GRADES 1 to 12
DAILY LESSON LOG
School
Grade Level
V
Teacher
Learning Areas
Science
Teaching Dates and Time
December 5-9, 2016
Quarter
3RD
GRADES 1 to 12 DAILY LESSON LOG | School | Grade Level | V | |
Teacher | Learning Areas | Science | ||
Teaching Dates and Time | December 5-9, 2016 | Quarter | 3RD |
Monday | Tuesday | Wednesday | Thursday | Friday | ||
| After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties. Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Learners will recognize that different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo. They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the appearance of the Moon | |||||
| The learners… demonstrate understanding of a simple DC circuit and the relationship between electricity and magnetism in electromagnets | The learners… demonstrate understanding of a simple DC circuit and the relationship between electricity and magnetism in electromagnets | The learners… demonstrate understanding of a simple DC circuit and the relationship between electricity and magnetism in electromagnets | The learners… demonstrate understanding of a simple DC circuit and the relationship between electricity and magnetism in electromagnets | The learners… demonstrate understanding of a simple DC circuit and the relationship between electricity and magnetism in electromagnets | |
| The learners… propose an unusual tool or device using electromagnet that is useful for home, school or community | The learners… propose an unusual tool or device using electromagnet that is useful for home, school or community | The learners… propose an unusual tool or device using electromagnet that is useful for home, school or community | The learners… propose an unusual tool or device using electromagnet that is useful for home, school or community | The learners… propose an unusual tool or device using electromagnet that is useful for home, school or community | |
Write the LC code for each | The learners… propose an unusual tool or device using electromagnet that is useful for home, school or community CODE: S5FE-IIIc-3 | The learners… propose an unusual tool or device using electromagnet that is useful for home, school or community CODE: S5FE-IIIc-3 | The learners… propose an unusual tool or device using electromagnet that is useful for home, school or community CODE: S5FE-IIIc-3 | The learners… propose an unusual tool or device using electromagnet that is useful for home, school or community CODE: S5FE-IIIc-3 | The learners… propose an unusual tool or device using electromagnet that is useful for home, school or community CODE: S5FE-IIIc-3 | |
| Electricity and Magnetism Circuits Electromagnets | Electricity and Magnetism Circuits Electromagnets | Electricity and Magnetism Circuits Electromagnets | Electricity and Magnetism Circuits Electromagnets | Electricity and Magnetism Circuits Electromagnets | |
| ||||||
| ||||||
| ||||||
| ||||||
| Breaking Through Science 5 ,C&E Publishing, Inc.p.90-101 T.M. Science for Daily Use 4, Revised Edition 2011 p. 146-160 | Breaking Through Science 5 ,C&E Publishing, Inc.p.90-101 T.M. Science for Daily Use 4, Revised Edition 2011 p. 146-160 | Breaking Through Science 5 ,C&E Publishing, Inc.p.90-101 T.M. Science for Daily Use 4, Revised Edition 2011 p. 146-160 | Breaking Through Science 5 ,C&E Publishing, Inc.p.90-101 T.M. Science for Daily Use 4, Revised Edition 2011 p. 146-160 | Breaking Through Science 5 ,C&E Publishing, Inc.p.90-101 T.M. Science for Daily Use 4, Revised Edition 2011 p. 146-160 | |
| ||||||
| ||||||
| ||||||
| Sing a song about time. Explain the difference of hour, minutes and seconds. Discuss how to measure distance by measuring point A to B. Relate distance and time with speed. Explain the formula in getting Average Rate (speed)= distance/time and give examples. Show how to use a graph to represent distance, time and rate of speed. Differentiate Average Speed and Velocity. | Sing a song about time. Explain the difference of hour, minutes and seconds. Discuss how to measure distance by measuring point A to B. Relate distance and time with speed. Explain the formula in getting Average Rate (speed)= distance/time and give examples. Show how to use a graph to represent distance, time and rate of speed. Differentiate Average Speed and Velocity. | Sing a song about time. Explain the difference of hour, minutes and seconds. Discuss how to measure distance by measuring point A to B. Relate distance and time with speed. Explain the formula in getting Average Rate (speed)= distance/time and give examples. Show how to use a graph to represent distance, time and rate of speed. Differentiate Average Speed and Velocity. | Sing a song about time. Explain the difference of hour, minutes and seconds. Discuss how to measure distance by measuring point A to B. Relate distance and time with speed. Explain the formula in getting Average Rate (speed)= distance/time and give examples. Show how to use a graph to represent distance, time and rate of speed. Differentiate Average Speed and Velocity. | Sing a song about time. Explain the difference of hour, minutes and seconds. Discuss how to measure distance by measuring point A to B. Relate distance and time with speed. Explain the formula in getting Average Rate (speed)= distance/time and give examples. Show how to use a graph to represent distance, time and rate of speed. Differentiate Average Speed and Velocity. | |
| Describe the motion of an object by tracing and measuring its change in position (distance travelled) over a period of time | Describe the motion of an object by tracing and measuring its change in position (distance travelled) over a period of time | Describe the motion of an object by tracing and measuring its change in position (distance travelled) over a period of time | Describe the motion of an object by tracing and measuring its change in position (distance travelled) over a period of time | Describe the motion of an object by tracing and measuring its change in position (distance travelled) over a period of time | |
| Activity 1: Group pupils into 4 members. 1 member records the distance and time members slides the toy cars down the improvised slide. One slide is raised 2 inches from the ground. The other is raised 1 inch from the ground. The toy cars will be released at the same time. The other member accomplish the distance formula table. Calculate for speed by using the formula. Who has the fastest speed? | Activity 1: Group pupils into 4 members. 1 member records the distance and time members slides the toy cars down the improvised slide. One slide is raised 2 inches from the ground. The other is raised 1 inch from the ground. The toy cars will be released at the same time. The other member accomplish the distance formula table. Calculate for speed by using the formula. Who has the fastest speed? | Activity 1: Group pupils into 4 members. 1 member records the distance and time members slides the toy cars down the improvised slide. One slide is raised 2 inches from the ground. The other is raised 1 inch from the ground. The toy cars will be released at the same time. The other member accomplish the distance formula table. Calculate for speed by using the formula. Who has the fastest speed? | Activity 1: Group pupils into 4 members. 1 member records the distance and time members slides the toy cars down the improvised slide. One slide is raised 2 inches from the ground. The other is raised 1 inch from the ground. The toy cars will be released at the same time. The other member accomplish the distance formula table. Calculate for speed by using the formula. Who has the fastest speed? | Activity 1: Group pupils into 4 members. 1 member records the distance and time members slides the toy cars down the improvised slide. One slide is raised 2 inches from the ground. The other is raised 1 inch from the ground. The toy cars will be released at the same time. The other member accomplish the distance formula table. Calculate for speed by using the formula. Who has the fastest speed? | |
| Activity 2: In this activity, both slides are raise 2 inches from the ground. Place 5 pcs of P5 coin in one car, and place 1 pc of P1 in the other car. Both cars will be released at the same time. The other member will accomplish the distance formula table. Calculate for speed by using the formula. Who has the fastest speed? | Activity 2: In this activity, both slides are raise 2 inches from the ground. Place 5 pcs of P5 coin in one car, and place 1 pc of P1 in the other car. Both cars will be released at the same time. The other member will accomplish the distance formula table. Calculate for speed by using the formula. Who has the fastest speed? | Activity 2: In this activity, both slides are raise 2 inches from the ground. Place 5 pcs of P5 coin in one car, and place 1 pc of P1 in the other car. Both cars will be released at the same time. The other member will accomplish the distance formula table. Calculate for speed by using the formula. Who has the fastest speed? | Activity 2: In this activity, both slides are raise 2 inches from the ground. Place 5 pcs of P5 coin in one car, and place 1 pc of P1 in the other car. Both cars will be released at the same time. The other member will accomplish the distance formula table. Calculate for speed by using the formula. Who has the fastest speed? | Activity 2: In this activity, both slides are raise 2 inches from the ground. Place 5 pcs of P5 coin in one car, and place 1 pc of P1 in the other car. Both cars will be released at the same time. The other member will accomplish the distance formula table. Calculate for speed by using the formula. Who has the fastest speed? | |
| What factor/s affect the distance and speed of the car? | What factor/s affect the distance and speed of the car? | What factor/s affect the distance and speed of the car? | What factor/s affect the distance and speed of the car? | What factor/s affect the distance and speed of the car? | |
(Leads to Formative Assessment 3) | -ACTIVITY- | -ACTIVITY- | -ACTIVITY- | -ACTIVITY- | -ACTIVITY- | |
| -ACTIVITY- | -ACTIVITY- | -ACTIVITY- | -ACTIVITY- | -ACTIVITY- | |
| Distance- is a numerical description of how far apart objects are. In physics or everyday usage, distance may refer to a physical length, or an estimation based on other criteria (e.g. "two counties over"). Time- time is a real phenomenon a continuous change through which we live. Time becomes evident through motion; sunrise sunsets, night and day, the changing seasons, the movement of the celestial bodies all is indicative of continuous change. Speed-The Italian physicist Galileo Galilei is credited with being the first to measure speed by considering the distance covered and the time it takes. Galileo defined speed as the distance covered per unit of time. In equation form, this is where r is speed, d is distance, and t is time. A cyclist who covers 30 metres in a time of 2 seconds, for example, has a speed of 15 metres per second. Objects in motion often have variations in speed (a car might travel along a street at 50 km/h, slow to 0 km/h, and then reach 30 km/h). What is the relation of mass, distance, time to speed? The standard unit for speed in science is meters per second. If, for example, a person runs 30 meters in 10 seconds, his speed is 3 meters per second. The relationship for speed is the same for any units, as long as the units are consistent. If a car traveled 30 miles in an hour, the speed would be 30 miles per hour. If an object is moving at varying speeds, then the relationship between speed, distance and time can only be used to calculate the average speed. A distance-time graph, which shows the speed varying as the time increases, is a good way to see how the speed of an object changes. The relationship between speed, distance and time can be used to calculate any of the three variables, as long as the other two are known. The time taken for a journey, for example, is equal to the distance divided by the speed. Distance traveled can be calculated by multiplying speed and time together. How do we differentiate Speed from Velocity? Speed is how fast an object is going with respect to an object. Velocity is a measure of the speed in a given direction. You can say the top speed of an airplane is 300 kilometers per hour (kph). But its velocity is 300 kph in a northeast direction. | Distance- is a numerical description of how far apart objects are. In physics or everyday usage, distance may refer to a physical length, or an estimation based on other criteria (e.g. "two counties over"). Time- time is a real phenomenon a continuous change through which we live. Time becomes evident through motion; sunrise sunsets, night and day, the changing seasons, the movement of the celestial bodies all is indicative of continuous change. Speed-The Italian physicist Galileo Galilei is credited with being the first to measure speed by considering the distance covered and the time it takes. Galileo defined speed as the distance covered per unit of time. In equation form, this is where r is speed, d is distance, and t is time. A cyclist who covers 30 metres in a time of 2 seconds, for example, has a speed of 15 metres per second. Objects in motion often have variations in speed (a car might travel along a street at 50 km/h, slow to 0 km/h, and then reach 30 km/h). What is the relation of mass, distance, time to speed? The standard unit for speed in science is meters per second. If, for example, a person runs 30 meters in 10 seconds, his speed is 3 meters per second. The relationship for speed is the same for any units, as long as the units are consistent. If a car traveled 30 miles in an hour, the speed would be 30 miles per hour. If an object is moving at varying speeds, then the relationship between speed, distance and time can only be used to calculate the average speed. A distance-time graph, which shows the speed varying as the time increases, is a good way to see how the speed of an object changes. The relationship between speed, distance and time can be used to calculate any of the three variables, as long as the other two are known. The time taken for a journey, for example, is equal to the distance divided by the speed. Distance traveled can be calculated by multiplying speed and time together. How do we differentiate Speed from Velocity? Speed is how fast an object is going with respect to an object. Velocity is a measure of the speed in a given direction. You can say the top speed of an airplane is 300 kilometers per hour (kph). But its velocity is 300 kph in a northeast direction. | Distance- is a numerical description of how far apart objects are. In physics or everyday usage, distance may refer to a physical length, or an estimation based on other criteria (e.g. "two counties over"). Time- time is a real phenomenon a continuous change through which we live. Time becomes evident through motion; sunrise sunsets, night and day, the changing seasons, the movement of the celestial bodies all is indicative of continuous change. Speed-The Italian physicist Galileo Galilei is credited with being the first to measure speed by considering the distance covered and the time it takes. Galileo defined speed as the distance covered per unit of time. In equation form, this is where r is speed, d is distance, and t is time. A cyclist who covers 30 metres in a time of 2 seconds, for example, has a speed of 15 metres per second. Objects in motion often have variations in speed (a car might travel along a street at 50 km/h, slow to 0 km/h, and then reach 30 km/h). What is the relation of mass, distance, time to speed? The standard unit for speed in science is meters per second. If, for example, a person runs 30 meters in 10 seconds, his speed is 3 meters per second. The relationship for speed is the same for any units, as long as the units are consistent. If a car traveled 30 miles in an hour, the speed would be 30 miles per hour. If an object is moving at varying speeds, then the relationship between speed, distance and time can only be used to calculate the average speed. A distance-time graph, which shows the speed varying as the time increases, is a good way to see how the speed of an object changes. The relationship between speed, distance and time can be used to calculate any of the three variables, as long as the other two are known. The time taken for a journey, for example, is equal to the distance divided by the speed. Distance traveled can be calculated by multiplying speed and time together. How do we differentiate Speed from Velocity? Speed is how fast an object is going with respect to an object. Velocity is a measure of the speed in a given direction. You can say the top speed of an airplane is 300 kilometers per hour (kph). But its velocity is 300 kph in a northeast direction. | Distance- is a numerical description of how far apart objects are. In physics or everyday usage, distance may refer to a physical length, or an estimation based on other criteria (e.g. "two counties over"). Time- time is a real phenomenon a continuous change through which we live. Time becomes evident through motion; sunrise sunsets, night and day, the changing seasons, the movement of the celestial bodies all is indicative of continuous change. Speed-The Italian physicist Galileo Galilei is credited with being the first to measure speed by considering the distance covered and the time it takes. Galileo defined speed as the distance covered per unit of time. In equation form, this is where r is speed, d is distance, and t is time. A cyclist who covers 30 metres in a time of 2 seconds, for example, has a speed of 15 metres per second. Objects in motion often have variations in speed (a car might travel along a street at 50 km/h, slow to 0 km/h, and then reach 30 km/h). What is the relation of mass, distance, time to speed? The standard unit for speed in science is meters per second. If, for example, a person runs 30 meters in 10 seconds, his speed is 3 meters per second. The relationship for speed is the same for any units, as long as the units are consistent. If a car traveled 30 miles in an hour, the speed would be 30 miles per hour. If an object is moving at varying speeds, then the relationship between speed, distance and time can only be used to calculate the average speed. A distance-time graph, which shows the speed varying as the time increases, is a good way to see how the speed of an object changes. The relationship between speed, distance and time can be used to calculate any of the three variables, as long as the other two are known. The time taken for a journey, for example, is equal to the distance divided by the speed. Distance traveled can be calculated by multiplying speed and time together. How do we differentiate Speed from Velocity? Speed is how fast an object is going with respect to an object. Velocity is a measure of the speed in a given direction. You can say the top speed of an airplane is 300 kilometers per hour (kph). But its velocity is 300 kph in a northeast direction. | Distance- is a numerical description of how far apart objects are. In physics or everyday usage, distance may refer to a physical length, or an estimation based on other criteria (e.g. "two counties over"). Time- time is a real phenomenon a continuous change through which we live. Time becomes evident through motion; sunrise sunsets, night and day, the changing seasons, the movement of the celestial bodies all is indicative of continuous change. Speed-The Italian physicist Galileo Galilei is credited with being the first to measure speed by considering the distance covered and the time it takes. Galileo defined speed as the distance covered per unit of time. In equation form, this is where r is speed, d is distance, and t is time. A cyclist who covers 30 metres in a time of 2 seconds, for example, has a speed of 15 metres per second. Objects in motion often have variations in speed (a car might travel along a street at 50 km/h, slow to 0 km/h, and then reach 30 km/h). What is the relation of mass, distance, time to speed? The standard unit for speed in science is meters per second. If, for example, a person runs 30 meters in 10 seconds, his speed is 3 meters per second. The relationship for speed is the same for any units, as long as the units are consistent. If a car traveled 30 miles in an hour, the speed would be 30 miles per hour. If an object is moving at varying speeds, then the relationship between speed, distance and time can only be used to calculate the average speed. A distance-time graph, which shows the speed varying as the time increases, is a good way to see how the speed of an object changes. The relationship between speed, distance and time can be used to calculate any of the three variables, as long as the other two are known. The time taken for a journey, for example, is equal to the distance divided by the speed. Distance traveled can be calculated by multiplying speed and time together. How do we differentiate Speed from Velocity? Speed is how fast an object is going with respect to an object. Velocity is a measure of the speed in a given direction. You can say the top speed of an airplane is 300 kilometers per hour (kph). But its velocity is 300 kph in a northeast direction. | |
| Calculate the speed of the following situation and describe the rate of travel. (2 points each)
| Calculate the speed of the following situation and describe the rate of travel. (2 points each)
| Calculate the speed of the following situation and describe the rate of travel. (2 points each)
| Calculate the speed of the following situation and describe the rate of travel. (2 points each)
| Calculate the speed of the following situation and describe the rate of travel. (2 points each)
| |
| -ACTIVITY- | ACTIVITY- | ACTIVITY- | ACTIVITY- | ACTIVITY- | |
| ||||||
| ||||||
| ||||||
| ||||||
| ||||||
| ||||||
| ||||||
| ||||||
| ||||||
New deped tambayan alternative with adfly free pages.. no more hassle, just one-click download: teachershq.com