`
GRADES 1 TO 12 SCHOOL:
DAILY LESSON LOG TEACHER
:
DATE :
WEEK _6_; _2_ QUARTER
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
MEDIA ONCE ELEMENTARY SCHOOL GRADE LEVEL: FIVE
RHONA LIZA S. CANOBAS SUBJECT: SCIENCE
December 15, 2022 QUARTER: SECOND
The Learners demonstrate understanding of the interactions for survival among living and
non-living things that take place in estuaries and intertidal zones
The learners should be able to create a hypothetical community to show how organisms
interact and reproduce to survive
Knowledge: identify the biotic and abiotic components in estuaries
Skills: Discuss the interactions among living things and non-living things in estuaries
Attitude: Tell ways of protecting and conserving the estuary
Values: Explain the importance of protecting the estuaries
S5LT-IIh-8
Discussing the interactions among biotic and abiotic factors in estuaries
Science Beyond Borders pp. 84-89
SLM Quarter 2 Module 6, powerpoint presentation, pictures
1. Drill
The teacher reads the words then pupils will follow.
biotic abiotic estuary ecosystem nutrients
temperature microorganism nursery salinity waves
2. Review
Directions: Write TRUE if the statement conveys correct information and FALSE if not.
1. The stigma is the structure which receives the pollen grains, stimulates the pollen
grain to germinate and reach the ovary.
2. The ovary enlarges and thickens its walls to become a flower.
3. The stigma, style and the ovary are the female part of the flower.
4. Stamen is the male part of the flower.
5. The tube releases the sperm cells into the ovule to fertilize the egg cell.
3. Unlocking of Difficulties
Directions: Unscramble the words to form the word being described.
1. PUREMEATTER hotness or coldness of water
2. SEAWV movement of the surface of water
3. LUNGTHSI needed by plants for the photosynthesis
4. BOITCI are the living factors in the environment
5. ACBITOI are the non-living factors in the environment
Stating the objectives of the lesson,
Knowledge: identify the biotic and abiotic components in estuaries
Skills: Discuss the interactions among living things and non-living things in
estuaries
Attitude: Tell ways of protecting and conserving the estuary
Values: Explain the importance of protecting the estuaries
S5LT-IIh-8
Motivation
Teacher presents a short clip about an estuary.
Questions:
1. What is the video all about?
2. What are some animals you see in the video?
 1. Teacher presents a poem
ABIOTIC FACTORS’ ROLE IN ECOSYSTEM
Sunlight, soil, waves, temperature, nutrients, & salinity
Are abiotic factors affecting organisms’ survival in estuary
Sunlight helps them grow, it aids plants’ photosynthesis
It secures animal growth and plants’ food-making process
Nutrients and minerals from soil keep plants healthy
Organisms keep up with temperature though oceans are wavy
Salinity in estuaries is also a great need
For organisms to survive and feed

1. What are the living things/biotic factors mentioned in the poem?

2. What are the non-living things/abiotic factors mentioned in the poem?

An estuary is a place where the freshwater from the river mixes with the salt- water
from the sea. It is also called as “nursery of the sea.” It serves as the breeding ground
for different species of organism. Estuaries are important because they filter
sediments and pollutants before the freshwater from the river enters the seas.

Biotic factors are the living components in an ecosystem. These include all the
plants, animals, and microorganisms found in estuaries such as mangrove trees,
migratory birds, and small fishes.

Abiotic factors are non-living factors in the environment.

The abiotic factors that greatly affect organisms in estuaries include waves, salinity,
temperature, amount of sunlight, and type of soil.
C. Presenting
examples/instances of Waves refer to the movement of the surface of the water. These are strong forces
the new lesson that organisms must learn to live with. Kelp, a kind of algae, has strong root- like
structures that attach itself to rocks to keep it from being carried away by the waves.

Salinity refers to the amount of salt in water. The combination of seawater and
freshwater in estuaries is called brackish water. Mangroves and blue crabs have
adjusted well to the constantly changing salinity of water due to the nonstop flow of
freshwater and saltwater through the estuary. Some organisms, like the fishes prefer
to breed in places with low amount of salt.

Temperature refers to the level of hotness and coldness of the water. Temperature
differs because of the tides and amount of sunlight. Some organisms use plants like
mangroves to keep themselves concealed from direct sunlight or away from the
coldness of the water.

Since estuaries are shallow as compared to the seas, they are also conducive for
photosynthesis to take place. Algae, seaweeds, sea grasses, and other marine plants
depend on the amount of sunlight that they receive in the estuaries.

The type of soil varies in the estuaries depending on the strength of waves and kinds
of rock present in the area. Some areas are full of rocks, sand, pebble, or clay. The
topsoil layer found in an estuary is composed mostly of peat or salt crust. Salt can be
found within the soil which can be acidic, posing problems to the survival of plant
life.

Questions:
1. What is an estuary?
D. Discussing new 2. What are the biotic factors found in an estuary?
concepts and practicing 3. What are the abiotic factors in an estuary?
new skills #1 4. Why are estuaries important? How do fishes reproduce?
5. How can we protect or conserve the estuaries?

E. Discussing new Group I

Directions: Identify the biotic and abiotic factors you may find in the picture. Write
concepts and practicing it in the graphic organizer.
new skills #2
Estuary is consists of Abiotic
Biotic
 Group II
Directions: Read the description and the situation given, then identify the abiotic and biotic
factors that interact in each situation. The first one is done for you.
Description and situation Abiotic factor Biotic factor
It refers to the movement of the
surface of the water. Some
organisms like mussels and
seaweeds attach themselves to the
roots so that they will not be
carried by the strong force.

Group III
Using the table below, discuss how the abiotic factors affect the biotic factors or living things
in estuaries.

Abiotic Factor Effect to the biotic factors in estuary

Temperature
waves

F. Developing mastery
(Leads to formative
assessment)
independent practice
Directions: Write True if the statement conveys correct information and False if not.
1. Biotic factors are the non-living factors in the environment.
2. Plants and animals need abiotic factors in order to survive.
3. Mangroves provide shelter to marine organisms.
4. Marine organisms prefer to live in estuaries because of lower amount of salt compared to
seas and oceans.
5. Abiotic factors affect the biotic factors in an estuary.

G. Finding
practical/application of
concepts and skills in As a Grade V pupil, how can you help conserve the estuaries?
daily living

H. Making generalizations
and abstractions about What is an estuary? What are the biotic and abiotic factors in an estuary? How do these
the lesson factors affect each other?

Directions: Read the questions carefully. Write the letter of the correct answer.
1. What do you call the area where the river meets the sea?
A. nursery B. estuary C. ocean D. pond
2. The following are the abiotic factors in an estuary. Which one DOES NOT belong
to the group?
A. salinity B. type of soil C. waves D. plants
I. Evaluating 3. How do fishes adapt to the hotness and coldness in estuaries?
Learning A. They transfer to another area.
B. They make themselves warm.
C. They move to seas or oceans.
D. They hide in mangroves to stay away from direct light.
4. How can people help the estuaries become healthy?
A. Sell the corals
B. Plant more trees.
C. Throw garbage in the river.
D. Kill the endangered species.
J. Additional activities Directions: On a separate paper, draw a poster that promotes conservation and protection of
for application or estuaries and intertidal zones. Apply the things to consider in drawing a landscape, the
remediation foreground, middle ground and background.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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?
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?