Kindergarten School Borongborongan Elementary School Teaching Dates May 22-26, 2023

Daily Lesson Log Teacher Diosa Sheene N. Bio Week No. 4

Content Focus Pamamaraan sa Pangangalaga ng Kapaligiran Quarter Four
Most Essential
Learning Identify simple ways of taking care of the environment (PNEKE-00-4)
Competencies

BLOCKS OF MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

TIME (May 22, 2023) (May 23, 2023) (May 24, 2023) (May 25, 2023) (May 26, 2023)
Arrival Time
(7:30am-7:40am)
National Anthem National Anthem National Anthem National Anthem National Anthem
Opening Prayer Opening Prayer Opening Prayer Opening Prayer Opening Prayer
Routine Exercise Exercise Exercise Exercise Exercise
Activities Kumustahan Kumustahan Kumustahan Kumustahan Kumustahan
Attendance Attendance Attendance Attendance Attendance
Balitaan Balitaan Balitaan Balitaan Balitaan
Meeting Time 1
(7:40am-7:50am)
Messages Pinapahalagahan at Itinatapon natin ang ating Ang Reduce, Reuse, at Kailangan nating maging Gawin ang karapat-dapat
iniingatan natin ang ating mga basura sa maayos na Recycle ay mga mabisang masinop sa paggamit ng upang maiwasan ang mga
kapaligiran. paraan. paraan para mabawasan tubig at enerhiya tulad ng kalamidad. Iwasan ang
Inihihiwalay natin ang ang basura at kalat sa kuryente. pagkakalat ng basura,
Song: Recycling in My mga basurang nabubulok ating kapaligiran. pamumutol ng mga puno
Home sa di nabubulok. at pagsira sa ating
Reduce ang tawag sa kapaligiran.
Biodegradable ang tawag pamamaraang
sa mga basurang mabawasan ang
nabubulok. Maaring ginagamit nating basura,
gamitin itong pataba ng araw-araw.
lupa. Ang ilan sa mga
halimbawa ng mga Reuse ang tawag sa
nabubulok na bagay ay paggamit sa ibang paraan
mga dahon, balat ng ng mga bagay na
prutas, at dumi ng mga itinuturing na basura na.
hayop.
Recycle naman ang tawag
Non-Biodegradable sa pamamaraang paglikha
naman ang tawag sa mga muli ng bagong bagay na
basurang hindi nabubulok nagmula sa lumang gamit
 tulad ng lata, bote, o patapong basura.
plastics at iba pa.

Song: Recycling in My
Home
Questions  Paano natin  Sa paanong paraan  Ano ano ang mga  Anong mga anyong tubig  Ano ano ang mga
mapangangalagaan natin itinatapon ang patapong bagay ang ang iyong nakikita sa tamang gawain
ang mga likas na ating mga basura? maaari nating paligid? patungkol sa
yaman sa ating  Magbigay ng mga bawasan, gamitin  Paano natin pangangalaga ng ating
kapaligiran? halimbawa ng mga muli, o iresiklo? mapangangalagaan ang kapaligiran?
basurang nabubulok at mga anyong tubig?
(Ipaliwanag ang di-nabubulok.
salitang “likas na  Paano tayo
yaman” upang mas  Bakit mahalagang makapagtitipid ng tubig?
maintidihan ng mga paghiwalayin ang mga
bata ang tanong.) basurang nabubulok sa  Paano tayo
di nabubulok? makapagtitipid ng
enerhiya tulad ng
kuryente?
Competencies  Identify simple ways of taking care of the environment (PNEKE-00-4)
Transition to Work The teacher gives instructions on how to do the independent activities, answers any questions, and tells the learners to do their assigned
Period 1 tasks within the allotted time.
Work Period 1
(7:50am-8:35am)
Teacher-Supervised Experiment: Compost Pit Sorting Garbage: Recycled crafts: Plastic Poster Making (Saving Planting Seedlings
Activity KTG, p. 460-461 Biodegradable and Non- bottle coin bank water and energy) KTG, p. 463
Biodegradable KTG, p. 462 KTG, p. 462-463
KTG, p. 461
Competencies  Demonstrate an  Sort and classify  Identify simple ways of  Identify simple ways of  Naipakikita ang
understanding that objects according to taking care of the taking care of the pagtulong at
objects are made one attribute/property environment environment pangangalaga sa
from one or more (shape, color, size, (PNEKE-00-4) (PNEKE-00-4) kapaligiran: pagdidilig
materials like metal, function/use) (MKSC-  Naisasagawa ang mga  Nakalilikha ng iba’t ng mga halaman, pag-
plastic, wood, paper 00-6) sumusunod na ibang bagay sa aalis ng mga damo at
(PNEKPP-00-2)  Identify simple ways of kasanayan: pamamagitan ng kalat, hindi pagsira ng
 Communicate taking care of the pagpilas/paggupit/ malayang pagguhit halaman, pag-aalaga sa
changes observed environment pagdikit ng papel (SKMP-00-1) hayop (KMKPKom-00-
(e.g., shorter pencil (PNEKE-00-4) (KPKFM-00-1.3)  Nakaguguhit, 5)
when sharpened, ice  Name common  pagbakat, pagkopya ng nakapagpipinta at  Identify simple ways of
to water, corn kernel objects/things in the larawan, hugis, at titik nakapagkukulay ng iba’t taking care of the
 becomes popcorn) environment (in school, (KPKFM-00-1.4) ibang bagay o gawain environment
(PNEKPP-00-3) home, and community)  paglikha ng mga (dekorasyon sa “name (PNEKE-00-4)
 Explore simple (LLKV-00-1) modelo ng tag”, kasapi ng mag-
cause-and-effect  Describe common pangkaraniwang bagay anak , gawain ng bawat
relationships in objects/things in the sa paligid kasapi ng mag-anak, mga
familiar events and environment based on (KPKFM-00-1.6) alagang hayop, mga
situations color, shape, size, and  Nakaguguhit, halaman sa paligid)
(PNEKE-00-5) function/use (LLKV-00- nakapagpipinta at (SKMP-00-2)
2) nakapagkukulay ng  Express simple ideas
iba’t ibang bagay o through symbols (e.g.,
gawain (dekorasyon sa drawings, invented
“name tag”, kasapi ng spelling)
mag-anak, gawain ng (LLKC-00-1)
bawat kasapi ng mag-
anak, mga alagang
hayop, mga halaman sa
paligid) (SKMP-00-2)
 Nakagagawa ng modelo
ng mga
pangkaraniwang bagay
sa paligid: dahon, bato,
buto, patpat, tansan at
iba pa (SKMP-00-3)
 Nakagugupit at
nakapagdidikit ng iba’t
ibang hugis na may
iba’t ibang tekstura
(SKMP-00-4)
 Nakapupunit,
nakagugupit at
nakapagdidikit sa
paggawa ng collage
(SKMP-00-7)
 Nakapagpapatung-
patong,
nakapagdudugtung-
dugtong at
nakapagdidikit-dikit
(assemblage) ng mga
patapong bagay: maliit
 na kahon ng gamot
(SKMP-00-8)
 Communicate changes  Sort and classify  Use recyclable  Identify ways of taking  Develop love for
Learning observed. objects into two materials to create art care of the environment plants.
Checkpoints categories. works. and draw these.

 Junk Models (KTG, p. 463-464)

