School:
GRADES 1 to 12
DAILY LESSON LOG
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning
resource (LR) portal
B.Other Learning Resource
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
Teacher:
Teaching Dates and
Time:
MONDAY
The learners demonstrate
understanding of the interactions
for survival among living and non-
living things that take place in
estuaries and intertidal zones
The learners should be able to
create a hypothetical community
to show how organisms interact
and reproduce to survive
The learners should be able to
explain the reasons why we need
to
protect and conserve estuaries
and intertidal zones
Reasons why we need to protect
and conserve estuaries and
intertidal zones
CG p.32
Google.com
Answer the riddle:
I am a habitat where salty water
and fresh water meet. What am I?
I am a kind of habitat where four
zones meet. What am I?
Puzzle Building of Pictures of
damaged estuaries and intertidal
zone
The group who could finish the
Grade Level: V
File Created by Ma’am EDNALYN D. MACARAIG
OCTOBER 14 – 18, 2019 (WEEK 10)
TUESDAY
The learners demonstrate
understanding of the interactions
for survival among living and non-
living things that take place in
estuaries and intertidal zones
The learners should be able to
create a hypothetical community to
show how organisms interact and
reproduce to survive
The learners should be able to
explain the reasons why we need to
protect and conserve estuaries and
intertidal zones
Reasons why we need to protect
and conserve estuaries and
intertidal zones
CG p.32
Google.com
Answer the riddle:
I am a habitat where salty water
and fresh water meet. What am I?
I am a kind of habitat where four
zones meet. What am I?
Puzzle Building of Pictures of
damaged estuaries and intertidal
zone
The group who could finish the
Learning Area: SCIENCE
Quarter: 2ND QUARTER
WEDNESDAY THURSDAY FRIDAY
The learners demonstrate
understanding of the interactions
for survival among living and non-
living things that take place in
estuaries and intertidal zones
The learners should be able to
create a hypothetical community
to show how organisms interact
and reproduce to survive
The learners should be able to Administering Second Periodical Test
explain the reasons why we need
to protect and conserve estuaries
and intertidal zones
Reasons why we need to protect
and conserve estuaries and
intertidal zones
CG p.32
Google.com
Answer the riddle:
I am a habitat where salty water
and fresh water meet. What am I?
I am a kind of habitat where four
zones meet. What am I?
Puzzle Building of Pictures of
damaged estuaries and intertidal
zone
The group who could finish the

C.Presenting Examples/ instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
earliest time is the winner
Group Activity: “The Day After
Tomorrow”
I. Problem: What are the reasons
why we need to protect and
conserve estuaries and intertidal
zones?
II. Materials: Pictures of damaged
estuaries and intertidal zones
III. Procedures:
1. Use the picture provided to
complete the table below.
2. Infer the reasons why we need
to protect and conserve the
estuaries and intertidal zones.
3. Record your answers in the
table below.
Ecosystem
C auses of Destruction
Effects of
Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we
need to protect and conserve
estuaries and intertidal zones?
IV. Conclusion
Group Reporting/ Presentation of
the Output
Sharing the results
Answer the following question:
a. What are the causes of
environmental destruction in
estuaries and intertidal zone?
b. What are the effects of
damaged estuaries and intertidal
zone?
c. What are the reasons why we
need to protect and conserve
estuaries and intertidal zone?
earliest time is the winner
Group Activity: “The Day After
Tomorrow”
I. Problem: What are the reasons
why we need to protect and
conserve estuaries and intertidal
zones?
II. Materials: Pictures of damaged
estuaries and intertidal zones
III. Procedures:
1. Use the picture provided to
complete the table below.
2. Infer the reasons why we need to
protect and conserve the estuaries
and intertidal zones.
3. Record your answers in the table
below.
Ecosystem
C auses of Destruction
Effects of
Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we need
to protect and conserve estuaries
and intertidal zones?
IV. Conclusion
Group Reporting/ Presentation of
the Output
Sharing the results
Answer the following question:
a. What are the causes of
environmental destruction in
estuaries and intertidal zone?
b. What are the effects of damaged
estuaries and intertidal zone?
c. What are the reasons why we
need to protect and conserve
estuaries and intertidal zone?
earliest time is the winner
Group Activity: “The Day After
Tomorrow”
I. Problem: What are the reasons
why we need to protect and
conserve estuaries and intertidal
zones?
