School Grade Level FIVE

Teacher Learning Area SCIENCE

Teaching Date and Time/ Quarter 4th Quarter
Section
Daily Lesson Log

I. OBJECTIVES: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content weather disturbances and their effects weather disturbances and their effects weather disturbances and their effects weather disturbances and their effects weather disturbances and their effects
Standards on the environment. on the environment. on the environment. on the environment. on the environment.
B. Performance
prepares individual emergency kit. prepares individual emergency kit. prepares individual emergency kit. prepares individual emergency kit. prepares individual emergency kit.
Standards
C. Learning
Competencies/ Characterize weather disturbances in Characterize weather disturbances in Characterize weather disturbances in Characterize weather disturbances in Characterize weather disturbances in
Objectives the Philippines and describe their the Philippines and describe their the Philippines and describe their the Philippines and describe their the Philippines and describe their
Write the LC code effects to daily life. effects to daily life. effects to daily life. effects to daily life. effects to daily life.
for each
Identify and describe the different
D. Localized/ Identify the different weather systems Identify the different weather systems
weather disturbances: Depression,
Enhanced in the Philippines. in the Philippines. Explain the changes in the weather
Storm, Typhoon.
Curriculum before, during, and after the typhoon.
Standards Discuss a low-pressure area. Discuss a low-pressure area.
Discuss monsoon winds.

II. CONTENT Philippine Weather System Philippine Weather System Philippine Weather System Philippine Weather System Philippine Weather System

III. LEARNING
RESOURCES
A. References
1. Teacher's Guide Teacher-made questions
pages
2. Learner's SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules,
Materials pages Quarter 4, Module 3 pp. 1-8 Quarter 4, Module 3 pp. 1-8 Quarter 4, Module 3 pp. 1-8 Quarter 4, Module 3 pp. 1-8 Quarter 4, Module 3 pp. 1-8

3. Textbook pages
4. Additional PowerPoint Presentation, metacards, PowerPoint Presentation, activity PowerPoint Presentation, activity PowerPoint Presentation, activity PowerPoint Presentation/activity
Materials from activity sheets, chart, video sheets, chart, video presentation, sheets, chart, video presentation, sheets, chart, video presentation, sheets
Learning presentation, graphic organizer graphic organizer graphic organizer graphic organizer
Resource(LR)portal
B. Other Learning DepEd CO SLM – Quarter 4, Module 3, DepEd CO SLM – Quarter 4, Module 3, DepEd CO SLM – Quarter 4, Module 3, DepEd CO SLM – Quarter 4, Module 3, DepEd CO SLM – Quarter 4, Module 3,
Resources pp. 1-14 pp. 1-14 pp. 1-14 pp. 1-14 pp. 1-14

IV. PROCEDURES
A. Reviewing the A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities
previous lesson or Provide each row with words written Provide each row with words written Study the following illustrations. Do Categorize the identified activities as to Ask:
presenting the new on metacards. on metacards. what is asked and answer the following when it is best to be done, on Sunny or How are you today? Are you ready for
  Task: Select the metacards where  Task: Select the metacards where questions. Rainy/Stormy Weather. the weekly test?
effects of soil erosion are written effects of soil erosion are written
and post them on the space and post them on the space
provided for your group on the provided for your group on the
board. board.

1. Identify the weather conditions

presented in the illustrations by
choosing your answers from the box
below.
lesson

2. In which illustration/s it is best to go

hiking, camping, field trips, and going
to the beach? Why?

3. In which illustration/s it is best stay

at home to avoid getting cough, flu and
being sick? Why?

B. Establishing a 2. Motivation 2. Motivation 2. Motivation 2. Motivation Let the learners recall things to
purpose for the Look at the illustration. Look at the illustration. Have you watched or listened to the Present pictures showing before, remember when taking a test or an
lesson news about Typhoon Betty? during and after a typhoon. Let pupils exam.
observe and later infer then tell
What were the recent updates about something about the picture.
the typhoon?

 Can you tell the kind of weather by  Can you tell the kind of weather by
just looking at the picture? just looking at the picture?
 Does this kind of weather condition  Does this kind of weather condition
remain all year round? Why or why remain all year round? Why or why
not? not?

C. Presenting B. Developmental Activities B. Developmental Activities B. Developmental Activities B. Developmental Activities Let the learners apply the classroom
examples/ 1. Presentation 1. Presentation 1. Presentation 1. Presentation rules when taking a weekly test or an
instances of the Weather affects everything on the Weather affects everything on the A temperature difference between the Teacher will discuss the weather exam.
new lesson surface of the earth. Our land and surface of the earth. Our land and air and the surface creates a swirling conditions before, during and after a
water surfaces undergo natural water surfaces undergo natural mass of winds known as a weather typhoon based on the learners sharing
processes which in the long run result processes which in the long run result disturbance. and give further explanation
 in abundant benefits among plants, in abundant benefits among plants,
animals and most of all, the people. animals and most of all, the people. A weather disturbance is a term used
to describe a change in atmospheric
conditions or weather patterns.
Although weather disturbances are
temporary, their impact on plants,
animals, livelihood, and the ecosystem
is evident. Weather disturbances are
common in the Philippines due to its
nearness to the equator that causes
wind convergence.

2. Performing the Activities 2. Performing the Activities 2. Performing the Activities 2. Performing the Activities The learners will now take the test.
After setting standard, do the After setting standard, do the Group Activity Play a short video clip about a typhoon.
following: following:
What to do: 1.Instruct learners to share their
 Allow pupils to sit comfortably while  Allow pupils to sit comfortably while 1.The leader will get the materials from experiences and ideas gained in
watching video about weather watching video about weather your teacher to be used in the activity. watching the video presentation.
updates (GMA News or TV Patrol) updates (GMA News or TV Patrol)
D. Discussing new
 Write down important notes to  Write down important notes to 2.Study and share ideas about the 2.Guide the pupils as they do the
concepts and
gather data. gather data. pictures provided to your group. sharing.
practicing new
 Show discipline and cooperation in  Show discipline and cooperation in Through this activity, you will learn the
skills #1
all activity. all activity. different weather disturbances and
 Let them watch for 10-15 minutes.  Let them watch for 10-15 minutes. monsoon winds in the Philippines.

3. As soon as you are done with your

activity, post your work on the board
and report your output.

E. Discussing new 3. Processing the Activities 3. Processing the Activities 3. Processing the Activities 3. Processing the Activities
concepts and Group Reporting / Presentation of the Group Reporting / Presentation of the Share what you have learned from the Group Activity
practicing new Output Output lesson/discussion.
skills #2 What to do:
1.Form a group and choose from your 1.Form a group and choose from your 1.The leader will get the materials from
group who will act as leader and group who will act as leader and your teacher to be used in the activity.
presenter. presenter.
2.Study and share ideas about the
2.Watch attentively the video. 2.Watch attentively the video. pictures provided to your group.

3.Write down important notes to 3.Write down important notes to 3. As soon as you are done with your
gather information. gather information. activity, post your work on the board
and report your output.
4.After the viewing, the leader will get 4.After the viewing, the leader will get
the materials from your teacher to be the materials from your teacher to be
used in the next activity. used in the next activity.

5.Go to the working place assigned to 5.Go to the working place assigned to
each group. each group.
 6.Brainstorm ideas about how rocks 6.Brainstorm ideas about how rocks
turn into soil that you have watched turn into soil that you have watched
from the video. from the video.

7.Follow the instructions given. 7.Follow the instructions given.

8.Give your yell if you’re done. 8.Give your yell if you’re done.

9.Post your work and present your 9.Post your work and present your
output. output.

Sharing of results Sharing of results

4. Reinforcing the Concept and Skill 4. Reinforcing the Concept and Skill 4. Reinforcing the Concept and Skill 4. Reinforcing the Concept and Skill Let the learners repeat the things to
Activity 1. Motion of Wind Activity 1. Motion of Wind Supply the missing letter to complete remember when taking a test.
the type of weather disturbances as Share what you have learned from the
Materials: Materials: describe in each number. lesson/discussion.
Stick Stick
Basin with water Basin with water 1. Is an intense circular storm that
Talcum/baby powder Talcum/baby powder tends to produce strong winds and
heavy rainfall
Procedure: Procedure:
1. Get a basin and fill it with water. 1. Get a basin and fill it with water.
2. Sprinkle some baby/talcum powder
on the water.
2. Sprinkle some baby/talcum powder
on the water.
_YC_O_ _
F. Developing 3. Place a stick at the center of the 3. Place a stick at the center of the
basin, then move it counterclockwise. basin, then move it counterclockwise. 2. A violent disturbance of the
mastery (Leads to
4. Remove the stick. Observe what 4. Remove the stick. Observe what atmosphere with strong
Formative
happens? happens? winds,rains,lightning and thunder
Assessment 3)

Guide Questions:
1. What did you observe?
2. How did the water move?
Guide Questions:
1. What did you observe?
2. How did the water move?
S_ OR _
3. How did you relate this with the 3. How did you relate this with the 3. Is a small diameter column of violent
motion of wind in a tropical cyclone? motion of wind in a tropical cyclone? air that is also a funnel shape
4. Compare the central part and the 4. Compare the central part and the windstorm
surrounding area. surrounding area.

T_ RNA_ _
G. Finding practical 6. Applying to New and Other 6. Applying to New and Other 6. Applying to New and Other 6. Applying to New and Other Ask:
applications of Situations Situations Situations Situations Why do you think you need to undergo
concepts and skills Activity 2. Interpret Weather Report Activity 2. Interpret Weather Report Study the picture below. Weather in our country constantly tests in all your subject areas?
in daily living changes from day to day or by the
Let the learners watch the news about Let the learners watch the news about hour. For example, you may wake up
Typhoon Betty, and present their Typhoon Betty, and present their with fair weather, but it rains towards
 insights to the class. insights to the class. the middle of the day. List three ways
to make sure of your safety in these
changing weather patterns? Write your
answers in your science notebook.

Answer the guide questions:

1. What do you observe in the picture?

2. What do you think happened in the

place?

3. What do you think will the people

living in the house feel?

4. What do you think will they be able

to do in that condition?

5. Summarizing the Lesson 5. Summarizing the Lesson 5. Summarizing the Lesson 5. Summarizing the Lesson Ask:
Peer-sharing Peer-sharing Fill in the blanks with words from the Answer the following questions. How did you find today’s activity?
discussion on weather disturbances.
Discuss what you have learned in class Discuss what you have learned in class Use the words in the word box to 1. What are the disastrous effects of
with your partner. with your partner. answer. Write your answers in your typhoons to the people and the
science notebook. environment?
Present your summary to the class. Present your summary to the class. ________________________________
H. Making ________________________________
generalizations ________________________________
and abstractions
about the lesson 2. What precautionary measures
should people observe before, during
and after the typhoon?
________________________________
________________________________
________________________________

I. Evaluating Evaluation: Evaluation: Evaluation: Evaluation: Class participation.

learning Directions: Directions: Direction: Write True if the statement Direction: Write True if the statement
Read and understand the weather Read and understand the weather is correct and False if the statement is is correct and False if the statement is Checking of the papers.
report. Write your answers to the report. Write your answers to the wrong before the number. wrong before the number.
guide questions in your science guide questions in your science
notebook. notebook. ___________1. A tornado produces ___________ 1. When a typhoon is
strong winds and heavy rainfall. over, the sky becomes clear.
 Tropical depression Coring is now ___________2. A storm is ___________ 2. Storm can be observed
over Itbayat, Batanes at 10:00 a.m. characterized by low pressure and during a typhoon.
cloud cover.
today, September 12. Coring was
___________ 3. During a typhoon, the
estimated to have maximum winds ___________3. Flash floods are due to falling of rocks and soil from the
of 50 kph near the center. It is heavy rainfall. mountain causes a landslide.
expected to move west-northwest
at 20 kph in the general direction ___________4. These weather ___________ 4. During a typhoon, high
of Aurora, Quezon. disturbances can cause destruction to water levels destroy houses and make
properties and may cause loss of lives. transportation difficult.
Guide Questions: Guide Questions:
1. What weather disturbance is 1. What weather disturbance is ___________5. A weather disturbance ___________ 5. When the typhoon is
mentioned in the report? mentioned in the report? is a change in the conditions of the approaching, the skies become dark
atmosphere. and overcast
2. What is the maximum wind speed of 2. What is the maximum wind speed of
the tropical depression? the tropical depression?

3. Do you think this is a strong weather 3. Do you think this is a strong weather
disturbance? Why or why not? disturbance? Why or why not?

4. Predict its effect if it reaches your 4. Predict its effect if it reaches your
place with winds of 50 kph. place with winds of 50 kph.

Assignment: Assignment: Assignment: Assignment: Recording of test results

Research about the weather Research about the weather Ask a family member or friends about Create a graphic organizer showing the
J. Additional
disturbances and monsoon winds in disturbances and monsoon winds in their experiences on some of the safety precautions that should be
activities for
the Philippines. the Philippines. weather disturbances. practiced:
application or
Before a typhoon
remediation
Tropical Cyclone, Tornado and Storm. During a typhoon
After a typhoon

V. REMARKS

VI. REFLECTION
___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
A. No. of learners objective. objective. objective. objective. objective.
who earned 80% in ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
the evaluation _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
B. No. of learners ___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 difficulties in
who require answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.
additional activities ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
for remediation 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 lesson ___Pupils did not enjoy the lesson
because of lack of knowledge, skills and because of lack of knowledge, skills and because of lack of knowledge, skills and because of lack of knowledge, skills and because of lack of knowledge, skills and
interest about the lesson. interest about the lesson. interest about the lesson. interest about the lesson. interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties
 encountered in answering the encountered in answering the encountered in answering the encountered in answering the encountered in answering the
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite
of limited resources used by the of limited resources used by the of limited resources used by the of limited resources used by the of limited resources used by the
teacher. teacher. teacher. teacher. teacher.
___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their
work on time. work on time. work on time. work on time. work on time.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary
behavior behavior behavior behavior behavior
C. Did the remedial ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
lessons work?
No. of learners who
caught up with the
lesson.
D. No. of learners ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
who continue to activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
require
remediation.
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
E. Which of my
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
teaching strategies
lesson lesson lesson lesson lesson
worked well? Why
did these work?
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
F. What difficulties require remediation require remediation require remediation require remediation require remediation
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation 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:
or localized
materials did I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
used/discover Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
which I wish to taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
share with other vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
teachers?
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory
charts. charts. charts. charts. charts.

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

Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast,
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and
projects. projects. projects. projects. projects.

___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities. opportunities. opportunities. opportunities.

___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings,
videos, and games. videos, and games. videos, and games. videos, and games. videos, and games.

___Modeling: ___Modeling: ___Modeling: ___Modeling: ___Modeling:

Examples: Speaking slowly and clearly, Examples: Speaking slowly and clearly, Examples: Speaking slowly and clearly, Examples: Speaking slowly and clearly, Examples: Speaking slowly and clearly,
modeling the language you want modeling the language you want modeling the language you want modeling the language you want modeling the language you want
students to use, and providing samples students to use, and providing samples students to use, and providing samples students to use, and providing samples students to use, and providing samples
of student work. of student work. of student work. of student work. of student work.

Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method

Why? Why? Why? Why? Why?

___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation in doing collaboration/cooperation in doing collaboration/cooperation in doing collaboration/cooperation in doing collaboration/cooperation in doing
their tasks their tasks their tasks their tasks their tasks
___ Audio Visual Presentation of the ___ Audio Visual Presentation of the ___ Audio Visual Presentation of the ___ Audio Visual Presentation of the ___ Audio Visual Presentation of the
lesson lesson lesson lesson lesson