Republic of the Philippines
Department of Education
Daily Lesson Log
(Pang-araw-araw na
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competency (write the code)
Grades 1-12 School
Teacher
Teaching Dates and Time
Pagtuturo)
Monday
K- Identify changes in
materials
S- Record the changes
happening in a material
A- Follow properly the
safety rules in their activity
The learners demonstrate
understanding of materials
undergo changes due to
oxygen and heat
The learner uses local,
recyclable solid and/or
liquid materials in making
useful products
Investigate changes that
happen in materials under
the following conditions:
1 presence or lack of
oxygen
Region IV A CALABARZON
Schools Division of Cavite province
DISTRICT of Tanza 2
Antonio B. del Rosario Sr. MEMORIAL Elementary School
Pabahay Phase iii, Bagtas, Tanza, Cavite
Antonio B. Del Rosario Sr. Elem. School
Rowee Mae T. Lauron
September 18-22, 2023
Tuesday Wednesday
K- Cite the changes in the K- Differentiate physical
material due to presence and and chemical change
absence of oxygen
S- List the changes that S- Enumerate signs when
happen in materials due to material undergo physical
presence/lack of oxygen and chemical change due to
presence/lack of oxygen.
A- Participate actively in the A- Participate actively in
classroom discussion the classroom discussion
The learners demonstrate The learners demonstrate
understanding of materials understanding of materials
undergo changes due to undergo changes due to
oxygen and heat oxygen and heat
The learner uses local, The learner uses local,
recyclable solid and/or recyclable solid and/or
liquid materials in making liquid materials in making
useful products useful products
Investigate changes that Investigate changes that
happen in materials under happen in materials under
the following conditions: the following conditions:
1 presence or lack of 1 presence or lack of
oxygen oxygen
Grade Level
Learning Area
Quarter/Week
Thursday
K- Describe the changes a
material undergoes due to
application of heat
S- Enumerate signs when
materials undergo physical
and chemical change due to
application of heat.
A- Follow properly the
safety rules in their activity
The learners demonstrate
understanding of materials
undergo changes due to
oxygen and heat
The learner uses local,
recyclable solid and/or
liquid materials in making
useful products
Investigate changes that
happen in materials under
the following conditions:
1 presence or lack of
oxygen
Five
Science
First Quarter/ Week 4
Friday
K – Identify physical and
chemical change
S – Classify changes that
occur as to physical and
chemical changes
A – Follow properly the
safety rules in their
activity
The learners demonstrate
understanding of
materials undergo
changes due to oxygen
and heat
The learner uses local,
recyclable solid and/or
liquid materials in
making useful products
Investigate changes that
happen in materials under
the following conditions:
1 presence or lack of
oxygen

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing the previous
lesson or presenting the new
lesson
2 application of heat
S5MT-Ic-d-2
Chemical Change in
Materials
Curriculum Guide for
Grade 5 S5MT-Ic-d-2
Science Beyond Borders
p.12
Science Module pp 12-14
Science Beyond Borders
p.12-19
Cyber Science Work Text
in Science and Technology
5, Nicetas G. Valencia et.
al, pp.30-36
Science Works 5, Myla
Corazon S. Casinillo, p. 172
2 medium-sized eggplants
two recyclable plastic
containers with cover knife
materials made of iron
Pedagogical Approach:
Inquiry Based-Experiment
Review
Pass the Message. Message:
Chemical change is a
change in materials that
produce another material.
Mechanics:
1. Needs 10 participants.
2. Start passing the
message.
2 application of heat
S5MT-Ic-d-2
Changes That Happen in
Materials due to Application
of Heat
Curriculum Guide for Grade
5 S5MT-Ic-d-2
Science Beyond Borders
p.12
Science Module pp 12-14
Science Beyond Borders
p.12-19
Cyber Science Worktext in
Science and Technology,
Nicetas G. Valencia, et. al,
pp.30-36
Science Works 5, Myla
Corazon S. Casinillo, p. 174
matchstick clay pot scratch
paper bond paper 2
tablespoons of white or
refined sugar light bulb
stove calamansi juice
Pedagogical Approach:
Inquiry Based-Experiment
Review
Distribute the pieces of
scratch paper to the class.
Ask them to manipulate it to
show physical change
through:
™ Folding
™ Cutting
™ Crumpling
2 application of heat
S5MT-Ic-d-2
Signs When Materials
Undergo Physical and
Chemical Change Due to
Presence/Lack of Oxygen
Curriculum Guide for
Grade 5 S5MT-Ic-d-2
Science Beyond Borders
p.12
Science Module pp 12-14
Science Beyond Borders
p.12-19
Cyber Science Worktext in
Science and Technology.
Nicetas G. Valencia et al,
pp. 24-42
candle, candle holder,
matchstick, glass, apple
Pedagogical Approach:
Inquiry Based-Experiment
Review
Let pupils give examples of
changes that happen in
materials due to application
of heat.
Examples: garlic is burned
2 application of heat
S5MT-Ic-d-2
Signs when Material
Undergo Physical and
Chemical Change due to
Application of Heat
Curriculum Guide for
Grade 5 S5MT-Ic-d-2
Science Beyond Borders
p.12
Science Module pp 12-14
Science Beyond Borders
p.12-19
Science and Health 5,
Natividad Alegre-Del
Prado, pp.150-152
pictures. flashcards,
Worksheet, matchstick iron
nail with rust, candles, an
empty tin can, ice
Pedagogical Approach:
Inquiry Based-Experiment
Review
Signs of physical and
chemical change due to
presence and absence of
oxygen
1.3.2 Ensure the positive
use of ICT to facilitate the
2 application of heat
S5MT-Ic-d-2
Classification of Changes
in Materials
Curriculum Guide for
Grade 5 S5MT-Ic-d-2
Science Beyond Borders
p.12
Science Module pp 12-14
Science Beyond Borders
p.12-19
Science Works Grade 5,
Diwa Learning System
INC, Myla Corazon S.
Casinillo, p. 167
Cyber Science Worktext
in Science 5, Nicetas G.
Valencia and Dr. Hayda
M. Villona, p. 8
table, activity sheet,
metacards
Pedagogical Approach:
Demonstration
Review
Jumbled words.
Arrange the jumbled
phrase to form the
science ideas.
Paste your work on the
manila paper
 3. The last player will say
aloud the message.
Motivation
Lights, Camera, Action!
1. Ask 4 volunteers to
pantomime the following
actions:
a. cutting a fruit
b. eating
c. making of fire
d. burning something Ask:
What clue gives you the
hint for the correct answer?
B. Establishing a purpose for
the lesson
C. Presenting Predict what will happen
examples/instances of the new when 2 sliced eggplants are
lesson placed in two containers:
one is covered and the other
one is uncovered
Group Activity
1. Setting activity standards.
™ Tearing
Motivation
The teacher will perform a
simple demonstration of
burning paper.
Ask the ff questions
What happened to the
scratch paper?
What changes did you
observe?
Can you return the ash into
a scratch paper? Why or
Why not?
Predict what will happen if
we heat white sugar in a pot.
Fill up the chart below
(see ppt)
Group Activity
1. Setting activity standards.
if cooked a cake is baked in
the oven water is boiled on
the stove
Motivation
Let pupils sing the song:
Science Time
(Tune: This Old Man)
Science time, let’s have fun
We will learn as we have
fun. Observation, thinking
and sharing of thoughts,
Science time for everyone.
Divide the class into four
groups.
Recall the standards in
doing the activity.
Instruct pupils to answer the
guide questions after the
activity
teaching and learning
process
Picture Analysis:
CHEMICAL or
PHYSICAL? Analyze each
picture. Tell whether the
change shown is physical or
chemical change then
enumerate the signs of
change (see ppt)
Motivation
Activity: Word Wizard!
Arrange the jumbled letters
to form the words which we
will use in out activity later.
The meaning of the words
serves as your clue
OUBTSINCOIN - igniting
or fire
ERETUTMEPRA - hotness
or coldness
OOTS- dirt
PERISPIATTE - to become
separated from a liquid
EVERRISLEB – able to be
changed back to original
form
Introduce the lesson: signs
when materials undergo
physical and chemical
change due to application of
heat.
Group Activity
1. Setting activity standards.
Motivation
FACT or BLUFF.
Direction: Raise the word
FACT if the statement is
correct and BLUFF if it is
not. FACT
1. Liquid freezes into
solid such that you can
hold water. BLUFF
2. Due to physical
change, the sweet sugar
may turn sour or bitter.
FACT
3. To dry clothes, liquid
evaporates into gas called
water vapor. BLUFF
4. There is no new
substance formed when
carbon dioxide and water
become food in the leaves
of a plant. FACT
5. Melting of candle is a
change from solid to
liquid
Present the new lesson:
Categorizing changes that
occur in materials
Preparation
1. Gather the materials

D. Discussing new concepts
and practicing new skills #1
2. Performing the activity
2.4.2 Maintain supportive
learning environments that
nurture and inspire learners
to participate, cooperate
and collaborate in
continued learning.
Activity 1
materials needed:
2 medium-sized eggplants,
knife, 2 recyclable plastic
containers.
2. Recall the standards to be
followed when performing
a simple experiment
3. Ask the leader to slice the
eggplants.
4. Then place each part of
the eggplant in the plastic
containers.
5. Label the containers A
and B
6. Cover container A tightly
and leave container B
without cover
7. Record your findings.
8. Compare it with your
predictions.
2. Performing the activity
Activity
What you need:
2 tablespoons of
white/refined sugar pot
stove
What to do:
Pour 2 tablespoons of sugar
in a pot.
Turn on the stove and heat
the sugar in low fire.
Caution: Be very careful
when heating the sugar. The
teacher may assist on this
part. Do not taste it.
Observe what happened.
Turn off the stove/heat
when the sugar is about to
melt.
Record your observations
on the chart below(see ppt)
Activity
Give Me the Signs
What you need: candle,
candle holder, matchstick,
glass, apple, bowl of water
What to do:
1. Put the candle in a candle
holder.
2. Light up the candle. After
a minute, observe the
physical and chemical
changes that happen to the
candle when air is present.
3. Cover the lighted candle
with a glass.
4. Observe what happened
to the candle after covering
it with a glass.
5. Slice the apple into
halves.
6. Expose the first half of
the apple into the air for few
minutes
7. Soak the other first half
in a bowl or water
8. Record your observations
in the table below (see ppt)
2. Performing the activity
Activity Materials undergo
change due to application of
heat
Problem: What are the signs
of physical and chemical
change due to application of
heat? Materials: worksheet,
matchstick, candles, empty
tin can, ice, holder
Procedure:
1. Light a matchstick until
the half of the stick is
burned. Observe what
happens.
2. Light a candle. Using a
holder, place an empty tin
can over the flame of the
candle. Notice what is
formed at the bottom of the
can.
3. Go outside. Put an ice
anywhere. Leave it for 5
minutes.
Observe what happens.
Observation and Inference:
needed for the activity. 2.
Distribute the materials to
the group.
2.5.2 Apply a range of
successful strategies that
maintain learning
environments that
motivate learners to
work productively by
assuming responsibility
for their own learning.
Activity
Where do I belong?
Problem: Which
situations show chemical
change and physical
change?
Materials:
table, chart
Procedure:
Study the following
situations.
a. stretching a rubber
band without breaking it.
b. vegetable infected with
pests.
c. tissue paper being
burned.
d. breaking barbecue
stick into 3 pieces.
e. cutting a sheet of
cardboard into 4.
f. combining ammonia
and vinegar.
g. smoke produced while
heating the sugar.
h. food left outside the
refrigerator gets spoiled.
i. pounding a teaspoon of
peanuts.
j. bending a piece of wire
to form a circle.
Classify changes that

E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery
(Leads to Formative
Assessment)
Group reporting and
presentation of output
Follow up discussion
Ask the following questions
What have you noticed to
the flesh of the eggplant
that is placed in the plastic
container and covered? to
the flesh of eggplant and
left uncovered?
What makes the flesh of the
apple that is exposed to air
change its color?
What indications that the
materials changed
chemically due to presence
of oxygen? due to lack of
oxygen?
Group reporting and
presentation of output
Follow up discussion
1.5.2 Apply a range of
teaching strategies to
develop critical and creative
thinking, as well as other
higher-order thinking skills.
The group will share some
of their predictions and
observations regarding the
activity
Answer the follow up
questions:
Did the sugar change its
color? Describe it.
Did its phase change?
What are the indications that
the sugar really underwent
chemical change?
Is there a new product
formed?
1.6.2 Display proficient use
of Mother Tongue, Filipino
and English to facilitate
teaching and learning.
Group reporting and
presentation of output
Follow up discussion
Ask pupils their knowledge
on the following
a. camote turns brown after
peeling and exposing it to
air.
b. Plants wilted when left
inside the room
c. milk sours after a period
of times
Group reporting and
presentation of output
Follow up discussion
Ask the following questions
What caused the materials
to change?
What happened to the
matchstick when rubbed on
a rough surface?
What energy was released?
Can it be brought back to its
original form?
What was formed at the
bottom of the can?
What changes happened to
the candle
Can it be brought back to its
original form?
How would you describe
the ice before placing
outside?
What happened to the ice
after placing outside?
occur as to physical and
chemical changes.
Record your answers in
the table or chart
(see ppt)
Observation
Based on the table, what
situations shows physical
change? chemical
change?
What conditions can be
produced from chemical
change? physical change?
Conclusion:
Group reporting and
presentation of output
Follow up discussion
What changes took place
in the materials during
physical change?
How will you describe
materials in chemical
change?
What are the evidences
that chemical change
takes place?
How do you differentiate
physical from chemical
change?

G. Finding practical
application of concepts and
skills in daily living
What were the changes that Was there a change in taste
occur in sugar due to and color?
application of heat? What change took place?
Are your predictions Can it be brought back to its
correct? original form?
Materials around us Is formation of bubbles an 1. How will you prevent the What is the importance of For five minutes, observe
undergo chemical change. indication of chemical rusting of iron grills? burning charcoal to a some changes that take
These changes happen change? Explain barbeque vendor? place in our school
when some chemical 2.You are planning to grill ground. Record it then
components react due to When burning a paper, what tilapia and pusit what will classify as to physical
presence/lack of oxygen in are the new products you do to speed the burning change chemical change
the air. Thus, they may formed? of charcoal? Why?
change in color and odor. It
also entails formation of
new products. Examples:
An eggplant which is
sliced/cut and exposed in
the air turned brown. It
gradually leads to
decomposition. Iron forms
rust when its component
reacts with oxygen in the
air. Rust is also called iron
oxide.

Ask: 1. What do you think

H. Making generalizations and
abstractions about the lesson
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on this formative
is the effect of decayed
materials to people, to the
community and to the
environment?
2. How does rust affect the
materials made of iron?
What are the changes
happening in a material due
to absence/presence of
oxygen?
Aguinaldo-50
Lapu-Lapu-47
Can you enumerate signs Can you enumerate signs
when materials undergo when materials undergo
physical and chemical physical and chemical
change due application of change due presence of
heat? oxygen?
How about the signs when
materials undergo changes
due to lack of oxygen?
Aguinaldo-48 Aguinaldo-49
Lapu-Lapu-47 Lapu-Lapu-46
What are the two types of
Let us summarize the things changes that materials
that you learned by undergo?
completing this graphic
organizer. (see ppt)
Aguinaldo-48 Aguinaldo-51
Lapu-Lapu-48 Lapu-Lapu-46
assessment Quezon- 47 Quezon- 44 Quezon- 45 Quezon- 47 Quezon- 48
Rizal-49 Rizal-47 Rizal-50 Rizal-47 Rizal-51
Palma-50 Palma-48 Palma-51 Palma-50 Palma 50
Calderon-47 Calderon-44 Calderon-47 Calderon-46 Calderon-45
B. No. of learners who require Aguinaldo-2 Aguinaldo-4 Aguinaldo-3 Aguinaldo-4 Aguinaldo-1
additional activities for Lapu-Lapu-3 Lapu-Lapu-3 Lapu-Lapu-4 Lapu-Lapu-2 Lapu-Lapu-4
remediation Quezon- 3 Quezon- 6 Quezon- 5 Quezon- 3 Quezon- 2
Rizal-4 Rizal-6 Rizal-3 Rizal-6 Rizal-2
Palma-4 Palma-6 Palma-3 Palma-4 Palma-4
Calderon-3 Calderon-6 Calderon-3 Calderon-4 Calderon-5
C. Did the remedial lessons Yes Yes Yes Yes Yes
work?
No. of learners who have 5 5 6 8 6
caught up with the lesson
D. No. of learners who Aguinaldo-0 Aguinaldo-0 Aguinaldo-0 Aguinaldo-0 Aguinaldo-0
continue to require Lapu-Lapu-0 Lapu-Lapu-0 Lapu-Lapu-0 Lapu-Lapu-0 Lapu-Lapu-0
remediation Quezon- 0 Quezon- 0 Quezon- 0 Quezon- 0 Quezon- 0
Rizal-0 Rizal-0 Rizal-0 Rizal-0 Rizal-0
Palma-0 Palma-0 Palma-0 Palma-0 Palma-0
Calderon-0 Calderon-0 Calderon-0 Calderon-0 Calderon-0
E. Which of my teaching Teaching Strategy/-ies: Teaching Strategy/-ies: Teaching Strategy/-ies: Teaching Strategy/-ies: Teaching Strategy/-ies:
strategies worked well? Why Experiment Experiment Experiment Experiment Demonstration
did this work? Choose an item. Choose an item. Choose an item. Choose an item. Choose an item.
Choose an item. Choose an item. Choose an item. Choose an item. Choose an item.
Choose an item. Choose an item. Choose an item. Thinking Skills Strategies Choose an item.
Choose an item. Choose an item. Choose an item. Choose an item. Choose an item.
Reason why it worked: Reason why it worked: Reason why it worked: Reason why it worked: Reason why it worked:
My pupils understand the lesson
The
thoroughly.
activities triggered the creativity
My pupils'
of myoutput
pupils.
were impressive.
My pupils are able to relate their experiences to the lesson.

F. What difficulties did I Problems involving pupils' Lack of available technology Problems involving pupils' Problems involving pupils' Tardiness of pupils
encounter that my principal or attitude attitude attitude
supervisor helped me solve?
G. What innovation or
localized materials did I
use/discover that I wish to
share with other teachers?

Prepared by:

ROWEE MAE T. LAURON

Teacher I
Checked by:
ROSANNA S. SALDOM
Master Teacher I
Noted:

ADONNA A. RAVAGO, PhD

Principal III