MATATAG K to 10 School: ESTRELLA ELEMENTARY SCHOOL Grade Level: V

Curriculum –
Weekly Lesson Log Teacher: Wendy A. Cabog Learning Area: SCIENCE

Teaching Dates and Time: June 23- 27, 2025 Quarter: 1st QUARTER Week 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 identify
Standards 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:
a. solids: definite shape and volume
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.
D. Content Matter: States and Characteristics
(Properties of Matter)
E. 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=EgZjaHJvbWUqBggCEEUYOzIICAAQRRgnGDsyCAgBEEUYJxg7MgYIAhBF
GDsyDAgDEEUYORixAxiABDINCAQQLhiDARixAxiABDIGCAUQRRg8MgYIBhBFGDwyBggHEEUYPNIBCDM1ODhqMGo5qAIAsAIA&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
● 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 PROCEDURES

A. Activating Prior Today, we shall have Instructions: Fill in the blanks Instructions: Write True Instructions: Write the correct Instructions: Identify if the
Knowledge a game as a form of with the correct word from the or False next to each properties under the right state material is a solid, liquid,
1. Short Review: review of your box. statement. of matter. or gas.
lessons last week. Word Bank: solid, liquid, gas, 1. Solids have a fixed Word Bank: can flow,
volume, container shape. _______ compressible, fixed shape, fills
We will call this
1. A __________ has a 2. Liquids can be any space, definite volume
game “Phase Race: compressed easily.
Solid, Liquid, or definite shape and
volume. _______
Gas?” 3. Gases take the
2. A __________ takes the
Group Game: shape and volume
shape of its container
“Phase Race: of their container.
but has a definite
Solid, Liquid, or _______
volume.
Gas?” 4. Solids flow easily
3. A __________ has no like water. _______
Materials: definite shape and no
• • Three boxes 5. Liquids have a
definite volume. definite volume.
or containers labeled 4. Liquids flow and take the _______
"Solid", "Liquid", and shape of the
"Gas". __________.
• • Various 5. Solids do not change
pictures or real small their shape or
objects representing __________.
each phase of
matter (e.g., ice
cube for solid, water
for liquid, balloon for
gas).
• • Timer or
stopwatch.

Instructions:
• • 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.

B. Establishing Lesson Purpose

1. Lesson Purpose: Read carefully the following Instructions: Cut out the Instructions: Match Column Instructions: Read each
riddles. All of the answers are images (or draw your own), A with Column B. situation and write
• "What makes then paste them into the
an object a solid?" matter. Clues are given by the whether the volume
correct category.
number of blank boxes after changes or stays the same.
• "How can you the riddle. Please put your
tell if something is a answers in a blank sheet of
gas?" paper.
• "Can you give
examples of each RIDDLE TIME (Provide or allow images like
phase of matter milk, balloon, book, perfume,
etc.)
from everyday life?" 1. No need to go far and wide,
in your meals I subtly hide; To
save them from being bland;
Last week, we from tasteless to grand. What
explored the unique am I?
characteristics of
matter and delved
into its various
phases. This week,
we'll dive deeper 2. What would you be without
into the fascinating me?
world of matter that I’m essential even if you can’t
surrounds us every see; I am what you breathe,
day. Through making your life complete.
engaging activities, What am I?
we'll further our
understanding of the
properties that 3. I am needed for life and
define solids, liquids, look transparent;
and gases, Adult body? I compose it by
empowering us to 60 percent. What am I?
better appreciate
and comprehend the
world of materials 4. Looking white;
around us. Powdery, I’m fine alright;
In flour I’m added;
So from small it turns to big
instead. What am I?

5. Always present everywhere,

I brighten most food I swear;
From coffee to pastry,
all of them becomes tasty.
What am I?
 2. Unlocking For you to understand our topics better, try to familiarize yourselves with these terms by arranging the jumbled letters to come up with
Content Vocabulary the correct term being described.
1. The amount of space occupied by an object or substance.
UMELOV
2. It is a graphical representation of an object's form or its external boundary, outline, or external surface; it is distinct from other
object properties, such as color, texture, or material type.
EHASP

C. Developing and Deepening Understanding

SUB-TOPIC 1: Properties of Let’s Investigate! “Exploring Volume as “Interactive Instructions: Draw
 Explicati Solid, Liquid, and Divide the class into a Property of Solids, Discussion” one example of a
on Gas five (5) groups. The Liquids, and Gases” solid, liquid, and
The teacher will Based on the activity we gas. Then, write one
teacher introduces the property for each.
show the pictures “Team Jobs” have conducted on
Materials Needed:
below. wherein each member “Observing the Shape of the
• Three clear
of the team will be containers (preferably of Three
assigned particular roles the same size and States of Matter”
and along shape) • What property of matter
with those roles are • Water was shown in the activity?
Sources: color-coded visors with • A few solid objects ✓ Shape is one of the
a. https://www.stockvault.net/photo/135306/stone-tower
their corresponding (such as marbles, coins, properties of matter.
b. https://www.vecteezy.com/vector-art/8468264-
isolated-clean-water-blue-drop-vector-illustration meaning or beads) • What happened to the
c. https://www.freepik.com/free-vector/celebratory- (Manager-Red; Speaker-Blue; • A balloon
balloons-isolated-
shape of the stone when you
background_13187590.htm#query=balloons&position=3
Director-Green; Reports • Measuring cup
&from_view=keyword&track=sph&uuid=a27f33d2-
7c97-42c7-a950-e3868fb06ecc
Coordinator-Yellow). pressed it?
• Marker or pen ✓ Nothing happened. It
What are shown in Materials Needed: remained the same.
the pictures? You A stone • What shape do solids
have learned last Instructions:
Water 1. Place solid objects in
have?
time that all matter Three balloons
can exist in three the first container. ✓ A solid has a
states: solid, liquid, Instructions: 2. Measure the volume definite shape. The
and gas. Do you 1. Gather and work in group. of water using a shape of the solid
know that these 2. Together with your measuring cup. Pour the remains the same
three states of teammates, perform the water into the second whether it is pressed or
matter have activity. container. placed into different
different properties? 3. Procedure: 3. Inflate the balloon to containers. For example,
Do you want to know 1. Put the stone into the a moderate size. a stone will keep its
more about the balloon and tie the top of the 1. Gather and work in shape whenever we
properties of solids, balloon. Fill the second group. press it or put it on a
liquids, and gases? balloon with water. Blow up 2. Together with your desk, in a glass, or in a
the third balloon. Tie the teammates, perform the box. This means that the
mouth of the balloons. activity. shape of a solid does not
2. Press the stone, water, and 3. Procedure change. Solids have
air in the balloons and observe 4. Observe and present definite shapes.
the changes in their shape. your findings to the
class.

• What happened
to the shape of the
liquid when you pressed
it?
✓ The liquid changes its
shape when it is
pressed. Liquid also
changes its shape to
match the shape of the
containers.
• 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 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 shape changed.

The occupied volume
changed as well.
• What shape does gas
have?
✓ Gas has an
indefinite shape. Gas
changes its shape as it
takes the 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.

 Worked Let us see what you 3. Based on your observations, 5. Based on your observations, Based on the activity we have Instructions: Match
Example THINK you know answer the following answer the following conducted on “Exploring Column A to Column B.
about the properties questions: questions: Volume as a Property of
of matter and what A. Observing the Solids, Liquids, and Gases”:
you WANT to know a. What happened to the shape Volume of Solids a. Describe Observing the Volume of
about the properties of the stone when you pressed the solid objects you observed Solids
of matter by filling it? in the container. b. How did • Describe the solid objects
up the table below. the solid objects fit into the you observed in the container.
_________________________ container? Were there any ✓ The solid objects were small
_________________________ gaps or spaces between them? marbles made of glass.
_________________________ • How did the solid objects fit
b. What happened to into the container? Were there
the shape of the liquid when any gaps or spaces between
you pressed it? _________________________ them?
_________________________ ✓ The solid objects filled the
_________________________ _________________________ container, but there were small
_________________________ __ gaps between some of the
_________________________ _________________________ marbles.
c. What happened to _________________________ • Did the volume of the solid
the shape of the gas in the _________________________ objects change when they were
balloon when you pressed it? __ placed in the container
c. Did the volume of the solid compared to when they were
_________________________ objects change when they were outside the container?
_________________________ placed in the ✓ The volume of the solid
_________________________ container compared to when objects did not change when
d. What shape do they were outside the they were placed in the
solid, liquid, and gas have? container? container.
_________________________ • Based on this activity can we
Solid - _________________________ conclude that solid has a
_______________________ _________________________ definite volume?
Liquid - _________________________ ✓ Yes, solid has a definite
______________________ _________________________ volume.
Gas - _________________________
________________________ ____ The volume of a solid can be
e. How similar or d. Based on this activity can calculated using various
different is the shape of the we conclude that solid has a methods depending on its
three states of matter? 4. Share definite volume? shape. You will learn this in
your findings with your _________________________ our succeeding lessons.
classmates. Discuss how the _________________________
shape of the three states of _________________________ Observing the Volume of
matter is similar or different. __ Liquid
• Describe the container filled
with water. Did the water
_________________________ completely fill the container?
_________________________ ✓ The container was filled
_________________________ with water, and the water
filled the container.
• How did the water take the
shape of the container? Did it
fill all the corners and edges?
✓ The water took the
shape of the container
and filled all the corners
and edges.
• How did you measure
the volume of the water
in the container? What
unit of measurement did
you use?
✓ 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.

 Lesson Instructions: Match each Activity: Observe a piece of Instructions: Look at or use Observing the Volume of Instructions: Write
Activity change in state with the ice melting and water boiling real-world examples. Record Gas True or False next to
correct term. (with adult supervision if their properties. • Describe the inflated balloon. each statement.
needed). Fill in the chart How did it appear in terms of 1. Solids always
Word Bank: melting, below: volume? keep their
evaporation, ✓ The inflated balloon volume no
condensation, freezing appeared to be full of air and matter the
was moderately sized. container.
1. Ice turning into water • Did the balloon completely _______
2. Water turning into fill with air? 2. Gases do not
steam ✓ Yes, the balloon was filled have a definite
3. Steam turning into with air. volume.
water • Did the volume of the _______
4. Water turning into ice balloon change when you 3. Liquids take the
inflated it compared to when it volume of any
was deflated? container they're
✓ The volume of the balloon in. _______
increased when we inflated it 4. Only gases can
compared to when it was be compressed
deflated. to take less
• Based on this activity, what space. _______
can we conclude about the 5. Liquids and
volume of gas? solids both have
✓ Gas has no definite volume. definite
The gas filled the balloon, volumes.
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.
D. Making Therefore, who can describe the properties of solids, Go back to the TWLH Chart. Let the students reflect and check if their answers in the
Generalization liquids, and gases in terms of shape and volume? THINK column are correct. Ask them also if their answers in the WANT column were
✓ solids: definite shape and volume addressed during the conduct of the various activities. Finally, let them accomplish the
 Learners ✓ liquids: no definite shape but definite volume LEARNED and HOW column.
’ Takeaways ✓ gases: no definite shape and volume

 Reflecti
on on
Learning

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

A. Evaluating Learning
Instructions: Fill in the Instructions: Write True or Multiple Choice Situation-Based Instructions: Choose
Formativ blanks with the correct False next to each statement. Questions Questions the correct answer and
e Assessment word from the word bank. 1. Solids can be 1. Which property best 1. Situation: Sarah write the letter of your
compressed easily. describes a solid? has a glass of juice choice.
Word Bank: shape, _______ a) Indefinite shape that she forgot to 1. Which state of matter
compress, flow, fixed, 2. Liquids do not have a b) Indefinite volume drink and left it on the always keeps the same
container, volume definite volume. c) Definite shape and volume table overnight. When volume and shape?
_______ d) No shape or volume she checked it the a) Solid
1. A solid has a 3. Gases take the shape 2. What happens to the next morning, the b) Liquid
__________ shape and a and volume of their shape of a liquid when level of juice in the c) Gas
definite __________. container. _______ poured into different glass had decreased. d) All of the above
2. A liquid takes the 4. Liquids always keep containers? What happened to the 2. Which state of matter
__________ of its the same shape. a) It retains its original volume of the juice? has a definite volume
__________. _______ shape. a) It increased. but not a definite shape?
3. A gas has no fixed 5. Solids have particles b) It changes to match the b) It decreased. a) Gas
__________ and can packed tightly shape of the container. c) It remained the b) Liquid
__________ to fill any together. _______ c) It expands to fill the same. c) Solid
space. container. d) It evaporated d) None
4. Unlike solids, gases can d) It evaporates completely. 3. Which state of matter
be easily __________. immediately. 2. Situation: James can expand or be
3. How does the volume of has a balloon filled compressed, changing
a liquid compare when with air. He decided its volume?
poured from one container to squeeze the a) Solid
to another? balloon gently. What b) Liquid
a) It increases. change did James c) Gas
b) It decreases. observe in the d) All of them
c) It remains the same. balloon? 4. A glass of water
d) It becomes indefinite. a) The balloon's poured into another
4. What shape does gas shape remained the glass still has the same:
take when filled in same. a) Shape
differently shaped b) The balloon's b) Volume
balloons? volume increased. c) Gas
a) It retains its original c) The balloon's d) Mass
shape. volume decreased. 5. Which of the
b) It takes the shape of d) The balloon’s volume following has no
the balloon. remained the same. definite volume?
c) It expands outward. a) Water
d) It becomes a liquid. b) Steam
5. Which phase of matter c) Ice
has a definite shape and d) Milk
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?
 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.
Homework
Note observations on any Effective Practices Problems Encountered
of the following areas:
strategies
B. Teacher’s explored
Remarks:
materials used
 learner
engagement/
interaction

Reflection guide or prompt can be on:

• • principles behind the teaching

What principles and beliefs informed my lesson?

C. Why did I teach the lesson the way I did?
Teacher’s • • students
Reflection
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: