Professional Documents
Culture Documents
DLL - Science 5 - Q4 - W1
DLL - Science 5 - Q4 - W1
3. Textbook pages
4. Additional Materials from Website: Environmental Science- Soil
Learning Resource (LR) portal and It’s Uses
Kids Geo.com
Science for Daily Use 5 pp. 219-222
B. Other Learning Resources video clips 3pcs. 3pcs. Cartolina I believe A mineral water bottle with cap
marking pen sticker Water
data table bond 3pcs. Marking pen believe Cartolina
paper sticker Marking pen
3pcs. manila paper Pictures
meta cards tape
IV. PROCEDURES
A. Reviewing previous lesson or A.Engagement
presenting the new lesson Note: Below are suggested instructions to be observed inside the class.
D. Discussing new concepts and What to do: What to do: What to do:
practicing new skills #1 1.Form a group and choose among 1.The leader will get the materials from 1.Do this activity ahead of time.
your group who will act as leader your teacher to be used in the activity. 2.The leader will get the materials
and presenter. 2.Study and share ideas about the pictures from your teacher to be used in
2.Watch attentively to the video. provided to your group.. the activity.
3.Write down important notes to 3.Paste your I believe sticker if the picture 3.Fill the bottle with water up to
gather information. show forces that break down rocks and I the brim and screw the cap.
4.After the viewing, the leader will don’t believe sticker if not. 4.Observe the water-filled bottle
get the materials from your teacher 4.Place all the pictures in the cartolina before doing step 3.
to be used in the next activity. provided. 5.Place the bottle inside the
5.Go to the working place assigned 5.Label each picture the kind of forces that freezer overnight.
to each group. break down rocks. 6.Observe the set up the
6.Brainstorm ideas about how rocks 6.As soon as you are done with your following morning.
turn into soil that you have watched activity, post your work on the board and 7.Enter your observations in the
from the video. report your output. table provided.
7.Follow the instruction given. Original File Submitted and Formatted 8.Examine the setup again.
8.Give your yell if you’re done. by DepEd Club Member - visit 9.Think about how water causes
9.Post your work and present your depedclub.com for more the plastic bottle to break.
output. 10.Relate the observation with
what is happening to rocks in
nature.
Before Freezing After Freezing
E. Discussing new concepts and Describe how rock turn into soil in What are the forces that break
practicing new skills #2 this picture down rocks
Explain how rocks are broken
down
F. Developing mastery 1.1. How rocks turn into soil? What are natural forces that break down 1.What happens to the plastic
(Leads to Formative Assessment 3) 2.How does natural process break rocks? bottle with water when placed
down rocks into soil What does each picture show? inside the freezer overnight?
Name some places where the natural 2.How does water cause the
forces that break down rocks happens breakdown of rocks in nature?
G. Finding practical applications of
concepts and skills in daily living 1.Using illustration board/cartolina,
crayons and pencil ask the pupils to
create a poster of a natural process on
how rocks turn into soil. (Group Work)
2.Encourage pupils to make their own
diagram which shows forces that break
down rocks.
3.As an output, you can group the
learners. Ask them to compose a song
about how rocks are broken.
H. Making generalizations and Remember These: Remember These: What are the forces that break
abstractions about the lesson Lichens (LYK-uhnz) or tiny plantlike down rocks?
living things, grow on the outsides of
the rocks. They slowly break down
rock to get nutrients.
Temperature changes, wind, and
water also slowly break the rock
apart. Small plants can grow in the
cracks. Plant roots continue to break
the rock apart.
Wind and water move bits of
weathered rocks to new places.
Later, the bits are part of the well-
developed soil.
I. Evaluating learning E.Evaluation:
1-3,
4-
5,
C. Did the remedial lessons work? No. ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned
of learners who have caught up with above above 80% above
the lesson
D. No. of learners who continue to ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require additional ___ of Learners who require
require remediation additional activities for remediation activities for remediation additional activities for activities for remediation additional activities for
remediation remediation
E. Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught
lesson the lesson lesson up the lesson
F. What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
which my principal or supervisor can require remediation remediation require remediation require remediation continue to require
help me solve? remediation
G. What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
materials did I use/discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: well:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note taking Examples: Self assessments, note Examples: Self assessments, note ___Metacognitive
taking and studying techniques, and and studying techniques, and vocabulary taking and studying techniques, taking and studying techniques, and Development: Examples: Self
vocabulary assignments. assignments. and vocabulary assignments. vocabulary assignments. assessments, note taking and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-share, ___Bridging: Examples: Think- ___Bridging: Examples: Think-pair- studying techniques, and
share, quick-writes, and anticipatory quick-writes, and anticipatory charts. pair-share, quick-writes, and share, quick-writes, and anticipatory vocabulary assignments.
charts. anticipatory charts. charts. ___Bridging: Examples:
Think-pair-share, quick-
___Schema-Building: Examples: Compare
writes, and anticipatory
___Schema-Building: Examples: and contrast, jigsaw learning, peer ___Schema-Building: Examples: ___Schema-Building: Examples:
charts.
