Republic of the Philippines

Department of Education
Region XII
Schools Division Office of Sarangani
BANLAS INTEGRATED SCHOOL

Lesson Plan in Science 5

Quarter 1, Week 1

Subject: English Date:

Section: Bercades Teacher: Emyjoy G. Bercades
Time: Position: Teacher 1

I.OBJECTIVES
A. Content
Standards
B. Performance
Standards
C. Learning Competencies
(LC Code) S5MT-Ia-b-1
Objective/s At the end of the lesson, the learners should be able to;
a. Identify the difference of the states of matter;
II.CONTENT/ Topic States of Matter
III.LEARNING
RESOURCES
A. L.M

B. T.G. N/A
C. C.G/ MELCS

D. Other Resources Student Activity Sheets, pentel pens, activity boards, other necessary
materials for instruction
IV. PROCEDURES
PRELIMINARY a. Prayer
ACTIVITIES b. Greetings
c. Checking of Attendance
d. Review
Matter-anything that occupies space and has mass.
e. Motivation
Activity: “Let’s Cook Sinigang”
The teacher will show a virtual scenario of a kitchen.
There will be a cooking show scenario on a screen. The following
process will be followed:

HOW TO COOK PORK SINIGANG

Ingredients: Water
Pork
Vegetables
Condiments
Steps:
1. Put water inside the pot.
2. Put the pork inside the pot with water.
3. Once the pork meat has softened add the vegetables inside the pot.
4. Add condiments for color and taste.

V.LESSON PROPER
A. ACTIVITY
CONTINUATION OF ACTIVITY #1
Activity: “What’s Inside the Pot” (Differentiated Activity)
The teacher will group the learners to three groups. Each
group are assigned with the following tasks:
GROUP 1: List down all the things you can see inside the pot that has
shape/s.
 GROUP 2: List down all the wet thing/s we put inside the pot.
GROUP 3: List down all the shapeless thing/s inside the pot.

B. ANALYSIS What did you learn from our activity?

Was our activity fun?
What were the ingredients that had a shape/s?
Did it occupy space inside the pot?
What were the things that have no shape inside the pot?
What were the wet ingredients we put inside the pot?
C. ABSTRACTION States of Matter
1. Solid- has definite volume and shape.
2. Liquids- has definite volume but able to change shape by
flowing.
3. Gas- no definite volume or shape.

Reinforcement Activity: State of Matter Song

LYRICS
The states of matter are solid liquid
gas the states of matter are solid
liquid gas the states of matter are
solid liquid gas solid liquid gaps and plasma
has shape color size and texture liquid
is what takes the shape of its container
gas has no color nor size nor texture
and also takes the shape of its container
the states of matter are solid liquid
guests the states of matter are solid
liquid gas the states of matter are
solid liquid gas
solid liquid gas and plasma
so it has shape color size and texture
liquid is sweat takes the shape of its
container gas has no color nor size nor
texture

Activity: “Raise your Boards”

D. GENERALIZATION
The teacher will group the learners into four groups and will be
provided boards and markers. The mechanics of the game is to identify the
object of the scenario created by the teacher whether it’s Solid, Liquid, Gas,
or Plasma; each correct answer will gain a point and the first team that will
gain 3 points will win the game.
1. Thraia went to “Ante Inday’s Store” and bought a bottle of
Coke. Identify what state of matter is the drink inside the
bottle of Coke? (Liquid)
2. Radleigh is parched after his basketball practice, so he bought
a bottle of water in the canteen. What state of matter is the
water that Radleigh bought?(Liquid)
3. Zari ate a sliced bread and a glass of milk before going to
school.
What state of matter is the sliced bread that Zari ate? (Solid)
4. What state of matter is the glass of milk that Zari drank before
going to school? (Liquid)
5. Zilong went outside the classroom to fart. What state of matter
was Zilong’s fart? (Gas)
6. Layla likes to eat oranges. What is the state of matter of an
orange? (Solid)
7. Rafaela has a baby brother. Her baby brother burped after
eating. What state of matter was the burp of Rafaela’s baby
brother? (Gas)
8. Etc…

E. APPLICATION Activity: “Describe it” (Differentiated Activity)

The teacher will group the learners into three groups.
Each group will be provided with different materials that identify as solid,
 liquid, gas respectively. They will identify what state of matter and write the
characteristic/s of the materials they were given that fall under the
categories: Solid, Liquid, Gas. They will be given 10 minutes to perform
this activity.
Example: Notebook: Shape (Rectangle), Color (Red)

Group 1: Apple, Soy Sauce, Empty spray bottle

Group 2: Rock, Juice, Balloon

Group 3: grain of Rice, cooking oil, breath

F. EVALUATION Test 1: Identify whether it’s Solid, Liquid, Gas

1. Grain of Monggo
2. Oxygen
3. Milk
4. Squash
5. Carbon Dioxide

G. ASSIGNMENT Write things that you can use on each R of the 5 Rs Technique.

VI. REFLECTION
A.No.of learners who earned
80% in the evaluation
B.No.of learners who
required additional
activities for remediation
who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
E.Which teaching strategies
worked well? Why did
these work?
F.What difficulties did I
encounter which principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers

Prepared by: Checked by:

EMYJOY G. BERCADES, T-I RIO L. DURON, T-II

Teacher Teacher-in Charge