School: ALEGRIA ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: DONALD DANN A. BUHAYAN Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: DECEMBER 09 – 13, 2019 (WEEK 7) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learners demonstrate understanding of a simple DC circuit
B.Performance Standards "The learners should be able to propose an unusual tool or device using Electricity that is useful for home school or community"
C.Learning Competencies/Objectives The learner should be able to Summativve Test
The learner should be able to The learner should be able to The learner should be able to discuss
illustrate the effects of changing
determine the effects of changing the determine the effects of changing the the effects of changing the number
the number and type of
number of components in a circuit type of components in a circuit and type of components in a circuit
components in a circuit
II.CONTENT Electricity - Circuits Electricity - Circuits Electricity - Circuits Electricity - Circuits
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. CG p. CG p. CG p.
2.Learners’s Materials pages
3.Textbook pages Science Spectrum 5, pages 191-196 Science Spectrum 5, pages 191-196 Science Spectrum 5, pp. 191-196
Science Spectrum 5, pp. 191-196 Science and Health 5 by Natividad Science and Health 5 by Natividad Science and Health 5 by Natividad
Alegre-Del Prado, pages 177-182 Alegre-Del Prado, pp 177-182 Alegre-Del Prado, pp. 177-182
4.Additional materials from learning http://www.sciencekids.co.nz/ https://www.scribd.com/doc/
http://www.bbc.co.uk/schools/
resource (LR) portal gamesactivities/electricitycircuits.html 10519133/Electronic-Components-
podsmission/electricity/
https://www.superteacherworksheets Symbols-Functions
pod.shtml
.com/electricity.html http://www.safekidscalifornia.org/wp-
http://www.learningcircuits.co.uk
http://www.bbc.co.uk/bitesize/quiz/q content/uploads/2015/05/Home-
/flash/flashmain.sw
80633759 Safety-Challenge.png
B.Other Learning Resource Chart, power point Chart, power point Chart, power point Chart, power point
IV.PROCEDURES
A.Reviewing previous lesson or presenting What are the parts / components of 1. Review Activity: Game: What’s the Review previews lesson
the new lesson an electric circuit? What are the effects of changing the Symbol?
Describe each part. number of components in an Group the pupils with 6 members
electric circuit? each.
Increasing the number of the batteries, Ask each member to stand near
increases the brightness of a the board with corresponding
bulb. area.
Increasing the number of bulbs, Say:
decreases the brightness. I have here a gift box which
- Checking of Assignment contains component cards
(picture cards).
Inside the gift box are component
cards (picture cards).
As I pick up and raise each card,
you have to draw the symbol that
represents each card on the
board. The first group who can
draw
the symbols correctly will get 1
point. There are 5 items for a
total of
5 points.
B.Establishing a purpose for the lesson Connect the circuit components with Based on the, activity what can you I. Multiple Choice: Read each item
Study the diagram below. Complete ittheir symbols.the parts to form a Simple
by dragging infer with given circuit diagrams? carefully and choose the letter of
electrical circuit. Circuit A: the
The bulb glows dimmer and the best answer.
motor spins slower because of the 1. You are walking one afternoon
divided power supply. to go to your uncle’s house. You
Circuit B: are aware that exposure to sun
The 2 bulbs won’t glow or the circuit light can lead to certain diseases.
will not work because the switch What material can you use in
is off or circuit is open. order to block the sun?
C.Presenting Examples/ instances of the new Now that you have learned from our You have already determined from In our previous lesson, you have A. Umbrella C. Books
lesson previous lesson how to make a the previous lessons that changing already explained the reasons B. Bag D. Rain coat
simple circuit, let us now study more the number and type of the why 2. The following are examples of
about circuits as we investigate components affects the circuit. changing the number and type of materials that transmit light.
with batteries, voltages and light I. Objective: Discuss the effects of the components affects the Which one is not useful?
bulbs. Let us find out the effects of changing the number and type of circuit. E. Picture frames
changing the number of components/ components You have also learned the F. Windows of houses
parts in the circuit Activity in a circuit symbols used to represent each G. Glass doors covered with
Proper: Light It Up! II. Problem: Why does changing the components of the circuit. designed plastic
number and type of components Activity Proper: Group Activity H. Display cabinet door
affect the circuit? Objective: Illustrate the effects of 3. Why do most people in tropical
III. Materials: results/tables used in changing the number and type of countries use white paint for their
data and observation in Lesson 31 components in a circuit homes?
& 32. E. To shade their house
IV. Procedure: F. To absorb heat
1. Review the results given in lessons G. To makes feel cool and
31 & 32. comfortable
D.Discussing new concepts and practicing Group reporting Group reporting 1. Group reporting 1. Group reporting. H. To decrease the temperature
new skills #1 Explain the results of the activity. Explain the results of the activity. Explain the reasons the results of the 2. Verifying the results through 4. Why light absorbed by the
Presenting the data and observation Presenting the data and observation activity. an interactive activity. plants useful?
table. table. Present the data and observation http://www.bbc.co.uk/schools/p E. It makes the plants green
Original File Submitted and table 1 & 2 odsmission/electricity/annie02.sh F. Over expose of plant to light
Formatted by DepEd Club Member tl makes plants die.
- visit depedclub.com for more http://www.learningcircuits.co.uk G. Light is reflected and
/flash/flashmain.swf increasing its temperature.
E.Discussing new concepts and practicing 1. Teacher’s Input: Based on the activities we did, answer Analyze each diagram and answer Answer the following questions H. It makes the environment cool.
new skills #2 * If the activity is not enough to draw the following questions: each question. based on the illustrations below. 5. Why do people enjoy the shade
the concepts, do the Interactive 1. Does changing the load of a circuit Diagram 1: Can a bulb added in a 1. Which circuit is closed? of the tree during summer?
activity for simulation. affects the circuit? No, it doesn’t. circuit with twisted wires light up? 2. Which circuit is open? E. It reflects light
http://www.sciencekids.co.nz/gamesa 2. Can unjointed wires make the circuit Explain your answer. 3. Which of the two circuits will F. It absorbs light
ctivities/electricitycircuits.html work? Why? No, because the electric Answer: Yes, the bulb will still light work? Explain your answer G. It blocks light
current won’t flow in an unjointed up because the circuit H. It transmits light
wires. has complete parts/components-the 6. A circuit has power supply,
3. What is the function of the switch in power load, switch and a __________.
a circuit? The switch opens and closes supply, the bulb and wires. A. Battery C. Wires
the circuit. Diagram 2: Will the bulb light if you B. Bulb D. Motor
4. Can a circuit work even without a turn on any of the switches? 7. What supplies energy in an
switch? Why? Yes. Because the current Justify your answer. electric circuit?
can still flow through the wires even Answer: Yes, because turning any of A. conductor C. Wire
without switch. the switch K. Light bulb D. A battery
closes the circuit where the bulb is 8. What needs to be done to this
connected. circuit so that the lamp lights up?
. A. Close the switch C. Add a cell
Diagram 3: Can bulbs A & B still work and close the circuit
if you turn off the switch? B. Add another lamp D. Add a
Defend your answer. motor and close the switch
Answer: Yes, because even is bulb C 9. What component does this
will not circuit symbol represent?
 light, still bulbs A & B is connected in A. Bulb C. Cell/battery
a B. Switch D. Motor
closed circuit. 10. What is wrong with this circuit
F.Developing Mastery Complete the following sentences by Look at each circuit diagram below. If diagram?
choosing the correct word from the box you think the bulb or bulbs A. There is no switch
below. will light, put a check in the box. If B. There are two bulb
1. If the switch is on, the circuit is you do not think the bulb or bulbs C. There is only one battery
____________. Therefore, the circuit will light, put a cross in it. D. There is missing wire 11. What
will work. is the function of a power source
2. When the switch is ____________, in a circuit? A. It provides a steady
the circuit is open. Therefore, the source of electricity B. It provides
circuit won’t work. a means through which the circuit
3. In a circuit with unjointed wires, the can be broken
motor _______ work. C. It opens and closes the circuit
4. A _________controls the circuit y D. It resist the flow of electrons
opening and closing it. 12. What might happen if wires
5. An open circuit is a weren't protected with rubber or
____________circuit. plastic? A. The power source will
G.Finding Parctical application of concepts Electricity does a lot of work for us. Electricity is very useful for us. But Give your answer to each situation: no longer provide a flow of
and skills in daily living We use it many times each day. It improper use of it will be dangerous. 1. How can a motor spin faster? current
lights our homes, warms and cools our Activity: Is it SAFE or NOT? - Increase the voltage of the battery B. We would be harmed from
rooms, and helps us keep them clean. Tell whether each activity in using or add more battery. electric shock
It cooks our food and washes the electricity SAFE or NOT SAFE. 2. How can a bulb be made dimmer? C. The circuit would be broken
dishes. It really help us at home and Use happy or sad emoji’s for your - Use a battery with smaller voltage D. The current will not flow
most specially in the kitchen. answers. or add more bulb. 13. In a simple series circuit, why
1. Replacing broken wires or busted does the bulb light when you
bulbs. close the switch?
2. Turning off the switch when not in A. Because the switch produces
use. electricity
3. Check your electrical connection B. Because closing the switch
twice a year. completes the circuit
4. Asking your 3 year old brother to C. Because closing the switch
turn on or off the switch. breaks the circuit
5. Using octopus connection in running D. Because the switch provides
your appliances enough power supply
H.Making generalization and abstraction What are the effects of changing What are the effects of changing the What have you learned? I learned that… 14. A battery is used to light a
about the lesson the number of components in a type of components in a circuit? I learned that… § Adding more o The two main ways of bulb as shown. A second bulb is
circuit? · Changing the type load with the same batteries to a simple circuit will increasing the current in an connected by closing switch S.
More batteries/voltage (power power supply does not affect the increase the electrical energy, which electrical circuit are by increasing What happens to the bulbs?
source) makes the bulb glow brightly circuit. It still works. will make a bulb brighter. the voltage or by decreasing the A. The right bulb goes out; the left
but too much batteries/voltage · Unjointed wires does not allow the § Adding more bulbs to a simple resistance. bulb lights up.
(power source) can make the bulb current to flow that is why the circuit circuit will reduce the electrical § Too many batteries increases B. The right bulb gets dimmer;
busted. will not work. energy and make the bulbs dimmer. the voltage which makes the both bulbs have the same
