School: Grade Level: III

GRADES 1 to 12
Teacher: Learning Area: Science
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
I. OBJECTIVES lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards: Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding
of sources and uses light. of sources and uses light. of sources and uses light. of sources and uses heat. of sources and uses light
and heat.

B. Performance Standards: Apply the knowledge of Apply the knowledge of Apply the knowledge of Apply the knowledge of Apply the knowledge of
sources and uses light. sources and uses light. sources and uses light. sources and uses heat. sources and uses light and
heat.

C. Learning Identify uses of light. Identify uses of light. Identify the proper ways of Identify things that give The pupils are expected to
Competencies/Objectives: using light. off heat. get 75% mastery level in the
Write the LC Code for each (S3FE-IIIg-h-4) (S3FE-IIIi-j-3) weekly tests.
(S3FE-IIIg-h-4) (S3FE-IIIg-h-4)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Identifying the Proper Ways Sources of Heat WEEKLY TEST
Uses of Light Uses of Light of Using Light

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 147-148 pp. 147-148 p. 149 p. 150

2. Learner’s Materials Pages pp. 121-122 pp. 121-122 pp. 122-123 p. 124

3. Textbook Pages

4. Additional Materials from Pictures and chart Pictures and chart Pictures, real objects and Pictures, realia and chart chart
Learning Resource (LR) portal chart
B. Other Learning Resources

Page 1 of 5

GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting Examples/Instances
of the Lesson
D. Discussing New Concepts and
Practicing New Skills #1
School:
Teacher:
Teaching Dates and
Time:
MONDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
What are the different
sources of light in your
home?
What is the purpose why we
have eyes?
1. Let the pupils close their
eyes.
Ask: Can you see me? Why
not?
2. Let the pupils to open
their eyes.
Can you see me now?
Why or why not?
What is the source of light
that enable you to see me?
Let the pupils do Activity 2
individually.
TUESDAY
What are the different
sources of light in your
home?
What is the purpose why we
have eyes?
1. Let the pupils close their
eyes.
Ask: Can you see me? Why
not?
2. Let the pupils to open
their eyes.
Can you see me now?
Why or why not?
What is the source of light
that enable you to see me?
Let the pupils do Activity 2
individually.
Grade Level:
Learning Area:
Quarter:
WEDNESDAY THURSDAY FRIDAY
Ask pupils to give What other thing do these
examples of uses of light. sources of light produce?
Did you know the proper What do you think are the
ways of using light? How? sources of heat?
Say: Light is important but
we have to be careful in
using them.
Show a laser (if available) Tell the pupils to rub their
or a picture of laser. palm together for 30
Ask: seconds.
Are you familiar with this Ask: What do you feel?
object? If so, where have You may also present the
you seen it? KWL chart before the start
Where do we use laser? of the lesson.
Is it safe to point it to
others eyes?
Let the pupils do Activity 4. Let the pupils do Activity 5.
Define what a good practice
means.
Page 2 of 5

GRADES 1 to 12
DAILY LESSON LOG
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding Practical Applications of
Concepts and Skills in Daily
Living
School: Grade Level:
Teacher: Learning Area:
Teaching Dates and
Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
1. Discuss their results. Call 1. Discuss their results. Call Discuss the results of Lead the pupils in
pupils to answer each pupils to answer each activity. Ask the following identifying and describing
question. question. questions: things that give off heat.
2. Discuss how we see 2. Discuss how we see Why is not good to look
things. Refer to background things. Refer to background directly at the Sun?
information. information. Why is it good to use
Light is needed in order to Light is needed in order to sunglasses?
see things. see things.
Light from the source falls Light from the source falls
to the object and then to the object and then Discuss the proper ways of
reflected to the eyes. reflected to the eyes. using light.
Let the pupils do Activity 3. Let the pupils do Activity 3. Show different pictures of Ask pupils to other
using light. Let the class examples of things that give
identify the proper ways. off heat.
Ask the pupils to give other Ask the pupils to give other Ask the pupils to give other Ask pupils to give other
examples of uses of light. examples of uses of light. examples of the harm of too examples of things that give
Colorful lights are used to Colorful lights are used to much light or too little of it to off light and heat.
decorate or beautify places. decorate or beautify places. people, plants, or animals.
Page 3 of 5
 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
What are the uses of light? What are the uses of light? What the proper ways of What are the sources of
using light. heat?

I. Evaluating Learning List down at least 3 Tell the pupils to make a SUMMATIVE TEST
proper ways of using light. collage of different uses Give 3 uses of light.
of heat. 1.
2.
3.
List Down at least 4 ways
of using light.
4
5
6
7

J. Additional Activities for Research on other sources and Research on other sources and Draw one proper way of Have the pupils list three
Application or Remediation uses of light, using open source uses of light, using open source using light on a short 3 other sources of heat at
data and the internet. data and the internet. bond paper. home.

VI. REMARKS

Page 4 of 5
 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VII. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation

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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Page 5 of 5
 School: Grade Level: III
GRADES 1 to 12
Teacher: Learning Area: Science
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
V. OBJECTIVES lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
D. Content Standards: Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding
of sources and uses heat. of sources and uses heat. of sources and uses sound. of sources and uses sound. of sources and uses sound.

E. Performance Standards: Apply the knowledge of Apply the knowledge of Apply the knowledge of Apply the knowledge of Apply the knowledge of
sources and uses heat. sources and uses heat. sources and uses sound. sources and uses sound. sources and uses sound.

F. Learning Describe uses of heat Identify the proper ways of Identify various sources of Describe the different ways The pupils are expected to
Competencies/Objectives: (S3FE-IIIi-j-3) handling hot objects. sound. of producing sound. get 75% mastery level in the
Write the LC Code for each (S3FE-IIIg-h-4) (S3FE-IIIg-h-4) (S3FE-IIIg-h-4) weekly tests.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
VI. CONTENT
Describing Uses of Heat Proper Ways of Handling Sources of Sound Ways of Producing Sound WEEKLY TEST
Hot Objects

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
VII. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
C. References
5. Teacher’s Guide Pages p. 151 p. 152 pp. 153-154 pp. 155-156

6. Learner’s Materials Pages p. 125 pp. 126-127 p. 130 p. 131

7. Textbook Pages

8. Additional Materials from Pictures and chart Pictures and chart Pictures, real objects and Pictures, realia, and chart
Learning Resource (LR) portal chart
D. Other Learning Resources

GRADES 1 to 12
DAILY LESSON LOG
VIII. PROCEDURES
K. Reviewing Previous Lesson or
Presenting the New Lesson
L. Establishing a Purpose for the
Lesson
M. Presenting Examples/Instances
of the Lesson
N. Discussing New Concepts and
Practicing New Skills #1
School:
Teacher:
Teaching Dates and
Time:
MONDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
What are the things that
give off light?
Why is heat important to
us?
Give examples showing the
importance of heat.
Let the class do Activity 6
per group.
Let each group present their
answer.
Discuss the activity.
TUESDAY
What are the uses of heat?
Tell the pupils that heat has
a lot of uses but they must
be careful in using it.
Show pictures of the proper
ways in handling hot objects
as examples.
Let the class do Activity 7.
Discuss the activity after
they answer.
WEDNESDAY
What are the proper ways in
handling hot objects?
Is sound important? Why?
Introduce the guessing
game.
What are the sounds that
you have heard?
Let the pupils do activity 1 in
the LM as a group. Instruct
them what to do.
Discuss the activity after.
Page 1 of 5
Grade Level:
Learning Area:
Quarter:
THURSDAY FRIDAY
What are the different
sources of sounds we
discussed the other day?
Who can give example on
how to produce sound using
different parts of your body?
Tell the pupils to produce
sounds using the different
parts of their body.
Example:
I can clap my hand to
produce sound.
I can stomp my feet to
produce sound.
Let the pupils do activity 2 in
the LM as a group.
Discuss the activity after.

GRADES 1 to 12
DAILY LESSON LOG
VIII. PROCEDURES
O. Discussing New Concepts and
Practicing New Skills #2
P. Developing Mastery
(Leads to Formative Assessment 3)
Q. Finding Practical Applications of
Concepts and Skills in Daily
Living
Page 2 of 5
School: Grade Level:
Teacher: Learning Area:
Teaching Dates and
Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Discuss the uses of heat. Discuss the proper ways of Discuss the uses of sound. Discuss the ways of
handling hot objects. producing sound.
Ask pupils to give other Tell the class to act out the Let the class hear different Call pupil to give other way
examples on the uses of proper ways in handling hot sounds. Ask them what of producing sound.
heat. objects. sound they have heard.
Can people produce
different sounds?
Why heat important to us? Why we should be careful in Through the questions These are the concepts to
handling hot objects? asked, the pupils should be be developed in this lesson:
able to arrive at the Sound is produced by
following concepts: objects that vibrate.
Sounds come from
different sources.
Page 3 of 5

GRADES 1 to 12
DAILY LESSON LOG
IX. PROCEDURES
R. Making Generalizations and
Abstractions about the Lesson
S. Evaluating Learning
T. Additional Activities for
Application or Remediation
X. REMARKS
School: Grade Level:
Teacher: Learning Area:
Teaching Dates and
Time: Quarter:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
What are the uses of heat? What are the proper ways in How did you know that the
handling hot objects? object/animal/person
produces the sound you
heard?
Match the sources of heat on the left The completion of the KWL Pupils will play “guessing Write on the blanks how sounds are Identify the sources of sounds.
with their uses. produced by the following objects:
1. flat iron a. for boiling water
chart presented at the game”. Each group will 1. Whistle
a. hiss hiss hiss
2. gas stove b. used for cooking beginning of the lesson can produce a sound from ___________________________
b. tik tak tik tak
3. airpot c. to keep warm serve as assessment. Fill objects around them. They 2. Ambulance c. kokak kokak
4. oven d. used to press clothes up the column – What I will hide behind a curtain _________________________
5. fireplace e. food warming 3. Bell
learned about Heat. the objects when they made _______________________________
it produce the sound. The 4. Xylophone
other group will guess the _________________________
objects that produce the 5. Tambourine
_______________________
sound.
Read on the other uses of List 2 other safety tips in Remind the students to bring the Remind the pupils to bring the
heat. using sources of heat. following: Drum/box, Guitar or following materials:
Whistle 1. Cardboard tube from toilet paper or
cardboard only
2. Waxed paper
3. Rubber band
4. A sharp pointed object
5. Scotch tap
Page 4 of 5
 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
XI. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
H. No. of learners who earned 80% in
the evaluation

I. No. of learners who require

additional activities for
remediation

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

work well? Why did these work?

M. What difficulties did I encounter

which my principal or supervisor
can help me solve?

N. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Page 5 of 5
 School: Grade Level: III
GRADES 1 to 12
Teacher: Learning Area: Science
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
IX. OBJECTIVES lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
G. Content Standards: Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding
of sources and uses sound. of sources and uses sound. of sources and uses sound. of sources and uses sound. of sources and uses sound.

H. Performance Standards: Apply the knowledge of Apply the knowledge of Apply the knowledge of Apply the knowledge of Apply the knowledge of
sources and uses sound. sources and uses sound. sources and uses sound. sources and uses sound. sources and uses sound.

I. Learning Make improvise kazoo. Make improvise kazoo. Describe the uses of sound. Describe the uses of sound. The pupils are expected to
Competencies/Objectives: get 75% mastery level in
Write the LC Code for each (S3FE-IIIg-h-4) (S3FE-IIIg-h-4) (S3FE-IIIi-j-3) (S3FE-IIIi-j-3)
the weekly tests.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
X. CONTENT
Identifying the Uses of Identifying the Uses of
Making Own Kazoo Making Own Kazoo Sounds Sounds WEEKLY TESTS

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
XI. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
E. References
9. Teacher’s Guide Pages pp. 157-158 pp. 157-158 p. 159 p. 159

10. Learner’s Materials Pages p.131 p.131 pp. 132-133 pp. 132-133

11. Textbook Pages

12. Additional Materials from Pictures, realia, and chart Pictures, realia, and chart Pictures, realia, and chart Pictures, realia, and chart
Learning Resource (LR) portal
F. Other Learning Resources

GRADES 1 to 12
DAILY LESSON LOG
XII. PROCEDURES
U. Reviewing Previous Lesson or
Presenting the New Lesson
V. Establishing a Purpose for the
Lesson
W. Presenting Examples/Instances
of the Lesson
X. Discussing New Concepts and
Practicing New Skills #1
School:
Teacher:
Teaching Dates and
Time:
MONDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
How are sounds produced?
What are the different ways
of producing sound?
Let the pupils sing “Bahay
Kubo ” while holding their
vocal cord and ask:
What do you feel when
you hold your vocal cord
while singing?
Show to the class an
improvised kazoo.
Let the pupils do activity 3 in
the LM as a group activity.
When each pupils has their
own kazoo, ask them to
hum and let them feel the
other end of the kazoo. Ask:
What happens when you
cover the end of the tube
with your hand? (The other
end vibrates.)
Page 1 of 5
Grade Level:
Learning Area:
Quarter:
TUESDAY WEDNESDAY THURSDAY FRIDAY
How are sounds produced? How does a kazoo produce How does a kazoo produce SUMMATIVE TEST
What are the different ways sound? sound?
of producing sound?
Let the pupils sing “Bahay Did you know that sound Did you know that sound
Kubo ” while holding their has many uses? has many uses?
vocal cord and ask:
What do you feel when
you hold your vocal cord
while singing?
Show to the class an Who is fond of listening to Who is fond of listening to
improvised kazoo. music? music?
Let the pupils do activity 3 in Let the class do Activity 4. Let the class do Activity 4.
the LM as a group activity.
When each pupil has their Discuss it after. Discuss it after.
own kazoo, ask them to
hum and let them feel the
other end of the kazoo. Ask:
What happens when you
cover the end of the tube
with your hand? (The other
end vibrates.)
Page 2 of 5
 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
XII. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Y. Discussing New Concepts and Discuss with the pupils the Discuss the different uses of Discuss the different uses of
Practicing New Skills #2 Discuss with the pupils the following concepts : sound. sound.
following concepts : Kazoos produce a
Kazoos produce a distinctive buzzing sound
distinctive buzzing sound when you hum or sing in
when you hum or sing in one end. Humming into the
one end. Humming into the tube makes the wax paper
tube makes the wax paper vibrate which produces the
vibrate which produces the sound.
sound.

Z. Developing Mastery List down two uses of sound List down two uses of sound
(Leads to Formative Assessment 3) not mentioned in the not mentioned in the
activity. activity.

AA. Finding Practical

Applications of Concepts and
Skills in Daily Living

Page 3 of 5
 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students
XIII. PROCEDURES which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
BB. Making Generalizations What is kazoo? What is kazoo? What are the uses of What are the uses of
and Abstractions about the sound? sound?
Lesson

CC. Evaluating Learning The pupils kazoo can serve as The pupils kazoo can serve as Make a list of the Make a list of the
assessment. Let the pupils play with assessment. Let the pupils play with sources of noise sources of noise
the kazoo and give a score based the kazoo and give a score based pollution in your place. pollution in your place.
on the functionality of the kazoos. on the functionality of the kazoos. Write down how you can Write down how you
Use the sample Use the sample help lessen noise can help lessen noise
rubric below. rubric below. pollution in your pollution in your
community. community.

DD. Additional Activities for Read: Importance of sounds Read: Importance of sounds Study the lesson at Study the lesson at
Application or Remediation home. home.

XIV. REMARKS

Page 4 of 5
 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
XV. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
O. No. of learners who earned 80% in
the evaluation

P. No. of learners who require

additional activities for
remediation

Q. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

R. No. of learners who continue to

require remediation

S. Which of my teaching strategies

work well? Why did these work?

T. What difficulties did I encounter

which my principal or supervisor
can help me solve?

U. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Page 5 of 5
 School: Grade Level: III
GRADES 1 to 12
Teacher: Learning Area: Science
DAILY LESSON LOG
Teaching Dates and
Time: Quarter: 3

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
I. OBJECTIVES lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards: Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding Demonstrate understanding
of sources and uses of sources and uses of sources and uses of sources and uses of sources and uses
electricity. electricity. electricity. electricity. electricity.

B. Performance Standards: Apply the knowledge of Apply the knowledge of Apply the knowledge of Apply the knowledge of Apply the knowledge of
sources and uses electricity. sources and uses electricity. sources and uses electricity. sources and uses electricity. sources and uses electricity.

C. Learning Describe the different Describe the different Describe the uses of Describe the uses of The pupils are expected to
Competencies/Objectives: sources of electricity. sources of electricity. electricity. electricity. get 75% mastery level in the
Write the LC Code for each (S3FE-IIIg-h-4) (S3FE-IIIg-h-4) (S3FE-IIIi-j-3) (S3FE-IIIi-j-3) weekly tests.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Sources of Electricity Sources of Electricity Uses of Electricity Uses of Electricity WEEKLY TEST

Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
G. References
13. Teacher’s Guide Pages pp. 160-161 pp. 160-161 p. 162 p. 162

14. Learner’s Materials Pages pp. 134-135 pp. 134-135 pp. 136-137 pp. 136-137

15. Textbook Pages

16. Additional Materials from Pictures, realia, and chart Pictures, realia, and chart Pictures and chart Pictures and chart chart
Learning Resource (LR) portal
H. Other Learning Resources

Page 1 of 5
 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
XIII. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
EE. Reviewing Previous Lesson What have we discussed What have we discussed What are the different What are the different SUMMATIVE TEST
or Presenting the New Lesson last meeting? last meeting? sources of electricity? sources of electricity?

FF. Establishing a Purpose for What supplies electricity in What supplies electricity in Look around you and name Look around you and name
the Lesson your homes? your homes? the equipment/devices that the equipment/devices that
use electricity in the use electricity in the
classroom. What do these classroom. What do these
equipment/devices do when equipment/devices do when
switched on? switched on?

GG. Presenting Give examples of materials Give examples of materials Present example of picture Present example of picture
Examples/Instances of the that need electricity. that need electricity. that shows uses of that shows uses of
Lesson electricity. electricity.

HH. Discussing New Concepts Let the pupils do activity 1 in Let the pupils do activity 1 in Let the pupils do activity 2 in Let the pupils do activity 2 in
and Practicing New Skills #1 the LM (Group activity). the LM (Group activity). the LM (Group activity). the LM (Group activity).
Give the instruction. Give the instruction. Give the instruction. Give the instruction.

Page 2 of 5
 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
III. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
II. Discussing New Concepts and Discuss the sources of Discuss the sources of Discuss the uses of Discuss the uses of
Practicing New Skills #2 electricity. electricity. electricity. electricity.

Show different batteries. Show different batteries.

Ask the class to tell where
the batteries shown are
used. Tell that batteries are
sources of electricity when
both terminals (positive and
negative terminals) are
connected. Show a battery
used in flashlight to point
the positive and negative
terminals.
Ask the class to tell where
the batteries shown are
used. Tell that batteries are
sources of electricity when
both terminals (positive and
negative terminals) are
connected. Show a battery
used in flashlight to point
the positive and negative
terminals.

JJ. Developing Mastery
(Leads to Formative Assessment 3)
Can you use television
without electricity?
Can you use television
without electricity?
Game:
Tell pupils to give other
uses of electricity as much
as they can within two (2)
minutes.
Game:
Tell pupils to give other
uses of electricity as much
as they can within two (2)
minutes.

KK. Finding Practical How will you use appliances How will you use an Why does electricity Why does electricity
Applications of Concepts and that use electricity? appliance that uses important in our daily lives? important in our daily lives?
Skills in Daily Living electricity?

Page 3 of 5
 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
LL. Making Generalizations and What are the sources of What are the sources of What are the uses of What are the uses of
Abstractions about the Lesson electricity? electricity? electricity? electricity?

MM. Evaluating Learning List five electrical equipment List five electrical equipment List down 3 electrical List down 3 electrical List five electrical
in your home. in your home. equipment/devices and equipment/devices and equipment in your home
describe the use of the describe the use of the 1
device. device. 2
3
4
5
List down 2 electrical
equipment/devices and
describe the use of the
device
NN. Additional Activities for Research on the different Research on the different Study the lesson at home. Study the lesson at home.
Application or Remediation power plants in the power plants in the
Philippines. Philippines.

V. REMARKS

Page 4 of 5
 School: Grade Level:
GRADES 1 to 12
Teacher: Learning Area:
DAILY LESSON LOG
Teaching Dates and
Time: Quarter:

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
D. No. of learners who earned 80% in
the evaluation

A. A.No. of learners who require

additional activities for remediation

B. Did the remedial lessons work? No.

of learners who have caught up
with the lesson

C. No. of learners who continue to

require remediation

D. Which of my teaching strategies

work well? Why did these work?

E. What difficulties did I encounter

which my principal or supervisor
can help me solve?

F. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Page 5 of 5