5

Lesson Quarter
Lesson 1
1
Lesson

Exemplar 1
for Science
Lesson Exemplar for Science Grade 5
Quarter 1: Lesson 1 (Week 1)
SY 2025-2026

This material is intended exclusively for the use of teachers in the School Year 2025-2026. 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
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Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
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them.

Development Team

Writer:

 Dr. Leizel A. Concepcion (Western Mindanao State 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 blr.od@deped.gov.ph

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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 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
Standards
By the end of the quarter, learners describe three states 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.

C. Learning Learning Competency: The learners describe matter as anything that has mass and takes up space.
Competencies
and Lesson Objectives:
Objectives
The learners will be able to:
1. define what matter is; and
2. determine the characteristics of matter.

Learning Competency: The learners identify that matter has (exists in) three states called solids, liquids, and
gases.

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 Lesson Objectives:
The learners will be able to:
1. define solid, liquid and gas; and
2. provide sample materials that are solid, liquid and gas.

D. Content 1. Matter in daily life

2. Matter and its three states

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 use in the
right and proper way 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. (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=2ahUKEwi5hNGBv4mFAxVfxjgGHUf6B1wQFnoECBsQAQ&url=htt
ps%3A%2F%2Fwww.jica.go.jp%2FResource%2Fproject%2Fpng%2F004%2Fmaterials%2Fku57pq00003t6ut6-att
%2Fg5_science_text_01.pdf&usg=AOvVaw2EdHbiSyO2ZoD9_DGqVNys&opi=89978449 . pp. 57-80

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 ● 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

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating 1. Short Review: “Mystery Box” The teacher should prepare a

Prior “mystery box” containing
Knowledge materials like toy, paper, small,
DAY 1 inflated balloon, stone, and
other common materials.
The teacher prepares a “Mystery Box” containing different materials which the
learners will identify.
Reiterate that different
materials are useful to adults
Guide Questions: even to them as young
1. What are the things that you got from the box? students.

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 2. Where do you see these things?
3. What other term can use to name these things?
4. Are these materials useful for you? How?

B. Establishing 1. Lesson Purpose

Lesson
Purpose
The teacher says, The teacher must connect the
short review with this part to
“In the succeeding weeks, we will be doing activities which will help us
establish purpose of studying
understand more about the things around us. Through these activities, we
different materials.
will conquer the world of matter, their three phases, their characteristics,
and where we can find them.”

2. Unlocking Content Vocabulary The teacher can use strips of

paper for this activity or make a
For you to understand our topics better, try to familiarize yourselves with
presentation/slide deck for ease
these terms by arranging the jumbled letters to come up with the correct
of use and for added
term being described.
interactivity.
1. Anything that occupies space and has mass. TTMERA
2. Has closely packed molecules which limit movement and has definite
Other terms may be added by
shape. ISDLO
the teacher.
3.Has loosely packed molecules permitting them to have some movement,
thus has no definite shape. DQLIIU
Answer Key to UCV:
4. Has molecules far from each other, thus has maximum freedom to move
around. SAG 1. Matter

2. Solid
5. The amount of space occupied by an object or substance. UMELOV
3. Liquid

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 4. Gas

5. Volume

C. Developing SUB-TOPIC 1: Characteristics of Matter and Its Different Phases Teacher may provide
and Deepening image/illustration for Group 2.
Understanding
1. Explicitation. “Matter Matters”
To manage the class, the
Group the learners into two. Group 1 will go around the room and list all
teacher should give rules to
the things they see inside the classroom. Group 2 will investigate the
follow while the learners do the
picture posted on the board. Using the table below, the learners will list all
activity. Use a timer, too, to
the things they saw in their respective task. They can use their notebooks
manage the time. Image for
to do so. After the activity, the learners will share what they saw with their
Group 2 must be pasted already
classmates.
before the start of the activity.

For Group 1:

The Things I See Inside the Classroom After the activity, the learners
should be able to tell that the
things that they’ve identified
inside the classroom and from
the pictures are called Matter.
From there, the teacher
discusses that matter is
anything that occupies space
and has mass.
For Group 2:

The Things I See in the Picture

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 Image for Group 2:
The teacher can pick one
representative for each group
to answer each guide question.
Guide Questions: The answers can be written on
the board too for easier
● What are the things that you saw inside the classroom (for Group 1) comparison.
or in the picture (for Group 2)?
● Compare your answers. Have you seen the same things inside the
room and from the picture? Other related and relevant
questions should be asked by
● Can you describe the things that you have identified? the teacher to come up with the
● How do you call the things that you see inside and outside the desired concept to be learned
classroom? by the learners. Probe and use
art of questioning.
● What is matter?
● Aside from the things that you have identified in your activity, give
other examples of matter. For the last guide question, the
teacher can integrate “valuing”
● Do you consider yourself and your classmates matter? Why? and do word play with matter.
Start with positive remarks such
as “You are considered matter
2. Worked Example: “Gallery Walk: Knowing Matter More” because you occupy space and
mass. So do not think that you
DAY 2 are a waste of space and not
worth it because YOU MATTER.”
The teacher will prepare four (4) stations in the classroom where learners
can read and observe the different characteristics/concepts about matter

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 (LAS 1). The stations can be 3D with the use of different relevant materials
depending on the topic of the station, or just printed and pasted on the
wall. The materials needed for the task for each station (if needed) must be
there for easier demonstration. The station must be full of definitions,
examples and real-life application of the topic written.
This part will be done in two
sessions. In each station, a task
is given for the learners to do.
⮚ STATION 1: Matter takes space.
The teacher can strategize the
⮚ STATION 2: Matter has mass. activities in Worked Example
and Lesson Activity in two days,
⮚ STATION 3: Matter has shape and color.
just make sure that the
⮚ STATION 4: Matter has texture. concepts learned from the
activity in Worked Example can
be explained properly and
Guide Questions: clearly to the learners (Lesson
Activity).
1. What are the characteristics of a matter?
2. Explain each characteristic of matter.
The teacher must be careful
3. Give other examples showing/explaining each characteristic. with the sweeping statements
that can lead to confusion. For
example, “Matter has shape
and color.” and “Matter has
texture.” Make sure to include
separate explanations about
liquids and gases. Convey it to
the learners.

The teacher should test the

3. Lesson Activity: “Interactive Discussion” comprehension and critical
DAY 3 thinking of the pupils in this
part. Questions can be enriched

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 to facilitate better
understanding of the concepts.
In this part, the teacher conducts interactive discussion to reinforce the
concepts observed in different activities.

Station 1: Matter takes space.

[Materials in the station: pebbles, cup, water]
1. When an empty cup was filled with pebbles, what happened to the
space in the cup?
- The space in the cup was taken up already by the pebbles.
2. Can you add more pebbles into the cup after filling it up to its
brim? Why? -. No, because there is no more space for the additional
pebbles. No pebble can take the space occupied already by other
pebble.
3. When you filled the empty cup half-filled with water, what
happened to the space in the cup?
- The space in the cup was taken up by the water.
4. When you kept on pouring water into the cup, what happened to
the water? Why?
- When we kept pouring water into the cup, the water spilled. This
happened because the space up to the brim of the cup was taken up
already by water. No water can take up the same space at the same
time.
5. What can you say then about space occupied by matter?
- Matter occupies space. Once space is taken up by matter, nothing
The teacher must prepare for
else can take up the same space at the same time.
questions like “What about
gases? Do they have mass?” A

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 video clip or actual
demonstration showing gases
Station 2: Matter has mass.
have mass can be played/done.
[Materials in the station: pebbles, weighing scale]
1. What did you observe when you placed the pebbles (other
materials) at one end of the weighing scale?
- The end where the pebbles were placed went down.

The teacher must prepare for

2. What characteristic of matter is shown in this activity?
questions like “What about
- Matter has mass. liquids and gases? Do they have
shape and color?” A video clip
*In here, the teacher may elaborate more on the definition of mass. or actual demonstration
The difference between mass and weight should be clearly showing liquids and gases can
discussed here. have shape and color can be
played/done. Reiterate that
gases and liquid can take the
Station 3: Matter has shape and color. shape of their containers too,
thus, indefinitely shaped.
[Materials in the station: materials vary depending on the teacher
but include piece of paper and ball]
1. What are the materials that you saw on the table?
- (Answers vary)
2. Name the shapes of the materials found in the table. How about The teacher must prepare for
their colors? questions like “What about
liquids and gases? Do they have
- piece of paper- rectangular, white
texture? A video clip or actual
- ball – circular, orange demonstration showing further
explanation can be
- and others. played/done.

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3. Based on this activity, what can you say about matter?
- Matter has shape and color. After discussing all the
characteristics of matter, the
teacher may present other set
Station 4: Matter has texture. of materials and the pupils will
describe them based on the
[Materials in the station: piece of sandpaper, piece of floor tile, discussed characteristics of
mirror] matter.
1. What are the materials you found on the table?
- The materials found on the table were piece of sandpaper, piece of
floor tile, mirror.
2. What can you say about the surface of the sandpaper? Piece of
floor tile? Mirror?
- The sandpaper has rough surface, while the mirror has smooth
surface. For the floor tile, one side is smooth, the other side is
rough.
3. Based on this activity, what can you say about matter?
- Matter has texture.

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SUB-TOPIC 2: The Three Phases of Matter: Solid, Liquid, Gas

DAY 4
The teacher must watch the
video and accomplish the table
1. Explicitation: “Sing-along Matter”
first before giving the activity to
the learners. The teacher must
Present the song to the class and let them sing along. Tell them to take prepare the table either in print
note of the three words repeatedly mentioned in the song. They should or as a visual aid and allow
accomplish the table given below. learners to write and complete
it in their notebook.

Words Repeatedly Example of Materials Given in the

Mentioned in the Song Video for Each Repeated Word

1.
It is advisable to download the
2. video before class. The video
must be shown to the learners
3. twice so they will be able to
accomplish the table.

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 Source: Silly School Education.

Solid, Liquid and Gas | States of Matter Song | Science Song for Children | KS1 & KS2.
https://youtu.be/Re3_ajB11E0

Guide Questions:
1. What are the three (3) key words repeatedly mentioned in the song?
2. What are solid, liquid, and gas?
3. What are the examples mentioned in the song for each phase of matter?
The video can be played even
thrice, since it is only 1 minute
The teacher then asks, “Do you want to know more about solid, liquid, and and 50 seconds, so the learners
gas?” will be able to maximize their
learning and participate in the
discussion actively.

2. Worked Example: “States of Matter in Action”

The teacher must explain to the
The teacher will say: Let’s differentiate the three phases of matter through learners that “states” and
an activity (LAS 2). “phases” are interchangeable
words used to collectively call
solid, liquid and gas materials

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 The teacher must download the video titled “Arrangement of Molecules in to avoid confusion.
the Three States of Matter” (Source: Educational Videos. https://youtu.be/v12xG80KcZw)

Guide Questions:

1. What are the three phases of matter? Draw the molecules of each phase
of matter.

S______ L_______ G____

2. Describe each phase of matter based on their molecular arrangement.

S_______ - ____________________________________________________________
The teacher may bring
L_______ - ____________________________________________________________
examples of the different
G______ - ____________________________________________________________ phases of matter to reinforce
the discussion.

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 3. Give example materials for each phase of matter.
S_______ - ______________________ and __________________________ Other relevant questions are
encouraged to explain the topic
L_______ - ______________________ and __________________________
better. Practice probing and art
G______ - ______________________ and __________________________ of questioning.

3. Lesson Activity: “Interactive Discussion”

In this part, the teacher will facilitate an interactive discussion. See to
it that learners are all engaged. The following questions can be
asked.
1. What are the three phases of matter?
- The three phases of matter are Solid, Liquid, and Gas.
2. Draw the molecules of each state of matter. (image peg)

The University of Waikato Te Whare Wānanga o Waikato. Three states of Matter.

https://www.sciencelearn.org.nz/resources/1499-states-of-matter

3. Describe each phase of matter.

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 Solid – The molecules are closely packed to each other; thus they
can hardly move.
- The attraction between molecules is very strong and there
is little to no free space for each molecule making them rigid
and keeping their shape.
Liquid – The molecules are loosely packed.
- Movement of molecules is possible because there is
considerable space in between molecules which allow
them to slide past one another or flow.
- They don’t have shape of their own, thus taking the
shape of their container.
Gas – The molecules are separated from each other by wide spaces.
- It has the least attraction between molecules permitting
them to have maximum freedom of motion.
- Because of the nature of its molecules, gas has no definite
shape and volume.
- Like liquid, gas takes the shape of its container.
- But only gas has indefinite volume and fills the volume of
its container
4. Give examples for each phase of matter.
- (Answers vary)

D. Making 1. Learners’ Takeaways

Generalization
What have you learned? Fill out each box in the chart below with at least three The teacher prepares the
s
concept map ahead of time, can

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(3) words to summarize the concepts gained from the different activities. be printed and can be given
individually or prepare a big one
to be posted on the board. The
learners can answer in their
notebook and put their answers
in the posted one on the board.
Either way, the teacher lets the
learners complete the chart.
Afterwards, s/he will call at least
two (2) students to explain their
answer.

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 2. Reflection on Learning
The teacher can ask the learners what the most interesting part in learning
matter is, the hardest task for the past week, and the most challenging
question they have encountered through the discussion for the lessons of Week
1.

The teacher can always insert

reflection in every lesson or
activity if s/he deems necessary
not just at the end of the
lessons in matter and its states.

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
additional guide questions if
A. Draw the molecules of the three states of matter. s/he deems necessary.

SOLID LIQUID GAS

Answer Key:

Part A - (image peg)

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 Source:
https://www.sciencelearn.org.nz/resources/1
499-states-of-matter

B. Read the questions carefully. Choose the letter of the correct

answer.
1. Atheena wants to conduct an experiment to observe the volume of different Part B - the answers are in
solid objects. She fills two containers with small marbles made of glass and saw bold.
no change in the volume occupied by the marbles in both containers. What 1.B
conclusion can Atheena draw about the volume of solids based on her
observations? 2.C

a) Solids have a variable volume. 3.D

b) Solids have a definite volume. 4.C

c) Solids have no volume. 5.D

d) Solids have a changing volume.

2. Amanda pours water into a container and observes that the volume of water
remains the same when transferred from the measuring cup to the container.
What can Amanda conclude about volumes of liquids?
a) Liquids have indefinite volume.
b) Liquids’ volume doubles as it transfers from one container to another.
c) Liquids have definite volume.

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d) Liquids have no volume.
3. During a science experiment, Jearica bursts a balloon as she fills it with air
by blowing continuously. What do you think happened to the air inside the
balloon?
a) It becomes solid.
b) It disappears.
c) It changes its volume.
d) It spreads out.

4. Diana filled different balloons with helium gas for a birthday party. The
balloons have different shapes. What do you think Diana can conclude about
the shape of gases after inflating all the balloons?
a) Gases maintain their original shape.
b) Gases are round no matter what the shape of their container is.
c) Gases take the shape of their container.
d) Gases cannot be contained and will disappear.

5. Nicko pours water into various containers and observed that the water
follows the form of the container where it is poured. What property of matter
did he observe?
a) Conductivity
b) Volume
c) Density

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 d) Shape

2. Homework (Optional)

The teacher may opt to give

homework if s/he thinks the
competency is not yet
mastered.

B. Teacher’s Note observations on Teachers’ remarks

Remarks any of the following Effective Practices Problems Encountered
areas:
The teacher may take note of
Strategies explored some observations related to
the
effective practices and
Materials used problems
encountered after utilizing the
different strategies, materials
Learner
engagement/ used, learner engagement, and

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 interaction other related stuff.
Teachers may also suggest
ways
Others to improve the different
activities
explored/lesson exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teachers’ reflections

Reflection

▪ Principles behind the teaching Teacher’s reflection in every

What principles and beliefs informed my lesson? lesson conducted/facilitated is
Why did I teach the lesson the way I did? essential and necessary to
improve practice. You may also
▪ Students consider this as an input for the
What roles did my students play in my lesson? LAC/Collab sessions.
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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