Teacher Liezel F.

Espayos Grade Level 5

SCIENCE Teaching Dates December 31, 2021, Thursday Learning Area Science
Daily
Lesson Plan Teaching Time 60 mins. Quarter Fourth

I. Learning Targets/

Specific Objectives

A. Content Standards The learners demonstrate an understanding of weathering and soil erosion shape the Earth’s surface and affect living things and the environment.

B. Performance Standards The learners shall be able to participate in projects that reduce soil erosion in the community.

The learners shall describe how rocks turn into soil; investigate extent of soil erosion in the community and its effects on living things and the
C. Learning Competencies/
environment. (S5FEIVa-1)
Objectives (L.C. Code)
At the end of the lesson, the learners must be able to:
a. Define soil erosion.
Specific (Daily) Objective/s b. Explain the causes of soil erosion.
c. Perform outdoor activities that helps reduce soil erosion.

II. Learning Content Lesson 33: Soil Erosion

III. Learning Resources

A. References
1. Teacher's Guide Pages 76-77
2. Learner's Materials
Pages
3. Textbook Pp. 158-163

4. Additional Materials
from LR portal
B. Other Learning Resources
IV. PROCEDURE TEACHER’S ACTIVITY LEARNER’S ACTIVITY
A. Reviewing previous Good morning, class! Before we start the let us all vow our head and pray! Good morning ma’am!
lesson or presenting the new Tin, please lead the prayer!
lesson
Ok let’s check your attendance, class! Very good no absent for today!
We’re all present ma’am!
Class, can you see his jumbled letter? Now, choose a partner and help each
other decode the jumbled word.

ENGAGE Are your done class? (Activity)

So, what are the correct answer at the words below?
Sand dunes!
And what do you think is the connection of it in our lesson for today?
River!
Anyone?
Because we have to discussed about land or soil ma’am
Ok very good!
It becomes part of the soil ma’am!

B. Establishing a purpose for So now we are going to discuss about soil erosion.
the lesson
When rocks are broken down into different pieces where do you think does
it goes? Queen?

Ok, good. It does not stay in one place, some become part of the soil. Others
are transferred from one place to another.

The movement of rock fragments and soil form one place to another is
called erosion. Materials that are transported due to erosion are called
sediments.
C. Presenting examples/ ENGAGE
Just like weathering, there are different agents of soil erosion
instances of the new lesson

D. Discussing new concepts (The teacher will instruct the pupils on what they will do. The teacher will STATION 1
& practicing new skills #1 arrange them according to their designated group, she will also check if EROSION BY WATER
they had all brought the materials in doing the activities) Science Skills: Observing, Communicating
Time Frame: 20 Minutes
EXPLORE You Will Need: 2 shallow fans, 6 cups of garden soil, 2
bottles of 500 ml water
What to Do:
Ok, class for the next two activities I will divide you into two group. The 1. Get two shallow fans and fill them with garden
first group will do the “erosion by water”, and the second group will do the soil. Label one pan as A and the other one as B.
“showing wind erosion”. Prepare all our things and do the activity quietly 2. Pour water gradually into the soil on the first pan.
What happens to the soil? Describe the
and attentively! Please be guided by the direction given in your textbook.
movement of the soil.
If you are ready the you may start! 3. Repeat procedure no. 2 on the second pan. this
time, pour the water rapidly into the soil? What
happened? Compare the difference in terms of
the movement of the soil form the first one.
4. Record the time and measure the distance of your
observations.

Questions:

1. In which set up did the soil move faster? Why?

2. In which set up did the soil move farther? Why?
3. Which set up moved more soil? Why?
4. What happened to the color of the water?
5. What can you conclude about erosion in the
experiment?

STATION 2
SHOWING WIND EROSION
SCIENCE SKILLS: Observing, Comparing, Inferring
Time Frame: 20 minutes
You Will Need: 1 cup of fine sand, hard cardboard, paper
plate
What to Do:

1. Por one cup of fine sand on a paper plate

2. Slowly fan the sand on the paper plate using the
hard cardboard. What do you observe?
3. Next fan the sand a bit faster. What happens?
4. Try different speed of fanning. Draw what shapes
forms each time you change the speed.
5. Answer the questions below.
a. How does the speed of fanning affect the
shape of the sand form?
b. How can you relate this with the shape of the
sand in Paoay, Ilocos Norte?
E. Discussing new concepts & For the third activity you are going to do this as a class. You are going to STATION 3
practicing new skills #2 do the “simulating erosion” in 20 minutes we will begin discussing it, so SIMULATING EROSION
you may start now! Prefer on your textbooks for the instruction! Science skills: Observing, Measuring, Predicting
Time Frame: 20 minutes
You Will Need: 3 tray pans, 6 cups if garden soil, 3
wooden blocks of three different sizes, 3 bottles of 500
ml water
What to Do:

1. Place the wooden blocks on a flat surface. Label

each block as A, B, C.
2. Place one tray pan on each column in a slanting
position.
3. Pour two caps of garden soil and spread it on each
pan.
4. Pour 1 bottle of water above each pan with soil.
5. Record your observations in the ff table.
Column Observation

Questions:

1. Which pan had the least amount of soil erode?

The greatest?
2. Explain how does the slope of land affect the rate
of erosion.

F. Developing mastery EXPLAIN Ok, class how was your activity? (group 1)

We will start first on the first group which is the “erosion by water”. In the second pan ma’am. Because we pour the water into
the soil rapidly.
(Ask the students about their observations)
Also, in the second set up ma’am. Because the force of
Ok, as water flows, it transports rock and soil. the water is strong.
particles form one place to another.
The speed of flowing water affects the rate of erosion. The faster the water It becomes dirty in color brown/black!
flows, the faster and farther the erosion will be. Faster movement of water
can cause many sediments to be carried away by the water.
As water aids erosion, its color changes depending on the color of the rock
and the soil that it carries. Soil erosion can be affected by the types of the flows of
For example, water that flows from a mountain can be brown because of water.
the soul particle from the mountain that it carries. Mud left on the ground
after flooding is also an evidence of erosion.

Can you get it class?

Good!
Now let’s proceed to the next group!

Your assigned activity is showing wind erosion, right Yes ma’am!

(Asking about the observations)

Alright! As the wind blows, it carries light particles of rocks and soil
transporting and depositing the m in another place. Strong winds carry the
particles of the soil in a distant place.
Erosion by wind contribute a lot on shaping the Earth’s surface. an example
of this is the formation of sand dunes. There are ridges of and formed by
the wind and are usually found in desserts and shorelines. An example of
sand dunes can be found in Ilocos Norte!

Animals also contribute to the transportation of sediments. When

burrowing animals dig the ground, some rock and soil particles stick to
their bodies. As they moved from place to place, they carry such particles,
too.

Although erosion is a natural phenomenon, we, humans have a major

contribution to the rate of soil erosion in the environment. Just like the
animals whenever we walk, the soil clings to our shoes, so the soil gets
transported from place to place.

Ok now. How about the last activity?

(Asking about their observation)

 Very good. And it also affects the rate of soil erosion. Roots of tress and
other plants absorb water as it rains, but some unabsorbed water still falls
downward, washing away soil.
Since the rate of erosion is faster on land with steeper’s slopes, there is also
a great responsibility for a landslide to occur. This is why it is not advisable No ma’am.
to build houses on mountainside or hillside. Yes, ma’am!

Do you have question, class?

Did you understand our discussion?
G. Finding practical This time we are going to test what you have learned from our discussion.
applications of concepts and
skills in daily living By filling out the missing information in the circles, complete the diagram
by giving at least one example per agent of erosion.
ELABORATE
a.

b. Agents of
Soil
Erosion d.

c.
H. Making generalizations To summarize our topic for today, we found out that some processes like
and abstraction soil erosion continually shape the Earth’s surface. We have identified some
of the causes of soil erosion. And we must also remember that like us
people have also a distribution to the causing of erosion therefore we can
help through our simple ways on how to prevent it.

I have here a video, showing some simple ways on how to prevent soil
erosion. https://youtu.be/jYjJktQeUVA please analyze carefully.

I. Evaluating Learning EVALUATION A. Explain briefly how the following scenarios cause soil erosion.

1. Deforestation
2. Strong winds
3. Floods Class Activities
4. Construction
 B. 1. Which agents do you think contribute the most to soil erosion?
Why?
2. How does water cause soil erosion?
J. Additional activities for ELABORATE For your assignment, based on what you have seen from the video, you will
application and remediation make your own simple way on how to prevent soil erosion, either in your
community or around your home. For example, planting trees or grass and
shrubs. Adding mulch or rocks and etc. and this will be graded at the end
of the unit, you will take a picture of it or tell me what are the improvements
of the activity you have made.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
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 this 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?

Submitted by:
ESPAYOS, LIEZEL F.
BEED 2B

Submitted to:

KAREN P. DUMO
Instructor I