DAILY LESSON School: TAPON ELEMENTARY SCHOOL Grade and Section: 6

Teacher: MS. LORADEL N. SALA Subject: Science

LOG
Teaching Dates: MARCH 17, 2025 Quarter: 4TH QUARTER

DATE OF OBSERVATION Indicator

I. OBJECTIVES
a. Content Standards The learners demonstrate understanding of weather patterns and seasons in the Philippines
b. Performance The learners should design an emergency and preparedness plan and kit
Standards
c. Most Essential Describe the different seasons in the Philippines.
Learning Competencies
(MELCs)
d. Learning Objectives 1. Describe the two main seasons in the Philippines: the wet season and the dry season.
1. Identify the activities done during wet and dry season.
2. Recognize the importance of these seasons to the Philippine culture, agriculture, and
daily life.
3. Apply knowledge of seasons to predict weather conditions and prepare for seasonal
activities.
II. LEARNING CONTENT
THE SEASONS OF THE PHILIPPINES
(Subject Matter)
III. LEARNING
RESOURCES/REFERENC
ES
a. Teacher’s Guide Pages Science Beyond Borders Teacher’s Manual pp. 200-201 by Sarte,
Evelyn T. et al
b. Learner’s Material
Pages
c. Textbook Pages Science Beyond Borders Textbook pp. 198-201 by Sarte, Evelyn
T. et al
d. LRMDS Materials
(SLMs/LASs)
e. Other Learning
✔ Interactive whiteboard or projector for videos and
Resources
presentations
✔ Handouts with information and images of the Philippine
seasons
✔ Art supplies: colored paper, markers, scissors, glue

✔ Weather cards (sunny, rainy, cloudy)

✔ Philippine map and calendar

✔ Storybooks about the Philippine seasons

✔ Quiz sheets for formative assessment

IV. PROCEDURES
A. PRELIMINARY Greetings and Setting Classroom Norms: Quick reminder of class
ACTIVITIES rules, especially for group activities.
B. Review the previous Interactive Q&A (5 minutes):
lesson/Drill What to do before, during and after volcanic eruptions?
C. Establishing a Mystery Box (5 minutes):
purpose for the lesson/ Present a 'mystery box' containing items representing different
Motivation seasons (e.g., an umbrella, sunglasses, a toy boat).
Have students guess the theme of the lesson by identifying
the use of each item, linking them to the seasons in the
Philippines.
D. Presenting Seasons in the Philippines Video (5 minutes):
examples/instances of Show a short video about the PAGASA warning on El Nino

the new and possible La Nina this 2024.

lesson/Motivation
E. Discussing new Group Activity: Seasonal Chart Creation (10 minutes):
concepts and practicing Divide the class into 3 groups.
new skills No. 1 Each group receives a large sheet of paper, art supplies, and
weather cards.
Task: Create a chart showing the months of the year and the
typical weather/season (wet or dry) in the Philippines. Use
weather cards to decorate.
Encourage creativity and discussion among group members
about how each season affects their lives.
F. Discussing new Storytime and Discussion (10 minutes):
concepts and practicing Read a short story or folk tale related to the seasons in the 1. Apply knowledge
new skills No. 2 Philippines (e.g., a story about rice planting in the wet of content within
season). and across
Discuss the story's connection to the seasons and how these curriculum
influence cultural activities and traditions. teaching areas.
(PPST Indicator
Title: The Legend of Magayon and Panganoron 1.1.2)
I incorporated knowledge
Long ago, in the lush green mountains of the Philippines, there lived a from both science (seasons,
beautiful maiden named Magayon. She was known far and wide for her
kindness, grace, and captivating beauty. Magayon spent her days tending weather, and
to the rice fields, ensuring a bountiful harvest for her village. climate),Araling Panlipunan
(cultural traditions,
One day, while working in the fields, Magayon caught the eye of agricultural practices),
Panganoron, the god of the skies. Enthralled by her beauty, Panganoron English (Synonyms or
descended from the heavens to court Magayon. They soon fell deeply in
love, and their union brought joy and prosperity to the land. words with same meaning)
to provide a holistic
However, their happiness was short-lived, for jealousy stirred in the heart understanding of the topic.
of Ulap, the god of storms. Ulap harbored feelings for Magayon while The discussion on the
Magayon resented her love for Panganoron. Consumed by envy, Ulap impact of seasons on daily
unleashed his fury upon the land, sending violent storms and torrential
rains to destroy the rice fields and wreak havoc on the villagers.
life, agriculture, and
traditions helped students
Determined to protect her people and their livelihood, Magayon pleaded see the connection between
with Panganoron to intervene. With a heavy heart, Panganoron battled scientific concepts and
against Ulap, unleashing his mighty winds and lightning bolts to quell the societal practices.
storm. After a fierce struggle, Panganoron emerged victorious, restoring
peace and harmony to the land.
2. Ensure the
As a token of their gratitude, the villagers honored Magayon and positive use of ICT
Panganoron with a grand celebration, known as the Harvest Festival. Each to facilitate the
year, during the wet season when the rice fields are lush and green, the teaching and
festival is held to give thanks for the blessings of the land and to celebrate
the enduring love of Magayon and Panganoron.
learning process.
(PPST Indicator
1. How does the story demonstrate the connection between the 1.3.2)
seasons and cultural activities? I utilized a short video about
The story revolves around the wet season, which is crucial for the PAGASA warning on El
rice cultivation in the Philippines. The Harvest Festival Niño and La Niña, which
celebrates the successful rice harvest and is held during this
season.
provided students with real-
2. What lessons can be learned from the story of Magayon and world information on how
Panganoron? seasons affect the
The story teaches the importance of resilience, cooperation, and Philippines. This use of ICT
gratitude in the face of adversity. It also highlights the cultural enhanced student
significance of rice cultivation and the role of traditions in
engagement and
fostering unity and perseverance.
Seasons Quiz (5 minutes): understanding by
presenting relevant,
 Conduct a quick quiz with questions about the characteristics updated, and visually
of the wet and dry seasons, and how these affect life in the engaging content.
Philippines.
3. Use a range of
1. True or False: The wet season in the Philippines typically teaching
occurs from June to November. True strategies that
enhance learner
2. What are the main characteristics of the wet season in the achievement in
Philippines? literacy and
a) Heavy rainfall and frequent thunderstorms numeracy skills
b) Dry and hot weather (PPST Indicator
c) Cool temperatures and foggy mornings 1.4.2)
d) Snowfall and freezing temperatures The lesson supported
literacy skills through
Ans: a) Heavy rainfall and frequent thunderstorms reading a folk tale,
discussing its meaning, and
3.. True or False: The dry season in the Philippines is responding to
characterized by cooler temperatures and less rainfall. False comprehension questions.
Numeracy skills were
4. How does the wet season affect agriculture in the enhanced in the group
Philippines? activity, where students
a) It promotes the growth of crops and increases agricultural created a seasonal chart
productivity. requiring them to sequence
b) It leads to droughts and water shortages, causing crop months and classify
failures. seasonal characteristics
c) It has no significant impact on agriculture. accurately.
d) It causes flooding, destroying crops and agricultural land.
.
Ans: a) It promotes the growth of crops and increases
agricultural productivity.

