School: PLARIDEL ELEM.

SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: GENEVA E. PEROCILLO Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: MARCH 13 – 17, 2023 (WEEK 5) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learners demonstrate understanding of the effects of heat and electricity, light, and sound on people and objects.
B.Performance Standards The learners should be able to perform the activity sensibly.
C.Learning Competencies/Objectives Relate the ability of the materials Explain the importance of ability
Identify materials that block light. Identify materials that absorb light. Identify materials that transmit light. to block, absorb or transmit light of the materials to block, absorb
S5FE-IIIe-5 S5FE-IIIe-5 S5FE-IIIe-5 to its use. or transmit light to its use.
S5FE-IIIe-5 S5FE-IIIe-5
II.CONTENT Light and Sound, Heat and Light and Sound, Heat and
Light and Sound, Heat and Electricity Light and Sound, Heat and Electricity Light and Sound, Heat and Electricity
Electricity Electricity
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learners’s Materials pages
3.Textbook pages Cyber Science Worktext in Cyber Science Worktext in
Cyber Science Worktext in Science and Cyber Science Worktext in Science and Cyber Science Worktext in Science
Science and Technology 5 by: Science and Technology 5 by:
Technology 5 by: Nicetas G. Technology 5 by: Nicetas G. Valencia et. and Technology 5 by: Nicetas G.
Nicetas G. Nicetas G.
Valencia et. Al. pp. 245 – 251 Al. p. 245-251 Valencia et. Al. p. 245-251
Valencia et. Al. pp. 245-251 Valencia et. Al. pp. 245-251
4.Additional materials from learning https://www.boundless.com/biology/
resource (LR) portal textbooks/boundless-biology-
textbook/photosynthesis-8/the-light-
dependent-reactions-of-
photosynthesis-81/absorption-of-light-
375-11601/

B.Other Learning Resource metacards, activity sheet, chart, metacards, activity sheet, chart, metacards, activity sheet, chart,
metacards, activity sheet, chart, Metacards, Activity sheet, chart,
checklist plastic ball, cellophane, checklist plastic ball, cellophane, checklist plastic ball, cellophane,
checklist, table, woods, basketball ball, checklist, table, woods, basketball ball,
jelly, prism, plastic lunch box, jelly, prism, plastic lunch box, jelly, prism, plastic lunch box,
tin can, vase, chalk, flashlight tin can, vase, chalk, flashlight
flashlight flashlight flashlight
IV.PROCEDURES
A.Reviewing previous lesson or presenting Classify the following In a metacard, list down some materials FACT or BLUFF. Listen to the teacher Describe the characteristics of
the new lesson materials into black or colored that blocked lights. Paste it on the as he/she reads the following materials based from their
object. Place your answer on the chart. situation. behavior to light
chart. How do you describe the materials that Directions: Raise the word FACT if
Magnet block the light? the situation states that light is being
flower absorbed and BLUFF if it is not.
black shoes 1. Erwin wears dark-colored dress
black ink during cold weather.
leaf 2. Leaves absorb light during the
wires process of photosynthesis.
 3. While resting, Paola enjoys looking
to fish in the aquarium
4. In an activity, the light reflects in
different colors when it strikes to the
tires prism.
5. Jeffrey looks to the glass of water
to test if it is clear.
B.Establishing a purpose for the lesson
C.Presenting Examples/ instances of the new Teacher will show a mirror. Have you Class, look at the picture. Directions: Classify the following Directions: Tell what happen
lesson ever wondered why you can see your What can you say about it? materials based on their reaction when light falls on different
face in a mirror? This occurs because What kind of material use in making to materials. Complete the graphic
mirrors are very smooth and shiny. aquarium? Why? light. organizer.
Light bounces, or reflects, off of the Can you see the fish inside the
What can you say about it? smooth and shiny surface of mirrors. aquarium if is not made of glass?
Where do we usually stay during noon When you see your face in a mirror you What benefits can we get from this
time? Why? are seeing light from your face activity?
Can you imagine how people enjoy the reflecting off of the mirror.
shade of the trees if the trees do not
block the sunlight?
What benefits can we get from this
activity?
D.Discussing new concepts and practicing
new skills #1
E.Discussing new concepts and practicing Mystery box. The box contains block 1. Setting Standards 1. Setting Standards 1. Setting standards 1. Setting standards
new skills #2 of woods, basketball ball, tin can, 2. Group the class into four. 2. Group the class into four. 2. Group the class into three. 2. Group the class into four.
vase, chalk. 3. Distribution of activity sheet and 3. Distribution of 3. Distribution of activity sheet 3. Distribution of activity sheet.
Riddle: materials to be used. activity sheet and materials to be and materials to be used. 4. Let the pupils perform the
a. I am round and orange in color. You 4. Let the pupils perform the activity. used. 4. Let the pupils perform the activity.
used me in playing. You can dribbled Activity 4. Let the pupils perform the activity. activity. Group I – Young illustrators.
and shoot me on the ring. What am I? Absorb of light Activity Activity I Explain the importance of ability
b. I am usually found on the table. You I. Problem: What materials do absorb Transmit of light Reaction of light of
can put flower to me. You must handle light? 3. Observation: the materials to block light to its
me carefully so that I won’t broke. II. Materials: plastic ball, cellophane, 1. What materials transmit the light? use. Draw your
What am I? jelly, prism, plastic lunch box, chart, 2. What happens to the light that answers.
c. I came into different color. You can flashlight strikes on these materials? Group II – Young
used me in writing on the board. What III. Procedure: actors/actresses. Explain the
am I? 1. Turn on the flashlight. Test if the importance of
d. Sardines and milk are placed inside following material absorb the light. ability of the materials to absorb
me. Never throw me because you can 2. Record your answer on the table. Put light to its use.
recycle me. What am I? check (√) on the proper column. Present your answer through
e. I came from trees. I am not a role play.
flower, a root or a leaf. What am I? Original File Submitted and Group III – Young newscasters.
Let us see how these objects are Explain the importance of ability
Formatted by DepEd Club Member -
related to our lesson today. of the materials to transmit light
visit depedclub.com for more
to its use. Make a 2
- minute broadcasting.
F.Developing Mastery
G.Finding Parctical application of concepts 1. Setting Standards 1. Group Reporting and Presentation of 1. Group Reporting and Presentation 1. Group Reporting and Group Reporting and
and skills in daily living 2. Group the class into four. Output of Outputs Presentation of Output Presentation of Output
3. Distribution of activity sheet and 2. Analysis and Discussion 2. Analysis and Discussion 2. Analysis and Discussion
materials to be used. What can you say about the materials What can you say about the What can you say about the
4. Let the pupils perform the activity. we used in the activity? What evidence materials we used in the activity? materials used in the activity?
Activity shows that light was blocked by What evidence shows that light was What evidence showed that light
Blocking of light materials? blocked by materials? was block/transmit/absorb by
materials?
What are the uses of ability of
material to
block/transmit/absorb light?
H.Making generalization and abstraction
about the lesson
I.Evaluating learning 1. Group Reporting and Presentation Plants make their own foods through Group Activity. Group Activity. Analysis and Discussion
of Output the process of photosynthesis.Study the On metacards, list down some Group 1 – On metacards, list Why is blocking of light
2. Analysis and Discussion picture below. examples of materials that transmit down some examples of important?
What can you say about the materials Teacher will give additional information light. Paste them on the chart. materials that Why is absorbing of light
we used in the activity? about how light is being absorbed by transmitlight. Paste it on the important?
What evidence shows that light was the leaf chart. How do we use these Why is transmitting of light
blocked by materials? materials? important?
Group 2 – On metacards, list
down some examples of
materials that
absorb light. Paste it on the chart.
How do we use these
materials?
Group 3 – On metacards, list
down some examples of
materials that block
light. Paste them on the chart.
How do we use these materials?
J.additional activities for application or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to
evaluation next objective. objective. next objective. the next objective. 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% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of lesson because of lack of
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on ___Pupils were interested on
 encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in difficulties encountered in
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by answering the questions asked
of limited resources used by the of limited resources used by the despite of limited resources used by the teacher. by the teacher.
teacher. teacher. the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used despite of limited resources
their work on time. work on time. their work on time. by the teacher. used by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time. finished their work on time.
behavior. behavior. behavior. ___Some pupils did not finish ___Some pupils did not finish
their work on time due to their work on time due to
unnecessary behavior. unnecessary behavior.

C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
who have caught up with the lesson above above above above

D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation activities for remediation activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up
lesson lesson lesson the lesson the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
principal or supervisor can helpme solve? require remediation require remediation require remediation require remediation to require remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
used/discover which I wish to share with ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- vocabulary assignments.
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and ___Bridging: Examples: Think-
charts. charts. charts. anticipatory charts. pair-share, quick-writes, and
anticipatory charts.

___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building:

Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Examples:Compare and contrast, ___Schema-Building: Examples:
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. jigsaw learning, peer teaching, Compare and contrast, jigsaw
and projects. learning, peer teaching, and
projects.
___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, ___Contextualization:
opportunities. opportunities. opportunities. media, manipulatives, repetition, Examples: Demonstrations,
and local opportunities. media, manipulatives,
 repetition, and local
opportunities.
___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, Examples: Student created
videos, and games. videos, and games. videos, and games. drawings, videos, and games. ___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Examples: Student created
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the Speaking slowly and clearly, drawings, videos, and games.
language you want students to use, language you want students to use, and language you want students to use, modeling the language you want ___Modeling: Examples:
and providing samples of student providing samples of student work. and providing samples of student students to use, and providing Speaking slowly and clearly,
work. work. samples of student work. modeling the language you want
students to use, and providing
samples of student work.

PREAPRED BY:
GENEVA E. PEROCILLO
T-I CHECKED BY:
JOCELYN T. VIRADOR
P-I