GRADES 1 to 12

DAILY LESSON LOG

I.

OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning
Competencies/Objectives
Write the LC code for
each

II.

School
Teacher
Teaching Dates and
Time

PEQUIT INTEGRATED SCHOOL

MRS. GLORIA G. ABAN
January 9 -13, 2017 (9:45-10:45)

Grade Level
Learning Areas
Quarter

5
SCIENCE
3RD QUARTER

Monday
Tuesday
Wednesday
Thursday
Friday
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
The learners

The learners

The learners

The learners

The learners

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

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

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

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

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

The learners

The learners

The learners

The learners

The learners

propose an unusual tool or

device using electromagnet
that is useful for home,
school or community

propose an unusual tool or

device using electromagnet
that is useful for home,
school or community

propose an unusual tool or

device using electromagnet
that is useful for home,
school or community

propose an unusual tool or

device using electromagnet
that is useful for home,
school or community

propose an unusual tool or

device using electromagnet
that is useful for home,
school or community

The learners

The learners

The learners

The learners

The learners

propose an unusual tool or

device using electromagnet
that is useful for home,
school or community

propose an unusual tool or

device using electromagnet
that is useful for home,
school or community

propose an unusual tool or

device using electromagnet
that is useful for home,
school or community

propose an unusual tool or

device using electromagnet
that is useful for home,
school or community

propose an unusual tool or

device using electromagnet
that is useful for home,
school or community

CODE: S5FE-IIIc-3

CODE: S5FE-IIIc-3

CODE: S5FE-IIIc-3

CODE: S5FE-IIIc-3

CODE: S5FE-IIIc-3

Electricity and Magnetism

Circuits
Electromagnets

Electricity and Magnetism

Circuits
Electromagnets

Electricity and Magnetism

Circuits
Electromagnets

Electricity and Magnetism

Circuits
Electromagnets

Electricity and Magnetism

Circuits
Electromagnets

CONTENT

III.

LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages

Coronel, Carmelita C. et.al

Exploring and Protecting Our
World ,
VibalPublishing House, Inc.
2005
Arcano, Evelyn E. et.al
breaking through Science,
C&E Publishing,
Inc. 2015

Coronel, Carmelita C. et.al

Exploring and Protecting Our
World ,
VibalPublishing House, Inc.
2005
Arcano, Evelyn E. et.al
breaking through Science,
C&E Publishing,
Inc. 2015

Coronel, Carmelita C. et.al

Exploring and Protecting Our
World ,
VibalPublishing House, Inc.
2005
Arcano, Evelyn E. et.al
breaking through Science,
C&E Publishing,
Inc. 2015

Coronel, Carmelita C. et.al

Exploring and Protecting Our
World ,
VibalPublishing House, Inc.
2005
Arcano, Evelyn E. et.al
breaking through Science,
C&E Publishing,
Inc. 2015

Coronel, Carmelita C. et.al

Exploring and Protecting
Our World ,
VibalPublishing House, Inc.
2005
Arcano, Evelyn E. et.al
breaking through Science,
C&E Publishing,
Inc. 2015

Present a video clip about

color wheel, light colors and
dark colors.
Ask the pupils if their roofs
are painted of what color.
Have a short interaction
regarding their answers.

Present a video clip about

color wheel, light colors and
dark colors.
Ask the pupils if their roofs
are painted of what color.
Have a short interaction
regarding their answers.

1. Looking at the box, can

you guess what is inside it?
2. What if we will flash
the light on the box, can
you now identify the
thing inside it?

1. Looking at the box, can

you guess what is inside it?
2. What if we will flash
the light on the box, can
you now identify the
thing inside it?

1. Looking at the box, can

you guess what is inside it?
2. What if we will flash
the light on the box, can
you now identify the
thing inside it?

B. Establishing a purpose for

the lesson

Infer how dark and colored

objects affect the ability to
absorb heat

Infer how dark and colored

objects affect the ability to
absorb heat

Relate the ability of the

material to block, absorb or
transmit light to its

Relate the ability of the

material to block, absorb or
transmit light to its

Relate the ability of the

material to block, absorb or
transmit light to its

C. Presenting
examples/instances of the
new lesson

Designing the Class Activity

Divide the class into groups.
Let the pupils do the Activity

Designing the Class Activity

Divide the class into groups.
Let the pupils do the Activity

Designing the Class Activity

Divide the class into groups.
Let the pupils do the Activity

Designing the Class Activity

Divide the class into groups.
Let the pupils do the Activity

Designing the Class Activity

Divide the class into
groups.
Let the pupils do the
Activity

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson

D. Discussing new concepts

and practicing new skills
#1

E. Discussing new concepts

and practicing new skills
#2

ACTIVITY NO. 1 HOT

WATER

ACTIVITY NO. 1 HOT

WATER

YOU WILL NEED:

4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see
through clear colored sheets
(red, yellow, blue,
green)

YOU WILL NEED:

4 thermometers
4 plastic cups
water
timer
lamp
scissor
cellophane or any see
through clear colored sheets
(red, yellow, blue,
green)

PROCEDURE:
Pour same amount of water
on each of the plastic cup.
(used 100ml.
for each)
Cover each cup with
cellophane or clear colored
sheet. Tape it.
Leave your container under
lamp for 10 minutes. Make
sure to start at the same
temperature.
After ten minutes, insert the
thermometers on each
plastic cups.
Observe and record the
results of the experiment on
the given table.

PROCEDURE:
Pour same amount of water
on each of the plastic cup.
(used 100ml.
for each)
Cover each cup with
cellophane or clear colored
sheet. Tape it.
Leave your container under
lamp for 10 minutes. Make
sure to start at the same
temperature.
After ten minutes, insert the
thermometers on each
plastic cups.
Observe and record the
results of the experiment on
the given table.

Which among the following

plastic cups have lightcolored
sheets? Have dark colored
sheets?
What is the temperature of
plastic each cup? Red sheet
___, Blue sheet ___, Green
sheet ___, Yellow sheet ___
What can you say about the

Which among the following

plastic cups have lightcolored
sheets? Have dark colored
sheets?
What is the temperature of
plastic each cup? Red sheet
___, Blue sheet ___, Green
sheet ___, Yellow sheet ___
What can you say about the

1. Divide the class into three

groups.
2. Distribute the
materials/activity sheets
containing instruction to the
pupils. (Note: cover the box
with the aluminum foil,
plywood, cardboard)
3. Give routine instruction
(Ex. Do not play while doing
the activity)
4. Guide the pupils as they
perform the task (Note: flash
the light on the cover of the
box)
5. After the specified time,
allow each group to present
their observation.

1. Divide the class into three

groups.
2. Distribute the
materials/activity sheets
containing instruction to the
pupils. (Note: cover the box
with the aluminum foil,
plywood, cardboard)
3. Give routine instruction
(Ex. Do not play while doing
the activity)
4. Guide the pupils as they
perform the task (Note: flash
the light on the cover of the
box)
5. After the specified time,
allow each group to present
their observation.

1. Divide the class into

three groups.
2. Distribute the
materials/activity sheets
containing instruction to
the pupils. (Note: cover the
box with the aluminum foil,
plywood, cardboard)
3. Give routine instruction
(Ex. Do not play while
doing the activity)
4. Guide the pupils as they
perform the task (Note:
flash the light on the cover
of the box)
5. After the specified time,
allow each group to present
their observation.

Identify the materials you

used.
Have you seen the materials
inside the box? (No) Why? (it
is covered)
Does the light pass through
the cover? (No)

Identify the materials you

used.
Have you seen the materials
inside the box? (No) Why? (it
is covered)
Does the light pass through
the cover? (No)

Identify the materials you

used.
Have you seen the
materials inside the box?
(No) Why? (it is covered)
Does the light pass through
the cover? (No)

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

temperature of the cups with

red and yellow sheets?
Describe the temperature of
the cups with blue and green
sheets.
Which cups absorbs more
energy which is heat?
Group presentation of
outputs.
Leaders of each group will
report their works to the
class.
Key Question:
How does dark colored object
affects its ability to absorb
heat?

temperature of the cups with

red and yellow sheets?
Describe the temperature of
the cups with blue and green
sheets.
Which cups absorbs more
energy which is heat?
Group presentation of
outputs.
Leaders of each group will
report their works to the
class.
Key Question:
How does dark colored object
affects its ability to absorb
heat?

Class Interaction
What do you think would
likely to happen if you wear
dark clothes on sunny days?
Encourage the pupils to make
a journal about what they
have learned on the effect of
the absorption of heat on
black objects.
I have learned that
_____________________
I realized
that__________________

Encourage the pupils to make

a journal about what they
have learned on the effect of
the absorption of heat on
black objects.
I have learned that
_____________________
I realized

* Group presentation of
outputs.
* Process the responses
given by the pupils during
the activity.

* Group presentation of
outputs.
* Process the responses
given by the pupils during
the activity.

* Group presentation of
outputs.
* Process the responses
given by the pupils during
the activity.

Class Interaction
What do you think would
likely to happen if you wear
dark clothes on sunny days?
Encourage the pupils to make
a journal about what they
have learned on the effect of
the absorption of heat on
black objects.
I have learned that
_____________________
I realized
that__________________

Group presentation of
outputs.

Group presentation of
outputs.

Group presentation of
outputs.

Most materials are opaque

just like the one we used in
the activity the aluminum
foil. Opaque materials do not
allow light to pass through
them. Light that strikes these
materials is either reflected
or absorbed and converted to
heat. Materials such as
aluminium foils you used in
the activity, the concrete
walls, the cardboard and the
plywood are all opaque to
visible light.

Most materials are opaque

just like the one we used in
the activity the aluminum
foil. Opaque materials do not
allow light to pass through
them. Light that strikes these
materials is either reflected
or absorbed and converted to
heat. Materials such as
aluminium foils you used in
the activity, the concrete
walls, the cardboard and the
plywood are all opaque to
visible light.

Encourage the pupils to make

a journal about what they
have learned on the effect of
the absorption of heat on
black objects.
I have learned that
_____________________
I realized

Check the materials that are

opaque.
_____1. Wood
_____2. Thin paper
_____3. Iron
_____4. Cloth
_____5. Mirrors used at home.

Check the materials that are

opaque.
_____1. Wood
_____2. Thin paper
_____3. Iron
_____4. Cloth
_____5. Mirrors used at home.

Most materials are opaque

just like the one we used in
the activity the aluminum
foil. Opaque materials do
not allow light to pass
through them. Light that
strikes these materials is
either reflected or
absorbed and converted to
heat. Materials such as
aluminium foils you used in
the activity, the concrete
walls, the cardboard and
the plywood are all opaque
to visible light.
Check the materials that
are opaque.
_____1. Wood
_____2. Thin paper
_____3. Iron
_____4. Cloth
_____5. Mirrors used at
home.

J.

Additional activities for

application or
remediation

V.
VI.
A.

B.

C.

D.

REMARKS
REFLECTION
No. of learners who
earned 80% in the
evaluation

No. of learners who require

additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

G.

that__________________

that__________________

What hat/cap would you

prefer to use when its hot
outside? The dark
colored hat/cap or the light
ones? Why?

What hat/cap would you

prefer to use when its hot
outside? The dark
colored hat/cap or the light
ones? Why?

List 5 materials you have at

home that are OPAQUE.

List 5 materials you have at

home that are OPAQUE.

List 5 materials you have at

home that are OPAQUE.