SCHOOL H.

BAUTISTA ELEMENTARY

TEACHER RACHEL J. GRATE GRADE FIVE( V)

DATE FEBRUARY 14, 2019 SUBJECT SCIENCE

DAILY LESSON
LOG SECTION FRANKLIN EINSTIEN QUARTER FOURTH
TIME 5:45-6:35 4:55-5:45

I. OBJECTIVES
A. Content Standards
o The learner demonstrates understanding on weathering and soil erosion that shape the
Earth’s surface and affect living things and the environment

B. Performance Standards
o The learners should be able to participate in projects that reduce soil erosion in the
community
C. Learning Competencies/ Objectives
o Discuss the factors affecting erosion
o Identify the agents of Soil Erosion
II. CONTENT
o Weathering and Soil Erosion
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide Pages
The New Science Links
Work Text in Science and Technology p. 125-132-93 (S5FE-IIIa-1)
Science for Daily Use TM
2. Learner’s Material pages
3. Textbook pages
K to 12 Science Curriculum Guide
Science and Health Work Text by Jessie A. Villegas
4. Additional Materials from Learning Resource (LR) portal
http://www.e-learningforkids.org/health/lesson/soilerosion
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson (English Integration)
o Show a picture of soil erosion.
What do you see?
Where did it happen?
What was moved from the mountain?
How did it happen?
 B. Establishing a purpose for the lesson (ENGAGE)
What do you think is the effect to the environment if there is a heavy down pour?
The teacher will lead the pupils to the topic

C. Presenting examples/ instances of the new lesson

ACTIVITY (Observing the causes of soil Erosion)
The pupils will be given a different activity about the agents of Soil erosion
Group 1: Water
Group 2: Wind
Group 3: Human
Group 4: Animals
D. Discussing new concept and practicing new skills #1 (EXPLAIN)
 Reporting of each group
 Discussion by the teacher
 The teacher will show some pictures about soil erosion
E. Discussing new concepts and practicing new skills #2
o Elaborating the lesson by showing a picture of intensive farming, deforestation
F. Developing mastery
o Complete the diagram ( Agents of Soil Erosion)
G. Finding practical applications of concepts and skills in daily living? ( ESP and English Integration )
Allow the pupils to read the statement
Marikina river used to be narrow 10 years ago. As time passed by, the Marikeños noticed that the river
grew wider. ( The teacher will present a picture of Marikina river then and now)
Compare and contrast
The teacher will ask questions about the statement and the picture
As a grade V pupil, what simple act can you do to help prevent soil erosion in your community?

H. Making generalizations and abstractions about the lesson

Give one agent of soil erosion and site examples.

I. Evaluating Learning (EVALUATION)

Essay:
List down the three (3) factors affecting erosion and differentiate each.
J. Additional activities for application or remediation (ENRICHMENT)
Draw tow ways of preventing soil erosion (Terracing, riprapping, contour plowing)
V. REMARKS

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