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    ARLENE GARCIA
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    DLL-SCIENCE Q1-Week 1

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    86 views4 pages

    MABAYUAN Elementary School Grade 1 Science Lesson on Observing Properties

    Uploaded by

    ARLENE GARCIA

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 4

    School: MABAYUAN ELEMENTARY SCHOOL Grade Level: I

    GRADES 1 - SSES
    Teacher: ARLENE C. GARCIA Learning Area: SCIENCE
    DAILY LESSON LOG
    Teaching Dates and Time: AUGUST 22-26, 2022 Quarter: 1ST QUARTER

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    I. OBJECTIVES

    A. Content Standard The pupils demonstrate The pupils demonstrate The pupils demonstrate The pupils demonstrate
    The pupils demonstrate
    understanding of the understanding of the understanding of the understanding of the
    understanding of the science
    science processes and that science processes and that science processes and science processes and that
    processes and that learning can
    learning can come from learning can come from that learning can come learning can come from
    come from careful observation
    careful observation and careful observation and from careful observation careful observation and
    and simple experiments
    simple experiments simple experiments and simple experiments simple experiments
    B. Performance Standard The pupils should be able The pupils should be able The pupils should be able The pupils should be able The pupils should be able to
    to perform science to perform science to perform science to perform science perform science processes
    processes through simple processes through simple processes through simple processes through simple through simple activities.
    activities. activities. activities. activities.
    C. Learning Compare materials The pupils should be able The pupils should be able The pupils should be able The pupils should be able to
    Competency/Objectives according to observable to perform science to perform science to perform science perform science processes
    properties, (e.g., color, processes through simple processes through simple processes through simple through simple activities.
    Write the LC code for each. shape, size, texture, odor, activities. activities. activities.
    taste)
    II. CONTENT Lesson 1: Observing Lesson 1: Observing Lesson 1: Observing Lesson 2: Grouping Lesson 2: Grouping
    III. LEARNING RESOURCES MELCs-SSES-Science 1,
    A. References MELCs – SSES-Science1, MELCs – SSES-Science1, MELCs – SSES- MELCs – SSES-Science1, MELCs – SSES-Science1,
    Science1,
    1. Teacher’s Guide pages 1-4 1-4 1-4 4-6 4-6
    2. Learner’s Materials pages 1-8 1-8 1-8 9-11 9-11
    3. Textbook pages 1-8 1-8 1-8 9-11 9-11
    4. Additional Materials from
    Learning Resource (LR)portal
    B. Other Learning Resource Scented candles, different Handkerchief, 3 shakers Handkerchief, colored different school things different school things
    fruits, other objects each containing different plastic jars, plastic
    smelly objects spoons, mystery box,
    different objects
    IV.PROCEDURES
    A. Reviewing previous lesson or Have the pupils Review: Show some Encourage them to share Review about the process Review about the grouping of
    presenting the new lesson accomplish the pre pictures or real objects to about the senses they of observation by using the different school things or
    assessment activity (Main the class and have them used in identifying the five senses. objects
    Idea Web) observe and describe them. things they heard and
    smelled
    B. Establishing a purpose for Tell the pupils to close Present the picture on page Present different objects Ask: Do you arrange the Show some samples of their
    the lesson their eyes. Play an audio 3 and talk about it. Give with different smell. Let things in your cabinet the assignment. You may refer to
    recording of different emphasis on the use of them identify each object same way you see in the the discussion text on page 11
    sounds in nature and five senses to observe or through their smell. picture? Or are your things to support the explanation.
    instruct them to imagine a talk about the things mixed up?
    place. Then go around the around her.
    room and have the pupils
    smell some scented
    candles.
    C. Presenting examples/ Tell them to describe the Guess Some Mysteries: Guess Some Prepare the two boxes Show some old, used
    Instances of the new lesson things they heard and Prepare the materials Mysteries: labeled smooth and rough. notebooks and new ones to the
    smelled while their eyes needed. Work in group to Prepare the materials Call on pupils and have class. Mix them up and place
    were closed do the activity. Work on needed. Work in group to him/her pick an item from them on the table. Ask some
    Activity A and B do the activity. Work on the collection, tell about its pupils to sort them.
    Activity C, D, and E texture, and put it in the
    proper box.
    D. Discussing new concepts and Present the picture in Present other Present other Ask the class how the Give more example of things
    practicing new skills # 1 Energize Your Mind on examples/objects for this examples/objects for this things were grouped. that can be reused and have the
    page 3. Have them name activity. activity. Call on a pupil pupils read the text in Extend
    and describe the things and have him/her pick an Your Understanding
    they see in the picture. item from the table.
    E. Discussing new concepts and Introduce the term Lead the class in stating Observe the following Distribute pictures in Distribute pictures in various
    practicing new skills # 2 observing. Lead the class that one can observe the objects then give the various sizes, shapes, and sizes, shapes, and colors.
    in stating that one can things around by listening. needed description. colors. Have them work in small
    observe the things around 1.calamansi (taste) Have them work in small groups. Have a short
    by looking, listening, 2. umbrella (shape) groups. Have a short discussion as how they
    smelling, and touching. 3. apple (color) discussion as how they grouped the cutouts.
    4. book (texture) grouped the cutouts.
    5. sugar (taste)

    F. Developing mastery Support the discussion by Guess Some Mysteries: Guess Some Mysteries: Let them answer page 11 Let them answer page 11 in
    (leads to Formative reading and explaining to Prepare the materials Prepare the materials in Equip Yourself. Explain Equip Yourself. Explain how
    Assessment 3) them the text in Equip needed. Work in group to needed. Work in group to how the fruits are the fruits are arranged.
    Yourself on page 7 do the activity. Work on do the activity. Work on arranged.
    Activity D Activity E
    G. Finding practical application Give more practice drills Present other Present the two boxes Ask the following Ask the following questions
    of concepts and skills in daily using pictures and actual examples/objects for this labeled smooth and rough questions and call on and call volunteers.
    living objects to further support activity. and place them on the volunteers. How are the toys in the first
    the learning table. Show to the class Which toys should be put group alike?
    the collection of rough together in a group? How are the toys in the second
    and smooth items and put group alike?
    them in front of the
    boxes.
    H. Making generalizations and Guide the pupils in Guide the pupils in Lead the pupils in saying Review the different ways Review the different ways of
    abstractions about the lesson synthesizing the concept of grouping things. grouping things.
    learned by having them Lead the pupils in stating Lead the pupils in stating the
    synthesizing the concept describe the characteristics the concepts by concepts by completing the
    learned by having them of some classroom completing the concept concept map.
    that we use our sense
    describe the characteristics materials using their map.
    organs to observe and tell
    of some classroom observation skills. Process
    the characteristics of
    materials using their the activity.
    things around us.
    observation skills. Process Recall with them that
    the activity. observing is telling
    something about an object
    using one’s senses.
    I. Evaluating learning Show and Tell Activity: What helped you guess What helped you guess Answer the question? Answer the question?
    Place a basket of fruits on what was inside each what was inside each jar? How do you group things Why is it important to group
    the table. Then have the shaker? What sense organ do you together? things together?
    pupils pick the fruit that use to observe the _____________________ _______________________
    they like and describe it following? _____________________ Check how you feel about the
    using their senses. 1.Color of your shoes _____________________ lesson
    2. smell of a ripe mango ______________________
    3. tweet of a bird
    4. sweetness of cake
    5. roughness of a table
    J. Additional activities for Answer Express Your Answer Express Your Answer Express Your Group your things inside Arrange and group your toys at
    application or remediation Learning #1 on page 8 Learning #2 on page 8 Learning #3 on page 8 your bag and take a picture home. Take a picture and send
    of it. Send it to me. it to me.
    IV. REMARKS
    V. REFLECTION
    A. No. of learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned
    earned 80% in the evaluation 80% above 80% above 80% above 80% above
    B. No. of learners ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
    who require additional additional activities for additional activities for additional activities for additional activities for
    activities for remediation remediation remediation remediation remediation
    who scored below 80%
    C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
    work?
    No. of learners who have ____ of Learners who caught ____ of Learners who caught ____ of Learners who ____ of Learners who caught
    up the lesson up the lesson caught up the lesson up the lesson
    caught up with the lesson
    D. No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
    continue to require continue to require continue to require continue to require continue to require
    remediation remediation remediation remediation remediation
    E. Which of my teaching Stratehiyang dapat Stratehiyang dapat gamitin: Stratehiyang dapat Stratehiyang dapat gamitin:
    strategies worked well? Why gamitin: __Koaborasyon gamitin: __Koaborasyon
    did this work? __Koaborasyon __Pangkatang Gawain __Koaborasyon __Pangkatang Gawain
    __Pangkatang Gawain __ANA / KWL __Pangkatang Gawain __ANA / KWL
    __ANA / KWL __Fishbone Planner __ANA / KWL __Fishbone Planner
    __Fishbone Planner __Sanhi at Bunga __Fishbone Planner __Sanhi at Bunga
    __Sanhi at Bunga __Paint Me A Picture __Sanhi at Bunga __Paint Me A Picture
    __Paint Me A Picture __Event Map __Paint Me A Picture __Event Map
    __Event Map __Decision Chart __Event Map __Decision Chart
    __Decision Chart __Data Retrieval Chart __Decision Chart __Data Retrieval Chart
    __Data Retrieval Chart __I –Search __Data Retrieval Chart __I –Search
    __I –Search __Discussion __I –Search __Discussion
    __Discussion __Discussion
    F. What difficulties did I Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking Mga Suliraning aking
    encounter which my naranasan: naranasan: naranasan: naranasan:
    principal or supervisor can __Kakulangan sa __Kakulangan sa __Kakulangan sa __Kakulangan sa
    makabagong kagamitang makabagong kagamitang makabagong kagamitang makabagong kagamitang
    help me solve?
    panturo. panturo. panturo. panturo.
    __Di-magandang pag-uugali __Di-magandang pag-uugali __Di-magandang pag-uugali __Di-magandang pag-uugali
    ng mga bata. ng mga bata. ng mga bata. ng mga bata.
    __Mapanupil/mapang-aping __Mapanupil/mapang-aping __Mapanupil/mapang-aping __Mapanupil/mapang-aping
    mga bata mga bata mga bata mga bata
    __Kakulangan sa Kahandaan __Kakulangan sa Kahandaan __Kakulangan sa __Kakulangan sa Kahandaan
    ng mga bata lalo na sa ng mga bata lalo na sa Kahandaan ng mga bata lalo ng mga bata lalo na sa
    pagbabasa. pagbabasa. na sa pagbabasa. pagbabasa.
    __Kakulangan ng guro sa __Kakulangan ng guro sa __Kakulangan ng guro sa __Kakulangan ng guro sa
    kaalaman ng makabagong kaalaman ng makabagong kaalaman ng makabagong kaalaman ng makabagong
    teknolohiya teknolohiya teknolohiya teknolohiya
    __Kamalayang makadayuhan __Kamalayang makadayuhan __Kamalayang __Kamalayang makadayuhan
    makadayuhan

    G. What innovation or __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video __Pagpapanuod ng video
    localized materials did I presentation presentation presentation presentation
    use/discover which I wish to __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book __Paggamit ng Big Book
    __Community Language __Community Language __Community Language __Community Language
    share with other teachers?
    Learning Learning Learning Learning
    __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia” __Ang “Suggestopedia”
    __ Ang pagkatutong Task __ Ang pagkatutong Task __ Ang pagkatutong Task __ Ang pagkatutong Task
    Based Based Based Based
    __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material __Instraksyunal na material

    Prepared by:

    ARLENE C. GARCIA
    MT 1

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