School: Philippine Engineering Agro-Industrial College Grade Level: V

GRADES 5 Teacher: Abdulhamid, Hosni (practicumer) Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: APRIL ,- APRIL , 2019 Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The Learners demonstrate understanding of… weathering and soil erosion shape the Earth’s surface and affect living things and the
environment weather disturbances and their effects on the environment.
B. Performance Standards The Learners should be able to… participate in projects that reduce soil erosion in the community prepares individual emergency kit.
C. Learning 1.Describe the effects of the winds, given a certain storm warning signal
Competencies/Objectives 2.Infer that storm warning signals affects living things and environment
Write the LC code for each 3.Describe the effects of the winds, given a certain storm warning signal
S5FE-IVf-6/Page 34of 66
II. CONTENT Describing the Effects of the Winds, Given a Certain Storm Warning
Signal

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Developing Science Power 5, pp.206 –
207
- Science Spectrum 5, pp. 283 – 284
http://www.rappler.com/move-
ph/issues/disasters/93894-pagasa-
storm-signal-no-5
pictures visualizing the meaning of
storm signals, charts, paper strips

IV. PROCEDURES
A. Reviewing previous lesson Day 1 (Describe the effects of the Day 3: Day 4: Infer that storm Day 5: Learning Tasks
or presenting the new winds, given a certain storm signal) A.Engagement: warning signals affects living A.Engagement:
lesson 1.Let the pupils present/ things and environment 1.Let the pupils share their
report their assignment about experience with the different
the storm signal or typhoon storm warning signals.
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
1.Show pictures affected with
typhoon.
2.Ask:
What do you think was the storm
signal raised in this place?
What do you think is the extent of
damage in this situation?
What government agency announces
the storm signal?
B.Exploration:
1.Group the pupils into five.
2.Refer to LM Activity No. 1- “ Do You
Know Me?”
Original File Submitted and
Formatted by DepEd Club Member -
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C.Explanation:
1.Let the groups present/explain their
outputs
Meaning of storm Signals
Signal No.1 is put into effect when a
maximum speed of not more than 60
kph is expected to affect a certain
place in at least 36 hours. In this
situation, impact of winds may cause
twigs and branches of small trees to
be broken, some banana plants
maybe titled or put down, and some
houses of very light materials, like
nipa and cogon. Classes in preschool
Day 2: D. Elaboration/ Extension:
1.Discuss further the meaning of
Storm Signals.
( The teacher should show
drawings/pictures of each storm
signal to show visual effects.)
2.Ask:
Why is it necessary for us to know
the meaning of each storm signal?
( It is necessary for us to know the
meaning of storm signal so that we
can prepare for the coming typhoon
and to be safe and protected.)
. Ask:
Do you have the same
report about storm signal?
Is it stated in the news of
how does the storm formed?
. 1.Group the pupils into four.
2.Study the picture.
3.Write your understanding
about the picture
Explanation:
1.Let each group report their
output.
2.Ask:
How the huge ring of cloud
form?
How this called “seeding”
help?
What is the movement of
storms in the Northern
Hemisphere and in the
Southern Hemisphere?
D.Extension /Elaboration:
Discuss more about the
storms
Storms are known by other
names in other places. It is
hurricane in North America
and in the Caribbean. It is
cyclone in the region in the
region in Indian Ocean and
southeast Pacific I the
Philippines and Southeast
Asia, it is called typhoon.
Storms form only in the
tropics. This weather
1.Show the chart of Beaufort
Scale with storm.
2.Ask:
What are the numbers do
you think was the storm signal
raised in this place?
What do you think is the
extent of damage in this
situation?
What government agency
announces the storm signal?
1.Group the pupils into four.
2.Refer to LM Activity No. 2- “
Know Me More?”
C.Explanation:
1.Let the groups
present/explain their outputs.
D.Elaboration/ Extension:
What scale shows the
different wind velocities and
their corresponding effects?
( The Beaufort Scale shows
the different wind velocities
and their corresponding
effects.)
What are the forces belong to
storm signal no.1?
What are the forces belong to
storm signal no. 2?
What are the forces belong to
storm signal no.3?
What do you think was the
storm signal raised in this
place?
What do you think is the extent
of damage in this situation?
What government agency
announces the storm signal
4.Group the pupils into three.
5.Refer to LM Activity No. 3
C.Explanation:
Let the groups
present/explain their outputs.
D.Extension/Elaboration:
1.What are the storm warning
signals?
2.What are the impact of the
wind in the environment and
living things?
3.How does the storm signal
