School Grade Level FIVE

Teacher Learning Area SCIENCE

Teaching Date and Time/ Quarter 3rd Quarter
Section
Daily Lesson Log

I. OBJECTIVES: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

a simple DC circuit and the relationship a simple DC circuit and the relationship a simple DC circuit and the relationship a simple DC circuit and the relationship HOMEROOM GUIDANCE
A. Content
between electricity and magnetism in between electricity and magnetism in between electricity and magnetism in between electricity and magnetism in
Standards
electromagnets electromagnets electromagnets electromagnets
propose device using electromagnet propose device using electromagnet propose device using electromagnet propose device using electromagnet
B. Performance
that is useful for home school or that is useful for home school or that is useful for home school or that is useful for home school or
Standards
community community community community
C. Learning Infer the conditions necessary to make a Infer the conditions necessary to make a Infer the conditions necessary to make a Infer the conditions necessary to make a
Competencies/ bulb light up bulb light up bulb light up bulb light up
Objectives
Write the LC code S5FE-IIIf-6 S5FE-IIIf-6 S5FE-IIIf-6 S5FE-IIIf-6
for each
Identify the parts of the electric circuit.
D. Localized/ Identify the parts of the electric circuit. Identify the parts of the electric circuit.
Describe the function of the parts of an
Enhanced Construct a simple circuit that will
electric circuit.
Curriculum Describe the function of the parts of an Describe the function of the parts of an make a bulb light
Standards electric circuit. electric circuit.
Construct a simple circuit that will
make a bulb light

II. CONTENT Electric Circuit Electric Circuit Electric Circuit Electric Circuit

III. LEARNING
RESOURCES
A. References
1. Teacher's Guide Teacher-made questions
pages
2. Learner's SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules,
Materials pages Quarter 3, Module 5 pp. 1-8 Quarter 3, Module 5 pp. 1-8 Quarter 3, Module 5 pp. 1-8 Quarter 3, Module 5 pp. 1-8

3. Textbook pages
4. Additional PowerPoint Presentation, activity PowerPoint Presentation, activity PowerPoint Presentation, activity PowerPoint Presentation/activity
Materials from sheets, chart, video presentation, sheets, chart, video presentation, sheets, chart, video presentation, sheets
Learning graphic organizer graphic organizer graphic organizer
Resource(LR)portal
B. Other Learning DepEd CO SLM – Quarter 3, Module 4, DepEd CO SLM – Quarter 3, Module 4, DepEd CO SLM – Quarter 3, Module 4, DepEd CO SLM – Quarter 2, Module 4,
Resources pp. 1-14 pp. 1-14 pp. 1-14 pp. 1-14
IV. PROCEDURES
A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities
1. Review 1. Review 1. Review Ask:
Look around your house and observe Ask: What is an open circuit? closed circuit? How are you today? Are you ready for
what electricity does for you. Electricity What are the parts of an electric the weekly test?
is important to everyone. Everybody circuit?
A. Reviewing the
benefits from it. Almost all homes use
previous lesson or
electricity. Using electricity lightens our What are their functions?
presenting the new
load. It makes work easier, faster and
lesson
better, especially for busy persons.

Let the pupils list some objects which

use electricity.

B. Establishing a 2. Motivation 2. Motivation 2. Motivation Let the learners recall things to

purpose for the Ask: Find the words inside the puzzle that Share your drawing (assignment) of an remember when taking a test or an
lesson What makes the bulb light up? are needed to make the bulb light up. open and closed circuit. Explain your exam.
drawings.

What is the importance of the words

that you found in the crossword
puzzle?

C. Presenting B. Developmental Activities B. Developmental Activities B. Developmental Activities Let the learners apply the classroom
examples/ 1. Presentation 1. Presentation 1. Presentation rules when taking a weekly test or an
instances of the Small Group Activity An electric circuit is a path in an Approach: Collaborative exam.
new lesson electrical device that allows electric
Activity 1: “Name Me!” current to flow. It is made up of a Strategy: Jigsaw Method
battery, electrical wire, light bulb and
Directions: Label the parts of a simple switch. There are two types of circuits. Suggested Activity: TDAR
DC electric circuit shown in Figure 1 Do you know what are these? A circuit (Think, Discuss, Act, Reflect)
below. can be closed circuit and open circuit.
Group Activity:
Group Activity II. Materials: battery, light bulb, wire

Group 1 and 2: OPEN CIRCUIT III. Procedure:

Open circuit is also known as 1. Gather your materials.
incomplete circuit. No current flows 2. Discuss with your group members on
because the path is incomplete. Each how to assemble it, for it to light up
 circuit has a gap or opening in it and 3. Record your answer on your
the bulb do not light up. No source of notebook.
electrical energy or connecting wire is
missing.

Power Source
Connector
Load Group 3 and 4: CLOSED CIRCUIT
Switch Closed circuit is also known as
complete circuit. The current flows
continuously because there is no break
or any gap from one end of the cell to
the light bulb and back to the other
end of the cell.

Procedure:
1. Study the paragraph.
2. Move the pieces to the correct spot
in the puzzle.

2. Performing the Activities 2. Performing the Activities 2. Performing the Activities The learners will now take the test.
Group Reporting / Presentation of the Group Reporting / Presentation of the Group Reporting / Presentation of the
D. Discussing new
Output Output Output
concepts and
practicing new
Sharing of results Sharing of results Sharing of results
skills #1

3. Processing the Activities 3. Processing the Activities 3. Processing the Activities

A video presentation A video presentation Answer these questions:
(YouTube Video Lesson) (YouTube Video Lesson)
E. Discussing new
concepts and How do you make the light bulb light
practicing new up?
skills #2
What prior knowledge should you have
to answer this task?
 4. Reinforcing the Concept and Skill 4. Reinforcing the Concept and Skill 4. Reinforcing the Concept and Skill Let the learners repeat the things to
Activity 2: “Make Me!” Identify the following pictures whether Procedure: remember when taking a test.
it is a closed circuit or an open circuit.
What you need: 1. Add batteries to your output.
2. Use a longer wire, with 1 battery
1/8 illustration board, used.
one 1.5V AA battery, 3. Use two bulbs on your electric
small bulb with receptacle/ socket, circuit.
2 pieces 25 -30 cm copper wire,
F. Developing
small switch, Answer these questions:
mastery (Leads to
electrical tape 1. Why does the bulb become brighter
Formative
when we add more batteries in the
Assessment 3)
What to do: circuit?
1. Make one simple circuit as shown in
Activity 1- Figure 1. 2. Why does the bulb become dimmer
when the wires are longer in a circuit?
2. Turn the switch on. Observe.
3. Why does the bulb become dimmer
when you add more bulbs in a circuit?

G. Finding practical 6. Applying to New and Other 6. Applying to New and Other 6. Applying to New and Other Ask:
applications of Situations Situations Situations Why do you think you need to undergo
concepts and skills Guide Questions: Activity 1.2 Put a ( √ ) if the given condition is tests in all your subject areas?
in daily living Changing Electric Circuits necessary to make the bulb light up
What are the parts and corresponding and ( X ) if not.
functions of a simple DC electric Whenever you change your circuits, it
circuit? Write your answers by copying makes a big difference. For example, _____1. Attach the wire to the negative
first the table in your Science adding more batteries to a simple and positive charges of the battery.
notebook. circuit will increase the electrical _____2. Use busted battery in the
energy, which will make a bulb circuit.
brighter. But when you add more bulbs _____3. If the wire is not available, you
to a simple circuit, it will make the may replace it with a rubber band.
bulbs dimmer. Lastly, lengthening the _____4. The bulb should be attached to
wires or making them longer in a the positive charge of the battery.
simple circuit will make the bulb _____5. One wire is disconnected to
dimmer. See the pictures below. the other charge.
 H. Making 5. Summarizing the Lesson 5. Summarizing the Lesson 5. Summarizing the Lesson Ask:
generalizations What did you learn today? What did you learn today? What did you learn today? How did you find today’s activity?
and abstractions
about the lesson What are the parts of an electric Why does the bulb become brighter
circuit? What are their functions? when we add more batteries in the
circuit?
________________________________
________________________________

Why does the bulb become dimmer

when the wires are longer in a circuit?
________________________________
________________________________

Why does the bulb become dimmer

 when you add more bulbs in a circuit?
________________________________
________________________________

I. Evaluating Evaluation: Evaluation: Evaluation: Class participation.

learning Match the words in Column A with the A. Tell whether the bulb or bulbs will Choose the letter that corresponds to
meaning in Column B. light or will not light based on the the best answer. Checking of the papers.
circuit.
Column A 1. In a simple circuit with long (coiled)
wire, 1.5 V, and a bulb, why does the
_____1. battery bulb gets dimmer? Because the
_____2. Wire _____________________.
_____3. Bulb A. power supply is not enough to light
_____4. switch the bulb brighter
B. load is too many
C. wire is too long
Column B D. wire is too short
A. It is used to produced light from
electricity. 2. What needs to be done to the circuit
so that the lamp lights up?
B. It is a device used to supply electric A. Close the switch.
power. B. Add another bulb/lamp.
C. Add another wire.
C. It allows to turn the electricity in a D. Add a cell /battery and close the
circuit on or off. switch

D. It is made up of single, usually 3. What is the effect of changing the

cylindrical, flexible strand or rod of wire in a circuit from a straight short
metal. wire to a longer (coiled) thick wire?
A. The bulbs stay at the same level of
brightness.
B. The bulbs become dimmer.
C. The bulbs become brighter.
D. Nothing has changed.

4. In which circuit will the bulb or bulbs

glow brightest?
A. a simple circuit with one bulb and
one battery
B. a simple circuit with one bulb and
two batteries
C. a simple circuit with two bulbs and
one battery
D. a simple circuit with one bulb and no
battery

5. What type of circuit is present when

current flows continuously because the
path in a circuit is complete?
A. Closed circuit
B. Electric circuit
C. Incomplete circuit
D. Open circuit

6. What is the function of the switch in

a circuit?
A. It makes the current hotter or
colder.
B. It is the pathway that current flows.
C. It turns on or off the flow of current.
D. It adds more power to the circuit.

7. Which statement is correct about

electric current powered by a battery?
A. It always flows clockwise.
B. It always flows counterclockwise.
C. It gets used up as it goes around the
circuit.
D. It does not get used up as it goes
around the circuit.

8. Which of the following define

electric circuits?
A. It is a path in an electrical device
that allows electric current to flow.
B. It is the flow of particles carrying
electrical energy around the circuit.
C. It is a material which electricity flows
through easily.
D. It is a material that allows electricity
to flow

9. When a circuit is___________,

current does not flow.
A. Closed
B. Cold
C. Heat
D. Open

10. Which statement is true? The light

bulb will ________________________.
A. not light up because the circuit is
complete.
B. not light up because the circuit is
closed.
C. light up because the circuit is
complete.
 D. light up because the circuit is broken

J. Additional Assignment: Assignment: Assignment: Recording of test results

activities for Draw a simple electric circuit on your Read about the types of circuit.
application or Science notebook.
remediation

A. Study the pictures on the right side

and answer the questions. 1. Explain
why the light bulbs won't light up in the
circuit.
________________________________
________________________________

2. Explain why the light bulb isn't

lighting up in the circuit.
________________________________
________________________________

B. Draw the two types of electric

circuits.

CLOSED CIRCUIT

OPEN CIRCUIT
V. REMARKS

VI. REFLECTION
___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
A. No. of learners objective. objective. objective. objective.
who earned 80% in ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
the evaluation _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in
answering their lesson. answering their lesson. answering their lesson. 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 lesson
because of lack of knowledge, skills and because of lack of knowledge, skills and because of lack of knowledge, skills and because of lack of knowledge, skills and
interest about the lesson. interest about the lesson. interest about the lesson. interest about the lesson.
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties
encountered in answering the encountered in answering the encountered in answering the encountered in answering the
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher.
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite
of limited resources used by the of limited resources used by the of limited resources used by the of limited resources used by the
teacher. teacher. teacher. teacher.
___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their
B. No. of learners work on time. work on time. work on time. work on time.
who require ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their
additional activities work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary
for remediation behavior behavior behavior behavior
C. Did the remedial ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
lessons work?
No. of learners who
caught up with the
lesson.
D. No. of learners ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
who continue to activities for remediation activities for remediation activities for remediation activities for remediation
require
remediation.
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
E. Which of my
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
teaching strategies
lesson lesson lesson lesson
worked well? Why
did these work?
 ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
F. What difficulties require remediation require remediation require remediation require remediation
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
or localized
materials did I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
used/discover Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
which I wish to taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
share with other vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
teachers?
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory
charts. charts. charts. charts.

___Schema-Building: ___Schema-Building: ___Schema-Building: ___Schema-Building:

Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast,
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and
projects. projects. projects. projects.

___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:

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

___Text Representation: ___Text Representation: ___Text Representation: ___Text Representation:

Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings,
videos, and games. videos, and games. videos, and games. videos, and games.

___Modeling: ___Modeling: ___Modeling: ___Modeling:

Examples: Speaking slowly and clearly, Examples: Speaking slowly and clearly, Examples: Speaking slowly and clearly, Examples: Speaking slowly and clearly,
modeling the language you want modeling the language you want modeling the language you want modeling the language you want
students to use, and providing samples students to use, and providing samples students to use, and providing samples students to use, and providing samples
of student work. of student work. of student work. of student work.

Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used: Other Techniques and Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play ___Gamification/Learning throuh play
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation in doing collaboration/cooperation in doing collaboration/cooperation in doing collaboration/cooperation in doing
their tasks their tasks their tasks their tasks
___ Audio Visual Presentation of the ___ Audio Visual Presentation of the ___ Audio Visual Presentation of the ___ Audio Visual Presentation of the
lesson lesson lesson lesson