Annex 1C to DepEd Order No. 42, s.

201
GRADE 1 TO 12
DAILY LESSON School Buenavista Central School Grade Grade 5-SSES
LOG
Teacher Jannah S. Salazar Subject Science
Day/Date Monday / September 16, 2024 Quarter 1st Quarter

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of properties of material to determine whether they are
useful or harmful
B. Performance The learners should be able to use local/recyclable solids or liquid material in recycling useful
Standards products
C. Learning Identify the physical properties of materials
Competencies/ S5MT Ia-b-1
Objectives (Write
the code for each)
II. CONTENT Physical Properties of Useful Materials
(Subject Matter) (Hardness, Brittleness, Flexibility, Elasticity)
III. LEARNING
RESOURCES
A. References
Guide pages
1. Learner’s Material Science 5: Beyond Borders by Sarte, et.al., page 20-21
pages
2. Textbook pages Science 5: Beyond Borders by Sarte, et.al., page 20-21
3. Additional Teacher Frell. (2023). Properties of Materials. Retrieved from https://youtu.be/PAAqRQvSjqk on
Materials from September 07, 2024
Learning Resource Materials and Their Properties. (2020) Retrieved from https://www.youtube.com/watch?
LR portal
v=340MmuY_osY on September 07, 2024
Useful and Harmful Materials. (2023) Retrieved from science-5-Useful-and-Harmful-Materials-
DAY-1-2.pptx (slideshare.net) on September 07, 2024
4. Other Learning Pocket chart, images, laptop, TV, chart, happy and sad face, realia
Resources
IV.PROCEDURE
A. Reviewing the *Prayer Indicator 1
previous Lessons or *Greetings Maintained
presenting a new lesson *Preparing pupils to learn supportive learning
environments that
nurture and inspire
learners to
participate,
1. Drill (ICT Integration) cooperate and
Directions: Click the image which shows physical change. collaborate in
continued learning.

Indicator 3:
Ensured the positive
use of ICT to
facilitate the teaching
and learning process.

Indicator 1: Apply
2. Review
knowledge of content
Directions: Identify the useful and harmful materials. within and across
curriculum teaching
areas.

1. 2.

Indicator 4: Used
effective verbal and
non-verbal
 classroom
communication
strategies to
3. 4. support learner
understanding,
participation,
engagement and
achievement.

5. Indicator 1: Applied
knowledge of content
within and across
curriculum teaching
areas.

B. Establishing a Indicator 1: Apply

purpose for the lesson knowledge of content
within and across
curriculum teaching
areas.

Indicator 2: Used a
range of teaching
strategies that
enhance learner
achievement in
literacy and
numeracy skills.

Indicator 5:
Maintained
supportive learning
environments that
nurture and inspire
learners to
participate,
cooperate and
collaborate in
continued learning.

C. Presenting examples/ What have you noticed about the words that you have guessed in the Indicator 1: Apply
instances of the new riddles? What can you say about these materials? knowledge of content
lesson. Now, we are going to identify the physical properties of materials as well within and across
as their examples. curriculum teaching
areas.
Properties – are distinctive characteristics that describe an object or
material.

Physical Properties
 Characteristic of a substance that can be observed or measured Indicator 2: Used a
without changing the identity of the substance range of teaching
(The teacher will use real objects to present the physical strategies that
properties of materials.) enhance learner
achievement in
1. Hardness – is the ability of a material to be rigid and resist literacy and
numeracy skills.
 pressure that may cause deformation or change in its shape.
Hard materials like metal and wood can be used to construct
buildings, bridges, or other infrastructure.

Indicator 5:
Maintained
supportive learning
environments that
nurture and inspire
learners to
participate,
cooperate and
2. Brittleness collaborate in
Not all hard materials are unbreakable. Though there are solid continued learning.
materials that when subjected to high stress or pressure,
crumble or break easily.
This property is known as brittleness.

Glass and porcelain are brittle and can break when dropped or
slammed against a hard surface or object. However, they can
still be useful even when they break. The broken pieces can
be arranged as wall decor or as improvised spikes on walls to
protect one’s home from trespassers.

3.

Flexibility
It is the ability of a material to be bent without breaking.
Some plastics and metals exhibit flexibility. Flexible objects
like thin metal wires and plastic strings can be used for tying
or binding objects and things.

4. Elasticity
Elasticity is the ability of a material to be stretched and then
return to its original shape after. A rubber band is an example
of an elastic material.

D. Discussing new SET ME APART Indicator 1: Apply

concepts and practicing knowledge of content
new skills #1 within and across
DIRECTIONS: Choose one picture in the set given inside the curriculum teaching
pocket chart then identify its physical property. areas.

Indicator 5:
Maintained
 supportive learning
environments that
nurture and inspire
learners to
participate,
cooperate and
collaborate in
continued learning.

Indicator 4: Used
effective verbal and
non-verbal
classroom
communication
strategies to
support learner
understanding,
participation,
engagement and
achievement.
E. Discussing new GROUP ACTIVITY Indicator 5:
concepts and practicing Maintained
A. Setting Standards for Group Activity supportive learning
new skills #2
environments that
nurture and inspire
learners to
participate,
cooperate and
collaborate in
continued learning.

Indicator 1: Apply
knowledge of content
within and across
curriculum teaching
areas.
B. Group Activity
GROUP I: “MATCH MY PHYSICAL PROPERTY”
Directions: Match the physical properties in Column B with the
materials in Column A. Write only the letter of the correct answer. Indicator 5:
Maintained
supportive learning
Column A Column B
environments that
nurture and inspire
____1. wood chopstick A. Elasticity learners to
____2. metal spoon B. Brittleness participate,
____3. ceramic tiles C. Flexibility cooperate and
collaborate in
____4. belt D. Hardness
continued learning.
____5. rubber ponytail
Indicator 4: Used
effective verbal and
GROUP II: “RECOGNIZE MY PHYSICAL PROPERTY” non-verbal
Directions: Identify the physical properties of the materials inside the classroom
envelopes. communication
strategies to
support learner
understanding,
participation,
engagement and
achievement.
 Indicator 5:
Maintained
supportive learning
environments that
Hardnes Elasticity Brittleness nurture and inspire
learners to
s participate,
Flexibility cooperate and
collaborate in
continued learning.
GROUP III: “IDENTIFY MY PHYSICAL PROPERTY”
Directions: Identify the following materials based on the properties
that they possess. Write your answers on the table below.

Hardness Elasticity Brittleness

Flexibility

Materials Property Indicator 1: Apply

1. plastic straw knowledge of content
within and across
2. tumbler curriculum teaching
3. window glass areas.
4. refrigerator
5. garter
F. Developing Mastery PICK ME OUT Indicator 2: Use a
(Lead to Formative range of teaching
Assessment) strategies that
Directions: Pick a paper which contains examples of materials enhance learner
inside the box, then identify the physical properties it possesses. achievement in
literacy and
1. jacket numeracy skills.
2. wooden guitar
3. scrunchie
4. palayok
5. glass lamp

G. Finding practical Answer the following questions. Indicator 1: Apply

application of knowledge of content
concepts and skills in 1. Imagine a world wherein materials do not possess physical properties. within and across
daily living Can we live without them? curriculum teaching
areas.
2. Can we effectively use each material without its properties?
3. Are these properties important? Why or why not?
4. Why is learning the physical property of materials important? Indicator 5:
Maintained
(The teacher will give a situation to the students and will let the students supportive learning
give their answers.) (EPP/TLE INTEGRATION) environments that
nurture and inspire
Mang Joey plans to build a new house for his family. What do you learners to
think are the materials that he will need in order to build his new home? participate,
Give one and identify its physical property. cooperate and
collaborate in
continued learning.

H. Making What have you learned today? Indicator 1: Apply

Generalizations and *We have learned about the physical properties of materials. knowledge of content
Abstraction about the within and across
*The physical properties of materials are: curriculum teaching
Lesson
areas.
1. Hardness is the ability of a material to be rigid and resist
pressure that may cause deformation or change in its shape.
2. Brittleness – These are solid materials that when subjected to
high stress or pressure, crumble or break easily.
3. Flexibility - It is the ability of a material to be bent without
breaking.
 4. Elasticity is the ability of a material to be stretched and then
return to its original shape after.
I. Evaluating Directions: Identify the following materials based on the physical Indicator 1: Apply
Learning properties that they possess. Write your answers on the table below. knowledge of content
within and across
curriculum teaching
Hardness Elasticity Brittleness areas.
Flexibility

Materials Property Indicator 2: Use a

range of teaching
1. steel chair
strategies that
2. chewing gum enhance learner
3. flower vase achievement in
4. wooden table literacy and
5. leaves numeracy skills.
J. Additional Activities Directions: Describe the properties of each material in the table Indicator 1: Apply
for Application or below. knowledge of content
Remediation within and across
Material Physical Property Description curriculum teaching
1. Rubber areas.

2. Leather
Indicator 2: Use a
3. Stone range of teaching
strategies that
4. Fabric enhance learner
achievement in
literacy and
5. Belt
numeracy skills.

V. REMARKS SSES BURGOS ZAMORA

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1- 1- 1-
2- 2- 2-
3- 3- 3-
4- 4- 4-
5- 5- 5-

VI. REFLECTION

A. No. of learners
earned 80%in the
evaluation.
B. No. of learners who
required additional
activities for
remediation who scored
below 80%
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learner 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
used/discover which I
wish to share with other
teachers?
A.
B. No. of learners who
required additional
activities for
remediation who scored
below 80%
Prepared by:

JANNAH S. SALAZAR
Teacher III

Inspected/Checked:

FIDELIA S. GRAVE
Master Teacher II

Checked/Noted/Observed

DEZZA G PERLAS
Principal II

Date/Time