GRADES 1 to 12 School
DAILY LESSON LOG Teacher
Teaching Dates and January 30- February 3, 2017
Time
Monday
I. OBJECTIVES Demonstrate how people and plants prevent soil erosion.
A. Content Standards demonstrates understanding
of
weathering, soil erosion
and other processes that
shape the land
how these affect living
things and the environment,
and
ways to reduce risks to
health
B. Performance Standards
identifies areas around the
home and at school which
are prone to soil erosion.
helps reduce soil erosion
around the home and at
school.
C. Learning
Competencies/Objectives observes and ask
Write the LC code for questions on what happens
each during weathering process.
determines the effects of
weathering on the
environment and on living
things.
determines the causes of
soil erosion in the community.
Tuesday
demonstrates understanding
of
weathering, soil erosion
and other processes that
shape the land
how these affect living
things and the environment,
and
ways to reduce risks to
health
identifies areas around the
home and at school which
are prone to soil erosion.
helps reduce soil erosion
around the home and at
school.
observes and ask
questions on what happens
during weathering process.
determines the effects of
weathering on the
environment and on living
things.
determines the causes of
soil erosion in the community.
Grade Level
Learning Areas
Quarter
Wednesday
demonstrates understanding
of
weathering, soil erosion
and other processes that
shape the land
how these affect living
things and the environment,
and
ways to reduce risks to
health
identifies areas around the
home and at school which
are prone to soil erosion.
helps reduce soil erosion
around the home and at
school.
observes and ask
questions on what happens
during weathering process.
determines the effects of
weathering on the
environment and on living
things.
determines the causes of
soil erosion in the community.
Thursday
demonstrates understanding
of
weathering, soil erosion
and other processes that
shape the land
how these affect living
things and the environment,
and
ways to reduce risks to
health
identifies areas around the
home and at school which
are prone to soil erosion.
helps reduce soil erosion
around the home and at
school.
observes and ask
questions on what happens
during weathering process.
determines the effects of
weathering on the
environment and on living
things.
determines the causes of
soil erosion in the community.
Friday
demonstrates
understanding of
weathering, soil erosion
and other processes that
shape the land
how these affect living
things and the
environment, and
ways to reduce risks to
health
identifies areas around
the home and at school
which are prone to soil
erosion.
helps reduce soil erosion
around the home and at
school.
observes and ask
questions on what happens
during weathering process.
determines the effects of
weathering on the
environment and on living
things.
determines the causes of
soil erosion in the
 investigates the effects of
soil erosion on living things
and the environment.
collects data on the extent
of soil erosion in the
community.
investigates the effects of
soil erosion on living things
and the environment.
collects data on the extent
of soil erosion in the
community.
investigates the effects of
soil erosion on living things
and the environment.
collects data on the extent
of soil erosion in the
community.
investigates the effects of community.
soil erosion on living things investigates the effects
and the environment. of soil erosion on living
collects data on the extent things and the
of soil erosion in the environment.
community. collects data on the
extent of soil erosion in the
community.

II. CONTENT Weathering Weathering Weathering Weathering Weathering

Soil erosion Soil erosion Soil erosion Soil erosion Soil erosion
Other processes that Other processes that Other processes that Other processes that Other processes that
shape the land surface shape the land surface shape the land surface shape the land surface shape the land surface

III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Material
pages
3. Textbook pages Into the Future 5 Into the Future 5 Into the Future 5 Into the Future 5 Into the Future 5

4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Describe the effects of soil
lesson or presenting erosion on the shape of the
the new lesson land, condition of the soil,
condition of water and on
plants, animals and people.
(Soil erosion changes the
shape of land. Soil erosion
makes the land dry and
infertile. Soil erosion makes
the body of water shallow
and polluted. Plants cannot
grow well on dry soil, animals
have nothing to eat and
people cannot plant on
Describe the effects of soil What are the uses of rocks? What are the uses of rocks? What are the uses of rocks?
erosion on the shape of the What is the importance of What is the importance of What is the importance of
land, condition of the soil, rocks? rocks? rocks?
condition of water and on
plants, animals and people.
(Soil erosion changes the
shape of land. Soil erosion
makes the land dry and
infertile. Soil erosion makes
the body of water shallow
and polluted. Plants cannot
grow well on dry soil, animals
have nothing to eat and
people cannot plant on

