GRADES 1

to 12
DAILY
LESSON LOG

School

Grade Level

Teacher
Teaching Dates and
Time

Learning Areas
October 17-21, 2016

Monday
I.

OBJECTIVES

Tuesday

Quarter

Wednesday

Thursday

Friday

After investigating, learners e whether materials are safebased on their properties. They willer that new materials may formhere are changes in
will decid
and useful
also inf
when t
properties.
Learners will develop healthful gienic practices related to theive
system
after
describingcompany puberty. They willfferent modes of reproduction
and hy
reproduct
changes that ac
compare di
among plant and animal
onduct an investigation onhey will also make decisions aboutervation of estuaries and
es. Learners will recognize
groups and c
pollination. T
the pres
intertidal zon
that
different materials react
th heat, light, and sound. Theye these abilities of materials toc uses. Learners will describees that earth materials
differently wi
will relat
their specif
the chang
undergo.
They will learn about the
phoons and make emergency
their families in preparation for
They will also observe patterns tural events by observing the
effects of ty
plans with
typhoons.
in the na
appearance of the Moon

A. Content Standards
demonstrates understanding
about how animals reproduce

demonstrates understanding
about how animals reproduce

demonstrates understanding
about how animals reproduce

demonstrates understanding
about how animals reproduce

demonstrates
understanding about how
animals reproduce

protects
and
conserves
habitats
of
animals
that
provide opportunities
for livelihood

protects
and
conserves
habitats
of
animals
that
provide opportunities
for livelihood

protects
and
conserves
habitats
of
animals
that
provide
opportunities
for
livelihood

protects
and
conserves
habitats of animals that
provide opportunities
for livelihood

protects and conserves

habitats of animals that
provide opportunities for
livelihood

B. Performance Standards

C. Learning
Competencies/Objectives
Write the LC code for each

compares males and females

of different representative
groups of animals

compares males and females

of different representative
groups of animals

compares males and females of

different representative groups
of animals

compares males and females

of different representative
groups of animals

describes the reproductive

systems of different animal
groups using models,
illustrations, and pictures

describes the reproductive

systems of different animal
groups using models,
illustrations, and pictures

describes the reproductive

systems of
different animal groups using
models,
illustrations, and pictures

describes the reproductive

systems of different animal
groups using models,
illustrations, and pictures

differentiates modes of
differentiates modes of
reproduction of representative reproduction of representative
animals
animals

II.

differentiates modes of
reproduction
of representative animals

describes the reproductive

systems of different animal
groups using models,
illustrations, and pictures

differentiates modes of
differentiates modes of
reproduction of representative
reproduction of
animals
representative animals

CONTENT
Parts of the
Parts of the
Parts of the
Parts of the
reproductive system of
reproductive system of
reproductive system of
reproductive system of
representative groups
representative groups
representative groups
representative groups
of animals and their
of animals and their
of animals and their
of animals and their
functions
functions
functions
functions
Differences in the
Differences in the
Differences in the
Differences in the
modes of
modes of
modes of
modes of
reproduction: external
reproduction: external
reproduction:
reproduction: external
fertilization, internal
fertilization, internal
external fertilization,
fertilization, internal
fertilization
fertilization
internal fertilization
fertilization
Crustaceans (crabs and Crustaceans (crabs and
Crustaceans (crabs
Crustaceans (crabs
shrimps)
shrimps)
and shrimps)
and shrimps)
Dragonflies and
Dragonflies and
Dragonflies and
Dragonflies and
butterflies
butterflies
butterflies
butterflies
Protecting habitats of
Protecting habitats of
Protecting habitats of
Protecting habitats of
animals
animals
animals
animals

III. LEARNING RESOURCES

A. References
1. Teachers Guide pages
2. Learners Material
pages

compares males and

females of different
representative groups of
animals

Parts of the
reproductive system
of representative
groups of animals and
their functions Differences in the
modes of
reproduction: external
fertilization, internal
fertilization
Crustaceans (crabs
and shrimps)
Dragonflies and
butterflies
- Protecting habitats of
animals

3. Textbook pages

4. Additional Materials
from
Learning Resource (LR)
portal
B. Other Learning Resources
IV.

PROCEDURES

Abracia, Norma M. Ed.D. et.

al. Editor Rabago, Lilia M.
PhD.

Abracia, Norma M. Ed.D. et.

al. Editor Rabago, Lilia M.
PhD.

Science in our World:

Kto12 Worktext 5. Vibal
Group, Inc. 2014.

Science in our World:

Kto12 Worktext 5. Vibal
Group, Inc. 2014.

Abracia, Norma M. Ed.D. et. al.

Editor Rabago, Lilia M. PhD.
Science in our World:
Kto12 Worktext 5. Vibal Group,
Inc. 2014.

Abracia, Norma M. Ed.D. et.

al. Editor Rabago, Lilia M.
PhD.

Abracia, Norma M. Ed.D.

et. al. Editor Rabago, Lilia
M. PhD.

Science in our World:

Kto12 Worktext 5. Vibal
Group, Inc. 2014.

Science in our
World: Kto12 Worktext 5.
Vibal Group, Inc. 2014.

A. Reviewing previous
lesson or presenting
the new lesson

Name the animals in the

picture.

Name the animals in the

picture.

1. Group the pupils into 3 or 4. Give

1. Group the pupils into 3 or 4. 1. Group the pupils into 3 or 4.
each group 1 manila paper and
Give each group 1 manila
Give each group 1 manila
ask
paper and ask
paper and ask
the pupils to construct a food
chain found in an estuary.

the pupils to construct a

food chain found in an
estuary.

2. Let them discuss their work.

the pupils to construct a

food chain found in an
estuary.

2. Let them discuss their work 2. Let them discuss their work.

B. Establishing a purpose for

the lesson

Construct food chains and

webs to show feeding
relationship among living
things.

Construct food chains and

webs to show feeding
relationship among living
things.

C. Presenting
1. Group the pupils into 3 or 4. 1. Group the pupils into 3 or 4.
examples/instances of the Give each group 1 manila
Give each group 1 manila
new lesson
paper and a set of pictures
paper and a set of pictures
of plants and animals found in of plants and animals found in
estuaries like heron, salmon,
estuaries like heron, salmon,
crab, freshwater mollusc,
crab, freshwater mollusc,
shrimp, seagull, sea grass,
shrimp, seagull, sea grass,
small fsh, stonefly larva,
small fsh, stonefly larva,
mussels and seal.
mussels and seal.
2. Ask the pupils to match the 2. Ask the pupils to match the
animals according to foodanimals according to foodeater relationship.
eater relationship.
3. Let them discuss their work. 3. Let them discuss their work.

Classifes organisms as
producers, consumers,
scavengers or decomposers
according to their role in a food
chain or food web.

Classifes organisms as
producers, consumers,
scavengers or decomposers
according to their role in a
food chain or food web.

Classifes organisms as
producers, consumers,
scavengers or
decomposers according to
their role in a food chain or
food web.

1. With the same group of 3

or 4, instruct the pupils to
classify the animals in their
food chains by writing them in
the table below.

1. With the same group of 3

or 4, instruct the pupils to
classify the animals in their
food chains by writing them in
the table below.

1. With the same group

of 3 or 4, instruct the pupils
to classify the animals in
their food chains by writing
them in the table below.

D. Discussing new concepts

and practicing new skills
#1

1. With the same group of

3 or 4, ask the pupils to
interconnect the animals and
plants found in estuaries
(refer to the pupils frst
activity to be able to create
food

1. With the same group of

3 or 4, ask the pupils to
interconnect the animals and
plants found in estuaries
(refer to the pupils frst
activity to be able to create
food

chains and food web).

chains and food web).

2. Post guide questions about 2. Post guide questions about

their activity like: (a) Which
their activity like: (a) Which
among these animals eat
among these animals eat
plankton? (b) Which animal
plankton? (b) Which animal
eats mussels? (c) Which
eats mussels? (c) Which
animals eat salmon? (d)
animals eat salmon? (d)
Which animals eat the same
Which animals eat the same
kind? (e) How do we
kind? (e) How do we
construct a food chain? (f)
construct a food chain? (f)
How do we construct a food
How do we construct a food
web?
web?
3. Guide the pupils in doing their3. Guide the pupils in doing their
work.
work.

2. Ask again the pupils to

classify the animals in their food
chains by writing
them in the table
below.

2. Ask again the pupils to

classify the animals in their
food chains by writing
them in the table below.

2. Ask again the pupils to

classify the animals in their
food chains by writing
them in the table

below.

E. Discussing new concepts

and practicing new skills
#2

Let the pupils discuss their

activity by answering the
guide questions posted by the
teacher.
Ask: What did you feel about
the activity?

Let the pupils discuss their 1. Allow the pupils to share to the 1. Allow the pupils to share to the
1.
activity by answering the
class their activity.
class their activity.
guide questions posted by the
2. Ask the pupils the following
2. Ask the pupils the following 2.
teacher.
questions: How did you classify
questions: How did you
Ask: What did you feel about the animals found in your food
classify the animals found in
the activity?
chains?
your food chains?

Allow the pupils to share to

the class their activity.
Ask the pupils the following
questions: How did you
classify the animals found in
your food chains?

Suggested answers for pupils Suggested answers for pupils Suggested answer for pupils
Suggested answer for pupils Suggested answer for
activity:
activity:
activity: We classify them
activity: We classify them
pupils activity: We classify
according to the food they eat.
according to the food they
them according to the food
(a)Animals that eat planktons are
(a)Animals that eat planktons are
eat.
they eat.
mussels, freshwater mollusc,
mussels, freshwater mollusc,3. Show to the class the following
tables:
3. Show to the class the following
3. Show to the class the
and shrimp.
and shrimp.
tables:
following tables:
Producer Consume Decomp
Producer
Consumer
Decompo
Produce
Consum
Decom
s
rs
o sers
(b) An animal that eats mussels (b) An animal that eats mussels
s
s
se
rs
ers
po
rs
are crabs.
are crabs.
ers

(c)Animals that eat salmon are (c)Animals that eat salmon are
stonefly larva, seal and heron. stonefly larva, seal and heron.
(d) Both salmon and small fsh eat
(d) Both salmon and small fsh eat
freshwater mollusc. Heron,
freshwater mollusc. Heron,
seal and
seal and
stonefly larva eat salmon.
Seal and salmon eat small
fsh.

(e)We construct food chain by

Sea
grass

Crab

Worms

Mollusc

Bacteria

Shrimp

Fungi

Plankto
n
Sea
grass

Crab
Mollusc
Shrimp

Algae

Worms
Bacteri
a

(e)We construct food chain by

linking two or more food-

eater relationship to show

eater relationship to show

the transfer of energy.

the transfer of energy.

(f) We construct food web by
connecting two or more
food chains.

consumers and decomposers.

Suggested answer for pupils
activity: Producers refer to
plants. They make
their own food. Consumers eat
plants and other animals.
Decomposers eat dead animals
or plants.
5. Show to the class the
following tables:

Plankton

Crab

Worms

Sea
grass

Mollusc

Bacteria

Shrimp

Fungi

Algae

Fungi
4. Using the chart, let the pupils

Algae
stonefly larva eat salmon.
4. Using the chart, let the pupils
Seal and salmon eat small 4. Using the chart, let the pupils
determine what are
determine what are producers,
fsh.
producers, consumers and
decomposers.

linking two or more food-

(f) We construct food web by

connecting two or more
food chains.

Plankto
n

determine what are

producers, consumers and
decomposers.

Suggested answer for pupils

activity: Producers refer to
plants. They make

Suggested answer for

pupils activity: Producers
refer to plants. They make

their own food. Consumers

eat plants and other animals.
Decomposers eat dead
animals or plants.

their own food. Consumers

eat plants and other
animals. Decomposers eat
dead animals or plants.

5. Show to the class the

following tables:

5. Show to the class the

following tables:

Consumers are classifed into:

Consumers are classifed into:

Herbivore Carnivore Omnivore
s
s
s

F.

Developing mastery
(Leads to Formative Assessment
3)

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson

Herbivores

Carnivores

Omnivore
s

Small fsh

Salmon

Milkfsh

Mollusc

Seal

Catfsh

Mussels

Pelican

Tilapia

Consumers are classifed into:

Herbivores

Carnivores

Omnivores

Small fsh

Salmon

Milkfsh

Mollusc

Seal

Catfsh

Small fsh

Salmon

Milkfsh

Mussels

Pelican

Tilapia

Mollusc

Seal

Catfsh

Mussels

Pelican

Tilapia

Construct your own food

chain using the following
animals shown in the food
web.

Construct your own food

chain using the following
animals shown in the food
web.

Animals are classifed according

to the food they eat.

Animals are classifed

according to the food they
eat.

What is the importance of this

in everyday life?

What is the importance of this

in everyday life?

What is the importance of this in

everyday life?

What is the importance of this What is the importance of

in everyday life?
this in everyday life?

The Food Chain

The Food Chain

Every living thing needs

energy in order to live.
Every animals do
something (run, jump)
they use energy to do so.

Every living thing needs

energy in order to live.
Every animals do
something (run, jump)
they use energy to do so.

Animals get energy from

the food they eat, and all
living things get energy
from food. Plants use
sunlight, water and
nutrients to get

Animals get energy from

the food they eat, and all
living things get energy
from food. Plants use
sunlight, water and
nutrients to get

Estuaries provide habitat and

a supply of food for a variety of
small animals. Estuary food
chains
show
the
feeding
relationships
between
the
different organisms that live in
an estuary. They show the flow
of matter and energy through
the ecosystem. A food chain
usually begins with producers
which are eaten by herbivores
which in turn are eaten by

Estuaries provide habitat

and a supply of food for a
variety of small animals.
Estuary food chains show the
feeding
relationships
between
the
different
organisms that live in an
estuary. They show the flow
of
matter
and
energy
through the ecosystem. A
food chain usually begins
with producers which are
eaten by herbivores

Animals are classifed

according to the food they
eat.

Estuaries
provide
habitat and a supply of
food for a variety of small
animals.
Estuary
food
chains show the feeding
relationships between the
different organisms that
live in an estuary. They
show the flow of matter
and energy through the
ecosystem. A food chain
usually
begins
with
producers which are

energy (in a process

called photosynthesis).
Energy is necessary for
living beings to grow.

energy (in a process

called photosynthesis).
Energy is necessary for
living beings to grow.

A food chain shows how

each living thing gets
food, and how nutrients
and energy are passed
from creature to creature.
Food chains begin with
plant-life, and end with
animal-life. Some animals
eat plants, some animals
eat other animals.

A food chain shows how

each living thing gets
food, and how nutrients
and energy are passed
from creature to creature.
Food chains begin with
plant-life, and end with
animal-life. Some animals
eat plants, some animals
eat other animals.

carnivores.
Producers,
or
plants, produce their own food,
usually through the process of
photosynthesis. In an estuary,
these
plants
include
phytoplankton,
seagrasses,
saltmarsh
plants
and
mangroves.
Planktons
are
microscopic organisms that drift
freely in the water and can have
both animal and single-celled
plant components. Plants are
eaten by other organisms called
consumers,
which
are

which in turn are eaten by

carnivores. Producers, or
plants, produce their own
food, usually through the
process of photosynthesis. In
an estuary, these plants
include
phytoplankton,
seagrasses, saltmarsh plants
and mangroves. Planktons
are microscopic organisms
that drift freely in the water
and can have both animal
and
single-celled
plant
components.
Plants
are

eaten by herbivores which

in turn are eaten by
carnivores. Producers, or
plants, produce their own
food, usually through the
process of photosynthesis.
In an estuary, these plants
include
phytoplankton,
seagrasses,
saltmarsh
plants and mangroves.
Planktons are microscopic
organisms that drift freely
in the water and can have
both animal and single-

A food web (or food cycle) is

the natural interconnection of
food chains and generally a
graphical representation
(usually an image) of whateats-what in an ecological
community. Another name for
food web is a consumerresource system.

A food web (or food cycle) is

the natural interconnection of
food chains and generally a
graphical representation
(usually an image) of whateats-what in an ecological
community. Another name for
food web is a consumerresource system.

classifed by the food they eat.

They include:
herbivores eat plants
carnivores

eat
other

animals
omnivores eat both plants
and animals.
When an organism dies, it is
broken down by decomposers
such as fungi and bacteria. This
process releases nutrients back
into the environment to be used
again by primary producers.
Decaying plant and animal
matter is called detritus. Many
animals are adapted to feeding
on detritus, such as shore crabs
and many worms.

eaten by other organisms

called consumers, which
are classifed by the food
they eat. They include:
herbivores eat plants

celled plant components.

Plants are eaten by other
organisms
called
consumers, which are
classifed by the food they
eat. They include:

carnivores eat other herbivores

animals
plants

eat

omnivores eat both

plants and animals.

carnivores eat other

animals

When an organism dies, it

is
broken
down
by
decomposers such as fungi
and bacteria. This process
releases nutrients back into
the environment to be used
again by primary producers.
Decaying plant and animal
matter is called detritus.
Many animals are adapted to
feeding on detritus, such as
shore
crabs
and
many
worms.

omnivores eat both

plants and animals.
When an organism
dies, it is broken down by
decomposers such as
fungi and bacteria. This
process releases nutrients
back into the environment
to be used again by
primary
producers.
Decaying plant and animal
matter is called detritus.
Many animals are adapted
to feeding on detritus,
such as shore crabs and
many worms

I.

Evaluating learning

Construct a food web using

the following:
Shark

Small
fsh
Dolphi
Seawee
n
ds
Albatros Plankto
s
n
Squid
Dragonfl
y Larva

Tadpol
e
Snail
Mollus
c
Shrim
p

Construct a food web using

the following:
Shark

Small
fsh
Dolphi
Seawee
n
ds
Albatros Plankto
s
n
Squid
Dragonfl
y Larva

Tadpol
e
Snail
Mollus
c
Shrim
p

Identify the following organisms

found

Identify the following

organisms found

Identify the following

organisms found

in an estuary according to their

classifcation (Producer,
Consumer, Decomposer)

in an estuary according to
their
classifcation (Producer,
Consumer, Decomposer)

in an estuary according to
their
classifcation (Producer,
Consumer, Decomposer)

_______1. Earthworm

_______1. Earthworm

_______2. Sardine

_______2. Sardine

_______3. Green grass

_______3. Green grass

_______4. Plankton

_______4. Plankton

_______5. Crocodile

_______5. Crocodile

(Herbivore, Carnivore,
Omnivore)

(Herbivore, Carnivore,
Omnivore)

_______1. Earthworm
_______2. Sardine
_______3. Green grass
_______4. Plankton
_______5. Crocodile

(Herbivore, Carnivore,
Omnivore)

_______1. Heron
_______1. Heron
_______2. Snail
_______3. Seal
_______4. Shrimp

_______2. Snail

_______1. Heron

_______3. Seal

_______2. Snail

_______4. Shrimp

_______3. Seal

_______5. Crab

_______4. Shrimp

With the pictures given

construct a food web
according to the food they
eat.

_______5. Crab
With the pictures given
construct a food web
according to the food they
eat.

_______5. Crab
J.

Additional activities for

application or remediation

V.

REMARKS

VI.

REFLECTION

With the pictures given

construct a food web.

With the pictures given

construct a food web.

With the pictures given

construct a food web according
to the food they eat.

A.

B.

C.

D.

No. of learners who

earned 80% in the
evaluation

No. of learners who require

additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

G.