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School: Grade Level: V

GRADES 1 to 12 Teacher: Ma’am EDNALYN D. MACARAIG Learning Area: SCIENCE


DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 26-30, 2018 (WEEK 5) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


I.OBJECTIVES
A.Content Standards The learners demonstrate understanding of the effects of heat and electricity, light, and sound on people and objects.
B.Performance Standards The learners should be able to perform the activity sensibly.
C.Learning Competencies/Objectives Relate the ability of the materials Explain the importance of ability
Identify materials that block light. Identify materials that absorb light. Identify materials that transmit light. to block, absorb or transmit light of the materials to block, absorb
S5FE-IIIe-5 S5FE-IIIe-5 S5FE-IIIe-5 to its use. or transmit light to its use.
S5FE-IIIe-5 S5FE-IIIe-5
II.CONTENT Light and Sound, Heat and Light and Sound, Heat and
Light and Sound, Heat and Electricity Light and Sound, Heat and Electricity Light and Sound, Heat and Electricity
Electricity Electricity
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages Cyber Science Worktext in Cyber Science Worktext in
Cyber Science Worktext in Science and Cyber Science Worktext in Science and Cyber Science Worktext in Science
Science and Technology 5 by: Science and Technology 5 by:
Technology 5 by: Nicetas G. Technology 5 by: Nicetas G. Valencia et. and Technology 5 by: Nicetas G.
Nicetas G. Nicetas G.
Valencia et. Al. pp. 245 – 251 Al. p. 245-251 Valencia et. Al. p. 245-251
Valencia et. Al. pp. 245-251 Valencia et. Al. pp. 245-251
4.Additional materials from learning https://www.boundless.com/biology/te
resource (LR) portal xtbooks/boundless-biology-
textbook/photosynthesis-8/the-light-
dependent-reactions-of-
photosynthesis-81/absorption-of-light-
375-11601/

B.Other Learning Resource metacards, activity sheet, chart, metacards, activity sheet, chart, metacards, activity sheet, chart,
metacards, activity sheet, chart, Metacards, Activity sheet, chart,
checklist plastic ball, cellophane, checklist plastic ball, cellophane, checklist plastic ball, cellophane,
checklist, table, woods, basketball ball, checklist, table, woods, basketball ball,
jelly, prism, plastic lunch box, jelly, prism, plastic lunch box, jelly, prism, plastic lunch box,
tin can, vase, chalk, flashlight tin can, vase, chalk, flashlight
flashlight flashlight flashlight
IV.PROCEDURES
A.Reviewing previous lesson or presenting Classify the following In a metacard, list down some materials FACT or BLUFF. Listen to the teacher Describe the characteristics of
the new lesson materials into black or colored that blocked lights. Paste it on the as he/she reads the following materials based from their
object. Place your answer on chart. situation. behavior to light
the chart. How do you describe the materials that Directions: Raise the word FACT if
Magnet block the light? the situation states that light is being
flower absorbed and BLUFF if it is not.
black shoes 1. Erwin wears dark-colored dress
black ink during cold weather.
leaf 2. Leaves absorb light during the
wires process of photosynthesis.
tires 3. While resting, Paola enjoys looking
colored roof to fish in the aquarium
4. In an activity, the light reflects in
different colors when it strikes to the
prism.
5. Jeffrey looks to the glass of water
to test if it is clear.
B.Establishing a purpose for the lesson
C.Presenting Examples/ instances of the Teacher will show a mirror. Have you Class, look at the picture. Directions: Classify the following Directions: Tell what happen
new lesson ever wondered why you can see your What can you say about it? materials based on their reaction when light falls on different
face in a mirror? This occurs because What kind of material use in making to materials. Complete the graphic
mirrors are very smooth and shiny. aquarium? Why? light. organizer.
What can you say about it? Light bounces, or reflects, off of the Can you see the fish inside the
Where do we usually stay during noon smooth and shiny surface of mirrors. aquarium if is not made of glass?
time? Why? When you see your face in a mirror you What benefits can we get from this
Can you imagine how people enjoy are seeing light from your face activity?
the shade of the trees if the trees do reflecting off of the mirror.
not block the sunlight?
What benefits can we get from this
activity?
D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing Mystery box. The box contains block 1. Setting Standards 1. Setting Standards 1. Setting standards 1. Setting standards
new skills #2 of woods, basketball ball, tin can, 2. Group the class into four. 2. Group the class into four. 2. Group the class into three. 2. Group the class into four.
vase, chalk. 3. Distribution of activity sheet and 3. Distribution of 3. Distribution of activity sheet 3. Distribution of activity sheet.
Riddle: materials to be used. activity sheet and materials to be and materials to be used. 4. Let the pupils perform the
a. I am round and orange in color. You 4. Let the pupils perform the activity. used. 4. Let the pupils perform the activity.
used me in playing. You can dribbled Activity 4. Let the pupils perform the activity. activity. Group I – Young illustrators.
and shoot me on the ring. What am I? Absorb of light Activity Activity I Explain the importance of ability
b. I am usually found on the table. You I. Problem: What materials do absorb Transmit of light Reaction of light of
can put flower to me. You must light? 3. Observation: the materials to block light to its
handle me carefully so that I won’t II. Materials: plastic ball, cellophane, 1. What materials transmit the light? use. Draw your
broke. What am I? jelly, prism, plastic lunch box, chart, 2. What happens to the light that answers.
c. I came into different color. You can flashlight strikes on these materials? Group II – Young
used me in writing on the board. What III. Procedure: actors/actresses. Explain the
am I? 1. Turn on the flashlight. Test if the importance of
d. Sardines and milk are placed inside following material absorb the light. ability of the materials to absorb
me. Never throw me because you can 2. Record your answer on the table. Put light to its use.
recycle me. What am I? check (√) on the proper column. Present your answer through
e. I came from trees. I am not a role play.
flower, a root or a leaf. What am I? Group III – Young newscasters.
Let us see how these objects are Explain the importance of ability
related to our lesson today. of the materials to transmit light
to its use. Make a 2
- minute broadcasting.
F.Developing Mastery
G.Finding Parctical application of concepts 1. Setting Standards 1. Group Reporting and Presentation of 1. Group Reporting and Presentation 1. Group Reporting and Group Reporting and
and skills in daily living 2. Group the class into four. Output of Outputs Presentation of Output Presentation of Output
3. Distribution of activity sheet and 2. Analysis and Discussion 2. Analysis and Discussion 2. Analysis and Discussion
materials to be used. What can you say about the materials What can you say about the What can you say about the
4. Let the pupils perform the activity. we used in the activity? What evidence materials we used in the activity? materials used in the activity?
Activity shows that light was blocked by What evidence shows that light was What evidence showed that light
Blocking of light materials? blocked by materials? was block/transmit/absorb by
materials?
What are the uses of ability of
material to
block/transmit/absorb light?
H.Making generalization and abstraction
about the lesson
I.Evaluating learning 1. Group Reporting and Presentation Plants make their own foods through Group Activity. Group Activity. Analysis and Discussion
of Output the process of photosynthesis.Study the On metacards, list down some Group 1 – On metacards, list Why is blocking of light
2. Analysis and Discussion picture below. examples of materials that transmit down some examples of important?
What can you say about the materials Teacher will give additional information light. Paste them on the chart. materials that Why is absorbing of light
we used in the activity? about how light is being absorbed by transmitlight. Paste it on the important?
What evidence shows that light was the leaf chart. How do we use these Why is transmitting of light
blocked by materials? materials? important?
Group 2 – On metacards, list
down some examples of
materials that
absorb light. Paste it on the chart.
How do we use these
materials?
Group 3 – On metacards, list
down some examples of
materials that block
light. Paste them on the chart.
How do we use these materials?
J.additional activities for application or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to
evaluation next objective. objective. next objective. the next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of lesson because of lack of
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in difficulties encountered in
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by answering the questions asked
of limited resources used by the of limited resources used by the despite of limited resources used by the teacher. by the teacher.
teacher. teacher. the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used despite of limited resources
their work on time. work on time. their work on time. by the teacher. used by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time. finished their work on time.
behavior. behavior. behavior. ___Some pupils did not finish ___Some pupils did not finish
their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior.

C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
who have caught up with the lesson above above above above

D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation activities for remediation activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
lesson lesson lesson the lesson the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
principal or supervisor can helpme solve? require remediation require remediation require remediation require remediation to require remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
used/discover which I wish to share with  ___Metacognitive 
Development: ___Metacognitive 
Development: ___Metacognitive Development: ___Metacognitive Development:  ___Metacognitive
other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and
 ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think- vocabulary assignments.
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory 
pair-share, quick-writes, and ___Bridging: Examples: Think-
charts. charts. charts. anticipatory charts. pair-share, quick-writes, and
    anticipatory charts.
 ___Schema-Building: Examples: ___Schema-Building: 
Examples: ___Schema-Building: Examples: ___Schema-Building: 
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw 
Examples:Compare and contrast, ___Schema-Building: Examples:
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. jigsaw learning, peer teaching, Compare and contrast, jigsaw
   and projects. learning, peer teaching, and
 projects.
 ___Contextualization:  ___Contextualization:  ___Contextualization:
 ___Contextualization: 
 
Examples: Demonstrations, media, Examples: Demonstrations, 
media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local 
manipulatives, repetition, and local Examples: Demonstrations,  ___Contextualization:
opportunities. opportunities. opportunities. 
media, manipulatives, repetition, Examples: Demonstrations,
   and local opportunities. media, manipulatives,
 repetition, and local
 ___Text Representation:  ___Text Representation:  ___Text Representation:
opportunities.
 
Examples: Student created drawings, 
Examples: Student created drawings, 
Examples: Student created drawings, ___Text Representation:

videos, and games. videos, and games. videos, and games.  Examples: Student created
drawings, videos, and games.  ___Text Representation:
 ___Modeling: Examples: 
Speaking ___Modeling: Examples: 
Speaking ___Modeling: Examples: 
Speaking ___Modeling: Examples:  Examples: Student created
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly, drawings, videos, and games.
language you want students to use, language you want students to use, and language you want students to use, modeling the language you want
 ___Modeling: Examples:
and providing samples of student providing samples of student work. and providing samples of student students to use, and providing Speaking slowly and clearly,
work. work. samples of student work. modeling the language you want
Other Techniques and Strategies used: students to use, and providing
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies Other Techniques and Strategies samples of student work.
used: ___ Group collaboration used: used:
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching ___ Explicit Teaching Other Techniques and
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Group collaboration Strategies used:
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Explicit Teaching
___ Answering preliminary ___ Carousel play play ___ Group collaboration
activities/exercises ___ Diads ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning
___ Carousel ___ Differentiated Instruction activities/exercises activities/exercises throuh play
___ Diads ___ Role Playing/Drama ___ Carousel ___ Carousel ___ Answering preliminary
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Diads activities/exercises
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel
___ Discovery Method Why? ___ Role Playing/Drama ___ Role Playing/Drama ___ Diads
___ Lecture Method ___ Complete Ims ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction
Why? ___ Availability of Materials ___ Lecture Method ___ Lecture Method ___ Role Playing/Drama
___ Complete Ims ___ Pupils’ eagerness to learn Why? Why? ___ Discovery Method
___ Availability of Materials ___ Group member’s ___ Complete Ims ___ Complete Ims ___ Lecture Method
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Availability of Materials Why?
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete Ims
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Group member’s ___ Availability of Materials
in doing their tasks of the lesson collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn
___ Audio Visual Presentation in doing their tasks in doing their tasks ___ Group member’s
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation collaboration/cooperation
of the lesson of the lesson in doing their tasks
___ Audio Visual Presentation
of the lesson