School ZLAES Grade Level GRADE V – JUPITER

GRADES 1 TO 12 Teacher RICA BRENDA RIVERA Learning Area Science (SSES)

DAILY LESSON Teaching Date & June 3-7, 2019 Quarter First Grading
LOG Time

Week No. Monday - 03 Tuesday - 04 Wednesday - 05 Thursday – 06 Friday - 07

WEEK 1
I. Objectives
A. Content Standards The learner
 demonstrates understanding that body organs work together to form body systems such as Respiratory, Circulatory, Urinary Systems
 demonstrates understanding of ailments/diseases affecting these organ systems, and how to protect and care these systems
B. Performance The learner
Standards  Practices healthful habits relative to the Respiratory, Circulatory, Urinary Systems to maintain proper body functioning.
 Cares for body systems to prevent ailments and diseases and to protect them from injuries/ harm.
C. Learning The learner
Competencies  identifies the parts and functions of the (Respiratory, Circulatory, Excretory/ Urinary) Systems using multi-media and non-multimedia resources
 Describes the interrelated roles of the systems in the distribution of body fluids or materials.
II. Content
III. Learning Resources
A. References SSES Curriculum Guide SSES Curriculum SSES Curriculum Guide SSES Curriculum SSES Curriculum Guide
Into the Future: Science and Guide Into the Future: Science and Guide Into the Future: Science and Health 5
Health 5 Into the Future: Science Health 5 Into the Future: Science Science, Health and the Environment 5
Science, Health and the and Health 5 Science, Health and the and Health 5
Environment 5 Science, Health and the Environment 5 Science, Health and the
Environment 5 Environment 5
1. Teacher’s Guide Pages Science Links Worksheet 6, Science Links Science Links Worksheet 6, pp. Science Links Science Links Worksheet 6, pp. 151-164
pp. 151-164 Worksheet 6, pp. 151- 151-164 Worksheet 6, pp. 151-
164 164
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials Powerpoint presentations, videoclips, Human Torso, Pictures/Chart of the different parts of the circulatory system, worksheets
from Learning Resources
(LR) Portal
B. Other Learning
Resources
IV. Procedures
A. Review Previous ENGAGEMENT: Show an illustration of children ENGAGEMENT: Review the digestive and respiratory Review: The different types of circulation
Lessons playing and ask questions about the parts of the body system. Ask “What happens to the digested food that flowed
involved while playing. to the blood and that oxygen which entered the capillaries in
Ask, “What makes the body function well when doing the lungs?”
any activity?”
B. Establishing purpose Answer the following: Complete the illustration by drawing arrows inside the loop Arrange the jumbled letters to form a word
for the Lesson) Write TRUE if the statement is correct and write to then post your answers on the board.
FALSE if it is incorrect. indicate 1. KETSTRO – (stroke)
1 The heart pumps blood throughout the body. blood 2. NOISNETREPYH– (hypertension)
2 Blood does not flow in the head. flow. 3. MIAENA – (anemia)
3 The heart beats faster after doing heavy work.
4 When you are sleeping, the heart stops beating.
5 Blood vessels are not connected to the heart.
C. Presenting examples Let pupils perform Observing the Heart by group. Let them perform Watch a video clip about some of the
/instances of the new Guide them on the instructions. Process of Blood disorders of the circulatory system.
lessons Have them report their findings Circulation.
Discuss the result
of the activity.

D. Discussing new EXPLANATION: (Power Point Presentation) EXPLANATION: : (Power Point Presentation) With the use of a Science 6 textbook,
concepts and practicing 1 The Circulatory System consists of the heart, blood 1 Circulation is the movement of blood as it delivers oxygen pupils will prepare a chart.
new skills #1. and blood vessels that work together to provide food and food nutrients to the cells and removes waste materials First Group – Heart attack
and oxygen to the body cells. from the cells. Third Group – Leukemia
2 The heart which consists of two chambers-auricle 2 Circulation involves two maor routes-pulmonary circulation Fifth Group – Anemia
and ventricle-pumps blood to all parts of the body. and Systemic Circulation. Second Group – Hypertension
3 The blood consists of three types of cells: red blood 3 During pulmonary circulation, the oxygen-poor blood Fourth Group -
cells, white blood cells and blood platelets. enters the right atrium of the heart and flows to the right Hemophilia
4 There are three kinds of blood vessels, areteries, veins ventricle, which pumps the blood to the pulmonary arteries. Circulatory Causes Treatment
and cappilaries, which are the passages of blood to and 4 During systemic circulation, the left ventricle pumps the Disorders
from the heart. oxygen-rich blood into aorta, which branches out into the
arteries going to the upper and lower part of the body.

Presentation/Reporting of output

E. Discussing new Activity: Activity: Complete the concept map Some of the ailments/disorders of the
concepts & practicing circulatory system are leukemia, stroke,
new slills #2 hypertension, hemophilia and more.

