School SAN RAFAEL NHS Grade Level Grade 8

K TO 12 Teacher GERALD E. BACULNA Learning Area Science

DAILY LESSON LOG Teaching Dates and Time July 22-26,2019; 10:00-11:00,11:00-12:00,3:00-4:00 Quarter First/Week 8

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of current-voltage-resistance relationship, electric power, electric energy, and home circuitry.
B. Performance Standard
C. Learning The learners should be able to:
Competencies/Write the Infer the relationship between current and charge
LC code for each (S8FE-Ih-30)
The learners are expected to: The learners are expected to: The learners are expected to:
Objectives:  define electric current  define voltage operationally  define resistance operationally
 explain the direction of  connect properly the ammeter and voltmeter in the  differentiate conductors from insulators
conventional current in the circuit  cite uses of conductors and insulators
circuit.  measure current and voltage in the circuit  explain why conductors offer resistance
 differentiate direct from  determine the relationship between electric current and  determine the relationship between electric current
alternating current voltage and resistance.
 determine how current is
measured
Electricity
II. CONTENT Electric Current and Voltage Electric Current and Electric Current and Current and Resistance Current and Resistance
Voltage Voltage
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages pp. 37-48 pp. 37-48 pp. 37-48 pp. 37-48 pp. 37-48
2. Learner’s Material
pages pp. 53-68 pp. 55-58 pp. 53-68 pp. 58-61 pp. 53-68
3. Textbook pages

1|Page
4. Additional Materials
from Learning Resource Science 8 Learner’s Module. Campo, Pia C., et al. 2013.
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous GAME. Scramble the letters Continuation of the topic Divide the class into five and Picture Prompt: Ask Continuation of the topic
lesson or presenting the below until the student can previously discussed. let them play the role referred students to write about previously discussed.
new lesson identify the correct word. to Appendix A below. their understanding on
the picture, if possible
EVGOTAL name the processes and
TUCRENR concepts shown. This
MEMERAT will be done as group
NCRTREU activity. Do not give the
IERCTYCIETL “answer” until they have
explored all options first.

B. Establishing a purpose Let students imagine life without
for the lesson electricity and let someone
discuss his or her insight.
Ask the student the Continuation of the topic Ask the students, if two
following question: previously discussed. bulbs were used in the
If voltage is needed for circuit, would there be a
charges to flow, how does change in the circuit
the amount of voltage affect current?
current? Let the students
write their opinion on their
science journal and check
their answer later after the
activity

2|Page
C. Presenting
examples/instances for the
new lesson
D. Discussing new concepts
and practicing new skills
#1
. answer.
E. Discussing new concepts
and practicing new skills #
2 relationship between
3|Page
Act out an electric circuit:
Find out what students already
know about electricity. Ask:
 What is electricity?
 What is electrical current?
 What is an electric circuit?
Have them draw examples of
electricity and electric circuits in
their house.
Picture Prompt. Show to the
student the picture below without
any explanation. Let them
identify/explain it and justify their
Discuss electric current using the
picture posted above.
To determine how voltage
affects current. Let students
perform Activity 1 Refer to
Learner’s Module pp 55-58
DEEPENING: To determine how is Deepen the topic by
Discuss the previously current affected by discussing the result of the
performed activity. Elaborate resistance of the load in a previous activity
the concept below: circuit. Let students
perform Activity 1 (by Guide Questions (with
The dry cell provides the group). Refer to answers)
energy that moves the charges Learner’s Module pp 58- Refer to Learner’s
in a circuit. The dry cell must 61. Module pp 58-61.
be connected by conducting
wires to a load to form a
complete circuit. Adding dry
cells in series increases the
voltage in a circuit.
In the activity, adding dry cells
increases the current in a circuit
as shown by the ammeter
readings. The brightness of the
bulb also indicates the amount
of current passing through it.
The bigger the current through
the bulb, the brighter it glows.
Both the meter readings and the
brightness of the bulb show
that voltage and current are
related. The activity shows that
as the voltage increases, the
current also increases.
Show the table below to
fully understand the
current and resistance is

F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application for
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
4|Page
How do you use electricity in
your everyday life?
Ask students what they had
learned and then write
conclusions on the board. Direct
them to note down the
conclusions on their science
journal.
Discuss the
a) Result of activity.1
b) Guide Questions (with
answers)
Refer to Learner’s
Module pp 55-58
Ask students how are
voltage and current related.
Accomplished activity will
serve as evaluation.
important in protecting
oneself from electric
shock.
What is the relationship
between current and voltage?
Let the students show their
answer using graphical
presentation.
House wiring application. Let House wiring
the students draw their house application. Let the
wirings. Explain. students draw their house
wirings. Explain.
What is the relationship
between current and voltage?
What is the relationship Accomplished activity Accomplished activity
between current and voltage? will serve as evaluation. will serve as evaluation.
Let the students show their
answer using graphical
presentation.
 B. No. of learners who
require additional
activities for remediation
who scored below 80%.

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?

Mary Genevive A. Berezo

Principal II
Gerald E. Baculna
Teacher

5|Page
 APPENDIX A

ROLE PLAYING

Act out an electric circuit, as follows: Ask students to join you in forming a circle. Tell students that you represent a battery
and they represent a wire conductor. The circle represents a circuit. (Note: The word circuit comes from the Latin circuitus,
which means "to go around.") Distribute an object -- like a ball, a book, or an eraser -- to each member of the circle, including
yourself. Ideally, everyone should have the same object. Tell students that these objects represent electrons inside a wire
conductor. Explain that a wire conductor is full of electrons.

Remind students that you are playing the part of the battery in this circuit, and explain that all batteries have a positive end,
represented by your left hand, and a negative end, represented by your right hand. Pass your "electron" to the student on
your right. The student receiving your electron should in turn pass the one he or she is holding to the right. Have students
continue passing on electrons to the person to their right. Tell students that because electrons share the same negative charge,
they repel one another, which keeps them moving along in the same direction. State again that the flow of electrons through
a conductor is called electrical current.

Tell students that as long as the circle remains intact and the electrons continue to flow, their circuit is closed. To illustrate
what happens when a circuit breaks, or opens, create a gap in the circle of students that is too wide across to pass electrons.
The current will stop as a result.

6|Page