GRADES 1 to 12 School CAMILING CENTRAL ELEMENTARY SCHOOL Grade Level V-SAPPHIRE

DAILY LESSON LOG Teacher VITTORIA VITA R. COLLADO Learning Areas SCIENCE
Teaching Dates and Time FEBRUARY 20-24, 2023 (WEEK 2) Quarter III

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when
there are changes in properties. Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany
puberty. They will compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They will also make
decisions about the preservation of estuaries and intertidal zones. Learners will recognize that different materials react differently with heat, light, and sound. They
will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo. They will learn about the effects of
typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content The learners… The learners… The learners… The learners… The learners…
Standards
demonstrate understanding demonstrate understanding of demonstrate understanding demonstrate understanding demonstrate understanding of
of a simple DC circuit and the a simple DC circuit and the of a simple DC circuit and of a simple DC circuit and the a simple DC circuit and the
relationship between relationship between electricity the relationship between relationship between relationship between electricity
electricity and magnetism in and magnetism in electricity and magnetism electricity and magnetism in and magnetism in
electromagnets electromagnets in electromagnets electromagnets electromagnets

B. Performance The learners… The learners… The learners… The learners… The learners…
Standards
propose an unusual tool or propose an unusual tool or propose an unusual tool or propose an unusual tool or propose an unusual tool or
device using electromagnet device using electromagnet device using electromagnet device using electromagnet device using electromagnet
that is useful for home, that is useful for home, school that is useful for home, that is useful for home, that is useful for home, school
school or community or community school or community school or community or community

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

II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
Circuits Circuits Circuits Circuits Circuits
Electromagnets Electromagnets Electromagnets Electromagnets Electromagnets

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

3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE
S
A. Reviewing Ask the pupil if they know Ask the pupil if they know their Ask the pupil if they know Activity 1 How far can you Activity 1 How far can you go?
previous lesson their height, weight, how height, weight, how many tiles their height, weight, how go? Group the pupils by 5. With the
or presenting the many tiles will cover will cover their kitchen many tiles will cover Group the pupils by 5. With piece of ruler, identify the
new lesson their kitchen floor, how much floor, how much milk should be their kitchen floor, how the piece of ruler, identify the meter side and the inch side.
milk should be added to a added to a cake mix, what is much milk should be added meter side and the inch side. 1. What value does the prefix
cake mix, what is the the temperature outside. All of to a cake mix, what is the 1. What value does the prefix milli - stand for?___________
temperature outside. All of these questions are answered temperature outside. All of milli - stand for?___________ 2. What value does the prefix
these questions are answered by measurement. these questions are 2. What value does the prefix centi - stand for? ___________
by measurement. Explain that measurement is answered by measurement. centi - stand for? 3. Which is larger, a meter or a
Explain that measurement is important part of daily life. Explain that measurement ___________ millimeter?_____________
important part of daily life. People use measurement all is important part of daily 3. Which is larger, a meter or 4. How may millimeter make 1
People use measurement all the time-for shopping, cooking, life. People use a millimeter?_____________ centimeter?____________
the time-for shopping, construction and deciding how measurement all the time- 4. How may millimeter make 5. The length at A can be
cooking, construction and warm to dress. Measuring is for shopping, cooking, 1 centimeter?____________ written as 45 mm. It may also
deciding how warm to dress. also an important part of construction and deciding 5. The length at A can be be written as _______ (45cm,
Measuring is also an science. A measurement has how warm to dress. written as 45 mm. It may also 4.5 cm, 0.45 cm.)
important part of science. two parts: a number and a unit. Measuring is also an be written as _______ (45cm,
A measurement has two A unit is a standard amount important part of science. 4.5 cm, 0.45 cm.)
parts: a number and a unit. A used to measure something. A measurement has two
unit is a standard amount Example: 100 grams parts: a number and a unit.
used to measure something. Number standard unit A unit is a standard amount
Example: 100 grams used to measure
Number standard unit something. Example: 100
grams
Number standard unit

B. Establishing a Use appropriate measuring Use appropriate measuring Use appropriate measuring Use appropriate measuring Use appropriate measuring
purpose for the tools and correct standard tools and correct standard units tools and correct standard tools and correct standard tools and correct standard units
lesson units units units
 C. Presenting Group pupils into 5 members Group pupils into 5 members in Group pupils into 5 Measure each of the -do-
examples/instances in each group each group members in each group following lengths. Write the
of the new lesson Classify the measurement by Classify the measurement by Classify the measurement lengths on the right in
English or Metric English or Metric by English or Metric centimeter and
Check their answers. Check their answers. Check their answers. millimeters.
6.
6. _____
cm ______mm
7.

7. _____ cm
______mm
8.

8. _____ cm
______mm
9.

9. _____ cm
______mm
10.

10. _____ cm
______mm

D. Discussing new What are the two system of What are the two system of What are the two system of Discuss that objects have Discuss that objects have
concepts and measurement? measurement? measurement?
different shapes and there different shapes and there are
practicing new skills Which unit of measure is Which unit of measure is used Which unit of measure is
#1 used by scientist? by scientist? used by scientist? are different formula in different formula in getting the
Activity 2 Activity 2 Activity 2 getting the area that are area that are discuss in their
Identify the meaning of the Identify the meaning of the unit Identify the meaning of the discuss in their Math subject. Math subject.
unit of measurement. (Use of measurement. (Use the table unit of measurement. (Use
the table as reference) as reference) the table as reference)
Answer the questions that Answer the questions that Answer the questions that
follow. follow. follow.
Activity 2: Find the meaning Activity 2: Find the meaning of Activity 2: Find the meaning
of measurement measurement of measurement

E. Discussing new Use the chart above to Use the chart above to answer Use the chart above to The square has an area of 4 The square has an area of 4
concepts and answer the following the following questions: answer the following
square square
practicing new skills questions: How many grams make up a questions:
#2 How many grams make up a kilogram? _______ 10, 100, How many grams make up Centimeter (4 cm Centimeter (4 cm
kilogram? _______ 10, 100, 1000 a kilogram? _______ 10, Area = L1 x L2 Area = L1 x L2
1000 How much of a meter is a 100, 1000 2 cm 2 cm
 How much of a meter is a centimeter? How much of a meter is a =
centimeter? _________1/10,1/100,1/1000 centimeter?
= 2 cm x 2 cm 2 cm x 2 cm
_________1/10,1/100,1/100 How many times larger is a _________1/10,1/100,1/10
0 hectometer compared to a 00 Area == 4 square centimeters Area == 4 square centimeters
How many times larger is a decameter?_____ 10, 100,1000 How many times larger is a (4 cm) (4 cm)
hectometer compared to a How many times smaller is a hectometer compared to a
decameter?_____ 10, millimeter compared to a decameter?_____ 10,
100,1000 decimeter?_____ 100,1000
How many times smaller is a Which prefix stands for a How many times smaller is
millimeter compared to a greater value? a millimeter compared to a
decimeter?_____ Deca or kilo_______ decimeter?_____
Which prefix stands for a Hecto or kilo________ Which prefix stands for a
greater value? Kilo or milli_______ greater value?
Deca or kilo_______ Centi or deci________ Deca or kilo_______
Hecto or kilo________ Centi or milli______ Hecto or kilo________
Kilo or milli_______ Deca or deci________ Kilo or milli_______
Centi or deci________ Centi or deci________
Centi or milli______ Centi or milli______
Deca or deci________ Deca or deci________

F. Developing mastery Memorize the table of Memorize the table of Memorize the table of What is the formula in getting What is the formula in getting
(Leads to Formative measurement measurement measurement the area of the square. the area of the square.
Assessment 3)

G. Finding practical Measure the things that you Measure the things that you Measure the things that Measure the things that you Measure the things that you
applications of have in your bag. have in your bag. you have in your bag. have in your bag. have in your bag.
concepts and skills in
daily living
H. Making Mass is commonly confused Mass is commonly confused Mass is commonly Measurement rules our lives. Measurement rules our lives. It
generalizations and with weight. The two are with weight. The two are confused with weight. The
It has sliced up our world and has sliced up our world and
abstractions about closely related, but they closely related, but they two are closely related, but
the lesson measure different things. measure different things. they measure different helped us impose order and helped us impose order and
Whereas mass measures the Whereas mass measures the things. Whereas mass logic on our restless universe. logic on our restless universe.
amount of matter in an amount of matter in an object, measures the amount of Length is the measurement of Length is the measurement of
object, weight measures the weight measures the force of matter in an object, weight something from end to end something from end to end or
force of gravity acting on an gravity acting on an object. The measures the force of
or along its longest side. along its longest side. Surface
object. The force of gravity force of gravity on an object gravity acting on an object.
on an object depends on its depends on its mass but also on The force of gravity on an Surface Area is the term used Area is the term used to
mass but also on the strength the strength of gravity. If the object depends on its mass to describe the area of an describe the area of an object
of gravity. If the strength of strength of gravity is held but also on the strength of object that is exposed. that is exposed.
gravity is held constant (as it constant (as it is all over Earth), gravity. If the strength of
is all over Earth), then an then an object with a greater gravity is held constant (as
object with a greater mass mass also has a greater weight. it is all over Earth), then an
also has a greater weight. object with a greater mass
also has a greater weight.

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

J. Additional activities Differentiate English System Differentiate English System Differentiate English Find the area of the Find the area of the following:
for application or and Metric System. Give five and Metric System. Give five System and Metric System.
following: 6. books
remediation examples for each system. examples for each system. Give five examples for each
system. 1. books 7. teacher’s table
2. teacher’s table 8. desk
3. desk 9. blackboard eraser
4. blackboard eraser 10. notebook
5. notebook

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation

B. No. of learners who

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

E. Which of my teaching
strategies worked well?
Why did these works?

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?