Adding more bulbs (load) can make · Switch opens and closes the circuit but § Lengthening or twisting the wires in circuit blow brightness.
the glow dimmer but lessening the it can still work even without it. a simple circuit will reduce the § Too many loads decreases the C. The right bulb gets brighter;
bulb (load) will make it glow brighter. Let see if you really understood the electrical energy, as it has further to resistance which makes the both bulbs have the same
Longer wire makes it hard for the lesson by answering the travel. The extra distance will make current less and not work at all brightness.
current to flow that is why the bulb questions. the bulb dimmer. D. The right bulb stays the same;
 glow dimmer. § But too much batteries or too much the left bulb does not light.
load will make the circuit unusable. 15. A battery is used to light two
I.Evaluating learning Directions: Read each item carefully. Directions: Read each item carefully. Let see if you really understood the bulbs as shown. What happens to
Choose the letter of the correct Choose the letter of the correct answer. lesson. bulb B when bulb A is unscrewed
answer. 1. Which statement is correct about How bright do you think the bulb will from its socket?
1. In a simple circuit with long (coiled) electric current powered by a battery? be in these circuits? A. Bulb B gets off C. Bulb B’s gets
wire, 1.5 V and a bulb, why does A. It always flow clockwise. Choose the answer from the box. lighted still
the bulb gets dimmer? B. It gets used up as it goes around the B. Bulb B gets busted D.
A. Because the power supply is not circuit. Impossible to determine
enough to light the bulb C. It does not get used up as it goes
brighter. around the circuit.
B. Because the load is too many. D. All of the above.
C. Because the wire is too long. 2. What needs to be done to this circuit
D. Because the wire is too short. so that the lamp lights up?
2. Imagine a simple circuit with one a. Close the switch
1.5V battery and one bulb. When the b. Add another bulb/lamp
1.5V battery is replaced with a 3V c. Add another wire
battery ... A. The bulb gets brighter. B. d. Add a cell /battery and close the
The bulb gets dimmer. C. The bulb switch
stays at the same level of brightness. 3. Which switch must be closed to
D. Nothing has changed. make the lamps light?
3. Imagine a circuit with a 1.5V battery a. Only switch 1
and one bulb and similar circuit with a b. Only switch 2
3V battery and two bulbs. Which has c. Switch 1 and 2
the brighter glow? A. The circuit with d. The lamp can still light up even the
1.5 V battery and one bulb. B. The switches are open.
circuit with 3V battery and two bulbs. 4. If lamp 1 is removed from its holder,
C. The bulbs in both circuits are of what will happen to lamp 2?
similar brightness levels. a. It will stay lit.
D. The bulbs in both circuits won’t lit. 3
4. Why might a bulb busted when 3 b. It will be busted.
pieces 3V batteries are both c. It will get dimmer.
connected across in a simple series d. It won’t work.
circuit? 5. Which components do these symbols
A. There is not enough electricity represent?
flowing in the circuit. a. bulb, motor, buzzer, switch
B. Too much electricity flows through b. buzzer, motor, bulb, power supply
the bulb’s filament and the c. switch, buzzer, bulb, motor
bulb blows. d. wire, switch, power supply, bulb
C. The batteries are not connected
properly.
D. The batteries are used up or
uncharged.
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. The bulbs
 stays at the same level of brightness.
D. Nothing has changed.
J.additional activities for application or Draw the symbols for the following Make a circuit diagram for each set of Creative Writing: Write a reflection. Home Project: Dalandan Battery
remediation circuit components. circuit components. What if electricity did not exist? Objective: Make electricity from
1. Cell/Battery 1. A circuit with a battery, a buzzer and How would you do ordinary things? dalandan or sinturis.
2. Bulb a switch. What would you do for fun? Materials: copper wire, small
3. Wire 2. A circuit with 2 batteries, a bulb, a Write how having an electricity could Christmas lightbulb, clippers,
4. Switch motor and a switch. better your life. steel paper
3. A circuit with 2 batteries, a buzzer, a Also, describe how it could affect clip, sheet of sandpaper (liha),
bulb and 2 switches (one for each load) your life. dalandan or sinturis
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to
evaluation next objective. objective. next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by
of limited resources used by the of limited resources used by the despite of limited resources used by the teacher.
teacher. teacher. the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used
their work on time. work on time. their work on time. by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time.
behavior. behavior. behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.

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

D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
remediation activities for remediation activities for remediation additional activities for remediation additional activities for
remediation
E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson lesson the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
principal or supervisor can helpme solve? require remediation require remediation require remediation require remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
used/discover which I wish to share with ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and pair-share, quick-writes, and
charts. charts. charts. anticipatory charts. anticipatory charts.

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

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

___Contextualization: ___Contextualization: ___Contextualization:

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

___Text Representation: ___Text Representation: ___Text Representation:

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