DAILY LESSON LOG FOR School: YUKOS ELEMENTARY SCHOOL Grade and Section: V-MARCELO H.

DEL PILAR
Teacher: FLORDELYN M. GONZALES Subject: Science
IN-PERSON CLASSES
Teaching Dates: (WEEK 1) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
a. Content Standards Weathering and soil erosion shape the Earth’s surface and affect living things and the environment
b. Performance Participate in projects that reduce soil erosion in the community
Standards
c. Most Essential Describe how rocks turn into soil (S5FE - IVa – 1)
Learning Competencies
(MELCs)
d. Learning Objectives a. identify the different types of mechanical weathering;
b. appreciate the importance of weathering; and
c. perform how mechanical weathering occurs.

II. LEARNING CONTENT LABOR DAY How Rocks Turn into Soil How Rocks Turn into Soil How Rocks Turn into Soil
WEEKLY TEST
(Subject Matter) (REGULAR HOLIDAY) (Mechanical Weathering) (Mechanical Weathering) (Mechanical Weathering)
III. LEARNING
RESOURCES/REFERENC
ES
a. Teacher’s Guide
Pages
b. Learner’s Material
Pages
c. Textbook Pages
d. LRMDS Materials Orlanda, N. (2020). Quarter Orlanda, N. (2020). Quarter Orlanda, N. (2020). Quarter Orlanda, N. (2020). Quarter
(SLMs/LASs) 4 – Module 1: How Rocks 4 – Module 1: How Rocks 4 – Module 1: How Rocks 4 – Module 1: How Rocks
Turn into Soil(Self-Learning Turn into Soil(Self-Learning Turn into Soil(Self-Learning Turn into Soil(Self-Learning
Module]. Moodle. Module]. Moodle. Module]. Moodle. Module]. Moodle.
Department of Education Department of Education Department of Education Department of Education
Retrieve (March 19, 2023) Retrieve (March 19, 2023) Retrieve (March 19, 2023) Retrieve (March 19, 2023)
from https://r7- from https://r7- from https://r7- from https://r7-
 2.lms.deped.gov.ph/moodle 2.lms.deped.gov.ph/moodle 2.lms.deped.gov.ph/moodl 2.lms.deped.gov.ph/moodl
/mod/folder/view.php? /mod/folder/view.php? e/mod/folder/view.php? e/mod/folder/view.php?
id=13096 id=13096 id=13096 id=13096
e. Other Learning PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation, PowerPoint Presentation,
Resources laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning laptop, SLMs/Learning paper, quiz notebook or
Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens, Activity Sheets, pens, test paper
notebook notebook notebook notebook
IV. PROCEDURES
A. PRELIMINARY a. Greetings
ACTIVITIES b. Checking of Attendance
c. Prayer
d. Singing of National Anthem
e. Exercise
f. Word of the day
g. Spelling
h. Reading
B. Review the previous Directions: Read and Directions: Directions: Box the words
lesson/Drill understand the sentences related to mechanical
well. Fill in the blanks with The figure shows a boulder weathering.
the correct answer. that was separated from a
larger mass of rock and has Animals Plants
1. ________________ is been exposed to the heat
the physical wearing away of the sun during the day Air Exfoliation
of rocks. and has been cooled off at
night time. Because of the Temperature
2. _________ is the breaking temperature changes the
of rocks into smaller pieces boulder eventually cracked
and broke up further into
smaller pieces and particles.
 What causes the boulder to
crack? What will happen if
the boulder is constantly
subjected to temperature
changes?

C. Establishing a Why do roads have cracks? Have students model the What do you observe in the
purpose for the lesson/ process of physical picture? Do you think this is
Motivation weathering using polvoron. possible? Why?
Place a tray on the table
and put polvoron in a
plastic bag. Put this plastic
bag containing the polvoron
on the tray. Have students
press down on the polvoron
so that they crush apart.
Encourage students to
discuss and make note of
what they observe.

D. Presenting Weathering is an important Weathering is an important Weathering is an important

examples/instances of process that helps shape the process that helps shape process that helps shape
the new surface of the Earth. the surface of the Earth. the surface of the Earth.
lesson/Motivation Weathering is the breaking Weathering is the breaking Weathering is the breaking
 up of rocks into smaller
pieces or particles.
Weathering may break a
large, solid mass of rocks
into loose fragments. It
includes two processes,
disintegration and
decomposition. The
disintegration of rocks is a
physical process of breaking
down rocks into fragments,
while the decomposition of
rocks is the chemical
reaction of the minerals
present in rocks when
exposed to air and water. In
this lesson, we will study the
chemical process of
weathering.
E. Discussing new The crust of the Earth is a
concepts and practicing layer that covers the entire
new skills No. 1 surface of the planet and is
the top component of the
lithosphere. The surface of
the earth is always changing.
Some changes occur very
slow while others take place
very rapidly. These changes
are brought about by many
factors. Some factors are
caused by natural forces
such as volcanic eruptions
and earthquakes, others
from human activities,
animal actions, or even the
growth of plants. The main
up of rocks into smaller
pieces or particles.
Weathering may break a
large, solid mass of rocks
into loose fragments. It
includes two processes,
disintegration and
decomposition. The
disintegration of rocks is a
physical process of breaking
down rocks into fragments,
while the decomposition of
rocks is the chemical
reaction of the minerals
present in rocks when
exposed to air and water. In
this lesson, we will study
the chemical process of
weathering.
The crust of the Earth is a
layer that covers the entire
surface of the planet and is
the top component of the
lithosphere. The surface of
the earth is always
changing. Some changes
occur very slow while
others take place very
rapidly. These changes are
brought about by many
factors. Some factors are
caused by natural forces
such as volcanic eruptions
and earthquakes, others
from human activities,
animal actions, or even the
up of rocks into smaller
pieces or particles.
Weathering may break a
large, solid mass of rocks
into loose fragments. It
includes two processes,
disintegration and
decomposition. The
disintegration of rocks is a
physical process of breaking
down rocks into fragments,
while the decomposition of
rocks is the chemical
reaction of the minerals
present in rocks when
exposed to air and water. In
this lesson, we will study
the chemical process of
weathering.
The crust of the Earth is a
layer that covers the entire
surface of the planet and is
the top component of the
lithosphere. The surface of
the earth is always
changing. Some changes
occur very slow while
others take place very
rapidly. These changes are
brought about by many
factors. Some factors are
caused by natural forces
such as volcanic eruptions
and earthquakes, others
from human activities,
animal actions, or even the
 cause of soil formation is growth of plants. The main growth of plants. The main
weathering. Weathering is cause of soil formation is cause of soil formation is
the wearing away of rocks or weathering. Weathering is weathering. Weathering is
the breaking of rocks into the wearing away of rocks the wearing away of rocks
fragments. It is an importantor the breaking of rocks or the breaking of rocks
process that helps shape the into fragments. It is an into fragments. It is an
surface of the Earth. important process that important process that
Weathering occurs when helps shape the surface of helps shape the surface of
rocks near or on the surface the Earth. Weathering the Earth. Weathering
of the Earth are exposed to occurs when rocks near or occurs when rocks near or
air, water, and other living on the surface of the Earth on the surface of the Earth
things. Rocks break up into are exposed to air, water, are exposed to air, water,
smaller pieces and resulted and other living things. and other living things.
in the formation of soil and Rocks break up into smaller Rocks break up into smaller
different landforms. This is pieces and resulted in the pieces and resulted in the
also the reason why we have formation of soil and formation of soil and
an amazing rock formation. different landforms. This is different landforms. This is
Weathering can be classified also the reason why we also the reason why we
into two general types: have an amazing rock have an amazing rock
mechanical or physical formation. Weathering can formation. Weathering can
weathering and chemical be classified into two be classified into two
weathering. In this lesson, general types: mechanical general types: mechanical
we will study the processes or physical weathering and or physical weathering and
of mechanical weathering. chemical weathering. In this chemical weathering. In this
lesson, we will study the lesson, we will study the
processes of mechanical processes of mechanical
weathering. weathering.
F. Discussing new Mechanical Weathering is Mechanical Weathering is Mechanical Weathering is
concepts and practicing the breaking down of rocks the breaking down of rocks the breaking down of rocks
new skills No. 2 into different shapes and into different shapes and into different shapes and
smaller pieces. But the smaller pieces. But the smaller pieces. But the
chemical components of the chemical components of chemical components of
rocks are not changed. There the rocks are not changed. the rocks are not changed.
are several causes of There are several causes of There are several causes of
mechanical weathering and mechanical weathering and mechanical weathering and
each process results in the each process results in the each process results in the
rocks breaking apart. The
following are the agents of
mechanical weathering.
1. Temperature and
Pressure
Rocks crumble and decay
because of heating and
cooling, During the day,
surface rocks are heated by
the sun’s rays. At night time
rocks cool and contract. The
mineral grains are loosened
from the rocks until they
break down. Deep below the
earth’s surface temperature
and pressure are always
high. At the surface,
pressure and temperature
are much less. When these
rocks are composed, the
decrease in pressure causes
their expansion, resulting in
cracks or joints. Compounds
like rust may be formed,
weakening the rocks
structure.
2. Plants and Animals-
Plants and animals also
weather rocks. The growth
of roots of trees and shrubs
can also break rocks apart.
Some animals dig holes in
the ground, exposing the
rocks. Examples are
earthworms. They bring
rocks breaking apart. The
following are the agents of
mechanical weathering.
1. Temperature and
Pressure
Rocks crumble and decay
because of heating and
cooling, During the day,
surface rocks are heated by
the sun’s rays. At night time
rocks cool and contract. The
mineral grains are loosened
from the rocks until they
break down. Deep below
the earth’s surface
temperature and pressure
are always high. At the
surface, pressure and
temperature are much less.
When these rocks are
composed, the decrease in
pressure causes their
expansion, resulting in
cracks or joints. Compounds
like rust may be formed,
weakening the rocks
structure.
2. Plants and Animals-
Plants and animals also
weather rocks. The growth
of roots of trees and shrubs
can also break rocks apart.
Some animals dig holes in
the ground, exposing the
rocks. Examples are
rocks breaking apart. The
following are the agents of
mechanical weathering.
1. Temperature and
Pressure
Rocks crumble and decay
because of heating and
cooling, During the day,
surface rocks are heated by
the sun’s rays. At night time
rocks cool and contract. The
mineral grains are loosened
from the rocks until they
break down. Deep below
the earth’s surface
temperature and pressure
are always high. At the
surface, pressure and
temperature are much less.
When these rocks are
composed, the decrease in
pressure causes their
expansion, resulting in
cracks or joints. Compounds
like rust may be formed,
weakening the rocks
structure.
2. Plants and Animals-
Plants and animals also
weather rocks. The growth
of roots of trees and shrubs
can also break rocks apart.
Some animals dig holes in
the ground, exposing the
rocks. Examples are
weathered minerals to the
surface. They take in soil to
grind their food, but the
mineral grains are broken
and ground in the process.
Animals that live
underground also contribute
weathering. As burrowing
animals dig dipper, they
cause into pieces, too.
Some plants like lichens,
ferns and mosses can also
trigger weathering. It can
grow on rocks and cause it
to break into pieces.
Eventually, metabolic or life
processes of these plants will
cause the gradual change of
rocks into small pieces.
Human beings are very
important agents of
weathering. We break rocks
in building roads and in
construction of buildings.
We dig rocks like adobe for
fences and houses. We
contribute much to
weathering by quarrying,
tunneling, digging, road
construction, cultivating the
land and cleaning forests.
3. Exfoliation - Exfoliation is land and cleaning forests.
the peeling off of the parallel
layers of a rocks surface, on
earthworms. They bring
weathered minerals to the
surface. They take in soil to
grind their food, but the
mineral grains are broken
and ground in the process.
Animals that live
underground also
contribute weathering. As
burrowing animals dig
dipper, they cause into
pieces, too.
Some plants like lichens,
ferns and mosses can also
trigger weathering. It can
grow on rocks and cause it
to break into pieces.
Eventually, metabolic or life
processes of these plants
will cause the gradual
change of rocks into small
pieces. Human beings are
very important agents of
weathering. We break rocks
in building roads and in
construction of buildings.
We dig rocks like adobe for
fences and houses. We
contribute much to
weathering by quarrying,
tunneling, digging, road
construction, cultivating the
3. Exfoliation - Exfoliation is
earthworms. They bring
weathered minerals to the
surface. They take in soil to
grind their food, but the
mineral grains are broken
and ground in the process.
Animals that live
underground also
contribute weathering. As
burrowing animals dig
dipper, they cause into
pieces, too.
Some plants like lichens,
ferns and mosses can also
trigger weathering. It can
grow on rocks and cause it
to break into pieces.
Eventually, metabolic or life
processes of these plants
will cause the gradual
change of rocks into small
pieces. Human beings are
very important agents of
weathering. We break rocks
in building roads and in
construction of buildings.
We dig rocks like adobe for
fences and houses. We
contribute much to
weathering by quarrying,
tunneling, digging, road
construction, cultivating the
land and cleaning forests.
3. Exfoliation - Exfoliation is
 a large scale, this process
forms rounded rock
formation called exfoliation
domes. On a small scale,
exfoliation causes the
rounded appearance of
many rocks. Exfoliation
domes develop after a
massive rock formation
becomes exposed. When it is
exposed, large cracks, or
joints, form along.
G. Developing Mastery Directions: Analyze the
(Leads to Formative puzzle below. Find five (5)
Assessment) words related to mechanical
weathering inside the box.
the peeling off of the
parallel layers of a rocks
surface, on a large scale,
this process forms rounded
rock formation called
exfoliation domes. On a
small scale, exfoliation
causes the rounded
appearance of many rocks.
Exfoliation domes develop
after a massive rock
formation becomes
exposed. When it is
exposed, large cracks, or
joints, form along.
Directions: Perform the
activities by following each
step carefully. Observe it
properly and write your
answers for the guide
questions in your Science
notebook/Science
Experiment Activity.
Mechanical Weathering:
Pounding
Things you need:
♣ 1piece of chalk
♣ hammer
♣ A piece of cloth
Reminder:
♣ Do not play with the
hammer and chalk
the peeling off of the
parallel layers of a rocks
surface, on a large scale,
this process forms rounded
rock formation called
exfoliation domes. On a
small scale, exfoliation
causes the rounded
appearance of many rocks.
Exfoliation domes develop
after a massive rock
formation becomes
exposed. When it is
exposed, large cracks, or
joints, form along.
Directions: Write TRUE if
the statement is correct
about mechanical
weathering, FALSE if not.
1. Mechanical
Weathering is the breaking
down of rocks into different
shapes and smaller pieces.
2. Exfoliation
is the peeling off of the
parallel layers of a rocks
surface, on a large scale,
this process forms rounded
rock formation called
exfoliation domes.
3. The growth
of roots of trees and shrubs
can also break rocks apart.
 What to Do:
1. Wear goggles. 4. Rocks
2. Get a piece of chalk and crumble and decay because
enclose it with a piece of of heating and cooling.
fabric.
3. Pound it using a hammer.
5. Animals are
(Be extra cautious in using
the sole agent of
it.)
mechanical weathering.
4. Observe what happens to
the piece of chalk. Guide
Questions

1. What happened to the

piece of chalk when beaten
with a hammer?

2. What sort of progress did

the piece of chalk go
through? Why?

H. Finding Practical Why is mechanical Why is mechanical Why is mechanical

Application of Concepts weathering an important
and Skills in Daily Lives process in the environment?
I. Making What is mechanical
Generalization and weathering?
Abstraction
J. Evaluating Learning Directions: Read and
understand the sentences
well. Encircle the number of
the statement in the
sequence that describes
mechanical weathering.
1. When rocks are exposed
weathering an important
process in the
environment?
What is mechanical
weathering?
Directions: Write a
conclusion and reflection in
your activity “Mechanical
Weathering: Pounding”.
Conclusion:
weathering an important
process in the
environment?
What is mechanical
weathering?
EXPERIMENT TIME!
Things you need:
∙ Clean can (large size)
∙ A glass of water
∙ 6 pcs of soft rocks/stones
∙ A piece of cloth
∙ A Rubberband
 to hot and cold temperature
2. When rocks are exposed
to air.
3. Breaking of rocks due to
different human activities
4. When quarrying and
blasting the rocks
5. When plants grow in rocks
What to do:
1. Put some delicate/soft
stones in a clean can loaded
up with water and cover it
Reflection: firmly.
2. Shake the can vigorously
for about thirty (30)
seconds.
3. Drain the water, at that
point, put the substance in
a compartment with a piece
of fabric.
4. Remove the stones and
analyze what is left.

Guide Questions
1. Where did the small
grains of rocks/stones come
from?

2. What might have caused

it? Why?

K. Additional activities
for application or
remediation
V. REMARKS The delivery of instruction
and expectations meet the
purpose and objectives of
the lesson because the
learners
The delivery of instruction
and expectations meet the
purpose and objectives of
the lesson because the
learners
The delivery of instruction
and expectations meet the
purpose and objectives of
the lesson because the
learners
The delivery of instruction
and expectations meet
the purpose and
objectives of the lesson
because the learners
VI. REFLECTIONS
VII. FEEDBACK
A.No. of learners who earned
80% in the evaluation
B.No.of learners who require
additional activities for
remediation
C.Did the remedial work?
No.of learners who have
caught up with the lesson
D.No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
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.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
Strategies used that work well:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer teaching,
and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos,
and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you want
Learners are engaged in the
teaching-learning process
when incorporating
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering
their lesson.
___Pupils found difficulties in answering their
lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
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.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
Strategies used that work well:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer teaching,
and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos,
and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you want
Learners are engaged in the
teaching-learning process
when incorporating
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
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.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
Strategies used that work well:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer teaching,
and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
Learners are engaged in the
teaching-learning process
when incorporating
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson because
of lack of knowledge, skills and interest
about the lesson.
___Pupils were interested on the lesson,
despite of some difficulties encountered in
answering the questions asked by the
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.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
Strategies used that work well:
___Metacognitive Development: Examples:
Self assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share,
quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare
and contrast, jigsaw learning, peer teaching,
and projects.
___Contextualization:
Examples: Demonstrations, media,
manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking slowly
and clearly, modeling the language you
Learners are engaged in
the teaching-learning
process when
incorporating
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in answering
their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the questions
asked by the 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.
___ of Learners who earned 80% above
___ of Learners who require additional
activities for remediation
Strategies used that work well:
___Metacognitive Development:
Examples: Self assessments, note taking
and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory
charts.
___Schema-Building: Examples:
Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples:Demonstrations,
media,manipulatives, repetition,andlocal
opportunities.
___Text Representation:
Examples: Student created drawings,
videos, and games.
___Modeling: Examples: Speaking
slowly and clearly, modeling the
language you want students to use, and
 students to use, and providing samples of students to use, and providing samples of want students to use, and providing want students to use, and providing providing samples of student work.
student work. student work. samples of student work. samples of student work. Other Techniques and Strategies used:
___ Explicit Teaching
Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: ___ Group collaboration
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___Gamification/Learning throuh play
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Answering preliminary
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play activities/exercises
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Carousel
activities/exercises activities/exercises activities/exercises activities/exercises ___ Diads
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Differentiated Instruction
___ Diads ___ Diads ___ Diads ___ Diads ___ Role Playing/Drama
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method Why?
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Complete IMs
Why? Why? Why? Why? ___ Availability of Materials
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Group member’s
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn collaboration/cooperation
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s in doing their tasks
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ AudioVisual Presentation
in doing their tasks in doing their tasks in doing their tasks in doing their tasks of the lesson
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson of the lesson

PREPARED BY:
CHECKED AND VERIFIED :
FLORDELYN M. GONZALES
Teacher III MAY F. FAJARDO NOTED:
Master Teacher I CONSOLACION V. ORTIZ
Principal II