Science 5 Q4

PROTOTYPE AND
CONTEXTUALIZED DAILY
LESSON PLANS
IN GRADE 5 SCIENCE
QUARTER 4, WEEKS 1-10
i
DAILY LESSON PLAN (DLP) DEVELOPMENT TEAM
NORMA B. SAMANTELA, CESO VI

Schools Division Superintendent
FATIMA D. BUEN, CESO VI WILFREDO J. GAVARRA

Asst. Schools Division Superintendent Asst. Schools Division Superintendent
SANCITA B. PEÑARUBIA, EdD

Chief Education Supervisor
Curriculum Implementation Division
JADE O. ALBERTO, EdD

Education Program Supervisor, Science
Content and Technical Consultant
A. Writers/ Demonstration Teachers:
MARLYN B. RIVERA, Master Teacher II, Hindi ES, Bacacay West

MARIVIC D. BHO, Master Teacher II, Pioduran West CS, Pioduran West
MARGARITA M. MELLA, Master Teacher I, Polangui South CS, Polangui South
SHALLUM O. LOSANO, Master Teacher I, Baligang ES, Camalig South
GINA D. RIAN, Teacher III, Libon CS, Libon East
RUTH M. BASQUIÑEZ, Teacher III, Polangui North CS, Polangui North
JOSEPHINE B. BONGADILLO, Teacher III, San Jose ES, Malilipot
ARVIN R. REDILLAS, Teacher III, Bangiawon ES, Oas North
MA. REANA O. VILLAREAL, Teacher III, Guinobatan East CS, Guinobatan East
ENRILYN N. ARCOS, Teacher II, Camalig North CS, Camalig North
SHAYNE M. MONILLA, Teacher II, Kilicao ES, Daraga North
VINCENT WILSON L. DE LUMEN, Teacher I, Sinagaran ES, Jovellar
B. Demonstration Teachers:
JOSE P. PALMIANO, JR., Master Teacher I, Mauraro ES, Guinobatan West
JONATHAN M. VERGARA, Teacher III, Bacacay East CS, Bacacay East
BEVERLY P. ACERO, Teacher III, Binodegahan ES, Pioduran East
JAYSON P. PEÑAFLOR, Teacher III, Lagaan ES, Pioduran West
MARIEFLOR B. OBED, Teacher III, Palanas ES, Guinobatan West
DARELL D. RECATO, Teacher III, Marigondon ES, Pioduran West
MARY ANN M. PACLITA, Teacher III, Mauraro ES, Guinobatan West
ZENAIDA S. SABAREZA, Teacher III, Balinad ES, Polangui North
ALDO N. ALPAPARA, Teacher III, Magpanambo ES, Polangui South
RAQUEL R. LLENO, Teacher III, Polangui North CS, Polangui North
AISA A. MORADA, Teacher III, Camalig South CS, Camalig South
AIDA N. ORLINA, Teacher II, Doña Irene ES, Guinobatan East
MABHELE A. PABLEO, Teacher II, Maipon ES, Guinobatan East
DAISY M. MOSTAZA, Teacher II, Cabrarab Pequeño ES, Camalig North
MERLE S. LEGESNIANA, Teacher II, Masarawag ES, Guinobatan East
ROSALIE I. REQUINTINA, Teacher II, Balinad ES, Polangui North
WILBERT A. ALBERTO, Teacher I, Palanog ES, Camalig North
ii
EDELISA P. NASOL, Teacher I, Kinuartelan ES, Camalig North
JONA M. SOLETA, Teacher I, Doña Elena Mitre Garcia ES, Guinobatan
West
C. Content Editors:
BONNAVIE D. BUENO, Master Teacher II, San Francisco NHS, Malilipot

ROCHELLE P. ARANAS, Teacher III, Ilawod NHS, Camalig
CATHERINE L. MUYNA, Teacher III, Ilawod NHS, Camalig
JAY L. ALBAYTAR, Teacher I, Daraga NHS, Daraga
D. Language Editors:
SHIELA P. ALBERTO, EdD, School Principal I, Maipon ES, Guinobatan East

MARICEL P. NARVAEZ, School Principal I, Bubulusan ES, Guinobatan East
iii
TABLE OF CONTENTS
Page
TITLE PAGE i
ACKNOWLEDGMENTS ii
TABLE OF CONTENTS iv
QUARTER
3 WEEK 1
Day 1: Examine the characteristics of rocks. 1
Day 2: Differentiate weathering and soil 4
erosion.
Day 3: Enumerate agents of weathering and 11
soil erosion
Days 4-5: Explain how rocks turn into soil 16
WEEK 2
Day 1 Determine the causes of soil erosion 21
Day 2: Identify the effects of soil erosion on 24
the environment and on living things
Days 3-5: Perform an activity to investigate 28
the extent of soil erosion in the community
and its effect on living things and the
environment
WEEK 3
Days 1-3: Perform activities that shows 31
different ways in reducing soil erosion
Day 4: Identify ways on how to reduce the 36
harmful effects of soil erosion on living things
and the environment.
FIRST SUMMATIVE TEST 39
WEEK 4
Day 1: Observe changes in weather before a 41
typhoon
Day 2 Observed changes in weather during a
typhoon 45
Day 3: Observe changes in weather after a 50
typhoon
Days 4: Identify precautionary measures 56
before, during and after a typhoon
Day 5: Perform news broadcasting activity 61
about safety precautions before, during and
after
WEEK 5
Day 1: Identify the effects of typhoon on 65
living things
Day 2: Identify the effects of typhoon to 69
properties
Day 3: Identify the effects of typhoon to the 73
environment
Day 4: Practice precautionary measure to 77
lessen the effects of typhoon.
Day 5: Prepares individual emergency kit. 82
iv
WEEK 6
Day 1: Identify the typhoon signals and its 86
meaning
Day 2: Describe the appearance of an 95
environment given a certain storm warning
signal
Day 3: Illustrate the appearance of an 99
environment given a certain storm warning
signal
Day 4: Describe the effects of wind given a 104
certain typhoon signal
SECOND SUMMATIVE TEST 109
WEEK 7
Day 1: Describe the characteristics of the 1011
Moon
Day 2: Describe the movement of the Moon 115
Day 3: Infer how light that is directed to the 119
surface of the moon affects its shape
Days 4-5: Observe and identify patterns in 124
the changes in the shape of the moon.
WEEK 8
Day 1: Show through a model that as the 130
Moon travels around the Earth it also makes
one complete rotation that makes the moon
face the earth all the time
Day 2: Show through a model how the 137
relative position of the observer of earth,
moon and sun causes the apparent changes
in the shape of the moon
Day 3: Tell how long each phase of the Moon 142
takes to go to another phase
Day 4: Relate the cyclical pattern to the 148
length of a month
Day 5: Describe some investigations on how 154
beliefs and practices that have been
attributed to the Moon were scientifically
tested
WEEK 9
Day 1: Describe the relationship between the 158
color and temperature of a star.
Day 2: Explain why stars seem to twinkle. 162
Day 3: Identify common constellations in the 166
sky
Day 4: Identify star patterns that can be seen 171
at particular times of the year
Day 5: Explain why star patterns can be seen 176
at particular times of the year
WEEK 10
Days 1-2: Construct star map that illustrates 180
common constellations
Day 3: Describe how constellations are 184

useful to people
v
THIRD QUARTERLY ASSESSMENT 188
ANSWER KEY 192
vi
DAILY LESSON PLAN
School Grade Level 5
Teacher Learning Area SCIENCE
Date/Time Quarter Q4W1D1
I. OBJECTIVES
A. Content The learners demonstrate understanding of weathering and soil
Standard erosion shape the Earth’s surface and affect living things and
the environment.
B. Performance The learners should be able to participate in projects that reduce
Standard soil erosion in the community.
C. Learning The learners should be able to describe how rocks turn into soil.
Competencies/ (S5FE-IVa-1)
Objectives
Write the LC  Examine the characteristics of rocks.
code for each
II. CONTENT 1. Processes that Shape Earth’s Surface
1.1 Weathering and Soil Erosion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Science for Daily Use 5 (TM) p. 92-93, STeP, CG
Guide Pages
2. Learner’s
Material
Pages
3. Textbook Science for Daily Use 5 (TX) p. 208
Pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning Rock samples (glossy rocks, coarse-grained rocks, soft rocks,
Resources hard rocks and reddish rock)
IV. PROCEDURE
A. ENGAGE Display rock samples (glossy rocks, coarse-grained rocks, soft
rocks, hard rocks and reddish rock). Have learners observe
these rocks. How will you describe each rock sample?
B. EXPLORE Divide the class into 3 groups.

Remind them the standards in performing activity.
Let each group perform the activity entitled Examining the
Characteristics of Rocks.
Discussion of learners’ observation.
C. EXPLAIN Describe the color of each rock. (reddish, black, white, gray,
yellowish)
What are the rocks’ texture? (smooth, coarse-grained, rough)
What happens to rocks when pound? (Some breaks, others do
not)
Describe rocks that do not break. (Hard)
1
In what ways do rocks differ? (color, texture, hardness)
D. ELABORATE What are the different kinds of rocks?(reddish rocks, coarse-
grained rocks, hard rocks)
E. EVALUATE Show 3 rock samples. Examine its characteristic and write them.
1. Rock sample 1
a. Color
b. Texture
c. Hardness
2. Rock sample 2
a. Color
b. Texture
c. Hardness
3. Rock sample 3
a. Color
b. Texture
c. Hardness
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment.
B. No. of learners who
require additional
activities for
remediation.
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 it work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?
2
Activity: Examining the Characteristics of Rocks
Learning Target:
At the end of the activity, we can examine the characteristics of rocks.
What you need:
 5 different rock samples

 1 magnifying lens
 5 transparent plastic bags
 1 hammer
 Eye goggles
 Hand gloves
What to do:
1. Use small samples of different rocks. Place the rocks on the table. Label them
from A to E.
2. Observe each rock under the magnifying lens. Take note of the color of each rock.
3. Touch each rock. Take note of the rock’s texture.
4. Put each rock inside a transparent plastic bag. Wear eye goggles and hand gloves
for protection of your eyes and hands. Pound each with a hammer carefully.
Observe what happens to each rock.
5. Enter your observations in the table below.
Rock Characteristics
Samples Color Texture Hardness
3
DAILY LESSON PLAN
I. OBJECTIVES:
Content Standard The learners demonstrate understanding of weathering and soil

erosion shape the Earth’s surface and affect living things and the
environment.
Performance Standard The learners should be able to participate in projects that reduce soil
erosion in the community.
Learning The learners should be able to describe how rocks turn into soil.
Competencies (Write (S5FE-IVa-1)
the LC code for each)  Differentiate weathering and soil erosion.

III. LEARNING
RESOURCES
A. References
1. Teacher’s STeP page 36, Science CG page 75-76

Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Erosion and Weathering for Kids – Causes and Differences
Resources (https://youtu.be/exS9gFXgib0), picture of a
laborer(https://depositphotos.com/38296777/stock-photo-a-laborer-
uses-a-jackhammer.html ), picture of a heavy
rain(https://www.telegrapg.co.uk/news/weather/8245993/Drizzle-
replaces-ice-and-snow-but-col-could-return-by-end-of-January.html ),
picture of sphynx
weathering(https://www.google.com/amp/s/slideplayer.com/amp/82270
4
64), picture of statue
weathering(https://www.copper.org/publications/newsletters/discover/1
994/Ct77/bronze.html), picture #1 of soil erosion before and
after(https://www.scoopnest.com/user/mikeseidel/65013316077318553
6-before-amp-after-on-croatan-beach-va-severe-erosion-changed-the-
landscape-in-the-past-week-amp-it-s-not-over-yet/
How is the first picture different from the second one?), picture #2 of
soil erosion before and after(https://www.usgs.gov/news/and-after-
photos-se-beach-dunes-lost-hurricane-matthew), manila paper,
marker, bond paper
IV. PROCEDURE
A. ENGAGE
Source: https://depositphotos.com/38296777/stock-photo-a-laborer-uses-a-jackhammer.html
What happens to the pavement when a construction worker operates

his jackhammer? What happens after the rocks break?
Source: https://www.telegrapg.co.uk/news/weather/8245993/Drizzle-replaces-ice-and-snow-but-
col-could-return-by-end-of-January.html
What happens to soil when there is a heavy rain?
What are the processes that continuously shape the Earth’s surface?
B. EXPLORE Standards in doing the activity:
1. Stay in your assigned group and cooperate well with other
members.
2. Read instructions carefully.
3. Do not disturb other groups.
4. Clean your work place when you’re done.
5. Return borrowed materials to the owner.
5
Note: Please refer to the attached activity sheets.
C. EXPLAIN Each group will present their answers. Facilitate the discussion of the
learners’ answers.
D. ELABORATE
Source: https://www.google.com/amp/s/slideplayer.com/amp/8227064
What can you say about the picture? What differences do you see?
Source:https://www.copper.org/publications/newsletters/discover/1994/Ct77/bronze.html
How is the first picture different from the other?

Based on the pictures shown, what is weathering?
Source: https://www.scoopnest.com/user/mikeseidel/650133160773185536-before-amp-after-on-
croatan-beach-va-severe-erosion-changed-the-landscape-in-the-past-week-amp-it-s-not-over-yet/
How is the first picture different from the second one?
6
Source: https://www.usgs.gov/news/and-after-photos-se-beach-dunes-lost-hurricane-matthew
Compare the two pictures. What differences can you see?

Based on the two pictures, what is erosion?
E. EVALUATE Weathering or Soil Erosion: Differentiate weathering from soil erosion

by using the venn diagram below. Write what in column A information
about weathering that is different from erosion, in column C information
about erosion that is different from weathering, and in column B the
similarities of weathering and erosion.
A B C
V. Remarks
VI. Reflection

earned 80% in the
evaluation.
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
7
lesson.
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?
localized materials
did I use/discover
which I wish to
share with other
teachers?
8
Activity: Differentiating Weathering from Soil Erosion
Learning Target:
We can differentiate weathering from soil erosion.
What you need:

 video clip (Erosion and Weathering for Kids – Causes and Differences
(https://youtu.be/exS9gFXgib0), about weathering and soil erosion, manila paper,
marking pen, bond paper, tape
What to do:
1. Form a group and choose among your group who will act as leader, secretary,
and presenter.
2. Read carefully the questions to be answered after watching a video clip.
Guide questions:
a. What two processes were discussed in the video?
b. What is the secret code for weathering? Erosion?
c. What factors cause weathering? Erosion?
3. Watch attentively to the video clip. You may write down important notes while
watching which you can use in answering the questions.
4. After watching the video clip, you may now answer the questions. Write down your
answers in a manila paper with the use of a marker.
5. After the allotted time, post your manila paper on the board and the presenter
should be ready to present its output.
9
Activity: Differentiating Weathering from Soil Erosion
Learning Target:
We can differentiate weathering from soil erosion.
What you need:
 hammer
 2 small rocks
 fan
 a glass of water
What to do:
1. Get the needed materials from your teacher.
2. Using the hammer, pound the small rock.
- What happened to the small rock after pounding?
3. Fan the pounded rock.
- What happened to the smaller pieces of rock after fanning it?
4. Get the second small rock. Pound it with the hammer. Pour the glass of water onto
the pounded rock. Observe what happens.
- What happened to the smaller pieces of rock after pouring the water onto it?
Write your answers to the questions in the manila paper.
10
DAILY LESSON PLAN

Teacher Learning Area Science
Time & Date Quarter Q4W1D3
I. OBJECTIVES
A. Content The learners demonstrate understanding of weathering and
Standard soil erosion shape the Earth’s surface and affect living things
and the environment.
B. Performance The learners should be able to participate in projects that
Standard reduce soil erosion in the community.
C. Learning The learners should be able to describe how rocks turn into
Competencies/ soil. (S5FE-IVa-1)
Objectives  Enumerate agents of weathering and soil
Write the LC erosion.
code for each
III. LEARNING
RESOURCES
A. References
Guide
Pages
2. Learner’s Science Beyond Borders 5 TX p. 154-160
Material
Pages
3. Textbook
Pages
4. Additional Kids Geo.com
Materials from Environmental Science – Soil and It’s Uses
Learning Science 5 LM
Resource
(LR) Portal
B. Other Learning Chart, Pictures of agents of weathering/soil erosion
Resources
IV. PROCEDURE
A. ENGAGE What causes rocks to break into pieces?
Can these also cause soil erosion?
B. EXPLORE Form 3 groups.
What are the standards to be followed in performing an
activity?
Let the learners perform the Activity: “Whether you believe it
or not?”
Sharing of answers.
C. EXPLAIN What are the agents that break down rocks? (Water, Wind,
Weather, Temperature)
11
D. ELABORATE What are the agents of weathering? Soil erosion?
Make a flowchart that shows the different agents of
weathering and soil erosion
Agents of Weathering Agents of Soil

Erosion
E. EVALUATE Direction: Answer the following.
1-6. Enumerate the agents of weathering
7-10. Name the agents of soil erosion

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
12
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
13
Activity: Whether You Believe It or Not?
Learning Target:
We can enumerate agents of weathering and soil erosion.
What you need:
 3 pcs. Cartolina
 3 pcs. Marking pen
 Pictures of agents of weathering/soil erosion
 tape
 I believe sticker
 I don’t believe sticker
What to do:
1. The leader will get the materials from the teacher to be used in the activity.
2. Study and share ideas about the pictures provided to your group.
3. Paste your I believe sticker if the picture show agents that break down rocks
and I don’t believe sticker if not.
4. Place all the pictures in the cartolina provided.
5. Label each picture the agents that break down rocks.
6. As soon as you are done with your activity, post your work on the board and
report your output.
https://www.google.com/search?q=kids+Geo.com+Environment https://www.google.com/search?q=kids+Geo.com+Enviro
al+Science-Soil nmental+Science-Soil
14
https://www.google.com/search?q=kids+Geo.com+E https://www.google.com/search?q=kids+Geo.com+Enviro
nvironmental+Science-Soil nmental+Science-Soil
https://www.google.com/search?q=kids+Geo.com+Envir
https://www.google.com/search?q=kids+Geo.com+Enviro
onmental+Science-Soil
nmental+Science-Soil
Guide Questions:
1. What are the agents that break down rocks?
2. What does each picture show?
15
DAILY LESSON PLAN

Time & Date Quarter Q4W1D4-5
I. OBJECTIVES
A. Content The learners demonstrate understanding of weathering and soil
Standard erosion shape the Earth’s surface and affect living things and the
environment
B. Performance The learners should be able to participate in projects that reduce soil
Standard erosion in the community
C. Learning The learners should be able to describe how rocks turn into soil.
Competencies/ (S5FE-IVa-1)
Objectives
Write the LC  Explain how rocks turn into soil.
code for each
III. LEARNING
RESOURCES
A. References
Guide Pages
2. Learner’s
Material Pages
3. Textbook Science for Daily Use 5 Tx p. 219-222
Pages
4. Additional Science 5 LM
Materials from
Learning
Resource
(LR) Portal
B. Other Learning Pictures before and after rock breaks, video clips (Kids Geo.com)
Resources https://www.google.com/search?q=kids+Geo.com+Environmental+Sci
ence-Soil
IV. PROCEDURE
A. ENGAGE Show pictures before and after rock breaks.
What happens after the rocks break?
B. EXPLORE Form 3 groups and let them choose who will act as leader, secretary
and presenter.
Revisit standards to be followed during group activities:
1. Focus and cooperation in all activities
2. Write down important notes to gather information
3. Observed discipline
Let the learners perform Activity 1 for Day 1 and Activity 2 for Day 2.
C. EXPLAIN Let the group present its output.
16
D. ELABORATE How does natural process break down rocks into soil?
How do rocks turn into soil? (Through the process of weathering)
E. EVALUATE In a short paragraph, explain how rocks turn into soil. (Use rubric in
writing paragraph to rate the learners. You may refer to the attach
rubric in writing paragraph)
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
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 it
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
17
Scoring Rubric in Paragraph Writing
3 points 2 points 1 point
Topic Sentence:
- Gets reader’s attention 3 2
1
- Introduces main idea of requirements requirements
paragraph requirement met
met met
- Complete sentence
Supporting Sentences:
- At least 4 complete sentences
- Each gives new details or 3 2 1
information requirement
requirements requirements
- Each matches with the main met met met
idea
Concluding Sentence:
- Restates the topic sentence
3 2
- Wraps up the ideas in the 1
paragraph requirements requirements
requirement met
met met
- Complete sentence
Mechanics and Grammar

No errors
(Capitalization, Punctuation and 1-3 errors 4 or more errors
committed
Spelling)
Appearance:
3 2
- Neat 1
- Legible handwriting requirement met
met met
- Paragraph indented
Total Points (15 possible) _________
18
Day 1 Activity 1
Learning Target:
We can explain how rocks turn into soil.
What you need:

 bond paper
 manila paper
 marking pen
 meta cards
 data table
 manila paper
What to do:
1. The leader will get the materials from the teacher to be used in the activity.
2. Watch attentively to the video that will be shown by the teacher.
(https://www.google.com/search?q=kids+Geo.com+Environmental+Science-
Soil)
3. Brainstorm ideas about how rocks turn into soil that you have watched from the
video.
4. Answer the question:
a. How rocks turn into soil? Explain your answer.
19
Day 2 Activity 2
Describe how rocks turn into soil in each picture
https://www.google.com/search?q=kids+Geo.com+
Environmental+Science-Soil
https://www.google.com/search?q=kids+Geo.com+
Environmental+Science-Soil
https://www.google.com/search?q=kids+Geo.com
+Environmental+Science-Soil
20
DAILY LESSON PLAN

I. OBJECTIVES
A. Content The learners demonstrate understanding of weathering
Standard and soil erosion shape the Earth’s surface and affect
living things and the environment.
C. Learning The learners should be able to investigate extent of soil
Competencies/ erosion in the community and its effect on living things
Objectives and the environment. (S5FE-IVb-2)
Write the LC  Determine the causes of soil erosion.
code for each
III. LEARNING
RESOURCES
A. References
Guide Pages
2. Learner’s
Material Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning Pictures of soil erosion
Resources
IV. PROCEDURE
A. ENGAGE Show pictures of soil erosion.
What are the natural cause of soil erosion?
How does each cause soil erosion?
Revisit the standards to be followed in doing the activity.
Let the learners perform Activity entitled Determining the
causes of Soil Erosion.
C. EXPLAIN A group presenter will report its output.

A. ELABORATE What causes the change in shape of the soil?
If you have a bare land at home, what must you do?
B. EVALUATE Fill out the graphic organizer. Given the main concept of
the lesson on the topmost box. On the second layer,
write the secondary concept. On the last layer, write in
each box words or phrases that describe the secondary
concepts.
21
Soil Erosion
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative assessment.
require additional
activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
encounter which my
principal or supervisor
can help me solve?
localized material/s did I
use/discover which I
wish to share with other
teachers?
22
Activity: Determining the Causes of Soil Erosion
Learning Target:
At the end of the activity, we can determine the causes of soil erosion.
What you need:
 Pebbles, stones and soil that can be made into small mound
 1 liter of water
 A small basin
 A small rechargeable fan
What to do:
1. Build a mountain of pebbles, stones, and soil in the small basin.
2. Press the slopes of the mountain so that it will be compressed.
3. Pour water continuously on top of the mountain.
What happened when water is poured on top of the mound?
4. Make another mound using the same materials.
5. Have the mound blew by electric fan at low speed/fast speed.
What happened to the mound when the wind blew at a low speed? High speed?
23
DAILY LESSON PLAN
I. OBJECTIVES
Standard and soil erosion shape the Earth’s surface and affect living
things and the environment.
Competencies/ erosion in the community and its effect on living things and
Objectives the environment. (S5FE-IVb-2)
Write the LC  Identify the effects of soil erosion on the
code for each environment and on living things.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Science Beyond Borders 5 TM p. 108-109, Step page 36,
Guide Pages Science CG page 76
2. Learner’s Material
Pages
3. Textbook Pages Science Beyond Borders 5 p. 164-167
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning Pictures of soil erosion
Resources
IV. PROCEDURE
A. ENGAGE Show pictures of soil erosion.
How does soil erosion affect us? Our environment?
Set standards in performing the activity.
Ask each group to perform the Activity entitled Identify the
effects of Soil Erosion on the Environment and on Living
Things.
C. EXPLAIN Let the group representative present the answers to the
given guide questions.
Check the group’s responses to the activity questions.
24
D. ELABORATE What are the effects of soil erosion in the environment?
How about on living things? Write your answers on the
table below.
Effects of Soil Erosion

Environment Living Things
E. EVALUATE Put a check if the statement tells an effect of soil erosion

on living things and environment.
1. Shaping of landforms
2. Decrease in food production
3. Air pollution
4. Removal of topsoil
5. Soil becomes fertile
6. Ability of soil to hold water
7. Change in appearance of mountains
8. Water pollution
9. Clogging of irrigation canals
10. Harvest increases
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment.
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
25
encounter which my
principal or
supervisor can help
me solve?
did I use/discover
which I wish to
share with other
teachers?
26
Activity: Identifying the Effects of Soil Erosion in the Environment and Living
Things
Learning Target:
At the end of the activity, we can identify the effects of soil erosion on the
environment and on living things.
What you need:
 Soil that can be made into small mountain

 1 liter of water
 Plants
What to do:
1. Build a mountain of soil. Put some plants.

2. Pour 1 liter of water slowly on top of the mountain of soil made.
Guide Questions:
1. Describe what happened in the shape of the mountain.
2. Explain how erosion affects the condition of the land.
3. What happens to plant in a place that is frequently eroded?
27
DAILY LESSON PLAN
I. OBJECTIVES


Competencies/ erosion in the community and its effect on living things
Objectives and the environment. (S5FE-IVb-2)
Write the LC  Perform an activity to investigate the extent of
code for each soil erosion in the community and its effect on
III. LEARNING
RESOURCES
A. References
1. Teacher’s Science Beyond Borders 5 TM p. 108-109, STeP 36,
Guide Pages Science CG page 76
2. Learner’s
Material
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource
(LR) Portal
B. Other Learning News article
Resources https://news.abs-cbn.com/news/12/30/18/7-still-missing-
after-landslide-in-albay-town
IV. PROCEDURE
A. ENGAGE Present the news article below
TIWI, Albay - Search and retrieval operations to find 7

individuals missing after a landslide in Barangay Sugod,
Tiwi town last December, 2018.
Several individuals who attempted to help in the
operations were brought to the hospital after they were
injured when a second landslide hit the area.
Thick patches of mud, debris of the houses, and sporadic
rains continue to hinder the operations. (ABS-CBN News)
 What is the news about?
28
Who are affected by this incident?
B. EXPLORE Check the learners’ preparation regarding the survey on
care of soil erosion in the community.
 Conduct survey in your community (Note: Give
before the lesson)
Survey on Care of Erosion in the Community.

1. Observe the landforms or rock formations in your
community. Take note of the possible signs of
erosion. If there are no landforms or rock
formations nearby, let them use books or other
references to observe some landforms and rock
formations in other places.
2. Ask old people in your community about some
landforms or rock formations that may be the
result of erosion.
3. What are the signs of erosion that you have
observed in your community?
4. Based on your interviews, do the landforms or
rock formations that you see in your community
today look the same as they were many years
ago?
Form 3 groups, share the data gathered as well as the

groups’ answers.
C. EXPLAIN Let a group representative present the output.
D. ELABORATE What ways can we do to minimize soil erosion? (Planting
trees)
What role did the trees play that could have prevented the
incident?
E. EVALUATE Describe the extent of soil erosion.
Place Description
1.
2.
3.
4.
5.
V. REMARKS
VI. REFLECTION
29
VII. OTHERS
earned 80% on the
formative
assessment.
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
I encounter which
my principal or
supervisor can help
me solve?
did I use/discover
which I wish to
share with other
teachers?
30
DAILY LESSON PLAN

I. OBJECTIVES
B. Performance The learners should be able to participate in projects
Standard that reduce soil erosion in the community.
C. Learning The learners should be able to communicate the data
Competencies/ collected from the investigation on soil erosion. (S5FE-
Objectives IVc-3)
Write the LC  Perform activities that shows different ways in
code for each reducing soil erosion.
II. CONTENT 1. Processes that Shape Earth’s Surface 1.1
Weathering and Soil Erosion
III. LEARNING
RESOURCES
A. References
1. Teacher’s STeP 36, Science CG page 76
Guide Pages
2. Learner’s
Material
Pages
3. Textbook
Pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning Pictures of ways in reducing soil erosion
Resources
IV. PROCEDURE
A. ENGAGE Show 4 pics about ways in reducing soil erosion and
give 1 phrase it tells.
Let the learners perform the following activities
Day 1 “Shower Them All”
Day 2 “Blow Them All”
Day 3 “What Have They Done?”
C. EXPLAIN  Call a representative of the group to present
their answers on the activity.
 How can you help reduce the harmful effects of
soil erosion caused by water/rain?
 How can you help reduce the harmful effects of
soil erosion caused by wind?
 How can human prevent activities that cause
harmful effects of soil erosion on our
environment?
D. ELABORATE How would you show your concern to our environment?
31
What are the things you can do to show your love and
concern to your environment?
E. EVALUATE Fill up the table below.
Soil Erosion Ways to Prevent the Harmful
because of Effects of Soil Erosion
Rain/Water 1.
2.
3.
Wind/Air 1.
2.
3.
Human 1.
Activities 2.
3.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative assessment.
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did it work?
encounter which my
can help me solve?
did I use/discover
which I wish to share
with other teachers?
32
Activity: Show Them All
Learning Target:
We can perform activity that shows different ways in reducing soil erosion.
What you need:
 Sand that can be made into small pyramid

 plastic cover
 1 Liter of water
 Strainer
 mini houses
 plants and grasses
What to do:
1. Make a sand pyramid on top of the plastic cover.
2. Design the toy houses, plants and grasses around the sand pyramid.
3. Make a rain using the strainer and water on the pyramid for 5 seconds, then 10
seconds.
Guide Questions:
1. What happens to the set up when you pour water on it for 5 seconds? For 10
seconds?
2. What made the soil erode or wear away?
3. When the soil loosens up and erode, what happens to the houses and trees?
4. What are the effects of soil erosion made by water or rain?
5. How would you reduce soil erosion caused by water or rain?
6. Complete the tables based on the activity.
SOIL EROSION BY RAIN OR WATER

Harmful Effects to Living Things and Ways to Prevent/ Reduce the Harmful
Environment Effects
1. 1.
2. 2.
3. 3.
As soon as you have completed the assigned task, gather all your used materials and
finalize your output for posting and reporting.
33
Activity: Blow Them All
Learning Target:
What you need:
 Electric fan/fan
 sand that can be made into small pyramid
 mini houses
 plants and grasses
What to do:
1. Make a sand pyramid on top of the plastic cover.
2. Design the toy houses, trees and grass around the sand pyramid.
3. Align the set on an electric fan a) number 1 speed b) number 2 speed c) number 3
speed.
Guide Questions:
1. What happens to the soil when you allow the electric fan to blow it at number 1,2,3
speed?
2. What made the top soil erode or wear away?
3. When the top soil erodes, what happens to the houses and trees?
4. When the top soil wear away, what do you think will happen to the quality of the
soil for our crops?
5. What are the effects of soil erosion caused by wind or air?
6. How would you reduce soil erosion caused by wind or air?
7. Complete the tables based on the activity.
SOIL EROSION BY WIND OR AIR

Harmful Effects to Living Things and Ways to Prevent/ Reduce the Harmful
Environment Effects
1. 1.
2. 2.
3. 3.
As soon as you have completed the assigned task, gather all your used materials and
finalize your output for posting and reporting.
34
Activity: What Have They Done
Learning Target:
What you need:
 manila paper
 pentel pen
What to do:
1. Make two columns on the manila paper.
2. Label the first column “Human Activities That Cause Soil Erosion” and label the
second column “Effects of Human Activity to the Environment and Living things”
3. Answer the guide questions correctly.
Guide Questions:
1. What are the human activities that cause soil erosion?
2. How does deforestation and constructions cause soil erosion?
3. How does this affect our environment?
4. How does agriculture cause soil erosion?
5. Knowing that these human activities have harmful effects on the living things and
environment, what are the possible ways to reduce soil erosion?
35
DAILY LESSON PLAN

I. OBJECTIVES
A. Content The learners demonstrate understanding of weathering and
Standard soil erosion shape the Earth’s surface and affect living
things and the environment.
C. Learning The learners should be able to communicate the data
Competencies/ collected from the investigation on soil erosion.
Objectives (S5FE-IVc-3)
Write the LC  Identify ways on how to reduce the harmful effects
code for each of soil erosion on living things and the environment.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Science Beyond Borders 5 (TM) p. 110-113,STeP page 36,
Guide Pages Science CG 76-77
2. Learners’
Material Pages
3. Textbook Science Beyond Borders 5 p. 168-172
Pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning Chart
Resources
IV. PROCEDURE
A. ENGAGE Arrange the scrambled words to form phrases that tell the
effects of soil erosion.
FUNERLETI OLSI
SSOL OF LVIES
MADAGED FMLAORSND
What can you do to prevent or control soil erosion?

Review the standards to follow in performing an outdoor
activity.
Let the learners perform the activity.(See attached activity
sheet)
C. EXPLAIN A representative of the group will present the groups
answers on the activity.
What ways can you do to prevent or control soil erosion?
36
Name other possible ways to prevent or control soil erosion.
How do trees help in preventing soil erosion?
D. ELABORATE If you will be asked to make an erosion prevention project
for a community on a mountainside, what would you
recommend?
How can it help in the prevention of soil erosion?
E. EVALUATE Write the ways to reduce the effects of erosion in these
places.
1. Newly harvested field
2. Riverbanks
3. Crop field on a slope
4. Curved mountainside
5. Shoreline
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment.
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
I encounter which
my principal or
supervisor can help
me solve?
did I use/discover
which I wish to
share with other
teachers?
37
Activity: Ways to Reduce Harmful Effects of Soil Erosion on Living Things and the
Environment
Learning Target:
At the end of the activity, we can identify ways on how to reduce the harmful
effects of soil erosion on living things and the environment.
What you need:
 1 Liter of water
 A garden
What to do:
1. Visit a garden. Look for an area with and without plant.

Which soil area was easily carried away by running water?
2. Pour slowly 1 liter of water over each soil area with plants and without plants.
Observe the movement of the soil.
What prevented the soil from being easily carried away by running water?
38
FIRST SUMMATIVE TEST
Science 5
Name: _____________________________ Section: ___________ Date: ____________
A. Read the following sentences carefully. Choose the letter of the best answer and write
it on your paper.
1. In what ways do rocks differ?

A. hardness C. temperature
B. texture D. both a and b
2. Which of the following factors causes the breaking down of rocks?

A. man and animals C. temperature
B. plants D. all of these
3. What refers to the process of breaking down of rocks into smaller pieces?
A. erosion C. tsunami
B. landslide D. weathering
4. Which of the following situations contributes to the breaking down of rocks?

A. heavy rains C. high temperature
B. intensive waves D. abrupt changes in weather
5. Which of the following human activities contribute to the breaking down of rocks?
A. cutting of trees C. mining
B. landscaping D. planting trees
6. How do animals breakdown rocks?

A. animals step on rocks
B. use of their hooves and horns
C. acid from dead animals weaken rocks
D. all of the above
7. Which of the following is a good effect of soil erosion?

A. clogging of irrigation C. deposition of mine tailings
B. decrease of food production D. shaping of landforms
8. Heavy rain was experienced last night. When Ernesto woke up this morning, he
noticed that there was mud in their front yard. What agent of erosion caused this?
A. animal B. human C. water D. wind
9. Which process refers to the movement of soil from one place to another place?
A. erosion B. deposition C. landscaping D. weathering
10. How do humans aggravate soil erosion?

A. by planting C. by hunting animals in the forest
B. by building houses D. by indiscriminate cutting of trees
11. Which of the following does NOT help control soil erosion?
A. contour plowing C. riprapping
39
B. deforestation D. terracing
12. Which of the following materials is transported by erosion?
A. rocks B. sediments C. soil D. water
13. Which of the following is NOT an agent of erosion?

A. human B. soil C. water D. wind
14. How do humans contribute to soil erosion?

A. when we walk C. when we do gardening
B. when quarrying D. all of these
15. What agent of erosion contributes to the formation of sand dunes?

A. animals B. plants C. water D. wind
16. Dust on the window is caused by ____________ erosion.

A. animals B. humans C. water D. wind
17. How does erosion affect the land with steeper slope?
A. rock formation C. possibility of landslide and rockslide
B. breaking down of rocks D. all of the above
18. How do burrowing animals contribute in the transportation of sediments?

A. They plow the land.
B. They step on the rocks.
C. They bite the rocks and break into pieces.
D. They dig the ground and the soil particles stick to their bodies.
19. How do the roots of the trees help in controlling soil erosion?
A. They keep the soil more intact.
B. They go deep down the ground.
C. They absorb the nutrients from the soil.
D. All of the above
20. Which of the following human activities can lead to the destruction of the
environment?
A. deforestation C. quarrying
B. mountain-blasting D. all of these
40
DAILY LESSON PLAN
I. OBJECTIVES:
A. Content The learners demonstrate understanding of weather disturbances and

Standard their effects on the environment
B. Performance The learners should be able to prepare emergency kit.

Standard
C. Learning The learners should be able to observe changes in weather before,

Competencies during and after a typhoon (S5FEIVd-4)
(Write the LC  Observe changes in weather before a typhoon
code for each)
II. CONTENT Weather Disturbances

2.1. Types of weather
III. LEARNING
RESOURCES
A. References
1. Teacher’s TM Science Beyond Borders, pp. 114, STeP page 36, Science CG
Guide pages pages 76-77
2. Learner’s Science Beyond Borders, pp.188, 235-236

Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning pictures, charts, https://www.youtube.com/watch?v=hXxOrFsM

Resources
IV. PROCEDURE
41
What is the weather today?
A. ENGAGE What are the other types of weather that you already experienced?
What are some examples of weather disturbances?
What is the strongest tropical cyclone that occurred in the Philippines?
Where was the most affected place by it and when did it occur?
(Tacloban City)
B. EXPLORE Group the class into 2.

Let the learners perform the activity found in the attached activity sheet.
C. EXPLAIN Let the learners explain/report their outputs.

Process all their answers.
Ask question:
1. What do you observed in the weather condition before a typhoon
hits the place? (The weather is cool and the clouds are black)
D. ELABORATE What is the role of PAGASA in weather management? (To inform the
community about the forecast of weather everyday specially on the
month of July onwards)
Why do we always need to monitor the daily weather news? Give at

least 5 reasons and discuss further. (To know the daily forecast, To be
always prepared, to be safe anytime there is a typhoon)
Is it important to follow the warnings given by the authorities before

the coming of the typhoon? ( Yes, so that we can prepare and evacuate
anytime)
E. EVALUATE Illustrate what you observe on the following before a typhoon:

1. Clouds
2. Air
3. Wind
4. Rain
ASSIGNMENT Listen or watch a TV program/ weather forecasts when there’s a

typhoon. Note the important information.
V. Remarks
VI. Reflection
A. No. of learners
who earned
80%on the
formative
assessment.
B. No. of learners
who require
additional
42
activities for
remediation
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?
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?
43
Activity: Weather Condition Before a Typhoon
Learning Target:
At the end of the activity, we can observe the weather condition before a typhoon.
What you need:

 Tacloban City Before the Typhoon Yolanda Haiyan Philippines Full Road
Street View”
https://www.youtube.com/watch?v=hXxOrFsM
What to do:
1. Watch the CD Sine Eskwela or Tacloban City Before the Typhoon Yolanda Came.
Guide question:
What do you observe in the weather condition before a typhoon hits the place?
44
DAILY LESSON PLAN
I. OBJECTIVES:

Standard their effects on the environment.
B. Performance The learners should be able to prepare individual emergency kit.

Standard
C. Learning The learner should be able to serve changes in weather during a

Competencies typhoon. (S5FEIVd-4)
(Write the LC  Observed changes in weather during a typhoon.
code for each)
II. CONTENT 2. Weather Disturbances

2.1. Types of weather disturbances.
III. LEARNING
RESOURCES
A. References
1. Teacher’s TM Science Beyond Borders, pp. 114 STeP page 36 & Science CG
Guide pages 76-77
pages

Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning pictures, charts, enlarged pictures showing the weather conditions
Resources during a typhoon
45
IV. PROCEDURE
A. ENGAGE What comes to your mind when you hear the word “TYPHOON”?
What do you observe on the weather before typhoon?

Ask the learners to perform the activity found in the attached activity
sheet.
Note: Enlarge pictures showing the weather conditions during a
typhoon.
C. EXPLAIN Let the group explain their outputs.

How did you find the activity?
D. ELABORATE How are you going to describe the weather during a typhoon? (There is
a heavy rain with thunder and lightning)
Is it safe to go outside during a typhoon? ( No )
Which province/place is most frequently visited by typhoons? (Samar
Provinces )
How do you describe the wind during a typhoon? (The wind is whistling
in the dark night)
How do you describe the weather condition during the typhoon?
( The weather is so cold, with heavy rain, thunder and lightning. )
Why do we need to know the weather forecast everyday?
Does the weather affect our daily activities?
E. EVALUATE Describe the weather condition during a typhoon.
46
Scoring Rubrics for Drawing
nicely
V. Remarks
VI. Reflection

earned 80%on the
formative assessment

require additional
activities for
remediation
C.Did the remedial

learners who have
caught up with the
lesson

continue to require
remediation.
E.Which of my
47
teaching strategies
worked well? Why did
these work?

I encounter which my
can help me solve
localized materials did
I use/discover which I
wish to share with
other teachers?
48
Activity: Changes in Weather During a Typhoon
Learning Target:
We can observe changes in weather during a typhoon.
What you need:

 collected information from the parents
Note: Data collected was given as an advance assignment.
 enlarged pictures showing weather conditions during a typhoon (Yolanda,
Reming/Usman)
 manila paper
 marker
What to do:
1. What are the two most damaging tropical cyclones that occurred in the Philippines
5 years ago?
2. What do you observe in the weather condition during the typhoon?
49
DAILY LESSON PLAN
I. OBJECTIVES:


Standard
C. Learning The learners should be able to observe changes in weather after a

Competencies typhoon ( S5FEIVd-4)
(Write the LC  Observe changes in weather after a typhoon.
code for each)
II. CONTENT 2. Weather disturbances

2.1. Types of weather disturbances.
III. LEARNING
RESOURCES
A. References
1. Teacher’s TM Science Beyond Borders, pp. 114 Step 36 & Science CG pages
Guide 76-77
pages

Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning pictures, charts, activity sheets

Resources
50
IV. PROCEDURE
Show picture/s of places affected by a typhoon.

A. ENGAGE - What do you think was the storm signal raised in this place?
- What do you think is the extent damage in this situation?
- What government agency announces the storm signal?
B. EXPLORE Divide the class into groups.

sheet.
C. EXPLAIN Let each group present or explain their outputs.

D. ELABORATE How do you describe the weather condition after a typhoon? ( The
weather condition sometime is fine, the sun is shining and there are
trees fell down and garbage around the area)
E. EVALUATE Write a short paragraph about your own experience of weather

condition after a typhoon.
ASSIGNMENT Make a weather report of a strong typhoon and act out as a

broadcaster.
V. Remarks
VI. Reflection
A. No. of learners
who earned
80%on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
51
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did
these work
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?
52
Scoring Rubric in Paragraph Writing
3 points 2 points 1 point
Topic Sentence:
- Gets reader’s attention 3 2
1
- Introduces main idea of requirements requirements
paragraph requirement met
met met
- Complete sentence
Supporting Sentences:
- At least 4 complete sentences
- Each gives new details or 3 2 1
information requirement
- Each matches with the main met met met
idea
Concluding Sentence:
- Restates the topic sentence
3 2
- Wraps up the ideas in the 1
paragraph requirements requirements
requirement met
met met
- Complete sentence
Mechanics and Grammar

No errors
(Capitalization, Punctuation and 1-3 errors 4 or more errors
committed
Spelling)
Appearance:
3 2
- Neat 1
- Legible handwriting requirement met
met met
- Paragraph indented
Total Points (15 possible) _________
53
Activity: Changes in Weather Condition After a Typhoon
Learning Target:
We can observe changes in weather after a typhoon.
What you need:

 Pencil
 ¼ cartolina
 Marker
 crayons
What to do:
Draw a place visited by a typhoon based on your experience.
Questions:
1. What are the things damaged by the typhoon?
2. What typhoon signals does your illustration tell?
3. How will you describe the weather conditions in your drawings?
54
Scoring Rubric for Drawing
Indicator 4 3 2 1
Overall The overall The overall the overall the overall
Appearance appearance appearance appearance appearance
was created was created covers the lacks effort
with a lot of and thought subject
thought out matter
Information The drawing the drawing/ The the drawing/
/poster is poster has drawings/ poster does
labelled most of the poster has not have
properly with labelling some of the labelling
all the labels done labelling done
done
Pictures The pictures The pictures The pictures The pictures
relate relate relate do not relate
extremely extremely extremely to the
well to the well to the well to the subject; are
subject; are subject; are subject; are not well done
well done pretty well somewhat and are not
and colored done and well done colored or
very nicely colored and some of colored
nicely the pictures poorly
are colored
somewhat
nicely
55
DAILY LESSON PLAN
I. OBJECTIVES:

B. Performance The learners should be able to prepare individual emergency kit

Standard
C. Learning The learners should be able to identify precautionary measures before,

Competencies during and after typhoon (S5FEIVd-4)
(Write the LC  Identify precautionary measures before, during and after a
code for each) typhoon

2.1 Types of Weather Disturbances
III. LEARNING
RESOURCES
A. References
1. Teacher’s TM Science Beyond Borders, pp. 114 Step 36 & Science CG pages
Guide pages 76-77

Materials
pages
3. Textbook
pages
4. Additional
Materials
from Learning
Resource
(LR) portal
B. Other Learning Pictures, charts, activity sheets

Resources
56
IV. PROCEDURE
A. ENGAGE  Show pictures of places that show a scenario before a typhoon

and during a typhoon.
.
https://www.youtube.com/watch?v=hXx0rFsM
Let the learners give some description/s about the picture. Then let
them differentiate the pictures.
- What can you say about the picture before, during / after a
typhoon?
- Why is the picture before the typhoon unstructured?
- What will the people do with the damages brought about by the
typhoon?
- What do you think is the strength of the typhoon that hit the
place?

Setting of standards:
a. Do the task for 10 minutes.
b. Cooperate and share ideas to the group.
c. Report the finish output.
Let the learners perform the activity found in the attached activity
sheet.
C. EXPLAIN Let each group report/explain its output.
57
Inform the class that the group presentation will be graded following the
given criteria:
CRITERIA PERCENTAGE
Content 40%
Originality 20%
Creativity 20%
Impact 20%
Total 100%

What makes you do it perfectly?
D. ELABORATE 1. What is the importance of following precautionary measures?

( (First you can save your life, your properties, and everything
you owned.)
2. Why should we follow precautionary measures even before a
typhoon?( We should follow the precautionary measures so that
we will always be prepared.)
3. Based from your experience, what precautionary measures did
you/your family do before, during, after the typhoon. (Listen to
the weather forecasts, and evacuate if needed.)
4. What help did you contribute/make during these events?
(Informed the neighborhood.)
E. EVALUATE Identify 4 precautionary measures in each of the following:

1. Before Typhoon
2. During Typhon
3. After Typhoon
ASSIGNMENT Write a short paragraph of your worst experience of a typhoon and the
precautionary measures you’ve done.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80%on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial

lessons work?
58
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?
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?
59
Activity: Precautionary Measures Before, During, and After a Typhoon
Learning Target:
We can identify precautionary measures before, during and after a typhoon.
What you need:

 learners’ experience
 characters
 situation
What to do:
1. Let the group share their experiences about the typhoon.
2. Make a table showing the different precautionary measures a family must do
during the 3 weather conditions (Before, During and After a Typhoon)
PRECAUTIONARY MEASURES
BEFORE DURING AFTER
a Typhoon a Typhoon a Typhoon
60
DAILY LESSON PLAN
I. OBJECTIVES:

B. Performance The learners should be able to prepare emergency kit.

Standard
C. Learning The learners should be able to perform news broadcasting activity

Competencies about safety precautions before, during and after a typhoon.
(Write the LC (S5FEIVd-4)
code for each)  Perform news broadcasting activity about safety precautions
before, during and after.

2.1. Types of Weather Disturbances
III. LEARNING
RESOURCES
A. References
1. Teacher’s TM Science Beyond Borders, pp. 114 Step page 36 & Science CG
Guide pages 76-77
pages
2. Learner’s Science Beyond Borders, p. 189.

Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning pictures, charts, activity sheets

Resources
61
IV. PROCEDURE
A. ENGAGE What are things that we should do before, during and after a typhoon?

Setting of standards.
1. Do the activity in 10 minutes.
2. Cooperate and share ideas with the group.
3. Report your output
Let the each group perform an Activity. (See attached Activity Sheet)
C. EXPLAIN Let each group share/present their outputs.

-How did you find the activity?
-What makes you do the broadcasting easily?
D. ELABORATE Does the weather condition change before, during and after a typhoon?
(Yes)
-What is the importance of following safety precautions? (You will
always be safe and free from harm.)
-What is the importance of always monitoring weather reports? (The
monitoring of weather reports are important because we can plan our
activity ahead of time, we can share also the forecasts to our neighbor
who do not have radio or television.)
-If in case, some people do not want to evacuate, what does the LGU
do? (Forced Evacuation)
E. EVALUATE Read and understand the statements carefully then draw if the
statement shows precautionary safety measures in time of typhoon
and if not.
___1. Boil your drinking water after the typhoon.
___2. Check the electrical appliances right after the flood has
subsided.
___3. Go on a panic-buying spree of grocery items so you will have
enough food stocks at home.
___4. Check on your family members who are staying in affected
areas. Determine if they need help or rescue.
___5. When there is a typhoon, stay outdoors and proceed with your
travel plans.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80%on the
formative
assessment
62
B. No. of learners
who require
additional
activities for
remediation
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?
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?
63
Activity: Safety PrecautionsBefore, During, and After a Typhoon
Learning Target:
At the end of the activity, we can perform news broadcasting activity about safety
precautions before, during and after a typhoon.
What you need:

 print out pictures
What to do:
1. Plan a news broadcasting activity about the safety precautions before, during and
after a typhoon.
2. Each group will perform the following tasks:
Group I will report on safety precautions “Before a Typhoon”.
Group 2 will report on safety precautions “During a Typhoon”.
Group 3 will report on safety precautions “After a Typhoon”.
3. Your group will be rated based from the criteria below.
CRITERIA PERCENTAGE
Delivery 40%
Content 20%
Creativity 20%
Impact 20%
Total 100%
64
DAILY LESSON PLAN
I. OBJECTIVES
A. Content The learners demonstrate understanding of weather
Standard disturbances and their effects on the environment.
B. Performance The learners should be able to prepare individual emergency
Standard kit.
C. Learning The learner should be able to describe the effects of a typhoon
Competencies/ in the community. (S5FEIVe-5)
Objectives  Identify the effects of typhoon on living things.
Write the LC
code for each
2.2 Effects of weather disturbances on living things and the
environment.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Science Beyond Borders (TM) p. 119 STeP &
Guide Pages Curriculum Guide p. 34
2. Learner’s
Material
Pages
3. Textbook Science for Daily Use p. 233-236
Pages
4. Additional
Materials from
Learning
Resource
(LR) Portal
B. Other Learning Projector and laptop, chart
Resources
IV. PROCEDURE
A. ENGAGE What are the names of tropical cyclones that entered the PAR
(Philippine Area of Responsibility)?
Activity:
Form 3 groups.
Paint me a picture of a scenario after a tropical cyclone.
What are the living things affected by typhoon?

Give a task to do. Remind them the standards in doing the
activity.
Write a news and perform broadcasting about the effects of

typhoon to living things.
Use Scoring Rubric for Broadcasting to rate learners’
performance.
65
(You may refer to the attached Rubric for Broadcasting)
C. EXPLAIN Let each group present their output.
What are the effects of typhoon to living things?
D. ELABORATE
Enter your answers in the table
People Animals Plants
they might be Animals will be Plants will be
harm, if not killed lost/ carried by drowned away
running water or
flood
E. EVALUATE Check if the given effects of typhoon affect living things.

_______1. Loss of lives
_______ 2. Flash floods
_______ 3. Landslides
_______ 4. Uprooted trees
_______ 5. Destroyed houses
_______ 6. Messy surroundings
_______ 7. Destroyed houses
_______ 8. Damaged infrastructures
_______ 9. Homeless farm animals
_______ 10. Price hike
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
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?
66
Why did it work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
67
(Suggested Rubrics/ Criteria Under Explore)
Scoring Rubric for Broadcasting
Criteria Points
1 2 3 4
Organization Audience there is Audience has Pupils present Pupils present
no sequence of difficulty information in information in
information following logical logical,
audience cannot presentation sequence interesting
understand because pupil which sequence
presentation jumps around audience can which
because follow audience can
follow
Content Pupils do not Pupils are Pupils are at Pupils
Knowledge grasp information; uncomfortable ease with demonstrate
pupils cannot with information content, but full knowledge
answer questions and are able to fail to (more than
about the subject answer only elaborate. required) with
rudimentary explanations
questions. and
elaborations
Visuals Pupils did not use Pupils Visuals are Pupils used
visual occasionally related to text visuals to
used visuals and reinforce
that rarely presentation screen text
support text and
and presentation
presentation
Delivery Pupils mumble, Pupils Pupil’s voice is Pupils used a
incorrectly incorrectly clear, clear voice
pronounce terms, pronounce pronounces and correct,
and speak softly terms. most words precise
at Audience correctly pronunciation
members have of terms
difficulty
hearing
presentation
Total
Criteria for the Presentation

CRITERIA PERCENTAGE
Delivery 40%
Content 20%
Creativity 20%
Impact 20%
Total 100%
68
DAILY LESSON PLAN
I. OBJECTIVES:


Standard
C. Learning The learner should be able to identify the effects of typhoon to

Competencies community. (S5FEIVe-5)
(Write the LC  Identify the effects of typhoon to properties.
code for each)
II. CONTENT 2.2. Effects of weather disturbances on living things and the
environment.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Step page 36 & Science CG pages 76-77

Guide
pages
2. Learner’s Science Beyond Borders, 186-191

Materials
pages
3. Textbook Science Beyond Borders pages 186-191

pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE
A. ENGAGE Show a picture of a serious damage of properties caused by a typhoon.

What happened to houses and buildings?
69
A. EXPLORE Divide the class into 4.
sheet.
B. EXPLAIN Process the activity.

Let each group explain the output.
Let the learners answer the following questions:
a) What happened to the houses/buildings?
(Houses and buildings are destroyed)
b) What do you observe to the properties after the hit of typhoon
signal no.4? (Properties like houses and buildings are totally
damaged or sometimes carried away by flood.)
c) What did you observe to the people around the devastated houses,
buildings and roads? (They are very sad. Some are retrieving the
materials that they can be used to start a new)
C. ELABORATE What do you observe after the typhoon hits the place?
What is the effect of typhoon to properties?
.
D. EVALUATION Present a short video clip or article on the effects of typhoon to

properties.
What are the effects of typhoon to properties?

List down at least five (5) effects of typhoon to properties.
1.
2.
3.
4.
5.
ASSIGNMENT What are the effects of typhoon Usman to the Municipality of Tiwi
Albay?
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80%on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
70
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?
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?
71
Activity: Effects of Typhoon to Properties
Learning Target:
We can identify the effects of typhoon to properties.
What you need:
 Pencil
 ¼ cartolina
 crayon or oil pastel
 pentel pen
What to do:
1. Prepare all the materials needed.
2. Draw your experience after the typhoon in ¼ white cartolina.
Drawing Rubrics for Evaluation

Indicator 4 3 2 1
Overall Appearance The overall The overall the overall the overall
appearance appearance appearance appearance
with a lot of and thought subject
thought out matter
Information The drawing the drawing/ The the drawing/
/poster is poster has drawings/ poster does not
labelled most of the poster has have labelling
properly with labelling some of the done
all the labels done labelling
done
Pictures The pictures The pictures The pictures The pictures do
relate relate relate not relate to the
extremely extremely extremely subject are not
well to the well to the well to the well done and
subject are subject are subject are are not colored
well done pretty well somewhat or colored poorly
and colored done and well done
very nicely colored and some of
nicely the pictures
are colored
somewhat
nicely
3. Guide questions.
a. What happened to the houses/buildings?
b. What do you observed to the properties after it was hit by the typhoon
signal no.4?
c. What did you observe to the people around the devastated houses,
buildings and roads?
72
DAILY LESSON PLAN
I. OBJECTIVES:


Standard
C. Learning The learner should be able to describe the effects of typhoon to the
Competencies community. (S5FEIVe-5)
(Write the LC  Identify the effects of typhoon to the environment.
code for each)
II. CONTENT 2.2. Effects of typhoon on living things and the environment.
III. LEARNING
RESOURCES
A. References
1. Teacher’s STeP page 36 & Science CG pages 76-77

Guide pages
2. Learner’s Science Beyond Borders, pp. 186-191

Materials
pages
3. Textbook Science Spectrum 5, 290-293

pages Science for Daily Use, 233-236
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE
A. ENGAGE Present a picture puzzle of a beautiful mountain.

Let the learners complete the puzzle.
Observe the picture. What do you think will happen if this scenery will
be visited by a strong typhoon?
73
B. EXPLORE Divide the class into 4.
sheet.
C. EXPLAIN Let each group explain their output by answering the guide questions.
D. ELABORATE 1. What do you observe to the environment after the typhoon? (The
environment is dirty and sometimes the smell is not good and there
are trash in the area.)
2. What are the things in the environment that are affected by
typhoon?( The trees, Mountains and sometimes the bridge)
E. EVALUATE Identify/ list down five major effects of typhoon to the environment.
ASSIGNMENT Read the information found on page 186-191 of Beyond Borders.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80%on the
formative
assessment
B. No. of learners
who require
additional activities
for remediation
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?
did I encounter
which my principal
or supervisor can
74
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
75
Activity: Effects of Typhoon to the Environment
Learning Target:
We can identify the effects of typhoon to the environment.
What you need:

 pentel pen
 manila paper
 Textbook Science Beyond Boarders Page 186-191/ pictures about effects of
typhoon to the environment.
What to do:
1. Answer the questions on the task below.
Task-1- Effects of typhoon to the forest and mountains?
a) What happened to the banana trees and coconut trees?
b) What happened to the mountains?
Task-2- Effects of typhoon to the river and sea?

a) What is the effect of typhoon to the rivers when there is a typhoon in the
sea?
b) What is the effect of typhoon along the shore hire?
Task-3- Effects of typhoon to the surroundings?

a) What is the effect of typhoon to the surroundings?
b) List down at least 5.
76
DAILY LESSON PLAN
I. OBJECTIVES:

B. Performance The learners should be able to prepares individual emergency kit

Standard
C. Learning The learner should be able to practice precautionary measure to lessen

Competencies the effects of typhoon ( S5FEIVe-5)
(Write the LC  Practice precautionary measure to lessen the effects of
code for each) typhoon.
environment
III. LEARNING
RESOURCES
A. References
1. Teacher’s STeP page 36 & Science CG pages 76-77

Guide
pages
2. Learner’s Science Beyond Borders, page 186-191

Materials
pages
3. Textbook Science Spectrum 5, page 287-293

pages Science for Daily Use 5 page 238-240
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE
A. ENGAGE Before a typhoon what are the preparations that you and your family
do?
77
B. EXPLORE Divide the class into 3.
Ask the learners to dramatize/role the precautionary measures to
lessen the effect of Typhoon. (see attached scoring rubric)
C. EXPLAIN Let each group explain its output.

Answer the questions in each task.
D. ELABORATE 1. What do you observe after the typhoon hits the place?( The place is
full of trash carried by the floods, houses and buidings are broken,
trees fell down and sometimes dead animals are present.)
2. Who usually suffers from the harmful effects of typhoon?
(Everybody)
3. In order not to experience like these, what will you do if there is a
typhoon? (Follow the warnings given by authorities)
4. What will you do to lessen the effect of typhoon in your family? Plant
trees, segregate wastes , do not burn your garbage,stop kaingin and
etc) 5. Why is it important to be aware of the precautionary measures?
( In order not to be harm or suffer from any difficulty in case there is a
typhoon.)
6. Are you applying your knowledge about precautionary measures
when there’s a typhoon? (Yes of course)
E. EVALUATE Direction: Draw a ☺ if the statement shows precautionary safety

measures in times of typhoons and (-_-) if not.
____1. Check the roof of your house for any leaks. Check the windows
and make repairs if they are broken.
____2. Stay indoor. Cancel or postpone any travel.
____3. When there is a typhoon, stay outdoors and proceed with your
travel plans.
____4. Check the electrical appliances right after the flood has
subside.
____5. Ask the electrician to check the electrical wirings or appliances
that were soaked in flood water.
ASSIGNMENT Cut a news clipping about a recent typhoon that hit our country. Identify
ways on how you can extend help to the victims of typhoon.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80%on the
formative
assessment
B. No. of learners
78
who require
additional
activities for
remediation
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?
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?
79
Activity: Precautionary Measures to Lessen the Effects of Typhoon
Learning Target:
At the end of the activity, we can practice precautionary measures to lessen the
effects of typhoon.
What you need:

 skit
 props
What to do:
1. Practice the skit for role play.
2. You will be graded using the rubrics below.
Scoring Rubric for Role Play
CATEGORY 4 3 2 1
Content Great job! You Your role-play The role-play is The role-play is
offered creative is on-topic but somewhat off- completely off-
new insights on it is missing topic. Pay more topic, as if your
the topic! some creativity attention to the group did not
and insight. directions next even read the
time! directions.
Roles Excellent work! Everyone in For the most part, Your group
Every member your group your group stayed failed to stay in
of your group stayed in in character. Next character, and it
stayed in character, but time, spend more looked like you
character and it some members time preparing for had not
was clear you didn’t seem to how the characters prepared for
took your roles be really “in to” might think or act. how the
seriously. what they were character might
doing. think or act.
Preparation Your group did Your group Your group needs It seems that
an excellent job obviously spent to spend more time your group used
preparing and some time preparing for the the preparation
rehearsing your preparing for role-play. Reading time for
role-play, and it the role-play, lines from a script something else.
showed but some is a sure sign you
everything rehearsal might are not prepared.
went very have helped
smoothly. things run more
smoothly.
Overall Excellent! Your Good! Your Keep working! Argh! I expect
Impression presentation presentation, Don’t forget that much better
was while it was fun though the process work from you
entertaining to watch, it is entertaining, next time.
and could have you’re also
80
informative! been more supposed to learn
informative. something from it.
81
DAILY LESSON PLAN
I. OBJECTIVES:
A. Content The learners demonstrate the understanding of weather disturbances

Standard and their effects on the environment.
B. Performance The learners should be able to prepares individual emergency kit

Standard
C. Learning The learner should be able to prepare emergency kit needed during
Competencies typhoons. (S5FEIVe-5)
(Write the LC  Prepares individual emergency kit.
code for each)
II. CONTENT 2.2. Effects of Typhoon on Living Things and the Environment
III. LEARNING
RESOURCES
A. References
1. Teacher’s Step page 36 & Science CG pages 76-77

Guide
pages

Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE
Show to the class the different items that can be used during a
A. ENGAGE typhoon.
What are these items?
82
B. EXPLORE  Divide the class into 4.
 Give a task to do. Remind them the standards in doing the
activity (a 15-minute activity)
 Let each group perform an Activity. (see attachment)
C. EXPLAIN  Let each group present the output.

 Answer the questions in each task.
Sample Items that learners may identify.
(Canned goods, flashlight, whistle, medicine, bottled water,
radio, battery)
 How did you find the activity?
 What makes you do the activity easily?
D. ELABORATE  Present a teacher’s and a learner’s emergency kit.

 Let them identify and list down the items that should be
included in an emergency kit.
 Why is it important to have an emergency kit? (The emergency
kit is important because anytime there is an emergency you can
used it as your first aid. )
E. EVALUATE If you’re going to prepare your own emergency kit, what are the things
that you will include? Explain why you’re going to include it.
MY EMERGENCY KIT
Things to include Explanation
ASSIGNMENT Imagine that the typhoon has ended. How will you describe the
surroundings?
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80%on the
formative
assessment
83
B. No. of learners
who require
additional
activities for
remediation
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?
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?
84
Activity: Preparing an Emergency Kit Needed During a Typhoon
Learning Target:
We can prepare an emergency kit needed during typhoon.
What you need:

 marker
 manila paper
What to do:
1. List down top five important items that you will prepare in order to survive the
hazards that the typhoon might bring.
2. Why did you choose these as your top 5 emergency kit? Write your reasons in the
table below.
Complete the table below.

Items to Prepare Reason
1.
2.
3.
4.
5.
85
DAILY LESSON PLAN
I. OBJECTIVES:

B. Performance The learners should be able to prepare individual emergency kit

Standard
C. Learning The learners should be able to describe the effects of the winds, given
Competencies a storm warning signal (S5FEIVf-6)
(Write the LC  Identify the typhoon signals and its meaning.
code for each)
II. CONTENT 2.2. Effects of Typhoon on Living Things and The Environment
III. LEARNING
RESOURCES
A. References
1. Teacher’s TM Science Beyond Borders, pp. SteP & CG

Guide
pages

Materials
pages
3. Textbook Science and Health for the New Millennium 5, pp. 209-215
pages Science (Health and Environment) 5 Towards an Active and Response,
pp. 321-326
Science Spectrum 5, pp. 283-285
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning pictures, charts, activity card, video clips of different typhoon signals,
Resources graphic organizer, strips of paper
86
IV. PROCEDURE A B
Show some pictures during and after a typhoon hits a certain

A. ENGAGE community in your place. (more pictures can be added)
https://www.google.com/search?biw=1366& https://www.google.com/search?b
bih=608&tbm=isch&sa=1&ei=dqdcXLvhA8ito iw=1366&bih=608&tbm=isch&sa=1
AS4hpKgAg&q=during+typhoon+in+a+comm &ei=aadcXLWCLtGroATU7pHABw&
unity&oq=during+typhoon+: q=during+and+after+a+typhoon+in
+a+community&oq=during+and+af
Key Questions: ter+a+typhoon+in+a+community&
 What do you observe in the gs_l=img.3...3049.
pictures?
 What happens before a typhoon? during, and after a typhoon?
 How do we know if a typhoon will occur in your place?
 How can you determine the strength of a typhoon?
 What government agency announces the typhoon signals?

Set the standards in doing the task.
a. Do the task within a given time.
b. Cooperate and share ideas.
c. Report the output.
Show video clips about the different typhoon signals. (one video clip
per typhoon signal) .
Ask each group to perform an Activity. (See attached activity sheet)
C. EXPLAIN Let each group present their output.

Let them answer the key questions.
 How would you know that a strong typhoon is coming? (through
a radio broadcast and television news.)
 What typhoon signals are being raised/announced in
suspending classes in elementary and secondary schools?
(PSW # 1&2 onward)
 Why are classes suspended in the elementary and secondary?
(The suspension is made because PSW 1& 2 now a days, the
rain is heavy and the weather is not good.)
 Who issues bulletin and typhoon warnings? (The typhoon
warnings are issued by PAGASA) Why are they issued? (They
issued warnings for the people to prepare.)
 What typhoon signal is described when classes in the
elementary and secondary levels are suspended?( PSW # 1 &
2)
 When classes in all levels are suspended, are government
87
offices likewise suspended?
D. ELABORATE  Show to the class the tables of description of typhoon signal.

(LM, pp.183-181)
 Group the learners into  Group the pupils into three.

three.
Direction: Paste the strips of
Direction: Complete the data paper words to complete the
needed in the chart. data needed in the chart.
IMPACTS OF
TYPHOON
LEAD TIME
THE WIND
12 30-60 121-170
SIGNAL
WINDS
(hours)
(km/h)
NO.
Few big trees may be
uprooted; light to moderate
damage
1 Overall, damage to affected
communities can be very
heavy
2
WINDS (km/h)
IMPACTS OF
LEAD TIME
THE WIND
SIGNAL NO.
TYPHOON
(hours)
3
4
1 36 Twigs and
branches
5 of small
trees may
be broken
Key Questions: 2 24 61-

 How does the knowledge 120
of the indicators of
Typhoon Signals help 3 18 Moderate
to heavy
people to be more
damage
prepared in times of
typhoon?( The indicators 4 171
help a lot the people in -
determining how strong is 220
the typhoon, to be more
5 12 220 Widespre
aware as to when they will ad
be evacuated) damage
 How does being prepared to high-
help people to survive or risk
to become safe from structures
danger during typhoon?(
100 % if they follow all the
88
warnings given by the
authority)
E. EVALUATE Identify the typhoon signals Match the typhoon signals in

based on its meaning and effects Column A with its
given below: meaning/description or effects on
Column B. Write the letter of the
___1. When winds of 30-60 kph correct answer on the blank.
are expected in at least 36
hours; banana plants can A B
be tilted. 1. a. 185 kph is
___2. When winds of 60-100 kph Typhoon expected in at least
are expected in at least 24 Signal 12 hours; coconut
hours; rice and corn may No. 1 plantations may
be adversely affected. suffer extensive
___3. When winds of 100-185 damage
kph are expected in at 2. b. 100-185 kph is
least 18 hours; moderate to Typhoon expected in at least
heavy damage Signal 18 hours
___4. When very strong winds of No. 2
more than 185 kph are 3. c. winds of 30-60
expected in at least 12 Typhoon kph is expected in at
hours; coconut plantations Signal least 36 hours
may suffer extensive No. 3
damage. 4. 55 kph is expected
___5. When winds of 55 kph are Typhoon in the area
expected in the area; nipa Signal
houses may be partially No. 4
unroofed. 5. e. 60-100 kph is
Typhoon expected in at least
Signal 24 hours; rice and
No. 5 corn may be
adversely affected
ASSIGNMENT Cut-out or print 5 pictures showing typhoon preparedness activities

done in your community.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80%on the
formative
assessment
89
B. No. of learners
who require
additional
activities for
remediation
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?
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?
90
Activity: Typhoon Signal Number and Its Meaning
Learning Target:
We can identify the typhoon signal number and its meaning
What you need:

 video clips from youtube.com (educational videos)
 laptop computer
 manila paper
 marker
What to do:
Group 1
 Describe Typhoon Signal No. 1. and identify its effects to the environment using
the graphic organizer
meaning
Public
Storm effects
Signal No. 1
effects
Source: http://www.hkdigit.net/
Group 2
 Draw a poster describing Typhoon Signal No. 2 and its effects to the environment.
Group 3
 Present a TV Broadcast describing Typhoon Signal No. 3 and 4 and its effects to
the environment.
Source: https://men.mthai.com/men-around/35490.html
91
Group 4
 Write a news article describing Typhoon Signal No. 5 and its effects to the
environment.
Source: http://bagong.pagasa.dost.gov.ph/learning-tools/public-storm-warning-signal
Scoring Rubric for writing news article

CRITERIA PERCENTAGE
Headline 40%
Supporting Details 20%
Lead Sentence 20%
Spelling and Grammar 20%
Total 100%
92
Rubrics for broadcasting
Criteria Points
1 2 3 4
Organization Audience has Audience has Learners Learners
no sequence of difficulty present present
information following information in information in
audience cannot presentation logical logical,
understand the because sequence interesting
presentation student jumps which sequence
because idea is around audience can which audience
not well follow can follow
arranged
Content Pupils cannot Pupils are Pupils are at Pupils
Knowledge grasp uncomfortable ease with demonstrate
information; and with information content, but full knowledge
cannot answer and are able to fail to with
questions about answer only elaborate. explanations
the subject rudimentary and
questions. elaborations
Delivery Pupils mumbles, Pupils Pupil’s voice is Pupils used a
incorrectly incorrectly clear, clear voice and
pronounces pronounce pronounces correct, precise
terms, and terms. most words pronunciation
speak softly Audience correctly of terms
members have
difficulty
hearing
presentation
Total
93
Indicator 4 3 2 1
Appearance appearance appearance appearance appearance
with a lot of and thought out subject matter
thought
Information The drawing the drawing/ The drawings/ the drawing/
/poster is poster has most poster has poster does not
labelled of the labelling some of the have labelling
properly with all done labelling done done
the labels

relate extremely relate extremely relate extremely not relate to the
well to the well to the well to the subject are not
subject are well subject are subject are well done and
done and pretty well done somewhat well are not colored
colored very and colored done and some or colored
nicely nicely of the pictures poorly
are colored
somewhat
nicely
94
DAILY LESSON PLAN
I. OBJECTIVES:


Standard
Competencies a certain storm warning signal (S5FEIVf-6)
(Write the LC
 Describe the appearance of an environment given a certain
code for each)
storm warning signal.
environment
III. LEARNING
RESOURCES
A. References
1. Teacher’s Science Beyond Borders TM p. 116 – 118 STeP page 37 & Science
Guide CG page 77
pages
2. Learner’s Science Beyond Borders LM p. 180 - 185

Materials
pages
3. Textbook Pictures, charts, cd sine eskwela grade 5 Science Spectrum 5 p. 283 –

pages 284
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
95
IV. PROCEDURE
Divide the class into 4 groups.

A. ENGAGE
Give each group a flaglet with labels 1, 2, 3, and 4 accordingly.
Identify the storm warning signal based from the condition of the
environment shown.
Raise your flaglet once you know the answer.

Draw lots the storm warning signal. Then, each group will describe the
appearance of an environment given the storm warning
signal. (Refer to attached activity sheet.)
C. EXPLAIN Let each group explain its output.

Answer the questions in the task
D. ELABORATE 1. In the series of activities, presented what is the condition of the

places?
(Typhoon can kill people and animals’ lives, destroy plants and
properties, and damage the environment.)
2. In order to avoid such incidents, what must people do whenever

there is a typhoon?
(Secure houses, properties, and pet animals. Evacuate to a safer
place. Listen to a weather forecast.)
3. Which do you think is greatly affected by these typhoons? (All Living
things )
4. Who among you can identify the appearance or condition of typhoon
signal # 3,4 & 5 based on your experience? Write it on the board
E. EVALUATE What is the appearance of the following when typhoon signal No.4 is
raised?
Sea Plants /Rice fields Houses
1. 1. 1.
2. 2. 2.
ASSIGNMENT Have an interview with your parents about a very strong typhoon they
experience.
96
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80%on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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?
did I encounter
which my principal
or supervisor can
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
97
Activity: Appearance of an Environment Given a Certain Storm Warning
Learning Target:
We can describe the appearance of an environment given a certain storm warning

signals.
What You Need:
 Enlarged pictures
 CD sine eskwela Textbooks Manila Paper
 marker
What To Do:
1. Describe the appearance of the environment given the storm warning signal assigned
to your group. Present your answer using the table below.
TYPHOON Sea Houses Plants Electricity/ Roads Rice fields

SIGNAL Electric
Post
98
DAILY LESSON PLAN
I. OBJECTIVES:


Standard
C. Learning The learners should be able to describe the effects of winds, given a
Competencies certain storm warning signal (S5FEIVf-6)
(Write the LC  Illustrate the appearance of an environment given a certain
code for each) storm warning signal.
II. CONTENT 2.2 Effects of Typhoon on Living Things and the Environment
III. LEARNING
RESOURCES
A. References Science Beyond Borders page 180-185
1. Teacher’s Science Beyond Borders TM p. 116 – 118 STeP & CG

Guide
pages
2. Learner’s
Materials
pages
3. Textbook
Science Spectrum 5 p. 283 - 284
pages
4. Additional
Materials
from
Marker, manila paper, ¼ white cartolina pencil and crayon
Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE
A. ENGAGE Divide the class into 4 groups. Do the freezing game.

Say: Think and pose of a situation that you commonly see or
experienced whenever there is a typhoon. I’ll give you 1 minute
99
to decide for a pose. Then, afterwards, I will say freeze. Anyone
from your group will explain your pose to the class.
B. EXPLORE See attached activity sheet

Divide the class into 4 groups.
Set the standards
a. Do the task within a given time (10 minutes)
b. Cooperate and share ideas
c. Report the output
C. EXPLAIN Let each group explain their output.

Answer the questions in the task given
Guide Questions.
1. What is the appearance of an environment in your drawings/
illustrations/presentation?( Answers will be based on the output of the
learners.)
. 2.What do you observed in the appearance of winds, sea water plants
and trees and floods while the typhoon is going on? ( The appearance
of winds is strong sea water is not safe to fish, plants and trees are
swinging and floods are evident.)
3. What should you do whenever there is a typhoon?(When there is a
typhoon one must stay inside the house or postponed outdoor
activities.)
Note: The same activity for the average learner.
D. ELABORATE 1. Are the effects of the typhoon in the community?
(Typhoon can kill people and animals’ lives, destroy plants and
properties, and damage the environment.)
2. In order to avoid such incidents, what must people do whenever
there is a typhoon? (Secure houses, properties, and pet animals.
Evacuate to a safer place. Listen to weather forecast.)
3. Is the appearance of all the typhoon in the environment the same?
Why? Why not? Yes because it depends on the location or terrain of
the places.
4. In the given illustration how big is the effect of typhoon to the people
as well as to the environment? (Answer will depend on the illustrations)
5. What is the appearance of the environment in your illustrations?
E. EVALUATE Illustrate or draw the latest typhoon Usman “the landslide that occured
in Tiwi, Albay.
ASSIGNMENT Bring pictures of a place hit by the typhoon.
V. Remarks
VI. Reflection
A. No. of learners
who earned
80%on the
formative
100
assessment
B. No. of learners
who require
additional
activities for
remediation
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?
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?
101
Activity: Appearance of an Environment Given a Certain Storm Warning Signal
Learning Target:
We can illustrate the appearance of an environment given a certain storm warning

signal.
What You Need:
 marker
 manila paper
 ¼ white cartolina
 pencil and crayon
What To Do:
1. Each group will work on to the following.
Group 1- Illustrate the appearance of winds
Group 2- Illustrate the appearance of sea water
Group 3- Illustrate the appearance of Plants and tress
Group 4- Illustrate the appearance of Floods
Guide Questions:
1. What is the appearance of an environment in your drawings/ illustrations/ presentation?
2. What do you observed the appearance of winds, sea water plants and trees and floods
while the typhoon going on.
3. What should you do whenever there is a typhoon?
102
Indicator 4 3 2 1
Appearance appearance appearance appearance appearance lacks
was created was created covers the subject effort
with a lot of and thought out matter
thought
Information The drawing the drawing/ The drawings/ the drawing/
/poster is poster has most poster has some poster does not
labelled of the labelling of the labelling have labelling
properly with done done done
all the labels
relate relate extremely relate extremely not relate to the
extremely well well to the well to the subject subject are not
to the subject subject are are somewhat well done and are
are well done pretty well done well done and not colored or
and colored and colored some of the colored poorly
very nicely nicely pictures are
colored somewhat
nicely
103
DAILY LESSON PLAN
I. OBJECTIVES:


Standard
Competencies a certain storm warning signal (S5FEIVf-6)
(Write the LC  Describe the effects of wind given a certain typhoon signal.
code for each)
II. CONTENT 2.2 Effects of Typhoon on Living Things and the Environment
III. LEARNING
RESOURCES
A. References
1. Teacher’s TM Science Beyond Borders, pp. 116-119 STeP page 37 & Science
Guide CG page 77
pages
2. Learner’s
Materials
pages
3. Textbook Science Spectrum 5, pp. 283-289/

pages Science Beyond Borders pp.180-185
Science for Daily Use, 233-235
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning LM Textbook cd Sine Eskwela, folder and papers

Resources
IV. PROCEDURE
104
A. ENGAGE During summer time how do you feel? (Hot or warm)
 What makes you comfortable?
 The teacher will blindfold the pupils and let them feel the air
from the electric fan with corresponding speed number.
 Remove the blindfold.
 What and how did you feel?
B. EXPLORE  Divide the class into 3.

 Give a task to do. Remind them the standards in doing the
activity (a 15-minute activity)
 Remind them the standard in doing the activity
Answer the following questions:
 How will you describe the effects of wind in a community during
a typhoon?
 Use the same activity to average learners, give the answer from
the choices in the given situation.
C. EXPLAIN Let each group present the output.

Answer the questions in each task and explain it.
What makes you do the activity easily?
D. ELABORATE 1. What do you observe to the environment during the typhoon?

 What do you observe after the typhoon hits the place?
Why? (because of strong wind)
 Can a strong wind kill lives? (Yes)
 Who can describe the wind in signals no. 1, 2, 3, and 4?
 In order not to experience like these, what will you do if
there is a typhoon? ( Follow the typhoon warnings given
by the authorities.)
 What is the effect of the wind during the typhoon and
after the typhoon? (The effects of wind during the
typhoon is not good. Light houses may be uncovered, or
sometimes blown away.)
E. EVALUATE List down and describe the effects of wind during the different public
storm warning signals.
105
EFFECTS OF WIND
SIGNAL NO.
TO
1 2 3 4
1.sea
2.houses in the
shoreline
3. plants
4.electricity
5.roads
ASSIGNMENT Prepare for a summative test.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% in the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
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?
106
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?
107
Activity: Effects of Wind Given a Certain Typhoon Signal
Learning Target:
We can describe the effects of wind given a certain typhoon signal
What You Need:

 folders
 papers
What To Do:
1. Each group will have their own folder provided by the teacher.
2. The folder contains papers with the written effects of wind of typhoon given a certain
typhoon signal in an environment.
3. You will complete each sentence with the correct words
4. The first group to finish will be the first one to discuss / explain their work.
Effects of wind in a typhoon
A. Peoples’ lives are in extreme danger during______________. In many newspaper

reports, one reads about several deaths due to flooding or serious injury from being hit by
heavy objects.
B. Infrastructures like_____________ and _________________in seriously affected

areas maybe damaged beyond repairs.
C. Fruit ______________ are uprooted and other garden _______________are

damaged.
D. Many crops are destroyed, thus there is very few_________________.
E. Farm animals are left_________________.
F. Classes are ___________________to keep students safe.
108
Second Summative Test
Science 5
Name: _____________________________ Section: ____________ Date: ___________

I. MULTIPLE CHOICE. Read the following sentences carefully. Choose the letter of the
correct answer and write your answer on the answer sheet.
1. A is a developing cyclone with a wind speed of 63 to 117 kilometers
per hour.
A. tropical depression C. tropical storm
B. tropical disturbance D. tropical cyclone
2. It is the strongest typhoon ever recorded to make landfall.
A.Typhoon Yolanda C. Typhoon Frank
B. Typhoon Thelma D. Typhoon Sendong
3. The following statements tell about preparations before the typhoon, EXCEPT.
A. Check the house for possible damage.
B. Store food for the family.
C. Listen or watch storm advisories.
D. Prepare flashlight and batteries
4. The eye of a typhoon is .
A. the region with a calm weather in a tropical cyclone
B. the region with the most violent, rotating winds
C. the outside region of the cyclone as seen from a satellite
D. the most prone to landslide
5. This Public Storm Warning Signal means that the typhoon has a wind speed of 171
kph to 220 kph. Colleges, Universities, and some offices are already suspended.
A. Signal # 2 C. Signal # 4
B. Signal # 3 D. Signal # 5
6. It is the government agency that releases Public Storm Warning Signals.
A. NDRRMC C. MMDA
B. DPWH D. PAGASA
7. Which of the following statement is correct?
A. Warm air is heavier than cold air.
B. Cold air is lighter than warm air.
C. Warm air is lighter than cold air.
D. Cold and warm air are equal in weights.
8. Describe the weather conditions in a place where the “eye” of the typhoon passes.
A. It is calm with no rain and winds.
B. It is turbulent, with strong winds and heavy rains.
C. It is very dark, with heavy rains.
D. There are lightnings and thunders.
9. Why are the people warned ahead of the strength of an approaching typhoon?
A. This gives people enough time to prepare and take necessary precautions.
B. This gives people time to do something to minimize the bad effects of typhoon.
C. This will help people plan their activities.
D. All of the above.
109
10. During a typhoon, it is advisable to __________.
A. Play outside under the rain.
B. Watch movie with your friends.
C. Stay inside while the typhoon is not yet over.
D. Fix the roof
11. The following precautionary measures after a typhoon are recommended except one.
A. Stay away from the typhoon victim.
B. Report broken electrical or water lines to proper authorities.
C. Check electrical appliances before using them.
D. Donate food, clothing and medicines
12. Which of the following is the effect of very strong of Public Storm Signal #4 to
transportation system?
A. It is safe to travel both in air and in sea
B. Travel by sea is allowed but not in air
C. Travel by air is allowed but not in sea
D. Travel by air and sea is cancelled
13. Why can’t we feel any strong wind even the PAGASA announced that the typhoon is
right over our town?
A. The town is near a mountain
B. The typhoon is not a strong one
C. The town is away from the typhoon
D. The eye of the typhoon is over the town.
II. MATCHING TYPE. Match column A with the items in column B. Write your answer on
the answer sheet.
COLUMN A COLUMN B
14. It has a maximum wind speed of up to 61 kph. A. PSWS No. 2
B. High pressure area

15. It is a moderate tropical cyclone with a maximum
wind speed of 62 to 88 kph.
C. Habagat
16. Winds moving at a speed of 61-120 kph expected in
at least 24 hours.
D. PSWS No. 5 or Super
17. Wind speed is express in________ . typhoon
18. It is an intense tropical cyclone with a maximum E. Tropical depression

Wind speed of 89-117 kph.
F. counterclockwise
19. Winds moving at a speed of 220 kph or above and
may be expected in at least 12 hours.
G. Tropical storm
20. Strong winds of a typhoon moves in _________ .
H. Typhoon
I. Kilometer per hour or kph
110
DAILY LESSON PLAN
I. OBJECTIVES:
A. Content The learner demonstrates understanding of the phases of the Moon

Standard and the beliefs and practices associated with it.
B. Performance The learners should be able to debug local myths and folklore about
Standard the Moon and the Stars by presenting pieces of evidence to convince
the community folks.
C. Learning The learners should be able to infer the pattern in the changes in the
Competencies appearance of the Moon (S5FEIVg-h-7)
(Write the LC - Describe the characteristics of the Moon.
code for each)
II. CONTENT The Moon

3.1 Phases of the Moon
III. LEARNING
RESOURCES
A. References
1. Teacher’s Science Teaching Planner page 37, Science Curriculum Guide page
Guide 78
pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning “All About the Moon: Astronomy for Kids” –

Resources (https://youtu.be/JM21GBJecx0 )accessed on February 13, 2019,
manila paper,
marker,
111
“Characteristics of our Moon by Ron Kurtus-(https://www.school-for-
champions.com/astronomy/moon.htm# ) accessed on April 11, 2019
IV. PROCEDURE
Game: Prepare jumbled letters of the word “MOON”. Let the learners
A. ENGAGE arrange the letter to form the word.
As soon as the word “MOON” is formed by the learners, ask them
about what comes to their mind whenever they hear/see it.
B. EXPLORE Standards to follow in doing the activity:
a. The teacher shall be the one to divide learners into groups.
b. Follow instructions properly.
c. Keep your working area clean.
d. Do not disturb other groups.
e. Cooperate with your groupmates.
f. Return borrowed materials to the owner.
sheet.
Note: Give the pre-viewing questions before letting the learners watch
the video.
C. EXPLAIN Let the assigned reporters of each group present their group output.
Afterwards, facilitate the discussion of the learners’ answers. Cite
similar answers (from the learners) and those which are different.
D. ELABORATE 1. What do you think is the temperature on the Moon?

2. Can we live on the Moon? Explain your answer.
3. The Moon has craters. How were these craters formed?
E. EVALUATE A. True or False: Write T if the statement is true and F if it is not.
1. The Moon is the only satellite of the Earth. (T)

2. The Moon is farther than the Sun from Earth. (F)
3. The different shapes of the Moon are called faces. (F)
4. The light coming from the Moon is only a reflection of the light from
the Sun. (T)
5. Moon is half as big as the Earth. (F)
ASSIGNMENT Research and share your thoughts about the following:

Who is the first man to set foot on the Moon?
Would you also want to visit the Moon? Why?
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
112
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
113
Activity: Characteristics of the Moon
Learning Target:
We can describe the characteristics of the Moon.
What you need:
 “All About the Moon: Astronomy for Kids” – (https://youtu.be/JM21GBJecx0 )

accessed on February 13, 2019
 manila paper
 marker
What to do:
1. Each leader will get the manila paper and marker from the teacher.
2. The teacher will post the following guide questions on the board:
a. According to the video, what is the brightest object in the night sky?
b. How far is the moon from the Earth?
c. How many times is the moon smaller than the Earth?
d. What can you say about the moon’s gravity compared to the Earth’s gravity?
e. Does the moon have its own light? How does it shed light during night time?
f. According to the video, what do we call the changing shape of the moon?
114
DAILY LESSON PLAN
I. OBJECTIVES:

(Write the LC - Describe the movement of the Moon
code for each)

III. LEARNING
RESOURCES
A. References
Guide pages 78
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional Science Grade 4 – The Revolution of the Moon

Materials
from Learning
Resource
(LR) portal
B. Other Learning “Does The Moon Spin?” – (https://youtu.be/MrzWzMUhQfw) accessed

Resources on February 13, 2019, manila paper, marker
115
IV. PROCEDURE
What are the characteristics of the Moon? (has craters, has no light of
A. ENGAGE its own, has phases)
Do you think the Moon is moving or is it steady? How does it move?

B. EXPLORE Let the learners perform attached activity sheet.
Standards to follow in doing the activity:

e. Cooperate with your group mates.
C. EXPLAIN Let the assigned reporters of each group present their group output.
Afterwards, the teacher will facilitate the discussion of the learners’
answers.
D. ELABORATE Have the learners complete the statement below:
Today, I learned that the moon

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_________________.
E. EVALUATE Make a diagram to describe how the moon travels around the Earth to
make one complete revolution.
ENRICHMENT Ask the pupils to research something about tides. Tell them that they
are going to share to the class their research next meeting.
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
116
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
G. .What innovation or
localized materials
did used/discover
which I wish to
share with other
teachers?
117
Activity: Movement of the Moon
Learning Target:
We can describe the movement of the Moon.
What you need:
 “Does The Moon Spin?” – (https://youtu.be/MrzWzMUhQfw) accessed on

February 13, 2019
 manila paper
 marker
What to do:
1. Each leader will get the manila paper and marker from the teacher.
2. The teacher will post the following guide questions on the board:
a. Does the Moon spin or rotate?

b. In what direction does the Moon rotate on its axis? Revolve around the
Earth?
c. How long does it take the Moon to complete one rotation on its axis? How
long does it take the Moon to complete one revolution around the Earth?
d. Why does it seem for us here on Earth that the Moon is in still position?
What do scientists call this phenomenon?
e. What do we call the side of the Moon facing the Earth? What do we call
the side of the Moon away from the Earth?
f. What are the differences of the near side and far side of the Moon in terms
of its surface?
g. What can you say about the orbit of the Moon? What are the implications
of the imperfection of the orbit?
118
DAILY LESSON PLAN
I. OBJECTIVES:

(Write the LC - Infer how light that is directed to the surface of the moon affects
its shape.
code for each)
II. CONTENT THE MOON

III. LEARNING
RESOURCES
A. References
Guide 78
pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning “The Moon Song”-(https://youtu.be/xuZ3M7UghIM), ”Moon Phases

Resources Demonstration Activity” –
(https://www.nasa.gov/centers/jpl/moonphases-20100913.html)
accessed on February 13, 2019,
119
“Phases of Moon” – (https://youtu.be/76-HAqNKqKA) accessed on
February 13, 2019, moon poster
rubric(https://www.rcampus.com/rubricshowc.cfm?sp=true&code=NC4
A88), One light –colored sphere, pencil, lamp
IV. PROCEDURE
A. ENGAGE Sharing of the research about tides.
Does the Moon rotate on its axis? (Yes)

How long does it take the Moon to complete one revolution around the
Earth? (27 to 29 days)
Let the pupils sing “The Moon Song”. If it’s their first time to sing the
song, the teacher can allow them to sing along with music.
At night the moon comes out to play, the Sun has finished for the day.
Now it’s night and very dark, the moon shines bright across the park
It’s the moon, moon, moon, It’s the moon, moon, moon,
Sometimes the moon is a crescent, sometimes it is round,
It grows bigger, and then smaller, every month we have found
It’s the moon, moon, moon, It’s the moon, moon, moon,
What heavenly body is described in the song? (Moon) What are the
shapes of the Moon that we can see according to the song? (crescent
and round) Why do you think we see different shapes of the Moon
throughout a month? Does the Moon have its own light? (No) Where
does the light of the Moon come from? (Sun)
B. EXPLORE Let the learners perform the attached activity sheet.
Standards in doing the activity:

a. The teacher shall be the one to divide the learners into groups
b. Keep your working area clean.
c. Do not disturb other groups.
d. Cooperate with one another.
e. Return borrowed materials to the owner.
C. EXPLAIN Each group will explain its output to the class. The teacher will facilitate
the discussion of their answers.
D. ELABORATE Let the pupils watch the video “Phases of Moon”.
What are the phases of the Moon? (new moon, waxing crescent,
first quarter, waxing gibbous, full moon, waning gibbous, last
quarter, waning crescent) What can you say about the shape of each
phase of the Moon?
E. EVALUATE Make an illustration of the phases of the moon as it revolves around
the Earth.
120
MOON POSTER RUBRIC
Poor 1 point Fair 3 points Good 5 points
Relative The positions There is one to The Sun,
Position of the Sun, two position Earth, and
(position of the Earth, Moon errors in the Moon are
Sun, Earth, are not drawing of the drawn in the
and Moon) drawn/portraye Sun, Earth, correct
d and Moon position.
Labels & Neither the Some of the All the moon
Drawings names of the names of the phases are
(naming and moon phases phases and labeled and
drawing the of the drawing some of the drawn correctly
moon phases) were drawings were
completed done correctly
correctly
Spelling There are Spelled most Spelled all
many spelling words correctly words correctly
errors
Neatness and The poster is The poster is The poster is
Use of Space not neat and mostly neat very neat and
space was not and most all space was
used well space is used used
Source: https://www.rcampus.com/rubricshowc.cfm?sp=true&code=NC4A88
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
121
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
122
Activity 1
Learning Targets:
We can infer how light that is directed to the surface of the moon affects its shape.
What you need:

 Lamp (will represent the Sun)
 Styrofoam ball (will represent the Moon)
 Pencil (will serve as handle for the Styrofoam ball)
 Dark room
 Manila paper
 Marker
What to do:
1. The teacher will demonstrate the different phases of the moon using the lamp as the
Sun, the Styrofoam ball as the moon, and the teacher as the Earth.
2. Observe how the lighted part of the Styrofoam ball changes as the teacher turns his
body in different positions.
a. In the first position, which side of the Moon was lighted? (the far side) What can
you say about the side facing the Earth? (it’s dark) What can we infer in this
position about the Moon? (the Moon doesn’t produce its own light) What do we
call it when we don’t see the Moon in a night sky? (new moon)
b. In the second position, what change did you observe? (the Moon became partly
lit) What shape did you see in this position? (a shape of a banana) What do we
call this shape? (crescent moon)
c. In the third position, what did you observe? (half of the near side became lit) What
shape did you see? (half-circle) What do we call this shape? (first quarter)
d. In the fourth position, what change did you observe? (The near side was more
than half-lit) what do we call this appearance of the Moon? (gibbous moon)
e. What did you observe when you were in between the Moon (Styrofoam ball) and
the Sun (lamp)? (the near side became well-lit) What do we call this appearance
of the Moon? (full moon)
f. In the next position, what changes did you observe? (The lighted side started to
decrease, going back to the gibbous, first quarter, and then to crescent moon).
g. What do you think caused the changing of the shape/appearance of the Moon?
123
DAILY LESSON PLAN
Date/Time Quarter Q4W7D4-5
I. OBJECTIVES:
A. Content Standard The learner demonstrates understanding of the phases of the Moon
and the beliefs and practices associated with it.
(Write the LC code - Observe and identify patterns in the changes in the shape of
the moon.
for each)

III. LEARNING
RESOURCES
A. References
Guide 78
pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning “The Moon Song”-(https://youtu.be/xuZ3M7UghIM),

Resources “Lunar Cycle, Why The Moon Changes Shapes, 8 Phases Of The
Moon, Learning Videos For Children” (https://youtu.be/NCweccNOaqo)
accessed on February 13, 2019, pictures of the phases of the
124
Moon(waxing and waning phases-
https://www.google.com/amp/s/starinastar.com/moon-phases-names-
an-easy-way-to-remember/amp), long bond paper, 5 peso coin,
scissors, pencil, black oil pastel or crayon, stapler
IV. PROCEDURE A B
What are the different phases of the Moon? (new moon, waxing
A. ENGAGE crescent, first quarter, waxing gibbous, full moon, waning gibbous, last
quarter, waning crescent)
Describe each phase of the Moon.
What is the reason behind the changing appearance of the Moon?
Do you have any idea about waxing and waning? What is their
meaning?
Present to the pupils the following vocabulary words:

a. Waxing – to increase in size, grow in full development
b. Waning – to appear to become thinner or less full, to
become smaller or less
B. EXPLORE 1. Show the following pictures to the learners: (Individual activity)
1.
2.
3.
Source: https://www.google.com/amp/s/starinastar.com/moon-phases-names-an-easy-way-to-
remember/amp
2. What phases of the Moon are shown in each set of pictures? (1.
Waxing and waning crescent, 2. First and last quarter, 3.
Waxing and waning gibbous) What differences do you observe in
each set of pictures? (they are opposite from each other)
Let the learners perform the attached activity sheet.

125
C. EXPLAIN The teacher will facilitate the discussion of learners’ answers to the
questions.
D. ELABORATE Show to the learners the video “Lunar Cycle, Why The Moon Changes
Shapes, 8 Phases Of The Moon, Learning Videos For Children”(6:58)
 Discuss the video with the following questions:

o Every how many days does the Moon complete one
revolution around the Earth?
o At what position of the Earth, Sun, and Moon do we see
the full moon phase?
o How many phases in all do we have in a lunar cycle?
o The lunar cycle begins with what phase?
o How is waxing gibbous phase different from waning
gibbous phase?
o What are the 8 phases of the Moon in a lunar cycle?
Describe each phase based on what you learned in the
video.
E. EVALUATE The pupils will complete the chart Arrange the following pictures of
below based on what they Moon phases using numbers 1 – 8
learned about the lesson in the correct order of lunar cycle.
discussed.
Phase of the Moon Brief Description

New Moon
Waxing Crescent
First Quarter
Waxing Gibbous ___ ___
Full Moon
Waning Gibbous (5) (8)
Last Quarter
Waning Crescent
New moon – the first phase of

the lunar cycle. It is the dark
___ ___
half of the moon.
(1) (2)
Waxing crescent – a little part
of the moon is seen to be
lighted by the sun.
First quarter – a quarter of the ___ ___

moon is visible from the earth (3) (4)
Waxing gibbous – more than
half of the moon is lit by the
sun
Full moon – the sun illuminates ___ ___

the half of the moon that (7) (6)
directly faces the earth
Source:
https://www.google.com/amp/s/starinastar.com/
Waning gibbous – more than moon-phases-names-an-easy-way-to-
remember/amp
126
half of the moon is lit but it
starts to shrink
Last quarter – a quarter of the

moon is seen from the earth as
the lit part starts to shrink
Waning crescent – a little part

of the moon is seen from the
earth and is the last phase
before another lunar cycle
begins.
ENRICHMENT Ask the learners to make a Moon Phase Journal. Pupils will need a
notebook, a pencil, and a calendar. Every night in 29 days, the pupils
will have to observe the moon in the night sky. On their notebook, they
will write first the date of observation, the name of the moon phase they
see, and then draw it using pencil starting with a circle then shading the
shadowed part. After 29 days of being able to witness a full lunar cycle,
the teacher will collect the journals. Some pupils may be asked to
share their observations to the class.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
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?
did I encounter
127
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did
used/discover
which I wish to
share with other
teachers?
128
Activity 1
Learning target:
We can observe and identify the patterns in the changes in the shape of the
moon.
What you need:

 pictures of the phases of the Moon (waxing and waning phases)
 manila paper
 marker
What to do:
1. Divide the class into groups.
2. Among the groups, choose a leader, a secretary, and a presenter.
3. Observe the picture to be shown by the teacher.
Source: https://www.google.com/amp/s/starinastar.com/moon-phases-names-an-easy-way-to-remember/amp
4. Answer the following questions:

a. What phases of the Moon are shown in the picture?
b. How is waxing crescent different from waning crescent?
c. How is first quarter different from last quarter? Waxing gibbous from waning
gibbous?
d. Which part of the near side is first lighted? Which part is the last to be lighted
before going back to the new moon phase? What can we infer about the
direction of the lighting of the Moon?
5. Write your answers in the manila paper.
129
DAILY LESSON PLAN
I. OBJECTIVES:

C. Learning The learners should be able to relate the cyclical pattern to the length
Competencies of a month; and (S5FEIVg-h-8)
(Write the LC  Show through a model that as the Moon travels around the
code for each) Earth it also makes one complete rotation that makes the moon
face the earth all the time.
III. LEARNING
RESOURCES
A. References
Guide 78
pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional DLP Science & Health 4 – Module 63

Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE A B
130
Let the learners answer “Let’s Try This” page 28 of the DLP Science &
A. ENGAGE Health 4 Module 63
Choose the letter of the correct answer.
1. How many days does the moon travel around the Earth?
a. 27 days b. 29 days c. 20 days d. 13 days
answer: b.
2. What is considered as the satellite of the Earth?
a. ABS-CBN b. Moon c. GMA 7 d. RPN network
answer: b.
3. Which statement about the moon is correct?

a. The moon revolves around the earth at the same time rotates on the
axis.
b. The moon rotates around the earth at the same time revolves on its
axis.
c. The moon does not rotate nor revolve.
d. The moon revolves only around the sun.
answer: a.
4. Why do we see only one side of the moon?
a. The moon does not leave its position in space.

b. The moon rotates twice as it makes one turn around the earth.
c. The moon revolves around the earth and the sun.
d. The moon rotates once as it makes one turn around the earth.
Answer: d.
5. Why do you think the earth and the moon do not bump with each
other as they travel around the sun?
a. because the moon is smaller than the earth.

b. because the moon is far away from the earth.
c. because the earth and the moon have their own orbits and planes.
d. because the earth rotates faster than the moon.
Answer: c.

a. The teacher shall be the one to divide the learners into groups.
131
C. EXPLAIN Facilitate the discussion of the pupils’ answers to the questions in the
activities:
D. ELABORATE Show to the pupils the plaque which Apollo 11 left on the Moon.
Do you know who is the first man who set foot on the moon?(Neil
Armstrong) When did it happen? How were they able to go to the
Moon? (July 20, 1969)
Ask the learners to solve the puzzle below
Across:
1. They are mountains of hard rocks and valleys on the
moon’s surface.
4. Pathway of the moon
5. Satellite of the Earth
Down:
2. The turning of the moon on its own.
3. The trip of the moon around the earth.
E. EVALUATE Choose the letter of the correct answer.
1. How many days does the moon travel around the Earth?
a. 27 ½ days b. 29 ½ days c. 20 ½ days d. 13 ½ days
2. What is considered as the satellite of the Earth?

a. ABS-CBN b. Moon c. GMA 7 d. RPN network
3. Which statement about the moon is correct?

a. The moon revolves around the earth at the same time
rotates on the axis.
b. The moon rotates around the earth at the same time
revolves on its axis.
c. The moon does not rotate nor revolve
d. The moon revolves only around the sun.
4. Why do we see only one side of the moon?

a. The moon does not leave its position in space.
b. The moon rotates twice as it makes one turn around the
earth
c. The moon revolves around the earth and the sun
d. The moon rotates once it makes one turn around the earth.
132
5. Why do you think the earth and the moon do not bump with
each other as they travel around the sun?
a. because the moon is smaller than the earth.
b. because the moon is far away from the earth.
c. because the moon and the earth have their own orbits and
planes
d. because the earth rotates faster than the moon
(DLP Science and Health 4 – Module 63)
ENRICHMENT Research about the following Draw in a short bond paper a
questions: model of the sun, earth and moon
1. What do we call the side of and how they revolve with one
the Moon that is always another.
facing towards the Earth?
2. What do we call the side of
the Moon that is always
facing away from the Earth?
3. What are the differences
between the two sides?
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
133
which I wish to
share with other
teachers?
134
Activity: How the Moon Travels Around the Earth
Learning target:
We can show 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.
What you need:

 globe or a big ball
 table
What to do:
1. Place a globe or a big ball on a table.
2. Turn counter clockwise around the table with your face toward the globe.
3. Observe the direction of your shoulder pointing the globe as you turn around until
you reach the place where you started. Then stop.
Answer these:
1. Did you turn away from the globe at anytime as you moved around the table?
Why?
2. Did you also turn around yourself?
Source: https://lrmds.deped.gov.ph/list/kto12/subject/1328?page=2
135
Activity: Earth and Moon’s Revolution
Learning target:
We can show through a model that as the Earth revolves around the Sun, the
Moon revolves around the Earth.
What you need:

 chair
 friend
What to do:
1. Place the chair on the center of the room. It will represent the Sun.
2. Draw a line around the chair. It will represent the orbit.
3. Let your friend stand beside you. He will represent the moon.
4. As you turn around and move on the orbit, your friend will move around you. Your
friend will face towards you as he or she moves.
136
DAILY LESSON PLAN
I. OBJECTIVES:
A. Content The learners demonstrate understanding of the phases of the Moon

(Write the LC  Show through a model how the relative position of the observer
code for each) of earth, moon and sun causes the apparent changes in the
shape of the moon.
III. LEARNING
RESOURCES
A. References
Guide 78
pages
2. Learner’s
Materials
pages
3. Textbook
pages

Materials
from
Learning
Resource
(LR) portal
B. Other Learning “Moon Phases Demonstration - (https://youtu.be/wz01pTvuMa0),

Resources Lamp, pencil, styro ball, dark room.
IV. PROCEDURE
137
A. ENGAGE Review: Why do we see only one side of the Moon? (because the
moon rotates on its axis as fast as it revolves around the Earth)
Answers: 1.c., 2. b., 3. a., 4. d., 5. e.

Standards of the activity:

1. The teacher shall be the one to divide the class into groups.
2. Each group shall choose its leader, secretary, and a presenter.
3. Follow instructions properly.
4. Keep your working area clean.
6. Cooperate with your group mates.
C. EXPLAIN Each group will now present its output to the class. The teacher will
facilitate the discussion of their answers and illustrations.
D. ELABORATE
Let the pupils answer “Let’s Do More - A” page 42 of the module.
Arrange the following illustrations as to the correct phases of the moon

then write its name. Number 1 is done for you. Do the rest.
position 1
new moon
138
Answers: B. position 7, C. position 8, D. position 2, E. position 3, F.
position 5, G. position 6, H. position 4
E. EVALUATE
Identify the phase of the moon being described. Write your answer on
the space provided for.
_____ 1. The phase of the moon that occurs when the earth is between
the sun and the moon. S E M
_____ 2. It occurs when the moon is between the sun and the earth. S
E M
_____ 3. On this space we see a small edge of the moon lighted.

S E M
_____ 4. After the crescent moon, half of the moon is lighted. It shows
S E M
_____ 5. After the gibbous moon half of the moon’s face is seen. It
shows S E M
_____ 6. On this phase we see more than half of the moon is lighted
S E M
Answers: 1. full moon, 2. new moon, 3. crescent moon, 4. first quarter

5. last quarter 6. gibbous
Enrichment Let the pupils do the activity in “Let’s Do More – D” on pages 43 – 44 of

the module.
Observing the Moon
1. Observe the shape of the moon every night for two weeks.
2. Draw the moon and its shape each night in a chart similar to one
shown below.
139
3. Compare the moon’s shape from night to night.
Did you notice any changes in the moon’s shape? Why do you think
the shape changes?
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
140
Activity 1
Learning Target:
We can show through a model how the relative position of the observer of earth,
moon and sun causes the apparent changes in the shape of the moon.
What you need:

 Lamp (will represent the Sun)
 Styrofoam ball (will represent the Moon)
 Pencil (will serve as handle for the Styrofoam ball)
 Dark room
 Manila paper
 Marker
What to do:
1. Get the needed materials from the teacher.
2. Remember that the lamp will represent the Sun, the Styrofoam ball will serve as the
Moon, and the holder of the Styrofoam ball will serve as the Earth.
3. Before you start, make sure that the room is dark enough to emphasize the light
coming from the lamp.
4. Turn on the lamp. Stand a meter away from the lamp and extend your arm towards
the lamp while holding the Styrofoam ball. Hold up the Styrofoam ball as if blocking
the light coming from lamp. Observe the Styrofoam ball.
5. Slowly orbit the Styrofoam ball to your left. Observe the ball as it orbits your body.
6. Keep orbiting to your left until you reach the point where you started.
7. After that, you can start answering the following questions below. Write your answer
in a manila paper.
a. At what position of the ball did you not see any lighted side of it? What phase
of the Moon do you think it is?
b. As you rotated your body slowly, which side of the ball started to be lighted?
What phase does the tiny sliver of light from that side of the ball represent?
c. As you continue to orbit the ball around your body, at what angle did you see a
quarter Moon phase?
d. At what angle did you see the entire lighted half of the moon?
e. As you continue orbiting the ball around your body, what happened to the
lighted side of the Moon?
f. Make an illustration of your observations of the changes that happened to the
ball?
141
DAILY LESSON PLAN
I. OBJECTIVES:

(Write the LC  Tell how long each phase of the Moon takes to go to another
code for each) phase

III. LEARNING
RESOURCES
A. References
1. Teacher’s Science Teaching Planner 37, Science Curriculum Guide page 78

Guide
pages
2. Learner’s
Materials
pages
3. Textbook
pages

Materials
from
Learning
Resource
(LR) portal
B. Other Learning pictures of a lunar

Resources calendarhttps://www.google.com/search?biw=1366&bih=651&tbm=isch
&sa=1&ei=eE86XeuRMoHN-
Qamk4joCg&q=november+2008+moon+calendar&oq=november+2008
142
+moon+calendar&gs_l=img.3...9125.17799..18407...0.0..1.1083.3583.
0j1j5-1j2j1......0....1..gws-wiz-
img.....0..0i24.oMM8wQnwpF8&ved=0ahUKEwjrrZX5r9HjAhWBZt4KH
aYJAq0Q4dUDCAY&uact=5#imgrc=aQFvq4uoTODA4M:)
(https://www.pinterest.com/pin/395894623468804344)
(https://karamba.myblog.it/2011/10/28/moon-phases-calendar-
december-2009/amp/), manila paper, marker
IV. PROCEDURE
What are the phases of the Moon? How do they differ from each other?
A. ENGAGE Ask the learners to arrange the following illustrations as to the correct
phases of the moon then write its name.
Answers: B. position 7, C. position 8, D. position 2, E. position 3, F.

position 5, G. position 6, H. position 4
Today we are going to find out how long each phase of the Moon takes
place to go to another phase.

C. EXPLAIN Each group will now present their observations. The presenter will tell
how long each phase of the moon take place before going to another.
D. ELABORATE Show another moon calendar.

In this calendar, how many days does each phase take place before
going to another? Are the numbers the same with the first calendar you
observed?
143
Source:
https://www.google.com/search?biw=1366&bih=651&tbm=isch&sa=1&ei=eE86XeuRMoHN-
Qamk4joCg&q=november+2008+moon+calendar&oq=november+2008+moon+calendar&gs_l=im
g.3...9125.17799..18407...0.0..1.1083.3583.0j1j5-1j2j1......0....1..gws-wiz-
img.....0..0i24.oMM8wQnwpF8&ved=0ahUKEwjrrZX5r9HjAhWBZt4KHaYJAq0Q4dUDCAY&uact=
5#imgrc=aQFvq4uoTODA4M:
By average, how many days does each phase of the moon take place?
All in all, how many days does it take to complete one lunar cycle?
E. EVALUATE Show another moon calendar. The pupils will tell how many days each
of the moon phases take place before going to another.
Source: https://www.google.com/search?biw=1366&bih=651&tbm=isch&sa=1&ei=bFI6Xa_EI4eh-
QbciKHADg&q=April+2015+moon+calendar&oq=April+2015+moon+calendar&gs_l=img.3...11152
8.120059..121179...0.0..2.455.5563.11j17j6j2j1......0....1..gws-wiz-
img.....0..0i67j0j0i30j0i5i30j0i8i30j0i24.2JPGXtGhiEY&ved=0ahUKEwivqsXhstHjAhWHUN4KHVx
ECOgQ4dUDCAY&uact=5#imgrc=AHb11xh7FWf5vM:
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
144
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
145
Activity 1
Learning target:
We can tell how long each phase of the Moon takes place to go to another phase.
What you need:

 Moon calendar
What to do:
1. Choose among your group who will act as the leader, recorder, and the
presenter.
2. Get the Manila paper and marker from your teacher.
3. Listen to the instructions to be given by your teacher.
4. The leader will ask all of the members to observe the picture of a moon
calendar shown by the teacher.
Source: https://www.google.com/search?biw=1366&bih=651&tbm=isch&sa=1&ei=olM6XbnJKpWC-
QaqypyoBA&q=December+2009+moon+calendar&oq=December+2009+moon+calendar&gs_l=img.3...129822.134532..13
5233...0.0..2.428.3849.3j5j7j1j2......0....1..gws-wiz-
img.......0i8i7i30j0i67j0j0i8i30j0i24.p7lFupf9DzU&ved=0ahUKEwi5orX1s9HjAhUVQd4KHSolB0UQ4dUDCAY&uact=5#imgrc
=vyr78O7qi8gg-M:
5. Observe the number of days each of the moon phase takes place before going
to another.
6. Afterwards, discuss your observations with your groupmates.
7. Write your observation on a manila paper following the format shown by the
teacher. Tell how many days each of the moon phases took place before
going to another.
8. Present your observations to the class
146
Moon Phases Number of days the Moon phase took place
before going to another phase
Waxing Crescent
First Quarter
Waxing Gibbous
Full Moon
Waning Gibbous
Last Quarter
Waning Crescent
New Moon
147
DAILY LESSON PLAN
I. OBJECTIVES:

(Write the LC  Relate the cyclical pattern to the length of a month.
code for each)

III. LEARNING
RESOURCES
A. References
Guide 78
pages
2. Learner’s
Materials
pages
3. Textbook
pages

Materials
from
Learning
Resource
(LR) portal
B. Other Learning pictures of a lunar

Resources calendar(https://www.google.com/search?q=april+2015+moon+calend
ar&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjK0qmd2NHjAhXbFY
gKHYBDDEsQ_AUIESgB&biw=1366&bih=651#imgrc=oN3LbfolsG0g-
148
M:)( https://www.canstockphoto.com/moon-calendar-2019-
60768201.html)( https://www.canstockphoto.com/moon-calendar-2019-
60768201.html), manila paper, marker
IV. PROCEDURE
Review: How long does it take for the Moon to complete one lunar
A. ENGAGE cycle? (29.5 days)
How many lunar cycles can we see in a month? (1 lunar cycle)
Source:
https://www.google.com/search?q=april+2015+moon+calendar&source=lnms&tbm=isch&sa=X&v
ed=0ahUKEwjK0qmd2NHjAhXbFYgKHYBDDEsQ_AUIESgB&biw=1366&bih=651#imgrc=oN3Lbf
olsG0g-M:
B. EXPLORE Standards to follow in doing the activity:

1. The teacher shall be the one to divide the pupils into grouos.
2. Follow instructions properly.
3. Keep your working area clean.
5. Cooperate with your groupmates.
Activity
Learning target: We can relate the cyclical pattern to the length of a
month.
What you need: pictures of lunar calendar, manila paper, marker
What to do:
1. Each group will observe the following months in the lunar
calendar to be shown by the teacher.
149
Source: https://www.canstockphoto.com/moon-calendar-2019-60768201.html
Group 1 – January & February

Group 2 – March & April
Group 3 – May & June
Group 4 – July & August
Group 5 – September & October
Group 6 – November & December
a. How many lunar cycles do you see in each month?
b. At what moon phase does each month begin?
c. Is there a complete lunar cycle in your assigned
months?
d. How long does the full moon last in each month?
e. Is the lunar cycle of equal length with a month? Explain
your answer.
C. EXPLAIN Each group will now present their answers to the class.
Facilitate the discussion of their answers.
D. ELABORATE How is the lunar cycle related to the length of the month? (one lunar
cycle is as long as a month)
E. EVALUATE Make a Moon Calendar for January 2020. Use December 2019 Moon
Calendar as your guide as well as your observations in the activity
conducted earlier.
Strong Capable Developing Emerging

4 points 3 points 2 points 1 point
Creativity Format or Format or Format or Format or
report report very report report
excellent – good, average below
great thoughtfully
150
presentation, planned some care average –
well-planned and thought insufficient
and taken in planning
executed planning and care
Presentatio Beautifully Good Average Shows no
n created project. presentatio attempt to
project. Uses a n. Did not present the
Diagrams variety of use a ruler moon
were neat color. or guides phase
and Diagrams for drawing neatly.
precise. were neat, moon
Uses a adequately. shapes.
variety of Few Only one
color and different different
representati representati representati
ons, the ons used. on used.
piece is eye
catching.
Moon All moon Learner Learner Learner
Phase phases are has 1 or 2 has 3 has 4 or
Accuracy correct incorrect phases more
phases. incorrect phases
incorrect
Accuracy of All 1 or 2 3 4 or more
Information information information information information
accurate incorrect incorrect incorrect
ENRICHMENT Make a research about the so-called “Blue Moon”. When was the
previous occurrence of this? When will we see another Blue Moon?
AGREEMENT Ask your parents about beliefs and practices attributed to the moon.
List them down on your notebook.
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
151
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
152
Activity 1
Learning target:
We can relate the cyclical pattern to the length of a month.
What you need:

 pictures of lunar calendar
 manila paper
 marker
What to do:
1. Each group will observe the following months in the lunar calendar to be shown by
the teacher.
Source: https://www.canstockphoto.com/moon-calendar-2019-60768201.html
Group 1 – January & February

Group 2 – March & April
Group 3 – May & June
Group 4 – July & August
Group 5 – September & October
Group 6 – November & December

a. How many lunar cycles do you see in each month?
b. At what moon phase does each month begin?
c. Is there a complete lunar cycle in your assigned months?
d. How long does the full moon last in each month?
e. Is the lunar cycle of equal length with a month? Explain your answer.
153
DAILY LESSON PLAN
I. OBJECTIVES:

(Write the LC  Describe some investigations on how beliefs and practices that
code for each) have been attributed to the Moon were scientifically tested.

3.2 Beliefs and practices
III. LEARNING
RESOURCES
A. References
1. Teacher’s Science Beyond Borders 5 TG pages 124 – 126, Science Teaching

Guide Planner, Curriculum Guide
pages
2. Learner’s
Materials
pages
3. Textbook Science Beyond Borders 5 pages 198 - 201

pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
154
IV. PROCEDURE
Ask the learners to share to the class their findings on beliefs and
A. ENGAGE practices that have been attributed to the moon.
Do you think these beliefs are true? Do you think these practices
should be continued? Explain your answer.
B. EXPLORE Read the information found on pages 198 – 201 of Science Beyond
Borders 5.
Have you heard of superstitions about the moon? Superstitions are

beliefs based on opinions, observations, and experiences but have no
scientific explanation. Even in this modern age, some people still
believe in superstitions.
While some beliefs about the moon have no scientific basis, there
are also beliefs that can be explained by science.
Superstitious Beliefs
Phases of the moon are often associated with superstitious beliefs
because they have great impact on Earth and, in turn, affect our lives.
Moon and Planting

Will there be any difference if a farmer plants his crops during a full
moon and a new moon? Many farmers believe that planting when the
moon is in specific phases may bring good harvests. It is because the
growth rate of plants can be affected by them. The different phases of
the moon influence the groundwater beneath the Earth and affect the
movement of fluids within plants.
During the waxing phases of the moon – from new moon to full
moon, the moisture of the soil is at a higher level. This may bring
germination and growth to plants, that is why many farmers opt to sow
the seeds of their crops during this time.
Moon and Weather

When the Sun, Moon, and Earth line up and the Moon is at its
perigee (closest to the Earth), you can expect lower temperature. This
is due to the combined gravitational pull of the moon and the Sun. The
moon does affect weather but not significantly. It affects the
atmosphere the same way it affects the ocean. When the phase of the
moon is full moon or new moon, it causes a “bulge” in an ocean; similar
things happens with the atmosphere; it attracts the atmosphere to
itself.
Tides
Gravitational forces exist between the moon and Earth to hold each
other in their respective positions. These gravitational forces affect
Earth’s tides. Tides are the rising and falling of sea levels with respect
to land. Imagine the moon as a magnet and the Earth as a huge metal.
When one side of the Earth is close to the moon, this side of the Earth
will be pulled towards the moon, causing it to bulge. Since Earth is
covered with 75% of water, this bulging side causes the ocean level to
rise. The rising of ocean level is known as high tide. On the other hand,
the other side experiences low water level since the water is
155
concentrated on the other side. This is known as low tide.
The Science Behind

During the ancient times, people believed that the moon has a big
influence in their lives. They used the moon as their guide. The moon
tells them when to plant and when to harvest. The moon also gives
them signs about the weather, a lot of superstitious beliefs and
practices are done by people long time ago. These beliefs and
practices were passed on from generation to generation. Now in
modern times, some of these beliefs and practices are still part of the
life of some people. But because of man’s continuous search for
evidence, what used to be a mere belief yesterday can have a scientific
explanation today.
Source: Science Beyond Borders 5
Tell them to identify beliefs and practices attributed to the moon that
were discussed in the textbook and how these things were tested
scientifically.
C. EXPLAIN Activity – Think-Pair-Share
The learners will share their readings guided by the following
questions:
a. What beliefs and practices attributed to the moon were discussed
in the textbook?
b. What scientific basis of these beliefs and practices were
mentioned?
c. Were you convinced by what you read? Explain your answer.
D. ELABORATE What other beliefs and practices attributed to the moon have you heard
from your parents or other people?
Do you think these have scientific basis?
E. EVALUATE Read and answer the question below: Write your answer in essay form.
Local town folks say that when the moon is full, it is easier to catch
fish and the sea level rises. Are these true or just superstitious beliefs?
Explain your answer.
Essay Writing Criteria:
Criteria Points
Originality and Communication 4
Content 4
Writing Mechanics 2
TOTAL 10
ENRICHMENT What are lunatic persons? Can we attribute to the moon the things they
experience? Explain your answer.
V. REMARKS
VI. REFLECTION
156
earned 80% in the
evaluation.
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
157
DETAILED LESSON PLAN
I. OBJECTIVES:
A. Content The learners demonstrate understanding of the constellations and the

Standard information derived from their location in the sky.
C. Learning The learners should be able to identify star patterns that can be seen at
Competencies particular times of the year (S5FEIVi-j-9)
(Write the LC  Describe the relationship between the color and temperature of
code for each) a star.
II. CONTENT 4.The Stars

4.1 Patterns of stars (constellation)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Science Beyond Borders 5 TG 127-129, Science Teaching Planner

Guide page 37, Science Curriculum Guide page 79
pages
2. Learner’s
Materials
pages
3. Textbook Science Beyond Borders 5 205-206

pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning candle, Bunsen burner, 2 beakers, Erlenmeyer flask, matchbox, water,
Resources timer, wire gauze, tripod
158
IV. PROCEDURE
What beliefs and practices are associated with the Moon?

A. ENGAGE
Game: 4 pics 1 word Ask the pupils: What do you see in
Divide the class into two groups. the sky at night aside from the
Each group will be asked to moon? What colors of stars do you
guess the word implied by the see?
given pictures.
___ ___ ___ ___
answer: S T A R
Tell the learners that the lesson

for the day is about stars.
What colors of stars do you see

at night?
Ask the learners to study the table about stars’ color and temperature
on page 205 of the textbook.
STAR COLOR TEMPERATURE(0C)
Betelguese Red 3, 000
Arcturus Orange 4,000
Sun Yellow 6,000
Vega White 10,000
Rigel Blue 20,000
Which star is the hottest? (Rigel) What is its color?(blue) Which star is
the coldest? (Betelguese) What is its color? (Red) Do you think
temperature has anything to do with the color of the star?
B. EXPLORE Divide the class into groups. Let each group do “Let’s Explore” on page
206 of the textbook.
STAR SURPRISE
Science Skills: Observing, Comparing, Communicating
Time Frame: 30 minutes
159
You will need:
Candle Erlenmeyer flask timer
Bunsen burner matchbox wire gauze
2 beakers water tripod
What to do:
Note: Be careful in using the flammable materials. Handle the fragile
materials with care.
1. Light the candle and Bunsen burner.
2. Note the color of the flame.
3. Put 20ml of water on each beaker or Erlenmeyer flask.
4. Heat one beaker or Erlenmeyer flask using the Bunsen
burner and another one using the candle.
5. Start the timer and wait until the water boils.
6. Record the time the water boils on each flame.
Questions:
1. Which boiled faster?
2. How does the color of the flame affect the results?
Source: Science Beyond Borders 5
The groups will record the time it took for the water in each of the
beaker to boil using the table below. Remind the groups on the safety
precautions before doing the activity.
Beakers Time it took for the water to boil(in minutes/seconds)

Beaker A
Beaker B
Guide questions:
1. Which boiled faster? What is the color of the flame that helped it
boil?
2. How does the color of the flame affect the results?
C. EXPLAIN The learners will report their output and answers to the guide
questions.
D. ELABORATE o Is there a relationship between the color and temperature of

stars? What do you think is the color of the hottest star? What
do you think are the colors of colder stars?
o Present to the learners the Morgan-Keenan (MK) System of
classifying stars and discuss it to them. Give examples of stars
in each class.
o What is the nearest star in our planet? What is its color? Under
which class does it include in the MK system?
o What is the color of the hottest stars? Coldest stars?
E. EVALUATE Ask the pupils to answer “Let’s Check!-A” page 207 of Science Beyond
Borders 5.
Identify the color of the star based on the given temperature.
STAR TEMPERATURE COLOR

A 4,000
160
B 20,000
C 6,000
D 3,000
E 10,000
ENRICHMENT Does think the color of a star tells us something about its age?
Research about life cycle of stars.
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
161
I. OBJECTIVES:

(Write the LC  Explain why stars seem to twinkle.
code for each)

III. LEARNING
RESOURCES
A. References
Guide 79
pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional BEAM Learning Guide(Science and Health VI – Beyond the Solar

Materials System; Stars and Constellations page 24
from
Learning
Resource
(LR) portal
B. Other Learning “Atmospheric Refraction Twinkling of Stars” YouTube Video

Resources (https://youtu.be/TRIuMK8G1qs ),“Do stars really twinkle” YouTube
Video (https://youtu.be/_-GflT6jK44) accessed on February 13, 2019,
laptop, projector, speaker, aluminum foil, pencil, flashlight, transparent
162
bowl, water, manila paper, marker.
IV. PROCEDURE A B
Ask the learners to sing the song “Twinkle Twinkle Little Star”.
A. ENGAGE
Twinkle, twinkle, little star
How I wonder what you are
Up above the world so high
Like a diamond in the sky
Twinkle, twinkle little star
When the blazing sun is gone

When he nothing shines upon
Then you show your little light
Twinkle,twinkle all the night
Twinkle, twinkle little star
What are the characteristics of stars mentioned in the song “Twinkle

Twinkle Little Star”?
Are the characteristics mentioned in the song correct?
Do you think stars really twinkle?

B. EXPLORE Let the learners perform the the attached activity sheet.

The pupils must be able to answer the following questions after the
activity:
a. What happened to the light from the flashlight as it went
through the moving water?
b. Why do you think this happened?
C. EXPLAIN Each group will present its answers to the questions. The teacher will
facilitate the discussion of the learners’ answers.
D. ELABORATE What makes the stars seem to twinkle?

What happens to the light coming from a star as it travels through the
atmosphere?
What do we call the twinkling of stars?
E. EVALUATE On a piece paper, write an explanation on why stars seem to twinkle

when seen from Earth?
ENRICHMENT Research about the scientific term of twinkling of stars.
163
V. Remarks
VI. Reflection

earned 80% in the
evaluation.
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
164
ACTIVITY SHEET
Learning target:
We can explain why stars seem to twinkle.
What you need: Aluminum foil, pencil, glass bowl, water, flashlight, manila paper, and
marker
What to do:
a. Prepare all the materials needed.
b. Poke holes on the aluminum foil using a pencil. The holes will represent the
stars in the night sky.
c. Fill the glass bowl with water. The water in the glass bowl will represent the
atmosphere.
d. Place the foil behind the glass bowl.
e. Make sure the room is dark enough.
f. Place the turned on flash light behind the foil. Let the light from it penetrate the
holes of the foil.
g. Carefully shake the bowl lightly so as to make the water in it moves while
keeping the flashlight steady.
Observe what happens to the light as it penetrates through the moving water. Explain to
the pupils that the movement of the water in the bowl represents the turbulence of air
mass in the atmosphere.
165
I. OBJECTIVES:
D. Content The learners demonstrate understanding of the constellations and the

E. Performance The learners should be able to debug local myths and folklore about
F. Learning The learners should be able to identify star patterns that can be seen at
(Write the LC  Identify common constellations in the sky.
code for each)

III. LEARNING
RESOURCES
C. References
5. Teacher’s Science Beyond Borders 5 TG pages 129 - 131

Guide
pages
6. Learner’s
Materials
pages

pages
8. Additional BEAM Learning Guide – Science & Health VI – Unit VI page 32,
Materials
from
Learning
Resource
(LR) portal
D. Other Learning https://youtu.be/1sZ15SUeS9w (Constellations: Connect the Dots in

Resources the Sky!), https://youtu.be/dtWJXqEQzq0 (Sineskwela - Constellations)
166
IV. PROCEDURE A B
F. ENGAGE Review: Why do stars seem to twinkle? (The teacher can show a
picture or a GIF of a twinkling star)
Let the learners do Activity 3.3 of BEAM LG Science & Health VI – Unit
VI (Forming images by connecting dots.
Afterwards, let them share to the class the images they formed by
connecting the dots.
Do you also see images/figures on the night skies when you look at the
stars?
What do you think are these called?
Have you heard of Orion, Pegasus, and Ursa Major? What do you
know about them?
The teacher will have a brief discussion about constellations.

G. EXPLORE Group the pupils into 3. Group the pupils into 3.
Each group should be able to Each group should be able to
answer the following questions answer the following questions:
after watching the video: 1. What constellations were
a. What is constellation? mentioned in the video?
b. What constellations were 2. What stars form parts of the
mentioned in the video? Orion?
c. Discuss each of them 3. What constellations are found
briefly based on what you in the Southern sky? Northern
saw in the video. sky?
Let the pupils watch the youtube
video “Constellations: Connect the Let the pupils watch the youtube
Dots in the Sky!” video “Sineskwela-Constellations”
167
H. EXPLAIN The pupils will present their answers to the class. The teacher will later
on facilitate the discussion of their answers.
Discuss Science Beyond Boarders 5 Textbook pages 208 – 210.

I. ELABORATE Ask the following questions to the pupils:
a. What is the agency who made the list of official modern
constellations?
b. How many official modern constellations do we have? What are
some of the constellations included in this list?
c. What are asterisms? Cite an example
What do you think is the importance of constellations to astronomers?
Let the pupils do “LET”S APPLY IT” on page 212.

J. EVALUATE Identify the name of the Matching type: Match the pictures in
following constellations. column A with their correct name in
Write it on your paper. column B
Column A Column B
a. Pegasus
b. Cassiopeia
c. Ursa
Major
d. Orion
e. Canis
Major
ENRICHMENT Research about the scientific term of twinkling of stars.
168
V. REMARKS
VI. REFLECTION
H. No. of learners who

earned 80% in the
evaluation.
I. No. of learners who
require additional
activities for
remediation.
J. Did the remedial
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 used/discover
which I wish to
share with other
teachers?
169
Activity 1
Learning Target:
We can identify pattern of stars (constellation)
What you need:
 manila paper
 pentel pen
 Video clip,Science Beyond Borders
 laptop
 projector.
What to do:
1. Watch the video clip presentation.
Guide Questions:
 What is constellation?
 What constellations were mention in the video?
Discuss each of them briefly based on what you saw in the video.
170
DAILY LESSON PLAN
I. OBJECTIVES:

Competencies particular times of the year; (S5FEIVi-j-9)
(Write the LC  Identify star patterns that can be seen at particular times of the
code for each) year

III. LEARNING
RESOURCES
A. References

Guide pages Planner page 37, Science Curriculum Guide page 79
2. Learner’s
Materials
pages
3. Textbook Science Beyond Borders 5 208- 213

pages
4. Additional BEAM Learning Guide – Science & Health VI – Unit VI pages 47 - 58

Materials from
Learning
Resource (LR)
portal
B. Other Learning Laptop, projector, “Constellation Location: Crash Course Kids

Resources #31.2(https://youtu.be/BbzCA0Lgf3Y)” accessed on February 13, 2019,
pictures of common constellations(:
https://lrmds.deped.gov.ph/list/kto12/subject/1328?page=2), manila paper,
and marker.
171
IV. PROCEDURE
A. ENGAGE Review: The teacher will show pictures of common constellations then
the pupils will tell name of the constellation shown in the picture.
Are all of the constellations always visible from to sky, from everywhere
on Earth?
B. EXPLORE Divide the class into smaller groups. Let the pupils watch a YouTube
video about constellations. After watching, each group will have to
answer the following questions:
a. Are all of the constellations always visible to the sky, from
everywhere on Earth? (Answer: No)
b. What are the factors that affect the constellations that we
can see on a night sky? (Answers: location of the viewer on
Earth and the time the viewer is looking at them)
c. What example of constellation was mentioned in the video
that is usually seen by viewers from the Northern
Hemisphere? Southern Hemisphere?
d. From where on Earth will a viewer probably see all of the
constellations over the course of the year? (Answer: Near
the Equator)
C. EXPLAIN Each group will present their answers to the questions. Afterwards, the
teacher will facilitate the discussion of their answers.
D. ELABORATE Show to the learners a Monthly Star Map. It shows particular

constellations seen at particular months of a year. The teacher may
share something about some constellations
172
173
Ask:
a. What did you observe with the arrangements of the
constellations over the course of the year?
b. What do you think is the reason behind this?
c. What constellations are always seen over the course of the
year?
d. Which constellations are only seen at particular times of the
year?
E. EVALUATE Direction: Fill out the table below with needed information.
Name: ______________________________________
Birth Month:
Constellations seen on a night sky during you birth month:
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________
(The teacher will check the correctness of the information written by the
learners in the table. She/He will determine if all the constellations
written are really seen during the particular birth month.)
ENRICHMENT Knowing that some constellations can be seen only at particular times
of the year, what particular use do you think constellations served to
ancient people?
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
174
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
175
I. OBJECTIVES:

(Write the LC  Explain why star patterns can be seen at particular times of the
code for each) year.

III. LEARNING
RESOURCES
A. References

Guide Planner page 37, Science Curriculum Guide page 79
pages
2. Learner’s
Materials
pages

pages

Materials
from
Learning
Resource
(LR) portal
B. Other Learning “Why Do Stars in the Night Sky Change with the Seasons?” -
Resources (https://youtu.be/tLPNawTZOSQ) accessed on February 13, 2019,
paper strips, marker, tape,
176
IV. PROCEDURE
Review: 1. What constellations are seen in the night sky all throughout
A. ENGAGE the year?
2. What constellations are seen at particular times of the year
only?
3. Why do you think some star patterns can be seen at

particular times of the year only?
B. EXPLORE Divide the class into groups. Let the learners watch the video “Why Do
Stars in the Night Sky Change with the Seasons?” The learners should
be able to answer the following questions after watching the video:
a. What constellations were mentioned in the video?

b. What motion of the Earth has something to do with the star
patterns that we see in a night sky all throughout the year?
Let the learners do an Activity. (See attached activity sheet)
C. EXPLAIN Ask the learners to share their observations to the class. The teacher
will facilitate the discussion of pupils’ observations.
Guide Questions:
1. What do you think is the time in places on the side of the Earth
facing the Sun?(Daytime) How about the time of places on the
side of the Earth facing away from the Sun?(Night time)
2. What constellation is seen at position A? B? C? D? Can you still
see the other constellations when you are at a particular
position? Explain your answer.
3. What factor do you think affected the different constellations
seen by the Earth at different positions?
4. With this activity, why do you think we see different
constellations at particular times of the year?
D. ELABORATE Going back to the activity, if we were to write on paper strips the name
of constellations seen on a night sky all throughout the year, at which
part of the classroom should we paste them? Why?
E. EVALUATE On a piece of paper, ask the learners to write a 3 – 5 sentence –

paragraph explaining why we see different star patterns at particular
times of the year.
Essay Writing Rubric
Criteria Points
Content 4
Writing Mechanics 2
TOTAL 10
177
AGREEMENT Bring the following materials:
a. black cartolina
b. glue
c. scissors
d. pencil
e. push pins
f. flashlight
g. manila paper
h. gold gel pen
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
178
Activity 1
Learning target:
We can explain why star patterns can be seen at particular times of the year.
What you need:

 paper strips where names of constellations are written
 tape
What to do:
1. Call one learner to act as the Sun and one learner to act as the Earth.
2. Paste on 4 different walls of the classroom 4 strips of paper where different names
of constellations are written.
3. The learner acting as the Sun will stand at the center of the room and the learner
acting as the Earth will stand in front facing away from the Sun.
Q1. What do you think is the time in places on the side of the Earth facing the
Sun? How about the time of places on the side of the Earth facing away from the
Sun?
4. Label every position of the Earth as position A, position B, position C, and position
D.
5. The Earth will have to move 90 degrees counterclockwise to get to the next
position. The pupils acting as the Earth will always have to face away from the
Sun to emphasize the constellations seen on the walls.
Q2. What constellation is seen at position A? B? C? D? Can you still see the other
constellations when you are at a particular position? Explain your answer.
Q3. What factor do you think affected the different constellations seen by the
Earth at different positions?
Q4. With this activity, why do you think we see different constellations at particular
times of the year?
6. Share your observations to the class.
179
DAILY LESSON PLAN
Date/Time Quarter Q4W10D1-2
I. OBJECTIVES:

(Write the LC  Construct star map that illustrates common constellations.
code for each)

III. LEARNING
RESOURCES
A. References

pages
2. Learner’s
Materials
pages

pages

Materials
from
Learning
Resource
(LR) portal
B. Other Learning Laptop, projector, flashlight, black cartolina, scissors, glue, pencil, push
Resources pins, gold gel pen
180
IV. PROCEDURE
Review: What constellations are seen on a night sky all throughout the
A. ENGAGE year? What constellations are seen at particular times of the year only?
Say: Today, we are going to make star maps of constellations that are
seen at particular times of the year. Did you bring the materials I asked
you to bring?

C. EXPLAIN The learners will show to their classmate their finished output. They will
tell what month is their sky map and what particular constellations are
seen in there.
D. ELABORATE If you were to improve the star map you have constructed, what other
things will you add or change? Why?
E. EVALUATE The teacher may use Scoring Rubric to evaluate the output of the
pupils.
Area of
Meets – 3 Needs Improvement
Category Strong – 5 pts Concern – 0
pts – 1 pts
pts
Star map
Stars of the shows
Star map provided
constellation general No star map
Star Map but constellation not
are plotted on location of included
included
star map constellati
on
Constellation
Constellation stars
is shown with Constellati
are not connected, or
Constellation stars on is Not provided
is incorrect, or
connected with shown
confusing
lines
Name,
Nickname, # of 3 of 4 1 or none
2 of 4 provided
stars, names provided present
included
Brightest star,
magnitude,
Science 3 of 4 1 or none
Type, Color 2 of 4 provided
Requirem provided present
and temp
ents
provided
Season,
month, hours,
3 of 4 1 or none
and degrees 2 of 4 provided
provided present
provided
correctly
181
3
constellati
3 correct
on
constellations
provided
provided and Requirements Requirements
and
special partially met not met
special
features fully
features
explained
partially
explained
Total
Points
ENRICHMENT Try making smaller star maps and pasting them on a bigger circle in a
clockwise direction.
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
require additional
activities for
remediation.
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
182
Activity 1
Learning target:
We can construct a star map that illustrates common constellations
What You Need:

 black cartolina
 manila paper
 scissors
 glue
 pencil
 push pins
 flash light
 gold gel pen
 Monthly star maps (to be provided by the teacher)
What To Do:
1. Prepare all the materials the teacher asked you to bring. Ask from the teacher
the star map template assigned in your group (based on the month you chose
to name your group).
2. When all the materials are ready, draw and cut a big circle from one whole
black cartolina.
3. Using glue, paste the big black circle on the manila paper.
4. Using your pencil, draw the dots of constellations on the black cartolina.
5. Then, connect the dots to form the constellations using the gold gel pen.
6. Using the push pins, poke holes on the dots of the constellations.
7. Write the name of your group on the upper part of the manila paper and the
names of the constellations on the lower part.
8. Using the flashlight, focus light behind the cartolina/manila paper to see your
finished output.
9. Share it with your classmate.
183
DAILY LESSON PLAN
I. OBJECTIVES:
A. Content The learner demonstrates understanding of the constellations and the

(Write the LC  Describe how constellations are useful to people.
code for each)
II. CONTENT 4. THE STARS

4.1Pattern of Stars (Constellation)
III. LEARNING
RESOURCES
A. References

pages
2. Learner’s
Materials
pages

pages

Materials
from
Learning
Resource
(LR) portal
B. Other Learning Laptop, projector, “Early Uses of Constellations” -

Resources (https://youtu.be/BLjexyzy_e8) accessed on February 13, 2019
184
IV. PROCEDURE
Review: What constellations did we discuss in the past few days? How
A. ENGAGE many officially named constellations are there in all?
Ask: Do you think constellations are useful to man? How are they
useful to our everyday lives?

C. EXPLAIN Ask the pupils to share to the class their findings of usefulness of
constellations through discussion. The teacher will facilitate the
discussion.
D. ELABORATE Read “Usefulness of Constellations” on page 210 of Science Beyond
Borders 5.
Do you think it is reliable today to look at the night sky to predict

whether it will be a fair weather the next day or not? Explain your
answer.
E. EVALUATE On a piece of paper, write in paragraph form all the uses of
constellations to man and describe each.
Criteria Points
Content 4
Writing Mechanics 2
TOTAL 10
ENRICHMENT Research about other usefulness of constellations to man.
AGREEMENT Study well for the 4th Quarterly Test
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation.
require additional
activities for
remediation.
185
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did used/discover
which I wish to
share with other
teachers?
186
Activity 1
Learning target:
We can describe how constellations are useful to people.
What You Need:

 Video “Early Uses of Constellations”.
What to do:
a. Watch the video “Early Uses of Constellations” to be played by teachers in a
laptop and projected to a white screen.
b. As you watch the video, write down on your notebook how constellations are
useful to early people.
c. After watching the video, you may discuss with your seatmate what you have
written down on your notebook.
d. Be ready to share your notes to the class.
187
Fourth Quarterly Test in Science 5
Science 5
Name: ________________________________ Section: ___________ Date: _________
I. MULTIPLE CHOICE. Read each item carefully. Encircle the letter of the best
answer.
1. Which of the following factors causes the breaking down of rocks?

a. man and animals C. temperature
b. plants D. all of these
2. Which of the following refers to the process of breaking down of rocks into
smaller pieces?
a. erosion C. tsunami
b. landslide D. weathering
3. Which process refers to the movement of soil from one place to another
place?
A. erosion B. deposition C. landscaping D. weathering
4. Which of the following materials is transported by erosion?

A. rocks B. sediments C. soil D. water
5. What agent of erosion contributes to the formation of sand dunes?

A. animals B. plants C. water D. wind
6. Dust on the window is caused by ____________ erosion.

A. animals B. humans C. water D. wind
environment?
8. Which of the following human activities may contribute to the breaking

down of rocks?
A. cutting of trees C. mining
B. landscaping D. planting trees
9. How do humans contribute to soil erosion?

A. when we walk C. when we do gardening
B. when quarrying D. all of these
10. In what ways do rocks differ?

A. hardness C. temperature
B. texture D. both a and b
11. Which of the following is NOT an agent of erosion?
A. human B. soil C. water D. wind
environment?
188
13. Heavy rain was experienced last night. When Ernesto woke up this
morning, he noticed that there was mud in their front yard. What agent of
erosion caused this?
A. animal B. human C. water D. wind
14. How do the roots of the trees help in controlling soil erosion?
A. They keep the soil more intact.
B. They go deep down the ground.
C. They absorb the nutrients from the soil.
D. All of the above
15. What must one prepare before a typhoon comes?

a. fix the house C. watch movie
b. cell phone D. go to a party
16. When there is a typhoon and you are sick what is the first thing you will
prepare?
a. food B. clothes C. medicine D. flashlights
17. How will you describe the plants when typhoon signal #4 is going on?
a. Swaying and dancing C. greener
b. Standing still D. all of the above
18. Which is not a right thing to do when you are planning to evacuate?
a. Have fun with your friends in picnic outside
b. Prepare your important documents
c. Prepare canned foods
d. Bring your flashlight
19. What is the cause of losing properties during a typhoon?

a. moderate rain C. drizzle
b. flash flood D. thunder
20. What is the best thing to do when your Brgy. Chairman announced the
coming of a strong typhoon?
a. Ignore, because the sky is clear
b. Continue to do your work
c. Follow and evacuate immediately
d. Do not believe him because he is a liar
21. Why should we always monitor the typhoon?

a. To be always safe
b. To be known that you are smart
c. Don’t mind the news
d. To be free from household chores
189
22. After the typhoon you should ____________the draping water?
a. Place it under the sun
b. Boil it
c. Get water from the faucet
d. Drink the rain water
23. Under typhoon signal #3, classes are still going on and you can travel to
other places.
a. true B. false C. maybe D. sometimes
24. How many complete lunar cycles can we possibly see in a span of 30
days?
a. 1 B. 2 C. 3 D. 4
25. Why do stars seem to twinkle in the night sky?

a. because of the effects of our atmosphere
b. because stars have different colors
c. because some stars are hotter than others
d. because some stars are farther from our planet than the Sun
26. During new moon phase, we do not see the moon in the night sky. Why is
this so?
a. Because the moon moves away from its orbit
b. Because the moon is in between the sun and the earth during this
phase and the lighted part of it is the far side from the earth.
c. Because the moon changes its color to black.
d. Because the earth is between the sun and the moon.
27. Why do we see different constellations at different times of the year?

a. Because of the motion of the earth on its orbit around the sun.
b. Because constellations constantly move around the universe
c. Because of the rotation of the earth on its axis
d. Because stars constantly rearrange into different patterns
28. Why don’t we see the moon during the new moon phase?
a. because the moon does not receive any light from the Sun
b. because the moon goes farther away from the Earth
c. because the lighted part of the Moon is the far side and not the near
side that faces the Earth.
d. because the moon goes behind the Sun
II. For numbers 29 – 31: Among the listed items below, choose the 3 most
important things that should be included in preparing an emergency kit. Write
your answers on the spaces provided.
Radio, canned goods, flashlight, candle, match, junk foods, clothes, ball pen
_______________ _______________ _______________
190
III. Direction: For numbers 32 – 36, shade the following circles to illustrate the
moon phase indicated below.
Full Moon Waxing Waning First Quarter Last Quarter

Crescent Gibbous Moon Moon
IV. Direction: Using the moon calendar below, tell how many days each moon
phase lasts before going to another phase.
Source: https://www.google.com/search?biw=1366&bih=651&tbm=isch&sa=1&ei=olM6XbnJKpWC-
QaqypyoBA&q=December+2009+moon+calendar&oq=December+2009+moon+calendar&gs_l=img.3...129
822.134532..135233...0.0..2.428.3849.3j5j7j1j2......0....1..gws-wiz-
img.......0i8i7i30j0i67j0j0i8i30j0i24.p7lFupf9DzU&ved=0ahUKEwi5orX1s9HjAhUVQd4KHSolB0UQ4dUDCAY&
uact=5#imgrc=vyr78O7qi8gg-M:
37. Last Quarter - _____ days

38. New Moon - _____ days
39. Waxing Gibbous - _____ days
40. First Quarter - _____ days
V. ESSAY WRITING (10 points) – Write a scientific justification to the statement

below.
Ancient farmers use constellations to determine planting seasons.
Essay writing criteria:

Criteria Points
Content 4
Writing Mechanics 2
TOTAL 10
191
KEY TO CORRECTION
First Summative Test
1. D 6. D 11. B 16. D
2. D 7. D 12. C 17. C
3. D 8. C 13. B 18. D
4. D 9. A 14. D 19. A
5. C 10. D 15. D 20. D
Second Summative Test
1. C 6. D 11. A 16. A
2. A 7. C 12. D 17. I
3. A 8. A 13. D 18. H
4. A 9. A 14. E 19. D
5. C 10. C 15. G 20. F
Fourth Quarterly Test
1. D 11. B 21. A 31. flashlight 41 – 50 teacher

2. D 12. D 22. B 32 – 36 may use the
3. A 13. C 23. B Teacher may suggested
4. C 14. A 24. A refer to moon criteria
5. D 15. A 25. A phases
6. D 16. C 26. B illustrations
7. D 17. A 27. A 37. 2 days
8. C 18. A 28. C 38. 2 days
9. D 19. B 29. radio 39. 4 days
10. D 20. C 30. canned 40. 2 days
goods
192

Science 5 Q4

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science 5 Q4

Uploaded by

Copyright:

Available Formats

PROTOTYPE AND

NORMA B. SAMANTELA, CESO VI

FATIMA D. BUEN, CESO VI WILFREDO J. GAVARRA

SANCITA B. PEÑARUBIA, EdD

JADE O. ALBERTO, EdD

A. Writers/ Demonstration Teachers:

MARLYN B. RIVERA, Master Teacher II, Hindi ES, Bacacay West

BONNAVIE D. BUENO, Master Teacher II, San Francisco NHS, Malilipot

SHIELA P. ALBERTO, EdD, School Principal I, Maipon ES, Guinobatan East

Day 3: Describe how constellations are 184

School Grade Level 5

Teacher Learning Area SCIENCE

Date/Time Quarter Q4W1D1

B. EXPLORE Divide the class into 3 groups.

 5 different rock samples

School Grade Level 5

Teacher Learning Area SCIENCE

Date/Time Quarter Q4W1D2

Content Standard The learners demonstrate understanding of weathering and soil

II. CONTENT 1. Processes that Shape Earth’s Surface

1. Teacher’s STeP page 36, Science CG page 75-76

What happens to the pavement when a construction worker operates

How is the first picture different from the other?

Compare the two pictures. What differences can you see?

E. EVALUATE Weathering or Soil Erosion: Differentiate weathering from soil erosion

A. No. of learners who

What you need:

2. Read carefully the questions to be answered after watching a video clip.

Write your answers to the questions in the manila paper.

School Grade Level 5

Agents of Weathering Agents of Soil

E. EVALUATE Direction: Answer the following.

1-6. Enumerate the agents of weathering

7-10. Name the agents of soil erosion

School Grade Level 5

C. EXPLAIN Let the group present its output.

3 points 2 points 1 point

Mechanics and Grammar

Total Points (15 possible) _________

What you need:

Describe how rocks turn into soil in each picture

School Grade Level 5

C. EXPLAIN A group presenter will report its output.

What you need:

Effects of Soil Erosion

E. EVALUATE Put a check if the statement tells an effect of soil erosion

 Soil that can be made into small mountain

1. Build a mountain of soil. Put some plants.

B. Performance The learners should be able to participate in projects that

C. Learning The learners should be able to investigate extent of soil

TIWI, Albay - Search and retrieval operations to find 7

 What is the news about?

Survey on Care of Erosion in the Community.

Form 3 groups, share the data gathered as well as the

School Grade Level 5

 Sand that can be made into small pyramid

SOIL EROSION BY RAIN OR WATER

SOIL EROSION BY WIND OR AIR

School Grade Level 5

What can you do to prevent or control soil erosion?

1. Visit a garden. Look for an area with and without plant.

Name: _____________________________ Section: ___________ Date: ____________

1. In what ways do rocks differ?

2. Which of the following factors causes the breaking down of rocks?

Name: _______________________ Section: _ Date: ________