Lesson Plan Template

Grade Level: FIVE Quarter: FIRST Domain: SCIENCE

I.CURRICULUM CONTENT, STANDARDS, AND COMPETENCIES
A. Content 1. Matter in daily life
2. Matter and its three states
B. Content The learners learn that:
Standard 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.
C. Performance By the end of the quarter, learners describe three states
Standards of matter based on properties of shape and 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.

D. Learning The learners identify objects at home and in the

Competencies classroom as solid, liquid or gas.

E. Learning Learning Competency: The learners identify objects at

Objectives home and in the classroom as solid, liquid or gas.
and Duration
Learning Objective:
The learners will be able to:
1. recognize common materials seen and used at home or
in school as solid, liquid or gas.
F. 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
use in the right and proper way and can be harmful if
used otherwise.

II. LEARNING RESOURCES

 A. References 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. (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=2ahUKEwi5hNGBv4mFAxVfxjgGHUf6B1w
QFnoECBsQAQ&url=https%3A%2F%2Fwww.jica.go.jp
%2FResource%2Fproject%2Fpng%2F004%2Fmaterials
%2Fku57pq00003t6ut6-att
%2Fg5_science_text_01.pdf&usg=AOvVaw2EdHbiSyO2
ZoD9_DGqVNys&opi=89978449 . pp. 57-80
Yakovenko, O. (2022). Isolated clean water blue drop,
vector illustration 8468264 royalty-free Vector [Image].
Vecteezy.
https://www.vecteezy.com/vector-art/8468264-isolated-
clean-water-blue-drop-vector-illustration
Free Vector. (2021). Celebratory balloons on isolated
background [Image]. 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
Three states of matter. (n.d.). Science Learning Hub.
https://www.sciencelearn.org.nz/images/1839-three-
states-of-matter
S. S. E. (2022). Solid, Liquid and Gas | States of Matter
Song | Science Song for Children | KS1 & KS2 [Video
File]. YouTube. Retrieved
https://www.youtube.com/watch?v=Re3_ajB11E0
TutorVista. (2010. Arrangement of Molecules In The Three
States Of Matter [Video File]. YouTube. Retrieved
https://www.youtube.com/watch?v=v12xG80KcZw

B. Other
Learning
Resources

III. Teaching and Learning Procedures

Before/Pre-Lesson Proper

Activating Prior 1. Short Review: “Matters Relay”

Knowledge SOLID LIQUID GAS

(Week 3 - Day 1)
Write names of materials on pieces of paper and place
them in a box. Prepare two sets of this. On the board,
draw this table.

Divide the class into two. Each group will be given a box.
The members of each group will line up. The learner at
the end of the line will draw a piece of paper from the
box and read what’s written on it silently and whisper
it to the learner next to him and relay the message by
whispering to the next learner until the message
reached the last learner at the front line. The learner
at the front will write the name of the material under
the phase of matter it belongs to. The first group to
classify most of the materials correctly will be the
winner.

Lesson Purpose/ 2. Lesson Purpose

Intention Teacher may say “In our past lessons, we discussed
the different characteristics of matter and its different
phases. We also familiarized ourselves with their
properties. This week let’s get closer to the different
materials we use at home in our classroom and be
able to classify them as solid, liquid, or gas.”

Lesson Language 2. Unlocking Content Vocabulary:

Practice “VocaMarathon”
Tell learners to find a buddy. Each pair should have a
dictionary which they can use in this activity. Using
cards, the teacher will flash the words to be defined by
the learners. The first pair to locate the meaning in the
dictionary and read it to the class will be given a point.
The following words will be defined in this activity:
MATTER, SOLID, LIQUID, GAS, TEXTURE, WEIGHT,
MASS, MOLECULES, SHAPE, COLOR.
 Provision of Dictionary
Reccomendation: For Strugling Learners: Give Word Bank

During/ Lesson Proper

Roading the Key/ Stem SUB-TOPIC 1: Identifying objects at home as solid,

liquid, or gas.

Developing SUB-TOPIC 1: Identifying objects at home as solid,

Understanding of the liquid, or gas.
Key Idea/ Stem
(Week 3 - Day 1 and 2)
1. Explicitation: “States of Matter Sorting Game”
Materials needed:
1. Pictures or examples of items representing each
state of matter (e.g., a rock for solid, water for
liquid, and air for gas).
2. Three containers labeled with each state of matter
(solid, liquid, gas).
3. Index cards or meta cards.

Instructions:
1. Students will be given index cards or meta cards
with the pictures of various objects or substances
written on them. Their task is to categorize each
item into the appropriate container based on its
state of matter (solid, liquid, or gas).
2. Hand out the index cards or meta cards to the
students.
3. Allow time for the students to examine their items
and decide which container they belong in.
4. Once everyone has made their decisions, go
around the group and have each participant place
their item into the correct container, explaining
their reasoning as they do so.
5. Encourage discussion and clarification as needed to
reinforce understanding.
6. After all items have been sorted, review each
container together, discussing any items that may
have caused confusion or debate.
7. Wrap up the activity by summarizing the key
characteristics of each state of matter and
reinforcing the concepts learned.
2. Worked Example: Let's Investigate!
(Week 3 - Day 3)
RECALL: What did you learn yesterday?
Motivation:
Can you find samples of solid, liquid and gas at
home.
(Answers may vary)
Today we are going to do Activity 1.
Are you ready?
Activity 1 – “Household States of Matter - Scavenger
Hunt” (Learning Activity Sheet #1)
Materials Needed:
 Checklist
 Pen and paper
 Various household materials

Instructions:
 Students will be going on a scavenger hunt to find
objects around their homes and classify them
according to their states of matter.
 Each student will be given a copy of the activity
(LAS 1)
 Encourage the students to use their knowledge of
the properties of each state of matter to make their
classifications.
 The student performs the activity as directed and
answers the questions provided in the worksheet.

3. Lesson Activity – “Interactive Discussion”

Based on the activity conducted in the “Household
 States of Matter - Scavenger Hunt”, the teacher will
ask the following questions, probing for answers.

 Can you share an item you found from the

scavenger hunt and explain why you classified it as
a solid, liquid, or gas?
 Example: "I found a glass of water, and I
classified it as a liquid because the water takes
the shape of the glass and flows. It doesn't have
a fixed shape like a solid, and it doesn't expand
to fill the entire room like a gas."
 Were there any items that were difficult to classify?
Why do you think that was?
 Example: "I found a jar of peanut butter, and I
wasn't sure whether to classify it as a solid or a
liquid. It's thick and spreadable like a solid, but
it can also flow and take the shape of its
container like a liquid. I think it's a mixture of
both."
 How does understanding the states of matter help
us interact with objects in our home environment?
 Example: "Understanding the states of matter
helps us know how different substances will
behave and how we can use them effectively.
For example, knowing that water is a liquid
helps us pour it into a glass without spilling."
Deepening Sub-Topic 2: Identifying objects in the classroom as
Understanding of the solid, liquid, or gas
Key Idea/ Stem
(Week 3 - Day 4)
1. Explicitation: “Where Do I Belong” - Venn Diagram
The teacher will instruct pupils to check the picture
stuck under their chair. Using the Venn Diagram, they are
to classify them as to materials found at home, materials
found in the classroom, or both.

1 3 2

1. Materials at Home
 2. Materials in the Classroom
Home
3. Both

Guide Questions:
1. Based on the diagram, what are the materials found
at home?
2. Classify these materials as solid, liquid, or gas.
3. What are the materials that can be found inside the
classroom?
4. Classify the materials as solid, liquid, and gas.
5. What are the materials that can be found both at
home and in the classroom?
6. Classify them as solid, liquid, and gas.
7. What can you say about materials found at home, in
the classroom, or both?

Are there other materials found in school aside from

the materials that you can see inside our classroom? Let’s
learn more about these.

2. Worked Example: “School Field Trip Matters”

The learners will visit different areas of the school like
the school canteen, school clinic, school library, and
school garden.

Instruction (LAS 2):

 Group the pupils into four (4) groups: Team School
Canteen, Team School Clinic, Team School Library,
and Team School Garden
 Each group will visit their assigned area.
 Using the table below, the member will help
assistance from the staff to help them identify the
materials found in the area.
 Place Name of Classificatio Characteristics
(Designat Matter n
ed area to
visit)

 After about 20 minutes, the groups will go back to

the room to classify the materials they found from
the area they have visited as solid, liquid, and gas.
 Each group will post their output on the board for
everybody to appreciate.

Guide Questions:
1. What are the materials found in your assigned area?
2. Classify the materials you found as solid, liquid, or
gas.

3. Lesson Activity: “Interactive Discussion”

The teacher will facilitate an interactive discussion. But

before the discussion, a member from each group will
present their output in class.
After the presentation of outputs, the teacher will ask
questions to generate concepts from the learners. He/she
may ask the following questions.

1. What are the materials in the school clinic? School

canteen? School garden?
-The materials found in the school clinic are dental
chairs, tablets, syrup powder medicine, syringe, alcohol,
betadine, cotton, gauze buds, ointment, etc.
- The materials found in the school canteen are plates,
sauce, vegetables, drinks, etc.
- The materials found in the school garden are garden
tools, soil, plants, pots, water, water container, water
hose, etc.
- The materials found in the school library are books,
newspapers, television, computer sets, printer, etc.

2. Classify the materials as solid, liquid, gas.

(The teacher will facilitate this part depending on the
answer of the students.)

3. What can you say about the materials found in the

different areas in the school?
- There are different materials found in school. These
materials can be classified as solid, liquid, and gas.

Performance Task:
The teacher will require the learners to write a short story
in their notebook with any of these titles:

“I am a Solid”
“I am a Liquid”
“I am a Gas”

Facts should include:

a) Properties of the chosen state of matter.
b) Pictures/drawings of the chosen state of matter.
c) Information about how this state of matter is
measured and how it changes under different
conditions.
d) Information about how this state of matter is
useful to people and society.

Output will be evaluated using this rubric. This activity

shall merit 10 points.

PERFORMANCE LEVEL
 Not Yet Partly Clearly
Demonstrated Demonstrated Demonstrated
Score: 0-3 Score: 4-8 Score: 9-10
Pupil failed to Pupil attempted Pupil completed
create a story to create a story a story about a
about any state about a state of state of matter
of matter. matter, but with all the
major elements required
are missing. elements
present.

After/ Post-Lesson Proper

Making 1. Learners’ Takeaways

Generalizations and What have you learned? Fill out each box in the chart
Abstractions below.

For Strugling Learners: The teacher may provide word

bank/idea bank to complete the concept bank.
3. Reflection on Learning
The teacher can ask the learners the importance of
knowing the different materials that we see around.
Evaluating Learning 1. Formative Assessment
Given below are materials/things that we can see at
home and in the classroom. Identify what specific
materials you can see, or you can connect in each
material/thing and classify them as solid liquid gas. The
first one is done for you.

SOLID – different
vegetables, boiled egg,
salt

LIQUID – fish sauce,

water, liquid
seasonings

GAS – LPG used in

cooking

1.
Source: https://www.maggi.ph/recipes/special-chopsuey/

SOLID –

LIQUID –

GAS –

2.
Source: https://www.britannica.com/science/aquarium
 SOLID –

LIQUID –

GAS –

3.
Source: https://www.vecteezy.com/photo/26741845-coca-cola-coca-cola-with-ice-cubes-in-a-
glass-isolated-on-white-background-genrative-ai

Source: https://starfishflorist.com.au/products/bunch-of-balloons

5.
Source: https://www.bonappetit.com/recipe/halo-halo

Additional Activities 2. Homework (Optional)

for Application or
Remediation

Remarks Note
observations on Effective Problems
any of the Practices Encountered
following areas:

Strategies
explored
 Materials used

Learner
engagement/
interaction

Others

Reflection Reflection guide or prompt can be on:

▪ 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?