DLL SCIENCE QUARTER 4.docx

Grades 1-12
Daily Lesson Log
(Pang-araw-arawnaPagtuturo)
School Grade Level Grade 4
Teacher Learning Area SCIENCE
Teaching Dates Quarter FOURTH
Time Week 1 /January 15-19, 2018 Checked by
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A .Content Standards The different sources of water suitable for human consumption.
B .Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
Explain the use of water from
different sources in the context
of daily activities.
S4ES-IV-b-2
 Identify the different
sources of water.
different sources in the context of
daily activities.
S4ES-IV-b-2
 Explain the use of water
in our daily activities.
different sources in the context of
daily activities.
S4ES-IV-b-2
 Describe the importance
of the water cycle.
II. CONTENT
Lesson 59: Uses of Water
from the Different Sources
Lesson 60 : Uses of Water in
Our Daily Activities
Lesson 61 : The Importance of
the Water Cycle
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 301 - 305 306 – 308 309 - 312
2. Learner’s Materials pages 258 - 262 263 – 266 267 - 269
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources /
materials
Cut out pictures of the different
sources of water, pocket chart,
paper tape, permanent marker
Manila paper, permanent marker,
paper tape, colored papers or
assorted construction paper, old
magazine, a pair of scissors, paste
or glue, information card
Illustration of water cycle, manila
paper, marker, paper tape,
sentence strips or cartolina strips
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Conduct a short review on the
topic about soil as a natural
resource through a question and
answer form.
Ask: What do you think keeps
the soil moist?
Let the pupils sing a song about
water to the tune of
“ Tayo’ySumakaysaKabayo”
Conduct a review on the different
sources of water through question
and answer.
Ask: “ How important is water to
our daily activities? “
Review on the uses of water.
Check their assignments.

Ask: What do you think is the
song about?
B. Establishing a purpose for the
lesson
Give the following classroom
standards first.
See TG p. 302
Set classroom standards in
preparations for the group
activities.
Show the illustration of the water
cycle .
Ask: What do you think is the
illustration about?
What are the different forms of
water in our environment?
Do you think each form of water is
important?
C. Presenting examples /
instances of the new lesson
Group the pupils into three.
Give a short introduction on
cooperative learning and the
function of each role.
Perform LM- Lesson 60Activity 1:
“How Do You Use Me ? “
Group 1- Role play
Group 2- Collage Making
Group 3- Poem Making
Group 4- Rap
Group 5- Lyrical Lesson
Perform LM- Lesson 61 : Activity 1
:” How important I am in the
Environment ? “
D. Discussing new concepts and
practicing new skills #1
Perform LM- Lesson 59 Activity
1: “Where Do I Come From ?”
Group Presentations Presentations of their output.
Answer the guide questions.
What does the illustration depict?
What are its importance to man?
plants ?animals ?
cont. up to question no. 5
E. Discussing new concepts and
Presentation of output
Discuss the answers to the
Guide Questions.
Discuss the lesson.
1.Ask: What is given
importance in the
different presentations?
2. What are our daily
activities that make use
of water?
( Explanation-TG p. 307)
Provide the summary of the
concepts developed by using the
table.
See TG p. 310
F. Developing Mastery
(Leads to Formative
Assessment)
What are the different sources
of water?
Discuss each sources of water.
What are the different uses of
water in our daily activities?
How important is water in our
daily life?
Discuss the lesson further.
Let the pupils do the Learning Log
– TG-p.311
G. Finding practical application
of concepts and skills in daily
How will you conserve water?

living
H. Making generalizations and
abstractions about the lesson
What sources of water is salty?
What sources of water is safe to
drink?
Name different uses of water
in our daily life?
How will you conserve water in
our daily activities?
Why is water cycle important?
I. Evaluating learning
Make a poster on the different
sources of water and its
importance to man’s life
Pupils’ activity may serve as
assessment.
Let the pupils answer the graphic
organizer- Concept map
See TG- p.312
J. Additional activities for
application or remediation
Make a list of the different uses
of water at home.
List down 5 ways to conserve
water at home.
Read and copy a weather report
from a newspaper or weather
forecast listened to on a sheet of
paper.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on this formative
assessment
B. No. of learners who require
additional activities for
remediation
kC. Did the remedial lessons
work?
No. of learners who have caught
up 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?

Grades 1-12
Daily Lesson Log
Teaching Dates Week 2/January 22-26, 2018 Quarter FOURTH
Time Checked by
I. OBJECTIVES
A .Content Standards The learners demonstrates understanding of components of weather using simple instruments
B .Performance Standards The learners should be able to practice precautionary measures in planning activities.
Objectives
Use weather instruments to measure the different weather components
S4ES-IVe-5
* Use weather instruments to measure the different weather components
- room thermometer - anemometer
- wind vane -wind sock
Record in a chart the weather
condition
S4ES –IVf-6
* Record the weather
temperature
Make simple interpretations
about the weather as
recorded in the weather
chart
S4ES-IVf-7
*Make simple
interpretations about the
weather as recorded in the
weather chart
II. CONTENT
Lesson 62 : Using Weather Instruments Lesson 63 : Observing Weather
Conditions
Lesson 64: Making Simple
Interpretation Aout Weather
A. References
1. Teacher’s Guide pages 313 – 319 320 - 323 324 - 326
2. Learner’s Materials pages 270 280 281 - 284 285 -287
3. Textbook pages
materials
Other materials specified in the LM, chart of important concepts, Other materials specified in the
LM, chart of important concepts
Other materials specified in
the LM, chart of important
concepts
IV. PROCEDURES
Pre Test
Recall lesson learned in Gr.3
Recall the result of the past
activity
Based on your activity yesterday ,
what did the data of air
temperature tell you
Review how to use weather
instruments.
Let the pupils present/report
their assignment on weather
report.
lesson
Let pupils sing a song about
weather
Give example on how
temperature affects our daily
activities.
Let them do “Find Me Game”
Refer to .TM p.320

Send –an-Answer Activity
For the directions refer to TM p.
314
Watch a video clip about
temperature
Provide the groups with the
improvised anemometer and
wind vane.
Review type of clouds. Relate
them to the condition of the sky.
Do Activity 1 “How Do You Use
Me?”
Activity 2
Let pupils report their findings
on the activity
Do Activity 3 “How Do You
Determine the Direction of the
Wind?
Do You Determine the Direction
of the Wind?
Let them Do Activity 1 - What
have You Observed?
Activity 2 – What is the Weather
Condition?
Do LM Activity 1 – What is
the weather Today?
Let them do Activity 2
“What Factors Affect the
Day’s Temperature?”
Presentation of group
output
Let them do Activity 3 – How Do
You Determine the Direction of
the Wind?
Activity 4 – How Do You
Determine the Speed of the
Wind?
Let each group report on the
activities using guide questions
What are the data recorded
in your weather chart?
Comparison of weather in
different places using
recorded data.
(Leads to Formative
Assessment)
Process the answers of the pupils Let each group report their
findings on the activities.
Process the answers of the
pupils.
What are your basis in telling
weather conditions?
Why do we need to give accurate
data in telling about the weather
condition?
Discuss further if needed.
How were you able to come
up with a certain
interpretation of the
weather chart assigned to
you?
Why is there a need for us to
know and be observant of
the weather conditions?
living
In what way temperature affects
our daily activities ?
What are you going to do to
take care of these
instruments?
.
Do an activity about using
wind sock.
Refer to TM p.318
What is temperature ?
What instrument use to
measure temperature ?
What factors affect the day’s
temperature ?
What are the instruments used to
measure temperature?
What is the importance of
knowing how to use this
instruments ?
What are the instrument used to
measure wind speed and
direction?
What is the importance of
knowing how to use these
instruments?
What are you going to do to take
care of these instruments ?
Explain how to use and
interpret readings of a room
thermometer
How do you tell the data of wind
speed and direction using the
wind sock?
Refer to TM p,322 Refer to TM p. 326

Observe weather for a day and
record observations using a
format. Refer to TM p.319.
Listen to a weather report over
the radio or watch television
tonight. Record in a chart the
weather condition reported.
Make clippings of weather
report or forecasts.
V. REMARKS
VI. REFLECTION
assessment
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
remediation
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
C. Did the remedial lessons
work?
up the lesson
Yes No
Jose Rizal ______
Ninoy Aquino ______
Yes No
Jose Rizal ______
Ninoy Aquino ______
Yes No
Jose Rizal ______
Ninoy Aquino ______
Yes No
Jose Rizal ______
Ninoy Aquino ______
Yes No
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
help me solve?
G. What innovation or localized materials did I used/discover which
I wish to share with other teacher?

Grades 1-12
Daily Lesson Log
Teaching Dates Week 3/January 29- February 2, 2018 Quarter FOURTH
Time Checked by
I. OBJECTIVES
A .Content Standards The learners demonstrates understanding of components of weather using simple instruments
B .Performance Standards The learners should be able to practice precautionary measures in planning activities
Objectives
Identify safety precautions during different weather conditions
S4ES-IVg-8
* Identify safety precautions during sunny days, rainy days and windy days
* Tell the meaning of typhoon warning signals
* Identify safety precautions before, during and after typhoon
II. CONTENT Lesson 65: Identifying Safety Precautions During Different Weather Conditions
A. References
1. Teacher’s Guide pages 327 - 335
2. Learner’s Materials pages 288 – 295
3. Textbook pages
materials
Other materials specified in the LM, chart of important concepts, paper strips, pictures visualizing the meaning of storm signals
IV. PROCEDURES
Review : Weather conditions
and instrument use
Review Storm signals
lesson
Let the pupils tell about their
nice and not so nice experiences
during rainy days, windy days
and sunny days.
Show pictures of places affected
with typhoon.
Let the pupils share their
experience during a typhoon.
What did you do during
situation?
Let the pupils share their
experience after a typhoon.
What did you do during
situation?
How weather report/forecast
can help you decide what to do
every day to keep you safe ?
What do you think was the storm
signal raised in this place?
What do you think is the extent of
damage in this situation?
What government agency
announces the storm signal?
Let the pupils tell weather
reports listened from the radio,
watched from the television sets
or read from a newspaper.
Show a picture of a
community being hit by a
typhoon.
Let them describe the picture
Do Activity 1 - How can you be
safe ?
their outputs.
Do LM Activity 2 – Do you know
me?
Let the pupils present/report their
outputs
Do LM Activity 3 – Are you
prepared?
their outputs
Do LM Activity 4 - Are you
ready?
their outputs
Do LM Activity 5 – Are you
safe?
their outputs.

(Leads to Formative
Assessment)
What are you going to do to be
safe during different weather
conditions?
Why do we need to follow these
safety precautions?
Discuss further the meaning of
Storm Signals.
Discuss more about what to do
before a typhoon.
Discuss more about what to do
before, during and after
typhoon?
Discuss more about what to
do after a typhoon
living
How can we keep away from
danger or minimize destruction
in different weather conditions?
Why is it necessary for us to know
the meaning of each storm signal?
Why is it important to know
precautionary measures
before a typhoon?
precautionary measures during
typhoon?
precautionary measures after
typhoon?
I. Evaluating learning Refer to TM p.329 Refer to TM p. 331 Refer to TM p. 335
Make a poster showing safety
precautions during different
weather conditions.
V. REMARKS
VI. REFLECTION
assessment
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
remediation
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
work?
up the lesson
Yes No
Jose Rizal ______
Ninoy Aquino ______
Yes No
Jose Rizal ______
Ninoy Aquino ______
Yes No
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
Jose Rizal ______
Ninoy Aquino ______
E. Which of my teaching strategies worked well? Why did these
work?
F. What difficulties did I encounter which my principal or supervisor
help me solve?
G. What innovation or localized materials did I used/discover which
I wish to share with other teacher?

Grades 1-12
Daily Lesson Log
Teaching Dates Week 4/February 5-9, 2018 Quarter FOURTH
Time Checked by
I. OBJECTIVES
A .Content Standards The sun as the main source of heat and light on earth.
Objectives
Describes the role of the sun in the water cycle
S4ES-IVi-10
 State that the sun is the main source of heat and light.
 Explain the importance of the sun to living things.
S4ES-IVi-10
 Describe how shadows are formed.
 Describe how shadows change in position and length at
different times of the day.
 Explain the changes in position and length of shadows in
relation to the position of the sun.
II. CONTENT Lesson 66: The Importance of the Sun’s Heat and Light Lesson 67: Light and Shadow
A. References
1. Teacher’s Guide pages 339 – 342 343 - 347
2. Learner’s Materials pages 297 – 300 301 - 305
3. Textbook pages
materials
2 small ice cream cups, shirt,
water, cloth hanger,
thermometer, manila paper,
marker, scotch tape, mongo
seedlings (placed under sunlight
for 5 days ), mongo seedlings (
placed inside the cabinet for 5
days )
shoe box, colored paper, stone,
comb, pencil, marble
dark room, flashlight with new
batteries, a piece with card board(
8cm x 10 cm ), a piece thin clear
plastic sheet ( 8cm x 10 cm )
one meter bamboo pole
meter stick
4 pieces 1ft bamboo pegs
manila paper
marker, wrist watch, compass,
hammer
IV. PROCEDURES
Review about the previous
lesson.
Review why the sun’s heat and
light important to living things.
Review the pupils on the previous
lessons learned.
Ask: Why is the sun’s light
important? How does light travel?
Review: How shadows are
formed?
Introduce the song entitled Let them sing the song again. Post these questions: Check the materials brought by

lesson
“ You are My Sunshine “ to the
pupils.
Ask: What is the song about?
Why?
a. How shadows are
formed?
b. How can we measure the
length of our shadows?
c. Do shadows change the
position and length?
the group.
1: “What is the Importance of
Sun’s Heat and Light to Living
Things ? “
2: “What helps Us See? “
1: “How Are Shadows Formed? “
2: “Why Do Shadows Change in
Positionand length ? “
Presentation of the group’s
output.
Group Presentations Reporting of their findings and
answer the guide questions.
Reporting of their findings and
Discuss why is sun important to
living things.
Give more situations.
Discuss the lesson.
Give additional
information about the
lesson
TG p.341
Have the pupils do another
activity- see TG p. 346
1.Have them play with the shadow
of their finger.
Have the pupils do another
activity- see TG p. 346
Instruct them to take turns in
tracing and measuring the length
of their shadows at 9:00am.
12:00 noon and 3:00pm.
(Leads to Formative
Assessment)
What is the main source of heat
and light on earth?
Why is sun important to living
things?
What helps us see things on
earth?
Why is sun important to living
things?
Discuss the lesson: How shadows
are formed?
What objects form shadows when
light strikes them.
Why do shadows change in
position and length in different
times of the day?
living
Your mother just finish washing
your clothes , what will you do
so that the clothes will get dry
easily?
Why is there a need to open our
doors and windows widely?
How can the sun’s heat and light
help living things?
What do you think would likely to
happen if there would be no sun
to give heat and light to the earth?
How do shadows are formed? How do you relate the length of
the shadows with that of the
changes in the position of the
sun?
Write some situations where
living things use the sun’s heat
and light.
Choose the best answer. Write
only the LETTER of the correct
answer on your paper.
1. What is the main source
of heat and light?
A. Bulb
B. Candle
assessment.
Answer the following questions
on your activity notebook briefly.
1. How are shadows
formed?
2. Why do shadows change
in position and length?
See TG p. - 347

C. Flashlight
D. Sun
See TG p. 342
Bring the following materials
tomorrow.
shoe box, colored paper, stone,
comb, pencil, marble
tomorrow.
one meter bamboo pole
meter stick
4 pieces 1ft bamboo pegs
manila paper
marker, wrist watch, compass,
hammer
Read and analyze. Find out how
can help solve the problem. See
TG – p. 347
tomorrow.
Improvised alcohol lamp, sardine
can, improvised tripod aluminum
foil
V. REMARKS
VI. REFLECTION
assessment
remediation
work?
up the lesson
relateE.Which of my teaching
these work?
teachers?

Grades 1-12
Daily Lesson Log
Time Checked by
I. OBJECTIVES
A .Content Standards The sun as the main source of heat and light on earth.
Objectives
S4ES-IVi-10
 . Observe the processes involved in the water cycle.
 Operationally define what a water cycle is.
 Describe the role of the sun in the water cycle.
 Explain the processes involved in the cycle.
Describe the effects of the sun.
S4ES-IVi-11
 Identify the beneficial and harmful effects of the sun’s heat
and light on living things.
 Explain how the sun affects living things.
Describe the effects of the
sun.
S4ES-IVi-11
 Practice safety
precautions to
avoid the
negative effects
of too much
exposure to
sunlight.
II. CONTENT Lesson 68: The Role of the Sun in the Water Cycle Lesson 69: Effects of Sun’s Heat and Light
Lesson 70: Practice Safeyt
Precautions on the Effects
of the Sun
A. References
1. Teacher’s Guide pages 348 – 351 352 - 357 358 - 360
2. Learner’s Materials pages 306 – 310 311 - 315 316 - 318
3. Textbook pages
materials
Improvised alcohol lamp,
sardine can, improvised
tripod,aluminum foil
diagram of the water cycle,
marker, manila paper
pictures of plants and animals and
human activities during sunny
days, manila paper, marker
picture of a boy with a burnt skin,
potted plants with withered
leaves, pictures of dead animals,
picture of depicting drought,
manila paper, marker
activity cards, manila
paper, marker, pictures of
pupils wearing umbrella,
sunglasses, cap
IV. PROCEDURES
Review about the previous
lesson.How are shadows
formed?
Review about the processes
involved in the water cycle.
Review the pupils on the previous
lessons learned.
Ask: What is the main source of
Review the beneficial of living
things from the heat and light of
the sun.
Review harmful effects of
the sun on living things.

heat and light?
Is the heat of the sun beneficial or
harmful to living things? In what
way?
lesson
Ask :
*What happened to the water
when exposed under the sun?
*What caused it to become
warmer?
*How about wet shirt? What
caused it to dry?
* Where do you think the water
will go? Let’s find out.
Present the illustration of the
water cycle.
Tell that the activity is similar to
the processes involved in the
water cycle
Tell the class that they will learn
about the benefits that we can get
from the sun and its harmful
effects .
Tell the class, you went to the
beach and did not apply sunblock
lotion on your skin, what will
happen to your skin?
Present the pictures of
pupils wearing umbrella,
sunglasses, and cap.
Ask the pupils the reason
why they wear these
things.
Give safety precautions before
performing the activity on
heatng substance:
1: “What Are the Processes ? “
2: “What’s My Role? “
Perform LM- Lesson 69
Activity 1: “How Beneficial is thw
Sun’s Heat and Light ? “
2: “How Harmful is the Sun’s
Heat and Light on Living Things ?
“
Perform LM- Lesson 70
Activity 1: “Am I Protected
? “
Presentation of the group’s
output.
Group Presentations
Answer the guide
question.
Presentation of the
group’s output.
Answer the guide
questions
Discuss the role of the sun in
the water cycle.
Discuss again the water cycle
and the role of the sun
the processes involved.
Discuss further about the lessons.
Give more situations where sun’s
heat is needed by plants, animals
and humans.
Elaboration on the lesson.
What are the harmful effects of
the heat of the sun on living
things?
Discuss the lesson:
Give the background
information.
(Leads to Formative
Assessment)
Describe the role of the sun in
the water cycle.
What are the processes involved
in the water cycle?
in the water cycle?
What is the role of the sun in
the water cycle?
What would likely to happen if
one of the processes in the
water cycle will not occur?
Have the pupils illustrate the
water cycle and label the
process involved. Draw arrows
to show the cycle of water.
In what way is the sun’s heat and
light beneficiall to living things?
sun’s heat on animals? on plants?
on humans?
What are rhe safety
precautions that we
should practice to protect
ourselves from the sun’s
excessive heat and light
?dark

living
What should we do in order to
sustain the availability of water?
It is a sunny day , what
activities you and your family
can do?
Mang Pablo had 3 working
carabaos in his farm. In what way
can he protects his animals from
the intense heat of the sun?
Too much exposure to sunlight
can harm you. If you are chosen
to join the National Jamborrete
to be held in a beach, what
preparations will you do?
Why do some people wear
dark sunglasses on hot
sunny days?
Describe the role of the sun in
the water cycle.
in the water cycle?
What is the role of the sun in
the water cycle?
What are the processes involve
in the water cycle?
What are the benefits of plants,
animals, and humans from the
heat and light of the sun?
sun’s heat and light to animals,
plants and human?
What are the safety
precautions to avoid the
negative effects of too
much exposure to sunlight.
assessment.
Answer the following questions
briefly on your science
notebook.
1. In your own words,
define water cycle.
2. 2. What are the
processes involve in the
water cycle?
3. What is the role of the
sun in the water cycle?
4. In a paragraph form,
explain the water cycle.
assessment.
A. Answer the ff.
1. In what way is the sun
beneficial to:
a. Animals
b. Plants
c. Humans
Choose the letter of the correct
answer.
See TG p.356 - 357
Put a check mark (/)
opposite the statement if
it is a GOOD practice and
cross (x) if it is NOT A
GOOD practice.
1.Playing under the sun at
noon time.
2. Wearing a wide-
brimmed hat on sunny
days.
See Tg p. 360
Make a Diorama of the water
cycle using recyclable or
indigenous materials.
Research on other harmful effects
of the sun on living things.
V. REMARKS
VI. REFLECTION
assessment
remediation
work?
up the lesson

relateE.Which of my teaching
these work?
teachers?

Grades 1-12
Daily Lesson Log
Time Checked by
I. OBJECTIVES Describe the moon as it travels around the earth, it also makes one complete rotation that makes the moon face the earth all the time.
A. Content Standards
demonstrates understanding of
patterns in the changing shape
of the Moon and its relation to
the length of a month
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
B. Performance Standards
beliefs and practices about the
phases of the Moon have
scientific basis.
scientific basis.
scientific basis.
scientific basis.
scientific basis.
C. Learning
Competencies/Objectives
observes and records the
changes in the shape of the
moon.
moon.
the phases of the moon and the
length of a month
beliefs and practices of the
community in relation to the
phases of the moon.
moon.
ntifies patterns in the
moon.
length of a month
phases of the moon.
moon.
moon.
length of a month
phases of the moon.
moon.
moon.
between
length of a month
phases of the moon.
moon.
e
moon.
between the phases of the
moon and the length of a
month

phases of the moon.
II. CONTENT
Changes and patterns in the
shape of the Moon
of a month
shape of the Moon
of a month
shape of the Moon
of a month
shape of the Moon
of a month
shape of the Moon
length of a month
A. References
1. Teacher’s Guide pages
2.Learner’s Material pages
3.Textbook pages
4.Additional Materials from
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Show a video through a model
that as the moon travels around
the earth, it also makes one
complete rotation that makes
the moon face the earth all the
time.
How long will it take the moon to
make one complete revolution?
that as the moon travels around
the earth, it also makes one
complete rotation that makes
the moon face the earth all the
time.
make one complete revolution?
on how the moon travels around
the earth about every 29 ½ days.
Key questions:
Can you describes the video
presentation?
How many days are there in a
month?
What do you think causes the
on how the moon travels around
the earth about every 29 ½ days.
Key questions:
presentation?
month?
on how the moon travels
around the earth about every
29 ½ days.
Key questions:
presentation?
month?

movements of the moon? movements of the moon? movements of the moon?
lesson
Describe the moon as it travels
around the earth, it also makes
one complete rotation that
makes the moon face the earth
all the time.
Describe the moon as it travels
around the earth, it also makes
one complete rotation that
makes the moon face the earth
all the time.
Show through a model that the
moon travels around the earth
about every 29 ½ days.
Show through a model that the
Show through a model that
the moon travels around the
earth about every 29 ½ days.
C. Presenting examples/instances
of the new lesson
Name the two movements of the
earth.
Name the two movements of the
earth.
year?
year?
year?
If you take a look at the
calendar, how many days are
there in a month?
Which months have 30 days?
31days?
Group the pupils into two
groups.
Give each group a sample of
calendar.
If you take a look at the
calendar, how many days are
there in a month?
Which months have 30 days?
31days?
Group the pupils into two
groups.
Give each group a sample of
calendar.
Ask pupils to divide themselves
into four groups. Give each
group materials in making a
tellurian model.
Ask each group to create an
improvised tellurian model using
styro, glue, and wire.
Guide questions:
What is shown in the
illustration?
What are the three heavenly
bodies found in the improvised
tellurian model?
What goes around the earth?
What is at the center of the
improvised tellurian model?
Ask pupils to divide themselves
into four groups. Give each
group materials in making a
tellurian model.
improvised tellurian model using
styro, glue, and wire.
Guide questions:
illustration?
bodies found in the improvised
tellurian model?
Ask pupils to divide
themselves into four groups.
Give each group materials in
making a tellurian model.
improvised tellurian model
using styro, glue, and wire.
Guide questions:
illustration?
bodies found in the

Ask each group to compare the
twelve months of the year.
Guide questions
What does the calendar show?
Which months have the same
number days?
As the moon travels around the
earth, what does it do on its
axis?
Ask each group to compare the
twelve months of the year.
Guide questions
What does the calendar show?
Which months have the same
number days?
axis?
Presentation of outputs
Each group has one
representative to present and
explain their output in front of
the class.
Each group has one
the class.
Each group has one
the class.
F. Developing mastery
(Leads to Formative Assessment
3)
Comparison of observation of
each group.
Each group must have a
representative to explain their
presentation.
Comparison of observation of
each group.
Each group must have a
representative to explain their
presentation.
Let the pupils observe the
different outputs of every group.
different outputs of every group.
different outputs of every
group.
G. Finding practical applications of
concepts and skills in daily living
Let the pupils observed the
different presentation of each
group.
Let the pupils observed the
different presentation of each
group.
Compare the four outputs of
each group.
each group.
each group.
Video presentation showing the
moon as it travels around the
earth making one complete
rotation that makes the moon
face the earth all the time.
Further discussion of the lesson.
Video presentation showing the
moon as it travels around the
earth making one complete
rotation that makes the moon
face the earth all the time.
Further discussion of the lesson.
Presentation of video showing
through a model on how the
Further discussion of the lesson
“movements of the moon”.
Further discussion of the lesson
“movements of the moon”.
Further discussion of the
lesson “movements of the

axis?
axis?
How long will it take for the
moon to rotate on its axis?
revolve around the earth?
One rotation of the moon is
equal to how many months?
One revolution of the moon
around the earth is equal to ___
days.
revolve around the earth?
around the earth is equal to ___
days.
moon”.
How long will it take the moon
to revolve around the earth?
around the earth is equal to
___ days.
I. Evaluating learning Show how the moon travels
around the earth and at the
same time rotates on its own
axis.
Materials:
Pictures
Ballpen
Paper
Show how the moon travels
around the earth and at the
same time rotates on its own
axis.
Materials:
Pictures
Ballpen
Paper
Show how the moon rotates on
its axis and at the same time
revolves around the earth.
What are the two movements of
the moon?
How do they differ with one
another?
Show how the moon rotates on
its axis and at the same time
revolves around the earth.
What are the two movements of
the moon?
another?
Show how the moon rotates
on its axis and at the same
time revolves around the
earth.
What are the two movements
of the moon?
another?
Illustrate the two movements of
the earth.
Illustrate the two movements of
the earth.
Illustrate the movements of the
moon around the earth.
Illustrate the movements of the
moon around the earth.
Illustrate the movements of
the moon around the earth.

V. REMARKS
VI. REFLECTION
80% in the evaluation
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
G. What innovation or localized
teachers?

Grades 1-12
Daily Lesson Log
Teaching Dates Week 7/February 26-March 2, 2018 Quarter FOURTH
Time Checked by
I. OBJECTIVES Describe the moon as it travels around the earth, it also makes one complete rotation that makes the moon face the earth all the time.
demonstrates understanding
of patterns in the changing
shape of the Moon and its
relation to the length of a
month
scientific basis.
scientific basis.
scientific basis.
scientific basis.
scientific basis.
C. Learning
moon.
moon.
length of a month
phases of the moon.
moon.
ntifies patterns in the
moon.
length of a month
phases of the moon.
moon.
moon.
length of a month
phases of the moon.
moon.
moon.
between
length of a month
phases of the moon.
moon.
e
moon.
month
phases of the moon.

II. CONTENT
shape of the Moon
of a month
shape of the Moon
of a month
shape of the Moon
of a month
shape of the Moon
of a month
shape of the Moon
length of a month
A. References
3.Textbook pages
IV. PROCEDURES
lesson
Use a video clip of the lunar
cycle and let the pupils watch it
first. Remind them to list down
their observations about the
video clip. After watching the
video clip, ask the pupils what is
it all about.
Use a video clip of the lunar
cycle and let the pupils watch it
first. Remind them to list down
their observations about the
video clip. After watching the
video clip, ask the pupils what is
it all about.
Explain how solar and lunar
eclipse occur.
Differentiate a solar eclipse from
a lunar eclipse.
eclipse occur.
Differentiate a solar eclipse from
a lunar eclipse.
eclipse occur.
Differentiate a solar eclipse
from a lunar eclipse.
lesson
Infer the pattern in the changes
in the appearance of the moon.
Infer the pattern in the changes
in the appearance of the moon.
Show the pictures of solar and
lunar eclipses. Give the pupils
one minute to examine the

pictures. pictures. pictures.
of the new lesson
As mentioned in the video clip,
what is the shape of the moon?
What did you notice about the
moon?
Does it always look the same in
the sky all night?
Why does the moon look
different in the sky every night?
How much of the moon can you
see?
Is there any time that the moon
is completely light?
is completely dark?
What cycle did the video show?
As mentioned in the video clip,
what is the shape of the moon?
What did you notice about the
moon?
Does it always look the same in
the sky all night?
Why does the moon look
different in the sky every night?
How much of the moon can you
see?
is completely light?
is completely dark?
What cycle did the video show?
a. Do you know what these
pictures represent?
b. Can you tell the difference
between them?
c. Which of these events can I
not look directly at?
2) Confirm that the pictures are
indeed of eclipses.
pictures represent?
between them?
2) Confirm that the pictures are
indeed of eclipses.
pictures represent?
between them?
2) Confirm that the pictures
are indeed of eclipses.
Divide the class into five groups
for this activity.
Let the pupils identify the phases
Divide the class into five groups
for this activity.
Let the pupils identify the phases
Pupils will examine by group
how an eclipse occurs by
constructing a model.

of the moon that they learned
from the video clip by doing the
activity: Learning the Moon’s
Phases.
In this activity, the phases of the
moon are labeled and they are
going to draw how the moon
looks in that phase. Then let
them color as well the earth and
the sun.
of the moon that they learned
from the video clip by doing the
activity: Learning the Moon’s
Phases.
In this activity, the phases of the
moon are labeled and they are
going to draw how the moon
looks in that phase. Then let
them color as well the earth and
the sun.
Each group will need: a
flashlight, a 4" Styrofoam ball
(Earth), a 1" Styrofoam ball
(moon), and 2 pencils.
Use the pencils to hold the moon
and earth.Pupils will draw their
model and label the parts.
Pupils turn on the flashlight to
see the eclipse
Pupils will draw a picture of the
eclipse.
Now using the same materials,
generate a different type eclipse.
Use the pencils to hold the moon
and earth.Pupils will draw their
model and label the parts.
see the eclipse
Pupils will draw a picture of the
eclipse.
generate a different type eclipse.
Use the pencils to hold the
moon and earth.Pupils will
draw their model and label the
parts.
see the eclipse
Pupils will draw a picture of
the eclipse.
generate a different type
eclipse.
Let the pupils present their
output.
What are the phases of the
moon?
Let the pupils present their
output.
moon?
Students will present their
models to the class.
Class will discuss the differences
between a solar and lunar
eclipse.
Class will discuss the differences
between a solar and lunar
eclipse.
Class will discuss the
differences between a solar
and lunar eclipse.
3)
Show the video clip again. Let
the pupils do the activities in the
part 3:52 of the video clip which
are about the phases of the
moon.
Show the video clip again. Let
the pupils do the activities in the
part 3:52 of the video clip which
are about the phases of the
moon.
Explain the difference between
the umbra and penumbra
the umbra and penumbra
Explain the difference
between the umbra and
penumbra

moon? Describe each phase.
moon? Describe each phase.
partial and total lunar eclipses.
partial and total lunar eclipses.
between partial and total
lunar eclipses.
moon?
moon?
Why don’t solar and lunar
eclipses occur every month?
Diagram the alignment of the
sun, earth, and moon during
partial and total solar eclipses.
I. Evaluating learning Identify what phase of moon is
being illustrated.
1._____Moon is almost directly
between the sun and Earth.(start
of cycle)
between the sun and Earth.
(cycle starts again)
3._____A bit of the sunlit side of
the moon shows, with the
sunlight side being on the right.
Identify what phase of moon is
being illustrated.
between the sun and Earth.(start
of cycle)
between the sun and Earth.
(cycle starts again)
3._____A bit of the sunlit side of
the moon shows, with the
sunlight side being on the right.
Draw the diagram of lunar
eclipse and solar eclipse.

Ask the pupils to observe the
moon tonight and let them do
the following:
1. Draw the moon you see
on the sky tonight.
2. Give a brief description
of the moon and give its current
phase.
Ask the pupils to observe the
moon tonight and let them do
the following:
1. Draw the moon you see
on the sky tonight.
2. Give a brief description
of the moon and give its current
phase.
solar and lunar eclipse.
solar and lunar eclipse.
between solar and lunar
eclipse.
V. REMARKS
VI. REFLECTION
80%
require remediation
work?

teachers?

Grades 1-12
Daily Lesson Log
Teaching Dates Week 8/March 5-9, 2018 Quarter FOURTH
Time Checked by
I. OBJECTIVES State that a constellation is a group of stars that form a pattern in the sky.
demonstrates
understanding of patterns
in the changing shape of
the Moon and its relation
to the length of a month
demonstrates recognition of the
patterns in stars in the sky and
the information people can
derive from these patterns
demonstrates recognition of the
patterns in stars in the sky and
the information people can
derive from these patterns
demonstrates recognition of
the patterns in stars in the sky
and the information people
can derive from these patterns
beliefs and practices about
the phases of the Moon
have scientific basis.
scientific basis.
relates the constellations to
the different compass directions.
the different compass directions.
the different compass
directions.
C. Learning
changes in the shape of
the moon.
changes in the shape of
the moon.
month
community in relation to
the phases of the moon.
moon.
moon.
length of a month
phases of the moon.
compares the stars in terms of
brightness and color.
s star patterns using a
chart
chart
a chart

II. CONTENT
A. References
3.Textbook pages
IV. PROCEDURES
lesson
Show picture of a beach.
Have you gone to the
beach? Early morning,
what do you notice with
the water?
Show picture of a beach.
Have you gone to the beach?
Early morning, what do you
notice with the water?
What are stars?
What characteristics do they
have?
Formulate concepts that we
have learned.
What are stars?
have?
have learned.
What are stars?
have?
have learned.
lesson
Explain that the revolution
of the moon around the
earth causes natural
occurrence of tide.
Explain that the revolution of the
moon around the earth causes
natural occurrence of tide.
State that a constellation is a
group of stars that form a
pattern in the sky.
pattern in the sky.
pattern in the sky.
of the new lesson
How about in afternoon,
what happens to the
shore?
What do you think might
How about in afternoon, what
happens to the shore?
What do you think might have
affected this?
When you look at the sky at
night, what do you see? Have
you observed specific group of
stars? What Pattern do they

have affected this? produce? produce? produce?
-ACTIVITY- -ACTIVITY- Connect the dots to form the
given constellation
Connect the dots to form the
given constellation
Connect the dots to form the
given constellation
-ACTIVITY- -ACTIVITY- What names of the
constellations have you
identified?
(Leo, Big Dipper, Little Dipper,
Little Dipper, Cepheus,
Cassiopeia, Cancer, Cygnus,
Hercules)
● What are they found?
● What are these constellations?
(Group of stars)
● What do these group of stars
form? (Pattern)
What names of the
identified?
Hercules)
● What are these constellations?
(Group of stars)
● What do these group of stars
form? (Pattern)
What names of the
identified?
Hercules)
● What are these
constellations? (Group of
stars)
● What do these group of
stars form? (Pattern)
3)
-ACTIVITY- -ACTIVITY- What do you call these group of
stars that form a pattern in the
sky? (Constellation)
What do you call these group of
stars that form a pattern in the
sky? (Constellation)
What do you call these group
of stars that form a pattern in
the sky? (Constellation)
-ACTIVITY- -ACTIVITY- On one starry evening, get out of
your house and look at the sky.
Observe the sky four times: at
8:00 PM, 9:00 PM, 10:00 PM and
On one starry evening, get out of
your house and look at the sky.
Observe the sky four times: at
8:00 PM, 9:00 PM, 10:00 PM and
On one starry evening, get out
of your house and look at the
sky. Observe the sky four
times: at 8:00 PM, 9:00 PM,

11:00 PM. Sketch as many
patterns of stars as you see each
time you go out. Identify the
constellation you have sketched.
11:00 PM. Sketch as many
patterns of stars as you see each
time you go out. Identify the
constellation you have sketched.
10:00 PM and 11:00 PM.
Sketch as many patterns of
stars as you see each time you
go out. Identify the
constellation you have
sketched.
What are high and low
tides?
What are high and low tides? What are constellations? What are constellations? What are constellations?
I. Evaluating learning What do we call the
regular rise and fall of the
water level in oceans,
seas, and rivers at certain
times during the day?
What causes tide to
happen?
What do we call the regular rise
and fall of the water level in
oceans, seas, and rivers at
certain times during the day?
What causes tide to happen?
Identify the patterns form
below.
below.
below.
Show through a diagram
the position of the moon
and earth where high tide
and low tide happen.
Show through a diagram the
position of the moon and earth
where high tide and low tide
happen.
Draw other patterns found in the
southern hemisphere.
Draw other patterns found in the
southern hemisphere.
Draw other patterns found in
the southern hemisphere.
V. REMARKS
VI. REFLECTION

80%
require remediation
work?
teachers?

DLL SCIENCE QUARTER 4.docx

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