5. What cultural activities or traditions are associated with the

wet season in the Philippines?
a) Harvest festivals celebrating successful rice cultivation
b) Beach outings and vacations
c) Christmas celebrations and parades
d) Fireworks displays and lantern festivals

Ans: a) Harvest festivals celebrating successful rice

cultivation
G. Developing Mastery Group Activity:
(Leads to Formative 4. 4. Used
Assessment) Using the same groupings, the teacher will give differentiated researched-based
activities. knowledge and
principles of
Group 1: Identify the phrases related to the given season. Paste teaching and
your answer on the answer sheet. learning to
enhance
Group 2: List down five activities done during wet season and five professional
activities done during dry season. practice

Group 3: Make a poster about the seasons in the Philippines, the I incorporated inquiry-based
wet and dry season. learning through interactive
Q&A and the Mystery Box
Individual Activity: Study each picture below. Determine if it hints of wet activity to engage students
season or dry season. in discovering the lesson
theme. The use of a
PAGASA video provided
research-based, real-world
context, making the topic
relevant and updated.

Group activities, storytelling,

and assessments applied
constructivist principles,
cultural relevance, and
formative evaluation to
enhance student
understanding and
participation.

5. Use effective
verbal and non-
verbal classroom
communication
strategies to
support learner
understanding,
participation,
engagement, and
achievement.
(PPST Indicator
1.7.2)
I used clear verbal
instructions, questioning
techniques, and guided
discussions to ensure
student understanding.
Additionally, non-verbal
strategies such as hand
gestures, facial
expressions, and visual aids
(weather cards, video)
helped reinforce learning
and maintain engagement.

6. Maintain
supportive
learning
environments that
nurture and
inspire learners to
participate,
cooperate, and
collaborate in
continued
learning. (PPST
Indicator 2.4.2)
Group activities, such as the
seasonal chart creation,
fostered collaboration,
teamwork, and discussion
among students. The exit
ticket activity encouraged
self-reflection and ongoing
 curiosity about the topic.

7. Apply a range of
successful
strategies that
maintain learning
environments that
motivate learners
to work
productively by
assuming
responsibility for
their own learning.
(PPST Indicator
2.5.2)
The Season Diary
homework allowed students
to take ownership of their
learning by observing and
recording seasonal
changes. The quiz and exit
ticket activities encouraged
them to reflect on their
learning and ask further
questions about the topic.

H. Finding Practical How about you? Can you think of ways the different seasons in
Application of Concepts the Philippines affect our daily lives? 8. Design, adapt and
and Skills in Daily Lives implement
● Expected answers: teaching
strategies that are
responsive to
During the wet season, it rains a lot, so we have to use umbrellas and
raincoats when we go to school or play outside. learners with
disabilities,
● In the dry season, it's really hot, so we drink a lot of water and wear
giftedness, and
light clothes to stay cool. talents. (PPST
● Farmers plant rice and other crops during the wet season because Indicator 3.3.2)
there's enough water for them to grow. I designed multiple learning
● Sometimes, during the wet season, there are typhoons, so we have to activities (videos,
stay indoors and be safe. storytelling, group work,
visual charts) to cater to
● In the dry season, we can go swimming because there's not much
different learning styles and
rain and the weather is nice and sunny.
needs. Students with
● During the wet season, there might be floods, so we have to be reading difficulties could
careful and avoid going near rivers or low-lying areas. engage through videos and
● Some fruits like mangoes and durian are in season during certain group discussions, while
times of the year, so we get to enjoy them more during those times. gifted learners could extend
their understanding by
● We have holidays and festivals like Christmas and New Year's Eve
exploring how seasons
during the cool months of the dry season.
affect global climates.
● During the wet season, we might have to cancel outdoor activities like
picnics or sports events because of the rain. 9. Plan and deliver
● The wet season is important for filling up our dams and reservoirs, so teaching
we have enough water to use during the dry season. strategies that are
responsive to the
special
 educational needs

of learners in
difficult
circumstances.
(PPST Indicator
3.4.2)
The lesson included
discussions on the impact of
climate change and natural
disasters (e.g., typhoons, El
Niño) on communities,
which made it relevant to
students in geographically
isolated or disaster-prone
areas. The safety
discussion about
earthquakes and volcanic
eruptions provided practical
knowledge for students
facing environmental
hazards in their regions

I. Making Generalization “What are the seasons in the Philippines?”

and Abstraction Expected answers:
The seasons in the Philippines are wet and dry season

“How do you describe wet and dry season?”

Expected answers:
Wet season is characterized by frequent rainfall, which may bring flood
to the lowlands. Dry season is characterized by less and infrequent
rainfall as well as dusty soil.

"What are some actions you can take to adapt to the different
seasons in the Philippines and make the most out of each
season?"
Expected answers:
● "During the wet season, we can make sure to always bring an
umbrella or raincoat when going outside to stay dry."
● "In the dry season, we can drink lots of water and wear light clothes to
stay cool in the hot weather."
● "For both seasons, we can help our parents with planting and taking
care of crops in the garden or farm."
● "During the wet season, we should stay indoors during heavy rain and
typhoons to stay safe."
● "In the dry season, we can go swimming or play outdoor games when
it's sunny and warm."
● "We can learn about safety measures for floods and storms so we
know what to do during emergencies."
● "During the wet season, we can enjoy eating fruits that are in season
like mangoes and bananas."
● "In the dry season, we can celebrate holidays and festivals with our
family and friends."
● "We can conserve water during the dry season by taking shorter
showers and not wasting water."
 ● "Both seasons are a good time to learn about the environment and
how we can help protect it by planting trees and reducing waste."
J. Evaluating Learning I. Directions: Read each item carefully and encircle the letter of the
correct answer.
1. Which season takes place in the Philippines during the months of
June to November?
A. dry season C. wet season
B. cold season D. summer season

2. Which season is characterized by heavy rain and typhoons?

A. dry season C. wet season
B. autumn season D. summer season
3. Dry months in the Philippines occurs from December to
_________________.
A. January B. May C. June D. September
4. When is the best season for farmers to start planting their crops?
A. winter season B. spring season C. dry season D. wet season
5. Which season in the Philippines is characterized by infrequent rainfall
and water shortage?
A. Fall season B. Dry Season C. Wet Season D. Winter Season
6. Which season is the most appropriate to fly kites?
A. cold season B. dry season C. wet season D. warm season
7. Which activity is appropriate to do in a wet season?
A. drying fish C. swimming
B. staying indoors D. going out for a walk
8. What are the two seasons in the Philippines?
A. dry and wet C. warm and dry
B. cold and dry D. humid and warm
K. Additional activities Season Diary (Homework):
for application or Students keep a diary for one week, noting the weather each day
remediation and how it affects their activities, mood, and environment.
V. REMARKS
VI. REFLECTIONS
VII. FEEDBACK
A. No. of learner who earned
80%
B .No. of learner who scored
below 80% ( needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who continue
to require remediation
E. Which of my teaching
strategies work well? Why?
F. What difficulties did I
encounter which my
principal /supervisor can help
me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?

Prepared by:

LORADEL N. SALA
Teacher 1
 Observed by:

MARLIN C. TAN
Master Teacher 1

PLEASE PRINT THIS FOR SEASONAL CHART CREATION

Sunny: A bright yellow sun with a smiling fac

Rainy: Dark clouds with raindrops falling.

Thunderstorm: Dark clouds with lightning bo

Typhoon: Dark clouds with strong winds and

Wet: A flooded area with rain boots and umb

Heatwave: Sun with wavy lines indicating he