School: MACUGAY ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: MATHLEEN G. DESCALZO Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 4-8, 2019 (Week 4) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards weather disturbances and their effects on the environment.

B. Performance Standards prepares individual emergency

kit.
C. Learning 1. Observe the changes in the weather before, during and after a typhoon.
Competencies/Objectives 2. Practice precautionary measures before, during, and after a typhoon.
Write the LC code for each 3. Show concern to everyone especially in times when weather disturbances occur
S5FE-IVd-4/ Page 34of 66

II. CONTENT Weather Disturbances

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
2.1 Types of weather disturbances:
2.2 Effects of weather disturbances on living things and the environment.
Science and Health 5 by Natividad Alegre del Prado
VICARISH PUBLICATIONS
Science and Health 5 by Carmelita Coronel et. Al.
SD Publications Inc.
Google.com,/images
YouTube
Metacards, sandtable, strips of paper, pictures
Day 1 Day 3 Day 4 Day 5
1.Review A.Engagement A.Engagement A.Engagement
Provide each row with words Review / Motivation 1.Why is it important to know 1.What should be done before
written on metacards. Presentation of simple the weather condition when a typhoon?
Task: Select the metacards assigned pantomime of the planning daily activities? 2.How can we ensure safety
where effects of soil erosion are conditions before, during, and 2.Sharing of experiences during a typhoon?
written and post them on the after a typhoon. encountered during previous 3.Should we stay calm and
space provided for your group typhoons. relax right after a typhoon?
on the board.
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
2.Motivation
Present pictures showing
before, during and after a
typhoon. Let pupils observe and
later infer then tell something
about the picture.
B.Exploration
1.Divide the class into three
groups.
2.Introduce the activities. Let
them follow the directions very
well.
Group 1
Lesson ___: LM Activity 1. What
are the changes in the weather
before a typhoon?
Group 2
Lesson____: LM Activity 2. What
are the changes in the weather
during a typhoon?
Group 3
Lesson ____: LM Activity 3.
What are the changes in the
weather after a typhoon?
3. Let each group answer
all the questions in their
assigned activity.
4. Guide the pupils as
they perform the activity.
Observe maximum participation
of the group members.
B.Exploration B.Exploration B.Exploration
1. Ask the pupils to stay with 1.Video showing on the weather 1.Group learners into 3. Tell
their groupings the previous day. conditions before, during and them they will do a role
Tell them to work on Lesson___LM after the typhoon. playing activity.
Activity__ Refer to LM Activity ___. 2. Let them do LM
What are the safety precautions? Activity ____.
Before During After a typhoon?
Answer the guide questions.
2.Guide the pupils in doing the
activity.
Day 2 C.Explanation C.Explanation C.Explanation
C.Explanation 1.Call a representative from each 1.Discussion on what the Discussion on the
1.Ask a representative of each group group to report on their outputs. learners have watched on the presentations done by the
to share their answers and results of 2.Give additional informations video presentation. learners.
the different activities. 2.Let them conclude based on
2.Ask: How do you feel about the what they have seen
activity?
Activity 1
1.How will you describe the weather
in the illustration?
2.With its set up, what do you think
is about to happen or occur?
Activity 2
1.What is the condition of the
environment?
2.What can you say about the
weather? Describe it.
3.How do people react with the
weather condition?
Activity 3
1.Describe the weather condition as
compared to that of group 1 and 2?
2.What are the people doing?
3.What conclusion can you make
based on the picture
E. Discussing new concepts
and practicing new skills #2
Teacher will discuss the weather
conditions before, during and after a
typhoon based on the
learners report and give further
explanation
D.Elaboration / Extension D.Elaboration D.Extension
Why is it important to know the 1.Instruct learners to share their Discuss further about weather
weather before planning different experiences and ideas gained in changes and safety
activities? watching the video presentation. precautions before, during and
Discuss further about this 2.Guide the pupils as they do the after a typhoon.
information. sharing. Refer to Science and Health 5
People need to know p. 237
about the weather to be able to do
their daily activities. Everyone’s
activities depend upon the kind of
weather for the day.
During storms or
typhoons, especially when typhoon
signals are announced, school
children are advised not to go to
school and just stay home because
streets may be flooded and objects
blown by the wind are dangerous.
When you and your friends plan
for a picnic for the following day,
you wish to know if the weather
would be fair. If you plan some
sports activities such as outdoor
games, you need to know whether
it will rain or not. You want to be
sure if you could play in the
baseball field or open basketball
court.
When you are about to
leave the house, you want to know
whether you will take an umbrella
or leave it at home. You also want
to know what kind of clothes to
wear.
Farmers plan their
planting activities according to the
weather. They listen to weather
forecasts to know if there would
be just enough rains when they
plant their crops. And they should
have harvested their crops before
the heavy rain come.
Transportation services also
depend on the weather for

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
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
operations. Only few buses and
jeepneys ply the streets during
typhoons because they do not
want to be stranded in the flood.
Pilots and ship captains have to
know the weather so that they can
be warned of coming storms,
strong winds, thick clouds, and
fogs that can be dangerous to
travel.
Using a sandtable, ask pupils to do
LM Activity 4.
Evaluation E.Evaluation E.Evaluation E.Evaluation
As observed, list Oral- State what precautionary Write a short paragraph about Oral – What safety precautions
down the weather changes in the measure should you take during the video presentation you have should be practiced:
following conditions the following situations: watched. Group I – Before a typhoon
Before a Typhoon During a 1.Clouds are dark, wind starts to Group 2 – During a typhoon
Typhoon After a Typhoon blow. Group3 – After a typhoon
2.Wind blows so hard, roofs and
trees were broken.
3.Soil erosions and fallen rocks
were on the streets.
4.Streets are flooded. Electric
wires laid on the streets.
5.News forecast revealed strong
typhoon is expected within 24
hours.
___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to
next objective. next objective. the next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%

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 
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
___Metacognitive
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills
and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
in questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
 ___Metacognitive 
Development:
mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the
lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___Metacognitive Development:  ___Metacognitive
mastery
___Pupils did not find difficulties
in answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources used
by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
 ___Metacognitive
mastery
___Pupils did not find
difficulties in answering their
lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
use/discover which I wish to Development: Examples: Self Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self Development: Examples: Self
share with other teachers? assessments, note taking and taking and studying techniques, and taking and studying techniques, assessments, note taking and assessments, note taking and
studying techniques, and vocabulary assignments. and vocabulary assignments. studying techniques, and studying techniques, and
vocabulary assignments.  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think-pair- vocabulary assignments. vocabulary assignments.
 ___Bridging: Examples: Think- share, quick-writes, and anticipatory share, quick-writes, 
and 
___Bridging: Examples: Think- ___Bridging: Examples: Think-
pair-share, quick-writes, and charts. anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and
anticipatory charts.   anticipatory charts. anticipatory charts.
  ___Schema-Building: Examples: ___Schema-Building: 
Examples: 
 ___Schema-Building: Examples: Compare and contrast, jigsaw 
Compare and contrast, jigsaw 
___Schema-Building: Examples: ___Schema-Building:
Compare and contrast, jigsaw learning, peer teaching, and projects. learning, peer teaching, and Compare and contrast, jigsaw Examples: Compare and
learning, peer teaching, and  projects. learning, peer teaching, and contrast, jigsaw learning, peer
projects.  projects. teaching, and projects.
 ___Contextualization:
  Examples: Demonstrations, media,  ___Contextualization:  
 ___Contextualization: 
manipulatives, repetition, and local Examples: Demonstrations, media,  ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, opportunities. 
manipulatives, repetition, and local Examples: Demonstrations, Examples: Demonstrations,
media, manipulatives,
 opportunities. media, manipulatives, repetition, media, manipulatives,
repetition, and local  and local opportunities. repetition, and local
 ___Text Representation:
opportunities.  opportunities.
 
Examples: Student created drawings, ___Text Representation:
 videos, and games.  Examples: Student 
created ___Text Representation: ___Text Representation:
 ___Text Representation:
 ___Modeling: Examples: Speaking drawings, videos, and games.  Examples: Student 
created Examples: Student created
 Examples: Student created drawings, videos, and games. drawings, videos, and games.
slowly and clearly, modeling the  ___Modeling: Examples: Speaking
drawings, videos, and games. language you want students to use, slowly and clearly, modeling the ___Modeling: Examples:  ___Modeling: Examples:
 ___Modeling: Examples: and providing samples of student language you want students to Speaking slowly and clearly, Speaking slowly and clearly,
Speaking slowly and clearly, work. use, and providing samples of modeling the language you want modeling the language you
modeling the language you want student work. students to use, and providing want students to use, and
students to use, and providing Other Techniques and Strategies samples of student work. providing samples of student
samples of student work. used: Other Techniques and Strategies work.
___ Explicit Teaching used: Other Techniques and Strategies Other Techniques and
Other Techniques and ___ Group collaboration ___ Explicit Teaching used: Strategies used:
Strategies used: ___Gamification/Learning throuh ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___ Explicit Teaching play ___Gamification/Learning throuh ___ Group collaboration ___ Group collaboration
___ Group collaboration ___ Answering preliminary play ___Gamification/Learning ___Gamification/Learning
___Gamification/Learning activities/exercises ___ Answering preliminary throuh play throuh play
throuh play ___ Carousel activities/exercises ___ Answering preliminary ___ Answering preliminary
___ Answering preliminary ___ Diads ___ Carousel activities/exercises activities/exercises
activities/exercises ___ Differentiated Instruction ___ Diads ___ Carousel ___ Carousel
___ Carousel ___ Role Playing/Drama ___ Differentiated Instruction ___ Diads ___ Diads
___ Diads ___ Discovery Method ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
___ Differentiated Instruction ___ Lecture Method ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Role Playing/Drama Why? ___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Discovery Method ___ Complete IMs Why? ___ Lecture Method ___ Lecture Method
___ Lecture Method ___ Availability of Materials ___ Complete IMs Why? Why?
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___AudioVisual Presentation
of the lesson