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School: MACUGAY ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: MATHLEEN G. DESCALZO Learning Area: SCIENCE


DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 4-8, 2019 (Week 4) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I. OBJECTIVES

A. Content Standards weather disturbances and their effects on the environment.

B. Performance Standards prepares individual emergency


kit.
C. Learning 1. Observe the changes in the weather before, during and after a typhoon.
Competencies/Objectives 2. Practice precautionary measures before, during, and after a typhoon.
Write the LC code for each 3. Show concern to everyone especially in times when weather disturbances occur
S5FE-IVd-4/ Page 34of 66

II. CONTENT Weather Disturbances


2.1 Types of weather disturbances:
2.2 Effects of weather disturbances on living things and the environment.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Science and Health 5 by Natividad Alegre del Prado
VICARISH PUBLICATIONS
Science and Health 5 by Carmelita Coronel et. Al.
SD Publications Inc.
4. Additional Materials from Google.com,/images
Learning Resource (LR) YouTube
portal
B. Other Learning Resources Metacards, sandtable, strips of paper, pictures
IV. PROCEDURES
A. Reviewing previous Day 1 Day 3 Day 4 Day 5
lesson or presenting the 1.Review A.Engagement A.Engagement A.Engagement
new lesson Provide each row with words Review / Motivation 1.Why is it important to know 1.What should be done before
written on metacards. Presentation of simple the weather condition when a typhoon?
Task: Select the metacards assigned pantomime of the planning daily activities? 2.How can we ensure safety
where effects of soil erosion are conditions before, during, and 2.Sharing of experiences during a typhoon?
written and post them on the after a typhoon. encountered during previous 3.Should we stay calm and
space provided for your group typhoons. relax right after a typhoon?
on the board.
B. Establishing a purpose for 2.Motivation
the lesson Present pictures showing
before, during and after a
typhoon. Let pupils observe and
later infer then tell something
about the picture.
C. Presenting B.Exploration B.Exploration B.Exploration B.Exploration
examples/instances of the 1.Divide the class into three 1. Ask the pupils to stay with 1.Video showing on the weather 1.Group learners into 3. Tell
new lesson groups. their groupings the previous day. conditions before, during and them they will do a role
2.Introduce the activities. Let Tell them to work on Lesson___LM after the typhoon. playing activity.
them follow the directions very Activity__ Refer to LM Activity ___. 2. Let them do LM
well. What are the safety precautions? Activity ____.
Before During After a typhoon?
Answer the guide questions.
2.Guide the pupils in doing the
activity.
D. Discussing new concepts Group 1 Day 2 C.Explanation C.Explanation C.Explanation
and practicing new skills #1 Lesson ___: LM Activity 1. What C.Explanation 1.Call a representative from each 1.Discussion on what the Discussion on the
are the changes in the weather 1.Ask a representative of each group group to report on their outputs. learners have watched on the presentations done by the
before a typhoon? to share their answers and results of 2.Give additional informations video presentation. learners.
Group 2 the different activities. 2.Let them conclude based on
Lesson____: LM Activity 2. What 2.Ask: How do you feel about the what they have seen
are the changes in the weather activity?
during a typhoon? Activity 1
Group 3 1.How will you describe the weather
Lesson ____: LM Activity 3. in the illustration?
What are the changes in the 2.With its set up, what do you think
weather after a typhoon? is about to happen or occur?
3. Let each group answer Activity 2
all the questions in their 1.What is the condition of the
assigned activity. environment?
4. Guide the pupils as 2.What can you say about the
they perform the activity. weather? Describe it.
Observe maximum participation 3.How do people react with the
of the group members. weather condition?
Activity 3
1.Describe the weather condition as
compared to that of group 1 and 2?
2.What are the people doing?
3.What conclusion can you make
based on the picture
E. Discussing new concepts Teacher will discuss the weather D.Elaboration / Extension D.Elaboration D.Extension
and practicing new skills #2 conditions before, during and after a Why is it important to know the 1.Instruct learners to share their Discuss further about weather
typhoon based on the weather before planning different experiences and ideas gained in changes and safety
learners report and give further activities? watching the video presentation. precautions before, during and
explanation Discuss further about this 2.Guide the pupils as they do the after a typhoon.
information. sharing. Refer to Science and Health 5
People need to know p. 237
about the weather to be able to do
their daily activities. Everyone’s
activities depend upon the kind of
weather for the day.
During storms or
typhoons, especially when typhoon
signals are announced, school
children are advised not to go to
school and just stay home because
streets may be flooded and objects
blown by the wind are dangerous.
When you and your friends plan
for a picnic for the following day,
you wish to know if the weather
would be fair. If you plan some
sports activities such as outdoor
games, you need to know whether
it will rain or not. You want to be
sure if you could play in the
baseball field or open basketball
court.
When you are about to
leave the house, you want to know
whether you will take an umbrella
or leave it at home. You also want
to know what kind of clothes to
wear.
Farmers plan their
planting activities according to the
weather. They listen to weather
forecasts to know if there would
be just enough rains when they
plant their crops. And they should
have harvested their crops before
the heavy rain come.
Transportation services also
depend on the weather for
operations. Only few buses and
jeepneys ply the streets during
typhoons because they do not
want to be stranded in the flood.
Pilots and ship captains have to
know the weather so that they can
be warned of coming storms,
strong winds, thick clouds, and
fogs that can be dangerous to
travel.

F. Developing mastery Using a sandtable, ask pupils to do


(Leads to Formative LM Activity 4.
Assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning Evaluation E.Evaluation E.Evaluation E.Evaluation
As observed, list Oral- State what precautionary Write a short paragraph about Oral – What safety precautions
down the weather changes in the measure should you take during the video presentation you have should be practiced:
following conditions the following situations: watched. Group I – Before a typhoon
Before a Typhoon During a 1.Clouds are dark, wind starts to Group 2 – During a typhoon
Typhoon After a Typhoon blow. Group3 – After a typhoon
2.Wind blows so hard, roofs and
trees were broken.
3.Soil erosions and fallen rocks
were on the streets.
4.Streets are flooded. Electric
wires laid on the streets.
5.News forecast revealed strong
typhoon is expected within 24
hours.
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 the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to
earned 80% in the the next objective. next objective. next objective. the 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 ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
additional activities for in answering their lesson. answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their
remediation who scored ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson.
below 80% answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson.
lesson because of lack of because of lack of knowledge, skills because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the
knowledge, skills and interest and interest about the lesson. skills and interest about the knowledge, skills and interest lesson because of lack of
about the lesson. ___Pupils were interested on the lesson. about the lesson. knowledge, skills and interest
___Pupils were interested on lesson, despite of some difficulties ___Pupils were interested on the ___Pupils were interested on about the lesson.
the lesson, despite of some encountered in answering the lesson, despite of some difficulties the lesson, despite of some ___Pupils were interested on
difficulties encountered in questions asked by the teacher. encountered in answering the difficulties encountered in the lesson, despite of some
answering the questions asked ___Pupils mastered the lesson questions asked by the teacher. answering the questions asked difficulties encountered in
by the teacher. despite of limited resources used by ___Pupils mastered the lesson by the teacher. answering the questions asked
___Pupils mastered the lesson the teacher. despite of limited resources used ___Pupils mastered the lesson by the teacher.
despite of limited resources ___Majority of the pupils finished by the teacher. despite of limited resources used ___Pupils mastered the lesson
used by the teacher. their work on time. ___Majority of the pupils finished by the teacher. despite of limited resources
___Majority of the pupils ___Some pupils did not finish their their work on time. ___Majority of the pupils used by the teacher.
finished their work on time. work on time due to unnecessary ___Some pupils did not finish their finished their work on time. ___Majority of the pupils
___Some pupils did not finish behavior. work on time due to unnecessary ___Some pupils did not finish finished their work on time.
their work on time due to behavior. their work on time due to ___Some pupils did not finish
unnecessary behavior. unnecessary behavior. their work on time due to
unnecessary behavior.

