School: LITTLE BAGUIO ELEMENTARY SCHOOL Grade and Section: V -

Teacher: ISRAEL E. VENIEGAS Subject: SCIENCE

DAILY LESSON LOG FOR IN-PERSON CLASSES Teaching Dates: AUGUST 11-15, 2025 (WEEK 9) Quarter: FIRST QUARTER

MATATAG CURRICULUM/
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
REVISED K-12 CURRICULUM
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners learn that:
1) Scientists identify three states of matter based on shape and volume.
A. Content 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.
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
B. Performance Standards
simple scientific investigation following appropriate steps and using units such as milliliters, liters, grams, kilograms, and degrees Celsius for measuring.
Learning Competency: The learners plan simple scientific investigations in answering questions, such as “Do gases (like air) or liquids (like water) have mass?”, using appropriate
simple science equipment, such as a balance, and a thermometer, with appropriate units.
Lesson Objectives:
C. Learning Competencies The learners will be able to:
and Objectives 1. record measurements using mechanical and/or electronic balances, and liquid-in-glass thermometers and/or digital thermometers;
2. identify the appropriate science equipment to use for a given test; and
1. perform simple scientific investigation to get the measurement (mass) of a given sample of air and liquid water.
1. Using Balances and Thermometers
a. Using a triple beam balance and an electronic analytical balance
b. Using a liquid-in-glass thermometer and a digital laboratory thermometer
D. Content
2. Planning Simple Scientific Investigations Using Appropriate Simple Science Equipment
a. Identifying the equipment needed based on the nature of the test
Proving gases and liquids are matter by taking their mass.
Environmental Awareness: Relate how climate change may make temperatures too warm or too cold for humans to live.
Safety: When conducting experiments even with common materials, precaution and safety procedures must still be followed.
E. Integration
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.
Measuring Skill (Science Process Skill Focus): Value of Precision
PLANNING SIMPLE
SCIENTIFIC
USING BALANCES AND USING BALANCES AND USING BALANCES AND
LEARNING CONTENT INVESTIGATIONS USING WEEKLY TEST
THERMOMETERS THERMOMETERS THERMOMETERS
APPROPRIATE SIMPLE
SCIENCE EQUIPMENT
II. LEARNING RESOURCES
a. References Masong, R. (2024). Lesson Masong, R. (2024). Lesson Masong, R. (2024). Lesson Masong, R. (2024). Lesson Exemplar for Masong, R. (2024). Lesson Exemplar
Exemplar for Science Exemplar for Science Exemplar for Science Science Philippine Normal University for Science Philippine Normal
Philippine Normal University Philippine Normal University Philippine Normal University Research Institute for Teacher Quality University Research Institute for
Research Institute for Research Institute for Research Institute for Teacher SiMMER National Research Centre Teacher Quality SiMMER National
Teacher Quality SiMMER Teacher Quality SiMMER Quality SiMMER National Department of Education. (2023). Research Centre
National Research Centre National Research Centre Research Centre MATATAG Curriculum Phase 1 SY 2024- Department of Education. (2023).
 Department of Education. Department of Education. Department of Education.
(2023). MATATAG (2023). MATATAG (2023). MATATAG Curriculum MATATAG Curriculum Phase 1 SY
2025. Retrieved from
Curriculum Phase 1 SY Curriculum Phase 1 SY Phase 1 SY 2024-2025. 2024-2025. Retrieved from
https://www.deped.gov.ph/matatagcurriculu
2024-2025. Retrieved from 2024-2025. Retrieved from Retrieved from https://www.deped.gov.ph/matatagcur
mk147/
https://www.deped.gov.ph/m https://www.deped.gov.ph/m https://www.deped.gov.ph/mat riculumk147/
atatagcurriculumk147/ atatagcurriculumk147/ atagcurriculumk147/
III. TEACHING AND LEARNING PROCEDURE
a. Activating Prior Directions: Answer the Directions: Write TRUE if Directions: Write TRUE if the Directions: Answer the following
Knowledge following questions: the statement is correct, statement is correct, FALSE if questions:
1. Can anybody from the FALSE if not. not.
class recall for me what were 1. What type of equipment do we use to
the different units of _____ 1. A triple-beam 1.Milligrams, grams, and measure mass?
measurement that we balance is an example of an kilograms are units used to ______________________
learned about? electronic balance. measure the temperature of 2. What type of equipment do we use to
- The units of measurement → False an object. measure temperature?
that we learned are the (It is a mechanical balance.) → False ______________________
milligrams, grams, _____ 2. Digital (They are used to measure
kilograms, and degrees thermometers can show the mass, not temperature.) 3. Would you use an analytical balance to
Celsius, a type of a temperature reading faster 2.Degrees Celsius (°C) is a measure your bodyweight? Why or why
centigrade scale. than liquid-in-glass unit used to describe how hot not? What kind of balance should you use?
thermometers. or cold something is. ______________________
2. What physical quantity do → True → True 4. Would you use a laboratory liquid-in-
grams, milligrams, and _____ 3. Analytical balances 3.A balance is the correct glass thermometer to measure your body
kilograms describe? are used to measure very instrument to use when temperature? Why or why not? What kind
- All of them describe mass. heavy objects like people or measuring an object’s mass. of thermometer should you use?
As you may recall, the mass packages. → True ______________________
of an object is the amount of → False 4.You can measure the mass
matter it has. (Analytical balances are of an object using a
used to measure very light thermometer.
3. On the other hand, what substances.) → False
physical quantity does the _____4. A bathroom scale is (Thermometers are for
degrees Celsius describe? used to measure a person's measuring temperature.)
- It describes temperature. body mass in kilograms. 5.Both mechanical and
As you may know, the → True electronic balances can be
temperature of an object tells _____5. In liquid-in-glass used to find the mass of an
us how cold or how hot an thermometers, the liquid object, depending on the
object is. rises when the temperature situation.
increases. → True
Lastly, let us go back to → True
milligrams, grams, and
kilograms.

4. Which among the three

measurements describes the
greatest amount of mass:
 one milligram, one gram, or
one kilogram?
- One kilogram has the
greatest amount of mass, as
one kilogram is equal to one
thousand (1000) grams. On
the other hand, the milligram
has the least amount of
mass, as it contains only
1
one-thousandth ( ) the
1000
mass of a gram.

b. Establishing Lesson “Class, have you ever joined Guess the correct word
Purpose your parents on a trip to the based on the clues given.
market before?”
Processing Questions:
1. Whenever your parents
buy fish, meats, vegetables,
and rice, what do the 1.
vendors do to these items
before mentioning their
price?
- The vendors weigh the
items on a scale first. These 2.
weighing scales allow
vendors to know how much
of the item is being bought
(in mass) and for how much
it can be sold for (in cash).
3.
Now, I also want you to
recall the times when you
have had a fever.

2. What did your parents use

at home to check your 4.
temperature? How about
what a nurse or doctor used Answer Key
to check your temperature? 1. THERMO
- Using the back of our hand 2. BALANCE
if someone is warm or cold, 3. DIGITAL
but it is not enough to tell us 4. ELECTRONIC
whether someone is sick or
not. They use thermometers
 to accurately measure
temperature.

c. Developing Understanding USING BALANCES AND To use the triple beam

of the Lesson THERMOMETERS balance, do the following:
The units of measurement a) Move the sliders
that you learned in previous (reference weights) on
lessons are used to describe each of the beams to the
the physical characteristics leftmost side so that the
of an object. Milligrams, balance reads zero. The
grams, and kilograms are indicator on the far right
used to describe how much must also read zero.
mass an object has, while If the indicator does not
degrees Celsius is used to read zero, adjust it by
describe how hot or how turning the screw under the
cold something is. balance pan.
b) Place the object to be
measured on the pan. You
will see that the indicator
will go above the zero
mark.
c) To start measuring the
mass, first move the
biggest slider (the 100-
gram slider) until the
indicator is aligned just
slightly above—if not
exactly on—the zero mark
on the far right. The arrow
marks on the sliders that
points to the number it
lands on indicates the
mass of the object.
If the slider causes the
indicator to be aligned
exactly on the zero mark,
you may skip steps d) and
e).
d) Next, move the second
largest slider (the 10-gram
slider) until the indicator is
also just below—if not
exactly on—the zero mark
on the far right.
e) Move the smallest slider
 until the indicator falls
exactly at the zero mark.
f) Add the masses
recorded on each of the
beams. This will give you
the overall mass of the
object.
d. Deepening Understanding Directions: Identify the The steps in using an Directions: Determine which I. Activity No. 3: Do Gases and
of the Lesson science equipment shown in analytical balance are as science equipment or Liquids Have Mass?
each item. Write your follows: measuring tool is best used for
answers on the spaces a) Clean the surface of the a particular sample, situation, II. Objective(s): At the end of the
provided below the images. balance. Make sure that or test by matching Column A activity, learners are expected to:
your balance is on a flat with Column B using lines. a. perform measurements to get the
surface and levelled. mass of a given sample of air and liquid.
i. To check the levelling,
look at the levelling bubble III. Materials Needed:
and make sure that the  analytical balance
bubble is at the center of the  100 mL beaker
circle. If the bubble is not  small (4 inch) latex balloon
centered, adjust by turning  balloon pump
the levelling screws on the  100 mL water
bottom at the back of the
balance. IV. Instructions:
b) Close the chamber Part A: Measuring Mass of a Liquid
doors and press the power 1. First, make sure that the surface
button. A row of zeros will of the analytical balance’s pan is clear of
appear on the LCD screen, dust and debris. You may wipe the pan with
indicating that it is now ready a clean cloth. Make sure that the analytical
for use. balance is levelled as well. Once all this is
c) Place the weighing done, plug in the analytical balance and
container on the balance turn it on.
pan. Close the chamber 2. Start with measuring how much
doors after you do so. mass 100 mL of water would contain. Do
d) As the weighing so by placing an empty 100 mL beaker on
container has a mass of its the pan of the analytical balance and
own, you need to tare it. closing the chamber door. Once the mass
“Taring” is the process of of the beaker flashes on the LCD screen,
taking the mass of the record it first and then press the “tare”
weighing container into button to tare it.
account so that the mass of 3. Remove the beaker from the
the substance you want to analytical balance and pour 100 mL of
measure is what you directly water into the beaker. Make sure there are
get. To tare, just press the no droplets or moisture outside the beaker.
“tare” button on the control If there are, wipe it with a clean dry cloth.
panel of the balance. 4. Carefully place the filled beaker
 e) Slowly add the sample on the analytical balance’s pan and close
that you want to measure the chamber door. Record the
the mass of onto the measurement flashed on the LCD screen.
weighing container. You may 5. Carefully remove the beaker from
remove the weighing the pan. DO NOT POUR OUT THE
container from the balance WATER. Watch the LCD screen show a
first to make it easier to pour row of zeroes and wait for 10 seconds
the sample. provided that no before putting the beaker back on the pan.
one touches the controls of Do this twice, recording the measurement
the balance to avoid each time.
removing the tare. 6. Complete the table below with
f) With the sample and your recorded measurements:
container on the pan, close
the chamber doors and look
at the LCD screen to get the
mass of sample.

