and Characteristics

(Properties of Matter)
D.​ 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.

1
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 - Google Search. (n.d.).
https://www.google.com/search?q=JICA+National+Science+Textbook+for+Grade+5&oq=JICA&gs_lcrp=EgZjaHJvbWUqBggCEEUYOzIIC
AAQRRgnGDsyCAgBEEUYJxg7MgYIAhBFGDsyDAgDEEUYORixAxiABDINCAQQLhiDARixAxiABDIGCAUQRRg8MgYIBhBFGDwyBggHEE
UYPNIBCDM1ODhqMGo5qAIAsAIA&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 PROCEDURE NOTES TO TEACHERS

A.​ Activating Prior 1.​ Short Review
Knowledge (Week 2-Day 1)
The teacher may say: After the game, gather the
Today, we shall have a game as a form of review of your lessons last week. We will students
the correct
together and review
sorting of objects.
call this game “Phase Race: Solid, Liquid, or Gas?” Discuss any objects that were
Group Game: “Phase Race: Solid, Liquid, or Gas?” challenging to identify and
clarify any misconceptions.
Materials: Ask questions to reinforce
●​ Three boxes or containers labeled "Solid", "Liquid", and "Gas". understanding, such as:
●​ Various pictures or real small objects representing each phase of matter
●​ "What makes an object a
(e.g., ice cube for solid, water for liquid, balloon for gas). solid?"
2
 ●​ Timer or stopwatch. ●​ "How can you tell if
something is a gas?"
●​ "Can you give examples of
Instructions: each phase of matter from
everyday life?"
●​ 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.

2.​ Feedback (Optional)

B.​ Establishing 1.​ Lesson Purpose

Lesson Purpose
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 Vocabulary
For you to understand our topics better, try to familiarize yourselves with these The teacher can use strips of
terms by arranging the jumbled letters to come up with the correct term being paper for this activity or make a
described. presentation/slide deck for
1.​ The amount of space occupied by an object or substance. ease of use and for added
UMELOV interactivity.

3
 2.​ It is a graphical representation of an object's form or its external boundary, Other terms may be added by
outline, or external surface; it is distinct from other object properties, such the teacher.
as color, texture, or material type.
EHASP

C.​ Developing and SUB-TOPIC 1: Properties of Solid, Liquid, and Gas

Deepening
Understanding 1.​ Explicitation:
1.​ Using the T-W-H-L Chart (Campbell & Tytler, 2007)
The teacher may also use real
The teacher will show the pictures below. objects instead of pictures.

a b c
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=balloo
ns&position=3&from_view=keyword&track=sph&uuid=a27f33d2-7c97-42c7-a950-e3868fb06ecc

The teacher may ask the following questions:

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?

4
 The teacher should fill the
Let us see what you THINK you know about the properties of matter and what you “what
“what
you think you know” and
you want to know” in the
WANT to know about the properties of matter by filling up the table below. TWLH chart as the pupils start
What you THINK What you WANT What you HOW you know
to answer and raise questions.
you know to know LEARNED
T W L H

​ ​ ​

Later on, when we are done with our lesson, we shall be answering the last two The roles in the “Team Jobs”
columns. may be introduced earlier to
facilitate classroom
management during group
2. Worked Example: Let’s Investigate! activities. The roles may be
(Week 2-Day 2) assigned to other team mates
on the succeeding activities.
Divide the class into five (5) groups. The teacher introduces the “Team Jobs” See Annex A
wherein each member of the team will be assigned particular roles and along
with those roles are color-coded visors with their corresponding meaning
(Manager-Red; Speaker-Blue; Director-Green; Reports Coordinator-Yellow). Activity 1 may be done on Day
1 but the presentation and
discussion can be continued on
Day 2.
Activity 1 – “Observing the Shape of the Three States of Matter”
Materials Needed:
●​ A stone
●​ Water
●​ Three balloons

5
Instructions:
●​ Each group will be given a copy of the activity (Learning Activity Sheet 1-
“Observing the Shape of the Three States of Matter”)
●​ Remind the teammates of their role.
●​ Students perform the activity as directed and answer the questions Activity 2 may be done in 2
provided in the worksheet. days. Day 3 is allotted for the
●​ Allow the students to present their output to the class. performance of the activity.
Day 4 is for the discussion and
Activity 2 – “Exploring Volume as a Property of Solids, Liquids, and Gases” clarification of concepts.
(Week 2 – Day 3 & 4) Begin by discussing the
Materials Needed: concept of volume with the
●​ Three clear containers (preferably of the same size and shape)
participants. Define volume as
●​ Water
the amount of space occupied
by an object or substance.
●​ A few solid objects (such as marbles, coins, or beads)
●​ A balloon Explain that in this activity, the
●​ Measuring cup students will explore how
●​ Marker or pen volume applies to different
states of matter: solids, liquids,
Instructions: and gases.
●​ Each group will be given a copy of the activity (Learning Activity Sheet 2-
“Exploring Volume as a Property of Solids, Liquids, and Gases”
●​ Remind the teammates of their role.
●​ Students perform the activity as directed and answer the questions
provided in the worksheet. The teacher must include
●​ Allow the students to present their output to the class. probing in this discussion. It is
important to employ art of
questioning to make the lecture
interactive.
3. Lesson Activity “Interactive Discussion”
(Week 2-Day 2 Discussion)

