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Daily Lesson Log

(Pursuant to DepEd Order No. 42, s. 2016)

SCHOOL NAME LUPIGUE INTEGRATED SCHOOL GRADE FIVE


TEACHER VINA C. VILLANUEVA LEARNING AREA SCIENCE
TEACHING DATES AND TIME week 1 to QUARTER THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and conneced to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate understanding of


A. Content Standards motion in terms of distance and time

The learners should be able to propose an unusual tool an or device


B. Performance Standards using electromagnet that is useful for home school or community

C. Learning Competencies
Give example of standard units in Identify appropriate measuring tools in Use different measuring tools and
Enumerate factors affecting motion of
Identify types of motion measuring time and distance of objects measuring time and distance of standard units in measuring time and
objects.
S5FE-IIIb-2 in motion. objects in motion. Distance of objects in motion
S5FE-IIIb-2
S5FE-IIIb-2 S5FE-IIIb-2 S5FE-IIIb-2

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
Motion Motion Motion Motion Motion

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teachers Guide Pages Curriculum Guide p. 32 CG p32 CG p32 CG p32 CG p32


Sci-Bytes, Worktext in Science 5 pp. 242 243
2. Learners Materials pages Science for Active Minds 5 p. 205
Cyber Science Worktext in Science and
Cyber Science Worktext in Science and
3. Text book pages Technology 5 pp. 215 219
Technology 5 pp. 215 219
The New science Links 5 pp. 207 - 212
https://youtu.be/DqksorBxSKM
4. Additional Materials from
Learning Resource (LR) portal

Video presentation, pictures, worksheet, manila paper, metacards, DLP, strips of Video presentation, pictures, worksheet,
B. Other Learning Resources marker paper
manila paper, metacards, DLP manila paper, metacards. DLP
marker
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
Activity: Let us Act! Directions: Supply the missing word to
Approach: Collaborative Inside the mystery box the pupil will act what is written in a
strip of Write the word TRUE if the statement complete
sentences.
the following
Strategy: Jigsaw paper. correct and FALSE if it is not. 1. The unit for measuring distance is Approach: Collaborative
A. Reviewing previous lesson or Suggested Activity: TDAR 1 kick a ball
1. Force is pull only
2. hit a marble with a ruler _________ or ________. Strategy: Jigsaw
presenting the new lesson Encourage volunteers to share their 3. blow the paper 2. Rolling, sliding and static are kinds of 2. The unit for measuring time is _________ Suggested Activity: TDAR
4. flick a coin with your finger Encourage volunteers to share their
assignment. 5. pull the chair friction or ___________.
What is energy? What are the two What did pupil 1 do? What did he/she apply to the ball? 3. Motion is the change in an objects 3. The rate of motion or the rate of change in assignment.
How about pupil #2, what did he/she do? What did he/she position is called
types of energy? apply position
to the marble? to the paper? to the coin? to the chair?

Activity: Word Hunt! .Identify each picture and tell in what way
Activity: Lets Compare! each one is used.
Procedure: Look for the word about measuring Activity: Gallery Walk!
1. Call a small boy and a big boy in class. units. Encircle each one.
Balance a 2. Ask them to push the teachers table one at a time in 10 List some locations that are about 1km
B. Establishing a purpose for the ball on the table. Is the seconds
Ask:
from our school. How long do
lesson ball moving? Who do you think was able to push the table farther? you think it would take you to walk a
How could we be able to move the Who exerted less effort/force to pull?
Does the size of the body affect the force to be exerted to
km? Go around and compare
ball? What do we need to do? push your answers with your classmates.
the table? Prove your answer.
Group Activity: Just for Fun?
I. Problem: What are the factors affecting motion of objects? Approach: Inquiry-Based Let us do some measurements to see what exactly we need to do Group Activity
II. Materials: three identical small toy cars when we need measure distances or lengths. Approach: Collaborative
III. Procedure:
Activity: AICDR (Ask, Investigate, Create, Discuss, Approach: Inquiry-Based Strategy: Jigsaw
Activity Proper: Video-Based Instruction Reflect) Activity Proper: Lets Investigate! How Activity: TDAR
1. Do this activity with five groups. Activity: AICDR (Ask, Investigate, Create, Discuss, Reflect)
https://youtu.be/DqksorBxSKM Fast can It Go! Objective: Measure the distance, the time and the speed of a Activity Proper: Let us Travel!
2. Follow the rules. I. Problem: How is the speed of objects in motion measured?
I. Problem: What are the different types of motion? 3. Play the game fairly. Have fun! Form groups with 6 members each. marble. II. Materials: Manila paper, meter stick, two bottle filled with water, timer,
C. Presenting Examples/instances II. Materials: video about the types of motion IV. Observation I. Problem: What are the standard units in
I. Problem: What is needed to get an accurate measurement of three
distance?
III. Procedure: Questions: measuring time and distance of
Model pupils
of new lesson 1. Watch and listen to the video presentation. How did you find the activity?
objects in motion?
II. Materials: table or desk in the classroom
string
III. Procedure:
1. Look for a place outside the classroom where you can walk for more
2. Write down important details about the topic Was it easy to blow the car up to the finish line? III. Procedure: than 10 meters from one point to another.
What strategies did your group apply in order to win? 5. Share ideas on how to answer the 2. Mark the empty bottles as A and B to be used as your reference
presented in the Part I
Did the body built of the group members help the group to problem/question. Talk about your research work 1. Form groups with 6 members each. points. Assign three pupils who can walk from starting point to the 10
video. win? to come up with a presentation. 2. Using your foot as a unit of length, measure the length and the meter point, a time keeper, and as an observer.
IV. Data Presentation V. Conclusion: 6. Prepare for a group presentation. width of the classroom. It is possible that while measuring these, 3. Put bottle A at the starting point and measure up to 10 meters. Put
bottle B at the 10-meter point. Observe reference points that you can
I learned that _______________________________ you may find some remaining unmeasured because they are use to observe that
I therefore conclude that_______________________ smaller than your foot. the model pupil is in motion.
1. Peer sharing of answers 3. Use a string to measure the length of a part of your foot as you 4. Let the model pupil #1 walk in normal pace from bottle A towards
did before. Record your observation in Table 1 bottle
2. Checking of worksheets 1. Group reporting/Presentation Part II B while the timekeeper takes note of the time in seconds. Record the
1. This time use your hand span as a unit to measure the width of number of seconds that the model has walked from bottle A to bottle B.
1. Group reporting/Presentation of the 1. Group reporting/Presentation of the
D. Discussing new concepts and 3. Verifying the results by
output
of the output output
a table or a desk in the classroom.
1. Peer sharing of answers 5. Let the model pupil # 2 do step 4 and record the number of seconds.
2. You may also find that you need a string with the length equal 6. Let the model pupil # 3 do step 4 and record the number of seconds.

practicing new skills #1 replaying the video and pause in 2. Sharing of results of the activity 2. Sharing of results of the 2. Sharing of results of the activity
to2. Group reporting
your hand span and fractions of this strings length to make the
IV. Observations
Fill up the table below to show your observations
Look at the formula below
each type activity measurement. Record your observation in Table 2.
IV. What have you found out?
V. Questions:
Who among the pupils walked the fastest?
of motion Table 1: Length and Width of the Classroom Who among the model pupils walked the slowest?
What is the Activity
Paired average distance walked by the models? Which
What is thetraveled
vehicle average time
the spent in walking?
fastest? _______ What is the speed?
What is the average speed of the motion?
How did you determine the average _____
speed?
E. Discussing new concepts and The teacher leads the pupils to Which vehicle traveled the slowest? ______ What is the
V. Conclusion
Teachers input through PowerPoint Teachers input through powerpoint speed? _____
I learned that ______________________________________
practicing new skills #2 Teachers input through PowerPoint
summarize their answers in the Activity: Lets Investigate! I therefore conclude that _____________________________
Presentation
I. Problem: How do forces affect motion?
presentation presentation
table II. Materials: coin, feather, meter stick
III. Procedure:
1. Get a coin. Throw the coin upward and let it fall to the ground.
Observe what happens.
2. Slide the coin on the floor. Infer why the coin slows down and Brain Buster!
stops. Directions: Answer the questions quickly.
3. Prepare a feather and a coin. Hold the feather and the coin 2 1. A change in position with relevance to a reference point is
Answer the following questions briefly.
F. Developing mastery meters called 1. Why cant a pace or a footstep be used as
above the floor or ground. Observe which one will reach the 2. To find the speed of an object, you need to know _______
ground first if you drop the feather and the coin at the same a standard unit of length?
(Leads to Formative Assessment) time.
and time.
3. The length of time that passes from one event to another is 2. Why cant you use an elastic measuring
IV. Observation: 4. When the speed of an object does not change, the tape to measure the distance?
Have students demonstrate indoor 1. Which object reached the ground first?
2. What kind of force causes the coin to fall to the ground?
speed
Is said to be ___________
activities. Let them identify the type Describe it. Study the diagram
5. To determine thebelow .Answer
distance the guide
travelled by an questions.
object, the Guide
speed
of motion present in each activity Friction
3. is useful
Why did the and
coin rolling sometimes
on the harmful.
floor slow down and stop? In Questions:
Is ___________ by the time.
4. What kind of force opposes the motion of the feather. 1. If you were to go to your friends house, draw an arrow to When did you take the trip? Where did you
human, friction in What do you think might happen if the
G. Finding Practical applications of V. Conclusion:
Relationship means disagreements,
________________________________________
show which route or
way youll take that route? Why will you take that route?
go? How long did the trip take?
concepts and skills ________________________________________
quarrels, or misunderstanding.
2. If you follow the streets, is there more than one route that What interesting or unusual things did you speed the car is very fast? very
would be the same? see or do? How far did you
Can you reduce friction among family 3. Could you go from A to B by shorter route and do not follow slow?
What are the types of motion? the streets? travel?
members and friends?
Children will enumerate their output.
Expected answers:
1. Rectilinear Motion the movement of the object What are the factors affecting motion of
along a straight line. objects? What did you learn today? How is the speed of objects in motion
What are the measuring tools in measuring
H. Making generalizations and 2. Circular Motion object moves around a fixed A force is a push or a pull. Gravity and What are the examples of standard
time and distance of the
measured?
point such that its distance from the center remains friction are the factors units in measuring time and distance motion of an object? What units are used to express the
the same affecting motion. Kinds of friction are rolling,
3. Periodic Motion motion that repeats itself alter
of objects in motion? speed of an object in motion?
sliding and static.
definite time intervals
4. Rolling Motion combination of rectilinear
What are the types of motion?
Children will enumerate their output.
Expected answers:
1. Rectilinear Motion the movement of the object What are the factors affecting motion of
along a straight line. objects? What did you learn today? How is the speed of objects in motion
MONDAY What are the measuring tools in measuring
2. Circular Motion object moves around a fixed A force is a push TUESDAY
or a pull. Gravity and What are the WEDNESDAY
examples of standard THURSDAY measured? FRIDAY
time and distance of the
abstractions about the lesson point such that its distance from the center remains friction are the factors units in measuring time and distance motion of an object? What units are used to express the
the same affecting motion. Kinds of friction are rolling,
3. Periodic Motion motion that repeats itself alter
of objects in motion? speed of an object in motion?
sliding and static.
definite time intervals
4. Rolling Motion combination of rectilinear
motion and circular motion.
Directions: Read and analyze each sentence.
MONDAY TUESDAY WEDNESDAY THURSDAY Circle the letter of theFRIDAY
Directions: Encircle the letter of the correct answer. Directions: Write T if the statement is True and F if correct answer.
Directions: Write T if the sentence is True and F if the 1. Which of the following is a measure of speed? 1. Which of the following shows a fast speed?
statement is A. km B. min C. m/s D. cm
it is False.
1. Acceleration cant take place without a force. A. 5m/s B. 4 m/s C. 2 k/h D. 1km/h
Identify the types of motion in each activity. False. 2. Which is an ideal reference point?
2. What is the speed of a ball that moves to about
1. You can tell if an object moved even without a reference A. a colored object 2. The acceleration is less when the mass of the
1. walking point. B. a nonmoving landmark object is greater. 10 meters in 2 seconds?
2. writing on the blackboard 2. An object is said to have moved if it changed its position. C. a person running
3. The acceleration is greater when the force is A. 20 m/s B. 5 m/s C. 1 m/s D. 50 m/s
I. Evaluating Learning 3. earth moving around the sun 3. Motion takes place over time. D. a cloud in the sky
greater. 3. Which of the following shows the slowest
3. Riza is walking along a sidewalk. Which of the following
4. Position and motion can make sense even without a velocity?
4. ball moving on a ground frame of
sentences is 4. The acceleration is lesser when the force is
5. players playing on a football ground true. greater. A. 20 km/h north C. 10 km/h south
reference. A. Riza is moving with respect to the building at the corner?
5. The actual position of an object from a reference point is B. Riza is moving with respect to another person who is walking 5. When the force is applied to an object, the object B. 5 km/h north D. 50 km/h south
changed. beside accelerates in the 4. What is the basic unit for measuring time
her. Applied force. A. hour B. minute C. second D. month
From
C. Riza theisschool gate, with
not moving create two paths
respect to thebetween two points
sidewalk. 5. What is the basic unit for measuring distance?
Make a design of an amusement park with at going toisour Choose
D. Riza
room.
not moving with respect to the sun.
4. What is elapsed time? Interview someone at home about the longest trip he/she has
A. hour B.aminute
vacation spot that
C. second you would like
D. month
least four different rides. Measure
A. It is thethe length
time fromofsun
oneupoftoyour
sun steps,
down. and then walk these taken. Write to visit on a road trip. Use a
For each ride include the different types of paths.
B. It is the time between two specific events. a report about the persons trip. Use the sample questions below: road map to plot your route. Determine the
J. Additional activities for Make a journal about factors affecting Count
C. It is the
the number of steps
final recorded you take and record the time it takes
time. When you take the trip?
motion. Write a reflection on you
D. It to
is the initial recorded time. distance and driving time based
application or remediation how the amusement park highlights the motion. walk eachcovers
5. A biker path. a distance of 150 km in five hours. What is the
Where did you go?
How long did the trip take? on traveling with an average speed of 90
1. Which path is shorter? How long is this path in meters?
bikers What interesting or unusual things did you see or do?
material discussed in the 2. Calculate your speed for the shorter path in m/s.
speed? How far did you travel?
km/h. Prepare a poster with
lesson. 3.
A. Draw
15km/h the distance-time graph of your motion for this path. pictures and route information.
B. 30 km/h
C. 45 km/h
D. 60 km/h
V. REMARKS
Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
VI. REFLECTION questions.

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 these 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?

Inspected by:

CRISPIN M. BUENSUCESO
(Signature of School Head over Printed Name)
Daily Lesson Log
(Pursuant to DepEd Order No. 42, s. 2016)

SCHOOL NAME LUPIGUE INTEGRATED SCHOOL GRADE FIVE


TEACHER VINA C. VILLANUEVA LEARNING AREA SCIENCE
TEACHING DATES AND TIME week 2 to QUARTER THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and conneced to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learners demonstrate understanding of motion in terms of distance and time

B. Performance Standards The learners should be able to propose an unusual tool or device using electromagnet that is useful for home school or community

C. Learning Competencies
The learners should be able to describe
The learners should be able to discuss the motion of an object by tracing and
The learners should be able to explain The learners should be able to illustrate
the importance of using appropriate measuring its change in position WEEK 2 Day 5
how to compute for speed of an object the motion of an object
tools and standard unit (distance travelled) over a period of Lesson 10: Summative Test
S5FE-IIIa-1 S5FE-IIIa-1
S5FE-IIIa-1 time
S5FE-IIIa-1

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT Measuring time and distance using standard Motion: Measuring time and distance using Motion: Measuring time and distance using Motion: Measuring time and distance using
units standards units standards units standards units

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teachers Guide Pages

2. Learners Materials pages


Cyber Science Worktext in Science and Technology 5,
The New Science Links 5 pp. 207 220 Cyber Science Worktext in Science and Technology 5, Cyber Science Worktext in Science and Technology 5,
3. Text book pages e. Cyber Science 5 pp. 223 225 Nicetas G. Valencia et. al., pp. 216 220
Nicetas
Nicetas G. Valencia et. al., pp. 218 - 220
G. Valencia et. al., pp. 223 226
https://www.youtube.com/watch?
4. Additional Materials from https://www.youtube.com/watch? https://www.youtube.com/watch? v=HcmL4RVAi1I
Learning Resource (LR) portal v=rfeVlNL7d9U v=_nAKwhZyXnw https://www.youtube.com/watch?
v=rfeVlNL7d9U
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

activity sheet, chart, powerpoint Chart, activity sheet, pictures, Video presentation, activity sheet, activity sheet, video presentation,
B. Other Learning Resources presentation PowerPoint presentation, laptop chart, PowerPoint presentation, laptop PowerPoint presentation, laptop
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
Complete the table by writing the Write the word FACT if the statement is Write True if the concept is correct and False if it is Inside the mystery box are problems about Review previous lesson
correct and word BLUFF if it is incorrect. wrong. speed .Pupil will pick one and they will solve it on
appropriate measuring tools and unit 1. Objects need force to be in motion. the board.
of measures to measure the following 6. Kilogram is the standard of unit for weight.
2. Objects in motion always change in position. 4. A car can travel 50 meters in 10 seconds. What
A. Reviewing previous lesson or 7. Using the proper measuring instruments
objects 3. Anything that stays stationary can be used as is its average speed.
give exact measurement. reference point. 5. If a cyclist travels 30 kilometers in two hours, the
presenting the new lesson 8. Centimeter is used for measuring short 4. A reference point can tell if an object moves. average speed is
distances. 5. A reference point must move along with the 6. A car travels 240 kilometers for 6 hours. What is
9. The SI unit is accepted all over the word. object in motion. the speed?
6. Motion refers to the changing position of an 7. A bird flies towards North Luzon at 72 meters for
object 8 seconds. What is the speed of the bird?

The teacher will call the shortest and the tallest A video presentation: A video presentation Establishing a purpose for the lesson Direction: Read each item carefully then choose the letter of
pupils in the class and will let them to measure the correct answer.
https://www.youtube.com/watch? https://www.youtube.com/watch? A video presentation 1. A duck flies 60 meters in 10 seconds. What is the ducks
the length of a piece of wood using their body https://www.youtube.com/watch?
parts. The teacher will record the measurement v=rfeVlNL7d9U v=_nAKwhZyXnw speed?
A. 600 m/s C. 6 m/s
v=HcmL4RVAi1I
on the board. What have you seen in the video What can you say about the video? B. 50 m/s D. 70 m/s
B. Establishing a purpose for the How will you describe the presented? What is speed?
What have you observed in the video 2. A beetle crawls 2 cm/minute for ten minutes. How far did
lesson measurement of the two pupils? presented? it crawl?
Why do you think their measurements vary? What is motion? How do we calculate the speed of an What are the kinds of motion? A. 8 centimeters C. 20 centimeters
What shall we do to obtain accurate object? How do they differ?
B. 5 centimeters D. 30 centimeters
3. A force is described as...
measurement? How will you illustrate each kind of motion? A. A push only C. A push or a pull
B. A pull only D. none of the above
Collaborative Approach (TDAR) 4. The basic SI unit of length is the ______.
Collaborative approach Group Activity: Lets Move It
Group Activity (Inquiry based): Lets Measure and Compute
VI. Problem: How is the speed of an objects in motion
Collaborative approach A. Meter C. inch
Group Activity: Explain me! VI. Problem: Describe the motion of an object
VII. Materials: Stop watch, bag, Toy car measured? Group Activity: Lets Draw it B. Foot D. mile
I. Problem: Discuss the importance of using VIII. Procedures: VII. Materials: meter stick, two bottle filled with water, timer,3 VI. Problem: Draw the motion of objects 5. A bicycle has an average speed of 2 m/s. This means
1. From the starting point, push the car so that it travels certain model ____.
appropriate measuring tools and standard distance. pupils VII. Materials: manila paper, pencil, crayon A. It can travel 4 meters in 2 seconds
2. Measure and record the distance it travels.
C. Presenting Examples/instances units 3. From the reference position, push your bag to the right. Record the distance it VIII. Procedure: VIII. Procedure: B. In 1 second, it travel 1 meter
2. Look for a place outside the classroom where you can walk for
V. Materials: Activity sheet travelled for 10 seconds.
6. Work in groups with five to six members. C. It takes 2 seconds to travel 1 meter
of new lesson VI. Procedure:
4. Drop the books for at least one meter. Record the time it reaches the floor
5. Pull your chair sideward. Observe what happens?
more than 10 meters from one point to another.
3. Mark the empty bottles as A and B to be used as your Observe the pictures and illustrate the
D. It can travel 2 kilometers in one hour
6. A cyclist travels 40 km in 2 hours, what is his average
IX. Data and Observation
reference
3. List down on the table the advantages of Questions: points.
motion of the objects shown in each picture. speed?
1. What happened to the car? bag? A. 80 km/h C. 20 km/h
using appropriate measuring tools and unit of 2. How long does it take the book to reach the floor? 4. Assign three pupils who can walk from starting point to the 10
B. 60 km/h D. 10 km/h
3. What is the distance travelled by the bag for 10 seconds?
measures 4. What did you apply to make the objects move? meter point. 7. What is the basic unit for measuring time?
4. Data and Observation 5. When do we say that the object is moving?
6. What is motion? 5. Put bottle A at the starting point and measure up to 10 meters. A. Hour C. second
X. Conclusion: Put bottle B at the 10 meter point. Observe reference points B. Minute D. month

Group Reporting / Presentation Group Reporting / Presentation of the 6. Let the model pupil # 1 walk in normal pace from bottle A
that you can use to observe the model pupil is in motion.
Group Reporting / Presentation Group Reporting / Presentation of the 8. Which of the following affects the motion of an object?
A. Gravity C. force
of the Output Output towards bottle B while the timekeeper take note of the time in
of the Output
seconds. Record the number of seconds that the model has
Output B. Friction D. all of the above
9. You want to measure how far is the distance of your
Sharing of results walked from bottle A to bottle B. Sharing of results
D. Discussing new concepts and Sharing of results Sharing of results
7. Let the model pupil # 2 and 3 do step 5 and record the number
school to the Brgy hall, what unit of measure is appropriate
to us?
of seconds.
practicing new skills #1 IX. Data and Observation
A. cm B. km C. m D. mm
10. What causes the object that moves along a surface to
Questions:
c. Who among the pupils walked the fastest? Slowest? slow down and eventually stop?
d. What is the average distance walked by the models? A. friction C. gravity
e. What is the average time spent un walking? B. energy D. force
2. Answer these questions: (Think Pair Study the pictures carefully. How do you
already moved? Answer the following questions below
know that the girl has Study
f. What isthe table speed
the average below and
of the fill in the missing Watch the video and illustrate the
motion? 11. Which illustration does not shows object in motion
Share) 1. What objects in the surrounding can you use as data.
g. Round
How did your answer
you determine the speed? to the nearest
Average speed? motion of the objects shown on it. A. C.
h. What units are used to express the speed of an object in B. D.
E. Discussing new concepts and a. Why do you think there is standard unit reference point to
2. What made you think
tell that the girl has moved? hundreds.
motion? https://www.youtube.com/watch? 12. What is the basic unit for measuring distance?
for measuring the length? distance?
practicing new skills #2 that the girl has moved?
3. Can you describe how the girl has changed her position from
v=rfeVlNL7d9U A. hour B . kilometer C. second D. milimeter
13. Which illustration shows the movement of the hula hoop
speed? time? the gate of the house? around your body?
b. What are the disadvantages of using 4. Using the vehicle as your reference point, where will the A. C.
non-standard unit of measures in getting position of the girl be if she walked a few more steps?
5. What happens to the position of an object when there is
B. D.
the length, speed or distance travelled by motion? 14. What is the formula for finding the speed of an object?
A. Speed = distance/time C. speed = force /time
an object?
Direction: Write FACT if the statement is correct How do you describe motion? Complete the Think Pair Share Complete the table below B. Speed = work/ time D. speed = time/distance
and
c. Why BLUFF
do you think elastic measuring graphic organize Answer the following: 15. You are racing a cart down the hallway. If you go 10
if it is incorrect. 1. What is the speed of the delivery man who meters in 5 seconds, what is your speed? (Remember
F. Developing mastery tape cannot be used to measure the
6. Using measuring devices gives precise and travels on his bicycle on a straight flat road in a speed equals distance divided by time.)
distance? A. 2 meters per second C. 50 meters per second
(Leads to Formative Assessment) exact measurement. subdivision for 100 meters in 20 seconds?
B. 2 miles per hour D. 5 meters per second
7. Using non-standard measuring instrument will 2. If a total distance of 750 m is covered in a time 16. Why is it important to use appropriate instrument in
give inaccurate measurement. interval of 25 s,the average speed is ______? measuring?
8. Standards of measurement help people A. It gives exact measurement.
Your teacher ask you to
process their data accurately. measure the Why is the movement of an object Many accidents are happening on the Reflective approach B. The measurements vary.
distance of your classroom
9. The International System ofto the(SI Unit) is important?
Unit streets like collision of vehicles What do you think life would be if the objects C. Using nonstandard measuring instrument will give
inaccurate
G. Finding Practical applications of school
accepted canteen. What
only in the will you do? Why?
Philippines. Cite instances that show the importance with one another, why do you think this that tend to move stop moving? What will measurement.
What
10. measuring
Kilometers tools
is use and
to measure long distances. happen? you do? D. Both a and c
concepts and skills unit of measure will you use?
of motion in our daily life.
How can we prevent this? 17. What instrument will you use if you want to measure the
length of your pencil?
Why is it important to drive safely and A. tape measure C. ruler
slowly? B. meter stick D. zigzag rule
18. Force is measured in which units?
Why is it important to use appropriate How will you describe the motion of an object?
Background Information of the Teacher
c. How is the speed of objects in motion Motion can be classified into linear or straight A. degrees B. meter C. gram D. newton
measuring instrument and standard When you apply force on any object, the object will move and measured? line motion and nonlinear or curvilinear 19. Speed is the rate of motion and expresses as a

H. Making generalizations and unit of measurement?


change its position. motion. Curvilinear motion can be projectile, measurement of
Motion is a change in position measured by distance and time. d. What units are used to express the distance moved during a period of time. Which of the
Motion depends on the distance travelled and the length of time. speed of an object? wave, circular or elliptical. following shows
When an object changes position over time when compared the correct unit of speed?
with a reference point we say that the object is in motion. A. meter C. meter per second
All movement are compared with a background that is B. kilometers per hour D. both B and c
inaccurate
measurement.
D. Both a and c
17. What instrument will you use if you want to measure the
length of your pencil?
A. tape measure C. ruler
B. meter stick D. zigzag rule
18. Force is measured in which units?
Why is it important to use appropriate How will you describe the motion of an object?
Background Information of the Teacher
c. How is the speed of objects in motion Motion can be classified into linear or straight A. degrees B. meter C. gram D. newton
measuring instrument and standard When you apply force on any object, the object will move and measured? line motion and nonlinear or curvilinear 19. Speed is the rate of motion and expresses as a
MONDAY
unit of measurement?
change its position. TUESDAY WEDNESDAY motion. Curvilinear motion can be projectile, measurement
THURSDAY of
FRIDAY
Motion is a change in position measured by distance and time. d. What units are used to express the distance moved during a period of time. Which of the
Motion depends on the distance travelled and the length of time. speed of an object? wave, circular or elliptical. following shows
abstractions about the lesson When an object changes position over time when compared the correct unit of speed?
with a reference point we say that the object is in motion. A. meter C. meter per second
All movement are compared with a background that is B. kilometers per hour D. both B and c
assumed stationary. This background is called a point or frame of 20. Which of the following is the disadvantage/s of using
reference. nonstandard
Motion can be classified into linear or straight line motion and
measuring instrument like body parts?
non linear or curvilinear motion.
A. Using measuring devices give precise and exact
measurement.
B. Using nonstandard measuring instrument will give
inaccurate measurement.
C. Standards of measurement help people process their
data accurately.
D. all of the above
21. Which of the following drawings are example of motion?
A. C.
B. D. all of the above
22. A car is sailing from the port. Compared to which
reference point is
the ship in motion?
A. the sea C. the captain of the ship
B. the port D. the cargo the ship carries
23. Riza is walking along a sidewalk. Which of the following
sentence is
true?
A. Riza is moving with respect to the building at the corner
B. Riza is moving with respect to another person who is
walking
beside her.
C. Riza is not moving with respect to the sidewalk
D. Riza is not moving with respect to the sun
24. A biker covers a distance of 150 km in five hours. What
is the
bikers speed?
A. 15 km/h B. 30 km/h C. 45 km/h D. 60 km/h
25. Which is an ideal reference point?
A. a colored object
B. a non moving landmark
C. a person running
D. a cloud in the sky
length of your pencil?
A. tape measure C. ruler
B. meter stick D. zigzag rule
18. Force is measured in which units?
A. degrees B. meter C. gram D. newton
19. Speed is the rate of motion and expresses as a
measurement of
distance moved during a period of time. Which of the
following shows
the correct unit of speed?
A. meter C. meter per second
MONDAY TUESDAY WEDNESDAY THURSDAY B. kilometers per hour D.FRIDAY
both B and c
20. Which of the following is the disadvantage/s of using
Why is it important to use the right Direction: Put check (/) if the objects are in Choose sheet.
the letter of the correct answer. Write the answer on your answer
Illustrate the motion of each of the nonstandard
motion and cross(x) if not 1. What is the speed of the ball that moves to about 10 meters in 2 seconds? measuring instrument like body parts?
measuring devices and unit of A. 5 m/s B. 20 m/s C. 1 m/s D. 50 m/s following; A. Using measuring devices give precise and exact
measures? Explain your answer. 1. Pulling a cart 2. Which is a unit of speed?
A. m/s B. s C. kg D. hr 1. Car in a curved path measurement.
2. Picture frame hanging on the wall 3. If you travel 80km in 2 hours, what was your average speed? B. Using nonstandard measuring instrument will give
(The pupils answer will be rated based A. 10 km/h B. 40 km/h C. 20 km/h D. 4 km/ h 2. Rotating electric fan inaccurate measurement.
3. A boy running
I. Evaluating Learning on the rubrics below) 4. Pushing a tree
4. Which of the following shows a fast speed?
A. 5 m/s B. 4 m/s C. 2 km/h D. 1 km/h 3. Running cheetah C. Standards of measurement help people process their
data accurately.
5. If a person walked at 2 m/s for 12 s he/she would travel a distance of
5. A rolling ball ______________. 4. Pendulum of the clock D. all of the above
A. 6 m B. 3 m C.4 m D. 24 m
Use Rubrics in scoring the finished 21. Which of the following drawings are example of motion?
A. C.
illustration B. D. all of the above
22. A car is sailing from the port. Compared to which
reference point is
Compose a song that will explain the How do you know that you are in motion? Answer the question briefly List down some materials at home that are moving the ship in motion?
Imagine that you are a member of the cycling 1. If sound travels at a speed of 330m/s and you then draw the motion of these materials.
importance of using appropriate hear a thunder 3 seconds after you see a lightning,
A. the sea C. the captain of the ship
B. the port D. the cargo the ship carries
measuring devices and unit of team of your barangay.
what is the distance of the lightning? 23. Riza is walking along a sidewalk. Which of the following
J. Additional activities for Show yourself in motion. Draw your
measures. 2. Danny runs 8 kilometers in 1. 25 hours. What is sentence is
reference points. Describe how Dannys average speed? true?
application or remediation you set yourself in motion. A. Riza is moving with respect to the building at the corner
B. Riza is moving with respect to another person who is
walking
beside her.
C. Riza is not moving with respect to the sidewalk
D. Riza is not moving with respect to the sun
V. REMARKS 24. A biker covers a distance of 150 km in five hours. What
is the
bikers speed?
Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you A. 15
so km/h
when B. 30meet
you km/hthem,
C. 45you
km/h D.ask
can 60 km/h
them relevant
VI. REFLECTION questions. 25. Which is an ideal reference point?
A. a colored object
B. a non moving landmark
C. a person running
A. No. of learners who earned 80% D. a cloud in the sky
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 these 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?

Inspected by:

CRISPIN M. BUENSUCESO
(Signature of School Head over Printed Name)
Daily Lesson Log
(Pursuant to DepEd Order No. 42, s. 2016)

SCHOOL NAME LUPIGUE INTEGRATED SCHOOL GRADE FIVE


TEACHER VINA C. VILLANUEVA LEARNING AREA SCIENCE
TEACHING DATES AND TIME week 3 to QUARTER THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and conneced to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning lessons. Weekly objectives shall be derived from the curriculum guides.

The Learners demonstrate understanding of how different objects


A. Content Standards Interact with light and sound, heat and electricity

B. Performance Standards The learners should be able to perform the activity sensibly.

C. Learning Competencies
The learners should be able to explain
The learners should be able to identify The learners should be able enumerate The learners should be able to discuss The learners should be able to illustrate
the importance of knowing that some
materials which are good the characteristics of good why some materials are good that some materials are good
materials are good conductors of heat
conductors of heat and electricity conductors of heat and electricity conductors of heat and electricity conductors of heat and electricity
and electricity
S5FE-IIIc-3 S5FE-IIIc-3 S5FE-IIIc-3 S5FE-IIIc-3
S5FE-IIIc-3

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
Conductors of Heat and Electricity Conductors of Heat and Electricity Conductors of Heat and Electricity Conductors of Heat and Electricity Conductors of Heat and Electricity

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teachers Guide Pages

2. Learners Materials pages


Cyber Science Worktext by Valencia Cyber Science Worktext by Valencia Cyber Science Worktext by Valencia Cyber Science Worktext by Valencia Cyber Science Worktext by Valencia pp233-
3. Text book pages pp233-238 pp.233-238 pp.233-238 pp.233-238 238
LRMDS Module 32
4. Additional Materials from
Learning Resource (LR) portal LRMDS Module 32 LRMDS Module 32 LRMDS Module 32 LRMDS Module 32
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Activity sheet, chart, PowerPoint Activity sheet, chart, PowerPoint presentation, real objects, activity sheets, powerpoint presentation,
presentation, real objects activity sheet, chart, powerpoint pictures activity sheets, bond paper, crayon ,
B. Other Learning Resources https://www.youtube.com/watch? presentation, real objects , pictures https://www.youtube.com/watch?v=QZPURSF5iH4 pictures.
pictures, real objects, charts,
https://www.youtube.com/watch?v=QFx6GIpsZNI realia
v=QFx6GIpsZNI
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
Through Power point presentation Direction: Identify the materials which are good Let the pupils enumerate the Get one strip of paper from the box. Tell Look at the different materials and
Form four groups. Have a contest in solving conductors of heat and electricity. Write them in whether the object written is a conductor of appliances found inside the classroom.
these problems. 1. A bird flies their proper column.
characteristics of materials of good
conductor of heat and electricity by an insulator. Which among these are conductors of heat
toward North Luzon at 72 meters for 8 seconds.
A. Reviewing previous lesson or 1. plastic glass 6. rubber and electricity?
What is the speed and velocity of the bird? completing the organizer below.
Speed = _______________________ Velocity = 2. spoon made of metal 7. paper plate (Let the pupils point the conductor on the
presenting the new lesson 3. golden fork 8. coins part in the appliance/s)
_________________ 2. A car travels
South Luzon at 240 kilometers for 6 hours. What 4. wooden ladle 9. pencil eraser
is the speed and velocity of the car? 5. needle 10.plastic spoon
Speed =_______________________ Velocity
=__________________

You have learned from our previous lesson that Present a toy robot. We have learned that some materials We have learned already that there are What do you think would happen to the
there some materials that can transfer or conduct
heat and electricity to another material. Different
What is this toy made up have characteristics that make them materials that allow heat and electricity materials around us if there will be no
materials differ in the way they conduct heat. Do of? Suppose you connect some parts of good conductors of heat and electricity. be transferred to other materials. Can conductors or insulators?.
you know of materials that are good conductors this toy in a electric socket, what would Let us now discuss the reason why by you illustrate now these materials? Lets
B. Establishing a purpose for the of heat and electricity?. Lets find out, but before happen? performing the activity. try.
lesson that, do this activity first. Think- Pair-
What makes this object a conductor of
Share
Write as many words as you can that can electricity and even heat? Lets find out.
associate with heat and electricity.

Group Activity: Which is Which?


J. Problem: What are the materials that are good
Collaborative
Strategy: Jigsaw Approach
In a small group , let the pupils engage a. Setting the Standards for doing the activity Approach : Collaborative
conductors of heat Activity : TDAR in an open discussion. Remind them b. Preparation of Materials Strategy: Jigsaw
and electricity? Group Activity: What Made Me? that no idea is silly. All ideas should c. Activity Proper Activity: TDAR
VIII. Materials: ceramic mug with hot tap water, metal XI. Problem: What are the characteristics of good Lets Make It
spoon, plastic conductors? be respectfully heard. Group Activity My Importance
C. Presenting Examples/instances 1. In a bond paper draw a picture of
spoon , paper clip, barbeque stick, wooden ladle,
aluminum foil
XII. Materials: pictures of metal chains, iron rod, carpet,
steel gate
(Pupils can refer to the activity done in household appliance. 2. Write the importance of these
of new lesson (Teacher may add other materials to be used in the activity sheet the previous lesson) 2. Color your work to make it realistic materials as a good
activity)
Questions:
Guide XIII. Procedures:
4. Look close at the picture of some materials. 3. Label the parts of the appliances that are conductor of heat and electricity?
1. Based from the activity, do all materials conduct heat? 5. Identify each one of them. conductors of electricity 3. Record your observations on the
2. How do you call materials/ objects that conduct heat?
3. Can materials that conduct heat also be a good
6. What materials are they made of?
7. Enumerate the characteristics of good conductors by
table below.
conductor answering
of electricity? Why? the following questions.
Group Reporting / Presentation Group Reporting / Presentation of the Group Reporting / Presentation Group Reporting / Presentation of the Group Reporting / Presentation of the
of the Output Output of the Output Output Output
Sharing of results Sharing of results Sharing of results
D. Discussing new concepts and Sharing of results Sharing of results
practicing new skills #1

Watch video about Conductors and Insulators Answer these questions: A video presentation Answer these questions: Answer these questions:
https://www.youtube.com/watch?v=QFx6GIpsZNI https://www.youtube.com/watch?
3. Answer these questions:
1. What common properties of chain 1. What can you say about the activity? 1. What materials are useful in
E. Discussing new concepts and h. Not all materials conduct heat and electricity, metal, iron rod and steel
v=QFx6GIpsZNI 2. Did you follow the instruction given to conducting heat and electricity?
1. Answer these questions:
practicing new skills #2 but if they can what do we call these materials? gate a good conductor of heat and
What makes metal a good conductor of heat
you in doing the 2. In what way are conductors of heat
( conductors ) electricity? activity? and electricity important?
Give other examples of good conductors of heat and electricity?
and electricity not mentioned or used in the
3. What lesson did you learn from the
activity. activity?
i. What about materials that do not conduct or
Complete Watch video about conductors and insulators Learn more about the characteristics of good conductor of Group Activity Present the following pictures through power point presentation.
transfer heat the
and concept map/web by electricity 1. Form three groups. Briefly explain the use or importance of these materials as
https://www.youtube.com/watch?v=QFx6GIpsZNI
electricity,an
writing example
what do we callof conductor
them? in)
( insulators by arranging the scrambled letters in each sentence 2. Provide the materials like pencil, pentel pen, crayon and manila conductor of heat and electricity.
What characteristic of some materials make them
F. Developing mastery the good conductor of
1. Metals are good conductor of electricity because of its
(YTIVITCUDNOC LAMREHT )
paper
3. Do the following activity My Own
Example

(Leads to Formative Assessment) circle. heat and electricity 2. Electrons flow easily through (DUCTORSCON)
3. Commonly used metal in electrical wires because of its high
Design
In a manila paper illustrate/draw a new bathroom appliance.
conductivity (REPCOP) How would you take electrical safety into consideration?
4.-5 Our body is also a good conductor of electricity because of What part of the appliance would you design using materials that
the are conductors?
Your younger brother and sister are playing To choose the best materials for use in electrical a. Whyofare
presence mostandofLARENIM
( WTERA the cooking
). utensils Why should you take into consideration What is the importance of copper, silver and
near the electric socket. They have lots of applications, some engineers specialize in made of metals? some electrical safety other metals in our ways of living?
understanding the conducting and insulating
G. Finding Practical applications of toys that made up of metal and iron. You
characteristics of materials. To carry electricity
b. Why should you not use an iron rod to using conductors? Why are electrical tools often have rubber
knew that these aregood conductors of push a live wire? handles and many electrical wire have a
concepts and skills electricity. What should you do to avoid
through building, electrical engineers use copper
plastic coating?
wire. Why?
accident that
involve electric shock?
What materials conduct heat and Based on the activity conducted, what Now I learned that What should be remembered when you have What is the importance of good
electricity? common characteristics do good _______________________________ to illustrate or draw conductors of heat and electricity?
H. Making generalizations and d. What is conductor? Insulator? conductors have? _______________________________ something?
Should you submit your work on time?
_______________________________
_________
What materials conduct heat and Based on the activity conducted, what Now I learned that What should be remembered when you have What is the importance of good
electricity? common characteristics do good _______________________________ to illustrate or draw conductors of heat and electricity?
MONDAYInsulator?
d. What is conductor? TUESDAY
conductors have? WEDNESDAY
_______________________________ something? THURSDAY FRIDAY
Should you submit your work on time?
abstractions about the lesson _______________________________
_________
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Direction: Identify the materials which are Direction: Write the characteristics of Direction: Write TRUE is the statement discus the
characteristics of
Use Scoring Rubrics for students output Direction: Read each question carefully. Write the letter of the
correct answer on the blank before each number.
good conductors of heat and materials that make them good good conductor and FALSE if not.
______1. Which among the following materials is useful in cooking
food?.
electricity. Put a check before the number. conductors of heat and electricity 1. All solid materials can transfer heat and electricity easily. A. metal spoon B. plastic cup
_______1. copper wire 2. Metals are good conductors of electricity B. aluminum casserole D. ceramic mug
3. Ductile materials like aluminum and gold are conductors ______ 2. Why is electrical wiring usually made from copper?
_______2. plastic A. Because copper is shiny.
I. Evaluating Learning _______3. iron
of heat
and electricity.
B. Because copper conducts electricity.
C. Because copper is not magnetic.
_______4. glass 4. Liquid with ions allow heat and electricity to transfer to D. Because copper is strong.
other _____3. Why is electrical wiring usually covered with a layer of
_______5. aluminum materials. plastic?
5. Copper is good conductor of electricity because of its A. To make it look pretty
B. To help electricity flow along the wire
high thermal C. To make it safe
conductivity. D. To make it strong
Compile a list of materials that are Compile a list of conductor materials Explain briefly. Make a design of your own toy Robot. Write down some important uses of
______4. The following materials use conductor of heat and
conductors found in the kitchen. Have them found in school. Opposite each 1.Why cooking pots and baking ovens Apply the knowledge you electricity to function EXCEPT one. Which is it?
metal as conductor of heat and
A. lighted candle B. lighted electric bulb
create a flyer for the local community that material, write the characteristics that are made of metals ? learned about conductors and insulators electricity in your own home
C. water heater D. washing machine.
______5. The main reason of using aluminum in cooking pans is
J. Additional activities for describes which of these items are safe to
make them good conductors of heat 2.Why non-metallic materials like in designing. because
use around electrical appliances and which A. It is a good conductor of heat.
application or remediation are not. and electricity. silicon and water are also B. It is a good conductor of electricity.
C. It has a very high density.
conductors of electricity? D. It is strong.

V. REMARKS
Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
VI. REFLECTION questions.

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 these 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?

Inspected by:

CRISPIN M. BUENSUCESO
(Signature of School Head over Printed Name)
Daily Lesson Log
(Pursuant to DepEd Order No. 42, s. 2016)

SCHOOL NAME LUPIGUE INTEGRATED SCHOOL GRADE FIVE


TEACHER VINA C. VILLANUEVA LEARNING AREA SCIENCE
TEACHING DATES AND TIME WEEK 4 to QUARTER THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and conneced to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learners demonstrate understanding on how black and colored objects affect the ability to absorb heat.

B. Performance Standards The learners should be able to perform the activities sensibly.

C. Learning Competencies
The learner should be able to describe The learner should be able to infer how The learner should be able to
The learner should be able to classify
the characteristics of black and colored black and colored objects affect the investigate how black and colored
objects as to black and colored objects. To cunduct summative test
objects. ability to absorb heat. objects affect the ability to absorb heat.
S5FE-IIId-4
S5FE-IIId-4 S5FE-IIId-4 S5FE-IIId-4

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT Effects of Light and Sound, Heat and Effects of Light and Sound, Heat and Effects of Light and Sound, Heat and Effects of Light and Sound, Heat and
Summative Test
Electricity Electricity Electricity Electricity

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teachers Guide Pages

2. Learners Materials pages

3. Text book pages

4. Additional Materials from


Learning Resource (LR) portal
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

https://www.reference.com/science/list-black-things https://www.reference.com/science/list- http://www.slideshare.net/lhoralight/k-to-12-grade- http://www.slideshare.net/lhoralight/k-to-12-grade-4-


4-learners-material-in-
http://www.slideshare.net/lhoralight/k-to-12-grade-4- black-things learners-material-in-
B. Other Learning Resources learners-material- in-
http://mentalfloss.com/article/50506/wh
science-q1q4 science-q1q4
science-q1q4 www.teachengineering.org www.teachengineering.org
www.teachengineering.org y-do-black-shirts-get-hot-sun https://www.youtube.com/watch?v=u3ttUCeKL9k https://www.youtube.com/watch?v=2KX8-7EFiiM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
Direction: Give an example of a good Fact or Bluff
Direction: Write Fact if the statement if correct and Bluff if not.
Word Splash: Game: Write examples of common black and Review previous lesson
colored objects
conductor. For every correct answer, _________1. A black object looks black because it absorbs all the Let the pupils write words related to to complete the meaning of the acronym for BLACK
wavelengths in white light. (Fact)
the pupil may open a covered letter to _________2. Colors are all equally heat absorbent. (Bluff) black objects and colored objects. and COLORED
A. Reviewing previous lesson or reveal and guess the mystery word. C _________3. Color is a result of the wavelength of light reflected Use the graphic organizer below. words.
by
presenting the new lesson ONDUCTOR that object. (Fact) B- C-
_________4. A black fabric absorbs all colors of light. (Fact) L- O-
_________5. Lighter colors are more absorbent than darker A- L-
Why are ones.
(Bluff)
C- O-
conductors important? K- R-
E-
D-
(bulls, lice, ash, charcoal, kitten)
Group yourselves according to your What makes an object appear more Imagine that it is 100 degrees Celsius (can, owl, leaf, orange, roof, eggplant, dress)
favorite color. Why is that your favorite attractive than the rest? outside.
color? (Its color) How do you stay cool? What kinds of
Today, you are going to brainstorm on clothing do you wear?
B. Establishing a purpose for the the colors of objects and Any thought to color? (Listen to pupils
lesson classify them as to black or colored. ideas.) Look at the picture and describe it. (They are the workers
that install the roof of the building.) What is the color of the
roof do they use? Why do you think they prefer to use a
white roof? (They use white color to reduce the amount of
heat energy required to keep the inside building
temperature...To prevent the building get hot.)
Approach: Inquiry-Based Approach
Strategy: Cyclic Inquiry Model and the Practical Inquiry Model
Approach: Inquiry-Based Approach
Approach: Collaborative Approach: Inquiry-Based Approach
Strategy: Cyclic Inquiry Model and the Practical Inquiry Model
Strategy: Jigsaw Method
Suggested Activity: The AIDR Activity Strategy: Cyclic Inquiry Model and the Suggested Activity: The AIDR Activity
Suggested Activity: TDAR
(Ask, Investigate, Create, Discuss, Reflect) (Ask, Investigate, Create, Discuss, Reflect)
Group Activity: How Do I Get My Color? Practical Inquiry Model
(Think, Discuss, Act, Reflect) Group Activity: Melting Race Under the Heat of the Sun
V. Problem: What are the characteristics of colored objects?
VI. Materials: 3 pieces of colored cellophane (red, blue, green)
Suggested Activity: The AIDR Activity I.absorb
Group Activity: Imagine My Color Problem: How do black and colored objects affect the ability to
heat?
C. Presenting Examples/instances 3 flashlights,4 pieces of construction paper (white, red, blue, M. Problem: What objects are black and colored?
(Ask, Investigate, Create, Discuss, II. Materials: Colored paper 4 sheets per group (white, yellow,
II. Materials: Chart, Activity sheet
of new lesson green
VII. Procedures III. Procedure Reflect) red, black), Newspaper, Scissors, Clear tape, 4 ice cubes per
group, Sunny day or a heat lamp/alcohol lamp
4. Cover the head of each flashlight with cellophane.
5. Turn on the flashlights and point them at the white paper.
Group Activity: Team Black and
1. Study the list of objects in the chart. III.Procedure
1. Prepare four sheets of colored paper (white, yellow, red,
3. Then point the flashlight with the other paper. Colored vs Team White
2. Discuss with your group members their usual or black), cut and fold the sheets into boxes. Week 4 Day 5
Red light green paper common color. Lesson 20: Summative Test Number 2
Green light blue paper I. Problem: How do black and colored 2.exposed,
3. Record your answer on the table.
Hand out newspaper and spread the newspaper in an
sunny place outside, or under a heat lamp. I. Directions: Read each question carefully. Write only the letter of the
correct answer.
Blue light red paper objects affect the ability to absorb heat? 3. On the newspaper, place the boxes side by side with the
4. Data and Observation 1. Which of the following DOES NOT belong to the group?
4. Repeat step 2 and use the 3 different colors together. opening facing away from the sunlight so pupils can see inside.
VIII. Data and Observation II. Materials: 2 identical glasses, water, 4. Get four ice cubes and place one ice cube in the center of
Questions A. aluminum C. copper
4. Group reporting 1. Group
1. Which reporting
1.
objects Group
are black? reporting 1. Group reporting B. plastic D. iron
Questions
black construction paper, white each colored box. 2. Some materials which allow an electric current to flow through them
1. What colors do you see?__________________ 2. Sharing of results of the activity.
__________________________________
2. Sharing paper, of results 2.
5. Sharing
Let ofsitresults
the ice cubes of the
in the sun until activity.
they have melted. Check
tape, of the are called ____________ of electricity.
5. Sharing of results of the
2. What happens when you looked at the papers through the construction thermometer, them every few minutes and record which ice cubes melted first, A. insulators C. conductors
different colored cellophane?______________________ 2. Which objects are colored? second, third and fourth. B. convectors D. radiators
D. Discussing new concepts and activity.
3. What color is formed when you combined all the three colors? activity.
a sunny day
________________________________ 6. Record your data in the worksheet chart. 3. Materials that block an electric current from flowing are called
____________.
practicing new skills #1
________________________________________________
4. What color of light beams did you combine to produce a white
III. Procedure A. insulators C. conductors
light?____________________________________________ 1. Find two identical glasses. B. convectors D. radiators
4. Why are electric wire usually made up of copper?
V. Conclusion:
I therefore conclude that ___________ 2. Cut black construction paper to the A. Because copper is a good insulator.
B. Because copper is a good conductor.
Who among you have been to a Discussing new concepts and practicing Watch samethis height
video as
clipone
to findofout
thehowglasses.
black and Watch this video clip to find out how black and colored C. Because copper is a poor insulator.
objects absorb D. Because copper is a poor conductor.
Safari? Would you like to go on a new skills #2 3. Wrap
colored the black
objects absorb construction paper
and lose heat. 5. Which is the best conductor of electricity?
heat
around(https://www.youtube.com/watch?
the glass so it covers the entire (https://www.youtube.com/watch?v=_SiSDcN9TBE) A. aluminum C. gold
E. Discussing new concepts and Safari? 1. Answer these questions: v=u3ttUCeKL9k) B. copper D. silver
outsidethese surface as well as the top. Thermoscope - Experiment to prove that black substances 6. Which of the following is an insulator?
practicing new skills #2 Come on and watch this interactive Why do objects appear black? Answer questions: absorb heat faster Science A. iron C. water
Why do objects appear colored? 4.What
1. Tapeis the paper
the effect in place
of black around
and colored the to Answer these questions:
objects B. rubber D. aluminum
song video and identify the black 1. Which tin can has higher temperature? Why? 7. The main reason for using aluminum to make cooking pans is
glass to hold the paper in place.
heat absorption?
2. Which tin can has lower temperature? Why?
because:
and 2. What is the effect of white objects to heat
5. Repeat steps 2-4 with the second A. It is a good conductor of heat.
B. It is a good conductor of electricity.
colored objects found in there. absorption?
glass with the white construction paper. C. It has a very high density.
D. It is very strong.
(https://www.youtube.com/watch?
What black objects are found in a Complete the color wheel with examples of What6. Fillmight
bothbeglasses
the influence of color and its
with water. Make How does the color of an object affect the 8. You can protect yourself from the harmful effects of conductors by
objects represented by each color in the relationship to heat? ability to absorb heat? using ___________.
v=8mLRmZmR3vM)
Safari? Color Songs - sure they have the same amount of
Can you think of any instances in which the color Debate on the reason why ice chest or A. conductors C. convectors
F. Developing mastery Let's Spell
What Black
are their characteristics?
color wheel and black whee
water
of in them,
something makes and make sure
a difference in howyou
hot ituse
gets
B. insulators D. radiators
9. Which of the following materials are good conductors of heat?
Styrofoam are always in color
(Leads to Formative Assessment) in
thethesame
sun? temperature of water in both
white and not in black.
A. ceramic cups, disposable glass, silver
B. iron nail, silver, copper
Listen to student ideas.
glasses. Wearing white vs. black clothing on
Possibilities:
C. glass, cloth, paper
D. aluminum, plastic, rubber
7. Take days.
superhot the temperature of the water in 10. Which among the following materials is useful in cooking food?
A. ceramic mug C. aluminum casserole
What insight have you learned about Youve just classified the black objects from Youve
each
Flat just found
glass
rooftops and out
sealed write how
in black downblack
tar andstarting
vs. the
white colored Youve just investigated how black and
polymer B. metal spoon D. plastic cup
the importance of colors in our colored objects. objects
material. affect the absorption of heat. colored objects affect the absorption of heat. 11. Why is electrical wiring usually covered with a layer of plastic?
or initial temperature. A. To help electricity flow along the wire
G. Finding Practical applications of environment? During summer or hot days, what color of If you live where it is sunny and hot all the
8. Place both glasses outside in the
Which color would be the best help to keep B. To make it look better
shirt is more advisable to time, what car will you use, a white one or a the ice cubes from melting too quickly in the C. To save electricity
concepts and skills use? sun.
black one? Why? sun?
D. To make it safe
12. What colors are reflected when an object appears black?
A. none C. red and blue
Which makes you feel better? Why? B. all colors D. black
13. Which object would absorb the most light and heat?
A. black shirt C. green leaf
What did you learn today? What did you learn today? What did you learn today? What did you learn today? B. red apple D. white car
14. Which object would reflect the most light?
What are the characteristics of black What are the common black and How does black or colored object affect How does black or colored object affect the A. black shirt C. green leaf
B. red apple D. white car
H. Making generalizations and and colored objects? colored objects that we usually the ability to absorb it? ability to absorb heat? 15. If red and green lights are shining on a red apple, what happens to
the red and green lights?
encounter? A. Both are absorbed.
B. Both are reflected.
C. Red is reflected and green is absorbed.
D. Green is reflected and red is absorbed.
A. To help electricity flow along the wire
B. To make it look better
C. To save electricity
D. To make it safe
12. What colors are reflected when an object appears black?
A. none C. red and blue
B. all colors D. black
13. Which object would absorb the most light and heat?
A. black shirt C. green leaf
What did you learn today? What did you learn today? What did you learn today? What did you learn today? B. red apple D. white car
14. Which object would reflect the most light?
What are the characteristics of black What are the common black and How does black or colored object affect How does black or colored object affect the A. black shirt C. green leaf
B. red apple D. white car
MONDAY
and colored objects? colored objects TUESDAY
that we usually WEDNESDAY
the ability to absorb it? ability to absorb heat?
THURSDAY 15. If red and green lights are FRIDAY
shining on a red apple, what happens to
the red and green lights?
abstractions about the lesson encounter? A. Both are absorbed.
B. Both are reflected.
C. Red is reflected and green is absorbed.
D. Green is reflected and red is absorbed.
16. When objects absorb light, the energy that was once travelling
through the wave is absorbed into the object and converted to heat,
causing the temperature of the object to __________.
A. fall C. stay the same
B. rise D. keep still
17. White absorbs all colors while black reflects all colors.
A. True C. False
B. Maybe D. Not at all
18. Black and colored objects absorb ___________ than white ones.
A. less heat C. the same amount of heat
B. more heat D. no heat
19. During hot or summer days, people must wear _____________.
A. white or light-colored clothes C. black clothes
B. dark-colored clothes D. any color of clothes
20. Which set of objects are usually black and are more absorbent of
heat?
A. carbon paper, roof, bag C. coal, tires, iron, magnet
B. hair, laptop, clothes D. flower, paper, vase
II. Write BCO if the phrases pertain to the ability and effects of black
and colored objects in heat absorption and WO for those of white
objects.
_________21. Absorb more heat
_________22. Absorb less heat
_________23. Get warmer more quickly in the sunlight
_________24. Remain cooler to touch in the sunlight
_________25. Dry slower under the sun
_________26. Dry faster under the sun
_________27. Tend to have higher temperature
_________28. Tend to have lower temperature
_________29. Keep the ice from melting
_________30. Make melting process faster
A. none C. red and blue
B. all colors D. black
13. Which object would absorb the most light and heat?
A. black shirt C. green leaf
B. red apple D. white car
14. Which object would reflect the most light?
A. black shirt C. green leaf
B. red apple D. white car
15. If red and green lights are shining on a red apple, what happens to
the red and green lights?
A. Both are absorbed.
B. Both are reflected.
C. Red is reflected and green is absorbed.
MONDAY TUESDAY WEDNESDAY THURSDAY D. Green is reflected and red isFRIDAY
absorbed.
16. When objects absorb light, the energy that was once travelling
5 Directions: Group the following phrases related to through the wave is absorbed into the object and converted to heat,
Directions: Write C if the object is colored Directions: Write AGREE if the statement is true and
causing the temperature of the object to __________.
DISAGREE if false. heat absorption ability
and B if black. _______1. A white car absorbs more heat than a black car.
A. fall C. stay the same
_______1. Penguin of black and colored objects or of white objects. B. rise D. keep still
_______2. Lighter colors reflect more of the suns radiant 17. White absorbs all colors while black reflects all colors.
energy. Phrases:
_______2. Sun Remain cooler to touch in the sunlight
A. True C. False
B. Maybe D. Not at all
_______3. Darker colors absorb more sunlight than lighter
_______3. Plant Get warmer more quickly in the sunlight 18. Black and colored objects absorb ___________ than white ones.
I. Evaluating Learning _______4. Charcoal
colors.
_______4. A black T-shirt gets cooler than a colored one. Absorb more heat
A. less heat C. the same amount of heat
B. more heat D. no heat
_______5. Lemon _______5. Water in a colored glass will have a lower Absorb less heat 19. During hot or summer days, people must wear _____________.
temperature. A. white or light-colored clothes C. black clothes
Dry slower under the sun B. dark-colored clothes D. any color of clothes
Dry faster under the sun 20. Which set of objects are usually black and are more absorbent of
heat?
A. carbon paper, roof, bag C. coal, tires, iron, magnet
B. hair, laptop, clothes D. flower, paper, vase
Make a concept map on characteristics Make an inventory list of black and Draw at least 5 black objects that Illustrate the effect of walking barefooted across a II. Write BCO if the phrases pertain to the ability and effects of black

absorb more heat and 5 colored objects black asphalt roadway versus walking across a and colored objects in heat absorption and WO for those of white
and examples of black and colored materials found in the lighter concrete roadway. objects.
_________21. Absorb more heat
colored objects. community. that absorb less heat. _________22. Absorb less heat
J. Additional activities for _________23. Get warmer more quickly in the sunlight
_________24. Remain cooler to touch in the sunlight
application or remediation _________25. Dry slower under the sun
_________26. Dry faster under the sun
_________27. Tend to have higher temperature
_________28. Tend to have lower temperature
_________29. Keep the ice from melting
_________30. Make melting process faster

V. REMARKS
Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
VI. REFLECTION questions.

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 these 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?

Inspected by:

CRISPIN M. BUENSUCESO
(Signature of School Head over Printed Name)
Daily Lesson Log
(Pursuant to DepEd Order No. 42, s. 2016)

SCHOOL NAME LUPIGUE INTEGRATED SCHOOL GRADE FIVE


TEACHER VINA C. VILLANUEVA LEARNING AREA SCIENCE
TEACHING DATES AND TIME week 5 to QUARTER THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and conneced to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learners demonstrate understanding of the effects of heat and electricity, light, and sound on people and objects.

B. Performance Standards The learners should be able to perform the activity sensibly.

C. Learning Competencies
Explain the importance of ability of the
Relate the ability of the materials to
Identify materials that block light. Identify materials that absorb light. Identify materials that transmit light. materials to block, absorb or transmit
block, absorb or transmit light to its use.
S5FE-IIIe-5 S5FE-IIIe-5 S5FE-IIIe-5 light to its use.
S5FE-IIIe-5
S5FE-IIIe-5

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
Light and Sound, Heat and Electricity Light and Sound, Heat and Electricity Light and Sound, Heat and Electricity Light and Sound, Heat and Electricity Light and Sound, Heat and Electricity

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teachers Guide Pages

2. Learners Materials pages


Cyber Science Worktext in Science and Technology 5 by: Cyber Science Worktext in Science and Technology 5 by: Cyber Science Worktext in Science and Technology 5 by: Cyber Science Worktext in Science and Technology 5 by: Nicetas
Cyber Science Worktext in Science and Technology 5 by:
3. Text book pages Nicetas G.
Nicetas G. Valencia et. al. p. 245-251
Nicetas G. Nicetas G. G.
Valencia et. al. pp. 245-251
Valencia et. al. pp. 245 251 Valencia et. al. p. 245-251 Valencia et. al. pp. 245-251
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

4. Additional Materials from https://www.boundless.com/biology/textbooks/boundless-


biology-textbook/photosynthesis-8/the-light-dependent-
Learning Resource (LR) portal reactions-of-photosynthesis-81/absorption-of-light-375-
11601/

metacards, activity sheet, chart, Metacards, Activity sheet, chart, metacards, activity sheet, chart, metacards, activity sheet, chart, metacards, activity sheet, chart,
B. Other Learning Resources checklist, table, woods, basketball ball, checklist, table, woods, basketball ball, checklist plastic ball, cellophane, jelly, checklist plastic ball, cellophane, jelly, checklist plastic ball, cellophane, jelly,
tin can, vase, chalk, flashlight tin can, vase, chalk, flashlight prism, plastic lunch box, flashlight prism, plastic lunch box, flashlight prism, plastic lunch box, flashlight

IV. PROCEDURES
Classify the following materials into In a metacard, list down some materials FACT or BLUFF. Listen to the teacher as he/she reads the Describe the characteristics of materials
following situation.
black or colored object. Place your that blocked lights. Paste it on the chart. Directions: Raise the word FACT if the situation states that based from their behavior to light
answer on the chart. light is being absorbed and BLUFF if it is not.
1. Erwin wears dark-colored dress during cold weather.
A. Reviewing previous lesson or magnet How do you describe the materials that 2. Leaves absorb light during the process of
presenting the new lesson flower block the light? photosynthesis.
3. While resting, Paola enjoys looking to fish in the
black shoes aquarium
black ink 4. In an activity, the light reflects in different colors when it
strikes to the
leaf prism.
wires 5. Jeffrey looks to the glass of water to test if it is clear.

tires
colored roof
Teacher will show a mirror. Have you ever Class, look at the picture.
What can you say about it? Directions: Classify the following Directions: Tell what happen when light falls on different
materials. Complete the graphic organizer.
wondered why you can see your face in a mirror?
This occurs because mirrors are very smooth and
What kind of material use in making aquarium? Why?
Can you see the fish inside the aquarium if is not made of glass?
materials based on their reaction to
shiny. Light bounces, or reflects, off of the smooth What benefits can we get from this activity? light.
and shiny surface of mirrors. When you see your
B. Establishing a purpose for the What can you say about it? face in a mirror you are seeing light from your face
lesson Where do we usually stay during noon time? reflecting off of the mirror.
Why?
Can you imagine how people enjoy the shade of
the trees if the trees do not block the sunlight?
What benefits can we get from this activity?
Mystery box. The box contains block of woods, basketball 1. Setting Standards
ball, tin can, vase, chalk.
1. Setting Standards 1. Setting standards 1. Setting standards
2. Group the class into four.
2. Group the class into four. 2. Group the class into four.
Riddle:
3. Distribution of activity sheet and materials to be 3. Distribution of
2. Group the class into three. 3. Distribution of activity sheet.
a. I am round and orange in color. You used me in playing.
You can dribbled and shoot me on the ring. What am I? used. activity sheet and materials to be used. 3. Distribution of activity sheet and 4. Let the pupils perform the activity.
Group I Young illustrators. Explain the importance of
b. I am usually found on the table. You can put flower to me. 4. Let the pupils perform the activity. 4. Let the pupils perform the activity. materials to be used. ability of
C. Presenting Examples/instances You must handle me carefully so that I wont broke. What Activity Activity 4. Let the pupils perform the activity. the materials to block light to its use. Draw your
am I? Absorb of light Transmit of light 3. answers.
of new lesson c. I came into different color. You can used me in writing on I. Problem: What materials do absorb light? Observation: Activity I Group II Young actors/actresses. Explain the importance
the board. What am I?
d. Sardines and milk are placed inside me. Never throw me
II. Materials: plastic ball, cellophane, jelly, prism, 1. What materials transmit the light? Reaction of light of
ability of the materials to absorb light to its use.
because you can recycle me. What am I? plastic lunch box, chart, flashlight 2. What happens to the light that strikes on these Present your answer through role play.
e. I came from trees. I am not a flower, a root or a leaf. What III. Procedure: materials? Group III Young newscasters. Explain the importance of
am I? 1. Turn on the flashlight. Test if the following ability
Let us see how these objects are related to our lesson material absorb the light. of the materials to transmit light to its use. Make a 2
today. 2. Record your answer on the table. Put check () - minute broadcasting.
1. Setting Standards 1. Group
on the Reporting
proper column. and Presentation of 1. Group Reporting and Presentation of Outputs 1. Group Reporting and Presentation of Output Group Reporting and Presentation of
2. Group the class into four. 2. Analysis and Discussion 2. Analysis and Discussion
Output What can you say about the materials we used in What can you say about the materials used in the
Output
3. Distribution of activity sheet and 2. Analysis and Discussion the activity? activity?
D. Discussing new concepts and materials to be used. What can you say about the materials What evidence shows that light was blocked by What evidence showed that light was
practicing new skills #1 4. Let the pupils perform the activity. materials? block/transmit/absorb by materials?
we used in the activity? What evidence
Activity What are the uses of ability of material to
shows that light was blocked by block/transmit/absorb light?
Blocking of light
materials?
1. Group Reporting and Presentation Plants make their own foods through the process of Group Activity. Group Activity.
Group 1 - On metacards, list down some examples of materials
Analysis and Discussion
photosynthesis.Study the picture below. On metacards, list down some examples of that
of Output Teacher will give additional information about how materials that transmit
Why is blocking of light important?
E. Discussing new concepts and 2. Analysis and Discussion light is being absorbed by the leaf
transmitlight. Paste it on the chart. How do we use these
materials? Why is absorbing of light important?
light. Paste them on the chart.
practicing new skills #2 What can you say about the
Group 2 - On metacards, list down some examples of materials Why is transmitting of light important?
that
absorb light. Paste it on the chart. How do we use these
materials we used in the activity? materials?
What evidence shows that light was Group 3 - On metacards, list down some examples of materials
that block
blocked by materials? light. Paste them on the chart. How do we use these materials?
Shows that light was blocked by Shows that light was absorbed by materials. Shows that light was transmit by materials. Cite some examples and activities where you What evidence shows that light was blocked by
Illustrate your answer. Illustrate your answer. transmit, absorb or block materials?
materials. Illustrate your answer. What evidence shows that light was transmitted by
F. Developing mastery lights.
materials?
(Leads to Formative Assessment) What evidence shows that light was absorbed by
materials?
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
One afternoon, you and classmates are Your group is preparing for a trip to Mr. Lumbres a hotel owner wanted to decrease his electric
consumption. You have noticed that windows of the hotel
How does the ability of light can be used to improve the
hotel?
Think of other ways on how transparent,
walking to go to school. The sun is too Baguio. You help one another to pack are too small Most of us wear light-colored dress during summer time. translucent and opaque
G. Finding Practical applications of hot. What materials can you use to your clothing for the trip? and only few light entered to the windows of the hotel. If How does materials are used by people.
you were the ability of material to block/transmit/absorb light applied?
concepts and skills block the sun rays? asked by Mr. Lumbres to help him, what advise can you We need to cover our head with hat or umbrella during
give? summer time more especially at noon. Why? How does the
ability of material to block/transmit/absorb light applied
shown?

How do you describe the materials How do you describe the materials that How do you describe the materials that How do we classify materials based on its What is the importance of ability of the
that block the light? absorb the light? transmit the light? ability/reaction to light? materials to block, absorb or
H. Making generalizations and transmit light to its use?
abstractions about the lesson
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Read the following situation carefully. Draw a star ( ) on the Directions:Read the following situation carefully. Write Directions: Tell if the following materials can Directions: Read the following situation. Tell what Direction: Read the following situation. Write the letter of the
situations that show blocking of light of materials. TRUE if the situation states that light is being absorbed and transmit light. Write the word TRANSMIT if it can happen on the different correct answer.
________ 1. People wear jackets during cold weather. FALSE if it not. 1. You are walking one afternoon to go to your uncles
transmit and leave blank if it cannot. materials when light falls.
________ 2. Erwin, who are playing under the sun form a ________ 1. Erwin wears dark-colored dress during cold house. You are aware that exposure to sunlight can lead to
shadow. weather. 1. Plastic bottle of mineral water 1. Plastic bottle of mineral water certain diseases. What material can you use in order to
________ 3. Raymond is looking to fish in the aquarium ________ 2. Leaves absorb light during the process of 2. Lens of the camera 2. Child sitting in the shade block the sun that damages your skin?
I. Evaluating Learning ________ 4. Dan enjoys the shade of the tree during photosynthesis. 3. Eye glasses of your grandmother 3. Eye glasses of your grandfather A. umbrella B. books
summer. ________ 3. While resting, Paola enjoys looking to fish in 4. Magnifying glass used in an investigation 4. Magnifying glass used in an investigation C. bag D. rain coat
________ 5. Jeffrey looks to the glass of water to test if it is the aquarium 5. Clear water 5. Use jacket during cold weather 2. The following are examples of materials that transmit
clear. ________ 4. In an activity, the light reflect in different colors light. Which one is not useful?
when it strikes to the prism. A. picture frames
________ 5. Jeffrey looks to the glass of water to test if it is B. windows of houses
clear. C. glass doors covered with designed plastic
D. display cabinet door
How would your internal organs look if How would your internal organs look if Photojournalism. Using a mobile Is there an invisible light? Give some Describe
3. Why do most the harmful
people effects
in tropical countriesof
usesunlight
white paint
your body is not opaque? your body is not opaque? phone, get a picture of some examples of invisible light. for their homes?
to people.
A. to shade their house
examples of materials that transmit B. to absorb heat
J. Additional activities for light. Print your output. Paste it on C. to make feel cool and comfortable
D. to decrease the temperature
application or remediation a white paper. Make a caption. 4. Why is light absorbed by the plants useful?
A. It makes the plants green.
B. Over exposure of plant to light make plants die.
C. Light is reflected and increase its temperature.
D. It makes the environment cool.
5. Why do people enjoy the shade of the tree during
summer?
V. REMARKS A. It reflects light.
B. It absorbs light.
C. It blocks light.
Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you sotransmit
when you meet them, you can ask them relevant
VI. REFLECTION questions.
D. It ligh.t

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 these 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?

Inspected by:

CRISPIN M. BUENSUCESO
(Signature of School Head over Printed Name)
Daily Lesson Log
(Pursuant to DepEd Order No. 42, s. 2016)

SCHOOL NAME LUPIGUE INTEGRATED SCHOOL GRADE FIVE


TEACHER VINA C. VILLANUEVA LEARNING AREA SCIENCE
TEACHING DATES AND TIME week 6 to QUARTER THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and conneced to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate understanding of a simple DC circuit and the


A. Content Standards relationship between electricity and magnetism in electromagnets

The learners should be able to propose an unusual tool or device using


B. Performance Standards electromagnet that is useful for home, school or community hygiene

C. Learning Competencies
Give examples of how a circuit is
Discuss what circuit is and its Infer the conditions necessary to make
Identify the parts of an electric circuit Design a simple circuit applied in daily life (making a bulb light
importance a bulb light up
S5FE-IIIf-6 S5FE-IIIf-6 up)
S5FE-IIIf-6 S5FE-IIIf-6
S5FE-IIIf-6

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teachers Guide Pages

2. Learners Materials pages

3. Text book pages

4. Additional Materials from https://www.youtube.com/watch?


Learning Resource (LR) portal v=QCBSlGS2kFk
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

powerpoint presentation, flashlight battery


powerpoint presentation, illustration, video clip, powerpoint presentation, 1.5 v, bulb 1.5 v, electrical powerpoint presentation, pictures, powerpoint presentation, pictures,
B. Other Learning Resources word puzzle worksheet, marker wire, scissors, electrical tape, switch, worksheet, marker worksheet, marker
illustration board, worksheet, marker
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
Approach: Collaboration Have 3-5 volunteers to share their Approach: Constructivist Approach: Constructivists Approach: Collaborative
Strategy: Jigsaw Method assignment. Strategy: Jigsaw Strategy: Activity Based Strategy: Jigsaw
Suggested Activity: Think, Discuss, Act, Suggested Activity: TDAR Suggested Activity: 3 As Suggested Activity: TDAR
A. Reviewing previous lesson or Reflect Encourage volunteers to share their
Ask 3 pupils to read their paragraph on How do we construct a simple electric
Form five groups. (Learners pick shapes assignment.
presenting the new lesson prepared by the teacher which will be used the importance of electric circuit. circuit? What are the things needed to make an
for the group activities).Let them loop the electric circuit?
words.

Give them 2-3 minutes to discuss their Prepare the pupils for a short video clip. 1. Tell the pupils that they will design an In what way does an electric circuit Show pictures of the parts of the electric
answers. https://www.youtube.com/watch? electric circuit. applied in our daily life? circuit.
v=QCBSlGS2kFk 2. Group the pupils into five. Use a semantic web for the learners
3. Set the standards to follow. answers.
B. Establishing a purpose for the
lesson

Activity Activity Activity Activity


I. Problem: What are the parts of an electric circuit? I. Problem: What an electric circuit is and its Constructing a model of an electric circuit. What conditions do you think enable the bulb to
II. Materials: tray, battery, wire, switch, bulb, strips of words, What you need: 2 batteries 1.5 v, electrical tape, socket, 1
importance? light?
group of pupils flashlight bulb
III. Procedures: II. Materials: manila paper, marker, group of pupils 1.5 v, two 25 cm. insulated wire with end scrapped, 1/8 1. Group the pupils into 5.
1. Group the pupils into five. III. Procedures: size illustration board, scissors 2. Give the situation based from the pictures given.
C. Presenting Examples/instances 2. Distribute the materials in the tray. 1. Group the pupils into four. What to do: Situation: Imagine that you have a single battery, a
3. Let them work together by matching the materials with 2. Have them brainstorm on the video clip that they 1. On the illustration board, arrange a circuit to light a bulb. single bulb, and pieces
of new lesson their names. watched. 2. Screw the bulb into a socket. Connect a copper wire to wires.
4. Answer the questions: each of the
What are the parts of an electric circuit?
3. Let them collate their thoughts and come up on socket terminals.
3. Infer the necessary conditions to make a bulb
1. Which serves as the load, energy source, connector of the following 3. Connect a piece of copper wire to the switch. Connect light?
electric current? output. the loose end 1. Group the pupils into 4.
2. Which controls the flow of current in a circuit? a. What is electric circuit? of the wire to the negative end of the battery. 2. Give them three minutes to brainstorm activities on how
IV. Conclusion 4. Connect one end of the copper wire by winding it (which circuit is applied.
b. What are the importance of electric circuit? 3. Choose the best activity and be ready to share in class
We found out that IV. Conclusion is attached to the socket) to the positive end of the battery.
1. Group reporting/sharing
______________________________________
a. Give 2 minutes to change their groupings for
Group
We presentation
learned that Group reporting/sharing
Connect the other end of the socket to the switch. Did the
bulb light? Why?
Group reporting/sharing Group reporting/sharing
________________________________________ 5. Fasten the wires, batteries, and bulb into the illustration
them to share their output
_ using the electrical to secure the circuit and connections.
to other groups.
D. Discussing new concepts and b. They will go back to their original groupings to
6. Close the open parts of the switch. What happened to
the bulb?
practicing new skills #1 share what they got from Why?
the other group. 7. Switch it off. What happened to the bulb?
c. Group presentation in class. Answer briefly:
a. Describe the connections that made the bulb light up.
1. Teacher will use a power 1. Teacher will show a power point What
b. What do you think
components
that works?
are might
needed happen
to make anifelectric
you willcircuit Solicit more ideas from the pupils on Show a short video clip to justify the groups
remove one battery from the inferences.https://www.youtube.com/watch?
point presentation to further presentation about importance of c. How does a switch function? other practical life activities that they v=INBYuA6KoLA
E. Discussing new concepts and electric circuit. circuit? need to apply circuit. Have the group compare their inferences with what
discuss the lesson.
practicing new skills #2 they have watched and make a consensus on their
2. Teacher may entertain output. Encourage volunteer
questions from the pupils.

Write the missing letters in the boxes to Why is electric circuit important?
complete the words. Use the given clues as your
guide
F. Developing mastery
(Leads to Formative Assessment)

Create a table showing the symbols of How does electric circuit affect your Why do you think the wire to be used should What do we use when theres a sudden What do you think might happen if you will
the parts of electric circuit. daily activities? be insulated? brown-out? add a battery in your circuit?
G. Finding Practical applications of Which uses electric circuit? Why?
concepts and skills

Background Information for the Teacher An electric circuit is a path where electric current There are different parts and devices needed to make a What are the examples of activities where What are the necessary conditions to make a bulb
The path through which electric current flows is called flows. When simple light?
electric circuit. It has electric circuit is applied?
electric current flows, electricity is produced. This is electric circuit. In the case of a simple circuit board, the Children will enumerate their output.
H. Making generalizations and four main parts like the:
a. switch which opens and closes the circuit;
battery in the source of electricity or charges moving
the reason why we can use different appliances at through the wire. The device is connected to the bulb which Expected answers:
b. energy source where the electrons come from like the home. These appliances help us to make our task becomes lighted when the charges passes through it. The 6. Necessary materials should be available.
battery; simpler, easier and faster. The electric current that switch controls the flow of charges. When it is ON the 7. Wires should be attached to the battery.
c. wire/s through which the electrons flow; flows from a circuit makes the bulbs light. path becomes completed and we have a closed circuit. 8. The bulb should be attached to the positive
Background Information for the Teacher An electric circuit is a path where electric current There are different parts and devices needed to make a What are the examples of activities where What are the necessary conditions to make a bulb
The path through which electric current flows is called flows. When simple light?
electric circuit. It has electric circuit is applied?
four main parts like the:MONDAY electric current flows, electricity is produced. This is electric
TUESDAY
circuit. In the case of a simple circuit board, the
battery in the sourceWEDNESDAY
of electricity or charges moving THURSDAY Children will enumerate their output.
FRIDAY
a. switch which opens and closes the circuit; the reason why we can use different appliances at through the wire. The device is connected to the bulb which Expected answers:
abstractions about the lesson b. energy source where the electrons come from like the home. These appliances help us to make our task becomes lighted when the charges passes through it. The 6. Necessary materials should be available.
battery; simpler, easier and faster. The electric current that switch controls the flow of charges. When it is ON the 7. Wires should be attached to the battery.
c. wire/s through which the electrons flow; flows from a circuit makes the bulbs light. path becomes completed and we have a closed circuit. 8. The bulb should be attached to the positive
d. load part operated by the electricity such as a light When the switch is OFF there is a break in the path and charge of the battery.
bulb. this opens the circuit.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Draw the design of your circuit. Label Work as a group to illustrate an activity Put a if the given condition is necessary to make the bulb
light up and
its parts where the electric circuit is applied. if not.
Write an explanation about your work. 1. Attach the wire to the negative and positive charges of
the battery.
2. Use busted battery in the circuit.
I. Evaluating Learning 3. If wire is not available you may replace it with a rubber
band.
4. The bulb should be attached to the positive charge of the
battery.
5. One wire is disconnected to the other charge.

Draw an electric circuit and label its Write a short paragraph composed of 3- Write your journal on how to construct a List down 3 activities that you do at home Find a flashlight at home and take it apart, but don't
where electric circuit is applied. destroy it.
parts. 5 sentences, showing the simple circuit Figure out where all the parts of the circuit are
Importance of electric circuit. enable the flashlight to light up when turned on.
J. Additional activities for Make a sketch of what you have found and write a
short essay with diagrams that explain your
application or remediation findings in the space below. Reassemble the
flashlight and bring it to school with you. (If you
cannot find a flashlight, contact your teacher.) Be
prepared to share your explanation with a small
group of your classmates.
V. REMARKS
Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
VI. REFLECTION questions.

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 these 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?

Inspected by:

CRISPIN M. BUENSUCESO
(Signature of School Head over Printed Name)
Daily Lesson Log
(Pursuant to DepEd Order No. 42, s. 2016)

SCHOOL NAME LUPIGUE INTEGRATED SCHOOL GRADE FIVE


TEACHER VINA C. VILLANUEVA LEARNING AREA SCIENCE
TEACHING DATES AND TIME week 7 to QUARTER THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and conneced to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learners demonstrate understanding of a simple DC circuit

The learners should be able to propose an unusual tool or device using


B. Performance Standards Electricity that is useful for home school or community

C. Learning Competencies

The learner should be able to determine The learner should be able to determine The learner should be able to discuss The learner should be able to illustrate
the effects of changing the the effects of changing the type of the effects of changing the number and the effects of changing the number and Lesson 35: Summative Test
number of components in a circuit components in a circuit type of components in a circuit type of components in a circuit
The learner should be able to determine The learner should be able to determine The learner should be able to discuss The learner should be able to illustrate
MONDAY
the effects of changing the TUESDAY
the effects of changing the type of WEDNESDAY
the effects of changing THURSDAY
the number and the effects of changing FRIDAYTest
the number and Lesson 35: Summative
number of components in a circuit components in a circuit type of components in a circuit type of components in a circuit

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
Electricity - Circuits Electricity - Circuits ELECTRICITY - Circuits Electricity - Circuits Lesson 35: Summative Test

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teachers Guide Pages

2. Learners Materials pages


Science Spectrum 5, pages 191-196 Science Spectrum 5, pp. 191-196
Science Spectrum 5, pages 191-196
3. Text book pages Science Spectrum 5, pp. 191-196 Science and Health 5 by Natividad Alegre-Del Prado, pages 177-
182
Science and Health 5 by Natividad Alegre-Del Prado, pp 177-182
Science and Health 5 by Natividad Alegre-Del Prado, pp.
177-182

4. Additional Materials from


Learning Resource (LR) portal
http://www.sciencekids.co.nz/gamesactivities
/electricitycircuits.html https://www.scribd.com/doc/10519133/Electronic-
http://www.bbc.co.uk/schools/podsmissi
https://www.superteacherworksheets.com/el Components-Symbols-Functions on/electricity/pod.shtml
B. Other Learning Resources ectricity.html http://www.safekidscalifornia.org/wp- http://www.learningcircuits.co.uk/flash/fl
content/uploads/2015/05/Home-Safety-Challenge.png
http://www.bbc.co.uk/bitesize/quiz/q8063375 ashmain.sw
9
IV. PROCEDURES
What are the parts / components of an 1. Review Activity: Game: Whats the Symbol?
Group the pupils with 6 members each.
Review previews lesson
What are the effects of changing the number of
electric circuit? components in an Ask each member to stand near the board with
Describe each part. electric circuit?
corresponding area.
Say:
A. Reviewing previous lesson or Increasing the number of the batteries, increases I have here a gift box which contains component cards
presenting the new lesson the brightness of a (picture cards).
bulb. Inside the gift box are component cards (picture cards).
Increasing the number of bulbs, decreases the As I pick up and raise each card, you have to draw the
symbol that
brightness. represents each card on the board. The first group who can
- Checking of Assignment draw
the symbols correctly will get 1 point. There are 5 items for a
total of
5 points.
Study the diagram below. Complete it by Connect the circuit components with Based on the, activity what can you infer with given I. Multiple Choice: Read each item carefully and
dragging the parts to form a Simple electrical circuit diagrams? choose the letter of the
circuit.
their symbols. Circuit A: best answer.
The bulb glows dimmer and the motor spins slower 1. You are walking one afternoon to go to your
because of the uncles house. You are aware that exposure to sun
B. Establishing a purpose for the divided power supply. light can lead to certain diseases. What material
Circuit B: can you use in order to block the sun?
The 2 bulbs wont glow or the circuit will not work A. Umbrella C. Books
because the switch B. Bag D. Rain coat
is off or circuit is open. 2. The following are examples of materials that
transmit light. Which one is not useful?
E. Picture frames
F. Windows of houses
G. Glass doors covered with designed plastic
H. Display cabinet door
3. Why do most people in tropical countries use
white paint for their homes?
E. To shade their house
F. To absorb heat
G. To makes feel cool and comfortable
H. To decrease the temperature
4. Why light absorbed by the plants useful?
E. It makes the plants green
F. Over expose of plant to light makes plants die.
G. Light is reflected and increasing its temperature.
H. It makes the environment cool.
5. Why do people enjoy the shade of the tree
during summer?
E. It reflects light
F. It absorbs light
G. It blocks light
Study the diagram below. Complete it by Connect the circuit components with Based on the, activity what can you infer with given I. Multiple Choice: Read each item carefully and
dragging the parts to form a Simple electrical circuit diagrams? choose the letter of the
circuit.
their symbols. Circuit A: best answer.
The bulb glows dimmer and the motor spins slower 1. You are walking one afternoon to go to your
MONDAY TUESDAY because of the WEDNESDAY THURSDAY uncles house. You are aware that exposure to sun
FRIDAY
divided power supply. light can lead to certain diseases. What material
lesson Circuit B: can you use in order to block the sun?
The 2 bulbs wont glow or the circuit will not work A. Umbrella C. Books
because the switch B. Bag D. Rain coat
is off or circuit is open. 2. The following are examples of materials that
transmit light. Which one is not useful?
E. Picture frames
Now that you have learned from our previous You have already determined from the previous lessons In our previous lesson, you have already explained
F. Windows of houses
that changing the number and type of the components the reasons why
lesson how to make a affects the circuit. G. Glass doors covered with designed plastic
simple circuit, let us now study more about changing the number and type of the components
I. Objective: Discuss the effects of changing the number H. Display cabinet door
and type of components affects the circuit.
circuits as we investigate You have also learned the symbols used to
3. Why do most people in tropical countries use
in a circuit white paint for their homes?
C. Presenting Examples/instances with batteries, voltages and light bulbs. Let II. Problem: Why does changing the number and type of represent each
us find out the effects of components affect the circuit? E. To shade their house
components of the circuit.
of new lesson changing the number of components/ parts III. Materials: results/tables used in data and observation in Activity Proper: Group Activity
F. To absorb heat
Lesson 31 G. To makes feel cool and comfortable
in the circuit Activity Proper: Light & 32.
Objective: Illustrate the effects of changing the
H. To decrease the temperature
It Up! IV. Procedure: number and type of
4. Why light absorbed by the plants useful?
1. Review the results given in lessons 31 & 32. components in a circuit
E. It makes the plants green
F. Over expose of plant to light makes plants die.
G. Light is reflected and increasing its temperature.
Group reporting Group reporting 1. Group reporting 1. Group reporting. H. It makes the environment cool.
Explain the reasons the results of the 5. Why do people enjoy the shade of the tree
Explain the results of the Explain the results of the activity. 2. Verifying the results during summer?
Presenting the data and observation activity. through an interactive activity.
activity. Presenting the data E. It reflects light
D. Discussing new concepts and table. Present the data and observation table 1 & 2
http://www.bbc.co.uk/schools/podsmissi F. It absorbs light
practicing new skills #1 and observation table. on/electricity/annie02.shtl G. It blocks light
H. It transmits light
http://www.learningcircuits.co.uk/flash/fl 6. A circuit has power supply, load, switch and a
ashmain.swf __________.
1. Teachers Input: Based on the activities we did, answer the following Analyze each diagram and answer each question.
Diagram 1: Can a bulb added in a circuit with twisted wires
Answer the following questions based A. Battery C. Wires
questions:
* If the activity is not enough to 1. Does changing the load of a circuit affects the Explain your answer. light up? on the illustrations below. B. Bulb D. Motor
E. Discussing new concepts and circuit? No, it doesnt. 1. Which circuit is closed? 7. What supplies energy in an electric circuit?
draw the concepts, do the Answer: Yes, the bulb will still light up because the circuit A. conductor C. Wire
practicing new skills #2 2. Can unjointed wires make the circuit work? has complete parts/components-the power 2. Which circuit is open? K. Light bulb D. A battery
Interactive activity for Why? No, because the electric current wont flow in supply, the bulb and wires. 3. Which of the two circuits will work? 8. What needs to be done to this circuit so that the
an unjointed wires. Diagram 2: Will the bulb light if you turn on any of the
simulation. 3. What is the function of the switch in a circuit? switches? Explain your answer lamp lights up?
Justify your answer. A. Close the switch C. Add a cell and close the
http://www.sciencekids.co.nz/ga The switch opens and closes the circuit. Answer: Yes, because turning any of the switch circuit
4. Can a thecircuit
followingwork even by without a switch? Why?
mesactivities/electricitycircuits. Complete Yes. boxBecause
sentences choosing the correct word
the current can still flow through the Look
from closes the circuit where the bulb is
at each circuit diagram below. If you B. Add another lamp D. Add a motor and close the
the below. connected. switch
html 1. If the switch
wires eveniswithout
on, the circuit is ____________. Therefore, the circuit think
switch. . the bulb or bulbs
will work. 9. What component does this circuit symbol
F. Developing mastery 2. When the switch is ____________, the circuit is open. Therefore, the will light, put a check in the box. If you do not
Diagram 3: Can bulbs A & B still work if you turn off the
switch? represent?
circuit wont work. think the bulb or bulbs A. Bulb C. Cell/battery
(Leads to Formative Assessment) 3. In a circuit with unjointed wires, the motor _______ work. Defend your answer.
will light,
4. A _________controls the circuit y opening and closing it. Answer: Yes,put a cross
because evenin it. C will not
is bulb B. Switch D. Motor
5. An open circuit is a ____________circuit. light, still bulbs A & B is connected in a 10. What is wrong with this circuit diagram?
closed circuit. A. There is no switch
Electricity does a lot of work for us. We use it many Electricity is very useful for us. But improper use of it will be Give your answer to each situation: B. There are two bulb
dangerous.
times each day. It lights our homes, warms and Activity: Is it SAFE or NOT?
1. How can a motor spin faster? C. There is only one battery
cools our rooms, and helps us keep them clean. It Tell whether each activity in using electricity SAFE or NOT SAFE. - Increase the voltage of the battery or add more D. There is missing wire 11. What is the function of
G. Finding Practical applications of cooks our food and washes the dishes. It really Use happy or sad emojis for your answers. battery. a power source in a circuit? A. It provides a steady
concepts and skills help us at home and most specially in the kitchen. 1. Replacing broken wires or busted bulbs.
2. Turning off the switch when not in use.
2. How can a bulb be made dimmer? source of electricity B. It provides a means through
3. Check your electrical connection twice a year. - Use a battery with smaller voltage or add more which the circuit can be broken
4. Asking your 3 year old brother to turn on or off the switch. bulb. C. It opens and closes the circuit
5. Using octopus connection in running your appliances D. It resist the flow of electrons 12. What might
What are the effects of changing the number of What are the effects of changing the type of components in What have you learned? I learned that happen if wires weren't protected with rubber or
components in a circuit? a circuit? I learned that Adding more batteries to a simple circuit o The two main ways of increasing the current in an electrical plastic? A. The power source will no longer provide
More batteries/voltage (power source) makes the bulb Changing the type load with the same power supply does will increase the electrical energy, which will make a bulb circuit are by increasing the voltage or by decreasing the a flow of current
resistance.
H. Making generalizations and glow brightly but too much batteries/voltage (power
source) can make the bulb busted.
not affect the circuit. It still works. brighter.
Unjointed wires does not allow the current to flow that is Adding more bulbs to a simple circuit will reduce the Too many batteries increases the voltage which makes the B. We would be harmed from electric shock
circuit blow C. The circuit would be broken
abstractions about the lesson Adding more bulbs (load) can make the glow dimmer but why the circuit will not work. electrical energy and make the bulbs dimmer. Too many loads decreases the resistance which makes the D. The current will not flow
lessening the bulb (load) will make it glow brighter. Switch opens and closes the circuit but it can still work Lengthening or twisting the wires in a simple circuit will current less and not work at all
Longer wire makes it hard for the current to flow that is even without it. reduce the electrical energy, as it has further to travel. The 13. In a simple series circuit, why does the bulb
why the bulb glow dimmer. Let see if you really understood the lesson by answering the extra distance will make the bulb dimmer. light when you close the switch?
questions. But too much batteries or too much load will make the A. Because the switch produces electricity
circuit unusable. B. Because closing the switch completes the circuit
C. Because closing the switch breaks the circuit
D. Because the switch provides enough power
supply
14. A battery is used to light a bulb as shown. A
second bulb is connected by closing switch S.
What happens to the bulbs?
A. The right bulb goes out; the left bulb lights up.
B. The right bulb gets dimmer; both bulbs have the
same
brightness.
C. The right bulb gets brighter; both bulbs have the
same
brightness.
D. The right bulb stays the same; the left bulb does
not light.
15. A battery is used to light two bulbs as shown.
What happens to
bulb B when bulb A is unscrewed from its socket?
A. Bulb B gets off C. Bulb Bs gets lighted still
C. It opens and closes the circuit
D. It resist the flow of electrons 12. What might
happen if wires weren't protected with rubber or
plastic? A. The power source will no longer provide
a flow of current
B. We would be harmed from electric shock
C. The circuit would be broken
D. The current will not flow
13. In a simple series circuit, why does the bulb
MONDAY TUESDAY WEDNESDAY THURSDAY light when you close theFRIDAY
switch?
Directions: Read each item carefully. Choose the letter of Directions: Read each item carefully. Choose the letter of Let see if you really understood the lesson. A. Because the switch produces electricity
the correct the correct answer. How bright do you think the bulb will be in these B. Because closing the switch completes the circuit
answer. 1. Which statement is correct about electric current C. Because closing the switch breaks the circuit
circuits?
1. In a simple circuit with long (coiled) wire, 1.5 V and a powered by a battery? D. Because the switch provides enough power
bulb, why does A. It always flow clockwise. Choose the answer from the box.
the bulb gets dimmer? B. It gets used up as it goes around the circuit.
supply
14. A battery is used to light a bulb as shown. A
I. Evaluating Learning A. Because the power supply is not enough to light the bulb C. It does not get used up as it goes around the circuit.
brighter. D. All of the above. second bulb is connected by closing switch S.
B. Because the load is too many. 2. What needs to be done to this circuit so that the lamp What happens to the bulbs?
C. Because the wire is too long. lights up? A. The right bulb goes out; the left bulb lights up.
D. Because the wire is too short. a. Close the switch B. The right bulb gets dimmer; both bulbs have the
2. Imagine a simple circuit with one 1.5V battery and one b. Add another bulb/lamp
bulb. When the 1.5V battery is replaced with a 3V battery ... c. Add another wire
same
A. The bulb gets brighter. B. The bulb gets dimmer. C. The d. Add a cell /battery and close the switch brightness.
Draw
bulb stays the symbols
at the same levelfor the following
of brightness. D. Nothing has Make
3. Which a circuit diagram
switch must for each
be closed setthe
to make of lamps
circuitlight? Creative Writing: Write a reflection. Home Project: Dalandan Battery C. The right bulb gets brighter; both bulbs have the
changed. components.
a. Only switch 1 What if electricity did not exist? Objective: Make electricity from dalandan or same
circuit components.
3. Imagine a circuit with a 1.5V battery and one bulb and 1. A circuit with a battery, a buzzer and a switch.
b. Only switch 2 sinturis. brightness.
1. Cell/Battery
similar circuit with a 3V battery and two bulbs. Which has c. Switch 1 and 2 2 batteries, a bulb, a motor and a How would you do ordinary things?
2. A circuit with Materials: copper wire, small Christmas lightbulb, D. The right bulb stays the same; the left bulb does
J. Additional activities for the brighter glow? A. The circuit with 1.5 V battery and one d. The lamp can still light up even the switches are open. What would you do for fun?
2. Bulb
bulb. B. The circuit with 3V battery and two bulbs.
switch.
4. If lamp 1 is removed from its holder, what will happen to Write how having an electricity could better
clippers, steel paper not light.
application or remediation 3. bulbs in both circuits are of similar brightness levels. 3.
Wire
C. The lampA circuit
2? with 2 batteries, a buzzer, a bulb and 2 clip, sheet of sandpaper (liha), dalandan or sinturis 15. A battery is used to light two bulbs as shown.
D. The bulbs in both circuits wont lit. switches (one
a. It will stay lit. for each load) your life. What happens to
4. Switch
4. Why might a bulb busted when 3 pieces 3V batteries are 3 Also, describe how it could affect your life. bulb B when bulb A is unscrewed from its socket?
both b. It will be busted. A. Bulb B gets off C. Bulb Bs gets lighted still
connected across in a simple series circuit? c. It will get dimmer. B. Bulb B gets busted D. Impossible to determine
A. There is not enough electricity flowing in the circuit. d. It wont work.
B. Too much electricity flows through the bulbs filament and 5. Which components do these symbols represent?
V. REMARKS the a. bulb, motor, buzzer, switch
bulb blows. b. buzzer, motor, bulb, power supply
C. The batteries are not connected properly. c. switch, buzzer, bulb, motor
VI. REFLECTION D. Reflect on yourare
The batteries teaching
used upand asses yourself as a teacher. Think
or uncharged. d. wire,about yourpower
switch, students' progress
supply, bulb this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
5. What is the effect of changing the wire in a circuit from a
straight short wire to a longer (coiled) thick wire? A. The
bulbs become dimmer. B. The bulbs become brighter. C.
A. No. of learners who earned 80% The bulbs stays at the same level of brightness.
D. Nothing has changed.
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 these 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?

Inspected by:

CRISPIN M. BUENSUCESO
(Signature of School Head over Printed Name)
Daily Lesson Log
(Pursuant to DepEd Order No. 42, s. 2016)

SCHOOL NAME LUPIGUE INTEGRATED SCHOOL GRADE FIVE


TEACHER VINA C. VILLANUEVA LEARNING AREA SCIENCE
TEACHING DATES AND TIME week 8 to QUARTER THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and conneced to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning lessons. Weekly objectives shall be derived from the curriculum guides.

The Learners demonstrate understanding of a simple DC circuit and


A. Content Standards the relationship between electricity and magnetism in electromagnets

The learners should be able to propose an unusual tool or device using


B. Performance Standards electromagnet that is useful for home school or community

C. Learning Competencies
The learners should be able to infer that The learners should be able to infer that The learners should be able to infer The learners should be able to infer that The learners should be able to infer that
electricity can be used to electricity can be used to that electricity can be used to electricity can be used to electricity can be used to
Produce magnets Produce magnets Produce magnets Produce magnets Produce magnets
S5FE-IIIh-8 S5FE-IIIh-8 S5FE-IIIh-8 S5FE-IIIh-8 S5FE-IIIh-8

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
Characteristics of Magnet Characteristics of Electricity Similarities between Magnet and Electricity Electricity Can be Used to produce Magnets Electromagnet

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teachers Guide Pages

2. Learners Materials pages


Developing Science Power 5, a. Cyber Science 5, Nicetas G. Cyber Science Worktext in Science and Technology 5, Cyber Science Worktext in Science and Technology 5, Nicetas G.
3. Text book pages Clemence U. Abadilla, p.142; Valencia et. al., pp. 23 24 Nicetas G. Valencia et. al., pp. 65 67; Valencia et. al., pp. 65 67;

4. Additional Materials from https://www.youtube.com/watch?


Learning Resource (LR) portal v=c9q17pSpYRU
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pictures, activity sheet, chart, powerpoint presentation, chart, activity Video presentation, powerpoint Activity sheet, PowerPoint presentation,
B. Other Learning Resources PowerPoint presentation sheet presentation, laptop laptop, remote car
powerpoint presentation, activity sheet
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. PROCEDURES
Game: Whats the Word, thats the Word Drag the images on its proper column Direction: Write whether the following materials are The pupils will share their assignment to the
Direction: Arrange the jumbled letter to static or current electricity. class.
whether the following are materials that _________ 1. Rubbing your feet on a carpet.
form the word are attracted by magnets or not. _________ 2. Swimming pool
A. Reviewing previous lesson or 1. It is where the electrons come from like _________ 3. Lightning
the battery ENERGY SOURCE _________ 4. Touching a doorknob
presenting the new lesson 2. It is a part operated by the electricity _________ 5. Microwave oven
such as a light bulb LOAD
3. It is where the electron/s flow WIRE/S

Presentation of a picture (different shapes A video presentation The teacher will use the realia object of Suppose you have wires, magnet and
of magnet) https://www.youtube.com/watch? a remote car. battery what can you construct out of it?
What can you see on the screen? v=UY7LT3gNHXI What have you observed?
What can you say about the magnet?
What have you noticed with the sounds Why do you think it is moving?
B. Establishing a purpose for the What else can you observe on the
youve heard?
lesson magnet?
Why do you think is the purpose of the two
poles or end? What have you noticed with the picture?
What do you think the girl is doing?
What are the differences ?
Approach: Constructivist Approach: Inquiry - Based
Strategy: Knowledge Building
Approach: Collaborative Approach: Constructivism Approach: Collaborative
Strategy: Jigsaw Method
Strategy: Direct Instruction Suggested Activity: EIBU (Experience, Inform, Build Knowledge, Strategy: Jigsaw Method Strategy: Direct Instruction Suggested Activity: TDAR (Think, Discuss, Act, Reflect)
Understand)
Suggested Activity: TGA (Tell, Guide, Group Activity: Group Me Suggested Activity: TDAR (Think, Activity: TGA (Tell, Guide, Act) Group Activity: Lets Talk and Observe
I. Problem: How electromagnet works?
Act) I. Problem: What are the materials run by electricity?
II. Materials: activity sheet, chart, pictures
Discuss, Act, Reflect) Group Activity: Investigating II. Materials: chart, activity sheet, video clip
C. Presenting Examples/instances Group Activity: Making a Magnet Group Activity: Lets Talk and Observe Electromagnet Power III. Procedure:
1. Group the pupils into five.
of new lesson 2. Have them brainstorm on the video clip that they
watched.
3. Let them collate their thoughts and come up to the
following
Output.
4. How n electromagnet works?

Group Reporting / Presentation Group Reporting / Presentation of the Group Reporting / Presentation Group Reporting / Presentation of the Group Reporting / Presentation of the
of the Output Output of the Output Output Output
Sharing of results Sharing of results Sharing of results
D. Discussing new concepts and Sharing of results Sharing of results
practicing new skills #1

4. Answer these questions: Answer these questions: The teacher will show a powerpoint Answer these questions: Answer these questions:
j. What are the two end points of the c. What is electricity? presentation regarding the similarities How does electricity generate What are electromagnets?
E. Discussing new concepts and magnet? d. Cite the characteristics of electricity? between electricity and magnet magnetism? What are some uses of electromagnets?
What are some household items that contain
practicing new skills #2 k. Using a magnet and some iron How do magnets produce electricity?
electromagnets?
fillings, did you feel the force Other than using more batteries, how does
coming from the two magnets that electromagnet takes
are close together? place
l. Have you
Direction: ever
Draw wondered
a happy face how
if thethey The teacher will let the learners to solve the Direction: Write T on the blank if the statement is correct. If it is
false,
Direction: Encircle the letter of the correct answer
1. Which material can be a conductor for an electromagnet
statement
can attract is correct and sad face
other magnets or some Decipher codes change the underlined word/s to make the statement correct
A. rubber C. plastic
B. copper D. cotton
F. Developing mastery it is incorrect.
materials at a distance?
_________ 1. A magnet attracts object made of iron and plastic.
_________ 2. An electromagnet uses electricity to attract objects.
2. Which object is not used in making an electromagnet?
A. electricity C. magnet
11. Magnets have two poles north poles
(Leads to Formative Assessment) _________ 3. An electromagnet cannot be turned off and on.
_________ 4. The strength of an electromagnet depends on the
B. wire D. core
3. Which activity can be done with the use of an electromagnet?
and west poles. kind of
A. keeping a room well lighted C. Lifting the refrigerator
B. sweeping the floor D. Sewing a dress
12. Opposite poles attract, and like poles wire used. 4. How does an electromagnet work?
_________ 5. Examples of devices that use electromagnets A. When an insulated wire is wrapped around an iron rod, the
repel.
How are you going to help the lad to
13. Not all metals are magnetic.
What characteristic of electricity is Iron filings and bar magnets were placed on
include How can you make an electromagnet
rod becomes magnetized
U. When electric current flows through the wire wrapped around an
telephone, radio, television, and tape records.
separate the iron nail from the marbles usually used at home? Give concrete a sheet of paper, showing a pattern. At which stronger? iron core
14. Magnets come in different shape and V. An electromagnet behaves like magnet only when the wire is
G. Finding Practical applications of which
size. do you think will he use? Why? example. locations are the magnetic field the
How does electricity and magnet affect your strongest? Why?
wrapped around an iron core
W. An electromagnet maintains its magnetic properties even

concepts and skills 15. If you cut a magnet into two you daily activities/ living
without the source of electricity
5. David wants to construct an electromagnet. Has a long piece of
iron wire and two dry cells.
cannot produce a new magnet. A. iron screw C. glass tube
B. plastic tube D. aluminum screw

e. What is a magnet? I have learned that What are the similarities of electricity How does electricity can be used to produce I have learned that
f. What are the two poles? _______________________________ and magnet? magnet? __________________________
H. Making generalizations and g. What are the characteristics of a _______________________________
magnet? _______________________________
__________
e. What is a magnet? I have learned that What are the similarities of electricity How does electricity can be used to produce I have learned that
f. What are the two poles? _______________________________ and magnet? magnet? __________________________
MONDAY
g. What are the characteristics of a TUESDAY
_______________________________ WEDNESDAY THURSDAY FRIDAY
abstractions about the lesson magnet? _______________________________
__________
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Direction: Draw a star ( ) on the objects that can be attracted by a Direction: Write the word TRUE if the statement is Direction: Draw a happy face if the statement is correct Direction: Match the description in Direction: Read each question carefully. Write the letter of the
magnet and a circle ( ) if it does not attract by magnet. and if it is correct answer on the blank before each number.
correct and FALSE
_____________ 1. slipper
if the statement is incorrect. not. _________ 1. Electricity and Magnet can alter the Column A with the correct word in ______ 1. Why is the wire used in an electromagnet
coiled?
_____________ 2. staple wire
_____________ 3. paper 6. Electricity is a form of energy that is normally
velocity of a charged particle moving through the field.
_________ 2. The types of charge for electricity are north
column B e. It has more force
f. It makes the electromagnet stronger
_____________ 4. t-shirt visible. and south Poles. g. It controls the field of attraction
_____________ 5. thumbtacks h. It controls the flow of electricity
I. Evaluating Learning _____________ 6. metal key chain 7. An electricity cannot make appliances work. _________ 3. The force that occur in magnet is that the two
______ 2. Which of the following can make an electromagnet
_____________ 7. plastic cup 8. The movement of the electrons is the speed of like poles stronger?
_____________ 8. nail cutter light. repel and the two unlike poles attract. e. Adding more dry cells
_____________ 9. styrofoam _________ 4. Positive and negative charge attract. f. Using a core with a bigger diameter
_____________ 10. iron bar
9. Electricity consist only of hundreds of electrons. _________ 5. Both exert forces directly proportional to the g. Increasing the number of turns in the coil of wire
10. Static Electricity is a flow of the electric charge charge of the particle feeling the force. h. All of the above
______ 3. Which of the following devices makes use of
electromagnet?
e. Electric bell
List down at least 5 materials that uses List down 5 examples of static and List down at least 5 materials that you Make a song about electromagnet
f. Electric buzzer
g. telephone
magnet current electricity that you can see in can find at home or in the community h. all of the given options
your community. that use electricity and magnet. ______ 4. Which one of the following is not a part of an
electromagnet?
J. Additional activities for e. The wire coil
f. The nail as the core
application or remediation Research on other examples of g. The dry cell as the source of electricity
h. Pins, clips, and needles attracted by the
household appliances that are electromagnet
______ 5. What happens when a part of an electromagnet is
run by the use of magnet disconnected?
e. It loses its magnetism
f. Electricity continues to flow through it
g. The electromagnet becomes a permanent magnet
V. REMARKS h. There is an increase in the number of materials
attracted

Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
VI. REFLECTION questions.

A. No. of learners who earned 80%


on the formative assessment
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 these 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?

Inspected by:

CRISPIN M. BUENSUCESO
(Signature of School Head over Printed Name)
Daily Lesson Log
(Pursuant to DepEd Order No. 42, s. 2016)

SCHOOL NAME LUPIGUE INTEGRATED SCHOOL GRADE FIVE


TEACHER VINA C. VILLANUEVA LEARNING AREA SCIENCE
TEACHING DATES AND TIME to QUARTER THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and conneced to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning lessons. Weekly objectives shall be derived from the curriculum guides.

The Learners demonstrate understanding of a simple DC circuit and


A. Content Standards the relationship between electricity and magnetism in electromagnets.

B. Performance Standards The learners should be able tell the main parts of an electromagnet.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

C. Learning Competencies
Design an experiment to determine the
The learners should be able to identify Determine the factors that affect the Explain the importance of
Construct an electromagnet. factors that affect the strength
the parts of an electromagnet. strength of the electromagnet. electromagnet in daily life.
S5FE-IIIi-j9 of the electromagnet.
S5FE-IIIi-j9 S5FE-IIIi-j9 S5FE-IIIi-j9
S5FE-IIIi-j9

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teachers Guide Pages

2. Learners Materials pages


Cyber Science 5; Nicetas C. Valencia et h. Cyber Science 5, Nicetas G. Valencia et. al., pp. 279 284 Cyber Science Worktext in Science and Technology 5, Cyber Science 5, Nicetas G. Valencia
3. Text book pages al, pp. 229-233 i. Science and Health 5, Natividad Alegre, p. 190
Nicetas
et. al., pp. 282-283
G. Valencia et. al., pp.279- 284

4. Additional Materials from https://www.youtube.com/watch? http://www.ehow.com/how_4461184_inc https://www.youtube.com/watch?


Learning Resource (LR) portal v=XKUs7Dc9pKI rease-strength-electromagnet.html v=P1H4b25BCo4)

activity sheet, 1.5V battery, electric wires, an iron strips of cartolina,picture, Activity sheet, PowerPoint
ball, strip of papers, Video presentation, activity
pictures, activity sheet, powerpoint bar or a big nail, paper clips, thumbtacks and other presentation, videoclip, powerpoint presentation,
B. Other Learning Resources presentation small metallic objects, PowerPoint presentation,
sheet, constructed electromagnet,powerpoint laptop, 2 dry cells, 50 cm copper wire, large iron nail, 50
chart, laptop
presentation, laptop staple wire, 6
laptop 10mm iron rod , paper clips

IV. PROCEDURES
FACT or BLUFF Inside the mystery box the pupil will guess the Play the music then pass the ball, when the music LETS PLAY Let each pupil check whether there is a strip of
1. Magnets usually have two poles. correct answer written in a strip of paper about the stops whoever holds the ball will answer the Make two groups consisting of five members. Give paper with question written under his/ her chair.
2. A magnet has energy, and can attract some important or ideal material in producing a good question written on a strip of paper. them strips of cartolina where steps on how to Whoever gets it will answer the question written on
objects like nails, pins and other objects that are electromagnet. Questions: construct electromagnet are written. it.
A. Reviewing previous lesson or made of contain iron. 8. It is the core around which the wire is coiled What materials are used in constructing an Simultaneously, let them arrange the strips of 1. What makes the electromagnet stronger?
presenting the new lesson 3. In magnetism, unlike poles repel. _______. (nail) electromagnet? cartolina by pasting them on the board in correct 2. What happens when you increase the number of
4. A magnet can attract most at its magnetic 9. It supplies electric current ______. (dry cell) What does electromagnet usually consist of? sequence. The first group to finish correctly will be batteries of an electromagnet?
poles. 10. It is the conductor where the current flow What serves as the conductor of electricity? the winner. 3. How is the number of coil of wire affect the
5. Like poles attract. ______. (wire) When do magnetic fields disappear? strength of an electromagnet?

Presentation of a picture of boy using a doorbell


What is the boy in the picture doing?
Do you have toy car at home? Have Watch the video clip Study the picture of a constructed electromagnet.
Look how is the wire coiled.
Have you ever stopped to think how you are
If you will get inside a building or a house with a gate you experienced to play Tamiya toy https://www.youtube.com/watch? How is the picture different from the electromagnet that you able to hear music and other sounds from
closed, you need to look for a doorbell to have somebody car? What makes it move? v=XKUs7Dc9pKI had constructed in our previous activity? stereo speakers? You may have an iPod,
open the gate for you. iPhone or cell phone which you carry
What happens when the button of a doorbell is pressed? (The teacher may also show a Tamiya What does the video imply?
B. Establishing a purpose for the toy car and let pupils see the motor that Can electromagnet be made stronger?
anywhere you go? How do these help you?
lesson The speakers in these devices all depend on
makes Tamiya move) electromagnets.

Approach: Integrative Group Activity: Constructing an Electromagnet Group Activity: Making Me Stronger Group Activity: Am I Stronger ? Group Activity: Know My Usefulness
Strategy: Scaffold- Knowledge Integration Approach: Inquiry-based Approach: Inquiry-based Approach: Constructivism
Approach: Inquiry based Strategy: Experiment
Activity: 4 As Strategy: Knowledge-Building community model Strategy: Activity Based
Group Activity: Tell My Parts L. Problem: What Activity: EIBU
Strategy; Cyclic-Inquiry Model and Practical Inquiry Activity: EIBU Activity: 3As
are the parts of an electromagnet? XVI. Problem: How will you construct an electromagnet? Model XI. Problem: What factors affect the strength of an I. Problem: What are the importance of electromagnet in our
XVI. Materials: illustration of a constructed electromagnet. XVII. Materials: 1.5V battery, electric wires, an iron bar or a Activity: AICDR (Ask, Investigate,Create, Discuss, electromagnet? daily
C. Presenting Examples/instances XVII. Procedure big nail, paper clips, thumbtacks and other small metallic Reflect)
XII. Materials: 2 dry cells 50 cm copper wire
1 large iron nail 50 staple wire lives?
10. Study the given illustration. objects XVI. Problem: Can you design an experiment to 6 10mm iron rod paper clips II. Materials: video clip of the importance of the
11. Answer the given guide questions. XVIII. Procedures: determine the factors that affect the strength of an III. Procedures: electromagnet in our
Guide Questions: 8. Wind the electric wire 10-15 times around the iron bar or 7. Get the iron nail and touch it to the paper clips and daily life ( https://www.youtube.com/watch?
1. What is the source of electricity in the illustration? nail.
electromagnet? pins.Observe what happens. v=P1H4b25BCo4)
2. What is wound around the long iron nail? Attach one end of the wire to the positive terminal of the XVII. Materials: constructed electromagnet used in 8. Get the wire and wrap it tightly around the nail once. Then III. Procedures
3. Which is the conductor of electricity? battery previous activity connect the wire ends to one of the batteries. Then touch the 1. Watch the video clip.
4. Which material becomes a magnet? Why? and the other end to the negative terminal to complete the XVIII. Procedure: staples with it. 2. Jot down the 4 situations that show how life is possible
9. Experiment with different number with coil turns ( 10, 20, and
Approach: Integrative Group Activity: Constructing an Electromagnet Group Activity: Making Me Stronger Group Activity: Am I Stronger ? Group Activity: Know My Usefulness
Strategy: Scaffold- Knowledge Integration Approach: Inquiry-based Approach: Inquiry-based Approach: Constructivism
Approach: Inquiry based Strategy: Experiment
Activity: 4 As Strategy: Knowledge-Building community model Strategy: Activity Based
Strategy; Cyclic-Inquiry Model and Practical Inquiry Activity: EIBU
Group Activity: Tell My Parts L. Problem: What Activity: EIBU Activity: 3As
are the parts of an electromagnet? XVI. Problem: How will you construct an electromagnet? Model XI. Problem: What factors affect the strength of an I. Problem: What are the importance of electromagnet in our
electromagnet?
XVI. Materials: illustration of a constructed electromagnet. XVII. Materials: 1.5V battery, electric wires, an iron bar or a Activity: AICDR (Ask, Investigate,Create, Discuss, XII. Materials: 2 dry cells 50 cm copper wire daily
XVII. Procedure MONDAY TUESDAY
big nail, paper clips, thumbtacks and other small metallic Reflect) WEDNESDAY THURSDAY lives? FRIDAY
1 large iron nail 50 staple wire
10. Study the given illustration. objects XVI. Problem: Can you design an experiment to II. Materials: video clip of the importance of the
of new lesson 11. Answer the given guide questions. XVIII. Procedures:
6 10mm iron rod paper clips
determine the factors that affect the strength of an III. Procedures: electromagnet in our
Guide Questions: 8. Wind the electric wire 10-15 times around the iron bar or 7. Get the iron nail and touch it to the paper clips and daily life ( https://www.youtube.com/watch?
1. What is the source of electricity in the illustration? nail.
electromagnet? v=P1H4b25BCo4)
pins.Observe what happens.
2. What is wound around the long iron nail? Attach one end of the wire to the positive terminal of the XVII. Materials: constructed electromagnet used in 8. Get the wire and wrap it tightly around the nail once. Then III. Procedures
3. Which is the conductor of electricity? battery previous activity connect the wire ends to one of the batteries. Then touch the 1. Watch the video clip.
4. Which material becomes a magnet? Why? and the other end to the negative terminal to complete the XVIII. Procedure: staples with it. 2. Jot down the 4 situations that show how life is possible
5. What happened to the pins? Why? circuit. 9. Experiment with different number with coil turns ( 10, 20, and with
12. Group yourself into three. 30) and observe what happens. See how many staples it can pick and without electromagnet.
6. What does the illustration show? 9. See how your electromagnet works! Put it near some 13. Brainstorm on how can you make up.
Group
XVIII. Reporting / Presentation
Conclusion: Group Reporting / Presentation of the electromagnet stronger.
paper Group Reporting / Presentation Group Reporting
10. Do the same / Presentation
process ( numbers 2 and 3 above) of the
using two Group Reporting
3. Fill in the table below. / Presentation of the
clips, thumbstacks and other metallic objects. Observe what
of the Output Output
happens. 14. Design your own experiment to determine the Output
of the Output
batteries and the rod.
11. Record your observation in the table below.
Output
Sharing
10. of the
Disconnect results
wire at one end. Observe again the factors that affect Sharing of results Sharing of results
D. Discussing new concepts and Sharing of results metallic Sharing of results
the strength of the electromagnet.
objects. Group I- Type of Core
practicing new skills #1 Guide Questions: Group II- Number of Coils
1. What are needed in constructing an electromagnet?
2. Where does the strength of an electromagnet come Group III- Number of Batteries
from?
Let each group make their own Answer
3. What
paper
these questions:
happened if you put the electromagnet near the 3. Answer these questions: Answer these questions: Electromagnets are used to a great
metallic objects? behave c. What does each group presented?
e. When does andan electromagnet If you add coils to an electromagnet, does extent in communication or
illustration of an electromagnet. clips, thumbstacks other
E. Discussing new concepts and like
4. Whata magnet?
happened after you disconnect the wire? d. What materials will be added/ the magnet get stronger or weaker? Why? in sending signals as in telephone,
Ask them to label the parts 5. What did you construct? manipulated in your designed experiment to What happens if the current increases?
practicing new skills #2 f.
XIX.Why does an electromagnet can
Conclusion:
determine the strength of an electromagnet? Does the type of core affect the strength of
telegraph, radio and
attract pins if there is an electricity? electromagnet? Why? Why not? television.
How do these help us?

Direction: Clap your hands once if the statement is Direction: Identify whether the statement is TRUE or FALSE. Draw a if the statement is correct and if not. Tell whether the statement is TRUE or FALSE.
correct and twice if it is incorrect. If false, identify the word that makes it false. 1. Magnet is not used in making an electromagnet. 1. Many of our modern electrical appliances would not work
11. An electromagnet is a magnet mode formed when an electric 2. An electromagnet behaves like magnet only when the without electromagnet.
16. An electromagnet works only when there is a
F. Developing mastery flow of electricity.
current is passed thru wire coiled around it.
12. The ability to attract metallic objects can be switched on and
wire is wrapped around an iron core. 2. An electromagnet can be shown in simple electric motors.
17. Without core or magnetic material, electromagnet off because of nail. 3. Number of batteries may affect the strength of an Speakers of cellphone, radio and others depend on
(Leads to Formative Assessment) cannot be produced. 13. Electricity flows through the wire with an iron bar (nail) inside
electromagnet. electromagnet.
it when connected to the battery. 4. Number of coils may not affect the strength of an 3. Even without electromagnetic devices, communication is
18. Coil of wire serves as the conductor of
14. The iron bar turns into a magnet and picks any object. electromagnet. easier
electricity. and faster.
15. When the wires are disconnected, the iron bar loses its
19. Even without source of the electricity from the
Are you aware that many of the many of the magnetic ability.
battery, electromagnet can still be produced.
c. Why are electromagnets very Francis, the operator of a machine has to You are playing with your Tamiya toy car, you 4. Alla
As of student,
depend on
the things wecan
used you citehome
in school, a specific
and work
modern electrical
20. When the current is broken the nail is no longer a important? increase the strength of the electromagnet of noticed that it runs so example that shows the
electromagnet.
G. Finding Practical applications of appliances that we use today whether in
magnet. d. How are electromagnets used in his machine, what should he do? slowly. You have found out that it is running importance of electromagnet in your
school or home would not work without the out of battery. What should
concepts and skills electromagnet? Can you name them?
communication?
you do to increase the strength of the
life?
rechargeable battery?

What are the main parts of an d. What is an electromagnet? What factors can affect the strength of What factors affect the strength of an What are the importance of
electromagnet? e. How can you construct an an electromagnet? electromagnet? electromagnet in our daily lives?
H. Making generalizations and electromagnet?
abstractions about the lesson
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Direction: Read the situation below. Answer the question. Choose the letter of Direction: The following are the steps in constructing an Direction: Read the statement then write True if the
Direction: Read the situation below. Answer the question. Direction: Select the sentences that show the importance of
the best answer
1. You are going to construct an electromagnet, which of the following materials electromagnet. Arrange them in correct order by numbering statement is correct and False if it is wrong.
Choose the letter of the correct answer. electromagnet in our daily lives
will you need. 1-5. 1. Electromagnet is made up of an iron core, copper wire
1. Which is an example of a temporary magnet? A. Electromagnets are used in generators, electric motors
A. dry cell C. wire ________A. Bring the electromagnet near the pins. Count and source of electricity. A. bar magnet C. horseshoe magnet and
B. iron nail D. all of these
2. The following are all needed in constructing a simple electromagnet, which is the number of pins attracted to it. 2. Electromagnet is a permanent magnet.
B. electromagnet D. magnetite transformers.
NOT? ________B. Using a cutter, uncoat the electrical wires and 3. Large number of closely spaced turns of wire creates the
2. Which can increase the strength of an electromagnet? B. These are also used in lifting and dropping heavy objects
I. Evaluating Learning A. thread C. wire
B. nail D. battery
get the copper inside it.
________C. Make ten turns of the copper wire around the
magnetic field. A. increasing the number of batteries and coils around the like
4. The number of batteries may affect the strength of
nail cars in junkyards, and lifting magnets levitation trains to
3. In an electromagnet, which of the following serves as the conductor of
electricity? nail. electromagnet. B. Increasing the number of batteries or coils around the enable
A. battery B. coil of wire C. core D. both A and B ________D. Disconnect one end of the copper wire to the 5. Electromagnet can be made stronger.
nail them to move extremely fast and energy efficient.
4. Which one of the following is NOT a part of an electromagnet?
A. the wire coil source of electricity. Then bring the magnet near the pins. C. decreasing the number of batteries or coils around the C. We should always conserve electricity.
B. the nail as the core ________E. Connect both ends of the copper wire to the nail D. MRI or magnetic resonance imaging uses magnetic
C. the dry cell cell as the source of electricity negative and positive terminals of the dry cell. D. Decreasing the number of batteries or coils around the fields to
D. pins, clips, and needles attracted by an electromagnet
5. What happens when a part of an electromagnet is disconnected? nail create an image inside the body.
Compose a short poem about the parts Draw a diagram of an electromagnet. Design your own experiment to
A. It loses its magnetism. Compose a simple
3. The following jingleare
statements focusing
not true on
aboutthe factors E. Wire is used on
Research the other
in making importance of
an electromagnet.
B. Electricity continues to flow through it. that affect theEXCEPTone.
electromagnet, strength
of an electromagnet.
C. The electromagnet becomes a permanent magnet. Below,write the steps on how to
D. There is an increase in the number of materials attracted.
determine the factors that affect the of The
A. an electromagnet.
smaller the size of the battery, the stronger is the
electromagnet in our daily
construct it. strength of an electromagnet. Write this electromagnet is. lives. List down specific examples.
J. Additional activities for on a piece of short coupon bond. B. The bigger the size of the soft-iron core is, the weaker
the
application or remediation electromagnet is.
C. The greater the number of batteries, the weaker the
electromagnet is.
D. The greater the number of batteries, the stronger the
electromagnet is.
4. Which is TRUE about electromagnets?
A. They are permanent.
V. REMARKS B. They dont need a battery.
C. Increasing the battery makes the electromagnet weaker.
D. Increasing the number of coils makes the electromagnet
Reflect on your teaching and asses yourself as a teacher. Think about your students' progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
VI. REFLECTION questions.
stronger.

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 these 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?

Inspected by:

CRISPIN M. BUENSUCESO
(Signature of School Head over Printed Name)