Annex A

Lesson Plan Template

Name of Lesson CHANGES OF STATE FOR SOLIDS, LIQUIDS, AND GASES

Learning Area/s SCIENCE
Designed by Teacher/s Ilyn M. Ventura
Designed for which Grade 6
Grade Level and
Section
No. of Sessions 4
References Masong, R. D. (2026). Lesson exemplar for science grade 6 quarter 1: Lesson 1 of 8 (week 1). Department of Education.
(books, websites, Department of Education. (2024). MATATAG Curriculum Phase 1 SY 2024-2025. Retrieved from
toolkits, etc.) [Link]
Declaration of AI use The use of AI tools was intended solely to enhance the quality of instructional materials, align with curriculum standards, and
(cite how AI was used support the teaching and learning process. All outputs have been reviewed, adapted, edited, and validated using professional
in the formulation of expertise and judgment to ensure accuracy, appropriateness, and alignment with learners’ developmental needs and levels.
the lesson plan DO Likewise, no confidential learner information or sensitive institutional data was shared with the AI platform identified above in
3s.2020 Annex A) the process.

Session 1 Session 2 Session 3 Session 4

June 15, 2026, Week 1 June 17, 2026, Week 1 June 18, 2026, Week 1 June 19, 2026, Week 1

Intentions. Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the end of the
. lesson- keep it clear and simple.
Remember: Understanding your learners’ evolving context and designing around it help ensure that your lesson connect with and relevant to
them
Learning Competency: Diagrams and Flowcharts, Processes of Changes of State
Write the Describe changes of state for solids, liquids, and gases as melting, evaporation, freezing, condensation using diagrams and
competency/ies from the flowcharts.
curriculum that we use
are targeting, and the
content or performance
standards applicable to
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the sessions.
Learning Objectives: The learners are expected to: The learners are expected to: The learners are The learners are expected
Write the smaller a. describe the states of matter a. explain the movement of molecules expected to: to:
knowledge, skills, or and phase changes; (cognitive) and phase changes of matter; (cognitive) a. explain the effects of a. identify the properties
tasks from the b. classify objects according to b. illustrate the arrangement of heat and pressure on and phase changes of
competency that the their state of matter; molecules in hot and cold substances; phase changes of matter; (cognitive)
learners will work on (psychomotor) and (psychomotor) and matter; (cognitive) b. analyze the movement
and be able to show by c. appreciate the importance of c. value the importance of observing b. construct particle of molecules under
the end of the sessions. observing changes in matter in changes in matter in everyday situations. diagrams showing the changes in temperature
the environment. (affective) (affective) states of water and and pressure;
phase changes; (psychomotor) and
(psychomotor) and c. recognize the
c. appreciate the importance of phase
importance of observing changes in daily life
molecular behavior in situations. (affective)
everyday phenomena.
(affective)

Learner Context: a. Current Performance Status and Responses: The learners demonstrate understanding in describing the states of matter and
Write your observations explaining phase changes such as melting, freezing, evaporation, condensation, sublimation, and deposition through diagrams,
of your learners and flowcharts, and simple simulations.
how they have been b. Strengths: The learners show strong skills in identifying solids, liquids, and gases in their surroundings and interpreting
performing or pictures, tables, and particle diagrams related to changes of state.
responding to learning c. Interests: The learners show curiosity about everyday phenomena involving matter, such as boiling water, melting ice, steam
experiences recently. formation, and frost formation, especially when connected to real-life experiences and simulation activities.
Include strengths, d. Potential Barriers to Learning: Some learners experience difficulty in understanding molecular movement, the effects of heat
interests, and possible and pressure, and scientific terms related to phase changes and particle behavior.
barriers to learning.
Learning A learning experience is like a thoughtfully designed journey. Each activity and interaction builds towards meaningful understanding and
Experience. growth. Identify activities and interactions to help learners gain knowledge, skills, or understanding in a purposeful way.
.
Pre-Lesson: A. Directions: Answer the Directions: Using the table Directions: Complete the Directions: Answer the
Describe how you will following questions based on below, draw how molecules in flowchart below by writing your following questions:
help the learners get the pictures. a cold substance would look answers on the spaces after the 1. Romy observed
ready for the lesson. like compared to how number. Use the drawings on the that a metal spoon kept
molecules in a hot substance boxes to identify the phase. Take its shape and volume