6
The teacher may ask the following questions and present the following concepts
for emphasis:
Based on the activity we have conducted on “Observing the Shape of the Three
States of Matter” During the discussion, the
●​ What property of matter was shown in the activity?
✔​ Shape is one of the properties of matter.
teacher may show real
●​ What happened to the shape of the stone when you pressed it?
examples of a stone placed on a
desk, in a glass, or in a box.
✔​ Nothing happened. It remained the same.
●​ What shape do solids have?

✔​ A solid has a definite shape. The shape of the solid remains the same
whether it is pressed or placed into different containers. For example, a
stone will keep its shape whenever we press it or put it on a desk, in a
glass, or in a box. This means that the shape of a solid does not change.
Solids have definite shapes.

The teacher may also show real

examples of liquid in a
container of different shapes
and liquid spilled on a table.

●​ What happened to the shape of the liquid when you pressed it?
✔​ The liquid changes its shape when it is pressed. Liquid also changes its
shape to match the shape of the containers.
●​ What shape does liquid have?
✔​ Liquid has an indefinite shape. The liquid changes its shape when it
is pressed. Liquid also changes its shape to match the shape of the
containers. For example, liquid takes the shape of the glass when it is
poured into a glass. Liquid also changes its shape when it is spilled on
a table. A liquid has no definite shape.

7
 The teacher may show a real
balloon bursting or a video clip
of a balloon bursting when
applied with too much pressure
(e.g. squeezed with hands, etc.)

●​ What happened to the gas in the balloon when you pressed it?
✔​ The shape changed. The occupied volume changed as well.
●​ What shape does gas have?
✔​ Gas has an indefinite shape. Gas changes its shape as it takes the
shape of the container. If we fill differently shaped balloons with air, the For this part, make sure that
air expands to fill the balloons and takes on different shapes. If the regular and irregular objects
balloon bursts, air will escape and spread out. can be defined and exemplified.
The teacher can preempt what
is water displacement method
(Week 2 Day 3 & 4 Discussion) too.

Based on the activity we have conducted on “Exploring Volume as a Property of

Solids, Liquids, and Gases”:
Observing the Volume of Solids
●​ Describe the solid objects you observed in the container.
✔​ The solid objects were small marbles made of glass.
●​ How did the solid objects fit into the container? Were there any gaps or
spaces between them?
✔​ The solid objects filled the container, but there were small gaps between
some of the marbles.
●​ Did the volume of the solid objects change when they were placed in the
container compared to when they were outside the container?
8
 ✔​ The volume of the solid objects did not change when they were placed in For this part, the teacher can
the container. demonstrate another example
Based on this activity can we conclude that solid has a definite volume? such as getting three (3)
●​
different containers in different
✔​ Yes, solid has a definite volume. sizes. Then try to pour the
original amount of liquid (can
The volume of a solid can be calculated using various methods depending on its be water or juice) to the
shape. You will learn this in our succeeding lessons. different containers to show
that liquid will not adjust to the
Observing the Volume of Liquid volume of the container and
●​ Describe the container filled with water. Did the water completely fill the will remain constant. Only the
container? shape is changed within the
✔​ The container was filled with water, and the water filled the container.
constant pouring.
●​ How did the water take the shape of the container? Did it fill all the corners
and edges?
✔​ The water took the shape of the container and filled all the corners and
edges.
●​ How did you measure the volume of the water in the container? What unit
of measurement did you use?
✔​ We measured the volume of the water using a measuring cup and
poured it into the container. We used milliliters (mL) as the unit of The teacher can unlock the
measurement. terms “inflated” and “deflated”
●​ Did the volume of the water change when you poured it into the container for easier understanding and to
compared to when it was in the measuring cup? avoid confusion.
✔​ The volume of the water did not change when we poured it into the
container. We used the same measuring cup for both measurements.
●​ Based on this activity can we conclude that liquid has a definite volume?
✔​ Yes, liquids have a definite volume, meaning they occupy a fixed
amount of space regardless of the container's size or shape.

Observing the Volume of Gas

●​ Describe the inflated balloon. How did it appear in terms of volume?
✔​ The inflated balloon appeared to be full of air and was moderately sized.

9
●​ Did the balloon completely fill with air?
✔​ Yes, the balloon was filled with air.
●​ Did the volume of the balloon change when you inflated it compared to
when it was deflated?
✔​ The volume of the balloon increased when we inflated it compared to
when it was deflated.
●​ Based on this activity, what can we conclude about the volume of gas?
✔​ Gas has no definite volume. The gas filled the balloon, causing it to
expand. The volume of the gas increased to fill the available space inside
the balloon, demonstrating that gases do not have a fixed or definite
volume. Gases expand to fill the container they are in, and they have
indefinite volume compared to solids and liquids, which have fixed
volumes.
●​ Can you think of other examples where gases expand or compress to fill
their containers in everyday life?
✔​ The gas inside the LPG tank is compressed to fit the tank. Once you
open it, the gas inside is released to light up the stove so you can use it
for cooking.

10
 D.​ Making 1.​ Learners’ Takeaways
Generalizations
Therefore, who can describe the properties of solids, liquids, and gases in terms of
shape and volume?
✔​ solids: definite shape and volume
✔​ liquids: no definite shape but definite volume
✔​ gases: no definite shape and volume

2.​ Reflection on Learning The teacher can ask the

students to reflect further and
Go back to the TWLH Chart. Let the students reflect and check if their answers in tell the most interesting part of
the THINK column are correct. Ask them also if their answers in the WANT the lesson for them and why it
column were addressed during the conduct of the various activities. Finally, let is interesting for them.
them accomplish the LEARNED and HOW column.
What you THINK What you WANT What you HOW you know
you know to know LEARNED
T W L H

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A.​ Evaluating 1.​ Formative Assessment Answer Key:
Learning Part 1: Multiple Choice Questions Part 1
1. Which property best describes a solid?
11
 a) Indefinite shape 1. c) Definite shape and volume
b) Indefinite volume 2. b) It changes to match the
c) Definite shape and volume shape of the container.
d) No shape or volume 3. c) It remains the same.
2. What happens to the shape of a liquid when poured into different containers? 4. b) It takes the shape of the
a) It retains its original shape. balloon.
b) It changes to match the shape of the container. 5. a) Solid
c) It expands to fill the container. 6. c)The volume remained the
d) It evaporates immediately. same.
3. How does the volume of a liquid compare when poured from one container to 7. c) You used a measuring cup
another? and milliliters (mL).
a) It increases. 8. b) Gas has an indefinite
b) It decreases. volume.
c) It remains the same. 9. c) Gas
d) It becomes indefinite. 10. b) It decreases
4. What shape does gas take when filled in differently shaped balloons?
a) It retains its original shape.
b) It takes the shape of the balloon.
c) It expands outward.
d) It becomes a liquid.
5. Which phase of matter has a definite shape and does not take the shape of its
container?
a) Solid
b) Liquid
c) Gas
d) Plasma
6. What did you observe about the volume of the solid marbles placed in a
container?
a) The volume increased.
b) The volume decreased.
c) The volume remained the same.
d) The volume became indefinite.
7. How did you measure the volume of the water in your activity?
a) You weighed the water.
b) You counted the droplets.
c) You used a measuring cup and milliliters (mL).
12
 d) You guessed the volume.
8. What can you conclude about the volume of gas based on the balloon activity?
a) Gas has a definite volume.
b) Gas has an indefinite volume.
c) Gas has a definite shape.
d) Gas occupies the least space.
9. Which phase of matter can be expanded or compressed to fill its container?
a) Solid
b) Liquid
c) Gas
d) Plasma
10. What happens to the volume of a gas when it is compressed?
a) It increases.
b) It decreases. Answer Key:
c) It remains the same.
d) It becomes a solid. Part 2
Part 2. Situation-Based Questions 1. b) It decreased.
1. Situation: Sarah has a glass of juice that she forgot to drink and left it on the 2. c) The balloon's volume
decreased.
table overnight. When she checked it the next morning, the level of juice in the
glass had decreased. What happened to the volume of the juice?
a) It increased.
b) It decreased.
c) It remained the same.
d) It evaporated completely.
2. Situation: James has a balloon filled with air. He decided to squeeze the balloon
gently. What change did James observe in the balloon?
a) The balloon's shape remained the same.
b) The balloon's volume increased. The teacher may opt to give
c) The balloon's volume decreased. homework if s/he thinks the
d) The balloon’s volume remained the same. competency is not yet
2.​ Homework (Optional) mastered.

13
 B.​ Teacher’s Note observations on
Remarks any of the following Effective Practices Problems Encountered
areas:
strategies explored
materials used
learner engagement/
interaction

others
C.​ Teacher’s Reflection guide or prompt can be on:
Reflection ▪​ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪​ students
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: Dr. Berhana I. Flores Validated by: Diana Lou E. Sipalay
Institution: Western Mindanao State University Institution: Caloocan High School

14