School: SAKSAK ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: CAROLINE A. FERNANDEZ Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: MAY 1 – 5, 2023 (WEEK 1) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The Learners demonstrate understanding of… Weekly test
weathering and soil erosion shape the Earth’s surface and affect living things and the environment

B. Performance Standards The Learners should be able

to…
participate in projects that reduce soil erosion in the community
C. Learning
Competencies/Objectives 1. describe how rocks turn into soil;
Write the LC code for each 2. Identify the forces that break down rocks.
3. Explain how rocks are broken down

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II. CONTENT 1.Describe how rocks turn into soil.
2.Identify the forces that break down rocks.
3.Explain how rocks are broken down

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages • Learning Guide in Science and Health: Rocks Around us
2. Learner’s Material pages BEAM – Grade 4-Unit 7 – Earth(Learning Guide Soil Erosion)

3. Textbook pages
4. Additional Materials from Website: Environmental
Learning Resource (LR) Science- Soil and It’s Uses
portal Kids Geo.com
Science for Daily Use 5 pp.
219-222

B. Other Learning Resources video clips 3pcs. Cartolina I A mineral water bottle with
3pcs. marking pen believe sticker cap
data table 3pcs. Marking pen Water
bond paper believe sticker Cartolina
3pcs. manila paper Pictures Marking pen
meta cards tape
IV. PROCEDURES
A. Reviewing previous A.Engagement
 lesson or presenting the Note: Below are suggested instructions to be observed inside the class.
new lesson
Set Standard on:

Avoiding unnecessary noise in watching video clip.

Not to stand/walk around the classroom while watching.
Focus and cooperation in all activities.
Write down important notes to gather information.
Observed discipline.
B. Establishing a purpose for After setting standard, do the following:
the lesson Allow pupils to sit comfortably while watching video.
Write down important notes to gather data.
Show discipline and cooperation in all activity.
Let them watch for 10-15 minutes.
C. Presenting Day 1 Day 2 Day 3
examples/instances of the Preparatory Activity: Activity 2: “Whether you Activity 3 – “Breaking Down
new lesson Say: Let us learn more about believe it or not?” Rocks”
how rocks turn into soil as we
perform the activity.

D. Discussing new concepts and What to do: What to do: What to do:
practicing new skills #1 1.Form a group and choose 1.The leader will get the 1.Do this activity ahead of
among your group who will act materials from your teacher to time.
as leader and presenter. be used in the activity. 2.The leader will get the
2.Watch attentively to the 2.Study and share ideas about materials from your teacher to
video. the pictures provided to your be used in the activity.
3.Write down important notes group.. 3.Fill the bottle with water up
to gather information. 3.Paste your I believe sticker if to the brim and screw the cap.
4.After the viewing, the leader the picture show forces that 4.Observe the water-filled
will get the materials from break down rocks and I don’t bottle before doing step 3.
your teacher to be used in the believe sticker if not. 5.Place the bottle inside the
next activity. 4.Place all the pictures in the freezer overnight.
5.Go to the working place cartolina provided. 6.Observe the set up the
assigned to each group. 5.Label each picture the kind of following morning.
6.Brainstorm ideas about how forces that break down rocks. 7.Enter your observations in
rocks turn into soil that you 6.As soon as you are done with the table provided.
have watched from the video. your activity, post your work on 8.Examine the setup again.
7.Follow the instruction given. the board and report your 9.Think about how water
8.Give your yell if you’re done. output. causes the plastic bottle to
9.Post your work and present Original File Submitted and break.
your output. Formatted by DepEd Club 10.Relate the observation with
Member - visit what is happening to rocks in
nature.
depedclub.com for more
Before Freezing After
Freezing
E. Discussing new concepts and Describe how rock turn into What are the forces that break
practicing new skills #2 soil in 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 1.What happens to the plastic
(Leads to Formative 2.How does natural process break down rocks? bottle with water when placed
Assessment 3) break down rocks into soil What does each picture show? inside the freezer overnight?
Name some places where the 2.How does water cause the
natural forces that break down breakdown of rocks in nature?
rocks happens
G. Finding practical applications
of concepts and skills in daily 1.Using illustration board/cartolina,
living 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 down rocks?
plantlike 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, which of these break down

rocks?
Strong wind and water
Falling leaves
Growing plants on rocks
Collecting rocks
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the ___Lesson carried. Move on to
earned 80% in the the next objective. the next objective. the next objective. next objective. the next objective.
evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
B. No. of learners who require
additional activities for
remediation who scored (______) (______) (______) (______) (______)
below 80%
C. Did the remedial lessons YES___/ NO___ YES___/ NO___ YES___/ NO___ YES___/ NO___ YES___/ NO___
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
to require remediation additional activities for additional activities for additional activities for additional activities for remediation additional activities for
remediation remediation remediation remediation

E. Which of my teaching ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught
strategies worked well? Why up the lesson up the lesson up the lesson lesson up the lesson
 did these work?
F. What difficulties did I ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue
encounter which my to require remediation to require remediation to require remediation require remediation to require remediation
principal or supervisor can
help me solve?
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 ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive Development: ___Metacognitive
which I wish to share with Development: Examples: Self Development: Examples: Self Development: Examples: Self Examples: Self assessments, note Development: Examples: Self
other teachers? assessments, note taking and assessments, note taking and assessments, note taking and taking and studying techniques, and assessments, note taking and
studying techniques, and studying techniques, and studying techniques, and vocabulary assignments. studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. ___Bridging: Examples: Think-pair- vocabulary assignments.
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- share, quick-writes, and anticipatory ___Bridging: Examples: Think-
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and charts. pair-share, quick-writes, and
anticipatory charts. anticipatory charts. anticipatory charts. ___Schema-Building: Examples: anticipatory charts.
___Schema-Building: ___Schema-Building: ___Schema-Building: Compare and contrast, jigsaw ___Schema-Building:
Examples: Compare and Examples: Compare and Examples: Compare and learning, peer teaching, and projects. Examples: Compare and
contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer
teaching, and projects. teaching, and projects. teaching, and projects. Other Techniques and Strategies teaching, and projects.
used:
Other Techniques and Other Techniques and Other Techniques and ___ Explicit Teaching Other Techniques and
Strategies used: Strategies used: Strategies used: ___ Group collaboration Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___Gamification/Learning throuh ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration play ___ Group collaboration
___Gamification/Learning ___Gamification/Learning ___Gamification/Learning ___ Answering preliminary ___Gamification/Learning
throuh play throuh play throuh play activities/exercises throuh play
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Carousel ___ Answering preliminary
activities/exercises activities/exercises activities/exercises ___ Diads activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Differentiated Instruction ___ Carousel
___ Diads ___ Diads ___ Diads ___ Role Playing/Drama ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method

Prepared by: Submitted to:

CAROLINE A. FERNANDEZ TANIELGYNE M. RODRIGUEZ
Teacher 1/ Grade 5 Adviser Teacher-In-Charge
Date submitted: