A DETAILED LESSON PLAN IN SCIENCE
I. Attributes, Temperature can cause changes of state.
Content
Standard,
Performance
Standard,
Learning B.
Content
Standard
C. Performance The leaners describe three states of matter based
Standard on properties of shape and volume and identity that
heat is involved in the changes of state.
D. Learning Identify objects at home and in the classroom as
Competencie solid, liquid, or gas.
s and Lesson Objectives:
Objectives The learners will be able to:
1. explain that matters exhibit physical and
chemical properties;
2. write examples of solid, liquid and gas, find at
home and school; and
3. appreciate the wisdom of God in all the
materials by writing its importance.
E. Content Matter and the Three States
F. Learning Various words written on pieces of bond paper
Resources Pictures of a balloons, water, rock, shoebox, various
objects like eraser, small balloons, bottled water,
empty styro cup, sponge, bottled water, chalk,
small ball, inflated balloon, empty spray perfume
container.
Tables and template written on Manila Paper.
A. References • Department of Education (2023). MATATAG
Curriculum Guide;
• Ministry of Basic, Higher and Technical
Education (2024). Bangsamoro Basic Education
Contextualization Framework;
• Department of Education (2023). MATATAG
Lesson Exemplars
II. Teaching and Learning Procedures
A. Preliminaries
• Prayer
• Attendance
• Review
Review on Week 3 Lessons
(Describe the Properties of solid, liquids and gas)
• Motivation
Agreement Toward Successful Learning Experience
After presenting the lesson objectives, the teacher ensures that the
learners agree through the following questions:
• Do you understand the objectives of the lesson?
• Are you ready to commit to staying focused on our objectives and
working together to achieve them?
• What will you do to achieve the objectives?
B. Lesson Proper
a. Engage
To activate the previous lesson, a short activity on solid, liquid or gas
will be presented.
Activity 1: Crossroad Game
Instructions: Select 5 learners to participate in the crossroad
game. Let them come in front and stand horizontally one meter
apart facing the class. Words written on rolled-pieces of bond papers
will be pickedup by you (teacher) from the box. Unrolled the pick-
up piece of bond paper and read the word. If the word represents a
material made of solid, liquid or gas, instruct them (5 learners) to
move one-step forward. If the word does not represent solid, liquid
or gas, let them remain where they are standing. The same
procedures follow until all the words will be read.
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Note: The words are found inside the box for the you to pick-up and
read one after another.
pencil glass of water inflated balloon wisdom
dreams inflated balloon glass of water hope eraser
orange juice inside the bottle love table teaching
sleeping chalk eating sponge swimming
spoon plates writing memorizing the lesson
b. Explore
To deepen their understanding about solid, liquid, or gas, they will do
another activity.
Activity 2: Mystery Box Challenge
Materials: shoe box, various objects like eraser, inflated small
balloon, bottled water, empty styro cup
Procedure:
1. Divide the class into five (5) to six (6) groups.
2. Place all the materials or things inside the mystery box.
3. Call the leader of each group to feel the materials inside without
looking inside the box.
4. The leaders will describe the objects to all the members, focusing
on its texture (hard or soft) shape (round or triangle) and
whether it is flowing or moving (water inside the bottle or air
inside a balloon).
5. From the descriptions, the members will try to guess the materials.
After which, the leaders will reveal the objects.
6. Then, ask one member to pour water in an empty cup. Try to hold
the water while it is being poured. Observe.
7. Ask one pupil to deflate the balloons and tell him/her to hold air
coming out of the balloon. Observe.
Guide questions:
1. Is one object easy to describe from the others? If yes, how? If no,
why not?
2. Can you hold water in your hand while it is being poured? If yes,
how? If no, why not?
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3. What about the deflating balloon, were you able to hold the air
coming out? Can you feel it?
4. Can we categorize these things according to the 3 phases of matter
such as solid, liquid or gas?
5. Can you consider the materials you used during the activity are
creations of God/Allah?
c. Explain
Activity 3: Scavenger Hunt
Materials: sponge, bottled mineral water, eraser, chalk, small ball,
inflated balloon, empty container of spray perfume, small pebbles,
marbles,
Procedure:
1. Ask the same groups to roam-around the classroom and look for the
above-mentioned materials.
(Note: Prepare all the materials beforehand and
scatter/place them in all corners of the classroom.
2. Once found, observe the materials and discuss their properties. Let
them also identify the phases of matter.
Ask these process questions:
1. How did you fell the activity?
2. How did you know that the objects you found inside the classroom is
a solid, a liquid, or a gas?
3. Now, imagine yourselves inside your home. Try to think of materials
that show the properties of a solid, a liquid, or a gas. Record them in
your Science Notebook.
4. Fill-up the template below of the different materials found in the
classroom and in your homes.
Materials found inside the Materials found inside the
classroom House
Solid Liquid Gas Solid Liquid Gas
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d. Elaborate
• Lead a class to a healthy and lengthy discussion about Matter,
its 3 states or phases and its properties.
Matters are things that have mass and take up space. They are in
the form of solids, liquids, or gases. Matter in a single form is
referred to as an element and matter that is more than one atom
or element is a compound. In totality, “matter is never
destroyed, it is merely transformed from one form to
another”.
• Emphasize to the class their resulting microscopic properties
such as:
A. Solid: Particles are tightly packed and held in relatively
fixed positions resulting in a definite shape and volume.
B. Liquid: Particles are close together but can move around,
giving liquids a definite volume but no fixed shape (takes
the shape of the container).
C. Gas: Particles are widely dispersed and move
independently, resulting in no definite shape or volume.
• Explain further that matters exhibit various physical and
chemical properties that can be used to describe and
categorize it. The physical properties include color, density,
melting point, boiling point, hardness, malleability,
conductivity, and solubility. On the other hand, chemical
properties include flammability, reactivity, oxidation,
acidity/basicity, and stability. It describes how a substance
reacts with other substances to form into a new substance.
• Encourage learners to give examples of solid, liquid or gas
found inside the classroom and in their own homes.
• Have each learner select one of their favorite materials
representing a solid, a liquid or a gas that are relevant to their
lives.
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• Integrate faith-based approach that will motivate learners
to appreciate the wisdom and work of God/Allah in all the
materials use in the different activities.
e. Evaluate
To wrap-up, invite learners to reflect on the lesson on solid, liquid, or
gas by answering the following evaluation tools.
A. Sunshine Wheel
Instructions: Write examples of a solid, a liquid, or a gas inside
the circles of the sunshine wheel under each category.
B. Journal Writing
Instructions: Write a journal on the importance of solid, liquid,
or gas in our lives. Make use of the table below.
State of Importance
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Matter
Solid
Liquid
Gas
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