Independent  Environmental Signs (KTG, p. 464)
Activities  Memory Game (Mga Basura) (KTG, p. 464-465)
 3Rs Sorting Game (KTG, p. 465)
 Identify simple ways of taking care of the environment (PNEKE-00-4)
 Naisasagawa ang mga sumusunod na kasanayan:pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
 pagbakat, pagkopya ng larawan, hugis, at titik (KPKFM-00-1.4)
 paglikha ng mga modelo ng pangkaraniwang bagay sa paligid (KPKFM-00-1.6)
 Nakaguguhit, nakapagpipinta at nakapagkukulay ng iba’t ibang bagay o gawain (dekorasyon sa “name tag”, kasapi ng mag-anak,
gawain ng bawat kasapi ng mag-anak, mga alagang hayop, mga halaman sa paligid) (SKMP-00-2)
 Nakagagawa ng modelo ng mga pangkaraniwang bagay sa paligid: dahon, bato, buto, patpat, tansan at iba pa (SKMP-00-3)
 Nakagugupit at nakapagdidikit ng iba’t ibang hugis na may iba’t ibang tekstura (SKMP-00-4)
 Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
 Nakapagpapatung-patong, nakapagdudugtung-dugtong at nakapagdidikit-dikit (assemblage) ng mga patapong bagay: maliit na kahon ng
Competencies gamot (SKMP-00-8)
 Identify simple ways of taking care of the environment (PNEKE-00-4)
 Trace, copy, and draw familiar figures (LLKH-00-2)
 Trace, copy, and write the letters of the alphabet: straight lines (A,E,F,H,I L,T), combination of straight and slanting lines (K, M,N, V, W,
X, Y, Z), combination of straight and curved lines (B, C, D, G, J, O, P, Q, R, S, U), rounded strokes with loops (LLKH-00-3)
 Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
 Tell which two letters, numbers, or words in a group are the same (LLKVPD-Ie-4)
 Give the synonyms and antonyms of given words (LLKV-00-7)
 Sort and classify objects according to one attribute/property (shape, color, size, function/use) (MKSC-00-6)
 Identify simple ways of taking care of the environment (PNEKE-00-4)
 Name common objects/things in the environment (in school, home, and community) (LLKV-00-1)
 Junk Models: Use recyclable materials to create art works.
Learning  Environmental Signs: Identify ways of taking care of the environment and draw these.
Checkpoints  Memory Game (Mga Basura): Tell which two words in a group are the same and give the antonyms of given words.
 3Rs Sorting Game: Sort and classify objects according to categories.
The teacher reminds the learners about the time left in Work Period Time 1 around 15 minutes before Meeting Time 2. After 10 minutes, the
Transition to
teacher tells the learners to start packing away the materials they used and be ready for Meeting Time 2. A transition song or a countdown
Meeting Time 2
may be used.
Meeting Time 2
(8:35am-8:45am)
Questions/Activity Syllable Count: Garbage Syllable Count: Garbage Syllable Count: Garbage Syllable Count: Garbage Posting the Environment
Words Words Words Words Signs around the school
The teacher commends the learners for the work they did in Work Period Time 1 and tells them to prepare for recess time/health break by
Transition to Health sanitizing their hands.
Break/
Quiet Time After their health break, the teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw
their trash in the trash bin, sanitize their hands, and have their Quiet Time.
Health Break/Quiet Time
(8:45am-9:10am)
Transition to Story While singing a transition song, the teacher “wakes” the learners up and tells them that it’s time to listen to a story. When the learners are
Time ready, the teacher proceeds with the pre-reading activities and makes sure that the learners are listening attentively.
Story Time
(9:10am-9:25am)
Story
Pre-reading  Theme: Any age and  Theme: Any age and  Theme: Any age and  Theme: Any age and  “Si Zenia sa
Activity culturally culturally culturally culturally appropriate Kagubatan” By
appropriate story appropriate story appropriate story story about taking care Nanelyn Bontoyan
about taking care of about taking care of about taking care of of the bodies of water
the environment the environment / the environment /  Define difficult
garbage garbage  Define difficult words. words.
 Define difficult
words.  Define difficult  Define difficult  Motivation question:  Motivation question:
words. words. What lives in the What plants do you
 Motivation question: ocean/river? have at home?
What do you do to  Motivation question:  Motivation question:
take care of the How do you dispose What do you do with  Motive question: What
environment? your garbage? your garbage? plants and animals live  Motive question:
 Motive question:  Motive question:  Motive question: in the ocean in the What plants are in the
What did the How did the What will the story? story?
characters do to take characters in the characters do with
care of the story dispose their the garbage?
environment? garbage? (recycle)

During Reading Ask comprehension questions.

Post Reading  What will happen if we  How did the  What did the  What plants and  What plants are in the
do not take care of our characters in the story characters do with animals live in the story?
environment? dispose their garbage? the garbage? ocean in the story?
 What will we do to take
 What will happen if we  Other than throwing  What will happen if we care of our
 do not dispose our away the garbage, do not take care of our environment?
garbage properly? what else can you do bodies of water?
with it?

Transition to Work After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any
Period 2 questions, and tells the learners to do their assigned tasks with the allotted time.
Work Period 2
(9:25am-10:05am)
Exploring Twigs Class Survey: How Do Junk Inventory: 3 Rs Counting Bottle Caps Seed Game (Hand Game)
Teacher-Supervised KTG, p. 466-467 You Dispose Your KTG, p. 467 KTG, p. 468 KTG p. 468
Activity Garbage?
KTG, p. 467
Competencies  Arrange objects one  Collect data on one  Compare two groups of  Separate and represent  Combine elements of
after another in a variable (e.g., sex /boys objects to decide which groups of equal two sets using concrete
series/sequence or girls) through is more or less, or if quantities using objects to represent the
according to a given observation and asking they are equal concrete objects up to concept of addition
attribute (size, length) questions (MKC-00-8) 10 (beginning division) (MKAT-00-3)
and describe their (MKAP-00-1)  Arrange three numbers (MKAT-00-16)  Add quantities up to 10
relationship  Create simple from least to greatest/ using concrete objects
(big/bigger/biggest or pictographs greatest to least (MKAT-00-8)
long/longer/longest) (MKAP-00-2) (MKC-00-6)  Use a variety of
(MKSC-00-10)  Discuss simple  Collect data on one materials and
 Compare objects pictographs variable (e.g., sex /boys communicate
based on their size, (MKAP-00-3) or girls) through strategies used to
length, weight/mass observation and asking determine answers to
(MKME-00-2) questions addition and
big/little, (MKAP-00-1) subtraction problems
longer/shorter, listened to (MKAT-00-
heavier/lighter 10)
 Use nonstandard  Solve simple addition
measuring tools e.g. and subtraction
length – feet, hand, number stories (up to
piece of string quantities of 10) read
(MKME-00-1) by the teacher using a
capacity – mug/glass variety of ways (e.g.,
mass – stone, table concrete materials,
blocks drawings) and
describe and explain
the strategies used
 (MKAT-00-11)
 Arrange objects in a  Create and discuss  Compare two groups  Demonstrate  Add quantities up to 10
series/sequence simple pictographs of objects to decide understanding of using concrete objects.
according to a given using one variable. which is more or less, beginning division.
attribute. or if they are equal.
Learning
 Compare objects  Arrange three
Checkpoints
based on size, length, numbers from least to
weight/mass. greatest/ greatest to
 Use a twig as a least.
measuring tool.
 Caps and Cans (KTG, p. 469)
Independent  Number Books (KTG, p. 469)
Activities  Bottle and Cap Pair (KTG, p. 469-470)
 Shoot the Trash (KTG, p. 470)
 Count objects with one-to-one correspondence up to quantities of 10 (MKC-00-7)
 Match numerals to a set of concrete objects from 0 to 10 (MKC-00-4)
Competencies  Recognize and identify numerals 0 to 10 (MKC-00-2)
 Read and write numerals 0 to 10 (MKC-00-3)
 Identify the number that comes before, after, or in between (MKC-00-5)
 Match numerals to a set of concrete objects from 0 to 10
Learning
 Read and write numerals 0 to 10 and match numerals to a set of concrete objects from 0 to 10
Checkpoints
 Identify the number that comes before, after, or in between
Transition to The teacher reminds the learners about the time left in Work Period Time 2 around 15 minutes before Indoor Activity/Light Physical
Indoor/ Light Activity. After 10 minutes, the teacher tells the learners to start packing away the materials they used and be ready for Indoor/Light Physical
Physical Activity Activity. A transition song or countdown may be used.
Indoor Activity/ Light Physical Activity
(10:05am-10:25am)
Outdoor Play Sweep Race Outdoor Play Saving Water Planting Game
Activities (KTG, p. 470-471) (KTG, p. 471) (KTG, p. 471-472)
Competencies  Naipakikita ang  Natutukoy ang  Naipakikita ang  Natutukoy ang  Natutukoy ang
pagpapahalaga sa kahalagahan ng pagpapahalaga sa kahalagahan ng kahalagahan ng
maayos na pagpapakita ng maayos na pagpapakita ng pagpapakita ng
pakikipaglaro positibong pag-uugali pakikipaglaro positibong pag-uugali positibong pag-uugali
(KAKPS-00-19) sa harap ng hindi (KAKPS-00-19) sa harap ng hindi sa harap ng hindi
 Nakasasali sa mga laro, inaasahang pangyayari  Nakasasali sa mga laro, inaasahang pangyayari inaasahang
o anumang pisikal na tulad ng pagkatalo sa o anumang pisikal na tulad ng pagkatalo sa pangyayari tulad ng
gawain at iba’t ibang laro, atbp. (SEKPSE- gawain at iba’t ibang laro, atbp. (SEKPSE- pagkatalo sa laro,
paraan ng 00-8) paraan ng 00-8) atbp. (SEKPSE-00-8)
pageehersisyo  Nakasasali sa mga laro, pageehersisyo  Nakasasali sa mga laro,  Nakasasali sa mga
(KPKPF-00-1) o anumang pisikal na (KPKPF-00-1) o anumang pisikal na laro, o anumang
  Naisasagawa ang mga gawain at iba’t ibang  Naisasagawa ang mga gawain at iba’t ibang pisikal na gawain at
sumusunod na kilos paraan ng sumusunod na kilos paraan ng iba’t ibang paraan ng
lokomotor sa pagtugon pageehersisyo lokomotor sa pagtugon pageehersisyo pageehersisyo
sa ritmong mabagal at (KPKPF-00-1) sa ritmong mabagal at (KPKPF-00-1) (KPKPF-00-1)
mabilis (paglakad,  Naisasagawa ang mga mabilis (paglakad,  Naisasagawa ang mga  Naisasagawa ang mga
pagtakbo, pagkandirit, sumusunod na kilos pagtakbo, pagkandirit, sumusunod na kilos sumusunod na kilos
paglundag/pagtalon, lokomotor sa pagtugon paglundag/pagtalon, lokomotor sa pagtugon lokomotor sa pagtugon
paglukso) sa ritmong mabagal at paglukso) sa ritmong mabagal at sa ritmong mabagal at
(KPKGM-Ie-2) mabilis (paglakad, (KPKGM-Ie-2) mabilis (paglakad, mabilis (paglakad,
pagtakbo, pagkandirit, pagtakbo, pagkandirit, pagtakbo, pagkandirit,
paglundag/pagtalon, paglundag/pagtalon, paglundag/pagtalon,
paglukso) paglukso) paglukso)
(KPKGM-Ie-2) (KPKGM-Ie-2) (KPKGM-Ie-2)
 Nagagamit ang mga  Nagagamit ang mga  Nagagamit ang mga
kilos lokomotor at di- kilos lokomotor at di- kilos lokomotor at di-
lokomotor sa paglalaro, lokomotor sa paglalaro, lokomotor sa
pag-eehersisyo, pag-eehersisyo, paglalaro, pag-
pagsasayaw pagsasayaw (KPKGM- eehersisyo,
(KPKGM-Ig-3) Ig-3) pagsasayaw (KPKGM-
 Naipakikita ang  Nakapaghihintay ng Ig-3)
panimbang sa kanyang pagkakataon.  Nakapaghihintay ng
pagsasagawa ng iba’t (KAKPS-00-12) kanyang pagkakataon.
ibang kilos ng katawan,  Naipakikita ang (KAKPS-00-12)
gaya ng paglukso- pagpapahalaga sa  Naipakikita ang
luksong pahalinhinan maayos na pagpapahalaga sa
ang mga paa pakikipaglaro: pagiging maayos na
(skipping), pagtulay mahinahon, pagsang- pakikipaglaro:
nang di natutumba sa ayon sa pasiya ng pagiging mahinahon,
tuwid na guhit, pag- nakararami/reperi, pagsang-ayon sa
akyat at pagbaba sa pagtanggap ng pasiya ng
hagdanan pagkatalo nang nakararami/reperi,
(KPKGM-00-4) maluwag sa kalooban, pagtanggap ng
 Nakapaghihintay ng pagtanggap ng pagkatalo nang
kanyang pagkakataon. pagkapanalo nang may maluwag sa kalooban,
(KAKPS-00-12) kababaang loob pagtanggap ng
(KAKPS-00-19) pagkapanalo nang may
kababaang loob
(KAKPS-00-19)
 Show balance in following a straight line
Learning
 Show sportsmanship in playing a game
Checkpoints
 Use locomotor movements in playing games
 Transition to The teacher tells the learners to help pack away the materials they used in the Indoor Activity/Light Physical Activity time and get ready to
Meeting Time 3 do the wrap-up activities in Meeting Time 3. A transition song or countdown may be used.
Meeting Time 3
(10:25am-10:30am)
 Learners learn to  Learners can segregate  Learners enumerate  Learners share ways to  Learners enumerate
dispose garbage garbage properly. the wastes that can be save water and energy. things that can be
Activities properly. reused, recycled, and replenished at home, in
restored. school and in the
community.
Wrap-Up  Teacher asks the  Teacher observes if the  The teacher takes note  The teacher takes note if  The teacher notes if the
Questions/ Activity learners to help clean learners are able to if the learners are able the learners understand learners understand
up the classroom. segregate garbage to differentiate the importance of saving why they need to
Teacher observes if the properly. correctly the wastes water and energy. replenish.
learners dispose of the that can be reused,
garbage properly. recycled and restored.
Dismissal Routine The teacher reminds the learners to sanitize their hands and to always follow the health protocols.

Prepared by: Checked:

DIOSA SHEENE N. BIO EMILIA E. GOROM

Teacher Principal