F. Developing Mastery Answer the question;
(Leads to Formative After learning the how the parts of your circulatory
Assesment 3) system work, what can you say about your body? Are
the parts of your circulatory system working well?
G. Finding Practical Do this; You are still very young and cannot be a blood
Applications of concepts donor. However you can do something to help in blood
and skills in daily living donation activities of your community. Describe or
draw what you can do now to help and what do you
plan to do later when you are already at the right age of
donating blood. Use a bond paper and submit your
output to your teacher.
H. Making The human circulatory system functions to transport
Answer the question: Group Work: Create a song on how to
1 What happen when the path of blood circulation is blocked? make your circulatory system healthy.
2 What happens when the circulatory system cannot transport
the substances needed by the body cells and cannot carry
wastes from the cells?
Can you explain why some people say that blood is the river let them write ways on how they could
of life? keep their circulatory system healthy.
1 Circulation is the movement of blood as it delivers oxygen
Generalizations &
Abstractions about the
lessons
I. Evaluating Learning
J. Additional activities
for application or
remediation
blood and oxygen from the lungs to the various tissues and food nutrients to the cells and removes waste materials
of the body. The heart pumps the blood throughout the from the cells.
body. 2 Circulation involves two maor routes-pulmonary circulation
Encourage pupils to ask question about the lesson.. and Systemic Circulation.
3 During pulmonary circulation, the oxygen-poor blood
enters the right atrium of the heart and flows to the right
ventricle, which pumps the blood to the pulmonary arteries.
4 During systemic circulation, the left ventricle pumps the
oxygen-rich blood into aorta, which branches out into the
arteries going to the upper and lower part of the body.
Encourage pupils to ask question about the lesson..
EVALUATION: Describing pulmonary circulation Answer the following question.
Match Column A with Column B to link the parts to The path of blood is from the (1) _____ to the (2) 1. The most serious outcome of coronary
their respective functions _____ out through the pulmonary artery into the lungs, disease is
A then back to the (3) ___ through the (4) _____. In the a. Kidney trouble b. stomach ache
1 Arteries a. carry blood away from the lungs, the red corpuscles take a new supply of oxygen c. heart attack d. cancer of the lungs
heart and gives off (5 ) _____ 2. This is known as the iron deficiency
2 Capillaries b. distributes the nutrients disease.
and oxygen to the cells a. hemophilia b. arteriosclerosis
3 White blood cells c. fight germs that enter the c. anemia d. stroke
body 3. Disorder characterized by continues
4 Veins d. carry the blood toward the bleeding because the blood clots very
heart slowly.
5 Platelets e. help in blood clotting a. hemophilia b. arteriosclerosis
c. anemia d.
stroke
Do this; Research on the different ailments of the circulatory system.
Ask your father and mother about their blood pressure.
Do they have normal blood pressure? If not, ask what
the doctor advised them.
B.P. reading: mother _____________ father
_____________
Normal __yes ___no Normal
___yes _____no
Doctor’s advice:
__________________________________________

V. Remarks

VI. Reflection
A. No.of learners who
earned 80% in the
evaluation
B. No.of learners who
requires additional acts.for
___Lesson carried. Move
on to the next objective.
___Lesson not carried.
___ Learners who earned
80% & above in the
evaluation.
___ Learners who require
additional activities for
___Lesson carried. ___Lesson carried. Move on to ___Lesson carried. ___Lesson carried. Move on to the next
Move on to the next the next objective. Move on to the next objective.
objective. ___Lesson not carried. objective. ___Lesson not carried.
___Lesson not carried. ___ Learners who earned 80% & ___Lesson not carried. ___ Learners who earned 80% & above in
___ Learners who above in the evaluation. ___ Learners who the evaluation.
earned 80% & above in earned 80% & above in
the evaluation. the evaluation.
___ Learners who ___ Learners who require ___ Learners who ___ Learners who require additional
require additional additional activities for require additional activities for remediation
remediation who scored remediation activities for remediation activities for
below 80% remediation remediation
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? No.of ____ Learners who caught ____ Learners who ____ Learners who caught up the ____ Learners who ____ Learners who caught up the lesson
learners who caught up up the lesson caught up the lesson lesson caught up the lesson
with the lessons
D. No.of learners who ___ Learners who continue ___ Learners who ___ Learners who continue to ___ Learners who ___ Learners who continue to require
continue to require to require remediation continue to require require remediation continue to require remediation
remediation remediation remediation
E. Which of my teaching Strategies used that work well:
strategies worked well?
Why did this work?

F. What difficulties did I

encounter which my
principal/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by: RICA BRENDA RIVERA

BEED 2B
School ZLAES Grade Level GRADE V - JUPITER
GRADES 1 TO 12 Teacher RICA BRENDA RIVERA Learning Area Science (SSES)
DAILY LESSON Teaching Date & June 10-14, 2019 Quarter First Grading
LOG Time

Week No. Monday - 10 Tuesday - 11 Wednesday - 12 Thursday - 13 Friday - 14

WEEK 2
I. Objectives The learners should be able
to explain how the organs of
the respiratory system work
together.
The learners should be able HOLIDAY . Explains how the respiratory 1. Explains how the respiratory
to explain how the organs of system works system works.
the respiratory system work 2. Practices health habits to 2. Answer the summative test
together. keep the respiratory system accurately.
healthy

A. Content Standards The learner

 demonstrates understanding that body organs work together to form body systems such as Respiratory, Circulatory, Urinary Systems
 demonstrates understanding of ailments/diseases affecting these organ systems, and how to protect and care these systems
B. Performance Standards The learner
 Practices healthful habits relative to the Respiratory, Circulatory, Urinary Systems to maintain proper body functioning.
  Cares for body systems to prevent ailments and diseases and to protect them from injuries/ harm.
C. Learning Competencies The learner
 identifies the parts and functions of the (Respiratory, Circulatory, Excretory/ Urinary) Systems using multi-media and non-multimedia resources
 Describes the interrelated roles of the systems in the distribution of body fluids or materials.
II. Content The Respiratory System – The Respiration Process The Respiratory System – Good The Respiratory System –
Parts & Functions health habits to keep the Summative test
respiratory system healthy
III. Learning Resources
A. References SSES Curriculum Guide SSES Curriculum Guide SSES Curriculum Guide SSES Curriculum Guide
Into the Future: Science and Into the Future: Science and Into the Future: Science and Into the Future: Science and
Health 5 Health 5 Health 5 Health 5
Science, Health and the Science, Health and the Science, Health and the Science, Health and the
Environment 5 Environment 5 Environment 5 Environment 5
1. Teacher’s Guide Pages Science Links Worksheet 6, Science Links Worksheet 6, Science Links Worksheet 6, pp. Science Links Worksheet 6,
pp. 142-150 pp. 142-150 142-150 pp. 142-150

2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials DLP 5 Module 6, pp. 40-46 DLP 5 Module 9, pp. 65-71
from Learning Resources
(LR) Portal
B. Other Learning Human Torso, PowerPoint Human Torso, Overhead Charts/pictures of clean Pupils’ copy of the summative
Resources Presentation, metacards, Projector, Laptop, Speaker, surroundings, checklists test
charts, video clips about Strips of paper containing
Respiratory System the activities, Manila Paper,
Pentel pens, Lung Model
IV. Procedures
A. Review Previous ENGAGEMENT: ENGAGE: Review Preparatory Activities:
Lessons Try to inhale and exhale. Singing of a Science Song Ask diferrent diseases/ailments a.Review
What organs are involved in Reviewing previous lesson associated with respiratory b. Setting of standards to
breathing? Why do you system problems? follow during the summative
Group Activity
breathe? test
Riddle Time: Who am I?
Inhale these scrambled
words. Exhale the answers to
the riddles.
1. I warm and clean the air
you breathe. SNOE
__________
2. There are 300 millions of
me in your lungs.
RAI SCAS
_________________
3. I leave your body when
you breathe out. RONBAC
DOXEIDI
______________________
4. I am a long tube
connecting your mouth to

B. Establishing purpose Jumbled Letters Activity:
for the Lesson) Rearrange the letters to form
the correct words.
1.ENOS-
2.PXNHARY-
3.LRYANX-
4.ATCHRAE-
5.UNGLS--
6.IBORHCN-
7.MDAPIHRGA-
What are these words?
C. Presenting examples EXPLORATION: Group
/instances of the new Work
lessons 1. Setting of standards/Safety
Tips
2. Activity #1 “Investigating
How the Lungs Work”
Problem: How do lungs
work? Refer to New science
Links pp. 140-141
D. Discussing new EXPLANATION:
concepts and practicing What are the main parts of
new skills #1. the respiratory system? Find
your Match Activity. (Using
pictures of the parts of the
respiratory system and
metacards for its functions.
E. Discussing new Activity #2 “Observing the
concepts & practicing new Effect of Strenuous Activity
slills #2 on Breathing”
Problem: How does exercise
your lungs.
RATHCAE
______________
5. I go through the air sacs
and into the blood.
YXGONE __________
Activity #1: Manipulation of What do you do when you are
the Lung Model in a dusty area? Why do you
cover your mouth when you
a. Pull the plastic at the base sneeze?
of the bottle. Observe what
happens to the small
balloons inside the bottle.
b. Compare the model and
movement of the balloons
with the respiratory system.
1)What have the pupils
found out?
2)What respiratory organ do
the small balloons represent?
The plastic?
3)Which represents the
trachea in your lung model?
4)What happens to the small
balloons when you pulled the
plastic?
5)What do you thing causes
your lungs to fill with air?
Presentation of a video clip EXPLORATION:
about the respiration process Show pictures of respiratory
diseases/ailments.
How the problems occur in our
respiratory system?
How can we avoid these
problems?
1.How was your previous EXPLANATION: Give the
activity #1 related to video importance of taking care of our
clip presented? respiratory system.
2. How are the main organs
of respiratory system work
together?
Which is better to breathe in, Activity #1
through the mouth or TRUE OR FALSE
through the nose? Why? If False, change the
inappropriate word to make the
 affect breathing?
Safety Tips: Do not play
with or swallow the
materials to be used.
Refer to New Science Links
6 pp. 144
F. Developing Mastery Trace the path of air from the
(Leads to Formative nose to the lungs. Write your
Assesment 3) illustration in your manila
paper.
statement true.
1. Breathing exercise
improve the
condition of one’s
lungs.
2. The chances of
getting the common
virus is increased as
one mixes with more
people.
3. Healthy lungs can
draw in enough air
to supply oxygen to
all parts of the body.
4. Cigarette smoking is
good to our
respiratory system.
5. Do not wash your
hands before eating.
Complete the paragraph Picture Analysis: Group work.
using the appropriate Show some pictures of
words to summarize the respiratory exercises. Let them
process of do the exercises.
respiration.
All human beings need
What are the proper ways of
___________________ to
caring for the respiratory
make energy from food. We
system?
get this oxygen from
the_________ that we
breathe. In order to get the
oxygen into the blood where
it can be transported to the
rest of the body, the air
travels through a system of
organs called the
______________system.
When you ____________,
air enters the body through
the _______________or the
_____________. From there
it passes through the
___________, which forces
air into the
____________and food into
the esophagus. The air
travels down the trachea into
two branching tubes called
_________and then into the

G. Finding Practical ELABORATION: Is it
Applications of concepts important to maintain a clean
and skills in daily living environment to have a
healthy respiratory system?
Why? In what way do you
think the amount of carbon
dioxide affect the speed or
intensity of breathing? Why
do adolescent like you
should not try smoking even
though you see others doing
it?
TRIVIA: A yawn is a signal
of oxygen shortage I the
body. When we are drowsy
or sleepy, the lungs do not
take enough oxygen from the
air. This causes a shortage of
oxygen and sends a message
that causes you to take a
deep long breath called
yawn.
H. Making What are the parts and
Generalizations & functions of the respiratory
Abstractions about the system?
lessons
I. Evaluating Learning EVALUATION:
Multiple Choice: Read each
item carefully.Circle the
letter of the correct answer.
1. Tiny hairs lined inside the
nose prepare air for the lungs
by ______.
a. cleaning it
b. drying it
c. moistening it
d. warming it
2. How does the body use the
energy released in its cells?
____________.
In the lungs oxygen from the
air enters the ___________.
At the same time, the waste
gas, __________leaves the
blood and then leaves the
body when
you___________.
ELABORATION:
How is the respiratory
system essential to us?
If one of the organs of the
respiratory system
malfunctions, will the system
still work? Why?
Explain how the organs of
Respiratory system work
together
Explain how the different
organs of the respiratory
system works. Arrange the
following processes by
writing 1 to 6.
____Warmed, moist air then
enters the pharynx.
____From the alveoli or air
sacs, the exchange of oxygen
and carbon dioxide takes
place.
ELABORATION:
Describe the proper ways of
taking care of the respiratory
system.
Explain the importance of
taking good care of our
respiratory system. Show some
pictures of nutritious foods that
can help our respiratory work
properly.
Put a check () if the statement a. TEST Proper
is good practice and (x) for the b. Checking of Papers
bad practice before each c. Recording of
number. Scores
_____ 1. Take a bath every day.
_____ 2. Eat the right kind and
amount of food.
_____ 3. Have enough sleep
and exercise.
_____ 4. Avoid dirty areas.
_____ 5. Avoid direct contact
with people suffering from
contagious respiratory diseases.
 a. to rest the body ____From the larynx air
b. to lower body moves into trachea.
temperature. ____When a person inhales,
c. for making oxygen oxygen enters the respiratory
d. for muscles to move system through the mouth
3. When you exhale, the and nose.
diaphragm helps air leave the
____Next, oxygen passes
body by _____
through the larynx.
a. expanding the lungs
b. making the chest larger ____Air is then carried to the
c. pushing air in the lungs bronchi and into your lungs.
d. making the chest smaller Air passes into the bronchi,
4. The body’s cells use then into the bronchioles.
oxygen to break sugar into
_____.
a. oxygen and water
b. carbohydrates and water
c. protein and water
d. carbon dioxide and water
5. What happens when you
breathe in air?
a. The diaphragm expands
and the ribcage contracts.
b. the diaphragm contracts
and the ribcage expands.
c. the diaphragm expands
and the rib cage collapses.
d. The diaphragm contracts
and the ribcage remain the
same.
J. Additional activities for Research on the different Make an advance reading
application or remediation ailments affecting the on Circulatory
respiratory system. system.
V. Remarks

VI. Reflection
A. No.of learners who
earned 80% in the
evaluation
B. No.of learners who
requires additional acts.for
remediation who scored
below 80%
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
___ Learners who earned
80% & above in the
evaluation.
___ Learners who require
additional activities for
remediation
___Lesson carried. Move on
to the next objective.
___Lesson not carried.
___ Learners who earned
80% & above in the
evaluation.
___ Learners who require
additional activities for
remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
___ Learners who earned 80%
& above in the evaluation.
___ Learners who require
additional activities for
remediation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
___ Learners who earned 80%
& above in the evaluation.
___ Learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No.of learners who
caught up with the lessons
D. No.of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?
Prepared by: RICA BRENDA RIVERA
___Yes ___No
____ Learners who caught
up the lesson
___ Learners who continue
to require remediation
Strategies used that work
well:
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
BEED 2B
___Yes ___No
____ Learners who caught
up the lesson
___ Learners who continue
to require remediation
Strategies used that work
well:
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
___Yes ___No
____ Learners who caught up
the lesson
___ Learners who continue to
require remediation
Strategies used that work well:
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
___Yes ___No
____ Learners who caught up
the lesson
___ Learners who continue to
require remediation
Strategies used that work well:
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
 School ZLAES Grade Level GRADE - JUPITER
GRADES 1 TO 12 Teacher RICA BRENDA RIVERA Learning Area Science
DAILY LESSON Teaching Date & June 17-21, 2019 Quarter First Grading
LOG Time

Week No. WEEK 3 Monday - 17 Tuesday - 18 Wednesday -19 Thursday - 20 Friday - 21

I. Objectives
A. Content Standards
B. Performance Standards
Identify the properties of Describe the properties Describe the properties Describe the Describe the properties
materials used at home of materials as to of materials as to properties of of materials as to
Hardness and malleability, ductility, materials as to solubility and viscosity.
Brittleness flexibility porosity and density.
and elasticity
The learners demonstrate understanding of properties ofmaterials whether they are useful or harmful.
Uses local, recyclable solid and/or liquid materials in making useful products

C. Learning Competencies
II. Content
III. Learning Resources
A. References
1. Use the properties of materials whether they are useful or hamful.
1. Properties
1.1 Useful and harmful materials
Curriculum Guide: Curriculum Guide Science and Health in Curriculum Guide Curriculum Guide for
S5MT-Ia-b-1 S5MT-Ia-b-1 Today’s Environment 5 for Grade 5 S5MT- Grade 5 S5MT-Ia-b-1
Science Works 5, Myla Cyber Science Work by Carol A. Cruz,et.al, Ia-b-1 Science Works Grade 5,
Corazon S. Casinillo, pp. text 5, Nicetas G. pp. Science Works! Myla Corazon S.
165-168 Valencia et.al. pp. 5-7 194-201 Grade 5, Diwa Casinillo, p.167
Cyber Science 5, Nicetas Science Works 5, Myla Cyber Science Worktext Learning System Science and Health 4,
G. Valencia & Hayda M. Corazon S. Casinillo p. in Science and INC, by Myla Carmelita C. Coronel et.
Vilona, pp.2-3 166 Technology by Nicetas Corazon S. Casinillo, al., p.149
Science and Health in G. pp. 167 Science and Health
Today;s Environment 5, Valencia, et. al, pp. 1-7 Today’s Environment 5,

1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal)
B. Other Learning Resources
IV. Procedures
A. Review Previous Lessons
B. Establishing purpose for
the Lesson
C. Presenting examples
/instances of the new lessons
Carol A. Cruz Science Works Grade 5 Carol A. Cruz et. al.,
et.al. pp. 196-200 by Myla Corazon S. p.210
www.youtube.com Casinillo, p. 167
worksheets, KWL chart, 1 pc each of the Short video clip chart, basin, 1.5 L
pictures following: 1 pc each group water, 5-peso coin
Metal Iron nail balloon, rubber bond, and a piece of wood,
Block of Wood Stones rubber gloves, plastic 2 basin, 10 mL
Bamboo stick Ruler bag, electrical wire (12 water, sponge and
Chalk Crayon inches long), paper clip, plastic cover, activity
Block of wood, small sheet
stone, 1 pack of
chicaron, panutsa,
scissors, saucer
(ceramic), chalk, ruler
used plastic bottle
tamalis syrup or honey
salt water
sand plastic glass
water
KWL Chart Properties of Materials Activating Prior FACT or BLUFF. Unlocking of Difficulties
Knowledge(APK) 1. Malleability refers What’s the word?
“Mystery Box” to the ability of
metals to be flattened
into thin sheet.
PowerPoint Presentation Let’s Play “Pinoy Prepare the pupils for a Why does the ship What local “kakanin”
or the picture itself Henyo” short video clip about float in water while or rice cakes do you
the work of a needle sinks? usually eat? How are
carpenter or blacksmith these “kakanin” being
cooked?
Group the pupils into 4 1. Group the pupils into a. Group the class into 5. 1. Setting activity 1. Organize the class
and distribute the five. b. Distribute the standards. into small groups.
envelope containing 2. Divide the materials materials for 2. Set norms to follow
the activity sheets and equally to each group. exploration. during group activity.
the pictures. c. Refer to the activity 3. Give the pupils 10
sheet for instructions minutes to do the tasks.
and procedures 4. Have each group
bring out the materials
assigned to them.
5. Provide the pupils

D. Discussing new concepts
and practicing new skills #1.
E. Discussing new concepts &
practicing new slills #2
F. Developing Mastery
(Leads to Formative
Assesment 3)
G. Finding Practical
Applications of concepts and
skills in daily living
H. Making Generalizations &
Abstractions about the
lessons
I. Evaluating Learning
J. Additional activities for
application or remediation
activity sheets and other
materials such as
manila paper, marking
pen.
Activity Proper (Group Activity Proper (Group Activity Proper (Group Activity Proper Activity Proper (Group
Activity) Activity) Activity) (Group Activity) Activity)
Group reporting and Group reporting and Group reporting and Group reporting and Group reporting and
presentation. presentation. presentation. presentation. presentation.
Why is towel used to dry The teacher will present How does an object How do you describe 1. What materials did
up our body after a video clip regarding show malleability, the density of you shake in the bottle
bathing? Brittleness ductility, flexibility, materials? of water?
and elasticity?
Why do we use casserole, Have the pupils filled What other materials List down some What other liquids are
pan and pots made of out the data chart with available at home show household materials viscous or have
metal in cooking out their observation based malleability, ductility, then viscosity?
food? on the video clip flexibility, and classify them as to
elasticity? porosity and density.
What have you learned What are the differences What are the How do you When does material
today? Completing the on the hardness and characteristics of the differentiate porosity have solubility?
KWL Chart. brittleness of the materials that possess from density? viscosity?
materials. malleability, ductility,
elasticity and flexibility
Identify the property of Classify the following Describe by writing the Direction: Describe Identify the property of
each material used at materials as to hardness properties of materials whether the material described in
home. Choose the best or brittleness: at the left column. following materials every situation
answer from the words 1. Jalouise Name of Property have a POROSITY Write your answer
inside the parenthesis. 2. Mirror Materials PROPERTY or opposite each phrase
1. Fabric (hard, brittle, 3. Steel Bar DENSITY below.
absorbent) 4. Hammer Paper clip PROPERTY. 1. honey on top of
5. Capis 1. The stone when hotcake
dropped in water 2. sugar in hot water
then sinks. (Porosity)
List down 5 materials The teacher will group A. Journal Writing A. Test the porosity Observe the materials
which you can find on the learners according to Gold and silver are and the density you have at home.
your way home. Identify their preferences. metals. Why are these properties of the List down 5 examples of
the Music Smart – Compose materials not suited for following materials: soluble substances and 3
property of each a short song about electrical wires? 1. Charcoal liquid substances
material. Reminder: Do hardness and brittleness 2. Stone that have viscosity.
not include examples of materials 3. Plastic
used in Picture Smart – Draw 4. Spoon
today’s lesson. objects that you can find 5. Paper
 inside the classroom B. Bring the
that show hardness and following materials
brittleness of materials for the next activity
Word Smart – Write a safety matches or
short poem about lighter, empty can of
hardness and sardine, clay pot,
brittleness of materials water, paper, wood,
piece of clay pot,
pieces of glass, iron
nail
V. Remarks

VI. ReflectioN
A. No.of learners who earned
80% in the evaluation

B. No.of learners who requires

additional acts.for remediation
who scored below 80%
C. Did the remedial lessons
work? No.of learners who
caught up with the lessons
D. No.of learners who continue
to require remediation

E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?

Prepared by: RICA BRENDA RIVERA

BEED 2B
 School ZLAES Grade Level GRADE V - JUPITER
GRADES 1 TO 12 Teacher RICA BRENDA RIVERA Learning Area Science
DAILY LESSON Teaching Date & June 24-28, 2019 Quarter First Grading
LOG Time

Week No. WEEK 4 Monday - 24 Tuesday - 25 Wednesday - 26 Thursday - 27 Friday – 28

I. Objectives Use the properties of materials Show that materials may Observe that no new Show how chemical change Cite different evidences of
to determine whether they are change in size, shape, volume material is formed when takes place in materials chemical change in
useful or and phase. physical change takes place materials
harmful
A. Content Standards The learners demonstrate understanding of materials undergo changes due to oxygen and heat
B. Performance Standards Uses local, recyclable solid and/or liquid materials in making useful products.
C. Learning Competencies 1. Investigate changes that happen in materials under the following conditions:
1.1 prescence or lack of oxygen; and
1.2 application of heat
II. Content 2. Changes that Materials Undergo
III. Learning Resources
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resources
(LR) Portal)
B. Other Learning
Resources
IV. Procedures
A. Review Previous Lessons
B. Establishing purpose for
the Lesson
C. Presenting examples
/instances of the new lessons
D. Discussing new concepts
and practicing new skills
#1.
E. Discussing new concepts
& practicing new slills #2
Curriculum Guide: S5MT-Ia-b- Curriculum Guide for Grade 5
1 S5MT-Ic-d-2
Cyber Science 5, Nicetas G. Cyber Science Worktext in
Valencia & Hayda M. Vilona, Science 5, by Nicetas G.
pp. 5-8 Valencia et.al., pp.
24- 26
real objects such as face towel, pictures, charts, activity sheet,
tissue paper, window, wires, balloon, pencil, water, ice cubes
casserole, firewood, sponge,
sugar, kerosene, mirror
Checking of Assignment FINDING THE WORD.
Rearrange the jumbled letter to
form a new
word based on the given
statements.
Let’s Play Riddles! Game: “CHANGE or NO
1. Group the learners into 5. CHANGE”
2. Distribute the placards with 1. Liquid water left in the
group numbers 1-5. freezer becomes solid. Is it a
“Change or No change”?
Find out which property of Show that materials may
material is undergo
useful or harmful to us. different changes.
Activity Proper (Group Activity Proper (Group
Activity) Activity)
Group reporting and Group reporting and
presentation. presentation.
Curriculum Guide for
Grade 5 S5MT-Ic-d-2
Science Works 5, Myla
Corazon S. Casinillo et.al.,
pp. 172-175
old magazines/newspapers,
scissor, rubber band, copper
wire, wooden
stick, stone, hammer, piece
of c ice cubes, plastic jars,
water
Cooking is Fun
(To the tune of Planting
Rice)
Pass a ball while the music
is playing. Whoever holds
the ball as the music stops
will be the one to tell
whether the object is solid,
liquid, or gas.
Ask pupils to get a piece of
paper. Instruct them to tear
it to make a heart shape.
Observe the formed shape
Today you will do an
activity that will help you
understand physical
change in matter
Activity Proper (Group
Activity)
Group reporting and
presentation.
Curriculum Guide: S5MT-Ic-d-
2 Ic-d-2
Science Works 5, Myla
Corazon S. Casinillo, pp. 165-
186
Cyber Science 5, Nicetas G.
Valencia & Hayda M. Vilona,
pp. 30-32
pictures, paper, sugar, spoon,
safety matches, worksheets,
Science
courseware module
Activity: 4 PICS – 1 WORD
Let the pupils guess the hidden
word by studying the pictures
shown.
Based on the activity you
learned yesterday, complete the
song with concepts learned
yesterday.
Sing A Song: Tune: Are you
sleeping?
Investigate the change that
will happen in the activity and
let us try to compare it with the
previous one which was
discussed yesterday.
Activity Proper (Group
Activity)
Group reporting and
presentation.
Curriculum Guide S5MT-
Cyber Science Work Text
in Science and Technology
5, Necitas
G. Valencia et.al., p. 32
https://www.youtube.com/
watch?v=FofPjj7v414
small water bottle, baking
soda, vinegar, plastic
spoon, funnel o
embudo, water, plastic
cups, small balloon, spoon
The learners will drag the
pieces of picture to form
the correct image through
the use of PowerPoint
Presentation
Activity Proper (Group
Activity)
Group reporting and
presentation.
F. Developing Mastery
(Leads to Formative
Assesment 3)
G. Finding Practical
Applications of concepts
and skills in daily living
H. Making Generalizations
& Abstractions about the
lessons
I. Evaluating Learning
J. Additional activities for
application or remediation
V. Remarks
a. Describe the materials and
identify its property.
b. How do we use these
materials?
c. Do they have harmful effect
to us?
d. Are they harmful or useful?
Let us analyze these situations
and tell whether the materials
are
useful or harmful.
a. Mr. Marasigan, the PTA
president made a trellis out of
bamboos for gulayan sa
paaralan.
When can we say that the
property of a material is useful
or
harmful?
Analyze each of the statement
and tell whether the use of each
material is useful or harmful.
1. A man is using lusong to
grind balinghoy to make
nilupak.
Cite one (1) situation that
shows usefulness and 1
situation that shows
harmfulness of materials.
What changes do these
materials undergo?
Can you describe these
changes?
What properties have changed?
Challenge your creativity
Group 1 – Young
actors/actresses. Present a short
skit changes that
occurs in materials to help you
live a comfortable way of
life.
Materials may undergo changes
in their size, shape, volume and
phase/state.
Identify the change in the
material being described in the
following
situation. Write A - if it is
change in shape; B - if it is
change in size;
and C – if it is change in
phase/state.
1. The lumber is cut into three
equal parts.
Give examples of changes that
materials undergo. Identify the
type of changes as to size,
shape or phase/state.
What changes took place
after cutting the bond paper
into
pieces?
What changes did you
notice with the materials?
Are there new products
formed?
Have the pupils formulate
generalization by asking:
When does matter undergo
physical change?
Describe the physical
changes that take place in
each picture below .
Write your answer on the
blank after the picture.
(pencil changes in size)
Observe the work , activity
or people in your own
community. List down the
activities that involve
physical changes.
Ex. washing of clothes and
drying them under the sun.
What change took place as you
burn the paper?
What are the properties of iron
and rust? Do they have the
same properties?
Materials undergo other
changes aside from physical
change. Materials when
exposed to heat like
cooking/heating or burning can
change. The material is now
different from its original form
because the substance of it
changes.
Read each item carefully.
Choose the letter of the best
answer.
1. When iron rusts, it produces
a material that is ___________.
A. Hard B. Strong
C. Weak D. Light
Match the original materials
with its product after the
change.
1. burned wood 2. leftover food
for a week
A. vinegar
B. rust
What did you observe
when the vinegar dropped
slowly to the baking soda
in the bottle?
What other changes can be
observed from the
reaction?
What can you infer from
these observations?
Have the learners construct
and express their own
understanding. They
should be able to say/
understand that:
Chemical change is a
change in which the
composition of the
material is altered and a
new substance is formed.
The teacher will present a
video presentation about
the Chemical Change
(https://www.youtube.com/
watch?v=FofPjj7v414)
Learners will answer the
following questions.
1. What are the evidences
that should be observed in
order to say that chemical
change took place? Give at
least two (2) answers.
List down at least 5
chemical changes that
happened in your
community.
VI. Reflection
A. No.of learners who earned
80% in the evaluation
B. No.of learners who
requires additional acts.for
remediation who scored
below 80%
C. Did the remedial lessons
work? No.of learners who
caught up with the lessons
D. No.of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did this work?
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
___ Learners who earned 80%
& above in the evaluation.
___ Learners who require
additional activities for
remediation
___Yes ___No
____ Learners who caught up
the lesson
___ Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging:
Examples: Think-pair-share,
quick-writes, and anticipatory
charts.
___Schema-
Building: Examples: Compare
and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualizati
on:  on:  Compare and contrast,
Examples:
Demonstrations, media,
manipulative, repetition, and
local opportunities.
___Text
Representation:  Representation:  Demonstrations, media,
Examples: Student
created drawings, videos, and
games.
___Modeling: Exa
mples: Speaking slowly and
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
___ Learners who earned 80%
& above in the evaluation.
___ Learners who require
additional activities for
remediation
___Yes ___No
____ Learners who caught up
the lesson
___ Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging:
Examples: Think-pair-share,
quick-writes, and anticipatory
charts.
___Schema-
Building: Examples: Compare
and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualizati
Examples:
Demonstrations, media,
manipulative, repetition, and
local opportunities.
___Text
Examples: Student
created drawings, videos, and
games.
___Modeling: Exa
mples: Speaking slowly and
___Lesson carried. Move ___Lesson carried. Move on to ___Lesson carried. Move
on to the next objective. the next objective. on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
___ Learners who earned ___ Learners who earned 80% ___ Learners who earned
80% & above in the & above in the evaluation. 80% & above in the
evaluation. evaluation.
___ Learners who require ___ Learners who require ___ Learners who require
additional activities for additional activities for additional activities for
remediation remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ Learners who caught ____ Learners who caught up ____ Learners who caught
up the lesson the lesson up the lesson
___ Learners who continue ___ Learners who continue to ___ Learners who continue
to require remediation require remediation to require remediation
Strategies used that work Strategies used that work well: Strategies used that work
well: well:
___Metacognitive
___Metacogniti Development: Examples: Self ___Metacognit
ve Development: assessments, note taking and ive Development:
Examples: Self studying techniques, and Examples: Self
assessments, note taking vocabulary assignments. assessments, note taking
and studying techniques, ___Bridging: and studying techniques,
and vocabulary Examples: Think-pair-share, and vocabulary
assignments. quick-writes, and anticipatory assignments.
___Bridging: charts. ___Bridging:
Examples: Think-pair- ___Schema- Examples: Think-pair-
share, quick-writes, and Building: Examples: Compare share, quick-writes, and
anticipatory charts. and contrast, jigsaw learning, anticipatory charts.
___Schema- peer teaching, and projects. ___Schema-
Building: Examples: ___Contextualizati Building: Examples:
on:  Compare and contrast,
jigsaw learning, peer Examples: jigsaw learning, peer
teaching, and projects. Demonstrations, media, teaching, and projects.
___Contextuali manipulative, repetition, and ___Contextuali
zation:  local opportunities. zation: 
Examples: ___Text Examples:
Representation:  Demonstrations, media,
manipulative, repetition, Examples: Student manipulative, repetition,
and local opportunities. created drawings, videos, and and local opportunities.
___Text games. ___Text
Representation:  ___Modeling: Exa Representation: 
Examples: mples: Speaking slowly and Examples:
Student created drawings, Student created drawings,

F. What difficulties did I
encounter which my
principal/supervisor can help
me solve?
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
Cooperation in doing their
tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
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
Cooperation in doing their
tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
videos, and games.
___Modeling: E
xamples: 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
Cooperation in doing
their tasks
___ Audio Visual
Presentation of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
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
Cooperation in doing their
tasks
___ Audio Visual Presentation
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/ Internet
Lab
__ Additional Clerical works
videos, and games.
___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
Cooperation in doing
their tasks
___ Audio Visual
Presentation of the lesson
__ Bullying among pupils
__ Pupils’
behavior/attitude
__ Colorful IMs
__ Unavailable
Technology
Equipment
(AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
G. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
Prepared by: RICA BRENDA RIVERA
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
BEED 2B
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition