School: SIOTES ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: SHERYL F. ARESCO Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
Time: MARCH 13 – 17, 2023 (WEEK 5) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from
learning resource (LR) portal
The learners demonstrate understanding of the effects of heat and electricity, light, and sound on people and objects.
The learners should be able to perform the activity sensibly.
Identify materials that block
light.
S5FE-IIIe-5
Light and Sound, Heat and
Electricity
Cyber Science Worktext in
Science and Technology 5 by:
Nicetas G.
Valencia et. Al. pp. 245 – 251
Identify materials that absorb light.
S5FE-IIIe-5
Light and Sound, Heat and
Electricity
Cyber Science Worktext in Science
and Technology 5 by: Nicetas G.
Valencia et. Al. p. 245-251
https://www.boundless.com/
biology/textbooks/boundless-
biology-textbook/photosynthesis-
8/the-light-dependent-reactions-
of-photosynthesis-81/absorption-
of-light-375-11601/
Relate the ability of the materials to Explain the importance of ability of the
Identify materials that
block, absorb or transmit light to its materials to block, absorb or transmit light
transmit light.
use. to its use.
S5FE-IIIe-5
S5FE-IIIe-5 S5FE-IIIe-5
Light and Sound, Heat and
Light and Sound, Heat and Electricity Light and Sound, Heat and Electricity
Electricity
Cyber Science Worktext in
Cyber Science Worktext in Science Cyber Science Worktext in Science and
Science and Technology 5
and Technology 5 by: Nicetas G. Technology 5 by: Nicetas G.
by: Nicetas G.
Valencia et. Al. pp. 245-251 Valencia et. Al. pp. 245-251
Valencia et. Al. p. 245-251

B.Other Learning Resource metacards, activity sheet, metacards, activity sheet,

Metacards, Activity sheet, chart, metacards, activity sheet, chart, metacards, activity sheet, chart, checklist
chart, checklist, table, woods, chart, checklist plastic ball,
checklist, table, woods, basketball checklist plastic ball, cellophane, jelly, plastic ball, cellophane, jelly, prism, plastic
basketball ball, tin can, vase, cellophane, jelly, prism,
ball, tin can, vase, chalk, flashlight prism, plastic lunch box, flashlight lunch box, flashlight
chalk, flashlight plastic lunch box, flashlight
IV.PROCEDURES
A.Reviewing previous lesson Classify the following In a metacard, list down some FACT or BLUFF. Listen to Describe the characteristics of
or presenting the new lesson materials into black or colored materials that blocked lights. Paste the teacher as he/she reads materials based from their behavior
object. Place your answer on theit on the chart. the following situation. to light
chart. How do you describe the materials Directions: Raise the word
Magnet that block the light? FACT if the situation states
flower that light is being absorbed
black shoes and BLUFF if it is not.
black ink 1. Erwin wears dark-colored

B.Establishing a purpose for
the lesson
C.Presenting Examples/
instances of the new lesson
D.Discussing new concepts
and practicing new skills #1
E.Discussing new concepts
and practicing new skills #2
leaf
wires
What can you say about it?
Where do we usually stay
during noon time? Why?
Can you imagine how people
enjoy the shade of the trees if
the trees do not block the
sunlight?
What benefits can we get
from this activity?
Mystery box. The box
contains block of woods,
basketball ball, tin can, vase,
chalk.
Riddle:
a. I am round and orange in
color. You used me in playing.
You can dribbled and shoot
me on the ring. What am I?
b. I am usually found on the
table. You can put flower to
me. You must handle me
carefully so that I won’t
broke. What am I?
c. I came into different color.
You can used me in writing
Teacher will show a mirror. Have
you ever wondered why you can
see your face in a mirror? This
occurs because mirrors are very
smooth and shiny. Light bounces,
or reflects, off of the smooth and
shiny surface of mirrors. When you
see your face in a mirror you are
seeing light from your face
reflecting off of the mirror.
1. Setting Standards
2. Group the class into four.
3. Distribution of activity sheet and
materials to be used.
4. Let the pupils perform the
activity.
Activity
Absorb of light
I. Problem: What materials do
absorb light?
II. Materials: plastic ball,
cellophane, jelly, prism, plastic
lunch box, chart, flashlight
III. Procedure:
1. Turn on the flashlight. Test if the
following material absorb the light.
dress during cold weather.
2. Leaves absorb light
during the process of
photosynthesis.
3. While resting, Paola
enjoys looking to fish in the
aquarium
4. In an activity, the light
reflects in different colors
when it strikes to the
prism.
5. Jeffrey looks to the glass
of water to test if it is clear.
Class, look at the picture. Directions: Classify the following Directions: Tell what happen when light
What can you say about it? materials based on their reaction to falls on different materials. Complete the
What kind of material use light. graphic organizer.
in making aquarium? Why?
Can you see the fish inside
the aquarium if is not made
of glass?
What benefits can we get
from this activity?
1. Setting Standards 1. Setting standards 1. Setting standards
2. Group the class into four. 2. Group the class into three. 2. Group the class into four.
3. Distribution of 3. Distribution of activity sheet and 3. Distribution of activity sheet.
activity sheet and materials materials to be used. 4. Let the pupils perform the activity.
to be used. 4. Let the pupils perform the activity. Group I – Young illustrators. Explain the
4. Let the pupils perform Activity I importance of ability of
the activity. Reaction of light the materials to block light to its use. Draw
Activity your
Transmit of light answers.
3. Observation: Group II – Young actors/actresses. Explain
1. What materials transmit the importance of
the light? ability of the materials to absorb light to its
2. What happens to the use.
light that strikes on these Present your answer through role play.
materials? Group III – Young newscasters. Explain the
importance of ability

F.Developing Mastery
G.Finding Parctical application
of concepts and skills in daily
living
H.Making generalization and
abstraction about the lesson
I.Evaluating learning
J.additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% in the evaluation
on the board. What am I?
d. Sardines and milk are
placed inside me. Never
throw me because you can
recycle me. What am I?
e. I came from trees. I am not
a flower, a root or a leaf.
What am I?
Let us see how these objects
are related to our lesson
today.
1. Setting Standards
2. Group the class into four.
3. Distribution of activity
sheet and materials to be
used.
4. Let the pupils perform the
activity.
Activity
Blocking of light
1. Group Reporting and
Presentation of Output
2. Analysis and Discussion
What can you say about the
materials we used in the
activity?
What evidence shows that
light was blocked by
materials?
___Lesson carried. Move on
to the next objective.
2. Record your answer on the table.
Put check (√) on the proper
column.
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
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1. Group Reporting and
Presentation of Output
2. Analysis and Discussion
What can you say about the
materials we used in the activity?
What evidence shows that light
was blocked by materials?
Plants make their own foods
through the process of
photosynthesis.Study the picture
below.
Teacher will give additional
information about how light is
being absorbed by the leaf
___Lesson carried. Move on to the
next objective.
of the materials to transmit light to its use.
Make a 2
- minute broadcasting.
1. Group Reporting and 1. Group Reporting and Presentation Group Reporting and Presentation of
Presentation of Outputs of Output Output
2. Analysis and Discussion 2. Analysis and Discussion
What can you say about the What can you say about the
materials we used in the materials used in the activity?
activity? What evidence showed that light was
What evidence shows that block/transmit/absorb by materials?
light was blocked by What are the uses of ability of
materials? material to block/transmit/absorb
light?
Group Activity. Group Activity. Analysis and Discussion
On metacards, list down Group 1 – On metacards, list down Why is blocking of light important?
some examples of materials some examples of materials that Why is absorbing of light important?
that transmit transmitlight. Paste it on the chart. Why is transmitting of light important?
light. Paste them on the How do we use these
chart. materials?
Group 2 – On metacards, list down
some examples of materials that
absorb light. Paste it on the chart.
How do we use these
materials?
Group 3 – On metacards, list down
some examples of materials that
block
light. Paste them on the chart. How
do we use these materials?
___Lesson carried. Move ___Lesson carried. Move on to the ___Lesson carried. Move on to the next
on to the next objective. next objective. objective.

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?
F.What difficulties did I
encounter which my principal
or supervisor can helpme
solve?
G.What innovation or
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties encountered
in answering the questions
asked by the teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who
continue to require
remediation
Strategies used that work
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Lesson not carried.
_____% of the pupils got
80% mastery
___Pupils did not find
difficulties in answering
their lesson.
___Pupils found difficulties
in answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and
interest about the lesson.
___Pupils were interested
on the lesson, despite of
some difficulties
encountered in answering
the questions asked by the
teacher.
___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
___ of Learners who earned
80% above
___ of Learners who
require additional activities
for remediation
___Yes ___No
____ of Learners who
caught up the lesson
___ of Learners who
continue to require
remediation
Strategies used that work
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
teacher.
___Pupils mastered the lesson despite of
limited resources used by the teacher.
___Majority of the pupils finished their
work on time.
___Some pupils did not finish their work on
time due to unnecessary behavior.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who continue to require
remediation
Strategies used that work well:
localized materials did
used/discover which I wish to
share with other teachers?
well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-
writes, and anticipatory
charts.
___Schema-Building:
Examples: Compare and
contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations,
media, manipulatives,
repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples:
Speaking slowly and clearly,
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques,
and vocabulary assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw
learning, peer teaching, and
projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created
drawings, videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use,
and providing samples of student
work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
well: ___Metacognitive Development: ___Metacognitive Development:
___Metacognitive Examples: Self assessments, note Examples: Self assessments, note taking
Development: Examples: taking and studying techniques, and and studying techniques, and vocabulary
Self assessments, note vocabulary assignments. assignments.
taking and studying ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share,
techniques, and vocabulary share, quick-writes, and anticipatory quick-writes, and anticipatory charts.
assignments. charts.
___Bridging: Examples:
Think-pair-share, quick- ___Schema-Building: Examples: Compare
writes, and anticipatory ___Schema-Building: and contrast, jigsaw learning, peer
charts. Examples:Compare and contrast, teaching, and projects.
jigsaw learning, peer teaching, and
projects.
___Schema-Building: ___Contextualization:
Examples: Compare and Examples: Demonstrations, media,
contrast, jigsaw learning, ___Contextualization: manipulatives, repetition, and local
peer teaching, and projects. Examples: Demonstrations, media, opportunities.
manipulatives, repetition, and local
opportunities.
___Contextualization: ___Text Representation:
Examples: Demonstrations, Examples: Student created drawings,
media, manipulatives, ___Text Representation: videos, and games.
repetition, and local Examples: Student created drawings, ___Modeling: Examples: Speaking slowly
opportunities. videos, and games. and clearly, modeling the language you
___Modeling: Examples: Speaking want students to use, and providing
___Text Representation: slowly and clearly, modeling the samples of student work.
language you want students to use,
Examples: Student created and providing samples of student Other Techniques and Strategies used:
drawings, videos, and work. ___ Explicit Teaching
games.
___ Group collaboration
___Modeling: Examples: Other Techniques and Strategies ___Gamification/Learning throuh play
Speaking slowly and clearly, used: ___ Answering preliminary
modeling the language you ___ Explicit Teaching activities/exercises
want students to use, and ___ Group collaboration ___ Carousel
providing samples of ___Gamification/Learning throuh ___ Diads
student work. play ___ Differentiated Instruction
___ Answering preliminary ___ Role Playing/Drama
Other Techniques and activities/exercises ___ Discovery Method
Strategies used: ___ Carousel ___ Lecture Method
___ Explicit Teaching ___ Diads Why?
___ Group collaboration ___ Differentiated Instruction ___ Complete Ims
___Gamification/Learning ___ Role Playing/Drama ___ Availability of Materials
throuh play ___ Discovery Method ___ Pupils’ eagerness to learn
___ Answering preliminary ___ Lecture Method ___ Group member’s
activities/exercises Why? collaboration/cooperation
___ Carousel ___ Complete Ims in doing their tasks
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperatio
n ___ Pupils’ eagerness to
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Diads ___ Availability of Materials ___ Audio Visual Presentation
___ Differentiated ___ Pupils’ eagerness to learn of the lesson
Instruction ___ Group member’s
___ Role Playing/Drama collaboration/cooperation
___ Discovery Method in doing their tasks
___ Lecture Method ___ Audio Visual Presentation
Why? of the lesson
___ Complete Ims
___ Availability of Materials
learn
___ Group member’s
collaboration/cooperati
on
in doing their tasks
___ Audio Visual
Presentation
of the lesson