School: Cong. Erasmo R.

Cruz Memorial Central School Grade Level: 5

GRADES 1 to 12 Teacher: Evaine A. Espedillon Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: JANUARY 27 –JANUARY 31, 2020 (WEEK 2) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The Learners demonstrate

understanding of…
weathering and soil erosion shape the Earth’s surface and affect living things and the environment
B. Performance Standards The Learners should be able
to…
participate in projects that reduce soil erosion in the community
C. Learning 1. Communicate the data collected from the investigation on soil erosion
Competencies/Objectives 2. Identify ways on how to reduce the harmful effects of soil erosion on living things and environment.
Write the LC code for each S5FE-IVc-3/ Page 33of 66

II. CONTENT Weathering and Soil Erosion

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Curriculum Guide for grade 5 Code:S5FE-IV-C-3
2. Learner’s Material pages
3. Textbook pages Science and Health 5, Science 4 TG and LM lesson 57
4. Additional Materials from www.landscapeplanet.com., www.omatra.gov.on.ca., www.landscapeplanet.com., www.erosionpollution.com. www.landscapeplanet.com., www.erosionpollution.com
Learning Resource (LR) portal
B. Other Learning Resources Day 1- “Shower Them All” Day 2- “Blow Them All” Day 3-“What Have They Done?” Day 4-“What Would You Do?”
Sand, plastic, water, strainer, Electric fan/fan, sand, mini Pictures, strips of paper, manila Pentel pen, pencil, color, manila
mini houses, trees and grasses houses, trees and grasses paper, pentel pen paper, bond paper.

IV. PROCEDURES
A. Reviewing previous lesson or A. Observe cleanliness in the area Engagement WEEKLY TEST
presenting the new lesson Set standards on suggested instructions to be observed before taking the class outside of the classroom. (If not applicable set standards in video viewing or you may
do the activity inside the classroom)
1. Avoid unnecessary noise in getting in and out of the classroom.
2. Be with the group
3. Bring notebook and pen
4. Work on the assigned Task
5. Be mindful on the allotted time
B. Establishing a purpose for the After setting the standards do the following.
lesson 1. Allow the pupils to go outside the classroom where they can go outside and walk on the uncemented school ground.
(ENGAGE) 2. If the weather is not good, just stay in the classroom where they can still see the school ground.
3. Let them observe for 3-5 minutes.
4. Ask them to observe the part of the school which are prone to soil erosion and think of the possible ways on how to reduce it.
C. Presenting examples/instances of . Preparatory Activity Day 2- LM Activity Day 3- LM Activity Day 4- LM Activity
 the new lesson Say: Let us learn more about “Blow Them All” “What Have They Done?” “What Would You Do?”
(EXPLORE) soil erosion as we perform the next 1.Prepare/Check the materials ahead 1.Prepare/Check the materials 1.Group the class into 3.
activity. of time. ahead of time. 2.Allow them to choose their leaders.
Day 1 – LM Activity 2.Check the materials of the pupils. 2.Check the materials of the pupils. 3.Ask the leader to get the activity
“Shower Them All” 3.Provide manila paper, tape and 3.Provide manila paper, tape and assigned.
1.Check the materials ahead of time marker for group output. marker for group output 4.Set the standards in performing an
2.Provide manila paper, tape and activity.
marker for group output. 5.Allow the pupils to perform their
3.Emphasize the use of senses in doing assigned task for 15 minutes.
the activity.
D. Discussing new concepts and . What to do: What to do: What to do: .
practicing new skills #1 .Make a sand pyramid on top of the 1.Make a sand pyramid on top of the 1. Make to columns on the What to do:
plastic cover. plastic cover. manila paper. Group 1 (Poster Making)
2.Design the toy houses, trees and 2. Design the toy houses, trees 2. Title the first column 1. Using the manila paper draw ways on
grasses around the sand pyramid. and grasses around the sand pyramid. “Human Activities That Causes Soil how to reduce soil erosion caused by
3.Make a rain using the strainer and 3. Align the set on an electric Erosion” and title the second rainfall
water on the pyramid for 5 seconds, fan a) number 1 speed b) number 2 column “Effects of Human Activity 2. The leader will report their work.
then 10 seconds. speed c) number 3 speed. to the Environment and Living Group 2 (Jingle/Song)
things” 1. Using the tune of a familiar song, create
3. Arrange the given its lyrics on ways on how to reduce soil
pictures and phrases in its proper erosion caused by wind.
column. 2. The group will sing it to the class.
4. Answer the guide Group 3 (News Report)
questions correctly. 1. Make a news report on ways of
Original File Submitted and how to reduce soil erosion caused by
Formatted by DepEd Club humans and animals
Member - visit depedclub.com 2. Present it to the class acting as if
each member is a tv reporter.
for more

E. Discussing new concepts and 1.What happens to the set up when 1.What happens to the soil when you Guide Questions: Guide Questions:
practicing new skills #2 you pour water on it for 5 seconds? allow the electric fan to blow it at 1.What are the human activities 1.What are the causes of soil erosion?
(EXPLAIN) For 10 seconds? number 1,2,3 speed? that causes soil erosion? 2.What are the harmful effects of soil
2.What made the soil erode or wear 2.What made the top soil erode or 2.How does deforestation and erosion on living things and environment?
away? wear away? constructions cause soil erosion? 3.What are the different ways on how to
3.When the soil loosens up and erode, 3.When the top soil erode, what 3.How does these affect our reduce soil erosion caused by rainfall?
what happens to the houses and happens to the houses and trees? environment? 4.What are the different ways on how to
trees? 4. When the top soil wear 4.How does agriculture cause soil reduce soil erosion caused by wind?
4.What are the effects of soil erosion away, do you think will happen to the erosion? 5.What are the different ways on how to
made by water or rain? quality of the soil for our crops? 5.Knowing that these human reduce soil erosion caused by humans and
5.How would you reduce soil erosion 5. What are the effects of soil activities has harmful effects on animals?
caused by water or rain? erosion made by wind or air? the living things and environment, 6.How did each group present their task?
6.Complete the tables based on the 6. How would you reduce soil what are the possible ways to Soil Erosion Effects of Ways
activity. erosion caused by wind or air? reduce soil erosion? Because of Soil Erosion to
7. Complete the tables based on living Prevent
SOIL EROSION BY RAIN OR on the activity. things and the
WATER environment Harmful
Harmful Effects to Ways to SOIL EROSION BY WIND OR AIR Effects
Living Things and Prevent/ of Soil
 Environment Reduce Harmful Effects to Ways to Erosion
the Living Things and Prevent/ Rain/Water 1. 1.
Harmful Environment Reduce 2. 2.
Effects the 3. 3.
1. 1. Harmful Wind/Air 1. 1.
2. 2. Effects 2. 2.
3. 3. 1. 1. 3. 3.
2. 2. Human 1. 1.
3. 3. Activities 2. 2.
3. 3.
F. Developing mastery As soon as you have . As soon as you have completed the As soon as you have completed the .
(Leads to Formative Assessment completed the assigned task, gather all assigned task, gather all your used assigned task, gather all your used
3) your used materials and go back to materials and go back to your materials and finalize your output
(ELABORATE) your classroom to finalize your output classroom to finalize your output for for posting and reporting
for posting and reporting. posting and reporting
G. Finding practical applications of Now that you have learned the harmful effects of soil erosion to living things and environment, how would you show your concern to our environment? What are
concepts and skills in daily living the things you can do to show love and concern to your environment?

H. Making generalizations and Remember These: Remember These: Remember These: Remember These:
abstractions about the lesson Erosion is the wearing away of Wind erosion occurs in Human activity on and Soil erosion impacts the agricultural
soil by wind, water, gravity, or human susceptible areas of Ontario but around the earth’s surface industry as well as the natural
impact. It occurs naturally but can be represents a small percentage of land whether it is in your backyard or environment. The effects of soil erosion
made worse by human activities such – mainly sandy and organic or muck down the park are known to cause can be felt both on-site, meaning at the
as farming, logging, and mining. The soils. Under the right conditions it can erosion 10 times more than site of soil disruption, or off-site, meaning
most common type of erosion happens cause major losses of soil and naturally occurring processes. the location where the eroded soil
when soil is washed off a slope by property (Figure 7). Human life has been the number deposits. Let's start by building our
rainwater. on cause of erosion dating back to understanding of the impact of soil
ht. Refer to Lm the first millennium. Agriculture erosion on-site. When the topsoil is
Refer to Lm and construction are the 2 ways in eroded from an area, that area loses its
which humans cause erosion. most nutrient-rich layer, and therefore
Construction when unnecessarily soil quality is reduced.
conducted can be quite damaging Refer to Lm
to soil and dirt. Vegetation and
agriculture are also 2 human
causes of erosion because humans
move the top soil and make it
prone to erosion.
I. Evaluating learning E.Evaluation
(EVALUATE) Fill in the box with the correct answer.
1.the wearing away of soil or the
transferring of soil from place to place
2. 3. 4. causes of
soil erosion

5.-6 Give two ways to prevent soil erosion

caused by rain/water.
7-8 Give two ways to prevent soil erosion
caused by wind/air.
 9-10. Give two ways to prevent soil
erosion caused by human activities
J. Additional activities for IV.Assignment
application or remediation Cut and paste 5 pictures on how to
prevent soil erosion.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on
80% in the evaluation next objective. next objective. next objective. objective. to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80%
mastery mastery mastery
B. No. of learners who require ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find
additional activities for answering their lesson. answering their lesson. answering their lesson. answering their lesson. difficulties in answering their
remediation who scored below ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in answering lesson.
80% answering their lesson. answering their lesson. answering their lesson. their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson.
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge, skills and ___Pupils did not enjoy the
and interest about the lesson. and interest about the lesson. skills and interest about the interest about the lesson. lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the lesson. ___Pupils were interested on the lesson, knowledge, skills and interest
lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the despite of some difficulties encountered about the lesson.
encountered in answering the encountered in answering the lesson, despite of some difficulties in answering the questions asked by the ___Pupils were interested on
questions asked by the teacher. questions asked by the teacher. encountered in answering the teacher. the lesson, despite of some
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite questions asked by the teacher. ___Pupils mastered the lesson despite of difficulties encountered in
of limited resources used by the of limited resources used by the ___Pupils mastered the lesson limited resources used by the teacher. answering the questions
teacher. teacher. despite of limited resources used ___Majority of the pupils finished their asked by the teacher.
___Majority of the pupils finished their ___Majority of the pupils finished by the teacher. work on time. ___Pupils mastered the lesson
work on time. their work on time. ___Majority of the pupils finished ___Some pupils did not finish their work despite of limited resources
___Some pupils did not finish their ___Some pupils did not finish their their work on time. on time due to unnecessary behavior. used by the teacher.
work on time due to unnecessary work on time due to unnecessary ___Some pupils did not finish their ___Majority of the pupils
behavior. behavior. work on time due to unnecessary finished their work on time.
behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.

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

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