II. Materials: Pictures of damaged
estuaries and intertidal zones
III. Procedures:
1. Use the picture provided to
complete the table below.
2. Infer the reasons why we need
to protect and conserve the
estuaries and intertidal zones.
3. Record your answers in the
table below.
Ecosystem
C auses of Destruction
Effects of
Destruction
Estuaries
Intertidal Zone
Questions:
What are the reasons why we
need to protect and conserve
estuaries and intertidal zones?
IV. Conclusion
Original File Submitted and
Formatted by DepEd Club Member
- visit depedclub.com for more
Group Reporting/ Presentation of
the Output
Sharing the results
Answer the following question:
a. What are the causes of
environmental destruction in
estuaries and intertidal zone?
b. What are the effects of
damaged estuaries and intertidal
zone?
c. What are the reasons why we
need to protect and conserve
estuaries and intertidal zone?
F.Developing Mastery
G.Finding Parctical application of
concepts and skills in daily living
H.Making generalization and
abstraction about the lesson
Direction: Complete the Venn
diagram by giving the reasons why
we need to protect and conserve
estuaries and intertidal zones
As a Grade V pupil, how could you
help in protecting and
conserving estuaries and intertidal
zone?
Based on the activity conducted,
what are the reasons why we need
to protect and conserve estuaries
and intertidal zone?
Background Information for the
Teacher
Human lives depend to some
extent on the abundant resources
of estuaries. Humans, therefore,
need to live in harmony with every
component of an ecosystem like
estuary and intertidal zone. Every
individual has a duty to use wisely
and preserve the resources that
we find and enjoy on every part of
our planet. We must realize that
we do not own it.
The time for action to protect and
restore the estuary and intertidal
zone is now for tomorrow might
be too late every individual should
take active role in the
implementation of conservation
programs to identify and address
water quality, pollution, and
habitat problems within estuaries.
It is the responsibility of the
people to examine their everyday
activities and think about how
they might be contributing to the
pollution problem.
Here are some suggestions oh how
the people, including you, can
make a difference in the
protection of the habitat of
organisms:
Direction: Complete the Venn
diagram by giving the reasons why
we need to protect and conserve
estuaries and intertidal zones
As a Grade V pupil, how could you
help in protecting and
conserving estuaries and intertidal
zone?
Based on the activity conducted,
what are the reasons why we need
to protect and conserve estuaries
and intertidal zone?
Background Information for the
Teacher
Human lives depend to some
extent on the abundant resources
of estuaries. Humans, therefore,
need to live in harmony with every
component of an ecosystem like
estuary and intertidal zone. Every
individual has a duty to use wisely
and preserve the resources that we
find and enjoy on every part of our
planet. We must realize that we do
not own it.
The time for action to protect and
restore the estuary and intertidal
zone is now for tomorrow might be
too late every individual should
take active role in the
implementation of conservation
programs to identify and address
water quality, pollution, and habitat
problems within estuaries. It is the
responsibility of the people to
examine their everyday activities
and think about how they might be
contributing to the pollution
problem.
Here are some suggestions oh how
the people, including you, can make
a difference in the protection of the
habitat of organisms:
Be informed and get involved
Direction: Complete the Venn
diagram by giving the reasons why
we need to protect and conserve
estuaries and intertidal zones
As a Grade V pupil, how could you
help in protecting and
conserving estuaries and intertidal
zone?
Based on the activity conducted,
what are the reasons why we need
to protect and conserve estuaries
and intertidal zone?
Background Information for the
Teacher
Human lives depend to some
extent on the abundant resources
of estuaries. Humans, therefore,
need to live in harmony with every
component of an ecosystem like
estuary and intertidal zone. Every
individual has a duty to use wisely
and preserve the resources that
we find and enjoy on every part of
our planet. We must realize that
we do not own it.
The time for action to protect and
restore the estuary and intertidal
zone is now for tomorrow might
be too late every individual should
take active role in the
implementation of conservation
programs to identify and address
water quality, pollution, and
habitat problems within estuaries.
It is the responsibility of the
people to examine their everyday
activities and think about how
they might be contributing to the
pollution problem.
Here are some suggestions oh how
the people, including you, can
make a difference in the
protection of the habitat of
organisms:
 Be informed and get involved
o The people should be aware that
estuaries are sensitive habitat
areas
o They should get involved in
dealing with habitat issues that
affect the community in which
they live or work
o For pupils they can join tree –
planting programs, clean – up
drive in school and community
Take full responsibility for one’s
own backyard
o Minimize the application of
fertilizers, herbicides, or pesticides
in your yard
o Use environment – friendly
products such as organic fertilizers
and biocontrols in place of
pesticides to safeguard the entry
of harmful substances into the
waters and end up in estuaries
o Conserve water in your daily life
to reduce runoff that may find its
way into the estuaries
o Preserve existing trees and plant
new trees and shrubs to help
prevent erosion
o Dispose your yard wastes and
chemicals properly
Practice good housekeeping at
all times
o In every household, each person
is encouraged to keep all forms of
garbage out of street gutters and
storm drains
o Install water-saving devices in
shower heads and toilet bowls
o Replace any dripping faucets of
leaky pipes
o Don’t dispose toxic wastes and
chemicals down your toilet bowl
o Buy and use non-toxic
household products
o The people should be aware that
estuaries are sensitive habitat areas
o They should get involved in
dealing with habitat issues that
affect the community in which they
live or work
o For pupils they can join tree –
planting programs, clean – up drive
in school and community
Take full responsibility for one’s
own backyard
o Minimize the application of
fertilizers, herbicides, or pesticides
in your yard
o Use environment – friendly
products such as organic fertilizers
and biocontrols in place of
pesticides to safeguard the entry of
harmful substances into the waters
and end up in estuaries
o Conserve water in your daily life
to reduce runoff that may find its
way into the estuaries
o Preserve existing trees and plant
new trees and shrubs to help
prevent erosion
o Dispose your yard wastes and
chemicals properly
Practice good housekeeping at all
times
o In every household, each person
is encouraged to keep all forms of
garbage out of street gutters and
storm drains
o Install water-saving devices in
shower heads and toilet bowls
o Replace any dripping faucets of
leaky pipes
o Don’t dispose toxic wastes and
chemicals down your toilet bowl
o Buy and use non-toxic household
products
o Practice 5Rs: REDUCE, REUSE,
RECYCLE, REPAIR, and RECOVER
Be informed and get involved
o The people should be aware that
estuaries are sensitive habitat
areas
o They should get involved in
dealing with habitat issues that
affect the community in which
they live or work
o For pupils they can join tree –
planting programs, clean – up
drive in school and community
Take full responsibility for one’s
own backyard
o Minimize the application of
fertilizers, herbicides, or pesticides
in your yard
o Use environment – friendly
products such as organic fertilizers
and biocontrols in place of
pesticides to safeguard the entry
of harmful substances into the
waters and end up in estuaries
o Conserve water in your daily life
to reduce runoff that may find its
way into the estuaries
o Preserve existing trees and plant
new trees and shrubs to help
prevent erosion
o Dispose your yard wastes and
chemicals properly
Practice good housekeeping at
all times
o In every household, each person
is encouraged to keep all forms of
garbage out of street gutters and
storm drains
o Install water-saving devices in
shower heads and toilet bowls
o Replace any dripping faucets of
leaky pipes
o Don’t dispose toxic wastes and
chemicals down your toilet bowl
o Buy and use non-toxic
household products
 o Practice 5Rs: REDUCE, REUSE,
RECYCLE, REPAIR, and RECOVER
o Always follow label instructions
for the use and disposal of
household
Give due respect and great
concern to estuary
o When you enter an estuary
riding a hired boat, be careful not
to touch or hurt the organisms
there. Better still, avoid entering
sensitive habitat areas such as
estuaries
o Make sure you keep all waste
produced during picnics in a safe
bag and disposed properly when
you’re back on land
o Avoid dumping any chemicals
like gasoline and oil products, or
heavy metal into the waters of the
estuary
I.Evaluating learning Direction: Write TRUE if the
statement is correct and FALSE if
the
statement is incorrect.
1. The wild animals will no longer
have shelter.
2. The wild animals will be in
extinct.
3. The ecosystem will be affected.
4. The reproduction of wild
animals will be affected.
5. The ecosystem will be the same
J.additional activities for application Interview your parents about their
or remediation opinion in protecting natural
resources.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the
evaluation next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties in
o Always follow label instructions
for the use and disposal of
household
Give due respect and great
concern to estuary
o When you enter an estuary riding
a hired boat, be careful not to
touch or hurt the organisms there.
Better still, avoid entering sensitive
habitat areas such as estuaries
o Make sure you keep all waste
produced during picnics in a safe
bag and disposed properly when
you’re back on land
o Avoid dumping any chemicals like
gasoline and oil products, or heavy
metal into the waters of the estuary
Direction: Write TRUE if the
statement is correct and FALSE if
the
statement is incorrect.
1. The wild animals will no longer
have shelter.
2. The wild animals will be in
extinct.
3. The ecosystem will be affected.
4. The reproduction of wild animals
will be affected.
5. The ecosystem will be the same
Interview your parents about their
opinion in protecting natural
resources.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
o Practice 5Rs: REDUCE, REUSE,
RECYCLE, REPAIR, and RECOVER
o Always follow label instructions
for the use and disposal of
household
Give due respect and great
concern to estuary
o When you enter an estuary
riding a hired boat, be careful not
to touch or hurt the organisms
there. Better still, avoid entering
sensitive habitat areas such as
estuaries
o Make sure you keep all waste
produced during picnics in a safe
bag and disposed properly when
you’re back on land
o Avoid dumping any chemicals
like gasoline and oil products, or
heavy metal into the waters of the
estuary
Direction: Write TRUE if the
statement is correct and FALSE if
the
statement is incorrect.
1. The wild animals will no longer
have shelter.
2. The wild animals will be in
extinct.
3. The ecosystem will be affected.
4. The reproduction of wild
animals will be affected.
5. The ecosystem will be the same
Interview your parents about their
opinion in protecting natural
resources.
___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on
next objective. the next objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got
mastery 80% mastery
___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
activities for remediation answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
C.Did the remedial work? No.of learners ___ of Learners who earned 80%
who have caught up with the lesson above
D.No. of learners who continue to require ___ of Learners who require additional
remediation activities for remediation
E.Which of my teaching strategies worked ___Yes ___No
well? Why did these work? ____ of Learners who caught up the
lesson
F.What difficulties did I encounter which ___ of Learners who continue to
my principal or supervisor can helpme require remediation
solve?
G.What innovation or localized materials Strategies used that work well:
did used/discover which I wish to share  ___Metacognitive 
Development:
with other teachers? Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
 ___Schema-Building: 
Examples:
Compare and contrast, jigsaw
learning, peer teaching, and projects.
 
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive 
Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-pair- 
share, quick-writes, and anticipatory
charts.
 
___Schema-Building: 
Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.

answering their lesson. in answering their lesson. difficulties in answering their
___Pupils found difficulties in ___Pupils found difficulties in lesson.
answering their lesson. answering their lesson. ___Pupils found difficulties
___Pupils did not enjoy the lesson ___Pupils did not enjoy the in answering their lesson.
because of lack of knowledge, skills lesson because of lack of ___Pupils did not enjoy the
and interest about the lesson. knowledge, skills and interest lesson because of lack of
___Pupils were interested on the about the lesson. knowledge, skills and
lesson, despite of some difficulties ___Pupils were interested on interest about the lesson.
encountered in answering the the lesson, despite of some ___Pupils were interested
questions asked by the teacher. difficulties encountered in on the lesson, despite of
___Pupils mastered the lesson despite answering the questions asked by some difficulties
of limited resources used by the the teacher. encountered in answering
teacher. ___Pupils mastered the lesson the questions asked by the
___Majority of the pupils finished despite of limited resources used teacher.
their work on time. by the teacher. ___Pupils mastered the
___Some pupils did not finish their ___Majority of the pupils finished lesson despite of limited
work on time due to unnecessary their work on time. resources used by the
behavior. ___Some pupils did not finish teacher.
