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Q1 Science 5 Week 4 Day 1

This lesson exemplar for Grade Five Science at Mayapa Elementary focuses on teaching students about the three states of matter, how temperature affects changes of state, and the process of measuring volume using appropriate units. The lesson includes objectives, procedures for engaging students, and evaluation methods to assess understanding of volume measurement for regular-shaped solids. It emphasizes hands-on activities, group work, and reflection on teaching strategies and learner outcomes.

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Shielanie Esclanda
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18 views3 pages

Q1 Science 5 Week 4 Day 1

This lesson exemplar for Grade Five Science at Mayapa Elementary focuses on teaching students about the three states of matter, how temperature affects changes of state, and the process of measuring volume using appropriate units. The lesson includes objectives, procedures for engaging students, and evaluation methods to assess understanding of volume measurement for regular-shaped solids. It emphasizes hands-on activities, group work, and reflection on teaching strategies and learner outcomes.

Uploaded by

Shielanie Esclanda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School Mayapa Elementary Grade

Five
School
LESSON Teacher Shielanie S. Esclanda Subject Science
EXEMPLAR Date July 8, 2025 Quarter
7:10-8:00 – Integrity First Quarter
8:00-8:50 – Modesty

I. OBJECTIVES
A. Content Standard 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 describe three states of matter based
Standard 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:
Competencies and The learners use measuring cylinders or beakers to measure volume
Objectives using units, such as milliliters (mL), and liters (L).
Lesson Objectives:
The learners will be able to:
1. identify regular-shaped solids (e.g., cubes, rectangular prisms).
2. use appropriate formulas to calculate the volume of regular-
shaped solids.

II. CONTENT Measuring Volume of Matter


III. LEARNING
RESOURCES
A. References Revised K to 12 Curriculum Science CG
Lesson Exemplar for Science
B. Other Learning
Powerpoint presentation, real objects
Resources
IV. PROCEDURES
A. Activating Prior How can we measure the volume of a liquid?
Knowledge What are the steps of using a graduated cylinder in measuring the
Elicit volume of liquids?
B. Establishing the Show learners different 3D objects. Ask:
Purpose of the 1. What do these objects have in common?
Lesson 2. What shapes do these objects have?
Engage 3. If a graduated cylinder is used to measure the volume of a liquid,
how can we measure the volume of regular-shaped solids?
C. Developing and Divide students into small groups. Give each group different 3D objects
Deepening (cubes and rectangular prisms).
Understanding Ask them to:
Explore 1. Measure the length, width, and height of each object.
2. Record observations in a chart.
Object Length Width Height
Name (cm) (cm) (cm)
Processing Questions:
1. How many dimensions did you measure?
2. What should we do to these dimensions to get the volume of the
regular-shaped solids?
Discuss how to measure the volume of regular-shaped solids.
Then let the learners compute the volume of the 3D objects they have
measured in their group activity.
Find the volume of each solid.
Object Lengt Width Height Volum
Name h (cm) (cm) (cm) e
(cm³)
Explain Shoebox 6 4 3
Wooden
5 5 5
Block
Rubik’s
4 4 4
cube
Pencil
8 3 2
Elaborate case
D. Making Ask:
Generalization 1. How can we measure the volume of regular-shaped solid?
Elaborate 2. Why do we measure length, width, and height to find the volume
of a solid?
E. Evaluate Learning Read the questions carefully. Choose the letter of the correct answer.
Evaluate 1. Which of the following is a cube?
A. Coin B. dice C. shoe box D. pencil case
2. Which object is most likely a rectangular prism?
A. Basketball B. tin can C. book D. cone
3. What is the formula for calculating the volume of a rectangular
prism?
A. V=s x s x s A. V = s + s + s B. V = l x w x h D. V = l +
w+h
4. What is the volume of a cube with side length 4 cm?
A. 16 cm³ B. 12 cm³ C. 64 cm³ D. 48 cm³
5. A rectangular box is 8 cm long, 5 cm wide, and 2 cm high. What is its
volume?
A. 80 cm³ B. 17 cm³ C. 25 cm³ D. 20 cm³
V. REMARKS V-INTEGRITY V-
MODESTY
5
4
3
2
1
0
N
M
Mps

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching __constructivism approach
strategies worked well? Why __inquiry-based learning/Discovery approach
did these work? __experiential learning
__ discussion
__experimental
__project based
__cooperative learning
__problem-based learning
F. What difficulties did I
encounter which my
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: Noted:

SHIELANIE S. ESCLANDA DESIREE B. NAZARETH REY O. BORILLO


Teacher I Master Teacher I Principal IV

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