Lesson Plan — ILAW · Science 5
Term 1 · Week 3 · Domain: Materials · CG Quarter 1, competency 3
⚠️ The field list is reported, not read. The four section names are consistent across sources; the sub-fields a given division expects may differ. See
source-catalogue.md§8.
This is the whole week. For Day 1 at teaching depth, see
lesson-plan.md.
| Learning Area | Science |
| Grade Level | Grade 5 |
| Term and Week | Term 1, Week 3 |
| CG source | Quarter 1, competency 3 (p. 37) |
| Sessions | 5 × 45 minutes |
| Medium of instruction | English |
| Resources | slides.html · game.html · worksheet.html · worksheet-remediation.html · wall-chart.html · offline-activities.md |
| Format | ILAW — DO No. 009, s. 2026 |
I — INTENTIONS
The competency for this week
CG Quarter 1, competency 3: describe the properties of solids, liquids, and gases in terms of shape and volume — solids: definite shape and volume; liquids: no definite shape, definite volume; gases: no definite shape or volume.
Why it sits in Week 3
Week 1 defines matter as anything with mass that takes up space. Week 2 names the three states. Week 3 is where those two facts are joined: the states are defined by shape and volume, which are the two things Week 1 said matter has.
Week 4 asks learners to sort objects at home and in the classroom, which is unusable without this week. Week 5 measures volume, which assumes the learner knows what volume is a property of. Week 6 is changes of state, which assumes all three states are already distinct.
This week is also the guide's own defence against the commonest error in the quarter: a learner who sorts by hardness or by pouring gets sand, salt, rice, sponge and rubber wrong, and gets them wrong for the rest of the year.
Success criteria for the week
By the end of the week, the learner:
- asks the two questions — shape, then space — of any sample and names the state from the answers
- explains why sand is a solid, using a single grain rather than the pile
- states that a gas has mass and describes one piece of evidence for it
- uses definite to mean its own, not to mean large or certain
These four are the tick boxes on observation-card.html.
II — LEARNING EXPERIENCES
| Day | Focus | What happens | Resources |
|---|---|---|---|
| 1 | The two questions | Stone, water, balloon. The class's own tests are written on the board in minute two and dismantled in minute forty. Sand is poured and voted on twice. | lesson-plan.md · slides 1–11 · worksheet.html |
| 2 | The awkward cases | Sponge, rubber band, honey, foam, toothpaste, cooking oil, powdered milk. Groups sort them and must give the deciding question for each, not just the answer. | Activity 1 in offline-activities.md · game.html Round 2 |
| 3 | Air is matter | The balloon balance, and the upturned glass that will not let water in. Both are predicted before either is done, and the prediction is written down. | Activity 3 · slides 10–11 |
| 4 | Same shape, same amount | Water poured through five differently shaped containers and back into the first. Is any of it missing? The class checks rather than assuming. | worksheet.html Section D · Activity 2 |
| 5 | Consolidation and check | The game, all three rounds. The weekly check, seven items. Worksheets returned and ★ discussed. | game.html · assessment.md §4 |
The shape of each day
| Part | Minutes | What happens |
|---|---|---|
| Two questions | 4 | One sample held up; the class answers shape and space on fingers, then names the state |
| Review | 3 | Yesterday's awkward case revisited in one sentence |
| Main activity | 25 | The day's focus |
| Into practice | 8 | Worksheet, game, or offline activity |
| Close | 5 | Exit ticket — one sample to classify, with the deciding question named |
The deciding question is always asked for. A correct state with no reason scores half in this week's exit tickets, and the reason is what Day 2 is entirely about.
III — ASSESSMENT
What is looked at, and when
| Instrument | Day | Component it feeds |
|---|---|---|
| Observation card — the learner's exact words | 1–5, continuous | Formative only, no mark |
| Worksheet, Sections A and B | 1 | Written Works |
| Group sorting record | 2 | Written Works |
| Prediction slips for the two air demonstrations | 3 | Formative only, no mark |
| Game record, Round 2 | 5 | Formative only, no mark |
| Weekly check, 7 items | 5 | Written Works |
| Quarter 1 performance task | Week 8 | Performance Tasks |
Weights are 20 / 50 / 30 under DO No. 015, s. 2026 — see
class-record.html, which carries the transmutation year switch.
The item that reads
On the weekly check, item 7:
Sand pours like a liquid. Explain in one sentence why it is not a liquid.
Items 1 to 6 are answerable from the wall chart by Friday. Item 7 is the one that separates learning the table from being able to use it.
| What the learner wrote | What it means |
|---|---|
| "Each grain keeps its own shape" | Full understanding, and the generalisation is theirs |
| "Pouring isn't one of the questions" | Equally good — the definition is being used as a definition |
| "Because it's hard" | Right answer, wrong test. Hardness is not a state, and this will fail on sponge and rubber |
| "Because the teacher said so" | Worth a private word. The whole point of Day 1 was that the class's own tests were replaced by a better one, not by an instruction |
IV — WAYS FORWARD
Remediation
For learners still sorting by hardness on Day 3.
worksheet-remediation.html starts with pouring water, sand and a
stone between containers and does not use the words solid, liquid or gas until task 3. One
new thing per task, with a worked example above each.
For learners who still say air weighs nothing on Day 5.
Do not repeat the balloon balance — repeating a demonstration somebody did not believe does not make it more believable. Do the upturned glass instead: push an inverted glass straight down into a basin and the water will not rise into it. Something is already in there, and it is taking up space.
Enrichment
For learners who finish Day 2 early.
Foam, jelly and toothpaste. There is no clean answer for any of them, and the interesting question is not what they are but why the two questions stop working. That is where a definition's edge is, and edges are where learners find out that definitions are made rather than found.
For learners who have the whole idea by Day 3.
Give them the Quarter 1 performance task early — do gases have weight? — and ask them to write the four investigation steps for it before Week 7 teaches them.
Teacher reflection
Answer at the end of Friday:
- Did the sand vote move between the first count and the second? If it did not, the argument was settled by authority rather than by the grain, and it will come back in Week 4.
- How many gave a deciding question unprompted in their Friday exit ticket? That number is the real measure of the week.
- Was definite used to mean large by anybody? It is the one word in this competency that has an everyday meaning pointing the wrong way.
Next week
Week 4 is identify objects at home and in the classroom as solid, liquid or gas. It is a week of application and it will expose anybody still sorting by hardness, because a classroom is full of soft solids — a rag, a sponge, a plastic bag, a rubber band.
If the class does not have it, open Week 4 with the sand jar and one grain on a fingertip rather than with a re-teach. Thirty seconds of that is worth more than a repeated definition, because it is the same idea arriving as evidence.
Part of the E-turo MATATAG artifact set. Companion files:
syllabus.md · lesson-plan.md ·
assessment.md · offline-activities.md