e. Making Generalizations

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

Directions: Answer the To use a liquid-in-glass 1. The class will be divided into Guide Questions:
a. Evaluating Learning following questions. thermometer, do the four groups. Each group will 1. Does water having mass prove that it is
1. following: be given a simple science matter? Why or why not?
Janelle was assigned to a) Calibrate the liquid-in- equipment to use to measure ______________________
weigh a small packet of glass thermometer by lightly the mass and temperature of 2. Did you expect for the balloon to have
powdered medicine in their flicking or tapping the five things. more mass once it had air filled into it?
science lab. She used a thermometer with your 2. Groups 1 and 2 will be given Why or why not?
triple-beam balance and finger. This is to ensure all of a triple beam balance and an ______________________
carefully adjusted the the liquid will fall to the analytical balance respectively 3. Based on your measurements, does air
weights until the pointer was bottom of the thermometer. and are assigned to measure have mass? If yes, how much mass did the
balanced in the middle. i. DO NOT flick the the mass of five samples. air in the balloon have? How did you
What type of balance did thermometer too hard. DO compute for your answer?
Janelle use, and how does it NOT shake the ______________________
work to measure the mass thermometer. Doing these 4. If air has mass, does it prove that gases
of an object? two actions will damage the 3. Groups 3 and 4 will be are matter? Why or why not?
______________________ thermometer. given a liquid-in-glass ______________________
 2. Darren wants to quickly b) Place the thermometer in thermometer and a digital
know the exact temperature the sample. Make sure that thermometer respectively and
of a cup of warm water for the bulb of the thermometer are assigned to measure the
their experiment. He uses a is immersed in the sample. temperature of five samples.
device with a screen that DO NOT let the bulb touch
immediately shows the the base or the wall of the
temperature. Which kind of container. Keep it
thermometer did Darren suspended by holding the
most likely use, and why is it thermometer up.
more convenient than a c) Watch the liquid rise (if
liquid-in-glass thermometer? the sample is hot) or shrink
______________________ (if the sample is cold). Once
the liquid stops moving and
3. In the school clinic, stabilizes, record the
Miguel steps onto a scale to measurement.
check his body weight. At i. Depending on the
the same time, the nurse is graduation of your
using another instrument to thermometer, you may have
measure his body to read it in two (0.00) or
temperature using his three (0.000) decimal
forehead. What instruments places.
were used to measure d) Remove the thermometer
Miguel’s mass and from the sample and wash it
temperature? Are they with deionized water/distilled
appropriate for those water before using it again
purposes? or putting away.
______________________
How to use a digital
thermometer. The steps in
using one are as follows:”
a) Hold the digital
thermometer on its plastic
parts. DO NOT touch the
metal part of the
thermometer while you do a
measurement.
b) Press the power button
on a digital thermometer.
The LCD screen will flash to
indicate that it has been
turned on.
a. If there is a switch or
button that allows you to
change the temperature
scale from degrees Celsius
 to Fahrenheit, make sure to
set the scale to Celsius.
c) Submerge the metal part
into the sample that you
want to measure. Just as
with a liquid-in-glass
thermometer, DO NOT let
the metal part touch the
base and sides of the
container. Keep the
thermometer suspended by
holding it up.
d) Wait for the numbers on
the LCD screen to stop
switching. The numbers you
end up with is the
temperature of the sample.
e) Wash the metal part with
deionized/distilled water and
dry it before using it again or
putting it away.
Note observations on any of the following
Effective Practices Problems Encountered
areas:
strategies explored

b. Teacher’s Remarks materials used

learner engagement/ interaction

others
c. Teacher’s 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?

Prepared:
Checked:
ISRAEL E. VENIEGAS ERNESTO S. FLORDELIZ
Teacher III Head Teacher III