Compare and contrast, jigsaw teaching, and projects. Compare and contrast, jigsaw Compare and contrast, jigsaw learning,
learning, peer teaching, and projects. learning, peer teaching, and peer teaching, and projects.
projects. ___Schema-Building:
___Contextualization:
Examples: Compare and
___Contextualization: Examples: Demonstrations, media, ___Contextualization:
contrast, jigsaw learning,
Examples: Demonstrations, media, manipulatives, repetition, and local ___Contextualization: Examples: Demonstrations, media, peer teaching, and projects.
manipulatives, repetition, and local opportunities. Examples: Demonstrations, manipulatives, repetition, and local
opportunities. media, manipulatives, repetition, opportunities.
and local opportunities. ___Contextualization:
___Text Representation: Examples: Demonstrations,
___Text Representation: Examples: Student created drawings, ___Text Representation:
media, manipulatives,
Examples: Student created drawings, videos, and games. ___Text Representation: Examples: Student created drawings, repetition, and local
videos, and games. ___Modeling: Examples: Speaking slowly Examples: Student created videos, and games. opportunities.
___Modeling: Examples: Speaking and clearly, modeling the language you drawings, videos, and games. ___Modeling: Examples: Speaking ___Text Representation:
slowly and clearly, modeling the want students to use, and providing ___Modeling: Examples: slowly and clearly, modeling the Examples: Student created
language you want students to use, samples of student work. Speaking slowly and clearly, language you want students to use, and drawings, videos, and games.
and providing samples of student modeling the language you want providing samples of student work.
work. Other Techniques and Strategies used: students to use, and providing ___Modeling: Examples:
___ Explicit Teaching samples of student work. Other Techniques and Strategies used: Speaking slowly and clearly,
Other Techniques and Strategies ___ Group collaboration ___ Explicit Teaching modeling the language you
used: ___Gamification/Learning throuh play Other Techniques and Strategies ___ Group collaboration want students to use, and
___ Explicit Teaching ___ Answering preliminary used: ___Gamification/Learning throuh play providing samples of student
___ Group collaboration activities/exercises ___ Explicit Teaching ___ Answering preliminary work.
___Gamification/Learning throuh ___ Carousel ___ Group collaboration activities/exercises Other Techniques and
play ___ Diads ___Gamification/Learning throuh ___ Carousel Strategies used:
___ Answering preliminary ___ Differentiated Instruction play ___ Diads ___ Explicit Teaching
activities/exercises ___ Role Playing/Drama ___ Answering preliminary ___ Differentiated Instruction ___ Group collaboration
___ Carousel ___ Discovery Method activities/exercises ___ Role Playing/Drama ___Gamification/Learning
___ Diads ___ Lecture Method ___ Carousel ___ Discovery Method throuh play
___ Differentiated Instruction Why? ___ Diads ___ Lecture Method ___ Answering preliminary
___ Role Playing/Drama ___ Complete IMs ___ Differentiated Instruction Why? activities/exercises
___ Discovery Method ___ Availability of Materials ___ Role Playing/Drama ___ Complete IMs ___ Carousel
___ Lecture Method ___ Pupils’ eagerness to learn ___ Discovery Method ___ Availability of Materials ___ Diads
Why? ___ Group member’s ___ Lecture Method ___ Pupils’ eagerness to learn ___ Differentiated Instruction
___ Complete IMs collaboration/cooperation Why? ___ Group member’s ___ Role Playing/Drama
___ Availability of Materials in doing their tasks ___ Complete IMs collaboration/cooperation ___ Discovery Method
___ Pupils’ eagerness to learn ___ Audio Visual Presentation ___ Availability of Materials in doing their tasks ___ Lecture Method
___ Group member’s of the lesson ___ Pupils’ eagerness to learn ___ Audio Visual Presentation Why?
collaboration/cooperation ___ Group member’s of the lesson ___ Complete IMs
in doing their tasks collaboration/cooperation ___ Availability of Materials
___ Audio Visual Presentation in doing their tasks ___ Pupils’ eagerness to learn
of the lesson ___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson