Republic of the Philippines

Department of Education
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

Grades 1-12 School Antonio B. Del Rosario Sr. Elem. School Grade Level Five
Daily Lesson Log Teacher Rowee Mae T. Lauron Learning Area Science
(Pang-araw-araw na Teaching Dates and Time August 29 – September 01, 2023 Quarter/Week First Quarter/ Week 1
Pagtuturo)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES K- Identify properties of
materials used at home
S-Classify and sort
materials based on their
property
A- Observe safety
precautions at all times
The learners demonstrate
understanding of properties
A. Content Standards of materials to determine
whether they are useful or
harmful
The learner uses local,
B. Performance Standards
recyclable solid and/or
liquid materials in making
useful products
Use the properties of
C. Most Essential Learning materials whether they are
Competency (write the code) useful or harmful S5MT-
Ia-b-1
II. CONTENT Properties of Materials
K-Describe the properties
of materials as to Hardness
and Brittleness
S-Examine materials that
are hard and brittle.
A- Observe safety
precautions at all times
The learners demonstrate
understanding of properties
of materials to determine
whether they are useful or
harmful
The learner uses local,
recyclable solid and/or
liquid materials in making
useful products
Use the properties of
materials whether they are
useful or harmful S5MT-
Ia-b-1
Hardness and Brittleness of
Materials
K- Describe the properties
of materials as to
malleability, ductility,
flexibility, and elasticity
S-List materials as to
ductile, flexible, and elastic
A- Observe safety
precautions at all times
The learners demonstrate
understanding of properties
of materials to determine
whether they are useful or
harmful
The learner uses local,
recyclable solid and/or
liquid materials in making
useful products
Use the properties of
materials whether they are
useful or harmful S5MT-
Ia-b-1
Properties of Materials as to
Malleability, Ductility,
K- Describe the
properties of materials as
to porosity and density.
S-Classify materials that
are porous and dense
A- Observe safety
precautions at all times
The learners demonstrate
understanding of
properties of materials to
determine whether they
are useful or harmful
The learner uses local,
recyclable solid and/or
liquid materials in
making useful products
Use the properties of
materials whether they
are useful or harmful
S5MT-Ia-b-1
Porosity and Density
Properties of Materials

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
B. Establishing a purpose for
the lesson
Science Curriculum Guide
page 72
Science Module pp 6-12
Science Beyond Borders pp
4-7
Science Works 5, Myla
Corazon S. Casinillo, pp.
165-168
Cyber Science 5, Nicetas G.
Valencia & Hayda M.
Vilona, pp.2-3
worksheets, KWL chart,
pictures
Pedagogical Approach:
Constructivist-
Activity Based Strategies
PPST 1.1.2 Apply
knowledge of content
within curriculum teaching
areas.
Review about their lesson
during grade 4 about
classifying materials
according to its properties
Answering the KWL Chart
Science Curriculum Guide
page 72
Science Module pp 6-12
Science Beyond Borders pp
4-7
Science Works 5, Myla
Corazon S. Casinillo, pp.
165-168
Cyber Science 5, Nicetas G.
Valencia & Hayda M.
Vilona, pp.2-3
1 pc each of the following:
Metal Iron nail
Block of Wood
Stones
Bamboo stick
Ruler
Chalk
Crayon
Pedagogical Approach:
Constructivist-
Thinking Skills Strategies
What are the different
properties of materials that
we’ve learned yesterday?
Motivation Let’s Play
“Pinoy Henyo”
1. Ask a pair of pupils to
play the game
2. One of them will give the
Flexibility and Elasticity
Science Curriculum Guide
page 72
Science Module pp 6-12
Science Beyond Borders pp
4-7
Science Works 5, Myla
Corazon S. Casinillo, pp.
165-168
Cyber Science 5, Nicetas G.
Valencia & Hayda M.
Vilona, pp.2-3
Short video clip
1 pc each group balloon,
rubber bond, rubber gloves,
plastic bag, electrical wire
(12 inches long), paper clip,
Block of wood, small stone,
1 pack of chicharron,
panutsa, scissors, saucer
(ceramic), chalk, ruler
Pedagogical Approach:
Constructivist-
Activity Based Strategies
Showing the drawing as of
last lesson. Materials that
are brittle and hard.
1. Form two groups with
equal number of members
(preferably 6- 8)
2. Representative from each
group will pick an object
Science Curriculum
Guide page 72
Science Module pp 6-12
Science Beyond Borders
pp 4-7
Science Works 5, Myla
Corazon S. Casinillo, pp.
165-168
Cyber Science 5, Nicetas
G. Valencia & Hayda M.
Vilona, pp.2-3
chart, basin, 1.5 L water,
5-peso coin and a piece
of wood, 2 basin, 10 mL
water, sponge and plastic
cover, activity sheet
Pedagogical Approach:
Constructivist-
Thinking Skills Strategies
FACT or BLUFF.
I am going to give
statements about
properties of materials.
Directions: Raise the
word FACT if the
statement is correct and
BLUFF if it is not.
1. Malleability refers to
the ability of metals to be
flattened into thin sheet.
FACT
2. The ability of an object

C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
Motivation
Say: I have here pictures of
things found at home. Name
each picture and drag it
according to what are they
made from (PowerPoint
Presentation or the picture
itself)
Now that you are familiar
with the materials found at
home, let us describe each
clue and the other one will
guess the answer
Carefulness in handling
brittle and hard
3. The pair is given one
minute to guess the correct
word being described
The following material will
be described:
™ Pencil
™ Chair
™ Table
™ Drinking glass
™ vase
4. The first pair who gets
three correct answers will
be declared as the winner
The teacher will present a
video clip regarding
Brittleness
Hardness is the property of
an object that makes it
withstand pressure. Metals,
wood, and stones are hard.
They are used to make
things that need to make
things that need to be sturdy
like construction materials
for buildings, bridges, and
houses.
Brittleness refers to the
ability of an object to be
easily broken or crushed
into pieces. Most of the
fragile objects at home are
brittle such as glassware
and mirrors. Once; these
objects fall onto the floor,
they easily break into
smaller pieces.
A. Preparation
1. Group the pupils into five
2. Divide the materials
from themystery box and
describe its property as to
hardness and
brittleness
Prepare the pupils for a
short video clip about the
work of a carpenter or
blacksmith. (The teacher
may search thru the internet
about this)
After the video clip
viewing, discuss their job
and the
materials that they use or
handle.
Questions:
1. What does a
carpenter/blacksmith do?
2. What different materials
do they use?
2.3.2 Manage classroom
structure to engage learners,
individually or in groups, in
to be drawn into wires or
thread refers to hardness.
BLUFF
3. Aluminum, which is
used in making flat roofs,
is a good example of
malleability. FACT
4. Chalk is hard than
stone. BLUFF
5. Most of the fragile
objects at home are brittle
such as glassware and
mirror. FACT
1.5.2 Apply a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.
Why does the ship float
in water while needle
sinks?
(iron needles sink in the
water because they are
more dense than water.an
iron ship floats because it
contains air within its hull
and therefore the average
density of the ship as a
whole including cavities
and all the air space is
less than the water hence
it floats.
Group Activity
1. Setting activity
standards.

E. Discussing new concepts
and practicing new skills #2
one of them.
1. Group the pupils into 4
and distribute the envelope
containing the activity
sheets and the pictures.
2. Setting of standards.
3. Activity Proper (Group
Activity)
Guide Questions:
1. Which materials can
absorb water?
2. Which materials can be
broken?
3. Which materials are
hard? soft?
4. Which materials can be
stretched?
5. Which materials allow
heat to pass through?
Group reporting and
presentation.
Ask the pupils the following
questions:
a. Why is towel used to dry
up our body after bathing?
b. What do you call
materials that do not absorb
water?
c. Why is glass used to
make windows, bottles, and
eyeglasses?
d. Why do we need to take
extra care in handling
materials made of glass?
e. Why are materials made
of wood used to make
tables, chairs, and doors?
f. What do you call
materials that can be bent
easily?
g. Why do we use casserole,
equally to each group
(Note: materials for
experimentation will be
provided by the teacher or
shall be assigned to each
group ahead of scheduled
time.)
3. Set standards to follow
during the group work
4. Provide each group with
activity sheets
5. Lead each group with
Lesson 2 Properties of
materials as to Hardness or
Brittleness
6. Go around and observe
the pupils as they perform
the activity
7. Remind each group that
they will be presenting their
output in class after
finishing the activity.
2.4.2 Maintain supportive
learning environments that
nurture and inspire learners
to participate, cooperate and
collaborate in continued
learning
Ask each group to present
their data.
Ask pupils the following
questions:
a. What did you observe
among the materials?
(Some are hard some easily
break)
b. Based on your activity,
which materials break
easily?
c. Which of materials do not
break easily? d. Look at the
materials that are hard.
Compare them.
e. Look at the materials that
meaningful exploration, 2. Performing the
discovery and hands-on activity.
activities within a range of
physical learning
environments Guide Questions
a.How do you describe
Group the class into 5. the density of materials?
Distribute the materials for b.What factors affect the
exploration. density of materials?
Refer to the activity sheet c.How do you describe
for instructions and the porosity of materials?
procedures d.How do you
Manipulate the objects and differentiate porosity
describe the property each from density?
object possesses
Record the findings on the
table
Call a representative from Group reporting and
each group to report their presentation.
output.
Check the group’s
responses to the following
questions:
a. What happened to the
materials: balloon, rubber
band, rubber gloves, plastic
bag, electrical wire, and
paper clip?
b. Were there any changes
among the materials?
Describe the changes.
c. Which among the
materials have the same
characteristics or
descriptions?
d. Which among the
materials have different
descriptions? Why?
e. What are the properties

F. Developing Mastery
(Leads to Formative
Assessment)
G. Finding practical
application of concepts and
skills in daily living
pan and pots made of metal
in cooking out food?
What have you learned
today? Complete the KWL
Chart.
Ask the following questions
a. What if rain boots were
made of paper?
b. What if pans and pots
were made of plastic?
easily break. What can you
say about them?
f. What is common among
them?
g. Discuss with the learners
the differences on the
hardness and brittleness of
the materials.
h. What did you learn in
this activity?
Have the pupils filled out
the data chart with their
observation based on the
video clip
In what activities do
hardness and brittleness of
material becomes important
and useful?
shown by the manipulated
objects?
f. What are the
characteristics of the
materials that possess
malleability, ductility,
elasticity, and flexibility
g. What is the importance of
these properties to our life
and to the environment?
Identify the property of ech
msterial
How does an object show
malleability, ductility,
flexibility, and elasticity?
Direction: Describe
whether the following
materials have a
POROSITY PROPERTY
or DENSITY
PROPERTY.
1. The stone when
dropped in water then
sinks. (Porosity)
2. The block of wood
when dropped into water
then floats. (Porosity)
Materials Porosity
Density
3. Mother uses rugs to
dry the wet floor.
(Density)
4. Cotton absorbed liquid.
(Density)
5. Your brother used
towel to dry his sweat.
(Density)
Fill up the chart Study the
chart below. List down
some household materials
then classify them as to
porosity and density
 Call one learner summarize Hardness is the materials  Malleability is the Generalization Porosity.
then make generalization which do not easily break ability of a metal to Porous objects have tiny
about the lesson. materials like metal, iron be hammered or pores that allow them to
nail, block of wood, and beaten flat. Gold, easily absorb liquids.
Materials have different stones. While Materials that silver, and copper Examples of porous
properties according to their easily break is Brittleness are malleable that object are cotton and
uses. These properties are such as chalk, crayon, can be formed into kitchen sponge. Density
H. Making generalizations and
hardness, softness, bamboo stick, and ruler different pieces of refers to the amount of
abstractions about the lesson
brittleness, absorbent, jewelries mass in a given volume.
waterproof, flexibility,  Ductility is the It is the property that
durability, transparent, ability of a material makes some objects float
conductor of heat or to be stretched or in water
electricity and insulator of pulled out and be
heat or electricity formed into fine
thin wires.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned Aguinaldo-48 Aguinaldo-48 Aguinaldo-48 Aguinaldo-48
80% on this formative Lapu-Lapu-47 Lapu-Lapu-47 Lapu-Lapu-47 Lapu-Lapu-47
assessment Quezon- 48 Quezon- 48 Quezon- 48 Quezon- 48
Rizal-47 Rizal-47 Rizal-47 Rizal-47
Palma-48 Palma-48 Palma-48 Palma-48
Calderon-47 Calderon-47 Calderon-47 Calderon-47
B. No. of learners who require Aguinaldo-2 Aguinaldo-2 Aguinaldo-2 Aguinaldo-2
additional activities for Lapu-Lapu-3 Lapu-Lapu-3 Lapu-Lapu-3 Lapu-Lapu-3
remediation Quezon- 2 Quezon- 2 Quezon- 2 Quezon- 2
Rizal-3 Rizal-3 Rizal-3 Rizal-3
Palma-2 Palma-2 Palma-2 Palma-2
Calderon-3 Calderon-3 Calderon-3 Calderon-3
C. Did the remedial lessons Yes Yes Yes Yes Yes
work?
No. of learners who have 11 11 11 11 11
caught up with the lesson
D. No. of learners who Aguinaldo-0 Aguinaldo-0 Aguinaldo-0 Aguinaldo-0
continue to require Lapu-Lapu-0 Lapu-Lapu-0 Lapu-Lapu-0 Lapu-Lapu-0
remediation Quezon- 0 Quezon- 0 Quezon- 0 Quezon- 0
Rizal-0 Rizal-0 Rizal-0 Rizal-0
Palma-0 Palma-0 Palma-0 Palma-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
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. Choose an item. 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:

F. What difficulties did I Choose an item. Choose an item. Choose an item. Choose an item. Choose an item.
encounter that my principal or
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