GRADES 1 to 12 School Grade Level V

DAILY LESSON LOG Teacher Credit to the owner Learning Areas SCIENCE
Teaching Dates and Quarter III
Time FEBRUARY 20-24, 2023 (WEEK 2)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVE After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are
S changes in properties. Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will
compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation
of estuaries and intertidal zones. Learners will recognize that different materials react differently with heat, light, and sound. They will relate these abilities of materials to
their specific uses. Learners will describe the changes that earth materials undergo. They will learn about the effects of typhoons and make emergency plans with their
families in preparation for typhoons. They will also observe patterns in the natural events by observing the appearance of the Moon

A. Content The learners… The learners… The learners… The learners… The learners…
Standards
demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding demonstrate understanding
simple DC circuit and the simple DC circuit and the simple DC circuit and the of a simple DC circuit and the of a simple DC circuit and the
relationship between electricity relationship between electricity relationship between electricity relationship between relationship between
and magnetism in and magnetism in and magnetism in electricity and magnetism in electricity and magnetism in
electromagnets electromagnets electromagnets electromagnets electromagnets

B. Performance The learners… The learners… The learners… The learners… The learners…
Standards
propose an unusual tool or propose an unusual tool or propose an unusual tool or propose an unusual tool or propose an unusual tool or
device using electromagnet that device using electromagnet that device using electromagnet that device using electromagnet device using electromagnet
is useful for home, school or is useful for home, school or is useful for home, school or that is useful for home, that is useful for home,
community community community school or community school or community

C. Learning The learners… The learners… The learners… The learners… The learners…
Competencies/Objec
tives propose an unusual tool or propose an unusual tool or propose an unusual tool or propose an unusual tool or propose an unusual tool or
Write the LC code device using electromagnet that device using electromagnet that device using electromagnet that device using electromagnet device using electromagnet
for each is useful for home, school or is useful for home, school or is useful for home, school or that is useful for home, that is useful for home,
community community community school or community school or community

II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
Circuits Circuits Circuits Circuits Circuits
Electromagnets Electromagnets Electromagnets Electromagnets Electromagnets

III. LEARNING
RESOURCE
S
A. References
 1. Teacher’s Guide
pages
2. Learner’s Material Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science Breaking Through Science
pages Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. 5 ,C&E Publishing, Inc.p.90- 5 ,C&E Publishing, Inc.p.90-
Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised 101 T.M. 101 T.M.
Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160 Science for Daily Use 4, Science for Daily Use 4,
Revised Edition 2011 p. 146- Revised Edition 2011 p. 146-
160 160

3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDUR
ES
A. Reviewing Ask the pupil if they know their Ask the pupil if they know their Ask the pupil if they know their Activity 1 How far can you Activity 1 How far can you
previous lesson height,weight, how many tiles height,weight, how many tiles height,weight, how many tiles go? go?
or presenting will cover their kitchen will cover their kitchen will cover their kitchen Group the pupils by 5. With Group the pupils by 5. With
the new lesson floor, how much milk should be floor, how much milk should be floor, how much milk should be the piece of ruler, identify the the piece of ruler, identify the
added to a cake mix, what is added to a cake mix, what is the added to a cake mix, what is the meter side and the inch side. meter side and the inch side.
the temperature outside. All of temperature outside. All of these temperature outside. All of these 1. What value does the prefix 1. What value does the prefix
these questions are answered by questions are answered by questions are answered by milli - stand for?___________ milli - stand for?___________
measurement. measurement. measurement. 2. What value does the prefix 2. What value does the prefix
Explain that measurement is Explain that measurement is Explain that measurement is centi - stand for? centi - stand for?
important part of daily life. important part of daily life. important part of daily life. ___________ ___________
People use People use People use 3. Which is larger, a meter or 3. Which is larger, a meter or
measurement all the measurement all the measurement all the a millimeter?_____________ a millimeter?_____________
time-for shopping, cooking, time-for shopping, cooking, time-for shopping, cooking, 4. How may millimeter make 4. How may millimeter make
construction and deciding construction and deciding construction and deciding 1 centimeter?____________ 1 centimeter?____________
how warm to dress. how warm to dress. how warm to dress. 5. The length at A can be 5. The length at A can be
Measuring is also an important Measuring is also an important Measuring is also an important written as 45 mm. It may also written as 45 mm. It may also
part of science. part of science. part of science. be written as _______ ( 45cm, be written as _______ ( 45cm,
A measurement has two parts: a A measurement has two parts: a A measurement has two parts: a 4.5 cm, 0.45 cm.) 4.5 cm, 0.45 cm.)
number and a unit. A unit is a number and a unit. A unit is a number and a unit. A unit is a
standard amount used to standard amount used to standard amount used to
measure something. Example : measure something. Example : measure something. Example :
100 grams 100 grams 100 grams
Number standard unit Number standard unit Number standard unit

B. Establishing a Use appropriate measuring tools Use appropriate measuring tools Use appropriate measuring tools Use appropriate measuring Use appropriate measuring
purpose for the and correct standard units and correct standard units and correct standard units tools and correct standard tools and correct standard
lesson units units
C. Presenting Group pupils into 5 members in Group pupils into 5 members in Group pupils into 5 members in Measure each of the -do-
examples/instances each group each group each group following lengths. Write the
of the new lesson Classify the measurement by Classify the measurement by Classify the measurement by lengths on the right in
English or Metric English or Metric English or Metric centimeter and
Check their answers. Check their answers. Check their answers. millimeters.
6.
6. _____
cm ______mm
7.

7. _____ cm
______mm
8.

8. _____ cm
______mm
9.

9. _____ cm
______mm
10.

10. _____ cm
______mm

D. Discussing new What are the two system of What are the two system of What are the two system of Discuss that objects have Discuss that objects have
concepts and measurement? measurement? measurement?
different shapes and there different shapes and there
practicing new skills Which unit of measure is used by Which unit of measure is used by Which unit of measure is used by
#1 scientist? scientist? scientist? are different formula in are different formula in
Activity 2 Activity 2 Activity 2 getting the area that are getting the area that are
Identify the meaning of the unit Identify the meaning of the unit Identify the meaning of the unit discuss in their Math subject. discuss in their Math subject.
of measurement. (Use the table of measurement. (Use the table of measurement. (Use the table
as reference) as reference) as reference)
Answer the questions that Answer the questions that Answer the questions that
follow. follow. follow.
Activity 2: Find the meaning of Activity 2: Find the meaning of Activity 2: Find the meaning of
measurement measurement measurement

E. Discussing new Use the chart above to answer Use the chart above to answer Use the chart above to answer The square has an area of 4 The square has an area of 4
concepts and the following questions: the following questions: the following questions:
square square
practicing new skills How many grams make up a How many grams make up a How many grams make up a
#2 kilogram? _______ 10, 100, 1000 kilogram? _______ 10, 100, 1000 kilogram? _______ 10, 100, 1000 Centimeter (4 cm Centimeter (4 cm
How much of a meter is a How much of a meter is a How much of a meter is a Area = L1 x L2 Area = L1 x L2
 centimeter?
_________1/10,1/100,1/1000
How many times larger is a
hectometer compared to a
decameter?_____ 10, 100,1000
How many times smaller is a
millimeter compared to a
decimeter?_____
Which prefix stands for a greater
value?
Deca or kilo_______
Hecto or kilo________
Kilo or milli_______
Centi or deci________
Centi or milli______
Deca or deci________
centimeter?
_________1/10,1/100,1/1000
How many times larger is a
hectometer compared to a
decameter?_____ 10, 100,1000
How many times smaller is a
millimeter compared to a
decimeter?_____
Which prefix stands for a greater
value?
Deca or kilo_______
Hecto or kilo________
Kilo or milli_______
Centi or deci________
Centi or milli______
Deca or deci________
centimeter? 2 cm 2 cm
_________1/10,1/100,1/1000
How many times larger is a
hectometer compared to a = 2 cm x 2 cm = 2 cm x 2 cm
decameter?_____ 10, 100,1000 Area == 4 square centimeters Area == 4 square centimeters
How many times smaller is a (4 cm ) (4 cm )
millimeter compared to a
decimeter?_____
Which prefix stands for a greater
value?
Deca or kilo_______
Hecto or kilo________
Kilo or milli_______
Centi or deci________
Centi or milli______
Deca or deci________

F. Developing mastery Memorize the table of Memorize the table of Memorize the table of What is the formula in getting What is the formula in getting
(Leads to Formative measurment measurment measurment the area of the square. the area of the square.
Assessment 3)

G. Finding practical Measure the things that you
applications of have in your bag.
concepts and skills
in daily living
H. Making Mass is commonly confused with
generalizations and weight. The two are closely
abstractions about related, but they measure
the lesson different things. Whereas mass
measures the amount of matter
in an object, weight measures
the force of gravity acting on an
object. The force of gravity on an
object depends on its mass but
also on the strength of gravity. If
the strength of gravity is held
constant (as it is all over Earth),
then an object with a greater
mass also has a greater weight.
Measure the things that you
have in your bag.
Mass is commonly confused with
weight. The two are closely
related, but they measure
different things. Whereas mass
measures the amount of matter
in an object, weight measures
the force of gravity acting on an
object. The force of gravity on an
object depends on its mass but
also on the strength of gravity. If
the strength of gravity is held
constant (as it is all over Earth),
then an object with a greater
mass also has a greater weight.
Measure the things that you
have in your bag.
Mass is commonly confused with
weight. The two are closely
related, but they measure
different things. Whereas mass
measures the amount of matter
in an object, weight measures
the force of gravity acting on an
object. The force of gravity on an
object depends on its mass but
also on the strength of gravity. If
the strength of gravity is held
constant (as it is all over Earth),
then an object with a greater
mass also has a greater weight.
Measure the things that you
have in your bag.
Measurement rules our lives.
It has sliced up our world and
helped us impose
order and logic on our
restless universe. Length is
the measurement of
something from end to end or
along its longest
side. Surface Area is the term
used to describe the area of
an object
that is exposed.
Measure the things that you
have in your bag.
Measurement rules our lives.
It has sliced up our world and
helped us impose
order and logic on our
restless universe. Length is
the measurement of
something from end to end or
along its longest
side. Surface Area is the term
used to describe the area of
an object
that is exposed.

I. Evaluating learning In metric system the unit of
Mass is the ____________
(meter, kilogram, pound)
Mass and weight ___________
(are, are not) the same.
In metric system the unit of Mass
is the ____________ (meter,
kilogram, pound)
Mass and weight ___________
(are, are not) the same.
In metric system the unit of Mass
is the ____________ (meter,
kilogram, pound)
Mass and weight ___________
(are, are not) the same.
Find the areas of the Find the areas of the
following rectangles following rectangles
1. 5 meters x 5 meters 1. 5 meters x 5 meters
________________ ________________
 ___________ (Mass, Weight) is a
measure of the amount of
matter in an object.
___________ (Mass, Weight) is a
measure of the amount of
matter in an object.
___________ (Mass, Weight) is a 2. 2.5 cm x 5
measure of the amount of
cm_______________
matter in an object.
3. 10 millimeters x 10
millimeters_______________
_______
2. 2.5 cm x 5
cm_______________
3. 10 millimeters x 10
millimeters_______________
_______

J. Additional activities Differentiate English System and Differentiate English System and Differentiate English System and Find the area of the following: Find the area of the following:
for application or Metric System. Give five Metric System. Give five Metric System. Give five
1. books 6. books
remediation examples for each system. examples for each system. examples for each system.
2. teacher’s table 7. teacher’s table
3. desk 8. desk
4. blackboard eraser 9. blackboard eraser
5. notebook 10. notebook

V. REMARKS
VI. REFLECTIO
N
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?