School MAYAPA ELEMENTARY Grade

Five
SCHOOL
LESSON Teacher Shielanie S. Esclanda Subject Science
EXEMPLAR Date July 15, 2025 Quarter
7:10-8:00 – Integrity First Quarter
8:00-8:50 – Modesty

I. OBJECTIVES
A. Content Standard The learners learn that:
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
Standard properties of shape and volume and identify heat as being 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 Competency:
Competencies and The learners describe how changes in temperature cause matter to change
Objectives in state, such as solid to liquid to gas.
Lesson Objectives:
The learners will be able to:
1. Define evaporation.
2. Identify examples of evaporation in everyday life.
3. Observe and describe the changes in matter during evaporation.
II. CONTENT Temperature and its effect on the state of matter
III. LEARNING
RESOURCES
A. References Revised K to 12 Curriculum Science CG
Lesson Exemplar for Science
B. Other Learning
Powerpoint presentation, real objects
Resources
IV. PROCEDURES
A. Activating Prior Ask:
Knowledge 1. What is melting?
Elicit 2. What is freezing?
3. What affects the change from solid to liquid and from liquid to solid?
B. Establishing the Tell the learners that water can become solid through the process of
Purpose of the freezing and can also return to being a liquid. Ask: If water can become
Lesson solid, do you think it can also become a gas?
Engage
C. Developing and Conduct an experiment. Prepare the following materials: water heater or
Deepening kettle, clear glass, marker, water. Then follow the procedures below:
Understanding 1. Fill a clear glass with water. Mark the water level using the marker.
Explore 2. Pour the water from the glass into a kettle and boil it for 5 minutes.
3. After 5 minutes, remove the lid of the kettle and let it cool for a few
minutes.
4. Pour the boiled water back into the marked glass. Observe what
happened.

Processing Questions:
1. What happened to the water when it was heated?
2. Why did the amount of water decrease? Where did the rest of the
water go?
Explain
Explain that when water is heated, its temperature rises. Because of this, it
changes its form. From being a liquid, it turns into gas or water vapor when
it starts to boil. The process of changing from a liquid to a gas is called
evaporation. Tell the learners that heat causes the molecules in a liquid to
move faster, which makes the liquid turn into a gas.

Show a picture of a puddle.

Show different videos. Let the learners determine whether evaporation is

Elaborate
 D. Making Exit ticket questions:
Generalization 1. What is evaporation?
Elaborate 2. What causes evaporation?
3. Give two examples of evaporation in your daily life.
E. Evaluate Read the questions carefully. Choose the letter of the correct answer.
Learning 1. What is evaporation?
Evaluate A) Liquid changing into solid B) Liquid changing into gas
C) Gas changing into liquid D) Solid changing into gas
2. Which of these is an example of evaporation?
A) Ice melting into water B) Water freezing in the freezer
C) Clothes drying in the sun D) Water droplets forming on a cold
glass
3. During evaporation, what happens to the water?
A) It changes into a solid B) It changes into a gas
C) It changes into ice D) It stays a liquid
4. What is formed when liquid evaporates?
A) bubbles B) Ice C) water D) water vapor
5. What causes evaporation to happen faster?
A) Cooling the liquid B) Increasing the temperature
C) Covering the liquid tightly D) Freezing the liquid
V. REMARKS V-INTEGRITY V-
MODESTY
5
4
3
2
1
0
N
M
Mps

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching __constructivism approach
strategies worked well? __inquiry-based learning/Discovery approach
Why did these work? __experiential learning
__ discussion
__experimental
__project based
__cooperative learning
__problem-based learning
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted:

SHIELANIE S. ESCLANDA DESIREE B. NAZARETH REY O. BORILLO