B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(Leads to Formative Assessment
3)
infertile lands.)
Demonstrate how people and
plants prevent soil erosion.
You have experienced the
effects of soil erosion. What
have you done to avoid it?
What might have happened if
you did not do something to
avoid it?
What must you do to prevent
soil erosion?
-ACTIVITY-
-ACTIVITY-
What words were you able to
form in Activity I?
What big heading will you
give to the words?
In Activity 2, what does each
picture shows?
infertile lands.)
Demonstrate how people and
plants prevent soil erosion.
You have experienced the
effects of soil erosion. What
have you done to avoid it?
What might have happened if
you did not do something to
avoid it?
What must you do to prevent
soil erosion?
-ACTIVITY-
-ACTIVITY-
What words were you able to
form in Activity I?
What big heading will you
give to the words?
In Activity 2, what does each
picture shows?
Identify the agents of
weathering.
On your way to school, do
you see stones on the
ground? Where do you think
those stones come from?
-ACTIVITY-
-ACTIVITY-
What happened to the rocks
when you poured boiling
water in it?
What caused it to break?
What happened to the two
soft rocks when rub together?
What happened to the
pebbles and sand?
What happened to the rocks
in all the activities?
What force broke the rock in
A _____ B ______ C ______
D _____ and E_____?
What do you call the process
of breaking rocks?
Identify the agents of
weathering.
On your way to school, do
you see stones on the
ground? Where do you think
those stones come from?
-ACTIVITY-
-ACTIVITY-
What happened to the rocks
when you poured boiling
water in it?
What caused it to break?
What happened to the two
soft rocks when rub together?
What happened to the
pebbles and sand?
What happened to the rocks
in all the activities?
What force broke the rock in
A _____ B ______ C ______
D _____ and E_____?
On your way to school, do
you see stones on the
ground? Where do you
think those stones come
from?
-ACTIVITY-
-ACTIVITY-
What happened to the
rocks when you poured
boiling water in it?
What caused it to break?
What happened to the two
soft rocks when rub
together?
What happened to the
pebbles and sand?
What happened to the
rocks in all the activities?
What force broke the rock
in A _____ B ______ C

G. Finding practical
applications of concepts
and skills in daily living
You live on a mountain. What
will you do so that the slopes
will not be eroded?
You live on a mountain. What
will you do so that the slopes
will not be eroded?
Where should we plant our
trees and other crops?
What do you call the process
of breaking rocks?
Where should we plant our
trees and other crops?
______ D _____ and E_____?
What do you call the
process of breaking rocks?
Where should we plant our
trees and other crops?

H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
What are the ways of
preventing soil erosion?
Demonstrate the different
ways of preventing soil
erosion.
What are the ways of
preventing soil erosion?
Demonstrate the different
ways of preventing soil
erosion.
What are the agents of
weathering?
Answer the following:
1.What is the process by
which rocks are broken down
into smaller pieces?
What are the agents of
weathering?
Answer the following:
1.What is the process by
which rocks are broken down
into smaller pieces?
What are the agents of
weathering?
Answer the following:
1.What is the process by
which rocks are broken
down into smaller pieces?

2. Which of the following 2. Which of the following 2. Which of the following

activities of human beings activities of human beings activities of human beings
will contribute to the will contribute to the will contribute to the
breakdown of rocks? breakdown of rocks? breakdown of rocks?

J. Additional activities for Select one of the ways of Select one of the ways of What are the causes of What are the causes of What are the causes of
application or preventing soil erosion and preventing soil erosion and weathering? weathering? weathering?
remediation role play it. role play it.

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?