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

E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught
Why did these work? the lesson lesson the lesson the lesson up the lesson
F. What difficulties did I ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
encounter which my to require remediation require remediation require remediation require remediation to require remediation
principal or supervisor can
help me solve?
G. What innovation or 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:
localized materials did I  ___Metacognitive  ___Metacognitive 
Development: ___Metacognitive Development:  ___Metacognitive  ___Metacognitive
use/discover which I wish to Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self Development: Examples: Self
share with other teachers? assessments, note taking and taking and studying techniques, and taking and studying techniques, assessments, note taking and assessments, note taking and
studying techniques, and vocabulary assignments. and vocabulary assignments. studying techniques, and studying techniques, and
vocabulary assignments.  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair- vocabulary assignments. vocabulary assignments.
 ___Bridging: Examples: Think- share, quick-writes, and anticipatory share, quick-writes, 
and 
___Bridging: Examples: Think- ___Bridging: Examples: Think-
pair-share, quick-writes, and charts. anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and
anticipatory charts.   anticipatory charts. anticipatory charts.
  ___Schema-Building: Examples: ___Schema-Building: 
Examples: 
 ___Schema-Building: Examples: Compare and contrast, jigsaw 
Compare and contrast, jigsaw 
___Schema-Building: Examples: ___Schema-Building:
Compare and contrast, jigsaw learning, peer teaching, and projects. learning, peer teaching, and Compare and contrast, jigsaw Examples: Compare and
learning, peer teaching, and  projects. learning, peer teaching, and contrast, jigsaw learning, peer
projects.  projects. teaching, and projects.
 ___Contextualization:
  Examples: Demonstrations, media,  ___Contextualization:  
 ___Contextualization: 
manipulatives, repetition, and local Examples: Demonstrations, media,  ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, opportunities. 
manipulatives, repetition, and local Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives,
 opportunities. media, manipulatives, repetition, media, manipulatives,
repetition, and local  and local opportunities. repetition, and local
 ___Text Representation:
opportunities.  opportunities.
 
Examples: Student created drawings, ___Text Representation:
 videos, and games.  Examples: Student 
created ___Text Representation: ___Text Representation:
 ___Text Representation:
 ___Modeling: Examples: Speaking drawings, videos, and games.  Examples: Student 
created Examples: Student created
 Examples: Student created drawings, videos, and games. drawings, videos, and games.
slowly and clearly, modeling the  ___Modeling: Examples: Speaking
drawings, videos, and games. language you want students to use, slowly and clearly, modeling the ___Modeling: Examples:  ___Modeling: Examples:
 ___Modeling: Examples: and providing samples of student language you want students to Speaking slowly and clearly, Speaking slowly and clearly,
Speaking slowly and clearly, work. use, and providing samples of modeling the language you want modeling the language you
modeling the language you want student work. students to use, and providing want students to use, and
students to use, and providing Other Techniques and Strategies samples of student work. providing samples of student
samples of student work. used: Other Techniques and Strategies work.
___ Explicit Teaching used: Other Techniques and Strategies Other Techniques and
Other Techniques and ___ Group collaboration ___ Explicit Teaching used: Strategies used:
Strategies used: ___Gamification/Learning throuh ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___ Explicit Teaching play ___Gamification/Learning throuh ___ Group collaboration ___ Group collaboration
___ Group collaboration ___ Answering preliminary play ___Gamification/Learning ___Gamification/Learning
___Gamification/Learning activities/exercises ___ Answering preliminary throuh play throuh play
throuh play ___ Carousel activities/exercises ___ Answering preliminary ___ Answering preliminary
___ Answering preliminary ___ Diads ___ Carousel activities/exercises activities/exercises
activities/exercises ___ Differentiated Instruction ___ Diads ___ Carousel ___ Carousel
___ Carousel ___ Role Playing/Drama ___ Differentiated Instruction ___ Diads ___ Diads
___ Diads ___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
___ Differentiated Instruction ___ Lecture Method ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama Why? ___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Complete IMs Why? ___ Lecture Method ___ Lecture Method
___ Lecture Method ___ Availability of Materials ___ Complete IMs Why? Why?
Why? ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Complete IMs ___ Group member’s ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Availability of Materials collaboration/cooperation ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn in doing their tasks collaboration/cooperation ___ Group member’s ___ Group member’s
___ Group member’s ___ Audio Visual Presentation in doing their tasks collaboration/cooperation collaboration/cooperation
collaboration/cooperation of the lesson ___ Audio Visual Presentation in doing their tasks in doing their tasks
in doing their tasks of the lesson ___ Audio Visual Presentation ___AudioVisual Presentation
___ Audio Visual Presentation of the lesson of the lesson
of the lesson