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 would look like. note of the direction of the even when moved from
arrows to be guided on what kind one place to another.
of phase change is occurring. What phase of matter is
this?
Possible Answer: Answer: Solid
2. Gina poured
a. What do you see in these juice into different
pictures? containers, and it changed
b. Can you describe the shape but kept the same
objects in each picture? amount. What phase of
c. Are there any similarities matter is this?
or differences between them? Answer: Liquid
d. Can you think of other 3. Dennis sprayed
examples of things that can air freshener, and it
be solid, liquid, or gas? spread quickly in the
e. How will you differentiate room, filling the space.
the states of matter in terms What phase of matter is
of shape and volume? this?
State of Sh Vol Answer: Gas
Matter ap um 4. Helen heated a
e e solid substance directly
Solid until it turned into gas
Liquid without becoming liquid
Gas first. What process took
place?
5. Victor noticed that
steam from hot soup
turned into tiny water
droplets on a nearby lid.
What phase change
occurred?
Answer: Condensation
Flow: A phase change is a process A phase change is a process A phase diagram is an illustration A phase diagram is an
Describe the activities where a substance changes where a substance changes that shows what will happen to a illustration that shows
that you can implement from one state of matter to from one state of matter to substance when it is subject to what will happen to a
in 1 or more sessions to another. another. heat and pressure. To the right is substance when it is

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meet the learning The Phase Changes The Phase Changes a simple phase diagram of water.
subject to heat and
objectives. • Melting – a phase change • Melting – a phase change A phase diagram has two parts:
pressure. To the right is a
Apply the Learning where a substance starts as a where a substance starts as a the vertical component
simple phase diagram of
Design Principles by solid and turns into liquid, such solid and turns into liquid, such represents the amount of pressure
water. A phase diagram
thinking about how to: as when ice cubes turn into as when ice cubes turn into a substance is under—which is to
has two parts: the vertical
 make the liquid water liquid water say, how much force is squeezing
component represents the
objectives clear • Freezing or Solidification – • Freezing or Solidification – the molecules of a substance
amount of pressure a
for the learners a phase change where a a phase change where a together; while the horizontal
substance is under—
 grade learners substance starts as a liquid and substance starts as a liquid and component represents the
which is to say, how
before letting turns into a solid, such as turns into a solid, such as temperature, the hotness or
much force is squeezing
them try the task turning liquid water into ice turning liquid water into ice coldness of the substance. As you
the molecules of a
on their own • Evaporation – a phase • Evaporation – a phase go up vertically, the pressure
substance together; while
 check the state change where a substance starts change where a substance starts experienced by the substance
the horizontal component
of the learners’ as a liquid and turns into a gas, as a liquid and turns into a gas, becomes stronger; as you go
represents the
well-being, such as when boiling water into such as when boiling water into forward horizontally, the
temperature, the hotness
understanding, steam steam temperature increases, making
or coldness of the
and mastery • Condensation – a phase • Condensation – a phase the substance hotter.
substance. As you go up
over the lesson change where a substance starts change where a substance starts vertically, the pressure
 connect today’s as a gas and turns into a liquid, as a gas and turns into a liquid, experienced by the
new concepts to such as when droplets form on such as when droplets form on substance becomes
past the outside of a cold container the outside of a cold container stronger; as you go
competencies • Sublimation – a phase • Sublimation – a phase forward horizontally, the
As you arrive on the webpage,
 encourage change where a substance starts change where a substance starts temperature increases,
click on the “Phase Change” icon
collaboration as a solid and turns into a gas, as a solid and turns into a gas, making the substance
to proceed. First, click on the
among learners such as when solid moth balls such as when solid moth balls hotter.
“water” option on the “Atoms &
 invite learners turn into vapor turn into vapor
Molecules” table, which will
to reflect on why • Deposition – a phase change • Deposition – a phase change
change the molecules from argon
this matters to where a substance starts as a where a substance starts as a
to that of water. You will be
them solid and turns into a gas, such solid and turns into a gas, such
presented with water molecules
 ensure inclusion as when frost builds up in a as when frost builds up in a
bunched up together in the As you arrive on the
for learners’ freeze. freeze.
center, signifying that water is in webpage, click on the
varied abilities,
its solid form. Click and hold the “Phase Change” icon to
learning styles,
slider on the bucket and drag it proceed. First, click on
and contexts
up to “heat” and raise the the “water” option on the
temperature up to 600 K to “Atoms & Molecules”
As seen in the flowchart, a As seen in the flowchart, a scatter it. Once the water table, which will change
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 solid can turn into a liquid solid can turn into a liquid molecules are scattered, the the molecules from argon
through melting, then the liquid through melting, then the liquid learners look closely at the to that of water. You will
that resulted from the melting that resulted from the melting screen and observe what happens be presented with water
can vaporize into a gas, then can vaporize into a gas, then to the molecules. You may also molecules bunched up
that resulting gas can be turned that resulting gas can be turned ask for a volunteer from the class together in the center,
back into a solid through back into a solid through to take the next steps. Click and signifying that water is in
deposition. Going in reverse, a deposition. Going in reverse, a hold on the finger and drag it its solid form. Click and
gas can condense into a liquid, gas can condense into a liquid, down to lower the lid of the hold the slider on the
then the resulting liquid can then the resulting liquid can container. Keep lowering the lid bucket and drag it up to
freeze into a solid, then the freeze into a solid, then the until the pressure on the gauge “heat” and raise the
solid can go back to being a gas solid can go back to being a gas reaches its maximum and the lid temperature up to 600 K
through sublimation. The through sublimation. The flies off. You may repeat this to scatter it. Once the
forward-moving process, from forward-moving process, from procedure again if the learners water molecules are
solid to liquid to gas, is due to solid to liquid to gas, is due to were not able to observe it scattered, the learners
the absorption of heat by the the absorption of heat by the properly the first time by look closely at the screen
substance, while the backward- substance, while the backward- clicking the orange “circle and observe what
moving process, from gas to moving process, from gas to arrow” button to reset the setup. happens to the molecules.
liquid to solid, is due to the liquid to solid, is due to the 1. What happened to the You may also ask for a
removal of heat from the removal of heat from the molecules as we lowered the lid volunteer from the class
substance. substance. of the container? to take the next steps.
How about for sublimation? How about for sublimation? 2. Did the molecules move apart Click and hold on the
Would it need the addition of Would it need the addition of or closer to each other as we finger and drag it down to
heat or the removal of heat? As heat or the removal of heat? As pushed the lid lower? This time, lower the lid of the
we are changing the solid into a we are changing the solid into a click the orange “circle arrow” container. Keep lowering
more shapeless form of matter, more shapeless form of matter, button again to reset the set up. the lid until the pressure
it involves the addition of heat it involves the addition of heat Choose “water” again on the on the gauge reaches its
to make it lose its rigid shape. to make it lose its rigid shape. “Atoms & Molecules” table. You maximum and the lid
For deposition, heat needs to be For deposition, heat needs to be will be presented with the same flies off. You may repeat
removed from the gas for the removed from the gas for the container of water molecules this procedure again if the
gas to gain a more definite gas to gain a more definite bunched up at the center, making learners were not able to
shape. With the different phase shape. With the different phase it solid. This time, have the observe it properly the
changes defined, the students changes defined, the students learners observe what happens as first time by clicking the
can start exploring the things can start exploring the things you manipulate the temperature. orange “circle arrow”
around them by identifying the around them by identifying the You may ask for a volunteer button to reset the setup.
phase changes occurring in the phase changes occurring in the from the class to do the next 1. What happened to the
environment. Inform the environment. Inform the steps as well. Click and hold the molecules as we lowered

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 learners that the trait of being a learners that the trait of being a slider on the bucket and drag it the lid of the container?
good scientist is to have good scientist is to have up to “heat.” Increase the 2. Did the molecules
curiosity and fascination of the curiosity and fascination of the temperature up to 600 K. Next, move apart or closer to
world around them, and this world around them, and this click and hold the slider and drag each other as we pushed
time, the learners will use what time, the learners will use what it down to “cool.” Decrease the the lid lower? This time,
they have learned in the they have learned in the temperature down to 300 K. click the orange “circle
classroom to learn more about classroom to learn more about 1. What happened to the arrow” button again to
the things in their surroundings. the things in their surroundings. molecules as we heated the reset the set up. Choose
1. 1. substance? “water” again on the
o Did the molecules move farther “Atoms & Molecules”
apart or closer to each other? table. You will be
2. What happened to the presented with the same
molecules as we cooled the container of water
substance? molecules bunched up at
o Did the molecules move farther the center, making it
apart or closer to each other? solid. This time, have the
1. From the learners observe what
simulation, we could see happens as you
that changing the manipulate the
temperature by applying temperature. You may ask
or removing heat will for a volunteer from the
also change the way the class to do the next steps
molecules behave. as well. Click and hold
Molecules move farther the slider on the bucket
apart as a substance heats and drag it up to “heat.”
up, which can make them Increase the temperature
change phase from solid, up to 600 K. Next, click
to liquid, and to gas. and hold the slider and
Conversely, molecules drag it down to “cool.”
move closer to each other Decrease the temperature
as a substance cools down to 300 K.
down, which can make 1. What happened to the
them change the phase molecules as we heated
from gas to liquid, then to the substance?
solid. o Did the molecules
move farther apart or

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 closer to each other?
2. What happened to the
molecules as we cooled
the substance?
o Did the molecules
move farther apart or
closer to each other?
1. From the
simulation, we
could see that
changing the
temperature by
applying or
removing heat
will also change
the way the
molecules behave.
Molecules move
farther apart as a
substance heats
up, which can
make them
change phase
from solid, to
liquid, and to gas.
Conversely,
molecules move
closer to each
other as a
substance cools
down, which can
make them
change the phase
from gas to liquid,
then to solid.
Learning Resources: • PowerPoint Presentation • PowerPoint Presentation • PowerPoint Presentation • PowerPoint

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List down the learning • Pictures showing solids, • Pictures of phase changes • Phase diagram of water Presentation
resources that will help liquids, and gases • Diagram of molecular • Simulation activity on phase • Phase diagram of water
you reach your • Table of states of matter arrangement changes • Simulation activity on
objectives. Ensure that • Flowchart of phase changes • Flowchart of phase changes • Particle diagrams of matter molecular movement
they are available and • Learning Activity Sheet • Learning Activity Sheet • Learning Activity Sheet • Pictures showing states
inclusive. • Pen • Pen • Pen and phase changes of
Include options and • Notebook • Notebook • Notebook matter
alternatives in case of • Learning Activity Sheet
emergencies. • Pen
• Notebook
Opportunities for Mathematics – organizing Mathematics – interpreting Mathematics – interpreting Mathematics –
integration: information using tables and diagrams and comparing graphs and diagrams involving interpreting graphs and
Write down any flowcharts molecular arrangements temperature and pressure diagrams involving
possibilities to English – describing and English – explaining phase temperature and pressure
meaningfully another explaining changes in matter changes using complete Technology – using a
learning area, special Technology – using digital sentences PowerPoint presentation and Technology – using a
topic, or technology. presentations and pictures toTechnology – using a simulation to observe molecular PowerPoint presentation
Write N/A if none. identify phase changes PowerPoint presentation to movement and phase changes and simulation to observe
. present molecular movement molecular movement and
and phase changes phase changes
Assessment. Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to
guide your future instruction.

Formative Assessment: Directions: Look at the Directions: Identify the phase Directions: Directions: Read each
Create a task, activity pictures below and match change that occurred in each item using Answer the following item carefully. Encircle
or questions to evaluate Column A with the terms you the picture and description. Then, questions: the letter of the correct
learning and provide found in Column B by writing determine the phases involved in each 1. What phase answer.
feedback. Include ways the letter of your answer before phase change. Write your answers on the change is responsible 1. It is the current and
for learners to ask for the number. Describe the spaces provided. for puddles observable state of matter
guidance or support. pictures showing the different disappearing from the of a substance.
Remember to provide processes involved in phase ground on a sunny day? a. phase
appropriate changes and identify what o Where does the water b. phase change
accommodations so all states of matter are involved. from the puddles go c. phase diagram
learners can afterwards? d. phase flowchart
demonstrate their 2. With respect 2. The process of turning
understanding (e.g., to the idea of phase a gas into a liquid.

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varied response changes, how do clouds a. melting
formats, small group form? b. freezing
options, visual or 3. What are c. evaporation
auditory supports) hailstones? How do you d. condensation
think hailstones form? 3. It is an illustration that
4. After heavy rain, shows the state of matter
where do you think the of a substance at a
water goes once the specific
skies become clear and temperature and pressure.
the sun is out again? a. phase
b. phase change
c. phase diagram
d. phase flowchart
4. The process of turning
a solid into a liquid.
a. melting
b. freezing
c. evaporation
d. condensation
5. Moth balls turn into
gas without undergoing a
liquid phase. What phase
change is exhibited by
moth balls?
a. deposition
b. evaporation
c. sublimation
d. condensation
6. Upon opening a
freezer, you noticed that
ice crystals formed
despite having
only air inside it. What
phase changed did the air
inside the freezer
undergo?

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 a. freezing
b. deposition
c. solidification
d. condensation
7. Which among the
following scenarios show
evaporation?
a. steam from boiling
water
b. formation of droplets
c. dripping candlewax
d. making a popsicle
8. Which among the
following scenarios show
freezing?
a. steam from boiling
water
b. formation of droplets
c. dripping candlewax
d. making a popsicle
9. Which of the following
statements is true about
increasing temperature in
a
substance?
a. the spaces between the
molecules will shrink
b. the molecules will
slow down
c. the molecules will
speed up
d. all the above
10. Which of the
following statements is
NOT true about
increasing the pressure

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 a substance experiences?
a. a solid substance may
turn into a liquid
b. a liquid substance may
turn into a solid
c. a gaseous substance
my turn into a solid
d. a gaseous substance
may turn into a liquid
Ways Meaningful learning can also happen beyond the classroom- for both the learners and the teacher. Pause and reflect on what happened
Forward. today.

Extended learning Directions: Use the Directions: Read each situation Directions: Directions: Use
opportunities: words in the box to label the carefully. Identify the phase or phase 1. Draw particle the words in the box to
Suggest other learning changes of state of matter in the change being described. Write your diagrams for the label the changes of state
experiences outside the picture below. answer on the blank. different states of water. of matter in the picture
classroom/ class hours 1. Rico left ice cubes on the table 2. Label the below.
that learners may want during a family reunion. After a while, arrows to indicate the
to access to reinforce they turned into water. What phase different phase changes.
what they have learned, change occurred?
to spark their Answer: Melting
curiosities further, or 2. Liza placed water in the
that may provide them freezer overnight. The next morning, it
support in their areas of turned into ice. What phase change
difficulty. happened?
Answer: Freezing (Solidification)
3. Jun was boiling water to make
coffee. He noticed steam rising from the
pot. What phase change is this?
Answer: Evaporation
4. Marites saw water droplets
forming on the outside of a cold glass of
juice. What phase change explains this?
Answer: Condensation
5. Bong noticed that mothballs in
the cabinet slowly disappeared without

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 turning into liquid. What phase change
occurred?
Answer: Sublimation
6. Cynthia opened the freezer and saw
frost forming on the walls. What phase
change is responsible for this?
Answer: Deposition
Reflections:
Think about what you
need to change for the
next session based on
what happened today.
Is there something the
learners are interested
in exploring?
Are there some things
you would like to share
with your co-teachers,
parents, or school
leaders about your
classroom experience?
What would you like
your instructional
coach to help you with?

Prepared by: Checked and Reviewed: APPROVED:

ILYN M. VENTURA ETHEWALDA D. DAGA FLORDELIZA C. CACAYAN

Teacher IV/G6 Adviser Master Teacher I Teacher VI/ Teacher-in-charge

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