GRADES 1 to 12 School: LIMBO ELEMENTARY SCHOOL Grade Level: V

Teacher: File Created by Ma’am EDNALYN D. MACARAIG Learning Area: SCIENCE

DAILY LESSON LOG
Teaching Dates and
Time: JULY 9-13, 2018 (WEEK 6) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards Materials undergo changes due to Materials undergo changes due to Materials undergo changes due to Materials undergo changes due Materials undergo
oxygen and heat oxygen and heat oxygen and heat to oxygen and heat changes due to oxygen
and heat
B.Performance Standards The learner uses local, recyclable The learner uses local, recyclable The learner uses local, recyclable The learner uses local, The learner uses local,
solid and /or liquid materials in solid and /or liquid materials in solid and /or liquid materials in recyclable solid and /or liquid recyclable solid and /or
making useful products making useful products making useful products materials in making useful liquid materials in
products making useful products
C.Learning Identify recyclable materials Enumerate ways of recycling waste Enumerate ways of reducing Enumerate ways of reusing Enumerate ways of
Competencies/Objectives S5MT-Ie-g-3 materials. S5MT-Ie-g-3 waste materials S5MT-Ie-g-3 materials. S5MT-Ie-g-3 recovering useful
materials from waste
S5MT-Ie-g-3
II.CONTENT Changes that materials undergo Changes that materials undergo Changes that materials undergo Changes that materials Changes that materials
undergo undergo
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. 30 CG p. 30 CG p. 30 CG p. 30 CG p. 30
2.Learners’s Materials pages
3.Textbook pages Science Spectrum 6, Rebecca R. Science and Health 5, Natividad Science Spectrum 6 by Rebecca R. Science Spectrum Work Text in
Fallaria et.al pp. 135-136 Alegre-Del Prado, pp.150-152 Fallaria, et.al., pp.133-135 Science 6, Rebecca R. Fallaria,
Nenita A. Apolonario and Jesse
D. Ronquillo, p. 134
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource real objects that can be recycled puzzle, worksheet, flashcards, pictures trash bin, metacards, activity sack or sako
cut – out pictures of materials activity sheet power point presentation sheets, table trash can
from old magazines/ newspapers 1 big Empty bottle of
powerpoint presentation mineral water
activity sheets, marking pen, 1 big Pail
manila paper pots
5 pcs of Small bamboo
IV.PROCEDURES
A.Reviewing previous lesson or Review Checking of Assignment What are the ways of recycling Review: Checking of Assignment
presenting the new lesson Ask: What are the different ways Review waste materials Game: Let’s Clean
to solve waste disposal problem? Let the pupils give examples of State the situation. Erwin,
recyclable materials Raymond and Julius were given
 a task to clean their bedroom
and take out all the things that
they do not need anymore.
Here are the things they found
in their bedroom. Help them to
classify these things in the
proper boxes. Get the
metacards then paste it on the
box.
B.Establishing a purpose for the Have a game: Bring Me Say: Today, we are going to play a Motivation Motivation The teacher will present
lesson Ask pupils to observe different game. We will call it, “Name, Show pictures of things that pupils Buy me, Reuse Me! (Three a video clip about a
materials inside the classroom and Please!” You are going to draw a line usually use such as Groups house burning
instruct them to determine what from each recycle guy to their name. paper, plastic bottle, pile of Ask:
object should be brought in front. clothes, plastic bag. How do you feel after
Ask: watching the video clip?
How often do you use them? Why do you think it
What do you think will happen if happened?
you use them once and If you were Nina, what
dispose? will you do?
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C.Presenting Examples/ instances of 1. Group pupils into 4 groups. 1. Setting of standards. 1. Group the class into four. Say: Class, today we are going Activity Proper
the new lesson 2. Set the standards in doing the 2. Introduce the lesson by revealing 2. Distribute the pictures to play “tinda-tindahanan”. 1. Group the pupils into
group activity. the secret code previously shown. Suppose that I am the owner of five
3. Give pupils the activity sheets to 3. Ask each group to brainstorm the store, so we will call it, 2. Set standards to
be used. on the uses of each material and “Mam/Sir Ukay, Ukay Store!” I follow during group
4. Set the time for pupils to do the then solicit ideas on how to am going to distribute Php activity especially when
activity. reduce the production of these 1000.00 play - money to each it is
waste materials? group. Be sure that each group held outside the
4. Encourage them to suggest will use the money wisely classroom.
alternative instead of the given What did you buy? Why did 3. Check the learners
material. you buy that? material that they are
5. Tell them to be creative in Do you practice the same with going to use in the
presenting their group output what you did in our activity? activity
Have you experience buying
something to ukay-ukay store?
How do you spend your money
D.Discussing new concepts and Let pupils answer the following Let the pupils do the activity 1. Group Presentation. A. Group Activity How did you feel after
practicing new skills #1 questions based on the activity 2. Guide Questions: 1. Setting activity standards. the activity?
they did: a. What other waste materials in 2. Gather the materials needed What are the steps in
What is the use of the original the environment that can be for the activity. making the compost pit?
bottle of water in the picture? lessen? 3. Distribute the materials to What materials did you
 How is the empty bottle of water b. In what way can we reduce the the group. use in the activity?
be used for another purpose? use of gasoline in vehicles? 4. Performing the activity. What did you do with
Aside from flower vase, pen c. Why do you think food chains 5. Filling Up data table those materials?
holder and lantern, in what other now a days are using durable What is the purpose of
way plastic plates/glasses and stainless using different kinds of
can you use it? spoons/forks to serve costumers? material
What is the use of the rubber tire
in the picture?
How can the old rubber tire be
used for another purpose?
Aside from plant pot, in what
other way or purpose can you use
it
again?( use the same pattern of
questions for the remaining
pictures)
Based on this activity, what can
you say about the different
products or materials that we are
usually using?
How do you call these kind of
materials?
What do you call the process of
using discarded materials into
another useful purpose?
Can you give other examples of
recyclable materials
E. Discussing new concepts and 1. Have the group A. Group reporting and
practicing new skills #2 representative to present Guide Questions: presentation
the results of the activity. a. What other waste materials in B. Answering the guide
Three (3) minutes may be the environment that can be questions:
given per group lessen? What are some materials that
presentation. b. In what way can we reduce the we can reuse?
2. 2. Discuss the activity. use of gasoline in vehicles? What are the characteristics
Check the pupils’ responses c. Why do you think food chains of materials that we can reuse?
to the activity questions. now a days are using durable How do we reuse materials?
3. 3. Clarify misconceptions plastic plates/glasses and stainless Why is it important to reuse
when needed. spoons/forks to serve costumers? materials?
4. 4. Guide Questions:
5. How can you make an old
pickle jar useful?
6. What will you do with the
pile of old newspaper in
your
 7. living room?
8. When the milk bottle is
empty, what will you do?
F.Developing Mastery
G.Finding Parctical application of Why is recycling of materials very List down some ways of recycling the Why is it important to plan the Test your cooperation. If you are member of
concepts and skills in daily living important? following materials food and utensils if there is an Challenge your creativity SPG or Supreme Pupil
occasion like birthday? Show reuse of materials Government what
What is its implication to through drawing activity would you
environmental issues? conduct to raise funds
for your project?
H.Making generalization and What are the examples of Lead the class to realize that: Reduce simply means lessen the Let the pupils read the bits of Let the pupils read the
abstraction about the lesson recyclable materials? Instead of buying things that we use of unnecessary materials. The information bits of information
What is recycling? need, we should try to following are some ways to reduce
create useful things that we need the use of materials:
from waste materials. In
this way we can save money and
preserve the
environment.
I.Evaluating learning Draw a ____ if the material is 1. Enumerate 3 ways on how large Read the following situations. Directions: Choose the letter of Read and analyze each
recyclable and______ if not. plastic water containers can be Draw a happy face on the blank the best answer. sentence. Write True if
1. tire recycled. if the action shows ways of 1. Plastic is commonly used as the concept is correct
2. plastic container 2. Cite 2 possible recycling reducing waste materials and a soft drinks container, what and False if it is wrong.
3. used aluminum foil procedures can be applied to tin sad face if not. material can _______1. Food scraps
4. candy wrapper cans ______1. Rebecca wrapped the you use as a substitute for and fruit peelings are
5 used diaper slice of cake in an plastic? biodegradable waste.
aluminum foil and kept it in the A. empty cans _______2. You recover
fridge. B. empty plastic bottles waste when you refuse
______2. Mother wrote a short C. old shoes to buy a product that
note for Paolah in a whole D. scratch paper you do not need.
sheet of bond paper before going 2. In his class, Mr. Lumbres told _______3. The best way
to the office. his students to reuse paper to get rid of trash and
______3. Mrs. De Chavez brings instead of throwing it in the save energy is
shopping bag bin. How will they do it? recovering.
every time she shops. A. Make an origami. _______4.
______4. Kayla refuses to buy a B. Use it as a scratch paper in Decomposable wastes
new school bag because computing mathematical can be buried in the soil
her bag is still usable. equation. and change to compost.
______5. Chito cut his old pants C. Give it to your classmate. _______5. Recovery
with holes and made it D. Never mind the advice of change the old
into short pants. your teacher. discarded waste into a
3. Some materials are normally new product.
useful even after serving its
original purpose. What will you
 do to an empty canister at
home?
A. Place it inside the cabinet.
B. Burn it.
C. Use it instead of plastic to
place your meal for lunch.
D. Make a trash bin out of it.
4. You have a lot of small
dresses in your cabinet. You
have noticed that your
playmate used old clothing. Is
it right to share the clothes
that you are not using?
A. Yes, because he is my friend.
B. Yes, instead of storing the
dress it will be useful one.
C. No, it is a gift from my
parents.
D. No, I will burn it.
5. The following materials can
be reused, EXCEPT:
A. woods C. aluminum cans
B. paper D. paint brush
J.additional activities for application Think of any useful products that There are some types of waste that Gather information about other How do you reuse the From an old newspaper
or remediation can be made out of the following should never be put in the trash can. ways on how to reduce the waste following materials: cut an article about ways
recyclable materials. List as many These waste maybe dangerous or materials produced. Write you 1. empty sack on recovering
as you can they may require a special type of answers in your Science Notebook. 2. empty plastic bottle materials. Paste it on
1. old calendar disposal. They should be kept out of 3. cartoon your Science notebook
2. scratch paper the landfills. 4. plastic wares
3. plastic spoon Cite some examples of harmful
4. coconut leaves wastes. List three (3) possible ways
5. empty milk box to recycle them
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move
in the evaluation next objective. next objective. next objective. the next objective. on to the next objective.
___Lesson not carried. ___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% _____% of the pupils
mastery mastery mastery mastery got 80% mastery
B.No.of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find
additional activities for remediation in answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson. their lesson.
answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found
 ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson. difficulties in answering
because of lack of knowledge, because of lack of knowledge, skills because of lack of knowledge, ___Pupils did not enjoy the their lesson.
skills and interest about the and interest about the lesson. skills and interest about the lesson because of lack of ___Pupils did not enjoy
lesson. ___Pupils were interested on the lesson. knowledge, skills and interest the lesson because of
___Pupils were interested on the lesson, despite of some difficulties ___Pupils were interested on the about the lesson. lack of knowledge, skills
lesson, despite of some difficulties encountered in answering the lesson, despite of some difficulties ___Pupils were interested on and interest about the
encountered in answering the questions asked by the teacher. encountered in answering the the lesson, despite of some lesson.
questions asked by the teacher. ___Pupils mastered the lesson questions asked by the teacher. difficulties encountered in ___Pupils were
___Pupils mastered the lesson despite of limited resources used by ___Pupils mastered the lesson answering the questions asked interested on the
despite of limited resources used the teacher. despite of limited resources used by the teacher. lesson, despite of some
by the teacher. ___Majority of the pupils finished by the teacher. ___Pupils mastered the lesson difficulties encountered
___Majority of the pupils finished their work on time. ___Majority of the pupils finished despite of limited resources in answering the
their work on time. ___Some pupils did not finish their their work on time. used by the teacher. questions asked by the
___Some pupils did not finish their work on time due to unnecessary ___Some pupils did not finish their ___Majority of the pupils teacher.
work on time due to unnecessary behavior. work on time due to unnecessary finished their work on time. ___Pupils mastered the
behavior. behavior. ___Some pupils did not finish lesson despite of limited
their work on time due to resources used by the
unnecessary behavior. teacher.
___Majority of the
pupils finished their
work on time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.

C.Did the remedial work? No.of ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who
learners who have caught up with above above above 80% above earned 80% above
the lesson
D.No. of learners who continue to ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
require remediation additional activities for additional activities for remediation additional activities for additional activities for require additional
remediation remediation remediation activities for
remediation

E.Which of my teaching strategies ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
worked well? Why did these work? ____ of Learners who caught up ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who
the lesson lesson the lesson up the lesson caught up the lesson
F.What difficulties did I encounter ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue ___ of Learners who
which my principal or supervisor require remediation require remediation require remediation to require remediation continue to require
can helpme solve? remediation
G.What innovation or localized Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
materials did used/discover whichI ___Metacognitive Development:  ___Metacognitive Development: ___Metacognitive Development:  ___Metacognitive work well:
wish to share with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self  ___Metacognitive
taking and studying techniques, taking and studying techniques, and taking and studying techniques, assessments, note taking and Development:
and vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and Examples: Self
 ___Bridging: Examples: Think-  ___Bridging: Examples: Think-pair-  ___Bridging: Examples: Think- vocabulary assignments. assessments, note taking
pair-share, quick-writes, and share, quick-writes, and anticipatory pair-share, quick-writes, 
and ___Bridging: Examples: Think- and studying techniques,
anticipatory charts. charts. anticipatory charts. pair-share, quick-writes, and and vocabulary
anticipatory charts. assignments.
  
 
___Schema-Building: Examples: ___Schema-Building: 
Examples: 
___Schema-Building: Examples:  ___Bridging: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw 
Compare and contrast, jigsaw ___Schema-Building: Think-pair-share, quick-
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and Examples: Compare and writes, and anticipatory
projects. projects. projects. contrast, jigsaw learning, peer charts.
   teaching, and projects. 
 ___Contextualization:  ___Contextualization:  ___Contextualization:   ___Schema-Building:
Examples: Compare and
 Examples: 
Demonstrations, Examples: Demonstrations, media,  Examples: 
Demonstrations, ___Contextualization:
contrast, jigsaw learning,
media, manipulatives, repetition, manipulatives, repetition, and local 
media, manipulatives, repetition, Examples: Demonstrations,
peer teaching, and
and local opportunities. opportunities. and local opportunities. media, manipulatives,
projects.
   repetition, and local
opportunities. 
 ___Text Representation:  ___Text Representation:  ___Text Representation:
  ___Contextualization:
 Examples: Student 
created Examples: Student 
created Examples: Student created
 ___Text Representation:  Examples:
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
Demonstrations, media,
 ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking  ___Modeling: Examples: Speaking  Examples: Student created
manipulatives,
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the drawings, videos, and games.
repetition, and local
language you want students to language you want students to use, language you want students to  ___Modeling: Examples: opportunities.
use, and providing samples of and providing samples of student use, and providing samples of Speaking slowly and clearly,

student work. work. student work. modeling the language you
want students to use, and  ___Text
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies providing samples of student Representation:
used: used: used: work.  Examples: Student
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching created drawings,
___ Group collaboration ___ Group collaboration ___ Group collaboration Other Techniques and videos, and games.
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh Strategies used:  ___Modeling: Examples:
play play play ___ Explicit Teaching Speaking slowly and
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Group collaboration clearly, modeling the
activities/exercises activities/exercises activities/exercises ___Gamification/Learning language you want
___ Carousel ___ Carousel ___ Carousel throuh play students to use, and
___ Diads ___ Diads ___ Diads ___ Answering preliminary providing samples of
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction activities/exercises student work.
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Diads Other Techniques and
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Differentiated Instruction Strategies used:
Why? Why? Why? ___ Role Playing/Drama ___ Explicit Teaching
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Discovery Method ___ Group collaboration
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Lecture Method ___Gamification/Learnin
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why? g throuh play
___ Group member’s ___ Group member’s ___ Group member’s ___ Complete IMs ___ Answering
collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Availability of Materials preliminary
in doing their tasks in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn activities/exercises
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s ___ Carousel
of the lesson of the lesson of the lesson collaboration/cooperation ___ Diads
in doing their tasks ___ Differentiated
___ Audio Visual Presentation Instruction
of the lesson ___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s

collaboration/cooperati
on
in doing their tasks
___ Audio Visual
Presentation
of the lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Technology
Internet Lab Internet Lab Internet Lab Internet Lab Equipment
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localiz
Indigenized IM’s Indigenized IM’s Indigenized IM’s and Indigenized IM’s ed and Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books
views of the locality views of the locality views of the locality views of the locality from
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be views of the locality
as Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials __ Recycling of plastics
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition to be used as
Instructional Materials
__ local poetical
composition