Dll-Science4 W3

School: Grade Level: 4
GRADES 1 to 12 Teacher: Learning Area: Science

DAILY LESSON LOG Teaching Dates and Time: September 11-15, 2023 (12:30-1:20PM) Quarter: 1st Quarter (Week No. 3)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

(September 11, 2023) (September 12, 2023) (September 13, 2023) (September 14, 2023) (September 15, 2023)
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of changes that materials undergo when exposed to certain conditions.
B. Performance Standards The learners should be able to evaluate whether changes in materials are useful or harmful to one’s environment
C. Learning Competencies / Objectives Describe changes in solid materials Describe changes in solid materials Describe changes in solid materials Describe changes in solid materials SUMMATIVE TEST
(Write the LC code for each) when they are bent, pressed, when they are bent, pressed, when they are bent, pressed, when they are bent, pressed,
hammered, or cut. S4MT-Ief-5 hammered, or cut. S4MT-Ief-5 hammered, or cut. S4MT-Ief-5 hammered, or cut.
S4MT-Ief-5
II. CONTENT Changes in Solid Materials when Changes in Solid Materials When Changes in Solid Materials When Changes in Solid Materials when
(Subject Matter) they are Pressed Hammered Cut they are bent, pressed,
hammered, and cut
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages MELCs Science 4 Quarter 1, p. 500 MELCs Science 4 Quarter 1, p. 500 MELCs Science 4 Quarter 1, p. 500 MELCs Science 4 Quarter 1, p. 500
of 577 of 577 of 577 of 577
2. Learner’s Materials pages Science 4 Quarter 1 – Module 2: Science 4 Quarter 1 – Module 2: Science 4 Quarter 1 – Module 2:
“Changes in Solid “Changes in Solid “Changes in Solid
Materials”, pp. 10-17 Materials”, pp. 20-25 Materials”, pp. 28-34
3. Textbook pages
4. Additional Materials from Learning Activity Sheet in Science – 4, p. 11

Resources (LR) Portal
B. Other Learning Resources TV, laptop, PowerPoint presentation and paper or notebook
IV. PROCEDURES
A. Reviewing past lesson or Presenting Ask the following questions: Do you know that stone, wood, Write true if the statement is
the new lesson 1. Have you experienced pressing nail, and tin cans are some correct and false if not. Do this in
clay? examples of solid materials? your notebook. _______1. Solid
2. What did you observe? These materials have definite materials can be hammered.
3. What kind of change will it shape and volume. They have _______2. A new material is
undergo? different characteristics and formed when you hammer an
4. Does it change its shape or size? properties such as: size, shape, object.
color, texture, and weight. _______3. A hammer can be used
Can you imagine how these solid for beating/striking or pounding
materials can change their objects.
characteristics or properties? _______4. A piece of hollow block
and tin cans are objects that can be
hammered.
_______5. When solid materials
are hammered, they don’t change
its physical appearance.
B. Establishing a purpose of the new What’s In The teacher will show a picture of a List materials found in home and
lesson Directions: Using the crossword hammer through PowerPoint school that can be cut.
puzzle, find 5 solid materials that presentation.
can be pressed. Words can be
looped horizontally and vertically. Ask the students what the uses of a
Write your answers in your science Hammer are.
notebook.
(Module 2 pp. 10-11)

C. Presenting Examples/ instances of Video Watching! If solid materials are hammered, What’s New
the new lesson (https://www.youtube.com/ what do you think will happen to (GROUP ACTIVITY)
watch?v=4edNz9i7mzs) it? The students will be divided into 3
The students will watch a video groups.
and they are tasked to describe the Directions: Perform the different
actions shown in the video. activities indicated in this module.
Write your answers in your science
notebook.
(Module 2 pp. 29)

D. Discussing new concepts and Points to Remember: Points to Remember: Points to Remember: ACTIVITY 6
practicing new skills no. 1 - Solid materials have definite - Solid materials have definite - Solid materials can be cut. When Directions: Fill the table below
shape and volume. They have shape and volume. They have cut, these materials may change then answer the following
different characteristics/properties different characteristics/properties their size and shape, but no new questions.
such as: size, shape, color, texture, such as: size, shape, color, texture, material is formed. Guide Questions:
and weight. and weight. - Hence, only the physical 1. Are solid materials the same
- Solid materials can be pressed. - They can be changed by appearance of the solid material is after bending, pressing,
When pressed, these materials hammering. This action may changed when cut. hammering, or cutting?
may change their size and shape. change the size, shape, texture, - Not all solid can be cut using 2. What kind of changes occurred?
- Other solid materials may also and color of the object. simple scissors. Some solid Explain briefly.
change their texture when pressed. - When solid materials are materials, like iron, steel, etc., can
However, no new material is hammered, only the physical be cut using sophisticated cutters Note: Students will be given an
formed because only the physical appearance is changed. No new (i.e. metal cutter/machine cutters). activity sheet.
appearance of the material is material is formed.
changed. (Learning Activity Sheet pp. 11)
E. Discussing new concepts and
practicing new skills no. 2
F. Developing Mastery What’s More What’s More What’s More

(Leads to Formative Assessment 3) Directions: Using the letters of the Directions: Draw the following Directions: Underline the changes
alphabet, decode the numbers to shapes to describe the changes that happen to the given objects
get the hidden words which that took place in each material when cut. Do it in your science
correspond to the materials that listed below. Do this in your notebook.
can be pressed. Write your answer science notebook. Activity 1: “What Changes in the
in your science notebook. Physical Properties Took Place?”
(Module 2 pp. 23)
(Module 2 pp. 13-14) (Module 2 pp. 31)
G. Finding practical application of Activity 2: “Materials that can be Activity 2: “The Hammer Web” Directions: Give 5 examples of
concepts and skills in daily living Pressed” Directions: Draw and color the materials that change their
Directions: Study the pictures different solid materials found in physical appearance cut. Write it in
below. Draw a star before the your community that can be your science notebook.
number if the picture shows a hammered inside the circles. Do
material that can be pressed and a this in your science notebook. Activity 2: “Materials that change
circle if not. Answer this in your their Physical Appearance when
science notebook. (Module 2 pp. 23) Cut”
(Module 2 pp. 14-15)

(Module 2 pp. 31)
H. Making generalizations and What I Can Do What I Have Learned Directions: What I Have Learned
abstractions about the lesson Directions: Draw and identify Supply the missing words / phrases Directions: Supply the missing
situations in your home where to complete the statement. Write words / phrases to complete the
pressing of solid materials is your answers in your science statement. Write your answers in
applied. Write your answers in notebook. your science notebook.
your science notebook. I learned that: When materials are I learned that:
hammered there is a change in 1. Solid materials can be 1. ______.
(Module 2 pp. 16) ____________, 2. ___________, 3. When cut, these materials may
_______________ but 4. change their 2. ________, and 3.
___________ new material is 5. ________ but no 4.
_____________. ________ ma9* -+terial is 4.
_____________. Only the 5.
(Module 2 pp. 24) ______________________ of the
materials is changed.
(Module 2 pp. 32)

I. Evaluate learning Assessment Assessment Assessment
B. Directions: Put a check mark (√) A. Directions: Check the A. Directions: Choose the materials
on the space provided if the given appropriate column for the from the box that can be cut. Write
materials can be pressed and (X) pictures shown in the table. your answer in your notebook.
mark if not. Do this in your
notebook. (Module 2 pp. 25) (Module 2 pp. 33)
(Module 2 pp. 17)

J. Additional activities for application Additional Activity
or remediation Directions: Cut at least 6 or 8
pictures of materials that change
their properties when cut. Paste
them in your science notebook.
(Module 2 pp. 34)

V. REMARKS
VI. REFLECTION
A. No. of learner who earned 80%
B. No. of learner who scored below

80% ( needs remediation)
C. No. of learners who have caught up
with the lesson
D. No of learner who continue to

require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
work well? Why? ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, taking and studying techniques, taking and studying techniques, taking and studying techniques, taking and studying techniques,
and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and share, quick-writes, and share, quick-writes, and share, quick-writes, and share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and
projects. projects. projects. projects. projects.
___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities. opportunities. opportunities. opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to use, language you want students to use, language you want students to use, language you want students to use, language you want students to use,
and providing samples of student and providing samples of student and providing samples of student and providing samples of student and providing samples of student
work. work. work. work. work.
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies
used: used: used: used: used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning through ___Gamification/Learning through ___Gamification/Learning through ___Gamification/Learning through ___Gamification/Learning through
play play play play play
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?

___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson of the lesson of the lesson
F. What difficulties did I encounter __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
which my principal / supervisor can __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
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 well:
materials did I use / discover which I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, taking and studying techniques, taking and studying techniques, taking and studying techniques, taking and studying techniques,
and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and share, quick-writes, and share, quick-writes, and share, quick-writes, and share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw Compare and contrast, jigsaw
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and
projects. projects. projects. projects. projects.
___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities. opportunities. opportunities. opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created Examples: Student created Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to use, language you want students to use, language you want students to use, language you want students to use, language you want students to use,
and providing samples of student and providing samples of student and providing samples of student and providing samples of student and providing samples of student
work. work. work. work. work.
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies
used: used: used: used: used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh
play play play play play
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?

___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson of the lesson of the lesson

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School: Grade Level: 4

GRADES 1 to 12 Teacher: Learning Area: Science

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

4. Additional Materials from Learning Activity Sheet in Science – 4, p. 11

(Module 2 pp. 10-11)

(Module 2 pp. 29)

F. Developing Mastery What’s More What’s More What’s More

(Module 2 pp. 14-15)

(Module 2 pp. 32)

(Module 2 pp. 17)

(Module 2 pp. 34)

B. No. of learner who scored below

D. No of learner who continue to

_Contextualization: _Contextualization: _Contextualization: _Contextualization: ___Contextualization:

Why? Why? Why? Why? Why?

_Contextualization: _Contextualization: _Contextualization: _Contextualization: ___Contextualization:

Why? Why? Why? Why? Why?

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