School: Grade Level: V

GRADES 1 to 12 Teacher: File created by Ma’am EDNALYN D. MACARAIG Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: APRIL 10 - 14, 2023 (WEEK 9) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards "The Learners demonstrate understanding of a simple DC circuit and the relationship between electricity and magnetism in electromagnets."
B.Performance Standards The learners should be able tell the main parts of an electromagnet.
C.Learning Competencies/Objectives The learners should be able to identify Design an experiment to determine Determine the factors that affect Explain the importance of
the parts of an electromagnet.S5FE- Construct an electromagnet.S5FE-IIIi-j9 the factors that affect the strengthof the strength of the electromagnet in daily
IIIi-j9 the electromagnet.S5FE-IIIi-j9 electromagnet.S5FE-IIIi-j9 life.S5FE-IIIi-j9
II.CONTENT Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages Science Exemplar pages 606-609 Science Exemplar pages 606-609 Science Exemplar pages 606-609 Science Exemplar pages 606-609 Science Exemplar pages 606-
609
2.Learners’s Materials pages
3.Textbook pages h. Cyber Science 5, Nicetas G. Valencia
Cyber Science Worktext in Science
Cyber Science 5; Nicetas C. Valencia et et. al., pp. 279 – 284 Cyber Science 5, Nicetas G.
and Technology 5, Nicetas
al, pp. 229-233 i. Science and Health 5, Natividad Valencia et. al., pp. 282-283
G. Valencia et. al., pp.279- 284
Alegre, p. 190
4.Additional materials from learning http://www.ehow.com/
https://www.youtube.com/watch? https://www.youtube.com/
resource (LR) portal how_4461184_increase-strength-
v=XKUs7Dc9pKI watch?v=P1H4b25BCo4)
electromagnet.html
B.Other Learning Resource strips of cartolina,picture, Activity
activity sheet, 1.5V battery, electric ball, strip of papers, Video
sheet, PowerPoint presentation,
wires, an iron bar or a big nail, paper presentation, activity sheet,
pictures, activity sheet, powerpoint laptop, 2 dry cells, 50 cm copper videoclip, powerpoint
clips, thumbtacks and other small constructed
presentation wire, large iron nail, 50 staple presentation, chart, laptop
metallic objects, PowerPoint electromagnet,powerpoint
wire, 6’
presentation, laptop presentation, laptop
10mm iron rod , paper clips
IV.PROCEDURES
A.Reviewing previous lesson or presenting FACT or BLUFF Inside the mystery box the pupil will Play the music then pass the ball, LET’S PLAY Let each pupil check whether
the new lesson 1. Magnets usually have two poles. guess the correct answer written in a when the music stops whoever holds Make two groups consisting of there is a strip of paper with
2. A magnet has energy, and can strip of paper about the important or the ball will answer the question five members. Give them strips of question written under his/ her
attract some objects like nails, pins ideal material in producing a good written on a strip of paper. cartolina where steps on how to chair. Whoever gets it will
and other objects that are made of electromagnet. Questions: construct electromagnet are answer the question written on
contain iron. 8. It is the core around which the wire is What materials are used in written. Simultaneously, let them it.
3. In magnetism, unlike poles repel. coiled _______. (nail) constructing an electromagnet? arrange the strips of cartolina by 1. What makes the
4. A magnet can attract most at its 9. It supplies electric current ______. What does electromagnet usually pasting them on the board in electromagnet stronger?
magnetic poles. (dry cell) consist of? correct sequence. The first group 2. What happens when you
5. Like poles attract. 10. It is the conductor where the What serves as the conductor of to finish correctly will be the increase the number of
current flow ______. (wire) electricity? winner. batteries of an electromagnet?
When do magnetic fields disappear? 3. How is the number of coil of
wire affect the strength of an
electromagnet?
B.Establishing a purpose for the lesson Do you have toy car at home? Have you Watch the video clip Study the picture of a Have you ever stopped to think
Presentation of a picture of boy experienced to play Tamiya toy car? https://www.youtube.com/watch? constructed electromagnet. how you are able to hear music
using a doorbell What makes it move? v=XKUs7Dc9pKI Look how is the wire coiled. and other sounds from stereo
What is the boy in the picture (The teacher may also show a Tamiya What does the video imply? How is the picture different from speakers? You may have an
doing? toy car and let pupils see the motor Can electromagnet be made the electromagnet that you had iPod, iPhone or cell phone
If you will get inside a building or a that makes Tamiya move) stronger? constructed in our previous which you carry anywhere you
house with a gate closed, you need activity? go? How do these help you?
to look for a doorbell to have The speakers in these devices
somebody open the gate for you. all depend on electromagnets.
What happens when the button of Original File Submitted and
a doorbell is pressed? Formatted by DepEd Club
Member - visit
depedclub.com for more

C.Presenting Examples/ instances of the Approach: Integrative Group Activity: “Constructing an Group Activity: “Making Me Group Activity: “Am I Stronger ?” Group Activity: “ Know My
new lesson Strategy: Scaffold- Knowledge Electromagnet” Stronger” Approach: Inquiry-based Usefulness”
Integration Approach: Inquiry-based Approach: Inquiry – based Strategy: Experiment Approach: Constructivism
Activity: 4 A’s Strategy: Knowledge-Building Strategy; Cyclic-Inquiry Model and Activity: EIBU Strategy: Activity Based
Group Activity: “Tell My Parts” community model Practical Inquiry Model XI. Problem: What factors affect Activity: 3’A’s
L. Problem: What are the parts of an Activity: EIBU Activity: AICDR (Ask, the strength of an I. Problem: What are the
electromagnet? XVI. Problem: How will you construct an Investigate,Create, Discuss, Reflect) electromagnet? importance of electromagnet
XVI. Materials: illustration of a electromagnet? XVI. Problem: Can you design an XII. Materials: 2 dry cells 50 cm in our daily
constructed electromagnet. XVII. Materials: 1.5V battery, electric experiment to determine the factors copper wire lives?
XVII. Procedure wires, an iron bar or a big nail, paper that affect the strength of an 1 large iron nail 50 staple wire II. Materials: video clip of the
10. Study the given illustration. clips, thumbtacks and other small electromagnet? 6’ 10mm iron rod paper clips importance of the
11. Answer the given guide questions. metallic objects XVII. Materials: constructed III. Procedures: electromagnet in our
Guide Questions: XVIII. Procedures: electromagnet used in previous 7. Get the iron nail and touch it to daily life (
1. What is the source of electricity in 8. Wind the electric wire 10-15 times activity the paper clips and pins.Observe https://www.youtube.com/wat
the illustration? around the iron bar or nail. XVIII. Procedure: what happens. ch?v=P1H4b25BCo4)
2. What is wound around the long iron Attach one end of the wire to the 12. Group yourself into three. 8. Get the wire and wrap it tightly III. Procedures
nail? positive terminal of the battery 13. Brainstorm on how can you make around the nail once. Then 1. Watch the video clip.
3. Which is the conductor of and the other end to the negative electromagnet stronger. connect the wire ends to one of 2. Jot down the 4 situations
electricity? terminal to complete the 14. Design your own experiment to the batteries. Then touch the that show how life is possible
4. Which material becomes a magnet? circuit. determine the factors that affect staples with it. with
Why? 9. See how your electromagnet works! the strength of the electromagnet. 9. Experiment with different and without electromagnet.
5. What happened to the pins? Why? Put it near some paper Group I- Type of Core number with coil turns ( 10, 20, 3. Fill in the table below.
6. What does the illustration show? clips, thumbstacks and other metallic Group II- Number of Coils and 30) and observe what
XVIII. Conclusion: objects. Observe what Group III- Number of Batteries happens. See how many staples it
happens. can pick up.
10. Disconnect the wire at one end. 10. Do the same process
Observe again the metallic ( numbers 2 and 3 above) using
objects. two batteries and the rod.
Guide Questions: 11. Record your observation in
1. What are needed in constructing an the table below.
electromagnet?
2. Where does the strength of an
electromagnet come from?
3. What happened if you put the
 electromagnet near the paper
clips, thumbstacks and other metallic
objects?
4. What happened after you disconnect
the wire?
5. What did you construct?
XIX. Conclusion:
D.Discussing new concepts and practicing Group Reporting / Presentation of the Group Reporting / Presentation of the Group Reporting / Presentation of Group Reporting / Presentation Group Reporting / Presentation
new skills #1 Output Output the Output of the Output of the Output
Sharing of results Sharing of results Sharing of results Sharing of results Sharing of results
E.Discussing new concepts and practicing Let each group make their own Answer these questions: 3. Answer these questions: Answer these questions: Electromagnets are used to a
new skills #2 illustration of an electromagnet. e. When does an electromagnet behave c. What does each group presented? If you add coils to an great extent in communication
Ask them to label the parts like a magnet? d. What materials will be added/ electromagnet, does the magnet or
f. Why does an electromagnet can manipulated in your designed get stronger or weaker? Why? in sending signals as in
attract pins if there is an electricity? experiment to determine the What happens if the current telephone, telegraph, radio and
strength of an electromagnet? increases? television.
Does the type of core affect the How do these help us?
strength of electromagnet? Why?
Why not?
F.Developing Mastery Direction: Clap your hands once if the Direction: Identify whether the Draw a ☼ if the statement is correct Tell whether the statement is
statement is correct and twice if it is statement is TRUE or FALSE. and × if not. TRUE or FALSE.
incorrect. If false, identify the word that makes it 1. Magnet is not used in making an 1. Many of our modern
16. An electromagnet works only false. electromagnet. electrical appliances would not
when there is a flow of electricity. 11. An electromagnet is a magnet mode 2. An electromagnet behaves like work
17. Without core or magnetic formed when an electric current is magnet only when the wire is without electromagnet.
material, electromagnet cannot be passed thru wire coiled around it. wrapped around an iron core. 2. An electromagnet can be
produced. 12. The ability to attract metallic 3. Number of batteries may affect the shown in simple electric
18. Coil of wire serves as the objects can be switched on and off strength of an electromagnet. motors.
conductor of electricity. because of nail. 4. Number of coils may not affect the Speakers of cellphone, radio
19. Even without source of the 13. Electricity flows through the wire strength of an electromagnet. and others depend on
electricity from the battery, with an iron bar (nail) inside it when electromagnet.
electromagnet can still be produced. connected to the battery. 3. Even without
20. When the current is broken the 14. The iron bar turns into a magnet electromagnetic devices,
nail is no longer a magnet. and picks any object. communication is easier
15. When the wires are disconnected, and faster.
the iron bar loses its magnetic ability. 4. All of the things we used in
school, home and work depend
on
electromagnet.
G.Finding Parctical application of concepts Are you aware that many of the many c. Why are electromagnets very Francis, the operator of a machine You are playing with your Tamiya As a student, can you cite a
and skills in daily living of the modern electrical important? has to increase the strength of the toy car, you noticed that it runs specific example that shows
appliances that we use today whether d. How are electromagnets used in electromagnet of his machine, what so the
in school or home would not work communication? should he do? slowly. You have found out that it importance of electromagnet
without the electromagnet? Can you is running out of battery. What in your life?
name them? should
you do to increase the strength of
the rechargeable battery?
H.Making generalization and abstraction What are the main parts of an d. What is an electromagnet? What factors can affect the strength What factors affect the strength What are the importance of
about the lesson electromagnet? e. How can you construct an of an electromagnet? of an electromagnet? electromagnet in our daily
electromagnet? lives?
I.Evaluating learning Direction: Read the situation below. Direction: The following are the steps in Direction: Read the statement then Direction: Read the situation Direction: Select the sentences
Answer the question. Choose the constructing an electromagnet. Arrange write True if the statement is correct below. Answer the question. that show the importance of
letter of the best answer them in correct order by numbering 1- and False if it is wrong. Choose the letter of the correct electromagnet in our daily lives
1. You are going to construct an 5. 1. Electromagnet is made up of an answer. A. Electromagnets are used in
electromagnet, which of the following ________A. Bring the electromagnet iron core, copper wire and source of 1. Which is an example of a generators, electric motors and
materials will you need. near the pins. Count the number of pins electricity. temporary magnet? transformers.
A. dry cell C. wire attracted to it. 2. Electromagnet is a permanent A. bar magnet C. horseshoe B. These are also used in lifting
B. iron nail D. all of these ________B. Using a cutter, uncoat the magnet. magnet and dropping heavy objects like
2. The following are all needed in electrical wires and get the copper 3. Large number of closely spaced B. electromagnet D. magnetite cars in junkyards, and lifting
constructing a simple electromagnet, inside it. turns of wire creates the magnetic 2. Which can increase the magnets levitation trains to
which is NOT? ________C. Make ten turns of the field. strength of an electromagnet? enable
A. thread C. wire copper wire around the nail. 4. The number of batteries may A. increasing the number of them to move extremely fast
B. nail D. battery ________D. Disconnect one end of the affect the strength of electromagnet. batteries and coils around the and energy efficient.
3. In an electromagnet, which of the copper wire to the source of electricity. 5. Electromagnet can be made nail C. We should always conserve
following serves as the conductor of Then bring the magnet near the pins. stronger. B. Increasing the number of electricity.
electricity? ________E. Connect both ends of the batteries or coils around the nail D. MRI or magnetic resonance
A. battery B. coil of wire C. core D. copper wire to the negative and C. decreasing the number of imaging uses magnetic fields to
both A and B positive terminals of the dry cell. batteries or coils around the nail create an image inside the
4. Which one of the following is NOT a D. Decreasing the number of body.
part of an electromagnet? batteries or coils around the nail E. Wire is used in making an
A. the wire coil 3. The following statements are electromagnet.
B. the nail as the core not true about electromagnet,
C. the dry cell cell as the source of EXCEPTone.
electricity A. The smaller the size of the
D. pins, clips, and needles attracted by battery, the stronger is the
an electromagnet electromagnet is.
5. What happens when a part of an B. The bigger the size of the soft-
electromagnet is disconnected? iron core is, the weaker the
A. It loses its magnetism. electromagnet is.
B. Electricity continues to flow through C. The greater the number of
it. batteries, the weaker the
C. The electromagnet becomes a electromagnet is.
permanent magnet. D. The greater the number of
D. There is an increase in the number batteries, the stronger the
of materials attracted. electromagnet is.
4. Which is TRUE about
electromagnets?
A. They are permanent.
B. They don’t need a battery.
C. Increasing the battery makes
the electromagnet weaker.
D. Increasing the number of coils
makes the electromagnet
stronger.
J.additional activities for application or Compose a short poem about the Draw a diagram of an electromagnet. Design your own experiment to Compose a simple jingle focusing Research on the other
remediation parts of an electromagnet. Below,write the steps on how to determine the factors that affect the on the factors that affect the importance of electromagnet
 construct it. strength of an electromagnet. Write strength in our daily
this on a piece of short coupon bond. of an electromagnet. lives. List down specific
examples.
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 ___Lesson carried. Move on to
evaluation next objective. objective. next objective. the next objective. the next objective.
___Lesson not carried. ___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% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson.
answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson.
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of ___Pupils did not enjoy the
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. knowledge, skills and interest
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on about the lesson.
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some ___Pupils were interested on
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in the lesson, despite of some
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by difficulties encountered in
of limited resources used by the of limited resources used by the despite of limited resources used by the teacher. answering the questions asked
teacher. teacher. the teacher. ___Pupils mastered the lesson by the teacher.
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used ___Pupils mastered the lesson
their work on time. work on time. their work on time. by the teacher. despite of limited resources
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished used by the teacher.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time. ___Majority of the pupils
behavior. behavior. behavior. ___Some pupils did not finish finished their work on time.
their work on time due to ___Some pupils did not finish
unnecessary behavior. 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% ___ of Learners who earned
who have caught up with the lesson above above above 80% 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 ___ of Learners who require
remediation activities for remediation activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation

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

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

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