5

Lesson Exemplar
Quarter
Lesson 1
1
Lesson

for Science 4

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 5
Quarter 1: Lesson 4 (Week 4)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. 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:
• Kathleen Mallorca Morales (Xavier University)
Validator:
• Diana Lou E. Sipalay (Caloocan High School)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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].

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SCIENCE 5 /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 state changes.
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
Standards 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: The learners describe how changes in temperature cause matter to change in state, such
Competencies as solid to liquid to gas
and Objectives
Lesson Objectives:
Learners will be able to:
1. define heat and how it travels; and
2. Determine the effects of heat on states of matter.

D. Content
Temperature and its effect on the state of matter.

E. Integration ● Collaboration
● Development of survival skills
● Measuring Skill (Science Process Skill Focus)
● Value of Precision

II. LEARNING RESOURCES

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Britannica Kids (n.d.). Types of Energy. https://kids.britannica.com/kids/article/energy/353100#

JICA National Science Textbook for Grade 5. (2020). Department of Education Papua New Guinea.
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwi5hNGBv4mFAxVfxjgGHUf6B1wQ
FnoECBsQAQ&url=https%3A%2F%2Fwww.jica.go.jp%2FResource%2Fproject%2Fpng%2F004%2Fmaterials%2Fku57pq00003t6ut6-
att%2Fg5_science_text_01.pdf&usg=AOvVaw2EdHbiSyO2ZoD9_DGqVNys&opi=89978449 .

Khan Academy (n.d.). What is Thermal Energy? https://www.khanacademy.org/science/physics/work-and-energy/work-and-energy-

tutorial/a/what-is-thermal-
energy#:~:text=Thermal%20energy%20refers%20to%20the,the%201%CB%A2%E1%B5%97%20law%20of%20thermodynamics)

OpenAI. (2024). ChatGPT (3.5) [Large language model]. https://chat.openai.com

Soni, A. (2021). Learn Bright | Effects of Heat on Matter [Video]. YouTube. URL https://youtu.be/DUUt9gH9yX8

Smile and Learn – English (2019). State of Matter and Changes of State – Science for Kids [Video]. YouTube. URL https://youtu.be/vNvElea-
124?t=60

Tutoring Hour (2024). States of Matter Quiz | Is it a solid, liquid, or gas? [Video]. YouTube. URL https://youtu.be/oXFTdBLC-xg?t=36

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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A. Activating Prior DAY 1
Knowledge Prepare the video for the
1. Short Review quiz. The video is
Learners will watch the video (see below) and they will answer a 15-item quiz designed so that after
with a partner. each question, there is
an answer given and an
Instruct the learners to prepare a piece of paper to answer the 15 questions explanation.
given by the video. They are to work with a partner.

Video Link: https://youtu.be/oXFTdBLC-xg?t=36

For this activity, instruct
the learners to prepare a
Classify the following materials into the three states of matter.
piece of paper while they
1. water
2. rubber duck work with a partner for
3. steam from boiling kettle the review.
4. ink
5. air from hair dryer Answer to the activity:
6. statue Classify the following materials into
the three states of matter.
7. smoke from chimney 1. Water - liquid
8. orange juice 2. rubber duck - solid
9. marble 3. steam from boiling kettle - gas
10. maple syrup 4. ink - liquid
11. air inside the balloon 5. air from hair dryer - gas
6. statue - solid
12. Rubik’s cube 7. smoke from chimney - gas
13. vinegar 8. orange juice - liquid
14. pen 9. marble - solid
15. air inside a raft 10. maple syrup - liquid
11. air inside the balloon - gas
12. Rubik’s cube - solid
13. Vinegar - liquid
14. Pen - solid
15. air inside a raft - gas

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B. Establishing 1. Lesson Purpose (2 minutes)
Lesson Purpose Say to the learners, “Have you
You already know the different states of matter. Do these states change? ever thought of how water from
being something that can be
What do you think causes the change? Learners may share their answers. seen, after heating, becomes
invisible?” What do you think
In this lesson, we will answer the following questions: happened to water as you boil
a. what is heat and how does it travel? it?”
b. what is its effect on the different states of matter?
The teacher can state more
examples depending on the time
allotment schedule set. This
leads to the questions in the
lesson purpose.
2. Unlocking Content Area Vocabulary (10 minutes)
As preparation for the game, you will be asked to work with a partner to Ask the learners to prepare for
search for the meaning of the given words. a game. Context clues can be
beneficial in this lesson. Once
Game: The following words are written on the board. The teacher reads the the game is done, the learners
descriptions and learners then need to choose which words have been can now search through Google
described. for the correct meaning of the
following words by pair:
• thermal energy
• heat
• evaporation thermal energy, heat,
• condensation evaporation, condensation,
• sublimation sublimation, melting
• melting freezing point, fusion
• freezing point
Here are the meaning of the words:
Thermal energy refers to the energy contained within a system that is responsible
for its temperature.

Heat is a form of energy . Heat flows from hot objects to cold objects.

Evaporation is when heat turns a liquid into gas (vapor)

Condensation is the process where a gas becomes liquid. It is the reverse action of

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 evaporation, where a liquid becomes gas.

Sublimation is conversion of a substance from the solid to the gaseous state

without it becoming liquid

Melting is change of a solid into a liquid when heat is applied.

Freezing point is the temperature at which a liquid becomes a solid.

C. Developing and
SUB-TOPIC 1:
Deepening
Understanding (Week 5 – Day 2)
1. Explicitation (5 Minutes)
The particles/molecules in the different states of matter may be represented The teacher shall ask the
by any of the following illustrations. students to identify the state of
the picture. S/he can use a slide
deck for this to show the
Which state of matter is shown in the picture? movements or just print and
A B C paste the pictures on the board.

Answer Key:
A. Solid
B. Liquid
C. Gas

The teacher may re-order the

Say, “It is important for us to remember the arrangement of the molecules in the picture for the class.
different states so that it would be easy to understand the effect of heat on the
different states of matter” If the teacher has access to
Mentimeter, s/he may consider
What do you think? having them answer this
When you think of the word heat, what comes to your mind? question for the word cloud.
List at least three words and write on the board/share your answer. However, you may randomly ask
the learners their answers and
write the words on the board as
they share their answers.

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C. Developing and
Deepening
Understanding REMEMBER!
Heat is not matter but is a form of energy. It is a
type of energy known as thermal energy. It is
Paste on the board or show on a
measured using a thermometer. Energy can be
slide deck the REMEMBER part
transferred to and from molecules through heat. and allow the pupils to read.
A rise in temperature causes atoms and
molecules to move faster and farther apart
because they gain thermal energy.

Guide Questions:
1. What do you think will happen to the molecules of the different states of
matter whenever heat is applied? Ask the pupils their answers to
2. What happens to the state of matter when heat is applied to the object? the two prompt questions.

2. Worked Example (30 minutes)

LAS 1: Heating and Cooling a Candle For this activity, learners will
Preliminary Questions: refer to the LAS 1 “Heating and
What happens to a candle when heat is applied to it? Cooling a Candle”
What about if heat is removed from it?

Safety Precautions: Give reminders to the learners

The learners will be given reminders on the safety precautions in conducting when handling fire/flame/heat.
experiments. Since there is a need for them to use the burner/fire extra Guide the learners as they
caution is to be observed. experiment by group. Facilitate
and go around the room to
prevent any accident.

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Discussion Questions: Monitor and facilitate the
answering of the guide questions
1. What was the state of the candle before and after heating? after the experiment. Sample
Before – Solid ; After – Liquid answers are given but can be
2. How did the state of the candle change after placing it in the bowl? modified and expounded
When heated, the candle goes from solid to liquid. After placing it in depending on the flow of
the bowl, the liquefied candle begins to solidify as it cools down. discussion.
3. What was the temperature of the candle when it completely melted
and hardened?
Answers may vary. As guide, the temperature when it was melted
must be higher than the temperature when it hardened.
4. How does the candle change its state from a solid to a liquid and
from a liquid to a solid?
When heat is applied, it goes from solid to liquid. When heat is no
longer applied, it cools down and goes back to being solid.
5. Imagine seeing the molecules of the candle. Could you draw how they
look like before heating??

State: Solid
6. How about after it was heated?

State: Liquid

7. What do you think caused the molecules to change their

arrangement?
Heat

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 8. When the melted candle was poured into the can, what do you think
the molecules look like? Draw it in the box.

State: Liquid

9. How about when the temperature reading was at its lowest? How do
you think the molecules looked then? Draw it in the box.

State: Solid

For the Synthesis part,

What happened to the candle when you heat and cool it? What do you think is After answering and discussing
the effect of heat on solid and liquid materials? the guide questions and
synthesis, leave this as a closing
Most solids become liquid at a certain temperature when heated just like the
note for next meeting:
candle when melted. When we removed the heat from it, it became solid again.
Heat affects the states of matter. Do other states of matter also
change when heat is applied to
it? Let’s find out next meeting.

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DAY 3
LAS 2: Water Wonder (35 minutes)
Preliminary Questions:
What happens to ice when heat is applied to it?
What happens if we continue to apply heat to it?

Safety Precautions:
The learners will be given reminders on the safety precautions in conducting
experiments. Since there is a need for them to use the burner/fire extra
caution is to be observed.

Note: As boiling can take more time than 14 minutes, the teacher can decide
to add rows on the record table so as to achieve this change.

Discussion Questions:

1. What happened to the ice cubes when the temperature increased?

They melted.

2. What happened to water when heat was continuously applied?

After melting, gas/vapor was produced after longer exposure to heat.

3. What happened to the volume of water before and after applying more heat?

The volume of the water decreased after applying continuous heat.

4. Where do you think the water goes?

It was changed to gas/ water vapor.

5. What observable characteristic of water surfaced?

Water can undergo change of state from solid to liquid to gas by applying
heat on it.

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6. What changes in the states of matter did you observe during this activity?
After answering and discussing
Solid to liquid to gas the guide questions and
synthesis, leave this as a closing
note for next meeting:
DAY 4
Do other states of matter also
VIDEO SUMMARY: ( 30 minutes) change when heat is applied to
it? Let’s find out next meeting.

Say, “Looking at the Vocabulary

list, which terms did we explore
at the last meeting? Today we
will explore the rest of the terms
in the list. What do you think
will happen if we bring water to a
Video File: https://youtu.be/vNvElea-124?t=60 boil? Let’s find out!”

Say, “Take note of concepts you clearly understood and those you need more For this activity, learners will
explanation. Make notes while you watch the video.” refer to the LAS 2 “Water
Wonder”
My Notes on Matter

State of Matter Definition Arrangement of Examples Characteristics Give reminders to the learners
Particles when handling fire/flame/heat.
Solid Guide the learners as they
experiment by group. Facilitate
Liquid
and go around the room to
Gas prevent any accident.

Changes in Matter Monitor and facilitate the

answering of the guide questions
States of Matter State when heated Term Used
Solid Liquid Melting after the experiment. Sample
Liquid Gas Evaporation answers are given but can be
Gas

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 modified and expounded
States of Matter State when cooled Term Used depending on the flow of
Solid discussion.
Liquid Solid Freezing/Solidifying
Gas Liquid Condensation

After discussion, please give a

summary of the findings and the
discussion.

Learners will watch the video

entitled States of Matter and
Changes in State

Ask them to complete the

table guided by the summary
of the lesson given by the
video. Make sure to process
the table to ensure mastery of
the concepts.

After completing the table and

summarizing the concepts,
present these tables for easier
comprehension of changes in
matter involving heat. Make sure
to put emphasis on the terms for
rote memory.

Ask the learners which of the

listed vocabulary words became
clear to them.

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D. Making 1. Learners’ Takeaways: Word Mapping
Generalizations Instructions:
Say, “This activity will help you organize your learning on the Changes in Matter. Make
1.For the triangle shape, write
a Word Map for the following terms.”
what happens to the state of
Solid Liquid Gas matter when heat is applied.
2.For the oblong shape, write
Melting Freezing Evaporation Condensation Sublimation what becomes of matter when it
is cooled.
3.For the rectangle shape, write
the terms used to describe it.

SOLID For this activity, allow the

students to work individually or
in pairs. Consider time restraint
MATTER LIQUID if needed.

GAS Put the shapes on the board in

this manner to guide the
students while telling them the
instructions on how to do the
When
When Term Used activity.
heated coole

The teacher can always insert

2. Reflection on Learning
reflection in every lesson or
activity if s/he deems necessary
1. In what way will your knowledge of the changes in matter help you in not just at the end of the
your day-to-day life? lessons.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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

A. Evaluating 1. Formative Assessment The teachers can employ the

Learning assessments and can give
Take a 10 item Multiple Choice Quiz additional guide questions if
s/he deems necessary.
1. What term describes when matter changes from solid to gas?
a. freezing
Have learners take this as a quiz.
b. melting
c. evaporation
d. sublimation Answer Key:
1. D
2. When matter goes from solid to liquid, the process is called____ 2. B
a. freezing 3. B
b. melting 4. A
c. evaporation 5. B
d. sublimation 6. A
7. B
3. When matter goes from gas to liquid, the process is called _____ 8. A
a. freezing
9. C
b. condensation
10. B
c. evaporation
d. sublimation

4. If you heat a solid, what will happen to it? It will __

a. melt
b. disappear
c. freeze

5. When matter changes state, its weight will ____

a. change
b. not change
c. get heavier

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 6. What state of matter has its own shape?
a. solid
b. liquid
c. gas

7. Which of the following contributes to the changes in the states of

matter?
a. time
b. heat
c. water

8. What happens to the molecules of matter when heated?

a. it moves
b. it freezes
c. it disappears

9. What state of matter is shown in the figure below?

a. solid
b. liquid
c. gas

10. Which diagram represents a liquid state of matter?

A B C

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 The teacher may opt to give
2. Homework homework if s/he thinks the
competency is not yet mastered.

A. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

Strategies explored

Materials used

Learner engagement/
interaction

Others

B. 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?

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