School: MATAHIMIK-BUCANA ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: JURIEL D. GOPACO Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: AUGUST 20-24, 2018 (WEEK 2) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

AUGUST 20, 2018 AUGUST 21,2018 AUGUST 22,2018 AUGUST 23, 2018 AUGUST 24,2018
I. OBJECTIVES
A. Content Standards How the parts of the human HOLIDAY How the parts of the human reproductive system work
reproductive system work
EID AL-ADHA
NINOY AQUINO DAY
B. Performance Standards Practice proper hygiene to care of Practice proper hygiene to care of the reproductive organs
the reproductive organs
C. Learning Describe the changes that occur Describe the changes that occur during puberty.
Competencies/Objectives during puberty.
Write for the LC code for each K to 12 Science 5 Curriculum
K to 12 Science 5 Curriculum (S5LT-IIb-2)

(S5LT-IIb-2)

1.1 HUMANS 1.1 HUMANS

II. CONTENT
1.2 The Reproductive System 1.2 The Reproductive System
III. LEARNING
RESOURCES
A. References Lesson 10 Development of Lesson 10 Development of Secondary Sex Characteristics
Secondary Sex Characteristics
1. Teacher’s Guide pages Science Beyond Borders Page 31- Science Beyond Borders Page 31-34
34
2. Learner’s Materials pages Science Beyond Borders Page 50- Science Beyond Borders Page 50-51
51
3. Textbook pages
4. Additional Materials from charts charts
Learning Resource (LR)
portal
B. Other Learning Resources Learners’ photos when they were Learners’ photos when they were young, visual aids
young, visual aids
IV. PROCEDURES

A. Review previous lesson or 1. Let the learners decode the 1. Let the learners decode the following words about the female
presenting the new lesson following words about the female reproductive system.
reproductive system.  CEXVRI
 CEXVRI  VRYOA
 VRYOA  GEG
 GEG  DOIUVCT
 DOIUVCT  YBERTUP
 YBERTUP 2. Then ask the learners to point out which word/s is new to them.
2. Then ask the learners to point
out which word/s is new to them.

B. Establishing a purpose for 1. One day before the lesson, 1. One day before the lesson, assign the learners to bring photos of them
the lesson assign the learners to bring photos when they were young.
of them when they were young.
2. Let them work in pairs to study each other’s photo.
2. Let them work in pairs to study
each other’s photo. 3. Let them answer the following questions.
 Does your partner look the same from when he/she was younger?
3. Let them answer the following  How did your partner’s appearance change from when he/she was
questions. younger to his/her appearance now?
 Does your partner look the
same from when he/she was
younger?
 How did your partner’s
appearance change from when
he/she was younger to his/her
appearance now?

C. Presenting Instruct the learners to prepare their Instruct the learners to prepare their notebook and pen.
examples/instances of the new notebook and pen. Let’s Explore, page 52
lesson Let’s Explore, page 52
D. Discussing new concepts Change in Puberty Change in Puberty
and practicing new skills #1 Science Skills: Observing, Science Skills: Observing, Inferring and Communicating
Inferring and Communicating
1. Show to the class the picture of a young boy and girl.
1. Show to the class the picture of a
young boy and girl. 2. Have them compare it to the picture of a boy and girl similar to their age.
 2. Have them compare it to the 3. With the use of the table on page 52, ask the class to compare and
picture of a boy and girl similar to describe the physical change that happened to the boy and girl.
their age.

3. With the use of the table on page

52, ask the class to compare and
describe the physical change that
happened to the boy and girl.
E. Discussing new concepts Ask the learners the following Ask the learners the following questions:
and practicing new skills #2 questions:  What are the most common physical changes among the boys
 What are the most during puberty?
common physical changes  What are the most common physical changes among the girls
among the boys during during puberty?
puberty?  How will you accept the changes that occur in your body during
 What are the most puberty?
common physical changes
among the girls during
puberty?
 How will you accept the
changes that occur in your
body during puberty?
F. Developing mastery 1. Allow the learners to read about 1. Allow the learners to read about secondary sex characteristics on pages 50-51 of their textbook. Ask
secondary sex characteristics on them the following questions:
pages 50-51 of their textbook. Ask
them the following questions:  What are estrogen and progesterone? How do they affect the female during puberty stage?
 What is testosterone? How does testosterone affect the male during puberty stage?
 What are estrogen and
progesterone? How do they
affect the female during
puberty stage?
 What is testosterone? How
does testosterone affect the
male during puberty stage?

G. Finding practical Ask the learners to research on the Ask the learners to research on the nonphysical changes during puberty and interview their older friends
applications of concepts and nonphysical changes during and relatives whether they have experienced such changes. You may also encourage them to consider
skills in daily living puberty and interview their older themselves if they experienced these changes, too.
friends and relatives whether they
have experienced such changes.
You may also encourage them to
consider themselves if they
experienced these changes, too.

H. Making generalizations and Let the learners compare and Let the learners compare and contrast the changes that happen to boys and girls during puberty using a
abstractions about the lesson contrast the changes that happen to VENN DIAGRAM.
 boys and girls during puberty using
a VENN DIAGRAM.
I. Evaluating learning Give the learners enough time to Give the learners enough time to answer Let’s Check on page 53.
answer Let’s Check on page 53.

J. Additional activities for 1. Ask the learners to answer Let’s 1. Ask the learners to answer Let’s Apply It on page 53.
application or remediation Apply It on page 53.
2. Let them ponder on the things they will do to handle the physical changes happening in their body.
2. Let them ponder on the things
they will do to handle the physical
changes happening in their body.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to
80% in the evaluation. next objective. next 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% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery mastery mastery
B. No. of learners who require ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find difficulties ___Pupils did not find
additional activities for in answering their lesson. in answering their lesson. in answering their lesson. in answering their lesson. difficulties in answering their
remediation who scored below ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson.
80%. answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson answering their lesson.
because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, ___Pupils did not enjoy the
skills and interest about the lesson. skills and interest about the lesson. skills and interest about the skills and interest about the lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the lesson. lesson. knowledge, skills and interest
lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on the ___Pupils were interested on the about the lesson.
encountered in answering the encountered in answering the lesson, despite of some lesson, despite of some ___Pupils were interested on
questions asked by the teacher. questions asked by the teacher. difficulties encountered in difficulties encountered in the lesson, despite of some
___Pupils mastered the lesson ___Pupils mastered the lesson answering the questions asked by answering the questions asked by difficulties encountered in
despite of limited resources used despite of limited resources used the teacher. the teacher. answering the questions asked
by the teacher. by the teacher. ___Pupils mastered the lesson ___Pupils mastered the lesson by the teacher.
___Majority of the pupils finished ___Majority of the pupils finished despite of limited resources used despite of limited resources used ___Pupils mastered the lesson
their work on time. their work on time. by the teacher. by the teacher. despite of limited resources
___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished ___Majority of the pupils finished used by the teacher.
work on time due to unnecessary work on time due to unnecessary their work on time. their work on time. ___Majority of the pupils
behavior. behavior. ___Some pupils did not finish ___Some pupils did not finish finished their work on time.
their work on time due to their work on time due to ___Some pupils did not finish
unnecessary behavior. unnecessary behavior. their work on time due to
unnecessary behavior.
C. Did the remedial lessons ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
work? No. of learners who above above above above 80% above
have caught up with the
lesson.
D. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
continue to require additional activities for remediation additional activities for additional activities for additional activities for additional activities for
remediation. remediation remediation remediation remediation

E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught
did these work? the lesson the lesson the lesson the lesson up the lesson
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
encounter which my principal require remediation require remediation require remediation require remediation to require remediation
or supervisor can help me
solve?
G. What innovation or 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:
localized materials did I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
use./discover which I wish to Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
share with other teachers? taking and studying techniques, taking and studying techniques, taking and studying techniques, taking and studying techniques, assessments, note taking and
and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. and vocabulary assignments. studying techniques, and
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments.
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples:
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts. Think-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 Compare and contrast, jigsaw Examples:Compare and contrast, ___Schema-Building:
learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and jigsaw learning, peer teaching, Examples: Compare and
projects. projects. projects. and projects. contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization: 
Examples: Demonstrations, media, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, ___Contextualization: 
manipulatives, repetition, and local media, manipulatives, repetition, media, manipulatives, repetition, media, manipulatives, repetition, Examples: Demonstrations,
opportunities. and local opportunities. and local opportunities. and local opportunities. media, manipulatives,
repetition, and local
opportunities.
___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation: 
Examples: Student created Examples: Student created Examples: Student created Examples: Student created
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. ___Text Representation: 
___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: Examples: Student created
Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, drawings, videos, and games.
modeling the language you want modeling the language you want modeling the language you want modeling the language you want ___Modeling: Examples:
students to use, and providing students to use, and providing students to use, and providing students to use, and providing Speaking slowly and clearly,
samples of student work. samples of student work. samples of student work. samples of student work. modeling the language you
 want students to use, and
Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies providing samples of student
used: used: used: used: work.
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration Other Techniques and
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh Strategies used:
play play play play ___ Explicit Teaching
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Group collaboration
activities/exercises activities/exercises activities/exercises activities/exercises ___Gamification/Learning
___ Carousel ___ Carousel ___ Carousel ___ Carousel throuh play
___ Diads ___ Diads ___ Diads ___ Diads ___ Answering preliminary
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction activities/exercises
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Carousel
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Diads
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Differentiated Instruction
Why? Why? Why? Why? ___ Role Playing/Drama
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s ___ Complete IMs
collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation ___ Availability of Materials
in doing their tasks in doing their tasks in doing their tasks in doing their tasks ___ Pupils’ eagerness to learn
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Group member’s
of the lesson of the lesson of the lesson of the lesson collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson