GRADES 1 to 12 School Grade Level V

DAILY LESSON LOG Teacher Learning Areas Science

Teaching Dates and Time July 4-8, 2016 Quarter First

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standards Properties of materials to determine Properties of materials to determine whether they are use
Properties of materials to determine Properties of materials to Properties of materials to determine whether they are useful or harmful.
whether they are useful or harmful. determine whether they are whether they are useful or harmful.
useful or harmful.

B. Performance Standards The learner uses local, recyclable solid The learner uses local, The learner uses local, recyclable solid The learner uses local, recyclable solid The learner uses local, recyclable solid and/ or liquid mate
and/ or liquid materials in making recyclable solid and/ or liquid and/ or liquid materials in making and/ or liquid materials in making useful
useful products. materials in making useful useful products. products.
products.

C. Learning Competencies/Objectives
Write the LC code for each
The learner uses the properties of The learner uses the properties The learner uses the properties of The learner uses the properties of The learner uses the properties of materials whether they
materials whether they are useful or of materials whether they are materials whether they are useful or materials whether they are useful or
harmful useful or harmful harmful harmful

II. CONTENT Properties of Matter Properties of Matter Properties of Matter Properties of Matter Properties of Matter

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4

3. Textbook pages
4. Additional Materials from S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4 S5MT – Ia – b – 4
Learning Resource (LR) portal
B. Other Learning Resources Curriculum Guide 5 Curriculum Guide 5Evelyn Curriculum G Curriculum G Curriculum G
Evelyn Enriquez-Arcano et al. Breaking Evelyn Enriquez-Arcano et al. Evelyn Enriquez-Arcano et al. Breaking Evelyn Enriquez-Arcano et al. Breaking Through Science 5
Enriquez-Arcano et al. Through Science 5 Breaking Through Science 5 Through Science 5 Norma Abracia et. Al Science in Our W
Breaking Through Norma Abracia et. Norma Abracia et. Al
1
 Science 5
C & E Publishing Inc.
Norma Abracia et.
Al Science in Our World 5
Vibal Publishing Inc.
IV. PROCEDURES
A. Reviewing previous lesson or What is Matter?
presenting the new lesson
B. Establishing a purpose for the Identify the physical properties of
lesson matter.
Describe the physical properties of
matter.
C. Presenting examples/instances of
the new lesson Show the pupils a piece of wooden
stick and a rubber band.
Stretch the rubber band to double its
regular size. Try stretching the stick in
the same manner. Ask: “ Why you can
stretch the rubber bandbut not the
stick?” ( Answers vary) ( The rubber
band is elastic but the stick is not.)
Bend the stick so that it breaks into
two. Try bending the rubber bandin
the same manner. Ask: “ Why the stick
breaks but not the rubber band?
( Answers vary)
Explain the elasticity and brittleness
are two of the physical propertiesof
matter.
D. Discussing new concepts and Ask each group to present the results
practicing new skills #1 of their activity and answer to the
guide questions.
What are the physical properties of
matter?
C & E Publishing Inc.
Norma
Abracia et. Al Science in Our
World 5
Vibal Publishing Inc.
What is Matter?
Identify the physical properties
of matter.
Describe the physical properties
of matter.
Show the pupils a piece of
wooden stick and a rubber
band.
Stretch the rubber band to
double its regular size. Try
stretching the stick in the same
manner. Ask: “ Why you can
stretch the rubber bandbut not
the stick?” ( Answers vary) ( The
rubber Bend the stick so that it
breaks into two. Try bending the
rubber bandin the same
manner. Ask: “ Why the stick
breaks but not the rubber band?
( Answers vary) ( The stick is
brittle but the rubber band is
not.)
Explain the elasticity and
brittleness are two of the
physical propertiesof matter.
Ask each group to present the
results of their activity and
answer to theguide questions.
What are the physical properties
of matter?
Al Science in Our World 5
What is Matter?
Identify the physical properties of
matter.
Describe the physical properties of
matter.
Show the pupils a piece of wooden
stick and a rubber band.
Stretch the rubber band to double its
regular size. Try stretching the stick in
the same manner. Ask: “ Why you can
stretch the rubber bandbut not the
stick?” ( Answers vary) ( The rubber
band is elastic but the stick is not.)
Bend the stick so that it breaks into
two. Try bending the rubber bandin
the same manner. Ask: “ Why the stick
breaks but not the rubber band?
( Answers vary) ( The stick is brittle but
the rubber band is not.)
Explain the elasticity and brittleness
are two of the physical propertiesof
matter.
Ask each group to present the results
of their activity and answer to the
guide questions.
What are the physical properties of
matter?
Science in Our World 5
What is Matter? What is Matter?
Identify the physical properties of matter. Identify the physical properties of matter.
Describe the physical properties of matter. Describe the physical properties of matter.
Show the pupils a piece of wooden stick Show the pupils a piece of wooden stick and a rubber band
and a rubber band. Stretch the rubber band to double its regular size. Try stret
Stretch the rubber band to double its Bend the stick so that it breaks into two. Try bending the ru
regular size. Try stretching the stick in the Explain the elasticity and brittleness are two of the physica
same manner. Ask: “ Why you can stretch
the rubber bandbut not the stick?”
( Answers vary) ( The rubber band is
elastic but the stick is not.)
Bend the stick so that it breaks into two.
Try bending the rubber bandin the same
manner. Ask: “ Why the stick breaks but
not the rubber band? ( Answers vary)
( The stick is brittle but the rubber band is
not.)
Explain the elasticity and brittleness are
two of the physical propertiesof matter.
Ask each group to present the results of Ask each group to present the results of their activity and a
their activity and answer to the guide questions.
guide questions. What are the physical properties of matter?
What are the physical properties of
matter?
2
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
The properties of matter can be
classified as physical properties
and chemical properties.
Physic
al Properties
A characteristic of a material that
can be readily observed without
changing its composition is known
as physical property.
Hardness – is the ability of a
material to be rigid and resist
pressure that may cause a change
in its shape.
Brittleness – is the ability of the
material to break easily.
Flexibility – is the ability of a
material to be bent without
breaking.
Elasticity – is the ability of a
material to be stretched and then
return to its original shape after.
Conductivity- is the ability to let
heat and electricity to pass
through.
Malleability – is the ability of
materials to be hammered into flat
sheets.
Ductility – is the ability to be
drawn into thin wires.
What are the physical changes of
matter?
The properties of matter can
be classified as physical
properties and chemical
properties.
Physical Properties
A characteristic of a
material that can be readily
observed without changing its
composition is known as
physical property.
Hardness – is the ability of a
material to be rigid and resist
pressure that may cause a
change in its shape.
Brittleness – is the ability of
the material to break easily.
Flexibility – is the ability of a
material to be bent without
breaking.
Elasticity – is the ability of a
material to be stretched and
then return to its original
shape after.
Conductivity- is the ability to
let heat and electricity to pass
through.
Malleability – is the ability of
materials to be hammered
into flat sheets.
Ductility – is the ability to be
drawn into thin wires.
What are the physical changes
of matter?
The properties of matter can be
classified as physical properties and
chemical properties.
Physic
al Properties
A characteristic of a material that
can be readily observed without
changing its composition is known
as physical property.
Hardness – is the ability of a
material to be rigid and resist
pressure that may cause a change
in its shape.
Brittleness – is the ability of the
material to break easily.
Flexibility – is the ability of a
material to be bent without
breaking.
Elasticity – is the ability of a
material to be stretched and then
return to its original shape after.
Conductivity- is the ability to let
heat and electricity to pass
through.
Malleability – is the ability of
materials to be hammered into flat
sheets.
Ductility – is the ability to be
drawn into thin wires.
What are the physical changes of
matter?
The properties of matter can be The properties of matter can be classified as physical
classified as physical properties and Physical Properties
chemical properties. A characteristic of a material that can be readily ob
Physical Hardness – is the ability of a material to be rigid and
Properties Brittleness – is the ability of the material to break ea
A characteristic of a material that Flexibility – is the ability of a material to be bent with
can be readily observed without Elasticity – is the ability of a material to be stretched
changing its composition is known as Conductivity- is the ability to let heat and electricity t
physical property. Malleability – is the ability of materials to be hammer
Hardness – is the ability of a material Ductility – is the ability to be drawn into thin wires.
to be rigid and resist pressure that
may cause a change in its shape.
Brittleness – is the ability of the
material to break easily.
Flexibility – is the ability of a material
to be bent without breaking.
Elasticity – is the ability of a material
to be stretched and then return to its
original shape after.
Conductivity- is the ability to let heat
and electricity to pass through.
Malleability – is the ability of materials
to be hammered into flat sheets.
Ductility – is the ability to be drawn
into thin wires.
What are the physical changes of matter? What are the physical changes of matter?
3
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Identify what physical property is in
the picture.
Under Physical properties we
Hardness, Brittleness Flexibility
Elasticity Conductivity Malleability
Ductility.
Identify what physical property
is in the picture.
Under Physical properties we
Hardness, Brittleness Flexibility
Elasticity Conductivity
Malleability Ductility.
Identify what physical property is in
the picture.
Under Physical properties we
Hardness, Brittleness Flexibility
Elasticity Conductivity Malleability
Ductility.
Identify what physical property is in the Identify what physical property is in the picture.
picture.
Under Physical properties we Hardness, Under Physical properties we Hardness, Brittleness Flexibil
Brittleness Flexibility Elasticity
Conductivity Malleability Ductility.

I. Evaluating learning Identifying the property of the Identifying the property of the Identifying the property of the Identifying the property of the pictures Identifying the property of the pictures given.
pictures given. pictures given. pictures given. given.

J. Additional activities for Watch videos Watch videos Watch videos Watch videos Watch videos
application or remediation

V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level V

DAILY LESSON LOG Teacher Learning Areas Science

4
 Teaching Dates and Time July 11-15, 2016 Quarter First

Monday Tuesday Wednesday Thursday

VII. OBJECTIVES 1. Describe changes in materials under different conditions.
2. Cite the conditions/factors that bring about changes in materials.

D. Content Standards Materials undergo changes due
to oxygen and heat
E. Performance Standards The learner uses local,
recyclable solid and/ or liquid
materials in making useful
products.
Materials undergo changes due
to oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable solid
and/ or liquid materials in making
useful products.
Materials undergo changes due to Materials undergo changes due to oxygen and heat
oxygen and heat
The learner uses local, recyclable The learner uses local, recyclable solid and/ or liquid materials in ma
solid and/ or liquid materials in
making useful products.

F. Learning Competencies/Objectives
Write the LC code for each
The learner uses local,
recyclable solid and/ or liquid
materials in making useful
products.
S5MT – Ic – d – 4
The learner uses local, recyclable The learner uses local, recyclable solid The learner uses local, recyclable The learner uses local, recyclable solid and/ or liquid materials in ma
solid and/ or liquid materials in and/ or liquid materials in making solid and/ or liquid materials in
making useful products. useful products. making useful products. S5MT – Ic – d – 4
S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4

VIII. CONTENT Changes that Materials Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo
Undergo (Physical Change) (Physical Change) (Physical Change)

IX. LEARNING RESOURCES Science and Health 5, SD Publishing Inc.

Science for Daily Use 5, TM, textbook

C. References
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages
8. Additional Materials from S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4
Learning Resource (LR) portal
D. Other Learning Resources google google Into the Future: Science and Into the Future: Science and Into the Future: Science and Health 5,TM, Textbook,
Health 5,TM, Textbook, Health 5,TM, Textbook, Abiva Publishing, author Peralta-Peralta
Abiva Publishing, author Abiva Publishing, author
Peralta-Peralta Peralta-Peralta

X. PROCEDURES
K. Reviewing previous lesson or What are the two changes in What are the two changes in What is Physical Change? What is Physical Change? What is Physical Change?
presenting the new lesson matter? matter?

L. Establishing a purpose for the 1. Describe changes in materials 1. Describe changes in materials 1.Observe that no new materials are 1.Observe that no new materials are 1.Observe that no new materials are formed in Physical change.
lesson under different conditions. under different conditions. formed in Physical change. formed in Physical change. 2.Show that physical change may take place in materials.
2. Cite the conditions/factors 2. Cite the conditions/factors 2.Show that physical change may take 2.Show that physical change may 3.Investigate changes that happen in materials upon application of h
5

M. Presenting examples/instances of
the new lesson
G. Discussing new concepts and
practicing new skills #1
H. Discussing new concepts and
practicing new skills #2
that bring about changes in
materials.
*doing some experiments with
the use of the following
Balloon
2 pieces of bond paper
candle
Pair of scissors
match
Alcohol lamp
bottle
Comparing the old pictures with
the new pictures
There are numerous changes
occurring in the environment
every second. Some of these
changes are very noticeable
while others are not.
that bring about changes in
materials.
*doing some experiments with
the use of the following
Balloon
2 pieces of bond paper
candle
Pair of scissors
match
Alcohol lamp
bottle
Comparing the old pictures with
the new pictures
There are numerous changes
occurring in the environment
every second. Some of these
changes are very noticeable
while others are not.
place in materials.
3.Investigate changes that happen in
materials upon application of heat.
Observing Physical Change
What to do:
A. -Get the piece of cloth and
scissors.
Cut it into pieces using the
desired shape. Paste it on 1
bond paper.
B. Get the piece of paper.
Crumple the piece of paper
Paste it on1 bond paper
C. Get the popsicle sticks
Make a house out of the
popsicle sticks.
Paste it on 1 bond paper.
D .Get the toothpicks.
Make a design out of the
toothpicks.
Paste it on 1 bond paper.
E. Get the plastic straw.
Cut it into desired shapes.
Make a flower out of the
shapes
Paste it on 1 bond paper.
GUIDE QUESTIONS:
What happened in each activity? What
changed that can be noted?
Was there a new substance formed?
Why?
What kind of change is this?
Physical change occurs when materials
undergo change in shape, size, texture
without changing the composition or a
change in substance.
The application of HEAT, FORCE and
PRESSURE can cause a material to
undergo physical change.Materials can
change from one state to another. Solid
can change to liquid, liquid to solid and
solid to gas. These are physical change
take place in materials.
3.Investigate changes that happen
in materials upon application of
heat.
Observing Physical Change
What to do:
D. -Get the piece of cloth
and scissors.
Cut it into pieces using
the desired shape. Paste it
on 1 bond paper.
E. Get the piece of paper.
Crumple the piece of paper
Paste it on1 bond paper
F. Get the popsicle sticks
Make a house out of the
popsicle sticks.
Paste it on 1 bond paper.
D .Get the toothpicks.
Make a design out of the
toothpicks.
Paste it on 1 bond paper.
E. Get the plastic straw.
Cut it into desired shapes.
Make a flower out of the
shapes
Paste it on 1 bond paper.
GUIDE QUESTIONS:
What happened in each activity?
What changed that can be noted?
Was there a new substance formed?
Why?
What kind of change is this?
Physical change occurs when
materials undergo change in shape,
size, texture without changing the
composition or a change in
substance.
The application of HEAT, FORCE and
PRESSURE can cause a material to
undergo physical change.Materials
can change from one state to
another. Solid can change to liquid,
Observing Physical Change
What to do:
-Get the piece of cloth and scissors.
Cut it into pieces using the desired shape. Paste it on 1 bond paper.
Get the piece of paper.
Crumple the piece of paperPaste it on1 bond paper
Get the popsicle sticks
Make a house out of the popsicle sticks.
Paste it on 1 bond paper.
Get the toothpicks.Make a design out of the
toothpicks.Paste it on 1 bond paper.
Get the plastic straw.
Cut it into desired shapes.
Make a flower out of the
Shapes. Paste it on 1 bond paper.
GUIDE QUESTIONS:
What happened in each activity? What changed that can be noted?
Was there a new substance formed? Why?
What kind of change is this?
Physical change occurs when materials undergo change in shape, si
The application of HEAT, FORCE and PRESSURE can cause a material
may be brought about by the absorption or release of heat. In physic
SOLIDIFICATION or Freezing is the process of changing of form from
LIQUIFICATION is the process of changing of form from solid to liquid
EVAPORATION is the process of changing of form from liquid to gas.
SUBLIMATION is the process of changing of form from solid to gas. It
sublimation, the longer they are exposed, the more they turn to gas
Here are some examples of physical change: Change from quarrying
6

I. Developing mastery
(Leads to Formative Assessment 3)
J. Finding practical applications of
concepts and skills in daily living
K. Making generalizations and
abstractions about the lesson
Show some materials which
vary with the two changes. Let
them identify what change is
that.
Ask some household activities
that the observed under
physical and chemical change.
Help the pupils construct and
express their understanding. At
this point they should be able
to say/ understand that
Show some materials which vary
with the two changes. Let them
identify what change is that.
Ask some household activities
that the observed under physical
and chemical change.
Help the pupils construct and
express their understanding. At
this point they should be able to
say/ understand that
that may be brought about by the
absorption or release of heat. In
physical change, no new substance is
formed.
SOLIDIFICATION or Freezing is the
process of changing of form from liquid
to solid .It is brought about by low
temperature. Ex. Water to ice.
LIQUIFICATION is the process of
changing of form from solid to liquid. It
is brought about by absorption of heat.
Ex. Ice to water
EVAPORATION is the process of
changing of form from liquid to gas. It is
brought about by the absorption of
enough heat. Ex. Water to gas
SUBLIMATION is the process of
changing of form from solid to gas. It is
brought about by the absorption of
heat. It is the state of matter from solid
to gas without passing the liquid state.
Naphthalene balls release chemicals
through sublimation, the longer they
are exposed, the more they turn to gas.
Here are some examples of physical
change: Change from quarrying,
dissolving sugar, melting cheese, water
cycle
State some examples under these
changes.
Ask some household activities that the
observed under physical change.
Give the different physical changes that
matter undergoes.
liquid to solid and solid to gas.
These are physical change that may
be brought about by the absorption
or release of heat. In physical
change, no new substance is
formed.
SOLIDIFICATION or Freezing is the
process of changing of form from
liquid to solid .It is brought about by
low temperature. Ex. Water to ice.
LIQUIFICATION is the process of
changing of form from solid to
liquid. It is brought about by
absorption of heat. Ex. Ice to water
EVAPORATION is the process of
changing of form from liquid to gas.
It is brought about by the
absorption of enough heat. Ex.
Water to gas
SUBLIMATION is the process of
changing of form from solid to gas.
It is brought about by the
absorption of heat. It is the state of
matter from solid to gas without
passing the liquid state.
Naphthalene balls release chemicals
through sublimation, the longer
they are exposed, the more they
turn to gas.
Here are some examples of physical
change: Change from quarrying,
dissolving sugar, melting cheese,
water cycle
State some examples under these State some examples under these changes.
changes.
Ask some household activities that Ask some household activities that the observed under physical chan
the observed under physical
change.
Give the different physical changes Give the different physical changes that matter undergoes.
that matter undergoes.
7
 Materials undergo changes. It
may be in shape, sizes, or state
of matter without changing its
kind. It may be a changed in
composition in the production
of a new substance. When force
is applied, the material changed
in shape and size but the
material is still the original
material, this is called a physical
changed. Heat can also change
the material’s composition.
Hence, when a piece of paper is
burned, the material changed
into ash. Ash is a new material.
Ash is a new material that
cannot be used for writing. This
changed is called chemical
changed.
L. Evaluating learning Describe the changes occurred
in the materials in doing the
following activities.
1. Mother cooks
pancake, she put
butter in the pan.
What happened to
the butter? What
condition made the
butter melted?
2. Adonis has 1yrd of
cloth, he made
rectangular
handkerchief out of it.
What did he do to
make it rectangle?
What condition made
it change?
The boys scout in
Magalang made a
bonfire. After the
bonfire what do you
think would happen
to the wood? What
condition made the
Materials undergo changes. It
may be in shape, sizes, or state of
matter without changing its kind.
It may be a changed in
composition in the production of
a new substance. When force is
applied, the material changed in
shape and size but the material is
still the original material, this is
called a physical changed. Heat
can also change the material’s
composition. Hence, when a
piece of paper is burned, the
material changed into ash. Ash is
a new material. Ash is a new
material that cannot be used for
writing. This changed is called
chemical changed.
Describe the changes occurred in Which of the following shows physical Draw some physical change that you What changes are the following?
the materials in doing the change, put a check before the number. have seen.
following activities. ______1.burning of rubber
3. Mother cooks ______1.boiling of water
pancake, she put butter ______2.Ripening of fruits _____ 2.breaking of rocks
in the pan. What ______3.cutting firewood ______3.rusty roof
happened to the ______4.mixing water and ice ______4.melting of spoon
butter? What condition cube
made the butter ______5.souring of milk
______5. Melting of wax
melted?
4. Adonis has 1yrd of
cloth, he made
rectangular
handkerchief out of it.
What did he do to
make it rectangle?
What condition made it
change?
The boys scout in
Magalang made a
bonfire. After the
bonfire what do you
think would happen to
the wood? What
condition made the
8
 wood change? wood change?

M. Additional activities for application Giving assignment Asked for more examples Asked them to give activities at home Asked them to give activities at Asked them to give activities at home that shows physical change.
or remediation that shows physicall change. home that shows physical change.

XI. REMARKS
XII. REFLECTION
H. No. of learners who earned 80% in the
evaluation

I. No. of learners who require additional

activities for remediation who scored
below 80%
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to require
remediation

L. Which of my teaching strategies worked

well? Why did these work?

M. What difficulties did I encounter which

my principal or supervisor can help me
solve?
N. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level V

DAILY LESSON LOG Teacher Learning Areas Science
Teaching Dates and Time July 18-22, 2016 Quarter First

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 1. Describe changes in materials under different conditions.
2. Cite the conditions/factors that bring about changes in materials.

A. Content Standards Materials undergo changes due to oxygen and Materials undergo changes due to Materials undergo changes due to Materials undergo changes due Materials undergo changes
heat oxygen and heat oxygen and heat to oxygen and heat due to oxygen and heat
B. Performance Standards The learner uses local, recyclable solid and/ or The learner uses local, recyclable The learner uses local, recyclable The learner uses local, The learner uses local,
liquid materials in making useful products. solid and/ or liquid materials in solid and/ or liquid materials in recyclable solid and/ or liquid recyclable solid and/ or

9
 making useful products. making useful products. materials in making useful liquid materials in making
products. useful products.

C. Learning The learner uses local, recyclable solid and/ or The learner uses local, recyclable The learner uses local, recyclable The learner uses local, The learner uses local,
Competencies/Objectives liquid materials in making useful products. solid and/ or liquid materials in solid and/ or liquid materials in recyclable solid and/ or liquid recyclable solid and/ or
Write the LC code for each making useful products. making useful products. materials in making useful liquid materials in making
S5MT – Ic – d – 4 products. useful products.
S5MT – Ic – d – 4 S5MT – Ic – d – 4
S5MT – Ic – d – 4 S5MT – Ic – d – 4

II. CONTENT Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Changes that Materials
(Chemical Change) (Chemical Change) Chemical Change) Undergo Undergo
(Observing Chemical Change) (Observing Chemical
Change)
III. LEARNING RESOURCES Science for daily Use 5,TM and Textbook
Into The Future: Science and Health 5, TM and
Teacher’s Guide, Developing Science Concepts Through Learning Activities 6,
Science Links, Rex bookstore by Evelyn Larisma, Jan Jason
A. References Science for daily Use 5,TM and Textbook Science for daily Use 5,TM and Science for daily Use 5,TM and Science in Our World 5, Science in Our World 5,
Into The Future: Science and Health 5, TM Textbook Textbook Vibal Pub. , Norma Vibal Pub. , Norma
and Into The Future: Science and Into The Future: Science and Abracia,Evelyn Sarte Abracia,Evelyn Sarte
Teacher’s Guide, Developing Science Health 5, TM and Health 5, TM and Science and Science and
Concepts Through Learning Activities 6, Teacher’s Guide, Developing Teacher’s Guide, Developing Health 5,SD Pub.,Carmelita Health 5,SD
Science Links, Rex bookstore by Evelyn Science Concepts Through Science Concepts Through Coronel Pub.,Carmelita Coronel
Larisma, Jan Jason Learning Activities 6, Learning Activities 6,
Science Links, Rex bookstore by Science Links, Rex bookstore by
Evelyn Larisma, Jan Jason Evelyn Larisma, Jan Jason
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4 S5MT – Ic – d – 4
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Play a game. Question and answer portion What is chemical change? What is chemical change? Motivation; Motivation;
presenting the new lesson 1. Each group has its own color flag to raise 1.Arrange jumbled words, 1.Arrange jumbled words,
2. Raise the flag if they know the answer meaning of physical and meaning of physical and
3. the first group to make 3 points wins the chemical chemical
game 2. The first group to arrange 2. The first group to
Question 1.change form from solid to liquid. it correctly, wins the game arrange it correctly, wins
2. change form from solid to gas. the game
3.change form from liquid to solid

10
B. Establishing a purpose for the a.Show that chemical change may take a.Showthat chemical change may a.Show that chemical change may Observe that new Observe that
lesson place in materials. take place in materials. take place in materials. material is formed in chemical new material is formed in
b.Observe that new material is formed in b.Observe that new material is b.Observe that new material is change chemical change
2. Investigate
chemical change. formed in chemical change. formed in chemical change. 2. Investigate
changes that happen in
c.Investigate changes that happen in c.Investigate changes that c.Investigate changes that materials in the presence or lack changes that happen in
materials upon application of heat. happen in materials upon happen in materials upon of materials in the presence
application of heat. application of heat. Oxygen. or lack of
Oxygen.

C. Presenting examples/instances of Divide the class into groups. Tell them to do Divide the class into groups. Tell
the new lesson lesson 3, them to do lesson 3,
Activity 1, Observing chemical change Activity 1, Observing chemical
1. .Let each group answer all the questions change
in their assigned activity 1. .Let each group answer all the
2.Guide the pupils as they perform the questions in their assigned activity
activity. 2.Guide the pupils as they
Activity 1- Observing Chemical Change perform the activity.
What to do: Activity 1- Observing
1.Burn a piece of paper in an empty can Chemical Change
2.Pound an empty eggshell into small What to do:
pieces.Place the pieces on a saucer.Add a 1.Burn a piece of paper in an
teaspoonful of vinegar into them, empty can
3.Put a spoonful of white sugar in another 2 .Pound an empty eggshell into
empty can.Burn the sugar using a alcohol small pieces. Place the pieces on
lamp, a saucer. Add a teaspoonful of
vinegar into them,
3.Put a spoonful of white sugar
in another empty can.
Burn the sugar using a alcohol
lamp,
Divide the class into groups. Tell 1. Divide the class into 1. Divide the class into
them to do lesson 3, group. Tell the to do lesson group. Tell the to do
Activity 1, Observing chemical 4, Observing lesson 4, Observing
change Chemical Chemical
1. .Let each group answer all the change. change.
questions in their assigned activity 2.Let each group answer all 2.Let each group answer
2.Guide the pupils as they the questions in their all the questions in their
perform the activity. assigned tasks assigned tasks
Activity 1- Observing 3.guide the pupils as they 3.guide the pupils as
Chemical Change perform their activity they perform their activity
What to do: What to do: What to do:
1.Burn a piece of 1.Place nails and steel wool 1.Place nails and steel
paper in an empty can on the table.sprinkle some wool on the table.sprinkle
2.Pound an empty water on them, some water on them,
eggshell into small pieces. Observe them Observe
Place the pieces for 1 week. them for 1 week.
on a saucer. 2.Get an empty can and 2.Get an empty can and
Add a teaspoonful burn some pieces of paper burn some pieces of
of vinegar into them, in it. paper in it.
3.Put a spoonful of Observe. Observe.
white sugar in another empty can.
Burn the sugar
using a alcohol lamp,

D. Discussing new concepts and
practicing new skills #1
Questions and suggested answers:
1 .What changes took place when you
burned the paper?(it formed ashes)
2. Did it form a new substance? (yes)
3. What was formed when you added
vinegar to the broken pieces eggshells?
(bubbles)
4.what does this indicate?( a carbon
dioxide was released in the air)
5.describe the color, appearance and
smell of burnt sugar.(it’s black, taste bitter
It has distinct smell)
6.Did white sugar change into
Questions and suggested
answers:
1 .What changes took place
when you burned the paper?(it
formed ashes)
2. Did it form a new
substance? (yes)
3. What was formed when you
added vinegar to the broken
pieces eggshells?
(bubbles)
4.what does this indicate?( a
carbon dioxide was released in
Questions and suggested
answers:
1 .What changes took place
when you burned the paper?(it
formed ashes)
2. Did it form a new
substance? (yes)
3. What was formed when you
added vinegar to the broken
pieces eggshells?
(bubbles)
4.what does this indicate?( a
carbon dioxide was released in
Questions and expected Questions and expected
answers: answers:
1.Do you see rust forming 1.Do you see rust forming
on them?(yes) on them?(yes)
2,What made them rusty? 2,What made them rusty?
(air and water) (air and water)
3.what changes happened 3.what changes
to the paper?(it turned ash) happened to the paper?(it
4.what are the product or turned ash)
new substance formed in 4.what are the product or
this activity? new substance formed in
this activity?
11

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
something else? What was it?(yes, carbon)
A chemical change differs from physical
change. In a chemical change, new and
different materials are formed. The new
materials formed have properties different
from the original properties .Acids and
absorption of heat are two factors
needed for chemical change to occur .
When the materials burned, they turned
black, unlike the original substance .Burning
requires application of heat .It may or
may not be applied for a change to happen.
the presence of bubbles, change in color
and release of heat
Indicate a chemical change.
When a material undergoes a chemical
change, the new material formed cannot be
brought back to its original form. Chemical
change is an irreversible process.
Examples of chemical change are
rotting mouse,ripening of mango,
Burning of chop woods,production
of electricity,photosynthesis,decaying
vagetables.
How does matter undergo chemical change?
the air)
5.describe the color,
appearance and smell of burnt
sugar.(it’s black, taste bitter
It has distinct smell)
6.Did white sugar change into
something else? What was it?
(yes, carbon)
A chemical change differs from
physical change. In a chemical
change, new and different
materials are formed. The new
materials formed have properties
different from the original
properties .Acids and absorption
of heat are two factors
needed for chemical change to
occur .
When the materials burned,
they turned black, unlike the
original substance .Burning
requires application of heat .It
may or may not be applied for a
change to happen. the presence
of bubbles, change in color and
release of heat
Indicate a chemical change.
When a material undergoes a
chemical change, the new
material formed cannot be
brought back to its original form.
Chemical change is an irreversible
process.
Examples of chemical
change are rotting mouse,ripening
of mango,
Burning of chop
woods,production of
electricity,photosynthesis,decayin
g vagetables.
How does matter undergo chemical
change?
the air)
5.describe the color,
appearance and smell of burnt
sugar.(it’s black, taste bitter
It has distinct smell)
6.Did white sugar change into
something else? What was it?
(yes, carbon)
A chemical change differs from
physical change. In a chemical
change, new and different
materials are formed. The new
materials formed have properties
different from the original
properties .Acids and absorption
of heat are two factors
needed for chemical change to
occur .
When the materials burned,
they turned black, unlike the
original substance .Burning
requires application of heat .It
may or may not be applied for a
change to happen. the presence
of bubbles, change in color and
release of heat
Indicate a chemical change.
When a material undergoes a
chemical change, the new
material formed cannot be
brought back to its original form.
Chemical change is an irreversible
process.
Examples of chemical
change are rotting mouse,ripening
of mango,
Burning of chop
woods,production of
electricity,photosynthesis,decayin
g vagetables.
How does matter undergo chemical
change?
The nails and steel wool are
made of iron.when wet iron
reacts with
Oxygen in the air, rust is
produced. Rust is a new
substance.
Rust is an oxide that forms
when iron reacts to oxygen
in the presence of water.
When a nail is exposed to
oxygen and water, rust
starts to form on its
Surface. This situation
shows OXIDATION, a
chemical reaction that is
aide by oxygen. Once a new
product is formed, the
original material is
Unidentifiable.
When paper burns, the
paper reacts with the
oxygen in the air. Its
moisture and its changes its
color,size, texture and
shape. Carbon dioxide,
moisture and ashes are the
new substance that form.
What does oxygen brought to
in chemical change?
The nails and steel wool
are made of iron.when
wet iron reacts with
Oxygen in the air, rust is
produced. Rust is a new
substance.
Rust is an oxide that
forms when iron reacts to
oxygen in the presence of
water.
When a nail is exposed to
oxygen and water, rust
starts to form on its
Surface. This situation
shows OXIDATION, a
chemical reaction that is
aide by oxygen. Once a
new product is formed,
the original material is
Unidentifiable.
When paper burns, the
paper reacts with the
oxygen in the air. Its
moisture and its changes
its color,size, texture and
shape. Carbon dioxide,
moisture and ashes are
the new substance that
form.
What does oxygen brought
to in chemical change
12
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Ask some household activities that the observed Ask some household activities that Ask some household activities that Do some experiments Do some experiments
under chemicalchange. the observed under chemicalchange. the observed under chemicalchange.
What are chemical change? What are chemical What are chemical Elaborate how oxygen affects Elaborate how oxygen
How are the factors that affect chemical change? How are the factors that change? How are the factors that chemical change. affects chemical change.
change? affect chemical change? affect chemical change?
Put a check before the number that shows a Put a check before the number Put a check before the number Encircle the things that rust. *doing experiments
chemical change. that shows a chemical change. that shows a chemical change.
______1.Leaves are decaying ______1.Leaves are decaying ______1.Leaves are decaying Metal spoon pad paper
______2.Water is boiled ______2.Water is boiled ______2.Water is boiled straw screw coin pencil
______3.Garbage is burned ______3.Garbage is burned ______3.Garbage is burned play money
______4.Sewing the socks ______4.Sewing the socks ______4.Sewing the socks
______5.rotting tomatoes ______5.rotting tomatoes ______5.rotting tomatoes Hammer keys broom
curtain thumbtacks rock
ring

J. Additional activities for experimentation observation

application or remediation Read something about the compost pit. Find out Read something about the compost Read something about the compost
the chemical change that garbage undergoes. pit. Find out the chemical change pit. Find out the chemical change
that garbage undergoes. that garbage undergoes.

V. REMARKS
VI. REFLECTION
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?

13
 GRADES 1 to 12 School Grade Level V
DAILY LESSON LOG Teacher Learning Areas Science
Teaching Dates and Time July 25-29, 2016 Quarter First Grading

Monday Tuesday Wednesday Thursday

I. OBJECTIVES The learner recognize the importance of recycle, reduce, reuse, recover and repair in waste management

A. Content Standards Materials undergo changes due to Materials undergo changes due to Materials undergo changes due to Materials undergo changes due to Materials undergo changes due to oxygen and heat
oxygen and heat oxygen and heat oxygen and heat oxygen and heat

B. Performance Standards The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable solid and/ or liquid materials
solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in
making useful products. making useful products. making useful products. making useful products.

C. Learning Competencies/Objectives
Write the LC code for each The learner recognize the
importance of recycle, reduce,
reuse, recover and repair in waste
management
The learner recognize the The learner recognize the The learner recognize the The learner recognize the importance of recycle, red
importance of recycle, reduce, importance of recycle, reduce, importance of recycle, reduce,
reuse, recover and repair in waste reuse, recover and repair in waste reuse, recover and repair in waste CODE:
management management management S5MT – Ie – g – 4

CODE: CODE: CODE: CODE:

S5MT – Ie – g – 4 S5MT – Ie – g – 4 S5MT – Ie – g – 4 S5MT – Ie – g – 4

II. CONTENT Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo Changes that Materials Undergo

III. LEARNING RESOURCES

A. References The New Science Links Work text in The New Science Links Work text in The New Science Links Work text in The New Science Links Work text in The New Science Links Work text in Science and Technology p
Science and Technology pp. 68-80 Science and Technology pp. 68-80 Science and Technology pp. 68-80 Science and Technology pp. 68-80 Real Life Science 5 p. 50
Real Life Science 5 p. 50 Real Life Science 5 p. 50 Real Life Science 5 p. 50 Real Life Science 5 p. 50

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES

14
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Products make our lives easier. They
help us in school and even in
important occasions. We enjoy the
benefits provided by products. But
what happens when we are through
with using the products? For
example, at school, let us say I asked
you to draw something on your one
whole sheet of paper and you
mistakenly illustrated the wrong
picture, what will you do?
*Do you crumple the paper and
throw it immediately in the trash
bin?
*Do you play with it first before
throwing it in the trash bin?
*Do you crumple the paper and put
it under your chair or someone’s
chair and act as if it is not yours?
*If the paper is completely not
usable, do you think of ways to
recycle it?
Recognize the importance of
recycle, reduce, reuse, recover,
repair (5Rs) in
waste management.
Are you familiar with the following
words? Here are set of pictures
choose one that is suited with the
following words.
a.Reduce
b .Reuse
c. Recycle
d. Recover
e. Repair
1. What is Reduce?
(Reduce – means to
minimize wastes.)
2. What is reuse?
(Reuse – to use the
same material as many
times as possible.
Many materials can be
Products make our lives easier. They
help us in school and even in
important occasions. We enjoy the
benefits provided by products. But
what happens when we are through
with using the products? For
example, at school, let us say I asked
you to draw something on your one
whole sheet of paper and you
mistakenly illustrated the wrong
picture, what will you do?
*Do you crumple the paper and
throw it immediately in the trash
bin?
*Do you play with it first before
throwing it in the trash bin?
*Do you crumple the paper and put
it under your chair or someone’s
chair and act as if it is not yours?
*If the paper is completely not
usable, do you think of ways to
recycle it?
Recognize the importance of
recycle, reduce, reuse, recover,
repair (5Rs) in
waste management.
Are you familiar with the following
words? Here are set of pictures
choose one that is suited with the
following words.
a.Reduce
b .Reuse
c. Recycle
d. Recover
e. Repair
Note: activity given
Activity 1
Materials needed: used paper,
ruler, scissor, glue or fastener
References: Science in our World
5 pp. 16-17
Process Skills – Observing,
Products make our lives easier. They
help us in school and even in
important occasions. We enjoy the
benefits provided by products. But
what happens when we are through
with using the products? For
example, at school, let us say I asked
you to draw something on your one
whole sheet of paper and you
mistakenly illustrated the wrong
picture, what will you do?
*Do you crumple the paper and
throw it immediately in the trash
bin?
*Do you play with it first before
throwing it in the trash bin?
*Do you crumple the paper and put
it under your chair or someone’s
chair and act as if it is not yours?
*If the paper is completely not
usable, do you think of ways to
recycle it?
Recognize the importance of
recycle, reduce, reuse, recover,
repair (5Rs) in
waste management.
Are you familiar with the following
words? Here are set of pictures
choose one that is suited with the
following words.
a.Reduce
b .Reuse
c. Recycle
d. Recover
e. Repair
Note: activity given
Activity 2
Materials needed: 30pcs.
Metallic bottle caps, tin can
(medium sized),
Scotch tape,
scissor, ruler, coloring materials
Products make our lives easier. They Products make our lives easier. They help us in school and eve
help us in school and even in us say I asked you to draw something on your one whole shee
important occasions. We enjoy the *Do you crumple the paper and throw it immediately in the t
benefits provided by products. But *Do you play with it first before throwing it in the trash bin?
what happens when we are through *Do you crumple the paper and put it under your chair or som
with using the products? For *If the paper is completely not usable, do you think of ways to
example, at school, let us say I asked
you to draw something on your one
whole sheet of paper and you
mistakenly illustrated the wrong
picture, what will you do?
*Do you crumple the paper and
throw it immediately in the trash
bin?
*Do you play with it first before
throwing it in the trash bin?
*Do you crumple the paper and put
it under your chair or someone’s
chair and act as if it is not yours?
*If the paper is completely not
usable, do you think of ways to
recycle it?
Recognize the importance of recycle, Recognize the importance of recycle, reduce, reuse, recover, r
reduce, reuse, recover, repair (5Rs) waste management.
in
waste management.
Are you familiar with the following Are you familiar with the following words? Here are set of pict
words? Here are set of pictures a.Reduce
choose one that is suited with the b .Reuse
following words. c. Recycle
a.Reduce d. Recover
b .Reuse e. Repair
c. Recycle
d. Recover
e. Repair
Note: activity given Note: activity given
Activity 2 Activity 3
Materials needed: 30pcs. Materials: paper and pencil
Metallic bottle caps, tin can References: Science in Our World 5 p. 19
(medium sized), Process Skills: Describing, Communicating
Scotch tape, What to do:
scissor, ruler, coloring materials 1. With an adult look for things in your house that are
15
 reused for their Classifying, Measuring Reference: Science in our World Reference: Science in our World 2. List the items down then write beside each why it i
original purpose. 5 p. 18 5 p. 18 3. Go over your list then think of how the items can b
3. What is Recycle? What to do: Process Skills: Observing, Process Skills: Observing, Discuss this with your parents.
(Recycle – to use the 1. Gather used paper, Measuring, Ordering Measuring, Ordering
material again in bond paper or even What to do: What to do:
another way or for colored paper. Check 1. Cut nine 20 cm. 1. Cut nine 20 cm.
another purpose.) if has only yarn. yarn.
4. What is Recover? one writing. Keep 2. Using a scotch tape, 2. Using a scotch tape,
(Recover- involves those writings on attach three metallic attach three metallic
getting materials or both sides for other bottle caps to one bottle caps to one
substances from purposes. string string
garbage and having 2. Cut those with of yarn. Do the same of yarn. Do the same
these processed then writings only on one to the remaining to the remaining
reused.) side into your desired bottle caps and yarn. bottle caps and yarn.
5. What is repair? length and 3. Attach the yarn with 3. Attach the yarn with
(Repair- means to fix width. (Tip: Cut your bottle caps inside bottle caps inside
anything broken.) paper into equal sizes the tin can. Make the tin can. Make
so you won’t have to sure that the tin can sure that the tin can
throw excess cut- is facing downward is facing downward
outs.) so that the yarn with so that the yarn with
3. Bind the cut pieces of bottle caps will be bottle caps will be
paper using glue (or left hanging. left hanging.
fastener). Make sure 4. Attach a single loop 4. Attach a single loop
that the side with of yarn at the of yarn at the
writings is facing bottom of the tin bottom of the tin
downward as you can. can.
bind each pieces of 5. You may now hang 5. You may now hang
paper. your bottle caps your bottle caps
4. Set it aside and let it chime! chime!
dry.
5. You may now use the
side without writings
as your notepad!

E. Discussing new concepts and The 5Rs or reduce, reuse, recycle, -ACTIVITY- -ACTIVITY- -ACTIVITY- -ACTIVITY-
practicing new skills #2 recover, and repair is the modern
method of waste management.
What will happen if we do not obey
this method? Who and what will be
affected?
F. Developing mastery What are the 5Rs in waste ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
(Leads to Formative Assessment 3) management?

G. Finding practical applications of Site some instances that you practice ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
concepts and skills in daily living the 5Rs.
H. Making generalizations and The 5Rs or reduce, reuse, recycle, Reducing and reusing materials Reducing and reusing materials Recycling produces a new Repairing is one more strategy that can be done
16
 abstractions about the lesson recover, and repair is the modern
method of waste management.
help minimize the generation of
waste materials.
help minimize the generation of
waste materials.
material out of discarded ones so ways to fixed them. Fixing defective products enables yo
it prevents waste of a material
that can actually be useful for a
different purpose.
It also reduces the use of
raw materials.

I. Evaluating learning Determine if the sentence Evaluating the activity. Evaluating the activity. Evaluating the activity. Evaluating the activity.
describes a way to promote the 5Rs
of waste management. If it does,
write Reduce, Reuse, Recycle,
Recover, or Repair on the line. If it
does not, draw on the line.
__________ 1. Old plastic bags used
several times.
__________ 2. Scraps of papers and
old newspaper transformed into
newsprint.
__________ 3. Printer cartridge
refilled with ink.
__________ 4. Close the faucets
when not being used.
__________ 5. Parts from old cell
phones used for repairing other
phones.

J. Additional activities for application (Doing some activities in practicing (Doing some activities in practicing (Doing some activities in practicing (Doing some activities in practicing (Doing some activities in practicing the 5Rs.
or remediation the 5Rs. the 5Rs. the 5Rs. the 5Rs.

V. REMARKS
VI. REFLECTION
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
17
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?

GRADES 1 to 12 School Grade Level five

DAILY LESSON LOG Teacher Learning Areas Science
Teaching Dates and Time August 1-5, 2016 Quarter First

Monday Tuesday Wednesday Thursday

I. OBJECTIVES The learner uses local, recyclable solid and/ or liquid materials in making useful products.

A. Content Standards Materials undergo changes due to
oxygen and heat
B. Performance Standards The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to Materials undergo changes due to oxygen and heat
oxygen and heat
The learner uses local, recyclable The learner uses local, recyclable solid and/ or liquid materials
solid and/ or liquid materials in
making useful products.

C. Learning Competencies/Objectives The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable solid and/ or liquid materials
Write the LC code for each solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in solid and/ or liquid materials in
making useful products. making useful products. making useful products. making useful products. CODE:

CODE: CODE: CODE: CODE: S5MT – Ih – I – 4

S5MT – Ih – I – 4 S5MT – Ih – I – 4 S5MT – Ih – I – 4 S5MT – Ih – I – 4

II. CONTENT Changes that Materials Changes that Materials Changes that Materials Changes that Materials Changes that Materials Undergo
Undergo Undergo Undergo Undergo

III. LEARNING RESOURCES

18
 A. References Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Curriculum Guide 5
Arcano, Evelyn Enriquez, et. Al breaking Through Sci
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et. Al Real – Life Science 5
by Abiva Publishing Home, Inc.
Abracia, Norma A., et. Al Science in Our World 5
by Vibal Group, Inc.

1. Teacher’s Guide pages

2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Ask the children to get a piece of
paper and answer this questions:
Which of the
5Rs that we already
studied can you commit to
follow regularly? Choose
at least one and plan on
how you can honor such a
commitment on a regular
basis. Write at least 5 – 6
sentences.
Ask the children to get a piece of
paper and answer this questions:
Which of the
5Rs that we already
studied can you commit to
follow regularly? Choose
at least one and plan on
how you can honor such a
commitment on a regular
basis. Write at least 5 – 6
sentences.
Ask the children to get a piece of Tell the pupils to bring out their Tell the pupils to bring out their journal of what they have lea
paper and answer this questions: journal of what they have learned
Which of the about the characteristics and
5Rs that we already properties of the recyclable
studied can you commit to materials presented yesterday.
follow regularly? Choose
at least one and plan on
how you can honor such a
commitment on a regular
basis. Write at least 5 – 6
sentences.

B. Establishing a purpose for the 1. Identify local and
lesson recyclable solid and/ or
liquid materials in making
useful
products.
2. Describe local and
recyclable solid and/ or
liquid materials in making
useful products.
3. Classify the recyclable
materials that can be
designed in making useful
Products.
1. Identify local and
recyclable solid and/ or
liquid materials in making
useful
products.
2. Describe local and
recyclable solid and/ or
liquid materials in making
useful products.
3. Classify the recyclable
materials that can be
designed in making useful
Products.
1. Identify local and Make a survey of most common Make a survey of most common recyclable materials found in
recyclable solid and/ or recyclable materials found in the
liquid materials in making community.
useful
products.
2. Describe local and
recyclable solid and/ or
liquid materials in making
useful products.
3. Classify the recyclable
materials that can be
designed in making useful
Products.

19
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Given this pictures, have
the pupils to name and
describe the recyclable
materials.
Pictures of
old toys
made of
plastic,
soft drink
can,
empty
bottle,
magazine
Ask the pupils to present their
output. Have the group
representative present the answer
to the guide questions.
1. What materials did you use in the
activity?
( newspaper, cartons, magazine,
plastic bottle, spoon, etc.)
2. What can you say about the
materials you gathered?
( the materials have different
descriptions and characteristics)
3. Are they still usable?
(yes)
4. How did you classify the
materials?
( according to what are they made
of)
5. Which of the recyclable materials
are made of paper? plastics? glass?
metal?
( newspaper,magazine and cartons
are made from paper, empty
shampoo bottle and plastic bottle
are made of plastic, empty glass and
light bulb are made from glass,
softdrink can and milk can are made
from metal)
6. What did you learn from this
activity?
Given this pictures, have
the pupils to name and
describe the recyclable
materials.
Pictures of
old toys
made of
plastic,
soft drink
can,
empty
bottle,
magazine
Ask the pupils to present their
output. Have the group
representative present the answer
to the guide questions.
1. What materials did you use in the
activity?
( newspaper, cartons, magazine,
plastic bottle, spoon, etc.)
2. What can you say about the
materials you gathered?
( the materials have different
descriptions and characteristics)
3. Are they still usable?
(yes)
4. How did you classify the
materials?
( according to what are they made
of)
5. Which of the recyclable materials
are made of paper? plastics? glass?
metal?
( newspaper,magazine and cartons
are made from paper, empty
shampoo bottle and plastic bottle
are made of plastic, empty glass and
light bulb are made from glass,
softdrink can and milk can are made
from metal)
6. What did you learn from this
activity?
Given this pictures, have Inform the class that they are going Inform the class that they are going to find out the most com
the pupils to name and to find out the most common
describe the recyclable recyclable materials found in their
materials. community through a survey.
Pictures of
old toys
made of
plastic,
soft drink
can,
empty
bottle,
magazine
Note: Activity given: 1. Tell the class to put out the results 1. Tell the class to put out the results of their survey which wa
of their survey which was assigned day before. ( Part 1: Activity: “ What recyclable mate
1. Group the pupils into four. the 2. Divide the class into 6 groups.
2. Provide each group of day before. ( Part 1: 3. Recall the standards for doing the activity. Remind
all the materials needed. Activity: “ What recyclable materials behavior as they do the survey.
3. Set norms to follow are found in the community?” 4. Let the class do the Part B of their activity.
during group activity. 2. Divide the class into 6 5. Inform the class that they may present their data
4. Have each group perform groups. 6. Instruct them to answer the guide questions
the activity. 3. Recall the standards for 7. Let them post their work on the board.
Activity 1: doing the activity. Remind them to Activity: “ What recyclable materials are fo
Recyclable Materials observe proper
behavior as they do the What you need:
What you need: survey. Paper, marker, survey form
- Magazine 4. Let the class do the Part
B of their activity.
- empty glass What to do:
5. Inform the class that
- Newspaper
they may present their data in
- light bulbs Part 1
different kinds of graphs like bar
- Cartons 1. Go around within your community.
graph, pie graph or pictograph.
soft drink can 2. Ask your groupmates to observe and make a surv
6. Instruct them to answer
- empty plastic bottle recyclable materials found within the community.
the guide questions
- milk can 3. Use the survey form below. Use additional form if
7. Let them post their
- tetra pack juice
work on the board.
- empty shampoo SURVEY FORM
Activity: “ What
bottle Describe the place:
recyclable materials are found in the
community?” Recyclable materials in the
community
What to do: What you need: Recyclable Number of
1. Get all the materials that you Paper, marker, materials recyclable
need from your teacher. survey form materials
2. Place all the materials on your found
table.
What to do:
3. Observe and describe the
20

E. Discussing new concepts and
practicing new skills #2
 Recycling is collecting,  Recycling is collecting,
processing, and
manufacturing materials
instead of throwing them
characteristics and properties of
each of the materials. Record your
description in chart 1.
4. After describing each of the
materials based on their
characteristics and properties,
identify each of the recyclable
materials whether they are made up
of paper, glass, plastic or metals.
5. List the identified materials in
chart 2 under its corresponding
column.
-ACTIVITY-
processing, and
manufacturing materials
instead of throwing them
Part 1
1. Go around within your
community.
2. Ask your groupmates to
observe and make a survey of most
common
recyclable materials found
within the community. Part 2
3. Use the survey form 4. Compare your survey with your groupmates.
below. Use additional form if 5. Combine the data you gathered.
needed. 6. Organize them in a bar graph.
7. Present your output in class.
SURVEY FORM
Describe the place:
Recyclable materials in the
community
Recyclable Number of
materials recyclable
materials
found
Part 2
4. Compare your survey
with your groupmates.
5. Combine the data you
gathered.
6. Organize them in a bar
graph.
7. Present your output in
class.
-continue the activity- -continue the activity-
21
 away.
 Recycle – to make
something new from
something that has been
used before
 Recyclable materials are
waste materials that can
be made into another
useful product.
 There are many recyclable
materials found in the
home, classrooms and
local communities. They
are made up from
different materials:
 Recycling lessen the
amount of garbage we
have to dispose.
away.
 Recycle – to make
something new from
something that has been
used before
 Recyclable materials are
waste materials that can
be made into another
useful product.
 There are many recyclable
materials found in the
home, classrooms and
local communities. They
are made up from
different materials:
 Recycling lessen the
amount of garbage we
have to dispose.

F. Developing mastery What are recyclable materials? What are recyclable materials? ACTIVITY- continue the activity- continue the activity-
(Leads to Formative Assessment 3)

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
What are the materials that you can What are the materials that you can ACTIVITY- continue the activity- continue the activity-
see at home that you can recycle. see at home that you can recycle.
 Recycling is collecting,  Recycling is collecting, We can make new materials out of The pupils should be able to The pupils should be able to say/understand that:
processing, and processing, and recycling. say/understand that:  Recyclable materials are waste materials that can be
manufacturing materials manufacturing materials  Recyclable materials are  There are many recyclable materials found in the ho
instead of throwing them instead of throwing them waste materials that can  The most common recyclable materials found in the
away. away. be made into another
useful product.
 There are many recyclable
materials found in the
home, classrooms and
local communities.
 The most common
recyclable materials found
in the community are used
paper pads/notebooks,
used plastic bottle, food
wrappers, plastic bags,
glass bottle

I. Evaluating learning What are the things that we can do What are the things that we can do Evaluating the activity Pupils’ activity outputs may be taken Pupils’ activity outputs may be taken as a form of assessing th
out of the following? out of the following? as a form of assessing their
knowledge/ understanding
a. Plastic e. Plastic formatively. But please take note
22
 b. Paper f. Paper that such assessment results should
c. Glass g. Glass be recorded but not graded since it
d. metal h. metal is formative in nature.

J. Additional activities for application Make a journal of what you have Make a journal of what you have learned for today.
or remediation Make a journal of what you have Make a journal of what you have Make a journal of what you have learned for today.
learned for today. learned for today. learned for today.

V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August 8- 12, 2016 Quarter

Monday Tuesday Wednesday Thursday

I. OBJECTIVES The learner uses local, recyclable solid and/ or liquid materials in making useful products.

23
 A. Content Standards Materials undergo changes due to
oxygen and heat
B. Performance Standards The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
C. Learning Competencies/Objectives The learner uses local, recyclable
Write the LC code for each solid and/ or liquid materials in
making useful products.
CODE:
S5MT – Ih – I – 4
II. CONTENT Changes that Materials
Undergo
III. LEARNING RESOURCES
A. References Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Present some pictures of useful
presenting the new lesson products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
CODE:
S5MT – Ih – I – 4
Changes that Materials
Undergo
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Materials undergo changes due to
oxygen and heat
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
CODE:
S5MT – Ih – I – 4
Changes that Materials
Undergo
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Materials undergo changes due to Materials undergo changes due to oxygen and heat
oxygen and heat
The learner uses local, recyclable The learner uses local, recyclable solid and/ or liquid materials
solid and/ or liquid materials in
making useful products.
The learner uses local, recyclable The learner uses local, recyclable solid and/ or liquid materials
solid and/ or liquid materials in
making useful products. CODE:
CODE: S5MT – Ih – I – 4
S5MT – Ih – I – 4
Changes that Materials Changes that Materials Undergo
Undergo
Curriculum Guide 5 Curriculum Guide 5
Arcano, Evelyn Enriquez, Arcano, Evelyn Enriquez, et. Al breaking Through Sci
et. Al breaking Through Science 5 by C & E publishing, Inc.
by C & E publishing, Inc. Peralta, Carrie Ann Q., et. Al Real – Life Science 5
Peralta, Carrie Ann Q., et. by Abiva Publishing Home, Inc.
Al Real – Life Science 5 Abracia, Norma A., et. Al Science in Our World 5
by Abiva Publishing Home, by Vibal Group, Inc.
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Present some pictures of useful Present some pictures of useful products that are made up of
products that are made up of Ask: What recyclable materials are mostly found
recyclable
Ask: What recyclable
materials are mostly found
in your community?
24
B. Establishing a purpose for the 1. Create a product out of recyclable 1. Create a product out of recyclable 1. Create a product out of recyclable 1. Create a product out of recyclable 1. Create a product out of recyclable materials in making usefu
lesson materials in making useful products. materials in making useful products. materials in making useful products. materials in making useful products. 2. Demonstrate how this product is used.
2. Demonstrate how this 2. Demonstrate how this 2. Demonstrate how this 2. Demonstrate how this
product is used. product is used. product is used. product is used.

C. Presenting examples/instances of Present some pictures of useful
the new lesson products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Present some pictures of useful Present some pictures of useful products that are made up of
products that are made up of Ask: What recyclable materials are mostly found
recyclable
Ask: What recyclable
materials are mostly found
in your community?

D. Discussing new concepts and
practicing new skills #1
Note: Activity
Group 1 & 3 - Activity 1: “How to
make a pencil holder of monster
with
shampoo bottle
- (shampoo)”
What you need:
- empty shampoo jar
- scissors
- black and white stickers
- stylus
- universal glue.
- double-sided tape
What to do:
1. Remove the shampoo jar
label and draw the eyes,
mouth and head of the
monster with a pencil.
2. Insert a stylus above the
top of the head of the
monster to make an initial
cut.
Tip: Do not make this cut
on the risk with pencil, as
if cut out crooked, you can
fix when cut with scissors.
3. Cut the monster's head
Note: Activity
Group 1 & 3 - Activity 1: “How to
make a pencil holder of monster
with
shampoo bottle
- (shampoo)”
What you need:
- empty shampoo jar
- scissors
- black and white stickers
- stylus
- universal glue.
- double-sided tape
What to do:
2. Remove the shampoo jar
label and draw the eyes,
mouth and head of the
monster with a pencil.
2. Insert a stylus above the
top of the head of the
monster to make an initial
cut.
Tip: Do not make this cut
on the risk with pencil, as
if cut out crooked, you can
fix when cut with scissors.
3. Cut the monster's head
Note: Activity
Group 1 & 3 - Activity 1: “How to
make a pencil holder of monster
with
shampoo bottle
- (shampoo)”
What you need:
- empty shampoo jar
- scissors
- black and white stickers
- stylus
- universal glue.
- double-sided tape
What to do:
3. Remove the shampoo jar
label and draw the eyes,
mouth and head of the
monster with a pencil.
2. Insert a stylus above the
top of the head of the
monster to make an initial
cut.
Tip: Do not make this cut
on the risk with pencil, as
if cut out crooked, you can
fix when cut with scissors.
3. Cut the monster's head
Note: Activity
Activity 2: “Papermaking”
What do you need:
- old newspaper
- wide basin
- blender
- 5 cups of tap water
- 4 cups of warm water
- wire mesh (about 20 x 27
cm)
What to do:
1. Cut the newspapers into strips.
2. Put some strips of paper into the
blender until it is about three-
fourths full.
3. Pour the warm water over the
paper strips in the blender.
4. Turn on the blender to process
the strips of paper until they turn
into a solution with the consistency
of oatmeal. Set aside.
5. Take the basin and pour the tap
water into it. Put the solution into
the water. Stir the water and
solution in the basin to evenly
distribute the paper bits in the
Note: Activity
Activity 2: “Papermaking”
What do you need:
- old newspaper - wide basin
- blender - 5 cups of tap water
- 4 cups of warm water - wire mesh (about 20
What to do:
1. Cut the newspapers into strips.
2. Put some strips of paper into the blender until it is about th
3. Pour the warm water over the paper strips in the blender.
4. Turn on the blender to process the strips of paper until they
5. Take the basin and pour the tap water into it. Put the solutio
6. Take the wire mesh and place it in the center of the basin.
7. Swirl the water around and over the wire mesh until the pa
8. Slowly raise the mesh and let it drip.
9. When the mesh is no longer dripping, place it under the sun
10. When the mesh has completely dried, peel off the paper t
25
 with scissors
4. Draw the arms of the
monster. Draw on each
side of the upper pot and
cut.
5. Cole arms on the back
of the monster. Use
universal glue or other
adhesive that is suitable
for plastics.
6. Press to paste well
7. Cut contact paper or
other adhesive to make
the eyes and mouth.
8. Glue cut stickers
9.To fix the wall, use
double-sided tape.
with scissors
4. Draw the arms of the
monster. Draw on each
side of the upper pot and
cut.
5. Cole arms on the back
of the monster. Use
universal glue or other
adhesive that is suitable
for plastics.
6. Press to paste well
7. Cut contact paper or
other adhesive to make
the eyes and mouth.
8. Glue cut stickers
9.To fix the wall, use
double-sided tape.
with scissors solution.
4. Draw the arms of the 6. Take the wire mesh and place it in
monster. Draw on each the center of the basin.
side of the upper pot and 7. Swirl the water around and over
cut. the wire mesh until the paper bits
5. Cole arms on the back are evenly distributed on the mesh.
of the monster. Use 8. Slowly raise the mesh and let it
universal glue or other drip.
adhesive that is suitable 9. When the mesh is no longer
for plastics. dripping, place it under the sun for
6. Press to paste well three hours.
7. Cut contact paper or 10. When the mesh has completely
other adhesive to make dried, peel off the paper that has
the eyes and mouth. formed on it.
8. Glue cut stickers
9.To fix the wall, use
double-sided tape.

E. Discussing new concepts and -continue the activity -continue the activity - continue the activity - continue the activity - continue the activity
practicing new skills #2

F. Developing mastery continue the activity continue the activity continue the activity continue the activity continue the activity
(Leads to Formative Assessment 3)

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
continue the activity
continue the activity
continue the activity
continue the activity
continue the activity continue the activity continue the activity
Recycle-This is the process through - continue the activity Recycle-This is the process through which waste can be made
which waste can be made into We can choose to recycle or buy recycled products t
another product. Paper, bottle, You recycle materials when you transform them into
cardboard and plastic products can
be recycled.
We can choose to recycle
or buy recycled products to save on
money and to discourage more
production of new items.
You recycle materials when
you transform them into new item
that serves a purpose different from
that of the original item.

I. Evaluating learning continue the activity Evaluate finished products

continue the activity continue the activity Evaluate the finished product.

26
J. Additional activities for application continue the activity At home, you notice that most of the trashes your family throw
or remediation continue the activity continue the activity Think of other ways to recycle the
materials given.

V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August 15-19,2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES The learner uses local, recyclable solid and/ or liquid materials in making useful products.

A. Content Standards Materials undergo changes due to
oxygen and heat
B. Performance Standards The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
Materials undergo changes due to
oxygen and heat
Periodical Test Periodical Test Checking and recording
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.

27
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
CODE:
S5MT – Ih – I – 4
Changes that Materials
Undergo
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
1. Create a product out of recyclable
materials in making useful products.
2. Demonstrate how this
product is used.
The learner uses local, recyclable
solid and/ or liquid materials in
making useful products.
CODE:
S5MT – Ih – I – 4
Changes that Materials
Undergo
Curriculum Guide 5
Arcano, Evelyn Enriquez,
et. Al breaking Through Science 5
by C & E publishing, Inc.
Peralta, Carrie Ann Q., et.
Al Real – Life Science 5
by Abiva Publishing Home,
Inc.
Abracia, Norma A., et. Al
Science in Our World 5
by Vibal Group, Inc.
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
1. Create a product out of recyclable
materials in making useful products.
2. Demonstrate how this
product is used.
28
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Note: Activity
Activity 2: “Papermaking”
What do you need:
- old newspaper
- wide basin
- blender
- 5 cups of tap water
- 4 cups of warm water
- wire mesh (about 20 x 27
cm)
What to do:
1. Cut the newspapers into strips.
2. Put some strips of paper into the
blender until it is about three-
fourths full.
3. Pour the warm water over the
paper strips in the blender.
4. Turn on the blender to process
the strips of paper until they turn
into a solution with the consistency
of oatmeal. Set aside.
5. Take the basin and pour the tap
water into it. Put the solution into
the water. Stir the water and
solution in the basin to evenly
distribute the paper bits in the
solution.
6. Take the wire mesh and place it in
the center of the basin.
7. Swirl the water around and over
the wire mesh until the paper bits
are evenly distributed on the mesh.
8. Slowly raise the mesh and let it
drip.
9. When the mesh is no longer
Present some pictures of useful
products that are made up of
recyclable
Ask: What recyclable
materials are mostly found
in your community?
Note: Activity
Activity 2: “Papermaking”
What do you need:
- old newspaper
- wide basin
- blender
- 5 cups of tap water
- 4 cups of warm water
- wire mesh (about 20 x 27
cm)
What to do:
1. Cut the newspapers into strips.
2. Put some strips of paper into the
blender until it is about three-
fourths full.
3. Pour the warm water over the
paper strips in the blender.
4. Turn on the blender to process
the strips of paper until they turn
into a solution with the consistency
of oatmeal. Set aside.
5. Take the basin and pour the tap
water into it. Put the solution into
the water. Stir the water and
solution in the basin to evenly
distribute the paper bits in the
solution.
6. Take the wire mesh and place it in
the center of the basin.
7. Swirl the water around and over
the wire mesh until the paper bits
are evenly distributed on the mesh.
8. Slowly raise the mesh and let it
drip.
9. When the mesh is no longer
29
 dripping, place it under the sun for
three hours.
10. When the mesh has completely
dried, peel off the paper that has
formed on it.
dripping, place it under the sun for
three hours.
10. When the mesh has completely
dried, peel off the paper that has
formed on it.

E. Discussing new concepts and - continue the activity - continue the activity
practicing new skills #2

F. Developing mastery continue the activity continue the activity

(Leads to Formative Assessment 3)

G. Finding practical applications of continue the activity continue the activity

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
- continue the activity
Recycle-This is the process through
which waste can be made into
another product. Paper, bottle,
cardboard and plastic products can
be recycled.
We can choose to recycle
or buy recycled products to save on
money and to discourage more
production of new items.
You recycle materials
when you transform them into new
item that serves a purpose different
from that of the original item.

I. Evaluating learning continue the activity Evaluate finished products

J. Additional activities for application continue the activity At home, you notice that most of the
or remediation trashes your family throws away are
made of plastic. What can you
suggest to your parents to recycle
them?

V. REMARKS
VI. REFLECTION
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

30
 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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August 22-26, 2016 Quarter

Monday Tuesday Wednesday Thursday

I. OBJECTIVES 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 changes in properties. Learners will develop healthful
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 differe
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 Standards
demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that girls and boys exhibit chang
girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during
puberty puberty puberty puberty

B. Performance Standards
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys explains changes in girls and boys undergoing puberty includin
undergoing puberty including
development of secondary sex  practices ways of maintaining health and hygiene of the repr
characteristics which indicate
readiness for reproduction.

 practices ways of maintaining  practices ways of maintaining  practices ways of maintaining  practices ways of maintaining
health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the
reproductive system reproductive system reproductive system reproductive system

31
C. Learning Competencies/Objectives
Write the LC code for each identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
II. CONTENT
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
III. LEARNING RESOURCES
A. References https://en.wikepedia.org/wiki
Exploring & Protecting Our World-
2007 p. 8-14
Science and Health 5
Developing Science Concepts
Through Learning Activities page 3-6
Science and Health 5
1. Teacher’s Guide pages Teacher’s Guide Developing Science
Concepts Through Learning Activities
page 8-15
2. Learner’s Material pages Developing Science Concepts
Through Learning Activities page 3-6
3. Textbook pages page 3-6
4. Additional Materials from Science and Health 5
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
https://en.wikepedia.org/wiki
Exploring & Protecting Our World-
2007 p. 8-14
Science and Health 5
Developing Science Concepts
Through Learning Activities page 3-6
Science and Health 5
Teacher’s Guide Developing Science
Concepts Through Learning Activities
page 8-15
Developing Science Concepts
Through Learning Activities page 3-6
page 3-6
Science and Health 5
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
https://en.wikepedia.org/wiki
Exploring & Protecting Our World-
2007 p. 8-14
Science and Health 5
Developing Science Concepts
Through Learning Activities page 3-6
Science and Health 5
Teacher’s Guide Developing Science
Concepts Through Learning Activities
page 8-15
Developing Science Concepts
Through Learning Activities page 3-6
page 3-6
Science and Health 5
identifies parts of the reproductive identifies parts of the reproductive system and their functions
system and their functions
 describes secondary sex characteristics in girls and boys
 describes secondary sex
characteristics in girls and boys  explains the menstrual cycle and how it indicates readiness f
 explains the menstrual cycle and  cites proper ways of maintaining health and hygiene of the r
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
Humans Humans
- stages of growth and development - stages of growth and development
- parts of the reproductive system - parts of the reproductive system
- development of secondary sex - development of secondary sex characteristics
characteristics
menstrual cycle
menstrual cycle
https://en.wikepedia.org/wiki https://en.wikepedia.org/wiki
Exploring & Protecting Our World- Exploring & Protecting Our World-2007 p. 8-14
2007 p. 8-14 Science and Health 5
Science and Health 5 Developing Science Concepts Through Learning Activities page
Developing Science Concepts Science and Health 5
Through Learning Activities page 3-6
Science and Health 5
Teacher’s Guide Developing Science Teacher’s Guide Developing Science Concepts Through Learnin
Concepts Through Learning Activities
page 8-15
Developing Science Concepts Developing Science Concepts Through Learning Activities page
Through Learning Activities page 3-6
page 3-6 page 3-6
Science and Health 5 Science and Health 5
32
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Materials: word puzzle, jigsaw
puzzle
Asked: What are the words that we
can get out of the following word
puzzle?
Identify the main parts of the
male reproductive system
What system of the body
is capable of reproducing their
own kind?
(The Reproductive
System)
Have you seen a pregnant
dog? pig? How do they look like?
Where do the babies stay in the
body?
 What words were you able to
identify from the word puzzle?
(testes, vas deferens, urethra
and penis)
 What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
What are the main parts
of the male reproductive
system?
Name the main parts of the
male reproductive system.
Infusion of Values
Materials: word puzzle, jigsaw
puzzle
Asked: What are the words that we
can get out of the following word
puzzle?
Identify the main parts of the
male reproductive system
What system of the body
is capable of reproducing their
own kind?
(The Reproductive
System)
Have you seen a pregnant
dog? pig? How do they look like?
Where do the babies stay in the
body?
 What words were you able to
identify from the word puzzle?
(testes, vas deferens, urethra
and penis)
 What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
What are the main parts
of the male reproductive
system?
Name the main parts of the
male reproductive system.
Infusion of Values
Materials: word puzzle, jigsaw
puzzle
Asked: What are the words that we
can get out of the following word
puzzle?
Identify the main parts of the
male reproductive system
What system of the body
is capable of reproducing their
own kind?
(The Reproductive
System)
Have you seen a pregnant
dog? pig? How do they look like?
Where do the babies stay in the
body?
 What words were you able to
identify from the word puzzle?
(testes, vas deferens, urethra
and penis)
 What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
What are the main parts
of the male reproductive
system?
Name the main parts of the
male reproductive system.
Infusion of Values
Materials: word puzzle, jigsaw Materials: word puzzle, jigsaw puzzle
puzzle
Asked: What are the words that we can get out of the followin
Asked: What are the words that we
can get out of the following word
puzzle?
Identify the main parts of the Identify the main parts of the male reproductive system
male reproductive system
What system of the body What system of the body is capable of reproducing
is capable of reproducing their (The Reproductive System)
own kind? Have you seen a pregnant dog? pig? How do they look li
(The Reproductive
System)
Have you seen a pregnant
dog? pig? How do they look like?
Where do the babies stay in the
body?
 What words were you able to  What words were you able to identify from the word pu
identify from the word puzzle?
(testes, vas deferens, urethra and penis)
(testes, vas deferens, urethra  What figure was formed from the jigsaw puzzle?
and penis)
 What figure was formed from (The Male Reproductive System)
the jigsaw puzzle?  Name the parts of the male reproductive system.
(The Male Reproductive (The parts of the male reproductive system are testes, va
System)
 Name the parts of the male
reproductive system.
(The parts of the male
reproductive system are testes, vas
deferens, urethra, and
penis.)
What are the main parts What are the main parts of the male reproductive
of the male reproductive Name the main parts of the male reproductive system.
system? Infusion of Values
Name the main parts of the
male reproductive system.
Infusion of Values
33
F. Developing mastery What figure was formed from
(Leads to Formative Assessment 3) the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
What figure was formed from
the jigsaw puzzle?
(The Male Reproductive
System)
 Name the parts of the male
reproductive system.
What figure was formed from What figure was formed from the jigsaw puzzle?
the jigsaw puzzle?
(The Male Reproductive System)
(The Male Reproductive  Name the parts of the male reproductive system.
System)
 Name the parts of the male (The parts of the male reproductive system are testes, va
reproductive system.

(The parts of the male (The parts of the male (The parts of the male (The parts of the male
reproductive system are testes, vas reproductive system are testes, vas reproductive system are testes, vas reproductive system are testes, vas
deferens, urethra, and deferens, urethra, and deferens, urethra, and deferens, urethra, and
penis.) penis.) penis.) penis.)

G. Finding practical applications of Do you have a reproductive Do you have a reproductive Do you have a reproductive Do you have a reproductive Do you have a reproductive organ?
concepts and skills in daily living organ? organ? organ? organ?

H. Making generalizations and Remember that you Remember that you Remember that you Remember that you Remember that you should not make fun of the te
abstractions about the lesson should not make fun of the term should not make fun of the term should not make fun of the term should not make fun of the term
that refers to your reproductive that refers to your reproductive that refers to your reproductive that refers to your reproductive
system. system. system. system.

I. Evaluating learning
Label the parts of the male Label the parts of the male Label the parts of the male Label the parts of the male Label the parts of the male reproductive system.
reproductive system. reproductive system. reproductive system. reproductive system.

J. Additional activities for application

or remediation Search a picture in the internet of a Search a picture in the internet of a Search a picture in the internet of a Search a picture in the internet of a Search a picture in the internet of a male reproductive organ.
male reproductive organ. male reproductive organ. male reproductive organ. male reproductive organ.

V. REMARKS
VI. REFLECTION
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

34
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time August 29- September 2, 2016 Quarter

Monday Tuesday Wednesday Thursday

I. OBJECTIVES 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 changes in properties. Learners will develop healthful
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 differe
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 Standards
demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that girls and boys exhibit change
girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during
puberty puberty puberty puberty

B. Performance Standards
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys explains changes in girls and boys undergoing puberty includin
undergoing puberty including
development of secondary sex  practices ways of maintaining health and hygiene of the repr
characteristics which indicate
readiness for reproduction.

 practices ways of maintaining  practices ways of maintaining  practices ways of maintaining  practices ways of maintaining
health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the
reproductive system reproductive system reproductive system reproductive system

35
C. Learning Competencies/Objectives
Write the LC code for each identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
II. CONTENT
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
III. LEARNING RESOURCES
A. References Science & Health Competencies
Grade V
Science & Health 5-SD Publication
IUnc. 1999 p 23-24
Science for Daily Use 5 p12-13
Science Spectrum-Rex Printing Co
2004 p14-18
1. Teacher’s Guide pages
2. Learner’s Material pages Exploring & Protecting our World-
Vibal Publishing House 2007 p4-7
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
Science & Health Competencies
Grade V
Science & Health 5-SD Publication
IUnc. 1999 p 23-24
Science for Daily Use 5 p12-13
Science Spectrum-Rex Printing Co
2004 p14-18
Exploring & Protecting our World-
Vibal Publishing House 2007 p4-7
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
 explains the menstrual cycle and
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
Humans
- stages of growth and development
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
Science & Health Competencies
Grade V
Science & Health 5-SD Publication
IUnc. 1999 p 23-24
Explore & Discover 5 Rex Printing
Co.-2004 p 14-19
Science Spectrum-Rex Printing Co
2004 p14-18
Exploring & Protecting our World-
Vibal Publishing House 2007 p 4-7
identifies parts of the reproductive identifies parts of the reproductive system and their functions
system and their functions
 describes secondary sex characteristics in girls and boys
 describes secondary sex
characteristics in girls and boys  explains the menstrual cycle and how it indicates readiness f
 explains the menstrual cycle and  cites proper ways of maintaining health and hygiene of the r
how it indicates readiness for
reproduction
 cites proper ways of maintaining
health and hygiene of the
reproductive system
Humans Humans
- stages of growth and development - stages of growth and development
- parts of the reproductive system - parts of the reproductive system
- development of secondary sex - development of secondary sex characteristics
characteristics
menstrual cycle
menstrual cycle
Science & Health Competencies Science & Health Competencies Grade V
Grade V Science & Health 5-SD Publication IUnc. 1999 p 23-24
Science & Health 5-SD Publication Explore & Discover 5 Rex Printing Co.-2004 p 14-19
IUnc. 1999 p 23-24 Science Spectrum-Rex Printing Co 2004 p14-18
Explore & Discover 5 Rex Printing
Co.-2004 p 14-19
Science Spectrum-Rex Printing Co
2004 p14-18
Exploring & Protecting our World- Exploring & Protecting our World-Vibal Publishing House 2007
Vibal Publishing House 2007 p 4-7
36
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
What are the different parts of
male/female reproductive system?
Name the functions of each part of
the reproductive system.
Describe the physical changes that
occur in males during puberty.
Look at the pictures of a young boy
and a mature boy.
a. What have you observed
in the pictures? Describe
all the changes that you
have observed in the
pictures.
b. Have you undergone these
physical changes?
c. Do all males experienced
these changes? At what
ages are these changes
observed?
d. At what stage of your life
do these changes take
place?
What are the common changes that
have taken place among males
during puberty?
Puberty is the process through
which a child’s body matures into
an adult body capable of sexual
reproduction. It commonly begins
at ages
10-12 and complete at ages 15-17
Physical changes that occur in
males during puberty.
1. Male increases in height
and weight
What are the different parts of What are the changes occur among What are the changes occur among What are the changes occur among male during puberty stage
male/female reproductive system? male during puberty stage? male during puberty stage?
Name the functions of each part of
the reproductive system.
Describe the physical changes that Describe the physical changes that Describe the physical changes that Describe the physical changes that occur among females durin
occur in males during puberty. occur among females during puberty occur among females during puberty
Look at the pictures of a young boy a. What have you observed a. What have you observed a. What have you observed in the pictures? Describe a
and a mature boy. in the pictures? Describe in the pictures? Describe b. Have you undergone these physical changes?
all the changes that you all the changes that you c. Do all females
a. What have you observed have observed in the have observed in the experienced these
in the pictures? Describe pictures. pictures. changes? At what ages
all the changes that you b. Have you undergone these b. Have you undergone these are these changes
physical changes? physical changes? observed?
have observed in the
c. Do all females c. Do all females d. At what stage of your life do these changes take plac
pictures.
experienced these experienced these
b. Have you undergone these changes? At what ages changes? At what ages
physical changes? are these changes are these changes
c. Do all males experienced observed? observed?
these changes? At what d. At what stage of your life d. At what stage of your life
ages are these changes do these changes take place? do these changes take place?
observed?
d. At what stage of your life
do these changes take
place?
What are the common changes that What are the common changes that What are the common changes that What are the common changes that have taken place among
have taken place among males have taken place among female have taken place among female
during puberty? during puberty? during puberty?
Puberty is the process through Physical changes that occur among Physical changes that occur among Physical changes that occur among females during puberty.
which a child’s body matures into females during puberty. females during puberty. 1. Female increases in height and weight
an adult body capable of sexual 1. Female increases in 1. Female increases in
reproduction. It commonly begins height and weight height and weight 2. Voice become high pitched
at ages
10-12 and complete at ages 15-17 2. Voice become high 2. Voice become high 3. Enlargement of the breast & broader hips
pitched pitched
Physical changes that occur in 4. Onset of menstruation
males during puberty. 3. Enlargement of the 3. Enlargement of the
breast & broader hips breast & broader hips 5. Ovaries release mature eggs
3. Male increases in height
4. Onset of 4. Onset of 6. Hair grows in some body parts
and weight
menstruation
37
 2. Voice become deeper & 4. Voice become deeper & 5. Ovaries release menstruation 7. Active oil secretion
lower lower mature eggs
3. Bigger & stronger muscles 3. Bigger & stronger muscles 5. Ovaries release
develop develop 6. Hair grows in some mature eggs
4. Develops broad shoulders 4. Develops broad shoulders body parts
5. Testes produce sperm 5. Testes produce sperm 6. Hair grows in some
6. Hair grows in some body 6. Hair grows in some body 7. Active oil secretion body parts
parts parts
7. Active oil secretion 7. Active oil secretion 7. Active oil secretion

F. Developing mastery 1. Describe the physical changes that
(Leads to Formative Assessment 3) occur in males during puberty.
2. You observed that hair grows on
the different parts of your body?
What was that mean?
3. Boys experienced wet dreams
.What must they do?
1. Describe the physical changes that
occur in males during puberty.
2. You observed that hair grows on
the different parts of your body?
What was that mean?
3. Boys experienced wet dreams
.What must they do?
1. Describe the physical changes that
occur among female during puberty.
2. You observed that your breasts
are getting bigger? What does that
mean?
3. What will happen when the
ovaries of a girl start to released
mature egg cells?
1. Describe the physical changes that 1. Describe the physical changes that occur among female dur
occur among female during puberty. 2. You observed that your breasts are getting bigger? What do
2. You observed that your breasts 3. What will happen when the ovaries of a girl start to release
are getting bigger? What does that
mean?
3. What will happen when the
ovaries of a girl start to released
mature egg cells?

G. Finding practical applications of Have you experiencing these Have you experiencing these Have you experiencing these Have you experiencing these Have you experiencing these changes?
concepts and skills in daily living changes? changes? changes? changes?
H. Making generalizations and There are different stages in the There are different stages in the Physical changes that occur among Physical changes that occur among Physical changes that occur among females during puberty.
abstractions about the lesson child’s puberty. child’s puberty. females during puberty. females during puberty.
I. Evaluating learning Complete the table to show the Complete the table to show the Physical Changes in Females during Physical Changes in Females during Physical Changes in Females during puberty
physical changes in boys by choosing physical changes in boys by choosing puberty puberty
the correct answer inside the box the correct answer inside the box
menstruation
menstruation menstruation hips
Physical Changes in males during Physical Changes in males during
hips hips breasts
puberty puberty ovaries
breasts breasts
ovaries ovaries hair
Voice Voice hair hair
shoulders shoulders
Change No. 1: Enlargement of the _______.
sperms sperms Change No. 1: Enlargement of the Change No. 1: Enlargement of the Change No. 2 ________grows in some body parts
muscles muscles _______. _______. Change No. 3: ________ start to grow broader
hair hair Change No. 2 ________grows in Change No. 2 ________grows in Change No. 4 Onset of __________
some body parts some body parts Change No. 5: ________release mature eggs.
Change No. 1: ________ deepens Change No. 1: ________ deepens Change No. 3: ________ start to Change No. 3: ________ start to
Change No. 2 ________on armpit Change No. 2 ________on armpit grow broader grow broader
and genitals and genitals Change No. 4 Onset of __________ Change No. 4 Onset of __________
Change No. 3: ________ start to Change No. 3: ________ start to Change No. 5: ________release Change No. 5: ________release
grow broader grow broader mature eggs. mature eggs.
Change No. 4 Bigger and stronger Change No. 4 Bigger and stronger
________ ________

38
 Change No. 5: Testes produce Change No. 5: Testes produce
________ ________

J. Additional activities for application Examine yourselves. Find out if there Examine yourselves. Find out if there Examine yourselves. Find out if there Examine yourselves. Find out if there Examine yourselves. Find out if there are distinct changes in yo
or remediation are distinct changes in your body are distinct changes in your body are distinct changes in your body are distinct changes in your body
towards puberty towards puberty towards puberty. towards puberty.

V. REMARKS
VI. REFLECTION
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?

39
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time September 5-9, 2016 Quarter

Monday Tuesday Wednesday Thursday

I. OBJECTIVES 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 changes in properties. Learners will develop healthful
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 differe
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 Standards
demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that girls and boys exhibit chang
girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during girls and boys exhibit changes during
puberty puberty puberty puberty

B. Performance Standards
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys
undergoing puberty including
development of secondary sex
characteristics which indicate
readiness for reproduction.
explains changes in girls and boys explains changes in girls and boys undergoing puberty includin
undergoing puberty including
development of secondary sex  practices ways of maintaining health and hygiene of the repr
characteristics which indicate
readiness for reproduction.

 practices ways of maintaining  practices ways of maintaining  practices ways of maintaining  practices ways of maintaining
health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the
reproductive system reproductive system reproductive system reproductive system

C. Learning Competencies/Objectives
Write the LC code for each
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
identifies parts of the reproductive
system and their functions
 describes secondary sex
characteristics in girls and boys
identifies parts of the reproductive system and their functions
 describes secondary sex characteristics in girls and boys
 explains the menstrual cycle and how it indicates readiness f

 explains the menstrual cycle and  explains the menstrual cycle and  explains the menstrual cycle and  explains the menstrual cycle and  cites proper ways of maintaining health and hygiene of the r
how it indicates readiness for how it indicates readiness for how it indicates readiness for how it indicates readiness for
reproduction reproduction reproduction reproduction

 cites proper ways of maintaining  cites proper ways of maintaining  cites proper ways of maintaining  cites proper ways of maintaining
health and hygiene of the health and hygiene of the health and hygiene of the health and hygiene of the
reproductive system reproductive system reproductive system reproductive system

II. CONTENT
Humans Humans Humans Humans Humans

- stages of growth and development - stages of growth and development - stages of growth and development - stages of growth and development - stages of growth and development

40

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
Science & Health Competencies
Grade V
Science & Health 5-SD Publication
IUnc. 1999 p 23-24
Science for Daily Use 5 p12-13
Science Spectrum-Rex Printing Co
2004 p14-18
Exploring & Protecting our World-
Vibal Publishing House 2007 p4-7
Describe the physical changes that
occur among males & females
during puberty.
Describe emotional changes that
occur in males / females during
puberty
Describe the physical changes that
occur among males & females
during puberty.
How did you feel during your first
menstruation? (afraid, shy, sad,
confused)
Did you tell your mother right
away? Why?
How did you feel when you see hair
growing on your pubic
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
Science & Health Competencies
Grade V
Science & Health 5-SD Publication
IUnc. 1999 p 23-24
Science for Daily Use 5 p12-13
Science Spectrum-Rex Printing Co
2004 p14-18
Exploring & Protecting our World-
Vibal Publishing House 2007 p4-7
Describe the physical changes that
occur among males & females
during puberty.
Describe emotional changes that
occur in males / females during
puberty
Describe the physical changes that
occur among males & females
during puberty.
How did you feel during your first
menstruation? (afraid, shy, sad,
confused)
Did you tell your mother right
away? Why?
How did you feel when you see hair
growing on your pubic
- parts of the reproductive system
- development of secondary sex
characteristics
menstrual cycle
Science & Health Competencies
Grade V
Science & Health 5-SD Publication
IUnc. 1999 p 23-24
Science for Daily Use 5 p12-13
Science Spectrum-Rex Printing Co
2004 p14-18
Exploring & Protecting our World-
Vibal Publishing House 2007 p4-7
What socio-emotional changes
observed among male/female
during puberty stage?
Practice health habits in caring for
the body during puberty
Distribute the flashcards to the
pupils. Have each pupil raise the
flashcards and read it aloud. The
pupils march around the classroom
for the others to see and read.
What were written on the
flashcards?
What title or heading can you supply
to the flashcards?
- parts of the reproductive system - parts of the reproductive system
- development of secondary sex - development of secondary sex characteristics
characteristics
menstrual cycle
menstrual cycle
Science & Health Competencies Science & Health Competencies Grade V
Grade V
Science & Health 5-SD Publication IUnc. 1999 p 23-24
Science & Health 5-SD Publication Science for Daily Use 5 p12-13
IUnc. 1999 p 23-24 Science Spectrum-Rex Printing Co 2004 p14-18
Science for Daily Use 5 p12-13
Science Spectrum-Rex Printing Co
2004 p14-18
Exploring & Protecting our World- Exploring & Protecting our World-Vibal Publishing H
Vibal Publishing House 2007 p4-7
What socio-emotional changes What socio-emotional changes observed among male/female
observed among male/female
during puberty stage?
Practice health habits in caring for Practice health habits in caring for the body during puberty
the body during puberty
Distribute the flashcards to the Distribute the flashcards to the pupils. Have each pupil raise t
pupils. Have each pupil raise the
flashcards and read it aloud. The
pupils march around the classroom
for the others to see and read.
What were written on the What were written on the flashcards?
flashcards? What title or heading can you supply to the flashcards?
What title or heading can you supply
to the flashcards?
41

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
area/armpits?
To whom did you tell it first? Why?
Activity: Study the conversation of
the mothers
 What was discussed in the
conversation of the
mothers? (socio-emotional
changes during puberty)
area/armpits?
To whom did you tell it first? Why?
Activity: Study the conversation of
the mothers
 What was discussed in the
conversation of the
mothers? (socio-emotional
changes during puberty)
Hygienic Practices in Caring for the
Body during Puberty
Bathe daily and change to clean and
dry underwear at least once a day.
Change clothes each day or even
several times a day when necessary.
Apply anti perspirant or deodorant
on your underarms to prevent
excessive sweating and to mask
body odor.
Wash your hair with shampoo and
your face withmild soap or facial
cleanser at least once everyday. Do
this to control the oiliness of your
hair and face.
Ask your older siblings, your parents,
or other adults on what to do if you
are bothered by body hair. Especially
for boys, it is normal to shave facial
hair with a razor.
Have a balanced diet to
accommodate the needs of your
changing body, exercise regularly,
and get adequate rest and sleep.
Consult a doctor if the physical
changes you experience bother you
or if you have pains and difficulties
that you think arfe caused by these
changes.
What are the ways by which we can
practice proper caring for the body
during puberty?
Hygienic Practices in Caring for the Hygienic Practices in Caring for the Body during Puberty
Body during Puberty Bathe daily and change to clean and dry underwear at least o
Bathe daily and change to clean and
dry underwear at least once a day. Change clothes each day or even several times a day when ne
Change clothes each day or even Apply anti perspirant or deodorant on your underarms to prev
several times a day when necessary.
Wash your hair with shampoo and your face withmild soap or
Apply anti perspirant or deodorant
on your underarms to prevent Ask your older siblings, your parents, or other adults on what
excessive sweating and to mask
body odor. Have a balanced diet to accommodate the needs of your chan
Wash your hair with shampoo and Consult a doctor if the physical changes you experience bothe
your face withmild soap or facial
cleanser at least once everyday. Do
this to control the oiliness of your
hair and face.
Ask your older siblings, your parents,
or other adults on what to do if you
are bothered by body hair. Especially
for boys, it is normal to shave facial
hair with a razor.
Have a balanced diet to
accommodate the needs of your
changing body, exercise regularly,
and get adequate rest and sleep.
Consult a doctor if the physical
changes you experience bother you
or if you have pains and difficulties
that you think arfe caused by these
changes.
What are the ways by which we can What are the ways by which we can practice proper caring for
practice proper caring for the body
during puberty?
42

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
 Describe the observations
of Mrs. Cruz about her
daughter?
 What was Mrs. Chua’s
description about his son?
 What were the
descriptions/ observations
of Mrs. Mendiola?
 What were Mrs. Cortez
observations/
descriptions?
Have you experience these changes?
Socio emotional changes in males
and females during puberty
A boy may feel awkward when he
suddenly grows taller and when his
voice becomes deeper.
The appearance of acne or pimples
may be a cause of embarrassment.
They become interested in their
appearance and become self
conscious.
They feel restless, irritable and
moody.
They feel attracted sexually.
Crushes on opposite sex. Experience
sexual curiosity and attraction to
other people.
Become emotional and react to
situation more intensely than
before.
 Describe the observations
of Mrs. Cruz about her
daughter?
 What was Mrs. Chua’s
description about his son?
 What were the
descriptions/ observations
of Mrs. Mendiola?
 What were Mrs. Cortez
observations/
descriptions?
Have you experience these changes? Role play any of the ways on the Role play any of the ways on the Role play any of the ways on the proper hygiene.
proper hygiene. proper hygiene.
Socio emotional changes in males What are the ways by which we can What are the ways by which we can What are the ways by which we can practice proper caring for
and females during puberty practice proper caring for the body practice proper caring for the body
during puberty? during puberty?
A boy may feel awkward when he
suddenly grows taller and when his
voice becomes deeper.
The appearance of acne or pimples
may be a cause of embarrassment.
They become interested in their
appearance and become self
conscious.
They feel restless, irritable and
moody.
They feel attracted sexually.
Crushes on opposite sex. Experience
sexual curiosity and attraction to
other people.
Become emotional and react to
situation more intensely than
43
 Try to gain independence from
parents.
I. Evaluating learning Express your opinion by writing A for
agree and D for disagree on the
blanks.
1. It would be ashamed if I
reach puberty ahead of
my
classmates.___________
2. I will talk about the
changes in my body with
my parents.__________
3. I have to hide my body
changes by wearing loose
clothes.__________
4. One should be happy
about the changes
occurring in his/her body
during
puberty._________
5. People should tease boys
and girls who are on the
stage of
puberty.__________
J. Additional activities for application Look at yourself. Observe your
or remediation emotions. How do you react to
situation now?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
before.
Try to gain independence from
parents.
Express your opinion by writing A for
agree and D for disagree on the
blanks.
1. It would be ashamed if I
reach puberty ahead of
my
classmates.___________
2. I will talk about the
changes in my body with
my parents.__________
3. I have to hide my body
changes by wearing loose
clothes.__________
4. One should be happy
about the changes
occurring in his/her body
during
puberty._________
5. People should tease boys
and girls who are on the
stage of
puberty.__________
Look at yourself. Observe your
emotions. How do you react to
situation now?
Evaluate your personal hygiene
practice. Answer these questions
honestly
and accurately.
How often do you take a bath?
_________
How often you change your
underwear? _______
How can you control the oiliness of
your hair and face?_______
What will you do if you are
bothered by body hair?______
What kind of food will you eat to
accommodate the needs of your
changing body?
Find out which of the practices do
you do everyday.
Evaluate your personal hygiene Evaluate your personal hygiene practice. Answer these questio
practice. Answer these questions and accurately.
honestly How often do you take a bath?_________
and accurately.
How often do you take a bath? How often you change your underwear? _______
_________
How can you control the oiliness of your hair and face?______
How often you change your
underwear? _______ What will you do if you are bothered by body hair?______
How can you control the oiliness of What kind of food will you eat to accommodate the needs of y
your hair and face?_______
What will you do if you are
bothered by body hair?______
What kind of food will you eat to
accommodate the needs of your
changing body?
Find out which of the practices do Find out which of the practices do you do everyday.
you do everyday.
44
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time September 12-16, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 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 Standards
demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that
 plants are grouped according to  plants are grouped according to  plants are grouped according to  plants are grouped according to  plants are grouped according to
distinguishing characteristics distinguishing characteristics distinguishing characteristics distinguishing characteristics distinguishing characteristics

45
  flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 non-flowering plants use other
structures for reproduction
B. Performance Standards
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
 protects and conserves natural
habitats of plants.
C. Learning Competencies/Objectives
Write the LC code for each classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
II. CONTENT
Flowering plants (rice/ corn, pechay,
mongo)
- Non-flowering plants (conebearing,
ferns,
liverworts)
- Protecting habitats of plants
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 non-flowering plants use other
structures for reproduction
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
 protects and conserves natural
habitats of plants.
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Flowering plants (rice/ corn, pechay,
mongo)
- Non-flowering plants (conebearing,
ferns,
liverworts)
- Protecting habitats of plants
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 non-flowering plants use other
structures for reproduction
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
 protects and conserves natural
habitats of plants.
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Flowering plants (rice/ corn, pechay,
mongo)
- Non-flowering plants (conebearing,
ferns,
liverworts)
- Protecting habitats of plants
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 non-flowering plants use other
structures for reproduction
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
 protects and conserves natural
habitats of plants.
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Flowering plants (rice/ corn, pechay,
mongo)
- Non-flowering plants (conebearing,
ferns,
liverworts)
- Protecting habitats of plants
 flowering plants include, among
others, having flowers that serve
as reproductive organ for the
plant and seeds that germinate to
grow into a new plant
 non-flowering plants use other
structures for reproduction
does backyard or urban gardening
guided by the understanding of
the factors in the environment
that can affect the growth and
development of plants
 protects and conserves natural
habitats of plants.
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of
flowering plants
 traces the life cycle of a
flowering plant
 describes flower parts involved
in pollination
 observes and asks questions
about agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Flowering plants (rice/ corn,
pechay, mongo)
- Non-flowering plants
(conebearing, ferns,
liverworts)
- Protecting habitats of plants
46
 III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
My World of Science Worktext 4, pp.
98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
Show picture of a beautiful garden.
Then ask: What do you see in the
picture? What makes the garden
beautiful? Do you know the different
parts of the flower? Let us find out
with the next activity.
Identify the parts of a flower.
Group the pupils into three. Then
ask them to designate leader on
each group. Leaders will be asked to
pick envelopes containing activities
which will be done by the group.
Activity 1: Jigsaw puzzle of a flower
with its parts.
Here’s how:
Put each pieces together to form a
figure.
Answer the guide questions:
What figure have you formed?
What are the parts of the flower?
Call volunteer from each group to
discuss their work. Lead the pupils to
identify the different parts of the
flower such as: petals, sepals,
My World of Science Worktext 4, pp.
98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
Show picture of a beautiful garden.
Then ask: What do you see in the
picture? What makes the garden
beautiful? Do you know the different
parts of the flower? Let us find out
with the next activity.
Identify the parts of a flower.
Group the pupils into three. Then
ask them to designate leader on
each group. Leaders will be asked to
pick envelopes containing activities
which will be done by the group.
Activity 1: Jigsaw puzzle of a flower
with its parts.
Here’s how:
Put each pieces together to form a
figure.
Answer the guide questions:
What figure have you formed?
What are the parts of the flower?
Call volunteer from each group to
discuss their work. Lead the pupils
to identify the different parts of the
flower such as: petals, sepals,
My World of Science Worktext 4, pp.
98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
Show picture of a beautiful garden.
Then ask: What do you see in the
picture? What makes the garden
beautiful? Do you know the different
parts of the flower? Let us find out
with the next activity.
Identify the parts of a flower.
Group the pupils into three. Then
ask them to designate leader on
each group. Leaders will be asked to
pick envelopes containing activities
which will be done by the group.
Activity 1: Jigsaw puzzle of a flower
with its parts.
Here’s how:
Put each pieces together to form a
figure.
Answer the guide questions:
What figure have you formed?
What are the parts of the flower?
Call volunteer from each group to
discuss their work. Lead the pupils
to identify the different parts of the
flower such as: petals, sepals,
My World of Science Worktext 4, pp.
98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
Show picture of a beautiful garden.
Then ask: What do you see in the
picture? What makes the garden
beautiful? Do you know the different
parts of the flower? Let us find out
with the next activity.
Identify the parts of a flower.
Group the pupils into three. Then
ask them to designate leader on
each group. Leaders will be asked to
pick envelopes containing activities
which will be done by the group.
Activity 1: Jigsaw puzzle of a flower
with its parts.
Here’s how:
Put each pieces together to form a
figure.
Answer the guide questions:
What figure have you formed?
What are the parts of the flower?
Call volunteer from each group to
discuss their work. Lead the pupils
to identify the different parts of the
flower such as: petals, sepals,
My World of Science Worktext 4,
pp. 98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
Show picture of a beautiful
garden. Then ask: What do you
see in the picture? What makes
the garden beautiful? Do you
know the different parts of the
flower? Let us find out with the
next activity.
Identify the parts of a flower.
Group the pupils into three. Then
ask them to designate leader on
each group. Leaders will be asked
to pick envelopes containing
activities which will be done by
the group.
Activity 1: Jigsaw puzzle of a
flower with its parts.
Here’s how:
Put each pieces together to form a
figure.
Answer the guide questions:
What figure have you formed?
What are the parts of the flower?
Call volunteer from each group to
discuss their work. Lead the pupils
to identify the different parts of
the flower such as: petals, sepals,
47
 receptacle, stamen, pollen grain,
anther, filament, pistil, stigma, style,
ovary.
E. Discussing new concepts and Show video recorded song and have
practicing new skills #2 the pupils listen and sing the song.
Then ask: What did you feel while
singing the song? What is the song
about? What are the parts of a
flower?
F. Developing mastery Identify the parts of the flowerin the
(Leads to Formative Assessment 3) diagram below. Write your answer
beside the number.
G. Finding practical applications of Search the word listed below by
concepts and skills in daily living circling the letter either, horizontally,
vertically or diagonally.
parts of the flower pistil petal
stamen filament
sepal
anther style
ovary
H. Making generalizations and The different parts of the flower
abstractions about the lesson such as: petals, sepals, receptacle,
stamen, pollen grain, anther,
filament, pistil, stigma, style, ovary.
I. Evaluating learning
Name the parts of the flower.
J. Additional activities for application Investigate the importance of
or remediation flowers to plants.
Bring gumamela flower, cutter, and
hand lens.
V. REMARKS
receptacle, stamen, pollen grain,
anther, filament, pistil, stigma, style,
ovary.
Show video recorded song and have
the pupils listen and sing the song.
Then ask: What did you feel while
singing the song? What is the song
about? What are the parts of a
flower?
Identify the parts of the flowerin the
diagram below. Write your answer
beside the number.
Search the word listed below by
circling the letter either, horizontally,
vertically or diagonally.
parts of the flower pistil petal
stamen filament
sepal
anther style
ovary
The different parts of the flower
such as: petals, sepals, receptacle,
stamen, pollen grain, anther,
filament, pistil, stigma, style, ovary.
Name the parts of the flower.
Investigate the importance of
flowers to plants.
Bring gumamela flower, cutter, and
hand lens.
receptacle, stamen, pollen grain,
anther, filament, pistil, stigma, style,
ovary.
Show video recorded song and have
the pupils listen and sing the song.
Then ask: What did you feel while
singing the song? What is the song
about? What are the parts of a
flower?
Identify the parts of the flowerin the
diagram below. Write your answer
beside the number.
Search the word listed below by
circling the letter either, horizontally,
vertically or diagonally.
parts of the flower pistil petal
stamen filament
sepal
anther style
ovary
The different parts of the flower
such as: petals, sepals, receptacle,
stamen, pollen grain, anther,
filament, pistil, stigma, style, ovary.
Name the parts of the flower.
Investigate the importance of
flowers to plants.
Bring gumamela flower, cutter, and
hand lens.
receptacle, stamen, pollen grain, receptacle, stamen, pollen grain,
anther, filament, pistil, stigma, style, anther, filament, pistil, stigma,
ovary. style, ovary.
Show video recorded song and have Show video recorded song and
the pupils listen and sing the song. have the pupils listen and sing the
Then ask: What did you feel while song. Then ask: What did you feel
singing the song? What is the song while singing the song? What is
about? What are the parts of a the song about? What are the
flower? parts of a flower?
Identify the parts of the flowerin the Identify the parts of the flowerin
diagram below. Write your answer the diagram below. Write your
beside the number. answer beside the number.
Search the word listed below by Search the word listed below by
circling the letter either, horizontally, circling the letter either,
vertically or diagonally. horizontally, vertically or
diagonally.
parts of the flower pistil petal parts of the flower pistil petal
stamen filament stamen filament
sepal sepal
anther style anther style
ovary ovary
The different parts of the flower The different parts of the flower
such as: petals, sepals, receptacle, such as: petals, sepals, receptacle,
stamen, pollen grain, anther, stamen, pollen grain, anther,
filament, pistil, stigma, style, ovary. filament, pistil, stigma, style,
ovary.
Name the parts of the flower. Name the parts of the flower.
Investigate the importance of Investigate the importance of
flowers to plants. flowers to plants.
Bring gumamela flower, cutter, and Bring gumamela flower, cutter,
hand lens. and hand lens.
48
 VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level V

DAILY LESSON LOG Teacher Learning Areas Science
Teaching Dates and Time September 19-23, 2016 Quarter First

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 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 Standards
demonstrates
understanding that
 plants are grouped
according to distinguishing
characteristics
demonstrates
understanding that
 plants are grouped
according to distinguishing
characteristics
demonstrates understanding that
 plants are grouped according to
distinguishing characteristics
 flowering plants include, among others,
having flowers that serve as reproductive
demonstrates understanding that
 plants are grouped according to
distinguishing characteristics
 flowering plants include, among others,
having flowers that serve as reproductive
demonstrates understanding that
 plants are grouped according to
distinguishing characteristics
 flowering plants include, among others,
having flowers that serve as reproductive

49
  flowering plants include,
among others, having
flowers that serve as
reproductive organ for the
plant and seeds that
germinate to grow into a
new plant
 non-flowering plants use
other structures for
reproduction
B. Performance Standards
does backyard or urban
gardening guided by the
understanding of the factors
in the environment that can
affect the growth and
development of plants
 protects and conserves
natural habitats of plants.
C. Learning
Competencies/Objectives classifies plants based on
Write the LC code for each distinguishing
characteristics: flowering
and non-flowering
 labels the structures of
flowering plants
 traces the life cycle of a
flowering plant
 describes flower parts
involved in pollination
 observes and asks
questions about agents of
pollination
 designs and conducts a
simple investigation on the
process of pollination
II. CONTENT
III. LEARNING
RESOURCES
E. References
 flowering plants include,
among others, having
flowers that serve as
reproductive organ for the
plant and seeds that
germinate to grow into a
new plant
 non-flowering plants use
other structures for
reproduction
does backyard or urban
gardening guided by the
understanding of the factors
in the environment that can
affect the growth and
development of plants
 protects and conserves
natural habitats of plants.
classifies plants based on
distinguishing
characteristics: flowering
and non-flowering
 labels the structures of
flowering plants
 traces the life cycle of a
flowering plant
 describes flower parts
involved in pollination
 observes and asks
questions about agents of
pollination
 designs and conducts a
simple investigation on the
process of pollination
organ for the plant and seeds that
germinate to grow into a new plant
 non-flowering plants use other
structures for reproduction
does backyard or urban gardening guided
by the understanding of the factors in the
environment that can affect the growth
and development of plants
 protects and conserves natural habitats
of plants.
classifies plants based on distinguishing
characteristics: flowering and non-
flowering
 labels the structures of flowering plants
 traces the life cycle of a flowering plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of pollination
organ for the plant and seeds that
germinate to grow into a new plant
 non-flowering plants use other
structures for reproduction
does backyard or urban gardening guided
by the understanding of the factors in the
environment that can affect the growth
and development of plants
 protects and conserves natural habitats
of plants.
classifies plants based on distinguishing
characteristics: flowering and non-
flowering
 labels the structures of flowering plants
 traces the life cycle of a flowering plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of pollination
organ for the plant and seeds that
germinate to grow into a new plant
 non-flowering plants use other
structures for reproduction
does backyard or urban gardening guided
by the understanding of the factors in the
environment that can affect the growth
and development of plants
 protects and conserves natural habitats
of plants.
classifies plants based on distinguishing
characteristics: flowering and non-
flowering
 labels the structures of flowering plants
 traces the life cycle of a flowering plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of pollination
50
 1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
My World of Science
Worktext 4, pp. 98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
What are the parts of the
flower?
Describe the parts and
functions of a flower.
Post picture of gumamela
flower and a board
containing balloons of
different colors. Ask
volunteers to dart the
balloons to get the strips of
paper inside. Then have
them paste the strips of
paper on the corresponding
part of the flower.
Group the pupils into five.
Then ask them to designate
leader on each group.
Remind them about the
rules in doing group activity.
Have them work on the
activity below:
My World of Science
Worktext 4, pp. 98-99
Science in our World K to 12
Worktext 5, pp. 94-95
www. google.com
What are the parts of the
flower?
Describe the parts and
functions of a flower.
Post picture of gumamela
flower and a board
containing balloons of
different colors. Ask
volunteers to dart the
balloons to get the strips of
paper inside. Then have
them paste the strips of
paper on the corresponding
part of the flower.
Group the pupils into five.
Then ask them to designate
leader on each group.
Remind them about the
rules in doing group activity.
Have them work on the
activity below:
My World of Science Worktext 4, pp. 98-99
Science in our World K to 12 Worktext 5,
pp. 94-95
www. google.com
Ask volunteers to summarize what they
have learned about the previous activities.
Then, present interactive video about the
parts and functions of the flower. Have
them watch and interact with the video.
Describe the parts and functions of a
flower.
Post picture of gumamela flower and a
board containing balloons of different
colors. Ask volunteers to dart the balloons
to get the strips of paper inside. Then have
them paste the strips of paper on the
corresponding part of the flower.
Flowers are the main reproductive organ of
the plant. It has essential and accessory
parts.
The essential parts of the flowers are:
1. Stamen – male reproductive
organ of the plant.
 Pollen grains – yellow
powdery substance
which contains the
sperm or male
gametes.
 Anther – holds and
produces pollen grains.
My World of Science Worktext 4, pp. 98-99
Science in our World K to 12 Worktext 5,
pp. 94-95
www. google.com
Ask volunteers to summarize what they
have learned about the previous activities.
Then, present interactive video about the
parts and functions of the flower. Have
them watch and interact with the video.
Describe the parts and functions of a
flower.
Post picture of gumamela flower and a
board containing balloons of different
colors. Ask volunteers to dart the balloons
to get the strips of paper inside. Then have
them paste the strips of paper on the
corresponding part of the flower.
Flowers are the main reproductive organ of
the plant. It has essential and accessory
parts.
The essential parts of the flowers are:
3. Stamen – male reproductive
organ of the plant.
 Pollen grains – yellow
powdery substance
which contains the
sperm or male
gametes.
 Anther – holds and
produces pollen grains.
My World of Science Worktext 4, pp. 98-99
Science in our World K to 12 Worktext 5,
pp. 94-95
www. google.com
Ask volunteers to summarize what they
have learned about the previous activities.
Then, present interactive video about the
parts and functions of the flower. Have
them watch and interact with the video.
Describe the parts and functions of a
flower.
Post picture of gumamela flower and a
board containing balloons of different
colors. Ask volunteers to dart the balloons
to get the strips of paper inside. Then have
them paste the strips of paper on the
corresponding part of the flower.
Flowers are the main reproductive organ
of the plant. It has essential and accessory
parts.
The essential parts of the flowers are:
5. Stamen – male reproductive
organ of the plant.
 Pollen grains – yellow
powdery substance
which contains the
sperm or male
gametes.
 Anther – holds and
produces pollen grains.
51
  Filament – stalk that
holds the anther in
position.
2. Pistil – also known as carpel is
the female reproductive organ of
the plant.
 Stigma – flat top
swollen structure at
the end of the pistil. It
receives pollen grains.
The mature stigma
secretes a fluid that
stimulates the pollen
grains to germinate.
 Style – a stalk that
connects the stigma to
the ovary. It is tall
enough to trap pollen
grains.
 Ovary – found at the
base or bottom of the
style which contains
ovules or egg cell
(female gametes)
 Filament – stalk that
holds the anther in
position.
4. Pistil – also known as carpel is
the female reproductive organ of
the plant.
 Stigma – flat top
swollen structure at
the end of the pistil. It
receives pollen grains.
The mature stigma
secretes a fluid that
stimulates the pollen
grains to germinate.
 Style – a stalk that
connects the stigma to
the ovary. It is tall
enough to trap pollen
grains.
 Ovary – found at the
base or bottom of the
style which contains
ovules or egg cell
(female gametes)
 Filament – stalk that
holds the anther in
position.
6. Pistil – also known as carpel is
the female reproductive organ of
the plant.
 Stigma – flat top
swollen structure at
the end of the pistil. It
receives pollen grains.
The mature stigma
secretes a fluid that
stimulates the pollen
grains to germinate.
 Style – a stalk that
connects the stigma to
the ovary. It is tall
enough to trap pollen
grains.
 Ovary – found at the
base or bottom of the
style which contains
ovules or egg cell
(female gametes)

E. Discussing new concepts and
practicing new skills #2
Parts of a Flower Parts of a Flower The accessory parts of the flowers are: The accessory parts of the flowers are: The accessory parts of the flowers are:
Procedure: Procedure: 1. Petals – form the most obvious 1. Petals – form the most obvious 1. Petals – form the most obvious
Get a gumamela flower. Get a gumamela flower. part of the flower. Most petals part of the flower. Most petals part of the flower. Most petals
Using a hand lens, examine Using a hand lens, examine are brightly colored to attract are brightly colored to attract are brightly colored to attract
all the parts. all the parts. insects. Group of petals are insects. Group of petals are insects. Group of petals are
With the help of the picture With the help of the picture called corolla. called corolla. called corolla.
on the first activity, locate on the first activity, locate 2. Sepals - are modified leaves 2. Sepals - are modified leaves 2. Sepals - are modified leaves
the following parts. the following parts. which enclose and protect the which enclose and protect the which enclose and protect the
A. Essential Parts A. Essential Parts other parts of a flower when it is other parts of a flower when it is other parts of a flower when it is
Accessory Parts Accessory Parts still a bud. When the flower still a bud. When the flower still a bud. When the flower
1. Pistil 1. Pistil blooms, the sepal supports the blooms, the sepal supports the blooms, the sepal supports the
1. petals 1. petals bottom of the flower. Group of bottom of the flower. Group of bottom of the flower. Group of
a. stigma a. stigma sepals are called calyx. sepals are called calyx. sepals are called calyx.
2. sepals 2. sepals 3. Receptacle –is the enlarged 3. Receptacle –is the enlarged 3. Receptacle –is the enlarged
b. style b. style upper end of a flower stalk which upper end of a flower stalk which upper end of a flower stalk
3. receptacle 3. receptacle bears the flower or group of bears the flower or group of which bears the flower or group
c. ovary c. ovary flowers. flowers. of flowers.
2. Stamen 2. Stamen
a. pollen grain b. anther a. pollen grain b. anther
c. filament c. filament
52
 Carefully remove the
accessory parts of the
flower, starting with the
sepals, followed by the
petals and finally the
receptacle and stalk. Now,
you have only the essential
parts.
Using a hand lens, examine
the numerous stamens
below the stigma. The
stamens are the male
organs of the flower. Each
stamen consists of two
parts: pollen grain, anther
and filament.
Carefully tear apart the base
of the stamen column.
Remove it completely to
expose the pistil inside. The
pistil is the female organ of
the flower. It consists of the
following parts: stigma, style
and ovary.
Carefully remove the
accessory parts of the
flower, starting with the
sepals, followed by the
petals and finally the
receptacle and stalk. Now,
you have only the essential
parts.
Using a hand lens, examine
the numerous stamens
below the stigma. The
stamens are the male
organs of the flower. Each
stamen consists of two
parts: pollen grain, anther
and filament.
Carefully tear apart the base
of the stamen column.
Remove it completely to
expose the pistil inside. The
pistil is the female organ of
the flower. It consists of the
following parts: stigma, style
and ovary.

F. Developing mastery
(Leads to Formative Assessment 3)
After examining the parts of
the flower, have the pupils
answer the guide questions
and be ready to report their
observation in front of the
class.
Answer the following:
1. How many petals does
the Gumamela flower have?
2. How many sepals does it
have?
3. Did you see the long
structure at the center of
the petals? What did you
observe?
4. What can you say about
the number of stamen in
gumamela? How about the
pistil?
5. Did you see the ovary?
Describe it.
After examining the parts of
the flower, have the pupils
answer the guide questions
and be ready to report their
observation in front of the
class.
Answer the following:
1. How many petals does
the Gumamela flower have?
2. How many sepals does it
have?
3. Did you see the long
structure at the center of
the petals? What did you
observe?
4. What can you say about
the number of stamen in
gumamela? How about the
pistil?
5. Did you see the ovary?
Describe it.
Answer the following questions briefly: Answer the following questions briefly:
1. Why are flowers important
to plants?
2. What are the accessory
parts of the flower?
Describe their functions?
3. What are the essential
parts of the flower?
Describe their functions?
4. Why is flower picking
prohibited?
5. Do you want to plant
ornamental plants? Why or
why not?
6. What can you do in order
to preserve flowers?
Answer the following questions briefly:
1. Why are flowers important
to plants?
2. What are the accessory
parts of the flower?
Describe their functions?
3. What are the essential
parts of the flower?
Describe their functions?
4. Why is flower picking
prohibited?
5. Do you want to plant
ornamental plants? Why or
why not?
6. What can you do in order
to preserve flowers?
1. Why are flowers important
to plants?
2. What are the accessory
parts of the flower?
Describe their functions?
3. What are the essential
parts of the flower?
Describe their functions?
4. Why is flower picking
prohibited?
5. Do you want to plant
ornamental plants? Why or
why not?
6. What can you do in order
to preserve flowers?

53
G. Finding practical applications of Identify the parts of the Identify the parts of the Identify the parts of the flower using Identify the parts of the flower using Identify the parts of the flower using
concepts and skills in daily flower using gumamela flower using gumamela gumamela flower. gumamela flower. gumamela flower.
living flower. flower.
H. Making generalizations and Flowers have different parts. Flowers have different parts. Flowers have different parts. Flowers have different parts. Flowers have different parts.
abstractions about the lesson
I. Evaluating learning Based on your observation, Based on your observation, Identify the part and function describe in Identify the part and function describe in Identify the part and function describe in
can you identify which can you identify which each item. Write only the letter of your each item. Write only the letter of your each item. Write only the letter of your
function is described in the function is described in the answer on the space provided before each answer on the space provided before each answer on the space provided before each
following numbers? following numbers? number. number. number.
Unscramble the letter to Unscramble the letter to
find the answer. find the answer. _____ 1. It is the male part of a flower. _____ 1. It is the male part of a flower. _____ 1. It is the male part of a flower.
______1.The female ______1.The female a. calyx a. calyx a. calyx
reproductive organ. (SILTIP) reproductive organ. (SILTIP) c. petal c. petal c. petal
______2.The flat top of the ______2.The flat top of the b. stamen b. stamen b. stamen
pistil which is sticky. pistil which is sticky. d. pistil d. pistil d. pistil
(TIGMAS) (TIGMAS) _____ 2. It is the female part of a flower. _____ 2. It is the female part of a flower. _____ 2. It is the female part of a flower.
______3.The stalk which ______3.The stalk which a. calyx a. calyx a. calyx
holds the stigma. (LEYST) holds the stigma. (LEYST) c. petals c. petals c. petals
______ 4. Found at the base ______ 4. Found at the base b. stamen b. stamen b. stamen
of the pistil which holds the of the pistil which holds the d. pistil d. pistil d. pistil
ovules. (RYOVA) ovules. (RYOVA) _____ 3. It is the bright colored part of the _____ 3. It is the bright colored part of the _____ 3. It is the bright colored part of the
________5.Rounded bodies ________5.Rounded bodies flower that attracts insects. flower that attracts insects. flower that attracts insects.
inside the ovary. (SELUVO) inside the ovary. (SELUVO) a. calyx a. calyx a. calyx
c. petal c. petal c. petal
b. stamen b. stamen b. stamen
d. pistil d. pistil d. pistil
_____ 4. It refers to all sepals together. _____ 4. It refers to all sepals together. _____ 4. It refers to all sepals together.
a. calyx a. calyx a. calyx
c. petal c. petal c. petal
b. stamen b. stamen b. stamen
d. pistil d. pistil d. pistil
_____ 5. It contains the female gametes or _____ 5. It contains the female gametes or _____ 5. It contains the female gametes or
egg cells called ovum. egg cells called ovum. egg cells called ovum.
a. style a. style a. style
c. pollen grain c. pollen grain c. pollen grain
b. stigma b. stigma b. stigma
d. ovary d. ovary d. ovary

J. Additional activities for Look for another flower and Look for another flower and How do flowers help in plant How do flowers help in plant How do flowers help in plant
application or remediation identify its parts. identify its parts. reproduction? reproduction? reproduction?

54
 V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time September 26-30, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 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 Standards
demonstrates understanding that
 plants are grouped according to
distinguishing characteristics
demonstrates understanding that demonstrates understanding that demonstrates understanding that demonstrates understanding that
 plants are grouped according to  plants are grouped according to  plants are grouped according to  plants are grouped according to
distinguishing characteristics distinguishing characteristics distinguishing characteristics distinguishing characteristics
55
  flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 non-flowering plants use other
structures for reproduction
B. Performance Standards
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
 protects and conserves natural
habitats of plants.
C. Learning Competencies/Objectives
Write the LC code for each classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
II. CONTENT
III. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Science Spectrum 4, Rex publishing
2004 – p. 139-142
Science and Health 4 – SD
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 non-flowering plants use other
structures for reproduction
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
 protects and conserves natural
habitats of plants.
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Science Spectrum 4, Rex publishing
2004 – p. 139-142
Science and Health 4 – SD
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 non-flowering plants use other
structures for reproduction
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
 protects and conserves natural
habitats of plants.
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Science Spectrum 4, Rex publishing
2004 – p. 139-142
Science and Health 4 – SD
 flowering plants include, among
others, having flowers that serve as
reproductive organ for the plant and
seeds that germinate to grow into a
new plant
 non-flowering plants use other
structures for reproduction
does backyard or urban gardening
guided by the understanding of the
factors in the environment that can
affect the growth and development
of plants
 protects and conserves natural
habitats of plants.
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of flowering
plants
 traces the life cycle of a flowering
plant
 describes flower parts involved in
pollination
 observes and asks questions about
agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Science Spectrum 4, Rex publishing
2004 – p. 139-142
Science and Health 4 – SD
 flowering plants include, among
others, having flowers that serve
as reproductive organ for the
plant and seeds that germinate to
grow into a new plant
 non-flowering plants use other
structures for reproduction
does backyard or urban gardening
guided by the understanding of
the factors in the environment
that can affect the growth and
development of plants
 protects and conserves natural
habitats of plants.
classifies plants based on
distinguishing characteristics:
flowering and non-flowering
 labels the structures of
flowering plants
 traces the life cycle of a
flowering plant
 describes flower parts involved
in pollination
 observes and asks questions
about agents of pollination
 designs and conducts a simple
investigation on the process of
pollination
Science Spectrum 4, Rex
publishing 2004 – p. 139-142
Science and Health 4 – SD
56

4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Publishing – 1999 – p. 133-139
Growing with Science and Health
4, Rex publishing 1999 –p. 117-124
Developing Science Concepts
Through Learning Activities 4 p.121-
123
How does fertilization happen?
Demonstrate how plants can be
propagated from other plants
How does your mother plant
another San Francisco? Gumamela?
Santan?
Cien went mountain climbing. Len
and Joy joined her. Help them
arrange the jumbled letters in each
foot print, so as to reach the
mountain top.
The three girls decided to go down
the mountain help them by
arranging the jumbled letters.
What words were found on the way
up the mountain? (stems, tubers,
rhizomes, bulbs, runners, shoots,
leaves)
What were the words found in going
down the mountain?(marcotting,
budding, grafting, layering)
Read again the words that you
formed?
Publishing – 1999 – p. 133-139
Growing with Science and Health
4, Rex publishing 1999 –p. 117-124
Developing Science Concepts
Through Learning Activities 4 p.121-
123
How does fertilization happen?
Demonstrate how plants can be
propagated from other plants
How does your mother plant
another San Francisco? Gumamela?
Santan?
Cien went mountain climbing. Len
and Joy joined her. Help them
arrange the jumbled letters in each
foot print, so as to reach the
mountain top.
The three girls decided to go down
the mountain help them by
arranging the jumbled letters.
What words were found on the way
up the mountain? (stems, tubers,
rhizomes, bulbs, runners, shoots,
leaves)
What were the words found in going
down the mountain?(marcotting,
budding, grafting, layering)
Read again the words that you
formed?
Publishing – 1999 – p. 133-139
Growing with Science and Health
4, Rex publishing 1999 –p. 117-124
Developing Science Concepts
Through Learning Activities 4 p.121-
123
How does fertilization happen?
Demonstrate how plants can be
propagated from other plants
How does your mother plant
another San Francisco? Gumamela?
Santan?
Cien went mountain climbing. Len
and Joy joined her. Help them
arrange the jumbled letters in each
foot print, so as to reach the
mountain top.
The three girls decided to go down
the mountain help them by
arranging the jumbled letters.
What words were found on the way
up the mountain? (stems, tubers,
rhizomes, bulbs, runners, shoots,
leaves)
What were the words found in going
down the mountain?(marcotting,
budding, grafting, layering)
Read again the words that you
formed?
Publishing – 1999 – p. 133-139
Growing with Science and Health
4, Rex publishing 1999 –p. 117-124
Developing Science Concepts
Through Learning Activities 4 p.121-
123
How does fertilization happen?
Demonstrate how plants can be
propagated from other plants
How does your mother plant
another San Francisco? Gumamela?
Santan?
Cien went mountain climbing. Len
and Joy joined her. Help them
arrange the jumbled letters in each
foot print, so as to reach the
mountain top.
The three girls decided to go down
the mountain help them by
arranging the jumbled letters.
What words were found on the way
up the mountain? (stems, tubers,
rhizomes, bulbs, runners, shoots,
leaves)
What were the words found in going
down the mountain?(marcotting,
budding, grafting, layering)
Read again the words that you
formed?
Publishing – 1999 – p. 133-139
Growing with Science and
Health 4, Rex publishing 1999 –p.
117-124
Developing Science Concepts
Through Learning Activities 4
p.121-123
How does fertilization happen?
Demonstrate how plants can be
propagated from other plants
How does your mother plant
another San Francisco?
Gumamela? Santan?
Cien went mountain climbing. Len
and Joy joined her. Help them
arrange the jumbled letters in
each foot print, so as to reach the
mountain top.
The three girls decided to go
down the mountain help them by
arranging the jumbled letters.
What words were found on the
way up the mountain? (stems,
tubers, rhizomes, bulbs, runners,
shoots, leaves)
What were the words found in
going down the mountain?
(marcotting, budding, grafting,
layering)
Read again the words that you
formed?
57
G. Finding practical applications of
concepts and skills in daily living
Identify the different ways by which
plants can be propagated
If you want to have roses in your
garden how will you propagate
them?
Identify the different ways by which
plants can be propagated
If you want to have roses in your
garden how will you propagate
them?
Identify the different ways by which
plants can be propagated
If you want to have roses in your
garden how will you propagate
them?
Identify the different ways by which
plants can be propagated
If you want to have roses in your
garden how will you propagate
them?
Identify the different ways by
which plants can be propagated
If you want to have roses in your
garden how will you propagate
them?

H. Making generalizations and Plants can be propagated from other Plants can be propagated from other Plants can be propagated from other Plants can be propagated from other Plants can be propagated from
abstractions about the lesson plants plants plants plants other plants
1. Stem- has nodes 1. Stem- has nodes 1. Stem- has nodes 1. Stem- has nodes 1. Stem- has nodes
where leaves and where leaves and where leaves and where leaves and where leaves and
buds are attached buds are attached buds are attached buds are attached buds are attached
2. Bulb- consists of a 2. Bulb- consists of a 2. Bulb- consists of a 2. Bulb- consists of a 2. Bulb- consists of a
short stem base with short stem base with short stem base with short stem base with short stem base
one or more buds one or more buds one or more buds one or more buds with one or more
enclosed in many enclosed in many enclosed in many enclosed in many buds enclosed in
fleshly leaves which fleshly leaves which fleshly leaves which fleshly leaves which many fleshly leaves
store food. E. Onion store food. E. Onion store food. E. Onion store food. E. Onion which store food. E.
3. Corn- a thick stem 3. Corn- a thick stem 3. Corn- a thick stem 3. Corn- a thick stem Onion
base with store scaly base with store scaly base with store scaly base with store scaly 3. Corn- a thick stem
leaves at the nodes leaves at the nodes leaves at the nodes leaves at the nodes base with store
and conatins stored and conatins stored and conatins stored and conatins stored scaly leaves at the
food. Ex. Gabi, food. Ex. Gabi, food. Ex. Gabi, food. Ex. Gabi, nodes and conatins
gladiola, begonia gladiola, begonia gladiola, begonia gladiola, begonia stored food. Ex.
4. Tuber – is a big root. 4. Tuber – is a big root. 4. Tuber – is a big root. 4. Tuber – is a big root. Gabi, gladiola,
It contains the stored It contains the stored It contains the stored It contains the stored begonia
food. Ex. Potato, food. Ex. Potato, food. Ex. Potato, food. Ex. Potato, 4. Tuber – is a big
camote. Carrot, camote. Carrot, camote. Carrot, camote. Carrot, root. It contains the
radish radish radish radish stored food. Ex.
5. Rhizome – an 5. Rhizome – an 5. Rhizome – an 5. Rhizome – an Potato, camote.
underground stem underground stem underground stem underground stem Carrot, radish
that grows that grows that grows that grows 5. Rhizome – an
horizontally near the horizontally near the horizontally near the horizontally near the underground stem
soil surface. Ex. soil surface. Ex. soil surface. Ex. soil surface. Ex. that grows
Ginger Ginger Ginger Ginger horizontally near
6. Runners - stems that 6. Runners - stems that 6. Runners - stems that 6. Runners - stems that the soil surface. Ex.
grow horizontally grow horizontally grow horizontally grow horizontally Ginger
above the ground above the ground above the ground above the ground 6. Runners - stems
along the surface. along the surface. along the surface. along the surface. that grow
When node touches When node touches When node touches When node touches horizontally above
the ground, roots and the ground, roots and the ground, roots and the ground, roots and the ground along
leaves develop and a leaves develop and a leaves develop and a leaves develop and a the surface. When
new plant grows. Ex. new plant grows. Ex. new plant grows. Ex. new plant grows. Ex. node touches the
Strawberry, Bermuda Strawberry, Bermuda Strawberry, Bermuda Strawberry, Bermuda ground, roots and
grass, Ferns grass, Ferns grass, Ferns grass, Ferns leaves develop and
7. Leaves- Ex. 7. Leaves- Ex. 7. Leaves- Ex. 7. Leaves- Ex. a new plant grows.

58
 Katakataka, begonia
Day 2 Artificial vegetative
propagation:
1. Stem Cutting – cutting are
placed in water. When
roots come out, they are
transplanted.
2. Layering – a branch that
grows near the ground is
bent and covered with soil.
3. Grafting and budding –
transplanting a branch of
one plant to the trunk of
another plant.
Budding- is the same as
grafting but instead of a
branch, a bud is used as
the scion.
I. Evaluating learning
Put a check (√) on each blank
according to which propagation
can be used
J. Additional activities for application
or remediation
How do flowers help in plant
reproduction?
V. REMARKS
VI. REFLECTION
Katakataka, begonia
Day 2 Artificial vegetative
propagation:
1. Stem Cutting – cutting are
placed in water. When
roots come out, they are
transplanted.
2. Layering – a branch that
grows near the ground is
bent and covered with soil.
3. Grafting and budding –
transplanting a branch of
one plant to the trunk of
another plant.
Budding- is the same as
grafting but instead of a
branch, a bud is used as
the scion.
Put a check (√) on each blank
according to which propagation
can be used
How do flowers help in plant
reproduction?
Katakataka, begonia
Day 2 Artificial vegetative
propagation:
1. Stem Cutting – cutting are
placed in water. When
roots come out, they are
transplanted.
2. Layering – a branch that
grows near the ground is
bent and covered with soil.
3. Grafting and budding –
transplanting a branch of
one plant to the trunk of
another plant.
Budding- is the same as
grafting but instead of a
branch, a bud is used as
the scion.
Put a check (√) on each blank
according to which propagation
can be used
How do flowers help in plant
reproduction?
Katakataka, begonia
Day 2 Artificial vegetative
propagation:
1. Stem Cutting – cutting are
placed in water. When
roots come out, they are
transplanted.
2. Layering – a branch that
grows near the ground is
bent and covered with soil.
3. Grafting and budding –
transplanting a branch of
one plant to the trunk of
another plant.
Budding- is the same as
grafting but instead of a
branch, a bud is used as
the scion.
Put a check (√) on each blank
according to which propagation
can be used
How do flowers help in plant
reproduction?
Ex. Strawberry,
Bermuda grass,
Ferns
7. Leaves- Ex.
Katakataka,
begonia
Day 2 Artificial vegetative
propagation:
1. Stem Cutting – cutting
are placed in water.
When roots come out,
they are transplanted.
2. Layering – a branch that
grows near the ground
is bent and covered with
soil.
3. Grafting and budding –
transplanting a branch
of one plant to the trunk
of another plant.
Budding- is the same as
grafting but instead of a
branch, a bud is used as
the scion.
Put a check (√) on each blank
according to which propagation
can be used
How do flowers help in plant
reproduction?
59
 H. No. of learners who earned 80% in
the evaluation

A. No. of learners who require

additional activities for
remediation who scored below
80%
B. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
C. No. of learners who continue to require
remediation

D. Which of my teaching strategies worked

well? Why did these work?

E. What difficulties did I encounter which

my principal or supervisor can help me
solve?
F. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time October 3-7, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 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 Standards
demonstrates understanding demonstrates understanding demonstrates understanding demonstrates understanding about demonstrates understanding about
about how animals reproduce about how animals reproduce about how animals reproduce how animals reproduce how animals reproduce

B. Performance Standards
protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of
animals that provide opportunities animals that provide opportunities animals that provide opportunities animals that provide opportunities for animals that provide opportunities for

60

C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
for livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Science 4, St. Bernadette
Publishing, 2009,
My World of Science and Health 4,
Books on Wheels, 2008, p. 50
Cyber Science 4, Rex Publishing,
2007, p. 74
Exploring and Protecting Our
World 4, Vibal, 2002, p. 106
Explore and Discover 4, Rex
Publishing, 2007, p. 83
Science Spectrum 4, Rex
Publishing, 2007, p. 78
Growing with Science and Health
4, Rex Publishing, p. 67
Science and Health 4, SD
for livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Science 4, St. Bernadette
Publishing, 2009,
My World of Science and Health 4,
Books on Wheels, 2008, p. 50
Cyber Science 4, Rex Publishing,
2007, p. 74
Exploring and Protecting Our
World 4, Vibal, 2002, p. 106
Explore and Discover 4, Rex
Publishing, 2007, p. 83
Science Spectrum 4, Rex
Publishing, 2007, p. 78
Growing with Science and Health
4, Rex Publishing, p. 67
Science and Health 4, SD
for livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Science 4, St. Bernadette
Publishing, 2009,
My World of Science and Health 4,
Books on Wheels, 2008, p. 50
Cyber Science 4, Rex Publishing,
2007, p. 74
Exploring and Protecting Our
World 4, Vibal, 2002, p. 106
Explore and Discover 4, Rex
Publishing, 2007, p. 83
Science Spectrum 4, Rex
Publishing, 2007, p. 78
Growing with Science and Health
4, Rex Publishing, p. 67
Science and Health 4, SD
livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive systems of
different animal groups using models,
illustrations, and pictures
 differentiates modes of reproduction
of representative animals
Parts of the reproductive system of
representative groups of animals and
their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Science 4, St. Bernadette Publishing,
2009,
My World of Science and Health 4,
Books on Wheels, 2008, p. 50
Cyber Science 4, Rex Publishing, 2007,
p. 74
Exploring and Protecting Our World 4,
Vibal, 2002, p. 106
Explore and Discover 4, Rex Publishing,
2007, p. 83
Science Spectrum 4, Rex Publishing,
2007, p. 78
Growing with Science and Health 4, Rex
Publishing, p. 67
Science and Health 4, SD Publishing,
livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive systems of
different animal groups using models,
illustrations, and pictures
 differentiates modes of reproduction
of representative animals
Parts of the reproductive system of
representative groups of animals and
their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Science 4, St. Bernadette Publishing,
2009,
My World of Science and Health 4,
Books on Wheels, 2008, p. 50
Cyber Science 4, Rex Publishing, 2007,
p. 74
Exploring and Protecting Our World 4,
Vibal, 2002, p. 106
Explore and Discover 4, Rex Publishing,
2007, p. 83
Science Spectrum 4, Rex Publishing,
2007, p. 78
Growing with Science and Health 4, Rex
Publishing, p. 67
Science and Health 4, SD Publishing,
61

4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Publishing, 1999, p. 95
How many animals do you have at
home? Dogs? Ducks?
Definition of reproduction
What pets do you have at home?
How many do you have of each
kind? How do they increase in
number?
* What word have you formed
from the activity?
* What statement have you
formed from the jumbled phrases?
* What is reproduction?
*What can you say about
reproduction?
Publishing, 1999, p. 95 Publishing, 1999, p. 95 1999, p. 95 1999, p. 95
How many animals do you have at How many animals do you have at What is reproduction? What is the What is reproduction? What is the
home? Dogs? Ducks? home? Dogs? Ducks? female reproductive system? Male female reproductive system? Male
Reproductive System? What do they Reproductive System? What do they
produce? produce?
Definition of reproduction Definition of reproduction Identify the modes of animal Identify the modes of animal
reproduction reproduction
What pets do you have at home? What pets do you have at home? Do animals reproduce? How do they Do animals reproduce? How do they
How many do you have of each How many do you have of each reproduce? Do they reproduce in the reproduce? Do they reproduce in the
kind? How do they increase in kind? How do they increase in same way? same way?
number? number?
* What word have you formed * What word have you formed What to do… What to do…
from the activity? from the activity?
* What statement have you * What statement have you  Rearrange the letters in  Rearrange the letters in
formed from the jumbled phrases? formed from the jumbled phrases? each strip of cartolina to form each strip of cartolina to form
the words the words
 Read the words in each strip  Read the words in each strip
of cartolina of cartolina
 What are the words that you  What are the words that you
formed based on the jumbled formed based on the jumbled
letters? letters?
* What is reproduction? * What is reproduction? a) How many words e) How many words
*What can you say about *What can you say about have you formed? have you formed?
reproduction? reproduction? b) What are these f) What are these
words? words?
c) What are the two g) What are the two
modes of animal modes of animal
reproduction? reproduction?
d) Why do animals h) Why do animals
have different ways have different ways
of reproducing their
of reproducing their
offspring?
offspring?
62
F. Developing mastery What letter is in between… What letter is in between… What letter is in between… Based on the activity or jumbled letters Based on the activity or jumbled letters
(Leads to Formative Assessment 3) q ______ s q ______ s q ______ s that you rearranged, what science that you rearranged, what science
d ______ f d ______ f d ______ f concept can you give? concept can you give?
o ______ q o ______ q o ______ q
q ______ s q ______ s q ______ s
n ______ p n ______ p n ______ p
c ______ e c ______ e c ______ e
t ______ v t ______ v t ______ v
b ______ d b ______ d b ______ d
s ______ u s ______ u s ______ u
h ______ j h ______ j h ______ j
n ______ p n ______ p n ______ p
m ______ o m ______ o m ______ o
What is the word? What is the word? What is the word?
__________________________ __________________________ __________________________

G. Finding practical applications of How Does pets reproduce? How Does pets reproduce? How Does pets reproduce? If someone asks you about the If someone asks you about the
concepts and skills in daily living reproduction of animals, what will your reproduction of animals, what will your
answer be? answer be?

H. Making generalizations and
abstractions about the lesson
Reproduction is the process by
which animals produce their own
kind or offspring.
Reproduction is the process by
which animals produce their own
kind or offspring.
Reproduction is the process by
which animals produce their own
kind or offspring.
There are two modes of animal
reproduction. They are sexual and
asexual reproduction. Sexual
reproduction is the union of gametes or
sex cells. In asexual reproduction, no
union of gametes takes place. It can
occur even with just one parent
organism.
There are two modes of animal
reproduction. They are sexual and
asexual reproduction. Sexual
reproduction is the union of gametes or
sex cells. In asexual reproduction, no
union of gametes takes place. It can
occur even with just one parent
organism.

I. Evaluating learning Fill the blanks with the correct
word to complete the definition of
reproduction
Reproduction is the ________
by which ________,
________ their own
________ or _______.
Fill the blanks with the correct
word to complete the definition of
reproduction
Reproduction is the ________
by which ________,
________ their own
________ or _______.
Fill the blanks with the correct Fill in the blocks with the correct letter Fill in the blocks with the correct letter
word to complete the definition of
reproduction to identify the modes of animal to identify the modes of animal
Reproduction is the ________
by which ________, reproduction using the number code reproduction using the number code
________ their own
________ or _______. below. below.

J. Additional activities for
application or remediation
Identify the pet animals you have
at home. Do they have babies?
How many do you have?
Compare the appearance of the
baby animal with their mother.
Identify the pet animals you have
at home. Do they have babies?
How many do you have?
Compare the appearance of the
baby animal with their mother.
Identify the pet animals you have In what ways do some animals In what ways do some animals
at home. Do they have babies? reproduce? reproduce?
How many do you have?
Compare the appearance of the
baby animal with their mother.

V. REMARKS
63
 VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time October 10-14, 2016 Quarter

Monday Tuesday Wednesday Thursday

VII. OBJECTIVES 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 changes in properties. Learners will develop healthful
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 differe
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

D. Content Standards
demonstrates understanding about demonstrates understanding about demonstrates understanding about demonstrates understanding about demonstrates understanding about how animals reproduce
how animals reproduce how animals reproduce how animals reproduce how animals reproduce

E. Performance Standards
protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of animals that provide oppor
animals that provide opportunities animals that provide opportunities animals that provide opportunities animals that provide opportunities
for livelihood for livelihood for livelihood for livelihood

64
F. Learning Competencies/Objectives
Write the LC code for each compares males and females of
different representative groups of
animals
 describes the reproductive systems
of different animal groups using
models, illustrations, and pictures
 differentiates modes of
reproduction of representative
animals
VIII. CONTENT
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
IX. LEARNING RESOURCES
C. References
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages The New Science Circles 5, Rex
Bookstore Inc., 2005, p. 137
Science in our World 5,
Vibal Group, 2014, p. 81
Real Life Scientist 5, Abiva
Publishing House Inc., 2015, p. 90
Breaking Through Science 5, C & E
Publishing Inc., 2015, p. 113
Science Spectrum 4, Rex Bookstore
Inc., 2004, p. 78
8. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
X. PROCEDURES
compares males and females of
different representative groups of
animals
 describes the reproductive systems
of different animal groups using
models, illustrations, and pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
The New Science Circles 5, Rex
Bookstore Inc., 2005, p. 137
Science in our World 5,
Vibal Group, 2014, p. 81
Real Life Scientist 5, Abiva
Publishing House Inc., 2015, p. 90
Breaking Through Science 5, C & E
Publishing Inc., 2015, p. 113
Science Spectrum 4, Rex Bookstore
Inc., 2004, p. 78
compares males and females of
different representative groups of
animals
 describes the reproductive systems
of different animal groups using
models, illustrations, and pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
The New Science Circles 5, Rex
Bookstore Inc., 2005, p. 137
Science in our World 5,
Vibal Group, 2014, p. 81
Real Life Scientist 5, Abiva
Publishing House Inc., 2015, p. 90
Breaking Through Science 5, C & E
Publishing Inc., 2015, p. 113
Science Spectrum 4, Rex Bookstore
Inc., 2004, p. 78
compares males and females of compares males and females of different representative group
different representative groups of
animals  describes the reproductive systems of different animal group
 describes the reproductive systems  differentiates modes of reproduction of representative anim
of different animal groups using
models, illustrations, and pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of Parts of the reproductive system of representative groups of a
representative groups of animals - Differences in the modes of reproduction: external fertilizatio
and their functions  Crustaceans (crabs and shrimps)
- Differences in the modes of  Dragonflies and butterflies
reproduction: external fertilization, - Protecting habitats of animals
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
The New Science Circles 5, Rex The New Science Circles 5, Rex Bookstore Inc., 2005, p. 137
Bookstore Inc., 2005, p. 137 Science in our World 5,
Science in our World 5, Vibal Group, 2014, p. 81
Vibal Group, 2014, p. 81 Real Life Scientist 5, Abiva Publishing House Inc., 2015, p. 90
Real Life Scientist 5, Abiva Breaking Through Science 5, C & E Publishing Inc., 2015, p. 113
Publishing House Inc., 2015, p. 90 Science Spectrum 4, Rex Bookstore Inc., 2004, p. 78
Breaking Through Science 5, C & E
Publishing Inc., 2015, p. 113
Science Spectrum 4, Rex Bookstore
Inc., 2004, p. 78
65
 K. Reviewing previous lesson or How do animals reproduce? What How do animals reproduce? What Name the animals that are hatched Name the animals that are hatched What is the process by which a sperm unites with an egg?
presenting the new lesson are the modes of animal are the modes of animal from eggs; animals that are born as from eggs; animals that are born as What becomes if the egg when a sperm with an egg?
reproduction? reproduction? baby animals. baby animals. What is needed so that an egg will be fertilized?
In what ways do animals reproduce? In what ways do animals reproduce?

L. Establishing a purpose for the Describe the sexual reproduction of Describe the sexual reproduction of Discuss how animals develop from a Discuss how animals develop from a Discuss how animals develop from a fertilized egg-internal and
lesson animals animals fertilized egg-internal and external fertilized egg-internal and external
fertilization fertilization

M. Presenting examples/instances of What comes into your mind when What comes into your mind when Have you ever wondered how the Have you ever wondered how the Have you seen many eggs inside the fish when mother cooks i
the new lesson you see dogs with many puppies? you see dogs with many puppies? baby animals developed? Where do baby animals developed? Where do
How about cats with many kittens? How about cats with many kittens? they develop? they develop?
How about fishes and frogs? How about fishes and frogs?

N. Discussing new concepts and 1. Divide the class into five 1. Divide the class into five Show the illustration under activity 3 Show the illustration under activity 3
practicing new skills #1 groups. groups. and ask: and ask: Where does the female frog drop its egg?
2. Each group will receive 2. Each group will receive  What do you see in the  What do you see in the
pictures of five different pictures of five different illustration? illustration? What does the male frog do to the female?
 Where does the egg come  Where does the egg come
animals. Glue each of the animals. Glue each of the
from? from? How do the eggs get fertilized?
pictures in the manila paper. pictures in the manila paper.  Where does the sperm  Where does the sperm
3. Examine the animal in 3. Examine the animal in come from? come from? What do we call the egg that is joined by a sperm?
picture. Identify whether picture. Identify whether
the process of reproduction the process of reproduction Show the second picture: Show the second picture:
of the animal shown is of the animal shown is
ovipary or by vivipary. ovipary or by vivipary.  Study the picture.  Study the picture.
4. Write the correct category in 4. Write the correct category in  What happens in the  What happens in the
one index card and glue this one index card and glue this picture? picture?
card underneath the animal card underneath the animal  Where did it go?  Where did it go?
picture. picture.  What happens when the  What happens when the
5. In another index card, briefly 5. In another index card, briefly sperm joins or united with sperm joins or united with
describe how the animal describe how the animal the egg? the egg?
undergoes reproduction, i.e., undergoes reproduction, i.e.,  What will become of the  What will become of the
egg? egg?
how they mate and produce how they mate and produce
young. Glue this index card young. Glue this index card  What process is the union  What process is the union
underneath the first index underneath the first index of the sperm and egg? of the sperm and egg?
card that you previously card that you previously
glues. glues.
6. Do the same steps for the 6. Do the same steps for the
remaining animal pictures. remaining animal pictures.

66
O. Discussing new concepts and a) Which of the animals are born alive?b)
practicing new skills #2 Which of the animals hatched
from eggs?
How are the animals in the
picture similar in terms of how
they are reproduce?
What are oviparous animals?
What are viviparous animals?
What is sexual reproduction?
How do oviparous and viviparous
occur?
P. Developing mastery Based on the activity, what science
(Leads to Formative Assessment 3) concept can you form?
Q. Finding practical applications of What modes of sexual reproduction
concepts and skills in daily living occur in dogs and cats? Why? How
about fishes and frogs? Why?
R. Making generalizations and In sexual reproduction, two parent
abstractions about the lesson organisms are involved.
The male and female produces sex
cells. It is carried out either through
viviparous and oviparous animal.
In ovipary, eggs with shell are
released by the female animal to
develop outside the body.
In vivipary, the egg does not have a
shell or protective membrane and is
developed inside the body of the
female parent.
S. Evaluating learning The following animals are
reproduced sexually. Put a ( / ) if it is
oviparous and ( X ) if it is viviparous.
_________1. Dog
_________2. Cat
_________3. Frog
_________4. Duck
_________5. Monkey
T. Additional activities for application What modes of sexual reproduction
or remediation occur in dogs and cats? Why? How
Which of the animals are born alive?
Which of the animals hatched
from eggs?
How are the animals in the
picture similar in terms of how
they are reproduce?
What are oviparous animals?
What are viviparous animals?
What is sexual reproduction?
How do oviparous and viviparous
occur?
Based on the activity, what science
concept can you form?
What modes of sexual reproduction
occur in dogs and cats? Why? How
about fishes and frogs? Why?
In sexual reproduction, two parent
organisms are involved.
The male and female produces sex
cells. It is carried out either through
viviparous and oviparous animal.
In ovipary, eggs with shell are
released by the female animal to
develop outside the body.
In vivipary, the egg does not have a
shell or protective membrane and is
developed inside the body of the
female parent.
The following animals are
reproduced sexually. Put a ( / ) if it is
oviparous and ( X ) if it is viviparous.
_________1. Dog
_________2. Cat
_________3. Frog
_________4. Duck
_________5. Monkey
What modes of sexual reproduction
occur in dogs and cats? Why? How
What were the illustration on the
activity?
* In the second activity, what
happened?
* What happens when the sperm
cell unites with the egg cell
How do animals develop?
If you want to have many pet
animals what would you do?
A matured male animal produces
sperm cells. A matured female
animal produces egg cells. When the
male and female animals mate, the
sperm cell will meet with an egg cell.
When the sperm cell and egg cell
meet, fertilization takes place. Once
fertilization has taken place, the egg
becomes a fertilized egg.
Fill in the blanks with the needed
data.
A matured male produces ________.
A matured female produces
________. When the male and
female animals mate, the ________
will meet with an ________. When
the sperm cell and the egg cell meet,
_______ takes place. The egg
becomes a ________.
Find out how many animals have
been reproduced from your pets.
What were the illustration on the What does the female do with its egg?
activity? What does the male fish do?
* In the second activity, what What happens to the egg
happened? What does this fish do with the fertilized eggs?
* What happens when the sperm After 15 days, what happens?
cell unites with the egg cell In B, where does the female frog drops its eggs?
What process is the union of the sperm and the egg cell?
What is internal fertilization?
What is external fertilization?
How do animals develop?
How do animals develop? How do the fish and frogs fertilize their eggs? What kind of fer
If you want to have many pet What will you do when you see fish and frog in the water?
animals what would you do?
A matured male animal produces Internal fertilization happens when female and male sex cell u
sperm cells. A matured female External Fertilization happens when female animal r
animal produces egg cells. When the
male and female animals mate, the
sperm cell will meet with an egg cell.
When the sperm cell and egg cell
meet, fertilization takes place. Once
fertilization has taken place, the egg
becomes a fertilized egg.
Fill in the blanks with the needed How do these animals develop from a fertilized egg?
data. a. fish
b. dog
A matured male produces ________.
A matured female produces
________. When the male and
female animals mate, the ________
will meet with an ________. When
the sperm cell and the egg cell meet,
_______ takes place. The egg
becomes a ________.
Find out how many animals have Illustrate how the fish and frog fertilize their egg.
been reproduced from your pets.
67
 about fishes and frogs? Why? about fishes and frogs? Why?

XI. REMARKS
XII. REFLECTION
H. No. of learners who earned 80% in
the evaluation

I. No. of learners who require additional

activities for remediation who scored
below 80%
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to require
remediation

L. Which of my teaching strategies worked

well? Why did these work?

M. What difficulties did I encounter which

my principal or supervisor can help me
solve?
N. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time October 17-21, 2016 Quarter

Monday Tuesday Wednesday Thursday

I. OBJECTIVES 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 changes in properties. Learners will develop healthful
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 differen
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 Standards
demonstrates understanding about demonstrates understanding about demonstrates understanding about how demonstrates understanding about demonstrates understanding about how animals reproduce
how animals reproduce how animals reproduce animals reproduce how animals reproduce

B. Performance Standards
protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of protects and conserves habitats of animals that provide opp
animals that provide opportunities animals that provide opportunities animals that provide opportunities for animals that provide opportunities

68

C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
for livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive systems
of different animal groups using
models, illustrations, and pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Abracia, Norma M. Ed.D. et. al.
Editor Rabago, Lilia M. PhD.
Science in our World:
Kto12 Worktext 5. Vibal Group, Inc.
2014.
Name the animals in the picture.
for livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive systems
of different animal groups using
models, illustrations, and pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Abracia, Norma M. Ed.D. et. al.
Editor Rabago, Lilia M. PhD.
Science in our World:
Kto12 Worktext 5. Vibal Group, Inc.
2014.
Name the animals in the picture.
livelihood
compares males and females of
different representative groups of
animals
 describes the reproductive systems of
different animal groups using models,
illustrations, and pictures
 differentiates modes of reproduction
of representative animals
Parts of the reproductive system of
representative groups of animals and
their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Abracia, Norma M. Ed.D. et. al. Editor
Rabago, Lilia M. PhD.
Science in our World: Kto12
Worktext 5. Vibal Group, Inc. 2014.
1. Group the pupils into 3 or 4. Give
each group 1 manila paper and ask
the pupils to construct a food chain
found in an estuary.
for livelihood
compares males and females of compares males and females of different representative gro
different representative groups of
animals  describes the reproductive systems of different animal gro
 describes the reproductive  differentiates modes of reproduction of representative an
systems of different animal groups
using models, illustrations, and
pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of Parts of the reproductive system of representative groups o
representative groups of animals - Differences in the modes of reproduction: external fertiliza
and their functions  Crustaceans (crabs and shrimps)
- Differences in the modes of  Dragonflies and butterflies
reproduction: external fertilization, - Protecting habitats of animals
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Abracia, Norma M. Ed.D. et. al. Abracia, Norma M. Ed.D. et. al. Editor Rabago, Lilia M. PhD.
Editor Rabago, Lilia M. PhD. Science in our World: Kto12 Worktext 5. Vibal Gro
Science in our World:
Kto12 Worktext 5. Vibal Group, Inc.
2014.
1. Group the pupils into 3 or 4. Give 1. Group the pupils into 3 or 4. Give each group 1 manila pa
each group 1 manila paper and ask the pupils to construct a food chain found in an estuary.
the pupils to construct a food 2. Let them discuss their work.
chain found in an estuary.
69
 2. Let them discuss their work. 2. Let them discuss their work

B. Establishing a purpose for the Construct food chains and webs to Construct food chains and webs to Classifies organisms as producers, Classifies organisms as producers, Classifies organisms as producers, consumers, scavengers or
lesson show feeding relationship among show feeding relationship among consumers, scavengers or decomposers consumers, scavengers or
living things. living things. according to their role in a food chain or decomposers according to their role
food web. in a food chain or food web.

C. Presenting examples/instances of 1. Group the pupils into 3 or 4. Give
the new lesson each group 1 manila paper and a set
of pictures of plants and animals
found in estuaries like heron,
salmon, crab, freshwater mollusc,
shrimp, seagull, sea grass, small fish,
stonefly larva, mussels and seal.
2. Ask the pupils to match the
animals according to food-eater
relationship.
3. Let them discuss their work.
1. Group the pupils into 3 or 4. Give 1. With the same group of 3 or 4, 1. With the same group of 3 or 4, 1. With the same group of 3 or 4, instruct the pupils to cla
each group 1 manila paper and a set instruct the pupils to classify the instruct the pupils to classify the
of pictures of plants and animals animals in their food chains by writing animals in their food chains by
found in estuaries like heron, them in the table below. writing them in the table below.
salmon, crab, freshwater mollusc,
shrimp, seagull, sea grass, small fish,
stonefly larva, mussels and seal.
2. Ask the pupils to match the
animals according to food-eater
relationship.
3. Let them discuss their work.

D. Discussing new concepts and
practicing new skills #1
1. With the same group of 3 or 4,
ask the pupils to interconnect the
animals and plants found in
estuaries (refer to the pupils’ first
activity to be able to create food
chains and food web).
2. Post guide questions about their
activity like: (a) Which among these
animals eat plankton? (b) Which
animal eats mussels? (c) Which
animals eat salmon? (d) Which
animals eat the same kind? (e) How
do we construct a food chain? (f)
How do we construct a food web?
3. Guide the pupils in doing their
work.
1. With the same group of 3 or 4, 2. Ask again the pupils to classify the 2. Ask again the pupils to classify 2. Ask again the pupils to classify the animals in their food
ask the pupils to interconnect the animals in their food chains by writing the animals in their food chains by them in the table below.
animals and plants found in them in the table below. writing
estuaries (refer to the pupils’ first them in the table below.
activity to be able to create food
chains and food web).
2. Post guide questions about their
activity like: (a) Which among these
animals eat plankton? (b) Which
animal eats mussels? (c) Which
animals eat salmon? (d) Which
animals eat the same kind? (e) How
do we construct a food chain? (f)
How do we construct a food web?
3. Guide the pupils in doing their
work.

E. Discussing new concepts and
practicing new skills #2
Let the pupils discuss their activity
by answering the guide questions
posted by the teacher.
Ask: What did you feel about the
activity?
Suggested answers for pupils’
Let the pupils discuss their activity
by answering the guide questions
posted by the teacher.
Ask: What did you feel about the
activity?
Suggested answers for pupils’
1. Allow the pupils to share to the class
their activity.
2. Ask the pupils the following
questions: How did you classify the
animals found in your food chains?
Suggested answer for pupils’ activity:
1. Allow the pupils to share to the
class their activity.
2. Ask the pupils the following
questions: How did you classify the
animals found in your food chains?
Suggested answer for pupils’
1. Allow the pupils to share to the class their activity.
2. Ask the pupils the following questions: How did you class
Suggested answer for pupils’ activity: We classify them acco
3. Show to the class the following tables:
Producers Consumers Decompose
rs

activity:
(a) Animals that eat planktons are
mussels, freshwater mollusc, and
activity:
We classify them according to the food activity: We classify them according
(a) Animals that eat planktons are
they eat. to the food they eat.
mussels, freshwater mollusc, and
70
 shrimp. shrimp. 3. Show to the class the following 3. Show to the class the following
Plankton Crab Worms
(b) An animal that eats mussels are (b) An animal that eats mussels are tables: tables: Sea grass Mollusc Bacteria
crabs. crabs. Producers Consumers Decompo Producers Consumers Decompos Algae Shrimp Fungi

(c) Animals that eat salmon are (c) Animals that eat salmon are sers ers
stonefly larva, seal and heron. stonefly larva, seal and heron.
(d) Both salmon and small fish eat (d) Both salmon and small fish eat Plankton Crab Worms
Plankton Crab Worms 4. Using the chart, let the pupils determine what are produ
freshwater mollusc. Heron, seal and freshwater mollusc. Heron, seal and Sea grass Mollusc Bacteria
Sea grass Mollusc Bacteria Algae Shrimp Fungi their own food. Consumers eat plants and other animals. De
stonefly larva eat salmon. Seal and stonefly larva eat salmon. Seal and Algae Shrimp Fungi 5. Show to the class the following tables:
salmon eat small fish. salmon eat small fish. Consumers are classified into:
(e) We construct food chain by (e) We construct food chain by 4. Using the chart, let the pupils Herbivores Carnivores Omnivores
4. Using the chart, let the pupils
linking two or more food-eater linking two or more food-eater determine what are producers,
determine what are producers, Small fish Salmon Milkfish
relationship relationship consumers and decomposers. Mollusc Seal Catfish
to show the transfer of energy. to show the transfer of energy. consumers and decomposers. Mussels Pelican Tilapia
Suggested answer for pupils’ activity: Suggested answer for pupils’
(f) We construct food web by (f) We construct food web by
Producers refer to plants. They make activity: Producers refer to plants.
connecting two or more food chains. connecting two or more food chains.
their own food. Consumers eat plants They make
and other animals. Decomposers eat their own food. Consumers eat
dead animals or plants. plants and other animals.
5. Show to the class the following Decomposers eat dead animals or
tables: plants.
Consumers are classified into: 5. Show to the class the following
Herbivores Carnivores Omnivores tables:
Consumers are classified into:
Herbivores Carnivores Omnivores
Small fish Salmon Milkfish
Small fish Salmon Milkfish
Mollusc Seal Catfish Mollusc Seal Catfish
Mussels Pelican Tilapia Mussels Pelican Tilapia

F. Developing mastery Construct your own food chain using Construct your own food chain using
(Leads to Formative Assessment 3) the following animals shown in the the following animals shown in the Animals are classified according to the Animals are classified according to Animals are classified according to the food they eat.
food web. food web. food they eat. the food they eat.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
What is the importance of this in
everyday life?
The Food Chain
Every living thing needs energy in
order to live. Every animals do
something (run, jump) they use
energy to do so.
Animals get energy from the food
they eat, and all living things get
energy from food. Plants use
What is the importance of this in
everyday life?
The Food Chain
Every living thing needs energy in
order to live. Every animals do
something (run, jump) they use
energy to do so.
Animals get energy from the food
they eat, and all living things get
energy from food. Plants use
What is the importance of this in
everyday life?
Estuaries provide habitat and
a supply of food for a variety of small
animals. Estuary food chains show the
feeding relationships between the
different organisms that live in an
estuary. They show the flow of matter
and energy through the ecosystem. A
food chain usually begins with
producers which are eaten by
herbivores which in turn are eaten by
carnivores. Producers, or plants,
What is the importance of this in
everyday life?
Estuaries provide habitat
and a supply of food for a variety of
small animals. Estuary food chains
show the feeding relationships
between the different organisms
that live in an estuary. They show
the flow of matter and energy
through the ecosystem. A food
chain usually begins with producers
which are eaten by herbivores
which in turn are eaten by
What is the importance of this in everyday life?
Estuaries provide habitat and a supply of food fo
matter and energy through the ecosystem. A food chain us
the process of photosynthesis. In an estuary, these plants in
and single-celled plant components. Plants are eaten by oth
• herbivores – eat plants
• carnivores – eat other animals
• omnivores – eat both plants and animals.
When an organism dies, it is broken down by de
animal matter is called detritus. Many animals are adapted
71

sunlight, water and nutrients to get
energy (in a process
called photosynthesis). Energy is
necessary for living beings to grow.
A food chain shows how each living
thing gets food, and how nutrients
and energy are passed from
creature to creature. Food chains
begin with plant-life, and end with
animal-life. Some animals eat
plants, some animals eat other
animals.
A food web (or food cycle) is the
natural interconnection of food
chains and generally a graphical
representation (usually an image) of
what-eats-what in an ecological
community. Another name for food
web is a consumer-resource system.
sunlight, water and nutrients to get
energy (in a process
called photosynthesis). Energy is
necessary for living beings to grow.
A food chain shows how each living
thing gets food, and how nutrients
and energy are passed from
creature to creature. Food chains
begin with plant-life, and end with
animal-life. Some animals eat
plants, some animals eat other
animals.
A food web (or food cycle) is the
natural interconnection of food
chains and generally a graphical
representation (usually an image) of
what-eats-what in an ecological
community. Another name for food
web is a consumer-resource system.
produce their own food, usually
through the process of photosynthesis.
In an estuary, these plants include
phytoplankton, seagrasses, saltmarsh
plants and mangroves. Planktons are
microscopic organisms that drift freely
in the water and can have both animal
and single-celled plant components.
Plants are eaten by other organisms
called consumers, which are classified
by the food they eat. They include:
• herbivores – eat plants
• carnivores – eat other
animals
• omnivores – eat both plants
and animals.
When an organism dies, it is
broken down by decomposers such as
fungi and bacteria. This process releases
nutrients back into the environment to
be used again by primary producers.
Decaying plant and animal matter is
called detritus. Many animals are
adapted to feeding on detritus, such as
shore crabs and many worms.
carnivores. Producers, or plants,
produce their own food, usually
through the process of
photosynthesis. In an estuary, these
plants include phytoplankton,
seagrasses, saltmarsh plants and
mangroves. Planktons are
microscopic organisms that drift
freely in the water and can have
both animal and single-celled plant
components. Plants are eaten by
other organisms called consumers,
which are classified by the food
they eat. They include:
• herbivores – eat plants
• carnivores – eat other
animals
• omnivores – eat both
plants and animals.
When an organism dies, it
is broken down by decomposers
such as fungi and bacteria. This
process releases nutrients back into
the environment to be used again
by primary producers. Decaying
plant and animal matter is called
detritus. Many animals are adapted
to feeding on detritus, such as
shore crabs and many worms.

I. Evaluating learning Construct a food web using the Construct a food web using the Identify the following organisms found Identify the following organisms Identify the following organisms found
following: following: in an estuary according to their found in an estuary according to their classification (Producer, Co
Shark Small fish Tadpole Shark Small fish Tadpole classification (Producer, Consumer, in an estuary according to their
Dolphin Seaweeds Snail Dolphin Seaweeds Snail Decomposer) classification (Producer, Consumer, _______1. Earthworm
Albatross Plankton Mollusc Albatross Plankton Mollusc _______1. Earthworm Decomposer) _______2. Sardine
Squid Dragonfly Shrimp Squid Dragonfly Shrimp _______2. Sardine _______3. Green grass
Larva Larva _______3. Green grass _______1. Earthworm _______4. Plankton
_______4. Plankton _______2. Sardine _______5. Crocodile
_______5. Crocodile _______3. Green grass (Herbivore, Carnivore, Omnivore)
_______4. Plankton
(Herbivore, Carnivore, Omnivore) _______5. Crocodile _______1. Heron
(Herbivore, Carnivore, Omnivore) _______2. Snail
_______1. Heron _______1. Heron _______3. Seal
_______2. Snail _______2. Snail _______4. Shrimp
_______3. Seal _______3. Seal _______5. Crab
_______4. Shrimp _______4. Shrimp

72
 _______5. Crab _______5. Crab

J. Additional activities for application With the pictures given construct a With the pictures given construct a With the pictures given construct a food With the pictures given construct a With the pictures given construct a food web according to t
or remediation food web. food web. web according to the food they eat. food web according to the food
they eat.

V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 2-4, 2016 Quarter

Monday Tuesday Wednesday Thursday

VII. OBJECTIVES 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 changes in properties. Learners will develop healthful
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 differe
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

73
 D. Content Standards
demonstrates understanding about
how animals reproduce
E. Performance Standards
protects and conserves habitats of
animals that provide opportunities
for livelihood
F. Learning Competencies/Objectives
Write the LC code for each compares males and females of
different representative groups of
animals
 describes the reproductive systems
of different animal groups using
models, illustrations, and pictures
 differentiates modes of
reproduction of representative
animals
VIII. CONTENT
Parts of the reproductive system of
representative groups of animals
and their functions
- Differences in the modes of
reproduction: external fertilization,
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
IX. LEARNING RESOURCES
C. References
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages Abracia, Norma M. Ed.D. et. al.
Editor Rabago, Lilia M. PhD.
Science in our World: Kto12
Worktext 5. Vibal Group, Inc. 2014.
8. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
demonstrates understanding about demonstrates understanding about how animals reproduce
how animals reproduce
protects and conserves habitats of protects and conserves habitats of animals that provide oppor
animals that provide opportunities
for livelihood
compares males and females of compares males and females of different representative group
different representative groups of
animals  describes the reproductive systems of different animal group
 describes the reproductive systems  differentiates modes of reproduction of representative anim
of different animal groups using
models, illustrations, and pictures
 differentiates modes of
reproduction of representative
animals
Parts of the reproductive system of Parts of the reproductive system of representative groups of a
representative groups of animals - Differences in the modes of reproduction: external fertilizatio
and their functions  Crustaceans (crabs and shrimps)
- Differences in the modes of  Dragonflies and butterflies
reproduction: external fertilization, - Protecting habitats of animals
internal fertilization
 Crustaceans (crabs and shrimps)
 Dragonflies and butterflies
- Protecting habitats of animals
Abracia, Norma M. Ed.D. et. al. Abracia, Norma M. Ed.D. et. al. Editor Rabago, Lilia M. PhD.
Editor Rabago, Lilia M. PhD. Science in our World: Kto12 Worktext 5. Vibal Group, Inc. 2014
Science in our World: Kto12
Worktext 5. Vibal Group, Inc. 2014.
74
 X. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
lesson
M. Presenting examples/instances of
the new lesson
N. Discussing new concepts and
practicing new skills #1
O. Discussing new concepts and
practicing new skills #2
P. Developing mastery
(Leads to Formative Assessment 3)
Q. Finding practical applications of
concepts and skills in daily living
Ask: What is an estuary? Why are
estuaries important? If you see
practices that destruct estuaries,
what would you do?
Show placards in different ways on
how to protect and conserve
estuaries and intertidal zones.
Have them walk around the
classroom showing the placards.
Learn more about estuaries.
Keep septic system working properly
Pave less.
Adhere to “no-wake” zones when on
your boat.
Think before you pour.
Fish respectfully.
Create non-toxic pesticides.
Use native plants.
Respect habitat.
Take action.
Let them talk about the placards.
What does the activity shows? Name
the different ways of protecting and
conserving the estuaries. What are
the different activities that you can
join to save estuaries?
Write different ways that you can do
to conserve and protect estuaries
and intertidal zones.
What is estuary?
What are the different activities that
you can join to save estuaries?
Ask: What is an estuary? Why are Ask: What is an estuary? Why are estuaries important? If you
estuaries important? If you see
practices that destruct estuaries,
what would you do?
Show placards in different ways on Show placards in different ways on how to protect and conser
how to protect and conserve Have them walk around the classroom showing the placards.
estuaries and intertidal zones. Learn more about estuaries.
Have them walk around the Keep septic system working properly Pave less.
classroom showing the placards. Adhere to “no-wake” zones when on your boat.
Learn more about estuaries. Think before you pour.
Keep septic system working properly Fish respectfully.
Pave less. Create non-toxic pesticides.
Adhere to “no-wake” zones when on Use native plants.
your boat. Respect habitat.
Think before you pour. Take action.
Fish respectfully. Let them talk about the placards.
Create non-toxic pesticides.
Use native plants.
Respect habitat.
Take action.
Let them talk about the placards.
What does the activity shows? Name What does the activity shows? Name the different ways of pro
the different ways of protecting and
conserving the estuaries. What are
the different activities that you can
join to save estuaries?
Write different ways that you can do Write different ways that you can do to conserve and protect e
to conserve and protect estuaries
and intertidal zones.
What is estuary? What is estuary?
What are the different activities that What are the different activities that you can join to save estu
you can join to save estuaries?
75
R. Making generalizations and There are different ways on how we There are different ways on how we There are different ways on how we can use estuary.
abstractions about the lesson can use estuary. can use estuary.

S. Evaluating learning Write TRUE if the statement shows
concern in estuaries and intertidal
zones and FALSE if not. Write your
answer on the blank provided before
each number.
______________1. Keep septic
systems working properly.
______________2. Pour hazardous
products into coastal bodies of
water.
______________3. Follow “catch
and release” practices and keep
more fish alive.
______________4. Treat the homes
of vital marine life without care.
______________5. Garden and
landscape with plants native to your
area to reduce the need for watering
and fertilizing.
Write TRUE if the statement shows Write TRUE if the statement shows concern in estuaries and i
concern in estuaries and intertidal
zones and FALSE if not. Write your ______________1. Keep septic systems working properly.
answer on the blank provided before ______________2. Pour hazardous products into coastal bod
each number. ______________3. Follow “catch and release” practices and k
______________4. Treat the homes of vital marine life witho
______________1. Keep septic ______________5. Garden and landscape with plants native
systems working properly.
______________2. Pour hazardous
products into coastal bodies of
water.
______________3. Follow “catch
and release” practices and keep
more fish alive.
______________4. Treat the homes
of vital marine life without care.
______________5. Garden and
landscape with plants native to your
area to reduce the need for watering
and fertilizing.

T. Additional activities for application On your way home think of some On your way home think of some On your way home think of some way that you can help estua
or remediation way that you can help estuary. way that you can help estuary.

XI. REMARKS
XII. REFLECTION
H. No. of learners who earned 80% in
the evaluation

I. No. of learners who require additional

activities for remediation who scored
below 80%
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to require
remediation

76
L. Which of my teaching strategies worked
well? Why did these work?

M. What difficulties did I encounter which

my principal or supervisor can help me
solve?
N. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 7-11, 2016 Quarter

Monday Tuesday Wednesday Thursday

I. OBJECTIVES
A. Content Standards REVIEW PERIODICAL TEST PERIODICAL TEST
demonstrates skills in measuring, demonstrates skills in measuring, recording and analyzing dista
recording and analyzing distance and
time

B. Performance Standards
practices time management for long practices time management for long distance travels
distance travels

C. Learning Competencies/Objectives
Write the LC code for each measures the distance between a measures the distance between a person/an object and anoth
person/an object and another  describes the motion of an object by tracing and measuring
person/object  uses appropriate measuring tools and expresses measureme
 describes the motion of an object
by tracing and measuring its change CODE: S5FE-IIIa-1
in position (distance travelled) over a
period of time
 uses appropriate measuring tools
and expresses measurements using
correct standard units

CODE: S5FE-IIIa-1

77
 II. CONTENT
Measuring time and distance using Measuring time and distance using standard units
standard units

III. LEARNING RESOURCES

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

4. Additional Materials from

Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Start the lesson by asking the Start the lesson by asking the students if they are familiar with
students if they are familiar with the
units of measurement such as feet,
yard and inch. Call on the students
to demonstrate each of
these measurements using their
body parts.

B. Establishing a purpose for the Use appropriate measuring tools and Use appropriate measuring tools and correct standard units
lesson correct standard units

C. Presenting examples/instances of Ask how they understand the unit Ask how they understand the unit “foot” (or alternatively, use
the new lesson “foot” (or alternatively, use inch or outside the lessons, may answer 30.48 centimeters. There w
yard.) is it just anyone’s that 30.48 centimeters could have been a different va
foot? Some students may answer think of the difficulties using units based on body parts.
“foot of an adult person.” Others
who do advance reading or are just
fond of reading outside the
lessons, may answer 30.48
centimeters. There will be those
who would answer “ the
foot ofThe king.” Try to resent
difficulties with each answer. Point
out that adult persons have
different foot sizes or that 30.48
centimeters could have

78

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
been a different value or that
no two kings have the same
foot size. There will be no right or
wrong answers in this activity
since the aim is to have
the students think of the difficulties
using units based on body
parts.
Activity 1 Activity 1
Divide the students into groups with Divide the students into groups with three members each.
three members each. Facilitate the class as they work on the Discover activity.
Facilitate the class as they work on Discover Activity
the Discover activity. “ It’s the same book, right?”
Discover Activity To do:
“ It’s the same book, right?” Form a group with two of your classmates.
To do: Let each member measure the length, width, and height of the
Form a group with two of your
classmates.
Let each member measure the
length, width, and height of the
book using the
thumb as unit of measurement.
Activity 2 Activity 2
Form a group with four of your Form a group with four of your classmates
classmates Measure the length and width of your classroom using the len
Measure the length and width of Repeat steps 2-4, this time using the meterstick (or ruler
your classroom using the length of
each member’s foot as the basis.
Record your measurements in the
table in Results and Analysis.
Repeat steps 2-4, this time using the
meterstick (or ruler).
The size differ because the thumbs The size differ because the thumbs of different people do not
of different people do not have the results
same size. These is an example of
using non standard measure. It is not
reliable.Using inconsistent units of
measurement yields inconsistent
and confusing results
Everything has measurement. Everything has measurement.
The size differ because the thumbs The size differ because the thumbs of different people do not
of different people do not have the results
same size. These is an example of To get the Standard Measure, we use different instrument/too
79
 using non standard measure. It is not
reliable. Using inconsistent units of
measurement yields inconsistent
and confusing results
To get the Standard Measure, we
use different instrument/tool to get
the accurate measure. Standard
measure is more reliable.

I. Evaluating learning To get the accurate measure, what To get the accurate measure, what would you use in determin
would you use in determining how
far your house is from your school?
____________

J. Additional activities for application What appropriate measuring tools What appropriate measuring tools can you use for the followin
or remediation can you use for the following: 4. blackboard
1. blackboard
5. hollow block
2. hollow block
6. table
3. table

V. REMARKS
VI. REFLECTION
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?

80
 GRADES 1 to 12 School SAN BENITO ELEMENTARY SCHOOL Grade Level GRADE-FIVE LANGKA
DAILY LESSON LOG Teacher RACHEL B. BUCCAT Learning Areas SCIENCE
Teaching Dates and Time November 14-18, 2016 Quarter THIRD

Monday Tuesday Wednesday Thursday

I. OBJECTIVES 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 changes in properties. Learners will develop healthful a
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 r
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 appeara

A. Content Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a
simple DC circuit and the
relationship between electricity
and magnetism in electromagnets
demonstrate understanding of
a simple DC circuit and the
relationship between
electricity and magnetism in
electromagnets
demonstrate understanding of
a simple DC circuit and the
relationship between electricity
and magnetism in
electromagnets
demonstrate understanding of demonstrate understanding of a simple DC circuit and the relationship between e
a simple DC circuit and the
relationship between
electricity and magnetism in
electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or propose an unusual tool or propose an unusual tool or propose an unusual tool or device using electromagnet that is useful for home, sc
using electromagnet that is useful device using electromagnet device using electromagnet device using electromagnet
for home, school or community that is useful for home, school that is useful for home, school that is useful for home, school
or community or community or community

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

II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism

81

III. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Circuits
Electromagnets
Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Ask the pupil if they know their
height,weight, how many tiles will
cover their kitchen floor,
how much milk should be added to
a cake mix, what is the
temperature outside. All of these
questions are answered by
measurement.
Explain that measurement is
important part of daily life. People
use measurement all the
time-for shopping, cooking,
construction and deciding how
warm to dress. Measuring is also
an important part of science.
A measurement has two parts: a
number and a unit. A unit is a
standard amount used to measure
something. Example : 100
grams
Number standard unit
Use appropriate measuring tools
and correct standard units
Circuits
Electromagnets
Breaking Through Science 5
,C&E Publishing, Inc.p.90-101
T.M.
Science for Daily Use 4,
Revised Edition 2011 p. 146-
160
Ask the pupil if they know their
height,weight, how many tiles
will cover their kitchen
floor, how much milk should
be added to a cake mix, what is
the temperature outside. All of
these questions are answered
by measurement.
Explain that measurement is
important part of daily life.
People use
measurement all the
time-for shopping, cooking,
construction and deciding
how warm to dress.
Measuring is also an important
part of science.
A measurement has two parts:
a number and a unit. A unit is a
standard amount used to
measure something. Example :
100 grams
Number standard unit
Use appropriate measuring
tools and correct standard
units
Circuits
Electromagnets
Breaking Through Science 5
,C&E Publishing, Inc.p.90-101
T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Ask the pupil if they know their
height,weight, how many tiles
will cover their kitchen
floor, how much milk should be
added to a cake mix, what is
the temperature outside. All of
these questions are answered
by measurement.
Explain that measurement is
important part of daily life.
People use
measurement all the
time-for shopping, cooking,
construction and deciding
how warm to dress.
Measuring is also an important
part of science.
A measurement has two parts:
a number and a unit. A unit is a
standard amount used to
measure something. Example :
100 grams
Number standard unit
Use appropriate measuring
tools and correct standard units
Circuits Circuits
Electromagnets Electromagnets
Breaking Through Science 5 Breaking Through Science 5 ,C&E Publishing, Inc.p.90-101 T.M.
,C&E Publishing, Inc.p.90-101 Science for Daily Use 4, Revised Edition 2011 p. 146-160
T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Activity 1 How far can you go? Activity 1 How far can you go?
Group the pupils by 5. With the Group the pupils by 5. With the piece of ruler, identify the meter side and the inc
piece of ruler, identify the 1. What value does the prefix milli - stand for?___________
meter side and the inch side. 2. What value does the prefix centi - stand for? ___________
1. What value does the 3. Which is larger, a meter or a millimeter?_____________
prefix milli - stand 4. How may millimeter make 1 centimeter?____________
for?___________ 5. The length at A can be written as 45 mm. It may also be written as _____
2. What value does the
prefix centi - stand
for? ___________
3. Which is larger, a
meter or a
millimeter?
_____________
4. How may millimeter
make 1 centimeter?
____________
5. The length at A can be
written as 45 mm.
It may also be
written as _______
( 45cm, 4.5 cm,
0.45 cm.)
Use appropriate measuring Use appropriate measuring tools and correct standard units
tools and correct standard
units
82
C. Presenting examples/instances of Group pupils into 5 members in Group pupils into 5 members Group pupils into 5 members in Measure each of the following -do-
the new lesson each group in each group each group lengths. Write the lengths on
Classify the measurement by Classify the measurement by Classify the measurement by 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 concepts and
practicing new skills #1
What are the two system of
measurement?
Which unit of measure is used by
scientist?
Activity 2
Identify the meaning of the unit of
measurement. (Use the table as
reference)
Answer the questions that follow.
Activity 2: Find the meaning of
measurement
What are the two system of
measurement?
Which unit of measure is used
by scientist?
Activity 2
Identify the meaning of the
unit of measurement. (Use the
table as reference)
Answer the questions that
follow.
Activity 2: Find the meaning of
measurement
What are the two system of Discuss that objects have Discuss that objects have different shapes and there are different formula in getti
measurement?
different shapes and there are
Which unit of measure is used
by scientist? different formula in getting the
Activity 2 area that are discuss in their
Identify the meaning of the unit Math subject.
of measurement. (Use the table
as reference)
Answer the questions that
follow.
Activity 2: Find the meaning of
measurement

83
E. Discussing new concepts and
practicing new skills #2
Use the chart above to answer the
following questions:
How many grams make up a
kilogram? _______ 10, 100, 1000
How much of a meter is a
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 100,1000
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________
Use the chart above to answer
the following questions:
How many grams make up a
kilogram? _______ 10, 100,
1000
How much of a meter is a
centimeter?
_________1/10,1/100,1/1000
How many times larger is a
hectometer compared to a
decameter?_____ 10,
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________
Use the chart above to answer The square has an area of 4 The square has an area of 4 square
the following questions:
square Centimeter (4 cm
How many grams make up a
kilogram? _______ 10, 100, Centimeter (4 cm Area = L1 x L2
1000 Area = L1 x L2 2 cm = 2 cm x 2 cm
How much of a meter is a 2 cm Area == 4 square centimeters (4 cm )
centimeter?
_________1/10,1/100,1/1000
= 2 cm x 2 cm
How many times larger is a
hectometer compared to a Area == 4 square centimeters
decameter?_____ 10, 100,1000 (4 cm )
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________

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 the area of the square.
(Leads to Formative Assessment 3) measurment measurment measurment the area of the square.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
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.
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 Measure the things that you have in your bag.
have in your bag.
Measurement rules our lives. It Measurement rules our lives. It has sliced up our world and helped us im
has sliced up our world and Surface Area is the term used to describe the area of an object that i
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.

84
I. Evaluating learning In metric system the unit of Mass is In metric system the unit of In metric system the unit of Find the areas of the following Find the areas of the following rectangles
the ____________ (meter, Mass is the ____________ Mass is the ____________
rectangles 1. 5 meters x 5 meters ________________
kilogram, pound) (meter, kilogram, pound) (meter, kilogram, pound)
Mass and weight ___________ Mass and weight ___________ Mass and weight ___________ 1. 5 meters x 5 meters 2. 2.5 cm x 5 cm_______________
(are, are not) the same. (are, are not) the same. (are, are not) the same. ________________ 3. 10 millimeters x 10 millimeters______________________
___________ (Mass, Weight) is a ___________ (Mass, Weight) is ___________ (Mass, Weight) is 2. 2.5 cm x 5
measure of the amount of matter a measure of the amount of a measure of the amount of cm_______________
in an object. matter in an object. matter in an object.
3. 10 millimeters x 10
millimeters________________
______

J. Additional activities for Differentiate English System and Differentiate English System Differentiate English System Find the area of the following: Find the area of the following:
application or remediation Metric System. Give five examples and Metric System. Give five and Metric System. Give five
1. books 6. books
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. REFLECTION
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?

85
 GRADES 1 to 12 School Grade Level
DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 21-25, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 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 Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a
simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the
relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity
magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets and magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

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

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M.
86
 Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised
Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Show the difference of an Area
from a Volume by showing a the
Area of a bond paper and a volume
of a box by filling it with small
boxes.
Show a thermometer and
demonstrate the its use.
Show the difference of an Area
from a Volume by showing a the
Area of a bond paper and a volume
of a box by filling it with small
boxes.
Show a thermometer and
demonstrate the its use.
Play a game of charade. Divide the
class into 3 groups
Pick a card, then act the word in
class. The group that answers as
many correct answer wins. (words:
jump, cook, cut the grass, clean
the car)
Play a game of charade. Divide the
class into 3 groups
Pick a card, then act the word in
class. The group that answers as
many correct answer wins. (words:
jump, cook, cut the grass, clean
the car)
Play a game of charade. Divide the
class into 3 groups
Pick a card, then act the word in
class. The group that answers as
many correct answer wins.
(words: jump, cook, cut the grass,
clean the car)

B. Establishing a purpose for the Use appropriate measuring tools and Use appropriate measuring tools and Describe the motion of an object by Describe the motion of an object by Describe the motion of an object
lesson correct standard units correct standard units tracing and measuring its change in tracing and measuring its change in by tracing and measuring its
position (distance travelled) over a position (distance travelled) over a change in position (distance
period of time period of time travelled) over a period of time

C. Presenting examples/instances of Show different objects such as a
the new lesson book, water, and a stone. Ask pupils
how can the volume of these
materials be measured?
Call a pupil and help her
demonstrate how to measure the
volume of a regular shaped solid by
the formula V= l x w x h.
Call a pupil and help him
demonstrate how to measure the
volume of a liquid by the use of a
graduated cylinder.
Call another pupil and help her
demonstrate how to measure the
volume of an irregular shaped solid.
Call another pupil to demonstrate
how to measure the volume of gas.
Call a pupil to read the measure of
the temperature in the
thermometer. Divide the pupils in
groups with 5 members each.
Each group will measure the
volume of a regular shaped solid, a
liquid, an irregular shaped solid
Ask the pupils to record the volume
in the table.
Show different objects such as a Activity 1 Change my position Activity 1 Change my position Activity 1 Change my position
book, water, and a stone. Ask pupils 1. Group pupils into 6 groups. 1. Group pupils into 6 groups. 1. Group pupils into 6 groups.
how can the volume of these 2. Each group will be given a pebble. 2. Each group will be given a pebble. 2. Each group will be given a
materials be measured? 3. Think of ways on how to change 3. Think of ways on how to change pebble.
Call a pupil and help her the position of the pebble using the position of the pebble using 3. Think of ways on how to change
demonstrate how to measure the force. force. the position of the pebble using
volume of a regular shaped solid by 4. List your observation in the table 4. List your observation in the table force.
the formula V= l x w x h. below. below. 4. List your observation in the
Call a pupil and help him table below.
demonstrate how to measure the
volume of a liquid by the use of a
graduated cylinder.
Call another pupil and help her
demonstrate how to measure the
volume of an irregular shaped solid.
Call another pupil to demonstrate
how to measure the volume of gas.
Call a pupil to read the measure of
the temperature in the
thermometer. Divide the pupils in
groups with 5 members each.
Each group will measure the
volume of a regular shaped solid, a
liquid, an irregular shaped solid
Ask the pupils to record the volume
in the table.
87
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
-ACTIVITY- ACTIVITY- -activity- -activity- -activity-
ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
Volume is a measure of the amount Volume is a measure of the amount An object is in motion when it is An object is in motion when it is An object is in motion when it is
of space that a substance or an of space that a substance or an continuously changing its position continuously changing its position continuously changing its position
object takes up. The basic SI unit for object takes up. The basic SI unit for relative to a reference point and as relative to a reference point and as relative to a reference point and
volume is the cubic meter (m3), but volume is the cubic meter (m3), but observed by a person or detection observed by a person or detection as observed by a person or
smaller volumes may be measured smaller volumes may be measured device. In other words, motion is a device. In other words, motion is a detection device. In other words,
in cm3, and liquids may be in cm3, and liquids may be study of relative position, speed, and study of relative position, speed, and motion is a study of relative
measured in liters (L) or milliliters measured in liters (L) or milliliters acceleration. acceleration. position, speed, and acceleration.
(mL). How the volume of matter is (mL). How the volume of matter is The whole world is in motion. The whole world is in motion. The whole world is in motion.
measured depends on its state. measured depends on its state. People walking, birds flying, leaves People walking, birds flying, leaves People walking, birds flying, leaves
falling, wheels turning – all of these falling, wheels turning – all of these falling, wheels turning – all of
 The volume of a  The volume of a actions involve movement. actions involve movement. these actions involve movement.
liquid is measured liquid is measured Movement occurs when an object Movement occurs when an object Movement occurs when an object
with a measuring with a measuring changes place. Force – the act of a changes place. Force – the act of a changes place. Force – the act of a
container, such as a container, such as a push or a pull – is needed to make push or a pull – is needed to make push or a pull – is needed to make
measuring cup or measuring cup or something move. In people and something move. In people and something move. In people and
graduated cylinder. graduated cylinder. animals, the force is exerted by animals, the force is exerted by animals, the force is exerted by
 The volume of a  The volume of a muscles; in inanimate objects, the muscles; in inanimate objects, the muscles; in inanimate objects, the
gas depends on the gas depends on the force is produced by some outside force is produced by some outside force is produced by some outside
volume of its volume of its source. source. source.
container: gases ex container: gases ex
pand to fill pand to fill
whatever space is whatever space is
available to them. available to them.
 The volume of a  The volume of a
regularly shaped regularly shaped
solid can be solid can be
calculated from its calculated from its
dimensions. For dimensions. For
example, the example, the
volume of a volume of a
rectangular solid is rectangular solid is
the product of its the product of its
length, width, and length, width, and
88
 height. height.
 The volume of an  The volume of an
irregularly shaped irregularly shaped
solid can be solid can be
measured by the measured by the
displacement displacement
method. method.
 Temperature is a  Temperature is a
degree of hotness degree of hotness
or coldness the can or coldness the can
be measured using be measured using
a thermometer. It's a thermometer. It's
also a measure of also a measure of
how fast the atoms how fast the atoms
and molecules of a and molecules of a
substance are substance are
moving. moving.
Temperature is Temperature is
measured in measured in
degrees on the degrees on the
Fahrenheit, Celsius, Fahrenheit, Celsius,
and Kelvin scales. and Kelvin scales.
Discuss how convert Celsius to Discuss how convert Celsius to
Fahrenheit then Fahrenheit to Fahrenheit then Fahrenheit to
Celsius. Celsius.
Convert from Celsius to Fahrenheit Convert from Celsius to Fahrenheit
To convert Celsius to Fahrenheit, To convert Celsius to Fahrenheit,
multiply the degree by 1.8 and add multiply the degree by 1.8 and add
32. 32.
Example: Example:
Convert 25oC to oF. Convert 25oC to oF.
F = 1.8 (25) + 32 F = 1.8 (25) + 32
= 45 + 32 = 77oF = 45 + 32 = 77oF
Convert Convert
from from
Fahrenheit to Fahrenheit to
Celsius Celsius
Use the formula below to Use the formula below to
convert each Fahrenheit convert each Fahrenheit
degree into Celsius. degree into Celsius.
C = (F - 32) * (5/9) C = (F - 32) * (5/9)
Example: Convert Example: Convert
77oF to oC. 77oF to oC.
C = (77 - 32) * C = (77 - 32) *
(5/9) = 45 * 5/9 = 225/9 (5/9) = 45 * 5/9 = 225/9

89
 =25oC =25oC

I. Evaluating learning Find the Volume of each of the Find the Volume of each of the Describe the position of objects if Describe the position of objects if Describe the position of objects if
the teacher is the point of reference. the teacher is the point of reference. the teacher is the point of
following rectangles following rectangles
1. When the chalk was 6. When the chalk was reference.
1. 2 cm x 5 cm x 1 1. 2 cm x 5 cm x 1 thrown. thrown. 11. When the chalk was
cm cm 2. When the ball was rolled. 7. When the ball was rolled. thrown.
2. 8m x 2m x 2m 2. 8m x 2m x 2m 3. When the door was closed. 8. When the door was closed. 12. When the ball was
3. 1mm x 1mm x 3. 1mm x 1mm x 4. When the ribbon was 9. When the ribbon was rolled.
placed on the teachers placed on the teachers 13. When the door was
10mm 10mm hair. hair. closed.
4. 4cm x 2cm x 4. 4cm x 2cm x 5. When the chair was pulled. 10. When the chair was 14. When the ribbon was
3cm 3cm pulled. placed on the teachers
5. 5m x 3m x 6m 5. 5m x 3m x 6m hair.
15. When the chair was
pulled.

J. Additional activities for application Describe your location after Describe your location after Describe your location after
or remediation Find the volume of one of the object Find the volume of one of the object following the direction. following the direction. following the direction.
in your home. in your home. As you enter your house, walk 2 As you enter your house, walk 2 As you enter your house, walk 2
steps. Describe your point of steps. Describe your point of steps. Describe your point of
location inside your house by location inside your house by location inside your house by
drawing.. drawing.. drawing..

V. REMARKS
VI. REFLECTION
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

90
 solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time November 28- December 2, 2016 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 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 Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a
simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the
relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity
magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets and magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

C. Learning Competencies/Objectives
Write the LC code for each
The learners… The learners… The learners… The learners… The learners…
propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, 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
91
 III. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Play a game of charade. Divide the
class into 3 groups
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Pick a card, then act the word in
class. The group that answers as
many correct answer wins. (words:
jump, cook, cut the grass, clean
the car)
An object is in motion when it is
continuously changing its position
relative to a reference point and as
observed by a person or detection
device. In other words, motion is a
study of relative position, speed, and
acceleration.
The whole world is in motion.
People walking, birds flying, leaves
falling, wheels turning – all of these
Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Play a game of charade. Divide the
class into 3 groups
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Pick a card, then act the word in
class. The group that answers as
many correct answer wins. (words:
jump, cook, cut the grass, clean
the car)
An object is in motion when it is
continuously changing its position
relative to a reference point and as
observed by a person or detection
device. In other words, motion is a
study of relative position, speed, and
acceleration.
The whole world is in motion.
People walking, birds flying, leaves
falling, wheels turning – all of these
Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Show pictures of moving cars and
the solar system. Infer how they
move.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Group the class into 4 groups. Each
group will perform different
activities.
Activity 1 Tuwid na Daan
Materials: 2 cars, slide
Procedure:
Push the first car forward.
Push the second car from the slide.
Question: Describe the cars as they
move.
Activity 2 Big Bang
Materials: 2 cars, box
Procedure:
Let the cars bump to each other.
Observe.
Let the car move forward then bump
to the box. Observe.
Question: What happen to the cars?
To the car and the box
Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Show pictures of moving cars and
the solar system. Infer how they
move.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Group the class into 4 groups. Each
group will perform different
activities.
Activity 1 Tuwid na Daan
Materials: 2 cars, slide
Procedure:
Push the first car forward.
Push the second car from the slide.
Question: Describe the cars as they
move.
Activity 2 Big Bang
Materials: 2 cars, box
Procedure:
Let the cars bump to each other.
Observe.
Let the car move forward then bump
to the box. Observe.
Question: What happen to the cars?
To the car and the box
Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Show pictures of moving cars and
the solar system. Infer how they
move.
Describe the motion of an object
by tracing and measuring its
change in position (distance
travelled) over a period of time
Group the class into 4 groups.
Each group will perform different
activities.
Activity 1 Tuwid na Daan
Materials: 2 cars, slide
Procedure:
Push the first car forward.
Push the second car from the
slide.
Question: Describe the cars as
they move.
Activity 2 Big Bang
Materials: 2 cars, box
Procedure:
Let the cars bump to each other.
Observe.
Let the car move forward then
bump to the box. Observe.
Question: What happen to the
cars? To the car and the box
92

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
actions involve movement.
Movement occurs when an object
changes place. Force – the act of a
push or a pull – is needed to make
something move. In people and
animals, the force is exerted by
muscles; in inanimate objects, the
force is produced by some outside
source.
Activity 1 Change my position
1. Group pupils into 6 groups.
2. Each group will be given a pebble.
3. Think of ways on how to change
the position of the pebble using
force.
4. List your observation in the table
below.
Complete the table.
-continue the activity-
To describe the position of an object
relative to other positions or
stationary objects, including
themselves, using appropriate
vocabulary such as above, below,
between, beside, on top, close to,
far from, behind, in front of, to the
right of, and to the left of.
actions involve movement.
Movement occurs when an object
changes place. Force – the act of a
push or a pull – is needed to make
something move. In people and
animals, the force is exerted by
muscles; in inanimate objects, the
force is produced by some outside
source.
Activity 1 Change my position
1. Group pupils into 6 groups.
2. Each group will be given a pebble.
3. Think of ways on how to change
the position of the pebble using
force.
4. List your observation in the table
below.
Complete the table.
-continue the activity-
To describe the position of an object
relative to other positions or
stationary objects, including
themselves, using appropriate
vocabulary such as above, below,
between, beside, on top, close to,
far from, behind, in front of, to the
right of, and to the left of.
Activity 3 Ikot Ikot Lang
Materials: Yoyo
Procedure:
Rotate the yoyo in mid-air. Observe
Question: What is the movement of
the yoyo?
Activity 4 Babalik ka rin
Materials:Yoyo
Procedure:
1. Play with the yoyo. Observe.
Question: What is the movement of
the yoyo?
The major types of motion are
linear, rotational, and periodic.
-activity-
Linear
Linear motion means the object
moves in a straight line. Newton's
Law of Inertia dictates linear motion
unless affected by a force changing
the direction of the object.
Collision
A collision is a special type of linear
motion where momentum and
energy—and thus motion—may be
transferred when two objects collide
or smash into each other.
Activity 3 Ikot Ikot Lang
Materials: Yoyo
Procedure:
Rotate the yoyo in mid-air. Observe
Question: What is the movement of
the yoyo?
Activity 4 Babalik ka rin
Materials:Yoyo
Procedure:
1. Play with the yoyo. Observe.
Question: What is the movement of
the yoyo?
The major types of motion are
linear, rotational, and periodic.
-activity-
Linear
Linear motion means the object
moves in a straight line. Newton's
Law of Inertia dictates linear motion
unless affected by a force changing
the direction of the object.
Collision
A collision is a special type of linear
motion where momentum and
energy—and thus motion—may be
transferred when two objects collide
or smash into each other.
Activity 3 Ikot Ikot Lang
Materials: Yoyo
Procedure:
Rotate the yoyo in mid-air.
Observe
Question: What is the movement
of the yoyo?
Activity 4 Babalik ka rin
Materials:Yoyo
Procedure:
1. Play with the yoyo. Observe.
Question: What is the movement
of the yoyo?
The major types of motion are
linear, rotational, and periodic.
-activity-
Linear
Linear motion means the object
moves in a straight line. Newton's
Law of Inertia dictates linear
motion unless affected by a force
changing the direction of the
object.
Collision
A collision is a special type of
linear motion where momentum
and energy—and thus motion—
may be transferred when two
93

I. Evaluating learning Describe the position of objects if
the teacher is the point of reference.
1. When the chalk was thrown.
2. When the ball was rolled.
3. When the door was closed.
4. When the ribbon was placed on
the teachers hair.
5. When the chair was pulled.
J. Additional activities for application Describe your location after
or remediation following the direction.As you enter
your house, walk 2 steps. Describe
your point of location inside your
house by drawing..
Describe the position of objects if
the teacher is the point of reference.
6. When the chalk was thrown.
7. When the ball was rolled.
8. When the door was closed.
9. When the ribbon was placed on
the teachers hair.
10. When the chair was pulled.
Describe your location after
following the direction.As you enter
your house, walk 2 steps. Describe
your point of location inside your
house by drawing..
Rotational
An object can rotate about its center
of mass. The Law of Inertia applies in
a special case, such that the object
will continue to rotate unless
constrained or affected by a force.
Periodic
An object or group of objects can be
made to move back-and-forth in
periodic motion if the motion is
constrained and some continues
force is applied. The example of a
pendulum show periodic motion. Its
motion is constrained by the string,
while the force of gravity keeps it in
motion.
Identify the movement of the object
if it is linear, collision,
rotational,periodic.
1. Cars that move in a straight
road
2. Planets that revolve around
the sun
3. The movement of a
pendulum
4. The movement of a clock
5. A bike that bump on a wall.
Draw some movement that you
often do.
Rotational
An object can rotate about its center
of mass. The Law of Inertia applies in
a special case, such that the object
will continue to rotate unless
constrained or affected by a force.
Periodic
An object or group of objects can be
made to move back-and-forth in
periodic motion if the motion is
constrained and some continues
force is applied. The example of a
pendulum show periodic motion. Its
motion is constrained by the string,
while the force of gravity keeps it in
motion.
Identify the movement of the object
if it is linear, collision,
rotational,periodic.
6. Cars that move in a straight
road
7. Planets that revolve around
the sun
8. The movement of a
pendulum
9. The movement of a clock
10. A bike that bump on a
wall.
Draw some movement that you
often do.
objects collide or smash into each
other.
Rotational
An object can rotate about its
center of mass. The Law of
Inertia applies in a special case,
such that the object will continue
to rotate unless constrained or
affected by a force.
Periodic
An object or group of objects can
be made to move back-and-forth
in periodic motion if the motion is
constrained and some continues
force is applied. The example of a
pendulum show periodic motion.
Its motion is constrained by the
string, while the force of gravity
keeps it in motion.
Identify the movement of the
object if it is linear, collision,
rotational,periodic.
11. Cars that move in a
straight road
12. Planets that revolve
around the sun
13. The movement of a
pendulum
14. The movement of a
clock
15. A bike that bump on a
wall.
Draw some movement that you
often do.
94
 V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level V

DAILY LESSON LOG Teacher Learning Areas Science
Teaching Dates and Time December 5-9, 2016 Quarter First

Monday Tuesday Wednesday Thursday

I. OBJECTIVES 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 changes in properties. Learners will develop healthful
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 differe
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

95
 A. Content Standards The learners…
demonstrate understanding of a
simple DC circuit and the
relationship between electricity and
magnetism in electromagnets
B. Performance Standards The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
C. Learning Competencies/Objectives The learners…
Write the LC code for each
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
II. CONTENT
Electricity and Magnetism
Circuits
Electromagnets
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
K. Reviewing previous lesson or Sing a song about time. Explain the
presenting the new lesson difference of hour, minutes and
seconds.
Discuss how to measure distance by
measuring point A to B.
Relate distance and time with speed.
The learners…
demonstrate understanding of a
simple DC circuit and the
relationship between electricity and
magnetism in electromagnets
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
Electricity and Magnetism
Circuits
Electromagnets
Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Sing a song about time. Explain the
difference of hour, minutes and
seconds.
Discuss how to measure distance by
measuring point A to B.
Relate distance and time with speed.
The learners…
demonstrate understanding of a
simple DC circuit and the
relationship between electricity and
magnetism in electromagnets
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
Electricity and Magnetism
Circuits
Electromagnets
Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Sing a song about time. Explain the
difference of hour, minutes and
seconds.
Discuss how to measure distance by
measuring point A to B.
Relate distance and time with speed.
The learners…
demonstrate understanding of a
simple DC circuit and the
relationship between electricity and
magnetism in electromagnets
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
Electricity and Magnetism
Circuits
Electromagnets
Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised
Edition 2011 p. 146-160
Sing a song about time. Explain the
difference of hour, minutes and
seconds.
Discuss how to measure distance by
measuring point A to B.
Relate distance and time with speed.
The learners…
demonstrate understanding of a simple DC circuit and the rela
The learners…
propose an unusual tool or device using electromagnet that is
The learners…
propose an unusual tool or device using electromagnet that is
CODE: S5FE-IIIc-3
Electricity and Magnetism
Circuits
Electromagnets
Breaking Through Science 5 ,C&E Publishing, Inc.p.90-101 T.M
Science for Daily Use 4, Revised Edition 2011 p. 146-160
Sing a song about time. Explain the difference of hour, minute
Discuss how to measure distance by measuring point A to B.
Relate distance and time with speed.
Explain the formula in getting Average Rate (speed)= distance/
Show how to use a graph to represent distance, time and rate
Differentiate Average Speed and Velocity.
96

L. Establishing a purpose for the
lesson
M. Presenting examples/instances of
the new lesson
N. Discussing new concepts and
practicing new skills #1
O. Discussing new concepts and
practicing new skills #2
Explain the formula in getting
Average Rate (speed)= distance/time
and give examples.
Show how to use a graph to
represent distance, time and rate of
speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and
time members slides the toy cars
down the improvised slide. One slide
is raised 2 inches from the ground.
The other is raised 1 inch from the
ground. The toy cars will be released
at the same time. The other member
accomplish the distance formula
table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are raise 2
inches from the ground.
Place 5 pcs of P5 coin in one car, and
place 1 pc of P1 in the other car.
Both cars will be released at the
same time.
The other member will accomplish
the distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
What factor/s affect the distance
and speed of the car?
Explain the formula in getting
Average Rate (speed)= distance/time
and give examples.
Show how to use a graph to
represent distance, time and rate of
speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and
time members slides the toy cars
down the improvised slide. One slide
is raised 2 inches from the ground.
The other is raised 1 inch from the
ground. The toy cars will be released
at the same time. The other member
accomplish the distance formula
table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are raise 2
inches from the ground.
Place 5 pcs of P5 coin in one car, and
place 1 pc of P1 in the other car.
Both cars will be released at the
same time.
The other member will accomplish
the distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
What factor/s affect the distance
and speed of the car?
Explain the formula in getting
Average Rate (speed)= distance/time
and give examples.
Show how to use a graph to
represent distance, time and rate of
speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object by
tracing and measuring its change in
position (distance travelled) over a
period of time
Activity 1:
Group pupils into 4 members. 1
member records the distance and
time members slides the toy cars
down the improvised slide. One slide
is raised 2 inches from the ground.
The other is raised 1 inch from the
ground. The toy cars will be released
at the same time. The other member
accomplish the distance formula
table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2:
In this activity, both slides are raise 2
inches from the ground.
Place 5 pcs of P5 coin in one car, and
place 1 pc of P1 in the other car.
Both cars will be released at the
same time.
The other member will accomplish
the distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
What factor/s affect the distance
and speed of the car?
Explain the formula in getting
Average Rate (speed)= distance/time
and give examples.
Show how to use a graph to
represent distance, time and rate of
speed.
Differentiate Average Speed and
Velocity.
Describe the motion of an object by Describe the motion of an object by tracing and measuring its
tracing and measuring its change in
position (distance travelled) over a
period of time
Activity 1: Activity 1:
Group pupils into 4 members. 1 Group pupils into 4 members. 1 member records the distance
member records the distance and cars will be released at the same time. The other member acc
time members slides the toy cars Calculate for speed by using the formula.
down the improvised slide. One slide Who has the fastest speed?
is raised 2 inches from the ground.
The other is raised 1 inch from the
ground. The toy cars will be released
at the same time. The other member
accomplish the distance formula
table.
Calculate for speed by using the
formula.
Who has the fastest speed?
Activity 2: Activity 2:
In this activity, both slides are raise 2 In this activity, both slides are raise 2 inches from the ground.
inches from the ground. Place 5 pcs of P5 coin in one car, and place 1 pc of P1 in the ot
Place 5 pcs of P5 coin in one car, and Both cars will be released at the same time.
place 1 pc of P1 in the other car. The other member will accomplish the distance formula table
Both cars will be released at the Calculate for speed by using the formula.
same time. Who has the fastest speed?
The other member will accomplish
the distance formula table.
Calculate for speed by using the
formula.
Who has the fastest speed?
What factor/s affect the distance What factor/s affect the distance and speed of the car?
and speed of the car?
97
P. Developing mastery
(Leads to Formative Assessment 3)
Q. Finding practical applications of
concepts and skills in daily living
R. Making generalizations and
abstractions about the lesson
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical description
of how far apart objects are.
In physics or everyday usage,
distance may refer to a physical
length, or an estimation based on
other criteria (e.g. "two counties
over").
Time- time is a real phenomenon a
continuous change through which
we live. Time becomes evident
through motion; sunrise sunsets,
night and day, the changing seasons,
the movement of the celestial
bodies all is indicative of continuous
change.
Speed-The Italian physicist Galileo
Galilei is credited with being the first
to measure speed by considering the
distance covered and the time it
takes. Galileo defined speed as the
distance covered per unit of time. In
equation form, this is where r is
speed, d is distance, and t is time. A
cyclist who covers 30 metres in a
time of 2 seconds, for example, has a
speed of 15 metres per second.
Objects in motion often have
variations in speed (a car might
travel along a street at 50 km/h,
slow to 0 km/h, and then reach
30 km/h).
What is the relation of mass,
distance, time to speed?
The standard unit for speed in
science is meters per second. If, for
example, a person runs 30
meters in 10 seconds, his speed is 3
meters per second. The
relationship for speed is the same
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical description
of how far apart objects are.
In physics or everyday usage,
distance may refer to a physical
length, or an estimation based on
other criteria (e.g. "two counties
over").
Time- time is a real phenomenon a
continuous change through which
we live. Time becomes evident
through motion; sunrise sunsets,
night and day, the changing seasons,
the movement of the celestial
bodies all is indicative of continuous
change.
Speed-The Italian physicist Galileo
Galilei is credited with being the first
to measure speed by considering the
distance covered and the time it
takes. Galileo defined speed as the
distance covered per unit of time. In
equation form, this is where r is
speed, d is distance, and t is time. A
cyclist who covers 30 metres in a
time of 2 seconds, for example, has a
speed of 15 metres per second.
Objects in motion often have
variations in speed (a car might
travel along a street at 50 km/h,
slow to 0 km/h, and then reach
30 km/h).
What is the relation of mass,
distance, time to speed?
The standard unit for speed in
science is meters per second. If, for
example, a person runs 30
meters in 10 seconds, his speed is 3
meters per second. The
relationship for speed is the same
-ACTIVITY-
-ACTIVITY-
Distance- is a numerical description
of how far apart objects are.
In physics or everyday usage,
distance may refer to a physical
length, or an estimation based on
other criteria (e.g. "two counties
over").
Time- time is a real phenomenon a
continuous change through which
we live. Time becomes evident
through motion; sunrise sunsets,
night and day, the changing seasons,
the movement of the celestial
bodies all is indicative of continuous
change.
Speed-The Italian physicist Galileo
Galilei is credited with being the first
to measure speed by considering the
distance covered and the time it
takes. Galileo defined speed as the
distance covered per unit of time. In
equation form, this is where r is
speed, d is distance, and t is time. A
cyclist who covers 30 metres in a
time of 2 seconds, for example, has a
speed of 15 metres per second.
Objects in motion often have
variations in speed (a car might
travel along a street at 50 km/h,
slow to 0 km/h, and then reach
30 km/h).
What is the relation of mass,
distance, time to speed?
The standard unit for speed in
science is meters per second. If, for
example, a person runs 30
meters in 10 seconds, his speed is 3
meters per second. The
relationship for speed is the same
-ACTIVITY- -ACTIVITY-
-ACTIVITY- -ACTIVITY-
Distance- is a numerical description Distance- is a numerical description of how far apart objects a
of how far apart objects are. Time- time is a real phenomenon a continuous change throug
In physics or everyday usage, of continuous change.
distance may refer to a physical
Speed-The Italian physicist Galileo Galilei is credited with bein
length, or an estimation based on form, this is where r is speed, d is distance, and t is time. A cyc
other criteria (e.g. "two counties travel along a street at 50 km/h, slow to 0 km/h, and then rea
over").
Time- time is a real phenomenon a What is the relation of mass, distance, time to speed?
continuous change through which The standard unit for speed in science is meters per second. If
units are consistent. If a car traveled 30 miles in an hour, the s
we live. Time becomes evident
through motion; sunrise sunsets,
If an object is moving at varying speeds, then the relationship
night and day, the changing seasons, good way to see how the speed of an object changes.
the movement of the celestial
bodies all is indicative of continuous The relationship between speed, distance and time can be use
change. speed. Distance traveled can be calculated by multiplying spee
How do we differentiate Speed from Velocity?
Speed-The Italian physicist Galileo
Galilei is credited with being the first Speed is how fast an object is going with respect to an object.
to measure speed by considering the northeast direction.
distance covered and the time it
takes. Galileo defined speed as the
distance covered per unit of time. In
equation form, this is where r is
speed, d is distance, and t is time. A
cyclist who covers 30 metres in a
time of 2 seconds, for example, has a
speed of 15 metres per second.
Objects in motion often have
variations in speed (a car might
travel along a street at 50 km/h,
slow to 0 km/h, and then reach
30 km/h).
What is the relation of mass,
distance, time to speed?
The standard unit for speed in
science is meters per second. If, for
example, a person runs 30
meters in 10 seconds, his speed is 3
meters per second. The
relationship for speed is the same
98
 for any units, as long as the units are
consistent. If a car traveled 30 miles
in an hour, the speed would be
30 miles per hour.
If an object is moving at varying
speeds, then the relationship
between speed, distance and time
can only be used to calculate the
average speed. A distance-time
graph, which shows the speed
varying as the time increases, is a
good way to see how the speed of
an object changes.
The relationship between speed,
distance and time can be used to
calculate any of the three variables,
as long as the other two are known.
The time taken for a journey, for
example, is equal to the distance
divided by the speed. Distance
traveled can be calculated by
multiplying speed and time together.
How do we differentiate Speed from
Velocity?
Speed is how fast an object is going
with respect to an object. Velocity is
a measure of the speed in a given
direction. You can say the top speed
of an airplane is 300 kilometers per
hour (kph). But its velocity is 300 kph
in a northeast direction.
S. Evaluating learning Calculate the speed of the following
situation and describe the rate of
travel. (2 points each)
1. Mary walks to school
everyday. Calculate her
speed in km/min if she
takes 30 minutes to go to
1.5 km.
2. It took us 5 hours to walk 24
km.on moonland walk.
Calculate our average
speed in km/h.
for any units, as long as the units are
consistent. If a car traveled 30 miles
in an hour, the speed would be
30 miles per hour.
If an object is moving at varying
speeds, then the relationship
between speed, distance and time
can only be used to calculate the
average speed. A distance-time
graph, which shows the speed
varying as the time increases, is a
good way to see how the speed of
an object changes.
The relationship between speed,
distance and time can be used to
calculate any of the three variables,
as long as the other two are known.
The time taken for a journey, for
example, is equal to the distance
divided by the speed. Distance
traveled can be calculated by
multiplying speed and time together.
How do we differentiate Speed from
Velocity?
Speed is how fast an object is going
with respect to an object. Velocity is
a measure of the speed in a given
direction. You can say the top speed
of an airplane is 300 kilometers per
hour (kph). But its velocity is 300 kph
in a northeast direction.
Calculate the speed of the following
situation and describe the rate of
travel. (2 points each)
1. Mary walks to school
everyday. Calculate her
speed in km/min if she
takes 30 minutes to go to
1.5 km.
2. It took us 5 hours to walk 24
km.on moonland walk.
Calculate our average
speed in km/h.
for any units, as long as the units are
consistent. If a car traveled 30 miles
in an hour, the speed would be
30 miles per hour.
If an object is moving at varying
speeds, then the relationship
between speed, distance and time
can only be used to calculate the
average speed. A distance-time
graph, which shows the speed
varying as the time increases, is a
good way to see how the speed of
an object changes.
The relationship between speed,
distance and time can be used to
calculate any of the three variables,
as long as the other two are known.
The time taken for a journey, for
example, is equal to the distance
divided by the speed. Distance
traveled can be calculated by
multiplying speed and time together.
How do we differentiate Speed from
Velocity?
Speed is how fast an object is going
with respect to an object. Velocity is
a measure of the speed in a given
direction. You can say the top speed
of an airplane is 300 kilometers per
hour (kph). But its velocity is 300 kph
in a northeast direction.
Calculate the speed of the following
situation and describe the rate of
travel. (2 points each)
1. Mary walks to school
everyday. Calculate her
speed in km/min if she
takes 30 minutes to go to
1.5 km.
2. It took us 5 hours to walk 24
km.on moonland walk.
Calculate our average
speed in km/h.
for any units, as long as the units are
consistent. If a car traveled 30 miles
in an hour, the speed would be
30 miles per hour.
If an object is moving at varying
speeds, then the relationship
between speed, distance and time
can only be used to calculate the
average speed. A distance-time
graph, which shows the speed
varying as the time increases, is a
good way to see how the speed of
an object changes.
The relationship between speed,
distance and time can be used to
calculate any of the three variables,
as long as the other two are known.
The time taken for a journey, for
example, is equal to the distance
divided by the speed. Distance
traveled can be calculated by
multiplying speed and time together.
How do we differentiate Speed from
Velocity?
Speed is how fast an object is going
with respect to an object. Velocity is
a measure of the speed in a given
direction. You can say the top speed
of an airplane is 300 kilometers per
hour (kph). But its velocity is 300 kph
in a northeast direction.
Calculate the speed of the following Calculate the speed of the following situation and describe the
situation and describe the rate of 7. Mary walks to school everyday. Calculate her speed in
travel. (2 points each) 8. It took us 5 hours to walk 24 km.on moonland walk. Ca
4. Mary walks to school 9. A snail takes 3 seconds to cover 4 meters. Give the ave
everyday. Calculate her
speed in km/min if she
takes 30 minutes to go to
1.5 km.
5. It took us 5 hours to walk 24
km.on moonland walk.
Calculate our average
speed in km/h.
99
 3. A snail takes 3 seconds to 3. A snail takes 3 seconds to 3. A snail takes 3 seconds to 6. A snail takes 3 seconds to
cover 4 meters. Give the cover 4 meters. Give the cover 4 meters. Give the cover 4 meters. Give the
average speed of the snail. average speed of the snail. average speed of the snail. average speed of the snail.

T. Additional activities for application ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-

or remediation -ACTIVITY-

V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time December 12-16, 2016 Quarter

100
 Monday Tuesday Wednesday Thursday
I. OBJECTIVES 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 changes in properties. Learners will develop healthful
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 differe
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 Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a simple DC circuit and the rela
simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the
relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity and
magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device using electromagnet that is
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community

C. Learning Competencies/Objectives The learners… The learners… The learners… The learners… The learners…
Write the LC code for each
propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device using electromagnet that is
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful CODE: S5FE-IIIc-3
for home, school or community for home, school or community for home, school or community for home, school or community
CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3
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 RESOURCES

E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
Real-Life Science 5- Marianne A.
Bada and Rosalinda M. Cupcupin,
AbivaPublishingHouse Inc.,
Quezon City, Philippines, pp. 304-
325
Real-Life Science 5- Marianne A.
Bada and Rosalinda M. Cupcupin,
AbivaPublishingHouse Inc.,
Quezon City, Philippines, pp. 304-
325
Real-Life Science 5- Marianne A.
Bada and Rosalinda M. Cupcupin,
AbivaPublishingHouse Inc.,
Quezon City, Philippines, pp. 304-
325
Real-Life Science 5- Marianne A. Real-Life Science 5- Marianne A. Bada and Rosalinda M. Cupcu
Bada and Rosalinda M. Cupcupin,
AbivaPublishingHouse Inc.,
Quezon City, Philippines, pp. 304-
325

4. Additional Materials from

Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES

101
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
What are the things used in playing
the game? (hairnet, apron, pot, pot
holder)
What are the things found
inside your kitchen?
Differentiate between conductors
and insulators
Discuss why some materials are
good conductors of heat
Provide the class with the materials
needed in doing the activity.
Divide the pupils into two. Guide
them as they work on the first
activity.
Activity1
Problem: Discover what kitchen
utensil handles are made of?
What you need:
different kitchen utensils
What to do:
Describe the handles of the different
kitchen utensils.
Identify the materials of which these
handles are made.
Identify other equipment you see
either in your home or in school that
have handles made of the same
materials as those you identified in
step2.
Have the pupils answer the guide
questions.
What do the handles of the different
kitchen utensils have in common?
What materials are these handles
made of or covered with?
What purpose do these materials
serve?
What other materials do you think
can serve this purpose?
What are the things used in playing
the game? (hairnet, apron, pot, pot
holder)
What are the things found
inside your kitchen?
Differentiate between conductors
and insulators
Discuss why some materials are
good conductors of heat
Provide the class with the materials
needed in doing the activity.
Divide the pupils into two. Guide
them as they work on the first
activity.
Activity1
Problem: Discover what kitchen
utensil handles are made of?
What you need:
different kitchen utensils
What to do:
Describe the handles of the different
kitchen utensils.
Identify the materials of which these
handles are made.
Identify other equipment you see
either in your home or in school that
have handles made of the same
materials as those you identified in
step2.
Have the pupils answer the guide
questions.
What do the handles of the different
kitchen utensils have in common?
What materials are these handles
made of or covered with?
What purpose do these materials
serve?
What other materials do you think
can serve this purpose?
What are the things used in playing
the game? (hairnet, apron, pot, pot
holder)
What are the things found
inside your kitchen?
Differentiate between conductors
and insulators
Discuss why some materials are
good conductors of heat
Provide the class with the materials
needed in doing the activity.
Divide the pupils into two. Guide
them as they work on the first
activity.
Activity1
Problem: Discover what kitchen
utensil handles are made of?
What you need:
different kitchen utensils
What to do:
Describe the handles of the different
kitchen utensils.
Identify the materials of which these
handles are made.
Identify other equipment you see
either in your home or in school that
have handles made of the same
materials as those you identified in
step2.
Have the pupils answer the guide
questions.
What do the handles of the different
kitchen utensils have in common?
What materials are these handles
made of or covered with?
What purpose do these materials
serve?
What other materials do you think
can serve this purpose?
What are the things used in playing What are the things used in playing the game? (hairnet, apron
the game? (hairnet, apron, pot, pot What are the things found inside your kitchen?
holder)
What are the things found
inside your kitchen?
Differentiate between conductors Differentiate between conductors and insulators
and insulators Discuss why some materials are good conductors of heat
Discuss why some materials are
good conductors of heat
Provide the class with the materials Provide the class with the materials needed in doing the activ
needed in doing the activity. Divide the pupils into two. Guide them as they work on the fir
Divide the pupils into two. Guide Activity1
them as they work on the first Problem: Discover what kitchen utensil handles are made of?
activity. What you need: different kitchen utensils
Activity1
Problem: Discover what kitchen
utensil handles are made of?
What you need:
different kitchen utensils
What to do: What to do:
Describe the handles of the different Describe the handles of the different kitchen utensils.
kitchen utensils. Identify the materials of which these handles are made.
Identify the materials of which these Identify other equipment you see either in your home or in sc
handles are made. Have the pupils answer the guide questions.
Identify other equipment you see
either in your home or in school that
have handles made of the same
materials as those you identified in
step2.
Have the pupils answer the guide
questions.
What do the handles of the different What do the handles of the different kitchen utensils have in c
kitchen utensils have in common? What materials are these handles made of or covered with?
What materials are these handles What purpose do these materials serve?
made of or covered with? What other materials do you think can serve this purpose?
What purpose do these materials
serve?
What other materials do you think
can serve this purpose?
102
F. Developing mastery Ask each group to present their data
(Leads to Formative Assessment 3) and answers to the activity.
Discuss the results of the activity.
Answers to the guide questions:
The spoon recorded the highest
temperature. The ladle and the toy
recorded the lowest temperature.
The spoon is made up of metal. The
ladle is made of wood while the
toy is plastic.
The spoon conducts heat. The ladle
and the toy did not conduct
heat.
The spoon is a metallic material.
Wooden and plastic materials are
poor conductors of heat.
Ask each group to present their data
and answers to the activity.
Discuss the results of the activity.
Answers to the guide questions:
The spoon recorded the highest
temperature. The ladle and the toy
recorded the lowest temperature.
The spoon is made up of metal. The
ladle is made of wood while the
toy is plastic.
The spoon conducts heat. The ladle
and the toy did not conduct
heat.
The spoon is a metallic material.
Wooden and plastic materials are
poor conductors of heat.
Ask each group to present their data
and answers to the activity.
Discuss the results of the activity.
Answers to the guide questions:
The spoon recorded the highest
temperature. The ladle and the toy
recorded the lowest temperature.
The spoon is made up of metal. The
ladle is made of wood while the
toy is plastic.
The spoon conducts heat. The ladle
and the toy did not conduct
heat.
The spoon is a metallic material.
Wooden and plastic materials are
poor conductors of heat.
Ask each group to present their data
and answers to the activity.
Discuss the results of the activity.
Answers to the guide questions:
The spoon recorded the highest
temperature. The ladle and the toy
recorded the lowest temperature.
The spoon is made up of metal. The
ladle is made of wood while the
toy is plastic.
The spoon conducts heat. The ladle
and the toy did not conduct
heat.
The spoon is a metallic material.
Wooden and plastic materials are
poor conductors of heat.
Ask each group to present their data and answers to the activ
Discuss the results of the activity.
Answers to the guide questions:
The spoon recorded the highest temperature. The ladle and th
recorded the lowest temperature.
The spoon is made up of metal. The ladle is made of wood wh
toy is plastic.
The spoon conducts heat. The ladle and the toy did not condu
heat.
The spoon is a metallic material. Wooden and plastic materia
poor conductors of heat.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Name some conductors.
Ask: What do you call the materials
that conduct heat? (Materials that
allow heat to
flow easily are called conductors.
What are poor conductors?
(Materials that do not transmit or
allow heat to
pass through are called insulators.)
Why do some materials conduct
heat? (Material like spoon conducts
heat because it is made up
of metal.
Gadgets such as your smartphones
and tablets do not get extremely
hot. Why? (They have heat sinks
that cover heat-generating parts.)
Name some conductors.
Ask: What do you call the materials
that conduct heat? (Materials that
allow heat to
flow easily are called conductors.
What are poor conductors?
(Materials that do not transmit or
allow heat to
pass through are called insulators.)
Why do some materials conduct
heat? (Material like spoon conducts
heat because it is made up
of metal.
Gadgets such as your smartphones
and tablets do not get extremely
hot. Why? (They have heat sinks
that cover heat-generating parts.)
Name some conductors.
Ask: What do you call the materials
that conduct heat? (Materials that
allow heat to
flow easily are called conductors.
What are poor conductors?
(Materials that do not transmit or
allow heat to
pass through are called insulators.)
Why do some materials conduct
heat? (Material like spoon conducts
heat because it is made up
of metal.
Gadgets such as your smartphones
and tablets do not get extremely
hot. Why? (They have heat sinks
that cover heat-generating parts.)
Name some conductors. Name some conductors.
Ask: What do you call the materials Ask: What do you call the materials that conduct heat? (Mate
that conduct heat? (Materials that What are poor conductors? (Materials that do not transmit or
allow heat to Why do some materials conduct heat? (Material like spoon co
flow easily are called conductors. Gadgets such as your smartphones and tablets do not get extr
What are poor conductors? Say: Metals like aluminum, iron, steel and copper are example
(Materials that do not transmit or
allow heat to
pass through are called insulators.)
Why do some materials conduct
heat? (Material like spoon conducts
heat because it is made up
of metal.
Gadgets such as your smartphones
and tablets do not get extremely
hot. Why? (They have heat sinks
that cover heat-generating parts.)

Say: Metals like aluminum, iron,
steel and copper are examples of
conductors of heat. Insulators such
as rubber, wood and plastic are
mostly used for the
handles of many cooking utensils for
safety purposes.
I. Evaluating learning Write true or false on the blank
provided for:
Say: Metals like aluminum, iron,
steel and copper are examples of
conductors of heat. Insulators such
as rubber, wood and plastic are
mostly used for the
handles of many cooking utensils for
safety purposes.
Write true or false on the blank
provided for:
Say: Metals like aluminum, iron,
steel and copper are examples of
conductors of heat. Insulators such
as rubber, wood and plastic are
mostly used for the
handles of many cooking utensils for
safety purposes.
Write true or false on the blank
provided for:
Say: Metals like aluminum, iron,
steel and copper are examples of
conductors of heat. Insulators such
as rubber, wood and plastic are
mostly used for the
handles of many cooking utensils for
safety purposes.
Write true or false on the blank Write true or false on the blank provided for:
provided for: ______1. An insulator is a substance that does not allow heat

103
 ______1. An insulator is a substance
that does not allow heat to pass
through.
______2. Frying pan is an example of
insulator.
______3. Materials that allow heat
to flow through them easily are
called conductors.
______1. An insulator is a substance
that does not allow heat to pass
through.
______2. Frying pan is an example of
insulator.
______3. Materials that allow heat
to flow through them easily are
called conductors.
______1. An insulator is a substance
that does not allow heat to pass
through.
______2. Frying pan is an example of
insulator.
______3. Materials that allow heat
to flow through them easily are
called conductors.
______1. An insulator is a substance ______2. Frying pan is an example of insulator.
that does not allow heat to pass ______3. Materials that allow heat to flow through them easil
through.
______2. Frying pan is an example of
insulator.
______3. Materials that allow heat
to flow through them easily are
called conductors.

J. Additional activities for application What are conductors? What are What are conductors? What are What are conductors? What are What are conductors? What are What are conductors? What are insulators?
or remediation insulators? insulators? insulators? insulators?

V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time December 18-22, 2016 Quarter

Monday Tuesday Wednesday Thursday

I. OBJECTIVES 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 changes in properties. Learners will develop healthful

104
 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 differen
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 Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a simple demonstrate understanding of a simple demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a simple DC circuit and the
DC circuit and the relationship between DC circuit and the relationship between simple DC circuit and the simple DC circuit and the
electricity and magnetism in electricity and magnetism in relationship between electricity relationship between electricity
electromagnets electromagnets and magnetism in electromagnets and magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device using propose an unusual tool or device using propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device using electromagnet th
electromagnet that is useful for home, electromagnet that is useful for home, using electromagnet that is useful using electromagnet that is useful
school or community school or community for home, school or community for home, school or community

C. Learning Competencies/Objectives The learners… The learners… The learners… The learners… The learners…
Write the LC code for each
propose an unusual tool or device using propose an unusual tool or device using propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device using electromagnet th
electromagnet that is useful for home, electromagnet that is useful for home, using electromagnet that is useful using electromagnet that is useful CODE: S5FE-IIIc-3
school or community school or community for home, school or community for home, school or community
CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3
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 RESOURCES

C. References
1. Teacher’s Guide pages
TG- Brandy T. Balingit, Adelia I. TG- Brandy T. Balingit, Adelia I. SciEnergy Teaching Guide – agnes SciEnergy Teaching Guide – agnes SciEnergy Teaching Guide – agnes B. Dela Cruz, Mildred L.
Agliam, Crisitna L. Dizon, Anabel O. Agliam, Crisitna L. Dizon, Anabel O. B. Dela Cruz, Mildred L. Cabuhal, B. Dela Cruz, Mildred L. Cabuhal, L. Piedragoza, Marilor R. Salvador, Lordianne C. Relusco, p
Legaspi, pp. 210-211 Legaspi, pp. 210-211 Cynthia L. Trivinio, Clarita Cynthia L. Trivinio, Clarita
G. Villaruel, Mila M. Marciano, Ma. G. Villaruel, Mila M. Marciano, Ma.
Veronica Veronica
L. Piedragoza, Marilor R. Salvador, L. Piedragoza, Marilor R. Salvador,
Lordianne C. Relusco, pp. 60-62 Lordianne C. Relusco, pp. 60-62

2. Learner’s Material pages LM – Dannalyn M. Palo, Arlyn M. LM – Dannalyn M. Palo, Arlyn M.

Cervantes, p. 148 Cervantes, p. 148

3. Textbook pages Developing Science Concepts Through Developing Science Concepts Through
Learning Activities: Learning Activities:
4. Additional Materials from
Learning Resource (LR) portal

105
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or The teacher will show the class video
presenting the new lesson clips about different kitchen utensils.
B. Establishing a purpose for the 1. Identify materials that are good
lesson conductors of electricity
2. Discuss why some materials are good
conductors of electricity
C. Presenting examples/instances of Ask: While cooking, your mother wants
the new lesson to see if the rice is cooked. What will she
use in removing the cover so that she
will not feel the hotness of the pot? (pot
holder) What is the pot holder made of?
(cloth)
D. Discussing new concepts and 1. Group the class into two. Distribute
practicing new skills #1 the materials to be used.
2. Guide the class as they work on the
next activity.
Activity 3
Problem: Identify materials that are
good conductors of electricity
What you need: electric circuit model
Set A: wood, cloth, paper, cardboard,
plastic
Set B: pins, paper clips, key, screw, iron
nail
What to do:
1. Get the electric circuit.
2. Break the connection of the electric
circuit in the copper wire as in the
illustration.
1. Connect each material in the break.
2. Observe what happens.
3. Describe what happened with
The teacher will show the class video
clips about different kitchen utensils.
1. Identify materials that are good
conductors of electricity
2. Discuss why some materials are good
conductors of electricity
Ask: While cooking, your mother wants
to see if the rice is cooked. What will she
use in removing the cover so that she
will not feel the hotness of the pot? (pot
holder) What is the pot holder made of?
(cloth)
1. Group the class into two. Distribute
the materials to be used.
2. Guide the class as they work on the
next activity.
Activity 3
Problem: Identify materials that are
good conductors of electricity
What you need: electric circuit model
Set A: wood, cloth, paper, cardboard,
plastic
Set B: pins, paper clips, key, screw, iron
nail
What to do:
1. Get the electric circuit.
2. Break the connection of the electric
circuit in the copper wire as in the
illustration.
1. Connect each material in the break.
2. Observe what happens.
3. Describe what happened with
The teacher will show a video clip.
(butter melting in a pan)
Describe how heat is transferred
from one object to another
Ask: What happened to the butter?
Why?
Activity 1
Problem: Describe how heat is
transferred through solid materials.
What you need: candle, iron wire
(15cm long, curled on one end),
cork or banana leaf midrib,
match (precaution: be careful in
using matches)
What to do:
1.Use the cork as handle for the
iron wire by piercing the uncurled
end trough it.
2. Coat the iron wire with candle
except the uncurled end by
allowing melted candle to drop and
cool uniformly along the wire. Set
aside until it cools to room
temperature.
3.Hold the cork handle and train
the curled end of the wire over a
lighted candle. Observe what
happens to the coat of candle along
the wire.
4. Observe carefully. Be able to
locate the sites of the hot and cold
particles along the wire at the start
of the heating process.
The teacher will show a video clip. The teacher will show a video clip. (butter melting in a pa
(butter melting in a pan)
Describe how heat is transferred Describe how heat is transferred from one object to anoth
from one object to another
Ask: What happened to the butter? Ask: What happened to the butter? Why?
Why?
Activity 1 Activity 1
Problem: Describe how heat is Problem: Describe how heat is transferred through solid m
transferred through solid materials.
What you need: candle, iron wire (15cm long, curled on o
What you need: candle, iron wire
(15cm long, curled on one end), What to do:
cork or banana leaf midrib, 1.Use the cork as handle for the iron wire by piercing the
match (precaution: be careful in 2. Coat the iron wire with candle except the uncurled end
using matches) 3.Hold the cork handle and train the curled end of the wir
4. Observe carefully. Be able to locate the sites of the hot
What to do: particles along the wire at the start of the heating process
1.Use the cork as handle for the
iron wire by piercing the uncurled
end trough it.
2. Coat the iron wire with candle
except the uncurled end by
allowing melted candle to drop and
cool uniformly along the wire. Set
aside until it cools to room
temperature.
3.Hold the cork handle and train
the curled end of the wire over a
lighted candle. Observe what
happens to the coat of candle along
the wire.
4. Observe carefully. Be able to
locate the sites of the hot and cold
particles along the wire at the start
of the heating process.
106
E. Discussing new concepts and
practicing new skills #2
In activity A, what materials did you
connect between any two points in the
electric circuit?
What have you observed? Why?
What do you call these kinds of
materials?
In activity B, what materials did you
connect between any two points in the
electric circuit?
What have you observed? Why?
What do you call these kinds of
materials?
In activity A, what materials did you
connect between any two points in the
electric circuit?
What have you observed? Why?
What do you call these kinds of
materials?
In activity B, what materials did you
connect between any two points in the
electric circuit?
What have you observed? Why?
What do you call these kinds of
materials?
Guide Questions:
1.How did the candle melt along
the wire?
2. How does heat transfer between
hot and cold bodies?
3. What do you call this kind of
method? How it is operationally
defined?
Guide Questions: Guide Questions:
1.How did the candle melt along 1.How did the candle melt along the wire?
the wire? 2. How does heat transfer between hot and cold bodies?
2. How does heat transfer between 3. What do you call this kind of method? How it is operati
hot and cold bodies?
3. What do you call this kind of
method? How it is operationally
defined?

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
1. Ask each group to post their data and
answers to the activity.
2. Allow at least 5 minutes for each
group for the presentation of data.
3. Have a discussion about the data
presented.
What are conductors?
(Conductors conduct electrical current
very easily.
What are insulators? (Insulators resist
the flow of electricity.)
Name other materials/objects that
conduct electricity.
Why do you think these materials are
good conductors of electricity? (These
materials are made up of metals.)
Examples of conductors are aluminium,
copper, iron, tin, gold and silver.
Well-known alloys include bronze and
steel.
1. Ask each group to post their data and
answers to the activity.
2. Allow at least 5 minutes for each
group for the presentation of data.
3. Have a discussion about the data
presented.
What are conductors?
(Conductors conduct electrical current
very easily.
What are insulators? (Insulators resist
the flow of electricity.)
Name other materials/objects that
conduct electricity.
Why do you think these materials are
good conductors of electricity? (These
materials are made up of metals.)
Examples of conductors are aluminium,
copper, iron, tin, gold and silver.
Well-known alloys include bronze and
steel.
1. Ask the leader of each group to
post their observations to the
activity.
2. Have a discussion about the
activity.
Answers to the guide questions:
1.From site of flame to site of cork.
2. From hot particles to cold
particles.
3.Conduction. It is the transfer of
heat from particle to particle.
Ask: How does heat transfer from
one object to another? (Heat
transfer from hot things to cold
things.)
1. Ask the leader of each group to 1. Ask the leader of each group to post their observations
post their observations to the 2. Have a discussion about the activity.
activity.
2. Have a discussion about the Answers to the guide questions:
activity. 1.From site of flame to site of cork.
2. From hot particles to cold particles.
Answers to the guide questions: 3.Conduction. It is the transfer of heat from particle to par
1.From site of flame to site of cork.
2. From hot particles to cold
particles.
3.Conduction. It is the transfer of
heat from particle to particle.
Ask: How does heat transfer from Ask: How does heat transfer from one object to another?
one object to another? (Heat transfer from hot things to cold things.)
transfer from hot things to cold
things.)

H. Making generalizations and
abstractions about the lesson
Say: A conductor is a material that offers
very little resistance to electricity.
It must possess a large number of free
electrons, the greater the number of
electrons, the better conductor a
material is. Most metals are
considered to be good conductors of
Say: A conductor is a material that offers
very little resistance to electricity.
It must possess a large number of free
electrons, the greater the number of
electrons, the better conductor a
material is. Most metals are
considered to be good conductors of
What is conduction? (It is the
transfer of heat from molecule to
molecule in objects.)
If a cup of coffee was left on the
table in a room what would
happen? (The cup of coffee will
What is conduction? (It is the
transfer of heat from molecule to
molecule in objects.)
If a cup of coffee was left on the
table in a room what would
happen? (The cup of coffee will
What is conduction? (It is the transfer of heat from molec
If a cup of coffee was left on the table in a room what wou
Say: Heat always moves from a warmer place to a cooler p
called conduction.
107
 electrical current. electrical current. cool until it reaches room cool until it reaches room
temperature.) temperature.)

Say: Heat always moves from a Say: Heat always moves from a
warmer place to a cooler place. The warmer place to a cooler place. The
process that describes how heat process that describes how heat
energy moves through colliding energy moves through colliding
molecules that do not move too far molecules that do not move too far
and keep on returning to their and keep on returning to their
rub
rubber iron Ironstee steel
drin drinking
copper wire
copper original position is called original position is called
stopper
ber l fence
king straw wire
stotin fenc stra
conduction. conduction.
blanket wooden paper safety
ppe e w
ruler plate pin
I.rtin Evaluating
blanket
learning
wooden paper safety
Cross out the materials that are good Cross out the materials that are good 1.When a spoon is left in a bowl of 1.When a spoon is left in a bowl of 1.When a spoon is left in a bowl of hot soup, the spoon be
ruler plate pin conductors of electricity. conductors of electricity. hot soup, the spoon becomes hot. hot soup, the spoon becomes hot. A.conduction b. convection c. radiation d. semi-c
How does heat travel in the spoon? How does heat travel in the spoon?
A.conduction b. convection c. A.conduction b. convection c. 2.The transfer of heat from molecule to molecule in an ob
radiation d. semi-conduction radiation d. semi-conduction a. conduction b. convection c. radiation d. semi-

2.The transfer of heat from
molecule to molecule in an object
is called __
a. conduction b. convection
c. radiation d. semi- convection
2.The transfer of heat from
molecule to molecule in an object
is called __
a. conduction b. convection
c. radiation d. semi- convection
3.All statements are true about conduction except:
g. Heat travels from a warmer material to a colder mater
h. Heat travels in solid materials.
Heat transfers from hot to cold objects.
D.Heat transfers through liquid materials.

3.All statements are true about
conduction except:
a. Heat travels from a warmer
material to a colder material.
b. Heat travels in solid materials.
Heat transfers from hot to cold
objects.
D.Heat transfers through liquid
materials.
3.All statements are true about
conduction except:
d. Heat travels from a warmer
material to a colder material.
e. Heat travels in solid materials.
Heat transfers from hot to cold
objects.
D.Heat transfers through liquid
materials.

J. Additional activities for application Tell whether each material is a Tell whether each material is a Draw an illustration showing Draw an illustration showing Draw an illustration showing conduction. Describe the tra
or remediation conductor or an insulator. conductor or an insulator. conduction. Describe the transfer conduction. Describe the transfer
1. needle - ______________ 1. needle - ______________ of heat. of heat.
2. cork - ______________ 2. cork - ______________
3. frying pan - ______________ 3. frying pan - ______________
4. wire - ______________ 4. wire - ______________
5. gold - ______________ 5. gold - ______________
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation

108
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 2-6, 2017 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 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

109
 A. Content Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a
simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the
relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity
magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets and magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

C. Learning Competencies/Objectives The learners… The learners… The learners… The learners… The learners…
Write the LC code for each
propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community
CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3 CODE: S5FE-IIIc-3
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 RESOURCES

E. References
1. Teacher’s Guide pages TG- Brandy T. Balingit, Adelia TG- Brandy T. Balingit, Adelia TG- Brandy T. Balingit, Adelia TG- Brandy T. Balingit, Adelia TG- Brandy T. Balingit,
I. Agliam, Crisitna L. Dizon, Anabel O. I. Agliam, Crisitna L. Dizon, Anabel O. I. Agliam, Crisitna L. Dizon, Anabel O. I. Agliam, Crisitna L. Dizon, Anabel O. Adelia I. Agliam, Crisitna L. Dizon,
Legaspi, pp. 210-211 Legaspi, pp. 210-211 Legaspi, pp. 210-211 Legaspi, pp. 210-211 Anabel O. Legaspi, pp. 210-
211

2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Review the concepts learned from Review the concepts learned from Present a video clip which is related Present a video clip which is related Present a video clip which is
presenting the new lesson the previous activity the previous activity to the lesson. to the lesson. related to the lesson.
Ask the pupils who among them Ask the pupils who among them Ask the pupils who among them
loves to wear black loves to wear black loves to wear black
dress/shirt/pants/skirt/short. dress/shirt/pants/skirt/short. dress/shirt/pants/skirt/short.
Have a short discussion about it. Have a short discussion about it. Have a short discussion about it.

110
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Describe how heat travels through
liquid materials
Relate the video to the next lesson.
Show a video clip about conduction
Activity 1
Problem: Describe how heat is
transferred through liquid materials.
What you need: drinking water,
warm colored water, basin, small
bottle, bottle cover with 2 holes,
drinking straw of tetra pack fruit
drinks, red dye of food
coloring
What to do:
1. Get 3 cm drinking straws and push
through each of the two holes of the
bottle cover until 1 cm is left on the
top.
2. Pour hot colour water into the
small bottle and cover tightly with
the set up below.
3. Carefully and completely
submerge this small bottle into the
basin of water.
4. Observe carefully how heat is
transferred in the set up.
Guide Questions:
1.What was the direction of the
warm colored water?
2. What was the direction of the cold
colorless water?
3.The movement of particles in
opposite directions create
Describe how heat travels through
liquid materials
Relate the video to the next lesson.
Show a video clip about conduction
Activity 1
Problem: Describe how heat is
transferred through liquid materials.
What you need: drinking water,
warm colored water, basin, small
bottle, bottle cover with 2 holes,
drinking straw of tetra pack fruit
drinks, red dye of food
coloring
What to do:
1. Get 3 cm drinking straws and push
through each of the two holes of the
bottle cover until 1 cm is left on the
top.
2. Pour hot colour water into the
small bottle and cover tightly with
the set up below.
3. Carefully and completely
submerge this small bottle into the
basin of water.
4. Observe carefully how heat is
transferred in the set up.
Guide Questions:
1.What was the direction of the
warm colored water?
2. What was the direction of the cold
colorless water?
3.The movement of particles in
opposite directions create
Infer how dark and colored objects
affect the ability to absorb heat
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
ACTIVITY NO. 1 “BLACK IS HOT”
YOU WILL NEED:
4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through clear
colored sheets (red, yellow, blue,
green)
PROCEDURE:
Pour same amount of water on each
of the plastic cup. (used
100ml. for each). Label each up by
numbers 1, 2, 3, 4.
Cover each cup with cellophane or
clear colored sheet. Tape it.
Leave your container under lamp for
10 minutes. Make sure to start at
the same temperature.
After ten minutes, insert the
thermometers on each plastic cups.
Observe and record the results of
the experiment on the given table.
GUIDED QUESTIONS:
Which among the following plastic
cups have light colored sheets? Have
dark colored sheets?
What is the temperature of plastic
each cup? Red sheet ___, Blue sheet
___, Green sheet ___, Yellow sheet
___
Infer how dark and colored objects
affect the ability to absorb heat
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
ACTIVITY NO. 1 “BLACK IS HOT”
YOU WILL NEED:
4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through clear
colored sheets (red, yellow, blue,
green)
PROCEDURE:
Pour same amount of water on each
of the plastic cup. (used
100ml. for each). Label each up by
numbers 1, 2, 3, 4.
Cover each cup with cellophane or
clear colored sheet. Tape it.
Leave your container under lamp for
10 minutes. Make sure to start at
the same temperature.
After ten minutes, insert the
thermometers on each plastic cups.
Observe and record the results of
the experiment on the given table.
GUIDED QUESTIONS:
Which among the following plastic
cups have light colored sheets? Have
dark colored sheets?
What is the temperature of plastic
each cup? Red sheet ___, Blue sheet
___, Green sheet ___, Yellow sheet
___
Infer how dark and colored
objects affect the ability to absorb
heat
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
ACTIVITY NO. 1 “BLACK IS HOT”
YOU WILL NEED:
4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through
clear colored sheets (red, yellow,
blue, green)
PROCEDURE:
Pour same amount of water on
each of the plastic cup. (used
100ml. for each). Label each up by
numbers 1, 2, 3, 4.
Cover each cup with cellophane or
clear colored sheet. Tape it.
Leave your container under lamp
for 10 minutes. Make sure to start
at the same temperature.
After ten minutes, insert the
thermometers on each plastic
cups.
Observe and record the results of
the experiment on the given table.
GUIDED QUESTIONS:
Which among the following plastic
cups have light colored sheets?
Have dark colored sheets?
What is the temperature of plastic
each cup? Red sheet ___, Blue
sheet ___, Green sheet ___,
Yellow sheet ___
111

F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
____________ currents.
4. What do you call this kind of
method? How it is operationally
defined?
Answers to guide questions:
1. Upward
2. Downward
3. Circular currents
4. Convection. It is the transfer of
heat through circular currents
Ask: How does heat transfer through
liquids? (Heat transfers through
circular currents.)
-Make a diagram out of this.
In heating a liquid, the bottom part
of water that is heated goes upward.
The upper part which is not warm
will go downward. This process goes
on until the water has the same
temperature all over. This heat
transfer is called convection.
Heat transfer by convection is
observed in a circulatory motion
because warm air or warm liquid
rises while cold air or cold liquid
goes down. Warm air rises in a
chimney while cold air of
refrigerator goes down to cool its
content.
Tell whether the transfer of heat in
the activity is conduction or
convection.
1. frying a pancake-
2. transfer through solids-
3. observed in a circular movement-
4. occurs with fluids
5.A spoon in a cup of hot coffee-
____________ currents.
4. What do you call this kind of
method? How it is operationally
defined?
Answers to guide questions:
1. Upward
2. Downward
3. Circular currents
4. Convection. It is the transfer of
heat through circular currents
Ask: How does heat transfer through
liquids? (Heat transfers through
circular currents.)
-Make a diagram out of this.
In heating a liquid, the bottom part
of water that is heated goes upward.
The upper part which is not warm
will go downward. This process goes
on until the water has the same
temperature all over. This heat
transfer is called convection.
Heat transfer by convection is
observed in a circulatory motion
because warm air or warm liquid
rises while cold air or cold liquid
goes down. Warm air rises in a
chimney while cold air of
refrigerator goes down to cool its
content.
Tell whether the transfer of heat in
the activity is conduction or
convection.
1. frying a pancake-
2. transfer through solids-
3. observed in a circular movement-
4. occurs with fluids
5.A spoon in a cup of hot coffee-
What can you say a bout the
temperature of the cups
with red and yellow sheets?
Describe the temperature of the
cups with blue and green sheets.
Which cups absorbs more energy
which is heat?Which absorbs less
energy?
Group presentation of outputs.
Leaders of each group will report
their works to the class.
Key Question:
How does black colored object
affects its ability to absorb heat?
Class Interaction
What do you think would likely to
happen if you wear black clothes on
sunny days?
Wearing black during summer will
make you feel hot.
Encourage the pupils to make a
journal about what they have
learned on the effect of the
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
What can you say a bout the
temperature of the cups
with red and yellow sheets?
Describe the temperature of the
cups with blue and green sheets.
Which cups absorbs more energy
which is heat?Which absorbs less
energy?
Group presentation of outputs.
Leaders of each group will report
their works to the class.
Key Question:
How does black colored object
affects its ability to absorb heat?
Class Interaction
What do you think would likely to
happen if you wear black clothes on
sunny days?
Wearing black during summer will
make you feel hot.
Encourage the pupils to make a
journal about what they have
learned on the effect of the
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
What can you say a bout the
temperature of the cups
with red and yellow sheets?
Describe the temperature of the
cups with blue and green sheets.
Which cups absorbs more energy
which is heat?Which absorbs less
energy?
Group presentation of outputs.
Leaders of each group will report
their works to the class.
Key Question:
How does black colored object
affects its ability to absorb heat?
Class Interaction
What do you think would likely to
happen if you wear black clothes
on
sunny days?
Wearing black during summer will
make you feel hot.
Encourage the pupils to make a
journal about what they have
learned on the effect of the
absorption of heat on black
objects.
I have learned that
_____________________
I realized
that__________________
112
J. Additional activities for application Draw an example of heat transfer Draw an example of heat transfer Try to arrange your clothes in your Try to arrange your clothes in your Try to arrange your clothes in your
or remediation through convection. through convection. own closet so it will be easy for you own closet so it will be easy for you own closet so it will be easy for
to pick which clothes to wear during to pick which clothes to wear during you to pick which clothes to wear
warm weather and what will you warm weather and what will you during warm weather and what
wear in cold days. wear in cold days. will you wear in cold days.

V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 9 -13, 2017 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES 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 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

113
 A. Content Standards The learners…
demonstrate understanding of a
simple DC circuit and the
relationship between electricity and
magnetism in electromagnets
B. Performance Standards The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
C. Learning Competencies/Objectives The learners…
Write the LC code for each
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
II. CONTENT
Electricity and Magnetism
Circuits
Electromagnets
III. LEARNING RESOURCES
E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Coronel, Carmelita C. et.al Exploring
and Protecting Our World ,
VibalPublishing House, Inc. 2005
Arcano, Evelyn E. et.al breaking
through Science, C&E Publishing,
Inc. 2015
4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Present a video clip about color
presenting the new lesson wheel, light colors and dark colors.
Ask the pupils if their roofs are
The learners…
demonstrate understanding of a
simple DC circuit and the
relationship between electricity and
magnetism in electromagnets
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
Electricity and Magnetism
Circuits
Electromagnets
Coronel, Carmelita C. et.al Exploring
and Protecting Our World ,
VibalPublishing House, Inc. 2005
Arcano, Evelyn E. et.al breaking
through Science, C&E Publishing,
Inc. 2015
Present a video clip about color
wheel, light colors and dark colors.
Ask the pupils if their roofs are
The learners…
demonstrate understanding of a
simple DC circuit and the
relationship between electricity and
magnetism in electromagnets
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
Electricity and Magnetism
Circuits
Electromagnets
Coronel, Carmelita C. et.al Exploring
and Protecting Our World ,
VibalPublishing House, Inc. 2005
Arcano, Evelyn E. et.al breaking
through Science, C&E Publishing,
Inc. 2015
1. Looking at the box, can you guess
what is inside it?
2. What if we will flash
The learners…
demonstrate understanding of a
simple DC circuit and the
relationship between electricity and
magnetism in electromagnets
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
Electricity and Magnetism
Circuits
Electromagnets
Coronel, Carmelita C. et.al Exploring
and Protecting Our World ,
VibalPublishing House, Inc. 2005
Arcano, Evelyn E. et.al breaking
through Science, C&E Publishing,
Inc. 2015
1. Looking at the box, can you guess
what is inside it?
2. What if we will flash
The learners…
demonstrate understanding of a
simple DC circuit and the
relationship between electricity
and magnetism in electromagnets
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
The learners…
propose an unusual tool or device
using electromagnet that is useful
for home, school or community
CODE: S5FE-IIIc-3
Electricity and Magnetism
Circuits
Electromagnets
Coronel, Carmelita C. et.al
Exploring and Protecting Our
World ,
VibalPublishing House, Inc. 2005
Arcano, Evelyn E. et.al breaking
through Science, C&E Publishing,
Inc. 2015
1. Looking at the box, can you
guess what is inside it?
2. What if we will flash
114

B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
painted of what color.
Have a short interaction regarding
their answers.
Infer how dark and colored objects
affect the ability to absorb heat
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
ACTIVITY NO. 1 “HOT WATER”
YOU WILL NEED:
4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through clear
colored sheets (red, yellow, blue,
green)
PROCEDURE:
Pour same amount of water on each
of the plastic cup. (used 100ml.
for each)
Cover each cup with cellophane or
clear colored sheet. Tape it.
Leave your container under lamp for
10 minutes. Make sure to start at the
same temperature.
After ten minutes, insert the
thermometers on each plastic cups.
Observe and record the results of
the experiment on the given table.
Which among the following plastic
cups have light-colored
sheets? Have dark colored sheets?
What is the temperature of plastic
each cup? Red sheet ___, Blue sheet
painted of what color.
Have a short interaction regarding
their answers.
Infer how dark and colored objects
affect the ability to absorb heat
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
ACTIVITY NO. 1 “HOT WATER”
YOU WILL NEED:
4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through clear
colored sheets (red, yellow, blue,
green)
PROCEDURE:
Pour same amount of water on each
of the plastic cup. (used 100ml.
for each)
Cover each cup with cellophane or
clear colored sheet. Tape it.
Leave your container under lamp for
10 minutes. Make sure to start at
the same temperature.
After ten minutes, insert the
thermometers on each plastic cups.
Observe and record the results of
the experiment on the given table.
Which among the following plastic
cups have light-colored
sheets? Have dark colored sheets?
What is the temperature of plastic
each cup? Red sheet ___, Blue sheet
the light on the box, can
you now identify the
thing inside it?
Relate the ability of the material to
block, absorb or transmit light to its
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
1. Divide the class into three groups.
2. Distribute the materials/activity
sheets containing instruction to the
pupils. (Note: cover the box with the
aluminum foil, plywood, cardboard)
3. Give routine instruction (Ex. Do
not play while doing the activity)
4. Guide the pupils as they perform
the task (Note: flash the light on the
cover of the box)
5. After the specified time, allow
each group to present their
observation.
Identify the materials you used.
Have you seen the materials inside
the box? (No) Why? (it is covered)
Does the light pass through the
cover? (No)
the light on the box, can
you now identify the
thing inside it?
Relate the ability of the material to
block, absorb or transmit light to its
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
1. Divide the class into three groups.
2. Distribute the materials/activity
sheets containing instruction to the
pupils. (Note: cover the box with the
aluminum foil, plywood, cardboard)
3. Give routine instruction (Ex. Do
not play while doing the activity)
4. Guide the pupils as they perform
the task (Note: flash the light on the
cover of the box)
5. After the specified time, allow
each group to present their
observation.
Identify the materials you used.
Have you seen the materials inside
the box? (No) Why? (it is covered)
Does the light pass through the
cover? (No)
the light on the box, can
you now identify the
thing inside it?
Relate the ability of the material
to block, absorb or transmit light
to its
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity
1. Divide the class into three
groups.
2. Distribute the materials/activity
sheets containing instruction to
the pupils. (Note: cover the box
with the aluminum foil, plywood,
cardboard)
3. Give routine instruction (Ex. Do
not play while doing the activity)
4. Guide the pupils as they
perform the task (Note: flash the
light on the cover of the box)
5. After the specified time, allow
each group to present their
observation.
Identify the materials you used.
Have you seen the materials
inside the box? (No) Why? (it is
covered)
Does the light pass through the
115
 ___, Green sheet ___, Yellow sheet
___
What can you say about the
temperature of the cups with red
and yellow sheets?
Describe the temperature of the
cups with blue and green sheets.
Which cups absorbs more energy
which is heat?
F. Developing mastery Group presentation of outputs.
(Leads to Formative Assessment 3) Leaders of each group will report
their works to the class.
Key Question:
How does dark colored object
affects its ability to absorb heat?
G. Finding practical applications of Class Interaction
concepts and skills in daily living What do you think would likely to
happen if you wear dark clothes on
sunny days?
H. Making generalizations and Encourage the pupils to make a
abstractions about the lesson journal about what they have
learned on the effect of the
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
I. Evaluating learning Encourage the pupils to make a
journal about what they have
learned on the effect of the
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
J. Additional activities for application What hat/cap would you prefer to
or remediation use when it’s hot outside? The dark
colored hat/cap or the light ones?
Why?
___, Green sheet ___, Yellow sheet
___
What can you say about the
temperature of the cups with red
and yellow sheets?
Describe the temperature of the
cups with blue and green sheets.
Which cups absorbs more energy
which is heat?
Group presentation of outputs.
Leaders of each group will report
their works to the class.
Key Question:
How does dark colored object
affects its ability to absorb heat?
Class Interaction
What do you think would likely to
happen if you wear dark clothes on
sunny days?
Encourage the pupils to make a
journal about what they have
learned on the effect of the
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
Encourage the pupils to make a
journal about what they have
learned on the effect of the
absorption of heat on black objects.
I have learned that
_____________________
I realized that__________________
What hat/cap would you prefer to
use when it’s hot outside? The dark
colored hat/cap or the light ones?
Why?
* Group presentation of outputs.
* Process the responses given by
the pupils during the activity.
Group presentation of outputs.
Most materials are opaque just like
the one we used in the activity the
aluminum foil. Opaque materials do
not allow light to pass through them.
Light that strikes these materials is
either reflected or absorbed and
converted to heat. Materials such
as aluminium foils you used in the
activity, the concrete walls, the
cardboard and the plywood are all
opaque to visible light.
Check the materials that are opaque.
_____1. Wood
_____2. Thin paper
_____3. Iron
_____4. Cloth
_____5. Mirrors used at home.
List 5 materials you have at home
that are OPAQUE.
* Group presentation of outputs.
* Process the responses given by
the pupils during the activity.
Group presentation of outputs.
Most materials are opaque just like
the one we used in the activity the
aluminum foil. Opaque materials do
not allow light to pass through them.
Light that strikes these materials is
either reflected or absorbed and
converted to heat. Materials such
as aluminium foils you used in the
activity, the concrete walls, the
cardboard and the plywood are all
opaque to visible light.
Check the materials that are opaque.
_____1. Wood
_____2. Thin paper
_____3. Iron
_____4. Cloth
_____5. Mirrors used at home.
List 5 materials you have at home
that are OPAQUE.
cover? (No)
* Group presentation of outputs.
* Process the responses given by
the pupils during the activity.
Group presentation of outputs.
Most materials are opaque just
like the one we used in the
activity the aluminum foil.
Opaque materials do not allow
light to pass through them. Light
that strikes these materials is
either reflected or absorbed and
converted to heat. Materials
such as aluminium foils you used
in the activity, the concrete walls,
the cardboard and the plywood
are all opaque to visible light.
Check the materials that are
opaque.
_____1. Wood
_____2. Thin paper
_____3. Iron
_____4. Cloth
_____5. Mirrors used at home.
List 5 materials you have at home
that are OPAQUE.
116
 V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 16-20, 2017 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Describe how igneous, sedimentary and metamorphic rocks are formed

A. Content Standards demonstrates understanding of demonstrates understanding of demonstrates understanding of

 weathering, soil erosion and other  weathering, soil erosion and other  weathering, soil erosion and
processes that shape the land processes that shape the land other processes that shape the land

 how these affect living things and  how these affect living things and  how these affect living things and

117
 the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to
soil erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
III. LEARNING RESOURCES
E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Science & Health 5 – SD – 1999 –
pages 217
Science for Life – The Library – 2010
– pages 247
4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Science & Health 5 – SD – 1999 –
pages 217
Science for Life – The Library – 2010
– pages 247
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to
soil erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment
and on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Science & Health 5 – SD – 1999 –
pages 217
Science for Life – The Library – 2010
– pages 247
118
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Name the three (3) kinds of rocks.
Describe each kind.
Describe how igneous, sedimentary
and metamorphic rocks are formed
On your way to school, you see
rocks on the ground. Describe each
rock that you find.
Exploration
What you need: candle,
match,sugar,tin can, card board.
What to do:
1. Light a Candle.
2.Observe the drippings flowing
down its side.
● What happens to the drippings
after some time?
● What caused the melted drippings
was to harden?
● How do you describe the texture
of the hardened wax?
1. Heat the teaspoon of sugar on a
tin lid.
2. Let the liquid material drop on a
piece of cardboard.
3. Let it stand for a few minutes.
● What happens to the liquid after
some time?
● What happened to the candle
while it is lighted?
(It had droppings. It become liquid)
● What caused the change to liquid
How are igneous, sedimentary and
metamorphic rocks formed?
Identify the uses of rocks
Look at our big buildings, bridges
and roads. Of what are they made?
Form the words by rearranging the
letters to each set.
1. Needed by plants (OSLI) 3. Needed by plants
2. Fuel (LIO and LAOC) 4. Fuel
3.Houses and buildings
(NOITSTUCNOC)
Make a list of things used by people
that has metal on it.
Observe your house. What parts
were built with the use of rocks,
gravel or sand?
Observe your school building. What
parts were built with the use of
rocks, gravel and sand?
Look at your teachers, classmates,
friends. What adornment do they
use?
● What words were formed from the
scrambled letters? (soil, oil and coal
construction, fossil, gems)
● Where do we use soil? (planting,
How are igneous, sedimentary and
metamorphic rocks formed?
Identify the uses of rocks
Look at our big buildings, bridges
and roads. Of what are they made?
Form the words by rearranging the
letters to each set.
(OSLI)
(LIO and LAOC)
3.Houses and buildings
(NOITSTUCNOC)
Make a list of things used by people
that has metal on it.
Observe your house. What parts
were built with the use of rocks,
gravel or sand?
Observe your school building. What
parts were built with the use of
rocks, gravel and sand?
Look at your teachers, classmates,
friends. What adornment do they
use?
● What words were formed from
the scrambled letters? (soil, oil and
coal construction, fossil, gems)
● Where do we use soil? (planting,
119

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
or the droppings? (heat)
● What happens to the droppings
after some time? (They hardened.
They become solid)
● What caused the liquid wax to
hardened or to solidarity? (Cooling)
● How do you describe the texture
of the hardened wax? (It is smooth)
● In Activity B, what happened to
the sugar when it was heated?
(It turned to liquid)
● What happens to the liquid after
some time?
(It hardens or its solidifies)
● What caused the melted sugar to
harden or solidify? (cooling)
● How do you describe the texture
of its surface? (It is rough)
● In activity C, what causes some
rocks to melt? ( heating and
pressure)
● When magma cools, what are
formed? (Igneous rocks are formed)
● What is the effect of lava cooling
very fast?(crystals form – the rocks
are smooth)
● What is the effect of magma
cooling very slowly? (very
large,coarse-textured and large
crystals are formed)
How are igneous rocks formed?
What kind of rocks are found beside
a volcano?
Explain how igneous rocks are
formed through a used of a video
clip.
Write the correct answer?
1.Where is magma formed?
2.When are igneous rocks formed?
3.What best describes rocks formed
construction of houses, schools)
● Where do we use soil and coal?
( fuel in factories and big companies)
● Where do we have construction?
(houses, building, roads, bridges)
● Where do we use fossils? (to study
life of long ago)
● Where do we use gems? ( for a
dormant)
● Where do we get all of these ?
(from rocks)
● Where parts of your house used
rocks, gravel and sand? (walls, floor,
toiler, bathroom, fence, floor)
● What part of your school make
use of sand, gravel rocks? (walls,
floor, toilets, bathroom, fence, floor)
● What a dornment do your
teachers and classmates have?
(sapphire, opal, ruby,
amethyst,jade,turquoise, emerald)
● where do all of these come from?
(rocks)
What are the uses of rocks?
Describe the use of rocks?
Write the correct answer.
1.What makes important on the
study of life?
2.Which is the raw materials drilled
from porous rocks?
3.Which materials found in rocks can
be classified as fossils?
construction of houses, schools)
● Where do we use soil and coal?
( fuel in factories and big
companies)
● Where do we have construction?
(houses, building, roads, bridges)
● Where do we use fossils? (to
study life of long ago)
● Where do we use gems? ( for a
dormant)
● Where do we get all of these ?
(from rocks)
● Where parts of your house used
rocks, gravel and sand? (walls, floor,
toiler, bathroom, fence, floor)
● What part of your school make
use of sand, gravel rocks? (walls,
floor, toilets, bathroom, fence,
floor)
● What a dornment do your
teachers and classmates have?
(sapphire, opal, ruby,
amethyst,jade,turquoise, emerald)
● where do all of these come from?
(rocks)
What are the uses of rocks?
Describe the use of rocks?
Write the correct answer.
1.What makes important on the
study of life?
2.Which is the raw materials drilled
from porous rocks?
3.Which materials found in rocks
can be classified as fossils?
120
 from lava?

J. Additional activities for application Find an igneous rock and look into it How can you use rocks properly? How can you use rocks properly?
or remediation closely. Describe .

V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time January 23-27, 2017 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Demonstrate how certain factors affect the amount of soil carried away
A. Content Standards demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of demonstrates understanding of
 weathering, soil erosion and other  weathering, soil erosion and other  weathering, soil erosion and other  weathering, soil erosion and other  weathering, soil erosion and
processes that shape the land processes that shape the land processes that shape the land processes that shape the land other processes that shape the
land
 how these affect living things and  how these affect living things and  how these affect living things and  how these affect living things and
the environment, and the environment, and the environment, and the environment, and  how these affect living things
121

 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
III. LEARNING RESOURCES
E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Into the Future 5
4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
and the environment, and
 ways to reduce risks to health
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment
and on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of
soil erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
122
 A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Which are the natural causes of soil
erosion? How does each cause soil
erosion?
Demonstrate how certain factors
affect the amount of soil carried
away
On rainy days, how does water flow
from the sides of the mountains?
(Very fast)
How does water flow on the flat
land? ( not so fast as the sides of the
mountain)
What might be the effect of the
steep slope of the flat land on the
soil erosion? (A flat land causes less
soil erosion)
What you need:
three pans with soil, water
What to do : Get three pans with soil
Label the pans A, B, C
Set pan A flat on the floor
Set pan C in an inclined position
higher than B by putting 2 blocks
under.
Slowly pour water into each pan.
The height from which the water is
released should be the same.
Which are the natural causes of soil
erosion? How does each cause soil
erosion?
Demonstrate how certain factors
affect the amount of soil carried
away
On rainy days, how does water flow
from the sides of the mountains?
(Very fast)
How does water flow on the flat
land? ( not so fast as the sides of the
mountain)
What might be the effect of the
steep slope of the flat land on the
soil erosion? (A flat land causes less
soil erosion)
What you need:
three pans with soil, water
What to do : Get three pans with soil
Label the pans A, B, C
Set pan A flat on the floor
Set pan C in an inclined position
higher than B by putting 2 blocks
under.
Slowly pour water into each pan.
The height from which the water is
released should be the same.
Which are the natural causes of soil
erosion? How does each cause soil
erosion?
Demonstrate how certain factors
affect the amount of soil carried
away
On rainy days, how does water flow
from the sides of the mountains?
(Very fast)
How does water flow on the flat
land? ( not so fast as the sides of the
mountain)
What might be the effect of the
steep slope of the flat land on the
soil erosion? (A flat land causes less
soil erosion)
What you need:
three pans with soil, water
What to do : Get three pans with soil
Label the pans A, B, C
Set pan A flat on the floor
Set pan C in an inclined position
higher than B by putting 2 blocks
under.
Slowly pour water into each pan.
The height from which the water is
released should be the same.
Name the factors that may affect the
amount of soil carried away by
flowing water. (slope of land,
strength and volume of running
water, presence of cover crops,
dryness and size of soil particles)
Demonstrate how each factor affects
the amount of soil carried away by
flowing water.)
Describe the effects of soil erosion
on the shape of land, condition of
soil, condition of water, plants,
animals and people.
After the flood how does the soil
look? (It is muddy) What other
changes will you see on the soil?
(There are mud holes) Why do you
think these changes happen on the
soil? (Because of the flowing water)
The soil has no plant cover.
What you need:
a big mound of pebbles, stones, and
soil
a big can filled with water
a big basin
What to do:
Build a mountain of pebbles, stones
and soil in the big basin.
Press the slopes of the mountain so
that it will be compressed.
Pour water continuously on top of
the mountain
Observe what happens
Name the factors that may affect
the amount of soil carried away by
flowing water. (slope of land,
strength and volume of running
water, presence of cover crops,
dryness and size of soil particles)
Demonstrate how each factor
affects the amount of soil carried
away by flowing water.)
Describe the effects of soil erosion
on the shape of land, condition of
soil, condition of water, plants,
animals and people.
After the flood how does the soil
look? (It is muddy) What other
changes will you see on the soil?
(There are mud holes) Why do you
think these changes happen on
the soil? (Because of the flowing
water) The soil has no plant cover.
What you need:
a big mound of pebbles, stones,
and soil
a big can filled with water
a big basin
What to do:
Build a mountain of pebbles,
stones and soil in the big basin.
Press the slopes of the mountain
so that it will be compressed.
Pour water continuously on top of
the mountain
Observe what happens
123
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Observe what happens:
What happened in pan A when the
water was poured in it?
Did the soil flow with the water?
Why?
What happened in pan B when the
water was poured in it? Why?
What happened in pan C when the
water was poured in it? Why?
Describe the position of the Pan in
A? (It is flat)
When you poured water on the pan,
what was the rate of the flow of
water?
( It did not flow)
Why? (It is flat)
Describe the position of the pan in
B. (It is slanted).
When you poured water on the pan,
what was the rate of the flow of
water? (slow)
How much soil was carried by the
water? (small amount of soil)
Describe the position of pan C? (It is
more slanted than B)
When you poured water on the pan,
what was the rate of the flow of
water? (fast)
How much soil was carried by the
water? (more soil was carried by the
water.)
Which of the set-ups carried more
soil? (set-up C)
Why was more soil carried by water
in this set-up? (The soil was more
slanted.)
In which slope was more soil carried
by the water? (The steeper slope)
Observe what happens:
What happened in pan A when the
water was poured in it?
Did the soil flow with the water?
Why?
What happened in pan B when the
water was poured in it? Why?
What happened in pan C when the
water was poured in it? Why?
Describe the position of the Pan in
A? (It is flat)
When you poured water on the pan,
what was the rate of the flow of
water?
( It did not flow)
Why? (It is flat)
Describe the position of the pan in
B. (It is slanted).
When you poured water on the pan,
what was the rate of the flow of
water? (slow)
How much soil was carried by the
water? (small amount of soil)
Describe the position of pan C? (It is
more slanted than B)
When you poured water on the pan,
what was the rate of the flow of
water? (fast)
How much soil was carried by the
water? (more soil was carried by the
water.)
Which of the set-ups carried more
soil? (set-up C)
Why was more soil carried by water
in this set-up? (The soil was more
slanted.)
In which slope was more soil carried
by the water? (The steeper slope)
Observe what happens:
What happened in pan A when the
water was poured in it?
Did the soil flow with the water?
Why?
What happened in pan B when the
water was poured in it? Why?
What happened in pan C when the
water was poured in it? Why?
Describe the position of the Pan in
A? (It is flat)
When you poured water on the pan,
what was the rate of the flow of
water?
( It did not flow)
Why? (It is flat)
Describe the position of the pan in
B. (It is slanted).
When you poured water on the pan,
what was the rate of the flow of
water? (slow)
How much soil was carried by the
water? (small amount of soil)
Describe the position of pan C? (It is
more slanted than B)
When you poured water on the pan,
what was the rate of the flow of
water? (fast)
How much soil was carried by the
water? (more soil was carried by the
water.)
Which of the set-ups carried more
soil? (set-up C)
Why was more soil carried by water
in this set-up? (The soil was more
slanted.)
In which slope was more soil carried
by the water? (The steeper slope)
B. Make another mound using the
same materials.
Switch on the electric fan at low
speed.
Observe what happens:
Describe the mound
This time, switch on the electric fan
at a fast speed.
Observe what happens.
What happened when wind at fast
speed blow at the mound?
Describe the mound now.
It is the same as before?
Describe the mound. (It is steep, It
has a slope, It is high, It is one shape)
What does the mound have?
(Pebbles, stones, soil)
What happened when water is
poured on top of the water? (the soil
is carried away by the flowing
water.)
Did the shape of the mound remain
the same? (No)
Why? (the flowing water carried the
soil away)
What is its shape now? (it became
smaller, it became flat)
In activity 2, describe the mound.
(The mound is steep. It has a slope.
It is a high land.)
What happened when the wind
blew at a low speed? (The wind
carried with the small amount of
soil.)
What will happen when the wind
blew at a high speed? (The wind
carried great amount of soil.)
Did its shape remain the shape? (No)
Why? (The wind carried the soil with
it.)
Describe its shape now? (It is a low
B. Make another mound using the
same materials.
Switch on the electric fan at low
speed.
Observe what happens:
Describe the mound
This time, switch on the electric
fan at a fast speed.
Observe what happens.
What happened when wind at fast
speed blow at the mound?
Describe the mound now.
It is the same as before?
Describe the mound. (It is steep, It
has a slope, It is high, It is one
shape)
What does the mound have?
(Pebbles, stones, soil)
What happened when water is
poured on top of the water? (the
soil is carried away by the flowing
water.)
Did the shape of the mound
remain the same? (No)
Why? (the flowing water carried
the soil away)
What is its shape now? (it became
smaller, it became flat)
In activity 2, describe the mound.
(The mound is steep. It has a
slope. It is a high land.)
What happened when the wind
blew at a low speed? (The wind
carried with the small amount of
soil.)
What will happen when the wind
blew at a high speed? (The wind
carried great amount of soil.)
Did its shape remain the shape?
(No)
Why? (The wind carried the soil
124
 Which set-up had a steeper slope? Which set-up had a steeper slope? Which set-up had a steeper slope? land. It is a flat land.) with it.)
(Set-up C) (Set-up C) (Set-up C) Describe its shape now? (It is a
low land. It is a flat land.)

G. Finding practical applications of
concepts and skills in daily living
What affects the amount of soil
carried by the flowing water? (The
slope of land)
Describe it, (The steeper the slope of
the land, the more soil is carried
away by running water.)
What affects the amount of soil
carried by the flowing water? (The
slope of land)
Describe it, (The steeper the slope of
the land, the more soil is carried
away by running water.)
What affects the amount of soil
carried by the flowing water? (The
slope of land)
Describe it, (The steeper the slope of
the land, the more soil is carried
away by running water.)
What affected the change in shape
of the soil? (The flowing water and
blowing wind affected the change in
shape of the soil. Erosion affected
the change in shape of the land.)
If you have a bare land at home
what must you do? (Cover it with
crops/plants)
What affected the change in
shape of the soil? (The flowing
water and blowing wind affected
the change in shape of the soil.
Erosion affected the change in
shape of the land.)
If you have a bare land at home
what must you do? (Cover it with
crops/plants)

H. Making generalizations and What is soil erosion? What is soil erosion? What is soil erosion? How does erosion takes place? What How does erosion takes place?
abstractions about the lesson are the effects of erosion? What are the effects of erosion?
I. Evaluating learning Show how slope of land affect soil Show how slope of land affect soil Show how slope of land affect soil What changes on the shape of land What changes on the shape of
erosion. erosion. erosion. are affected by wind and water? land are affected by wind and
water?

J. Additional activities for application Observe your ground at home. Are Observe your ground at home. Are Observe your ground at home. Are Look into your locality and find out if Look into your locality and find
or remediation there slopes? What will you do? there slopes? What will you do? there slopes? What will you do? there is a certain place which was out if there is a certain place
Why? Why? Why? changed in place. which was changed in place.
V. REMARKS
VI. REFLECTION
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
125
 with other teachers?
GRADES 1 to 12 School
DAILY LESSON LOG Teacher
Teaching Dates and Time January 30- February 3, 2017
Monday
I. OBJECTIVES Demonstrate how people and plants prevent soil erosion.
A. Content Standards demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
Tuesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
Learning Areas
Wednesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
Grade Level
Quarter
Thursday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
Friday
demonstrates understanding of
 weathering, soil erosion and
other processes that shape the
land
 how these affect living things
and the environment, and
 ways to reduce risks to health
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment
and on living things.
126
  determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
III. LEARNING RESOURCES
E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Into the Future 5
4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Describe the effects of soil erosion
presenting the new lesson on the shape of the land, condition
of the soil, condition of water and on
plants, animals and people.
(Soil erosion changes the shape of
land. Soil erosion makes the land dry
and infertile. Soil erosion makes the
body of water shallow and polluted.
Plants cannot grow well on dry soil,
animals have nothing to eat and
people cannot plant on infertile
lands.)
B. Establishing a purpose for the Demonstrate how people and plants
lesson prevent soil erosion.
C. Presenting examples/instances of You have experienced the effects of
the new lesson soil erosion. What have you done to
avoid it?
What might have happened if you
did not do something to avoid it?
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
Describe the effects of soil erosion
on the shape of the land, condition
of the soil, condition of water and on
plants, animals and people.
(Soil erosion changes the shape of
land. Soil erosion makes the land dry
and infertile. Soil erosion makes the
body of water shallow and polluted.
Plants cannot grow well on dry soil,
animals have nothing to eat and
people cannot plant on infertile
lands.)
Demonstrate how people and plants
prevent soil erosion.
You have experienced the effects of
soil erosion. What have you done to
avoid it?
What might have happened if you
did not do something to avoid it?
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
What are the uses of rocks? What is
the importance of rocks?
Identify the agents of weathering.
On your way to school, do you see
stones on the ground? Where do
you think those stones come from?
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
What are the uses of rocks? What is
the importance of rocks?
Identify the agents of weathering.
On your way to school, do you see
stones on the ground? Where do
you think those stones come from?
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of
soil erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
What are the uses of rocks? What
is the importance of rocks?
On your way to school, do you see
stones on the ground? Where do
you think those stones come
from?
127

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
What must you do to prevent soil
erosion?
-ACTIVITY-
-ACTIVITY-
What words were you able to form
in Activity I?
What big heading will you give to
the words?
In Activity 2, what does each picture
shows?
You live on a mountain. What will
you do so that the slopes will not be
eroded?
What are the ways of preventing soil
erosion?
Demonstrate the different ways of
preventing soil erosion.
What must you do to prevent soil
erosion?
-ACTIVITY-
-ACTIVITY-
What words were you able to form
in Activity I?
What big heading will you give to
the words?
In Activity 2, what does each picture
shows?
You live on a mountain. What will
you do so that the slopes will not be
eroded?
What are the ways of preventing soil
erosion?
Demonstrate the different ways of
preventing soil erosion.
-ACTIVITY-
-ACTIVITY-
What happened to the rocks when
you poured boiling water in it?
What caused it to break?
What happened to the two soft
rocks when rub together?
What happened to the pebbles and
sand?
What happened to the rocks in all
the activities?
What force broke the rock in A
_____ B ______ C ______ D
_____ and E_____?
What do you call the process of
breaking rocks?
Where should we plant our trees
and other crops?
What are the agents of weathering?
Answer the following:
1.What is the process by which rocks
are broken down into smaller
pieces?
-ACTIVITY-
-ACTIVITY-
What happened to the rocks when
you poured boiling water in it?
What caused it to break?
What happened to the two soft
rocks when rub together?
What happened to the pebbles and
sand?
What happened to the rocks in all
the activities?
What force broke the rock in A
_____ B ______ C ______ D
_____ and E_____?
What do you call the process of
breaking rocks?
Where should we plant our trees
and other crops?
What are the agents of weathering?
Answer the following:
1.What is the process by which rocks
are broken down into smaller
pieces?
-ACTIVITY-
-ACTIVITY-
What happened to the rocks
when you poured boiling water in
it?
What caused it to break?
What happened to the two soft
rocks when rub together?
What happened to the pebbles
and sand?
What happened to the rocks in all
the activities?
What force broke the rock in A
_____ B ______ C ______ D
_____ and E_____?
What do you call the process of
breaking rocks?
Where should we plant our trees
and other crops?
What are the agents of
weathering?
Answer the following:
1.What is the process by which
rocks are broken down into
smaller pieces?
128
 2. Which of the following activities 2. Which of the following activities 2. Which of the following activities
of human beings will contribute to of human beings will contribute to of human beings will contribute to
the breakdown of rocks? the breakdown of rocks? the breakdown of rocks?

J. Additional activities for application Select one of the ways of preventing Select one of the ways of preventing What are the causes of weathering? What are the causes of weathering? What are the causes of
or remediation soil erosion and role play it. soil erosion and role play it. weathering?

V. REMARKS
VI. REFLECTION
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time February 6 -10, 2017 Quarter

129
 Monday
I. OBJECTIVES Demonstrate how people and plants prevent soil erosion.
A. Content Standards demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Into the Future 5
Tuesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
Wednesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
Thursday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
Friday
demonstrates understanding of
 weathering, soil erosion and
other processes that shape the
land
 how these affect living things
and the environment, and
 ways to reduce risks to health
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment
and on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of
soil erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Into the Future 5
130
 4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
What is weathering?
What are the different factors that
break rocks?
Identify the agents of weathering.
Have you seen trees growing in your
garden? What do the roots do to the
cemented part and to the fence?
What you need: pieces of rocks,
hammer, water and piece of cloth
What to do:
Recall the time when you saw a
crack when boiling water was
poured into it.What could have
caused the rock to break?
Get two soft rocks. Rub them
together and observe.
What could have caused the rocks to
break?
Wrap a piece of rock in a piece of
cloth.Pound the rock with hammer.
What happened to the rocks?
Look for the plants growing on rocks.
As the rocks grow, what will happen
to the rocks?
Throw a basin of water on the
What is weathering?
What are the different factors that
break rocks?
Identify the agents of weathering.
Have you seen trees growing in your
garden? What do the roots do to the
cemented part and to the fence?
What you need: pieces of rocks,
hammer, water and piece of cloth
What to do:
Recall the time when you saw a
crack when boiling water was
poured into it.What could have
caused the rock to break?
Get two soft rocks. Rub them
together and observe.
What could have caused the rocks to
break?
Wrap a piece of rock in a piece of
cloth.Pound the rock with hammer.
What happened to the rocks?
Look for the plants growing on rocks.
As the rocks grow, what will happen
to the rocks?
Throw a basin of water on the
What is weathering?
What are the different factors that
break rocks?
Identify the agents of weathering.
Have you seen trees growing in your
garden? What do the roots do to the
cemented part and to the fence?
What you need: Pictures of forces
that cause weathering.
What to do:
Study the pictures. Identify what
force is shown in the picture. Tell
what will happen in the picture with
the force identified. Match the
inference from below with the
picture.
What is weathering?
What are the different factors that
break rocks?
Identify the agents of weathering.
Have you seen trees growing in your
garden? What do the roots do to the
cemented part and to the fence?
What you need: Pictures of forces
that cause weathering.
What to do:
Study the pictures. Identify what
force is shown in the picture. Tell
what will happen in the picture with
the force identified. Match the
inference from below with the
picture.
What is weathering?
What are the different factors that
break rocks?
Identify the agents of weathering.
Have you seen trees growing in
your garden? What do the roots
do to the cemented part and to
the fence?
What you need: Pictures of forces
that cause weathering.
What to do:
Study the pictures. Identify what
force is shown in the picture. Tell
what will happen in the picture
with the force identified. Match
the inference from below with the
picture.
131
 ground. ground.

Are the pebbles and sand carried by Are the pebbles and sand carried by
water? water?

What happened to the rocks in all What happened to the rocks in all
the activities? the activities?

What force broke the rock in A What force broke the rock in A
_____ B ______ C ______ D _____ B ______ C ______ D
_____ and E_____? _____ and E_____?

What are the different forces that What are the different forces that
caused rocks to break? caused rocks to break?

What do you call the process when What do you call the process when
rocks break? rocks break?

E. Discussing new concepts and What happened to the rocks when What happened to the rocks when What does picture A Show? What What does picture A Show? What What does picture A Show? What
practicing new skills #2 you poured boiling water in it? you poured boiling water in it? force caused weathering? (water) force caused weathering? (water) force caused weathering? (water)

What caused it to break?
What happened to the two soft
rocks when rub together?
What happened to the pebbles and
sand?
What happened to the rocks in all
the activities?
What force broke the rock in A
_____ B ______ C ______ D
_____ and E_____?
What caused it to break?
What happened to the two soft
rocks when rub together?
What happened to the pebbles and
sand?
What happened to the rocks in all
the activities?
What force broke the rock in A
_____ B ______ C ______ D
_____ and E_____?
(Sea water dissolves minerals from
rocks and causing the rocks to break,
the more acidic the water is, the
better it dissolves the rock)
In picture B, What force caused
weathering of rocks? (plants)
(Roots of plants may find their way
to crack, as the roots grow bigger,
the cracks become wider. A rock
finally split and breaks apart.)
(Sea water dissolves minerals from
rocks and causing the rocks to break,
the more acidic the water is, the
better it dissolves the rock)
In picture B, What force caused
weathering of rocks? (plants)
(Roots of plants may find their way
to crack, as the roots grow bigger,
the cracks become wider. A rock
finally split and breaks apart.)
(Sea water dissolves minerals
from rocks and causing the rocks
to break, the more acidic the
water is, the better it dissolves the
rock)
In picture B, What force caused
weathering of rocks? (plants)
(Roots of plants may find their
way to crack, as the roots grow
bigger, the cracks become wider. A
rock finally split and breaks apart.)

What do you call the process of What do you call the process of
breaking rocks? breaking rocks?

132
F. Developing mastery What are the agents of weathering? What are the agents of weathering? Man level rocky hills with bulldozers Man level rocky hills with bulldozers Man level rocky hills with
(Leads to Formative Assessment 3) and other big machines. He cuts rock and other big machines. He cuts rock bulldozers and other big
from quarries to be used for from quarries to be used for machines. He cuts rock from
constructing homes, buildings and constructing homes, buildings and quarries to be used for
fences. fences. constructing homes, buildings and
fences.

G. Finding practical applications of Where should we plant our trees Where should we plant our trees What force caused the weathering What force caused the weathering What force caused the weathering
concepts and skills in daily living and other crops? and other crops? of rocks? of rocks? of rocks?

H. Making generalizations and Identify the agents of weathering. Identify the agents of weathering. There are different force that affects There are different force that affects There are different force that
abstractions about the lesson weathering. weathering. affects weathering.
I. Evaluating learning Answer the following: Answer the following: Complete the map of the cause of Complete the map of the cause of Complete the map of the cause of
What is the process by which rocks What is the process by which rocks weathering. weathering. weathering.
are broken down into smaller are broken down into smaller
pieces? pieces?

Which of the following activities of Which of the following activities of

human beings will contribute to the human beings will contribute to the
breakdown of rocks? breakdown of rocks?

J. Additional activities for application What are the causes of weathering? What are the causes of weathering? Make a research on the forces that Make a research on the forces that Make a research on the forces
or remediation cause weathering. cause weathering. that cause weathering.

V. REMARKS
VI. REFLECTION
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

133
 with other teachers?
GRADES 1 to 12 School
DAILY LESSON LOG Teacher
Teaching Dates and Time February 13 – 17, 2017
Monday
I. OBJECTIVES Describe how rocks turn into soil.
A. Content Standards demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
Tuesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
Learning Areas
Wednesday
demonstrates understanding of
 weather disturbances such as
storm and typhoons
 how to cope with, reduce, and
adapt to their effects
shows emergency preparedness
before, during, and after a typhoon.
 describes the effects of a typhoon
on the community.
 describes the changes in the
weather before, during and after a
typhoon.
 determines wind direction using a
wind vane.
 relates the occurrence of a
typhoon to wind strength and
rainfall
Grade Level
Quarter
Thursday
demonstrates understanding of demonstrates understanding of
 weather disturbances such as  weather disturbances such as storm and typhoons
storm and typhoons
 how to cope with, reduce, and adapt to their effects
 how to cope with, reduce, and
adapt to their effects
shows emergency preparedness shows emergency preparedness before, during, and after a typ
before, during, and after a typhoon.
 describes the effects of a typhoon  describes the effects of a typhoon on the community.
on the community.
 describes the changes in the weather before, during and afte
 describes the changes in the
weather before, during and after a  determines wind direction using a wind vane.
typhoon.
 relates the occurrence of a typhoon to wind strength and ra
 determines wind direction using a
wind vane.  explains the meaning of storm warning signals.
 relates the occurrence of a  prepares an emergency kit to be used at home.
typhoon to wind strength and
rainfall  makes an emergency plan with your family in preparation fo
134
  explains the meaning of storm  explains the meaning of storm
warning signals. warning signals.

 prepares an emergency kit to be  prepares an emergency kit to be

used at home. used at home.

 makes an emergency plan with  makes an emergency plan with

your family in preparation for your family in preparation for
typhoons. typhoons.

II. CONTENT  Weathering  Weathering

 Soil erosion  Soil erosion  Observations during a typhoon or
 Other processes that shape the  Other processes that shape the storm
land surface land surface  Development of typhoon or storm
 Storm signals and the Beaufort
scale
 Weather instruments
 Changes in the environment
before, during, and after a typhoon
 Observations during a typhoon or
storm
 Development of typhoon or storm
 Storm signals and the Beaufort
scale
 Weather instruments
 Changes in the environment
before, during, and after a typhoon
 Observations during a typhoon or storm
 Development of typhoon or storm
 Storm signals and the Beaufort scale
 Weather instruments
 Changes in the environment before, during, and after a typh

III. LEARNING RESOURCES

E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Cyber Science 5.TM 2007 Cyber Science 5.TM 2007 Cyber Science 5.TM 2007 Cyber Science 5.TM 2007 Cyber Science 5.TM 2007
Cyber Science Worktext in Science Cyber Science Worktext in Science Cyber Science Worktext in Science Cyber Science Worktext in Science Cyber Science Worktext in Science and Technology Revised Ed
and Technology Revised Edition 2015 and Technology Revised Edition 2015 and Technology Revised Edition 2015 and Technology Revised Edition 2015

4. Additional Materials from

Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Explain how water, wind
temperature weather rocks.
and Explain how water, wind
temperature weather rocks.
and Do you think the unequal heating
and cooling of land and water affects
our environment?
What is the effect of unequal
heating and cooling of land and
water?
Do you think the unequal heating Do you think the unequal heating and cooling of land and wat
and cooling of land and water affects What is the effect of unequal heating and cooling of land and
our environment?
What is the effect of unequal
heating and cooling of land and
water?

B. Establishing a purpose for the Describe how rocks turn into soil. Describe how rocks turn into soil. Identify the different types of Identify the different types of Identify the different types of weather disturbances
lesson weather disturbances weather disturbances

135
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Have you ever wondered where soils
come from? Where do you
think soil come from?
What you need: two pieces of
medium sized stones and small basin
What to do:
1. Get the stones and basin.
2. Rub the stones together over the
basin
3. What happens?
What have you observed?
What was formed?
Where did it came from?
A. Infer that continuous
weathering of rocks lead to soil
formation by arranging the
following statements in their order.
-Rocks contain minerals. When they
break into small pieces, minerals
become part of soil.
-Soil also contains certain amount
of water, some minerals, and dead
plants and animals. Without these
things in soi, plants will not grow in
it.
-The forces that break down rocks
wear away rocks into tiny pieces.
-It takes thousands of years before
the rocks finally become soil.
-It is very long and very slows
process. This is because soil does
not only mean tiny bits of rocks.
How is soil formed?
Have you ever wondered where soils Divide the class into five groups Divide the class into five groups Divide the class into five groups
come from? Where do you Pupils will give the standards in Pupils will give the standards in Pupils will give the standards in doing the activity.
think soil come from? doing the activity. doing the activity. Each group will answer the activity.
Each group will answer the activity. Each group will answer the activity.
What you need: two pieces of -ACTIVITY- -ACTIVITY- -ACTIVITY-
medium sized stones and small basin
What to do:
1. Get the stones and basin.
2. Rub the stones together over the
basin
3. What happens?
What have you observed?
What was formed?
Where did it came from?
B. Infer that continuous -ACTIVITY- -ACTIVITY- -ACTIVITY-
weathering of rocks lead to soil
formation by arranging the
following statements in their order.
-Rocks contain minerals. When they
break into small pieces, minerals
become part of soil.
-Soil also contains certain amount
of water, some minerals, and dead
plants and animals. Without these
things in soi, plants will not grow in
it.
-The forces that break down rocks
wear away rocks into tiny pieces.
-It takes thousands of years before
the rocks finally become soil.
-It is very long and very slows
process. This is because soil does
not only mean tiny bits of rocks.
How is soil formed? 1. Ask a representative of each 1. Ask a representative of each 1. Ask a representative of each group to share their answers a
group to share their answers and group to share their answers and 2. Ask: How did you feel about the activity?
results of their activities. results of their activities.
2. Ask: How did you feel about the 2. Ask: How did you feel about the
activity? activity?
136
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
How will you make your soil fertile?
How did you arrange the strips?
Which came first?
(The forces that break down rocks
wear away rocks into tiny pieces.)
Second
(It takes thousands of years before
the rocks finally become soil)
Third
(It is a very long and very slow
process. This is because soil does
only mean tiny bits of rocks.)
Fourth
(Soil contains certain amount of
water, some minerals and dead
plants and animals. Without these
things in soil, plants will not grow
in it.)
Fifth
(Rocks contain minerals. When
they break into small pieces,
minerals become part of the soil.)
If this process is continuously
done, what might happen? (Soil
will be formed)
Infer how continuous weathering of
rocks lead to soil formation by
filling the blanks with correct word
or group of words.
1. The forces that break down
rocks wear away rocks into
______________
2. It takes ___________years
before the rocks become soil.
3. The soil was formed from
_________after many
thousand years.
Make a research work further on
How will you make your soil fertile? Why is it necessary for us to know Why is it necessary for us to know Why is it necessary for us to know the different types of weath
the different types of weather the different types of weather
disturbances? disturbances?
How did you arrange the strips? What are the different types of What are the different types of What are the different types of weather disturbances?
Which came first? weather disturbances? weather disturbances?
(The forces that break down rocks The different types of weather disturbances are stor
wear away rocks into tiny pieces.) The different types of The different types of
Second weather disturbances are storm, weather disturbances are storm,
(It takes thousands of years before thunderstorm, hurricane, tropical thunderstorm, hurricane, tropical
the rocks finally become soil) cyclones, tornadoes). cyclones, tornadoes).
Third
(It is a very long and very slow
process. This is because soil does
only mean tiny bits of rocks.)
Fourth
(Soil contains certain amount of
water, some minerals and dead
plants and animals. Without these
things in soil, plants will not grow
in it.)
Fifth
(Rocks contain minerals. When
they break into small pieces,
minerals become part of the soil.)
If this process is continuously
done, what might happen? (Soil
will be formed)
Infer how continuous weathering of List down the different types of List down the different types of List down the different types of weather disturbances.
rocks lead to soil formation by weather disturbances. weather disturbances.
filling the blanks with correct word
or group of words.
4. The forces that break down
rocks wear away rocks into
______________
5. It takes ___________years
before the rocks become soil.
6. The soil was formed from
_________after many
thousand years.
Make a research work further on Draw the different types of weather Draw the different types of weather Draw the different types of weather disturbances in your note
137
 or remediation how soil is formed. how soil is formed. disturbances in your notebook. disturbances in your notebook.

V. REMARKS
VI. REFLECTION
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?

138
 GRADES 1 to 12 School
DAILY LESSON LOG Teacher
Teaching Dates and Time February 20-24, 2017
Monday
I. OBJECTIVES Identify and describe the different kinds of cyclone
A. Content Standards demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
B. Performance Standards
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
C. Learning Competencies/Objectives
Write the LC code for each  observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
Tuesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
Learning Areas
Wednesday
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
Grade Level V
Science
Quarter First
Thursday
demonstrates understanding of demonstrates understanding of
 weathering, soil erosion and other  weathering, soil erosion and other processes that shape the
processes that shape the land
 how these affect living things and the environment, and
 how these affect living things and
the environment, and  ways to reduce risks to health
 ways to reduce risks to health
 identifies areas around the home  identifies areas around the home and at school which are pr
and at school which are prone to soil
erosion.  helps reduce soil erosion around the home and at school.
 helps reduce soil erosion around
the home and at school.
 observes and ask questions on  observes and ask questions on what happens during weathe
what happens during weathering  determines the effects of weathering on the environment an
process.  determines the causes of soil erosion in the community.
 determines the effects of  investigates the effects of soil erosion on living things and th
weathering on the environment and  collects data on the extent of soil erosion in the community.
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
139
 erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
III. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Cyber Science 5.TM 2007
Cyber Science Worktext in Science
and Technology Revised Edition 2015
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or What are the different types of
presenting the new lesson weather disturbances that we have
studied yesterday?
B. Establishing a purpose for the Describe the different types of
lesson weather disturbances.
C. Presenting examples/instances of Look at this picture can you infer
the new lesson what type of weather disturbance it
is?
( The teacher shows different types
of weather disturbances and the
pupils will infer what type of
weather disturbance it is)
Now children we will find out more
about the different types of weather
disturbances.
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Cyber Science 5.TM 2007
Cyber Science Worktext in Science
and Technology Revised Edition 2015
have been your experiences during
typhoons?
Do you listen to weather reports?
How do you know that there is a
cyclone ?
Identify and describe the different
kinds of cyclone
Divide the class into five groups.
Pupils will give the standards in
doing the activity
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering
 Soil erosion
 Other processes that shape the
land surface
Teacher’s Guide Developing Science
Concepts
Through
Learning Activities- Science and
Health 5
What are the different kinds of
cyclone?
What is the strongest?
Describe the conditions in the
environment before, during and
after a typhoon
Have you experienced a typhoon?
What have you experienced as the
strongest?
What do you think are the
conditions in the environment
before, during and after a typhoon?
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
 Weathering  Weathering
 Soil erosion  Soil erosion
 Other processes that shape the  Other processes that shape the land surface
land surface
Teacher’s Guide Developing Science Teacher’s Guide Developing Science Concepts Through Learnin
Concepts Through Learning
Activities- Science and Health 5
What are the different kinds of What are the different kinds of cyclone?
cyclone? What is the strongest?
What is the strongest?
Describe the conditions in the Describe the conditions in the environment before, during and
environment before, during and
after a typhoon
Have you experienced a typhoon? Have you experienced a typhoon?
What have you experienced as the What have you experienced as the strongest?
strongest? What do you think are the conditions in the environment befo
What do you think are the
conditions in the environment
before, during and after a typhoon?
140
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Read directions and procedures.
Giving standards in doing group
activity
Grouping
Ask a representative of each group
to share their answer and results of
their activities.
Ask:
How did you feel about the activity?
Read the following weather report Divide the class into five groups. Divide the class into five groups. Divide the class into five groups.
and answer the questions below. Pupils will give the standards in Pupils will give the standards in Pupils will give the standards in doing the activity.
doing the activity. doing the activity.
Tropical depression Bining is now Look the pictures closely:
over Basco Batanes. At 11:00 a.m. Look the pictures closely: Look the pictures closely: What kind of environment do you see in each picture?
today, August 20 Bining was What kind of environment do you What kind of environment do you Write letter A if it is an environment before the typhoon, B if it
estimated to have maximum winds see in each picture? see in each picture?
of 50 kph near the center. It Write letter A if it is an environment Write letter A if it is an environment
expected to move west northwest at before the typhoon, B if it is during before the typhoon, B if it is during
19 kph in the general direction of the typhoon and C if it is after the the typhoon and C if it is after the
Aurora Quezon. typhoon. typhoon.
 What is the name of the
tropical depression over
Basco Batanes?
 What is the maximum
wind speed of the tropical
depression?
 Do you think this is a
strong weather
disturbance?
 Why or Why not?
Classification and Description of Activity 2: Activity 2: Activity 2:
Tropical Cyclones Each group will brainstorm on the Each group will brainstorm on the Each group will brainstorm on the conditions of the environme
conditions of the environment conditions of the environment Conditions in the environment before, during and after a typh
Kind has a before, during and after a typhoon. before, during and after a typhoon.
1. Tropical maximum wind Conditions in the environment Conditions in the environment
depression of less than 63 before, during and after a typhoon. before, during and after a typhoon.
Tropical Storm kph
2.
Typhoon has maximum
3.
wind of 63 to
113 kph near
the center
has a
maximum wind
of greater that
118 kph
What is the maximum wind speed of
tropical depression?
What are the other tropical
cyclones?
141
 What are their maximum wind
speed near the center?
How are tropical cyclone classified?

F. Developing mastery How do you describe a tropical
(Leads to Formative Assessment 3) cyclone?
(It is a big mass of wind and rain
whirling about a center of low
pressure area called the “eye” in a
counter clockwise direction). What
can thunderstorm produced?
(Thunderstorm produc ed thunder
and lightning).
Reporting by group
How did you feel about the activity?
Reporting by group
How did you feel about the activity?
What are the conditions of the
environment before a typhoon?
What are the conditions of the
environment during a typhoon?
What are the conditions of the
environment after a typhoon?
Reporting by group
How did you feel about the activity?
What are the conditions of the
environment before a typhoon?
What are the conditions of the
environment during a typhoon?
What are the conditions of the
environment after a typhoon?
Reporting by group
How did you feel about the activity?
What are the conditions of the environment before a typhoon
What are the conditions of the environment during a typhoon
What are the conditions of the environment after a typhoon?

What do you think is the reason why

we experienced thunderstorm?
( We experienced thunderstorm due
to unequal temperature in the
atmosphere).

G. Finding practical applications of
concepts and skills in daily living
What do you think is the difference
between a hurricane, a cyclone and
a typhoon?
Group the class into three groups.
Each group will represent each kind
of cyclone. They will interpret each
kind by means of body movements
like walking, jogging or running.
Since you already know about the
condition of the environment before
during and after a typhoon, what do
you think affects the condition of the
environment?
(Conditions of the environment is
adversely affected by tropical
cyclones).
Since you already know about the Since you already know about the condition of the environme
condition of the environment before
during and after a typhoon, what do (Conditions of the environment is adversely affected by tropic
you think affects the condition of the
environment? What can typhoon damage?
(Typhoon can damage human lives and properties)..
(Conditions of the environment is
adversely affected by tropical
cyclones).

What can typhoon damage? What can typhoon damage?

(Typhoon can damage human lives (Typhoon can damage human lives
and properties).. and properties)..

H. Making generalizations and
abstractions about the lesson
When winds in tropical cyclone
occurs in the Atlantic Central Pacific
Ocean it is a hurricane in the
Western Pacific Ocean in some parts
of Asia like the Philippines, weather
disturbances that occur are referred
to as typhoons. In the Indian Ocean,
they are called cyclone.
What is the name of the tropical
depression over Basco Batanes?
( Tropical depression Bining).
What is the maximum wind speed of
the tropical depression?
(It was estimated to have maximum
winds of 50 kph near the center.)
Kinds of Tropical Cyclone
Conditions in the Environment
Before, During and After the
Typhoon.
Before a tropical cyclone
develops, tall clouds are observed in
the sky. The air is dry and cold and
its relative humidity is high. The sky
is clear.
Conditions in the Environment
Before, During and After the
Typhoon.
Before a tropical cyclone
develops, tall clouds are observed in
the sky. The air is dry and cold and
its relative humidity is high. The sky
is clear.
Conditions in the Environment Before, During and After the Ty
Before a tropical cyclone develops, tall clouds are ob
During a tropical cyclone there are heavy rains and s
areas. Properties and crops are damaged and some lives are lo
After a tropical cyclone the sky becomes clear and v

1. A tropical depression has a During a tropical cyclone During a tropical cyclone

142
 maximum wind of less than 63 kph.
2. A tropical storm has a
maximum wind of 63 to 113 kph
near the center.
3. A typhoon has a maximum
wind of greater than 118 kph.
there are heavy rains and strong
winds, the sky is cloudy. Within the
eye of the storm the sky is clear and
the wind is calm. Big waves are
observed in the sea. There are floods
in low lying areas. Properties and
crops are damaged and some lives
are lost.
there are heavy rains and strong
winds, the sky is cloudy. Within the
eye of the storm the sky is clear and
the wind is calm. Big waves are
observed in the sea. There are floods
in low lying areas. Properties and
crops are damaged and some lives
are lost.

After a tropical cyclone the After a tropical cyclone the

sky becomes clear and visible. There
may be rains but not as such as
during the cyclone. Low lying areas
are flooded. There may be an
outbreak of water borne diseases.
sky becomes clear and visible. There
may be rains but not as such as
during the cyclone. Low lying areas
are flooded. There may be an
outbreak of water borne diseases.

I. Evaluating learning Describe briefly the following Name and describe the different 1-2. List down at least two 1-2. List down at least two 1-2. List down at least two conditions in the environment befo
weather disturbances: kinds of cyclone. conditions in the environment conditions in the environment 3-4. List down at least two conditions in the environment duri
Storm before a typhoon. before a typhoon. 5. List down at least one condition in the environment after a
Hurricane 3-4. List down at least two 3-4. List down at least two
Tornadoes conditions in the environment conditions in the environment
Thunderstorm during a typhoon. during a typhoon.
Tropical cyclone 5. List down at least one condition in 5. List down at least one condition in
the environment after a typhoon. the environment after a typhoon.

J. Additional activities for application Research more about the different List down at least five tropical Think of ways on how you can help Think of ways on how you can help Think of ways on how you can help your community in case of
or remediation types of weather disturbances. Find cyclones which visited the your community in case of typhoon. your community in case of typhoon.
out how they affect living things and Philippines.
the environment.

V. REMARKS
VI. REFLECTION
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
143
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time February 27 –March 3, 2017 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Identify and describe the different kinds of cyclone

A. Content Standards demonstrates understanding of
 weathering, soil erosion and
other processes that shape the
land
 how these affect living things
and the environment, and
 ways to reduce risks to health
demonstrates understanding of
 weathering, soil erosion and other
processes that shape the land
 how these affect living things and
the environment, and
 ways to reduce risks to health
demonstrates understanding
of
 weathering, soil erosion and
other processes that shape
the land
 how these affect living things
and the environment, and
 ways to reduce risks to
health
demonstrates understanding
of
 weathering, soil erosion and
other processes that shape
the land
 how these affect living things
and the environment, and
 ways to reduce risks to
health
demonstrates understanding
of
 weathering, soil erosion
and other processes that
shape the land
 how these affect living
things and the environment,
and
 ways to reduce risks to
health

B. Performance Standards
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion
around the home and at school.
 identifies areas around the home
and at school which are prone to soil
erosion.
 helps reduce soil erosion around
the home and at school.
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion
around the home and at
school.
 identifies areas around the
home and at school which are
prone to soil erosion.
 helps reduce soil erosion
around the home and at
school.
 identifies areas around the
home and at school which
are prone to soil erosion.
 helps reduce soil erosion
around the home and at
school.

144
C. Learning
Competencies/Objectives  observes and ask questions on
Write the LC code for each what happens during weathering
process.
 determines the effects of
weathering on the environment
and on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of
soil erosion in the community.
II. CONTENT  Weathering
 Soil erosion
 Other processes that shape the
land surface
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson Different conditions before,
or presenting the new lesson during, after a typhoon.
What is the condition of the
environment before the
typhoon? during? after?
B. Establishing a purpose for the Identify the beneficial effects of
lesson typhoon in the community.
C. Presenting examples/instances of Teacher will show picture of
the new lesson surfers. Ask questions about the
picture.
 observes and ask questions on
what happens during weathering
process.
 determines the effects of
weathering on the environment and
on living things.
 determines the causes of soil
erosion in the community.
 investigates the effects of soil
erosion on living things and the
environment.
 collects data on the extent of soil
erosion in the community.
Weathering
 Soil erosion
 Other processes that shape the
land surface
Different conditions before, during,
after a typhoon.
What is the condition of the
environment before the typhoon?
during? after?
Identify the beneficial effects of
typhoon in the community.
Teacher will show picture of surfers.
Ask questions about the picture.
 observes and ask questions
on what happens during
weathering process.
 determines the effects of
weathering on the
environment and on living
things.
 determines the causes of soil
erosion in the community.
 investigates the effects of
soil erosion on living things
and the environment.
 collects data on the extent of
soil erosion in the community.
Weathering
 Soil erosion
 Other processes that shape
the land surface
How would you know that a
typhoon coming is strong?
What school levels are
suspended during signal no.2?
Explain the meaning of
typhoon signals.
Why are classes suspended in
the elementary and
secondary?
 observes and ask questions
on what happens during
weathering process.
 determines the effects of
weathering on the
environment and on living
things.
 determines the causes of soil
erosion in the community.
 investigates the effects of
soil erosion on living things
and the environment.
 collects data on the extent of
soil erosion in the community.
Weathering
 Soil erosion
 Other processes that shape
the land surface
How would you know that a
typhoon coming is strong?
What school levels are
suspended during signal no.2?
Explain the meaning of
typhoon signals.
Why are classes suspended in
the elementary and
secondary?
 observes and ask questions
on what happens during
weathering process.
 determines the effects of
weathering on the
environment and on living
things.
 determines the causes of
soil erosion in the
community.
 investigates the effects of
soil erosion on living things
and the environment.
 collects data on the extent
of soil erosion in the
community.
Weathering
 Soil erosion
 Other processes that
shape the land surface
How would you know that a
typhoon coming is strong?
What school levels are
suspended during signal
no.2?
Explain the meaning of
typhoon signals.
Why are classes suspended
in the elementary and
secondary?
145

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Divide the class into ___ groups.
Give standards in doing the
activity.
Activity proper.
Activity 1
Activity 2
Teacher will provide picture on
the beneficial effects of typhoon.
The pupils will write something
about the picture.
Reporting by group
Questions to answer
Why are families displaced in
evacuation center?
Why are houses and buildings
damaged?Why are boats sinks
and airplane crash?
Site some preventive measures in
avoiding the typhoon.
What are some of the harmful
effects of typhoon?
Put a check on the statement
that tells about the harmful
effects of typhoon.
Misplaced families in evacuation
center
Divide the class into ___ groups.
Give standards in doing the activity.
Activity proper.
Activity 1
Activity 2
Teacher will provide picture on the
beneficial effects of typhoon. The
pupils will write something about the
picture.
Reporting by group
Questions to answer
Why are families displaced in
evacuation center?
Why are houses and buildings
damaged?Why are boats sinks and
airplane crash?
Site some preventive measures in
avoiding the typhoon.
What are some of the harmful effects
of typhoon?
Put a check on the statement that
tells about the harmful effects of
typhoon.
Misplaced families in evacuation
center
Who issues bulletin and
typhoon warnings? Why are
they issued?
-ACTIVITY-
-ACTIVITY-
Reporting by group.
Identify what typhoon signal is
depicted.
What typhoon signal is
described when classes in the
elementary and secondary
levels are suspended?
When classes in all levels are
suspended, are government
offices likewise suspended?
Very strong windsf more than
185 kph are expected at least
within 12 hours.
Site some preventive
measures if you are
experiencing strong typhoon?
Show the class the tables of
description of typhoon signal.
How are typhoon signals
raised?
Choose the letters of the
correct answer.
A tropical cyclone bring much
damage to
a.human life
b.livestock
Who issues bulletin and
typhoon warnings? Why are
they issued?
-ACTIVITY-
-ACTIVITY-
Reporting by group.
Identify what typhoon signal is
depicted.
What typhoon signal is
described when classes in the
elementary and secondary
levels are suspended?
When classes in all levels are
suspended, are government
offices likewise suspended?
Very strong windsf more than
185 kph are expected at least
within 12 hours.
Site some preventive
measures if you are
experiencing strong typhoon?
Show the class the tables of
description of typhoon signal.
How are typhoon signals
raised?
Choose the letters of the
correct answer.
A tropical cyclone bring much
damage to
a.human life
b.livestock
Who issues bulletin and
typhoon warnings? Why are
they issued?
-ACTIVITY-
-ACTIVITY-
Reporting by group.
Identify what typhoon signal
is depicted.
What typhoon signal is
described when classes in
the elementary and
secondary levels are
suspended?
When classes in all levels are
suspended, are government
offices likewise suspended?
Very strong windsf more
than 185 kph are expected
at least within 12 hours.
Site some preventive
measures if you are
experiencing strong
typhoon?
Show the class the tables of
description of typhoon
signal.
How are typhoon signals
raised?
Choose the letters of the
correct answer.
A tropical cyclone bring
much damage to
a.human life
b.livestock
146

J. Additional activities for
application or remediation
Typhoons supply rainwater to
irrigate crop and farm lands.
Houses are destroyed.
Continuous soil erosion.
Surfers enjoy surfing in the huge
waves.
Cut pictures of some harmful
effects of typhoon.
Typhoons supply rainwater to irrigate c.property
crop and farm lands. d. all of these
Houses are destroyed. 2.A peaceful and good
Continuous soil erosion. condition of an environment
Surfers enjoy surfing in the huge deteriorates
waves. a.during a typhoon
b.before a typhoon
c.after a typhoon
d.during and after a typhoon
Strong winds of 60 kph may be
Cut pictures of some harmful effects Ask your parents on what they
of typhoon. do during and after a typhoon
to avoid accidents.
c.property
d. all of these
2.A peaceful and good
condition of an environment
deteriorates
a.during a typhoon
b.before a typhoon
c.after a typhoon
d.during and after a typhoon
Strong winds of 60 kph may be
Ask your parents on what they
do during and after a typhoon
to avoid accidents.
c.property
d. all of these
2.A peaceful and good
condition of an environment
deteriorates
a.during a typhoon
b.before a typhoon
c.after a typhoon
d.during and after a typhoon
Strong winds of 60 kph may
be
Ask your parents on what
they do during and after a
typhoon to avoid accidents.

V. REMARKS
VI. REFLECTION
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?

147
 GRADES 1 to 12 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
Monday
I. OBJECTIVES Describe the moon as it travels around the earth, it also makes one complete rotation that makes the moon face the earth all the time.
A. Content Standards
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
B. Performance Standards
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
C. Learning Competencies/Objectives
Write the LC code for each
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
March 6 -10, 2017
Tuesday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
Grade Level
Learning Areas
Wednesday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
Quarter
Thursday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to the
Friday
demonstrates
understanding of patterns
in the changing shape of
the Moon and its relation to
the length of a month
 discusses whether or not
beliefs and practices about
the phases of the Moon
have scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
between the phases of the
moon and the length of a
month
 conducts a survey on the
beliefs and practices of the
community in relation to
148
 phases of the moon. phases of the moon. phases of the moon. phases of the moon. the phases of the moon.

II. CONTENT
Changes and patterns in the Changes and patterns in the Changes and patterns in the Changes and patterns in the Changes and patterns in the
shape of the Moon shape of the Moon shape of the Moon shape of the Moon shape of the Moon
 Phases of the Moon and  Phases of the Moon and  Phases of the Moon and  Phases of the Moon and  Phases of the Moon and
length of a month length of a month length of a month length of a month length of a month
 Beliefs and practices  Beliefs and practices  Beliefs and practices  Beliefs and practices  Beliefs and practices

III. LEARNING RESOURCES

E. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
F. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Show a video through a model that Show a video through a model that Show a video through a model on Show a video through a model on Show a video through a model on
presenting the new lesson as the moon travels around the as the moon travels around the how the moon travels around the how the moon travels around the how the moon travels around the
earth, it also makes one complete earth, it also makes one complete earth about every 29 ½ days. earth about every 29 ½ days. earth about every 29 ½ days.
rotation that makes the moon face rotation that makes the moon face Key questions: Key questions: Key questions:
the earth all the time. the earth all the time. Can you describes the video Can you describes the video Can you describes the video
How long will it take the moon to How long will it take the moon to presentation? presentation? presentation?
make one complete revolution? make one complete revolution? How many days are there in a How many days are there in a How many days are there in a
month? month? month?
What do you think causes the What do you think causes the What do you think causes the
movements of the moon? movements of the moon? movements of the moon?

B. Establishing a purpose for the Describe the moon as it travels Describe the moon as it travels Show through a model that the Show through a model that the Show through a model that the
lesson around the earth, it also makes one around the earth, it also makes one moon travels around the earth moon travels around the earth moon travels around the earth
complete rotation that makes the complete rotation that makes the about every 29 ½ days. about every 29 ½ days. about every 29 ½ days.
moon face the earth all the time. moon face the earth all the time.

C. Presenting examples/instances of Name the two movements of the Name the two movements of the How many days are there in a year? How many days are there in a year? How many days are there in a
the new lesson earth. earth. year?

149
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
If you take a look at the calendar,
how many days are there in a
month?
Which months have 30 days?
31days?
Group the pupils into two groups.
Give each group a sample of
calendar.
Ask each group to compare the
twelve months of the year.
Guide questions
What does the calendar show?
Which months have the same
number days?
As the moon travels around the
earth, what does it do on its axis?
Comparison of observation of each
group.
Each group must have a Each
representative to explain their
presentation.
Let the pupils observed the different
presentation of each group.
Video presentation showing the
moon as it travels around the earth
making one complete rotation that
makes the moon face the earth all
the time.
Further discussion of the lesson.
As the moon travels around the
earth, what does it do on its axis?
If you take a look at the calendar,
how many days are there in a
month?
Which months have 30 days?
31days?
Group the pupils into two groups.
Give each group a sample of
calendar.
Ask each group to compare the
twelve months of the year.
Guide questions
What does the calendar show?
Which months have the same
number days?
As the moon travels around the
earth, what does it do on its axis?
Comparison of observation of each
group.
group must have a
representative to explain their
presentation.
Let the pupils observed the different
presentation of each group.
Video presentation showing the
moon as it travels around the earth
making one complete rotation that
makes the moon face the earth all
the time.
Further discussion of the lesson.
As the moon travels around the
earth, what does it do on its axis?
Ask pupils to divide themselves into
four groups. Give each group
materials in making a tellurian
model.
Ask each group to create an
improvised tellurian model using
styro, glue, and wire.
Guide questions:
What is shown in the illustration?
What are the three heavenly bodies
found in the improvised tellurian
model?
What goes around the earth?
What is at the center of the
improvised tellurian model?
Presentation of outputs
Each group has one representative
to present and explain their output
in front of the class.
Let the pupils observe the different
outputs of every group.
Compare the four outputs of each
group.
Presentation of video showing
through a model on how the moon
travels around the earth about every
29 ½ days.
Further discussion of the lesson
“movements of the moon”.
How long will it take for the moon to
rotate on its axis?
How long will it take the moon to
revolve around the earth?
One rotation of the moon is equal to
how many months?
Ask pupils to divide themselves into
four groups. Give each group
materials in making a tellurian
model.
Ask each group to create an
improvised tellurian model using
styro, glue, and wire.
Guide questions:
What is shown in the illustration?
What are the three heavenly bodies
found in the improvised tellurian
model?
What goes around the earth?
What is at the center of the
improvised tellurian model?
Presentation of outputs
Each group has one representative
to present and explain their output
in front of the class.
Let the pupils observe the different
outputs of every group.
Compare the four outputs of each
group.
Presentation of video showing
through a model on how the moon
travels around the earth about every
29 ½ days.
Further discussion of the lesson
“movements of the moon”.
How long will it take for the moon to
rotate on its axis?
How long will it take the moon to
revolve around the earth?
One rotation of the moon is equal to
how many months?
Ask pupils to divide themselves
into four groups. Give each group
materials in making a tellurian
model.
Ask each group to create an
improvised tellurian model using
styro, glue, and wire.
Guide questions:
What is shown in the illustration?
What are the three heavenly
bodies found in the improvised
tellurian model?
What goes around the earth?
What is at the center of the
improvised tellurian model?
Presentation of outputs
Each group has one representative
to present and explain their
output in front of the class.
Let the pupils observe the
different outputs of every group.
Compare the four outputs of each
group.
Presentation of video showing
through a model on how the
moon travels around the earth
about every 29 ½ days.
Further discussion of the lesson
“movements of the moon”.
How long will it take for the moon
to rotate on its axis?
How long will it take the moon to
revolve around the earth?
One rotation of the moon is equal
to how many months?
150
 One revolution of the moon around One revolution of the moon around One revolution of the moon
the earth is equal to ___ days. the earth is equal to ___ days. around the earth is equal to ___
days.

I. Evaluating learning Show how the moon travels around Show how the moon travels around Show how the moon rotates on its Show how the moon rotates on its Show how the moon rotates on its
the earth and at the same time the earth and at the same time axis and at the same time revolves axis and at the same time revolves axis and at the same time revolves
rotates on its own axis. rotates on its own axis. around the earth. around the earth. around the earth.
Materials: Materials: What are the two movements of the What are the two movements of the What are the two movements of
Pictures Pictures moon? moon? the moon?
Ballpen Ballpen How do they differ with one How do they differ with one How do they differ with one
Paper Paper another? another? another?

J. Additional activities for application Illustrate the two movements of the Illustrate the two movements of the Illustrate the movements of the Illustrate the movements of the Illustrate the movements of the
or remediation earth. earth. moon around the earth. moon around the earth. moon around the earth.

V. REMARKS
VI. REFLECTION
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?

151
 GRADES 1 to 12 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
Monday
I. OBJECTIVES Describe the moon as it travels around the earth, it also makes one complete rotation that makes the moon face the earth all the time.
A. Content Standards
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
B. Performance Standards
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
C. Learning Competencies/Objectives
Write the LC code for each
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
March 13-17, 2017
Tuesday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
Grade Level
Learning Areas
Wednesday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
Quarter
Thursday
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
 discusses whether or not
beliefs and practices about
the phases of the Moon have
scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
Friday
demonstrates
understanding of patterns
in the changing shape of
the Moon and its relation to
the length of a month
 discusses whether or not
beliefs and practices about
the phases of the Moon
have scientific basis.
observes and records the
changes in the shape of the
moon.
 identifies patterns in the
changes in the shape of the
moon.
 finds the connection
152
 between the phases of the between the phases of the between the phases of the between the phases of the between the phases of the
moon and the length of a moon and the length of a moon and the length of a moon and the length of a moon and the length of a
month month month month month

 conducts a survey on the  conducts a survey on the  conducts a survey on the  conducts a survey on the  conducts a survey on the
beliefs and practices of the beliefs and practices of the beliefs and practices of the beliefs and practices of the beliefs and practices of the
community in relation to the community in relation to the community in relation to the community in relation to the community in relation to
phases of the moon. phases of the moon. phases of the moon. phases of the moon. the phases of the moon.

II. CONTENT
Changes and patterns in the Changes and patterns in the Changes and patterns in the Changes and patterns in the Changes and patterns in the
shape of the Moon shape of the Moon shape of the Moon shape of the Moon shape of the Moon
 Phases of the Moon and  Phases of the Moon and  Phases of the Moon and  Phases of the Moon and  Phases of the Moon and
length of a month length of a month length of a month length of a month length of a month
 Beliefs and practices  Beliefs and practices  Beliefs and practices  Beliefs and practices  Beliefs and practices

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Use a video clip of the lunar cycle Use a video clip of the lunar cycle Explain how solar and lunar eclipse Explain how solar and lunar eclipse Explain how solar and lunar
presenting the new lesson and let the pupils watch it first. and let the pupils watch it first. occur. occur. eclipse occur.
Remind them to list down their Remind them to list down their Differentiate a solar eclipse from a Differentiate a solar eclipse from a Differentiate a solar eclipse from a
observations about the video clip. observations about the video clip. lunar eclipse. lunar eclipse. lunar eclipse.
After watching the video clip, ask the After watching the video clip, ask the
pupils what is it all about. pupils what is it all about.

B. Establishing a purpose for the Infer the pattern in the changes in Infer the pattern in the changes in Show the pictures of solar and lunar Show the pictures of solar and lunar Show the pictures of solar and
lesson the appearance of the moon. the appearance of the moon. eclipses. Give the pupils one minute eclipses. Give the pupils one minute lunar eclipses. Give the pupils one
to examine the pictures. to examine the pictures. minute to examine the pictures.

153
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
As mentioned in the video clip, what
is the shape of the moon?
What did you notice about the
moon?
Does it always look the same in the
sky all night?
Why does the moon look different in
the sky every night?
How much of the moon can you
see?
Is there any time that the moon is
completely light?
Is there any time that the moon is
completely dark?
What cycle did the video show?
Divide the class into five groups for
this activity.
Let the pupils identify the phases of
the moon that they learned from the
video clip by doing the activity:
Learning the Moon’s Phases.
In this activity, the phases of the
moon are labeled and they are going
to draw how the moon looks in that
phase. Then let them color as well
the earth and the sun.
Let the pupils present their output.
What are the phases of the moon?
Show the video clip again. Let the
pupils do the activities in the part
3:52 of the video clip which are
about the phases of the moon.
As mentioned in the video clip, what
is the shape of the moon?
What did you notice about the
moon?
Does it always look the same in the
sky all night?
Why does the moon look different in
the sky every night?
How much of the moon can you
see?
Is there any time that the moon is
completely light?
Is there any time that the moon is
completely dark?
What cycle did the video show?
Divide the class into five groups for
this activity.
Let the pupils identify the phases of
the moon that they learned from the
video clip by doing the activity:
Learning the Moon’s Phases.
In this activity, the phases of the
moon are labeled and they are going
to draw how the moon looks in that
phase. Then let them color as well
the earth and the sun.
Let the pupils present their output.
What are the phases of the moon?
Show the video clip again. Let the
pupils do the activities in the part
3:52 of the video clip which are
about the phases of the moon.
a. Do you know what these pictures
represent?
b. Can you tell the difference
between them?
c. Which of these events can I not
look directly at?
2) Confirm that the pictures are
indeed of eclipses.
Pupils will examine by group how an
eclipse occurs by constructing a
model.
Each group will need: a flashlight, a
4" Styrofoam ball (Earth), a 1"
Styrofoam ball (moon), and 2
pencils.
Use the pencils to hold the moon
and earth.Pupils will draw their
model and label the parts.
Pupils turn on the flashlight to see
the eclipse
Pupils will draw a picture of the
eclipse.
Now using the same materials,
generate a different type eclipse.
Students will present their models to
the class.
Class will discuss the differences
between a solar and lunar eclipse.
Explain the difference between the
umbra and penumbra
a. Do you know what these pictures
represent?
b. Can you tell the difference
between them?
c. Which of these events can I not
look directly at?
2) Confirm that the pictures are
indeed of eclipses.
Pupils will examine by group how an
eclipse occurs by constructing a
model.
Each group will need: a flashlight, a
4" Styrofoam ball (Earth), a 1"
Styrofoam ball (moon), and 2
pencils.
Use the pencils to hold the moon
and earth.Pupils will draw their
model and label the parts.
Pupils turn on the flashlight to see
the eclipse
Pupils will draw a picture of the
eclipse.
Now using the same materials,
generate a different type eclipse.
Students will present their models to
the class.
Class will discuss the differences
between a solar and lunar eclipse.
Explain the difference between the
umbra and penumbra
a. Do you know what these
pictures represent?
b. Can you tell the difference
between them?
c. Which of these events can I not
look directly at?
2) Confirm that the pictures are
indeed of eclipses.
Pupils will examine by group how
an eclipse occurs by constructing a
model.
Each group will need: a flashlight,
a 4" Styrofoam ball (Earth), a 1"
Styrofoam ball (moon), and 2
pencils.
Use the pencils to hold the moon
and earth.Pupils will draw their
model and label the parts.
Pupils turn on the flashlight to see
the eclipse
Pupils will draw a picture of the
eclipse.
Now using the same materials,
generate a different type eclipse.
Students will present their models
to the class.
Class will discuss the differences
between a solar and lunar eclipse.
Explain the difference between
the umbra and penumbra
154
G. Finding practical applications of What are the phases of the moon? What are the phases of the moon? Explain the difference between Explain the difference between Explain the difference between
concepts and skills in daily living Describe each phase. Describe each phase. partial and total lunar eclipses. partial and total lunar eclipses. partial and total lunar eclipses.

H. Making generalizations and
abstractions about the lesson
What are the phases of the moon?
What are the phases of the moon?
Why don’t solar and lunar eclipses
occur every month?
Diagram the alignment of the sun,
earth, and moon during partial and
total solar eclipses.
Why don’t solar and lunar eclipses
occur every month?
Diagram the alignment of the sun,
earth, and moon during partial and
total solar eclipses.
Why don’t solar and lunar eclipses
occur every month?
Diagram the alignment of the sun,
earth, and moon during partial
and total solar eclipses.

I. Evaluating learning Identify what phase of moon is being Identify what phase of moon is being Draw the diagram of lunar eclipse Draw the diagram of lunar eclipse Draw the diagram of lunar eclipse
illustrated. illustrated. and solar eclipse. and solar eclipse. and solar eclipse.

1._____Moon is almost directly 1._____Moon is almost directly

between the sun and Earth.(start of between the sun and Earth.(start of
cycle) cycle)

2._____Moon is almost directly 2._____Moon is almost directly

between the sun and Earth. (cycle between the sun and Earth. (cycle
starts again) starts again)

3._____A bit of the sunlit side of the 3._____A bit of the sunlit side of the
moon shows, with the moon shows, with the
sunlight side being on the right. sunlight side being on the right.

J. Additional activities for application Ask the pupils to observe the moon Ask the pupils to observe the moon Explain the difference between solar Explain the difference between solar Explain the difference between
or remediation tonight and let them do the tonight and let them do the and lunar eclipse. and lunar eclipse. solar and lunar eclipse.
following: following:
1. Draw the moon you see on 1. Draw the moon you see on
the sky tonight. the sky tonight.
2. Give a brief description of 2. Give a brief description of
the moon and give its current phase. the moon and give its current phase.
V. REMARKS
VI. REFLECTION
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

155
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time March 20-24, 2017 Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES State that a constellation is a group of stars that form a pattern in the sky.
A. Content Standards
demonstrates demonstrates understanding demonstrates recognition demonstrates recognition demonstrates recognition
understanding of of patterns in the changing of the patterns in stars in of the patterns in stars in of the patterns in stars in
patterns in the changing shape of the Moon and its the sky and the information the sky and the information the sky and the
shape of the Moon and relation to the length of a people can derive from people can derive from information people can
its relation to the length month these patterns these patterns derive from these
of a month patterns

B. Performance Standards
 discusses whether or
not beliefs and practices
about the phases of the
Moon have scientific
basis.
 discusses whether or not  relates the constellations  relates the constellations  relates the
beliefs and practices about to the different compass to the different compass constellations to the
the phases of the Moon have directions. directions. different compass
scientific basis. directions.

C. Learning Competencies/Objectives
Write the LC code for each compares the stars in compares the stars in compares the stars in
observes and records observes and records the
the changes in the changes in the shape of the terms of brightness and terms of brightness and terms of brightness and
shape of the moon. moon. color. color. color.

 identifies patterns in  identifies patterns in the  identifies star patterns  identifies star patterns  identifies star patterns
using a chart using a chart using a chart
156
 the changes in the changes in the shape of the
shape of the moon. moon.

 finds the connection  finds the connection

between the phases of between the phases of the
the moon and the moon and the length of a
length of a month month

 conducts a survey on  conducts a survey on the

the beliefs and practices beliefs and practices of the
of the community in community in relation to the
relation to the phases of phases of the moon.
the moon.
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Show picture of a beach. Show picture of a beach. What are stars? What are stars? What are stars?
presenting the new lesson Have you gone to the beach? Have you gone to the beach? Early What characteristics do they have? What characteristics do they have? What characteristics do they
Early morning, what do you morning, what do you notice with Formulate concepts that we have Formulate concepts that we have have?
notice with the water? the water? learned. learned. Formulate concepts that we have
learned.

B. Establishing a purpose for the Explain that the revolution of Explain that the revolution of the State that a constellation is a group State that a constellation is a group State that a constellation is a
lesson the moon around the earth moon around the earth causes of stars that form a pattern in the of stars that form a pattern in the group of stars that form a pattern
causes natural occurrence of natural occurrence of tide. sky. sky. in the sky.
tide.

C. Presenting examples/instances of How about in afternoon, How about in afternoon, what When you look at the sky at night, When you look at the sky at night, When you look at the sky at night,
the new lesson what happens to the shore? happens to the shore? what do you see? Have you what do you see? Have you what do you see? Have you
What do you think might What do you think might have observed specific group of stars? observed specific group of stars? observed specific group of stars?
have affected this? affected this? What Pattern do they produce? What Pattern do they produce? What Pattern do they produce?

157
D. Discussing new concepts and -ACTIVITY- -ACTIVITY- Connect the dots to form the given Connect the dots to form the given Connect the dots to form the
practicing new skills #1 constellation constellation given constellation

E. Discussing new concepts and
practicing new skills #2
-ACTIVITY- -ACTIVITY- What names of the constellations
have you identified?
(Leo, Big Dipper, Little Dipper, Little
Dipper, Cepheus, Cassiopeia, Cancer,
Cygnus, Hercules)
● What are they found?
● What are these constellations?
(Group of stars)
● What do these group of stars
form? (Pattern)
What names of the constellations
have you identified?
(Leo, Big Dipper, Little Dipper, Little
Dipper, Cepheus, Cassiopeia, Cancer,
Cygnus, Hercules)
● What are they found?
● What are these constellations?
(Group of stars)
● What do these group of stars
form? (Pattern)
What names of the constellations
have you identified?
(Leo, Big Dipper, Little Dipper,
Little Dipper, Cepheus, Cassiopeia,
Cancer, Cygnus, Hercules)
● What are they found?
● What are these constellations?
(Group of stars)
● What do these group of stars
form? (Pattern)

F. Developing mastery -ACTIVITY- -ACTIVITY- What do you call these group of What do you call these group of What do you call these group of
(Leads to Formative Assessment 3) stars that form a pattern in the sky? stars that form a pattern in the sky? stars that form a pattern in the
(Constellation) (Constellation) sky? (Constellation)

G. Finding practical applications of
concepts and skills in daily living
-ACTIVITY- -ACTIVITY- On one starry evening, get out of
your house and look at the sky.
Observe the sky four times: at 8:00
PM, 9:00 PM, 10:00 PM and 11:00
PM. Sketch as many patterns of stars
as you see each time you go out.
Identify the constellation you have
sketched.
On one starry evening, get out of
your house and look at the sky.
Observe the sky four times: at 8:00
PM, 9:00 PM, 10:00 PM and 11:00
PM. Sketch as many patterns of stars
as you see each time you go out.
Identify the constellation you have
sketched.
On one starry evening, get out of
your house and look at the sky.
Observe the sky four times: at
8:00 PM, 9:00 PM, 10:00 PM and
11:00 PM. Sketch as many
patterns of stars as you see each
time you go out. Identify the
constellation you have sketched.

H. Making generalizations and What are high and low tides?
abstractions about the lesson
I. Evaluating learning What do we call the regular
rise and fall of the water level
in oceans, seas, and rivers at
certain times during the day?
What causes tide to happen?
What are high and low tides? What are constellations? What are constellations? What are constellations?
What do we call the regular rise and Identify the patterns form below. Identify the patterns form below. Identify the patterns form below.
fall of the water level in oceans,
seas, and rivers at certain times
during the day?
What causes tide to happen?

J. Additional activities for application Show through a diagram the Show through a diagram the Draw other patterns found in the Draw other patterns found in the Draw other patterns found in the
or remediation position of the moon and position of the moon and earth southern hemisphere. southern hemisphere. southern hemisphere.
earth where high tide and low where high tide and low tide
tide happen. happen.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation

158
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?

GRADES 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Areas
Teaching Dates and Time Quarter

Monday Tuesday Wednesday Thursday Friday

VII. OBJECTIVES
D. Content Standards

E. Performance Standards

159
F. Learning Competencies/Objectives
Write the LC code for each

VIII. CONTENT

IX. LEARNING RESOURCES

G. References
5. Teacher’s Guide pages
6. Learner’s Material pages
7. Textbook pages
8. Additional Materials from
Learning Resource (LR) portal
H. Other Learning Resources
X. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson

L. Establishing a purpose for the

lesson

M. Presenting examples/instances of
the new lesson

N. Discussing new concepts and

practicing new skills #1

O. Discussing new concepts and

practicing new skills #2

P. Developing mastery
(Leads to Formative Assessment 3)

Q. Finding practical applications of

concepts and skills in daily living
R. Making generalizations and
abstractions about the lesson
S. Evaluating learning

T. Additional activities for application

160
 or remediation

XI. REMARKS
XII. REFLECTION
H. No. of learners who earned 80% in
the evaluation

I. No. of learners who require additional

activities for remediation who scored
below 80%
J. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
K. No. of learners who continue to require
remediation

L. Which of my teaching strategies worked

well? Why did these work?

M. What difficulties did I encounter which

my principal or supervisor can help me
solve?
N. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

161