BACSAY ELEMENTARY SCHOOL

School: Grade and Section: V -

MATATAG CURRICULUM/
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
REVISED K-12 CURRICULUM
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
1. Scientists identify three states of matter based on shape and volume.
2. Temperature can cause changes of state.
A. Content Standards
3. Planned simple scientific investigations require several steps and processes.
An understanding of matter can be applied to solve real-world problems
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 changes of
B. Performance Standards state. They plan a simple scientific investigation following appropriate steps and using units such as milliliters, liters, grams, kilograms, and degrees Celsius for
measuring.
Learning Competencies: The learners describe the properties of solids, liquids, and gases in terms of shape and
volume:
a. solids: definite shape and volume
C. Learning Competencies b. liquids: no definite shape; definite volume
and Objectives 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.
Matter: States and Characteristics
D. Content
(Properties of Matter)
Safety: When conducting experiments even with common materials, precaution and safety procedures must still be followed.
E. Integration
Accountability and Responsibility: Learners should understand that different materials can be beneficial if used properly and can be harmful if used otherwise.
OBJECTS IN THE OBJECTS IN THE
OBJECTS AT HOME AS OBJECTS AT HOME AS
LEARNING CONTENT CLASSROOM AS SOLID, CLASSROOM AS SOLID, WEEKLY TEST
SOLID, LIQUID, OR GAS SOLID, LIQUID, OR GAS
LIQUID, OR GAS LIQUID, OR GAS
II. LEARNING RESOURCES
a. References Concepcion, L. (2024). Concepcion, L. (2024). Concepcion, L. (2024). Lesson Concepcion, L. (2024). Lesson Concepcion, L. (2024).
Lesson Exemplar for Lesson Exemplar for Exemplar for Science Exemplar for Science Lesson Exemplar for
Science Philippine Normal Science Philippine Normal Philippine Normal University Philippine Normal University Science Philippine Normal
University Research Institute University Research Institute Research Institute for Teacher Research Institute for Teacher University Research
for Teacher Quality SiMMER for Teacher Quality SiMMER Quality SiMMER National Quality SiMMER National Institute for Teacher
National Research Centre National Research Centre Research Centre Research Centre Quality SiMMER National
Department of Education. Department of Education. Department of Education. Department of Education. Research Centre
(2023). MATATAG (2023). MATATAG (2023). MATATAG Curriculum (2023). MATATAG Curriculum Department of Education.
Curriculum Phase 1 SY Curriculum Phase 1 SY Phase 1 SY 2024-2025. Phase 1 SY 2024-2025. (2023). MATATAG
2024-2025. Retrieved from 2024-2025. Retrieved from Retrieved from Retrieved from Curriculum Phase 1 SY
 2024-2025. Retrieved from
https://www.deped.gov.ph/m https://www.deped.gov.ph/m https://www.deped.gov.ph/mat https://www.deped.gov.ph/mat
https://www.deped.gov.ph/
atatagcurriculumk147/ atatagcurriculumk147/ atagcurriculumk147/ atagcurriculumk147/
matatagcurriculumk147/
III. TEACHING AND LEARNING PROCEDURE
Directions: Name three Directions: Write TRUS if Directions: Answer the Directions: Write MATTER if
examples each of solid, the statement is true and following questions: the statement is correct,
liquid, and gas. FALSE if it is false. LATER if not.
1. Gases have a 1. Maria is helping her mother ______ 1. The chair you sit on
Soli Liq definite shape and volume. in the kitchen. She pours in class is a solid because it
Gas cooking oil from a bottle into a has a definite shape and size.
d uid False (gases do not have
definite shape or volume) pan. Maria notices that the True
2. Air inside your cooking oil changes shape ______ 2. Water in a drinking
room is an example of a gas. depending on the container it bottle in the classroom is a
True is in. What state of matter is solid because it keeps its
the cooking oil? Is it a solid, shape.
3. Steam from liquid, or gas? False
boiling water is an example ________________________ ______ 3. Air inside the
a. Activating Prior of a solid. 2. Juan is reading a book on classroom is a gas that fills the
Knowledge False (steam is a gas) the sofa. He accidentally drops entire room.
4. Furniture like an apple on the floor, and it True
chairs and tables are doesn’t change shape. Which ______ 4. The ink inside your
examples of solids. state of matter is the apple? Is pen is a liquid that takes the
True it solid, liquid, or gas? shape of its container.
5. Cooking oil is an ________________________ True
example of a solid. 3. Liza sees steam rising from _______5 . Gases have a
False (cooking oil is a liquid) a pot of boiling water. She definite shape and volume like
wonders if the steam has a solids.
definite shape or volume like False
the water in the pot. What
state of matter is the steam? Is
it solid, liquid, or gas?
________________________
Think of something solid,
liquid, or gas present in your
b. Establishing Lesson home that you like to eat,
Purpose touch, use, or something
similar and share it to the
class.
c. Developing Understanding Objects at Home as Solid, Objects at Home as Solid, Objects in the Classroom as Objects in the Classroom as
of the Lesson Liquid, or Gas Liquid, or Gas Solid, Liquid, or Gas Solid, Liquid, or Gas
Everything around us is Everything around us is In your classroom, you can In your classroom, you can
made up of matter, and made up of matter, and find many objects that are find many objects that are
matter can exist in three matter can exist in three either solids, liquids, or gases. either solids, liquids, or gases.
 main states: solid, liquid, main states: solid, liquid, These are the three main These are the three main
and gas. At home, we can and gas. At home, we can states of matter. states of matter.
find many examples of each find many examples of each  Solids are things that have  Solids are things that have
state. state. a definite shape and size. a definite shape and size.
 Solids are objects that  Solids are objects that They don’t change shape They don’t change shape
have a definite shape and have a definite shape and unless you break or cut them. unless you break or cut them.
volume. They don’t change volume. They don’t change Examples of solids in the Examples of solids in the
shape unless you break or shape unless you break or classroom include desks, classroom include desks,
cut them. Examples at home cut them. Examples at home chairs, books, pencils, and the chairs, books, pencils, and the
include furniture like a chair include furniture like a chair blackboard. blackboard.
or table, toys, books, or even or table, toys, books, or even  Liquids don’t have a fixed  Liquids don’t have a fixed
food like an apple or bread. food like an apple or bread. shape but have a definite shape but have a definite
 Liquids have a definite  Liquids have a definite volume. They take the shape volume. They take the shape
volume but no fixed shape. volume but no fixed shape. of the container they are in. In of the container they are in. In
They take the shape of the They take the shape of the the classroom, you might find the classroom, you might find
container they are in. At container they are in. At liquids like water in a bottle or liquids like water in a bottle or
home, examples of liquids home, examples of liquids ink in a pen. ink in a pen.
include water, milk, cooking include water, milk, cooking  Gases don’t have a definite  Gases don’t have a definite
oil, or juice. oil, or juice. shape or volume and spread shape or volume and spread
 Gases don’t have a Gases don’t have a definite out to fill any space. The air out to fill any space. The air
definite shape or volume and shape or volume and spread inside the classroom is a gas. inside the classroom is a gas.
spread out to fill any space out to fill any space Also, when someone sprays Also, when someone sprays
available. Air inside your available. Air inside your air freshener, that is gas air freshener, that is gas
room, the steam from boiling room, the steam from boiling spreading in the room. spreading in the room.
water, or the gas used for water, or the gas used for
cooking are examples of cooking are examples of
gases found at home. gases found at home.
d. Deepening Understanding GROUP ACTIVITY! Directions: SCHOOL FIELD TRIP Fill out each box in the chart
of the Lesson 1. You are going on a Given below are MATTERS below.
scavenger hunt to find materials/things that we can
objects around your home see at home and in the
such as your kitchen, classroom. Identify what
bedroom, living room, and specific materials you can
garage or garden. Classify see, or you can connect in
these objects according to each material/thing and
their states of matter and classify them as solid liquid
describe their gas. The first one is done for
characteristics. you.
2. Use your knowledge of
the properties of each state
of matter to make their
classifications.
3. Complete the table below.
Item 1 is given as an
 example.

Which solid, liquid, or gas How does understanding the How do the solids, liquids, and Can you think of a time when
object at your home do you states of matter (solid, liquid, gases in your classroom help knowing about solids, liquids,
use the most, and why do gas) help you take better create a comfortable learning and gases helped you solve a
e. Making Generalizations
you think it is important in care of the things around environment? problem or understand
your daily life? your house? something better in your
classroom?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
Directions: Give five What are the materials you “Where Do I Belong” - Venn
a. Evaluating Learning examples of solids, liquids, can see at home which can be Diagram
and gases found in our seen in the different areas at The teacher will show a
classroom. school? picture. Using the Venn
Solid Liquid Gas Diagram, they are to classify
them as to materials found at
home, materials found in the
classroom, or both.

Sample materials:
At home- pictures of kitchen
utensils, condiments, clothing,
appliances, etc.
In the classroom – eraser,
 chalk, ink, LCD projector,
blackboard, books, pad paper
Both – table, chairs, door
Guide Questions:
1. Based on the diagram,
what are the materials found at
home?
2. Classify these materials
as solid, liquid, or gas.
3. What are the materials
that can be found inside the
classroom?
4. Classify the materials as
solid, liquid, and gas.
5. What are the materials
that can be found both at
home and in the classroom?
6. Classify them as solid,
liquid, and gas.
7. What can you say about
materials found at home, in the
classroom, or both?
Note observations on any of the following
Effective Practices Problems Encountered
areas:
strategies explored

b. Teacher’s Remarks materials used

learner engagement/ interaction

others
c. Teacher’s Reflection 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?

▪ students
What roles did my students play in my lesson?

What did my students learn?

▪ ways forward
What could I have done differently?

What can I explore in the next lesson?

Noted:

DR. KRISTINE JOY P. GUARINO