School: Almagro Central School Grade Level: V

GRADES 1 to 12 Teacher: Sonia P. Baman Learning Area: SCIENCE

DAILY LESSON LOG
Teaching Dates and Time: APRIL 1 – 5, 2024 (WEEK 1) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The Learners demonstrate understanding of… Weekly test
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 Competencies/Objectives
Write the LC code for each 1. describe how rocks turn into soil;
2. Identify the forces that break down rocks.
3. Explain how rocks are broken down

S5FE-IVa-1/ Page 33of 66

II. CONTENT 1.Describe how rocks turn into soil.
2.Identify the forces that break down rocks.
3.Explain how rocks are broken down

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages • Learning Guide in Science and Health: Rocks Around us
2. Learner’s Material pages BEAM – Grade 4-Unit 7 – Earth(Learning Guide Soil Erosion)

3. Textbook pages
4. Additional Materials from Website: Environmental Science- Soil
Learning Resource (LR) portal and It’s Uses
Kids Geo.com
Science for Daily Use 5 pp. 219-222

B. Other Learning Resources video clips 3pcs. 3pcs. Cartolina I believe A mineral water bottle with cap
marking pen sticker Water
data table bond 3pcs. Marking pen believe Cartolina
paper sticker Marking pen
3pcs. manila paper Pictures
meta cards tape
IV. PROCEDURES
A. Reviewing previous lesson or A.Engagement
presenting the new lesson Note: Below are suggested instructions to be observed inside the class.

Set Standard on:

 Avoiding unnecessary noise in watching video clip.
Not to stand/walk around the classroom while watching.
Focus and cooperation in all activities.
Write down important notes to gather information.
Observed discipline.
B. Establishing a purpose for the lesson After setting standard, do the following:
Allow pupils to sit comfortably while watching video.
Write down important notes to gather data.
Show discipline and cooperation in all activity.
Let them watch for 10-15 minutes.
C. Presenting examples/instances of Day 1 Day 2 Day 3
the new lesson Preparatory Activity: Activity 2: “Whether you believe it or Activity 3 – “Breaking Down
Say: Let us learn more about how not?” Rocks”
rocks turn into soil as we perform
the activity.

D. Discussing new concepts and What to do: What to do: What to do:
practicing new skills #1 1.Form a group and choose among 1.The leader will get the materials from 1.Do this activity ahead of time.
your group who will act as leader your teacher to be used in the activity. 2.The leader will get the materials
and presenter. 2.Study and share ideas about the pictures from your teacher to be used in
2.Watch attentively to the video. provided to your group.. the activity.
3.Write down important notes to 3.Paste your I believe sticker if the picture 3.Fill the bottle with water up to
gather information. show forces that break down rocks and I the brim and screw the cap.
4.After the viewing, the leader will don’t believe sticker if not. 4.Observe the water-filled bottle
get the materials from your teacher 4.Place all the pictures in the cartolina before doing step 3.
to be used in the next activity. provided. 5.Place the bottle inside the
5.Go to the working place assigned 5.Label each picture the kind of forces that freezer overnight.
to each group. break down rocks. 6.Observe the set up the
6.Brainstorm ideas about how rocks 6.As soon as you are done with your following morning.
turn into soil that you have watched activity, post your work on the board and 7.Enter your observations in the
from the video. report your output. table provided.
7.Follow the instruction given. Original File Submitted and Formatted 8.Examine the setup again.
8.Give your yell if you’re done. by DepEd Club Member - visit 9.Think about how water causes
9.Post your work and present your depedclub.com for more the plastic bottle to break.
output. 10.Relate the observation with
what is happening to rocks in
nature.
Before Freezing After Freezing
E. Discussing new concepts and Describe how rock turn into soil in What are the forces that break
practicing new skills #2 this picture down rocks
Explain how rocks are broken
down
F. Developing mastery 1.1. How rocks turn into soil? What are natural forces that break down 1.What happens to the plastic
(Leads to Formative Assessment 3) 2.How does natural process break rocks? bottle with water when placed
down rocks into soil What does each picture show? inside the freezer overnight?
Name some places where the natural 2.How does water cause the
forces that break down rocks happens breakdown of rocks in nature?
G. Finding practical applications of
concepts and skills in daily living 1.Using illustration board/cartolina,
crayons and pencil ask the pupils to
create a poster of a natural process on
how rocks turn into soil. (Group Work)
2.Encourage pupils to make their own
diagram which shows forces that break
down rocks.
3.As an output, you can group the
learners. Ask them to compose a song
about how rocks are broken.
H. Making generalizations and Remember These: Remember These: What are the forces that break
abstractions about the lesson Lichens (LYK-uhnz) or tiny plantlike down rocks?
living things, grow on the outsides of
the rocks. They slowly break down
rock to get nutrients.
Temperature changes, wind, and
water also slowly break the rock
apart. Small plants can grow in the
cracks. Plant roots continue to break
the rock apart.
Wind and water move bits of
weathered rocks to new places.
Later, the bits are part of the well-
developed soil.
I. Evaluating learning E.Evaluation:
1-3,

4-
5,

which of these break down rocks?

Strong wind and water
Falling leaves
Growing plants on rocks
Collecting rocks
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
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 use/discover which I
wish to share with other teachers?