Subject: Identify object at home as solid, liquid and gas.

Grade Level: Grade 5

Objective:
A. Content Standards (the learners learn that): Students will understand the
properties and characteristics of solids, liquids, and gases.
B. Performance Standards: Students will be able to classify household objects as
solids, liquids, or gases and explain their characteristics.
C. Learning Competencies and Objectives (5E's): Identify and classify objects at
home as solid, liquid, or gas; explain their properties.
D. Content (materials and their uses): Common household objects, such as water
(liquid), a chair (solid), and air (gas).
Integration: (Creativity and innovation)
A. Activity Prior Knowledge: Students will brainstorm and share examples of
solids, liquids, and gases they encounter daily.
B. Establishing Lesson Purpose: The teacher will explain the importance of
understanding the states of matter in everyday life.
C. Developing and Deepening Understanding: Students will participate in a
hands-on activity to classify objects.
D. Making Generalization: Students will summarize their findings and share the
characteristics of solids, liquids, and gases.
A. Evaluating Learning: Students will complete a quiz to assess their
understanding.
B. Teacher's Remarks: The teacher will provide feedback on student participation
and understanding.
C. Teacher Reflection: The teacher will evaluate the effectiveness of the lesson and
make necessary adjustments for future classes.

Learning within and across curriculum:

- Within:
1) Mathematics - Measuring volumes of liquids.
2) Filipino - Describing objects in their first language.
3) English - Writing sentences about different states of matter.
- Across:
1) Art - Creating a collage of solid, liquid, and gas objects.
2) Music - Writing a song about the states of matter.
3) Physical Education - Demonstrating the movement of gas (e.g., blowing air).

Engage:
[Teaching Strategy:] Interactive Quiz
[Instructional Materials:] K-W-L Chart
1) Idea - Start with a K-W-L chart where students can list what they know about
solids, liquids, and gases.
2) Idea - Use a mystery box filled with different objects for students to guess whether
they are solid, liquid, or gas.

Explore:

Activities
Activity 1: Classification Stations
[Teaching Strategy:] Cooperative Learning
Materials - Various household objects (e.g., water, a toy, air-filled balloon)
Significance - This activity helps students actively engage in classifying objects
based on their properties.
Instructions -
1) Set up three stations for solids, liquids, and gases.
2) Students rotate through stations, placing objects in the correct category.
3) Discuss as a class why each object belongs in its category.
Rubric
Accuracy of classification 10 pts.
Participation in group discussion 5 pts.
Explanation of choices 5 pts.

Assessment Questions:
1) Why did you classify the balloon as gas?
2) What characteristics did you observe in the solid objects?
3) How are liquids different from solids?
Activity 2: Matter Scavenger Hunt
[Teaching Strategy:] Inquiry-Based Learning
Materials - Paper and pencil for notes
Significance - Encourages students to observe their environment and recognize
different states of matter.
Instructions -
1) Students will go on a scavenger hunt around the classroom or home to find
examples of solids, liquids, and gases.
2) They will note down their findings and share them with the class.
3) Discuss the characteristics of each found item.
Rubric
Number of items found 10 pts.
Correct classification of items 10 pts.
Clarity of presentation 5 pts.

Assessment Questions:
1) What liquid did you find, and why is it classified as a liquid?
2) Name a solid object you found and describe its properties.
3) Did you find any gases during your hunt? Explain.
Activity 3: Group Presentation - States of Matter
[Teaching Strategy:] Project-Based Learning
Materials - None
Significance - This activity promotes teamwork and enhances understanding through
teaching others.
Instructions -
1) In groups, students will choose one state of matter to focus on.
2) They will create a 3-minute presentation explaining their state, its properties, and
examples.
3) Presentations will be shared with the class.
Rubric
Clarity and accuracy of information presented 10 pts.
Engagement with the audience 5 pts.
Teamwork and collaboration 5 pts.

Assessment Questions:
1) What is the main property of the state of matter your group presented?
2) How does your state of matter affect everyday life?
3) Can you give an example of where we see this state of matter at home?

Explain:
Activity 1 - Teacher-led discussion on the properties of solids, liquids, and gases,
using visuals and examples.
Activity 2 - Students will engage in a "think-pair-share" to discuss their findings from
the scavenger hunt with a partner before sharing with the class.
Activity 3 - Teacher will clarify any misconceptions and reinforce the concepts
learned through student presentations.
Elaborate:
[Teaching Strategy:] Experiential Learning
Task 1 - Students will create a home experiment where they observe how water
changes from solid (ice) to liquid (water) to gas (steam) through heating.
Task 2 - Students will write a reflective journal entry on how understanding states of
matter can help them in daily life, such as cooking or cleaning.
Supporting Material 1 - "The Three States of Matter" article with illustrations.
Supporting Material 2 - "States of Matter Song" for an engaging review.

Evaluate:
[Teaching Strategy:] Formative Assessment
[Instructional Materials:] Quiz on properties of solids, liquids, and gases.
Question 1 - List three properties of solids.
Question 2 - What distinguishes a liquid from a gas?
Question 3 - Provide an example of each state of matter found in your home.

H.O.T.S.:
Question 1 - How does temperature affect the state of matter?
Answer 1 - Temperature can cause substances to change states; for example,
heating ice turns it into water, while cooling water turns it into ice.
Question 2 - Why is understanding states of matter important in our daily lives?
Answer 2 - It helps us understand natural phenomena and everyday activities, such
as cooking and cleaning.
Question 3 - Can you think of an object that can exist in more than one state of
matter? Explain.
Answer 3 - Water can exist as ice (solid), liquid water, and steam (gas), depending
on temperature and pressure.

Assignment:
1) Assignment 1 - Students will observe and categorize objects in their home as
solid, liquid, or gas, writing a short paragraph for each category.
 Overview for Teacher: Encourage students to think critically about everyday
objects and their properties.
Assessment Question: Which objects did you find most interesting, and why?
2) Assignment 2 - Create a poster showcasing one state of matter, including its
properties, examples, and importance in daily life.
Overview for Teacher: This encourages creativity and reinforces learning.
Assessment Question: How does your chosen state of matter impact our
environment?