School: Grade Level: V

GRADES 1 to 12 Teacher: Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: APRIL 3-7, 2023 (WEEK 8) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learners demonstrate "The Learners demonstrate understanding of a simple DC circuit and the relationship between electricity and magnetism in electromagnets."
understanding of a simple DC circuit
B.Performance Standards "The learners should be able to The learners should be able tell the main parts of an electromagnet.
propose an unusual tool or device
using Electricity that is useful for
home school or community"

C.Learning Competencies/Objectives The learner should be able to

The learners should be able to identify
illustrate the effects of changing the Good Friday
the parts of an electromagnet.S5FE-IIIi- Maundy Thursday
number and type of components in a
j9
circuit
II.CONTENT Electricity - Circuits Electricity and Magnetism
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. Science Exemplar pages 606-609

2.Learners’s Materials pages

3.Textbook pages Science Spectrum 5, pp. 191-196
Cyber Science 5; Nicetas C. Valencia et
Science and Health 5 by Natividad
al, pp. 229-233
Alegre-Del Prado, pp. 177-182
4.Additional materials from learning http://www.bbc.co.uk/schools/
resource (LR) portal podsmission/electricity/pod.shtml
http://www.learningcircuits.co.uk/flas
h/flashmain.sw
B.Other Learning Resource pictures, activity sheet, powerpoint
Chart, power point
presentation
IV.PROCEDURES
A.Reviewing previous lesson or presenting Activity: Game: What’s the Symbol? FACT or BLUFF
the new lesson Group the pupils with 6 members 1. Magnets usually have two poles.
each. 2. A magnet has energy, and can attract
Ask each member to stand near the some objects like nails, pins and other
board with corresponding area. objects that are made of contain iron.
Say: 3. In magnetism, unlike poles repel.
I have here a gift box which contains 4. A magnet can attract most at its
component cards (picture cards). magnetic poles.
Inside the gift box are component 5. Like poles attract.
cards (picture cards).
 As I pick up and raise each card, you
have to draw the symbol that
represents each card on the board.
The first group who can draw
the symbols correctly will get 1 point.
There are 5 items for a total of
5 points.
B.Establishing a purpose for the lesson
Presentation of a picture of boy
using a doorbell
What is the boy in the picture
doing?
If you will get inside a building or a
house with a gate closed, you need
to look for a doorbell to have
somebody open the gate for you.
What happens when the button of
a doorbell is pressed?

C.Presenting Examples/ instances of the In our previous lesson, you have Approach: Integrative
new lesson already explained the reasons why Strategy: Scaffold- Knowledge
changing the number and type of the Integration
components affects the circuit. Activity: 4 A’s
You have also learned the symbols Group Activity: “Tell My Parts”
used to represent each L. Problem: What are the parts of an
components of the circuit. electromagnet?
Activity Proper: Group Activity XVI. Materials: illustration of a
Objective: Illustrate the effects of constructed electromagnet.
changing the number and type of XVII. Procedure
components in a circuit 10. Study the given illustration.
11. Answer the given guide questions.
Guide Questions:
1. What is the source of electricity in
the illustration?
2. What is wound around the long iron
nail?
3. Which is the conductor of electricity?
4. Which material becomes a magnet?
Why?
5. What happened to the pins? Why?
6. What does the illustration show?
XVIII. Conclusion:
D.Discussing new concepts and practicing 1. Group reporting. Group Reporting / Presentation of the
new skills #1 2. Verifying the results through an Output
interactive activity. Sharing of results
http://www.bbc.co.uk/schools/podsm
 ission/electricity/annie02.shtl
http://www.learningcircuits.co.uk/flas
h/flashmain.swf
E.Discussing new concepts and practicing Answer the following questions based Let each group make their own
new skills #2 on the illustrations below. illustration of an electromagnet.
1. Which circuit is closed? Ask them to label the parts
2. Which circuit is open?
3. Which of the two circuits will work?
Explain your answer
F.Developing Mastery Direction: Clap your hands once if the
statement is correct and twice if it is
incorrect.
16. An electromagnet works only when
there is a flow of electricity.
17. Without core or magnetic material,
electromagnet cannot be produced.
18. Coil of wire serves as the conductor
of electricity.
19. Even without source of the
electricity from the battery,
electromagnet can still be produced.
20. When the current is broken the nail
is no longer a magnet.
G.Finding Parctical application of concepts Are you aware that many of the many
and skills in daily living of the modern electrical
appliances that we use today whether
in school or home would not work
without the electromagnet? Can you
name them?

H.Making generalization and abstraction I learned that… What are the main parts of an
about the lesson o The two main ways of increasing the electromagnet?
current in an electrical circuit are by
increasing the voltage or by
decreasing the resistance.
§ Too many batteries increases the
voltage which makes the circuit blow
§ Too many loads decreases the
resistance which makes the current
less and not work at all
I.Evaluating learning Direction: Read the situation below.
Answer the question. Choose the letter
of the best answer
1. You are going to construct an
electromagnet, which of the following
materials will you need.
A. dry cell C. wire
B. iron nail D. all of these
2. The following are all needed in
constructing a simple electromagnet,
which is NOT?
A. thread C. wire
B. nail D. battery
3. In an electromagnet, which of the
following serves as the conductor of
electricity?
A. battery B. coil of wire C. core D. both
A and B
4. Which one of the following is NOT a
part of an electromagnet?
A. the wire coil
B. the nail as the core
C. the dry cell cell as the source of
electricity
D. pins, clips, and needles attracted by
an electromagnet
5. What happens when a part of an
electromagnet is disconnected?
A. It loses its magnetism.
B. Electricity continues to flow through
it.
C. The electromagnet becomes a
permanent magnet.
D. There is an increase in the number
of materials attracted.
J.additional activities for application or Home Project: Dalandan Battery Compose a short poem about the parts
remediation Objective: Make electricity from of an electromagnet.
dalandan or sinturis.
Materials: copper wire, small
Christmas lightbulb, clippers, steel
paper
clip, sheet of sandpaper (liha),
dalandan or sinturis
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to
evaluation next objective. objective. next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
 _____% of the pupils got 80% _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked
of limited resources used by the of limited resources used by the despite of limited resources used by by the teacher.
teacher. teacher. the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used
their work on time. work on time. their work on time. by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary finished their work on time.
behavior. behavior. behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.

C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
who have caught up with the lesson above above above

D.No. of learners who continue to require ___ of Learners who require ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
remediation additional activities for remediation activities for remediation additional activities for remediation additional activities for
remediation

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson lesson the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
principal or supervisor can helpme solve? require remediation require remediation require remediation require remediation
G.What innovation or localized materials Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
did used/discover which I wish to share ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and pair-share, quick-writes, and
charts. charts. charts. anticipatory charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: ___Schema-Building: Examples:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Examples:Compare and contrast, Compare and contrast, jigsaw
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. jigsaw learning, peer teaching, learning, peer teaching, and
and projects. projects.

___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization: ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, Examples: Demonstrations,
opportunities. opportunities. opportunities. media, manipulatives, repetition, media, manipulatives, repetition,
and local opportunities. and local opportunities.

___Text Representation: ___Text Representation: ___Text Representation:

Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Text Representation: ___Text Representation:
videos, and games. videos, and games. videos, and games. Examples: Student created Examples: Student created
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking drawings, videos, and games. drawings, videos, and games.
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: ___Modeling: Examples:
language you want students to use, language you want students to use, language you want students to use, Speaking slowly and clearly, Speaking slowly and clearly,
and providing samples of student and providing samples of student work. and providing samples of student modeling the language you want modeling the language you want
work. work. students to use, and providing students to use, and providing
Other Techniques and Strategies used: samples of student work. samples of student work.
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies
used: ___ Group collaboration used: Other Techniques and Strategies Other Techniques and Strategies
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used: used:
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration ___ Group collaboration
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh ___Gamification/Learning throuh
activities/exercises ___ Diads ___ Answering preliminary play play
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary ___ Answering preliminary
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises activities/exercises
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel ___ Carousel
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads ___ Diads
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction ___ Differentiated Instruction
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama ___ Role Playing/Drama
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method ___ Lecture Method
___ Availability of Materials ___ Group member’s ___ Complete IMs Why? Why?
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s ___ Group member’s
___ Audio Visual Presentation in doing their tasks collaboration/cooperation collaboration/cooperation
of the lesson ___ Audio Visual Presentation in doing their tasks in doing their tasks
of the lesson ___ Audio Visual Presentation ___ Audio Visual Presentation
of the lesson of the lesson