MATATAG K to 10 BENITA B.

MARAY ELEMENTARY
Curriculum – School: SCHOOL Grade Level: V
Weekly Lesson Log
Teacher: REYMART M. RELLAMA Learning Area: SCIENCE
Teaching Dates Quarter: 1st QUARTER
and Time: AUGUST 11, 2025 Week & Day Week 9/ Day 1

MONDAY
I. CURRICULUM CONTENT, STANDARDS AND LESSON COMPETENCIES

A. Content Standards The learners learn that:

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 By the end of the quarter, learners:
Standards 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 plan simple scientific investigations in
Competencies 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:
The learners will be able to:
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
3. perform simple scientific investigation to get the measurement (mass) of a given
sample of air and liquid water.
D. Content 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
2. Planning Simple Scientific Investigations Using Appropriate Simple Science
Equipment
a. Identifying the equipment needed based on the nature of the test
b. Proving gases and liquids are matter by taking their mass.
E. Integration 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.
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
II.LEARNING RESOURCES
CONTENT
● Byju’s. (n.d.). Why can’t we use a laboratory thermometer to measure the body temperature?
https://byjus.com/question-answer/whycant-
we-use-a-laboratory-thermometer-to-measure-the-body-temperature-it-is-difficult-1/
● Geerts, B. (n.d.). A thermometer comparison.
http://www-das.uwyo.edu/~geerts/cwx/notes/chap03/thermometer.html
● Grainger. (2023). Types of Balances and Scales. https://www.grainger.com/know-how/equipment/kh-
laboratory-balance-scale-typescare-
terms
● LibreTexts Chemistry. (n.d.). 1.5: Physical Quantities – Units and Scientific Notation.
https://chem.libretexts.org/Courses/Chabot_College/Introduction_to_General_Organic_and_Biochemistry/
01%3A_Chemistry_in_our_Li
ves/1.05%3A_Physical_Quantities-_Units_and_Scientific_Notation
● Modesto Junior College. (2022). MJC Chemistry: Using Thermometers [Video]. YouTube.
https://www.youtube.com/watch?v=qnbkXvM0sf0
● OpenStax. (n.d.). 1.2: Physical Quantities and Units. College Physics 1e. LibreTexts Physics.
https://phys.libretexts.org/Bookshelves/College_Physics/College_Physics_1e_(OpenStax)/
01%3A_The_Nature_of_Science_and_Physics/
1.02%3A_Physical_Quantities_and_Units
● Rahmat, A. (2021). Simple experiments for introducing science to elementary school students. ASEAN
Journal of Science and Engineering
Education, 1(1), pp. 73-78.
https://www.researchgate.net/publication/
358236004_Simple_Experiments_for_Introducing_Science_to_Elementary_School_Students
● Triple Beam Balance. (n.d.). https://www.physics.smu.edu/~scalise/apparatus/triplebeam/
● Use of the Analytical Balance. (n.d.).
https://chemed.chem.purdue.edu/genchem/lab/equipment/analytical/instructions.html
● Valencia College. (n.d.). Lab Technique 18: Measuring Temperature.
https://science.valenciacollege.edu/chemistry/techniques/tech18-
measuringtemperature.pdf
● Wilson’s Chemistry. (n.d.). Thermometer.
https://issr.edu.kh/science/Webpage/Lab_Techniques/Edexcel%20Practical%20Chemistry%20-
%20Halesowen/Edexcel2009/thermometer.htm
IMAGES
● Analytical balance [Image]. (n.d.).
https://www.mrclab.com/Media/Image/ANALYTICAL%20BALANCE,%20DUST%20AND%20WATER
%20RESISTANT.jpg
● Business Insider. (n.d.). Sick girl having her temperature measured with a digital clinical thermometer
[Image].
https://i.insider.com/5fff2570a8de7700187d39fd?width=700
● Electronic circuit board [Image]. (n.d.).
https://upload.wikimedia.org/wikipedia/commons/f/f5/Electronic_circuit.jpg
● Clinical liquid-in-glass thermometer with kink [Image]. (n.d.).
https://df0b18phdhzpx.cloudfront.net/ckeditor_assets/pictures/1512489/original_Screenshot_2022-01-
20_114345.png
● Digital laboratory thermometer [Image]. (n.d.).
https://globalcoldchain.com/wp-content/uploads/2021/03/Lab-Thermo.png
● Drawing of the Roman God Hermes [Image]. (n.d.). https://qph.cf2.quoracdn.net/main-qimg-
f38c9daa7c5c14e2fb1068048609b92c-lq
● Electron and bolt [Image]. (n.d.). https://study.com/cimages/videopreview/ground-state-electron-
configuration-definition-examplequiz_
117398.jpg
● Electronic scale [Image]. (n.d.). https://image.made-in-china.com/2f0j00dlyRGhACEfqu/Electronic-Balance-
Electronic-Scale-
Laboratory-Digital-Scale-6000g-0-5g-Precision-Balance.webp
● Exposed wires with electrical arc [Image]. (n.d.).
https://www.electricrate.com/wp-content/uploads/2021/07/How-Electricity-
Works.jpg.png
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior Recall what you have learned about the different units of measurement we usein the laboratory.
Knowledge Processing Questions:
1. Short Review: 1. Can anybody from the class recall for me what were the different units ofmeasurement that we learned
about?
- The units of measurement that we learned are the milligrams, grams, kilograms,
and degrees Celsius, a type of a centigrade scale.
2. What physical quantity do grams, milligrams, and kilograms describe?
- All of them describe mass. As you may recall, the mass of an object is the amount
of matter it has.
3. On the other hand, what physical quantity does the degrees Celsius describe?
- It describes temperature. As you may know, the temperature of an object tells
us how cold or how hot an object is.
Lastly, let us go back to 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 one-thousandth (1
⁄1000) the mass of a gram.

Now that you are all set, we can now learn about the different simple science
equipment that we use in the laboratory for measurement.

B. Establishing Lesson Purpose

1. Lesson Purpose: Say, “Class, have you ever joined your parents on a trip to the market before?”
Processing Questions:
1. Whenever your parents buy fish, meats, vegetables, and rice, what do the
vendors do to these items before mentioning their price?
- The vendors weigh the items on a scale first. These 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).
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 temperature? How about what
a nurse or doctor used to check your temperature?
- Using the back of our hand if someone is warm or cold, but it is not enough to
tell us whether someone is sick or not. They use thermometers to accurately
measure temperature.
In the same way, you will all learn how to operate different these kinds of
equipment to find out how much mass something has, and how hot or cold it is.
2. Unlocking Content General Instructions for learners:
Vocabulary On the screen, your teacher will be flashing four pictures for each word, and
you must guess the correct word based on the clues given.

C. Developing and Deepening Understanding

SUB-TOPIC 1: USING BALANCES AND THERMOMETERS
 Explication
“The units of measurement that you learned in previous lessons are used
to describe the physical characteristics of an object. Milligrams, grams, and kilograms are used to describe
how much mass an object has, while degrees Celsius is used to describe how hot or how cold something is.

1. In this sense, what can we use to measure the mass of an object?

Balances are instruments that are used to measure mass. Balances can
either be mechanical or electronic. A mechanical balance only uses springs,
levers, and reference weights, and does not need electricity at all to operate. An object is placed on the
platform of a mechanical balance, and the said reference
weights are then moved around until both the object being weighed and the reference weight are “balanced,”
which will give us the mass of the object. An example of a mechanical balance that works this way is the
triple-beam balance.

A triple beam balance. Note the slidable

weights on the beams.

On the other hand, an electronic balance, as the name suggests, uses

electronics in the form of a simple computer. A person can place an object on the pan of an electronic
balance and determine the mass just by looking at the LCD
screen of the balance. The computer does all the balancing and measuring for you. Examples of electronic
 balances are top-loading balances and analytical balances. An analytical balance can measure much smaller
masses than a top-loading
balance.

A top-loading balance (left) and an analytical

balance (right). Note how many more zeroes the
analytical balance has.

