School: MACUGAY ELEMENTARY SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Grade Level: V
Teacher: MATHLEEN G. DESCALZO Learning Area: SCIENCE
Teaching Dates and
Time: MARCH 11-15, 2019 (WEEK 9) Quarter: 4TH QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The Learners demonstrate
understanding of…constellations and the information
derived from their location in the
sky.
The Learners should be able
to…debug local myths and folklore
about the Moon and the Stars
by presenting pieces of
evidence to convince the
community folks
1.Identify star patterns that can To be familiar with the different To find the star puzzle To know more about To create their own constellations
be seen at particular times of star patterns. constellations.
the year.
a. To form star patterns by
connecting dots
S5FE-IVij-1/ Page 34of 66 K
The Stars
4.1Patterns of stars
(constellation)
Science
Exploring Science 6
Science & Health 6
Internet
Bond paper, pen What you Need? Bond paper Video clip Bond paper, pencil, crayons
You should be able to set up
this project quickly. Before the
project starts, print out enough
copies of the dove handout for
half your students, and the
horse handout for the other
half. Print out a copy of the

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Day 1:
Review
A.Engagement:
1.Show pictures of stars at
night.
2.Sharing of ideas about the
pictures.
B.Exploration:
1.“Connecting Dots” refer to
LM Activity 1.
1. What shapes can you
form from the dots?
C.Explanation:
1.Reporting of pupils answers
to their activities.
D.Elaboration:
1. Teacher gives a brief history
about constellation.
History of Constellations
More than half of modern day
constellations are based on the
writings of Ptolemy.
For as long as mankind has
walked the Earth it is likely we
have always recognized
patterns formed by stars in the
night sky. Some European cave
paintings that date back over
10,000 years bare the marks of
star formations that are familiar
constellation grid for each
student. Before students arrive
in the computer lab, on each
computer. You should also
spend a few minutes practicing
using the Navigation tool, so
you can help students who
have problems.
Day 2:
B. Exploration:
Do LM Activity No. 2 “Do You
Know Me?”
. Explanation:
1. Recognition of patterns
formed.
. D.Elaboration:
Day 3:
B. Exploration:
1. Do a star gazer puzzle.
2. Do LM Activity No. 3
C. Explanation:
1. The pupils discuss their
output
1. Appreciation of learners
output and give additional
information about the results of
their activities.
Day 4: Day 5
Exploration & Evaluation:
B. Exploration: 1. Do LM Activity No. 5 - “Poster
1. Giving standards in watching Making Activity”
video.
2. Watching a video
presentation on constellation
C. Explanation: Explanation:
1. Answering guide questions 1. Presentation of pupils’ posters
given by the teacher and giving their explanation about
their work.
Elaboration:
Discussion of further
information about
constellation.
Star Constellation Facts
*A simple definition of a
constellation is a group of stars
which form a pattern in the
night sky.
*The official definition is an
area of the sky with defined
boundaries, all stars and any
other objects within that
boundary are considered part
of the constellation.
*There are 88 official
to us even to this day. The
earliest official records of
constellations were made more
than 3,000 years ago by the
Babylonians, an ancient
civilization based in what is now
modern day Iraq. The twelve
signs of the zodiac are based on
their observations and those of
their predecessors.
In the 4th century BC these
zodiacal constellations and
others recorded by the
Babylonians were introduced
into ancient Greek culture by
the astronomer Eudoxus of
Cnidus. Some five hundred
years later the Greco-Roman
scientist Claudius Ptolemy listed
48 constellations in his book
Almagest, these constellations
and the names he gave them
exist to this day and are the
basis for all the 88 official
constellations listed by the
International Astronomical
Union.
To find constellations you’ll
need a star chart, these give
you a snapshot of what the
night sky will look like at any
one time and at any one
location. The star chart above
shows you how the night sky
will look above most of the
United States at 8 pm in late
January. These maps may seem
rather baffling and confusing at
first but they’re actually very
simple to use. To simplify
matters the chart above only
shows constellations but
normally they will also indicate
prominent stars, galaxies,
constellations which are
recognized by the International
Astronomical Union.
*Some constellations are only
visible in the northern
hemisphere, while others are
only visible in the southern
hemisphere.
*Constellations that are visible
in both hemispheres may
appear upside down in the
southern hemisphere.
*A few constellations can be
viewed all year long but most
are seasonal and can only be
viewed at certain times of the
year.
*Distant galaxies and nebulae
also form parts of
constellations.
*Asterisms are groups of stars
that form patterns but are
actually part of one or multiple
constellations, the Big Dipper is
the most famous example of an
asterism.
*The sun is the only known star
in our galaxy which is not part
of a constellation.
nebulae and planets.
The first thing you may notice is
that east and west seem to be
the wrong way round, but if you
imagine holding the chart
above your head, which is how
they are designed to be used, it
becomes apparent this is not
the case. The outer edge of the
chart indicates the horizon, so
the further the stars are from
the edge the higher they will be
in the sky.
The center of the chart shows
the stars and constellations that
will be directly overhead, so the
map above shows you that the
constellations of Auriga, Taurus
and Perseus will be directly
above you at that time.
To find your bearings it is
helpful to find Polaris, the star
which always points north. First
find the famous Big Dipper,
which is part of the
constellation Ursa Major and
visible all year in the Northern
hemisphere, draw an imaginary
line through the outer two stars
of the Big Dipper’s bowl and
you will come to Polaris, which
is the brightest star in the
constellation of Ursa Minor. In
the Southern hemisphere it is
helpful to find the Southern
Cross, which always points
south, this is done by drawing a
line through the bright stars
Alpha and Beta Centauri.
Once you have found your
bearings you can start
searching out constellations
and the objects they contain.
Using the chart above if you
 look south you’ll notice the
constellation of Orion, perhaps
the most recognizable
constellation of them all. As
well as the Orion nebula the
constellation also contains the
bright supergiant stars
Betelgeuse and Rigel. Overhead
and to the west you’ll find the
Andromeda constellation which
contains the Andromeda
Galaxy, the most distant object
that can be viewed with the
naked eye. There are many
other fascinating objects to look
out for and a star chart will be
essential in guiding you around
the night sky.
Stars do not stay fixed in the
night sky, as the Earth rotates
they change position, as a result
the night sky will look different
at midnight from what it did
several hours before or after.
Most constellations are also
seasonal, meaning that ones
that are visible in winter may
not be visible in summer and
vice-versa, so sky charts usually
come in seasonal versions.
Constellations may also be
drawn slightly differently on
each chart and it’s also worth
noting that there are separate
charts for the Northern and
Southern hemispheres.
F. Developing mastery What are constellations
(Leads to Formative Assessment anyway?
3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
Remember these:
Constellations can help you sort the
twinkling dots scattered across the
night sky. Connect the stars to see
what deep-sky wonders emerge.
The richness of the summer sky is
exemplified by the splendor of the
Milky Way. Stretching from the
northern horizon in Perseus,
through the cross-shaped
constellation Cygnus overhead, and
down to Sagittarius in the south,
the Milky Way is packed with
riches. These riches include star
clusters, nebulae, double stars, and
variable stars. Michel Hersen
imaged the Milky Way from Stone
Canyon, Utah, in June 2006.
Equipment used: Canon EOS Digital
Rebel XT and Tamron 20-40mm
wide-angle lens, ISO 1600, for a 90-
second exposure
Michel Hersen
___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to ___Lesson carried. Move on to the
the next objective. the next objective. the next objective. the next objective. 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
___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find ___Pupils did not find difficulties in
difficulties in answering their difficulties in answering their difficulties in answering their difficulties in answering their answering their lesson.
lesson. lesson. lesson. lesson. ___Pupils found difficulties in
 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 supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
 ___Bridging: Examples: Think- 
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
 ___Metacognitive  ___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
pair-share, quick-writes, and
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
 ___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think- 
pair-share, quick-writes, and
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
 ___Metacognitive
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think- 
pair-share, quick-writes, and
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the
lesson because of lack of
knowledge, skills and interest
about the lesson.
___Pupils were interested on
the lesson, despite of some
difficulties encountered in
answering the questions asked
by the teacher.
___Pupils mastered the lesson
despite of limited resources
used by the teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not finish
their work on time due to
unnecessary behavior.
___ of Learners who earned
80% above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
Development: Examples: Self
assessments, note taking and
studying techniques, and
vocabulary assignments.
___Bridging: Examples: Think-
pair-share, quick-writes, and
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson
despite of limited resources used by
the teacher.
___Majority of the pupils finished
their work on time.
___Some pupils did not finish their
work on time due to unnecessary
behavior.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
 ___Metacognitive Development:
Examples: Self assessments, note
taking and studying techniques, and
vocabulary assignments.
 ___Bridging: Examples: Think-pair-
share, quick-writes, and
anticipatory charts.
 anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts. 
     ___Schema-Building: Examples:
 ___Schema-Building:  ___Schema-Building:  ___Schema-Building:  ___Schema-Building: Compare and contrast, jigsaw
Examples: Compare and Examples: Compare and Examples: Compare and Examples: Compare and learning, peer teaching, and
contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer projects.
teaching, and projects. teaching, and projects. teaching, and projects. teaching, and projects. 
     ___Contextualization:
 ___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization:  Examples: Demonstrations, media,
 Examples: 
Demonstrations, Examples: Demonstrations, Examples: 
Demonstrations, Examples: Demonstrations, manipulatives, repetition, and local
media, manipulatives, media, manipulatives, media, manipulatives, media, manipulatives, opportunities.
repetition, and local repetition, and local repetition, and local repetition, and local ___Text Representation:
opportunities. opportunities. opportunities. opportunities.  Examples: Student created
    drawings, videos, and games.
 ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Modeling: Examples: Speaking
 Examples: Student created  Examples: Student created  Examples: Student created  Examples: Student created slowly and clearly, modeling the
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. language you want students to use,
 ___Modeling: Examples:  ___Modeling: Examples:  ___Modeling: Examples:  ___Modeling: Examples: and providing samples of student
Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, work.
modeling the language you modeling the language you modeling the language you modeling the language you Other Techniques and Strategies
want students to use, and want students to use, and want students to use, and want students to use, and used:
providing samples of student providing samples of student providing samples of student providing samples of student ___ Explicit Teaching
work. work. work. work. ___ Group collaboration
___Gamification/Learning throuh
Other Techniques and Other Techniques and Other Techniques and Other Techniques and play
Strategies used: Strategies used: Strategies used: Strategies used: ___ Answering preliminary
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching activities/exercises
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Carousel
___Gamification/Learning ___Gamification/Learning ___Gamification/Learning ___Gamification/Learning ___ Diads
throuh play throuh play throuh play throuh play ___ Differentiated Instruction
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Role Playing/Drama
activities/exercises activities/exercises activities/exercises activities/exercises ___ Discovery Method
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Lecture Method
___ Diads ___ Diads ___ Diads ___ Diads Why?
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Complete IMs
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Availability of Materials
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Pupils’ eagerness to learn
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Group member’s
Why? Why? Why? Why? collaboration/cooperation
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs in doing their tasks
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___AudioVisual Presentation
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn of the lesson
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
 collaboration/cooperation collaboration/cooperation collaboration/cooperation collaboration/cooperation
in doing their tasks in doing their tasks in doing their tasks in doing their tasks
___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson of the lesson of the lesson