GRADES 1 TO 12 School Pres. Carlos P.

Garcia Central ES Grade Level V

DAILY LESSON LOG Teacher JESSE C. ABAD Learning Area SCIENCE
Teaching Dates and Time OCT.6-10, 2025 8:00-9:00 Quarter 2 WEEK 7
Monday Tuesday Wednesday Thursday Friday
Objectives must be met over the week and connected to the curriculum standards.To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards By the end of the Quarter, learners describe and create models of the body systems whose function is to help humans grow, develop, and reproduce. They use
tables to group living things as plants, animals, or microorganisms. They use skills of observation, predicting, measuring, and recording to plan and carry out a
simple activity to observe the life cycle of a plant and compare it to the life cycles of animals.
C.Learning Competencies Explain how some plants have adapted to unfavorable conditions in the environment, such as lack of rain or floods
Knowledge Recognize different Describe how plants survive in Explain how plants Compare how different plants By the end of the summative
environmental conditions that very dry places (drought) survive in very wet or adapt to unfavorable test , learners will be able to:
affect plants like too much flooded areas environmental conditions, such Explain how some plants have
water (floods) or too little as drought (lack of rain) or adapted to unfavorable
water (drought). flooding. conditions in the environment,
such as lack of rain or floods
Skills Demonstrate through group Illustrate or demonstrate ways Identify and illustrate examples Compare and contrast plant Answer the summative within
activity how plants are plants conserve water during of water-adapted plants and adaptations in different the alloted time with accuracy.
affected by too much or too drought. their special features unfavorable environments
little water. through observation, analysis,
and group activities.
Attitude Show curiosity and Show appreciation for the Demonstrate curiosity and Show curiosity and Show honesty and integrity
willingness to explore ways to resilience of plants in harsh interest in understanding plant appreciation for the unique while answering the summative
help plants survive under conditions. survival in wet environments. ways plants survive in difficult test.
different conditions. environments.
Values Appreciate the importance of Practice the value of Appreciate the importance of Develop environmental
taking care of plants and the conserving water and plants in maintaining balance in awareness and responsibility by
environment to ensure their protecting the environment. ecosystems, even in extreme valuing the importance of
survival. conditions. plants in maintaining ecological

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 balance.

II. CONTENT
Specialized structures in Specialized structures in Specialized structures in plants. Specialized structures in plants. SUMMATIVE TEST
plants. plants.
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages CURRICULUM GUIDE CURRICULUM GUIDE CURRICULUM GUIDE CURRICULUM GUIDE
2. Learner’s Materials TEXTBOOK TEXTBOOK TEXTBOOK TEXTBOOK
pages

3. Textbook pages
Understanding Life through Understanding Life through Understanding Life through Understanding Life through
science pp.112-114 science pp. 112-114 science pp. 112-114 science pp. 112-114
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resources Test Paper

IV. PROCEDURES
A. Reviewing previous lesson Teacher Activity: .Teacher Activity: Teacher: Shows pictures of Preliminary Activities
or
presenting the new lesson plants (rose, cactus, lotus) and
Shows pictures of healthy Flashcards game: Shows asks: 1. Prayer
Quick recall game: “Name That Plant!” Teacher shows random plan
plants and asks: “What do different plants (mango, rose, 2. Greetings
plants need to survive?” cactus). Asks: “Which of these “Which of these plants live in 3. Checking of attendance
plants can live in a desert? water or very wet places?” 4. Conduct a short review
Why?”
Quick recall: “Yesterday we Teacher connects to previous
Quick game “Name that Need”Quick recall:
learners call“What happens
out needs studied
of plants how water,
(sunlight, plants air,
survive
soil).in lesson on how plants grow in
to plants during drought?” dry places. What do you think different environments.
happens to plants when there is
Learners: too much water?” Learner Activity:
Learner Activity:
Learners: Learners answer the recall game
Identify plants and give quick answers (cactus survives it sto
Learners respond

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 enthusiastically to the Q&A Respond to the game (lotus enthusiastically.
game. lives in water).
Share short answers from prior Learners share short ideas about
Connects prior knowledge: knowledge. how plants live in extreme
“What happens if plants do conditions.
not get enough water? What if Transition: “Now, let us learn Share prior knowledge about
they get too much?” how plants adapt to very dry plant needs.
places.”
Transition: Teacher says: Transition: “Today, we will
“Today, we will explore how explore how plants survive
floods and droughts affect when there is too much water
plants.” or flooding.”

B. Establishing a purpose Teacher: States objective in Teacher: Teacher: Explains objectives Teacher Activity: Setting of Standards
for the lesson Rules in Taking a Summative Test
simple words: in simple words: 1. Listen carefully to all
“By the end of the lesson, you States the lesson objective in “We will learn how plants States the objective in simple instructions before starting.
will be able to explain how simple terms: “Today, you will survive in wet or flooded terms: “Today, we will compare 2. Read each question
thoroughly before answering.
floods and droughts affect learn how plants survive in places. This helps us how plants survive when there 3. Mark only one answer for
plants and think of ways we very dry places. This will help understand how nature is too little or too much water. each question unless instructed
can help plants survive.” us appreciate how amazing balances itself and why some This will help us understand otherwise.
4. Do not talk or look at another
plants are and why we should plants are important in how plants keep life going in person’s paper during the test.
Learners: Answer: “So we conserve water.” protecting our environment.” different places.” 5. Raise your hand if you have a
can know how to take care of question or need assistance.
6. Use only the materials
plants better.” Learners: Learners: Respond: “We will Learner Activity: allowed (e.g ball pen)
learn about water plants and 7. Manage your time wisely so
Repeat objective in their own how they survive.” Learners reflect: “Why do you you can finish all items.
8. Review your answers if you
words: “We will learn plant think some plants can survive in still have time left.
survival in drought.” deserts but not in swamps?” 9. Stay seated until the teacher
collects all papers.
10.Answer honestly- do your own
work.

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C. Presenting examples/ Teacher: Teacher: Teacher Activity:
instances of the new lesson
.
Shows pictures of desert plants Shows pictures of Shows side-by-side pictures of
(cactus, aloe vera). aquatic/flood-resistant plants cactus (drought adaptation) and
(lotus, mangrove, water mangrove (flood adaptation).
Learners: hyacinth).
Explains adaptations like thick
Observe, compare, and discuss Explains adaptations: Explains adaptations: stems for storing water, long
what they see in the pictures. roots, air pockets in stems, and
Cactus: Stores water in thick aerial roots.
Participate in short guided stems. Lotus broad leaves that float.
discussion. Learner Activity:
Aloe Vera: Waxy leaves
reduce water loss. Learners
Water hyacinth hollow stems filled with observe pictures and
air to float.
listen attentively.
Acacia: Deep roots reach
underground water. Learners take note of
differences.
Mangroves aerial roots to breathe in flooded soil.
Learners:

Observe and describe what Learners:

they see in the visuals.
Observe and describe.
Answer guiding questions:
“Why are cactus stems thick?” Answer guiding questions:
“Why do mangroves have roots
above the ground?”

D. Discussing new concepts Teacher: Teacher: Teacher: Teacher Activity: 1. Distribute the test papers to
and practicing new skills #1 the class.
2. Giving of clear instructions.
Divides class into groups. Groups learners into small Provides adaptation cards (e.g., Distributes cards with pictures 3. Checking of understanding
Gives cards with plant teams. “hollow stem,” “broad leaves,” of plant parts and their 4. Signal the start and end
Collect the papers in order

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 conditions (e.g., “yellowing Each group gets a picture of a “aerial roots”). functions.
leaves,” “root rot,” “dry soil,” drought-resistant plant.
“wilted stem”). Provides plant cards (lotus,
Task: Identify its adaptation water hyacinth, mangrove).
Asks groups to sort cards into and explain how it helps Guides learners to match adaptations with the correct plant (e.g., cact
two categories: “Effect of survival. In groups, learners match plants
Flood” or “Effect of to their adaptations.
Drought.” Learners:
Learners: Learner Activity:
Learners: Collaborate, write answers on
chart paper, and share. Work together to In pairs, learners match
Collaborate, discuss, and sort matchcorrectly. adaptation cards to plants.
the cards.
Share answers with the class. Share answers with the class.
Present their answers briefly.

E. Discussing new concepts Teacher: Teacher: Assigns pairs/groups to act as Teacher Activity:
and practicing new skills #2
different water plants.
Divides class into groups. Asks learners to imagine Provides Venn diagram
Gives cards with plant designing a plant that can Example: one acts as lotus worksheets.
conditions (e.g., “yellowing survive drought. explaining, “My leaves float to
leaves,” “root rot,” “dry soil,” get sunlight!” another as Asks groups to compare and
“wilted stem”). Provides art materials. mangrove saying, “I have roots contrast adaptations of drought-
that breathe!” tolerant vs. flood-tolerant plants.
Asks groups to sort cards into Guide questions: “What will
two categories: “Effect of its roots, leaves, and stems Learners: Learner Activity:
Flood” or “Effect of look like?”
Drought.” Perform short role-plays. Learners work in groups of 4–5
Learners: to complete the Venn diagram.
Learners: Class reacts and summarizes

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 Collaborate, discuss, and sort Draw their “survival plant.” key ideas. Present group outputs briefly.
the cards.
Share drawings with class. Differentiation: Some learners
Present their answers briefly. may draw their plant instead of
Differentiation: Those less role-playing.)
confident in drawing may
describe orally.)

F. Developing mastery Teacher: Teacher: Teacher: Provides worksheet: Teacher Activity: Checking of the test papers.
(Leads to Formative
Assessment 3) “Identify the plant described.”
Gives worksheet: Match Distributes a short matching Presents mystery pictures of The paper will be checked by
statements to correct condition activity: I have aerial roots to breathe in plants (e.g., aloe vera, lotus). the learners.
(flood or drought). flooded soil. (_____)
1. Thick stems ___ Asks learners to identify their
Checks answers quickly with 2. Deep roots ___ I have hollow stems filled with environment (drought/flood)
class (peer-check). 3. air so I can float. (_____) and justify based on adaptations.
Waxy leaves
Learners:
I have broad leaves that float on Learner Activit
Complete individually, then water. (_____)
Learners: check with peers. Learners analyze and explain
Learners: Answer answers individually.
Answer individually. individually, then peer-check.
Correct using peer feedback.

G. Finding practical Teacher: Teacher: Teacher: Teacher Activity:

applications of concepts
and skills in daily living
Asks: “What can we do at Asks: “What can we do at Asks: “Why are mangroves Connects lesson to real life: “If
home or in our community to home to help plants survive important for us, especially you were to plant something in
protect plants from too much during hot days?” during floods or storms?” your backyard during dry or
or too little water?” rainy seasons, what would you

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 Learners: Learners: Learners: choose and why?”

Share ideas (e.g., watering Suggest actions: watering Answer: They protect coastal Learner Activity:
plants regularly, using plants early morning, areas, provide homes for fish,
rainwater storage, planting in mulching, using recycled and prevent soil erosion. Learners share practical choices
proper locations). water. (e.g., planting drought-resistant
plants in dry season).

H. Generalizing andTeacher: Teacher: Teacher: Guides generalization Teacher Activity:

abstractions about the
lesson
with Q&A:
Guides learners with: Guides generalization: “Plants Guides learners to form
survive drought by storing “How do plants survive in wet generalization: “Plants adapt in
“What happens to plants when water, reducing water loss, or flooded places?” different ways—some store
there is too much water? and reaching deep water water, some grow special roots
sources.” Learners: Answer: “They —to survive in unfavorable
“What happens when there is have special adaptations like conditions.”
too little?” Learners: floating leaves, hollow stems,
and aerial roots.” Learner Activity:Learners
Summarizes: “Plants, like State generalization: “Plants complete the sentence: “Plants
people, need the right amount adapt to survive with little survive in harsh environments
of water to survive.” water.” by…”

Learners:

State generalization: “Too

much or too little water can
harm plants.”

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I. Evaluating learning Choose the best answer. Choose the best answer. Choose the best answer. Multiple Choice SUMMATIVE TEST

1. What happens to plants 1.Which adaptation helps 1.Which plant has aerial roots
when there is too much water? cactus survive in the desert? to help it breathe in See Appendix 1
a) They grow faster a) Thin stems waterlogged soil?
b) Roots may rot and plants b) Thick, water-storing stems a) Rose 1.Which plant part helps cactus store water?
may die c) Small flowers b) Mango tree
c) Leaves stay green d) Shallow roots c) Mangrove
d) Flowers bloom more d) Cactus
2.Aloe vera has waxy leaves.
2Which Condition makes This adaptation helps by: 2.Which adaptation helps the
plants wilt and dry? a) Producing more flowers water hyacinth float?
a) Flood b) Reducing water loss a) Deep roots 2.Which plant adapts to flooding with aerial roots?
b) Drought c) Making soil richer b) Hollow stems with air
c) Rainy season d) Storing food c) Thick stems
d) Wind d) Small leaves
3.What is the advantage of
3.If a plant’s soil is dry and deep roots? 3.Why do lotus plants have
cracked, what condition is it a) They absorb rain quickly broad leaves?
experiencing? b) They reach underground a) To float and get sunlight 3.Plants that survive drought usually have…
a) Flood water b) To store more food
b) Drought c) They help plants grow tall c) To attract insects
c) Typhoon d) They give shade d) To grow taller
d) Earthquake
4.Why is it important to learn 4.Why are mangroves
4.Why is it important to plant survival in drought? important in flood-prone areas?
know how floods and droughts a) To waste water at home a) They make soil dry. 4.Which adaptation is common in flood-tolerant plants?
affect plants? b) To appreciate plant b) They provide wood for
a) To help plants survive and adaptations and conserve water building.
grow c) To grow fewer plants c) They prevent erosion and
b) To make farming harder d) To cut plants often protect communities.
c) To ignore plants’ needs d) They stop rainfall.
d) To waste water Answer Key: 1-b, 2-b, 3-b, 4-b
Answer Key: 1-c, 2-b, 3-a, 4-c

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 Answer Key: 1-b, 2-b, 3-b, 4-

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION

A. No.oflearnerswho
earned80%onthe formative
assessment

B. No.oflearnerswho
requireadditionalactivities
forremediation.

C. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.

D. No.oflearnerswho
continuetorequire remediation

E. Which of my teaching
strategized worked well?

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?
dsd

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 Summative Test SCIENCE 5 (15 items) with Table of Specification (TOS) and Answer Key

60% Easy (9 items)

30% Average (5 items)
10% Difficult (1 item)

Part I. Easy (9 items)

1.Which condition happens when there is too little water?

2.What condition occurs when there is too much water in the surroundings?

3.Which plant adaptation helps cactus survive in deserts?

4.Which plant has aerial roots that allow it to survive in flooded areas?

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5.Why do cacti have needle-like leaves?

6.What plant commonly grows in rice fields and survives in watery soil?

7.Which adaptation allows water hyacinths to float on water?

8.What is a common feature of plants that live in deserts?

9.What adaptation allows mangroves to breathe in flooded soil?

Part II. Average (5 items)

10.How are cactus and mangrove plants similar?

11.A farmer wants to plant crops during a long dry season. Which is the best choice?

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12.Which best describes how rice plants survive in flooded areas?

13.Why do some plants grow long roots in dry environments?

14.Which statement shows a difference between desert and wetland plants?

Part III. Difficult (1 item)

15. Imagine you are a scientist studying plants. You observed that one plant has thick stems, needle-like leaves, and long roots. Another plant has aerial roots and air spaces in its stem.
Compare how these two plants adapt to their environments.

Answer Key
1–B
2–C
3–B
4–C
5–B
6–B

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7–B
8–A
9–A
10 – B
11 – C
12 – C
13 – B
14 – A
15 – B

Table of Specification (TOS)

No. of %
Competency Item Nos. Cognitive Level
Items Distribution
1 Recognize environmental conditions
1, 2 Easy 2 13%
(flood/drought)
2 Describe how plants survive in drought 3, 5, 8, 13 Easy (3), Average (1) 4 27%
3 Explain how plants survive in flooded areas 4, 6, 7, 9, 12 Easy (3), Average (2) 5 33%
4
4. Compare adaptations in drought vs. 27%
10, 11, 14, 15 Average (3), Difficult (1)
flooding

Prepared by; Approved by: Checked and Validated:

JESSE C. ABAD DAVILIN B. CUANAN, EdD CHRISTOPHER S. BAMBA, PhD

WRITER PSDS PCPGCES ESP-II

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