GRADES 1 to 12 School Grade Level V

DAILY LESSON LOG Teacher Learning Areas SCIENCE

Teaching Dates and Time NOVEMBER 11 - 15, 2019 (WEEK 3) Quarter III

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties.
Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction
among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that
different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo.
They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the
appearance of the Moon

A. Content Standards The learners… The learners… The learners… The learners… The learners…

demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a demonstrate understanding of a
simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the simple DC circuit and the
relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity and relationship between electricity
magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets magnetism in electromagnets and magnetism in electromagnets

B. Performance Standards The learners… The learners… The learners… The learners… The learners…

propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

C. Learning Competencies/Objectives
Write the LC code for each
The learners… The learners… The learners… The learners… The learners…
propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device propose an unusual tool or device
using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful using electromagnet that is useful
for home, school or community for home, school or community for home, school or community for home, school or community for home, school or community

II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
Circuits Circuits Circuits Circuits Circuits
Electromagnets Electromagnets Electromagnets Electromagnets Electromagnets

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E Breaking Through Science 5 ,C&E
Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M. Publishing, Inc.p.90-101 T.M.
Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised Science for Daily Use 4, Revised
Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160 Edition 2011 p. 146-160
 4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Show the difference of an Area
from a Volume by showing a the
Area of a bond paper and a volume
of a box by filling it with small
boxes.
Show a thermometer and
demonstrate the its use.
Show the difference of an Area
from a Volume by showing a the
Area of a bond paper and a volume
of a box by filling it with small
boxes.
Show a thermometer and
demonstrate the its use.
Play a game of charade. Divide the
class into 3 groups
Pick a card, then act the word in
class. The group that answers as
many correct answer wins. (words:
jump, cook, cut the grass, clean
the car)
Play a game of charade. Divide the
class into 3 groups
Pick a card, then act the word in
class. The group that answers as
many correct answer wins. (words:
jump, cook, cut the grass, clean
the car)
Play a game of charade. Divide the
class into 3 groups
Pick a card, then act the word in
class. The group that answers as
many correct answer wins.
(words: jump, cook, cut the grass,
clean the car)

B. Establishing a purpose for the Use appropriate measuring tools Use appropriate measuring tools Describe the motion of an object by Describe the motion of an object by Describe the motion of an object
lesson and correct standard units and correct standard units tracing and measuring its change in tracing and measuring its change in by tracing and measuring its
position (distance travelled) over a position (distance travelled) over a change in position (distance
period of time period of time travelled) over a period of time

C. Presenting examples/instances of Show different objects such as a
the new lesson book, water, and a stone. Ask pupils
how can the volume of these
materials be measured?
Call a pupil and help her
demonstrate how to measure the
volume of a regular shaped solid by
the formula V= l x w x h.
Call a pupil and help him
demonstrate how to measure the
volume of a liquid by the use of a
graduated cylinder.
Call another pupil and help her
demonstrate how to measure the
volume of an irregular shaped solid.
Call another pupil to demonstrate
how to measure the volume of gas.
Call a pupil to read the measure of
the temperature in the
thermometer. Divide the pupils in
groups with 5 members each.
Each group will measure the
volume of a regular shaped solid, a
liquid, an irregular shaped solid
Ask the pupils to record the volume
in the table.
Show different objects such as a Activity 1 Change my position Activity 1 Change my position Activity 1 Change my position
book, water, and a stone. Ask pupils 1. Group pupils into 6 groups. 1. Group pupils into 6 groups. 1. Group pupils into 6 groups.
how can the volume of these 2. Each group will be given a pebble. 2. Each group will be given a pebble. 2. Each group will be given a
materials be measured? 3. Think of ways on how to change 3. Think of ways on how to change pebble.
the position of the pebble using the position of the pebble using 3. Think of ways on how to change
Call a pupil and help her force. force. the position of the pebble using
demonstrate how to measure the 4. List your observation in the table 4. List your observation in the table force.
volume of a regular shaped solid by below. below. 4. List your observation in the
the formula V= l x w x h. table below.
Call a pupil and help him
demonstrate how to measure the
volume of a liquid by the use of a
graduated cylinder.
Call another pupil and help her
demonstrate how to measure the
volume of an irregular shaped solid.
Call another pupil to demonstrate
how to measure the volume of gas.
Call a pupil to read the measure of
the temperature in the
thermometer. Divide the pupils in
groups with 5 members each.
Each group will measure the
volume of a regular shaped solid, a
liquid, an irregular shaped solid
Ask the pupils to record the volume
in the table.
D. Discussing new concepts and
practicing new skills #1
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
H. Making generalizations and
abstractions about the lesson
-ACTIVITY- ACTIVITY- -activity- -activity- -activity-
ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY- ACTIVITY-
Volume is a measure of the amount Volume is a measure of the amount An object is in motion when it is An object is in motion when it is An object is in motion when it is
of space that a substance or an of space that a substance or an continuously changing its position continuously changing its position continuously changing its position
object takes up. The basic SI unit for object takes up. The basic SI unit for relative to a reference point and as relative to a reference point and as relative to a reference point and
volume is the cubic meter (m3), but volume is the cubic meter (m3), but observed by a person or detection observed by a person or detection as observed by a person or
smaller volumes may be measured smaller volumes may be measured device. In other words, motion is a device. In other words, motion is a detection device. In other words,
in cm3, and liquids may be in cm3, and liquids may be study of relative position, speed, and study of relative position, speed, and motion is a study of relative
measured in liters (L) or milliliters measured in liters (L) or milliliters acceleration. acceleration. position, speed, and acceleration.
(mL). How the volume of matter is (mL). How the volume of matter is The whole world is in motion. The whole world is in motion. The whole world is in motion.
measured depends on its state. measured depends on its state. People walking, birds flying, leaves People walking, birds flying, leaves People walking, birds flying,
falling, wheels turning – all of these falling, wheels turning – all of these leaves falling, wheels turning – all
 The volume of a  The volume of a actions involve movement. actions involve movement. of these actions involve
liquid is measured liquid is measured Movement occurs when an object Movement occurs when an object movement. Movement occurs
with a measuring with a measuring changes place. Force – the act of a changes place. Force – the act of a when an object changes place.
container, such as a container, such as a push or a pull – is needed to make push or a pull – is needed to make Force – the act of a push or a pull
measuring cup or measuring cup or something move. In people and something move. In people and – is needed to make something
graduated cylinder. graduated cylinder. animals, the force is exerted by animals, the force is exerted by move. In people and animals, the
 The volume of a  The volume of a muscles; in inanimate objects, the muscles; in inanimate objects, the force is exerted by muscles; in
gas depends on the gas depends on the force is produced by some outside force is produced by some outside inanimate objects, the force is
volume of its volume of its source. source. produced by some outside source.
container: gases ex container: gases ex
pand to fill pand to fill
whatever space is whatever space is
available to them. available to them.
 The volume of a  The volume of a
regularly shaped regularly shaped
solid can be solid can be
calculated from its calculated from its
dimensions. For dimensions. For
example, the example, the
volume of a volume of a
rectangular solid is rectangular solid is
the product of its the product of its
length, width, and length, width, and
height. height.
  The volume of an  The volume of an
irregularly shaped irregularly shaped
solid can be solid can be
measured by the measured by the
displacement displacement
method. method.
 Temperature is a  Temperature is a
degree of hotness degree of hotness
or coldness the can or coldness the can
be measured using be measured using
a thermometer. It's a thermometer. It's
also a measure of also a measure of
how fast the atoms how fast the atoms
and molecules of a and molecules of a
substance are substance are
moving. moving.
Temperature is Temperature is
measured in measured in
degrees on the degrees on the
Fahrenheit, Celsius, Fahrenheit, Celsius,
and Kelvin scales. and Kelvin scales.
Discuss how convert Celsius to Discuss how convert Celsius to
Fahrenheit then Fahrenheit to Fahrenheit then Fahrenheit to
Celsius. Celsius.
Convert from Celsius to Fahrenheit Convert from Celsius to Fahrenheit
To convert Celsius to Fahrenheit, To convert Celsius to Fahrenheit,
multiply the degree by 1.8 and add multiply the degree by 1.8 and add
32. 32.
Example: Example:
Convert 25oC to oF. Convert 25oC to oF.
F = 1.8 (25) + 32 F = 1.8 (25) + 32
= 45 + 32 = 77oF = 45 + 32 = 77oF
Convert Convert
from from
Fahrenheit to Fahrenheit to
Celsius Celsius
Use the formula below to Use the formula below to
convert each Fahrenheit convert each Fahrenheit
degree into Celsius. degree into Celsius.
C = (F - 32) * (5/9) C = (F - 32) * (5/9)
Example: Convert Example: Convert
77oF to oC. 77oF to oC.
C = (77 - 32) * C = (77 - 32) *
(5/9) = 45 * 5/9 = 225/9 (5/9) = 45 * 5/9 = 225/9
=25oC =25oC
I. Evaluating learning Find the Volume of each of the Find the Volume of each of the Describe the position of objects if Describe the position of objects if Describe the position of objects if
the teacher is the point of reference. the teacher is the point of reference. the teacher is the point of
following rectangles following rectangles
1. When the chalk was thrown. 6. When the chalk was thrown. reference.
1. 2 cm x 5 cm x 1 1. 2 cm x 5 cm x 1 2. When the ball was rolled. 7. When the ball was rolled. 11. When the chalk was thrown.
cm cm 3. When the door was closed. 8. When the door was closed. 12. When the ball was rolled.
2. 8m x 2m x 2m 2. 8m x 2m x 2m 4. When the ribbon was placed on 9. When the ribbon was placed on 13. When the door was closed.
3. 1mm x 1mm x 3. 1mm x 1mm x the teachers hair. the teachers hair. 14. When the ribbon was placed
5. When the chair was pulled. 10. When the chair was pulled. on the teachers hair.
10mm 10mm 15. When the chair was pulled.
4. 4cm x 2cm x 4. 4cm x 2cm x
3cm 3cm
5. 5m x 3m x 6m 5. 5m x 3m x 6m

J. Additional activities for application Describe your location after Describe your location after Describe your location after
or remediation Find the volume of one of the object Find the volume of one of the object following the direction. following the direction. following the direction.
in your home. in your home. As you enter your house, walk 2 As you enter your house, walk 2 As you enter your house, walk 2
steps. Describe your point of steps. Describe your point of steps. Describe your point of
location inside your house by location inside your house by location inside your house by
drawing.. drawing.. drawing..

V. REMARKS
VI. REFLECTION
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?