School: MA.

ESTRELLA PVG TAWIRAN ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: LENDEL MARIZ C. REYES Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: February 17 – 21, 2020 (Week 6) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The Learners demonstrate understanding of… weathering and soil erosion shape the Earth’s surface and affect living things and the
environment weather disturbances and their effects on the environment.
B. Performance Standards The Learners should be able to… participate in projects that reduce soil erosion in the community prepares individual emergency kit.
C. Learning 1.Describe the effects of the winds, given a certain storm warning signal
Competencies/Objectives 2.Infer that storm warning signals affects living things and environment
Write the LC code for each 3.Describe the effects of the winds, given a certain storm warning signal
S5FE-IVf-6/Page 34of 66
II. CONTENT Describing the Effects of the Winds, Given a Certain Storm Warning
Signal

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Developing Science Power 5, pp.206
– 207
- Science Spectrum 5, pp. 283 – 284
http://www.rappler.com/move-
ph/issues/disasters/93894-pagasa-
storm-signal-no-5
pictures visualizing the meaning of
storm signals, charts, paper strips

IV. PROCEDURES
A. Reviewing previous Day 1 (Describe the effects of the Day 3: Day 4: Infer that storm Day 5: Learning Tasks
lesson or presenting winds, given a certain storm signal) A.Engagement: warning signals affects living A.Engagement:
the new lesson 1.Let the pupils present/ things and environment 1.Let the pupils share their
report their assignment experience with the different
about the storm signal or storm warning signals.
typhoon

B. Establishing a purpose for
the lesson
1.Show pictures affected with . Ask: 1.Show the chart of Beaufort What do you think was the
typhoon. Do you have the same Scale with storm. storm signal raised in this
2.Ask: report about storm signal? 2.Ask: place?
What do you think was the storm Is it stated in the news of What are the numbers do What do you think is the
signal raised in this place? how does the storm formed? you think was the storm extent of damage in this

C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
What do you think is the extent of
damage in this situation?
What government agency
announces the storm signal?
B.Exploration:
1.Group the pupils into five.
2.Refer to LM Activity No. 1- “ Do
You Know Me?”
C.Explanation:
1.Let the groups present/explain
their outputs
Meaning of storm Signals
Signal No.1 is put into effect when a
maximum speed of not more than
60 kph is expected to affect a
certain place in at least 36 hours. In
this situation, impact of winds may
cause twigs and branches of small
trees to be broken, some banana
plants maybe titled or put down,
and some houses of very light
materials, like nipa and cogon.
Classes in preschool levels in all
public and private schools in
affected communities are
automatically suspended or broken.
Signal No. 2 is announced when the
maximum wind speed is greater
Day 2: D. Elaboration/
Extension:
1.Discuss further the meaning of
Storm Signals.
( The teacher should show
drawings/pictures of each storm
signal to show visual effects.)
2.Ask:
Why is it necessary for us to know
the meaning of each storm signal?
( It is necessary for us to know the
meaning of storm signal so that we
can prepare for the coming
typhoon and to be safe and
protected.)
. 1.Group the pupils into
four.
2.Study the picture.
3.Write your understanding
about the picture
Explanation:
1.Let each group report their
output.
2.Ask:
How the huge ring of cloud
form?
How this called “seeding”
help?
What is the movement of
storms in the Northern
Hemisphere and in the
Southern Hemisphere?
D.Extension /Elaboration:
Discuss more about the
storms
Storms are known by
other names in other places.
It is hurricane in North
America and in the
Caribbean. It is cyclone in
the region in the region in
Indian Ocean and southeast
Pacific I the Philippines and
Southeast Asia, it is called
typhoon.
Storms form only in the
tropics. This weather
disturbance draws its energy
from the warmth of tropical
oceans. It is a weather
disturbance that has a wind
force of 60 kms per hour and
signal raised in this place? situation?
What do you think is the What government agency
extent of damage in this announces the storm signal
situation?
What government agency
announces the storm signal?
1.Group the pupils into four. 4.Group the pupils into three.
2.Refer to LM Activity No. 2- 5.Refer to LM Activity No. 3
“ Know Me More?”
C.Explanation: C.Explanation:
1.Let the groups Let the groups
present/explain their present/explain their outputs.
outputs.
D.Elaboration/ Extension: D.Extension/Elaboration:
What scale shows the 1.What are the storm warning
different wind velocities and signals?
their corresponding effects? 2.What are the impact of the
( The Beaufort Scale shows wind in the environment and
the different wind velocities living things?
and their corresponding 3.How does the storm signal
effects.) affect the winds?
What are the forces belong
to storm signal no.1?
What are the forces belong
to storm signal no. 2?
What are the forces belong
to storm signal no.3?
What are the forces belong
to storm signal no. 4?
What are the forces belong
to storm signal no. 5?
than 60 kph, but not more than 100 above.
kph is expected to affect a cert5ain A typhoon forms when the
place in at least 24 hours,. In this internal heat of ocean
situation, some coconut maybe surface stirs up moist air
tilted, few big trees may be over the ocean. A calm area
uprooted, large number of nipa and called the “eye” is created.
cogon houses may be partially or The huge column of rising
totally unroofed, some old hot air develops around the
galvanized roofing may be peeled eye.
off, and, in general, the winds may As the moist air spirals up
bring light to moderate damages to and cools, it condenses into
the communities affected. With rain. As the “eye” narrows,
storm signal no.2, classes in the winds blow with much
preschool, elementary and high force. A typhoon has
school levels n all public and private developed.
schools in the affected A typhoon bring so much
Signal No. 3 is announced when a rain. The rain causes
maximum wind speed of more than flooding. Coastal places are
100 kph up to 185 kph is expected swamped by huge waves
to affect a certain place in at least made by winds blowing
12 to 18 hours. In this situation, across the sea of 300 kms
nipa houses may be destroyed, and per hour.
there may be considerable damages
to structures of light to medium
construction. There may be
widespread disruption of electrical
power and communication services,
and, in general, moderate to heavy
damage may be expected,
practically in agricultural and
industrial sectors. With public
storm signal no. 3, people are
advised not to travel, especially by
sea or air transportation, and
people should also seek shelter in
strong buildings, evacuate from
low-lying areas, and stay away from
seacoasts or river banks. Classes in
all levels are automatically
suspended in affected communities.
Signal No. 4 is declared when very
strong winds of more than 185 kph
is expected to affect a certain area
in at least 12 hours. In this
situation, many large trees may be
 uprooted and most residential and
buildings of mixed construction
may be severely damaged, electrical
power disruption and
communication services are
disrupted, and, in general, massive
damages are expected in affected
communities.
Signal No. 5 is declared has very
heavy to widespread damage and it
has very strong winds of more than
220 kph.
F. Developing mastery
(Leads to Formative
Assessment 3)

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning E.Evaluation: E.Evaluation: E.Evaluation: E. Evaluation:
1.Group the class into three. A.Write TRUE if the Draw a picture shows the Write the missing data on the
2.Write the data needed on the statement is correct and effect of winds regarding to chart.
chart below. FALSE if it is not correct. its signal STORM SIGNAL NO.LEAD
STORM SIGNAL NO. 1.Typhoons develop in TIME (hours)
1 tropical places. ( TRUE) 1 36
2 2.The heat of the ocean 2 24
3 waters sends warm water 3 18
4 down. ( FALSE ) 4 12
5 3.Philippine is a typhoon 5 12
LEAD TIME (hours) prone area. (TRUE) WINDS (km/h)
WINDS (km/h) 4.Hurricane is the other IMPACTS OF THE WIND
IMPACTS OF THE WIND name of storm in Indian
Ocean. ( FALSE )
5.The moist air arise spirals
up, cools, and falls down as
heavy rain. ( TRUE )
B.Answer the question
briefly.
1. What other names

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the
earned 80% in the next objective.
evaluation ___Lesson not carried.
_____% of the pupils got 80%
mastery
B. No. of learners who require ___Pupils did not find difficulties in
additional activities for answering their lesson.
remediation who scored ___Pupils found difficulties in
below 80% answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
C. Did the remedial lessons ___ of Learners who earned 80%
work? No. of learners who above
have caught up with the
IV.Assignment:
Copy or cut out a news about the
storm signal or typhoon from the
newspaper
___Lesson carried. Move on to the
next objective.
___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
are given to this weather
disturbance?
2.How does a thunderstorm
develop into a typhoon?
___Lesson carried. Move on
to the next objective.
___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
___Lesson carried. Move on
to the next objective.
___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
___Lesson carried. Move on to
the next objective.
___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
 lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught
lesson lesson up the lesson up the lesson up the lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who ___ of Learners who continue
require remediation require remediation continue to require continue to require to require remediation
remediation remediation
Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work well:
___Metacognitive Development: ___Metacognitive Development: well: well: ___Metacognitive
Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive ___Metacognitive Development: Examples:
taking and studying techniques, and taking and studying techniques, Development: Examples: Development: Examples: Self assessments, note taking
vocabulary assignments. and vocabulary assignments. Self assessments, note taking Self assessments, note taking and studying techniques, and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- and studying techniques, and studying techniques, vocabulary assignments.
share, quick-writes, and pair-share, quick-writes, and and vocabulary assignments. and vocabulary assignments. ___Bridging: Examples:
anticipatory charts. anticipatory charts. ___Bridging: Examples: ___Bridging: Examples: Think-pair-share, quick-
Think-pair-share, quick- Think-pair-share, quick- writes, and anticipatory
writes, and anticipatory writes, and anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples:
charts. charts.
Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and ___Schema-Building:
projects. projects. ___Schema-Building: ___Schema-Building: Examples: Compare and
Examples: Compare and Examples: Compare and contrast, jigsaw learning, peer
contrast, jigsaw learning, contrast, jigsaw learning, teaching, and projects.
___Contextualization: ___Contextualization:
peer teaching, and projects. peer teaching, and projects.
Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local ___Contextualization:
opportunities. opportunities. ___Contextualization: ___Contextualization: Examples: Demonstrations,
Examples: Demonstrations, Examples: Demonstrations, media, manipulatives,
media, manipulatives, media, manipulatives, repetition, and local
___Text Representation: ___Text Representation:
repetition, and local repetition, and local opportunities.
Examples: Student created Examples: Student created opportunities. opportunities. ___Text Representation:
drawings, videos, and games. drawings, videos, and games.
Examples: Student created
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
___Text Representation: ___Text Representation: drawings, videos, and games.
slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to use, language you want students to use, Examples: Student created Examples: Student created ___Modeling: Examples:
and providing samples of student and providing samples of student drawings, videos, and games. drawings, videos, and games. Speaking slowly and clearly,
work. work. ___Modeling: Examples: ___Modeling: Examples: modeling the language you
Speaking slowly and clearly, Speaking slowly and clearly, want students to use, and
providing samples of student
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperatio
n n
in doing their tasks
___ Audio Visual Presentation
of the lesson
modeling the language you
want students to use, and
providing samples of student
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperatio
in doing their tasks
___ Audio Visual Presentation
of the lesson
work.
Other Techniques and
Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning
throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson