GRADES 5 School: DR.
ALFREDO PIO DE RODA ELEMENTARY SCHOOL Grade Level: V
DAILY LESSON LOG Teacher: SHEENA CLAIRE V. DELA PENA Learning Area: SCIENCE
Teaching Dates and
Time: NOVEMBER 14-18,2022 Quarter: 2ND QUARTER/WEEK 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards
How the parts of the human reproductive system work
B. Performance Standards Practice proper hygiene to care of the reproductive organs
C. Learning Describe the changes that occur during puberty.
Competencies/Objectives
Write for the LC code for each K to 12 Science 5 Curriculum
(S5LT-IIb-2)
1.1 HUMANS
II. CONTENT
1.2 The Reproductive System
III. LEARNING RESOURCES
A. References Lesson 11 Lesson 11 Lesson 11 Lesson 11 Lesson 11
1. Teacher’s Guide pages Quarter 2 Week 2pp. Quarter 2 Week 2pp. Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2 Week 2pp.
2. Learner’s Materials pages Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2 Week 2 pp. Quarter 2Week 2 pp. Quarter 2 Week 2 pp.
3. Textbook pages
4. Additional Materials from charts charts charts charts charts
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or Ask about the parts of Male and Female Reproductive System
presenting the new lesson
B. Establishing a purpose for Shows picture of a boy and a girl.
the lesson
C. Presenting 1. Observe the ages of boys and girls in the class.
examples/instances of the
new lesson 2. Observe the physical characteristics that make them different from one another
D. Discussing new concepts Discuss the characteristics of a boy and a girl.
and practicing new skills #1
.
E. Discussing new concepts Let them write the physical changes that they observe among boys and girls.
and practicing new skills #2
Guide Questions:
1. What are some characteristics among boys/girls?
2. Are there similar characteristics similar for both boys and girls?
3. At what age do these characteristics usually appear?
F. Developing mastery Activity Proper
1. Divide the class into small groups
2. Provide them with the activity sheet, manila paper and marking pen.
4. Provide instruction in doing the activity (allotted time for the activity, the data table to be accomplished, group presenter/member’s role/responsibility, precautionary measures
to take, etc.).
5. Then let them do activity
List down changes that occur in boys/girls during puberty.
Boys Girls
Physical Socio-emotional Physical Socio-emotional
Changes Changes Changes Changes
6. Have the group representative present the output.
G. Finding practical
applications of concepts and Let the pupils create a simple skit about the changes that occur in boys/girls during pubertal stage.
skills in daily living
H. Making generalizations and 1. Have the pupils formulate generalization by using Venn Diagram:
abstractions about the lesson What are the changes among boys and girls at pubertal stage?
2. Have the pupils understand the following concepts:
Children between 9-16 years old should expect more bodily changes happen on them. This is called pubertal age or puberty. It is also known as pre-adolescence since it is
at this stage of your life when you stay away from your childish manners and begin to look like adult
Both physical and socio-emotional changes among boys and girls during puberty.
I. Evaluating learning
List down 5 physical or socio-emotional changes among boys and girls during pubertal stage.
Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for more
J. Additional activities for Draw a line to match the word being described.
application or remediation 1. periodic discharge of blood, tissue
fluid, mucus, and surface cells from
the uterus.
2. appears as a projection in front of
the throat, more prominent among
males.
3. seen on both male and female
during puberty especially in the
pubic region and armpits.
4. an adolescent becomes more prone
to having this condition when
he/she does not take a bath
everyday.
5. in females, these receive hormones
during puberty, surrounding them
with fat and developing the
mammary glands.
a. body odor
b. hair grow
c. breast
d. menstruation
e. adam’s apple
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ___Lesson carried. Move on ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the
80% in the evaluation. to the next objective. next objective. next objective. next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
80% mastery mastery mastery
B. No. of learners who require ___Pupils did not find ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find difficulties in
additional activities for difficulties in answering their answering their lesson. in answering their lesson. answering their lesson.
remediation who scored lesson. ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
below 80%. ___Pupils found difficulties in 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 because of lack of knowledge, skills because of lack of knowledge, because of lack of knowledge, skills
lesson because of lack of and interest about the lesson. skills and interest about the and interest about the lesson.
knowledge, skills and ___Pupils were interested on the lesson. ___Pupils were interested on the
interest about the lesson. lesson, despite of some difficulties ___Pupils were interested on the lesson, despite of some difficulties
___Pupils were interested encountered in answering the lesson, despite of some difficulties encountered in answering the
on the lesson, despite of questions asked by the teacher. encountered in answering the questions asked by the teacher.
some difficulties ___Pupils mastered the lesson despite questions asked by the teacher. ___Pupils mastered the lesson
encountered in answering of limited resources used by the ___Pupils mastered the lesson despite of limited resources used by
the questions asked by the teacher. despite of limited resources used the teacher.
teacher. ___Majority of the pupils finished their by the teacher. ___Majority of the pupils finished
___Pupils mastered the work on time. ___Majority of the pupils finished their work on time.
lesson despite of limited ___Some pupils did not finish their their work on time. ___Some pupils did not finish their
resources used by the work on time due to unnecessary ___Some pupils did not finish their work on time due to unnecessary
teacher. behavior. work on time due to unnecessary behavior.
___Majority of the pupils behavior.
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
C. Did the remedial lessons ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
work? No. of learners who 80% above above above above
have caught up with the
lesson.
D. No. of learners who ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
continue to require additional activities for activities for remediation additional activities for additional activities for remediation
remediation. remediation remediation
E. Which of my teaching ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
strategies worked well? Why ____ of Learners who caught ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the
did these work? up the lesson lesson the lesson lesson
F. What difficulties did I ___ of Learners who ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
encounter which my principal continue to require require remediation require remediation require remediation
or supervisor can help me remediation
solve?
G. What innovation or Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well:
localized materials did I well: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
use./discover which I wish to ___Metacognitive Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
share with other teachers? Development: Examples: taking and studying techniques, and taking and studying techniques, taking and studying techniques, and
Self assessments, note taking vocabulary assignments. and vocabulary assignments. vocabulary assignments.
and studying techniques, and ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- ___Bridging: Examples: Think-pair-
vocabulary assignments. share, quick-writes, and anticipatory pair-share, quick-writes, and share, quick-writes, and anticipatory
___Bridging: Examples: charts. anticipatory charts. charts.
Think-pair-share, quick-
writes, and anticipatory
___Schema-Building: ___Schema-Building: Examples: ___Schema-Building: Examples:
charts.
Examples:Compare and contrast, Compare and contrast, jigsaw Compare and contrast, jigsaw
jigsaw learning, peer teaching, and learning, peer teaching, and learning, peer teaching, and projects.
___Schema-Building: projects. projects.
Examples: Compare and
___Contextualization:
contrast, jigsaw learning,
___Contextualization: ___Contextualization:
peer teaching, and projects. Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and manipulatives, repetition, and local
opportunities. local opportunities. opportunities.
___Contextualization:
Examples: Demonstrations,
media, manipulatives, ___Text Representation: ___Text Representation: ___Text Representation:
repetition, and local Examples: Student created drawings, Examples: Student created Examples: Student created drawings,
opportunities. videos, and games. drawings, videos, and games. videos, and games.
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
___Text Representation: slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the
language you want students to use, language you want students to language you want students to use,
Examples: Student created
and providing samples of student use, and providing samples of and providing samples of student
drawings, videos, and games.
work. student work. work.
___Modeling: Examples:
Speaking slowly and clearly,
Other Techniques and Strategies used: Other Techniques and Strategies Other Techniques and Strategies
modeling the language you
___ Explicit Teaching used: used:
want students to use, and
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
providing samples of student
___Gamification/Learning throuh play ___ Group collaboration ___ Group collaboration
work.
___ Answering preliminary ___Gamification/Learning throuh ___Gamification/Learning throuh play
activities/exercises play ___ Answering preliminary
Other Techniques and ___ Carousel ___ Answering preliminary activities/exercises
Strategies used: ___ Diads activities/exercises ___ Carousel
___ Explicit Teaching ___ Differentiated Instruction ___ Carousel ___ Diads
___ Group collaboration ___ Role Playing/Drama ___ Diads ___ Differentiated Instruction
___Gamification/Learning ___ Discovery Method ___ Differentiated Instruction ___ Role Playing/Drama
throuh play ___ Lecture Method ___ Role Playing/Drama ___ Discovery Method
___ Answering preliminary Why? ___ Discovery Method ___ Lecture Method
activities/exercises ___ Complete IMs ___ Lecture Method Why?
___ Carousel ___ Availability of Materials Why? ___ Complete IMs
___ Diads ___ Pupils’ eagerness to learn ___ Complete IMs ___ Availability of Materials
___ Differentiated ___ Group member’s ___ Availability of Materials ___ Pupils’ eagerness to learn
Instruction collaboration/cooperation ___ Pupils’ eagerness to learn ___ Group member’s
___ Role Playing/Drama in doing their tasks ___ Group member’s collaboration/cooperation
___ Discovery Method ___ Audio Visual Presentation collaboration/cooperation in doing their tasks
___ Lecture Method of the lesson in doing their tasks ___ Audio Visual Presentation
Why? ___ Audio Visual Presentation of the lesson
___ Complete IMs of the lesson
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/cooperatio
n
in doing their tasks
___ Audio Visual
Presentation
of the lesson
Dulce Joyce D.
Manalac
Teacher I
