5

Lesson
Exemplar for
Quarter
1 1
Lesson
1
Science
Science for 2
Week

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.

Development Team

Writers: Dr. Berhana I. Flores

Validator: Diana Lou E. Sipalay
Illustrator:
Layout Artist:

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
a. solids: definite shape and volume
Objectives
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

1
 (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.

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=EgZjaHJvbWUqBggCEEUYOzIICAAQRRgnGDsyCAgBEEUYJxg7
MgYIAhBFGDsyDAgDEEUYORixAxiABDINCAQQLhiDARixAxiABDIGCAUQRRg8MgYIBhBFGDwyBggHEEUYPNIBCDM1ODhqMGo5qAIAsAI
A&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

2
 ● 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 1. Short Review

Prior
(Week 2-Day 1)
Knowledge

The teacher may say:

After the game, gather the
students together and review
Today, we shall have a game as a form of review of your lessons last week. We
the correct sorting of objects.
will call this game “Phase Race: Solid, Liquid, or Gas?”
Discuss any objects that were
challenging to identify and
clarify any misconceptions.
Group Game: “Phase Race: Solid, Liquid, or Gas?”
Ask questions to reinforce
understanding, such as:
Materials:

● Three boxes or containers labeled "Solid", "Liquid", and "Gas". ● "What makes an object a
● Various pictures or real small objects representing each phase of matter solid?"
(e.g., ice cube for solid, water for liquid, balloon for gas). ● "How can you tell if
● Timer or stopwatch. something is a gas?"

3
 ● "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.

4
 2. Unlocking Content Vocabulary
For you to understand our topics better, try to familiarize yourselves with these
terms by arranging the jumbled letters to come up with the correct term being
described.
The teacher can use strips of
paper for this activity or make
1. The amount of space occupied by an object or substance. a presentation/slide deck for
UMELOV ease of use and for added
2. It is a graphical representation of an object's form or its external interactivity.
boundary, outline, or external surface; it is distinct from other object
properties, such as color, texture, or material type.
EHASP Other terms may be added by
the teacher.
SCI-G5Q1-LC3-FA1

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

and Deepening
Understanding
1. Explicitation:

1. Using the T-W-H-L Chart (Campbell & Tytler, 2007)

The teacher will show the pictures below.

The teacher may also use real
objects instead of pictures.

5
 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=balloons&position=3&from_view=keyword&track=sph&uuid=a27f33
d2-7c97-42c7-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?

Let us see what you THINK you know about the properties of matter and what
you WANT to know about the properties of matter by filling up the table below.

The teacher should fill the

What you THINK What you WANT What you HOW you know “what you think you know”
you know to know LEARNED and “what you want to know”
T W L H in the TWLH chart as the pupils

6
 start to answer and raise
questions.

SCI-G5Q1-LC3-IC

Later on, when we are done with our lesson, we shall be answering the last two
columns.

2. Worked Example: Let’s Investigate!

(Week 2-Day 2)

Divide the class into five (5) groups. The teacher introduces the “Team Jobs”
wherein each member of the team will be assigned particular roles and The roles in the “Team Jobs”
along may be introduced earlier to
facilitate classroom
with those roles are color-coded visors with their corresponding meaning management during group
(Manager-Red; Speaker-Blue; Director-Green; Reports Coordinator-Yellow). activities. The roles may be
assigned to other team mates
on the succeeding activities.
See Annex A

Activity 1 – “Observing the Shape of the Three States of Matter”

Activity 1 may be done on Day

Materials Needed:
1 but the presentation and
discussion can be continued on
● A stone

7
 Day 2.
● Water

● Three balloons

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

provided in the worksheet.
● Allow the students to present their output to the class.

Activity 2 – “Exploring Volume as a Property of Solids, Liquids, and

Gases”
(Week 2 – Day 3 & 4)

Activity 2 may be done in 2

Materials Needed: days. Day 3 is allotted for the
performance of the activity.
● Three clear containers (preferably of the same size and shape)
Day 4 is for the discussion and
● Water clarification of concepts.

● A few solid objects (such as marbles, coins, or beads)

Begin by discussing the
● A balloon
concept of volume with the

8
 participants. Define volume as
● Measuring cup
the amount of space occupied
● Marker or pen by an object or substance.

Explain that in this activity, the

Instructions:
students will explore how
volume applies to different
● Each group will be given a copy of the activity (Learning Activity Sheet 2-
states of matter: solids,
“Exploring Volume as a Property of Solids, Liquids, and Gases” liquids, and gases.
● Remind the teammates of their role.

● Students perform the activity as directed and answer the questions

provided in the worksheet.
● Allow the students to present their output to the class.

The teacher must include

3. Lesson Activity “Interactive Discussion” probing in this discussion. It is
(Week 2-Day 2 Discussion) important to employ art of
questioning to make the
lecture interactive.
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”

● What property of matter was shown in the activity?

9
 ✔ Shape is one of the properties of matter.

● What happened to the shape of the stone when you pressed it?

✔ Nothing happened. It remained the same.

During the discussion, the
● What shape do solids have? teacher may show real
examples of a stone placed on
a desk, in a glass, or in a box.
✔ 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.

● What happened to the shape of the liquid when you pressed it?
The teacher may also show
✔ The liquid changes its shape when it is pressed. Liquid also changes real examples of liquid in a
its shape to match the shape of the containers. container of different shapes
and liquid spilled on a table.
● 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

10
 poured into a glass. Liquid also changes its shape when it is spilled on
a table. A liquid has no definite shape.

● What happened to the gas in the balloon when you pressed it? The teacher may show a real
balloon bursting or a video clip
✔ The shape changed. The occupied volume changed as well. of a balloon bursting when
● What shape does gas have? applied with too much
pressure (e.g. squeezed with
✔ Gas has an indefinite shape. Gas changes its shape as it takes the hands, etc.)
shape of the container. If we fill differently shaped balloons with air,
the air expands to fill the balloons and takes on different shapes. If
the balloon bursts, air will escape and spread out.

11
SCI-G5Q1-LC3-FA2

(Week 2 Day 3 & 4 Discussion)

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

Solids, Liquids, and Gases”:
For this part, make sure that
regular and irregular objects
Observing the Volume of Solids can be defined and
exemplified. The teacher can
● Describe the solid objects you observed in the container. preempt what is water
displacement method too.
✔ 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?
✔ The volume of the solid objects did not change when they were
placed in the container.
● Based on this activity can we conclude that solid has a definite volume?

✔ Yes, solid has a definite volume.

The volume of a solid can be calculated using various methods depending on

12
its shape. You will learn this in our succeeding lessons.

Observing the Volume of Liquid

For this part, the teacher can
● Describe the container filled with water. Did the water completely fill the
demonstrate another example
container? such as getting three (3)
✔ The container was filled with water, and the water filled the container. different containers in different
sizes. Then try to pour the
● How did the water take the shape of the container? Did it fill all the original amount of liquid (can
corners and edges? be water or juice) to the
different containers to show
✔ The water took the shape of the container and filled all the corners that liquid will not adjust to the
and edges. volume of the container and
● How did you measure the volume of the water in the container? What will remain constant. Only the
shape is changed within the
unit of measurement did you use?
constant pouring.
✔ 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
measurement.
● Did the volume of the water change when you poured it into the
container compared to when it was in the measuring cup?
✔ 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.
The teacher can unlock the
terms “inflated” and “deflated”
for easier understanding and

13
Observing the Volume of Gas to avoid confusion.

● 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.
● 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.

SCI-G5Q1-LC3-IM

14
 SCI-G5Q1-LC3-FA3

D. Making 1. Learners’ Takeaways

Generalization
s

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 tell the most interesting part of
in 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

15
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
1. Which property best describes a solid? Part 1
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

same.
d) It evaporates immediately.
7. c) You used a measuring
3. How does the volume of a liquid compare when poured from one container to cup and milliliters (mL).
another?
8. b) Gas has an indefinite

16
 a) It increases. volume.
b) It decreases. 9. c) Gas
c) It remains the same. 10. b) It decreases
d) It becomes indefinite.
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?

17
 a) You weighed the water.
b) You counted the droplets.
c) You used a measuring cup and milliliters (mL).
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.
c) It remains the same.
d) It becomes a solid. Answer Key:

Part 2. Situation-Based Questions Part 2

1. Situation: Sarah has a glass of juice that she forgot to drink and left it on the
18
 table overnight. When she checked it the next morning, the level of juice in the 1. b) It decreased.
glass had decreased. What happened to the volume of the juice?
2. c) The balloon's volume
a) It increased. decreased.
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.
c) The balloon's volume decreased.
d) The balloon’s volume remained the same.

The teacher may opt to give

2. Homework (Optional) homework if s/he thinks the
competency is not yet
mastered.

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

19
 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

20
Institution: Western Mindanao State University Institution: Caloocan High School

21