School: ANGADANAN CENTRAL SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: PRUDENCIO T. TAGUBA Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 11 - 15, 2023 (WEEK 3) Quarter: 1ST QUARTER

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 heat

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

C. Learning The learner uses local, recyclable solid The learner uses local, recyclable solid The learner uses local, recyclable solid The learner uses local, recyclable The learner uses local,
Competencies/Objectives and/ or liquid materials in making and/ or liquid materials in making and/ or liquid materials in making solid and/ or liquid materials in recyclable solid and/ or liquid
Write the LC code for each useful products. useful products. useful products. making useful products. materials in making useful
products.
S5MT – Ic – d – 4 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 Undergo Changes that Materials
(Chemical Change) (Chemical Change) Chemical Change) (Observing Chemical Change) Undergo
(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 Science for daily Use 5,TM and Science for daily Use 5,TM and Science in Our World 5, Vibal Pub. , Science in Our World 5, Vibal
Textbook Textbook Textbook Norma Abracia,Evelyn Sarte Pub. , Norma Abracia,Evelyn
Into The Future: Science and Health 5, Into The Future: Science and Health 5, Into The Future: Science and Health 5, Science and Health 5,SD Sarte
TM and TM and TM and Pub.,Carmelita Coronel Science and Health
Teacher’s Guide, Developing Science Teacher’s Guide, Developing Science Teacher’s Guide, Developing Science 5,SD Pub.,Carmelita Coronel
Concepts Through Learning Activities 6, Concepts Through Learning Activities Concepts Through Learning Activities
Science Links, Rex bookstore by Evelyn 6, 6,
Larisma, Jan Jason 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 What is chemical change? What is chemical change? Motivation; Motivation;
presenting the new lesson portion 1.Arrange jumbled words, meaning 1.Arrange jumbled words,
1. Each group has its own color flag to of physical and chemical meaning of physical and
 raise
2. Raise the flag if they know the
answer
3. the first group to make 3 points wins
the game
Question 1.change form from solid to
liquid.
2. change form from solid to
gas.
3.change form from liquid to
solid
B. Establishing a purpose for the a.Show that chemical change may take
lesson place in materials.
b.Observe that new material is formed
in chemical change.
c.Investigate changes that happen in
materials upon application of heat.
C. Presenting examples/instances of Divide the class into groups. Tell them
the new lesson to do lesson 3,
Activity 1, Observing chemical change
1. .Let each group answer all the
questions in their assigned activity
2.Guide the pupils as they perform the
activity.
Activity 1- Observing Chemical
Change
What to do:
1.Burn a piece of paper in an empty
can 2.Pound an empty eggshell into
small pieces. Place the pieces on 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,
D. Discussing new concepts and Questions and suggested answers:
a.Showthat chemical change may take
place in materials.
b.Observe that new material is formed
in chemical change.
c.Investigate changes that happen in
materials upon application of heat.
Divide the class into groups. Tell them
to do lesson 3,
Activity 1, Observing chemical change
1. .Let each group answer all the
questions in their assigned activity
2.Guide the pupils as they perform the
activity.
Activity 1- Observing Chemical
Change
What to do:
1.Burn a piece of paper in an empty
can
2 .Pound an empty eggshell into small
pieces. Place the pieces on 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,
Questions and suggested answers:
a.Show that chemical change may take
place in materials.
b.Observe that new material is formed
in chemical change.
c.Investigate changes that happen in
materials upon application of heat.
Divide the class into groups. Tell them
to do lesson 3,
Activity 1, Observing chemical change
1. .Let each group answer all the
questions in their assigned activity
2.Guide the pupils as they perform the
activity.
Activity 1- Observing Chemical
Change
What to do:
1.Burn a piece of paper in
an empty can
2.Pound an empty
eggshell into small pieces.
Place the pieces on 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,
Questions and suggested answers:
2. The first group to arrange it
correctly, wins the game
Observe that new
material is formed in chemical
change
2. Investigate changes
that happen in materials in the
presence or lack of
Oxygen.
Original File Submitted and
Formatted by DepEd Club Member
- visit depedclub.com for more
1. Divide the class into group. Tell
the to do lesson 4, Observing
Chemical change.
2.Let each group answer all the
questions in their assigned tasks
3.guide the pupils as they perform
their activity
What to do:
1.Place nails and steel wool on the
table.sprinkle some water on them,
Observe them for 1
week.
2.Get an empty can and burn some
pieces of paper in it.
Observe.
Questions and expected answers:
chemical
2. The first group to arrange it
correctly, wins the game
Observe that new
material is formed in chemical
change
2. Investigate
changes that happen in
materials in the presence or
lack of
Oxygen.
1. Divide the class into group.
Tell the to do lesson 4,
Observing
Chemical change.
2.Let each group answer all
the questions in their assigned
tasks
3.guide the pupils as they
perform their activity
What to do:
1.Place nails and steel wool on
the table.sprinkle some water
on them,
Observe them for
1 week.
2.Get an empty can and burn
some pieces of paper in it.
Observe.
Questions and expected
 practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
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
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.
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
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.
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
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.
1.Do you see rust forming on them?
(yes)
2,What made them rusty?(air and
water)
3.what changes happened to the
paper?(it turned ash)
4.what are the product or new
substance formed in this activity?
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.
answers:
1.Do you see rust forming on
them?(yes)
2,What made them rusty?(air
and water)
3.what changes happened to
the paper?(it turned ash)
4.what are the product or
new substance formed in this
activity?
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.
F. Developing mastery How does matter undergo chemical How does matter undergo chemical How does matter undergo chemical What does oxygen brought to in What does oxygen brought to
(Leads to Formative Assessment change? change? change? chemical change? in chemical change
3)

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 under chemical change.
What are chemical
change? How are the factors that
affect chemical change?
Put a check before the number that
shows a chemical change.
______1.Leaves are decaying
______2.Water is boiled
______3.Garbage is burned
______4.Sewing the socks
______5.rotting tomatoes
Ask some household activities that the
observed under chemical change.
What are chemical
change? How are the factors that
affect chemical change?
Put a check before the number that
shows a chemical change.
______1.Leaves are decaying
______2.Water is boiled
______3.Garbage is burned
______4.Sewing the socks
______5.rotting tomatoes
Ask some household activities that the Do some experiments Do some experiments
observed under chemical change.
What are chemical Elaborate how oxygen affects Elaborate how oxygen affects
change? How are the factors that chemical change. chemical change.
affect chemical change?
Put a check before the number that Encircle the things that rust. *doing experiments
shows a chemical change.
______1.Leaves are decaying Metal spoon pad paper straw
______2.Water is boiled screw coin pencil play money
______3.Garbage is burned
______4.Sewing the socks
Hammer keys broom curtain
______5.rotting tomatoes
thumbtacks rock ring

J. Additional activities for experimentation observation

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

School: ANGADANAN CENTRAL SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: PRUDENCIO T. TAGUBA Learning Area: ARALING PANLIPUNAN
DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 11 - 15, 2023 (WEEK 3) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. LAYUNIN
Naipamamalas ang mapanuring pag-unawa at kaalaman sa kasanayang pangheograpiya, ang mga teorya sa pinagmulan ng lahing Pilipino upang mapahahalagahan ang
konteksto ng lipunan/ pamayanan ng mga sinaunang Pilipino at ang kanilang ambag sa pagbuo ng kasaysayan ng Pilipinas
A PamantayangPangnilalaman
.
Naipamamalas ang pagmamalaki sa nabuong kabihasnan ng mga sinaunang Pilipinogamit ang kaalaman sa kasanayang pangheograpikal at mahahalagang konteksto ng
B kasaysayan ng lipunan at bansa kabilang ang mga teorya ng pinagmulan at pagkabuo ng kapuluan ng Pilipinas at ng lahing Pilipino
. PamantayansaPagganap

Naiugnay ang uri ng klima at Naipaliliwanag ang katangian ng

panahon ng bansa ayon sa Naiugnay ang uri ng klima at Naipaliliwanag ang katangian ng Pilipinas bilang bansang archipelago
C Mga Kasanayansa Pagkatuto lokasyon nito sa mundo panahon ng bansa ayon sa Pilipinas bilang bansang AP5PLP-Ic-3
. Isulat ang code ng bawat AP5PLP-Ib-c-2 lokasyon nito sa mundo archipelago
kasanayan AP5PLP-Ib-c-2 AP5PLP-Ic-3

Klima at panahon
II. NILALAMAN

KAGAMITANG PANTURO
A. Sanggunian
1 MgaPahina sa Gabay ng pp.9-13 pp.9-13 pp.9-13 pp.9-13
. Guro
2 Ma Pahina sa Kagamitang pp.18-37 pp.18-37 pp.18-37 pp.18-37
. Pang-Mag-aaral
3 MgaPahina saTeksbuk
.
4 Karagdagang Kagamitan
 . mula sa portal ng Learning
Resource
Larawan ng klima, bola, meta Larawan ng klima, bola, meta Larawan ng klima, bola, meta Larawan ng klima, bola, meta cards,
B. Iba pang Kagamitang Panturo cards, batayang aklat cards, batayang aklat cards, batayang aklat batayang aklat

III. PAMAMARAAN

Gawin ang estratihiya no. 9 na Ipaliwanag kung ppano ang ma

A. Balik-aral sa nakaraang aralin makikita sa TG p. 11 salik nakaaapekto sa pagbabago
at/o pagsisimula ng bagong ng panahon
aralin
B. Paghahabi salayunin ng aralin

Pag-uugnay ng mga Muling balikan ang malagang

C. halimbawa sa bagong garalin tanong at ipasagot sa mga mag
aaral

Pagtatalakay ng bagong Pagtatalakay ng aralin sa p. 26- Pagpapalalim ng atlakayan gamit Pagtatalakay ng aralin sa p. 28- Pagpapalalim ng atlakayan gamit pa
D. konsepto at paglalahad ng 27 pa rin ang LM 31 rin ang LM
bagong kasanayan #1

Pagtatalakay ng bagong Atasan ang mag bata na ipakita sa

E. konsepto at paglalahad ng ibat ibang pamamaraan ang epekto
bagong kasanayan #2 ng klima sa Pilipinas

Paglinang sa Kabihasaan Ipasagot ang sumusunod na tanong na makikita sa TG p. 10 Ipagawa sa mga mag aaral ang Ipasagot ang ISIP, HAMUNIN na
F. (Tungo sa Formative mga Gawain sa TG p. 11 no. 13 makikita sa LM pp. 31-33
Assessment)

Paglalapat ng aralin sa pang- Ipaliwanag ang Paglalahat, May

G. araw araw ng buhay palagay Ako at May
Pagmammalasakit Ako na makikitasa
LM p. 34
Paglalahat ng aralin Anu-ano ang mag salik na may Pag bubuo ng pahlalahat ayonsa mga
H. kinalaman sa panahong sagot ng mga mag aaral
nararnasan sa isnag tiyak na lugar
sa maiksing panahon?
Pagtatayang Aralin Isagawa ang Pagpapalalim ng Gawin ang pagtataya na makikita sa
I. kaisipan sa p. 31 ng LM sa Lm p. 35-36
 Kagagdagang Gawain para Ipasagot ang mga tanong sa LM Original File Submitted and
J. satakdang-aralin at p. 37 Formatted by DepEd Club Member -
remediation visit depedclub.com for more

IV. MGA TALA Pagpapatuloy ng aralin sa Pagpapatuloy ng aralin sa Lagumang Pagsusulit

susunod na araw susunod na araw
VI. PAGNINILAY
A. Bilangng mag-
aaralnanakakuhang 80%
sapagtataya
B. Bilangng mag-
aaralnanangangailanganngib
a pang gawain para sa
remediation

C. Nakatulongbaang remedial?
Bilangng mag-
aaralnanakaunawasaaralin

D. Bilangng mag-
aaralnamagpapatuloysa
remediation.
E. Alinsamgaistratehiyangpagt
uturonakatulongnglubos?
Paanoitonakatutulong?

F. Anongsuliraninangakingnara
nasannasolusyunansatulong
ngakingpunungguro at
suberbisor?

G Anongkagamitangpanturoan
gakingnadibuhonaaiskongib
ahagisamgakapwakoguro.
 School: ANGADANAN CENTRAL SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: PRUDENCIO T. TAGUBA Learning Area: ARALING PANLIPUNAN
DETAILED LESSON PLAN Teaching Dates and Time: SEPTEMBER 11 - 15, 2023 (WEEK 3) Quarter: 1ST QUARTER

LUNES MARTES MIYERKOLES HUWEBES BIYERNES

HUWEBES
BIYERNES
I. Layunin

Pamantayang Nilalaman
(Content Standard)
Pamantayan sa Pagganap
(Performance Standard)
Pamantayan sa Pagkatuto
(Learning Competencies)
Layunin (Lesson Objectives)
Naipapamalas ng mapanuring pag-unawa at kaalaman sa bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang pangheograpiya at ang ambag ng malayang
kaisipan sa pag-usbong ng nasyonalismong Pilipini.
Naipapamalas ang pagpapahalaga sa kontribusyon ng Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo
5. Nasusuri ang mga ginawa mg mg makabayang Pilipino sa pagkamit ng kalayaan.
5.1 Natatalakay ang kilusan para sa sekularisasyon ng mga parokya at ang Cavite Mutiny (1872)
5.2 Naipapaliwanag ang ambag ng Kilusang Propaganda sa pagpukaw ng damdaming makabayan ng mga Pilipino (hal. L Liga Filipina, Asociacion Hispano Filipino)
5.3 Natatalakay ang pagtatag at paglaganap ng Katipunan
5.4 Nahihinuha ang implikasyon ng kawalan ng pagkakaisa sa himagsikan/kilusan at pagbubuo ng Pilipinas bilang isang bansa.
Day 1 Day 2 Day 3 Day 4 Day 5
Cognitive- Cognitive- Cognitive-. Cognitive-.Natutukoy/Nahihinuha Cognitive-
Natatalakay ang mga pangyayari Natutukoy ang mga ambag ng Natatalakay ang mahalagang detalye ang implikasyon ng kawalan ng Nahihinuha ang kahalagahan ng
na nagbigay daan sa pagbuo ng Kilusang Propaganda sa pagpukaw sa pagkakatatag ng Katipunan. pagkakaisa sa himagsikan/kilusan. pagbubuo ng Pilipinas bilang isang
ng damdaming makabayan ng mga bansa
Kilusang Sekularisasyon.
Pilipino.

Affective-Napahahalagahan ang
mga nagawa ng Kilusang
Sekularisasyon sa pagbangon ng
damdaming makabayan.
Psychomotor-Nakabubuo ng
sanaysay/poster na nagpapahayag
ng damdaming makabayan.
Affective-Napahahalagahan ang
mga ambag ng Kilusang
Propaganda sa pagpukaw ng
damdaming Makabayan ng mga
Pilipino.
Psychomotor- Nakasusulat ng
talaarawan ukol sa mga ambag ng
Kilusang Propaganda.
Affective-Napapahalagahan ang
pagkakatatag at paglaganap ng
Katipunan pagkakamit ng kalayaan sa
pamamagitan ng malikhaing
pagtatanghal
Psychomotor-Nakalilikha ng collage
tungkol sa pagkakatatag at
paglaganap ng katipunan.
Affective- Nakapagpapahayag ng
sariling pananaw o saloobin tungkol Affective-
sa implikasyon ng kawalan ng Napaninindigan ang kahalagahan ng
pagkakaisa sa himagsikan/kilusan. pagbubuo ng Pilipinas bilang isang
bansa.
Psychomotor- Naipakikita sa
pamamagitan ng malikhaing
presentasyon tungkol sa kawalan
ng pagkakaisa sa
Psychomotor- Nakapagpapahayag ng
himagsikan/kilusan.
saloobin hinggil sa kahalagahan ng
pagbubuo ng Pilipinas bilang isang
bansa.
Paksang Aralin Sekularisasyon at ang Cavite Pagtatatag at paglaganap ng Implikasyon ng kawalan ng Pagbubuo ng Pilipinas bilang isang
Kilusang Propaganda
(Subject Matter) Mutiny katipunan pagkakaisa sa himagsikan at kilusan. bansa
CG- AP6PMK-Ic-5
TG_____
LM_____
1. EASEI Modyul 8
2. Pilipinas Bansang Papaunlad 6 2000. Pp179-183,218-220
3. Pilipinas Isang Sulyap at Pagyakap (Batayang Aklat) I. 2006.pp123-126,130-159
4. HEKASI para sa mga batang Pilipino 4.2000 pp 244-245
5. Pamana 5.1999pp.114-118
Gamitang Panturo
6. Ang Unang Republika ng Pilipinas (Philippine Non-formal Education Program) 1998. Pp. 9-16
(Learning Resources)
7. Huwg Kalimutan Bayani ng Bayan (Philippine Non-formal Education Program) 1998.pp 8-11
8. Ang Bayan Kong Mahal 4.1999.194-196
9. Pilipinas Bansang Pinagpala,(Batayang Aklat)4,2000.pp 206-207
10. Pilipinas Bansang Malaya (Batayang Aklat)5. 2000.pp 97-102
11. Pilipino Ako, Pilipinas ang Bayang Ko, (Patnubay ng Guro) 5 .1999 pp 65-68
12. Ang Bayan Kong Mahal 5. 1999 pp. 77-82
13. Pilipinas an gating Bansa, (Batayang Aklat)5. 2000 pp 76-78,80-90
14. Pilipino Ako, Pilipinas ang Bayan ko, Batayang Aklat 5. 19999. Pp 82 89
Pamamaraan
(Procedure)
Pagpapakilala sa dalawang Game – Pinoy Henyo Sino sino ang kasapi ng kilusang Paano naitatag at lumaganap ang Pagbabalik-aral hinggil sa kilusang
pangkat ng mga pari - Paring (Pagtukoy sa mga Makabayang Propaganda? katipunan? propaganda.
a. Reviewing previous lesson/s or Regular at Paring Sekular sa Pilipino na nakipaglaban para sa Papaano napukaw ng kilusang
presenting the new lesson pamamagitan ng mga larawan pagkamit ng kalayaan ng bansa. propaganda ang damdaming
makabayan ng mga Pilipino?

b. Establishing a purpose for the
lesson
c. Presenting examples/instances
of the new lesson
Paghahambing sa dalawang uri ng
pangkat ng mga pari sa
pamamagitan ng Venn diagram
Pagpapakita ng larawan ng tatlong
paring martyr. Pagkilala sa mga
tao at kaganapan tungkol sa
larawan sa pamamagitan ng
pagkalap ng mga datos gamit ang
mga downloaded materials na
inihanda ng guro
Sagutin ang tanong: Ang isang Sino ang nakapanood ng pelikulang Pagpapakita ng bahagi ng pelikula Pagpapanood ng Video clips na
batang katulad mo ay maari rin Katipunan? Sinong bayani ang na nagpapamalas ng hindi nagpapamalas ng pagkakaroon ng
bang maging isang bayani? pinahahalagahan nito? pagkakaisa ng mga mga sinaunang sariling pagpapakilanlan ng Bansang
Oo o hindi? Bakit? Pilipino noong panahon ng Pilipinas
himagsikan. Original File Submitted and Formatted
by DepEd Club Member - visit
depedclub.com for more
A. Papangkatin ang mga Pagpapanood sa mga bata ng Ano ang napansin ninyo sa Pagtalakay sa video clips
mag-aaral sa apat na maikling video clip buhat sa ipinakitang senaryo sa pelikula?
grupo. penikulang katipunan. Base sa
B. Bibigyan ng guro ang mga napanood na video clips, kailan at
mag-aaral ng mga saan itinatag ang Katipunan?
larawan tungkol sa mga Sino ang namuno sa kilusang
mahahalagang pangyayari Katipunan at mga naging miyembro
kaugnay ng mga Kilusang nito?
Propaganda tulad ng:
Circulo Hispano-Filipino

La Solidaridad

Pagtatalakay sa mga pangyayaring
nagbigay daan sa pagbuo ng
Kilusan bunga ng Sekularisasyon at
Cavite Mutiny sa pamamagitan ng
pangkatang pagbuo ng Fact-
storming web
d. Discussing new concept
Pag-uulat sa klase.
e. Continuation of the discussion
of new concept
Associacion Hispano Filipina
La Liga Filipina upang pagsunod-
sunurin ayan sa kaganapan.
C. Pagkatapos ng ___
minuto, iuulat ng mga
mag-aaral ang kanilang
nabuong photo-timeline.
Talakayan:
Batay sa photo timeline na nabuo,
sagutin ang mga sumusunod na
tanong:
1. Ano-ano ang mga
mahahalagang pangyayari
kaugnay ng kilusang
propaganda ?
2. Ano-ano ang mga layunin
ng kilusang propaganda?
3. Paano isnulong ng mga
propagandista ang
kanilang mga layunin?
4. Ano ang nagging reaksyon
ng pamahalaang kolonyal
sa kilusang propaganda?
5. Epektibo baa ng ginamit
na paraan ng mga
propagandista sa
pagkamit ng mga
reporma?
Mga propagandista at kanilang
pluma
Pangkatang Gawain
Pangkat I : (Semantic Web)
Mangalap ng datos sa mahahalagang
detalye tungo sa pagkatatag ng
lipunan. Pangkat
II : (Dula-dulaan)
Pagsasadula sa mga panyayari
nagbigay daan sa paglaganap ng
katipunan Pangkat III :
(Akronim)
Pagbibigay ng kahulugan sa akronim
ng KKK. Pangkat IV: (Collage Making)
Gamit ang mga ginupit na larawan,
bumuo ng collage na nagpapakita ng
mga taong may mahalagang
ginampanan sa pagkakatatag at
pagpapalaganap ng Katipunan.
Pag-uulat ng bawat pangkat at
pagtalakay ng aralin.
1. Paano nangalap ng kasapi ang
Katipunan? 2. Anu-ano ang iba't-
ibang antas ng konsehong bumubuo
sa balangkas ng estrukturang
Katipunan.
*Batay sa napanood, ano-ano ang Pagtalakay sa konsepto ng kahalagahan
naging epekto o implikasyon ng ng pagbubuo ng isang bansa sa
kawalan ng pagkakaisa ng mga pamamagitan ng tseklist.
namuno sa himagsikan /kilusan ? (Gagawa ang guro ng tseklist)
(See attachment 1)
Pangkatang Gawain: Itanong sa mga mag-aaral ang kanilang
*Hahatiin ang klase sa 5 pangkat. paninindigan sa kahalagahan ng pagbuo
ng isang bansa.
*Ipapasaliksik sa mga mag-aaral ang
naging epekto o implikasyon ng
kawalan ng pagkakaisa ng mga
Filipino noong panahon ng
himagsikan.
* Gabay na tanong:
- Ano ang naging dahilan ng
pagbagsak ng mga Filipino noong
panahon ng himagsikan?
* Sagutin ito sa pamamagitan ng
pagpapamalas ng malikhaing
presentasyon; tula, role playing,
jingle, awit .(Bawat Pangkat )

f. Developing Mastery Palitang-kuro sa pamamagitan ng Pagbuo ng tsart: Bilang batang Gentriseno , sino ang *Pagsasagawa ng mga mag-aaral sa Pagpapagawa ng burador sa mga mag-
Buzz session (Paglalagay ng mga kilala ninyong lokal na bayaning may KWL. *Hayaan ang mga mag-aaral aaral hinggil sa kanilang saloobin sa

g. Finding practical application of
concepts and skills in daily living
h. Making generalizations and
abstractions about the lesson
Pagsulat ng isang sanaysay tungkol
sa nagawa ng Sekularisasyon at
Cavite Mutiny sa pagbangon ng
damdaming makabayan ng mga
Pilipino
Paano nakaapekto ang paggarote
sa tatlong pari sa pagusbong ng
makabayang damdamin ng mga
Pilipino?
hinihinging impormasyon
ukol sa propaganda at
ambag nito sa pagpukaw
ng damdaming
makabayan ng mga
Filipino.
Sagutin:
Ano-ano ang mga patakaran sa
paaralan na ipinatutupad upang
mapanatili ang kaayusan at
kapayapaan?
Ano sa palagay ninyo ang maaring
mangyari kung ang ilan sa mga
mag-aaral hindi susunod sa mga
patakarang ito?
Pagsunod-sunod ng mga salita
upang buuin ang kaisipang tungkol
sa ambag ng kilusang Propaganda
sa pagpukaw ng damdaming
makabayan ng mga Filipino.
Hal.
sa mga Filipino
Kilusang Propaganda sa tunay na
kalagayan ng pamamahala ng
Spain
ng nagmulat
Pilipinas sa ilalim ng
(Kilusang Propaganda ng
nagmulat sa mga Filipino sa tunay
na kalagayan ng Pilipinas sa ilalim
kinalaman sa kilusang Katipunan.
(Lokalisasyon) May naging
kontribusyon ba sia sa kilusan?
Bilang mag-aaral, ano ang masasabi
mo sa pagkakatatag ni Andres
Bonifacio sa Katipunan?
Nagpapatuloy pa ba ang katipunan
hanggang ngayon? Bakit?
Ang KKK o Kataas -taasang kagalang -
galangan n2a katipunan ng mga Anak
ng Bayan ay itinatag ni Andres
Bonifacio noong hulyo 7 , 1892. Siya
ang Ama ng Katipunan . Katipunero
ang tawag sa kasapi sa Katipunan.
Ang "Utak ng Katipunan" ay si Emilio
Jacinto dahil siya ang sumulat ng mga
aral ng katipunan na tinawag na
Kartilya.
na sagutan ang ; kahalagahan ng pagbuo ng isang bansa.
-What you KNOW? (Maaaring gumamit ng explicit
-WANT to know approach para sa pangkatang Gawain.)
-What you have LEARN?
ayon sa kanilang nakalap sa
pagsasaliksik hinggil sa implikasyon
ng kawalan ng pagkakaisa ng mga
Filipino noong panahon ng
himagsikan.
*Punan ang tsart na ito.
Know Want Learn
*Iulat sa klase ang output(Bawat
pangkat)
*Sa inyong palagay, ano ang naging Pagbabahagi ng nagawang burador sa
dahilan ng pagkatalo ng mga Filipino pamamagitan ng talumpati.
sa himagsikan?
*Paano ninyo maipakikita ang
pagkakaisa sa silid-aralan, tahanan
at komunidad?
*Anu-ano ang implikasyon ng Palabunutan:Paiikutin ang roleta .
kawalan ng pagkakaisa sa Paglalahad sa mga kahalagahan. Bakit
himagsikan/kilusan? mahalaga ang magkaroon ng sariling
pagkakakilanlan.

i.Evaluating learning
j.Additional Activities for
application or remediation
Remarks
Reflection
a. No. of learners for application
or remediation
Malayang pagpapahayag ng
saloobin tungkol sa sekularisasyon
at Cavite Mutiny sa pamamagitan
ng sanaysay
Paggawa ng poster na nagpapakita
na ang sekularisasyon at Cavite
Mutiny ang naging dahilan ng
pagbuo ng mga kilusan tungo sa
pagkakamit ng kalayaan
ng pamamahala ng Spain.)
Bumuo ng hugot line/tagline/tugma
na nagpapahayag ng ambag ng
kilusang Propaganda sa pagpukaw
ng damdaming makabayan ng mga
Filipino katulad ng:
Rizal, Del Pilar, Jaena at Luna
Bumuo ng kilusan gamit ang pluma
Hangad ay kalayaan nitong Inang
Bayan
Pumili ng isang propagandista.
Magsaliksik tungkol sa kanyang
talambuhay at gawan ng profile.
Maaring gumamit ng illustration
board. Ihanda ang sarili sa
pgbabahagi ng ginawa sa klase.
Panuto: Sagutin ang mga sumusunod Sumulat ng maikling sanaysay 5 aytem na pagsusulit tungkol sa
na tanong . Isulat ang titik ng tamang hinggil sa implikasyon ng kawalan kahalagahan ng sariling
sagot. 1. Sino ang ng pagkakaisa sa pagkakakilanlan.
namuno sa kilusang Katipunan? A. himagsikan/kilusan?
Emilio Jacinto
B. Andres Bonifacio
C. Emilio Aguinaldo
D. Apolinario Mabini
2. Ano ang maaaring magyayari kung
hindi naitatag ang Kilusang
Katipunan?
A. Magkakaroon ng pangkalahatang
kalayaan ang Pilipinas
B. Hindi magsisimula ang himagsikan
C. Hindi susuko ang mga Pilipino
D. Magkakaroon ng Kontrol ang mga
Pilipino sa buong bansa
3. Ano kaya ang maibubunga kung
sakaling hindi nagtagumpay ang mga
Katipunero?
A. Lubos na naipalaganap ang
Kristiyanismo
B. Mahihikayat ang mga Pilipino na
Mag-alsa
C. Hindi lalaganap ang Katipunan sa
ating bansa
D. Malayang maipapahayag ang
dadamin ng bawat isa
Mangalap ng impormasyon hinggil sa Magsaliksik tungkol sa kahalagahan Magpagawa ng isang tula/awit/poster
Implikasyon ng kawalan ng ng pagbubuo ng Pilipinas bilang na magpapaalab sa kahalagahan ng
pagkakaisa sa himagsikan/kilusa at isang bansa. pagkakaroon ng isang bansa.
pagbubuo ng Pilipinas bilang isang
Bansa.
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?

School: ANGADANAN CENTRAL SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: PRUDENCIO T. TAGUBA Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 11 - 15, 2023 (WEEK 3) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The learners demonstrate understanding of different types of mixtures and their characteristics

B. Performance Standards The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.

C. Learning Competencies/ Objectives

Write the LC code for each Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1
 Describe the characteristics and Prepare useful colloids and give its Prepare beneficial and useful Communicate the uses of Describe the appearance and
uses of simple colloids importance mixtures in food preparation different mixtures (food uses of uniform and non-
preparation) uniform mixtures
Colloids Use of Colloids Food Preparation of Mixtures Food Presentation of Mixtures Summative Assessment
II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials 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
Teacher’s Instruction
Charade. The teacher should
prepare terms such mixtures,
homogeneous, heterogeneous,
salt solution, and other related
terms.
Teacher’s Instruction
Unscramble Letters. The teacher should
prepare terms such mixtures,
heterogeneous, gelatin and other
related terms. The students will
unscramble the letters and give their
ideas based from the previous lessons.
Teacher’s Instruction
Brainstorming. The teacher ask
the students what things they
remember when they hear the
word “MIXTURE”. The
students will write it in their
notebooks then on the board.
Teacher’s Instruction
Think-Pair -Share. The teacher
asks the students what things
they remember on the
previous lesson. Find a partner
and discuss then share to class.
Teacher’s Instruction
Pre-test. The teacher give
reminders to the students on
procedures of testing.

B. Establishing a purpose for the lesson Question of the day:
Gelatin is said to be a mixture.
What kind of mixture is it?
Question of the day: Question of the day:
How can we make a colloid? What are the mixtures found in
food preparation?
Question of the day:
What are the mixtures found in
food preparation?
Teacher’s Instruction
The teacher will tell that there
is a need to know the
knowledge earned from the
three weeks lesson.
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more

C. Presenting examples/instances of the Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
new lesson Picture Analysis. The teacher Activity 3.2 Oh my Jelo! The teacher will Activity 3.3 Catering for the Activity 3.3 Catering for the
 should prepare various pictures of use the activity as guide. PARTY! The teacher will use PARTY! Presentation. See
colloids such as milk, cheese, the activity as guide. Presentation Rubric
mayonnaise, gelatin and more.

Guide Question :

What is common among these

pictures?

D. Discussing new concepts and practicing Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
new skills #1 Activity 3.1 “Crazy Colloid”. Direct Instruction. The teacher will give The teacher should monitor
information on colloids and practical the menu of the group.
applications.
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 Teacher’s Instruction Teacher’s Instruction Continuation of Activity

abstractions about the lesson
Four Corners. Using Think-Look- Gelomember.
Share, the students will be asked
for what they learned in the
activity. Next, they need to find
similar answers to the question.
Then, they need to group
themselves in the corners of the
room. Finally, the groups will
explain/share.

Let the students write inside the gelatin

the important terms or concepts of the
lesson.
I. Evaluating learning This is based on the activity sheet. What is the importance of colloids to us Continuation of Activity Based on the Presentation Activity 3.4 Mixtures Poster
and the environment? Rubrics Making
 J. Additional activities for 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
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?

School: ANGADANAN CENTRAL SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: PRUDENCIO T. TAGUBA Learning Area: EPP
DAILY LESSON LOG Teaching Dates and Time: SEPTEMBER 11 - 15, 2023 (WEEK 3) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVES
A. Content Standards Demonstrates an understanding of scientific practices in planting trees and fruit trees

B. Performance Standards Applies knowledge and skills in planting trees and fruit trees

C. Learning Competencies / .Identify types of orchard farms in Identify trees appropriate for Demonstrate proper way of Identify sources of fruit bearing trees Identify how to care for seedlings
Objectives the country orchard gardening based on planting/propagating
Write the LC code for each (community) location, climate, and market trees( budding, Marcotting, and TLE6AG-Oc-3-1.3.4
.Prepares layout design of an demands grafting)
TLE6AG-Oc-3-1.3.5
orchard garden using the TLE6AG-Oc-3-1.3.2
information gathered TLE6AG-Oc-3-1.3.3
 TLE6AG-Oc-3-1.3.1
TLE6AG-Oc-4-1.4
III. CONTENT Propagating trees and fruit trees
IV. LEARNING RESOURCES
1. References
2. Teacher’s Guide Pages
3. Learner’s Materials
Pages
4. Textbook Pages
5. Additional Materials OHSP TLE Agri-Fishery_ Quarter
from Learning Resource 1&2. Module No. 3
(LR) Portal
6. Other Learning Resources
7. PROCEDURES
A. Reviewing previous lesson
B. Establishing a purpose for the Types of orchard
lesson 1. Seed Orchards
According to the Food and
Agriculture Organization of the
United Nations, seed orchards
focus primarily on growing trees
that produce seeds rather than
nuts or fruit. These seeds are then
sold to commercial distributors for
resale to the public in small seed
packets. They may also be sold to
large agricultural facilities or used
for food production. Seed
orchards can further be divided
into two categories based on how
they are established. In a seedling
orchard, trees are selected
through controlled pollination. In
a clonal seed orchard, seeds are
distributed through methods such
as cutting and tissue culture,
Propagating trees and fruit trees
What are the types of orchard?
Teacher will flash a picture of
different plants and fruit bearing
trees using projector
Original File Submitted and
Formatted by DepEd Club Member -
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Propagating trees and fruit trees
CG: TLE6AG-Od-5.2
MISOSA VI: ASEKSWAL/ARTIPISYAL
NA PAGPAPARAMI NG HALAMAN
MGA GAWAIN SA PAGPAPAUNLAD
NG BUHAY pp. 137-144.
* Checking of Assignments
*Asks:
1. What are we need to consider in
an orchard gardening?
2. What are the steps in doing so?
* Call a volunteer to share his/her
answer with her classmates
* Have the pupils recite the poem
“A TREE” with correct pronunciation bearing trees picture
and expression (using power point- (Localized fruit bearing trees)
by rows)
Propagating trees and fruit trees Propagating trees and fruit trees
Laptop EPP Module 1
projector Starting a Garden in a smart way
https://youtu.be/KWEmBZop_HQ
http://www.gardenguides.com/111
768-care-flower-seedlings.html
What is budding, Marcotting and * Checking of Assignments
grafting? *Asks
1. What is grafting?
2. What are the steps in doing so?
Call a volunteer to share his/her
answer with her classmates
Teacher will flash different kinds of fruit Analyze the situation below, then
answer the questions that follow.
Kenneth is a grade six pupil. He has
a project in vegetable production.
He bought a
pack of pechay seeds from an
ambulant vendor who sells
ornamental plants and fertilizers.
When he sowed the pechay seeds in
a seed box, he was surprised that
only few of the
seeds germinated.
.
 resulting in an easier harvest
overall.
2. Nut Orchards
Nut orchards include a large
variety of facilities that produce
nut-bearing trees. These include
orchards that grow popular nuts
like pecans, cashews, walnuts and
almonds. This category also
includes cocoa and chocolate-
producing nuts, as well as
coconuts. Some orchard owners What do you see?
produce pine trees for their edible Do you know those fruit bearing trees?
pine nuts. Orchards that focus on Do we have here in our community?
this type of pine production also
fall under this category.
3. Fruit Orchards
Fruit orchards include any facility
focused on growing tree-bearing
fruits. Some popular options
include apples, olives, dates and
figs. Citrus trees, such as those
bearing lemons, limes or oranges,
may be grown all together in large
citrus orchards, or individually in
smaller facilities. Plantations that
grow fruit-bearing bushes
generally don't fall under this
category. These include berries
and other fruits not grown on
trees.

C. Presenting examples / Game: Balloons Popping
instances of the new Inside the balloons a word of
lesson types of orchard. The pupils will
say something about the word
that he get.
Can you classify those plants and
fruit bearing plants?
Unlocking of difficulty:
*Video presentation in one of the
scientific ways in propagating trees
and fruit trees –
Pupils will give the fruit bearing trees
BUDDING
MARCOTTING
GRAFTING
*Encourage pupils to tell something
about the video clip.
Semantic web Step 1
Keep seedlings indoors in cool, well-
lit area until you are ready to
transplant them. Set them where
they receive at least six hours of
sunlight, such as by a south-facing
window.
FRUIT Step 2
BEARING Water the seedlings when the soil
TREES surface just begins to feel dry.
Water until the excess moisture
drains from the bottom of the
seedling pots. Avoid wetting the

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
This time, we are going to have an
activity on how to
layout .sample picture using
projector
Group activities:
Each group will make a layout on
orchard using soft drink straw,
matches stick, used newspaper,
Defining the term Group Work:
Climate *Group pupils into 5
Location *Let them choose their own leader
Market demands *The leader will guide/tour the
members in the School Nursery
*Instruct them to observe and look
for a plants best to apply Budding,
Marcotting, Grafting
*Have them list down
Group activities GROUP ACTIVITY: (provide materials
for the pupils)
Group I- explain and elaborate the *Return-demonstration of pupils
(by group)
foliage; water at the base of the
plant. Empty the drip tray after
watering, as standing water breeds
disease.
Step 3
Fertilize the seedlings beginning five
days after germination and then
every two weeks thereafter. Apply a
soluble flower fertilizer at one-half
the label-recommended rate.
Step 4
Pinch off the top ¼ inch of the plant
stems when seedlings are
approximately 6 inches tall and
have grown in at least three sets of
leaves. Pinching encourages lateral
stem growth and leads to stockier
plants.
Step 5
Prepare seedlings for transplanting
outdoors. Set the seedlings outside
in an area protected from high
winds and direct sunlight once all
spring frost danger is past. Leave
the seedlings outside during the
day, and bring them back inside at
night. Gradually move them into
direct light over the course of
Group Work *Group pupils into 5
Group pupils into 5 *Let them choose their own leader
Let them choose their own leader will *The leader will guide their group
guide the members mates to do step 1 followed by step
Group I- List of fruit bearing trees inside 2 and so on.
the school
Group II- Draw different kinds of fruit
bearing trees
Group III- make a jingle
Group IV- make a slogan
Group V- Make a poem
GROUP ACTIVITY: (provide materials for Video presentation on how tp take
the pupils) care the seedlings
*Return-demonstration of pupils (by
group
 and ice drop stick
Group 1 – soft drink straw
Group II- matches stick
Group III- used newspapers
Group IV- ice drop stick
F. Developing Mastery Group presentation
(Leads to Formative
Assessment 3)
word climate
Group II- explain and give example
about the location
Group III – explain and give an
example of market demands
A fruit bearing tree- is a tree which GROUP ACTIVITY: (provide materials
Why we consider these? Budding- a mode of sexual bears fruit that is consumed or used by for the pupils)
reproduction, in which a small part humans and some animals — all trees *Return-demonstration of pupils
of the substance of the parent that are flowering plantsproduce fruit, (by group
(mother plant) is produced as a bud which are the
and developed into a new ripened ovaries of flowers containing
organism. one or more seeds.
Marcotting- a method for the In horticultural usage, the term 'fruit
vegetative propagation of plants in tree' is limited to those that provide
which a part of the stem or branch fruit for human food
is packed with moss until roots have
formed and the treated part is
ready for independent growth.
Grafting- a shoot inserted to a tree
or plant, so as to become a living
part of it
- the place where the coin is
inserted in a stock.

Why we need to study first the location, climate and market

A. Finding Practical applications
of concepts and skills
B. Making generalizations
and abstractions about
the lesson
C. Evaluating Learning
In doing those activities what
should we consider?
What are the types of an orchard?
How are going to to layout your
orchard?
Enumerate the type of orchard
and prepare your layout in an
orchard.
Presentation and Reporting of
demand before putting an orchard?
outputs through:
* Poem.
What are we going to remember in What are the three ways on plants
putting an orchard? and fruit bearing trees
propagations?
Make your own word and explain In own words explain briefly the
why in putting an orchard procedure/steps in Budding,
gardening is in an appropriate Marcotting and grafting.
location, climate and market
demands.
Are fruit bearing trees are essential
to all human beings? Why?
Why we need to plant more fruit
bearing trees?
Write a paragraph expanding the
importance of fruit bearing trees in
animals and human beings.
Presentation and Reporting of
outputs through jingle
Seedlings - are more tender than
mature plants and often cannot
tolerate too much cold or heat.
They are also more susceptible to
pests and drought conditions.
Caring for them correctly also
ensures that they continue to thrive
once outside and throughout the
entire growing season.
In your own understanding, how are
you going to take care of your
seedlings?

D. Additional activities
 for application or
remediation

G. REMARKS

H. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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 innovative or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

PRUDENCIO T. TAGUBA ROSEMARIE P. MAGAOAY

Teacher 3 Principal 2