their work on time due to ___Majority of the pupils
unnecessary behavior. finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
above above 80% above
___ of Learners who require additional ___ of Learners who require ___ of Learners who require
activities for remediation additional activities for additional activities for
remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught
lesson the lesson up the lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
require remediation require remediation continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work
___Metacognitive 
Development: ___Metacognitive Development: well:
Examples: Self assessments, note 
Examples: Self assessments, note ___Metacognitive
taking and studying techniques, and taking and studying techniques, Development: Examples:
vocabulary assignments. and vocabulary assignments. Self assessments, note
___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think- taking and studying
share, quick-writes, and anticipatory pair-share, quick-writes, and techniques, and vocabulary
charts. anticipatory charts. assignments.
 ___Bridging: Examples:
Think-pair-share, quick-
___Schema-Building: 
Examples: ___Schema-Building: Examples:
writes, and anticipatory
Compare and contrast, jigsaw Compare and contrast, jigsaw
charts.
learning, peer teaching, and projects. learning, peer teaching, and
projects. 
 ___Contextualization:  ___Contextualization:
 
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
 
 ___Text Representation:  ___Text Representation:
 
Examples: Student created drawings,
videos, and games.
 ___Modeling: Examples: 
Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
 ___Contextualization:   ___Schema-Building:
Examples: Demonstrations, 
media, Examples: Demonstrations, media,  ___Contextualization: Examples: Compare and
manipulatives, repetition, and local manipulatives, repetition, and local contrast, jigsaw learning,
 Examples: Demonstrations,
peer teaching, and projects.
opportunities. opportunities. media, manipulatives, repetition,
 and local opportunities. 
 ___Text Representation:   ___Contextualization:

Examples: Student created drawings, 
Examples: Student created drawings, ___Text Representation:  Examples: Demonstrations,
videos, and games. videos, and games. media, manipulatives,
 Examples: Student created
repetition, and local
___Modeling: Examples: 
Speaking ___Modeling: Examples: Speaking drawings, videos, and games.
opportunities.
slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples:
language you want students to use, and language you want students to use, Speaking slowly and clearly,
 ___Text Representation:
providing samples of student work. and providing samples of student 
modeling the language you want Examples: Student created
work. students to use, and providing drawings, videos, and
Other Techniques and Strategies used: samples of student work. games.
___ Explicit Teaching Other Techniques and Strategies  ___Modeling: Examples:
___ Group collaboration used: Other Techniques and Strategies Speaking slowly and clearly,
___Gamification/Learning throuh play ___ Explicit Teaching used: modeling the language you
___ Answering preliminary ___ Group collaboration ___ Explicit Teaching want students to use, and
activities/exercises ___Gamification/Learning throuh play ___ Group collaboration providing samples of student
___ Carousel ___ Answering preliminary ___Gamification/Learning throuh work.
___ Diads activities/exercises play Other Techniques and
___ Differentiated Instruction ___ Carousel ___ Answering preliminary Strategies used:
___ Role Playing/Drama ___ Diads activities/exercises ___ Explicit Teaching
___ Discovery Method ___ Differentiated Instruction ___ Carousel ___ Group collaboration
___ Lecture Method ___ Role Playing/Drama ___ Diads ___Gamification/Learning
Why? ___ Discovery Method ___ Differentiated Instruction throuh play
___ Complete IMs ___ Lecture Method ___ Role Playing/Drama ___ Answering preliminary
___ Availability of Materials Why? ___ Discovery Method activities/exercises
___ Pupils’ eagerness to learn ___ Complete IMs ___ Lecture Method ___ Carousel
___ Group member’s ___ Availability of Materials Why? ___ Diads
collaboration/cooperation ___ Pupils’ eagerness to learn ___ Complete IMs ___ Differentiated
in doing their tasks ___ Group member’s ___ Availability of Materials Instruction
___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Role Playing/Drama
of the lesson in doing their tasks ___ Group member’s ___ Discovery Method
___ Audio Visual Presentation collaboration/cooperation ___ Lecture Method
of the lesson in doing their tasks Why?
___ Audio Visual Presentation ___ Complete IMs
of the lesson ___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation of the lesson