5

Lesson Quarter
Lesson 1
1
Week

Exemplar 6
for Science

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 5
Quarter 1: Week 6
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

Writer: Ma. Lucille W. Abarracoso

Validator: Diana Lou E. Sipalay
Illustrator:
Lay out Artist:
Management Team
Juan Dela Cruz, Juan Dela Cruz, and Juan Dela Cruz

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

SCIENCE/QUARTER 1/ GRADE 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards
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 properties of shape and volume and
Standards 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: The learners describe the steps of a simple science investigation:
Competencies
a. What is the problem?
and
b. What materials do you need?
Objectives
c. What do you need to do?
d. What have you found out/learned?

Lesson Objectives:
The learners will be able to:
1. identify the steps of a simple scientific investigation; and

1
 2. plan a simple scientific investigation using the guide questions.

D. Content Steps in a Simple Scientific Investigation

1. Identify the problem
2. List down the necessary materials
3. Follow the steps in the procedure
4. Communicate the results

E. Integration Storytelling
Science Process Skills

II. LEARNING RESOURCES

● The Science Process Skills | NARST. (n.d.). https://narst.org/research-matters/science-process-skills

● Dictionary.com | Meanings & Definitions of English Words. (2020). In Dictionary.com.
https://www.dictionary.com/browse/experiment
● Flaticon. Grammy. [Image]. https://www.flaticon.com/free-icon/grammy_5551390

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

2
A. Activating Week 6 – Day 1 For this part, you can prepare
Prior traditional visual aids or slide
1. Short Review: Sci-Skill: Which one do you possess?
Knowledge deck to aid in the presentation
General Instructions for learners: of the activity and the key
concepts.
Recall the different science process skills you learned so far
from previous lessons. Identify which science process skill
is being demonstrated in the examples given below:

Recall the discussion on

gathering scientific information
using the science process
skills.

Answers:
1. Measuring
1. Using a ruler to measure the length of a pen in centimeters 2. Inferring

2. Telling your friend that she has been under the Sun since she’s been 3. Classifying
sweating 4. Communicating

3. Placing all rocks having a certain grain size or hardness into one group 5. Observing

4. Describing the change in height of a plant over time through a graph

5. Describing a pencil as brown

Key Concepts to be emphasized: After answering the activity,

emphasize the meaning of
The science process skills are defined as:
each science process skills and

3
 you may add more examples
to ensure that the students
Observing: Utilizing the senses to gather information about an object or
understand the differences
event.
between each skill.

Inferring: Making an "educated guess" about an object or event based on

previously gathered data or information.

Measuring: Using standard or nonstandard measures to describe the

dimensions of an object or event.

Communicating: Describing an action, object, or event using words or

graphic symbols.

Classifying: Grouping or ordering objects or events into categories or groups

based on properties or criteria.

Predicting: Stating the outcome of a future event based on a pattern of

evidence.

B. Establishing 1. Lesson Purpose Prepare the sets of questions

Lesson written on the cardboard for
Purpose them to arrange.
Say, “Now that you have recalled the science process
skills, which of these skills do you think you possess?
You may use these skills in conducting a scientific
investigation. Now, let me ask you, class: Answer:

4
 1. Identify the problem
1. What do you usually do when you encounter a problem? 2. List down the materials
needed
2. Do you know that by using your science process skills you can conduct a
scientific investigation in such a manner that you can solve a problem?” 3. State the step-by-step
process
4. Communicate the results
General Instructions for learners:
Divide yourselves into small groups of four members each. Pretend you're a
team of investigators or scientists working together to tackle a challenging Encourage the students to
problem. Using the cardboard, arrange the different steps in conducting a independently consider their
scientific investigation. arrangements. Once they have
organized the cardboard,
a. State the step-by-step process
temporarily set it aside while
b. Communicate your results ensuring the arrangement
remains intact and
c. Identify the problem appropriately labeled. They will
d. List down the materials needed revisit these later this week.

Discuss within your groups the answers to the following questions:

Why did you arrange the steps in that manner?
What do you think will happen if a step is omitted from the process?

Say, “This week, you will find out the answers to these questions.”

Prepare a visual aid / slide

deck for this activity.
2. Unlocking Content Vocabulary: ANAGRAM-my Award

5
 General Instructions for learners:
Unlock the terms to be used in this lesson using the definition and example.
Unscramble the letters to form the correct word.

Let the students work

1. LROPBEM - something that causes difficulty or that is hard to deal with.
individually. Ask them to write
Example: She did not attend the dance practice causing their answers on their
the notebook.
formation during the dance presentation to be disrupted.
2. LMAERITA - a physical substance that things can be made from matter.
Example: Pot made up of clay Answer:
3. PCEORUDRE - the sequence of steps or actions followed to conduct an 1. Problem
investigation systematically/ in an organized manner. 2. Material
Example: Making a pancake includes gathering the 3. Procedure
ingredients and then combining them with proper 4. Result
measurement. Next, pour the batter into the pan wait for a 5. Experiment
few
minutes and flip it.
During the answering portion,
4. TRULES - the outcome or findings obtained from conducting an if there is a need to add an
example so they can guess a
investigation.
word for the sake of checking,
Example: A fluffy pancake was made by combining flour, give more.
milk,
and egg.

6
 5. EPEXMERITN - an operation to discover something unknown or to test
a principle
Example: Testing whether the rust on the nail can be
removed
or not.

C. Developing 1. Explicitation: Short Story You may arrange your room so

and Deepening that the students are
Understanding positioned at the center as you
Say, “Do you want to hear a new engage in storytelling.
story?”

You can give them a copy of

The Mysterious Case of the the story so they can read
Disappearing Ice Cubes while you read or you can
make them close their eyes as
you read the story with full
In the small town of Frostville, where emotions. You may also
everything is usually cold and frosty, prepare visual aids or slide
something strange is happening. Ice deck for this.
cubes from the town's storage room
seem to be disappearing faster than usual. The townsfolk are puzzled and
concerned. You may also bring ice cubes
for the students to see.

What could be causing this mysterious disappearance?

The curious kids of Frostville think that it might have to do with the sunlight.
They decided to conduct an investigation to solve the mystery of the

7
vanishing ice cubes.

First, they collected several ice cubes from the freezer and placed them in
separate cups or bowls and placed them in different parts of the village -
others inside their houses while the rest were placed outside. Then, they
started the timer and observed how long it took for each ice cube to melt
completely. As each ice cube melts, they record the time it takes to melt
completely and any observations they make during the experiment. After all
the ice cubes have melted, they gather their data and analyze it to see if
there are any patterns or trends.

Through their scientific investigation, the kids of Frostville discover several

interesting findings:
-They notice that ice cubes placed in warmer areas melt faster than those in
cooler areas.
-Ice cubes in direct sunlight melt faster than those in the shade.
With these observations and findings, they conclude that the disappearing
ice cubes are likely due to environmental factors such as increased
temperature and exposure to sunlight. They communicated their findings
with the whole FrostVille community. Armed with their newfound knowledge,
they come up with strategies to prevent the ice cubes from melting too
quickly in the future, ensuring that Frostville stays cool and frosty all year
round.

Processing Questions:
1. Did the kids of Frostville uncover the reason why the ice cubes vanished?
- Yes
Allow the students to think and
8
 give possible answers to the
processing questions. This will
2. How do you think they were able to solve the mystery? State them step-
practice their inferring skill.
by-step.
- They teamed up and checked out the clues one at a time, like following
a recipe, to figure out why the ice cubes were disappearing. Sample answers are given for
your reference during
First, they took a good look at the problem. They saw the ice cubes were
discussion.
vanishing and wanted to know why.
Then, they came up with ideas of what might be causing the ice to
disappear.
Next, they put those ideas to the test!
After the experiments, they checked their results. Did their ideas match
what they saw was happening? Finally, once they figured out the real
reason, they explained it to everyone in FrostVille and tried to come up
with a solution to the problem.

3. What science process skills have they exhibited in conducting their

investigation?
- The science process skills such as observing, inferring, measuring,
predicting, and communicating.
Do not forget to inform the
students that they will be
Week 6 – Day 2 conducting an actual scientific
investigation tomorrow. Ask
them to bring the necessary
2. Worked Example: Simple Scientific Investigation materials for the experiment.
 Refer to LAS1 Science 5 Week 6 Worksheet

9
 General Instructions for learners:
Conduct a simple investigation just like the curious kids in the story. Please
refer to LAS 1. You will be observing and measuring the plant until the fifth
day. But you will present your preliminary results before the end of the week
(on Day 3 of the experiment).
Provide the students with
Pre-experiment Questions: copies of the worksheet.
1. Why do you think we need to have Cup 4 (no soil)? What do you think is a
“control cup”?
2. Why do you think we have to ensure that everything is the same for all
cup set ups except the soil type?
Discuss the pre-experiment
3. Predict: On what cup will the mung bean grow the fastest? the slowest?
questions. Ask students to
not at all?
explain why the plants in the
control cup (no soil) might not
grow. Challenge them to
predict which soil type (potting
soil, sand, or gravel) would be
best for growing vegetables
and why.

For this day, the students will

have to finish setting up the
experiment set ups. Today is
Day 1 in their experiment and
they will observe and record
Week 6 – Day 3
data until Day 5. For
continuity, the reporting of
preliminary result will be on
3. Lesson Activity: Design and Solve Week 6 Day 4. The final result
shall be reported and included
General Instructions for learners: in the short review for next
week.

10
 1. Form groups of five. Choose among the given observations below and
design a procedure to test and solve them.

1. Students often experience spills and might wonder which cleaning

For this activity, you may
material works best.
prepare the items in strips of
2. The bracelet changes its color from gold to brown. paper. The students may
choose what item they want to
3. The milo drink does not completely dissolve in a cup of water.
work on but make sure that at
4. The egg floats in water while the coin does not. least one group will work on
each so all items will be
presented.
2. Use the guide questions below in designing your investigation:
a. What is the problem? Let the students create their
b. What materials do you need? own plan for scientific
investigation stating the
c. What do you need to do? objectives, materials, and
procedure to answer their
d. What have you found out/learned?
identified problem. In their
output, let them answer the
guide questions too.
3. Write your answer in a sheet of paper or any visual aid that may help you
present it in class.
Ask the students to present
their answers in front of the
class. Facilitate an interactive
discussion.

D. Making Week 6 - Day 4 You may provide any incentive

Generalization or reward to those who will

11
 s 1. Learners’ Takeaways: Entrance Ticket give their entrance ticket.
Make sure to reiterate
As a review activity, please prepare an entrance ticket summarizing one
important concepts indicated
concept you've learned from our class discussion and experiment. One
in the entrance tickets of
entrance ticket is equivalent to a merit point in class.
selected learners.

2. Reflection on Learning
Go back to the lesson purpose
Let us now reflect on what we have covered so far. and provide feedback
regarding their arrangement.
1. What did you learn about the steps involved in a scientific investigation? Facilitate an interactive
2. Was your experiment successful? Why or why not? discussion covering the
reflective questions in this
3. What would you do differently if you repeated the experiment? part.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment: Performance Task The students shall present only
Learning the preliminary results of the
Say, “Today marks the day of the presentation of the preliminary results of
experiment. Experiments shall
the experiment on the effect of the different types of soils on the plant.
be done systematically and
Make sure you have your visual aid (including the graph) to show your
should not be rushed.
results.”

Use the given rubric to

Students will be evaluated using the following criteria:
evaluate the students’
presentation. Total score shall
not exceed 20 points.
Criteria Excellent (5 Good (4-3 Fair (2 points) Needs
points) points) Improvement

12
 (1 point)
Content Clearly explains Explains most of Explains some of Lacks clear
Knowledge the scientific the scientific the scientific explanation of Provide comments and
method steps method steps method steps the scientific
feedbacks immediately about
used in the used in the used in the method steps
experiment. experiment. experiment, but used in the their presentation.
with some experiment.
confusion.
Data Presents data Presents data Presents data, Does not present
Presentation effectively using using visuals, but visuals are data or visuals, Correct if there are still any
clear visuals but they may be lacking or poorly or explanation is misconceptions and things to
(graphs, charts) unclear or explained. inaccurate.
and explains the difficult to Explanation of
reconsider for the remaining
data accurately. interpret. data may days of observation.
Explanation of contain errors.
data is mostly
accurate.
Presentation Delivers Delivers Delivers Delivers Go back to the lesson purpose
Skills presentation presentation presentation presentation and provide feedback
confidently and with some with limited with poor
clearly, confidence, but confidence or confidence or
regarding their arrangement.
maintains eye may lack eye clarity. May rush clarity. May be
contact with the contact or through or speak difficult to
audience, and occasional too softly. understand.
uses appropriate clarity in speech.
volume and
pace.
Visual Aids Uses visuals Uses visuals, but Uses visuals that Does not use
(slides, posters) they may be are lacking or visuals.
that are visually cluttered, poorly poorly utilized.
appealing, well- organized, or
organized, and distract from the
enhance the content.
presentation.

2. Homework (Optional)

13
Conducting an investigation requires a systematic procedure. To test your
idea, you conduct an experiment. There is no other way to conduct the
experiment accurately without using any measuring tools. Now, identify the
different measuring tools you can find in the maze for you to reach the
center.

14
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?

15
 ▪ 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: Ma. Lucille W. Abarracoso Validated by: Diana Lou E. Sipalay

Institution: Institution: Caloocan High School

16