affect the winds?
levels in all public and private schools disturbance draws its energy What are the forces belong to
in affected communities are from the warmth of tropical storm signal no. 4?
automatically suspended or broken. oceans. It is a weather What are the forces belong to
Signal No. 2 is announced when the disturbance that has a wind storm signal no. 5?
maximum wind speed is greater than force of 60 kms per hour and
60 kph, but not more than 100 kph is above.
expected to affect a cert5ain place in A typhoon forms when the
at least 24 hours,. In this situation, internal heat of ocean surface
some coconut maybe tilted, few big stirs up moist air over the
trees may be uprooted, large number ocean. A calm area called the
of nipa and cogon houses may be “eye” is created. The huge
partially or totally unroofed, some old column of rising hot air
galvanized roofing may be peeled off, develops around the eye.
and, in general, the winds may bring As the moist air spirals up and
light to moderate damages to the cools, it condenses into rain.
communities affected. With storm As the “eye” narrows, the
signal no.2, classes in preschool, winds blow with much force.
elementary and high school levels n A typhoon has developed.
all public and private schools in the A typhoon bring so much rain.
affected The rain causes flooding.
Signal No. 3 is announced when a Coastal places are swamped
maximum wind speed of more than by huge waves made by winds
100 kph up to 185 kph is expected to blowing across the sea of 300
affect a certain place in at least 12 to kms per hour.
18 hours. In this situation, nipa
houses may be destroyed, and there
may be considerable damages to
structures of light to medium
construction. There may be
widespread disruption of electrical
power and communication services,
and, in general, moderate to heavy
damage may be expected, practically
in agricultural and industrial sectors.
With public storm signal no. 3, people
are advised not to travel, especially
by sea or air transportation, and
people should also seek shelter in
strong buildings, evacuate from low-
lying areas, and stay away from
seacoasts or river banks. Classes in all
levels are automatically suspended in
affected communities.
Signal No. 4 is declared when very
 strong winds of more than 185 kph is
expected to affect a certain area in at
least 12 hours. In this situation, many
large trees may be uprooted and
most residential and buildings of
mixed construction may be severely
damaged, electrical power disruption
and communication services are
disrupted, and, in general, massive
damages are expected in affected
communities.
Signal No. 5 is declared has very
heavy to widespread damage and it
has very strong winds of more than
220 kph.
F. Developing mastery
(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 E.Evaluation: E.Evaluation: E.Evaluation: E. Evaluation:
1.Group the class into three. A.Write TRUE if the statement Draw a picture shows the Write the missing data on the
2.Write the data needed on the is correct and FALSE if it is not effect of winds regarding to chart.
chart below. correct. its signal STORM SIGNAL NO.LEAD TIME
STORM SIGNAL NO. 1.Typhoons develop in (hours)
1 tropical places. ( TRUE) 1 36
2 2.The heat of the ocean 2 24
3 waters sends warm water 3 18
4 down. ( FALSE ) 4 12
5 3.Philippine is a typhoon 5 12
LEAD TIME (hours) prone area. (TRUE) WINDS (km/h)
WINDS (km/h) 4.Hurricane is the other name IMPACTS OF THE WIND
IMPACTS OF THE WIND of storm in Indian Ocean. (
FALSE )
5.The moist air arise spirals
up, cools, and falls down as
heavy rain. ( TRUE )

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the
earned 80% in the next objective.
evaluation ___Lesson not carried.
_____% of the pupils got 80%
mastery
B. No. of learners who require ___Pupils did not find difficulties in
additional activities for answering their lesson.
remediation who scored ___Pupils found difficulties in
below 80% answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
C. Did the remedial lessons ___ of Learners who earned 80%
IV.Assignment:
Copy or cut out a news about the
storm signal or typhoon from the
newspaper
___Lesson carried. Move on to the
next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
B.Answer the question briefly.
1. What other names
are given to this weather
disturbance?
2.How does a thunderstorm
develop into a typhoon?
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions
asked by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
 work? No. of learners who above above 80% above 80% above 80% above
have caught up with the
lesson
D. No. of learners who continue ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
to require remediation additional activities for remediation additional activities for remediation additional activities for additional activities for additional activities for
remediation remediation remediation

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