School: PAKIL ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: MR. PETER JUNE A. SAMELA Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and SEPTEMBER 5 – 9, 2022 (WEEK 3)
Time: 7:25 A.M. - 8:15 A.M. 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 The learner uses local, recyclable The learner uses local, recyclable The learner uses local, The learner uses local,
Competencies/Objectives solid and/ or liquid materials in 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. making useful products. materials in making useful liquid materials in making
products. 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 Science for daily Use 5, TM and Textbook
RESOURCES Into The Future: Science and Health 5, TM and
Teacher’s Guide

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 Science in Our World 5,
Textbook Textbook Textbook Pub., Norma Abracia,Evelyn Vibal Pub. , Norma
Into The Future: Science and Into The Future: Science and Into The Future: Science and Sarte Abracia,Evelyn Sarte
Health 5, TM and Health 5, TM and Health 5, TM and Science and Health 5, SD Science and Health 5, SD
Teacher’s Guide Teacher’s Guide Teacher’s Guide Pub.,Carmelita Coronel Pub.,Carmelita Coronel

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 Play a game. Question and answer What is chemical change? What is chemical change? Motivation; Motivation;
lesson or presenting the portion 1.Arrange jumbled words, 1.Arrange jumbled words,
new lesson 1. Each group has its own color meaning of physical and meaning of physical and
flag to raise chemical chemical
2. Raise the flag if they know the 2. The first group to arrange it 2. The first group to
answer correctly, wins the game arrange it correctly, wins
3. the first group to make 3 points the game
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 a. Show that chemical change may a. that chemical change may take 1. Observe that new material is 1. Observe that new
lesson take place in materials. take place in materials. place in materials. formed in chemical change. material is formed in
b. Observe that new material is b. Observe that new material is b. Observe that new material is chemical change.
formed in chemical change. formed in chemical change. formed in chemical change. 2. Investigate changes that
c. Investigate changes that happen c. Investigate changes that happen c. Investigate changes that happen happen in materials in the 2. Investigate changes that
in materials upon application of in materials upon application of in materials upon application of presence or lack of oxygen. happen in materials in the
heat. heat. heat. presence or lack of oxygen.

C. Presenting Divide the class into groups. Tell Divide the class into groups. Tell Divide the class into groups. Tell 1. Divide the class into group. 1. Divide the class into
examples/instances of the them to do lesson 3, them to do lesson 3, them to do lesson 3, Tell the to do lesson 4, group. Tell the to do lesson
new lesson Activity 1, Observing chemical Activity 1, Observing chemical Activity 1. Observing chemical Observing 4, Observing
change change change1. Observe that new Chemical change. Chemical
1.. Let each group answer all the 1. Let each group answer all the material is formed in chemical 2.Let each group answer all the change.
questions in their assigned activity questions in their assigned activity change. questions in their assigned tasks 2.Let each group answer all
2.Guide the pupils as they perform 2.Guide the pupils as they perform 3.guide the pupils as they the questions in their
the activity. the activity. 2. Investigate changes that happen perform their activity assigned tasks
Activity 1- Observing Chemical Activity 1- Observing Chemical in materials in the presence or lack What to do: 3.guide the pupils as they
Change Change of oxygen. 1.Place nails and steel wool on perform their activity
What to do: What to do: the table. Sprinkle some water What to do:
1.Burn a piece of paper in an 1.Burn a piece of paper in an 1. Let each group answer all the on them, 1.Place nails and steel wool
empty can 2. Pound an empty empty can questions in their assigned activity Observe them for 1 on the table. Sprinkle some
eggshell into small pieces. Place 2. Pound an empty eggshell into 2.Guide the pupils as they perform week. water on them,
the pieces on a saucer. Add a small pieces. Place the pieces on a the activity. 2.Get an empty can and burn Observe them for 1 week.
teaspoonful of vinegar into them, saucer. Add a teaspoonful of Activity 1- Observing Chemical some pieces of paper in it. 2.Get an empty can and
3.Put a spoonful of white sugar in vinegar into them, Change Observe. burn some pieces of paper
another empty can. Burn the sugar 3.Put a spoonful of white sugar in What to do: in it.
using a alcohol lamp, another empty can. 1.Burn a piece of paper in an Observe.
Burn the sugar using an alcohol empty can
 lamp, 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: Questions and suggested answers: Questions and suggested answers: Questions and expected Questions and expected
practicing new skills #1 1. What changes took place 1. What changes took place 1. What changes took place answers: answers:
when you burned the paper? (it when you burned the paper? (it when you burned the paper? (it 1.Do you see rust forming on 1.Do you see rust forming
formed ashes) formed ashes) formed ashes) them? (yes) on them? (yes)
2. Did it form a new substance? 2. Did it form a new substance? 2. Did it form a new substance? 2, What made them rusty? (air 2. What made them rusty?
(yes) (yes) (yes) and water) (air and water)
3. What was formed when you 3. What was formed when you 3. What was formed when you 3.what changes happened to 3.what changes happened
added vinegar to the broken pieces added vinegar to the broken added vinegar to the broken the paper? (it turned ash) to the paper? (it turned
eggshells? pieces eggshells? pieces eggshells? 4.what are the product or new ash)
(bubbles) (bubbles) (bubbles) substance formed in this 4.what are the product or
4.what does this indicate? 4.what does this indicate? 4.what does this indicate? ( a activity? new substance formed in
(a carbon dioxide was released in (a carbon dioxide was released in carbon dioxide was released in the this activity?
the air) the air) air)
5.describe the color, appearance 5.describe the color, 5.describe the color,
and smell of burnt sugar. (it’s black, appearance and smell of burnt appearance and smell of burnt
taste bitter sugar. (it’s black, taste bitter sugar. (it’s black, taste bitter
It has distinct smell) It has distinct smell) It has distinct smell)
6.Did white sugar change into 6.Did white sugar change into 6.Did white sugar change into
something else? What was it? (yes, something else? What was it? (yes, something else? What was it? (yes,
carbon) carbon) carbon)

E. Discussing new concepts and A chemical change differs from A chemical change differs from A chemical change differs from The nails and steel wool are The nails and steel wool are
practicing new skills #2 physical change. In a chemical physical change. In a chemical physical change. In a chemical made of iron when wet iron made of iron when wet
change, new and different change, new and different change, new and different reacts with iron reacts with
materials are formed. The new materials are formed. The new materials are formed. The new Oxygen in the air, rust is Oxygen in the air, rust is
materials formed have properties materials formed have properties materials formed have properties produced. Rust is a new produced. Rust is a new
different from the original different from the original different from the original substance. substance.
properties . Acids and absorption properties . Acids and absorption properties . Acids and absorption Rust is an oxide that forms Rust is an oxide that forms
of heat are two factors of heat are two factors of heat are two factors when iron reacts to oxygen in when iron reacts to oxygen
needed for chemical change to needed for chemical change to needed for chemical change to the presence of water. in the presence of water.
occur . occur . occur . When a nail is exposed to When a nail is exposed to
When the materials burned, When the materials burned, When the materials burned, oxygen and water, rust starts to oxygen and water, rust
 they turned black, unlike the they turned black, unlike the they turned black, unlike the form on its starts to form on its
original substance . Burning original substance . Burning original substance . Burning Surface. This situation shows Surface. This situation
requires application of heat .It may requires application of heat .It requires application of heat .It OXIDATION, a chemical reaction shows OXIDATION, a
or may not be applied for a change may or may not be applied for a may or may not be applied for a that is aide by oxygen. Once a chemical reaction that is
to happen. the presence of change to happen. the presence of change to happen. the presence of new product is formed, the aide by oxygen. Once a
bubbles, change in color and bubbles, change in color and bubbles, change in color and original material is new product is formed, the
release of heat release of heat release of heat Unidentifiable. original material is
Indicate a chemical change. Indicate a chemical change. Indicate a chemical change. When paper burns, the paper Unidentifiable.
When a material undergoes a When a material undergoes a When a material undergoes a reacts with the oxygen in the When paper burns, the
chemical change, the new material chemical change, the new material chemical change, the new material air. Its moisture and its changes paper reacts with the
formed cannot be brought back to formed cannot be brought back to formed cannot be brought back to its color,size, texture and shape. oxygen in the air. Its
its original form. Chemical change its original form. Chemical change its original form. Chemical change Carbon dioxide, moisture and moisture and its changes its
is an irreversible process. is an irreversible process. is an irreversible process. ashes are the new substance color,size, texture and
Examples of chemical Examples of chemical Examples of chemical that form. shape. Carbon dioxide,
change are rotting mouse,ripening change are rotting mouse,ripening change are rotting mouse,ripening moisture and ashes are the
of mango, of mango, of mango, new substance that form.
Burning of chop Burning of chop Burning of chop
woods,production of woods,production of woods,production of
electricity,photosynthesis,decaying electricity,photosynthesis,decaying electricity,photosynthesis,decaying
vagetables. vagetables. vagetables.

F. Developing mastery How does matter undergo How does matter undergo How does matter undergo What does oxygen brought to in What does oxygen brought
(Leads to Formative chemical change? chemical change? chemical change? chemical change? to in chemical change
Assessment 3)

G. Finding practical applications Ask some household activities that Ask some household activities that Ask some household activities that Do some experiments Do some experiments
of concepts and skills in daily the observed under chemical the observed under chemical the observed under chemical
living change. change. change.
H. Making generalizations and What are chemical change? How What are chemical change? How What are chemical change? How Elaborate how oxygen affects Elaborate how oxygen
abstractions about the lesson are the factors that affect chemical are the factors that affect chemical are the factors that affect chemical chemical change. affects chemical change.
change? change? change?
I. Evaluating learning Put a check before the number Put a check before the number Put a check before the number Encircle the things that rust. *doing experiments
that shows a 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 straw
______2.Water is boiled ______2.Water is boiled ______2.Water is boiled screw coin pencil play
______3.Garbage is burned ______3.Garbage is burned ______3.Garbage is burned 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 Read something about the Read something about the
compost pit. Find out the chemical compost pit. Find out the chemical compost pit. Find out the chemical
change that garbage undergoes. change that garbage undergoes. change 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?