These balances, being high precision instruments used to measure very light
substances in the laboratory, expresses mass in grams (g) and milligrams (mg).
To measure objects with greater mass in kilograms (kg), bigger scales are used.
Bathroom scales are the scales that people use to measure their own mass.
Physician scales are used in clinics, while floor scales can be used to measure the mass of packages.

From left to right: a bathroom scale, a physician scale, and a floor scale.

2. In this sense, what can we use to measure the temperature of an object?

Thermometers are instruments used to measure the temperature of an

object. There are two types of thermometers commonly used in the laboratory:
liquid-in-glass thermometers and digital thermometers.
Liquid-in-glass thermometers, as the name suggests, are thermometers that have liquids encased in a glass
tube. Two of the liquids that are commonly
used in these thermometers are mercury and ethanol, with ethanol being regarded as the safer alternative.
When exposed in a warm area, the liquid inside the glass tube expands—in a cool area, the liquid shrinks.
The rising of the liquid in the tube corresponds to an increase in temperature, while the lowering of that
same liquid corresponds to a decrease in temperature.

A laboratory-grade liquid-in-glass thermometer. The liquid in the glass tube is dyed blue for visibility.
Digital thermometers, like electronic balances, make use of electronics in
the form of simple computers. It calculates the temperature of an object and show the results on its LCD
screen. Due to this, digital thermometers are also
faster at reading temperature than liquid-in-glass thermometers.

A laboratory-grade digital thermometer. The power button is first pressed to

turn it on, then its probe is immersed in the substance to measure its
temperature.
 Worked Identify the science equipment shown in each item. Write your answers on the spaces
Example provided below the images.

 Lesson Direction: Write T if the statement is true, and F if it is false.

Activity 1. A triple beam balance is an example of an electronic balance.
2. Liquid-in-glass thermometers use mercury or ethanol to measure temperature.
 3. A physician’s scale is used to measure very small substances in a lab.
4. Digital thermometers are slower than liquid-in-glass thermometers.
5. Analytical balances are more precise than top-loading balances.

D. Making As a review activity, please prepare an exit ticket summarizing one concept you've
Generalization learned from our class discussion and experiment. One exit ticket is equivalent to
a merit point in class. Choose one question to answer:
 Learners’ 1. What type of equipment do we use to measure mass?
Takeaways 2. What type of equipment do we use to measure temperature?
3. Would you use an analytical balance to measure your bodyweight? Why or
 Reflection why not? What kind of balance should you use?
on Learning 4. Would you use a laboratory liquid-in-glass thermometer to measure your
body temperature? Why or why not? What kind of thermometer should you
use?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating Learning
Multiple Choice Questions: Read each item and its options carefully. Encircle the
Formative letter of the best answer.
Assessment 1. Which balance has three movable weights that you can slide around to determine
the mass of a sample?
A. analytical balance
B. top-loading balance
C. triple-beam balance
D. mechanical balance
2. Which equipment is used to measure the mass of large and heavy objects, such as
packages and sacks of rice?
A. fish scale
B. floor scale
C. physician scale
D. bathroom scale
3. Which tool would you use to measure the body temperature of a person?
A. food thermometer
B. digital thermometer
C. clinical thermometer
D. laboratory thermometer
4. In liquid-in-glass thermometers, what happens to the liquid inside as its bulb is
placed on a cold sample?
A. the liquid freezes
B. the liquid shrinks
C. the liquid expands
D. the liquid blows up
5. Suppose you are tasked to measure the mass of five rice grains. Which scale or
balance would you use to get its mass?
A. floor scale
B. bathroom scale
C. analytical balance
D. top-loading balance

Homework
Note observations on any of Effective Practices Problems Encountered
B. Teacher’s the following areas:
Remarks: strategies explored
materials used
learner
engagement/
interaction
Reflection guide or prompt can be on:
• • principles behind the teaching

What principles and beliefs informed my lesson?

C. Teacher’s Why did I teach the lesson the way I did?
Reflection • • 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 by:

REYMART M. RELLAMA
Teacher

Noted by:

ROSA LEAH L. CREER

School Head