DAILY School TLC PALAWAN INTEGRATED SCHOOL INC.

Grade Level 5
LESSON Teacher MARIEL V. BIASON Learning Area SCIENCE
LOG
Teaching Dates and Time August 5, 2024- August 9, 2024/ 3:05-3:50pm Quarter 1
Session 1 Session 2 Session 3 Session 4 Session 5
I. OBJECTIVES
A. Content Standards
N/A N/A N/A N/A N/A
B. Performance Standards

N/A N/A N/A N/A N/A

C. Learning Competencies/ Lesson 1: Science Process Skills Lesson 1: Science Process Skills Lesson 1: Science Process Skills Lesson 2: Comparing Lesson 2: Comparing
Objectives a. Identify and describe a. Identify and describe a. Identify and describe a. Compare the shapes, a. Compare the shapes,
science process skills. science process skills. science process skills. sizes, and colors of sizes, and colors of
b. Demonstrate an b. Demonstrate an b. Demonstrate an objects. objects.
understanding of how understanding of how understanding of how b. Describe how things are b. Describe how things are
science process skills are science process skills are science process skills the same or different. the same or different.
used in everyday life. used in everyday life. are used in everyday
c. Apply science process c. Apply science process life.
skills in real-life skills in real-life c. Apply science process
situations. situations. skills in real-life
situations.
II. CONTENT Science process skills Doing the Science Way Doing the Science Way Doing the Science Way Doing the Science Way
(Communicating) (Measuring) (Classifying) (Inferring)
III. LEARNING
RESOURCES
A. References SCIENCE EXPERIENCES 5 SCIENCE EXPERIENCES 5 SCIENCE EXPERIENCES 5 SCIENCE EXPERIENCES 3 SCIENCE EXPERIENCES 3
ABIVA PUBLISHING ABIVA PUBLISHING ABIVA PUBLISHING ABIVA PUBLISHING HOUSE, ABIVA PUBLISHING HOUSE,
HOUSE, INCORPORATED HOUSE, INCORPORATED HOUSE, INCORPORATED INCORPORATED INCORPORATED
1. Teacher’s Guide pages Page 8-12 Page 12-19 Page 20-22 Page 23-27 Page 28-29
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials for
Learning Resource (LR) portal
B. Other Learning Resources
 IV. PROCEDURES
A. Reviewing previous lesson Greetings: Greetings: Greetings: Greetings: Greetings:
or presenting the new Warm-up: Massage time Warm-up: Warm-up: Warm-up: Science Song. Warm-up: Massage time
lesson
Energize Your Mind The teacher will ask the learners Unlocking vocabularies: “Oh! It’s Science time after all” Short Review:
of these questions:  Entomology (4x)  Have you tried
 Have you ever used a estimating your arrival
ruler or a weighing Short review: time at school?
scale?  What is classifying?  Have you ever
 What are the 3 examples imagined how someone
to classify? would react to certain
The teacher will present this news?
picture and ask the learners
about their observation. After
that, the teacher will ask the
learners to share their
observation.
The teacher will ask the learners Unlocking vocabularies: The teacher will present the Unlocking vocabularies:
B. Establishing a purpose for
how they communicate with  Unit picture and let the learners share  Logical inference Predicting is guessing the
the lesson
their classmates, friends or  Second their observation.  Illogical inference possible outcome of a future
family. event based on current evidence
and prior knowledge and/or past
Communicating is a science experiences.
process skill that involves the
systematic, precise presentation
or reporting data. Classifying is a science process
skill that involves grouping of
objects based on a particular
property or defined criteria.
C. Presenting examples/ instances The teacher will present some The teacher will present this The teacher will ask the learners
of the new lesson ways to present their data in table in able for the learners to to examine what is in the picture.
science. see:

Examples:
 Student’s notes
 Table
 Column graph 1. What do you see?
 Pie chart 2. What can you infer or
conclude about the
object in the picture?
D. Discussing new concepts and The teacher will discuss these The teacher will now discuss The teacher will now discuss The teacher will present the The teacher will give an example
practicing new skills #1 examples. the use of each measuring. the different example how to observation given in this picture: of predicting.
classify.
These examples are used to  Measuring length
 Binary classification
present data in a coherent, Length
logical, and easy-to-understand Centimeters
way. Milliliters After presenting it, the learners
 Table is an arrangement of Decimeter are tasked to formulate their own
data in rows and columns.  Measuring Mass  Serial ordering predicting situations.
 Column graph is a graphic  Kilograms
representation of data  Grams
where numerical values are
illustrated in vertical  Measuring Volume
columns.  Liters
 Pie chart is a circular  Milliliters
 Meniscus  Multistage classification
graphic representation that
divided into slices to
illustrate numerical sections Measuring is a science process
between categories. skill that involves using
numbers to describe the
measurable property of an
object by comparing it to a
standard referent or unit.
E. Discussing new concepts and Unlocking vocabularies: Explore Around! The teacher will also present
practicing new skills #2  Referent Measure the Distance Challenge another example of inferring.
 Data
 In inferring, these questions are
important:
 What is my observation?
 What is my inference?
 What evidence did I use to
make the inference? Is the
evidence accurate?
 How logical or reasonable
is my thinking?
 Do I need to change my
thinking?
F. Developing mastery The teacher will present another
(Leads to Formative example of formulating
Assessment 3) prediction.

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and  Observing is a process  Measuring is a science  Classifying is a science  Inferring is the process of
abstractions about the lesson skill that you use to gather process skill that process skill that involves drawing an idea or  Predicting is guessing the
information about objects involves using numbers grouping objects based on a conclusion based on an possible outcome of a future
or events in your natural to describe the particular property or observation or statement. event based on current
surroundings. measurable property of defined criteria.  A logical inference is evidence and prior
 Observations made using an object by comparing it  Binary classification reasonable. It must be knowledge and/or pas
only the senses are called to a standard referent or involves separating objects compatible with what you experiences.
qualitative observations. unit. into two groups based on observe or read and what  Predictions are often
 Observations that involve  To measure, you can whether they have or do not you know about the topic. written in the form of if-then
numbers or quantities are measure the length, mass have a particular property.  An illogical inference is statements.
 called quantitative and volume.  Serial ordering involves one that concludes or
observations. placing objects in rank assumes too much from
 Observations can be order by the degree to the evidence.
accurate or objective which they have a certain
observation. property.
 A multistage classification
involves separating groups
into subgroups and
separating these subgroups
again and again, resulting
in several layers of
subgroups.
I. Evaluating learning Instruction: Determine The learners will answer their Yes or No
whether the example is book located in page 19. Instruction: Write “Yes” if the
qualitative or quantitative statement is an example of
observation. prediction, and write “No” if the
statement is not an example of
1. Quantitative observation prediction.
2. Qualitative observation 1.Yes
3. Quantitative observation 2.No
4. Quantitative observation 3.Yes
5. Qualitative observation 4.Yes
5.No
J. Additional activities for
application or remediation

V. REMARKS
VI.REFLECTION

A. No. of learners who earned 80%

on the formative assessment
B. No. of learners who
require additional activities
for remediation
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 leachers?

Checked or Observed: