DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 First Quarter ______ 1

I. OBJECTIVES
The learners demonstrate an understanding of current- voltage-resistance relationship,
A. Content Standards electric power, electric energy, and home circuitry.

B. Performance
Standards

1. Explain the functions of circuit breakers, fuses, earthing, double insulation, and other
safety devices in the home.
C. Learning S8FE-li-33
Competencies/
Objectives Objectives:
(Write the LC code) a. Define and construct electric circuit.
b. Identify the components and their function in a circuit.
c. Analyze different kinds of electric circuit connections.
d. Observe correct circuit connection to avoid danger of electricity.
II. CONTENT Simple Electric Circuit
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG
2. Learner’s Materials
Science 8 Learner’s Module
pages
3. Textbook pages
4. Additional Materials
Science 8 Learner’s Module. Campo, Pia C., et al. 2013.
from Learning
Resource (LR) portal
B. Other Learning
Resources
ThePhysicsclassroom.com
IV. PROCEDURES
ELICIT
Key recall question:

1. What do you call to the flow of charges from one point to another along a
A. Reviewing previous conducting path?
lesson or presenting
the new lesson
2. What device measures the voltage across an electrical element and source?
3. Who discovered the battery?
4. What law states that current is directly proportional to voltage but inversely
proportional to resistance?
5. What are the factors that affect the resistance of the wire?
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 First Quarter ______ 2

ENGAGE

 Write “Simple Circuit” on the board. Ask students to examine the word circuit and
ask if they know of a word that that sound similar – circle. Tell them that a circuit is
like a circle. Electrical energy goes around the circuit – like a circle.

 Ask the students to answer the following pre-assessment activity.

B. Establishing a
purpose for the lesson

C. Presenting
examples/instances of
the new lesson

EXPLORE
 Preliminary Activity
 Precautionary measures
D. Discussing new
 Introduce the activity: The Loop
concepts and
practicing new skills  Activity Proper
#1  Organize four (4) groups among yourselves
 Get the activity Sheets and materials
 First read the procedure carefully. If there are points that you don’t
understand, ask help or clarify from your teacher.
E. Discussing new  Follow the directions in the activity sheet, with your group mates.
concepts and  Be aware of the time element of this activity
practicing new skills
#2
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 First Quarter ______ 3

**Activity Procedure

EXPLAIN (Post Activity)

F. Developing mastery  Post all your outputs on the wall.
(leads to Formative  Each group will choose one representative to present and explain their output.
Assessment 3)
 Reinforcement the students’ answer.

G. Finding practical ELABORATE (Applying and Making Use of Information)

applications of  Make the bulb light using one (flashlight) bulb, one dry cell, and one electrical wire
concepts and skills in
daily living in as many ways possible. Draw the arrangements that make the bulb light in a
manila paper.
H. Making  Each group will present their drawing and demonstrate to their classmates the
generalizations and different arrangements.
abstractions about the  Ask students how they are going to value their learning in simple electric circuit in
lesson
real life situations.

EVALUATE
(Knowledge)
1. Which of the following parts of electric circuit serves as a source of electrical energy?
a. Load b. Conductor c. Switch d. Battery
I. Evaluating learning (Comprehension )
2. If an electric circuit could be compared to a water circuit at a water park, then the
current would be analogous to the ____.
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 First Quarter ______ 4

A. water pressure
B. gallons of water flowing down slide per minute
C. water pump
D. bottom of the slide

(Application )
4. Ask the students to apply what they have learned to make a simple circuit. Each
student should illustrate a circuit labelled with its corresponding parts and functions .

(Analysis & Synthesis )

Utilize your understanding of the requirements of an electric circuit to state
whether charge would flow through the following arrangements of cells, bulbs,
wires and switches. If there is no charge flow, then explain why not.

Charge Flow: Yes or No?

Explanation:

5. (Evaluation) In 2 – 3 sentences, give your evaluation on the following statement.

In the movie Tango and Cash, Kurt Russell and Sylvester Stallone escape from a
prison by jumping off the top of a tall wall through the air and onto a high-voltage
power line. Before the jump, Stallone objects to the idea, telling Russell "We're going to
fry." Russell responds with "You didn't take high school Physics did you. As long as
you're only touching one wire and you're feet aren't touching the ground, you don't get
electrocuted." Is this a correct statement? Why?

EXTEND
J. Additional activities for Have students investigate the difference between a simple circuit, series circuit, and
application or
remediation a parallel circuit. Have groups work together to create a series circuit and a parallel
circuit. Use a Venn diagram to compare the two types.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 First Quarter ______ 5

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?

DEMONSTRATION TEACHER:

THINKER BELL GROUP

1. Eunice R. Gentiles
2. Ruby M. Alameda
3. Naome O. Bertulfo
4. Gil Lloyd F. Jacob, Jr.
5. Ranilo G. Benogsudan
6. Michael S. Rubino
7. Jay M. Bentayo
8. Jean Maria G. Derrayal
9. Karen Jane B. Sacatani
10. Maria Helena B. Yangco

NOTED:

Electric circuits provide a means to harness electrical energy and use it in our everyday lives. 10.Circuits require a
voltage source to operate. 11.Circuits require a closed loop to operate; that is they need a path for the electric
current to return to its source.