AMPAYON CENTRAL Grade Level V

GRADES 1 to 12
School
ELEMENTARY SCHOOL
DAILY LESSON LOG JUDITH P. GUZON Learning SCIEN
Teacher
Areas CE
Teaching Date: January 11, 2017 Quarter THIRD
Dates and Day: Wednesday Time:
Time ____________

I. OBJECTIVES
A. Content Standards The learners

demonstrate understanding of a simple DC circuit and the relationship between

electricity and magnetism in electromagnets
B. Performance Standards The learners

propose an unusual tool or device using electromagnet that is useful for home, school
or community
C. Learning The learners
Competencies/ Objectives.
Write the LC code for each propose an unusual tool or device using electromagnet that is useful for home, school
or community
CODE: S5FE-IIIc-3
II. CONTENT Electricity and Magnetism
Circuits
Electromagnets
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages Padpad, Evelyn, The New Science Links
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Present a video clip about color wheel, light colors and dark colors. Ask the pupils if
lesson or presenting their roofs are painted of what color. Have a short interaction regarding their answers.
the new lesson
1. Looking at the box, can you guess what is inside it?
2. What if we will flash the light on the box, can you now identify the thing inside it?
B. Establishing a purpose for Infer how dark and colored objects affect the ability to absorb heat
the lesson
C. Presenting Designing the Class Activity
examples/instances of the Divide the class into groups.
new lesson Let the pupils do the Activity
D. Discussing new concepts ACTIVITY NO. 1 HOT WATER
and practicing new skills
#1 YOU WILL NEED:
4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through clear colored sheets (red, yellow, blue, green)

PROCEDURE:
Pour same amount of water on each of the plastic cup. (used 100ml.
for each)
Cover each cup with cellophane or clear colored sheet. Tape it.
Leave your container under lamp for 10 minutes. Make sure to start at the same
temperature.
After ten minutes, insert the thermometers on each plastic cups.
Observe and record the results of the experiment on the given table.
E. Discussing new concepts Which among the following plastic cups have light-colored
and practicing new skills sheets? Have dark colored sheets?
#2 What is the temperature of plastic each cup? Red sheet ___, Blue sheet ___, Green
sheet ___, Yellow sheet ___
What can you say about the temperature of the cups with red and yellow sheets?
Describe the temperature of the cups with blue and green sheets.
Which cups absorbs more energy which is heat?
F. Developing mastery Group presentation of outputs.
(Leads to Formative Assessment Leaders of each group will report their works to the class.
3)
Key Question:
How does dark colored object affect its ability to absorb heat?

G. Finding practical Class Interaction

 applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
What do you think would likely to happen if you wear dark clothes on sunny days?
Encourage the pupils to make a journal about what they have learned on the effect of
the absorption of heat on black objects.
I have learned that _____________________
I realized that__________________
.
Encourage the pupils to make a journal about what they have learned on the effect of
the absorption of heat on black objects.
I have learned that _____________________
I realized that__________________

J. Additional activities for What hat/cap would you prefer to use when its hot outside? The dark colored hat/cap
application or or the light ones? Why?
remediation
V. REMARKS
VI. REFLECTION
A. 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?
 AMPAYON CENTRAL Grade Level V
GRADES 1 to 12
School
ELEMENTARY SCHOOL
DAILY LESSON LOG JUDITH P. GUZON Learning SCIEN
Teacher
Areas CE
Teaching Date: January 13, 2017 Quarter THIRD
Dates and Day: _____Friday__Time:
Time ____________

I. OBJECTIVES
A. Content Standards The learners

demonstrate understanding of a simple DC circuit and the relationship between

electricity and magnetism in electromagnets
B. Performance Standards The learners

C. Learning
Competencies/ Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
propose an unusual tool or device using electromagnet that is useful for home, school
or community
The learners
propose an unusual tool or device using electromagnet that is useful for home, school
or community
CODE: S5FE-IIIc-3
Electricity and Magnetism
Circuits
Electromagnets
Coronel, Carmelita C. et.al Exploring and Protecting Our World , Vibal Publishing
House, Inc. 2005
Arcano, Evelyn E. et.al breaking through Science, C&E Publishing,
Inc. 2015
1. Looking at the box, can you guess what is inside it?
2. What if we will flash
the light on the box, can
you now identify the
thing inside it?
Relate the ability of the material to block, absorb or transmit light to its
Designing the Class Activity
Divide the class into groups.
Let the pupils do the Activity

D. Discussing new 1. Divide the class into three groups.

concepts and 2. Distribute the materials/activity sheets containing instruction to the pupils. (Note:
practicing new skills cover the box with the aluminum foil, plywood, cardboard)
#1 3. Give routine instruction (Ex. Do not play while doing the activity)
4. Guide the pupils as they perform the task (Note: flash the light on the cover of the
box)
5. After the specified time, allow each group to present their observation.
E. Discussing new Identify the materials you used.
concepts and Have you seen the materials inside the box? (No) Why? (it is covered)
practicing new skills Does the light pass through the cover? (No)
#2
F. Developing mastery * Group presentation of outputs.
(Leads to Formative * Process the responses given by the pupils during the activity.
Assessment 3)

G. Finding practical Group presentation of outputs.

applications of
concepts and skills in
daily living
H. Making Most materials are opaque just like the one we used in the activity the aluminum foil.
generalizations and Opaque materials do not allow light to pass through them. Light that strikes these
abstractions about the materials is either reflected or absorbed and converted to heat. Materials such as
lesson aluminium foils you used in the activity, the concrete walls, the cardboard and the
plywood are all opaque to visible light.
I. Evaluating learning Check the materials that are opaque.
_____1. Wood
_____2. Thin paper
_____3. Iron
_____4. Cloth
 _____5. Mirrors used at home.
J. Additional activities List 5 materials you have at home that are OPAQUE.
for application or
remediation
V. REMARKS
VI. REFLECTION
A. 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?
 AMPAYON CENTRAL Grade Level V
GRADES 1 to 12
School
ELEMENTARY SCHOOL
DAILY LESSON LOG JUDITH P. GUZON Learning SCIEN
Teacher
Areas CE
Teaching Date: January 16, 2017 Quarter THIRD
Dates and Day: Monday Time:
Time ____________

I. OBJECTIVES
A. Content Standards The learners

Demonstrate understanding of Effects of

Heat and Electricity, Light and Sound on
People and Object)
B. Performance Standards The learners

propose an unusual tool or device using

C. Learning
Competencies/ Objectives.
Write the LC code for each
II. CONTENT
electromagnet that is useful for home,
school or community
The learners Relate the ability of the material to block,
absorb or transmit light to its use.
Infer how black and colored objects affect
the ability to absorb heat.
CODE: S5FE-III D-4 CODE: S5FE-IIIe-5
Light and Sound, Heat And Electricity

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages Padpad, Evelyn C., The New Science Links Padpad, Evelyn C., The New Science Links
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning slideshare slideshare
Resources
IV. PROCEDURES
A. Reviewing previous Present a video clip about color wheel, 1. Looking at the box, can you guess
lesson or presenting light colors and dark colors. Ask the what is inside it?
the new lesson pupils if their roofs are painted of what 2. What if we will flash
color. Have a short interaction regarding the light on the box, can
their answers. you now identify the
thing inside it?
1. Looking at the box, can you guess
what is inside it?
2. What if we will flash the light on the
box, can you now identify
the thing inside it?
B. Establishing a purpose Infer how dark and colored objects affect Relate the ability of the material to block,
for the lesson the ability to absorb heat absorb or transmit light to its

C. Presenting Designing the Class Activity Designing the Class Activity

examples/instances of Divide the class into groups. Divide the class into groups.
the new lesson Let the pupils do the Activity Let the pupils do the Activity
D. Discussing new ACTIVITY NO. 1 HOT WATER 1. Divide the class into three groups.
concepts and 2. Distribute the materials/activity sheets
practicing new skills YOU WILL NEED: containing instruction to the pupils. (Note:
#1 4 thermometers cover the box with the aluminum foil,
4 plastic cups plywood, cardboard)
water 3. Give routine instruction (Ex. Do not
timer play while doing the activity)
lamp 4. Guide the pupils as they perform the
scissor task (Note: flash the light on the cover of
cellophane or any see through clear the box)
colored sheets (red, yellow, blue, green) 5. After the specified time, allow each
group to present their observation.
PROCEDURE:
Pour same amount of water on each of
the plastic cup. (used 100ml.
for each)
Cover each cup with cellophane or clear
colored sheet. Tape it.
Leave your container under lamp for 10
 minutes. Make sure to start at the same
temperature.
After ten minutes, insert the
thermometers on each plastic cups.
Observe and record the results of the
experiment on the given table.
E. Discussing new Which among the following plastic cups Identify the materials you used.
concepts and have light-colored Have you seen the materials inside the
practicing new skills sheets? Have dark colored sheets? box? (No) Why? (it is covered)
#2 What is the temperature of plastic each Does the light pass through the cover?
cup? Red sheet ___, Blue sheet ___, Green (No)
sheet ___, Yellow sheet ___
What can you say about the temperature
of the cups with red and yellow sheets?
Describe the temperature of the cups
with blue and green sheets.
Which cups absorbs more energy which is
heat?
F. Developing mastery Group presentation of outputs. * Group presentation of outputs.
(Leads to Formative Leaders of each group will report their * Process the responses given by the
Assessment 3)
works to the class. pupils during the activity.
Key Question:
How does dark colored object affect its
ability to absorb heat?

G. Finding practical Class Interaction Group presentation of outputs.

applications of What do you think would likely to happen
concepts and skills in if you wear dark clothes on sunny days?
daily living
H. Making Encourage the pupils to make a journal
generalizations and about what they have learned on the
abstractions about the effect of the absorption of heat on black
lesson objects.
I have learned that _____________________
I realized that__________________
. Materials such as aluminium foils you
I. Evaluating learning Encourage the pupils to make a journal
about what they have learned on the
effect of the absorption of heat on black
objects.
I have learned that _____________________
I realized that__________________
Most materials are opaque just like the
one we used in the activity the aluminum
foil. Opaque materials do not allow light
to pass through them. Light that strikes
these materials is either reflected or
absorbed and converted to heat.
used in the activity, the concrete walls,
the cardboard and the plywood are all
opaque to visible light.
Check the materials that are opaque.
_____1. Wood
_____2. Thin paper
_____3. Iron
_____4. Cloth
_____5. Mirrors used at home.

J. Additional activities What hat/cap would you prefer to use List 5 materials you have at home that
for application or when its hot outside? The dark colored are OPAQUE
remediation hat/cap or the light ones? Why?
V. REMARKS

VI. REFLECTION
A. 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?
 AMPAYON CENTRAL Grade Level V
School
GRADES 1 to 12 ELEMENTARY SCHOOL
DAILY LESSON LOG JUDITH P. GUZON Learning SCIEN
Teacher
Areas CE
Teaching Date: January 18 , 2017 Quarter THIRD
Dates and Day: Wednesday Time:
Time ____________

I. OBJECTIVES
A. Content Standards The learners

demonstrate understanding of a simple

DC circuit and the relationship between
electricity and magnetism in
electromagnets
B. Performance Standards The learners

propose an unusual tool or device using

electromagnet that is useful for home,
school or community
C. Learning The learners The learners
Competencies/ Objectives.
Write the LC code for each Infer the conditions necessary to make a Determine the effects of changing the
bulb light up. number or type of components in a
CODE: S5FE-III f-6 circuit.
CODE: S5FE-IIIg-7
II. CONTENT Electricity and Magnetism
Circuits
Electromagnets
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages Carmelita Coronel, Science and Health 5,
p. 153
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Slideshare
Resources
IV. PROCEDURES
A. Reviewing previous Present a video clip on electric circuit.
lesson or presenting
the new lesson
B. Establishing a purpose Infer how people feel during brown out
for the lesson and what can they do to make bulb light
up.
C. Presenting Designing the Class Activity
examples/instances of Divide the class into groups.
the new lesson Let the pupils do the Activity
D. Discussing new ACTIVITY NO. 1 How Can Electricity Do
concepts and Its Work
practicing new skills
#1 YOU WILL NEED:
Dry cell
bulb
2 pcs 15 cm. long electric wire

PROCEDURE:
Connect the materials as shown in the
diagram on page 153.

What happens as soon as as the material

are connected?
What work has electricity dance?
 E. Discussing new ACTIVITY 2 - Trace the Flow of Current
concepts and Electricity
practicing new skills
#2 Study the diagram below on page 153.
Remove one wire from its place.
When can current electricity do work?

Trace the flow of current electricity by

following the arrows.
When you disconnect one wire in the
setup, the bulb does not light. Why?

F. Developing mastery Group presentation of outputs.

(Leads to Formative Leaders of each group will report their
Assessment 3)
works to the class.
Key Question:
How does a bulb light?

G. Finding practical Class Interaction

applications of Explain how electricity can flow in a flat
concepts and skills in iron?
daily living
H. Making Encourage the pupils to make a journal
generalizations and about what they have learned on electric
abstractions about the circuit.
lesson I have learned that _____________________
I realized that__________________
.
I. Evaluating learning Give 5-item test
1. it is a kind of electricity that can flow
through wires.
2. It is one way of producing simple
electricity in a simple way.
3. It is closed loop which has three parts.
4. in the set up you made a while ago,
which is called the resistance?
5. In the set up made, which is the source
of electricity?

J. Additional activities Differentiate open circuit from closed

for application or circuit.
remediation
V. REMARKS
VI. REFLECTION
A. 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?
 AMPAYON CENTRAL Grade Level V
GRADES 1 to 12
School
ELEMENTARY SCHOOL
DAILY LESSON LOG JUDITH P. GUZON Learning SCIEN
Teacher
Areas CE
Teaching Date: January 20 , 2017 Quarter THIRD
Dates and Day: Friday Time:
Time ____________

I. OBJECTIVES
A. Content Standards The learners

demonstrate understanding of a simple

DC circuit and the relationship between
electricity and magnetism in
electromagnets
B. Performance Standards The learners

propose an unusual tool or device using

C. Learning
Competencies/ Objectives.
Write the LC code for each
electromagnet that is useful for home,
school or community
The learners The learners
Infer that electricity can be used to Design an experiment to determine the
produce magnets. factors that affect the electromagnet.

CODE: S5FE-IIIh-8 CODE: S5FE-III i-j 9

II. CONTENT Electricity and Magnetism Electricity and Magnetism
Circuits Circuits
Electromagnets Electromagnets
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages Carmelita Coronel, Science and Health 5, Carmelita Coronel, Science and Health 5,
p. 162 p. 162
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Slideshare Slideshare
Resources
IV. PROCEDURES
A. Reviewing previous Review:
lesson or presenting How can electricity do its work?
the new lesson What is open circuit?
What is closed circuit? What are its
parts?
B. Establishing a purpose Ask:
for the lesson Do you know that electricity can make a
magnet?
C. Presenting Designing the Class Activity
examples/instances of Divide the class into groups.
the new lesson Let the pupils do the Activity
D. Discussing new ACTIVITY NO. 1 Making an
concepts and Electromagnet
practicing new skills
#1 YOU WILL NEED:
# 3 nail
A piece of electric wire
Dry cell
cardboard

PROCEDURE:
Wrap the dry cells with a card board
which will serve as a battery holder.
Get a nail and wind a piece of electric
wire around it.
 Attach both ends of the wire to the
negative and positive side of the dry cell .

E. Discussing new Place some pins near the nail. What

concepts and happen?
practicing new skills Remove one end of the wire from the dry
#2 cell. Does electric current flow?
Can the nail still attract the pins?
What made the nails attract the pins?
Where did the force that attracted the
nail come from?
F. Developing mastery Group presentation of outputs.
a. (Leads to Formative Leaders of each group will report their
Assessment 3)
works to the class.
Key Question:
How does electricity make a magnet?
G. Finding practical Class Interaction
applications of How does an electromagnet work?
concepts and skills in
daily living
H. Making Encourage the pupils to make a journal
generalizations and about what they have learned on how
abstractions about the electricity make a magnet.
lesson I have learned that _____________________
I realized that__________________
.
I. Evaluating learning 5-item formative test

J. Additional activities Name other appliances that make use of

for application or electromagnet.
remediation Find out how can electromagnet be made
stronger.
V. REMARKS
VI. REFLECTION
A. 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?
 School AMPAYON CENTRAL ELEMENTARY SCHOOL Grade Level V
GRADES 1 to 12 JUDITH P. GUZON Learning Areas
DAILY LESSON LOG SCIEN
Teacher
CE
Teaching Dates Date: January 23 , 2017 Quarter THIRD
and Time Day: Monday Time: ____________

I. OBJECTIVES
A. Content Standards The learners

demonstrate understanding on the lessons

within the third grading period.
B. Performance Standards The learners

Answer test questions correctly.

C. Learning Competencies/ The learners
Objectives. Write the LC code for
each Answer test questions correctly.
II. CONTENT Force and Motion, Electricity, Magnetism,
Electromagnetism
III. LEARNING RESOURCES
A. References
5. Teachers Guide pages
6. Learners Material pages
7. Textbook pages Carmelita Coronel, Science and Health 5
8. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Have a power point presentation of all the
presenting the new lesson lessons taken during the third grading
period
B. Establishing a purpose for the Orient pupils on how to answer a test.
lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
a. (Leads to Formative
Assessment 3)

G. Finding practical applications

of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. 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?

AMPAYON CENTRAL Grade Level V

GRADES 1 to 12
School
ELEMENTARY SCHOOL
DAILY LESSON LOG JUDITH P. GUZON Learning SCIEN
Teacher
Areas CE
Teaching Date: January 25 , 2017 Quarter THIRD
Dates and Day: Wednesday Time:
Time ____________

A. Content Standards demonstrates understanding of

weathering, soil erosion and other processes that shape the land

how these affect living things and the environment, and

ways to reduce risks to health

B. Performance Standards
identifies areas around the home and at school which are prone to soil erosion.

helps reduce soil erosion around the home and at school.

C. Learning
Competencies/ Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and
practicing new skills
#1
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
a. (Leads to Formative
Assessment 3)
observes and ask questions on what happens during weathering process.
determines the effects of weathering on the environment and on living things.
determines the causes of soil erosion in the community.
investigates the effects of soil erosion on living things and the environment.
collects data on the extent of soil erosion in the community.
Weathering
Soil erosion
Other processes that shape the land surface
Science & Health 5 SD 1999 pages 217
Name the three (3) kinds of rocks. Describe each kind.
Describe how igneous, sedimentary and metamorphic rocks are formed
On your way to school, you see rocks on the ground. Describe each rock that you find.
Exploration
What you need: candle, match, sugar, tin can, card board.
What to do:
1. Light a Candle.
2.Observe the drippings flowing down its side.
What happens to the drippings after some time?
What caused the melted drippings was to harden?
How do you describe the texture of the hardened wax?
1. Heat the teaspoon of sugar on a tin lid.
2. Let the liquid material drop on a piece of cardboard.
3. Let it stand for a few minutes.
What happens to the liquid after some time?
What happened to the candle while it is lighted?
(It had droppings. It became liquid)
What caused the change to liquid or the droppings? (heat)
What happens to the droppings after some time? (They hardened. They become
solid)
What caused the liquid wax to hardened or to solidarity? (Cooling)
How do you describe the texture of the hardened wax? (It is smooth)
In Activity B, what happened to the sugar when it was heated?
(It turned to liquid)
 What happens to the liquid after some time?
(It hardens or its solidifies)
What caused the melted sugar to harden or solidify? (cooling)
How do you describe the texture of its surface? (It is rough)
In activity C, what causes some rocks to melt? ( heating and pressure)
When magma cools, what are formed? (Igneous rocks are formed)
What is the effect of lava cooling very fast?(crystals form the rocks are smooth)
What is the effect of magma cooling very slowly? (very large, coarse-textured and
large crystals are formed)
G. Finding practical How are igneous rocks formed?
applications of What kind of rocks are found beside a volcano?
concepts and skills in
daily living
H. Making Explain how igneous rocks are formed through a used of a video clip.
generalizations and
abstractions about the
lesson
I. Evaluating learning Write the correct answer?
1.Where is magma formed?
2.When are igneous rocks formed?
3.What best describes rocks formed from lava?
J. Additional activities Find an igneous rock and look into it closely. Describe .
for application or
remediation
A. 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?
 AMPAYON CENTRAL Grade Level V
School
GRADES 1 to 12 ELEMENTARY SCHOOL
DAILY LESSON LOG JUDITH P. GUZON Learning SCIEN
Teacher
Areas CE
Teaching Date: January 27 , 2017 Quarter THIRD
Dates and Day: Friday Time:
Time ____________

A. Content Standards demonstrates understanding of

weathering, soil erosion and other processes that shape the land

how these affect living things and the environment, and

ways to reduce risks to health

B. Performance Standards
identifies areas around the home and at school which are prone to soil erosion.

helps reduce soil erosion around the home and at school.

C. Learning
Competencies/ Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new
concepts and
practicing new skills
#1
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
a. (Leads to Formative
Assessment 3)
observes and ask questions on what happens during weathering process.
determines the effects of weathering on the environment and on living things.
determines the causes of soil erosion in the community.
investigates the effects of soil erosion on living things and the environment.
collects data on the extent of soil erosion in the community.
Weathering
Soil erosion
Other processes that shape the land surface
Coronel, Carmelita C. et.al Exploring and Protecting Our World , Vibal Publishing
House, Inc. 2005
Arcano, Evelyn E. et.al breaking through Science, C&E Publishing,
Inc. 2015
How are igneous, sedimentary and metamorphic rocks formed?
Identify the uses of rocks
Look at our big buildings, bridges and roads. Of what are they made?
Form the words by rearranging the letters to each set.
1. Needed by plants (OSLI)
2. Fuel (LIO and LAOC)
3.Houses and buildings (NOITSTUCNOC)
Make a list of things used by people that has metal on it.
Observe your house. What parts were built with the use of rocks, gravel or sand?
Observe your school building. What parts were built with the use of rocks, gravel and
sand?
Look at your teachers, classmates, friends. What adornment do they use?
What words were formed from the scrambled letters? (soil, oil and coal construction,
fossil, gems)
Where do we use soil? (planting, construction of houses, schools)
Where do we use soil and coal? ( fuel in factories and big companies)
Where do we have construction? (houses, building, roads, bridges)
Where do we use fossils? (to study life of long ago)
Where do we use gems? ( for a dormant)
Where do we get all of these ? (from rocks)
 Where parts of your house used rocks, gravel and sand? (walls, floor, toiler,
bathroom, fence, floor)
What part of your school make use of sand, gravel rocks? (walls, floor, toilets,
bathroom, fence, floor)
What a dornment do your teachers and classmates have? (sapphire, opal, ruby,
amethyst,jade,turquoise, emerald)
where do all of these come from? (rocks)
G. Finding practical What are the uses of rocks?
applications of
concepts and skills in
daily living
H. Making Describe the use of rocks?
generalizations and
abstractions about the
lesson
I. Evaluating learning Write the correct answer.
1.What makes important on the study of life?
2.Which is the raw materials drilled from porous rocks?
3.Which materials found in rocks can be classified as fossils?
J. Additional activities How can you use rocks properly?
for application or
remediation
A. 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?

School AMPAYON CENTRAL Grade Level V

GRADES 1 to 12 ELEMENTARY SCHOOL
 DAILY LESSON LOG JUDITH P. GUZON Learning SCIEN
Teacher
Areas CE
Teaching Date: January 18 , 2017 Quarter THIRD
Dates and Day: Wednesday Time:
Time ____________

I. OBJECTIVES
A. Content Standards The learners

demonstrate understanding of a simple

DC circuit and the relationship between
electricity and magnetism in
electromagnets
B. Performance Standards The learners

propose an unusual tool or device using

electromagnet that is useful for home,
school or community
C. Learning The learners
Competencies/ Objectives.
Write the LC code for each propose an unusual tool or device using
electromagnet that is useful for home,
school or community
CODE: S5FE-IIIc-3
II. CONTENT Electricity and Magnetism
Circuits
Electromagnets
III. LEARNING RESOURCES
A. References
9. Teachers Guide pages
10. Learners Material
pages
11. Textbook pages Coronel, Carmelita C. et.al Exploring and
Protecting Our World ,
Vibal Publishing House, Inc. 2005
Arcano, Evelyn E. et.al breaking through
Science, C&E Publishing,
Inc. 2015
12. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
K. Reviewing previous Present a video clip about color wheel,
lesson or presenting light colors and dark colors. Ask the
the new lesson pupils if their roofs are painted of what
color. Have a short interaction regarding
their answers.

1. Looking at the box, can you guess

what is inside it?
2. What if we will flash the light on the
box, can you now identify
the thing inside it?
L. Establishing a purpose Infer how dark and colored objects affect
for the lesson the ability to absorb heat
M. Presenting Designing the Class Activity
examples/instances of Divide the class into groups.
the new lesson Let the pupils do the Activity
N. Discussing new ACTIVITY NO. 1 HOT WATER
concepts and
practicing new skills YOU WILL NEED:
#1 4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see through clear
colored sheets (red, yellow, blue, green)

PROCEDURE:
Pour same amount of water on each of
the plastic cup. (used 100ml.
for each)
Cover each cup with cellophane or clear
colored sheet. Tape it.
Leave your container under lamp for 10
minutes. Make sure to start at the same
 temperature.
After ten minutes, insert the
thermometers on each plastic cups.
Observe and record the results of the
experiment on the given table.
O. Discussing new Which among the following plastic cups
concepts and have light-colored
practicing new skills sheets? Have dark colored sheets?
#2 What is the temperature of plastic each
cup? Red sheet ___, Blue sheet ___, Green
sheet ___, Yellow sheet ___
What can you say about the temperature
of the cups with red and yellow sheets?
Describe the temperature of the cups
with blue and green sheets.
Which cups absorbs more energy which is
heat?
P. Developing mastery Group presentation of outputs.
(Leads to Formative Leaders of each group will report their
Assessment 3)
works to the class.
Key Question:
How does dark colored object affect its
ability to absorb heat?

Q. Finding practical Class Interaction

applications of What do you think would likely to happen
concepts and skills in if you wear dark clothes on sunny days?
daily living
R. Making Encourage the pupils to make a journal
generalizations and about what they have learned on the
abstractions about the effect of the absorption of heat on black
lesson objects.
I have learned that _____________________
I realized that__________________
.
S. Evaluating learning Encourage the pupils to make a journal
about what they have learned on the
effect of the absorption of heat on black
objects.
I have learned that _____________________
I realized that__________________

T. Additional activities What hat/cap would you prefer to use

for application or when its hot outside? The dark colored
remediation hat/cap or the light ones? Why?
V. REMARKS
VI. REFLECTION
H. A. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for remediation
who scored below 80%
J. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
N. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?