School Nagpayong Elementary Grade Five

Teacher Mary Ann Grace C. Eito Learning Area Science

Teaching Date Quarter Third
Section/Time Five-21 12:55-1:45 Checked by

Five- 8 2:25-3:15 AILYN I. MORALES

Five-11 4:15-5:05 Master Teacher

Daily Lesson
Plan Five- 12 5:05-5:55

Five -16 5:55-6:45

I. OBJECTIVES
The learners demonstrate understanding of motion in terms of distance and
Content Standard time.

Performance Standards The learners use appropriate measuring tools to measure distance and time and
compute for the speed of toy cars in a made-up race.
Learning Competencies/ Identify the appropriate tools in measuring distance, time & speed of an
Objectives
( Write the LC code for object in motion.
each)
S5FE-IIIb-2
II. CONTENT
Motion
( Subject Matter)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
CG pp.32
pages
2. Learner’s Material
pages
3. Textbook pages Science in our World pp 145

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Powerpoint presentation, tv monitor, usb, real objects
Resources

IV. PROCEDURE
A. Reviewing previous Elicit
Lesson or
presenting new lesson Can you name you name these tools? Who used them?
 Which of the following can be used to measure distance from tour home to school?

B. Establishing a Engage
purpose for the lesson
Activity: Gallery Walk!

List some locations that are about 1km from our school. How long do you think it
would take you to walk a km? Go around and compare your answers with your
classmates.

Let us do some measurements to see what exactly we need to do when we need

measure distances or lengths.

Approach: Inquiry-Based

Activity: AICDR (Ask, Investigate, Create, Discuss, Reflect)

C. Presenting examples/
instances of the new
lesson. I. Problem: What is needed to get an accurate measurement of

distance?

II. Materials: table or desk in the classroom string

Procedure

Part I

1. Form groups with 6 members each.

2. Using your foot as a unit of length, measure the length and the width of the
classroom. It is possible that while measuring these, you may find some
remaining unmeasured because they are smaller than your foot.
3. Use a string to measure the length of a part of your foot as you did before.
Record your observation in Table 1
Part II

1. This time use your hand span as a unit to measure the width of a table or a
desk in the classroom.
2. You may also find that you need a string with the length equal to your hand
span and fractions of this string’s length to make the measurement. Record
your observation in Table 2

IV. What have you found out?

Table 1: Length and Width of the Classroom

Name of Pupil Length of the Classroom Width of the Classroom

Table 2: Width of a Table or Desk

Name of Pupil Number of Hand Spans

Questions:

1. Are all the measurements for the room recorded in Tables 1 and 2 using a
human’s foot as a unit of measurement equal? Explain your answer.
2. Is everybody’s measurement by hand span the same? Explain
your answer.

Conclusion

What is needed so that the measurement does not change from

person to person? ____________________________________
 D. Discussing new Explore
concepts and
practicing new Group reporting/Presentation of the output
skills.#1
Sharing of results of the activity

.
E. Discussing new
concepts and
practicing new skills
#2.
Teacher’s input through PowerPoint presentation

Which measuring tools is more accurate to use? Why?

F. Developing Mastery Explain

(Lead to Formative
Assessment 3) Answer the following questions briefly.

1. Why can’t a pace or a footstep be used as a standard unit of length?

2. Why can’t you use an elastic measuring tape to measure the distance?

.
G. Finding practical Elaborate
application of
concepts and skills in When did you take the trip? Where did you go? How long did the trip take?
daily living
How far did you travel?

H. Making
Generalizations and What are the measuring tools in measuring time and distance of the motion of an
Abstraction about the object?
Lesson.

These tools are used to measure distance.

In science. Distance should always be exact, measured accurately, and based on a

standard unit of measurement.
 Scientifically, distance should be measured by using measuring tools such as meter
stick, tape measure, measuring wheel and ultrasonic distance measurer.

I. Evaluating Learning Evaluate

Encircle the appropriate tools in measuring distance, time & speed of an

object.

J. Additional Activities Extend

for Application or
Remediation Interview someone at home about the longest trip he/she has taken. Write a report
about the person’s trip. Use the sample questions below:

1. When you take the trip? Where did you go?

2. How long did the trip take?
3. What interesting or unusual things did you see or do?
4. How far did you travel?

REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress this week. What works? What else needs to be done to help the students
REFLECTION
learn? Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.
V - 21 = _____ out of ______ pupils V-12 = _____ out of ______ pupils
A. No. of learners earned
V- 8 = _____ out of ______ pupils V- 16 = ____out of ______ pupils
80%in the evaluation.
V- 11 = _____ out of ______ pupils
B. No. of learners who V - 21 = _____ out of ______ pupils V-12 = _____ out of ______ pupils
required additional
empty activities for V- 8 = _____ out of ______ pupils V- 16 = ____out of ______ pupils
remediation who
scored below 80% V- 11 = _____ out of ______ pupils
C. Did the remedial V - 21 = _____ out of ______ pupils V-12 = _____ out of ______ pupils
lesson work? No. of
learners who have V- 8 = _____ out of ______ pupils V- 16 = ____out of ______ pupils
caught up with the
lesson. V- 11 = _____ out of ______ pupils
V - 21 = _____ out of ______ pupils V-12 = _____ out of ______ pupils
D. No. of learner who
continue to require V- 8 = _____ out of ______ pupils V- 16 = ____out of ______ pupils
remediation
V- 11 = _____ out of ______ pupils
E. Which of my teaching Strategies used that work well: Why?
strategies worked
well? Why did these ___ Group collaboration ___ Complete IMs
work?
___ Games ___Availability of
Materials

___ Power Point Presentation ___ Pupils’ eagerness

to learn

___ Answering preliminary activities/exercises ___ Group member’s

Cooperation

___ Discussion in doing their

tasks

___ Case Method

___ Think-Pair-Share(TPS)

___ Rereading of Paragraphs/Poems/Stories

___ Differentiated Instruction

___ Role Playing/Drama

___ Discovery Method

___ Lecture Method

F. What difficulties did I __ Bullying among pupils __Reading Readiness
encounter which my
principal or __ Pupils’ behavior/attitude __Lack of Interest of pupils
supervisor can help
me solve? __ Colorful Ims __ Additional Clerical works

__ Unavailable Technology Equipment (AVR/LCD)

 __ Science/ Computer/ Internet Lab
G. What innovation or Planned Innovations:
localized materials
did I used/discover __ Localized Videos __Real Object
which I wish to share
with other teachers? __ Making use big books from views of the locality __Pictures

__ Recycling of plastics to be used as Instructional Materials

_ _local poetical composition

__Flashcards