School: DLMMS Grade Level: V

GRADES 1 to 12 Teacher: AIZA N. CLET Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and FEBRUARY 26 – MARCH 1, 2024 (WEEK
Time: 5) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

2/26/24 2/27/24 2/28/24 2/29/24 3/1/24
I.OBJECTIVES
A.Content Standards The learners demonstrate understanding of the effects of heat and electricity, light, and sound on people and objects.
B.Performance Standards The learners should be able to perform the activity sensibly.
C.Learning Competencies/Objectives Relate the ability of
Identify materials that the materials to block,
Identify materials that block light. Identify materials that absorb light.
transmit light. absorb or transmit CATCH UPFRIDAY
S5FE-IIIe-5 S5FE-IIIe-5
S5FE-IIIe-5 light to its use.
S5FE-IIIe-5
II.CONTENT Light and Sound, Heat Light and Sound, Heat
Light and Sound, Heat and Electricity Light and Sound, Heat and Electricity
and Electricity and Electricity
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages Cyber Science Worktext Cyber Science
in Science and Worktext in Science Cyber Science Worktext in
Cyber Science Worktext in Science and Cyber Science Worktext in Science and
Technology 5 by: Nicetas and Technology 5 by: Science and Technology 5 by:
Technology 5 by: Nicetas G. Technology 5 by: Nicetas G. Valencia et.
G. Nicetas G. Nicetas G.
Valencia et. Al. pp. 245 – 251 Al. p. 245-251
Valencia et. Al. p. 245- Valencia et. Al. pp. Valencia et. Al. pp. 245-251
251 245-251
4.Additional materials from learning https://www.boundless.com/biology/
resource (LR) portal textbooks/boundless-biology-
textbook/photosynthesis-8/the-light-
dependent-reactions-of-
photosynthesis-81/absorption-of-light-
375-11601/

B.Other Learning Resource metacards, activity

metacards, activity sheet, chart,
checklist, table, woods, basketball ball,
tin can, vase, chalk, flashlight
IV.PROCEDURES
A.Reviewing previous lesson or presenting Classify the following
the new lesson materials into black or colored
object. Place your answer on the
chart.
metacards, activity sheet,
sheet, chart, checklist
Metacards, Activity sheet, chart, chart, checklist plastic
plastic ball,
checklist, table, woods, basketball ball, ball, cellophane, jelly,
cellophane, jelly,
tin can, vase, chalk, flashlight prism, plastic lunch box,
prism, plastic lunch
flashlight
box, flashlight
In a metacard, list down some materials FACT or BLUFF. Listen to Describe the
that blocked lights. Paste it on the the teacher as he/she characteristics of
chart. reads the following materials based from
How do you describe the materials that situation. their behavior to light

Magnet
flower
black shoes
black ink
B.Establishing a purpose for the lesson
C.Presenting Examples/ instances of the new
lesson
What can you say about it?
Where do we usually stay during noon
time? Why?
Can you imagine how people enjoy
the shade of the trees if the trees do
not block the sunlight?
What benefits can we get from this
activity?
D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing Mystery box. The box contains block
new skills #2 of woods, basketball ball, tin can,
vase, chalk.
Riddle:
a. I am round and orange in color. You
used me in playing. You can dribbled
and shoot me on the ring. What am I?
block the light?
Teacher will show a mirror. Have you
ever wondered why you can see your
face in a mirror? This occurs because
mirrors are very smooth and shiny.
Light bounces, or reflects, off of the
smooth and shiny surface of mirrors.
When you see your face in a mirror you
are seeing light from your face
reflecting off of the mirror.
1. Setting Standards
2. Group the class into four.
3. Distribution of activity sheet and
materials to be used.
4. Let the pupils perform the activity.
Activity
Absorb of light
Directions: Raise the
word FACT if the
situation states that light
is being absorbed and
BLUFF if it is not.
1. Erwin wears dark-
colored dress during cold
weather.
2. Leaves absorb light
during the process of
photosynthesis.
3. While resting, Paola
enjoys looking to fish in
the aquarium
4. In an activity, the light
reflects in different
colors when it strikes to
the
prism.
5. Jeffrey looks to the
glass of water to test if it
is clear.
Class, look at the picture. Directions: Classify the Directions: Tell what happen
What can you say about following materials when light falls on different
it? based on their materials. Complete the graphic
What kind of material reaction to organizer.
use in making aquarium? light.
Why?
Can you see the fish
inside the aquarium if is
not made of glass?
What benefits can we get
from this activity?
1. Setting Standards 1. Setting standards 1. Setting standards
2. Group the class into 2. Group the class into 2. Group the class into four.
four. three. 3. Distribution of activity sheet.
3. Distribution of 3. Distribution of 4. Let the pupils perform the
activity sheet and activity sheet and activity.
materials to be used. materials to be used. Group I – Young illustrators.
4. Let the pupils perform 4. Let the pupils Explain the importance of ability
 b. I am usually found on the table. You I. Problem: What materials do absorb the activity. perform the activity. of
can put flower to me. You must handle light? Activity Activity I the materials to block light to its
me carefully so that I won’t broke. II. Materials: plastic ball, cellophane, Transmit of light Reaction of light use. Draw your
What am I? jelly, prism, plastic lunch box, chart, 3. Observation: answers.
c. I came into different color. You can flashlight 1. What materials Group II – Young
used me in writing on the board. What III. Procedure: transmit the light? actors/actresses. Explain the
am I? 1. Turn on the flashlight. Test if the 2. What happens to the importance of
d. Sardines and milk are placed inside following material absorb the light. light that strikes on these ability of the materials to absorb
me. Never throw me because you can 2. Record your answer on the table. Put materials? light to its use.
recycle me. What am I? check (√) on the proper column. Present your answer through
e. I came from trees. I am not a role play.
flower, a root or a leaf. What am I? Original File Submitted and Group III – Young newscasters.
Let us see how these objects are Formatted by DepEd Club Member - Explain the importance of ability
related to our lesson today. visit depedclub.com for more of the materials to transmit light
to its use. Make a 2
- minute broadcasting.
F.Developing Mastery
G.Finding Parctical application of concepts 1. Setting Standards 1. Group Reporting and Presentation of 1. Group Reporting and 1. Group Reporting Group Reporting and
and skills in daily living 2. Group the class into four. Output Presentation of Outputs and Presentation of Presentation of Output
3. Distribution of activity sheet and 2. Analysis and Discussion 2. Analysis and Output
materials to be used. What can you say about the materials Discussion 2. Analysis and
4. Let the pupils perform the activity. we used in the activity? What evidence What can you say about Discussion
Activity shows that light was blocked by the materials we used in What can you say
Blocking of light materials? the activity? about the materials
What evidence shows used in the activity?
that light was blocked by What evidence
materials? showed that light was
block/transmit/absorb
by materials?
What are the uses of
ability of material to
block/transmit/absorb
light?
H.Making generalization and abstraction
about the lesson
I.Evaluating learning 1. Group Reporting and Presentation Plants make their own foods through Group Activity. Group Activity. Analysis and Discussion
of Output the process of photosynthesis.Study the On metacards, list down Group 1 – On Why is blocking of light
2. Analysis and Discussion picture below. some examples of metacards, list down important?
What can you say about the materials Teacher will give additional information materials that transmit some examples of Why is absorbing of light
we used in the activity? about how light is being absorbed by light. Paste them on the materials that important?
What evidence shows that light was the leaf chart. transmitlight. Paste it Why is transmitting of light
blocked by materials? on the chart. How do important?
we use these
materials?
Group 2 – On
metacards, list down
some examples of
materials that
absorb light. Paste it
on the chart. How do
we use these
materials?
Group 3 – On
metacards, list down
some examples of
materials that block
light. Paste them on
the chart. How do we
use these materials?
J.additional activities for application or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move ___Lesson carried. ___Lesson carried. Move on to
evaluation next objective. objective. on to the next objective. Move on to the next the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. objective. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got ___Lesson not carried. _____% of the pupils got 80%
80% mastery _____% of the pupils mastery
got 80% mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find ___Pupils did not find ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. difficulties in answering difficulties in in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in their lesson. answering their ___Pupils found difficulties in
answering their lesson. answering their lesson. ___Pupils found lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson difficulties in answering ___Pupils found ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills their lesson. difficulties in lesson because of lack of
and interest about the lesson. and interest about the lesson. ___Pupils did not enjoy answering their knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the the lesson because of lesson. about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lack of knowledge, skills ___Pupils did not ___Pupils were interested on
encountered in answering the encountered in answering the and interest about the enjoy the lesson the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. lesson. because of lack of difficulties encountered in
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils were knowledge, skills and answering the questions asked
of limited resources used by the of limited resources used by the interested on the lesson, interest about the by the teacher.
 teacher. teacher. despite of some
___Majority of the pupils finished ___Majority of the pupils finished their difficulties encountered
their work on time. work on time. in answering the
___Some pupils did not finish their ___Some pupils did not finish their questions asked by the
work on time due to unnecessary work on time due to unnecessary teacher.
behavior. behavior. ___Pupils mastered the
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
lesson. ___Pupils mastered the lesson
___Pupils were despite of limited resources
interested on the used by the teacher.
lesson, despite of ___Majority of the pupils
some difficulties finished their work on time.
encountered in ___Some pupils did not finish
answering the their work on time due to
questions asked by the unnecessary behavior.
teacher.
___Pupils mastered
the lesson despite of
limited resources used
by the teacher.
___Majority of the
pupils finished their
work on time.
___Some pupils did
not finish their work
on time due to
unnecessary behavior.

C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who ___ of Learners who ___ of Learners who earned 80%
who have caught up with the lesson above earned 80% above earned 80% above above

D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who ___ of Learners who ___ of Learners who require
remediation activities for remediation activities for remediation require additional require additional additional activities for
activities for remediation activities for remediation
remediation

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who ____ of Learners who ____ of Learners who caught up
lesson lesson caught up the lesson caught up the lesson the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who ___ of Learners who ___ of Learners who continue to
principal or supervisor can helpme solve? require remediation require remediation continue to require continue to require require remediation
remediation remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that Strategies used that work well:
used/discover which I wish to share with ___Metacognitive Development: ___Metacognitive Development: well: work well: ___Metacognitive
other teachers? Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive ___Metacognitive Development: Examples: Self
taking and studying techniques, and taking and studying techniques, and Development: Examples: Development: assessments, note taking and
vocabulary assignments. vocabulary assignments. Self assessments, note Examples: Self studying techniques, and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- taking and studying assessments, note vocabulary assignments.
share, quick-writes, and anticipatory share, quick-writes, and anticipatory techniques, and taking and studying ___Bridging: Examples: Think-
charts. charts. vocabulary assignments. techniques, and pair-share, quick-writes, and
___Bridging: Examples: vocabulary anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: Think-pair-share, quick- assignments.
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, writes, and anticipatory ___Bridging: ___Schema-Building: Examples:
learning, peer teaching, and projects. peer teaching, and projects. charts. Examples: Think-pair- Compare and contrast, jigsaw
share, quick-writes, learning, peer teaching, and
___Contextualization: ___Contextualization: ___Schema-Building: and anticipatory projects.
Examples: Compare and charts.
Examples: Demonstrations, media, Examples: Demonstrations, media,
contrast, jigsaw learning, ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local
peer teaching, and ___Schema-Building:
opportunities. opportunities. Examples: Demonstrations,
projects. Examples:Compare
media, manipulatives,
and contrast, jigsaw
___Text Representation: ___Text Representation: repetition, and local
___Contextualization: learning, peer
opportunities.
Examples: Student created drawings, Examples: Student created drawings, teaching, and projects.
Examples:
videos, and games. videos, and games.
Demonstrations, media, ___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking manipulatives, ___Contextualization:
slowly and clearly, modeling the slowly and clearly, modeling the repetition, and local Examples: Student created
Examples:
language you want students to use, language you want students to use, and opportunities. drawings, videos, and games.
Demonstrations,
and providing samples of student providing samples of student work. ___Modeling: Examples:
media, manipulatives,
work. Speaking slowly and clearly,
___Text Representation: repetition, and local
Other Techniques and Strategies used: modeling the language you want
opportunities.
Other Techniques and Strategies ___ Explicit Teaching Examples: Student students to use, and providing
used: ___ Group collaboration created drawings, videos, samples of student work.
___ Explicit Teaching ___Gamification/Learning throuh play and games. ___Text
___ Group collaboration ___ Answering preliminary Representation: Other Techniques and
___Modeling: Examples:
___Gamification/Learning throuh play activities/exercises Strategies used:
Speaking slowly and Examples: Student
___ Answering preliminary ___ Carousel ___ Explicit Teaching
clearly, modeling the created drawings,
activities/exercises ___ Diads ___ Group collaboration
language you want videos, and games.
___ Carousel ___ Differentiated Instruction ___Gamification/Learning
students to use, and ___Modeling: Exampl
___ Diads ___ Role Playing/Drama throuh play
providing samples of es: Speaking slowly
___ Differentiated Instruction ___ Discovery Method ___ Answering preliminary
student work. and clearly, modeling
___ Role Playing/Drama ___ Lecture Method activities/exercises
___ Discovery Method Why? the language you want
Other Techniques and ___ Carousel
___ Lecture Method ___ Complete Ims students to use, and
Strategies used: ___ Diads
Why? ___ Availability of Materials providing samples of
___ Explicit Teaching ___ Differentiated Instruction
___ Complete Ims ___ Pupils’ eagerness to learn student work.
___ Group collaboration ___ Role Playing/Drama
___ Availability of Materials ___ Group member’s ___ Discovery Method
___Gamification/ Other Techniques and
___ Pupils’ eagerness to learn collaboration/cooperation ___ Lecture Method
Learning throuh play Strategies used:
___ Group member’s in doing their tasks Why?
___ Answering ___ Explicit Teaching
collaboration/cooperation ___ Audio Visual Presentation ___ Complete Ims
preliminary ___ Group
in doing their tasks of the lesson ___ Availability of Materials
activities/exercises collaboration
___ Audio Visual Presentation ___ Pupils’ eagerness to learn
___ Carousel ___Gamification/
of the lesson ___ Group member’s
___ Diads Learning throuh play
___ Differentiated collaboration/cooperation
___ Answering
Instruction in doing their tasks
preliminary
___ Role Playing/Drama ___ Audio Visual Presentation
activities/exercises
___ Discovery Method of the lesson
___ Carousel
___ Lecture Method ___ Diads
Why? ___ Differentiated
___ Complete Ims Instruction
___ Availability of ___ Role
Materials Playing/Drama
___ Pupils’ eagerness to ___ Discovery Method
learn ___ Lecture Method
___ Group member’s Why?
collaboration/cooper ___ Complete Ims
ation ___ Availability of
in doing their tasks Materials
___ Audio Visual ___ Pupils’ eagerness
Presentation to learn
of the lesson ___ Group member’s
collaboration/coo
peration
in doing their
tasks
___ Audio Visual
Presentation
of the lesson