GRADES 1 to 12 School Grade Level V

DAILY LESSON LOG Teacher Learning Areas Science

Teaching Dates and Time July 4-8, 2016 Quarter First

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards Properties of materials to determine Properties of materials to
Properties of materials to determine Properties of materials to Properties of materials to determine whether they are useful or harmful. determine whether they are
whether they are useful or harmful. determine whether they are whether they are useful or harmful. useful or harmful.
useful or harmful.

B. Performance Standards The learner uses local, recyclable solid The learner uses local, The learner uses local, recyclable solid The learner uses local, recyclable solid The learner uses local,
and/ or liquid materials in making recyclable solid and/ or liquid and/ or liquid materials in making and/ or liquid materials in making useful recyclable solid and/ or liquid
useful products. materials in making useful useful products. products. materials in making useful
products. products.

C. Learning Competencies/Objectives
Write the LC code for each
The learner uses the properties of The learner uses the properties The learner uses the properties of The learner uses the properties of The learner uses the
materials whether they are useful or of materials whether they are materials whether they are useful or materials whether they are useful or properties of materials
harmful useful or harmful harmful harmful whether they are useful or
harmful

II. CONTENT Properties of Matter Properties of Matter Properties of Matter Properties of Matter Properties of Matter

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4

3. Textbook pages
4. Additional Materials from S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4
Learning Resource (LR) portal
B. Other Learning Resources Curriculum Guide 5 Curriculum Guide 5 Evelyn Curriculum G Curriculum G Curriculum G
Evelyn Enriquez-Arcano et al. Breaking Evelyn Enriquez-Arcano et al. Evelyn Enriquez-Arcano et al. Breaking Evelyn Enriquez-Arcano et al.
Enriquez-Arcano et al. Through Science 5 Breaking Through Science 5 Through Science 5 Breaking Through Science 5
Breaking Through Norma Abracia et. Norma Abracia et. Al Norma
Science 5 Norma Al Science in Our World 5 Science in Our World 5 Abracia et. Al Science in Our
Abracia et. Al Science in Our World 5
 C & E Publishing Inc.
Norma Abracia et.
Al Science in Our World 5
Vibal Publishing Inc.
IV. PROCEDURES
A. Reviewing previous lesson or What is Matter?
presenting the new lesson
B. Establishing a purpose for the Identify the physical properties of
lesson matter.
Describe the physical properties of
matter.
C. Presenting examples/instances of
the new lesson Show the pupils a piece of wooden
stick and a rubber band.
Stretch the rubber band to double its
regular size. Try stretching the stick in
the same manner. Ask: “ Why you can
stretch the rubber bandbut not the
stick?” ( Answers vary) ( The rubber
band is elastic but the stick is not.)
Bend the stick so that it breaks into
two. Try bending the rubber bandin
the same manner. Ask: “ Why the
stick breaks but not the rubber band?
( Answers vary)
Explain the elasticity and brittleness
are two of the physical propertiesof
matter.
D. Discussing new concepts and Ask each group to present the results
practicing new skills #1 of their activity and answer to the
guide questions.
What are the physical properties of
matter?
World 5
What is Matter?
Identify the physical properties
of matter.
Describe the physical properties
of matter.
Show the pupils a piece of
wooden stick and a rubber
band.
Stretch the rubber band to
double its regular size. Try
stretching the stick in the same
manner. Ask: “ Why you can
stretch the rubber bandbut not
the stick?” ( Answers vary) ( The
rubber Bend the stick so that it
breaks into two. Try bending the
rubber bandin the same
manner. Ask: “ Why the stick
breaks but not the rubber band?
( Answers vary) ( The stick is
brittle but the rubber band is
not.)
Explain the elasticity and
brittleness are two of the
physical propertiesof matter.
Ask each group to present the
results of their activity and
answer to the guide questions.
What are the physical properties
of matter?
What is Matter?
Identify the physical properties of
matter.
Describe the physical properties of
matter.
Show the pupils a piece of wooden
stick and a rubber band.
Stretch the rubber band to double its
regular size. Try stretching the stick in
the same manner. Ask: “ Why you can
stretch the rubber bandbut not the
stick?” ( Answers vary) ( The rubber
band is elastic but the stick is not.)
Bend the stick so that it breaks into
two. Try bending the rubber bandin
the same manner. Ask: “ Why the stick
breaks but not the rubber band?
( Answers vary) ( The stick is brittle but
the rubber band is not.)
Explain the elasticity and brittleness
are two of the physical propertiesof
matter.
Ask each group to present the results
of their activity and answer to the
guide questions.
What are the physical properties of
matter?
What is Matter?
Identify the physical properties of matter.
Describe the physical properties of
matter.
Show the pupils a piece of wooden stick
and a rubber band.
Stretch the rubber band to double its
regular size. Try stretching the stick in the
same manner. Ask: “ Why you can stretch
the rubber bandbut not the stick?”
( Answers vary) ( The rubber band is
elastic but the stick is not.)
Bend the stick so that it breaks into two.
Try bending the rubber bandin the same
manner. Ask: “ Why the stick breaks but
not the rubber band? ( Answers vary)
( The stick is brittle but the rubber band is
not.)
Explain the elasticity and brittleness are
two of the physical propertiesof matter.
Ask each group to present the results of
their activity and answer to the
guide questions.
What are the physical properties of
matter?
What is Matter?
Identify the physical
properties of matter.
Describe the physical
properties of matter.
Show the pupils a piece of
wooden stick and a rubber
band.
Stretch the rubber band to
double its regular size. Try
stretching the stick in the
same manner. Ask: “ Why you
can stretch the rubber
bandbut not the stick?”
( Answers vary) ( The rubber
band is elastic but the stick is
not.)
Bend the stick so that it breaks
into two. Try bending the
rubber bandin the same
manner. Ask: “ Why the stick
breaks but not the rubber
band? ( Answers vary) ( The
stick is brittle but the rubber
band is not.)
Explain the elasticity and
brittleness are two of the
physical propertiesof matter.
Ask each group to present the
results of their activity and
answer to the
guide questions.
What are the physical
properties of matter?
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
The properties of matter can be
classified as physical properties
and chemical properties.
Physic
al Properties
A characteristic of a material that
can be readily observed without
changing its composition is known
as physical property.
Hardness – is the ability of a
material to be rigid and resist
pressure that may cause a change
in its shape.
Brittleness – is the ability of the
material to break easily.
Flexibility – is the ability of a
material to be bent without
breaking.
Elasticity – is the ability of a
material to be stretched and then
return to its original shape after.
Conductivity- is the ability to let
heat and electricity to pass
through.
Malleability – is the ability of
materials to be hammered into flat
sheets.
Ductility – is the ability to be
drawn into thin wires.
What are the physical changes of
matter?
Identify what physical property is in
the picture.
Under Physical properties we
Hardness, Brittleness Flexibility
Elasticity Conductivity Malleability
The properties of matter can
be classified as physical
properties and chemical
properties.
Physical Properties
A characteristic of a
material that can be readily
observed without changing its
composition is known as
physical property.
Hardness – is the ability of a
material to be rigid and resist
pressure that may cause a
change in its shape.
Brittleness – is the ability of
the material to break easily.
Flexibility – is the ability of a
material to be bent without
breaking.
Elasticity – is the ability of a
material to be stretched and
then return to its original
shape after.
Conductivity- is the ability to
let heat and electricity to pass
through.
Malleability – is the ability of
materials to be hammered
into flat sheets.
Ductility – is the ability to be
drawn into thin wires.
What are the physical changes
of matter?
Identify what physical property
is in the picture.
Under Physical properties we
Hardness, Brittleness Flexibility
Elasticity Conductivity
The properties of matter can be
classified as physical properties and
chemical properties.
Physic
al Properties
A characteristic of a material that
can be readily observed without
changing its composition is known
as physical property.
Hardness – is the ability of a
material to be rigid and resist
pressure that may cause a change
in its shape.
Brittleness – is the ability of the
material to break easily.
Flexibility – is the ability of a
material to be bent without
breaking.
Elasticity – is the ability of a
material to be stretched and then
return to its original shape after.
Conductivity- is the ability to let
heat and electricity to pass
through.
Malleability – is the ability of
materials to be hammered into flat
sheets.
Ductility – is the ability to be
drawn into thin wires.
What are the physical changes of
matter?
Identify what physical property is in
the picture.
Under Physical properties we
Hardness, Brittleness Flexibility
Elasticity Conductivity Malleability
The properties of matter can be
classified as physical properties and
chemical properties.
Physical
Properties
A characteristic of a material that
can be readily observed without
changing its composition is known as
physical property.
Hardness – is the ability of a material
to be rigid and resist pressure that
may cause a change in its shape.
Brittleness – is the ability of the
material to break easily.
Flexibility – is the ability of a material
to be bent without breaking.
Elasticity – is the ability of a material
to be stretched and then return to its
original shape after.
Conductivity- is the ability to let heat
and electricity to pass through.
Malleability – is the ability of materials
to be hammered into flat sheets.
Ductility – is the ability to be drawn
into thin wires.
What are the physical changes of matter?
Identify what physical property is in the
picture.
Under Physical properties we Hardness,
Brittleness Flexibility Elasticity
Conductivity Malleability Ductility.
The properties of matter
can be classified as physical
properties and chemical
properties.
Physical Properties
A characteristic of a
material that can be readily
observed without changing
its composition is known as
physical property.
Hardness – is the ability of
a material to be rigid and
resist pressure that may
cause a change in its shape.
Brittleness – is the ability of
the material to break easily.
Flexibility – is the ability of
a material to be bent
without breaking.
Elasticity – is the ability of
a material to be stretched
and then return to its
original shape after.
Conductivity- is the ability
to let heat and electricity to
pass through.
Malleability – is the ability
of materials to be
hammered into flat sheets.
Ductility – is the ability to
be drawn into thin wires.
What are the physical changes
of matter?
Identify what physical
property is in the picture.
Under Physical properties we
Hardness, Brittleness
Flexibility Elasticity
 Ductility. Malleability Ductility. Ductility. Conductivity Malleability
Ductility.

I. Evaluating learning Identifying the property of the Identifying the property of the Identifying the property of the Identifying the property of the pictures Identifying the property of the
pictures given. pictures given. pictures given. given. pictures given.

J. Additional activities for Watch videos Watch videos Watch videos Watch videos Watch videos
application or remediation

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 or localized materials
did I use/discover which I wish to
share with other teachers?

GRADES 1 to 12 School Grade Level V

 DAILY LESSON LOG Teacher Learning Areas Science
Teaching Dates and Time July 11-15, 2016 Quarter First

Monday Tuesday Wednesday Thursday Friday

VII. OBJECTIVES 1. Describe changes in materials under different conditions.
2. Cite the conditions/factors that bring about changes in materials.

D. Content Standards Materials undergo changes due
to oxygen and heat
E. Performance Standards The learner uses local,
recyclable solid and/ or liquid
materials in making useful
products.
Materials undergo changes due
to oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable solid
and/ or liquid materials in making
useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes
due to oxygen and heat
The learner uses local,
recyclable solid and/ or
liquid materials in making
useful products.

F. Learning Competencies/Objectives
Write the LC code for each
The learner uses local,
recyclable solid and/ or liquid
materials in making useful
products.
S5MT – Ic – d – 4
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
S5MT – Ic – d – 4
The learner uses local, recyclable solid
and/ or liquid materials in making
useful products.
S5MT – Ic – d – 4
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
S5MT – Ic – d – 4
The learner uses local,
recyclable solid and/ or
liquid materials in making
useful products.
S5MT – Ic – d – 4

VIII. CONTENT Changes that Materials Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo Changes that Materials
Undergo (Physical Change) (Physical Change) Undergo
(Physical Change)
IX. LEARNING RESOURCES Science and Health 5, SD Publishing Inc.
Science for Daily Use 5, TM, textbook

C. References
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages
8. Additional Materials from S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4
Learning Resource (LR) portal
D. Other Learning Resources google google Into the Future: Science and Into the Future: Science and Into the Future:
Health 5,TM, Textbook, Health 5,TM, Textbook, Science and Health 5,TM,
Abiva Publishing, author Abiva Publishing, author Textbook,
Peralta-Peralta Peralta-Peralta Abiva Publishing,
author Peralta-Peralta

X. PROCEDURES
K. Reviewing previous lesson or What are the two changes in What are the two changes in What is Physical Change? What is Physical Change? What is Physical Change?
presenting the new lesson matter? matter?

L. Establishing a purpose for the 1. Describe changes in materials 1. Describe changes in materials 1.Observe that no new materials are 1.Observe that no new materials 1.Observe that no new
lesson under different conditions. under different conditions. formed in Physical change. are formed in Physical change. materials are formed in

M. Presenting examples/instances of
the new lesson
G. Discussing new concepts and
practicing new skills #1
H. Discussing new concepts and
practicing new skills #2
2. Cite the conditions/factors
that bring about changes in
materials.
*doing some experiments with
the use of the following
Balloon
2 pieces of bond paper
candle
Pair of scissors
match
Alcohol lamp
bottle
Comparing the old pictures with
the new pictures
There are numerous changes
occurring in the environment
every second. Some of these
changes are very noticeable
while others are not.
2. Cite the conditions/factors
that bring about changes in
materials.
*doing some experiments with
the use of the following
Balloon
2 pieces of bond paper
candle
Pair of scissors
match
Alcohol lamp
bottle
Comparing the old pictures with
the new pictures
There are numerous changes
occurring in the environment
every second. Some of these
changes are very noticeable
while others are not.
2.Show that physical change may take
place in materials.
3.Investigate changes that happen in
materials upon application of heat.
Observing Physical Change
What to do:
A. -Get the piece of cloth and
scissors.
Cut it into pieces using the
desired shape. Paste it on 1
bond paper.
B. Get the piece of paper.
Crumple the piece of paper
Paste it on1 bond paper
C. Get the popsicle sticks
Make a house out of the
popsicle sticks.
Paste it on 1 bond paper.
D .Get the toothpicks.
Make a design out of the
toothpicks.
Paste it on 1 bond paper.
E. Get the plastic straw.
Cut it into desired shapes.
Make a flower out of the
shapes
Paste it on 1 bond paper.
GUIDE QUESTIONS:
What happened in each activity? What
changed that can be noted?
Was there a new substance formed?
Why?
What kind of change is this?
Physical change occurs when materials
undergo change in shape, size, texture
without changing the composition or a
change in substance.
The application of HEAT, FORCE and
PRESSURE can cause a material to
undergo physical change.Materials can
change from one state to another. Solid
2.Show that physical change may
take place in materials.
3.Investigate changes that happen
in materials upon application of
heat.
Observing Physical Change
What to do:
D. -Get the piece of cloth
and scissors.
Cut it into pieces using
the desired shape. Paste it
on 1 bond paper.
E. Get the piece of paper.
Crumple the piece of
paper
Paste it on1 bond paper
F. Get the popsicle sticks
Make a house out of the
popsicle sticks.
Paste it on 1 bond paper.
D .Get the toothpicks.
Make a design out of the
toothpicks.
Paste it on 1 bond paper.
E. Get the plastic straw.
Cut it into desired shapes.
Make a flower out of the
shapes
Paste it on 1 bond paper.
GUIDE QUESTIONS:
What happened in each activity?
What changed that can be noted?
Was there a new substance
formed? Why?
What kind of change is this?
Physical change occurs when
materials undergo change in shape,
size, texture without changing the
composition or a change in
substance.
The application of HEAT, FORCE and
PRESSURE can cause a material to
undergo physical change.Materials
Physical change.
2.Show that physical change
may take place in materials.
3.Investigate changes that
happen in materials upon
application of heat.
Observing Physical Change
What to do:
-Get the piece of cloth and
scissors.
Cut it into pieces using the
desired shape. Paste it on 1
bond paper.
Get the piece of paper.
Crumple the piece of paper
Paste it on1 bond paper
Get the popsicle sticks
Make a house out of the
popsicle sticks.
Paste it on 1 bond paper.
Get the toothpicks. Make a
design out of the
toothpicks. Paste it on 1
bond paper.
Get the plastic straw.
Cut it into desired shapes.
Make a flower out of the
Shapes. Paste it on 1 bond
paper.
GUIDE QUESTIONS:
What happened in each
activity? What changed that
can be noted?
Was there a new substance
formed? Why?
What kind of change is this?
Physical change occurs
when materials undergo
change in shape, size,
texture without changing
the composition or a change
in substance.
The application of HEAT,
FORCE and PRESSURE can

I. Developing mastery
(Leads to Formative Assessment 3)
Show some materials which
vary with the two changes. Let
Show some materials which vary
with the two changes. Let them
can change to liquid, liquid to solid and
solid to gas. These are physical change
that may be brought about by the
absorption or release of heat. In
physical change, no new substance is
formed.
SOLIDIFICATION or Freezing is the
process of changing of form from liquid
to solid .It is brought about by low
temperature. Ex. Water to ice.
LIQUIFICATION is the process of
changing of form from solid to liquid. It
is brought about by absorption of heat.
Ex. Ice to water
EVAPORATION is the process of
changing of form from liquid to gas. It is
brought about by the absorption of
enough heat. Ex. Water to gas
SUBLIMATION is the process of
changing of form from solid to gas. It is
brought about by the absorption of
heat. It is the state of matter from solid
to gas without passing the liquid state.
Naphthalene balls release chemicals
through sublimation, the longer they
are exposed, the more they turn to gas.
Here are some examples of physical
change: Change from quarrying,
dissolving sugar, melting cheese, water
cycle
State some examples under these
changes.
can change from one state to
another. Solid can change to liquid,
liquid to solid and solid to gas.
These are physical change that may
be brought about by the absorption
or release of heat. In physical
change, no new substance is
formed.
SOLIDIFICATION or Freezing is the
process of changing of form from
liquid to solid .It is brought about by
low temperature. Ex. Water to ice.
LIQUIFICATION is the process of
changing of form from solid to
liquid. It is brought about by
absorption of heat. Ex. Ice to water
EVAPORATION is the process of
changing of form from liquid to gas.
It is brought about by the
absorption of enough heat. Ex.
Water to gas
SUBLIMATION is the process of
changing of form from solid to gas.
It is brought about by the
absorption of heat. It is the state of
matter from solid to gas without
passing the liquid state.
Naphthalene balls release chemicals
through sublimation, the longer
they are exposed, the more they
turn to gas.
Here are some examples of physical
change: Change from quarrying,
dissolving sugar, melting cheese,
water cycle
State some examples under these
changes.
cause a material to undergo
physical change.Materials
can change from one state
to another. Solid can change
to liquid, liquid to solid and
solid to gas. These are
physical change that may be
brought about by the
absorption or release of
heat. In physical change, no
new substance is formed.
SOLIDIFICATION or Freezing
is the process of changing of
form from liquid to solid .It
is brought about by low
temperature. Ex. Water to
ice.
LIQUIFICATION is the
process of changing of form
from solid to liquid. It is
brought about by absorption
of heat. Ex. Ice to water
EVAPORATION is the process
of changing of form from
liquid to gas. It is brought
about by the absorption of
enough heat. Ex. Water to
gas
SUBLIMATION is the process
of changing of form from
solid to gas. It is brought
about by the absorption of
heat. It is the state of matter
from solid to gas without
passing the liquid state.
Naphthalene balls release
chemicals through
sublimation, the longer they
are exposed, the more they
turn to gas.
Here are some examples of
physical change: Change
from quarrying, dissolving
sugar, melting cheese, water
cycle
State some examples under
these changes.

J. Finding practical applications of
concepts and skills in daily living
K. Making generalizations and
abstractions about the lesson
L. Evaluating learning
them identify what change is
that.
Ask some household activities
that the observed under
physical and chemical change.
Help the pupils construct and
express their understanding. At
this point they should be able
to say/ understand that
Materials undergo changes. It
may be in shape, sizes, or state
of matter without changing its
kind. It may be a changed in
composition in the production
of a new substance. When force
is applied, the material changed
in shape and size but the
material is still the original
material, this is called a physical
changed. Heat can also change
the material’s composition.
Hence, when a piece of paper is
burned, the material changed
into ash. Ash is a new material.
Ash is a new material that
cannot be used for writing. This
changed is called chemical
changed.
Describe the changes occurred
in the materials in doing the
following activities.
1. Mother cooks
pancake, she put
butter in the pan.
What happened to
the butter? What
condition made the
butter melted?
2. Adonis has 1yrd of
cloth, he made
rectangular
handkerchief out of it.
What did he do to
make it rectangle?
What condition made
identify what change is that.
Ask some household activities Ask some household activities that the Ask some household activities that Ask some household
that the observed under physical observed under physical change. the observed under physical activities that the observed
and chemical change. change. under physical change.
Help the pupils construct and Give the different physical changes that Give the different physical changes Give the different physical
express their understanding. At matter undergoes. that matter undergoes. changes that matter
this point they should be able to undergoes.
say/ understand that
Materials undergo changes. It
may be in shape, sizes, or state
of matter without changing its
kind. It may be a changed in
composition in the production of
a new substance. When force is
applied, the material changed in
shape and size but the material is
still the original material, this is
called a physical changed. Heat
can also change the material’s
composition. Hence, when a
piece of paper is burned, the
material changed into ash. Ash is
a new material. Ash is a new
material that cannot be used for
writing. This changed is called
chemical changed.
Describe the changes occurred in Which of the following shows physical Draw some physical change that What changes are the
the materials in doing the change, put a check before the you have seen. following?
following activities. number.
3. Mother cooks ______1.burning of
pancake, she put butter ______1.boiling of water
in the pan. What ______2.Ripening of fruits rubber
happened to the ______3.cutting firewood _____ 2.breaking
butter? What condition ______4.mixing water and ice of rocks
made the butter cube
melted? ______5.souring of milk
______3.rusty roof
4. Adonis has 1yrd of ______4.melting of
cloth, he made spoon
rectangular
handkerchief out of it.
______5. Melting of
What did he do to wax
make it rectangle?
What condition made it
 it change?
The boys scout in
Magalang made a
bonfire. After the
bonfire what do you
think would happen
to the wood? What
condition made the
wood change?
change?
The boys scout in
Magalang made a
bonfire. After the
bonfire what do you
think would happen to
the wood? What
condition made the
wood change?

M. Additional activities for application Giving assignment Asked for more examples Asked them to give activities at home Asked them to give activities at Asked them to give activities
or remediation that shows physicall change. home that shows physical change. at home that shows physical
change.

XI. REMARKS
XII. REFLECTION
H. No. of learners who earned 80% in the
evaluation

I. No. of learners who require additional

activities for remediation who scored
below 80%
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to require
remediation

L. Which of my teaching strategies

worked well? Why did these work?

M. What difficulties did I encounter which

my principal or supervisor can help me
solve?
N. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level V

 DAILY LESSON LOG Teacher Learning Areas Science
Teaching Dates and Time July 18-22, 2016 Quarter First

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 1. Describe changes in materials under different conditions.
2. Cite the conditions/factors that bring about changes in materials.

A. Content Standards Materials undergo changes due to oxygen and Materials undergo changes due to Materials undergo changes due to Materials undergo changes due Materials undergo changes
heat oxygen and heat oxygen and heat to oxygen and heat due to oxygen and heat
B. Performance Standards The learner uses local, recyclable solid and/ or The learner uses local, recyclable The learner uses local, recyclable The learner uses local, The learner uses local,
liquid materials in making useful products. solid and/ or liquid materials in solid and/ or liquid materials in recyclable solid and/ or liquid recyclable solid and/ or
making useful products. making useful products. materials in making useful liquid materials in making
products. useful products.

C. Learning The learner uses local, recyclable solid and/ or The learner uses local, recyclable The learner uses local, recyclable The learner uses local, The learner uses local,
Competencies/Objectives liquid materials in making useful products. solid and/ or liquid materials in solid and/ or liquid materials in recyclable solid and/ or liquid recyclable solid and/ or
Write the LC code for each making useful products. making useful products. materials in making useful liquid materials in making
S5MT – Ic – d – 4 products. useful products.
S5MT – Ic – d – 4 S5MT – Ic – d – 4
S5MT – Ic – d – 4 S5MT – Ic – d – 4

II. CONTENT Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Changes that Materials
(Chemical Change) (Chemical Change) Chemical Change) Undergo Undergo
(Observing Chemical Change) (Observing Chemical
Change)
III. LEARNING RESOURCES Science for daily Use 5,TM and Textbook
Into The Future: Science and Health 5, TM and
Teacher’s Guide, Developing Science Concepts Through Learning Activities 6,
Science Links, Rex bookstore by Evelyn Larisma, Jan Jason
A. References Science for daily Use 5,TM and Textbook Science for daily Use 5,TM and Science for daily Use 5,TM and Science in Our World 5, Science in Our World 5,
Into The Future: Science and Health 5, TM Textbook Textbook Vibal Pub. , Norma Vibal Pub. , Norma
and Into The Future: Science and Into The Future: Science and Abracia,Evelyn Sarte Abracia,Evelyn Sarte
Teacher’s Guide, Developing Science Health 5, TM and Health 5, TM and Science and Science and
Concepts Through Learning Activities 6, Teacher’s Guide, Developing Teacher’s Guide, Developing Health 5,SD Pub.,Carmelita Health 5,SD
Science Links, Rex bookstore by Evelyn Science Concepts Through Science Concepts Through Coronel Pub.,Carmelita Coronel
Larisma, Jan Jason Learning Activities 6, Learning Activities 6,
Science Links, Rex bookstore by Science Links, Rex bookstore by
Evelyn Larisma, Jan Jason Evelyn Larisma, Jan Jason
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Play a game. Question and answer portion What is chemical change? What is chemical change? Motivation; Motivation;
 presenting the new lesson 1. Each group has its own color flag to raise 1.Arrange jumbled words, 1.Arrange jumbled words,
2. Raise the flag if they know the answer meaning of physical and meaning of physical and
3. the first group to make 3 points wins the chemical chemical
game 2. The first group to arrange 2. The first group to
Question 1.change form from solid to liquid. it correctly, wins the game arrange it correctly, wins
2. change form from solid to gas. the game
3.change form from liquid to solid

B. Establishing a purpose for the a.Show that chemical change may take a.Showthat chemical change may a.Show that chemical change may Observe that new Observe that
lesson place in materials. take place in materials. take place in materials. material is formed in chemical new material is formed in
b.Observe that new material is formed in b.Observe that new material is b.Observe that new material is change chemical change
2. Investigate
chemical change. formed in chemical change. formed in chemical change. 2. Investigate
changes that happen in
c.Investigate changes that happen in c.Investigate changes that happen c.Investigate changes that happen materials in the presence or lack changes that happen in
materials upon application of heat. in materials upon application of in materials upon application of of materials in the presence
heat. heat. Oxygen. or lack of
Oxygen.

C. Presenting examples/instances of Divide the class into groups. Tell them to Divide the class into groups. Tell
the new lesson do lesson 3, them to do lesson 3,
Activity 1, Observing chemical change Activity 1, Observing chemical
1. .Let each group answer all the questions change
in their assigned activity 1. .Let each group answer all the
2.Guide the pupils as they perform the questions in their assigned activity
activity. 2.Guide the pupils as they
Activity 1- Observing Chemical Change perform the activity.
What to do: Activity 1- Observing
1.Burn a piece of paper in an empty can Chemical Change
2.Pound an empty eggshell into small What to do:
pieces. Place the pieces on a saucer. Add a 1.Burn a piece of paper in an
teaspoonful of vinegar into them, empty can
3.Put a spoonful of white sugar in another 2 .Pound an empty eggshell into
empty can. Burn the sugar using a alcohol small pieces. Place the pieces on a
lamp, saucer. Add a teaspoonful of
vinegar into them,
3.Put a spoonful of white sugar
in another empty can.
Burn the sugar using a alcohol
lamp,
Divide the class into groups. Tell
them to do lesson 3,
Activity 1, Observing chemical
change
1. .Let each group answer all the
questions in their assigned activity
2.Guide the pupils as they
perform the activity.
Activity 1- Observing
Chemical Change
What to do:
1.Burn a piece of
paper in an empty can
2.Pound an empty
eggshell into small pieces.
Place the pieces
on a saucer.
Add a teaspoonful
of vinegar into them,
3.Put a spoonful of
white sugar in another empty can.
Burn the sugar
using a alcohol lamp,
1. Divide the class into
group. Tell the to do lesson
4, Observing
Chemical
change.
2.Let each group answer all
the questions in their
assigned tasks
3.guide the pupils as they
perform their activity
What to do:
1.Place nails and steel wool
on the table.sprinkle some
water on them,
Observe them
for 1 week.
2.Get an empty can and
burn some pieces of paper
in it.
Observe.
1. Divide the class into
group. Tell the to do
lesson 4, Observing
Chemical
change.
2.Let each group answer
all the questions in their
assigned tasks
3.guide the pupils as
they perform their activity
What to do:
1.Place nails and steel
wool on the table.sprinkle
some water on them,
Observe
them for 1 week.
2.Get an empty can and
burn some pieces of paper
in it.
Observe.

D. Discussing new concepts and
practicing new skills #1
Questions and suggested answers: Questions and suggested Questions and suggested Questions and expected Questions and expected
1 .What changes took place when you answers: answers: answers: answers:
burned the paper?(it formed ashes) 1 .What changes took place 1 .What changes took place 1.Do you see rust forming 1.Do you see rust forming
2. Did it form a new substance? (yes) when you burned the paper?(it when you burned the paper?(it on them?(yes) on them?(yes)
3. What was formed when you added formed ashes) formed ashes) 2,What made them rusty? 2,What made them rusty?
vinegar to the broken pieces eggshells? 2. Did it form a new 2. Did it form a new (air and water) (air and water)
(bubbles) substance? (yes) substance? (yes) 3.what changes happened 3.what changes

E. Discussing new concepts and
practicing new skills #2
4.what does this indicate?( a carbon
dioxide was released in the air)
5.describe the color, appearance and
smell of burnt sugar.(it’s black, taste bitter
It has distinct smell)
6.Did white sugar change into something
else? What was it?(yes, carbon)
A chemical change differs from
physical change. In a chemical change, new
and different materials are formed. The new
materials formed have properties different
from the original properties .Acids and
absorption of heat are two factors
needed for chemical change to occur .
When the materials burned, they turned
black, unlike the original substance .Burning
requires application of heat .It may or
may not be applied for a change to happen.
the presence of bubbles, change in color
and release of heat
Indicate a chemical change.
When a material undergoes a chemical
change, the new material formed cannot be
brought back to its original form. Chemical
change is an irreversible process.
Examples of chemical change are
rotting mouse,ripening of mango,
Burning of chop woods,production
of electricity,photosynthesis,decaying
vagetables.
3. What was formed when you
added vinegar to the broken
pieces eggshells?
(bubbles)
4.what does this indicate?( a
carbon dioxide was released in
the air)
5.describe the color,
appearance and smell of burnt
sugar.(it’s black, taste bitter
It has distinct smell)
6.Did white sugar change into
something else? What was it?(yes,
carbon)
A chemical change differs
from physical change. In a
chemical change, new and
different materials are formed.
The new materials formed have
properties different from the
original properties .Acids and
absorption of heat are two
factors
needed for chemical change to
occur .
When the materials burned,
they turned black, unlike the
original substance .Burning
requires application of heat .It
may or may not be applied for a
change to happen. the presence
of bubbles, change in color and
release of heat
Indicate a chemical change.
When a material undergoes a
chemical change, the new
material formed cannot be
brought back to its original form.
Chemical change is an irreversible
process.
Examples of chemical
change are rotting mouse,ripening
of mango,
Burning of chop
woods,production of
electricity,photosynthesis,decaying
vagetables.
3. What was formed when you
added vinegar to the broken
pieces eggshells?
(bubbles)
4.what does this indicate?( a
carbon dioxide was released in
the air)
5.describe the color,
appearance and smell of burnt
sugar.(it’s black, taste bitter
It has distinct smell)
6.Did white sugar change into
something else? What was it?(yes,
carbon)
A chemical change differs
from physical change. In a
chemical change, new and
different materials are formed.
The new materials formed have
properties different from the
original properties .Acids and
absorption of heat are two
factors
needed for chemical change to
occur .
When the materials burned,
they turned black, unlike the
original substance .Burning
requires application of heat .It
may or may not be applied for a
change to happen. the presence
of bubbles, change in color and
release of heat
Indicate a chemical change.
When a material undergoes a
chemical change, the new
material formed cannot be
brought back to its original form.
Chemical change is an irreversible
process.
Examples of chemical
change are rotting mouse,ripening
of mango,
Burning of chop
woods,production of
electricity,photosynthesis,decaying
vagetables.
to the paper?(it turned ash)
4.what are the product or
new substance formed in
this activity?
The nails and steel wool are
made of iron.when wet iron
reacts with
Oxygen in the air, rust is
produced. Rust is a new
substance.
Rust is an oxide that forms
when iron reacts to oxygen
in the presence of water.
When a nail is exposed to
oxygen and water, rust
starts to form on its
Surface. This situation
shows OXIDATION, a
chemical reaction that is
aide by oxygen. Once a new
product is formed, the
original material is
Unidentifiable.
When paper burns, the
paper reacts with the
oxygen in the air. Its
moisture and its changes its
color,size, texture and
shape. Carbon dioxide,
moisture and ashes are the
new substance that form.
happened to the paper?(it
turned ash)
4.what are the product or
new substance formed in
this activity?
The nails and steel wool
are made of iron.when
wet iron reacts with
Oxygen in the air, rust is
produced. Rust is a new
substance.
Rust is an oxide that
forms when iron reacts to
oxygen in the presence of
water.
When a nail is exposed to
oxygen and water, rust
starts to form on its
Surface. This situation
shows OXIDATION, a
chemical reaction that is
aide by oxygen. Once a
new product is formed,
the original material is
Unidentifiable.
When paper burns, the
paper reacts with the
oxygen in the air. Its
moisture and its changes
its color,size, texture and
shape. Carbon dioxide,
moisture and ashes are
the new substance that
form.
F. Developing mastery How does matter undergo chemical change? How does matter undergo chemical How does matter undergo chemical What does oxygen brought to What does oxygen brought
(Leads to Formative Assessment 3) change? change? in chemical change? to in chemical change

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Ask some household activities that the observed Ask some household activities that Ask some household activities that Do some experiments Do some experiments
under chemical change. the observed under chemical change. the observed under chemical change.
What are chemical change? What are chemical What are chemical Elaborate how oxygen affects Elaborate how oxygen
How are the factors that affect chemical change? How are the factors that change? How are the factors that chemical change. affects chemical change.
change? affect chemical change? affect chemical change?
Put a check before the number that shows a Put a check before the number Put a check before the number Encircle the things that rust. *doing experiments
chemical change. that shows a chemical change. that shows a chemical change.
______1.Leaves are decaying ______1.Leaves are decaying ______1.Leaves are decaying Metal spoon pad paper
______2.Water is boiled ______2.Water is boiled ______2.Water is boiled straw screw coin pencil
______3.Garbage is burned ______3.Garbage is burned ______3.Garbage is burned play money
______4.Sewing the socks ______4.Sewing the socks ______4.Sewing the socks
______5.rotting tomatoes ______5.rotting tomatoes ______5.rotting tomatoes Hammer keys broom
curtain thumbtacks rock
ring

J. Additional activities for experimentation observation

application or remediation Read something about the compost pit. Find out Read something about the compost Read something about the compost
the chemical change that garbage undergoes. pit. Find out the chemical change pit. Find out the chemical change
that garbage undergoes. that garbage undergoes.

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 or localized
materials did I use/discover which I
wish to share with other teachers?

GRADES 1 to 12 School Grade Level V

DAILY LESSON LOG Teacher Learning Areas Science
 Teaching Dates and Time July 25-29, 2016 Quarter First Grading

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES The learner recognize the importance of recycle, reduce, reuse, recover and repair in waste management

A. Content Standards Materials undergo changes due to Materials undergo changes due to Materials undergo changes due to Materials undergo changes due to Materials undergo changes due to
oxygen and heat oxygen and heat oxygen and heat oxygen and heat oxygen and heat

B. Performance Standards The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable
solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in
making useful products. making useful products. making useful products. making useful products. making useful products.

C. Learning Competencies/Objectives
Write the LC code for each The learner recognize the
importance of recycle, reduce,
reuse, recover and repair in waste
management
The learner recognize the The learner recognize the The learner recognize the The learner recognize
importance of recycle, reduce, importance of recycle, reduce, importance of recycle, reduce, the importance of recycle, reduce,
reuse, recover and repair in waste reuse, recover and repair in waste reuse, recover and repair in waste reuse, recover and repair in waste
management management management management

CODE: CODE: CODE: CODE: CODE:

S5MT – Ie – g – 4 S5MT – Ie – g – 4 S5MT – Ie – g – 4 S5MT – Ie – g – 4 S5MT – Ie – g – 4

II. CONTENT Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo

III. LEARNING RESOURCES

A. References The New Science Links Work text in The New Science Links Work text in The New Science Links Work text in The New Science Links Work text in The New Science Links Work text
Science and Technology pp. 68-80 Science and Technology pp. 68-80 Science and Technology pp. 68-80 Science and Technology pp. 68-80 in Science and Technology pp.
Real Life Science 5 p. 50 Real Life Science 5 p. 50 Real Life Science 5 p. 50 Real Life Science 5 p. 50 68-80
Real Life Science 5 p. 50

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Products make our lives easier. They Products make our lives easier. They Products make our lives easier. They Products make our lives easier. They Products make our lives easier.
presenting the new lesson help us in school and even in help us in school and even in help us in school and even in help us in school and even in They help us in school and even in
important occasions. We enjoy the important occasions. We enjoy the important occasions. We enjoy the important occasions. We enjoy the important occasions. We enjoy
benefits provided by products. But benefits provided by products. But benefits provided by products. But benefits provided by products. But the benefits provided by
what happens when we are through what happens when we are through what happens when we are through what happens when we are through products. But what happens when
with using the products? For with using the products? For with using the products? For with using the products? For we are through with using the
example, at school, let us say I asked example, at school, let us say I asked example, at school, let us say I asked example, at school, let us say I asked products? For example, at school,
 you to draw something on your one
whole sheet of paper and you
mistakenly illustrated the wrong
picture, what will you do?
*Do you crumple the paper and
throw it immediately in the trash
bin?
*Do you play with it first before
throwing it in the trash bin?
*Do you crumple the paper and put
it under your chair or someone’s
chair and act as if it is not yours?
*If the paper is completely not
usable, do you think of ways to
recycle it?
you to draw something on your one
whole sheet of paper and you
mistakenly illustrated the wrong
picture, what will you do?
*Do you crumple the paper and
throw it immediately in the trash
bin?
*Do you play with it first before
throwing it in the trash bin?
*Do you crumple the paper and put
it under your chair or someone’s
chair and act as if it is not yours?
*If the paper is completely not
usable, do you think of ways to
recycle it?
you to draw something on your one
whole sheet of paper and you
mistakenly illustrated the wrong
picture, what will you do?
*Do you crumple the paper and
throw it immediately in the trash
bin?
*Do you play with it first before
throwing it in the trash bin?
*Do you crumple the paper and put
it under your chair or someone’s
chair and act as if it is not yours?
*If the paper is completely not
usable, do you think of ways to
recycle it?
you to draw something on your one
whole sheet of paper and you
mistakenly illustrated the wrong
picture, what will you do?
*Do you crumple the paper and
throw it immediately in the trash
bin?
*Do you play with it first before
throwing it in the trash bin?
*Do you crumple the paper and put
it under your chair or someone’s
chair and act as if it is not yours?
*If the paper is completely not
usable, do you think of ways to
recycle it?
let us say I asked you to draw
something on your one whole
sheet of paper and you mistakenly
illustrated the wrong picture,
what will you do?
*Do you crumple the paper and
throw it immediately in the trash
bin?
*Do you play with it first before
throwing it in the trash bin?
*Do you crumple the paper and
put it under your chair or
someone’s chair and act as if it is
not yours?
*If the paper is completely not
usable, do you think of ways to
recycle it?

B. Establishing a purpose for the Recognize the importance of Recognize the importance of Recognize the importance of Recognize the importance of recycle, Recognize the importance of
lesson recycle, reduce, reuse, recover, recycle, reduce, reuse, recover, recycle, reduce, reuse, recover, reduce, reuse, recover, repair (5Rs) recycle, reduce, reuse, recover,
repair (5Rs) in repair (5Rs) in repair (5Rs) in in repair (5Rs) in
waste management. waste management. waste management. waste management. waste management.

C. Presenting examples/instances of Are you familiar with the following Are you familiar with the following Are you familiar with the following Are you familiar with the following Are you familiar with the
the new lesson words? Here are set of pictures words? Here are set of pictures words? Here are set of pictures words? Here are set of pictures following words? Here are set of
choose one that is suited with the choose one that is suited with the choose one that is suited with the choose one that is suited with the pictures choose one that is suited
following words. following words. following words. following words. with the following words.
a.Reduce a.Reduce a.Reduce a.Reduce a.Reduce
b .Reuse b .Reuse b .Reuse b .Reuse b .Reuse
c. Recycle c. Recycle c. Recycle c. Recycle c. Recycle
d. Recover d. Recover d. Recover d. Recover d. Recover
e. Repair e. Repair e. Repair e. Repair e. Repair

D. Discussing new concepts and 1. What is Reduce? Note: activity given Note: activity given Note: activity given Note: activity given
practicing new skills #1 (Reduce – means to
minimize wastes.) Activity 1 Activity 2 Activity 2 Activity 3
2. What is reuse? Materials needed: used paper, Materials needed: 30pcs. Materials needed: 30pcs. Materials: paper and pencil
(Reuse – to use the ruler, scissor, glue or fastener Metallic bottle caps, tin can Metallic bottle caps, tin can References: Science in Our
same material as many References: Science in our World (medium sized), (medium sized), World 5 p. 19
times as possible. 5 pp. 16-17 Scotch tape, Scotch tape, Process Skills: Describing,
Many materials can be Process Skills – Observing, scissor, ruler, coloring materials scissor, ruler, coloring materials Communicating
reused for their Classifying, Measuring Reference: Science in our World Reference: Science in our World What to do:
original purpose. 5 p. 18 5 p. 18 1. With an adult look for
3. What is Recycle? What to do: Process Skills: Observing, Process Skills: Observing, things in your house
(Recycle – to use the 1. Gather used paper, Measuring, Ordering Measuring, Ordering that are already
material again in bond paper or even What to do: What to do: considered useless
another way or for colored paper. Check 1. Cut nine 20 cm. 1. Cut nine 20 cm. because they are
another purpose.) if has only yarn. yarn. broken (like a chair
 4. What is Recover? one writing. Keep 2. Using a scotch tape, 2. Using a scotch tape, with wiggly or missing
(Recover- involves those writings on attach three metallic attach three metallic leg) or not working
getting materials or both sides for other bottle caps to one bottle caps to one anymore (like busted
substances from purposes. string string electric fan).
garbage and having 2. Cut those with of yarn. Do the same of yarn. Do the same 2. List the items down
these processed then writings only on one to the remaining to the remaining then write beside each
reused.) side into your desired bottle caps and yarn. bottle caps and yarn. why it is no longer
5. What is repair? length and 3. Attach the yarn with 3. Attach the yarn with useful.
(Repair- means to fix width. (Tip: Cut your bottle caps inside bottle caps inside 3. Go over your list then
anything broken.) paper into equal sizes the tin can. Make the tin can. Make think of how the items
so you won’t have to sure that the tin can sure that the tin can can be repaired to
throw excess cut- is facing downward is facing downward make them useful
outs.) so that the yarn with so that the yarn with again.
3. Bind the cut pieces of bottle caps will be bottle caps will be Discuss this with your
paper using glue (or left hanging. left hanging. parents.
fastener). Make sure 4. Attach a single loop 4. Attach a single loop
that the side with of yarn at the of yarn at the
writings is facing bottom of the tin bottom of the tin
downward as you can. can.
bind each pieces of 5. You may now hang 5. You may now hang
paper. your bottle caps your bottle caps
4. Set it aside and let it chime! chime!
dry.
5. You may now use the
side without writings
as your notepad!

E. Discussing new concepts and The 5Rs or reduce, reuse, recycle, -ACTIVITY- -ACTIVITY- -ACTIVITY- -ACTIVITY-
practicing new skills #2 recover, and repair is the modern
method of waste management.
What will happen if we do not obey
this method? Who and what will be
affected?
F. Developing mastery What are the 5Rs in waste ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
(Leads to Formative Assessment 3) management?

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Site some instances that you ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
practice the 5Rs.
The 5Rs or reduce, reuse, recycle, Reducing and reusing materials Reducing and reusing materials Recycling produces a new Repairing is one more
recover, and repair is the modern help minimize the generation of help minimize the generation of material out of discarded ones so strategy that can be done in
method of waste management. waste materials. waste materials. it prevents waste of a material addition to the 5Rs in order to
that can actually be useful for a effectively manage and
different purpose. minimize waste. Do not
It also reduces the use of immediately throw your
raw materials. defective products at home.
Look for some ways to fixed
them. Fixing defective products
enables you to reuse them thus
 saving you from buying new
ones and reducing waste.

I. Evaluating learning Determine if the sentence Evaluating the activity. Evaluating the activity. Evaluating the activity. Evaluating the activity.
describes a way to promote the 5Rs
of waste management. If it does,
write Reduce, Reuse, Recycle,
Recover, or Repair on the line. If it
does not, draw on the line.
__________ 1. Old plastic bags used
several times.
__________ 2. Scraps of papers and
old newspaper transformed into
newsprint.
__________ 3. Printer cartridge
refilled with ink.
__________ 4. Close the faucets
when not being used.
__________ 5. Parts from old cell
phones used for repairing other
phones.

J. Additional activities for application (Doing some activities in practicing (Doing some activities in practicing (Doing some activities in practicing (Doing some activities in practicing (Doing some activities in
or remediation the 5Rs. the 5Rs. the 5Rs. the 5Rs. practicing the 5Rs.

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 or localized materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level five
DAILY LESSON LOG Teacher Learning Areas Science
Teaching Dates and Time August 1-5, 2016 Quarter First

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES The learner uses local, recyclable solid and/ or liquid materials in making useful products.

A. Content Standards Materials undergo changes due to
oxygen and heat
B. Performance Standards The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.

C. Learning Competencies/Objectives The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable
Write the LC code for each solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in
making useful products. making useful products. making useful products. making useful products. making useful products.

CODE: CODE: CODE: CODE: CODE:

S5MT – Ih – I – 4 S5MT – Ih – I – 4 S5MT – Ih – I – 4 S5MT – Ih – I – 4 S5MT – Ih – I – 4

II. CONTENT Changes that Materials Changes that Materials Changes that Materials Changes that Materials Changes that Materials
Undergo Undergo Undergo Undergo Undergo

III. LEARNING RESOURCES

A. References Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q.,
et. Al Real – Life Science 5
by Abiva Publishing
Home, Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Ask the children to get a piece of
presenting the new lesson paper and answer this questions:
Which of the
5Rs that we already
studied can you commit to
follow regularly? Choose
at least one and plan on
how you can honor such a
commitment on a regular
basis. Write at least 5 – 6
sentences.
B. Establishing a purpose for the 1. Identify local and
lesson recyclable solid and/ or
liquid materials in making
useful
products.
2. Describe local and
recyclable solid and/ or
liquid materials in making
useful products.
3. Classify the recyclable
materials that can be
designed in making useful
Products.
C. Presenting examples/instances of Given this pictures, have
the new lesson the pupils to name and
describe the recyclable
materials.
Pictures
of old toys
made of
plastic,
soft drink
can,
empty
bottle,
magazine
D. Discussing new concepts and Ask the pupils to present their
practicing new skills #1 output. Have the group
representative present the answer
to the guide questions.
1. What materials did you use in the
activity?
( newspaper, cartons, magazine,
Ask the children to get a piece of
paper and answer this questions:
Which of the
5Rs that we already
studied can you commit to
follow regularly? Choose
at least one and plan on
how you can honor such a
commitment on a regular
basis. Write at least 5 – 6
sentences.
1. Identify local and
recyclable solid and/ or
liquid materials in making
useful
products.
2. Describe local and
recyclable solid and/ or
liquid materials in making
useful products.
3. Classify the recyclable
materials that can be
designed in making useful
Products.
Given this pictures, have
the pupils to name and
describe the recyclable
materials.
Pictures
of old toys
made of
plastic,
soft drink
can,
empty
bottle,
magazine
Ask the pupils to present their
output. Have the group
representative present the answer
to the guide questions.
1. What materials did you use in the
activity?
( newspaper, cartons, magazine,
Ask the children to get a piece of Tell the pupils to bring out their Tell the pupils to bring out their
paper and answer this questions: journal of what they have learned journal of what they have learned
Which of the about the characteristics and about the characteristics and
5Rs that we already properties of the recyclable properties of the recyclable
studied can you commit to materials presented yesterday. materials presented yesterday.
follow regularly? Choose
at least one and plan on
how you can honor such a
commitment on a regular
basis. Write at least 5 – 6
sentences.
1. Identify local and Make a survey of most common Make a survey of most common
recyclable solid and/ or recyclable materials found in the recyclable materials found in the
liquid materials in making community. community.
useful
products.
2. Describe local and
recyclable solid and/ or
liquid materials in making
useful products.
3. Classify the recyclable
materials that can be
designed in making useful
Products.
Given this pictures, have Inform the class that they are going Inform the class that they are
the pupils to name and to find out the most common going to find out the most
describe the recyclable recyclable materials found in their common recyclable materials
materials. community through a survey. found in their community through
Pictures a survey.
of old toys
made of
plastic,
soft drink
can,
empty
bottle,
magazine
Note: Activity given: 1. Tell the class to put out the results 1. Tell the class to put out the
of their survey which was assigned results of their survey which was
1. Group the pupils into four. the assigned the
2. Provide each group of day before. ( Part 1: day before. ( Part 1:
all the materials needed. Activity: “ What recyclable materials Activity: “ What recyclable
3. Set norms to follow are found in the community?” materials are found in the
during group activity. 2. Divide the class into 6 community?”
plastic bottle, spoon, etc.)
2. What can you say about the
materials you gathered?
( the materials have different
descriptions and characteristics)
3. Are they still usable?
(yes)
4. How did you classify the
materials?
( according to what are they made
of)
5. Which of the recyclable materials
are made of paper? plastics? glass?
metal?
( newspaper,magazine and cartons
are made from paper, empty
shampoo bottle and plastic bottle
are made of plastic, empty glass and
light bulb are made from glass,
softdrink can and milk can are made
from metal)
6. What did you learn from this
activity?
plastic bottle, spoon, etc.) 4. Have each group perform
2. What can you say about the the activity.
materials you gathered? Activity 1:
( the materials have different Recyclable Materials
descriptions and characteristics)
3. Are they still usable? What you need:
(yes) - Magazine
4. How did you classify the - empty glass
materials? - Newspaper
( according to what are they made - light bulbs
of) - Cartons
5. Which of the recyclable materials soft drink can
are made of paper? plastics? glass? - empty plastic bottle
metal? - milk can
( newspaper,magazine and cartons - tetra pack juice
are made from paper, empty
- empty shampoo
shampoo bottle and plastic bottle
bottle
are made of plastic, empty glass and
light bulb are made from glass,
softdrink can and milk can are made
from metal) What to do:
6. What did you learn from this 1. Get all the materials that you
activity? need from your teacher.
2. Place all the materials on your
table.
3. Observe and describe the
characteristics and properties of
each of the materials. Record your
description in chart 1.
4. After describing each of the
materials based on their
characteristics and properties,
identify each of the recyclable
materials whether they are made up
of paper, glass, plastic or metals.
5. List the identified materials in
chart 2 under its corresponding
column.
groups. 2. Divide the class into 6
3. Recall the standards for groups.
doing the activity. Remind them to 3. Recall the standards
observe proper for doing the activity. Remind
behavior as they do the them to observe proper
survey. behavior as they do the
4. Let the class do the Part survey.
B of their activity. 4. Let the class do the
5. Inform the class that Part B of their activity.
they may present their data in 5. Inform the class that
different kinds of graphs like bar they may present their data in
graph, pie graph or pictograph. different kinds of graphs like bar
6. Instruct them to answer graph, pie graph or pictograph.
the guide questions 6. Instruct them to
7. Let them post their answer the guide questions
work on the board. 7. Let them post their
Activity: “ What work on the board.
recyclable materials are found in the Activity: “
community?” What recyclable materials are
found in the community?”
What you need:
Paper, marker, What you need:
survey form Paper, marker,
survey form
What to do:
What to do:
Part 1
1. Go around within your Part 1
community. 1. Go around within
2. Ask your groupmates to your community.
observe and make a survey of most 2. Ask your groupmates
common to observe and make a survey of
recyclable materials found most common
within the community. recyclable materials found
3. Use the survey form within the community.
below. Use additional form if 3. Use the survey form
needed. below. Use additional form if
needed.
SURVEY FORM
Describe the place: SURVEY FORM
Recyclable materials in the Describe the place:
community Recyclable materials in the
Recyclable Number of community
materials recyclable Recyclable Number of
materials materials recyclable
found materials
found
 Part 2
4. Compare your survey
with your groupmates.
5. Combine the data you
gathered.
6. Organize them in a bar
graph.
7. Present your output in
class.
Part 2
4. Compare your survey
with your groupmates.
5. Combine the data you
gathered.
6. Organize them in a
bar graph.
7. Present your output
in class.

E. Discussing new concepts and
practicing new skills #2
 Recycling is collecting,
processing, and
manufacturing materials
instead of throwing them
away.
 Recycle – to make
something new from
something that has been
used before
 Recyclable materials are
waste materials that can
be made into another
useful product.
 There are many recyclable
materials found in the
home, classrooms and
local communities. They
are made up from
different materials:
 Recycling lessen the
amount of garbage we
have to dispose.
 Recycling is collecting, -ACTIVITY- -continue the activity- -continue the activity-
processing, and
manufacturing materials
instead of throwing them
away.
 Recycle – to make
something new from
something that has been
used before
 Recyclable materials are
waste materials that can
be made into another
useful product.
 There are many recyclable
materials found in the
home, classrooms and
local communities. They
are made up from
different materials:
 Recycling lessen the
amount of garbage we
have to dispose.

F. Developing mastery What are recyclable materials? What are recyclable materials? ACTIVITY- continue the activity- continue the activity-
(Leads to Formative Assessment 3)

G. Finding practical applications of What are the materials that you can What are the materials that you can ACTIVITY- continue the activity- continue the activity-
concepts and skills in daily living see at home that you can recycle. see at home that you can recycle.
H. Making generalizations and  Recycling is collecting,
abstractions about the lesson processing, and
manufacturing materials
instead of throwing them
away.
 Recycling is collecting, We can make new materials out of The pupils should be able to
processing, and recycling. say/understand that:
manufacturing materials  Recyclable materials are
instead of throwing them waste materials that can
away. be made into another
useful product.
 There are many recyclable
materials found in the
home, classrooms and
local communities.
 The most common
recyclable materials found
in the community are used
paper pads/notebooks,
used plastic bottle, food
wrappers, plastic bags,
glass bottle
The pupils should be able to
say/understand that:
 Recyclable materials are
waste materials that can
be made into another
useful product.
 There are many
recyclable materials
found in the home,
classrooms and local
communities.
 The most common
recyclable materials
found in the community
are used paper
pads/notebooks, used
plastic bottle, food
wrappers, plastic bags,
glass bottle

I. Evaluating learning What are the things that we can do What are the things that we can do Evaluating the activity Pupils’ activity outputs may be taken Pupils’ activity outputs may be
out of the following? out of the following? as a form of assessing their taken as a form of assessing their
knowledge/ understanding knowledge/ understanding
a. Plastic e. Plastic formatively. But please take note formatively. But please take note
b. Paper f. Paper that such assessment results should that such assessment results
c. Glass g. Glass be recorded but not graded since it should be recorded but not
d. metal h. metal is formative in nature. graded since it is formative in
nature.

J. Additional activities for application Make a journal of what you have Make a journal of what you have
or remediation Make a journal of what you have Make a journal of what you have Make a journal of what you have learned for today. learned for today.
learned for today. learned for today. learned for today.

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 or localized materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August 8- 12, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES The learner uses local, recyclable solid and/ or liquid materials in making useful products.

A. Content Standards Materials undergo changes due to
oxygen and heat
B. Performance Standards The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.

C. Learning Competencies/Objectives The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable
Write the LC code for each solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in
making useful products. making useful products. making useful products. making useful products. making useful products.

CODE: CODE: CODE: CODE: CODE:

S5MT – Ih – I – 4 S5MT – Ih – I – 4 S5MT – Ih – I – 4 S5MT – Ih – I – 4 S5MT – Ih – I – 4

II. CONTENT Changes that Materials Changes that Materials Changes that Materials Changes that Materials Changes that Materials
Undergo Undergo Undergo Undergo Undergo

III. LEARNING RESOURCES

A. References Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q.,
et. Al Real – Life Science 5
by Abiva Publishing
Home, Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
 1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Present some pictures of useful Present some pictures of useful Present some pictures of useful Present some pictures of useful Present some pictures of useful
presenting the new lesson products that are made up of products that are made up of products that are made up of products that are made up of products that are made up of
recyclable recyclable recyclable recyclable recyclable
Ask: What recyclable Ask: What recyclable Ask: What recyclable Ask: What recyclable Ask: What
materials are mostly found materials are mostly found materials are mostly found materials are mostly found recyclable materials are
in your community? in your community? in your community? in your community? mostly found in your
community?

B. Establishing a purpose for the 1. Create a product out of recyclable
lesson materials in making useful products.
2. Demonstrate how this
product is used.
1. Create a product out of recyclable
materials in making useful products.
2. Demonstrate how this
product is used.
1. Create a product out of recyclable
materials in making useful products.
2. Demonstrate how this
product is used.
1. Create a product out of recyclable
materials in making useful products.
2. Demonstrate how this
product is used.
1. Create a product out of
recyclable materials in making
useful products.
2. Demonstrate how
this product is used.

C. Presenting examples/instances of Present some pictures of useful
the new lesson products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Present some pictures of useful
products that are made up of
recyclable
Ask: What
recyclable materials are
mostly found in your
community?

D. Discussing new concepts and Note: Activity Note: Activity Note: Activity Note: Activity Note: Activity
practicing new skills #1
Group 1 & 3 - Activity 1: “How to Group 1 & 3 - Activity 1: “How to Group 1 & 3 - Activity 1: “How to Activity 2: “Papermaking” Activity 2: “Papermaking”
make a pencil holder of monster make a pencil holder of monster make a pencil holder of monster
with with with What do you need: What do you need:
shampoo bottle shampoo bottle shampoo bottle - old newspaper - old newspaper
- (shampoo)” - (shampoo)” - (shampoo)” - wide basin - wide basin
- blender - blender
What you need: What you need: What you need: - 5 cups of tap water - 5 cups of tap water
- empty shampoo jar - empty shampoo jar - empty shampoo jar - 4 cups of warm water - 4 cups of warm water
- scissors - scissors - scissors - wire mesh (about 20 x 27 - wire mesh (about 20 x
- black and white stickers - black and white stickers - black and white stickers cm) 27 cm)
- stylus - stylus - stylus
- universal glue.  - universal glue.  - universal glue.  What to do: What to do:
- double-sided tape - double-sided tape - double-sided tape 1. Cut the newspapers into strips. 1. Cut the newspapers into strips.
2. Put some strips of paper into the 2. Put some strips of paper into
What to do: What to do: What to do: blender until it is about three- the blender until it is about three-
 1. Remove the shampoo jar 2. Remove the shampoo jar 3. Remove the shampoo jar fourths full. fourths full.
label and draw the eyes, label and draw the eyes, label and draw the eyes, 3. Pour the warm water over the 3. Pour the warm water over the
mouth and head of the mouth and head of the mouth and head of the paper strips in the blender. paper strips in the blender.
monster with a pencil.  monster with a pencil.  monster with a pencil.  4. Turn on the blender to process 4. Turn on the blender to process
2. Insert a stylus above the 2. Insert a stylus above the 2. Insert a stylus above the the strips of paper until they turn the strips of paper until they turn
top of the head of the top of the head of the top of the head of the into a solution with the consistency into a solution with the
monster to make an initial monster to make an initial monster to make an initial of oatmeal. Set aside. consistency of oatmeal. Set aside.
cut.  cut.  cut.  5. Take the basin and pour the tap 5. Take the basin and pour the tap
Tip: Do not make this cut Tip: Do not make this cut Tip: Do not make this cut water into it. Put the solution into water into it. Put the solution into
on the risk with pencil, as on the risk with pencil, as on the risk with pencil, as the water. Stir the water and the water. Stir the water and
if cut out crooked, you can if cut out crooked, you can if cut out crooked, you can solution in the basin to evenly solution in the basin to evenly
fix when cut with scissors.  fix when cut with scissors.  fix when cut with scissors.  distribute the paper bits in the distribute the paper bits in the
3. Cut the monster's head 3. Cut the monster's head 3. Cut the monster's head solution. solution.
with scissors  with scissors  with scissors  6. Take the wire mesh and place it in 6. Take the wire mesh and place it
4. Draw the arms of the 4. Draw the arms of the 4. Draw the arms of the the center of the basin. in the center of the basin.
monster. Draw on each monster. Draw on each monster. Draw on each 7. Swirl the water around and over 7. Swirl the water around and
side of the upper pot and side of the upper pot and side of the upper pot and the wire mesh until the paper bits over the wire mesh until the
cut.  cut.  cut.  are evenly distributed on the mesh. paper bits are evenly distributed
5. Cole arms on the back 5. Cole arms on the back 5. Cole arms on the back 8. Slowly raise the mesh and let it on the mesh.
of the monster. Use of the monster. Use of the monster. Use drip. 8. Slowly raise the mesh and let it
universal glue or other universal glue or other universal glue or other 9. When the mesh is no longer drip.
adhesive that is suitable adhesive that is suitable adhesive that is suitable dripping, place it under the sun for 9. When the mesh is no longer
for plastics.  for plastics.  for plastics.  three hours. dripping, place it under the sun
6. Press to paste well  6. Press to paste well  6. Press to paste well  10. When the mesh has completely for three hours.
7. Cut contact paper or 7. Cut contact paper or 7. Cut contact paper or dried, peel off the paper that has 10. When the mesh has
other adhesive to make other adhesive to make other adhesive to make formed on it. completely dried, peel off the
the eyes and mouth.  the eyes and mouth.  the eyes and mouth.  paper that has formed on it.
8. Glue cut stickers  8. Glue cut stickers  8. Glue cut stickers 
9.To fix the wall, use 9.To fix the wall, use 9.To fix the wall, use
double-sided tape. double-sided tape. double-sided tape.

E. Discussing new concepts and -continue the activity -continue the activity - continue the activity - continue the activity - continue the activity
practicing new skills #2

F. Developing mastery continue the activity continue the activity continue the activity continue the activity continue the activity
(Leads to Formative Assessment 3)

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
continue the activity
continue the activity
continue the activity
continue the activity
continue the activity
Recycle-This is the process through
which waste can be made into
another product. Paper, bottle,
cardboard and plastic products can
be recycled.
We can choose to recycle
or buy recycled products to save on
continue the activity
- continue the activity
continue the activity
Recycle-This is the process
through which waste can be made
into another product. Paper,
bottle, cardboard and plastic
products can be recycled.
We can choose to
recycle or buy recycled products
 money and to discourage more to save on money and to
production of new items. discourage more production of
You recycle materials new items.
when you transform them into new You recycle materials
item that serves a purpose different when you transform them into
from that of the original item. new item that serves a purpose
different from that of the original
item.

I. Evaluating learning continue the activity Evaluate finished products

continue the activity continue the activity Evaluate the finished product.

J. Additional activities for application continue the activity At home, you notice that most of
or remediation continue the activity continue the activity Think of other ways to recycle the the trashes your family throws
materials given. away are made of plastic. What
can you suggest to your parents
to recycle them?

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 or localized materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August 15-19,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES The learner uses local, recyclable solid and/ or liquid materials in making useful products.

A. Content Standards Materials undergo changes due to
oxygen and heat
B. Performance Standards The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to Checking and recording
oxygen and heat
Periodical Test Periodical Test
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.

C. Learning Competencies/Objectives The learner uses local, recyclable The learner uses local, recyclable
Write the LC code for each solid and/ or liquid materials in solid and/ or liquid materials in
making useful products. making useful products.

CODE: CODE:

S5MT – Ih – I – 4 S5MT – Ih – I – 4

II. CONTENT Changes that Materials Changes that Materials

Undergo Undergo

III. LEARNING RESOURCES

A. References Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages
 4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
1. Create a product out of recyclable
materials in making useful products.
2. Demonstrate how this
product is used.
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Note: Activity
Activity 2: “Papermaking”
What do you need:
- old newspaper
- wide basin
- blender
- 5 cups of tap water
- 4 cups of warm water
- wire mesh (about 20 x 27
cm)
What to do:
1. Cut the newspapers into strips.
2. Put some strips of paper into the
blender until it is about three-
fourths full.
3. Pour the warm water over the
paper strips in the blender.
4. Turn on the blender to process
the strips of paper until they turn
into a solution with the consistency
of oatmeal. Set aside.
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
1. Create a product out of recyclable
materials in making useful products.
2. Demonstrate how this
product is used.
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Note: Activity
Activity 2: “Papermaking”
What do you need:
- old newspaper
- wide basin
- blender
- 5 cups of tap water
- 4 cups of warm water
- wire mesh (about 20 x 27
cm)
What to do:
1. Cut the newspapers into strips.
2. Put some strips of paper into the
blender until it is about three-
fourths full.
3. Pour the warm water over the
paper strips in the blender.
4. Turn on the blender to process
the strips of paper until they turn
into a solution with the consistency
of oatmeal. Set aside.
 5. Take the basin and pour the tap
water into it. Put the solution into
the water. Stir the water and
solution in the basin to evenly
distribute the paper bits in the
solution.
6. Take the wire mesh and place it in
the center of the basin.
7. Swirl the water around and over
the wire mesh until the paper bits
are evenly distributed on the mesh.
8. Slowly raise the mesh and let it
drip.
9. When the mesh is no longer
dripping, place it under the sun for
three hours.
10. When the mesh has completely
dried, peel off the paper that has
formed on it.
E. Discussing new concepts and - continue the activity
practicing new skills #2
F. Developing mastery continue the activity
(Leads to Formative Assessment 3)
G. Finding practical applications of continue the activity
concepts and skills in daily living
H. Making generalizations and - continue the activity
abstractions about the lesson
I. Evaluating learning continue the activity
J. Additional activities for application continue the activity
or remediation
5. Take the basin and pour the tap
water into it. Put the solution into
the water. Stir the water and
solution in the basin to evenly
distribute the paper bits in the
solution.
6. Take the wire mesh and place it in
the center of the basin.
7. Swirl the water around and over
the wire mesh until the paper bits
are evenly distributed on the mesh.
8. Slowly raise the mesh and let it
drip.
9. When the mesh is no longer
dripping, place it under the sun for
three hours.
10. When the mesh has completely
dried, peel off the paper that has
formed on it.
- continue the activity
continue the activity
continue the activity
Recycle-This is the process through
which waste can be made into
another product. Paper, bottle,
cardboard and plastic products can
be recycled.
We can choose to recycle
or buy recycled products to save on
money and to discourage more
production of new items.
You recycle materials
when you transform them into new
item that serves a purpose different
from that of the original item.
Evaluate finished products
At home, you notice that most of
the trashes your family throws away
are made of plastic. What can you
 suggest to your parents to recycle
them?

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 or localized materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August 22-26, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards
demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that
girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes
puberty puberty puberty puberty during puberty

B. Performance Standards
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.

 practices ways of maintaining  practices ways of maintaining  practices ways of maintaining  practices ways of maintaining  practices ways of maintaining
health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the
reproductive system reproductive system reproductive system reproductive system reproductive system

C. Learning Competencies/Objectives
Write the LC code for each
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
identifies parts of the
reproductive system and their
functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
 II. CONTENT
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
III. LEARNING RESOURCES
A. References https://en.wikepedia.org/wiki
Exploring & Protecting Our World-
2007 p. 8-14
Science and Health 5
Developing Science Concepts
Through Learning Activities page 3-6
Science and Health 5
1. Teacher’s Guide pages Teacher’s Guide Developing Science
Concepts Through Learning Activities
page 8-15
2. Learner’s Material pages Developing Science Concepts
Through Learning Activities page 3-6
3. Textbook pages page 3-6
4. Additional Materials from Science and Health 5
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Materials: word puzzle, jigsaw
presenting the new lesson puzzle
Asked: What are the words that we
can get out of the following word
puzzle?
B. Establishing a purpose for the Identify the main parts of the
lesson male reproductive system
C. Presenting examples/instances of What system of the body
the new lesson is capable of reproducing their
own kind?
(The Reproductive
System)
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
https://en.wikepedia.org/wiki
Exploring & Protecting Our World-
2007 p. 8-14
Science and Health 5
Developing Science Concepts
Through Learning Activities page 3-6
Science and Health 5
Teacher’s Guide Developing Science
Concepts Through Learning Activities
page 8-15
Developing Science Concepts
Through Learning Activities page 3-6
page 3-6
Science and Health 5
Materials: word puzzle, jigsaw
puzzle
Asked: What are the words that we
can get out of the following word
puzzle?
Identify the main parts of the
male reproductive system
What system of the body
is capable of reproducing their
own kind?
(The Reproductive
System)
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
https://en.wikepedia.org/wiki
Exploring & Protecting Our World-
2007 p. 8-14
Science and Health 5
Developing Science Concepts
Through Learning Activities page 3-6
Science and Health 5
Teacher’s Guide Developing Science
Concepts Through Learning Activities
page 8-15
Developing Science Concepts
Through Learning Activities page 3-6
page 3-6
Science and Health 5
Materials: word puzzle, jigsaw
puzzle
Asked: What are the words that we
can get out of the following word
puzzle?
Identify the main parts of the
male reproductive system
What system of the body
is capable of reproducing their
own kind?
(The Reproductive
System)
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
https://en.wikepedia.org/wiki
Exploring & Protecting Our World-
2007 p. 8-14
Science and Health 5
Developing Science Concepts
Through Learning Activities page 3-6
Science and Health 5
Teacher’s Guide Developing Science
Concepts Through Learning Activities
page 8-15
Developing Science Concepts
Through Learning Activities page 3-6
page 3-6
Science and Health 5
Materials: word puzzle, jigsaw
puzzle
Asked: What are the words that we
can get out of the following word
puzzle?
Identify the main parts of the
male reproductive system
What system of the body
is capable of reproducing their
own kind?
(The Reproductive
System)
Humans
- stages of growth and
development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
https://en.wikepedia.org/wiki
Exploring & Protecting Our World-
2007 p. 8-14
Science and Health 5
Developing Science Concepts
Through Learning Activities page
3-6
Science and Health 5
Teacher’s Guide Developing
Science Concepts Through
Learning Activities page 8-15
Developing Science Concepts
Through Learning Activities page
3-6
page 3-6
Science and Health 5
Materials: word puzzle,
jigsaw puzzle
Asked: What are the words that
we can get out of the following
word puzzle?
Identify the main parts of
the male reproductive system
What system of the
body is capable of
reproducing their own kind?
(The Reproductive
System)

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Have you seen a pregnant
dog? pig? How do they look like?
Where do the babies stay in the
body?
 What words were you able to
identify from the word puzzle?
(testes, vas deferens, urethra
and penis)
 What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
What are the main parts
of the male reproductive
system?
Name the main parts of the
male reproductive system.
Infusion of Values
What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
Do you have a reproductive
organ?
Remember that you
should not make fun of the term
Have you seen a pregnant
dog? pig? How do they look like?
Where do the babies stay in the
body?
 What words were you able to
identify from the word puzzle?
(testes, vas deferens, urethra
and penis)
 What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
What are the main parts
of the male reproductive
system?
Name the main parts of the
male reproductive system.
Infusion of Values
What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
Do you have a reproductive
organ?
Remember that you
should not make fun of the term
Have you seen a pregnant
dog? pig? How do they look like?
Where do the babies stay in the
body?
 What words were you able to
identify from the word puzzle?
(testes, vas deferens, urethra
and penis)
 What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
What are the main parts
of the male reproductive
system?
Name the main parts of the
male reproductive system.
Infusion of Values
What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
Do you have a reproductive
organ?
Remember that you
should not make fun of the term
Have you seen a pregnant
dog? pig? How do they look like?
Where do the babies stay in the
body?
 What words were you able to
identify from the word puzzle?
(testes, vas deferens, urethra
and penis)
 What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
What are the main parts
of the male reproductive
system?
Name the main parts of the
male reproductive system.
Infusion of Values
What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
Do you have a reproductive
organ?
Remember that you
should not make fun of the term
Have you seen a pregnant
dog? pig? How do they look like?
Where do the babies stay in the
body?
 What words were you able
to identify from the word
puzzle?
(testes, vas deferens,
urethra and penis)
 What figure was formed
from the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes,
vas deferens, urethra, and
penis.)
What are the main
parts of the male
reproductive system?
Name the main parts of the
male reproductive system.
Infusion of Values
What figure was formed
from the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes,
vas deferens, urethra, and
penis.)
Do you have a reproductive
organ?
Remember that you
should not make fun of the term
 that refers to your reproductive that refers to your reproductive that refers to your reproductive that refers to your reproductive that refers to your reproductive
system. system. system. system. system.

I. Evaluating learning
Label the parts of the male Label the parts of the male Label the parts of the male Label the parts of the male Label the parts of the male
reproductive system. reproductive system. reproductive system. reproductive system. reproductive system.

J. Additional activities for application

or remediation Search a picture in the internet of a Search a picture in the internet of a Search a picture in the internet of a Search a picture in the internet of a Search a picture in the internet of
male reproductive organ. male reproductive organ. male reproductive organ. male reproductive organ. a male reproductive organ.

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 or localized materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August 29- September 2, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards
demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that
girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes
puberty puberty puberty puberty during puberty

B. Performance Standards
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.

 practices ways of maintaining  practices ways of maintaining  practices ways of maintaining  practices ways of maintaining  practices ways of maintaining
health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the
reproductive system reproductive system reproductive system reproductive system reproductive system

C. Learning Competencies/Objectives
Write the LC code for each identifies parts of the reproductive identifies parts of the reproductive identifies parts of the reproductive identifies parts of the reproductive identifies parts of the reproductive
system and their functions system and their functions system and their functions system and their functions system and their functions

 describes secondary sex  describes secondary sex  describes secondary sex  describes secondary sex  describes secondary sex
characteristics in girls and boys characteristics in girls and boys characteristics in girls and boys characteristics in girls and boys characteristics in girls and boys

 explains the menstrual cycle and  explains the menstrual cycle and  explains the menstrual cycle and  explains the menstrual cycle and  explains the menstrual cycle and
how it indicates readiness for how it indicates readiness for how it indicates readiness for how it indicates readiness for how it indicates readiness for
reproduction reproduction reproduction reproduction reproduction

 cites proper ways of maintaining  cites proper ways of maintaining  cites proper ways of maintaining  cites proper ways of maintaining  cites proper ways of maintaining
health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the
reproductive system reproductive system reproductive system reproductive system reproductive system

II. CONTENT
 Humans Humans Humans Humans Humans

- stages of growth and development - stages of growth and development - stages of growth and development - stages of growth and development - stages of growth and development
- parts of the reproductive system - parts of the reproductive system - parts of the reproductive system - parts of the reproductive system - parts of the reproductive system
- development of secondary sex - development of secondary sex - development of secondary sex - development of secondary sex - development of secondary sex
characteristics characteristics characteristics characteristics characteristics

menstrual cycle menstrual cycle menstrual cycle menstrual cycle menstrual cycle
III. LEARNING RESOURCES
A. References Science & Health Competencies Science & Health Competencies Science & Health Competencies Science & Health Competencies Science & Health Competencies
Grade V Grade V Grade V Grade V Grade V
Science & Health 5-SD Publication Science & Health 5-SD Publication Science & Health 5-SD Publication
Science & Health 5-SD Publication Science & Health 5-SD Publication IUnc. 1999 p 23-24 IUnc. 1999 p 23-24 IUnc. 1999 p 23-24
IUnc. 1999 p 23-24 IUnc. 1999 p 23-24 Explore & Discover 5 Rex Printing Explore & Discover 5 Rex Printing Explore & Discover 5 Rex Printing
Science for Daily Use 5 p12-13 Science for Daily Use 5 p12-13 Co.-2004 p 14-19 Co.-2004 p 14-19 Co.-2004 p 14-19
Science Spectrum-Rex Printing Co Science Spectrum-Rex Printing Co Science Spectrum-Rex Printing Co Science Spectrum-Rex Printing Co Science Spectrum-Rex Printing Co
2004 p14-18 2004 p14-18 2004 p14-18 2004 p14-18 2004 p14-18

1. Teacher’s Guide pages

2. Learner’s Material pages Exploring & Protecting our World- Exploring & Protecting our World- Exploring & Protecting our World- Exploring & Protecting our World- Exploring & Protecting our World-
Vibal Publishing House 2007 p4-7 Vibal Publishing House 2007 p4-7 Vibal Publishing House 2007 p 4-7 Vibal Publishing House 2007 p 4-7 Vibal Publishing House 2007 p 4-7

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What are the different parts of What are the different parts of What are the changes occur among What are the changes occur among What are the changes occur among
presenting the new lesson male/female reproductive system? male/female reproductive system? male during puberty stage? male during puberty stage? male during puberty stage?
Name the functions of each part of Name the functions of each part of
the reproductive system. the reproductive system.

B. Establishing a purpose for the Describe the physical changes that Describe the physical changes that Describe the physical changes that Describe the physical changes that Describe the physical changes that
lesson occur in males during puberty. occur in males during puberty. occur among females during puberty occur among females during puberty occur among females during
puberty

C. Presenting examples/instances of Look at the pictures of a young boy Look at the pictures of a young boy a. What have you observed a. What have you observed a. What have you observed
the new lesson and a mature boy. and a mature boy. in the pictures? Describe in the pictures? Describe in the pictures? Describe
all the changes that you all the changes that you all the changes that you
a. What have you observed a. What have you observed have observed in the have observed in the have observed in the
in the pictures? Describe in the pictures? Describe pictures. pictures. pictures.
all the changes that you all the changes that you b. Have you undergone these b. Have you undergone these b. Have you undergone
have observed in the have observed in the physical changes? physical changes? these physical changes?
pictures. pictures. c. Do all females c. Do all females c. Do all females
b. Have you undergone these b. Have you undergone these experienced these experienced these experienced these
 physical changes? physical changes? changes? At what ages changes? At what ages changes? At what ages
c. Do all males experienced c. Do all males experienced are these changes are these changes are these changes
these changes? At what these changes? At what observed? observed? observed?
ages are these changes ages are these changes d. At what stage of your life d. At what stage of your life d. At what stage of your life
observed? observed? do these changes take place? do these changes take place? do these changes take place?
d. At what stage of your life d. At what stage of your life
do these changes take do these changes take
place? place?

D. Discussing new concepts and What are the common changes that What are the common changes that What are the common changes that What are the common changes that What are the common changes
practicing new skills #1 have taken place among males have taken place among males have taken place among female have taken place among female that have taken place among female
during puberty? during puberty? during puberty? during puberty? during puberty?

E. Discussing new concepts and Puberty is the process through Puberty is the process through Physical changes that occur among Physical changes that occur among Physical changes that occur among
practicing new skills #2 which a child’s body matures into which a child’s body matures into females during puberty. females during puberty. females during puberty.
an adult body capable of sexual an adult body capable of sexual 1. Female increases in 1. Female increases in 1. Female increases in
reproduction. It commonly begins reproduction. It commonly begins height and weight height and weight height and weight
at ages at ages 2. Voice become high 2. Voice become high 2. Voice become high
10-12 and complete at ages 15-17 10-12 and complete at ages 15-17 pitched pitched pitched
3. Enlargement of the 3. Enlargement of the 3. Enlargement of the
Physical changes that occur in Physical changes that occur in breast & broader hips breast & broader hips breast & broader
males during puberty. males during puberty. 4. Onset of 4. Onset of hips
menstruation menstruation 4. Onset of
1. Male increases in height 3. Male increases in height 5. Ovaries release 5. Ovaries release menstruation
and weight and weight mature eggs mature eggs 5. Ovaries release
2. Voice become deeper & 4. Voice become deeper & 6. Hair grows in some 6. Hair grows in some mature eggs
lower lower body parts body parts 6. Hair grows in some
3. Bigger & stronger muscles 3. Bigger & stronger muscles 7. Active oil secretion 7. Active oil secretion body parts
develop develop 7. Active oil secretion
4. Develops broad shoulders 4. Develops broad shoulders
5. Testes produce sperm 5. Testes produce sperm
6. Hair grows in some body 6. Hair grows in some body
parts parts
7. Active oil secretion 7. Active oil secretion

F. Developing mastery
(Leads to Formative Assessment 3)
1. Describe the physical changes
that occur in males during puberty.
2. You observed that hair grows on
the different parts of your body?
What was that mean?
3. Boys experienced wet dreams
.What must they do?
1. Describe the physical changes
that occur in males during puberty.
2. You observed that hair grows on
the different parts of your body?
What was that mean?
3. Boys experienced wet dreams
.What must they do?
1. Describe the physical changes that
occur among female during puberty.
2. You observed that your breasts
are getting bigger? What does that
mean?
3. What will happen when the
ovaries of a girl start to released
mature egg cells?
1. Describe the physical changes that
occur among female during puberty.
2. You observed that your breasts
are getting bigger? What does that
mean?
3. What will happen when the
ovaries of a girl start to released
mature egg cells?
1. Describe the physical changes
that occur among female during
puberty.
2. You observed that your breasts
are getting bigger? What does that
mean?
3. What will happen when the
ovaries of a girl start to released
mature egg cells?

G. Finding practical applications of Have you experiencing these Have you experiencing these Have you experiencing these Have you experiencing these Have you experiencing these
 concepts and skills in daily living changes? changes? changes? changes? changes?
H. Making generalizations and There are different stages in the There are different stages in the Physical changes that occur among Physical changes that occur among Physical changes that occur among
abstractions about the lesson child’s puberty. child’s puberty. females during puberty. females during puberty. females during puberty.
I. Evaluating learning Complete the table to show the Complete the table to show the Physical Changes in Females during Physical Changes in Females during Physical Changes in Females during
physical changes in boys by choosing physical changes in boys by choosing puberty puberty puberty
the correct answer inside the box the correct answer inside the box
menstruation menstruation menstruation
Physical Changes in males during Physical Changes in males during hips hips hips
puberty puberty breasts breasts breasts
ovaries ovaries ovaries
Voice Voice hair hair hair
shoulders shoulders

sperms sperms Change No. 1: Enlargement of the Change No. 1: Enlargement of the Change No. 1: Enlargement of the
muscles muscles _______. _______. _______.
hair hair Change No. 2 ________grows in Change No. 2 ________grows in Change No. 2 ________grows in
some body parts some body parts some body parts
Change No. 1: ________ deepens Change No. 1: ________ deepens Change No. 3: ________ start to Change No. 3: ________ start to Change No. 3: ________ start to
Change No. 2 ________on armpit Change No. 2 ________on armpit grow broader grow broader grow broader
and genitals and genitals Change No. 4 Onset of __________ Change No. 4 Onset of __________ Change No. 4 Onset of __________
Change No. 3: ________ start to Change No. 3: ________ start to Change No. 5: ________release Change No. 5: ________release Change No. 5: ________release
grow broader grow broader mature eggs. mature eggs. mature eggs.
Change No. 4 Bigger and stronger Change No. 4 Bigger and stronger
________ ________
Change No. 5: Testes produce Change No. 5: Testes produce
________ ________

J. Additional activities for application Examine yourselves. Find out if Examine yourselves. Find out if Examine yourselves. Find out if there Examine yourselves. Find out if there Examine yourselves. Find out if
or remediation there are distinct changes in your there are distinct changes in your are distinct changes in your body are distinct changes in your body there are distinct changes in your
body towards puberty body towards puberty towards puberty. towards puberty. body towards puberty.

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 or localized materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time September 5-9, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards
demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that
girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes
puberty puberty puberty puberty during puberty

B. Performance Standards
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.

 practices ways of maintaining  practices ways of maintaining  practices ways of maintaining  practices ways of maintaining  practices ways of maintaining
health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the
reproductive system reproductive system reproductive system reproductive system reproductive system

C. Learning Competencies/Objectives
Write the LC code for each
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
identifies parts of the
reproductive system and their
functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
  cites proper ways of maintaining
health and hygiene of the
reproductive system
II. CONTENT
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
III. LEARNING RESOURCES
A. References Science & Health Competencies
Grade V
Science & Health 5-SD Publication
IUnc. 1999 p 23-24
Science for Daily Use 5 p12-13
Science Spectrum-Rex Printing Co
2004 p14-18
1. Teacher’s Guide pages
2. Learner’s Material pages Exploring & Protecting our World-
Vibal Publishing House 2007 p4-7
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Describe the physical changes that
presenting the new lesson occur among males & females
during puberty.
B. Establishing a purpose for the Describe emotional changes that
lesson occur in males / females during
puberty
C. Presenting examples/instances of Describe the physical changes that
the new lesson occur among males & females
during puberty.
 cites proper ways of maintaining
health and hygiene of the
reproductive system
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
Science & Health Competencies
Grade V
Science & Health 5-SD Publication
IUnc. 1999 p 23-24
Science for Daily Use 5 p12-13
Science Spectrum-Rex Printing Co
2004 p14-18
Exploring & Protecting our World-
Vibal Publishing House 2007 p4-7
Describe the physical changes that
occur among males & females
during puberty.
Describe emotional changes that
occur in males / females during
puberty
Describe the physical changes that
occur among males & females
during puberty.
 cites proper ways of maintaining
health and hygiene of the
reproductive system
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
Science & Health Competencies
Grade V
Science & Health 5-SD Publication
IUnc. 1999 p 23-24
Science for Daily Use 5 p12-13
Science Spectrum-Rex Printing Co
2004 p14-18
Exploring & Protecting our World-
Vibal Publishing House 2007 p4-7
What socio-emotional changes
observed among male/female
during puberty stage?
Practice health habits in caring for
the body during puberty
Distribute the flashcards to the
pupils. Have each pupil raise the
flashcards and read it aloud. The
pupils march around the classroom
for the others to see and read.
 cites proper ways of maintaining
health and hygiene of the
reproductive system
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
Science & Health Competencies
Grade V
Science & Health 5-SD Publication
IUnc. 1999 p 23-24
Science for Daily Use 5 p12-13
Science Spectrum-Rex Printing Co
2004 p14-18
Exploring & Protecting our World-
Vibal Publishing House 2007 p4-7
What socio-emotional changes
observed among male/female
during puberty stage?
Practice health habits in caring for
the body during puberty
Distribute the flashcards to the
pupils. Have each pupil raise the
flashcards and read it aloud. The
pupils march around the classroom
for the others to see and read.
 cites proper ways of maintaining
health and hygiene of the
reproductive system
Humans
- stages of growth and
development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
Science & Health Competencies
Grade V
Science & Health 5-SD Publication
IUnc. 1999 p 23-24
Science for Daily Use 5 p12-13
Science Spectrum-Rex Printing Co
2004 p14-18
Exploring & Protecting
our World-Vibal Publishing House
2007 p4-7
What socio-emotional changes
observed among male/female
during puberty stage?
Practice health habits in caring for
the body during puberty
Distribute the flashcards to the
pupils. Have each pupil raise the
flashcards and read it aloud. The
pupils march around the
classroom for the others to see

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
How did you feel during your first
menstruation? (afraid, shy, sad,
confused)
Did you tell your mother right
away? Why?
How did you feel when you see hair
growing on your pubic
area/armpits?
To whom did you tell it first? Why?
Activity: Study the conversation of
the mothers
How did you feel during your first
menstruation? (afraid, shy, sad,
confused)
Did you tell your mother right
away? Why?
How did you feel when you see hair
growing on your pubic
area/armpits?
To whom did you tell it first? Why?
Activity: Study the conversation of
the mothers
What were written on the
flashcards?
What title or heading can you supply
to the flashcards?
Hygienic Practices in Caring for the
Body during Puberty
Bathe daily and change to clean and
dry underwear at least once a day.
Change clothes each day or even
several times a day when necessary.
Apply anti perspirant or deodorant
on your underarms to prevent
excessive sweating and to mask
body odor.
Wash your hair with shampoo and
your face with mild soap or facial
cleanser at least once everyday. Do
this to control the oiliness of your
hair and face.
Ask your older siblings, your parents,
or other adults on what to do if you
are bothered by body hair. Especially
for boys, it is normal to shave facial
hair with a razor.
Have a balanced diet to
accommodate the needs of your
changing body, exercise regularly,
and get adequate rest and sleep.
Consult a doctor if the physical
changes you experience bother you
or if you have pains and difficulties
that you think arfe caused by these
changes.
What were written on the
flashcards?
What title or heading can you supply
to the flashcards?
Hygienic Practices in Caring for the
Body during Puberty
Bathe daily and change to clean and
dry underwear at least once a day.
Change clothes each day or even
several times a day when necessary.
Apply anti perspirant or deodorant
on your underarms to prevent
excessive sweating and to mask
body odor.
Wash your hair with shampoo and
your face with mild soap or facial
cleanser at least once everyday. Do
this to control the oiliness of your
hair and face.
Ask your older siblings, your parents,
or other adults on what to do if you
are bothered by body hair. Especially
for boys, it is normal to shave facial
hair with a razor.
Have a balanced diet to
accommodate the needs of your
changing body, exercise regularly,
and get adequate rest and sleep.
Consult a doctor if the physical
changes you experience bother you
or if you have pains and difficulties
that you think arfe caused by these
changes.
and read.
What were written on the
flashcards?
What title or heading can you
supply to the flashcards?
Hygienic Practices in Caring for
the Body during Puberty
Bathe daily and change to clean
and dry underwear at least once a
day.
Change clothes each day or even
several times a day when
necessary.
Apply anti perspirant or
deodorant on your underarms to
prevent excessive sweating and to
mask body odor.
Wash your hair with shampoo and
your face with mild soap or facial
cleanser at least once everyday.
Do this to control the oiliness of
your hair and face.
Ask your older siblings, your
parents, or other adults on what
to do if you are bothered by body
hair. Especially for boys, it is
normal to shave facial hair with a
razor.
Have a balanced diet to
accommodate the needs of your
changing body, exercise regularly,
and get adequate rest and sleep.
Consult a doctor if the physical
changes you experience bother
you or if you have pains and

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
 What was discussed in the
conversation of the
mothers? (socio-emotional
changes during puberty)
 Describe the observations
of Mrs. Cruz about her
daughter?
 What was Mrs. Chua’s
description about his son?
 What were the
descriptions/ observations
of Mrs. Mendiola?
 What were Mrs. Cortez
observations/
descriptions?
Have you experience these changes?
Socio emotional changes in males
and females during puberty
A boy may feel awkward when he
suddenly grows taller and when his
voice becomes deeper.
The appearance of acne or pimples
may be a cause of embarrassment.
They become interested in their
appearance and become self
conscious.
They feel restless, irritable and
moody.
They feel attracted sexually.
Crushes on opposite sex. Experience
sexual curiosity and attraction to
other people.
Become emotional and react to
difficulties that you think arfe
caused by these changes.
 What was discussed in the What are the ways by which we can What are the ways by which we can What are the ways by which we
conversation of the practice proper caring for the body practice proper caring for the body can practice proper caring for the
mothers? (socio-emotional during puberty? during puberty? body during puberty?
changes during puberty)
 Describe the observations
of Mrs. Cruz about her
daughter?
 What was Mrs. Chua’s
description about his son?
 What were the
descriptions/ observations
of Mrs. Mendiola?
 What were Mrs. Cortez
observations/
descriptions?
Have you experience these changes? Role play any of the ways on the Role play any of the ways on the Role play any of the ways on the
proper hygiene. proper hygiene. proper hygiene.
Socio emotional changes in males What are the ways by which we can What are the ways by which we can What are the ways by which we
and females during puberty practice proper caring for the body practice proper caring for the body can practice proper caring for the
during puberty? during puberty? body during puberty?
A boy may feel awkward when he
suddenly grows taller and when his
voice becomes deeper.
The appearance of acne or pimples
may be a cause of embarrassment.
They become interested in their
appearance and become self
conscious.
They feel restless, irritable and
moody.
They feel attracted sexually.
Crushes on opposite sex. Experience
sexual curiosity and attraction to
other people.
Become emotional and react to
 situation more intensely than situation more intensely than
before. before.

Try to gain independence from Try to gain independence from

parents. parents.

I. Evaluating learning Express your opinion by writing A for
agree and D for disagree on the
blanks.
1. It would be ashamed if I
reach puberty ahead of
my
classmates.___________
2. I will talk about the
changes in my body with
my parents.__________
3. I have to hide my body
changes by wearing loose
clothes.__________
4. One should be happy
about the changes
occurring in his/her body
during
puberty._________
5. People should tease boys
and girls who are on the
stage of
puberty.__________
Express your opinion by writing A for
agree and D for disagree on the
blanks.
1. It would be ashamed if I
reach puberty ahead of
my
classmates.___________
2. I will talk about the
changes in my body with
my parents.__________
3. I have to hide my body
changes by wearing loose
clothes.__________
4. One should be happy
about the changes
occurring in his/her body
during
puberty._________
5. People should tease boys
and girls who are on the
stage of
puberty.__________
Evaluate your personal hygiene
practice. Answer these questions
honestly
and accurately.
How often do you take a bath?
_________
How often you change your
underwear? _______
How can you control the oiliness of
your hair and face?_______
What will you do if you are
bothered by body hair?______
What kind of food will you eat to
accommodate the needs of your
changing body?
Evaluate your personal hygiene
practice. Answer these questions
honestly
and accurately.
How often do you take a bath?
_________
How often you change your
underwear? _______
How can you control the oiliness of
your hair and face?_______
What will you do if you are
bothered by body hair?______
What kind of food will you eat to
accommodate the needs of your
changing body?
Evaluate your personal hygiene
practice. Answer these questions
honestly
and accurately.
How often do you take a bath?
_________
How often you change your
underwear? _______
How can you control the oiliness
of your hair and face?_______
What will you do if you are
bothered by body hair?______
What kind of food will you eat to
accommodate the needs of your
changing body?

J. Additional activities for application Look at yourself. Observe your Look at yourself. Observe your Find out which of the practices do Find out which of the practices do
or remediation emotions. How do you react to emotions. How do you react to Find out which of the practices do you do everyday. you do everyday.
situation now? situation now? you do everyday.

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 or localized materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time September 12-16, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards
demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that
 plants are grouped according to  plants are grouped according to  plants are grouped according to  plants are grouped according to  plants are grouped according to
distinguishing characteristics distinguishing characteristics distinguishing characteristics distinguishing characteristics distinguishing characteristics

 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 flowering plants include, among
others, having flowers that serve
as reproductive organ for the
plant and seeds that germinate to
grow into a new plant

 non-flowering plants use other  non-flowering plants use other  non-flowering plants use other  non-flowering plants use other  non-flowering plants use other
structures for reproduction structures for reproduction structures for reproduction structures for reproduction structures for reproduction

B. Performance Standards
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
does backyard or urban gardening
guided by the understanding of
the factors in the environment
that can affect the growth and
development of plants

 protects and conserves natural  protects and conserves natural  protects and conserves natural  protects and conserves natural  protects and conserves natural
habitats of plants. habitats of plants. habitats of plants. habitats of plants. habitats of plants.

C. Learning Competencies/Objectives
Write the LC code for each
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of
flowering plants
 traces the life cycle of a
flowering plant
 describes flower parts involved
in pollination
  describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
II. CONTENT
Flowering plants (rice/ corn, pechay,
mongo)
- Non-flowering plants (conebearing,
ferns,
liverworts)
- Protecting habitats of plants
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages My World of Science Worktext 4, pp.
98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Show picture of a beautiful garden.
presenting the new lesson Then ask: What do you see in the
picture? What makes the garden
beautiful? Do you know the different
parts of the flower? Let us find out
with the next activity.
B. Establishing a purpose for the Identify the parts of a flower.
lesson
C. Presenting examples/instances of Group the pupils into three. Then
the new lesson ask them to designate leader on
each group. Leaders will be asked to
pick envelopes containing activities
which will be done by the group.
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Flowering plants (rice/ corn, pechay,
mongo)
- Non-flowering plants (conebearing,
ferns,
liverworts)
- Protecting habitats of plants
My World of Science Worktext 4, pp.
98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
Show picture of a beautiful garden.
Then ask: What do you see in the
picture? What makes the garden
beautiful? Do you know the different
parts of the flower? Let us find out
with the next activity.
Identify the parts of a flower.
Group the pupils into three. Then
ask them to designate leader on
each group. Leaders will be asked to
pick envelopes containing activities
which will be done by the group.
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Flowering plants (rice/ corn, pechay,
mongo)
- Non-flowering plants (conebearing,
ferns,
liverworts)
- Protecting habitats of plants
My World of Science Worktext 4, pp.
98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
Show picture of a beautiful garden.
Then ask: What do you see in the
picture? What makes the garden
beautiful? Do you know the different
parts of the flower? Let us find out
with the next activity.
Identify the parts of a flower.
Group the pupils into three. Then
ask them to designate leader on
each group. Leaders will be asked to
pick envelopes containing activities
which will be done by the group.
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Flowering plants (rice/ corn, pechay,
mongo)
- Non-flowering plants (conebearing,
ferns,
liverworts)
- Protecting habitats of plants
My World of Science Worktext 4, pp.
98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
Show picture of a beautiful garden.
Then ask: What do you see in the
picture? What makes the garden
beautiful? Do you know the different
parts of the flower? Let us find out
with the next activity.
Identify the parts of a flower.
Group the pupils into three. Then
ask them to designate leader on
each group. Leaders will be asked to
pick envelopes containing activities
which will be done by the group.
 observes and asks questions
about agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Flowering plants (rice/ corn,
pechay, mongo)
- Non-flowering plants
(conebearing, ferns,
liverworts)
- Protecting habitats of plants
My World of Science Worktext 4,
pp. 98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
Show picture of a beautiful
garden. Then ask: What do you
see in the picture? What makes
the garden beautiful? Do you
know the different parts of the
flower? Let us find out with the
next activity.
Identify the parts of a flower.
Group the pupils into three. Then
ask them to designate leader on
each group. Leaders will be asked
to pick envelopes containing
activities which will be done by

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Activity 1: Jigsaw puzzle of a flower
with its parts.
Here’s how:
Put each pieces together to form a
figure.
Answer the guide questions:
What figure have you formed?
What are the parts of the flower?
Call volunteer from each group to
discuss their work. Lead the pupils to
identify the different parts of the
flower such as: petals, sepals,
receptacle, stamen, pollen grain,
anther, filament, pistil, stigma, style,
ovary.
Show video recorded song and have
the pupils listen and sing the song.
Then ask: What did you feel while
singing the song? What is the song
about? What are the parts of a
flower?
Identify the parts of the flowerin the
diagram below. Write your answer
beside the number.
Search the word listed below by
circling the letter either,
horizontally, vertically or diagonally.
parts of the flower pistil petal
stamen filament
sepal
anther style
ovary
The different parts of the flower
such as: petals, sepals, receptacle,
stamen, pollen grain, anther,
filament, pistil, stigma, style, ovary.
Activity 1: Jigsaw puzzle of a flower
with its parts.
Here’s how:
Put each pieces together to form a
figure.
Answer the guide questions:
What figure have you formed?
What are the parts of the flower?
Call volunteer from each group to
discuss their work. Lead the pupils to
identify the different parts of the
flower such as: petals, sepals,
receptacle, stamen, pollen grain,
anther, filament, pistil, stigma, style,
ovary.
Show video recorded song and have
the pupils listen and sing the song.
Then ask: What did you feel while
singing the song? What is the song
about? What are the parts of a
flower?
Identify the parts of the flowerin the
diagram below. Write your answer
beside the number.
Search the word listed below by
circling the letter either,
horizontally, vertically or diagonally.
parts of the flower pistil petal
stamen filament
sepal
anther style
ovary
The different parts of the flower
such as: petals, sepals, receptacle,
stamen, pollen grain, anther,
filament, pistil, stigma, style, ovary.
Activity 1: Jigsaw puzzle of a flower
with its parts.
Here’s how:
Put each pieces together to form a
figure.
Answer the guide questions:
What figure have you formed?
What are the parts of the flower?
Call volunteer from each group to
discuss their work. Lead the pupils to
identify the different parts of the
flower such as: petals, sepals,
receptacle, stamen, pollen grain,
anther, filament, pistil, stigma, style,
ovary.
Show video recorded song and have
the pupils listen and sing the song.
Then ask: What did you feel while
singing the song? What is the song
about? What are the parts of a
flower?
Identify the parts of the flowerin the
diagram below. Write your answer
beside the number.
Search the word listed below by
circling the letter either,
horizontally, vertically or diagonally.
parts of the flower pistil petal
stamen filament
sepal
anther style
ovary
The different parts of the flower
such as: petals, sepals, receptacle,
stamen, pollen grain, anther,
filament, pistil, stigma, style, ovary.
Activity 1: Jigsaw puzzle of a flower
with its parts.
Here’s how:
Put each pieces together to form a
figure.
Answer the guide questions:
What figure have you formed?
What are the parts of the flower?
Call volunteer from each group to
discuss their work. Lead the pupils to
identify the different parts of the
flower such as: petals, sepals,
receptacle, stamen, pollen grain,
anther, filament, pistil, stigma, style,
ovary.
Show video recorded song and have
the pupils listen and sing the song.
Then ask: What did you feel while
singing the song? What is the song
about? What are the parts of a
flower?
Identify the parts of the flowerin the
diagram below. Write your answer
beside the number.
Search the word listed below by
circling the letter either,
horizontally, vertically or diagonally.
parts of the flower pistil petal
stamen filament
sepal
anther style
ovary
The different parts of the flower
such as: petals, sepals, receptacle,
stamen, pollen grain, anther,
filament, pistil, stigma, style, ovary.
the group.
Activity 1: Jigsaw puzzle of a
flower with its parts.
Here’s how:
Put each pieces together to form
a figure.
Answer the guide questions:
What figure have you formed?
What are the parts of the flower?
Call volunteer from each group to
discuss their work. Lead the pupils
to identify the different parts of
the flower such as: petals, sepals,
receptacle, stamen, pollen grain,
anther, filament, pistil, stigma,
style, ovary.
Show video recorded song and
have the pupils listen and sing the
song. Then ask: What did you feel
while singing the song? What is
the song about? What are the
parts of a flower?
Identify the parts of the flowerin
the diagram below. Write your
answer beside the number.
Search the word listed below by
circling the letter either,
horizontally, vertically or
diagonally.
parts of the flower pistil petal
stamen filament
sepal
anther style
ovary
The different parts of the flower
such as: petals, sepals, receptacle,
stamen, pollen grain, anther,
filament, pistil, stigma, style,
 ovary.

I. Evaluating learning
Name the parts of the flower. Name the parts of the flower. Name the parts of the flower. Name the parts of the flower. Name the parts of the flower.

J. Additional activities for application Investigate the importance of Investigate the importance of Investigate the importance of Investigate the importance of Investigate the importance of
or remediation flowers to plants. flowers to plants. flowers to plants. flowers to plants. flowers to plants.
Bring gumamela flower, cutter, and Bring gumamela flower, cutter, and Bring gumamela flower, cutter, and Bring gumamela flower, cutter, and Bring gumamela flower, cutter,
hand lens. hand lens. hand lens. hand lens. and hand lens.
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 or localized materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level V
DAILY LESSON LOG Teacher Learning Areas Science
Teaching Dates and Time September 19-23, 2016 Quarter First

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction among
plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that different
materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo. They will learn
about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the appearance of the
Moon

A. Content Standards
demonstrates
understanding that
 plants are grouped
according to distinguishing
characteristics
 flowering plants include,
among others, having
flowers that serve as
reproductive organ for the
plant and seeds that
germinate to grow into a
new plant
demonstrates
understanding that
 plants are grouped
according to distinguishing
characteristics
 flowering plants include,
among others, having
flowers that serve as
reproductive organ for the
plant and seeds that
germinate to grow into a
new plant
demonstrates understanding that
 plants are grouped according to
distinguishing characteristics
 flowering plants include, among others,
having flowers that serve as reproductive
organ for the plant and seeds that
germinate to grow into a new plant
 non-flowering plants use other
structures for reproduction
demonstrates understanding that
 plants are grouped according to
distinguishing characteristics
 flowering plants include, among others,
having flowers that serve as reproductive
organ for the plant and seeds that
germinate to grow into a new plant
 non-flowering plants use other
structures for reproduction
demonstrates understanding that
 plants are grouped according to
distinguishing characteristics
 flowering plants include, among others,
having flowers that serve as reproductive
organ for the plant and seeds that
germinate to grow into a new plant
 non-flowering plants use other
structures for reproduction

 non-flowering plants use  non-flowering plants use

other structures for other structures for
reproduction reproduction

B. Performance Standards
does backyard or urban
gardening guided by the
understanding of the factors
in the environment that can
affect the growth and
development of plants
 protects and conserves
natural habitats of plants.
does backyard or urban
gardening guided by the
understanding of the factors
in the environment that can
affect the growth and
development of plants
 protects and conserves
natural habitats of plants.
does backyard or urban gardening guided
by the understanding of the factors in the
environment that can affect the growth
and development of plants
 protects and conserves natural habitats
of plants.
does backyard or urban gardening guided
by the understanding of the factors in the
environment that can affect the growth
and development of plants
 protects and conserves natural habitats
of plants.
does backyard or urban gardening guided
by the understanding of the factors in the
environment that can affect the growth
and development of plants
 protects and conserves natural habitats
of plants.

C. Learning
Competencies/Objectives classifies plants based on classifies plants based on classifies plants based on distinguishing classifies plants based on distinguishing classifies plants based on distinguishing
Write the LC code for each
 distinguishing
characteristics: flowering
and non-flowering
 labels the structures of
flowering plants
 traces the life cycle of a
flowering plant
 describes flower parts
involved in pollination
 observes and asks
questions about agents of
pollination
 designs and conducts a
simple investigation on the
process of pollination
II. CONTENT
III. LEARNING
RESOURCES
E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages My World of Science
Worktext 4, pp. 98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson What are the parts of the
or presenting the new flower?
lesson
B. Establishing a purpose for the Describe the parts and
lesson functions of a flower.
C. Presenting examples/instances Post picture of gumamela
of the new lesson flower and a board
containing balloons of
different colors. Ask
volunteers to dart the
balloons to get the strips of
paper inside. Then have
distinguishing
characteristics: flowering
and non-flowering
 labels the structures of
flowering plants
 traces the life cycle of a
flowering plant
 describes flower parts
involved in pollination
 observes and asks
questions about agents of
pollination
 designs and conducts a
simple investigation on the
process of pollination
My World of Science
Worktext 4, pp. 98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
What are the parts of the
flower?
Describe the parts and
functions of a flower.
Post picture of gumamela
flower and a board
containing balloons of
different colors. Ask
volunteers to dart the
balloons to get the strips of
paper inside. Then have
characteristics: flowering and non-
flowering
 labels the structures of flowering plants
 traces the life cycle of a flowering plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of pollination
My World of Science Worktext 4, pp. 98-99
Science in our World K to 12 Worktext 5,
pp. 94-95
www. google.com
Ask volunteers to summarize what they
have learned about the previous activities.
Then, present interactive video about the
parts and functions of the flower. Have
them watch and interact with the video.
Describe the parts and functions of a
flower.
Post picture of gumamela flower and a
board containing balloons of different
colors. Ask volunteers to dart the balloons
to get the strips of paper inside. Then have
them paste the strips of paper on the
corresponding part of the flower.
characteristics: flowering and non-
flowering
 labels the structures of flowering plants
 traces the life cycle of a flowering plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of pollination
My World of Science Worktext 4, pp. 98-99
Science in our World K to 12 Worktext 5,
pp. 94-95
www. google.com
Ask volunteers to summarize what they
have learned about the previous activities.
Then, present interactive video about the
parts and functions of the flower. Have
them watch and interact with the video.
Describe the parts and functions of a
flower.
Post picture of gumamela flower and a
board containing balloons of different
colors. Ask volunteers to dart the balloons
to get the strips of paper inside. Then have
them paste the strips of paper on the
corresponding part of the flower.
characteristics: flowering and non-
flowering
 labels the structures of flowering plants
 traces the life cycle of a flowering plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of pollination
My World of Science Worktext 4, pp. 98-99
Science in our World K to 12 Worktext 5,
pp. 94-95
www. google.com
Ask volunteers to summarize what they
have learned about the previous activities.
Then, present interactive video about the
parts and functions of the flower. Have
them watch and interact with the video.
Describe the parts and functions of a
flower.
Post picture of gumamela flower and a
board containing balloons of different
colors. Ask volunteers to dart the balloons
to get the strips of paper inside. Then have
them paste the strips of paper on the
corresponding part of the flower.

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
them paste the strips of
paper on the corresponding
part of the flower.
Group the pupils into five.
Then ask them to designate
leader on each group.
Remind them about the
rules in doing group activity.
Have them work on the
activity below:
Parts of a Flower
Procedure:
Get a gumamela flower.
Using a hand lens, examine
them paste the strips of
paper on the corresponding
part of the flower.
Group the pupils into five.
Then ask them to designate
leader on each group.
Remind them about the
rules in doing group activity.
Have them work on the
activity below:
Parts of a Flower
Procedure:
Get a gumamela flower.
Using a hand lens, examine
Flowers are the main reproductive organ Flowers are the main reproductive organ
of the plant. It has essential and accessory of the plant. It has essential and accessory
parts. parts.
The essential parts of the flowers are:
1. Stamen – male reproductive
organ of the plant.
 Pollen grains – yellow
powdery substance
which contains the
sperm or male
gametes.
 Anther – holds and
produces pollen grains.
 Filament – stalk that
holds the anther in
position.
2. Pistil – also known as carpel is
the female reproductive organ of
the plant.
 Stigma – flat top
swollen structure at
the end of the pistil. It
receives pollen grains.
The mature stigma
secretes a fluid that
stimulates the pollen
grains to germinate.
 Style – a stalk that
connects the stigma to
the ovary. It is tall
enough to trap pollen
grains.
 Ovary – found at the
base or bottom of the
style which contains
ovules or egg cell
(female gametes)
The accessory parts of the flowers are: The accessory parts of the flowers are:
1. Petals – form the most obvious
part of the flower. Most petals
are brightly colored to attract
Flowers are the main reproductive organ
of the plant. It has essential and accessory
parts.
The essential parts of the flowers are:
3. Stamen – male reproductive
organ of the plant.
 Pollen grains – yellow
powdery substance
which contains the
sperm or male
gametes.
 Anther – holds and
produces pollen grains.
 Filament – stalk that
holds the anther in
position.
4. Pistil – also known as carpel is
the female reproductive organ of
the plant.
 Stigma – flat top
swollen structure at
the end of the pistil. It
receives pollen grains.
The mature stigma
secretes a fluid that
stimulates the pollen
grains to germinate.
 Style – a stalk that
connects the stigma to
the ovary. It is tall
enough to trap pollen
grains.
 Ovary – found at the
base or bottom of the
style which contains
ovules or egg cell
(female gametes)
The accessory parts of the flowers are:
1. Petals – form the most obvious
part of the flower. Most petals
are brightly colored to attract
The essential parts of the flowers are:
5. Stamen – male reproductive
organ of the plant.
 Pollen grains – yellow
powdery substance
which contains the
sperm or male
gametes.
 Anther – holds and
produces pollen grains.
 Filament – stalk that
holds the anther in
position.
6. Pistil – also known as carpel is
the female reproductive organ of
the plant.
 Stigma – flat top
swollen structure at
the end of the pistil. It
receives pollen grains.
The mature stigma
secretes a fluid that
stimulates the pollen
grains to germinate.
 Style – a stalk that
connects the stigma to
the ovary. It is tall
enough to trap pollen
grains.
 Ovary – found at the
base or bottom of the
style which contains
ovules or egg cell
(female gametes)
1. Petals – form the most obvious
part of the flower. Most petals
are brightly colored to attract
 all the parts.
With the help of the picture
on the first activity, locate
the following parts.
A. Essential Parts
Accessory Parts
1. Pistil
1. petals
a. stigma
2. sepals
b. style
3. receptacle
c. ovary
2. Stamen
a. pollen grain b. anther
c. filament
Carefully remove the
accessory parts of the
flower, starting with the
sepals, followed by the
petals and finally the
receptacle and stalk. Now,
you have only the essential
parts.
Using a hand lens, examine
the numerous stamens
below the stigma. The
stamens are the male
organs of the flower. Each
stamen consists of two
parts: pollen grain, anther
and filament.
Carefully tear apart the base
of the stamen column.
Remove it completely to
expose the pistil inside. The
pistil is the female organ of
the flower. It consists of the
following parts: stigma,
style and ovary.
all the parts. insects. Group of petals are insects. Group of petals are insects. Group of petals are
With the help of the picture called corolla. called corolla. called corolla.
on the first activity, locate 2. Sepals - are modified leaves 2. Sepals - are modified leaves 2. Sepals - are modified leaves
the following parts. which enclose and protect the which enclose and protect the which enclose and protect the
A. Essential Parts other parts of a flower when it is other parts of a flower when it is other parts of a flower when it is
Accessory Parts still a bud. When the flower still a bud. When the flower still a bud. When the flower
1. Pistil blooms, the sepal supports the blooms, the sepal supports the blooms, the sepal supports the
1. petals bottom of the flower. Group of bottom of the flower. Group of bottom of the flower. Group of
a. stigma sepals are called calyx. sepals are called calyx. sepals are called calyx.
3. Receptacle –is the enlarged 3. Receptacle –is the enlarged 3. Receptacle –is the enlarged
2. sepals upper end of a flower stalk upper end of a flower stalk upper end of a flower stalk which
b. style which bears the flower or group which bears the flower or group bears the flower or group of
3. receptacle of flowers. of flowers. flowers.
c. ovary
2. Stamen
a. pollen grain b. anther
c. filament
Carefully remove the
accessory parts of the
flower, starting with the
sepals, followed by the
petals and finally the
receptacle and stalk. Now,
you have only the essential
parts.
Using a hand lens, examine
the numerous stamens
below the stigma. The
stamens are the male
organs of the flower. Each
stamen consists of two
parts: pollen grain, anther
and filament.
Carefully tear apart the base
of the stamen column.
Remove it completely to
expose the pistil inside. The
pistil is the female organ of
the flower. It consists of the
following parts: stigma,
style and ovary.

F. Developing mastery
(Leads to Formative Assessment 3)
After examining the parts of
the flower, have the pupils
answer the guide questions
and be ready to report their
observation in front of the
class.
After examining the parts of
the flower, have the pupils
answer the guide questions
and be ready to report their
observation in front of the
class.
Answer the following questions briefly:
1. Why are flowers important
to plants?
2. What are the accessory
parts of the flower?
Describe their functions?
Answer the following questions briefly:
1. Why are flowers important
to plants?
2. What are the accessory
parts of the flower?
Describe their functions?
Answer the following questions briefly:
1. Why are flowers important
to plants?
2. What are the accessory
parts of the flower?
Describe their functions?

G. Finding practical applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Answer the following:
1. How many petals does
the Gumamela flower have?
2. How many sepals does it
have?
3. Did you see the long
structure at the center of
the petals? What did you
observe?
4. What can you say about
the number of stamen in
gumamela? How about the
pistil?
5. Did you see the ovary?
Describe it.
Identify the parts of the
flower using gumamela
flower.
Flowers have different
parts.
Based on your observation,
can you identify which
function is described in the
following numbers?
Unscramble the letter to
find the answer.
______1.The female
reproductive organ. (SILTIP)
______2.The flat top of the
pistil which is sticky.
(TIGMAS)
______3.The stalk which
holds the stigma. (LEYST)
______ 4. Found at the base
of the pistil which holds the
ovules. (RYOVA)
________5.Rounded bodies
inside the ovary. (SELUVO)
Answer the following: 3. What are the essential 3. What are the essential 3. What are the essential
1. How many petals does parts of the flower? parts of the flower? parts of the flower?
the Gumamela flower have? Describe their functions? Describe their functions? Describe their functions?
2. How many sepals does it 4. Why is flower picking 4. Why is flower picking 4. Why is flower picking
have? prohibited? prohibited? prohibited?
3. Did you see the long 5. Do you want to plant 5. Do you want to plant 5. Do you want to plant
structure at the center of ornamental plants? Why or ornamental plants? Why or ornamental plants? Why or
the petals? What did you why not? why not? why not?
observe? 6. What can you do in order 6. What can you do in order 6. What can you do in order
4. What can you say about to preserve flowers? to preserve flowers? to preserve flowers?
the number of stamen in
gumamela? How about the
pistil?
5. Did you see the ovary?
Describe it.
Identify the parts of the Identify the parts of the flower using Identify the parts of the flower using Identify the parts of the flower using
flower using gumamela gumamela flower. gumamela flower. gumamela flower.
flower.
Flowers have different Flowers have different parts. Flowers have different parts. Flowers have different parts.
parts.
Based on your observation, Identify the part and function describe in Identify the part and function describe in Identify the part and function describe in
can you identify which each item. Write only the letter of your each item. Write only the letter of your each item. Write only the letter of your
function is described in the answer on the space provided before each answer on the space provided before each answer on the space provided before each
following numbers? number. number. number.
Unscramble the letter to
find the answer. _____ 1. It is the male part of a flower. _____ 1. It is the male part of a flower. _____ 1. It is the male part of a flower.
______1.The female a. calyx a. calyx a. calyx
reproductive organ. (SILTIP) c. petal c. petal c. petal
______2.The flat top of the b. stamen b. stamen b. stamen
pistil which is sticky. d. pistil d. pistil d. pistil
(TIGMAS) _____ 2. It is the female part of a flower. _____ 2. It is the female part of a flower. _____ 2. It is the female part of a flower.
______3.The stalk which a. calyx a. calyx a. calyx
holds the stigma. (LEYST) c. petals c. petals c. petals
______ 4. Found at the base b. stamen b. stamen b. stamen
of the pistil which holds the d. pistil d. pistil d. pistil
ovules. (RYOVA) _____ 3. It is the bright colored part of the _____ 3. It is the bright colored part of the _____ 3. It is the bright colored part of the
________5.Rounded bodies flower that attracts insects. flower that attracts insects. flower that attracts insects.
inside the ovary. (SELUVO) a. calyx a. calyx a. calyx
c. petal c. petal c. petal
b. stamen b. stamen b. stamen
d. pistil d. pistil d. pistil
_____ 4. It refers to all sepals together. _____ 4. It refers to all sepals together. _____ 4. It refers to all sepals together.
a. calyx a. calyx a. calyx
c. petal c. petal c. petal
b. stamen b. stamen b. stamen
d. pistil d. pistil d. pistil
_____ 5. It contains the female gametes or _____ 5. It contains the female gametes or _____ 5. It contains the female gametes or
 egg cells called ovum. egg cells called ovum. egg cells called ovum.
a. style a. style a. style
c. pollen grain c. pollen grain c. pollen grain
b. stigma b. stigma b. stigma
d. ovary d. ovary d. ovary

J. Additional activities for Look for another flower and Look for another flower and How do flowers help in plant How do flowers help in plant How do flowers help in plant
application or remediation identify its parts. identify its parts. reproduction? reproduction? reproduction?

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 or localized
materials did I use/discover which I
wish to share with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time September 26-30, 2016 Quarter
 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards
demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that
 plants are grouped according to  plants are grouped according to  plants are grouped according to  plants are grouped according to  plants are grouped according to
distinguishing characteristics distinguishing characteristics distinguishing characteristics distinguishing characteristics distinguishing characteristics

 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 flowering plants include, among
others, having flowers that serve
as reproductive organ for the
plant and seeds that germinate to
grow into a new plant

 non-flowering plants use other  non-flowering plants use other  non-flowering plants use other  non-flowering plants use other  non-flowering plants use other
structures for reproduction structures for reproduction structures for reproduction structures for reproduction structures for reproduction

B. Performance Standards
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
does backyard or urban gardening
guided by the understanding of
the factors in the environment
that can affect the growth and
development of plants

 protects and conserves natural  protects and conserves natural  protects and conserves natural  protects and conserves natural  protects and conserves natural
habitats of plants. habitats of plants. habitats of plants. habitats of plants. habitats of plants.

C. Learning Competencies/Objectives
Write the LC code for each
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of
flowering plants
 traces the life cycle of a
flowering plant
 describes flower parts involved
in pollination
 observes and asks questions
about agents of pollination
 designs and conducts a simple
investigation on the process of

II. CONTENT
III. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
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
pollination
Science Spectrum 4, Rex publishing
2004 – p. 139-142
Science and Health 4 – SD
Publishing – 1999 – p. 133-139
Growing with Science and Health
4, Rex publishing 1999 –p. 117-124
Developing Science Concepts
Through Learning Activities 4 p.121-
123
How does fertilization happen?
Demonstrate how plants can be
propagated from other plants
How does your mother plant
another San Francisco? Gumamela?
Santan?
Cien went mountain climbing. Len
and Joy joined her. Help them
arrange the jumbled letters in each
foot print, so as to reach the
mountain top.
The three girls decided to go down
the mountain help them by
arranging the jumbled letters.
What words were found on the way
up the mountain? (stems, tubers,
rhizomes, bulbs, runners, shoots,
leaves)
What were the words found in going
pollination
Science Spectrum 4, Rex publishing
2004 – p. 139-142
Science and Health 4 – SD
Publishing – 1999 – p. 133-139
Growing with Science and Health
4, Rex publishing 1999 –p. 117-124
Developing Science Concepts
Through Learning Activities 4 p.121-
123
How does fertilization happen?
Demonstrate how plants can be
propagated from other plants
How does your mother plant
another San Francisco? Gumamela?
Santan?
Cien went mountain climbing. Len
and Joy joined her. Help them
arrange the jumbled letters in each
foot print, so as to reach the
mountain top.
The three girls decided to go down
the mountain help them by
arranging the jumbled letters.
What words were found on the way
up the mountain? (stems, tubers,
rhizomes, bulbs, runners, shoots,
leaves)
What were the words found in going
pollination
Science Spectrum 4, Rex publishing
2004 – p. 139-142
Science and Health 4 – SD
Publishing – 1999 – p. 133-139
Growing with Science and Health
4, Rex publishing 1999 –p. 117-124
Developing Science Concepts
Through Learning Activities 4 p.121-
123
How does fertilization happen?
Demonstrate how plants can be
propagated from other plants
How does your mother plant
another San Francisco? Gumamela?
Santan?
Cien went mountain climbing. Len
and Joy joined her. Help them
arrange the jumbled letters in each
foot print, so as to reach the
mountain top.
The three girls decided to go down
the mountain help them by
arranging the jumbled letters.
What words were found on the way
up the mountain? (stems, tubers,
rhizomes, bulbs, runners, shoots,
leaves)
What were the words found in going
pollination
Science Spectrum 4, Rex publishing
2004 – p. 139-142
Science and Health 4 – SD
Publishing – 1999 – p. 133-139
Growing with Science and Health
4, Rex publishing 1999 –p. 117-124
Developing Science Concepts
Through Learning Activities 4 p.121-
123
How does fertilization happen?
Demonstrate how plants can be
propagated from other plants
How does your mother plant
another San Francisco? Gumamela?
Santan?
Cien went mountain climbing. Len
and Joy joined her. Help them
arrange the jumbled letters in each
foot print, so as to reach the
mountain top.
The three girls decided to go down
the mountain help them by
arranging the jumbled letters.
What words were found on the way
up the mountain? (stems, tubers,
rhizomes, bulbs, runners, shoots,
leaves)
What were the words found in going
pollination
Science Spectrum 4, Rex
publishing 2004 – p. 139-142
Science and Health 4 – SD
Publishing – 1999 – p. 133-139
Growing with Science and
Health 4, Rex publishing 1999 –p.
117-124
Developing Science Concepts
Through Learning Activities 4
p.121-123
How does fertilization happen?
Demonstrate how plants can be
propagated from other plants
How does your mother plant
another San Francisco?
Gumamela? Santan?
Cien went mountain climbing. Len
and Joy joined her. Help them
arrange the jumbled letters in
each foot print, so as to reach the
mountain top.
The three girls decided to go
down the mountain help them by
arranging the jumbled letters.
What words were found on the
way up the mountain? (stems,
tubers, rhizomes, bulbs, runners,
shoots, leaves)
What were the words found in
 down the mountain?(marcotting,
budding, grafting, layering)
F. Developing mastery Read again the words that you
(Leads to Formative Assessment 3) formed?
G. Finding practical applications of Identify the different ways by which
concepts and skills in daily living plants can be propagated
If you want to have roses in your
garden how will you propagate
them?
H. Making generalizations and Plants can be propagated from other
abstractions about the lesson plants
1. Stem- has nodes
where leaves and
buds are attached
2. Bulb- consists of a
short stem base with
one or more buds
enclosed in many
fleshly leaves which
store food. E. Onion
3. Corn- a thick stem
base with store scaly
leaves at the nodes
and conatins stored
food. Ex. Gabi,
gladiola, begonia
4. Tuber – is a big root.
It contains the stored
food. Ex. Potato,
camote. Carrot,
radish
5. Rhizome – an
underground stem
that grows
horizontally near the
soil surface. Ex.
Ginger
6. Runners - stems that
grow horizontally
above the ground
along the surface.
When node touches
down the mountain?(marcotting, down the mountain?(marcotting, down the mountain?(marcotting, going down the mountain?
budding, grafting, layering) budding, grafting, layering) budding, grafting, layering) (marcotting, budding, grafting,
layering)
Read again the words that you Read again the words that you Read again the words that you Read again the words that you
formed? formed? formed? formed?
Identify the different ways by which Identify the different ways by which Identify the different ways by which Identify the different ways by
plants can be propagated plants can be propagated plants can be propagated which plants can be propagated
If you want to have roses in your If you want to have roses in your If you want to have roses in your If you want to have roses in your
garden how will you propagate garden how will you propagate garden how will you propagate garden how will you propagate
them? them? them? them?
Plants can be propagated from other Plants can be propagated from other Plants can be propagated from other Plants can be propagated from
plants plants plants other plants
1. Stem- has nodes 1. Stem- has nodes 1. Stem- has nodes 1. Stem- has nodes
where leaves and where leaves and where leaves and where leaves and
buds are attached buds are attached buds are attached buds are attached
2. Bulb- consists of a 2. Bulb- consists of a 2. Bulb- consists of a 2. Bulb- consists of a
short stem base with short stem base with short stem base with short stem base
one or more buds one or more buds one or more buds with one or more
enclosed in many enclosed in many enclosed in many buds enclosed in
fleshly leaves which fleshly leaves which fleshly leaves which many fleshly leaves
store food. E. Onion store food. E. Onion store food. E. Onion which store food.
3. Corn- a thick stem 3. Corn- a thick stem 3. Corn- a thick stem E. Onion
base with store scaly base with store scaly base with store scaly 3. Corn- a thick stem
leaves at the nodes leaves at the nodes leaves at the nodes base with store
and conatins stored and conatins stored and conatins stored scaly leaves at the
food. Ex. Gabi, food. Ex. Gabi, food. Ex. Gabi, nodes and conatins
gladiola, begonia gladiola, begonia gladiola, begonia stored food. Ex.
4. Tuber – is a big root. 4. Tuber – is a big root. 4. Tuber – is a big root. Gabi, gladiola,
It contains the stored It contains the stored It contains the stored begonia
food. Ex. Potato, food. Ex. Potato, food. Ex. Potato, 4. Tuber – is a big
camote. Carrot, camote. Carrot, camote. Carrot, root. It contains the
radish radish radish stored food. Ex.
5. Rhizome – an 5. Rhizome – an 5. Rhizome – an Potato, camote.
underground stem underground stem underground stem Carrot, radish
that grows that grows that grows 5. Rhizome – an
horizontally near the horizontally near the horizontally near the underground stem
soil surface. Ex. soil surface. Ex. soil surface. Ex. that grows
Ginger Ginger Ginger horizontally near
6. Runners - stems that 6. Runners - stems that 6. Runners - stems that the soil surface. Ex.
grow horizontally grow horizontally grow horizontally Ginger
above the ground above the ground above the ground 6. Runners - stems
along the surface. along the surface. along the surface. that grow
When node touches When node touches When node touches horizontally above
 the ground, roots and
leaves develop and a
new plant grows. Ex.
Strawberry, Bermuda
grass, Ferns
7. Leaves- Ex.
Katakataka, begonia
Day 2 Artificial vegetative
propagation:
1. Stem Cutting – cutting are
placed in water. When
roots come out, they are
transplanted.
2. Layering – a branch that
grows near the ground is
bent and covered with soil.
3. Grafting and budding –
transplanting a branch of
one plant to the trunk of
another plant.
Budding- is the same as
grafting but instead of a
branch, a bud is used as
the scion.
I. Evaluating learning
Put a check (√) on each blank
according to which propagation
can be used
J. Additional activities for application
or remediation
How do flowers help in plant
reproduction?
the ground, roots and
leaves develop and a
new plant grows. Ex.
Strawberry, Bermuda
grass, Ferns
7. Leaves- Ex.
Katakataka, begonia
Day 2 Artificial vegetative
propagation:
1. Stem Cutting – cutting are
placed in water. When
roots come out, they are
transplanted.
2. Layering – a branch that
grows near the ground is
bent and covered with soil.
3. Grafting and budding –
transplanting a branch of
one plant to the trunk of
another plant.
Budding- is the same as
grafting but instead of a
branch, a bud is used as
the scion.
Put a check (√) on each blank
according to which propagation
can be used
How do flowers help in plant
reproduction?
the ground, roots and
leaves develop and a
new plant grows. Ex.
Strawberry, Bermuda
grass, Ferns
7. Leaves- Ex.
Katakataka, begonia
Day 2 Artificial vegetative
propagation:
1. Stem Cutting – cutting are
placed in water. When
roots come out, they are
transplanted.
2. Layering – a branch that
grows near the ground is
bent and covered with soil.
3. Grafting and budding –
transplanting a branch of
one plant to the trunk of
another plant.
Budding- is the same as
grafting but instead of a
branch, a bud is used as
the scion.
Put a check (√) on each blank
according to which propagation
can be used
How do flowers help in plant
reproduction?
the ground, roots and
leaves develop and a
new plant grows. Ex.
Strawberry, Bermuda
grass, Ferns
7. Leaves- Ex.
Katakataka, begonia
Day 2 Artificial vegetative
propagation:
1. Stem Cutting – cutting are
placed in water. When
roots come out, they are
transplanted.
2. Layering – a branch that
grows near the ground is
bent and covered with soil.
3. Grafting and budding –
transplanting a branch of
one plant to the trunk of
another plant.
Budding- is the same as
grafting but instead of a
branch, a bud is used as
the scion.
Put a check (√) on each blank
according to which propagation
can be used
How do flowers help in plant
reproduction?
the ground along
the surface. When
node touches the
ground, roots and
leaves develop and
a new plant grows.
Ex. Strawberry,
Bermuda grass,
Ferns
7. Leaves- Ex.
Katakataka,
begonia
Day 2 Artificial vegetative
propagation:
1. Stem Cutting – cutting
are placed in water.
When roots come out,
they are transplanted.
2. Layering – a branch that
grows near the ground
is bent and covered with
soil.
3. Grafting and budding –
transplanting a branch
of one plant to the trunk
of another plant.
Budding- is the same as
grafting but instead of a
branch, a bud is used as
the scion.
Put a check (√) on each blank
according to which propagation
can be used
How do flowers help in plant
reproduction?
 V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in
the evaluation

A. No. of learners who require

additional activities for
remediation who scored below
80%
B. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
C. No. of learners who continue to require
remediation

D. Which of my teaching strategies worked

well? Why did these work?

E. What difficulties did I encounter which

my principal or supervisor can help me
solve?
F. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time October 3-7, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
 Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon
A. Content Standards
demonstrates understanding
about how animals reproduce
B. Performance Standards
protects and conserves habitats of
animals that provide opportunities
for livelihood
C. Learning
Competencies/Objectives compares males and females of
Write the LC code for each different representative groups of
animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
II. CONTENT
Parts of the reproductive system
of representative groups of
animals and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Science 4, St. Bernadette
Publishing, 2009,
My World of Science and Health 4,
Books on Wheels, 2008, p. 50
demonstrates understanding
about how animals reproduce
protects and conserves habitats of
animals that provide opportunities
for livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system
of representative groups of
animals and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Science 4, St. Bernadette
Publishing, 2009,
My World of Science and Health 4,
Books on Wheels, 2008, p. 50
demonstrates understanding
about how animals reproduce
protects and conserves habitats of
animals that provide opportunities
for livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system
of representative groups of
animals and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Science 4, St. Bernadette
Publishing, 2009,
My World of Science and Health 4,
Books on Wheels, 2008, p. 50
demonstrates understanding about
how animals reproduce
protects and conserves habitats of
animals that provide opportunities for
livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive systems of
different animal groups using models,
illustrations, and pictures
 differentiates modes of reproduction
of representative animals
Parts of the reproductive system of
representative groups of animals and
their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Science 4, St. Bernadette Publishing,
2009,
My World of Science and Health 4,
Books on Wheels, 2008, p. 50
demonstrates understanding about
how animals reproduce
protects and conserves habitats of
animals that provide opportunities for
livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive systems of
different animal groups using models,
illustrations, and pictures
 differentiates modes of reproduction
of representative animals
Parts of the reproductive system of
representative groups of animals and
their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Science 4, St. Bernadette Publishing,
2009,
My World of Science and Health 4,
Books on Wheels, 2008, p. 50
 Cyber Science 4, Rex Publishing,
2007, p. 74
Exploring and Protecting Our
World 4, Vibal, 2002, p. 106
Explore and Discover 4, Rex
Publishing, 2007, p. 83
Science Spectrum 4, Rex
Publishing, 2007, p. 78
Growing with Science and Health
4, Rex Publishing, p. 67
Science and Health 4, SD
Publishing, 1999, p. 95
Cyber Science 4, Rex Publishing,
2007, p. 74
Exploring and Protecting Our
World 4, Vibal, 2002, p. 106
Explore and Discover 4, Rex
Publishing, 2007, p. 83
Science Spectrum 4, Rex
Publishing, 2007, p. 78
Growing with Science and Health
4, Rex Publishing, p. 67
Science and Health 4, SD
Publishing, 1999, p. 95
Cyber Science 4, Rex Publishing,
2007, p. 74
Exploring and Protecting Our
World 4, Vibal, 2002, p. 106
Explore and Discover 4, Rex
Publishing, 2007, p. 83
Science Spectrum 4, Rex
Publishing, 2007, p. 78
Growing with Science and Health
4, Rex Publishing, p. 67
Science and Health 4, SD
Publishing, 1999, p. 95
Cyber Science 4, Rex Publishing, 2007,
p. 74
Exploring and Protecting Our World 4,
Vibal, 2002, p. 106
Explore and Discover 4, Rex Publishing,
2007, p. 83
Science Spectrum 4, Rex Publishing,
2007, p. 78
Growing with Science and Health 4, Rex
Publishing, p. 67
Science and Health 4, SD Publishing,
1999, p. 95
Cyber Science 4, Rex Publishing, 2007,
p. 74
Exploring and Protecting Our World 4,
Vibal, 2002, p. 106
Explore and Discover 4, Rex Publishing,
2007, p. 83
Science Spectrum 4, Rex Publishing,
2007, p. 78
Growing with Science and Health 4, Rex
Publishing, p. 67
Science and Health 4, SD Publishing,
1999, p. 95

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson How many animals do you have at How many animals do you have at How many animals do you have at What is reproduction? What is the What is reproduction? What is the
or presenting the new home? Dogs? Ducks? home? Dogs? Ducks? home? Dogs? Ducks? female reproductive system? Male female reproductive system? Male
lesson Reproductive System? What do they Reproductive System? What do they
produce? produce?

B. Establishing a purpose for the Definition of reproduction Definition of reproduction Definition of reproduction Identify the modes of animal Identify the modes of animal
lesson reproduction reproduction

C. Presenting examples/instances What pets do you have at home? What pets do you have at home? What pets do you have at home? Do animals reproduce? How do they Do animals reproduce? How do they
of the new lesson How many do you have of each How many do you have of each How many do you have of each reproduce? Do they reproduce in the reproduce? Do they reproduce in the
kind? How do they increase in kind? How do they increase in kind? How do they increase in same way? same way?
number? number? number?

D. Discussing new concepts and
practicing new skills #1
* What word have you formed
from the activity?
* What statement have you
formed from the jumbled phrases?
* What word have you formed
from the activity?
* What statement have you
formed from the jumbled phrases?
* What word have you formed
from the activity?
* What statement have you
formed from the jumbled phrases?
What to do…
 Rearrange the letters in
each strip of cartolina to form
the words
 Read the words in each strip
of cartolina
 What are the words that you
formed based on the jumbled
letters?
What to do…
 Rearrange the letters in
each strip of cartolina to form
the words
 Read the words in each strip
of cartolina
 What are the words that you
formed based on the jumbled
letters?

E. Discussing new concepts and * What is reproduction? * What is reproduction? * What is reproduction? a) How many words e) How many words
practicing new skills #2 *What can you say about *What can you say about *What can you say about have you formed? have you formed?
reproduction? reproduction? reproduction? b) What are these f) What are these
words? words?
c) What are the two g) What are the two
 modes of animal modes of animal
reproduction? reproduction?
d) Why do animals h) Why do animals
have different ways have different ways
of reproducing their of reproducing their
offspring? offspring?

F. Developing mastery What letter is in between… What letter is in between… What letter is in between… Based on the activity or jumbled letters Based on the activity or jumbled letters
(Leads to Formative Assessment 3) q ______ s q ______ s q ______ s that you rearranged, what science that you rearranged, what science
d ______ f d ______ f d ______ f concept can you give? concept can you give?
o ______ q o ______ q o ______ q
q ______ s q ______ s q ______ s
n ______ p n ______ p n ______ p
c ______ e c ______ e c ______ e
t ______ v t ______ v t ______ v
b ______ d b ______ d b ______ d
s ______ u s ______ u s ______ u
h ______ j h ______ j h ______ j
n ______ p n ______ p n ______ p
m ______ o m ______ o m ______ o
What is the word? What is the word? What is the word?
__________________________ __________________________ __________________________

G. Finding practical applications of How Does pets reproduce? How Does pets reproduce? How Does pets reproduce? If someone asks you about the If someone asks you about the
concepts and skills in daily living reproduction of animals, what will your reproduction of animals, what will your
answer be? answer be?

H. Making generalizations and
abstractions about the lesson
Reproduction is the process by
which animals produce their own
kind or offspring.
Reproduction is the process by
which animals produce their own
kind or offspring.
Reproduction is the process by
which animals produce their own
kind or offspring.
There are two modes of animal
reproduction. They are sexual and
asexual reproduction. Sexual
reproduction is the union of gametes or
sex cells. In asexual reproduction, no
union of gametes takes place. It can
occur even with just one parent
organism.
There are two modes of animal
reproduction. They are sexual and
asexual reproduction. Sexual
reproduction is the union of gametes or
sex cells. In asexual reproduction, no
union of gametes takes place. It can
occur even with just one parent
organism.

I. Evaluating learning Fill the blanks with the correct
word to complete the definition of
reproduction
Reproduction is the ________
by which ________, ________
their own ________ or
_______.
Fill the blanks with the correct
word to complete the definition of
reproduction
Reproduction is the ________
by which ________, ________
their own ________ or
_______.
Fill the blanks with the correct Fill in the blocks with the correct letter Fill in the blocks with the correct letter
word to complete the definition of
reproduction to identify the modes of animal to identify the modes of animal
Reproduction is the ________
by which ________, ________ reproduction using the number code reproduction using the number code
their own ________ or
_______. below. below.

J. Additional activities for Identify the pet animals you have Identify the pet animals you have Identify the pet animals you have In what ways do some animals In what ways do some animals
application or remediation at home. Do they have babies? at home. Do they have babies? at home. Do they have babies? reproduce? reproduce?
 How many do you have? How many do you have? How many do you have?
Compare the appearance of the Compare the appearance of the Compare the appearance of the
baby animal with their mother. baby animal with their mother. baby animal with their mother.

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 or localized
materials did I use/discover which I
wish to share with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time October 10-14, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

VII. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
 Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon
D. Content Standards
demonstrates understanding about
how animals reproduce
E. Performance Standards
protects and conserves habitats of
animals that provide opportunities
for livelihood
F. Learning Competencies/Objectives
Write the LC code for each compares males and females of
different representative groups of
animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
VIII. CONTENT
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
IX. LEARNING RESOURCES
C. References
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages The New Science Circles 5, Rex
Bookstore Inc., 2005, p. 137
Science in our World 5,
demonstrates understanding about
how animals reproduce
protects and conserves habitats of
animals that provide opportunities
for livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
The New Science Circles 5, Rex
Bookstore Inc., 2005, p. 137
Science in our World 5,
demonstrates understanding about
how animals reproduce
protects and conserves habitats of
animals that provide opportunities
for livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
The New Science Circles 5, Rex
Bookstore Inc., 2005, p. 137
Science in our World 5,
demonstrates understanding about
how animals reproduce
protects and conserves habitats of
animals that provide opportunities
for livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
The New Science Circles 5, Rex
Bookstore Inc., 2005, p. 137
Science in our World 5,
demonstrates understanding
about how animals reproduce
protects and conserves habitats of
animals that provide
opportunities for livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive
systems of different animal
groups using models, illustrations,
and pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system
of representative groups of
animals and their functions
- Differences in the modes of
reproduction: external
fertilization, internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
The New Science Circles 5, Rex
Bookstore Inc., 2005, p. 137
Science in our World 5,

8. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
X. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
lesson
M. Presenting examples/instances of
the new lesson
N. Discussing new concepts and
practicing new skills #1
4. Write the correct category in 4. Write the correct category in
5. In another index card, briefly 5. In another index card, briefly
Vibal Group, 2014, p. 81
Real Life Scientist 5, Abiva
Publishing House Inc., 2015, p. 90
Breaking Through Science 5, C & E
Publishing Inc., 2015, p. 113
Science Spectrum 4, Rex Bookstore
Inc., 2004, p. 78
How do animals reproduce? What
are the modes of animal
reproduction?
In what ways do animals reproduce?
Describe the sexual reproduction of
animals
What comes into your mind when
you see dogs with many puppies?
How about cats with many kittens?
How about fishes and frogs?
1. Divide the class into five 1. Divide the class into five
groups.
2. Each group will receive
pictures of five different
animals. Glue each of the
pictures in the manila paper.
3. Examine the animal in
picture. Identify whether
the process of reproduction
of the animal shown is
ovipary or by vivipary.
one index card and glue this
card underneath the animal
picture.
Vibal Group, 2014, p. 81
Real Life Scientist 5, Abiva
Publishing House Inc., 2015, p. 90
Breaking Through Science 5, C & E
Publishing Inc., 2015, p. 113
Science Spectrum 4, Rex Bookstore
Inc., 2004, p. 78
How do animals reproduce? What
are the modes of animal
reproduction?
In what ways do animals reproduce?
Describe the sexual reproduction of
animals
What comes into your mind when
you see dogs with many puppies?
How about cats with many kittens?
How about fishes and frogs?
groups.
2. Each group will receive
pictures of five different
animals. Glue each of the
pictures in the manila paper.
3. Examine the animal in
picture. Identify whether
the process of reproduction
of the animal shown is
ovipary or by vivipary.
one index card and glue this
card underneath the animal
picture.
Vibal Group, 2014, p. 81
Real Life Scientist 5, Abiva
Publishing House Inc., 2015, p. 90
Breaking Through Science 5, C & E
Publishing Inc., 2015, p. 113
Science Spectrum 4, Rex Bookstore
Inc., 2004, p. 78
Name the animals that are hatched
from eggs; animals that are born as
baby animals.
Discuss how animals develop from a
fertilized egg-internal and external
fertilization
Have you ever wondered how the
baby animals developed? Where do
they develop?
Show the illustration under activity 3
and ask:
 What do you see in the
illustration?
 Where does the egg come
from?
 Where does the sperm
come from?
Show the second picture:
 Study the picture.
 What happens in the
picture?
 Where did it go?
 What happens when the
sperm joins or united with
Vibal Group, 2014, p. 81
Real Life Scientist 5, Abiva
Publishing House Inc., 2015, p. 90
Breaking Through Science 5, C & E
Publishing Inc., 2015, p. 113
Science Spectrum 4, Rex Bookstore
Inc., 2004, p. 78
Name the animals that are hatched
from eggs; animals that are born as
baby animals.
Discuss how animals develop from a
fertilized egg-internal and external
fertilization
Have you ever wondered how the
baby animals developed? Where do
they develop?
Show the illustration under activity 3
and ask:
 What do you see in the
illustration?
 Where does the egg come
from?
 Where does the sperm
come from?
Show the second picture:
 Study the picture.
 What happens in the
picture?
 Where did it go?
 What happens when the
sperm joins or united with
Vibal Group, 2014, p. 81
Real Life Scientist 5, Abiva
Publishing House Inc., 2015, p. 90
Breaking Through Science 5, C & E
Publishing Inc., 2015, p. 113
Science Spectrum 4, Rex
Bookstore Inc., 2004, p. 78
What is the process by which a
sperm unites with an egg?
What becomes if the egg when a
sperm with an egg?
What is needed so that an egg will
be fertilized?
Discuss how animals develop from
a fertilized egg-internal and
external fertilization
Have you seen many eggs inside
the fish when mother cooks it?
How about a frog, have you seen
its many eggs, too? What are the
eggs for? How do these eggs
develop into fish and frogs?
Activity III -1 – 1.1
Where does the female frog drop
its egg?
What does the male frog do to
the female?
How do the eggs get fertilized?
What do we call the egg that is
joined by a sperm?

O. Discussing new concepts and
practicing new skills #2
P. Developing mastery
(Leads to Formative Assessment 3)
Q. Finding practical applications of
concepts and skills in daily living
R. Making generalizations and
abstractions about the lesson
describe how the animal
undergoes reproduction, i.e.,
how they mate and produce
young. Glue this index card
underneath the first index
card that you previously
glues.
6. Do the same steps for the
remaining animal pictures.
a) Which of the animals are born alive?b)
Which of the animals hatched
from eggs?
How are the animals in the
picture similar in terms of how
they are reproduce?
What are oviparous animals?
What are viviparous animals?
What is sexual reproduction?
How do oviparous and viviparous
occur?
Based on the activity, what science
concept can you form?
What modes of sexual reproduction
occur in dogs and cats? Why? How
about fishes and frogs? Why?
In sexual reproduction, two parent
organisms are involved.
The male and female produces sex
cells. It is carried out either through
viviparous and oviparous animal.
In ovipary, eggs with shell are
released by the female animal to
develop outside the body.
In vivipary, the egg does not have a
shell or protective membrane and is
developed inside the body of the
describe how the animal
undergoes reproduction, i.e.,
how they mate and produce
young. Glue this index card
underneath the first index
card that you previously
glues.
6. Do the same steps for the
remaining animal pictures.
Which of the animals are born alive?
Which of the animals hatched
from eggs?
How are the animals in the
picture similar in terms of how
they are reproduce?
What are oviparous animals?
What are viviparous animals?
What is sexual reproduction?
How do oviparous and viviparous
occur?
Based on the activity, what science
concept can you form?
What modes of sexual reproduction
occur in dogs and cats? Why? How
about fishes and frogs? Why?
In sexual reproduction, two parent
organisms are involved.
The male and female produces sex
cells. It is carried out either through
viviparous and oviparous animal.
In ovipary, eggs with shell are
released by the female animal to
develop outside the body.
In vivipary, the egg does not have a
shell or protective membrane and is
developed inside the body of the
the egg?
 What will become of the
egg?
 What process is the union
of the sperm and egg?
What were the illustration on the
activity?
* In the second activity, what
happened?
* What happens when the sperm
cell unites with the egg cell
How do animals develop?
If you want to have many pet
animals what would you do?
A matured male animal produces
sperm cells. A matured female
animal produces egg cells. When the
male and female animals mate, the
sperm cell will meet with an egg cell.
When the sperm cell and egg cell
meet, fertilization takes place. Once
fertilization has taken place, the egg
becomes a fertilized egg.
the egg?
 What will become of the
egg?
 What process is the union
of the sperm and egg?
What were the illustration on the
activity?
* In the second activity, what
happened?
* What happens when the sperm
cell unites with the egg cell
How do animals develop?
If you want to have many pet
animals what would you do?
A matured male animal produces
sperm cells. A matured female
animal produces egg cells. When the
male and female animals mate, the
sperm cell will meet with an egg cell.
When the sperm cell and egg cell
meet, fertilization takes place. Once
fertilization has taken place, the egg
becomes a fertilized egg.
What does the female do with its
egg?
What does the male fish do?
What happens to the egg
What does this fish do with the
fertilized eggs?
After 15 days, what happens?
In B, where does the female frog
drops its eggs?
What process is the union of the
sperm and the egg cell?
What is internal fertilization?
What is external fertilization?
How do animals develop?
How do the fish and frogs fertilize
their eggs? What kind of
fertilization do they have? How
about the dogs and the cat? What
kind of fertilization do they have?
What will you do when you see
fish and frog in the water?
Internal fertilization happens
when female and male sex cell
unite.
External Fertilization
happens when female animal
releases eggs into the
environment to be fertilized by a
sperm cell also released by a male
animal into the environment.
 female parent. female parent.

S. Evaluating learning The following animals are The following animals are Fill in the blanks with the needed Fill in the blanks with the needed How do these animals develop
reproduced sexually. Put a ( / ) if it is reproduced sexually. Put a ( / ) if it is data. data. from a fertilized egg?
oviparous and ( X ) if it is viviparous. oviparous and ( X ) if it is viviparous. a. fish
_________1. Dog _________1. Dog A matured male produces ________. A matured male produces ________. b. dog
_________2. Cat _________2. Cat A matured female produces A matured female produces
_________3. Frog _________3. Frog ________. When the male and ________. When the male and
_________4. Duck _________4. Duck female animals mate, the ________ female animals mate, the ________
_________5. Monkey _________5. Monkey will meet with an ________. When will meet with an ________. When
the sperm cell and the egg cell meet, the sperm cell and the egg cell meet,
_______ takes place. The egg _______ takes place. The egg
becomes a ________. becomes a ________.

T. Additional activities for application What modes of sexual reproduction What modes of sexual reproduction Find out how many animals have Find out how many animals have Illustrate how the fish and frog
or remediation occur in dogs and cats? Why? How occur in dogs and cats? Why? How been reproduced from your pets. been reproduced from your pets. fertilize their egg.
about fishes and frogs? Why? about fishes and frogs? Why?

XI. REMARKS
XII. REFLECTION
H. No. of learners who earned 80% in
the evaluation

I. No. of learners who require additional

activities for remediation who scored
below 80%
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to require
remediation

L. Which of my teaching strategies worked

well? Why did these work?

M. What difficulties did I encounter which

my principal or supervisor can help me
solve?
N. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time October 17-21, 2016 Quarter
 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards
demonstrates understanding about demonstrates understanding about demonstrates understanding about demonstrates understanding about demonstrates understanding
how animals reproduce how animals reproduce how animals reproduce how animals reproduce about how animals reproduce

B. Performance Standards
protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of protects and conserves habitats
animals that provide opportunities animals that provide opportunities animals that provide opportunities for animals that provide opportunities of animals that provide
for livelihood for livelihood livelihood for livelihood opportunities for livelihood

C. Learning Competencies/Objectives
Write the LC code for each compares males and females of compares males and females of compares males and females of compares males and females of compares males and females of
different representative groups of different representative groups of different representative groups of different representative groups of different representative groups
animals animals animals animals of animals

 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
 describes the reproductive systems of
different animal groups using models,
illustrations, and pictures
 differentiates modes of reproduction
of representative animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
 describes the reproductive
systems of different animal
groups using models,
illustrations, and pictures
 differentiates modes of
reproduction of representative
animals

II. CONTENT
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Parts of the reproductive system of
representative groups of animals and
their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Parts of the reproductive system
of representative groups of
animals and their functions
- Differences in the modes of
reproduction: external
fertilization, internal fertilization
 Crustaceans (crabs and
shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals

III. LEARNING RESOURCES

C. References
 1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Abracia, Norma M. Ed.D. et. al.
Editor Rabago, Lilia M. PhD.
Science in our World:
Kto12 Worktext 5. Vibal Group, Inc.
2014.
Name the animals in the picture.
Construct food chains and webs to
show feeding relationship among
living things.
1. Group the pupils into 3 or 4. Give
each group 1 manila paper and a set
of pictures of plants and animals
found in estuaries like heron,
salmon, crab, freshwater mollusc,
shrimp, seagull, sea grass, small fish,
stonefly larva, mussels and seal.
2. Ask the pupils to match the
animals according to food-eater
relationship.
3. Let them discuss their work.
1. With the same group of 3 or 4,
ask the pupils to interconnect the
animals and plants found in
estuaries (refer to the pupils’ first
activity to be able to create food
chains and food web).
2. Post guide questions about their
activity like: (a) Which among these
animals eat plankton? (b) Which
Abracia, Norma M. Ed.D. et. al.
Editor Rabago, Lilia M. PhD.
Science in our World:
Kto12 Worktext 5. Vibal Group, Inc.
2014.
Name the animals in the picture.
Construct food chains and webs to
show feeding relationship among
living things.
1. Group the pupils into 3 or 4. Give
each group 1 manila paper and a set
of pictures of plants and animals
found in estuaries like heron,
salmon, crab, freshwater mollusc,
shrimp, seagull, sea grass, small fish,
stonefly larva, mussels and seal.
2. Ask the pupils to match the
animals according to food-eater
relationship.
3. Let them discuss their work.
1. With the same group of 3 or 4,
ask the pupils to interconnect the
animals and plants found in
estuaries (refer to the pupils’ first
activity to be able to create food
chains and food web).
2. Post guide questions about their
activity like: (a) Which among these
animals eat plankton? (b) Which
Abracia, Norma M. Ed.D. et. al. Editor
Rabago, Lilia M. PhD.
Science in our World: Kto12
Worktext 5. Vibal Group, Inc. 2014.
1. Group the pupils into 3 or 4. Give
each group 1 manila paper and ask
the pupils to construct a food chain
found in an estuary.
2. Let them discuss their work.
Classifies organisms as producers,
consumers, scavengers or decomposers
according to their role in a food chain or
food web.
1. With the same group of 3 or 4,
instruct the pupils to classify the
animals in their food chains by writing
them in the table below.
2. Ask again the pupils to classify the
animals in their food chains by writing
them in the table below.
Abracia, Norma M. Ed.D. et. al.
Editor Rabago, Lilia M. PhD.
Science in our World:
Kto12 Worktext 5. Vibal Group, Inc.
2014.
1. Group the pupils into 3 or 4. Give
each group 1 manila paper and ask
the pupils to construct a food
chain found in an estuary.
2. Let them discuss their work
Classifies organisms as producers,
consumers, scavengers or
decomposers according to their role
in a food chain or food web.
1. With the same group of 3 or 4,
instruct the pupils to classify the
animals in their food chains by
writing them in the table below.
2. Ask again the pupils to classify
the animals in their food chains by
writing
them in the table below.
Abracia, Norma M. Ed.D. et. al.
Editor Rabago, Lilia M. PhD.
Science in our World:
Kto12 Worktext 5. Vibal Group,
Inc. 2014.
1. Group the pupils into 3 or 4.
Give each group 1 manila paper
and ask
the pupils to construct a food
chain found in an estuary.
2. Let them discuss their work.
Classifies organisms as
producers, consumers,
scavengers or decomposers
according to their role in a food
chain or food web.
1. With the same group of 3 or
4, instruct the pupils to classify
the animals in their food chains
by writing them in the table
below.
2. Ask again the pupils to
classify the animals in their food
chains by writing
them in the table
below.

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
animal eats mussels? (c) Which
animals eat salmon? (d) Which
animals eat the same kind? (e) How
do we construct a food chain? (f)
How do we construct a food web?
3. Guide the pupils in doing their
work.
Let the pupils discuss their activity
by answering the guide questions
posted by the teacher.
Ask: What did you feel about the
activity?
Suggested answers for pupils’
activity:
(a) Animals that eat planktons are
mussels, freshwater mollusc, and
shrimp.
(b) An animal that eats mussels are
crabs.
(c) Animals that eat salmon are
stonefly larva, seal and heron.
(d) Both salmon and small fish eat
freshwater mollusc. Heron, seal and
stonefly larva eat salmon. Seal and
salmon eat small fish.
(e) We construct food chain by
linking two or more food-eater
relationship
to show the transfer of energy.
(f) We construct food web by
connecting two or more food chains.
Construct your own food chain using
the following animals shown in the
food web.
animal eats mussels? (c) Which
animals eat salmon? (d) Which
animals eat the same kind? (e) How
do we construct a food chain? (f)
How do we construct a food web?
3. Guide the pupils in doing their
work.
Let the pupils discuss their activity 1. Allow the pupils to share to the class 1. Allow the pupils to share to the 1. Allow the pupils to share to
by answering the guide questions their activity. class their activity. the class their activity.
posted by the teacher. 2. Ask the pupils the following 2. Ask the pupils the following 2. Ask the pupils the following
Ask: What did you feel about the questions: How did you classify the questions: How did you classify the questions: How did you classify
activity? animals found in your food chains? animals found in your food chains? the animals found in your food
Suggested answers for pupils’ Suggested answer for pupils’ activity: Suggested answer for pupils’ chains?
activity: We classify them according to the food activity: We classify them according Suggested answer for pupils’
(a) Animals that eat planktons are they eat. to the food they eat. activity: We classify them
mussels, freshwater mollusc, and 3. Show to the class the following 3. Show to the class the following according to the food they eat.
shrimp. tables: tables: 3. Show to the class the following
(b) An animal that eats mussels are Producer Consumers Decompo Producers Consumers Decompos tables:
crabs. s sers ers Producers Consumers Decompose
rs
(c) Animals that eat salmon are
stonefly larva, seal and heron. Plankton Crab Worms Plankton Crab Worms
Plankton Crab Worms
Sea grass Mollusc Bacteria Sea grass Mollusc Bacteria
(d) Both salmon and small fish eat Sea grass Mollusc Bacteria Algae Shrimp Fungi
Algae Shrimp Fungi
freshwater mollusc. Heron, seal and Algae Shrimp Fungi
stonefly larva eat salmon. Seal and
salmon eat small fish. 4. Using the chart, let the pupils 4. Using the chart, let the pupils
4. Using the chart, let the pupils
(e) We construct food chain by determine what are producers, determine what are producers,
determine what are producers,
linking two or more food-eater consumers and decomposers. consumers and decomposers.
consumers and decomposers.
relationship Suggested answer for pupils’ activity: Suggested answer for pupils’
Suggested answer for pupils’
to show the transfer of energy. Producers refer to plants. They make activity: Producers refer to plants.
activity: Producers refer to
(f) We construct food web by their own food. Consumers eat plants They make
plants. They make
connecting two or more food chains. and other animals. Decomposers eat their own food. Consumers eat
their own food. Consumers eat
dead animals or plants. plants and other animals.
plants and other animals.
5. Show to the class the following Decomposers eat dead animals or
Decomposers eat dead animals
tables: plants.
or plants.
Consumers are classified into: 5. Show to the class the following
5. Show to the class the following
Herbivore Carnivores Omnivores tables:
Consumers are classified into:
tables:
s Herbivores Carnivores Omnivores Consumers are classified into:
Herbivores Carnivores Omnivores
Small fish Salmon Milkfish
Small fish Salmon Milkfish Mollusc Seal Catfish Small fish Salmon Milkfish
Mollusc Seal Catfish
Mollusc Seal Catfish Mussels Pelican Tilapia
Mussels Pelican Tilapia
Mussels Pelican Tilapia
Construct your own food chain using
the following animals shown in the Animals are classified according to the Animals are classified according to Animals are classified according
food web. food they eat. the food they eat. to the food they eat.
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
What is the importance of this in
everyday life?
The Food Chain
Every living thing needs energy in
order to live. Every animals do
something (run, jump) they use
energy to do so.
Animals get energy from the food
they eat, and all living things get
energy from food. Plants use
sunlight, water and nutrients to get
energy (in a process
called photosynthesis). Energy is
necessary for living beings to grow.
A food chain shows how each living
thing gets food, and how nutrients
and energy are passed from
creature to creature. Food chains
begin with plant-life, and end with
animal-life. Some animals eat
plants, some animals eat other
animals.
A food web (or food cycle) is the
natural interconnection of food
chains and generally a graphical
representation (usually an image) of
what-eats-what in an ecological
community. Another name for food
web is a consumer-resource system.
Construct a food web using the
What is the importance of this in
everyday life?
The Food Chain
Every living thing needs energy in
order to live. Every animals do
something (run, jump) they use
energy to do so.
Animals get energy from the food
they eat, and all living things get
energy from food. Plants use
sunlight, water and nutrients to get
energy (in a process
called photosynthesis). Energy is
necessary for living beings to grow.
A food chain shows how each living
thing gets food, and how nutrients
and energy are passed from
creature to creature. Food chains
begin with plant-life, and end with
animal-life. Some animals eat
plants, some animals eat other
animals.
A food web (or food cycle) is the
natural interconnection of food
chains and generally a graphical
representation (usually an image) of
what-eats-what in an ecological
community. Another name for food
web is a consumer-resource system.
Construct a food web using the
What is the importance of this in
everyday life?
Estuaries provide habitat and
a supply of food for a variety of small
animals. Estuary food chains show the
feeding relationships between the
different organisms that live in an
estuary. They show the flow of matter
and energy through the ecosystem. A
food chain usually begins with
producers which are eaten by
herbivores which in turn are eaten by
carnivores. Producers, or plants,
produce their own food, usually
through the process of photosynthesis.
In an estuary, these plants include
phytoplankton, seagrasses, saltmarsh
plants and mangroves. Planktons are
microscopic organisms that drift freely
in the water and can have both animal
and single-celled plant components.
Plants are eaten by other organisms
called consumers, which are classified
by the food they eat. They include:
• herbivores – eat plants
• carnivores – eat other
animals
• omnivores – eat both plants
and animals.
When an organism dies, it is
broken down by decomposers such as
fungi and bacteria. This process releases
nutrients back into the environment to
be used again by primary producers.
Decaying plant and animal matter is
called detritus. Many animals are
adapted to feeding on detritus, such as
shore crabs and many worms.
Identify the following organisms found
What is the importance of this in
everyday life?
Estuaries provide habitat
and a supply of food for a variety of
small animals. Estuary food chains
show the feeding relationships
between the different organisms
that live in an estuary. They show
the flow of matter and energy
through the ecosystem. A food
chain usually begins with producers
which are eaten by herbivores
which in turn are eaten by
carnivores. Producers, or plants,
produce their own food, usually
through the process of
photosynthesis. In an estuary, these
plants include phytoplankton,
seagrasses, saltmarsh plants and
mangroves. Planktons are
microscopic organisms that drift
freely in the water and can have
both animal and single-celled plant
components. Plants are eaten by
other organisms called consumers,
which are classified by the food
they eat. They include:
• herbivores – eat plants
• carnivores – eat other
animals
• omnivores – eat both
plants and animals.
When an organism dies, it
is broken down by decomposers
such as fungi and bacteria. This
process releases nutrients back into
the environment to be used again
by primary producers. Decaying
plant and animal matter is called
detritus. Many animals are adapted
to feeding on detritus, such as
shore crabs and many worms.
Identify the following organisms
What is the importance of this in
everyday life?
Estuaries provide
habitat and a supply of food for a
variety of small animals. Estuary
food chains show the feeding
relationships between the
different organisms that live in an
estuary. They show the flow of
matter and energy through the
ecosystem. A food chain usually
begins with producers which are
eaten by herbivores which in turn
are eaten by carnivores.
Producers, or plants, produce
their own food, usually through
the process of photosynthesis. In
an estuary, these plants include
phytoplankton, seagrasses,
saltmarsh plants and mangroves.
Planktons are microscopic
organisms that drift freely in the
water and can have both animal
and single-celled plant
components. Plants are eaten by
other organisms called
consumers, which are classified
by the food they eat. They
include:
• herbivores – eat
plants
• carnivores – eat other
animals
• omnivores – eat both
plants and animals.
When an organism
dies, it is broken down by
decomposers such as fungi and
bacteria. This process releases
nutrients back into the
environment to be used again by
primary producers. Decaying
plant and animal matter is called
detritus. Many animals are
adapted to feeding on detritus,
such as shore crabs and many
worms
Identify the following organisms
 following: following: in an estuary according to their found found
Shark Small fish Tadpole Shark Small fish Tadpole classification (Producer, Consumer, in an estuary according to their in an estuary according to their
Dolphin Seaweeds Snail Dolphin Seaweeds Snail Decomposer) classification (Producer, Consumer, classification (Producer,
Albatross Plankton Mollusc Albatross Plankton Mollusc _______1. Earthworm Decomposer) Consumer, Decomposer)
Squid Dragonfly Shrimp Squid Dragonfly Shrimp _______2. Sardine
Larva Larva _______3. Green grass _______1. Earthworm _______1. Earthworm
_______4. Plankton _______2. Sardine _______2. Sardine
_______5. Crocodile _______3. Green grass _______3. Green grass
_______4. Plankton _______4. Plankton
(Herbivore, Carnivore, Omnivore) _______5. Crocodile _______5. Crocodile
(Herbivore, Carnivore, Omnivore) (Herbivore, Carnivore, Omnivore)
_______1. Heron _______1. Heron
_______2. Snail _______2. Snail _______1. Heron
_______3. Seal _______3. Seal _______2. Snail
_______4. Shrimp _______4. Shrimp _______3. Seal
_______5. Crab _______5. Crab _______4. Shrimp
_______5. Crab
J. Additional activities for application With the pictures given construct a With the pictures given construct a With the pictures given construct a food With the pictures given construct a With the pictures given construct
or remediation food web. food web. web according to the food they eat. food web according to the food a food web according to the food
they eat. they eat.

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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
 Teaching Dates and Time November 2-4, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

VII. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

D. Content Standards demonstrates understanding about demonstrates understanding

demonstrates understanding about how animals reproduce about how animals reproduce
how animals reproduce

E. Performance Standards
protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of
animals that provide opportunities animals that provide opportunities animals that provide
for livelihood for livelihood opportunities for livelihood

F. Learning Competencies/Objectives
Write the LC code for each compares males and females of compares males and females of compares males and females of
different representative groups of different representative groups of different representative groups of
animals animals animals

 describes the reproductive  describes the reproductive  describes the reproductive

systems of different animal groups systems of different animal groups systems of different animal
using models, illustrations, and using models, illustrations, and groups using models, illustrations,
pictures pictures and pictures

 differentiates modes of  differentiates modes of  differentiates modes of

reproduction of representative reproduction of representative reproduction of representative
animals animals animals

VIII. CONTENT
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Parts of the reproductive system
of representative groups of
animals and their functions
- Differences in the modes of
reproduction: external
fertilization, internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals

IX. LEARNING RESOURCES

C. References
 5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages
8. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
X. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
lesson
M. Presenting examples/instances of
the new lesson
N. Discussing new concepts and
practicing new skills #1
Abracia, Norma M. Ed.D. et. al.
Editor Rabago, Lilia M. PhD.
Science in our World: Kto12
Worktext 5. Vibal Group, Inc. 2014.
Ask: What is an estuary? Why are
estuaries important? If you see
practices that destruct estuaries,
what would you do?
Show placards in different ways on
how to protect and conserve
estuaries and intertidal zones.
Have them walk around the
classroom showing the placards.
Learn more about estuaries.
Keep septic system working properly
Pave less.
Adhere to “no-wake” zones when on
your boat.
Think before you pour.
Fish respectfully.
Create non-toxic pesticides.
Use native plants.
Respect habitat.
Take action.
Let them talk about the placards.
What does the activity shows? Name
the different ways of protecting and
conserving the estuaries. What are
the different activities that you can
join to save estuaries?
Abracia, Norma M. Ed.D. et. al.
Editor Rabago, Lilia M. PhD.
Science in our World: Kto12
Worktext 5. Vibal Group, Inc. 2014.
Ask: What is an estuary? Why are
estuaries important? If you see
practices that destruct estuaries,
what would you do?
Show placards in different ways on
how to protect and conserve
estuaries and intertidal zones.
Have them walk around the
classroom showing the placards.
Learn more about estuaries.
Keep septic system working properly
Pave less.
Adhere to “no-wake” zones when on
your boat.
Think before you pour.
Fish respectfully.
Create non-toxic pesticides.
Use native plants.
Respect habitat.
Take action.
Let them talk about the placards.
What does the activity shows? Name
the different ways of protecting and
conserving the estuaries. What are
the different activities that you can
join to save estuaries?
Abracia, Norma M. Ed.D. et. al.
Editor Rabago, Lilia M. PhD.
Science in our World: Kto12
Worktext 5. Vibal Group, Inc.
2014.
Ask: What is an estuary? Why are
estuaries important? If you see
practices that destruct estuaries,
what would you do?
Show placards in different ways
on how to protect and conserve
estuaries and intertidal zones.
Have them walk around the
classroom showing the placards.
Learn more about estuaries.
Keep septic system working
properly Pave less.
Adhere to “no-wake” zones when
on your boat.
Think before you pour.
Fish respectfully.
Create non-toxic pesticides.
Use native plants.
Respect habitat.
Take action.
Let them talk about the placards.
What does the activity shows?
Name the different ways of
protecting and conserving the
estuaries. What are the different
activities that you can join to save
estuaries?
O. Discussing new concepts and Write different ways that you can do
practicing new skills #2 to conserve and protect estuaries
and intertidal zones.
P. Developing mastery What is estuary?
(Leads to Formative Assessment 3)
Q. Finding practical applications of What are the different activities that
concepts and skills in daily living you can join to save estuaries?
R. Making generalizations and There are different ways on how we
abstractions about the lesson can use estuary.
S. Evaluating learning Write TRUE if the statement shows
concern in estuaries and intertidal
zones and FALSE if not. Write your
answer on the blank provided before
each number.
______________1. Keep septic
systems working properly.
______________2. Pour hazardous
products into coastal bodies of
water.
______________3. Follow “catch
and release” practices and keep
more fish alive.
______________4. Treat the homes
of vital marine life without care.
______________5. Garden and
landscape with plants native to your
area to reduce the need for watering
and fertilizing.
T. Additional activities for application On your way home think of some
or remediation way that you can help estuary.
XI. REMARKS
XII. REFLECTION
H. No. of learners who earned 80% in
Write different ways that you can do
to conserve and protect estuaries
and intertidal zones.
What is estuary?
What are the different activities that
you can join to save estuaries?
There are different ways on how we
can use estuary.
Write TRUE if the statement shows
concern in estuaries and intertidal
zones and FALSE if not. Write your
answer on the blank provided before
each number.
______________1. Keep septic
systems working properly.
______________2. Pour hazardous
products into coastal bodies of
water.
______________3. Follow “catch
and release” practices and keep
more fish alive.
______________4. Treat the homes
of vital marine life without care.
______________5. Garden and
landscape with plants native to your
area to reduce the need for watering
and fertilizing.
On your way home think of some
way that you can help estuary.
Write different ways that you can
do to conserve and protect
estuaries and intertidal zones.
What is estuary?
What are the different activities
that you can join to save
estuaries?
There are different ways on how
we can use estuary.
Write TRUE if the statement
shows concern in estuaries and
intertidal zones and FALSE if not.
Write your answer on the blank
provided before each number.
______________1. Keep septic
systems working properly.
______________2. Pour
hazardous products into coastal
bodies of water.
______________3. Follow “catch
and release” practices and keep
more fish alive.
______________4. Treat the
homes of vital marine life without
care.
______________5. Garden and
landscape with plants native to
your area to reduce the need for
watering and fertilizing.
On your way home think of some
way that you can help estuary.
 the evaluation

I. No. of learners who require additional

activities for remediation who scored
below 80%
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to require
remediation

L. Which of my teaching strategies worked

well? Why did these work?

M. What difficulties did I encounter which

my principal or supervisor can help me
solve?
N. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 7-11, 2016 Quarter
 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards REVIEW PERIODICAL TEST PERIODICAL TEST
demonstrates skills in measuring, demonstrates skills in measuring,
recording and analyzing distance recording and analyzing distance
and time and time

B. Performance Standards
practices time management for long practices time management for
distance travels long distance travels

C. Learning Competencies/Objectives
Write the LC code for each measures the distance between a
person/an object and another
person/object
 describes the motion of an object
by tracing and measuring its change
in position (distance travelled) over
a period of time
 uses appropriate measuring tools
and expresses measurements using
correct standard units
measures the distance between a
person/an object and another
person/object
 describes the motion of an object
by tracing and measuring its
change in position (distance
travelled) over a period of time
 uses appropriate measuring tools
and expresses measurements using
correct standard units

CODE: S5FE-IIIa-1 CODE: S5FE-IIIa-1

II. CONTENT
Measuring time and distance using Measuring time and distance using
standard units standard units

III. LEARNING RESOURCES

C. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Breaking Through Breaking Through
Science 5 ,C&E Publishing, Science 5 ,C&E Publishing,
Inc.p.90-101 T.M. Inc.p.90-101 T.M.
Science for Daily Use 4, Science for Daily Use 4,
Revised Edition 2011 p. 146- Revised Edition 2011 p. 146-
160 160

4. Additional Materials from

Learning Resource (LR) portal
D. Other Learning Resources
 IV. PROCEDURES
A. Reviewing previous lesson or Start the lesson by asking the
presenting the new lesson students if they are familiar with the
units of measurement such as feet,
yard and inch. Call on the students
to demonstrate each of
these measurements using their
body parts.
B. Establishing a purpose for the Use appropriate measuring tools
lesson and correct standard units
C. Presenting examples/instances of Ask how they understand the unit
the new lesson “foot” (or alternatively, use inch or
yard.) is it just anyone’s
foot? Some students may answer
“foot of an adult person.” Others
who do advance reading or are just
fond of reading outside the
lessons, may answer 30.48
centimeters. There will be those
who would answer “ the
foot ofThe king.” Try to resent
difficulties with each answer.
Point out that adult
persons have different foot sizes or
that 30.48 centimeters
could have been a different value
or that no two kings have
the same foot size. There will
be no right or wrong answers
in this activity since
the aim is to have the students think
of the difficulties using units
based on body parts.
D. Discussing new concepts and Activity 1
practicing new skills #1 Divide the students into groups with
three members each.
Facilitate the class as they work on
the Discover activity.
Discover Activity
“ It’s the same book, right?”
To do:
Form a group with two of your
classmates.
Let each member measure the
length, width, and height of the
Start the lesson by asking the
students if they are familiar with
the units of measurement such as
feet, yard and inch. Call on the
students to demonstrate each of
these measurements using their
body parts.
Use appropriate measuring tools
and correct standard units
Ask how they understand the unit
“foot” (or alternatively, use inch or
yard.) is it just anyone’s
foot? Some students may answer
“foot of an adult person.” Others
who do advance reading or are just
fond of reading outside the
lessons, may answer 30.48
centimeters. There will be those
who would answer “ the
foot ofThe king.” Try to resent
difficulties with each answer.
Point out that adult
persons have different foot sizes
or that 30.48 centimeters
could have been a different value
or that no two kings have
the same foot size. There will
be no right or wrong answers
in this activity since
the aim is to have the students
think of the difficulties using units
based on body parts.
Activity 1
Divide the students into groups
with three members each.
Facilitate the class as they work on
the Discover activity.
Discover Activity
“ It’s the same book, right?”
To do:
Form a group with two of your
classmates.
Let each member measure the
length, width, and height of the
 book using the
thumb as unit of measurement.
E. Discussing new concepts and Activity 2
practicing new skills #2 Form a group with four of your
classmates
Measure the length and width of
your classroom using the length of
each member’s foot as the basis.
Record your measurements in the
table in Results and Analysis.
Repeat steps 2-4, this time using the
meterstick (or ruler).
F. Developing mastery The size differ because the thumbs
(Leads to Formative Assessment 3) of different people do not have the
same size. These is an example of
using non standard measure. It is
not reliable.Using inconsistent units
of measurement yields inconsistent
and confusing results
G. Finding practical applications of Everything has measurement.
concepts and skills in daily living
H. Making generalizations and The size differ because the thumbs
abstractions about the lesson of different people do not have the
same size. These is an example of
using non standard measure. It is
not reliable. Using inconsistent units
of measurement yields inconsistent
and confusing results
To get the Standard Measure, we
use different instrument/tool to get
the accurate measure. Standard
measure is more reliable.
I. Evaluating learning To get the accurate measure, what
would you use in determining how
far your house is from your school?
____________
J. Additional activities for application What appropriate measuring tools
or remediation can you use for the following:
1. blackboard
2. hollow block
3. table
V. REMARKS
book using the
thumb as unit of measurement.
Activity 2
Form a group with four of your
classmates
Measure the length and width of
your classroom using the length of
each member’s foot as the basis.
Record your measurements in the
table in Results and Analysis.
Repeat steps 2-4, this time using
the meterstick (or ruler
The size differ because the thumbs
of different people do not have the
same size. These is an example of
using non standard measure. It is
not reliable.Using inconsistent
units of measurement yields
inconsistent and confusing results
Everything has measurement.
The size differ because the thumbs
of different people do not have the
same size. These is an example of
using non standard measure. It is
not reliable. Using inconsistent
units of measurement yields
inconsistent and confusing results
To get the Standard Measure, we
use different instrument/tool to
get the accurate measure.
Standard measure is more reliable.
To get the accurate measure, what
would you use in determining how
far your house is from your school?
____________
What appropriate measuring tools
can you use for the following:
4. blackboard
5. hollow block
6. table
 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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

 DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 14-18, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are
changes in properties. Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They
will compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the
preservation of estuaries and intertidal zones. Learners will recognize that different materials react differently with heat, light, and sound. They will relate these abilities of
materials to their specific uses. Learners will describe the changes that earth materials undergo. They will learn about the effects of typhoons and make emergency plans
with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the appearance of the Moon

A. Content Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a
simple DC circuit and the
relationship between electricity
and magnetism in electromagnets
demonstrate understanding of
a simple DC circuit and the
relationship between
electricity and magnetism in
electromagnets
demonstrate understanding of
a simple DC circuit and the
relationship between electricity
and magnetism in
electromagnets
demonstrate understanding of
a simple DC circuit and the
relationship between
electricity and magnetism in
electromagnets
demonstrate understanding
of a simple DC circuit and
the relationship between
electricity and magnetism in
electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or propose an unusual tool or propose an unusual tool or propose an unusual tool or
using electromagnet that is useful device using electromagnet device using electromagnet device using electromagnet device using electromagnet
for home, school or community that is useful for home, school that is useful for home, school that is useful for home, school that is useful for home,
or community or community or community school or community

C. Learning
Competencies/Objectives
Write the LC code for each
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
The learners…
propose an unusual tool or
device using electromagnet
that is useful for home, school
or community
The learners…
propose an unusual tool or
device using electromagnet
that is useful for home, school
or community
The learners…
propose an unusual tool or
device using electromagnet
that is useful for home, school
or community
The learners…
propose an unusual tool or
device using electromagnet
that is useful for home,
school or community

II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
Circuits Circuits Circuits Circuits Circuits
Electromagnets Electromagnets Electromagnets Electromagnets Electromagnets

III. LEARNING RESOURCES

C. References
1. Teacher’s Guide pages
2. Learner’s Material pages
Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Breaking Through Science 5
,C&E Publishing, Inc.p.90-101
T.M.
Science for Daily Use 4,
Revised Edition 2011 p. 146-
Breaking Through Science 5
,C&E Publishing, Inc.p.90-101
T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Breaking Through Science 5
,C&E Publishing, Inc.p.90-101
T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Breaking Through Science
5 ,C&E Publishing, Inc.p.90-
101 T.M.
Science for Daily Use 4,
Revised Edition 2011 p. 146-
 160 160

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Ask the pupil if they know their Ask the pupil if they know their Ask the pupil if they know their Activity 1 How far can you go? Activity 1 How far can you
presenting the new lesson height,weight, how many tiles will height,weight, how many tiles height,weight, how many tiles Group the pupils by 5. With the go?
cover their kitchen floor, will cover their kitchen will cover their kitchen piece of ruler, identify the Group the pupils by 5. With
how much milk should be added to floor, how much milk should floor, how much milk should be meter side and the inch side. the piece of ruler, identify
a cake mix, what is the be added to a cake mix, what is added to a cake mix, what is 1. What value does the meter side and the inch
temperature outside. All of these the temperature outside. All of the temperature outside. All of the prefix milli - side.
questions are answered by these questions are answered these questions are answered stand for? 1. What value does the
measurement. by measurement. by measurement. ___________ prefix milli - stand
Explain that measurement is Explain that measurement is Explain that measurement is 2. What value does for?___________
important part of daily life. People important part of daily life. important part of daily life. the prefix centi - 2. What value
use measurement all the People use People use stand for? does the prefix
time-for shopping, cooking, measurement all the measurement all the ___________ centi - stand for?
construction and deciding how time-for shopping, cooking, time-for shopping, cooking, 3. Which is larger, a ___________
warm to dress. Measuring is also construction and deciding construction and deciding meter or a 3. Which is
an important part of science. how warm to dress. how warm to dress. millimeter? larger, a meter
A measurement has two parts: a Measuring is also an important Measuring is also an important _____________ or a millimeter?
number and a unit. A unit is a part of science. part of science. 4. How may _____________
standard amount used to measure A measurement has two parts: A measurement has two parts: millimeter make 1 4. How may
something. Example : 100 a number and a unit. A unit is a a number and a unit. A unit is a centimeter? millimeter make
grams standard amount used to standard amount used to ____________ 1 centimeter?
Number standard unit measure something. Example : measure something. Example : 5. The length at A ____________
100 grams 100 grams can be written as 5. The length at
Number standard unit Number standard unit 45 mm. It may also A can be written
be written as as 45 mm. It may
_______ ( 45cm, also be written
4.5 cm, 0.45 cm.) as _______
( 45cm, 4.5 cm,
0.45 cm.)

B. Establishing a purpose for the Use appropriate measuring tools Use appropriate measuring Use appropriate measuring Use appropriate measuring Use appropriate measuring
lesson and correct standard units tools and correct standard tools and correct standard units tools and correct standard tools and correct standard
units units units

C. Presenting examples/instances of Group pupils into 5 members in Group pupils into 5 members Group pupils into 5 members in Measure each of the following -do-
the new lesson each group in each group each group lengths. Write the lengths on
Classify the measurement by Classify the measurement by Classify the measurement by the right in
English or Metric English or Metric English or Metric centimeter and
Check their answers. Check their answers. Check their answers. millimeters.
6.
6. _____
 cm ______mm
7.

7. _____ cm
______mm
8.

8. _____ cm
______mm
9.

9. _____ cm
______mm
10.

10. _____ cm
______mm

D. Discussing new concepts and
practicing new skills #1
What are the two system of
measurement?
Which unit of measure is used by
scientist?
Activity 2
Identify the meaning of the unit of
measurement. (Use the table as
reference)
Answer the questions that follow.
Activity 2: Find the meaning of
measurement
What are the two system of
measurement?
Which unit of measure is used
by scientist?
Activity 2
Identify the meaning of the
unit of measurement. (Use the
table as reference)
Answer the questions that
follow.
Activity 2: Find the meaning of
measurement
What are the two system of Discuss that objects have Discuss that objects have
measurement?
different shapes and there are different shapes and there
Which unit of measure is used
by scientist? different formula in getting the are different formula in
Activity 2 area that are discuss in their getting the area that are
Identify the meaning of the unit Math subject. discuss in their Math
of measurement. (Use the table subject.
as reference)
Answer the questions that
follow.
Activity 2: Find the meaning of
measurement

E. Discussing new concepts and
practicing new skills #2
Use the chart above to answer the
following questions:
How many grams make up a
kilogram? _______ 10, 100, 1000
How much of a meter is a
centimeter?
_________1/10,1/100,1/1000
How many times larger is a
hectometer compared to a
decameter?_____ 10, 100,1000
How many times smaller is a
millimeter compared to a 100,1000
decimeter?_____
Which prefix stands for a greater
Use the chart above to answer Use the chart above to answer The square has an area of 4 The square has an area of 4
the following questions: the following questions:
square square
How many grams make up a How many grams make up a
kilogram? _______ 10, 100, kilogram? _______ 10, 100, Centimeter (4 cm Centimeter (4 cm
1000 1000 Area = L1 x L2 Area = L1 x L2
How much of a meter is a How much of a meter is a 2 cm 2 cm
centimeter? centimeter?
_________1/10,1/100,1/1000 _________1/10,1/100,1/1000
= 2 cm x 2 cm = 2 cm
How many times larger is a How many times larger is a
hectometer compared to a hectometer compared to a Area == 4 square centimeters x 2 cm
decameter?_____ 10, decameter?_____ 10, 100,1000 (4 cm ) Area == 4 square
How many times smaller is a centimeters (4 cm )
How many times smaller is a millimeter compared to a
millimeter compared to a decimeter?_____

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
value?
Deca or kilo_______
Hecto or kilo________
Kilo or milli_______
Centi or deci________
Centi or milli______
Deca or deci________
Memorize the table of
measurment
Measure the things that you have
in your bag.
Mass is commonly confused with
weight. The two are closely
related, but they measure different
things. Whereas mass measures
the amount of matter in an object,
weight measures the force of
gravity acting on an object. The
force of gravity on an object
depends on its mass but also on
the strength of gravity. If the
strength of gravity is held constant
(as it is all over Earth), then an
object with a greater mass also has
a greater weight.
In metric system the unit of Mass is
the ____________ (meter,
kilogram, pound)
Mass and weight ___________
(are, are not) the same.
___________ (Mass, Weight) is a
measure of the amount of matter
in an object.
Differentiate English System and
Metric System. Give five examples
for each system.
decimeter?_____
Which prefix stands for a
greater value?
Deca or kilo_______
Hecto or kilo________
Kilo or milli_______
Centi or deci________
Centi or milli______
Deca or deci________
Memorize the table of
measurment
Measure the things that you
have in your bag.
Mass is commonly confused
with weight. The two are
closely related, but they
measure different things.
Whereas mass measures the
amount of matter in an object,
weight measures the force of
gravity acting on an object. The
force of gravity on an object
depends on its mass but also
on the strength of gravity. If
the strength of gravity is held
constant (as it is all over
Earth), then an object with a
greater mass also has a greater
weight.
In metric system the unit of
Mass is the ____________
(meter, kilogram, pound)
Mass and weight ___________
(are, are not) the same.
___________ (Mass, Weight) is
a measure of the amount of
matter in an object.
Differentiate English System
and Metric System. Give five
examples for each system.
Which prefix stands for a
greater value?
Deca or kilo_______
Hecto or kilo________
Kilo or milli_______
Centi or deci________
Centi or milli______
Deca or deci________
Memorize the table of
measurment
Measure the things that you
have in your bag.
Mass is commonly confused
with weight. The two are
closely related, but they
measure different things.
Whereas mass measures the
amount of matter in an object,
weight measures the force of
gravity acting on an object. The
force of gravity on an object
depends on its mass but also on
the strength of gravity. If the
strength of gravity is held
constant (as it is all over Earth),
then an object with a greater
mass also has a greater weight.
In metric system the unit of
Mass is the ____________
(meter, kilogram, pound)
Mass and weight ___________
(are, are not) the same.
___________ (Mass, Weight) is
a measure of the amount of
matter in an object.
Differentiate English System
and Metric System. Give five
examples for each system.
What is the formula in getting
the area of the square.
Measure the things that you
have in your bag.
Measurement rules our lives. It
has sliced up our world and
helped us impose
order and logic on our restless
universe. Length is the
measurement of something
from end to end or along its
longest side. Surface
Area is the term used to
describe the area of an
object that is
exposed.
Find the areas of the following
rectangles
1. 5 meters x 5 meters
________________
2. 2.5 cm x 5
cm_______________
3. 10 millimeters x 10
millimeters________________
______
Find the area of the following:
1. books
What is the formula in
getting the area of the
square.
Measure the things that you
have in your bag.
Measurement rules our
lives. It has sliced up our
world and helped
us impose order and logic on
our restless universe. Length
is the measurement of
something from end to end
or along its
longest side.
Surface Area is the term
used to describe the area of
an object
that is exposed.
Find the areas of the
following rectangles
1. 5 meters x 5 meters
________________
2. 2.5 cm x 5
cm_______________
3. 10 millimeters x 10
millimeters______________
________
Find the area of the
following:
 2. teacher’s table 6. books
3. desk 7. teacher’s table
4. blackboard eraser 8. desk
5. notebook 9. blackboard eraser
10. notebook

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 or localized
materials did I use/discover which I
wish to share with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 21-25, 2016 Quarter
 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a
simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the
relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity
magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets and magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

C. Learning Competencies/Objectives
Write the LC code for each
The learners… The learners… The learners… The learners… The learners…
propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
Circuits Circuits Circuits Circuits Circuits
Electromagnets Electromagnets Electromagnets Electromagnets Electromagnets

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised
Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Show the difference of an Area Show the difference of an Area Play a game of charade. Divide the Play a game of charade. Divide the Play a game of charade. Divide the
 presenting the new lesson from a Volume by showing a the
Area of a bond paper and a volume
of a box by filling it with small
boxes.
Show a thermometer and
demonstrate the its use.
from a Volume by showing a the
Area of a bond paper and a volume
of a box by filling it with small
boxes.
Show a thermometer and
demonstrate the its use.
class into 3 groups
Pick a card, then act the word in
class. The group that answers as
many correct answer wins. (words:
jump, cook, cut the grass, clean
the car)
class into 3 groups
Pick a card, then act the word in
class. The group that answers as
many correct answer wins. (words:
jump, cook, cut the grass, clean
the car)
class into 3 groups
Pick a card, then act the word in
class. The group that answers as
many correct answer wins.
(words: jump, cook, cut the grass,
clean the car)

B. Establishing a purpose for the Use appropriate measuring tools Use appropriate measuring tools Describe the motion of an object by Describe the motion of an object by Describe the motion of an object
lesson and correct standard units and correct standard units tracing and measuring its change in tracing and measuring its change in by tracing and measuring its
position (distance travelled) over a position (distance travelled) over a change in position (distance
period of time period of time travelled) over a period of time

C. Presenting examples/instances of Show different objects such as a
the new lesson book, water, and a stone. Ask pupils
how can the volume of these
materials be measured?
Call a pupil and help her
demonstrate how to measure the
volume of a regular shaped solid by
the formula V= l x w x h.
Call a pupil and help him
demonstrate how to measure the
volume of a liquid by the use of a
graduated cylinder.
Call another pupil and help her
demonstrate how to measure the
volume of an irregular shaped solid.
Call another pupil to demonstrate
how to measure the volume of gas.
Call a pupil to read the measure of
the temperature in the
thermometer. Divide the pupils in
groups with 5 members each.
Each group will measure the
volume of a regular shaped solid, a
liquid, an irregular shaped solid
Ask the pupils to record the volume
in the table.
Show different objects such as a Activity 1 Change my position Activity 1 Change my position Activity 1 Change my position
book, water, and a stone. Ask 1. Group pupils into 6 groups. 1. Group pupils into 6 groups. 1. Group pupils into 6 groups.
pupils how can the volume of these 2. Each group will be given a pebble. 2. Each group will be given a pebble. 2. Each group will be given a
materials be measured? 3. Think of ways on how to change 3. Think of ways on how to change pebble.
the position of the pebble using the position of the pebble using 3. Think of ways on how to change
Call a pupil and help her force. force. the position of the pebble using
demonstrate how to measure the 4. List your observation in the table 4. List your observation in the table force.
volume of a regular shaped solid by below. below. 4. List your observation in the
the formula V= l x w x h. table below.
Call a pupil and help him
demonstrate how to measure the
volume of a liquid by the use of a
graduated cylinder.
Call another pupil and help her
demonstrate how to measure the
volume of an irregular shaped solid.
Call another pupil to demonstrate
how to measure the volume of gas.
Call a pupil to read the measure of
the temperature in the
thermometer. Divide the pupils in
groups with 5 members each.
Each group will measure the
volume of a regular shaped solid, a
liquid, an irregular shaped solid
Ask the pupils to record the volume
in the table.

D. Discussing new concepts and -ACTIVITY- ACTIVITY- -activity- -activity- -activity-

practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
Volume is a measure of the amount Volume is a measure of the amount An object is in motion when it is An object is in motion when it is An object is in motion when it is
of space that a substance or an of space that a substance or an continuously changing its position continuously changing its position continuously changing its position
object takes up. The basic SI unit for object takes up. The basic SI unit for relative to a reference point and as relative to a reference point and as relative to a reference point and
volume is the cubic meter (m3), but volume is the cubic meter (m3), but observed by a person or detection observed by a person or detection as observed by a person or
smaller volumes may be measured smaller volumes may be measured device. In other words, motion is a device.  In other words, motion is a detection device. In other words,
in cm3, and liquids may be in cm3, and liquids may be study of relative position, speed, and study of relative position, speed, and motion is a study of relative
measured in liters (L) or milliliters measured in liters (L) or milliliters acceleration. acceleration. position, speed, and acceleration.
(mL). How the volume of matter is (mL). How the volume of matter is The whole world is in motion. The whole world is in motion. The whole world is in motion.
measured depends on its state. measured depends on its state. People walking, birds flying, leaves People walking, birds flying, leaves People walking, birds flying,
falling, wheels turning – all of these falling, wheels turning – all of these leaves falling, wheels turning – all
 The volume of a  The volume of a actions involve movement. actions involve movement. of these actions involve
liquid is measured liquid is measured Movement occurs when an object Movement occurs when an object movement. Movement occurs
with a measuring with a measuring changes place. Force – the act of a changes place. Force – the act of a when an object changes place.
container, such as a container, such as a push or a pull – is needed to make push or a pull – is needed to make Force – the act of a push or a pull
measuring cup or measuring cup or something move. In people and something move. In people and – is needed to make something
graduated cylinder. graduated cylinder. animals, the force is exerted by animals, the force is exerted by move. In people and animals, the
 The volume of a  The volume of a muscles; in inanimate objects, the muscles; in inanimate objects, the force is exerted by muscles; in
gas depends on the gas depends on the force is produced by some outside force is produced by some outside inanimate objects, the force is
volume of its volume of its source. source. produced by some outside source.
container: gases ex container: gases ex
pand to fill pand to fill
whatever space is whatever space is
available to them. available to them.
 The volume of a  The volume of a
regularly shaped regularly shaped
solid can be solid can be
calculated from its calculated from its
dimensions. For dimensions. For
example, the example, the
volume of a volume of a
rectangular solid is rectangular solid is
the product of its the product of its
length, width, and length, width, and
height. height.
 The volume of an  The volume of an
irregularly shaped irregularly shaped
solid can be solid can be
measured by the measured by the
displacement displacement
 method.  method. 
 Temperature is a  Temperature is a
degree of hotness degree of hotness
or coldness the can or coldness the can
be measured using be measured using
a thermometer. It's a thermometer. It's
also a measure of also a measure of
how fast the atoms how fast the atoms
and molecules of a and molecules of a
substance are substance are
moving. moving.
Temperature is Temperature is
measured in measured in
degrees on the degrees on the
Fahrenheit, Celsius, Fahrenheit, Celsius,
and Kelvin scales. and Kelvin scales.
Discuss how convert Celsius to Discuss how convert Celsius to
Fahrenheit then Fahrenheit to Fahrenheit then Fahrenheit to
Celsius. Celsius.
Convert from Celsius to Fahrenheit Convert from Celsius to Fahrenheit
To convert Celsius to Fahrenheit, To convert Celsius to Fahrenheit,
multiply the degree by 1.8 and add multiply the degree by 1.8 and add
32. 32.
Example: Example:
Convert 25oC to oF.  Convert 25oC to oF. 
F = 1.8 (25) + 32 F = 1.8 (25) + 32
= 45 + 32 = 77oF = 45 + 32 = 77oF
Convert Convert
from from
Fahrenheit to Fahrenheit to
Celsius Celsius
Use the formula below to Use the formula below to
convert each Fahrenheit convert each Fahrenheit
degree into Celsius. degree into Celsius.
C = (F - 32) * (5/9) C = (F - 32) * (5/9)
Example: Convert Example: Convert
77oF to oC.  77oF to oC. 
C = (77 - 32) * C = (77 - 32) *
(5/9) = 45 * 5/9 = 225/9 (5/9) = 45 * 5/9 = 225/9
=25oC =25oC

I. Evaluating learning Find the Volume of each of the Find the Volume of each of the Describe the position of objects if Describe the position of objects if Describe the position of objects if
the teacher is the point of reference. the teacher is the point of reference. the teacher is the point of
following rectangles following rectangles
1. When the chalk was 6. When the chalk was reference.
1. 2 cm x 5 cm x 1 1. 2 cm x 5 cm x 1 thrown. thrown. 11. When the chalk
cm cm 2. When the ball was 7. When the ball was was thrown.
 2. 8m x 2m x 2m 2. 8m x 2m x 2m rolled. rolled. 12. When the ball was
3. When the door was 8. When the door was rolled.
3. 1mm x 1mm x 3. 1mm x 1mm x
closed. closed. 13. When the door
10mm 10mm 4. When the ribbon was 9. When the ribbon was was closed.
4. 4cm x 2cm x 4. 4cm x 2cm x placed on the teachers placed on the teachers 14. When the ribbon
3cm 3cm hair. hair. was placed on the
5. 5m x 3m x 6m 5. 5m x 3m x 6m 5. When the chair was 10. When the chair was teachers hair.
pulled. pulled. 15. When the chair
was pulled.

J. Additional activities for application Describe your location after Describe your location after Describe your location after
or remediation Find the volume of one of the object Find the volume of one of the object following the direction. following the direction. following the direction.
in your home. in your home. As you enter your house, walk 2 As you enter your house, walk 2 As you enter your house, walk 2
steps. Describe your point of steps. Describe your point of steps. Describe your point of
location inside your house by location inside your house by location inside your house by
drawing.. drawing.. drawing..

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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
 Teaching Dates and Time November 28- December 2, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a
simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the
relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity
magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets and magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

C. Learning Competencies/Objectives
Write the LC code for each
The learners… The learners… The learners… The learners… The learners…
propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
Circuits Circuits Circuits Circuits Circuits
Electromagnets Electromagnets Electromagnets Electromagnets Electromagnets

III. LEARNING RESOURCES

C. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised
Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160

4. Additional Materials from

Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
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
Play a game of charade. Divide the
class into 3 groups
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Pick a card, then act the word in
class. The group that answers as
many correct answer wins. (words:
jump, cook, cut the grass, clean
the car)
An object is in motion when it is
continuously changing its position
relative to a reference point and as
observed by a person or detection
device.  In other words, motion is a
study of relative position, speed, and
acceleration.
The whole world is in motion.
People walking, birds flying, leaves
falling, wheels turning – all of these
actions involve movement.
Movement occurs when an object
changes place. Force – the act of a
push or a pull – is needed to make
something move. In people and
animals, the force is exerted by
muscles; in inanimate objects, the
force is produced by some outside
source.
Activity 1 Change my position
1. Group pupils into 6 groups.
2. Each group will be given a pebble.
3. Think of ways on how to change
the position of the pebble using
force.
4. List your observation in the table
below.
Play a game of charade. Divide the
class into 3 groups
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Pick a card, then act the word in
class. The group that answers as
many correct answer wins. (words:
jump, cook, cut the grass, clean
the car)
An object is in motion when it is
continuously changing its position
relative to a reference point and as
observed by a person or detection
device.  In other words, motion is a
study of relative position, speed, and
acceleration.
The whole world is in motion.
People walking, birds flying, leaves
falling, wheels turning – all of these
actions involve movement.
Movement occurs when an object
changes place. Force – the act of a
push or a pull – is needed to make
something move. In people and
animals, the force is exerted by
muscles; in inanimate objects, the
force is produced by some outside
source.
Activity 1 Change my position
1. Group pupils into 6 groups.
2. Each group will be given a pebble.
3. Think of ways on how to change
the position of the pebble using
force.
4. List your observation in the table
below.
Show pictures of moving cars and
the solar system. Infer how they
move.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Group the class into 4 groups. Each
group will perform different
activities.
Activity 1 Tuwid na Daan
Materials: 2 cars, slide
Procedure:
Push the first car forward.
Push the second car from the slide.
Question: Describe the cars as they
move.
Activity 2 Big Bang
Materials: 2 cars, box
Procedure:
Let the cars bump to each other.
Observe.
Let the car move forward then bump
to the box. Observe.
Question: What happen to the cars?
To the car and the box
Activity 3 Ikot Ikot Lang
Materials: Yoyo
Procedure:
Rotate the yoyo in mid-air. Observe
Question: What is the movement of
the yoyo?
Activity 4 Babalik ka rin
Materials:Yoyo
Show pictures of moving cars and
the solar system. Infer how they
move.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Group the class into 4 groups. Each
group will perform different
activities.
Activity 1 Tuwid na Daan
Materials: 2 cars, slide
Procedure:
Push the first car forward.
Push the second car from the slide.
Question: Describe the cars as they
move.
Activity 2 Big Bang
Materials: 2 cars, box
Procedure:
Let the cars bump to each other.
Observe.
Let the car move forward then bump
to the box. Observe.
Question: What happen to the cars?
To the car and the box
Activity 3 Ikot Ikot Lang
Materials: Yoyo
Procedure:
Rotate the yoyo in mid-air. Observe
Question: What is the movement of
the yoyo?
Activity 4 Babalik ka rin
Materials:Yoyo
Show pictures of moving cars and
the solar system. Infer how they
move.
Describe the motion of an object
by tracing and measuring its
change in position (distance
travelled) over a period of time
Group the class into 4 groups.
Each group will perform different
activities.
Activity 1 Tuwid na Daan
Materials: 2 cars, slide
Procedure:
Push the first car forward.
Push the second car from the
slide.
Question: Describe the cars as
they move.
Activity 2 Big Bang
Materials: 2 cars, box
Procedure:
Let the cars bump to each other.
Observe.
Let the car move forward then
bump to the box. Observe.
Question: What happen to the
cars? To the car and the box
Activity 3 Ikot Ikot Lang
Materials: Yoyo
Procedure:
Rotate the yoyo in mid-air.
Observe
Question: What is the movement
of the yoyo?
Activity 4 Babalik ka rin

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Complete the table.
-continue the activity-
To describe the position of an object
relative to other positions or
stationary objects, including
themselves, using appropriate
vocabulary such as above, below,
between, beside, on top, close to,
far from, behind, in front of, to the
right of, and to the left of.
Complete the table.
-continue the activity-
To describe the position of an object
relative to other positions or
stationary objects, including
themselves, using appropriate
vocabulary such as above, below,
between, beside, on top, close to,
far from, behind, in front of, to the
right of, and to the left of.
Procedure:
1. Play with the yoyo. Observe.
Question: What is the movement of
the yoyo?
The major types of motion are
linear, rotational, and periodic.
-activity-
Linear
Linear motion means the object
moves in a straight line. Newton's
Law of Inertia dictates linear motion
unless affected by a force changing
the direction of the object.
Collision
A collision is a special type of linear
motion where momentum and
energy—and thus motion—may be
transferred when two objects collide
or smash into each other.
Rotational
An object can rotate about its center
of mass. The Law of Inertia applies in
a special case, such that the object
will continue to rotate unless
constrained or affected by a force.
Periodic
An object or group of objects can be
made to move back-and-forth in
periodic motion if the motion is
constrained and some continues
force is applied. The example of a
pendulum show periodic motion. Its
motion is constrained by the string,
while the force of gravity keeps it in
Procedure:
1. Play with the yoyo. Observe.
Question: What is the movement of
the yoyo?
The major types of motion are
linear, rotational, and periodic.
-activity-
Linear
Linear motion means the object
moves in a straight line. Newton's
Law of Inertia dictates linear motion
unless affected by a force changing
the direction of the object.
Collision
A collision is a special type of linear
motion where momentum and
energy—and thus motion—may be
transferred when two objects collide
or smash into each other.
Rotational
An object can rotate about its center
of mass. The Law of Inertia applies in
a special case, such that the object
will continue to rotate unless
constrained or affected by a force.
Periodic
An object or group of objects can be
made to move back-and-forth in
periodic motion if the motion is
constrained and some continues
force is applied. The example of a
pendulum show periodic motion. Its
motion is constrained by the string,
while the force of gravity keeps it in
Materials:Yoyo
Procedure:
1. Play with the yoyo. Observe.
Question: What is the movement
of the yoyo?
The major types of motion are
linear, rotational, and periodic.
-activity-
Linear
Linear motion means the object
moves in a straight line. Newton's
Law of Inertia dictates linear
motion unless affected by a force
changing the direction of the
object.
Collision
A collision is a special type of
linear motion where momentum
and energy—and thus motion—
may be transferred when two
objects collide or smash into each
other.
Rotational
An object can rotate about its
center of mass. The Law of
Inertia applies in a special case,
such that the object will continue
to rotate unless constrained or
affected by a force.
Periodic
An object or group of objects can
be made to move back-and-forth
in periodic motion if the motion is
constrained and some continues
force is applied. The example of a
pendulum show periodic motion.
 motion. motion. Its motion is constrained by the
string, while the force of gravity
keeps it in motion.

I. Evaluating learning Describe the position of objects if
the teacher is the point of reference.
1. When the chalk was thrown.
2. When the ball was rolled.
3. When the door was closed.
4. When the ribbon was placed on
the teachers hair.
5. When the chair was pulled.
Describe the position of objects if
the teacher is the point of reference.
6. When the chalk was thrown.
7. When the ball was rolled.
8. When the door was closed.
9. When the ribbon was placed on
the teachers hair.
10. When the chair was pulled.
Identify the movement of the object
if it is linear, collision,
rotational,periodic.
1. Cars that move in a straight
road
2. Planets that revolve around
the sun
3. The movement of a
pendulum
4. The movement of a clock
5. A bike that bump on a wall.
Identify the movement of the object
if it is linear, collision,
rotational,periodic.
6. Cars that move in a straight
road
7. Planets that revolve around
the sun
8. The movement of a
pendulum
9. The movement of a clock
10. A bike that bump on a
wall.
Identify the movement of the
object if it is linear, collision,
rotational,periodic.
11. Cars that move in a
straight road
12. Planets that revolve
around the sun
13. The movement of a
pendulum
14. The movement of a
clock
15. A bike that bump on a
wall.

J. Additional activities for application Describe your location after
or remediation following the direction.As you enter
your house, walk 2 steps. Describe
your point of location inside your
house by drawing..
Describe your location after Draw some movement that you Draw some movement that you Draw some movement that you
following the direction.As you enter often do. often do. often do.
your house, walk 2 steps. Describe
your point of location inside your
house by drawing..

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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level V

DAILY LESSON LOG Teacher Learning Areas Science
Teaching Dates and Time December 5-9, 2016 Quarter First

Monday Tuesday Wednesday Thursday Friday

 I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a
simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the
relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity
magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets and magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

C. Learning Competencies/Objectives
Write the LC code for each
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3

II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
Circuits Circuits Circuits Circuits Circuits
Electromagnets Electromagnets Electromagnets Electromagnets Electromagnets

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised
Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
lesson
M. Presenting examples/instances of
the new lesson
N. Discussing new concepts and
practicing new skills #1
Sing a song about time. Explain the
difference of hour, minutes and
seconds.
Discuss how to measure distance by
measuring point A to B.
Relate distance and time with speed.
Explain the formula in getting
Average Rate (speed)= distance/time
and give examples.
Show how to use a graph to
represent distance, time and rate of
speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and
time members slides the toy cars
down the improvised slide. One slide
is raised 2 inches from the ground.
The other is raised 1 inch from the
ground. The toy cars will be released
at the same time. The other member
accomplish the distance formula
table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are raise 2
inches from the ground.
Place 5 pcs of P5 coin in one car, and
place 1 pc of P1 in the other car.
Both cars will be released at the
same time.
The other member will accomplish
the distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Sing a song about time. Explain the
difference of hour, minutes and
seconds.
Discuss how to measure distance by
measuring point A to B.
Relate distance and time with speed.
Explain the formula in getting
Average Rate (speed)= distance/time
and give examples.
Show how to use a graph to
represent distance, time and rate of
speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and
time members slides the toy cars
down the improvised slide. One slide
is raised 2 inches from the ground.
The other is raised 1 inch from the
ground. The toy cars will be released
at the same time. The other member
accomplish the distance formula
table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are raise 2
inches from the ground.
Place 5 pcs of P5 coin in one car, and
place 1 pc of P1 in the other car.
Both cars will be released at the
same time.
The other member will accomplish
the distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Sing a song about time. Explain the
difference of hour, minutes and
seconds.
Discuss how to measure distance by
measuring point A to B.
Relate distance and time with speed.
Explain the formula in getting
Average Rate (speed)= distance/time
and give examples.
Show how to use a graph to
represent distance, time and rate of
speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and
time members slides the toy cars
down the improvised slide. One slide
is raised 2 inches from the ground.
The other is raised 1 inch from the
ground. The toy cars will be released
at the same time. The other member
accomplish the distance formula
table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are raise 2
inches from the ground.
Place 5 pcs of P5 coin in one car, and
place 1 pc of P1 in the other car.
Both cars will be released at the
same time.
The other member will accomplish
the distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Sing a song about time. Explain the
difference of hour, minutes and
seconds.
Discuss how to measure distance by
measuring point A to B.
Relate distance and time with speed.
Explain the formula in getting
Average Rate (speed)= distance/time
and give examples.
Show how to use a graph to
represent distance, time and rate of
speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and
time members slides the toy cars
down the improvised slide. One slide
is raised 2 inches from the ground.
The other is raised 1 inch from the
ground. The toy cars will be released
at the same time. The other member
accomplish the distance formula
table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are raise 2
inches from the ground.
Place 5 pcs of P5 coin in one car, and
place 1 pc of P1 in the other car.
Both cars will be released at the
same time.
The other member will accomplish
the distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Sing a song about time. Explain
the difference of hour, minutes
and seconds.
Discuss how to measure distance
by measuring point A to B.
Relate distance and time with
speed.
Explain the formula in getting
Average Rate (speed)=
distance/time and give examples.
Show how to use a graph to
represent distance, time and rate
of speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object
by tracing and measuring its
change in position (distance
travelled) over a period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and
time members slides the toy cars
down the improvised slide. One
slide is raised 2 inches from the
ground. The other is raised 1 inch
from the ground. The toy cars will
be released at the same time. The
other member accomplish the
distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are
raise 2 inches from the ground.
Place 5 pcs of P5 coin in one car,
and place 1 pc of P1 in the other
car.
Both cars will be released at the
same time.
The other member will
accomplish the distance formula
table.
Calculate for speed by using the
formula.

O. Discussing new concepts and
practicing new skills #2
P. Developing mastery
(Leads to Formative Assessment 3)
Q. Finding practical applications of
concepts and skills in daily living
R. Making generalizations and
abstractions about the lesson
What factor/s affect the distance
and speed of the car?
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical description
of how far apart objects are.
In physics or everyday usage,
distance may refer to a physical
length, or an estimation based on
other criteria (e.g. "two counties
over").
Time- time is a real phenomenon a
continuous change through which
we live. Time becomes evident
through motion; sunrise sunsets,
night and day, the changing seasons,
the movement of the celestial
bodies all is indicative of continuous
change.
Speed-The Italian physicist Galileo
Galilei is credited with being the first
to measure speed by considering the
distance covered and the time it
takes. Galileo defined speed as the
distance covered per unit of time. In
equation form, this is where r is
speed, d is distance, and t is time. A
cyclist who covers 30 metres in a
time of 2 seconds, for example, has
a speed of 15 metres per second.
Objects in motion often have
variations in speed (a car might
travel along a street at 50 km/h,
slow to 0 km/h, and then reach
30 km/h).
What is the relation of mass,
distance, time to speed?
The standard unit for speed in
science is meters per second. If, for
example, a person runs 30
What factor/s affect the distance
and speed of the car?
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical description
of how far apart objects are.
In physics or everyday usage,
distance may refer to a physical
length, or an estimation based on
other criteria (e.g. "two counties
over").
Time- time is a real phenomenon a
continuous change through which
we live. Time becomes evident
through motion; sunrise sunsets,
night and day, the changing seasons,
the movement of the celestial
bodies all is indicative of continuous
change.
Speed-The Italian physicist Galileo
Galilei is credited with being the first
to measure speed by considering the
distance covered and the time it
takes. Galileo defined speed as the
distance covered per unit of time. In
equation form, this is where r is
speed, d is distance, and t is time. A
cyclist who covers 30 metres in a
time of 2 seconds, for example, has
a speed of 15 metres per second.
Objects in motion often have
variations in speed (a car might
travel along a street at 50 km/h,
slow to 0 km/h, and then reach
30 km/h).
What is the relation of mass,
distance, time to speed?
The standard unit for speed in
science is meters per second. If, for
example, a person runs 30
What factor/s affect the distance
and speed of the car?
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical description
of how far apart objects are.
In physics or everyday usage,
distance may refer to a physical
length, or an estimation based on
other criteria (e.g. "two counties
over").
Time- time is a real phenomenon a
continuous change through which
we live. Time becomes evident
through motion; sunrise sunsets,
night and day, the changing seasons,
the movement of the celestial
bodies all is indicative of continuous
change.
Speed-The Italian physicist Galileo
Galilei is credited with being the first
to measure speed by considering the
distance covered and the time it
takes. Galileo defined speed as the
distance covered per unit of time. In
equation form, this is where r is
speed, d is distance, and t is time. A
cyclist who covers 30 metres in a
time of 2 seconds, for example, has
a speed of 15 metres per second.
Objects in motion often have
variations in speed (a car might
travel along a street at 50 km/h,
slow to 0 km/h, and then reach
30 km/h).
What is the relation of mass,
distance, time to speed?
The standard unit for speed in
science is meters per second. If, for
example, a person runs 30
What factor/s affect the distance
and speed of the car?
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical description
of how far apart objects are.
In physics or everyday usage,
distance may refer to a physical
length, or an estimation based on
other criteria (e.g. "two counties
over").
Time- time is a real phenomenon a
continuous change through which
we live. Time becomes evident
through motion; sunrise sunsets,
night and day, the changing seasons,
the movement of the celestial
bodies all is indicative of continuous
change.
Speed-The Italian physicist Galileo
Galilei is credited with being the first
to measure speed by considering the
distance covered and the time it
takes. Galileo defined speed as the
distance covered per unit of time. In
equation form, this is where r is
speed, d is distance, and t is time. A
cyclist who covers 30 metres in a
time of 2 seconds, for example, has
a speed of 15 metres per second.
Objects in motion often have
variations in speed (a car might
travel along a street at 50 km/h,
slow to 0 km/h, and then reach
30 km/h).
What is the relation of mass,
distance, time to speed?
The standard unit for speed in
science is meters per second. If, for
example, a person runs 30
Who has the fastest speed?
What factor/s affect the distance
and speed of the car?
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical
description of how far apart
objects are. In physics or everyday
usage, distance may refer to a
physical length, or an estimation
based on other criteria (e.g. "two
counties over").
Time- time is a real phenomenon
a continuous change through
which we live. Time becomes
evident through motion; sunrise
sunsets, night and day, the
changing seasons, the movement
of the celestial bodies all is
indicative of continuous change.
Speed-The Italian physicist Galileo
Galilei is credited with being the
first to measure speed by
considering the distance covered
and the time it takes. Galileo
defined speed as the distance
covered per unit of time. In
equation form, this is where r is
speed, d is distance, and t is time.
A cyclist who covers 30 metres in
a time of 2 seconds, for example,
has a speed of 15 metres per
second. Objects in motion often
have variations in speed (a car
might travel along a street at
50 km/h, slow to 0 km/h, and
then reach 30 km/h).
What is the relation of mass,
distance, time to speed?
The standard unit for speed in
science is meters per second. If,
 meters in 10 seconds, his speed is 3
meters per second. The
relationship for speed is the same
for any units, as long as the units are
consistent. If a car traveled 30 miles
in an hour, the speed would be
30 miles per hour.
If an object is moving at varying
speeds, then the relationship
between speed, distance and time
can only be used to calculate the
average speed. A distance-time
graph, which shows the speed
varying as the time increases, is a
good way to see how the speed of
an object changes.
The relationship between speed,
distance and time can be used to
calculate any of the three variables,
as long as the other two are known.
The time taken for a journey, for
example, is equal to the distance
divided by the speed. Distance
traveled can be calculated by
multiplying speed and time
together.
How do we differentiate Speed from
Velocity?
Speed is how fast an object is going
with respect to an object. Velocity is
a measure of the speed in a given
direction. You can say the top speed
of an airplane is 300 kilometers per
hour (kph). But its velocity is 300 kph
in a northeast direction.
S. Evaluating learning Calculate the speed of the following
situation and describe the rate of
travel. (2 points each)
1. Mary walks to school
everyday. Calculate her
speed in km/min if she
takes 30 minutes to go to
1.5 km.
meters in 10 seconds, his speed is 3
meters per second. The
relationship for speed is the same
for any units, as long as the units are
consistent. If a car traveled 30 miles
in an hour, the speed would be
30 miles per hour.
If an object is moving at varying
speeds, then the relationship
between speed, distance and time
can only be used to calculate the
average speed. A distance-time
graph, which shows the speed
varying as the time increases, is a
good way to see how the speed of
an object changes.
The relationship between speed,
distance and time can be used to
calculate any of the three variables,
as long as the other two are known.
The time taken for a journey, for
example, is equal to the distance
divided by the speed. Distance
traveled can be calculated by
multiplying speed and time
together.
How do we differentiate Speed from
Velocity?
Speed is how fast an object is going
with respect to an object. Velocity is
a measure of the speed in a given
direction. You can say the top speed
of an airplane is 300 kilometers per
hour (kph). But its velocity is 300 kph
in a northeast direction.
Calculate the speed of the following
situation and describe the rate of
travel. (2 points each)
1. Mary walks to school
everyday. Calculate her
speed in km/min if she
takes 30 minutes to go to
1.5 km.
meters in 10 seconds, his speed is 3
meters per second. The
relationship for speed is the same
for any units, as long as the units are
consistent. If a car traveled 30 miles
in an hour, the speed would be
30 miles per hour.
If an object is moving at varying
speeds, then the relationship
between speed, distance and time
can only be used to calculate the
average speed. A distance-time
graph, which shows the speed
varying as the time increases, is a
good way to see how the speed of
an object changes.
The relationship between speed,
distance and time can be used to
calculate any of the three variables,
as long as the other two are known.
The time taken for a journey, for
example, is equal to the distance
divided by the speed. Distance
traveled can be calculated by
multiplying speed and time
together.
How do we differentiate Speed from
Velocity?
Speed is how fast an object is going
with respect to an object. Velocity is
a measure of the speed in a given
direction. You can say the top speed
of an airplane is 300 kilometers per
hour (kph). But its velocity is 300 kph
in a northeast direction.
Calculate the speed of the following
situation and describe the rate of
travel. (2 points each)
1. Mary walks to school
everyday. Calculate her
speed in km/min if she
takes 30 minutes to go to
1.5 km.
meters in 10 seconds, his speed is 3
meters per second. The
relationship for speed is the same
for any units, as long as the units are
consistent. If a car traveled 30 miles
in an hour, the speed would be
30 miles per hour.
If an object is moving at varying
speeds, then the relationship
between speed, distance and time
can only be used to calculate the
average speed. A distance-time
graph, which shows the speed
varying as the time increases, is a
good way to see how the speed of
an object changes.
The relationship between speed,
distance and time can be used to
calculate any of the three variables,
as long as the other two are known.
The time taken for a journey, for
example, is equal to the distance
divided by the speed. Distance
traveled can be calculated by
multiplying speed and time
together.
How do we differentiate Speed from
Velocity?
Speed is how fast an object is going
with respect to an object. Velocity is
a measure of the speed in a given
direction. You can say the top speed
of an airplane is 300 kilometers per
hour (kph). But its velocity is 300 kph
in a northeast direction.
Calculate the speed of the following
situation and describe the rate of
travel. (2 points each)
4. Mary walks to school
everyday. Calculate her
speed in km/min if she
takes 30 minutes to go to
1.5 km.
for example, a person runs
30 meters in 10 seconds, his
speed is 3 meters per
second. The relationship
for speed is the same for any
units, as long as the units are
consistent. If a car traveled 30
miles in an hour, the speed would
be 30 miles per hour.
If an object is moving at varying
speeds, then the relationship
between speed, distance and time
can only be used to calculate the
average speed. A distance-time
graph, which shows the speed
varying as the time increases, is a
good way to see how the speed of
an object changes.
The relationship between speed,
distance and time can be used to
calculate any of the three
variables, as long as the other two
are known. The time taken for a
journey, for example, is equal to
the distance divided by the speed.
Distance traveled can be
calculated by multiplying speed
and time together.
How do we differentiate Speed
from Velocity?
Speed is how fast an object is
going with respect to an
object. Velocity is a measure of
the speed in a given direction. You
can say the top speed of an
airplane is 300 kilometers per
hour (kph). But its velocity is 300
kph in a northeast direction.
Calculate the speed of the
following situation and describe
the rate of travel. (2 points each)
7. Mary walks to school
everyday. Calculate her
speed in km/min if she
takes 30 minutes to go
to 1.5 km.
 2. It took us 5 hours to walk 24
km.on moonland walk.
Calculate our average
speed in km/h.
3. A snail takes 3 seconds to
cover 4 meters. Give the
average speed of the snail.
2. It took us 5 hours to walk 24
km.on moonland walk.
Calculate our average
speed in km/h.
3. A snail takes 3 seconds to
cover 4 meters. Give the
average speed of the snail.
2. It took us 5 hours to walk 24
km.on moonland walk.
Calculate our average
speed in km/h.
3. A snail takes 3 seconds to
cover 4 meters. Give the
average speed of the snail.
5. It took us 5 hours to walk 24
km.on moonland walk.
Calculate our average
speed in km/h.
6. A snail takes 3 seconds to
cover 4 meters. Give the
average speed of the snail.
8. It took us 5 hours to walk
24 km.on moonland
walk. Calculate our
average speed in km/h.
9. A snail takes 3 seconds to
cover 4 meters. Give the
average speed of the
snail.

T. Additional activities for application ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-

or remediation -ACTIVITY-

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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
 Teaching Dates and Time December 12-16, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a
simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the
relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity
magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets and magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

C. Learning Competencies/Objectives The learners… The learners… The learners… The learners… The learners…
Write the LC code for each
propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community
CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3
II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
Circuits Circuits Circuits Circuits Circuits
Electromagnets Electromagnets Electromagnets Electromagnets Electromagnets

III. LEARNING RESOURCES

E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Real-Life Science 5- Marianne A. Real-Life Science 5- Marianne A. Real-Life Science 5- Marianne A. Real-Life Science 5- Marianne A. Real-Life Science 5- Marianne A.
Bada and Rosalinda M. Cupcupin, Bada and Rosalinda M. Cupcupin, Bada and Rosalinda M. Cupcupin, Bada and Rosalinda M. Cupcupin, Bada and Rosalinda M. Cupcupin,
AbivaPublishingHouse Inc., AbivaPublishingHouse Inc., AbivaPublishingHouse Inc., AbivaPublishingHouse Inc., AbivaPublishingHouse
Quezon City, Philippines, pp. 304- Quezon City, Philippines, pp. 304- Quezon City, Philippines, pp. 304- Quezon City, Philippines, pp. 304- Inc., Quezon City, Philippines, pp.
325 325 325 325 304-325
 4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
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
What are the things used in playing
the game? (hairnet, apron, pot, pot
holder)
What are the things found
inside your kitchen?
Differentiate between conductors
and insulators
Discuss why some materials are
good conductors of heat
Provide the class with the materials
needed in doing the activity.
Divide the pupils into two. Guide
them as they work on the first
activity.
Activity1
Problem: Discover what kitchen
utensil handles are made of?
What you need:
different kitchen utensils
What to do:
Describe the handles of the different
kitchen utensils.
Identify the materials of which these
handles are made.
Identify other equipment you see
either in your home or in school that
have handles made of the same
materials as those you identified in
step2.
Have the pupils answer the guide
questions.
What do the handles of the different
kitchen utensils have in common?
What materials are these handles
made of or covered with?
What purpose do these materials
serve?
What are the things used in playing
the game? (hairnet, apron, pot, pot
holder)
What are the things found
inside your kitchen?
Differentiate between conductors
and insulators
Discuss why some materials are
good conductors of heat
Provide the class with the materials
needed in doing the activity.
Divide the pupils into two. Guide
them as they work on the first
activity.
Activity1
Problem: Discover what kitchen
utensil handles are made of?
What you need:
different kitchen utensils
What to do:
Describe the handles of the different
kitchen utensils.
Identify the materials of which these
handles are made.
Identify other equipment you see
either in your home or in school that
have handles made of the same
materials as those you identified in
step2.
Have the pupils answer the guide
questions.
What do the handles of the different
kitchen utensils have in common?
What materials are these handles
made of or covered with?
What purpose do these materials
serve?
What are the things used in playing
the game? (hairnet, apron, pot, pot
holder)
What are the things found
inside your kitchen?
Differentiate between conductors
and insulators
Discuss why some materials are
good conductors of heat
Provide the class with the materials
needed in doing the activity.
Divide the pupils into two. Guide
them as they work on the first
activity.
Activity1
Problem: Discover what kitchen
utensil handles are made of?
What you need:
different kitchen utensils
What to do:
Describe the handles of the different
kitchen utensils.
Identify the materials of which these
handles are made.
Identify other equipment you see
either in your home or in school that
have handles made of the same
materials as those you identified in
step2.
Have the pupils answer the guide
questions.
What do the handles of the different
kitchen utensils have in common?
What materials are these handles
made of or covered with?
What purpose do these materials
serve?
What are the things used in playing
the game? (hairnet, apron, pot, pot
holder)
What are the things found
inside your kitchen?
Differentiate between conductors
and insulators
Discuss why some materials are
good conductors of heat
Provide the class with the materials
needed in doing the activity.
Divide the pupils into two. Guide
them as they work on the first
activity.
Activity1
Problem: Discover what kitchen
utensil handles are made of?
What you need:
different kitchen utensils
What to do:
Describe the handles of the different
kitchen utensils.
Identify the materials of which these
handles are made.
Identify other equipment you see
either in your home or in school that
have handles made of the same
materials as those you identified in
step2.
Have the pupils answer the guide
questions.
What do the handles of the different
kitchen utensils have in common?
What materials are these handles
made of or covered with?
What purpose do these materials
serve?
What are the things used in
playing the game? (hairnet,
apron, pot, pot holder)
What are the things found
inside your kitchen?
Differentiate between conductors
and insulators
Discuss why some materials are
good conductors of heat
Provide the class with the
materials needed in doing the
activity.
Divide the pupils into two. Guide
them as they work on the first
activity.
Activity1
Problem: Discover what kitchen
utensil handles are made of?
What you
need: different kitchen utensils
What to do:
Describe the handles of the
different kitchen utensils.
Identify the materials of which
these handles are made.
Identify other equipment you see
either in your home or in school
that have handles made of the
same materials as those you
identified in step2.
Have the pupils answer the guide
questions.
What do the handles of the
different kitchen utensils have in
common?
What materials are these handles
made of or covered with?
What purpose do these materials

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
What other materials do you think
can serve this purpose?
Ask each group to present their
data and answers to the activity.
Discuss the results of the activity.
Answers to the guide questions:
The spoon recorded the highest
temperature. The ladle and the toy
recorded the lowest temperature.
The spoon is made up of metal. The
ladle is made of wood while the
toy is plastic.
The spoon conducts heat. The ladle
and the toy did not conduct
heat.
The spoon is a metallic material.
Wooden and plastic materials are
poor conductors of heat.
Name some conductors.
Ask: What do you call the materials
that conduct heat? (Materials that
allow heat to
flow easily are called conductors.
What are poor conductors?
(Materials that do not transmit or
allow heat to
pass through are called insulators.)
Why do some materials conduct
heat? (Material like spoon conducts
heat because it is made up
of metal.
Gadgets such as your smartphones
and tablets do not get extremely
hot. Why? (They have heat sinks
that cover heat-generating parts.)
Say: Metals like aluminum, iron,
steel and copper are examples of
conductors of heat. Insulators such
as rubber, wood and plastic are
mostly used for the
What other materials do you think
can serve this purpose?
Ask each group to present their
data and answers to the activity.
Discuss the results of the activity.
Answers to the guide questions:
The spoon recorded the highest
temperature. The ladle and the toy
recorded the lowest temperature.
The spoon is made up of metal. The
ladle is made of wood while the
toy is plastic.
The spoon conducts heat. The ladle
and the toy did not conduct
heat.
The spoon is a metallic material.
Wooden and plastic materials are
poor conductors of heat.
Name some conductors.
Ask: What do you call the materials
that conduct heat? (Materials that
allow heat to
flow easily are called conductors.
What are poor conductors?
(Materials that do not transmit or
allow heat to
pass through are called insulators.)
Why do some materials conduct
heat? (Material like spoon conducts
heat because it is made up
of metal.
Gadgets such as your smartphones
and tablets do not get extremely
hot. Why? (They have heat sinks
that cover heat-generating parts.)
Say: Metals like aluminum, iron,
steel and copper are examples of
conductors of heat. Insulators such
as rubber, wood and plastic are
mostly used for the
What other materials do you think
can serve this purpose?
Ask each group to present their
data and answers to the activity.
Discuss the results of the activity.
Answers to the guide questions:
The spoon recorded the highest
temperature. The ladle and the toy
recorded the lowest temperature.
The spoon is made up of metal. The
ladle is made of wood while the
toy is plastic.
The spoon conducts heat. The ladle
and the toy did not conduct
heat.
The spoon is a metallic material.
Wooden and plastic materials are
poor conductors of heat.
Name some conductors.
Ask: What do you call the materials
that conduct heat? (Materials that
allow heat to
flow easily are called conductors.
What are poor conductors?
(Materials that do not transmit or
allow heat to
pass through are called insulators.)
Why do some materials conduct
heat? (Material like spoon conducts
heat because it is made up
of metal.
Gadgets such as your smartphones
and tablets do not get extremely
hot. Why? (They have heat sinks
that cover heat-generating parts.)
Say: Metals like aluminum, iron,
steel and copper are examples of
conductors of heat. Insulators such
as rubber, wood and plastic are
mostly used for the
What other materials do you think
can serve this purpose?
Ask each group to present their
data and answers to the activity.
Discuss the results of the activity.
Answers to the guide questions:
The spoon recorded the highest
temperature. The ladle and the toy
recorded the lowest temperature.
The spoon is made up of metal. The
ladle is made of wood while the
toy is plastic.
The spoon conducts heat. The ladle
and the toy did not conduct
heat.
The spoon is a metallic material.
Wooden and plastic materials are
poor conductors of heat.
Name some conductors.
Ask: What do you call the materials
that conduct heat? (Materials that
allow heat to
flow easily are called conductors.
What are poor conductors?
(Materials that do not transmit or
allow heat to
pass through are called insulators.)
Why do some materials conduct
heat? (Material like spoon conducts
heat because it is made up
of metal.
Gadgets such as your smartphones
and tablets do not get extremely
hot. Why? (They have heat sinks
that cover heat-generating parts.)
Say: Metals like aluminum, iron,
steel and copper are examples of
conductors of heat. Insulators such
as rubber, wood and plastic are
mostly used for the
serve?
What other materials do you think
can serve this purpose?
Ask each group to present their
data and answers to the activity.
Discuss the results of the activity.
Answers to the guide questions:
The spoon recorded the highest
temperature. The ladle and the
toy
recorded the lowest temperature.
The spoon is made up of metal.
The ladle is made of wood while
the
toy is plastic.
The spoon conducts heat. The
ladle and the toy did not conduct
heat.
The spoon is a metallic material.
Wooden and plastic materials are
poor conductors of heat.
Name some conductors.
Ask: What do you call the
materials that conduct heat?
(Materials that
allow heat to flow easily
are called conductors.
What are poor conductors?
(Materials that do not transmit or
allow heat
to pass through are called
insulators.)
Why do some materials conduct
heat? (Material like spoon
conducts heat because it is made
up of metal.
Gadgets such as your
smartphones and tablets do not
get extremely hot. Why? (They
have heat sinks that cover heat-
generating parts.)
Say: Metals like aluminum, iron,
steel and copper are examples of
conductors of heat. Insulators
 handles of many cooking utensils for handles of many cooking utensils for handles of many cooking utensils for handles of many cooking utensils for such as rubber, wood and plastic
safety purposes. safety purposes. safety purposes. safety purposes. are mostly used for the
handles of many cooking utensils
for safety purposes.
I. Evaluating learning Write true or false on the blank Write true or false on the blank Write true or false on the blank Write true or false on the blank Write true or false on the blank
provided for: provided for: provided for: provided for: provided for:
______1. An insulator is a substance ______1. An insulator is a substance ______1. An insulator is a substance ______1. An insulator is a substance ______1. An insulator is a
that does not allow heat to pass that does not allow heat to pass that does not allow heat to pass that does not allow heat to pass substance that does not allow
through. through. through. through. heat to pass through.
______2. Frying pan is an example of ______2. Frying pan is an example of ______2. Frying pan is an example of ______2. Frying pan is an example of ______2. Frying pan is an example
insulator. insulator. insulator. insulator. of insulator.
______3. Materials that allow heat ______3. Materials that allow heat ______3. Materials that allow heat ______3. Materials that allow heat ______3. Materials that allow
to flow through them easily are to flow through them easily are to flow through them easily are to flow through them easily are heat to flow through them easily
called conductors. called conductors. called conductors. called conductors. are called conductors.

J. Additional activities for application What are conductors? What are What are conductors? What are What are conductors? What are What are conductors? What are What are conductors? What are
or remediation insulators? insulators? insulators? insulators? insulators?

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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time December 18-22, 2016 Quarter
 Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo. They
will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the appearance
of the Moon

A. Content Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a simple
DC circuit and the relationship between
electricity and magnetism in
electromagnets
demonstrate understanding of a simple
DC circuit and the relationship between
electricity and magnetism in
electromagnets
demonstrate understanding of a
simple DC circuit and the
relationship between electricity
and magnetism in electromagnets
demonstrate understanding of a
simple DC circuit and the
relationship between electricity
and magnetism in electromagnets
demonstrate understanding of a
simple DC circuit and the
relationship between electricity
and magnetism in
electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device using propose an unusual tool or device using propose an unusual tool or device propose an unusual tool or device propose an unusual tool or
electromagnet that is useful for home, electromagnet that is useful for home, using electromagnet that is useful using electromagnet that is useful device using electromagnet that
school or community school or community for home, school or community for home, school or community is useful for home, school or
community

C. Learning Competencies/Objectives The learners… The learners… The learners… The learners… The learners…
Write the LC code for each
propose an unusual tool or device using propose an unusual tool or device using propose an unusual tool or device propose an unusual tool or device propose an unusual tool or
electromagnet that is useful for home, electromagnet that is useful for home, using electromagnet that is useful using electromagnet that is useful device using electromagnet that
school or community school or community for home, school or community for home, school or community is useful for home, school or
CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 community
CODE: S5FE-IIIc-3
II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
Circuits Circuits Circuits Circuits Circuits
Electromagnets Electromagnets Electromagnets Electromagnets Electromagnets

III. LEARNING RESOURCES

C. References
1. Teacher’s Guide pages TG- Brandy T. Balingit, Adelia I. TG- Brandy T. Balingit, Adelia I. SciEnergy Teaching Guide – agnes SciEnergy Teaching Guide – agnes SciEnergy Teaching Guide –
Agliam, Crisitna L. Dizon, Anabel O. Agliam, Crisitna L. Dizon, Anabel O. B. Dela Cruz, Mildred L. Cabuhal, B. Dela Cruz, Mildred L. Cabuhal, agnes B. Dela Cruz, Mildred L.
Legaspi, pp. 210-211 Legaspi, pp. 210-211 Cynthia L. Trivinio, Clarita Cynthia L. Trivinio, Clarita Cabuhal, Cynthia L. Trivinio,
G. Villaruel, Mila M. Marciano, Ma. G. Villaruel, Mila M. Marciano, Ma. Clarita G. Villaruel, Mila M.
Veronica Veronica Marciano, Ma. Veronica
L. Piedragoza, Marilor R. Salvador, L. Piedragoza, Marilor R. Salvador, L. Piedragoza, Marilor R.
Lordianne C. Relusco, pp. 60-62 Lordianne C. Relusco, pp. 60-62 Salvador, Lordianne C. Relusco,

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
LM – Dannalyn M. Palo, Arlyn M.
Cervantes, p. 148
Developing Science Concepts Through
Learning Activities:
The teacher will show the class video
clips about different kitchen utensils.
1. Identify materials that are good
conductors of electricity
2. Discuss why some materials are good
conductors of electricity
Ask: While cooking, your mother wants
to see if the rice is cooked. What will
she use in removing the cover so that
she will not feel the hotness of the pot?
(pot holder) What is the pot holder
made of? (cloth)
1. Group the class into two. Distribute
the materials to be used.
2. Guide the class as they work on the
next activity.
Activity 3
Problem: Identify materials that are
good conductors of electricity
What you need: electric circuit model
Set A: wood, cloth, paper, cardboard,
plastic
Set B: pins, paper clips, key, screw, iron
nail
What to do:
1. Get the electric circuit.
2. Break the connection of the electric
circuit in the copper wire as in the
illustration.
1. Connect each material in the break.
2. Observe what happens.
3. Describe what happened with
LM – Dannalyn M. Palo, Arlyn M.
Cervantes, p. 148
Developing Science Concepts Through
Learning Activities:
The teacher will show the class video
clips about different kitchen utensils.
1. Identify materials that are good
conductors of electricity
2. Discuss why some materials are good
conductors of electricity
Ask: While cooking, your mother wants
to see if the rice is cooked. What will
she use in removing the cover so that
she will not feel the hotness of the pot?
(pot holder) What is the pot holder
made of? (cloth)
1. Group the class into two. Distribute
the materials to be used.
2. Guide the class as they work on the
next activity.
Activity 3
Problem: Identify materials that are
good conductors of electricity
What you need: electric circuit model
Set A: wood, cloth, paper, cardboard,
plastic
Set B: pins, paper clips, key, screw, iron
nail
What to do:
1. Get the electric circuit.
2. Break the connection of the electric
circuit in the copper wire as in the
illustration.
1. Connect each material in the break.
2. Observe what happens.
3. Describe what happened with
The teacher will show a video clip.
(butter melting in a pan)
Describe how heat is transferred
from one object to another
Ask: What happened to the butter?
Why?
Activity 1
Problem: Describe how heat is
transferred through solid materials.
What you need: candle, iron wire
(15cm long, curled on one end),
cork or banana leaf midrib,
match (precaution: be careful in
using matches)
What to do:
1.Use the cork as handle for the
iron wire by piercing the uncurled
end trough it.
2. Coat the iron wire with candle
except the uncurled end by
allowing melted candle to drop and
cool uniformly along the wire. Set
aside until it cools to room
temperature.
3.Hold the cork handle and train
the curled end of the wire over a
The teacher will show a video clip.
(butter melting in a pan)
Describe how heat is transferred
from one object to another
Ask: What happened to the butter?
Why?
Activity 1
Problem: Describe how heat is
transferred through solid materials.
What you need: candle, iron wire
(15cm long, curled on one end),
cork or banana leaf midrib,
match (precaution: be careful in
using matches)
What to do:
1.Use the cork as handle for the
iron wire by piercing the uncurled
end trough it.
2. Coat the iron wire with candle
except the uncurled end by
allowing melted candle to drop and
cool uniformly along the wire. Set
aside until it cools to room
temperature.
3.Hold the cork handle and train
the curled end of the wire over a
pp. 60-62
The teacher will show a video
clip. (butter melting in a pan)
Describe how heat is transferred
from one object to another
Ask: What happened to the
butter? Why?
Activity 1
Problem: Describe how heat is
transferred through solid
materials.
What you need: candle, iron wire
(15cm long, curled on one end),
cork or banana leaf midrib,
match (precaution: be careful in
using matches)
What to do:
1.Use the cork as handle for the
iron wire by piercing the
uncurled end trough it.
2. Coat the iron wire with candle
except the uncurled end by
allowing melted candle to drop
and cool uniformly along the
wire. Set aside until it cools to
room temperature.
3.Hold the cork handle and train

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
In activity A, what materials did you
connect between any two points in the
electric circuit?
What have you observed? Why?
What do you call these kinds of
materials?
In activity B, what materials did you
connect between any two points in the
electric circuit?
What have you observed? Why?
What do you call these kinds of
materials?
1. Ask each group to post their data and
answers to the activity.
2. Allow at least 5 minutes for each
group for the presentation of data.
3. Have a discussion about the data
presented.
What are conductors?
(Conductors  conduct electrical current
very easily.
What are insulators? (Insulators resist
the flow of electricity.)
Name other materials/objects that
conduct electricity.
Why do you think these materials are
good conductors of electricity? (These
materials are made up of metals.)
Examples of conductors are aluminium,
copper, iron, tin, gold and silver.
Well-known alloys include bronze and
steel.
Say: A conductor is a material that offers
In activity A, what materials did you
connect between any two points in the
electric circuit?
What have you observed? Why?
What do you call these kinds of
materials?
In activity B, what materials did you
connect between any two points in the
electric circuit?
What have you observed? Why?
What do you call these kinds of
materials?
1. Ask each group to post their data and
answers to the activity.
2. Allow at least 5 minutes for each
group for the presentation of data.
3. Have a discussion about the data
presented.
What are conductors?
(Conductors conduct electrical current
very easily.
What are insulators? (Insulators resist
the flow of electricity.)
Name other materials/objects that
conduct electricity.
Why do you think these materials are
good conductors of electricity? (These
materials are made up of metals.)
Examples of conductors are aluminium,
copper, iron, tin, gold and silver.
Well-known alloys include bronze and
steel.
Say: A conductor is a material that offers
lighted candle. Observe what
happens to the coat of candle
along the wire.
4. Observe carefully. Be able to
locate the sites of the hot and cold
particles along the wire at the start
of the heating process.
Guide Questions:
1.How did the candle melt along
the wire?
2. How does heat transfer between
hot and cold bodies?
3. What do you call this kind of
method? How it is operationally
defined?
1. Ask the leader of each group to
post their observations to the
activity.
2. Have a discussion about the
activity.
Answers to the guide questions:
1.From site of flame to site of cork.
2. From hot particles to cold
particles.
3.Conduction. It is the transfer of
heat from particle to particle.
Ask: How does heat transfer from
one object to another? (Heat
transfer from hot things to cold
things.)
What is conduction? (It is the
lighted candle. Observe what
happens to the coat of candle
along the wire.
4. Observe carefully. Be able to
locate the sites of the hot and cold
particles along the wire at the start
of the heating process.
Guide Questions:
1.How did the candle melt along
the wire?
2. How does heat transfer between
hot and cold bodies?
3. What do you call this kind of
method? How it is operationally
defined?
1. Ask the leader of each group to
post their observations to the
activity.
2. Have a discussion about the
activity.
Answers to the guide questions:
1.From site of flame to site of cork.
2. From hot particles to cold
particles.
3.Conduction. It is the transfer of
heat from particle to particle.
Ask: How does heat transfer from
one object to another? (Heat
transfer from hot things to cold
things.)
What is conduction? (It is the
the curled end of the wire over a
lighted candle. Observe what
happens to the coat of candle
along the wire.
4. Observe carefully. Be able to
locate the sites of the hot and
cold
particles along the wire at the
start of the heating process.
Guide Questions:
1.How did the candle melt along
the wire?
2. How does heat transfer
between hot and cold bodies?
3. What do you call this kind of
method? How it is operationally
defined?
1. Ask the leader of each group
to post their observations to the
activity.
2. Have a discussion about the
activity.
Answers to the guide questions:
1.From site of flame to site of
cork.
2. From hot particles to cold
particles.
3.Conduction. It is the transfer of
heat from particle to particle.
Ask: How does heat transfer
from one object to another?
(Heat
transfer from hot things to cold
things.)
What is conduction? (It is the
 abstractions about the lesson very little resistance to electricity.
It must possess a large number of free
electrons, the greater the number of
electrons, the better conductor a
material is. Most metals are
considered to be good conductors of
electrical current.
very little resistance to electricity.
It must possess a large number of free
electrons, the greater the number of
electrons, the better conductor a
material is. Most metals are
considered to be good conductors of
electrical current.
transfer of heat from molecule to
molecule in objects.)
If a cup of coffee was left on the
table in a room what would
happen? (The cup of coffee will
cool until it reaches room
temperature.)
transfer of heat from molecule to
molecule in objects.)
If a cup of coffee was left on the
table in a room what would
happen? (The cup of coffee will
cool until it reaches room
temperature.)
transfer of heat from molecule to
molecule in objects.)
If a cup of coffee was left on the
table in a room what would
happen? (The cup of coffee will
cool until it reaches room
temperature.)

Say: Heat always moves from a Say: Heat always moves from a Say: Heat always moves from a
warmer place to a cooler place. The warmer place to a cooler place. The warmer place to a cooler place.
process that describes how heat process that describes how heat The process that describes how
energy moves through colliding energy moves through colliding heat energy moves through
molecules that do not move too far molecules that do not move too far colliding molecules that do not
and keep on returning to their and keep on returning to their move too far and keep on
rubber iron
Iron steel drinking copper original position is called original position is called returning to their original
stopper fence straw wire
conduction. conduction. position is called conduction.
tin blanket wooden paper safety
ruler plate pin
I. Evaluating learning Cross out the materials that are good Cross out the materials that are good 1.When a spoon is left in a bowl of 1.When a spoon is left in a bowl of 1.When a spoon is left in a bowl
conductors of electricity. conductors of electricity. hot soup, the spoon becomes hot. hot soup, the spoon becomes hot. of hot soup, the spoon becomes
How does heat travel in the spoon? How does heat travel in the spoon? hot. How does heat travel in the
A.conduction b. convection c. A.conduction b. convection c. spoon?
radiation d. semi-conduction radiation d. semi-conduction A.conduction b. convection
c. radiation d. semi-
2.The transfer of heat from 2.The transfer of heat from conduction
molecule to molecule in an object molecule to molecule in an object
is called __ is called __ 2.The transfer of heat from
a. conduction b. convection a. conduction b. convection molecule to molecule in an
c. radiation d. semi- convection c. radiation d. semi- convection object is called __
a. conduction b. convection
3.All statements are true about 3.All statements are true about c. radiation d. semi-
conduction except: conduction except: convection
a. Heat travels from a warmer d. Heat travels from a warmer
material to a colder material. material to a colder material. 3.All statements are true about
b. Heat travels in solid materials. e. Heat travels in solid materials. conduction except:
Heat transfers from hot to cold Heat transfers from hot to cold g. Heat travels from a warmer
objects. objects. material to a colder material.
D.Heat transfers through liquid D.Heat transfers through liquid h. Heat travels in solid materials.
materials. materials. Heat transfers from hot to cold
objects.
D.Heat transfers through liquid
materials.

J. Additional activities for application Tell whether each material is a Tell whether each material is a Draw an illustration showing Draw an illustration showing Draw an illustration showing
or remediation conductor or an insulator. conductor or an insulator. conduction. Describe the transfer conduction. Describe the transfer conduction. Describe the transfer
1. needle - ______________ 1. needle - ______________ of heat. of heat. of heat.
2. cork - ______________ 2. cork - ______________
3. frying pan - ______________ 3. frying pan - ______________
 4. wire - ______________ 4. wire - ______________
5. gold - ______________ 5. gold - ______________
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 or localized materials
did I use/discover which I wish to share
with other teachers?
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 2-6, 2017 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a
simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the
relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity
magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets and magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

C. Learning Competencies/Objectives The learners… The learners… The learners… The learners… The learners…
Write the LC code for each
propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community
CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3
II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
Circuits Circuits Circuits Circuits Circuits
Electromagnets Electromagnets Electromagnets Electromagnets Electromagnets

III. LEARNING RESOURCES

E. References
1. Teacher’s Guide pages TG- Brandy T. Balingit, Adelia TG- Brandy T. Balingit, Adelia TG- Brandy T. Balingit, Adelia TG- Brandy T. Balingit, Adelia TG- Brandy T. Balingit,
I. Agliam, Crisitna L. Dizon, Anabel O. I. Agliam, Crisitna L. Dizon, Anabel O. I. Agliam, Crisitna L. Dizon, Anabel O. I. Agliam, Crisitna L. Dizon, Anabel O. Adelia I. Agliam, Crisitna L. Dizon,
Legaspi, pp. 210-211 Legaspi, pp. 210-211 Legaspi, pp. 210-211 Legaspi, pp. 210-211 Anabel O. Legaspi, pp. 210-
211

2. Learner’s Material pages

3. Textbook pages
 4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Review the concepts learned from
the previous activity
Describe how heat travels through
liquid materials
Relate the video to the next lesson.
Show a video clip about conduction
Activity 1
Problem: Describe how heat is
transferred through liquid materials.
What you need: drinking water,
warm colored water, basin, small
bottle, bottle cover with 2 holes,
drinking straw of tetra pack fruit
drinks, red dye of food
coloring
What to do:
1. Get 3 cm drinking straws and push
through each of the two holes of the
bottle cover until 1 cm is left on the
top.
2. Pour hot colour water into the
small bottle and cover tightly with
the set up below.
3. Carefully and completely
submerge this small bottle into the
basin of water.
4. Observe carefully how heat is
transferred in the set up.
Review the concepts learned from
the previous activity
Describe how heat travels through
liquid materials
Relate the video to the next lesson.
Show a video clip about conduction
Activity 1
Problem: Describe how heat is
transferred through liquid materials.
What you need: drinking water,
warm colored water, basin, small
bottle, bottle cover with 2 holes,
drinking straw of tetra pack fruit
drinks, red dye of food
coloring
What to do:
1. Get 3 cm drinking straws and push
through each of the two holes of the
bottle cover until 1 cm is left on the
top.
2. Pour hot colour water into the
small bottle and cover tightly with
the set up below.
3. Carefully and completely
submerge this small bottle into the
basin of water.
4. Observe carefully how heat is
transferred in the set up.
Present a video clip which is related
to the lesson.
Ask the pupils who among them
loves to wear black
dress/shirt/pants/skirt/short.
Have a short discussion about it.
Infer how dark and colored objects
affect the ability to absorb heat
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
ACTIVITY NO. 1 “BLACK IS HOT”
YOU WILL NEED:
4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through clear
colored sheets (red, yellow, blue,
green)
PROCEDURE:
Pour same amount of water on each
of the plastic cup. (used
100ml. for each). Label each up by
numbers 1, 2, 3, 4.
Cover each cup with cellophane or
clear colored sheet. Tape it.
Leave your container under lamp for
10 minutes. Make sure to start at
the same temperature.
After ten minutes, insert the
thermometers on each plastic cups.
Observe and record the results of
the experiment on the given table.
Present a video clip which is related
to the lesson.
Ask the pupils who among them
loves to wear black
dress/shirt/pants/skirt/short.
Have a short discussion about it.
Infer how dark and colored objects
affect the ability to absorb heat
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
ACTIVITY NO. 1 “BLACK IS HOT”
YOU WILL NEED:
4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through clear
colored sheets (red, yellow, blue,
green)
PROCEDURE:
Pour same amount of water on each
of the plastic cup. (used
100ml. for each). Label each up by
numbers 1, 2, 3, 4.
Cover each cup with cellophane or
clear colored sheet. Tape it.
Leave your container under lamp for
10 minutes. Make sure to start at
the same temperature.
After ten minutes, insert the
thermometers on each plastic cups.
Observe and record the results of
the experiment on the given table.
Present a video clip which is
related to the lesson.
Ask the pupils who among them
loves to wear black
dress/shirt/pants/skirt/short.
Have a short discussion about it.
Infer how dark and colored
objects affect the ability to absorb
heat
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
ACTIVITY NO. 1 “BLACK IS HOT”
YOU WILL NEED:
4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through
clear colored sheets (red, yellow,
blue, green)
PROCEDURE:
Pour same amount of water on
each of the plastic cup. (used
100ml. for each). Label each up by
numbers 1, 2, 3, 4.
Cover each cup with cellophane or
clear colored sheet. Tape it.
Leave your container under lamp
for 10 minutes. Make sure to start
at the same temperature.
After ten minutes, insert the
thermometers on each plastic
cups.
Observe and record the results of
the experiment on the given
table.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Guide Questions:
1.What was the direction of the
warm colored water?
2. What was the direction of the cold
colorless water?
3.The movement of particles in
opposite directions create
____________ currents.
4. What do you call this kind of
method? How it is operationally
defined?
Answers to guide questions:
1. Upward
2. Downward
3. Circular currents
4. Convection. It is the transfer of
heat through circular currents
Ask: How does heat transfer through
liquids? (Heat transfers through
circular currents.)
-Make a diagram out of this.
In heating a liquid, the bottom part
of water that is heated goes upward.
The upper part which is not warm
will go downward. This process goes
on until the water has the same
temperature all over. This heat
transfer is called convection.
Heat transfer by convection is
observed in a circulatory motion
because warm air or warm liquid
rises while cold air or cold liquid
goes down. Warm air rises in a
chimney while cold air of
refrigerator goes down to cool its
content.
Tell whether the transfer of heat in
the activity is conduction or
convection.
Guide Questions:
1.What was the direction of the
warm colored water?
2. What was the direction of the
cold colorless water?
3.The movement of particles in
opposite directions create
____________ currents.
4. What do you call this kind of
method? How it is operationally
defined?
Answers to guide questions:
1. Upward
2. Downward
3. Circular currents
4. Convection. It is the transfer of
heat through circular currents
Ask: How does heat transfer through
liquids? (Heat transfers through
circular currents.)
-Make a diagram out of this.
In heating a liquid, the bottom part
of water that is heated goes upward.
The upper part which is not warm
will go downward. This process goes
on until the water has the same
temperature all over. This heat
transfer is called convection.
Heat transfer by convection is
observed in a circulatory motion
because warm air or warm liquid
rises while cold air or cold liquid
goes down. Warm air rises in a
chimney while cold air of
refrigerator goes down to cool its
content.
Tell whether the transfer of heat in
the activity is conduction or
convection.
GUIDED QUESTIONS:
Which among the following plastic
cups have light colored sheets? Have
dark colored sheets?
What is the temperature of plastic
each cup? Red sheet ___, Blue sheet
___, Green sheet ___, Yellow sheet
___
What can you say a bout the
temperature of the cups
with red and yellow sheets?
Describe the temperature of the
cups with blue and green sheets.
Which cups absorbs more energy
which is heat?Which absorbs less
energy?
Group presentation of outputs.
Leaders of each group will report
their works to the class.
Key Question:
How does black colored object
affects its ability to absorb heat?
Class Interaction
What do you think would likely to
happen if you wear black clothes on
sunny days?
Wearing black during summer will
make you feel hot.
Encourage the pupils to make a
journal about what they have
learned on the effect of the
GUIDED QUESTIONS:
Which among the following plastic
cups have light colored sheets? Have
dark colored sheets?
What is the temperature of plastic
each cup? Red sheet ___, Blue sheet
___, Green sheet ___, Yellow sheet
___
What can you say a bout the
temperature of the cups
with red and yellow sheets?
Describe the temperature of the
cups with blue and green sheets.
Which cups absorbs more energy
which is heat?Which absorbs less
energy?
Group presentation of outputs.
Leaders of each group will report
their works to the class.
Key Question:
How does black colored object
affects its ability to absorb heat?
Class Interaction
What do you think would likely to
happen if you wear black clothes on
sunny days?
Wearing black during summer will
make you feel hot.
Encourage the pupils to make a
journal about what they have
learned on the effect of the
GUIDED QUESTIONS:
Which among the following plastic
cups have light colored sheets?
Have dark colored sheets?
What is the temperature of plastic
each cup? Red sheet ___, Blue
sheet ___, Green sheet ___,
Yellow sheet ___
What can you say a bout the
temperature of the cups
with red and yellow sheets?
Describe the temperature of the
cups with blue and green sheets.
Which cups absorbs more energy
which is heat?Which absorbs less
energy?
Group presentation of outputs.
Leaders of each group will report
their works to the class.
Key Question:
How does black colored object
affects its ability to absorb heat?
Class Interaction
What do you think would likely to
happen if you wear black clothes
on
sunny days?
Wearing black during summer will
make you feel hot.
Encourage the pupils to make a
journal about what they have
learned on the effect of the

1. frying a pancake-
2. transfer through solids-
3. observed in a circular movement-
4. occurs with fluids
5.A spoon in a cup of hot coffee-
1. frying a pancake-
2. transfer through solids-
3. observed in a circular movement-
4. occurs with fluids
5.A spoon in a cup of hot coffee-
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
absorption of heat on black
objects.
I have learned that
_____________________
I realized
that__________________

J. Additional activities for application Draw an example of heat transfer Draw an example of heat transfer Try to arrange your clothes in your Try to arrange your clothes in your Try to arrange your clothes in your
or remediation through convection. through convection. own closet so it will be easy for you own closet so it will be easy for you own closet so it will be easy for
to pick which clothes to wear during to pick which clothes to wear during you to pick which clothes to wear
warm weather and what will you warm weather and what will you during warm weather and what
wear in cold days. wear in cold days. will you wear in cold days.

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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
 Teaching Dates and Time January 9 -13, 2017 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a
simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the
relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity
magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets and magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

C. Learning Competencies/Objectives The learners… The learners… The learners… The learners… The learners…
Write the LC code for each
propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community
CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3
II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
Circuits Circuits Circuits Circuits Circuits
Electromagnets Electromagnets Electromagnets Electromagnets Electromagnets

III. LEARNING RESOURCES

E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
Coronel, Carmelita C. et.al Exploring
and Protecting Our World ,
VibalPublishing House, Inc. 2005
Arcano, Evelyn E. et.al breaking
through Science, C&E Publishing,
Inc. 2015
Coronel, Carmelita C. et.al Exploring
and Protecting Our World ,
VibalPublishing House, Inc. 2005
Arcano, Evelyn E. et.al breaking
through Science, C&E Publishing,
Inc. 2015
Coronel, Carmelita C. et.al Exploring
and Protecting Our World ,
VibalPublishing House, Inc. 2005
Arcano, Evelyn E. et.al breaking
through Science, C&E Publishing,
Inc. 2015
Coronel, Carmelita C. et.al Exploring
and Protecting Our World ,
VibalPublishing House, Inc. 2005
Arcano, Evelyn E. et.al breaking
through Science, C&E Publishing,
Inc. 2015
Coronel, Carmelita C. et.al
Exploring and Protecting Our
World ,
VibalPublishing House, Inc. 2005
Arcano, Evelyn E. et.al breaking
through Science, C&E Publishing,
Inc. 2015
 4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Present a video clip about color
wheel, light colors and dark colors.
Ask the pupils if their roofs are
painted of what color.
Have a short interaction regarding
their answers.
Infer how dark and colored objects
affect the ability to absorb heat
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
ACTIVITY NO. 1 “HOT WATER”
YOU WILL NEED:
4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through clear
colored sheets (red, yellow, blue,
green)
PROCEDURE:
Pour same amount of water on each
of the plastic cup. (used 100ml.
for each)
Cover each cup with cellophane or
clear colored sheet. Tape it.
Leave your container under lamp for
10 minutes. Make sure to start at
the same temperature.
After ten minutes, insert the
thermometers on each plastic cups.
Observe and record the results of
the experiment on the given table.
Present a video clip about color
wheel, light colors and dark colors.
Ask the pupils if their roofs are
painted of what color.
Have a short interaction regarding
their answers.
Infer how dark and colored objects
affect the ability to absorb heat
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
ACTIVITY NO. 1 “HOT WATER”
YOU WILL NEED:
4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through clear
colored sheets (red, yellow, blue,
green)
PROCEDURE:
Pour same amount of water on each
of the plastic cup. (used 100ml.
for each)
Cover each cup with cellophane or
clear colored sheet. Tape it.
Leave your container under lamp for
10 minutes. Make sure to start at
the same temperature.
After ten minutes, insert the
thermometers on each plastic cups.
Observe and record the results of
the experiment on the given table.
1. Looking at the box, can you guess
what is inside it?
2. What if we will flash
the light on the box, can
you now identify the
thing inside it?
Relate the ability of the material to
block, absorb or transmit light to its
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
1. Divide the class into three groups.
2. Distribute the materials/activity
sheets containing instruction to the
pupils. (Note: cover the box with the
aluminum foil, plywood, cardboard)
3. Give routine instruction (Ex. Do
not play while doing the activity)
4. Guide the pupils as they perform
the task (Note: flash the light on the
cover of the box)
5. After the specified time, allow
each group to present their
observation.
1. Looking at the box, can you guess
what is inside it?
2. What if we will flash
the light on the box, can
you now identify the
thing inside it?
Relate the ability of the material to
block, absorb or transmit light to its
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
1. Divide the class into three groups.
2. Distribute the materials/activity
sheets containing instruction to the
pupils. (Note: cover the box with the
aluminum foil, plywood, cardboard)
3. Give routine instruction (Ex. Do
not play while doing the activity)
4. Guide the pupils as they perform
the task (Note: flash the light on the
cover of the box)
5. After the specified time, allow
each group to present their
observation.
1. Looking at the box, can you
guess what is inside it?
2. What if we will flash
the light on the box, can
you now identify the
thing inside it?
Relate the ability of the material
to block, absorb or transmit light
to its
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
1. Divide the class into three
groups.
2. Distribute the materials/activity
sheets containing instruction to
the pupils. (Note: cover the box
with the aluminum foil, plywood,
cardboard)
3. Give routine instruction (Ex. Do
not play while doing the activity)
4. Guide the pupils as they
perform the task (Note: flash the
light on the cover of the box)
5. After the specified time, allow
each group to present their
observation.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
Which among the following plastic
cups have light-colored
sheets? Have dark colored sheets?
What is the temperature of plastic
each cup? Red sheet ___, Blue sheet
___, Green sheet ___, Yellow sheet
___
What can you say about the
temperature of the cups with red
and yellow sheets?
Describe the temperature of the
cups with blue and green sheets.
Which cups absorbs more energy
which is heat?
Group presentation of outputs.
Leaders of each group will report
their works to the class.
Key Question:
How does dark colored object
affects its ability to absorb heat?
Class Interaction
What do you think would likely to
happen if you wear dark clothes on
sunny days?
Encourage the pupils to make a
journal about what they have
learned on the effect of the
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
Encourage the pupils to make a
journal about what they have
learned on the effect of the
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
What hat/cap would you prefer to
Which among the following plastic
cups have light-colored
sheets? Have dark colored sheets?
What is the temperature of plastic
each cup? Red sheet ___, Blue sheet
___, Green sheet ___, Yellow sheet
___
What can you say about the
temperature of the cups with red
and yellow sheets?
Describe the temperature of the
cups with blue and green sheets.
Which cups absorbs more energy
which is heat?
Group presentation of outputs.
Leaders of each group will report
their works to the class.
Key Question:
How does dark colored object
affects its ability to absorb heat?
Class Interaction
What do you think would likely to
happen if you wear dark clothes on
sunny days?
Encourage the pupils to make a
journal about what they have
learned on the effect of the
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
Encourage the pupils to make a
journal about what they have
learned on the effect of the
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
What hat/cap would you prefer to
Identify the materials you used.
Have you seen the materials inside
the box? (No) Why? (it is covered)
Does the light pass through the
cover? (No)
* Group presentation of outputs.
* Process the responses given by
the pupils during the activity.
Group presentation of outputs.
Most materials are opaque just like
the one we used in the activity the
aluminum foil. Opaque materials do
not allow light to pass through them.
Light that strikes these materials is
either reflected or absorbed and
converted to heat. Materials such
as aluminium foils you used in the
activity, the concrete walls, the
cardboard and the plywood are all
opaque to visible light.
Check the materials that are opaque.
_____1. Wood
_____2. Thin paper
_____3. Iron
_____4. Cloth
_____5. Mirrors used at home.
List 5 materials you have at home
Identify the materials you used.
Have you seen the materials inside
the box? (No) Why? (it is covered)
Does the light pass through the
cover? (No)
* Group presentation of outputs.
* Process the responses given by
the pupils during the activity.
Group presentation of outputs.
Most materials are opaque just like
the one we used in the activity the
aluminum foil. Opaque materials do
not allow light to pass through them.
Light that strikes these materials is
either reflected or absorbed and
converted to heat. Materials such
as aluminium foils you used in the
activity, the concrete walls, the
cardboard and the plywood are all
opaque to visible light.
Check the materials that are opaque.
_____1. Wood
_____2. Thin paper
_____3. Iron
_____4. Cloth
_____5. Mirrors used at home.
List 5 materials you have at home
Identify the materials you used.
Have you seen the materials
inside the box? (No) Why? (it is
covered)
Does the light pass through the
cover? (No)
* Group presentation of outputs.
* Process the responses given by
the pupils during the activity.
Group presentation of outputs.
Most materials are opaque just
like the one we used in the
activity the aluminum foil. Opaque
materials do not allow light to
pass through them. Light that
strikes these materials is either
reflected or absorbed and
converted to heat. Materials
such as aluminium foils you used
in the activity, the concrete walls,
the cardboard and the plywood
are all opaque to visible light.
Check the materials that are
opaque.
_____1. Wood
_____2. Thin paper
_____3. Iron
_____4. Cloth
_____5. Mirrors used at home.
List 5 materials you have at home
 or remediation use when it’s hot outside? The dark use when it’s hot outside? The dark that are OPAQUE. that are OPAQUE. that are OPAQUE.
colored hat/cap or the light ones? colored hat/cap or the light ones?
Why? Why?

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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 16-20, 2017 Quarter
 Monday Tuesday Wednesday
I. OBJECTIVES Describe how igneous, sedimentary and metamorphic rocks are formed
A. Content Standards demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to
soil erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
III. LEARNING RESOURCES
E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Science & Health 5 – SD – 1999 –
pages 217
Thursday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Science & Health 5 – SD – 1999 –
pages 217
Friday
demonstrates understanding of
 weathering, soil erosion and
other processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to
soil erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment
and on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Science & Health 5 – SD – 1999 –
pages 217

4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
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
Science for Life – The Library – 2010
– pages 247
Name the three (3) kinds of rocks.
Describe each kind.
Describe how igneous, sedimentary
and metamorphic rocks are formed
On your way to school, you see
rocks on the ground. Describe each
rock that you find.
Exploration
What you need: candle,
match,sugar,tin can, card board.
What to do:
1. Light a Candle.
2.Observe the drippings flowing
down its side.
● What happens to the drippings
after some time?
● What caused the melted drippings
was to harden?
● How do you describe the texture
of the hardened wax?
1. Heat the teaspoon of sugar on a
tin lid.
2. Let the liquid material drop on a
piece of cardboard.
3. Let it stand for a few minutes.
● What happens to the liquid after
some time?
Science for Life – The Library – 2010
– pages 247
How are igneous, sedimentary and
metamorphic rocks formed?
Identify the uses of rocks
Look at our big buildings, bridges
and roads. Of what are they made?
Form the words by rearranging the
letters to each set.
1. Needed by plants (OSLI)
2. Fuel (LIO and LAOC)
3.Houses and buildings
(NOITSTUCNOC)
Make a list of things used by people
that has metal on it.
Observe your house. What parts
were built with the use of rocks,
gravel or sand?
Observe your school building. What
parts were built with the use of
rocks, gravel and sand?
Science for Life – The Library – 2010
– pages 247
How are igneous, sedimentary and
metamorphic rocks formed?
Identify the uses of rocks
Look at our big buildings, bridges
and roads. Of what are they made?
Form the words by rearranging the
letters to each set.
3. Needed by plants (OSLI)
4. Fuel (LIO and LAOC)
3.Houses and buildings
(NOITSTUCNOC)
Make a list of things used by people
that has metal on it.
Observe your house. What parts
were built with the use of rocks,
gravel or sand?
Observe your school building. What
parts were built with the use of
rocks, gravel and sand?

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
● What happened to the candle
while it is lighted?
(It had droppings. It become liquid)
● What caused the change to liquid
or the droppings? (heat)
● What happens to the droppings
after some time? (They hardened.
They become solid)
● What caused the liquid wax to
hardened or to solidarity? (Cooling)
● How do you describe the texture
of the hardened wax? (It is smooth)
● In Activity B, what happened to
the sugar when it was heated?
(It turned to liquid)
● What happens to the liquid after
some time?
(It hardens or its solidifies)
● What caused the melted sugar to
harden or solidify? (cooling)
● How do you describe the texture
of its surface? (It is rough)
● In activity C, what causes some
rocks to melt? ( heating and
pressure)
● When magma cools, what are
formed? (Igneous rocks are formed)
● What is the effect of lava cooling
very fast?(crystals form – the rocks
are smooth)
● What is the effect of magma
cooling very slowly? (very
large,coarse-textured and large
crystals are formed)
How are igneous rocks formed?
What kind of rocks are found beside
a volcano?
Explain how igneous rocks are
formed through a used of a video
clip.
Write the correct answer?
Look at your teachers, classmates,
friends. What adornment do they
use?
● What words were formed from
the scrambled letters? (soil, oil and
coal construction, fossil, gems)
● Where do we use soil? (planting,
construction of houses, schools)
● Where do we use soil and coal?
( fuel in factories and big companies)
● Where do we have construction?
(houses, building, roads, bridges)
● Where do we use fossils? (to study
life of long ago)
● Where do we use gems? ( for a
dormant)
● Where do we get all of these ?
(from rocks)
● Where parts of your house used
rocks, gravel and sand? (walls, floor,
toiler, bathroom, fence, floor)
● What part of your school make
use of sand, gravel rocks? (walls,
floor, toilets, bathroom, fence, floor)
● What a dornment do your
teachers and classmates have?
(sapphire, opal, ruby,
amethyst,jade,turquoise, emerald)
● where do all of these come from?
(rocks)
What are the uses of rocks?
Describe the use of rocks?
Write the correct answer.
Look at your teachers, classmates,
friends. What adornment do they
use?
● What words were formed from
the scrambled letters? (soil, oil and
coal construction, fossil, gems)
● Where do we use soil? (planting,
construction of houses, schools)
● Where do we use soil and coal?
( fuel in factories and big
companies)
● Where do we have construction?
(houses, building, roads, bridges)
● Where do we use fossils? (to
study life of long ago)
● Where do we use gems? ( for a
dormant)
● Where do we get all of these ?
(from rocks)
● Where parts of your house used
rocks, gravel and sand? (walls,
floor, toiler, bathroom, fence, floor)
● What part of your school make
use of sand, gravel rocks? (walls,
floor, toilets, bathroom, fence,
floor)
● What a dornment do your
teachers and classmates have?
(sapphire, opal, ruby,
amethyst,jade,turquoise, emerald)
● where do all of these come from?
(rocks)
What are the uses of rocks?
Describe the use of rocks?
Write the correct answer.
 1.Where is magma formed?
2.When are igneous rocks formed?
3.What best describes rocks formed
from lava?
1.What makes important on the
study of life?
2.Which is the raw materials drilled
from porous rocks?
3.Which materials found in rocks can
be classified as fossils?
1.What makes important on the
study of life?
2.Which is the raw materials drilled
from porous rocks?
3.Which materials found in rocks
can be classified as fossils?

J. Additional activities for application Find an igneous rock and look into it How can you use rocks properly? How can you use rocks properly?
or remediation closely. Describe .

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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

 DAILY LESSON LOG Teacher
Teaching Dates and Time January 23-27, 2017
Monday
I. OBJECTIVES Demonstrate how certain factors affect the amount of soil carried away
A. Content Standards demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
III. LEARNING RESOURCES
E. References
Tuesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Learning Areas
Wednesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Quarter
Thursday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Friday
demonstrates understanding of
 weathering, soil erosion and
other processes that shape the
land
 how these affect living things
and the environment, and
 ways to reduce risks to health
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment
and on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of
soil erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
 1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Into the Future 5
Which are the natural causes of soil
erosion? How does each cause soil
erosion?
Demonstrate how certain factors
affect the amount of soil carried
away
On rainy days, how does water flow
from the sides of the mountains?
(Very fast)
How does water flow on the flat
land? ( not so fast as the sides of the
mountain)
What might be the effect of the
steep slope of the flat land on the
soil erosion? (A flat land causes less
soil erosion)
What you need:
three pans with soil, water
What to do : Get three pans with soil
Label the pans A, B, C
Set pan A flat on the floor
Set pan C in an inclined position
higher than B by putting 2 blocks
under.
Slowly pour water into each pan.
The height from which the water is
released should be the same.
Into the Future 5
Which are the natural causes of soil
erosion? How does each cause soil
erosion?
Demonstrate how certain factors
affect the amount of soil carried
away
On rainy days, how does water flow
from the sides of the mountains?
(Very fast)
How does water flow on the flat
land? ( not so fast as the sides of the
mountain)
What might be the effect of the
steep slope of the flat land on the
soil erosion? (A flat land causes less
soil erosion)
What you need:
three pans with soil, water
What to do : Get three pans with soil
Label the pans A, B, C
Set pan A flat on the floor
Set pan C in an inclined position
higher than B by putting 2 blocks
under.
Slowly pour water into each pan.
The height from which the water is
released should be the same.
Into the Future 5
Which are the natural causes of soil
erosion? How does each cause soil
erosion?
Demonstrate how certain factors
affect the amount of soil carried
away
On rainy days, how does water flow
from the sides of the mountains?
(Very fast)
How does water flow on the flat
land? ( not so fast as the sides of the
mountain)
What might be the effect of the
steep slope of the flat land on the
soil erosion? (A flat land causes less
soil erosion)
What you need:
three pans with soil, water
What to do : Get three pans with soil
Label the pans A, B, C
Set pan A flat on the floor
Set pan C in an inclined position
higher than B by putting 2 blocks
under.
Slowly pour water into each pan.
The height from which the water is
released should be the same.
Into the Future 5
Name the factors that may affect the
amount of soil carried away by
flowing water. (slope of land,
strength and volume of running
water, presence of cover crops,
dryness and size of soil particles)
Demonstrate how each factor
affects the amount of soil carried
away by flowing water.)
Describe the effects of soil erosion
on the shape of land, condition of
soil, condition of water, plants,
animals and people.
After the flood how does the soil
look? (It is muddy) What other
changes will you see on the soil?
(There are mud holes) Why do you
think these changes happen on the
soil? (Because of the flowing water)
The soil has no plant cover.
What you need:
a big mound of pebbles, stones, and
soil
a big can filled with water
a big basin
What to do:
Build a mountain of pebbles, stones
and soil in the big basin.
Press the slopes of the mountain so
that it will be compressed.
Into the Future 5
Name the factors that may affect
the amount of soil carried away
by flowing water. (slope of land,
strength and volume of running
water, presence of cover crops,
dryness and size of soil particles)
Demonstrate how each factor
affects the amount of soil carried
away by flowing water.)
Describe the effects of soil erosion
on the shape of land, condition of
soil, condition of water, plants,
animals and people.
After the flood how does the soil
look? (It is muddy) What other
changes will you see on the soil?
(There are mud holes) Why do
you think these changes happen
on the soil? (Because of the
flowing water) The soil has no
plant cover.
What you need:
a big mound of pebbles, stones,
and soil
a big can filled with water
a big basin
What to do:
Build a mountain of pebbles,
stones and soil in the big basin.
Press the slopes of the mountain
so that it will be compressed.

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Observe what happens:
What happened in pan A when the
water was poured in it?
Did the soil flow with the water?
Why?
What happened in pan B when the
water was poured in it? Why?
What happened in pan C when the
water was poured in it? Why?
Describe the position of the Pan in
A? (It is flat)
When you poured water on the pan,
what was the rate of the flow of
water?
( It did not flow)
Why? (It is flat)
Describe the position of the pan in B.
(It is slanted).
When you poured water on the pan,
what was the rate of the flow of
water? (slow)
How much soil was carried by the
water? (small amount of soil)
Describe the position of pan C? (It is
more slanted than B)
When you poured water on the pan,
what was the rate of the flow of
water? (fast)
How much soil was carried by the
water? (more soil was carried by the
water.)
Which of the set-ups carried more
soil? (set-up C)
Why was more soil carried by water
Observe what happens:
What happened in pan A when the
water was poured in it?
Did the soil flow with the water?
Why?
What happened in pan B when the
water was poured in it? Why?
What happened in pan C when the
water was poured in it? Why?
Describe the position of the Pan in
A? (It is flat)
When you poured water on the pan,
what was the rate of the flow of
water?
( It did not flow)
Why? (It is flat)
Describe the position of the pan in B.
(It is slanted).
When you poured water on the pan,
what was the rate of the flow of
water? (slow)
How much soil was carried by the
water? (small amount of soil)
Describe the position of pan C? (It is
more slanted than B)
When you poured water on the pan,
what was the rate of the flow of
water? (fast)
How much soil was carried by the
water? (more soil was carried by the
water.)
Which of the set-ups carried more
soil? (set-up C)
Why was more soil carried by water
Observe what happens:
What happened in pan A when the
water was poured in it?
Did the soil flow with the water?
Why?
What happened in pan B when the
water was poured in it? Why?
What happened in pan C when the
water was poured in it? Why?
Describe the position of the Pan in
A? (It is flat)
When you poured water on the pan,
what was the rate of the flow of
water?
( It did not flow)
Why? (It is flat)
Describe the position of the pan in B.
(It is slanted).
When you poured water on the pan,
what was the rate of the flow of
water? (slow)
How much soil was carried by the
water? (small amount of soil)
Describe the position of pan C? (It is
more slanted than B)
When you poured water on the pan,
what was the rate of the flow of
water? (fast)
How much soil was carried by the
water? (more soil was carried by the
water.)
Which of the set-ups carried more
soil? (set-up C)
Why was more soil carried by water
Pour water continuously on top of
the mountain
Observe what happens
B. Make another mound using the
same materials.
Switch on the electric fan at low
speed.
Observe what happens:
Describe the mound
This time, switch on the electric fan
at a fast speed.
Observe what happens.
What happened when wind at fast
speed blow at the mound?
Describe the mound now.
It is the same as before?
Describe the mound. (It is steep, It
has a slope, It is high, It is one shape)
What does the mound have?
(Pebbles, stones, soil)
What happened when water is
poured on top of the water? (the soil
is carried away by the flowing
water.)
Did the shape of the mound remain
the same? (No)
Why? (the flowing water carried the
soil away)
What is its shape now? (it became
smaller, it became flat)
In activity 2, describe the mound.
(The mound is steep. It has a slope.
It is a high land.)
What happened when the wind blew
at a low speed? (The wind carried
with the small amount of soil.)
What will happen when the wind
blew at a high speed? (The wind
carried great amount of soil.)
Did its shape remain the shape? (No)
Pour water continuously on top of
the mountain
Observe what happens
B. Make another mound using the
same materials.
Switch on the electric fan at low
speed.
Observe what happens:
Describe the mound
This time, switch on the electric
fan at a fast speed.
Observe what happens.
What happened when wind at fast
speed blow at the mound?
Describe the mound now.
It is the same as before?
Describe the mound. (It is steep, It
has a slope, It is high, It is one
shape)
What does the mound have?
(Pebbles, stones, soil)
What happened when water is
poured on top of the water? (the
soil is carried away by the flowing
water.)
Did the shape of the mound
remain the same? (No)
Why? (the flowing water carried
the soil away)
What is its shape now? (it became
smaller, it became flat)
In activity 2, describe the mound.
(The mound is steep. It has a
slope. It is a high land.)
What happened when the wind
blew at a low speed? (The wind
carried with the small amount of
soil.)
What will happen when the wind
blew at a high speed? (The wind
 in this set-up? (The soil was more
slanted.)
In which slope was more soil carried
by the water? (The steeper slope)
Which set-up had a steeper slope?
(Set-up C)
in this set-up? (The soil was more
slanted.)
In which slope was more soil carried
by the water? (The steeper slope)
Which set-up had a steeper slope?
(Set-up C)
in this set-up? (The soil was more
slanted.)
In which slope was more soil carried
by the water? (The steeper slope)
Which set-up had a steeper slope?
(Set-up C)
Why? (The wind carried the soil with
it.)
Describe its shape now? (It is a low
land. It is a flat land.)
carried great amount of soil.)
Did its shape remain the shape?
(No)
Why? (The wind carried the soil
with it.)
Describe its shape now? (It is a
low land. It is a flat land.)

G. Finding practical applications of
concepts and skills in daily living
What affects the amount of soil
carried by the flowing water? (The
slope of land)
Describe it, (The steeper the slope of
the land, the more soil is carried
away by running water.)
What affects the amount of soil
carried by the flowing water? (The
slope of land)
Describe it, (The steeper the slope of
the land, the more soil is carried
away by running water.)
What affects the amount of soil
carried by the flowing water? (The
slope of land)
Describe it, (The steeper the slope of
the land, the more soil is carried
away by running water.)
What affected the change in shape
of the soil? (The flowing water and
blowing wind affected the change in
shape of the soil. Erosion affected
the change in shape of the land.)
If you have a bare land at home
what must you do? (Cover it with
crops/plants)
What affected the change in
shape of the soil? (The flowing
water and blowing wind affected
the change in shape of the soil.
Erosion affected the change in
shape of the land.)
If you have a bare land at home
what must you do? (Cover it with
crops/plants)

H. Making generalizations and What is soil erosion? What is soil erosion? What is soil erosion? How does erosion takes place? What How does erosion takes place?
abstractions about the lesson are the effects of erosion? What are the effects of erosion?
I. Evaluating learning Show how slope of land affect soil Show how slope of land affect soil Show how slope of land affect soil What changes on the shape of land What changes on the shape of
erosion. erosion. erosion. are affected by wind and water? land are affected by wind and
water?

J. Additional activities for application Observe your ground at home. Are Observe your ground at home. Are Observe your ground at home. Are Look into your locality and find out if Look into your locality and find
or remediation there slopes? What will you do? there slopes? What will you do? there slopes? What will you do? there is a certain place which was out if there is a certain place
Why? Why? Why? changed in place. which was changed in place.
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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 30- February 3, 2017 Quarter
 Monday
I. OBJECTIVES Demonstrate how people and plants prevent soil erosion.
A. Content Standards demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
III. LEARNING RESOURCES
E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Into the Future 5
Tuesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
Wednesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
Thursday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
Friday
demonstrates understanding of
 weathering, soil erosion and
other processes that shape the
land
 how these affect living things
and the environment, and
 ways to reduce risks to health
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment
and on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of
soil erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
 4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Describe the effects of soil erosion
on the shape of the land, condition
of the soil, condition of water and on
plants, animals and people.
(Soil erosion changes the shape of
land. Soil erosion makes the land dry
and infertile. Soil erosion makes the
body of water shallow and polluted.
Plants cannot grow well on dry soil,
animals have nothing to eat and
people cannot plant on infertile
lands.)
Describe the effects of soil erosion What are the uses of rocks? What is What are the uses of rocks? What is What are the uses of rocks? What
on the shape of the land, condition the importance of rocks? the importance of rocks? is the importance of rocks?
of the soil, condition of water and on
plants, animals and people.
(Soil erosion changes the shape of
land. Soil erosion makes the land dry
and infertile. Soil erosion makes the
body of water shallow and polluted.
Plants cannot grow well on dry soil,
animals have nothing to eat and
people cannot plant on infertile
lands.)

B. Establishing a purpose for the Demonstrate how people and plants Demonstrate how people and plants Identify the agents of weathering. Identify the agents of weathering.
lesson prevent soil erosion. prevent soil erosion.

C. Presenting examples/instances of You have experienced the effects of
the new lesson soil erosion. What have you done to
avoid it?
What might have happened if you
did not do something to avoid it?
What must you do to prevent soil
erosion?
You have experienced the effects of On your way to school, do you see On your way to school, do you see On your way to school, do you see
soil erosion. What have you done to stones on the ground? Where do stones on the ground? Where do stones on the ground? Where do
avoid it? you think those stones come from? you think those stones come from? you think those stones come
What might have happened if you from?
did not do something to avoid it?
What must you do to prevent soil
erosion?

D. Discussing new concepts and -ACTIVITY- -ACTIVITY- -ACTIVITY- -ACTIVITY- -ACTIVITY-

practicing new skills #1

E. Discussing new concepts and -ACTIVITY- -ACTIVITY- -ACTIVITY- -ACTIVITY- -ACTIVITY-

practicing new skills #2

F. Developing mastery
(Leads to Formative Assessment 3)
What words were you able to form
in Activity I?
What big heading will you give to
the words?
In Activity 2, what does each picture
shows?
What words were you able to form
in Activity I?
What big heading will you give to
the words?
In Activity 2, what does each picture
shows?
What happened to the rocks when
you poured boiling water in it?
What caused it to break?
What happened to the two soft
rocks when rub together?
What happened to the pebbles and
What happened to the rocks when
you poured boiling water in it?
What caused it to break?
What happened to the two soft
rocks when rub together?
What happened to the pebbles and
What happened to the rocks
when you poured boiling water in
it?
What caused it to break?
What happened to the two soft
rocks when rub together?

G. Finding practical applications of
concepts and skills in daily living
You live on a mountain. What will
you do so that the slopes will not be
eroded?
You live on a mountain. What will
you do so that the slopes will not be
eroded?
sand?
What happened to the rocks in all
the activities?
What force broke the rock in A
_____ B ______ C ______ D
_____ and E_____?
What do you call the process of
breaking rocks?
Where should we plant our trees
and other crops?
sand?
What happened to the rocks in all
the activities?
What force broke the rock in A
_____ B ______ C ______ D
_____ and E_____?
What do you call the process of
breaking rocks?
Where should we plant our trees
and other crops?
What happened to the pebbles
and sand?
What happened to the rocks in all
the activities?
What force broke the rock in A
_____ B ______ C ______ D
_____ and E_____?
What do you call the process of
breaking rocks?
Where should we plant our trees
and other crops?

H. Making generalizations and What are the ways of preventing soil What are the ways of preventing soil What are the agents of weathering? What are the agents of weathering? What are the agents of
abstractions about the lesson erosion? erosion? weathering?

I. Evaluating learning Demonstrate the different ways of Demonstrate the different ways of Answer the following: Answer the following: Answer the following:
preventing soil erosion. preventing soil erosion. 1.What is the process by which rocks 1.What is the process by which rocks 1.What is the process by which
are broken down into smaller are broken down into smaller rocks are broken down into
pieces? pieces? smaller pieces?

2. Which of the following activities 2. Which of the following activities 2. Which of the following activities
of human beings will contribute to of human beings will contribute to of human beings will contribute to
the breakdown of rocks? the breakdown of rocks? the breakdown of rocks?

J. Additional activities for application Select one of the ways of preventing Select one of the ways of preventing What are the causes of weathering? What are the causes of weathering? What are the causes of
or remediation soil erosion and role play it. soil erosion and role play it. weathering?

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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time February 6 -10, 2017 Quarter
 Monday
I. OBJECTIVES Demonstrate how people and plants prevent soil erosion.
A. Content Standards demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Into the Future 5
Tuesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
Wednesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
Thursday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
Friday
demonstrates understanding of
 weathering, soil erosion and
other processes that shape the
land
 how these affect living things
and the environment, and
 ways to reduce risks to health
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment
and on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of
soil erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
 4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What is weathering? What is weathering? What is weathering? What is weathering? What is weathering?
presenting the new lesson What are the different factors that What are the different factors that What are the different factors that What are the different factors that What are the different factors
break rocks? break rocks? break rocks? break rocks? that break rocks?

B. Establishing a purpose for the Identify the agents of weathering. Identify the agents of weathering. Identify the agents of weathering. Identify the agents of weathering. Identify the agents of weathering.
lesson

C. Presenting examples/instances of Have you seen trees growing in your Have you seen trees growing in your Have you seen trees growing in your Have you seen trees growing in your Have you seen trees growing in
the new lesson garden? What do the roots do to the garden? What do the roots do to the garden? What do the roots do to the garden? What do the roots do to the your garden? What do the roots
cemented part and to the fence? cemented part and to the fence? cemented part and to the fence? cemented part and to the fence? do to the cemented part and to
the fence?

D. Discussing new concepts and
practicing new skills #1
What you need: pieces of rocks,
hammer, water and piece of cloth
What to do:
Recall the time when you saw a
crack when boiling water was
poured into it.What could have
caused the rock to break?
Get two soft rocks. Rub them
together and observe.
What you need: pieces of rocks,
hammer, water and piece of cloth
What to do:
Recall the time when you saw a
crack when boiling water was
poured into it.What could have
caused the rock to break?
Get two soft rocks. Rub them
together and observe.
What you need: Pictures of forces
that cause weathering.
What to do:
Study the pictures. Identify what
force is shown in the picture. Tell
what will happen in the picture with
the force identified. Match the
inference from below with the
picture.
What you need: Pictures of forces
that cause weathering.
What to do:
Study the pictures. Identify what
force is shown in the picture. Tell
what will happen in the picture with
the force identified. Match the
inference from below with the
picture.
What you need: Pictures of forces
that cause weathering.
What to do:
Study the pictures. Identify what
force is shown in the picture. Tell
what will happen in the picture
with the force identified. Match
the inference from below with the
picture.

What could have caused the rocks to What could have caused the rocks to
break? break?

Wrap a piece of rock in a piece of Wrap a piece of rock in a piece of

cloth. Pound the rock with hammer. cloth. Pound the rock with hammer.

What happened to the rocks? What happened to the rocks?

Look for the plants growing on Look for the plants growing on
rocks. rocks.

As the rocks grow, what will happen As the rocks grow, what will happen
to the rocks? to the rocks?

Throw a basin of water on the Throw a basin of water on the

ground. ground.
 Are the pebbles and sand carried by Are the pebbles and sand carried by
water? water?

What happened to the rocks in all What happened to the rocks in all
the activities? the activities?

What force broke the rock in A What force broke the rock in A
_____ B ______ C ______ D _____ B ______ C ______ D
_____ and E_____? _____ and E_____?

What are the different forces that What are the different forces that
caused rocks to break? caused rocks to break?

What do you call the process when What do you call the process when
rocks break? rocks break?

E. Discussing new concepts and What happened to the rocks when What happened to the rocks when What does picture A Show? What What does picture A Show? What What does picture A Show? What
practicing new skills #2 you poured boiling water in it? you poured boiling water in it? force caused weathering? (water) force caused weathering? (water) force caused weathering? (water)

What caused it to break?
What happened to the two soft
rocks when rub together?
What happened to the pebbles and
sand?
What happened to the rocks in all
the activities?
What force broke the rock in A
_____ B ______ C ______ D
_____ and E_____?
What caused it to break?
What happened to the two soft
rocks when rub together?
What happened to the pebbles and
sand?
What happened to the rocks in all
the activities?
What force broke the rock in A
_____ B ______ C ______ D
_____ and E_____?
(Sea water dissolves minerals from
rocks and causing the rocks to break,
the more acidic the water is, the
better it dissolves the rock)
In picture B, What force caused
weathering of rocks? (plants)
(Roots of plants may find their way
to crack, as the roots grow bigger,
the cracks become wider. A rock
finally split and breaks apart.)
(Sea water dissolves minerals from
rocks and causing the rocks to break,
the more acidic the water is, the
better it dissolves the rock)
In picture B, What force caused
weathering of rocks? (plants)
(Roots of plants may find their way
to crack, as the roots grow bigger,
the cracks become wider. A rock
finally split and breaks apart.)
(Sea water dissolves minerals
from rocks and causing the rocks
to break, the more acidic the
water is, the better it dissolves the
rock)
In picture B, What force caused
weathering of rocks? (plants)
(Roots of plants may find their
way to crack, as the roots grow
bigger, the cracks become wider.
A rock finally split and breaks
apart.)

What do you call the process of What do you call the process of
breaking rocks? breaking rocks?

F. Developing mastery
(Leads to Formative Assessment 3)
What are the agents of weathering?
What are the agents of weathering?
Man level rocky hills with bulldozers
and other big machines. He cuts rock
from quarries to be used for
constructing homes, buildings and
fences.
Man level rocky hills with bulldozers
and other big machines. He cuts rock
from quarries to be used for
constructing homes, buildings and
fences.
Man level rocky hills with
bulldozers and other big
machines. He cuts rock from
quarries to be used for
constructing homes, buildings and
fences.
G. Finding practical applications of Where should we plant our trees Where should we plant our trees What force caused the weathering What force caused the weathering What force caused the weathering
concepts and skills in daily living and other crops? and other crops? of rocks? of rocks? of rocks?

H. Making generalizations and Identify the agents of weathering. Identify the agents of weathering. There are different force that affects There are different force that affects There are different force that
abstractions about the lesson weathering. weathering. affects weathering.
I. Evaluating learning Answer the following: Answer the following: Complete the map of the cause of Complete the map of the cause of Complete the map of the cause of
What is the process by which rocks What is the process by which rocks weathering. weathering. weathering.
are broken down into smaller are broken down into smaller
pieces? pieces?

Which of the following activities of Which of the following activities of

human beings will contribute to the human beings will contribute to the
breakdown of rocks? breakdown of rocks?

J. Additional activities for application What are the causes of weathering? What are the causes of weathering? Make a research on the forces that Make a research on the forces that Make a research on the forces
or remediation cause weathering. cause weathering. that cause weathering.

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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time February 13 – 17, 2017 Quarter
 Monday
I. OBJECTIVES Describe how rocks turn into soil.
A. Content Standards demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
Tuesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
Wednesday
demonstrates understanding of
 weather disturbances such as
storm and typhoons
 how to cope with, reduce, and
adapt to their effects
shows emergency preparedness
before, during, and after a typhoon.
 describes the effects of a typhoon
on the community.
 describes the changes in the
weather before, during and after a
typhoon.
 determines wind direction using a
wind vane.
 relates the occurrence of a
typhoon to wind strength and
rainfall
 explains the meaning of storm
warning signals.
 prepares an emergency kit to be
used at home.
 makes an emergency plan with
your family in preparation for
typhoons.
Thursday
demonstrates understanding of
 weather disturbances such as
storm and typhoons
 how to cope with, reduce, and
adapt to their effects
shows emergency preparedness
before, during, and after a typhoon.
 describes the effects of a typhoon
on the community.
 describes the changes in the
weather before, during and after a
typhoon.
 determines wind direction using a
wind vane.
 relates the occurrence of a
typhoon to wind strength and
rainfall
 explains the meaning of storm
warning signals.
 prepares an emergency kit to be
used at home.
 makes an emergency plan with
your family in preparation for
typhoons.
Friday
demonstrates understanding of
 weather disturbances such as
storm and typhoons
 how to cope with, reduce, and
adapt to their effects
shows emergency preparedness
before, during, and after a
typhoon.
 describes the effects of a
typhoon on the community.
 describes the changes in the
weather before, during and after
a typhoon.
 determines wind direction using
a wind vane.
 relates the occurrence of a
typhoon to wind strength and
rainfall
 explains the meaning of storm
warning signals.
 prepares an emergency kit to be
used at home.
 makes an emergency plan with
your family in preparation for
typhoons.
 II. CONTENT  Weathering  Weathering
 Soil erosion  Soil erosion  Observations during a typhoon or  Observations during a typhoon or  Observations during a typhoon
 Other processes that shape the  Other processes that shape the storm storm or storm
land surface land surface  Development of typhoon or storm  Development of typhoon or storm  Development of typhoon or
 Storm signals and the Beaufort  Storm signals and the Beaufort storm
scale scale  Storm signals and the Beaufort
 Weather instruments  Weather instruments scale
 Changes in the environment  Changes in the environment  Weather instruments
before, during, and after a typhoon before, during, and after a typhoon  Changes in the environment
before, during, and after a
typhoon

III. LEARNING RESOURCES

E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Cyber Science 5.TM 2007 Cyber Science 5.TM 2007 Cyber Science 5.TM 2007 Cyber Science 5.TM 2007 Cyber Science 5.TM 2007
Cyber Science Worktext in Science Cyber Science Worktext in Science Cyber Science Worktext in Science Cyber Science Worktext in Science Cyber Science Worktext in Science
and Technology Revised Edition and Technology Revised Edition and Technology Revised Edition and Technology Revised Edition and Technology Revised Edition
2015 2015 2015 2015 2015

4. Additional Materials from

Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Explain how water, wind
temperature weather rocks.
and Explain how water, wind
temperature weather rocks.
and Do you think the unequal heating
and cooling of land and water affects
our environment?
What is the effect of unequal
heating and cooling of land and
water?
Do you think the unequal heating
and cooling of land and water affects
our environment?
What is the effect of unequal
heating and cooling of land and
water?
Do you think the unequal heating
and cooling of land and water
affects our environment?
What is the effect of unequal
heating and cooling of land and
water?

B. Establishing a purpose for the Describe how rocks turn into soil. Describe how rocks turn into soil. Identify the different types of Identify the different types of Identify the different types of
lesson weather disturbances weather disturbances weather disturbances

C. Presenting examples/instances of Have you ever wondered where soils Have you ever wondered where soils Divide the class into five groups Divide the class into five groups Divide the class into five groups
the new lesson come from? Where do you come from? Where do you Pupils will give the standards in Pupils will give the standards in Pupils will give the standards in
think soil come from? think soil come from? doing the activity. doing the activity. doing the activity.
Each group will answer the activity. Each group will answer the activity. Each group will answer the
activity.

D. Discussing new concepts and What you need: two pieces of What you need: two pieces of -ACTIVITY- -ACTIVITY- -ACTIVITY-
practicing new skills #1 medium sized stones and small basin medium sized stones and small basin

What to do: What to do:

1. Get the stones and basin. 1. Get the stones and basin.

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
2. Rub the stones together over the
basin
3. What happens?
What have you observed?
What was formed?
Where did it came from?
A. Infer that continuous
weathering of rocks lead to soil
formation by arranging the
following statements in their order.
-Rocks contain minerals. When
they break into small pieces,
minerals become part of soil.
-Soil also contains certain amount
of water, some minerals, and dead
plants and animals. Without these
things in soi, plants will not grow in
it.
-The forces that break down rocks
wear away rocks into tiny pieces.
-It takes thousands of years before
the rocks finally become soil.
-It is very long and very slows
process. This is because soil does
not only mean tiny bits of rocks.
How is soil formed?
How will you make your soil fertile?
How did you arrange the strips?
Which came first?
(The forces that break down rocks
wear away rocks into tiny pieces.)
Second
(It takes thousands of years
before the rocks finally become
soil)
Third
(It is a very long and very slow
process. This is because soil does
only mean tiny bits of rocks.)
2. Rub the stones together over the
basin
3. What happens?
What have you observed?
What was formed?
Where did it came from?
B. Infer that continuous -ACTIVITY- -ACTIVITY- -ACTIVITY-
weathering of rocks lead to soil
formation by arranging the
following statements in their order.
-Rocks contain minerals. When
they break into small pieces,
minerals become part of soil.
-Soil also contains certain amount
of water, some minerals, and dead
plants and animals. Without these
things in soi, plants will not grow in
it.
-The forces that break down rocks
wear away rocks into tiny pieces.
-It takes thousands of years before
the rocks finally become soil.
-It is very long and very slows
process. This is because soil does
not only mean tiny bits of rocks.
How is soil formed? 1. Ask a representative of each 1. Ask a representative of each 1. Ask a representative of each
group to share their answers and group to share their answers and group to share their answers and
results of their activities. results of their activities. results of their activities.
2. Ask: How did you feel about the 2. Ask: How did you feel about the 2. Ask: How did you feel about the
activity? activity? activity?
How will you make your soil fertile? Why is it necessary for us to know Why is it necessary for us to know Why is it necessary for us to know
the different types of weather the different types of weather the different types of weather
disturbances? disturbances? disturbances?
How did you arrange the strips? What are the different types of What are the different types of What are the different types of
Which came first? weather disturbances? weather disturbances? weather disturbances?
(The forces that break down rocks
wear away rocks into tiny pieces.) The different types of The different types of The different types of
Second weather disturbances are storm, weather disturbances are storm, weather disturbances are storm,
(It takes thousands of years thunderstorm, hurricane, tropical thunderstorm, hurricane, tropical thunderstorm, hurricane, tropical
before the rocks finally become cyclones, tornadoes). cyclones, tornadoes). cyclones, tornadoes).
soil)
Third
(It is a very long and very slow
process. This is because soil does
only mean tiny bits of rocks.)
 Fourth
(Soil contains certain amount of
water, some minerals and dead
plants and animals. Without these
things in soil, plants will not grow
in it.)
Fifth
(Rocks contain minerals. When
they break into small pieces,
minerals become part of the soil.)
If this process is continuously
done, what might happen? (Soil
will be formed)
I. Evaluating learning Infer how continuous weathering
of rocks lead to soil formation by
filling the blanks with correct word
or group of words.
1. The forces that break down
rocks wear away rocks into
______________
2. It takes ___________years
before the rocks become soil.
3. The soil was formed from
_________after many
thousand years.
J. Additional activities for application Make a research work further on
or remediation how soil is formed.
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?
Fourth
(Soil contains certain amount of
water, some minerals and dead
plants and animals. Without these
things in soil, plants will not grow
in it.)
Fifth
(Rocks contain minerals. When
they break into small pieces,
minerals become part of the soil.)
If this process is continuously
done, what might happen? (Soil
will be formed)
Infer how continuous weathering List down the different types of List down the different types of List down the different types of
of rocks lead to soil formation by weather disturbances. weather disturbances. weather disturbances.
filling the blanks with correct word
or group of words.
4. The forces that break down
rocks wear away rocks into
______________
5. It takes ___________years
before the rocks become soil.
6. The soil was formed from
_________after many
thousand years.
Make a research work further on Draw the different types of weather Draw the different types of weather Draw the different types of
how soil is formed. disturbances in your notebook. disturbances in your notebook. weather disturbances in your
notebook.
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?

GRADES 1 to 12 School Grade Level V

 DAILY LESSON LOG Teacher
Teaching Dates and Time February 20-24, 2017
Monday
I. OBJECTIVES Identify and describe the different kinds of cyclone
A. Content Standards demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
III. LEARNING RESOURCES
Tuesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Learning Areas Science
Wednesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Quarter First
Thursday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Friday
demonstrates understanding of
 weathering, soil erosion and
other processes that shape the
land
 how these affect living things
and the environment, and
 ways to reduce risks to health
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment
and on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of
soil erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
C. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Cyber Science 5.TM 2007 Cyber Science 5.TM 2007 Teacher’s Guide Developing Science Teacher’s Guide Developing Science Teacher’s Guide Developing
Cyber Science Worktext in Science Cyber Science Worktext in Science Concepts Concepts Through Learning Science Concepts Through
and Technology Revised Edition and Technology Revised Edition Through Activities- Science and Health 5 Learning Activities- Science and
2015 2015 Learning Activities- Science and Health 5
Health 5

4. Additional Materials from

Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What are the different types of have been your experiences during What are the different kinds of What are the different kinds of What are the different kinds of
presenting the new lesson weather disturbances that we have typhoons? cyclone? cyclone? cyclone?
studied yesterday? Do you listen to weather reports? What is the strongest? What is the strongest? What is the strongest?
How do you know that there is a
cyclone ?

B. Establishing a purpose for the Describe the different types of Identify and describe the different Describe the conditions in the Describe the conditions in the Describe the conditions in the
lesson weather disturbances. kinds of cyclone environment before, during and environment before, during and environment before, during and
after a typhoon after a typhoon after a typhoon

C. Presenting examples/instances of Look at this picture can you infer
the new lesson what type of weather disturbance it
is?
( The teacher shows different types
of weather disturbances and the
pupils will infer what type of
weather disturbance it is)
Divide the class into five groups.
Pupils will give the standards in
doing the activity
Have you experienced a typhoon?
What have you experienced as the
strongest?
What do you think are the
conditions in the environment
before, during and after a typhoon?
Have you experienced a typhoon?
What have you experienced as the
strongest?
What do you think are the
conditions in the environment
before, during and after a typhoon?
Have you experienced a typhoon?
What have you experienced as
the strongest?
What do you think are the
conditions in the environment
before, during and after a
typhoon?

Now children we will find out more

about the different types of weather
disturbances.

D. Discussing new concepts and
practicing new skills #1
Read directions and procedures.
Giving standards in doing group
activity
Grouping
Read the following weather report
and answer the questions below.
Tropical depression Bining is now
over Basco Batanes. At 11:00 a.m.
today, August 20 Bining was
estimated to have maximum winds
of 50 kph near the center. It
expected to move west northwest at
19 kph in the general direction of
Aurora Quezon.
 What is the name of the
Divide the class into five groups.
Pupils will give the standards in
doing the activity.
Look the pictures closely:
What kind of environment do you
see in each picture?
Write letter A if it is an environment
before the typhoon, B if it is during
the typhoon and C if it is after the
typhoon.
Divide the class into five groups.
Pupils will give the standards in
doing the activity.
Look the pictures closely:
What kind of environment do you
see in each picture?
Write letter A if it is an environment
before the typhoon, B if it is during
the typhoon and C if it is after the
typhoon.
Divide the class into five groups.
Pupils will give the standards in
doing the activity.
Look the pictures closely:
What kind of environment do you
see in each picture?
Write letter A if it is an
environment before the typhoon,
B if it is during the typhoon and C
if it is after the typhoon.
 tropical depression over
Basco Batanes?
 What is the maximum
wind speed of the tropical
depression?
 Do you think this is a
strong weather
disturbance?
 Why or Why not?

E. Discussing new concepts and Ask a representative of each group Classification and Description of Activity 2: Activity 2: Activity 2:
practicing new skills #2 to share their answer and results of Tropical Cyclones Each group will brainstorm on the Each group will brainstorm on the Each group will brainstorm on the
their activities. conditions of the environment conditions of the environment conditions of the environment
Kind has a
Ask: before, during and after a typhoon. before, during and after a typhoon. before, during and after a
Tropical maximum wind
How did you feel about the activity? 1. Conditions in the environment Conditions in the environment typhoon.
depression of less than 63
before, during and after a typhoon. before, during and after a typhoon. Conditions in the environment
Tropical Storm kph
2. before, during and after a
Typhoon has maximum
3. typhoon.
wind of 63 to

113 kph near

the center

has a

maximum wind

of greater that

118 kph

What is the maximum wind speed of

tropical depression?
What are the other tropical
cyclones?
What are their maximum wind
speed near the center?
How are tropical cyclone classified?

F. Developing mastery
(Leads to Formative Assessment 3)
How do you describe a tropical
cyclone?
(It is a big mass of wind and rain
whirling about a center of low
pressure area called the “eye” in a
counter clockwise direction). What
can thunderstorm produced?
(Thunderstorm produc ed thunder
and lightning).
Reporting by group
How did you feel about the activity?
Reporting by group
How did you feel about the activity?
What are the conditions of the
environment before a typhoon?
What are the conditions of the
environment during a typhoon?
What are the conditions of the
environment after a typhoon?
Reporting by group
How did you feel about the activity?
What are the conditions of the
environment before a typhoon?
What are the conditions of the
environment during a typhoon?
What are the conditions of the
environment after a typhoon?
Reporting by group
How did you feel about the
activity?
What are the conditions of the
environment before a typhoon?
What are the conditions of the
environment during a typhoon?
What are the conditions of the
environment after a typhoon?

What do you think is the reason why

we experienced thunderstorm?
( We experienced thunderstorm due
to unequal temperature in the

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
atmosphere).
What do you think is the difference
between a hurricane, a cyclone and
a typhoon?
When winds in tropical cyclone
occurs in the Atlantic Central Pacific
Ocean it is a hurricane in the
Western Pacific Ocean in some parts
of Asia like the Philippines, weather
disturbances that occur are referred
to as typhoons. In the Indian Ocean,
they are called cyclone.
Describe briefly the following
Group the class into three groups.
Each group will represent each kind
of cyclone. They will interpret each
kind by means of body movements
like walking, jogging or running.
What is the name of the tropical
depression over Basco Batanes?
( Tropical depression Bining).
What is the maximum wind speed of
the tropical depression?
(It was estimated to have maximum
winds of 50 kph near the center.)
Kinds of Tropical Cyclone
1. A tropical depression has a
maximum wind of less than 63 kph.
2. A tropical storm has a
maximum wind of 63 to 113 kph
near the center.
3. A typhoon has a maximum
wind of greater than 118 kph.
Name and describe the different
Since you already know about the
condition of the environment before
during and after a typhoon, what do
you think affects the condition of the
environment?
(Conditions of the environment is
adversely affected by tropical
cyclones).
What can typhoon damage?
(Typhoon can damage human lives
and properties)..
Conditions in the Environment
Before, During and After the
Typhoon.
Before a tropical cyclone
develops, tall clouds are observed in
the sky. The air is dry and cold and
its relative humidity is high. The sky
is clear.
During a tropical cyclone
there are heavy rains and strong
winds, the sky is cloudy. Within the
eye of the storm the sky is clear and
the wind is calm. Big waves are
observed in the sea. There are floods
in low lying areas. Properties and
crops are damaged and some lives
are lost.
After a tropical cyclone the
sky becomes clear and visible. There
may be rains but not as such as
during the cyclone. Low lying areas
are flooded. There may be an
outbreak of water borne diseases.
1-2. List down at least two
Since you already know about the
condition of the environment before
during and after a typhoon, what do
you think affects the condition of the
environment?
(Conditions of the environment is
adversely affected by tropical
cyclones).
What can typhoon damage?
(Typhoon can damage human lives
and properties)..
Conditions in the Environment
Before, During and After the
Typhoon.
Before a tropical cyclone
develops, tall clouds are observed in
the sky. The air is dry and cold and
its relative humidity is high. The sky
is clear.
During a tropical cyclone
there are heavy rains and strong
winds, the sky is cloudy. Within the
eye of the storm the sky is clear and
the wind is calm. Big waves are
observed in the sea. There are floods
in low lying areas. Properties and
crops are damaged and some lives
are lost.
After a tropical cyclone the
sky becomes clear and visible. There
may be rains but not as such as
during the cyclone. Low lying areas
are flooded. There may be an
outbreak of water borne diseases.
1-2. List down at least two
Since you already know about the
condition of the environment
before during and after a
typhoon, what do you think
affects the condition of the
environment?
(Conditions of the environment is
adversely affected by tropical
cyclones).
What can typhoon damage?
(Typhoon can damage human
lives and properties)..
Conditions in the Environment
Before, During and After the
Typhoon.
Before a tropical
cyclone develops, tall clouds are
observed in the sky. The air is dry
and cold and its relative humidity
is high. The sky is clear.
During a tropical
cyclone there are heavy rains and
strong winds, the sky is cloudy.
Within the eye of the storm the
sky is clear and the wind is calm.
Big waves are observed in the sea.
There are floods in low lying
areas. Properties and crops are
damaged and some lives are lost.
After a tropical cyclone
the sky becomes clear and visible.
There may be rains but not as
such as during the cyclone. Low
lying areas are flooded. There
may be an outbreak of water
borne diseases.
1-2. List down at least two
 weather disturbances: kinds of cyclone. conditions in the environment conditions in the environment conditions in the environment
Storm before a typhoon. before a typhoon. before a typhoon.
Hurricane 3-4. List down at least two 3-4. List down at least two 3-4. List down at least two
Tornadoes conditions in the environment conditions in the environment conditions in the environment
Thunderstorm during a typhoon. during a typhoon. during a typhoon.
Tropical cyclone 5. List down at least one condition in 5. List down at least one condition in 5. List down at least one condition
the environment after a typhoon. the environment after a typhoon. in the environment after a
typhoon.

J. Additional activities for application Research more about the different List down at least five tropical Think of ways on how you can help Think of ways on how you can help Think of ways on how you can
or remediation types of weather disturbances. Find cyclones which visited the your community in case of typhoon. your community in case of typhoon. help your community in case of
out how they affect living things and Philippines. typhoon.
the environment.

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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time February 27 –March 3, 2017 Quarter
 Monday
I. OBJECTIVES Identify and describe the different kinds of cyclone
A. Content Standards demonstrates understanding of
 weathering, soil erosion and
other processes that shape the
land
 how these affect living things
and the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion
around the home and at school.
C. Learning
Competencies/Objectives  observes and ask questions on
Write the LC code for each what happens during weathering
process.
 determines the effects of
weathering on the environment
and on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of
soil erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
Tuesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
Weathering
 Soil erosion
 Other processes that shape the
land surface
Wednesday
demonstrates understanding
of
 weathering, soil erosion and
other processes that shape
the land
 how these affect living
things and the environment,
and
 ways to reduce risks to
health
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion
around the home and at
school.
 observes and ask questions
on what happens during
weathering process.
 determines the effects of
weathering on the
environment and on living
things.
 determines the causes of soil
erosion in the community.
 investigates the effects of
soil erosion on living things
and the environment.
 collects data on the extent
of soil erosion in the
community.
Weathering
 Soil erosion
 Other processes that shape
the land surface
Thursday
demonstrates understanding
of
 weathering, soil erosion and
other processes that shape
the land
 how these affect living
things and the environment,
and
 ways to reduce risks to
health
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion
around the home and at
school.
 observes and ask questions
on what happens during
weathering process.
 determines the effects of
weathering on the
environment and on living
things.
 determines the causes of soil
erosion in the community.
 investigates the effects of
soil erosion on living things
and the environment.
 collects data on the extent
of soil erosion in the
community.
Weathering
 Soil erosion
 Other processes that shape
the land surface
Friday
demonstrates understanding
of
 weathering, soil erosion
and other processes that
shape the land
 how these affect living
things and the environment,
and
 ways to reduce risks to
health
 identifies areas around the
home and at school which
are prone to soil erosion.
 helps reduce soil erosion
around the home and at
school.
 observes and ask questions
on what happens during
weathering process.
 determines the effects of
weathering on the
environment and on living
things.
 determines the causes of
soil erosion in the
community.
 investigates the effects of
soil erosion on living things
and the environment.
 collects data on the extent
of soil erosion in the
community.
Weathering
 Soil erosion
 Other processes that shape
the land surface
 III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Different conditions before, Different conditions before, during, How would you know that a How would you know that a How would you know that a
or presenting the new lesson during, after a typhoon. after a typhoon. typhoon coming is strong? typhoon coming is strong? typhoon coming is strong?
What is the condition of the What is the condition of the What school levels are What school levels are What school levels are
environment before the environment before the typhoon? suspended during signal no.2? suspended during signal no.2? suspended during signal
typhoon? during? after? during? after? no.2?

B. Establishing a purpose for the Identify the beneficial effects of Identify the beneficial effects of Explain the meaning of Explain the meaning of Explain the meaning of
lesson typhoon in the community. typhoon in the community. typhoon signals. typhoon signals. typhoon signals.

C. Presenting examples/instances of Teacher will show picture of Teacher will show picture of surfers. Why are classes suspended in Why are classes suspended in Why are classes suspended
the new lesson surfers. Ask questions about the Ask questions about the picture. the elementary and the elementary and in the elementary and
picture. secondary? secondary? secondary?
Who issues bulletin and Who issues bulletin and Who issues bulletin and
typhoon warnings? Why are typhoon warnings? Why are typhoon warnings? Why are
they issued? they issued? they issued?

D. Discussing new concepts and Divide the class into ___ groups. Divide the class into ___ groups. -ACTIVITY- -ACTIVITY- -ACTIVITY-
practicing new skills #1 Give standards in doing the Give standards in doing the activity.
activity. Activity proper.
Activity proper. Activity 1
Activity 1

E. Discussing new concepts and Activity 2 Activity 2 -ACTIVITY- -ACTIVITY- -ACTIVITY-

practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Teacher will provide picture on
the beneficial effects of typhoon.
The pupils will write something
about the picture.
Reporting by group
Questions to answer
Why are families displaced in
evacuation center?
Why are houses and buildings
damaged?Why are boats sinks
and airplane crash?
Teacher will provide picture on the
beneficial effects of typhoon. The
pupils will write something about the
picture.
Reporting by group
Questions to answer
Why are families displaced in
evacuation center?
Why are houses and buildings
damaged?Why are boats sinks and
airplane crash?
Reporting by group.
Identify what typhoon signal is
depicted.
What typhoon signal is
described when classes in the
elementary and secondary
levels are suspended?
When classes in all levels are
suspended, are government
offices likewise suspended?
Very strong windsf more than
Reporting by group.
Identify what typhoon signal is
depicted.
What typhoon signal is
described when classes in the
elementary and secondary
levels are suspended?
When classes in all levels are
suspended, are government
offices likewise suspended?
Very strong windsf more than
Reporting by group.
Identify what typhoon signal
is depicted.
What typhoon signal is
described when classes in
the elementary and
secondary levels are
suspended?
When classes in all levels are
suspended, are government
offices likewise suspended?
 185 kph are expected at least 185 kph are expected at least Very strong windsf more
within 12 hours. within 12 hours. than 185 kph are expected
at least within 12 hours.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Site some preventive measures
in avoiding the typhoon.
What are some of the harmful
effects of typhoon?
Site some preventive measures in
avoiding the typhoon.
What are some of the harmful effects
of typhoon?
Site some preventive
measures if you are
experiencing strong typhoon?
Show the class the tables of
description of typhoon signal.
How are typhoon signals
raised?
Site some preventive
measures if you are
experiencing strong typhoon?
Show the class the tables of
description of typhoon signal.
How are typhoon signals
raised?
Site some preventive
measures if you are
experiencing strong
typhoon?
Show the class the tables of
description of typhoon
signal.
How are typhoon signals
raised?

I. Evaluating learning Put a check on the statement
that tells about the harmful
effects of typhoon.
Misplaced families in evacuation
center
Typhoons supply rainwater to
irrigate crop and farm lands.
Houses are destroyed.
Continuous soil erosion.
Surfers enjoy surfing in the huge
waves.
J. Additional activities for Cut pictures of some harmful
application or remediation effects of typhoon.
Put a check on the statement that Choose the letters of the
tells about the harmful effects of correct answer.
typhoon. A tropical cyclone bring much
damage to
Misplaced families in evacuation a.human life
center b.livestock
Typhoons supply rainwater to irrigate c.property
crop and farm lands. d. all of these
Houses are destroyed. 2.A peaceful and good
Continuous soil erosion. condition of an environment
Surfers enjoy surfing in the huge deteriorates
waves. a.during a typhoon
b.before a typhoon
c.after a typhoon
d.during and after a typhoon
Strong winds of 60 kph may be
Cut pictures of some harmful effects Ask your parents on what they
of typhoon. do during and after a typhoon
to avoid accidents.
Choose the letters of the
correct answer.
A tropical cyclone bring much
damage to
a.human life
b.livestock
c.property
d. all of these
2.A peaceful and good
condition of an environment
deteriorates
a.during a typhoon
b.before a typhoon
c.after a typhoon
d.during and after a typhoon
Strong winds of 60 kph may be
Ask your parents on what they
do during and after a typhoon
to avoid accidents.
Choose the letters of the
correct answer.
A tropical cyclone bring
much damage to
a.human life
b.livestock
c.property
d. all of these
2.A peaceful and good
condition of an environment
deteriorates
a.during a typhoon
b.before a typhoon
c.after a typhoon
d.during and after a typhoon
Strong winds of 60 kph may
be
Ask your parents on what
they do during and after a
typhoon to avoid accidents.

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 or localized
materials did I use/discover which I
wish to share with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time March 6 -10, 2017 Quarter
 Monday
I. OBJECTIVES Describe the moon as it travels around the earth, it also makes one complete rotation that makes the moon face the earth all the time.
A. Content Standards
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
B. Performance Standards
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
C. Learning Competencies/Objectives
Write the LC code for each
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
phases of the moon.
II. CONTENT
Changes and patterns in the
shape of the Moon
Tuesday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
phases of the moon.
Changes and patterns in the
shape of the Moon
Wednesday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
phases of the moon.
Changes and patterns in the
shape of the Moon
Thursday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
phases of the moon.
Changes and patterns in the
shape of the Moon
Friday
demonstrates
understanding of patterns
in the changing shape of the
Moon and its relation to the
length of a month
 discusses whether or not
beliefs and practices about
the phases of the Moon
have scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to
the phases of the moon.
Changes and patterns in the
shape of the Moon

III. LEARNING RESOURCES
E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
 Phases of the Moon and
length of a month
 Beliefs and practices
Show a video through a model that
as the moon travels around the
earth, it also makes one complete
rotation that makes the moon face
the earth all the time.
How long will it take the moon to
make one complete revolution?
Describe the moon as it travels
around the earth, it also makes one
complete rotation that makes the
moon face the earth all the time.
Name the two movements of the
earth.
If you take a look at the calendar,
how many days are there in a
month?
Which months have 30 days?
31days?
Group the pupils into two groups.
Give each group a sample of
calendar.
 Phases of the Moon and
length of a month
 Beliefs and practices
Show a video through a model that
as the moon travels around the
earth, it also makes one complete
rotation that makes the moon face
the earth all the time.
How long will it take the moon to
make one complete revolution?
Describe the moon as it travels
around the earth, it also makes one
complete rotation that makes the
moon face the earth all the time.
Name the two movements of the
earth.
If you take a look at the calendar,
how many days are there in a
month?
Which months have 30 days?
31days?
Group the pupils into two groups.
Give each group a sample of
calendar.
 Phases of the Moon and
length of a month
 Beliefs and practices
Show a video through a model on
how the moon travels around the
earth about every 29 ½ days.
Key questions:
Can you describes the video
presentation?
How many days are there in a
month?
What do you think causes the
movements of the moon?
Show through a model that the
moon travels around the earth
about every 29 ½ days.
How many days are there in a year?
Ask pupils to divide themselves into
four groups. Give each group
materials in making a tellurian
model.
Ask each group to create an
improvised tellurian model using
styro, glue, and wire.
Guide questions:
What is shown in the illustration?
What are the three heavenly bodies
found in the improvised tellurian
model?
What goes around the earth?
What is at the center of the
 Phases of the Moon and
length of a month
 Beliefs and practices
Show a video through a model on
how the moon travels around the
earth about every 29 ½ days.
Key questions:
Can you describes the video
presentation?
How many days are there in a
month?
What do you think causes the
movements of the moon?
Show through a model that the
moon travels around the earth
about every 29 ½ days.
How many days are there in a year?
Ask pupils to divide themselves into
four groups. Give each group
materials in making a tellurian
model.
Ask each group to create an
improvised tellurian model using
styro, glue, and wire.
Guide questions:
What is shown in the illustration?
What are the three heavenly bodies
found in the improvised tellurian
model?
What goes around the earth?
What is at the center of the
 Phases of the Moon and
length of a month
 Beliefs and practices
Show a video through a model on
how the moon travels around the
earth about every 29 ½ days.
Key questions:
Can you describes the video
presentation?
How many days are there in a
month?
What do you think causes the
movements of the moon?
Show through a model that the
moon travels around the earth
about every 29 ½ days.
How many days are there in a
year?
Ask pupils to divide themselves
into four groups. Give each group
materials in making a tellurian
model.
Ask each group to create an
improvised tellurian model using
styro, glue, and wire.
Guide questions:
What is shown in the illustration?
What are the three heavenly
bodies found in the improvised
tellurian model?
What goes around the earth?
What is at the center of the

E. Discussing new concepts and Ask each group to compare the
practicing new skills #2 twelve months of the year.
Guide questions
What does the calendar show?
Which months have the same
number days?
As the moon travels around the
earth, what does it do on its axis?
F. Developing mastery Comparison of observation of each
(Leads to Formative Assessment 3) group.
Each group must have a Each
representative to explain their
presentation.
G. Finding practical applications of Let the pupils observed the different
concepts and skills in daily living presentation of each group.
H. Making generalizations and Video presentation showing the
abstractions about the lesson moon as it travels around the earth
making one complete rotation that
makes the moon face the earth all
the time.
Further discussion of the lesson.
As the moon travels around the
earth, what does it do on its axis?
I. Evaluating learning Show how the moon travels around
the earth and at the same time
rotates on its own axis.
Materials:
Pictures
Ballpen
Paper
J. Additional activities for application Illustrate the two movements of the
or remediation earth.
Ask each group to compare the
twelve months of the year.
Guide questions
What does the calendar show?
Which months have the same
number days?
As the moon travels around the
earth, what does it do on its axis?
Comparison of observation of each
group.
group must have a
representative to explain their
presentation.
Let the pupils observed the different
presentation of each group.
Video presentation showing the
moon as it travels around the earth
making one complete rotation that
makes the moon face the earth all
the time.
Further discussion of the lesson.
As the moon travels around the
earth, what does it do on its axis?
Show how the moon travels around
the earth and at the same time
rotates on its own axis.
Materials:
Pictures
Ballpen
Paper
Illustrate the two movements of the
earth.
improvised tellurian model?
Presentation of outputs
Each group has one representative
to present and explain their output
in front of the class.
Let the pupils observe the different
outputs of every group.
Compare the four outputs of each
group.
Presentation of video showing
through a model on how the moon
travels around the earth about every
29 ½ days.
Further discussion of the lesson
“movements of the moon”.
How long will it take for the moon to
rotate on its axis?
How long will it take the moon to
revolve around the earth?
One rotation of the moon is equal to
how many months?
One revolution of the moon around
the earth is equal to ___ days.
Show how the moon rotates on its
axis and at the same time revolves
around the earth.
What are the two movements of the
moon?
How do they differ with one
another?
Illustrate the movements of the
moon around the earth.
improvised tellurian model?
Presentation of outputs
Each group has one representative
to present and explain their output
in front of the class.
Let the pupils observe the different
outputs of every group.
Compare the four outputs of each
group.
Presentation of video showing
through a model on how the moon
travels around the earth about every
29 ½ days.
Further discussion of the lesson
“movements of the moon”.
How long will it take for the moon to
rotate on its axis?
How long will it take the moon to
revolve around the earth?
One rotation of the moon is equal to
how many months?
One revolution of the moon around
the earth is equal to ___ days.
Show how the moon rotates on its
axis and at the same time revolves
around the earth.
What are the two movements of the
moon?
How do they differ with one
another?
Illustrate the movements of the
moon around the earth.
improvised tellurian model?
Presentation of outputs
Each group has one
representative to present and
explain their output in front of the
class.
Let the pupils observe the
different outputs of every group.
Compare the four outputs of each
group.
Presentation of video showing
through a model on how the
moon travels around the earth
about every 29 ½ days.
Further discussion of the lesson
“movements of the moon”.
How long will it take for the moon
to rotate on its axis?
How long will it take the moon to
revolve around the earth?
One rotation of the moon is equal
to how many months?
One revolution of the moon
around the earth is equal to ___
days.
Show how the moon rotates on its
axis and at the same time revolves
around the earth.
What are the two movements of
the moon?
How do they differ with one
another?
Illustrate the movements of the
moon around the earth.
 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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time March 13-17, 2017 Quarter
 Monday
I. OBJECTIVES Describe the moon as it travels around the earth, it also makes one complete rotation that makes the moon face the earth all the time.
A. Content Standards
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
B. Performance Standards
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
C. Learning Competencies/Objectives
Write the LC code for each
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
phases of the moon.
II. CONTENT
Changes and patterns in the
shape of the Moon
Tuesday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
phases of the moon.
Changes and patterns in the
shape of the Moon
Wednesday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
phases of the moon.
Changes and patterns in the
shape of the Moon
Thursday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
phases of the moon.
Changes and patterns in the
shape of the Moon
Friday
demonstrates
understanding of patterns
in the changing shape of the
Moon and its relation to the
length of a month
 discusses whether or not
beliefs and practices about
the phases of the Moon
have scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to
the phases of the moon.
Changes and patterns in the
shape of the Moon

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
 Phases of the Moon and
length of a month
 Beliefs and practices
Use a video clip of the lunar cycle
and let the pupils watch it first.
Remind them to list down their
observations about the video clip.
After watching the video clip, ask the
pupils what is it all about.
Infer the pattern in the changes in
the appearance of the moon.
As mentioned in the video clip, what
is the shape of the moon?
What did you notice about the
moon?
Does it always look the same in the
sky all night?
Why does the moon look different in
the sky every night?
How much of the moon can you
see?
Is there any time that the moon is
completely light?
Is there any time that the moon is
completely dark?
What cycle did the video show?
Divide the class into five groups for
this activity.
 Phases of the Moon and
length of a month
 Beliefs and practices
Use a video clip of the lunar cycle
and let the pupils watch it first.
Remind them to list down their
observations about the video clip.
After watching the video clip, ask the
pupils what is it all about.
Infer the pattern in the changes in
the appearance of the moon.
As mentioned in the video clip, what
is the shape of the moon?
What did you notice about the
moon?
Does it always look the same in the
sky all night?
Why does the moon look different in
the sky every night?
How much of the moon can you
see?
Is there any time that the moon is
completely light?
Is there any time that the moon is
completely dark?
What cycle did the video show?
Divide the class into five groups for
this activity.
 Phases of the Moon and
length of a month
 Beliefs and practices
Explain how solar and lunar eclipse
occur.
Differentiate a solar eclipse from a
lunar eclipse.
Show the pictures of solar and lunar
eclipses. Give the pupils one minute
to examine the pictures.
a. Do you know what these pictures
represent?
b. Can you tell the difference
between them?
c. Which of these events can I not
look directly at?
2) Confirm that the pictures are
indeed of eclipses.
Pupils will examine by group how an
eclipse occurs by constructing a
model.
 Phases of the Moon and
length of a month
 Beliefs and practices
Explain how solar and lunar eclipse
occur.
Differentiate a solar eclipse from a
lunar eclipse.
Show the pictures of solar and lunar
eclipses. Give the pupils one minute
to examine the pictures.
a. Do you know what these pictures
represent?
b. Can you tell the difference
between them?
c. Which of these events can I not
look directly at?
2) Confirm that the pictures are
indeed of eclipses.
Pupils will examine by group how an
eclipse occurs by constructing a
model.
 Phases of the Moon and
length of a month
 Beliefs and practices
Explain how solar and lunar
eclipse occur.
Differentiate a solar eclipse from a
lunar eclipse.
Show the pictures of solar and
lunar eclipses. Give the pupils one
minute to examine the pictures.
a. Do you know what these
pictures represent?
b. Can you tell the difference
between them?
c. Which of these events can I not
look directly at?
2) Confirm that the pictures are
indeed of eclipses.
Pupils will examine by group how
an eclipse occurs by constructing
a model.

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Let the pupils identify the phases of
the moon that they learned from the
video clip by doing the activity:
Learning the Moon’s Phases.
In this activity, the phases of the
moon are labeled and they are going
to draw how the moon looks in that
phase. Then let them color as well
the earth and the sun.
Let the pupils present their output.
What are the phases of the moon?
Show the video clip again. Let the
pupils do the activities in the part
3:52 of the video clip which are
about the phases of the moon.
What are the phases of the moon?
Describe each phase.
What are the phases of the moon?
Identify what phase of moon is being
illustrated.
1._____Moon is almost directly
between the sun and Earth.(start of
cycle)
2._____Moon is almost directly
between the sun and Earth. (cycle
starts again)
3._____A bit of the sunlit side of the
Let the pupils identify the phases of
the moon that they learned from the
video clip by doing the activity:
Learning the Moon’s Phases.
In this activity, the phases of the
moon are labeled and they are going
to draw how the moon looks in that
phase. Then let them color as well
the earth and the sun.
Let the pupils present their output.
What are the phases of the moon?
Show the video clip again. Let the
pupils do the activities in the part
3:52 of the video clip which are
about the phases of the moon.
What are the phases of the moon?
Describe each phase.
What are the phases of the moon?
Identify what phase of moon is being
illustrated.
1._____Moon is almost directly
between the sun and Earth.(start of
cycle)
2._____Moon is almost directly
between the sun and Earth. (cycle
starts again)
3._____A bit of the sunlit side of the
Each group will need: a flashlight, a
4" Styrofoam ball (Earth), a 1"
Styrofoam ball (moon), and 2
pencils.
Use the pencils to hold the moon
and earth.Pupils will draw their
model and label the parts.
Pupils turn on the flashlight to see
the eclipse
Pupils will draw a picture of the
eclipse.
Now using the same materials,
generate a different type eclipse.
Students will present their models to
the class.
Class will discuss the differences
between a solar and lunar eclipse.
Explain the difference between the
umbra and penumbra
Explain the difference between
partial and total lunar eclipses.
Why don’t solar and lunar eclipses
occur every month?
Diagram the alignment of the sun,
earth, and moon during partial and
total solar eclipses.
Draw the diagram of lunar eclipse
and solar eclipse.
Each group will need: a flashlight, a
4" Styrofoam ball (Earth), a 1"
Styrofoam ball (moon), and 2
pencils.
Use the pencils to hold the moon
and earth.Pupils will draw their
model and label the parts.
Pupils turn on the flashlight to see
the eclipse
Pupils will draw a picture of the
eclipse.
Now using the same materials,
generate a different type eclipse.
Students will present their models to
the class.
Class will discuss the differences
between a solar and lunar eclipse.
Explain the difference between the
umbra and penumbra
Explain the difference between
partial and total lunar eclipses.
Why don’t solar and lunar eclipses
occur every month?
Diagram the alignment of the sun,
earth, and moon during partial and
total solar eclipses.
Draw the diagram of lunar eclipse
and solar eclipse.
Each group will need: a flashlight,
a 4" Styrofoam ball (Earth), a 1"
Styrofoam ball (moon), and 2
pencils.
Use the pencils to hold the moon
and earth.Pupils will draw their
model and label the parts.
Pupils turn on the flashlight to see
the eclipse
Pupils will draw a picture of the
eclipse.
Now using the same materials,
generate a different type eclipse.
Students will present their models
to the class.
Class will discuss the differences
between a solar and lunar eclipse.
Explain the difference between
the umbra and penumbra
Explain the difference between
partial and total lunar eclipses.
Why don’t solar and lunar eclipses
occur every month?
Diagram the alignment of the sun,
earth, and moon during partial
and total solar eclipses.
Draw the diagram of lunar eclipse
and solar eclipse.
 moon shows, with the moon shows, with the
sunlight side being on the right. sunlight side being on the right.

J. Additional activities for application Ask the pupils to observe the moon Ask the pupils to observe the moon Explain the difference between solar Explain the difference between solar Explain the difference between
or remediation tonight and let them do the tonight and let them do the and lunar eclipse. and lunar eclipse. solar and lunar eclipse.
following: following:
1. Draw the moon you see on 1. Draw the moon you see on
the sky tonight. the sky tonight.
2. Give a brief description of 2. Give a brief description of
the moon and give its current phase. the moon and give its current phase.
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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time March 20-24, 2017 Quarter
 Monday
I. OBJECTIVES State that a constellation is a group of stars that form a pattern in the sky.
A. Content Standards
demonstrates
understanding of
patterns in the changing
shape of the Moon and
its relation to the length
of a month
B. Performance Standards
 discusses whether or
not beliefs and practices
about the phases of the
Moon have scientific
basis.
C. Learning Competencies/Objectives
Write the LC code for each
observes and records
the changes in the
shape of the moon.
 identifies patterns in
the changes in the
shape of the moon.
 finds the connection
between the phases of
the moon and the
length of a month
 conducts a survey on
the beliefs and practices
of the community in
relation to the phases of
the moon.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
Tuesday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
phases of the moon.
Wednesday
demonstrates recognition
of the patterns in stars in
the sky and the information
people can derive from
these patterns
 relates the constellations
to the different compass
directions.
compares the stars in
terms of brightness and
color.
 identifies star patterns
using a chart
Thursday
demonstrates recognition
of the patterns in stars in
the sky and the information
people can derive from
these patterns
 relates the constellations
to the different compass
directions.
compares the stars in
terms of brightness and
color.
 identifies star patterns
using a chart
Friday
demonstrates recognition
of the patterns in stars in
the sky and the
information people can
derive from these
patterns
 relates the
constellations to the
different compass
directions.
compares the stars in
terms of brightness and
color.
 identifies star patterns
using a chart
 2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
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
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Show picture of a beach.
Have you gone to the beach?
Early morning, what do you
notice with the water?
Explain that the revolution of
the moon around the earth
causes natural occurrence of
tide.
How about in afternoon,
what happens to the shore?
What do you think might
have affected this?
-ACTIVITY-
-ACTIVITY-
-ACTIVITY-
-ACTIVITY-
Show picture of a beach.
Have you gone to the beach? Early
morning, what do you notice with
the water?
Explain that the revolution of the
moon around the earth causes
natural occurrence of tide.
How about in afternoon, what
happens to the shore?
What do you think might have
affected this?
-ACTIVITY-
-ACTIVITY-
-ACTIVITY-
-ACTIVITY-
What are stars?
What characteristics do they have?
Formulate concepts that we have
learned.
State that a constellation is a group
of stars that form a pattern in the
sky.
When you look at the sky at night,
what do you see? Have you
observed specific group of stars?
What Pattern do they produce?
Connect the dots to form the given
constellation
What names of the constellations
have you identified?
(Leo, Big Dipper, Little Dipper, Little
Dipper, Cepheus, Cassiopeia, Cancer,
Cygnus, Hercules)
● What are they found?
● What are these constellations?
(Group of stars)
● What do these group of stars
form? (Pattern)
What do you call these group of
stars that form a pattern in the sky?
(Constellation)
On one starry evening, get out of
your house and look at the sky.
Observe the sky four times: at 8:00
PM, 9:00 PM, 10:00 PM and 11:00
PM. Sketch as many patterns of stars
as you see each time you go out.
Identify the constellation you have
What are stars?
What characteristics do they have?
Formulate concepts that we have
learned.
State that a constellation is a group
of stars that form a pattern in the
sky.
When you look at the sky at night,
what do you see? Have you
observed specific group of stars?
What Pattern do they produce?
Connect the dots to form the given
constellation
What names of the constellations
have you identified?
(Leo, Big Dipper, Little Dipper, Little
Dipper, Cepheus, Cassiopeia, Cancer,
Cygnus, Hercules)
● What are they found?
● What are these constellations?
(Group of stars)
● What do these group of stars
form? (Pattern)
What do you call these group of
stars that form a pattern in the sky?
(Constellation)
On one starry evening, get out of
your house and look at the sky.
Observe the sky four times: at 8:00
PM, 9:00 PM, 10:00 PM and 11:00
PM. Sketch as many patterns of stars
as you see each time you go out.
Identify the constellation you have
What are stars?
What characteristics do they
have?
Formulate concepts that we have
learned.
State that a constellation is a
group of stars that form a pattern
in the sky.
When you look at the sky at night,
what do you see? Have you
observed specific group of stars?
What Pattern do they produce?
Connect the dots to form the
given constellation
What names of the constellations
have you identified?
(Leo, Big Dipper, Little Dipper,
Little Dipper, Cepheus, Cassiopeia,
Cancer, Cygnus, Hercules)
● What are they found?
● What are these constellations?
(Group of stars)
● What do these group of stars
form? (Pattern)
What do you call these group of
stars that form a pattern in the
sky? (Constellation)
On one starry evening, get out of
your house and look at the sky.
Observe the sky four times: at
8:00 PM, 9:00 PM, 10:00 PM and
11:00 PM. Sketch as many
patterns of stars as you see each
time you go out. Identify the
 sketched. sketched. constellation you have sketched.

H. Making generalizations and What are high and low tides?
abstractions about the lesson
I. Evaluating learning What do we call the regular
rise and fall of the water level
in oceans, seas, and rivers at
certain times during the day?
What causes tide to happen?
What are high and low tides? What are constellations? What are constellations? What are constellations?
What do we call the regular rise and Identify the patterns form below. Identify the patterns form below. Identify the patterns form below.
fall of the water level in oceans,
seas, and rivers at certain times
during the day?
What causes tide to happen?

J. Additional activities for application Show through a diagram the Show through a diagram the Draw other patterns found in the Draw other patterns found in the Draw other patterns found in the
or remediation position of the moon and position of the moon and earth southern hemisphere. southern hemisphere. southern hemisphere.
earth where high tide and low where high tide and low tide
tide happen. happen.
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 or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time Quarter

Monday Tuesday Wednesday Thursday Friday

VII. OBJECTIVES
 D. Content Standards

E. Performance Standards

F. Learning Competencies/Objectives
Write the LC code for each

VIII. CONTENT

IX. LEARNING RESOURCES

G. References
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages
8. Additional Materials from
Learning Resource (LR) portal
H. Other Learning Resources
X. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson

L. Establishing a purpose for the

lesson

M. Presenting examples/instances of
the new lesson

N. Discussing new concepts and

practicing new skills #1

O. Discussing new concepts and

practicing new skills #2

P. Developing mastery
(Leads to Formative Assessment 3)

Q. Finding practical applications of

concepts and skills in daily living
R. Making generalizations and
abstractions about the lesson
S. Evaluating learning
T. Additional activities for application
or remediation

XI. REMARKS
XII. REFLECTION
H. No. of learners who earned 80% in
the evaluation

I. No. of learners who require additional

activities for remediation who scored
below 80%
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to require
remediation

L. Which of my teaching strategies worked

well? Why did these work?

M. What difficulties did I encounter which

my principal or supervisor can help me
solve?
N. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?