Science 5 Quarter 3 Activity Sheets

0
July
Republic of the Philippines
Department of Education
July 6, 2020
DR. RONALDO A. POZON, CESO V

Schools Division Superintendent
Division of Tarlac Province
Sir,
I have the honor to submit the Names of Grade Level Chairmen and the Compendium
Writers who worked for the Compendium of Concepts in SCIENCE 5 based on the Most
Essential Learning Competencies of the Science Matrix for the Elementary of the Department
of Education, a Work of Love which we present as “A GIFT TO THE TARLAQUENO LEARNERS
AND SCIENCE TEACHERS”, hard copies of which are attached herewith as tangible proofs of
our Creative and Collaborative Output in aid of the Delivery of Instruction in Science Education.
GRADE LEVEL CHAIRMAN

LADY B. ROBERTS, T-III/Victoria West Central Elementary School/Victoria West District
GRADE LEVEL CHAIRMAN
GOLDA L. WAGE, MT- I/Camiling East Central Elementary School/Camiling East District
GRADE 5-FIRST QUARTER COMPENDIUM WRITER

ROWENA C. SALAK,T- III/Camiling East Central Elementary School/Camiling East District
GRADE 5-SECOND QUARTER COMPENDIUM WRITER
MELANIE M. PARAZO, MT-1/Gerona North Central Elementary School/Gerona North District
GRADE 5-THIRD QUARTER COMPENDIUM WRITER
AYESA D. TIONGSON, T-II/ Paniqui North Central Elementary School/Paniqui North District
GRADE 5-FOURTH QUARTER COMPENDIUM WRITER
JUDY ANN C. PALMA, T-III/Villa Aglipay Central Elementary School/San Jose East District
LIST OF CONTENT CONTRIBUTORS

FIRST QUARTER
Ronillo L. Gueco/MTI- Bamban West District
Rowena C. Salak/TIII- Capas East District
Rizzajoy Pablo, Paniqui/ District
Harold F. Santillan/TIII- Anao District
Golda L. Wage/MTI-Bamban East District
Karen Gail A. Gonzales/TIII-Camiling East District
Imelda B. Cabullos/MTII- Camiling East District
Ma. Luisa M. Palad/TIII- Capas Central District
Rowena C. Salak/TIII-Capas East District
Maila Y. Tuazon/TIII- Capas East District
Nerissa N. Quilla/MTII-Capas Central District
Linaura B. Dizon/TIII-Capas Central District
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Hazel G. Vitug/MTI-Capas West District
Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: tarlac @deped.gov.ph
Khristine B. Tan, Camiling West District

SECOND QUARTER
Melanie M. Parazo, Gerona North District
Julie Ann M. Balbas ,Gerona South District
Diana V. Facun Gerona North District
Abegail B. Arciga/TI-Concepcion East District
Annabelle M. Lapuz/TIII- Concepcion West District
Alyssa Lae C. Feliciano/TI-Concepcion West District
Victoria L. Dela Cruz, Concepcion West District
Abegail B. Arciga, Concepcion East District
Jake G. Turla/TIII-Concepcion East District
Julie Ann M. Balbas/TIII-Gerona South District
Melanie M. Parazo/MTI-Gerona North District
Maria Lita Y. Pagaduan, Lapaz North District
Josefina F. Pineda/TIII-Concepcion South District
Janette Manalo/TIII-Concepcion South District
Ivy G. Capiendo/TIII- Concepcion North District
THIRD QUARTER
Neil E. Dugay/TIII-Paniqui South District
Marites S. Salviejo/TIII-Moncada South District
Ronnie Jon L. Gaspar, Paniqui West District
Ethel Grace R. Gabriel/TI-Moncada South District
Ayesa D. Tiongson , Paniqui North District
Brigette D.Bautista, Paniqui North District
Josephine N. Sapon/TIII- Paniqui West District
Julieta B. Ramos/TIII-Paniqui South District
Ma. Ericka M. Reyes/TIII-Ramos District
Marife G. Santiago, La Paz South District
Jasmin H. Manuel, La Paz South District
Heide S. GarciaLa Paz South District
Vanessa O. Lacara, San Clemente District
FOURTH QUARTER
Imelda Valdez Gamurot Victoria East District
Luningning M. Galo, Victoria West District
Elvie Silvestre, Victoria East District
Alton Alvar V. Domingo, Sta. Ignacia North District
Judy Ann C. Palma, San Jose East District
Dan Apelado, San Manuel District
Villa Glady Torres/TIII-San Manuel District
Angelita S. Jacinto, Mayantoc District
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Jess M. Eugenio, Pura District

Telephone No.: (045) 982-0374
Shirley L. Isla/TIII-Pura District

Jane Mendoza/TIII-Concepcion North
Lady B. Roberts/TIII-West District
Kim Paulo Fabay, Concepcion West District
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FOREW0RD
This SCIENCE BOOK of DAILY LESSON LOGS with DAILY WRITTEN
SUMMARY NOTES and a COMPENDIUM of SCIENCE CONCEPTS at the end
of each Quarter which are based on the MOST ESSENTIAL LEARNING
COMPETENCIES in SCIENCE is a collection of our innovative work
passionately written in aid of delivery of instruction for Science Education.
It is a WORK of LOVE which we had joined the CONTENTS of our HEADS,
the SKILLS of our HANDS, the VALUES and ATTITUDES of our HEARTS and
the STRENGTH of our HEALTH (4H’s) to come up with these COLLECTIVE
PIECES OF OUR CREATIVE MINDS, believing that SCIENCE dwells on the
Philosophies of REALISM and NATURALISM (Rem et Natura). The OUTPUT
of our conglomerated efforts, this SCIENCE BOOK is our HUMBLE GIFT TO
THE TARLAQUENO LEARNERS AND TO THE SCIENCE TEACHERS of DEPED –
SDO TARLAC PROVINCE.
In a nutshell, here are series of SCIENCE LESSON EXEMPLARS based

on the MOST ESSENTIAL LEARNING COMPETENCIES (MELCs) for the
Science Teachers with DAILY WRITTEN SUMMARY NOTES and a
COMPENDIUM of SCIENCE CONCEPTS for the students in GRADE 5
conceptualized in a MULTI-DIMENSIONAL TEACHING-LEARNING
MODALITIES in DIFFERENT APPROACHES to make SCIENCE LEARNING as
MORE MEANINGFUL, RELEVANT and ENJOYABLE to the LEARNERS.
It is hoped that this “GIFT OF LOVE” from the SCIENCE EDUCATION

which has adopted the Benedictine Principle, ORA ET LABORA will in its
own little way, contribute to RESCUE and RESPOND to the CHALLENGES OF
EDUCATION in this COVID 19 PANDEMIC time to make SCIENCE
EDUCATION a contributory and essential factor in rebuilding the lives of
young citizens of the nation.
FOR GOD, FOR OUR COUNTRY, FOR PEOPLE/ SOCIETY and FOR THE
5
ENVIRONMENT, WE, THE SCIENCE TEACHERS ARE HERE TO SERVE.

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TABLE OF CONTENTS
Quarter 3, WEEK 1
Day 1 8
Day 2 17
Day 3 25
Day 4 36
Day 5 45
Quarter 3, WEEK 2
Day 1 54
Day 2 65
Day 3 79
Day 4 90
Day 5 99
Quarter 3, WEEK 3
Day 1 110
Day 2 117
Day 3 124
Day 4 133
Day 5 140
Quarter 3, WEEK 4
Day 1 144
Day 2 160
Day 3 173
Day 4 179
Day 5 184
Quarter 3, WEEK 5
Day 1 188
Day 2 196
Day 3 201
Day 4 208
Day 5 215
Quarter 3, WEEK 6
Day 1 223
Day 2 228
6
Day 3 234
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Day 4 240

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Day 5 246
Quarter 3, WEEK 7
Day 1 251
Day 2 258
Day 3 267
Day 4 274
Day 5 281
REFERENCES 288
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DAILY LESSON LOG IN SCIENCE GRADE 5

QUARTER 3, WEEK 1, DAY 1
PROPONENT: Marife G. Santiago
Name of Teacher __________________ Section ________________ Date____________
I. OBJECTIVES
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. Learner’s Competencies / Code: The learners should be able to measure distance and
time using appropriate tools and standard units / S5FE-III-a-1
*Specific Objectives (3 Skills a Day)
1. Cognitive* Identify the different types of motion
2. Psychomotor:* Demonstrate some activities that show different types of motion
3. Affective* Recognize the importance of the different types of motion in our daily
activities
II. CONTENT
Topic Identifying the types of Motion
Sub Topic
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide 2. Learner’s Material 3. Textbook Pages
Pages Page
4. Additional Materials from LR Portal
B. Other Learning Resources:
C. Other Learning Resources
Science Beyond Borders by Sarte, E.T. et al (2016) Vibal Group Inc., Araneta Ave., Q.C.
pp. 108-109
Science for Active Minds by Hebron, R. M. (2015) Diwa Learning Systems, Inc., Makati
City, pp. 207-208
youtube.com/watch?v=DqksorBxSKM
https://www.google.com/ images/clipart
IV. PROCEDURES
A. Reviewing previous lesson (or) What gives the man the ability to carry the
presenting the new lesson delivery box?
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clipart.com
What are the two types of energy as shown in the

illustration?
rechescience.com
B. Establishing a purpose to the Place the toy car on the table.

lesson
clipartstation.com
Does the toy car move?

How can we make the toy car move?
C. Presenting examples/instances of Compare the two pictures. Did the cyclist move?
the new lesson
clipartstation.com
clipart-library.com
The cyclist moved because her position changed

as compared to the school building. The change
of an object’s position as caused by force in
relation to a reference point is called motion. A
reference point is a fixed place or an object used
to determine the position of an object. In the
given example, the school building is the
reference point.
Things move in different ways. How do these

things move?
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clipart-library.com

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D. Discussing new concepts and 1. Let the pupils watch a video clip about motion
practicing new skills #1 and its types.
2. Perform the Activity on Types of Motion. (see

attached activity sheet for week 1, day 1)
3. Let the pupils answer the questions on the
activity sheet.
E. Discussing new concepts and 1. Ask the pupils to read the questions in the
practicing new skills #2 activity sheet.
2. Let them share their answers.
3. Emphasize the important details in the video
clip presentation.
*There are various types of motion which are
happening around us. These are rectilinear,
circular, periodic and rolling motion.
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F. Discussing new concepts and Guide the pupils in giving the correct description
practicing new skills #3 of the types of motion and some examples.
Types of Description Examples
Motion
1. rectilinear Movement of car moving on
motion an object a straight
along a road, toy train
straight line on a straight
track
2. circular Movement of blades of the
motion an object fan, motion of
around a fixed the hands of
point such the clock
that its
distance from
the center
remains the
same
3. periodic Motion that Earth’s
motion repeats itself rotation,
after definite pendulum
time intervals clock
4. rolling Movement ball rolling on
motion resulting due the ground,
to the wheels of a
combination vehicle while
of rectilinear the vehicle
and circular moves on
motion
G. Developing Mastery Individual Activity

(see attached activity sheet for week 1, day 1)
Label each picture with the correct type of motion.
H. Finding practical application of *Movement is essential. Motion is life.
concepts and skills in daily living Instruct the pupils to demonstrate some activities
How can you make sense of the that they do. Let them identify the type of motion
concept of the lesson in your shown in each activity.
real-life context? *
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I. Making Generalization and Lead the pupils in answering these questions.

Abstraction about the lesson: 1. What is motion?
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(Sequence of Questions) 2. What is reference point?

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3. What are the types of motion?

4. Differentiate each type of motion.
5. Give examples for each type of motion.
J. Evaluating Learning Answer the evaluation attached in the activity
sheet for week 1, day 1.
K. Additional activities for Observe the bike rider traveling along the road.
Application or Remediation Identify with labels and arrows all the types of
motion that you see.
clipart-library.com
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the Evaluation:
B. No. of learners who require

additional activities for
remediation who scored below
80%:
C. Did the remedial 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 this
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work?
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F. What difficulties did I encounter

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which my principal or superior

can help me solve?
G. What innovations or localized
materials did I use/ discover
which I wish to share with other
teachers
Reviewed by:
DR. CONRADO C. DOMINGO

EPSvr SCIENCE
ACTIVITY SHEETS IN SCIENCE 5

Name of Pupil: ________________________________ Score/Rating: ___________

Grade and Section: ______________ Date: __________________
DAY 1
TOPIC: Types of Motion

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Activity 1
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Types of Motion

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Activity: Types of Motion
I. Problem: What are the different types of motion?

II. Materials: Video clip about the types of motion
III. Procedure:
1. Watch and listen carefully to the video clip presentation.
2. Write down significant points and ideas about the topic presented in the video clip.
IV. Data Presentation
Types of Motion Description Examples
V. Conclusion
I learned that ________________________________________________________________
___________________________________________________________________________.
Activity 2
Individual Activity
Label each picture with the correct type of motion.
Rectilinear Circular Periodic Rolling
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sweetclipart.com pinclipart.com leverageedu.com
1. _______________ 2. _______________ 3. _______________ 4. _______________
clipart-library.com classroomclipart.com classroomclipart.com clipart-library.com
5. _______________ 6. _______________ 7. ______________ 8. ______________
clipart-library.com clipart-library.com
9. _______________ 10. _______________
Activity 3
Evaluation
I. Tell whether each statement is TRUE or FALSE.

__________1. The reference point is the basis for the description of an object’s position.
__________2. The type of motion which repeats itself after equal intervals of time is called
circular motion.
__________3. The earth’s rotation is an example of a rolling motion.
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__________4. The movement of an object along a straight line is known as rectilinear motion.
__________5. Motion is the change in an object’s position caused by force.
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II. Identify the type of motion involved in each activity.

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__________6. riding on a carousel

__________7. playing skipping rope
__________8. walking along a straight path
__________9. riding on a swing
__________10. running on a straight track
__________11. using a slingshot
__________12. spinning a top
__________13. strumming a guitar
__________14. marching soldiers
__________15. throwing the ball up into the air
SUMMARY NOTES IN SCIENCE 5

1. Motion is defined as the change of an object’s position as caused by force in relation to a

reference point.
2. A reference point is a fixed place or an object used to determine the position of an object.
3. Motion is classified into various types based on the path they follow.
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a. Rectilinear Motion: Movement of an object along a straight line

e.g. sprinter on a race
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b. Circular Motion: Movement of an object around a fixed point such that its distance from
the center remains the same
e.g. moving hands of a clock
c. Periodic Motion: Motion that repeats itself after definite time intervals and usually the
movement is to and fro
e.g. pendulum clock
d. Rolling Motion: Movement resulting due to the combination of rectilinear and circular
motion
e.g. football rolling on the ground
DAILY LESSON LOG IN SSES SCIENCE GRADE 5

I. OBJECTIVES
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distance and time

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1. Cognitive* Enumerate the factors that affect motion
2. Psychomotor:* Create/exhibit the types of motion
3. Affective* Relate that every movement or decision in life has an impact
II. CONTENT
Topic Enumerating Factors Affecting Motion of Objects
Sub Topic
A. REFERENCES
Pages Page
B. Other Learning Resources
Science in Action by Ayuste, T.D. et al (2018) Diwa Learning Systems Inc., Makati, City,
pp. 193-210
youtube.com/watch?v=rfeVINL7d9U
youtube.com/watch?v=ybpFEB6Mt88
IV. PROCEDURES
A. Reviewing previous lesson (or) Activity: Lights, Camera, Action!
presenting the new lesson
Let some pupils pick strips of paper inside the

box. Instruct each pupil to act out what is written
on the paper.
1. Flip the plastic bottle with water on the table
2. Push a chair
3. Kick a ball
4. Pull the table drawer
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5. Kick a ball
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What actions/movements did the pupils show?

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What did they apply to make the objects move?

B. Establishing a purpose to the Activity: Observe and Compare!
lesson Procedure:
1. Call two boys with different body built.
2. Let each one push the teacher’s table in 15
seconds.
Who was able to push the table farther?
Who exerted less effort/force to push the table?
Does the body built or size affect the force
exerted to push the table?
C. Presenting examples/instances of 1. Perform the Activity on the Factors Affecting
the new lesson Motion of Objects. (see attached activity sheet
for week 1, day 2)
2. Answer the questions in the activity sheet and
fill in the needed data in the table.
D. Discussing new concepts and 1. Let each group present the recorded data.
practicing new skills #1 2. Share the result of the activity with other
groups.
3. Compare the data gathered by each group.
4. Tell the pupils that the force applied on an
object affect the movement of an object. For
instance, the toy car traveled nearer when lesser
force was applied to it. It traveled farther when a
stronger force is applied to it.
E. Discussing new concepts and Let the pupils watch a video clip about the factors
practicing new skills #2 affecting motion of objects.
Here are the questions to consider while
watching the video clip.
1. What factors affect the motion of objects?
2. What is the difference between force and
friction?
F. Discussing new concepts and Objects change their motion because there are
practicing new skills #3 factors that affect the motion of objects. They are
as follows:
1. Force – is the push or pull that makes objects
move. It can start or stop motion, and speed up
or slow down motion.
*The strength of the force affects objects.
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Example: The harder you kick the ball, the farther

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it goes. The gentler you kick the ball, the nearer it

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goes.
2. Friction – is the rubbing of the surface of one
body against that of another. It stops or slows
things down. It can be increased or decreased.
Example: Tires of cars have rough surfaces to
increase the friction between the road and the
car to prevent the car from slipping.
3. Mass – is the amount of material in an object.
*Less massive objects are easier to move than
more massive objects.
Example: It is easier to push an empty grocery
cart than a full one.
4. Gravity – is the force that pulls objects down
towards the earth.
*As the mass of the object becomes larger, the
force of gravity becomes stronger.
Example: When you throw a piece of stone in the
air, the stone falls to the ground because gravity
pulls it downward to the ground.
5. Inertia – is the force that causes matter to
remain at rest when it is at rest, or to keep
moving in the same direction when in motion
until something causes it to stop. For example, a
ball at rest remains at rest unless a boy kicks it. It
continues moving until someone stops it.
G. Developing Mastery Perform the Activity on How Forces Affect
Motion. (see attached activity sheet for week 1,
day 2)
H. Finding practical application of In human relationship, friction means

concepts and skills in daily living disagreements, quarrels and misunderstanding.
How can you make sense of the How can we reduce friction among family
concept of the lesson in your members and friends?
I. Making Generalization and What are the factors affecting motion of objects?
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Abstraction about the lesson: Give a brief description of each factor.

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(Sequence of Questions)

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K. Additional activities for Make an illustration of each factor affecting the
Application or Remediation motion of objects.
V. REMARKS
VI. REFLECTION
in the Evaluation:
80%:
with the lesson:
worked well? Why did this work?
can help me solve?
teachers
Reviewed by:

EPSvr SCIENCE

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DAY 2
TOPIC: Factors Affecting Motion of Objects
Activity 1
Ready, Set, Push!
I. Problem: What are the factors affecting motion of objects?

II. Materials: 5 identical toy cars, meter stick
III. Procedure:
1. Choose a flat surface on the classroom floor.
2. Make a mark at the starting point on the floor.
3. Push the toy car gently with your hand. Measure the distance covered using a meter stick.
4. Place the toy car back to the starting point and repeat step 3, but this time, pushing the car
with a stronger force.
5. Repeat step 4 for three times more with different forces applied on the toy car.
6. Record your observations.
IV. Observation and Data Presentation
1. How did you find the activity?
___________________________________________________________________________
2. Was it easy to push the car to the finish line?
___________________________________________________________________________
3. Did the force applied to push the car help your group win the game?
___________________________________________________________________________
Trial No. Force Applied Distance Covered

1
2
3
4
5
V. Conclusion
I learned that ________________________________________________________________.
Activity 2
Let’s Investigate!
I. Problem: How do forces affect motion?

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II. Materials: stone, crumpled paper, block of wood, coin

III. Procedure:
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1. Release the stone from a height of 2 meters.

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2. Determine the time (in seconds) it takes for the stone to reach the ground. Record the
time.
3. Repeat for two more trials. Record the data in the table.
4. Repeat steps 1 – 3 for the crumpled paper and block of wood. Release the object at the
same height as the stone.
5. Get a coin and throw it upward. Let it fall to the ground.
6. Slide the coin on the floor. Infer why the coin slows down and stops.
IV. Observation and data Presentation
Object Time of Fall (s)

Trial 1 Trial 2 Trial 3 Average (s)
stone
crumpled paper
block of wood
1. Which object reached the ground first?

___________________________________________________________________________
2. What force caused the coin to fall to the ground? Describe it.
__________________________________________________________________________
3. Why did the coin rolling on the floor slow down and stop?
__________________________________________________________________________
V. Conclusion
I learned that ________________________________________________________________.
Activity 3
Evaluation
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I. Choose the best answer. Write only the letter on the blank.

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_____1. What force is responsible for a ripe guava to fall?

a. friction c. gravity
b. inertia d. mass
_____2. It is a kind of force that causes matter to remain at rest or in motion.
a. work c. inertia
b. gravity d. friction
_____3. Which of these statements is true?
a. Friction makes objects slide.
b. Gravity pushes objects upward.
c. Force is needed to stop an object.
d. An object at rest can move by itself.
_____4. Which can start motion?
a. mass c. friction
b. b. force d. inertia
_____5. Mang Lito finds it difficult to push a rolling cabinet across the floor. What must he
do?
a. Paint the cabinet.
b. Pull the cabinet instead.
c. Put more things in the cabinet.
d. d. Lubricate the wheels of the cabinet.
II. Write T if the statement is True and F if otherwise.
_____6. There is friction between the tires of the car and the road.
_____7. Force is either a push or a pull that makes objects move.
_____8. When you use a slide, you first sit on top then you move downward. It is friction that
pulls you down.
_____9. There is more friction between two surfaces when oil is applied.
____10. More massive objects are easier to move than less massive objects.

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Objects move when they change their positions. There are factors affecting the motion of
objects.
1. Force – is the push or pull that makes objects move. It can start or stop motion, and speed
up or slow down motion.
*The strength of the force affects objects.
Example: The harder you kick the ball, the farther it goes. The gentler you kick the ball, the
nearer it goes.
2. Friction – is the rubbing of the surface of one body against that of another. It stops or slows
things down. It can be increased or decreased.
Example: Tires of cars have rough surfaces to increase the friction between the road and the
car to prevent the car from slipping.
3. Mass – is the amount of material in an object.
*Less massive objects are easier to move than more massive objects.
Example: It is easier to push an empty grocery cart than a full one.
4. Gravity – is the force that pulls objects down towards the earth.
*As the mass of the object becomes larger, the force of gravity becomes stronger.
Example: When you throw a piece of stone in the air, the stone falls to the ground because
gravity pulls it downward to the ground.
5. Inertia – is the force that causes matter to remain at rest when it is at rest, or to keep
moving in the same direction when in motion until something causes it to stop. For example,
a ball at rest remains at rest unless a boy kicks it. It continues moving until someone stops it.

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I.OBJECTIVES
distance and time
1. Cognitive* Give examples of standard units in measuring time and distance of objects
in motion
2. Psychomotor:* Calculate speed for the shorter path in m/s
3. Affective* Appreciate the value of a distance –time graph in motion
II. CONTENT
Topic Giving Examples of Standard Units in Measuring Time and
Distance of Objects in Motion
Sub Topic
A. REFERENCES
Pages Page
pp. 113-116
City, pp. 212-213
New Horizons in Learning Science, Boniol R. R. and Gagujas, M. B., Wizard Publishing
Haws, Inc., Tarlac City, pp. 102-105
youtube.com/watch?v=7vT-988yH3M
IV. PROCEDURES
A. Reviewing previous lesson (or) Write FACT if the statement is correct and BLUFF
presenting the new lesson if the statement is wrong.
__________1. Gravity causes objects to move

upward.
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__________2. Force is a push and a pull.

__________3. Lubricating doors decrease
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friction.

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__________4. Force can speed up but not slow

down motion.
__________5. There is friction between the
shoes that you are wearing and the ground.
B. Establishing a purpose to the Activity: Word Maze (see attached activity sheet
lesson for week 1, day 3)
Find the eight words pertaining to the units of
units of measurement. Encircle each one. Then
write it on the spaces provided.
C. Presenting examples/instances of 1. Perform the activity How Fast Can It Go? (see
the new lesson attached activity sheet for week 1, day 3)
D. Discussing new concepts and 1. Let the groups present their output.
groups.
E. Discussing new concepts and Let the pupils watch a video clip about the
practicing new skills #2 standard units of measurement.
1. What is the standard unit of measurement
called?
2. What are some examples of standard units in
measuring time and distance of objects in
motion?
F. Discussing new concepts and A standard measurement is a precise
practicing new skills #3 measurement. This means that the same
measurement will be observed even if it is
repeated many times or the measurement is
done in many places.
The world standard for measurement is metric
system. In the metric system, the standard unit of
measurement used for distance or length is
meter.
Metric System Conversion Units

27
Common Conversion Factors

Page
Distance Time

Telephone No.: (045) 982-0374
1 kilometer =1 000 1 hour=60 minutes

meters
1 meter=100 1 minute=60 seconds
centimeters
1 foot=12 inches
1 inch=2.54
centimeters
1 meter=39.37 inches
1 meter=1 000
millimeters
Example: How many meters are there in 55

kilometers?
Solution and answer:
55 km x 1 000 m = 55 000 m
1 km
To find the speed of an object, the formula,

Speed = distance ÷ time is used.
Example:
You went to a trip to a town in Tarlac. It took you
two hours to travel a distance of 142 kilometers.
What was your speed?
Speed = distance
time
= 142 km = 71 km
2 hrs hr
The units of measurement for speed are: meters

per second (m/s), kilometers per hour (km/hr)
and miles per hour (mi/hr).
Constant speed – is the speed that does not

change.
28
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Distance – is the length of the path between two

Telephone No.: (045) 982-0374
points.
The units of measurement for distance are:
centimeters (cm), meters (m), kilometers (km)
and miles (mi).
To find the distance traveled, the formula,
Distance = speed x time.
To find the time, the formula,

Time = distance ÷ speed is used.
The units of measurement for time are: hours
(hr), minutes (min), seconds (s).
Elapsed time – is the time between events.
G. Developing Mastery Answer Challenge Time. (see attached activity
sheet for week 1, day 3)
H. Finding practical application of Knowing the concepts of speed, distance and
concepts and skills in daily living time, and the standard units of measurement will
How can you make sense of the enable us to make a choice. For instance, in going
concept of the lesson in your to school, there are two routes. You may choose
real-life context? * to take the shorter route going to school
especially if it’s almost time for your first class.
You may take the longer route some other time.
I. Making Generalization and What did you learn today?
Abstraction about the lesson: What are examples of standard units used in
(Sequence of Questions) measuring time and distance of objects in
motion?
sheet for week 1, day 1-5.
K. Additional activities for Create two paths between two points from the
Application or Remediation school gate to your classroom. Measure the
length of one of your steps, and then walk these
paths. Count the number of steps that you take
and record the time it takes you to walk each
path.
1. Which path is shorter? How long is this path in

meters?
2. Calculate your speed for the shorter path in
m/s.
3. Draw the distance-time graph of your motion
for this path.
V. REMARKS
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VI. REFLECTION

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80%:
with the lesson:
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Page

Telephone No.: (045) 982-0374

DAY 3
TOPIC: Giving examples of standard units in measuring time and distance of objects in motion
Activity 1
Word Maze
Find the eight words pertaining to the units of units of measurement. Encircle each one. Then
write it on the spaces provided.
K A Y B K M T B E O
C I Z A I N R C E M
E D L D L O L T F E
N L F O O T C D G T
T M S A M I N U T E
I N T C E E B D N R
M O U D T B T S K N
E P V B E P S E L O
T Q W C R L S C R P
E R X Q O P R O M P
R U O H I J I N C H
A B C D E F G D H I
1. ____________________ 5. ____________________
2. ____________________ 6. ____________________
3. ____________________ 7. ____________________
4. ____________________ 8. ____________________
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Activity 2
How Fast Can It Go?
Page

Telephone No.: (045) 982-0374
I. Problem: What are the standard units in measuring time and distance of objects in motion?
II. Materials: three thick books, meter stick, grooved ruler, marble, stopwatch
III. Procedure:
1. Place one end of the ruler on the edge of a book that is placed on the table.
2. Set a book at the other end of the table. Measure the length from the book to the edge of
the ruler on the table.
3. Record your data in the table.
4. Set the marble at the top of the ruler’s groove. Release the marble. Let it roll down the
groove. Do not push the marble.
5. Start the stopwatch when the marble leaves the ruler. Push the stop button when the
marble reaches the book at the end of the table.
6. Record the time in the data table.
7. Repeat steps 4 and 5 for trial 2.
8. Use the data to calculate the speed of the marble. Use the formula,
Speed = distance ÷ time
Number of Books Trial 1 Trial 2
Length traveled by the Length traveled by the
marble in centimeter marble in centimeter
One book (setup A)
Two books (setup B)
Three books (setup C)
1. What setup resulted in the shortest distance traveled by the marble? Why do you think
the marble traveled the shortest distance with this setup?
___________________________________________________________________________
___________________________________________________________________________
2. What setup resulted in the longest distance traveled by the marble? Why do you think the
marble traveled the longest distance with this setup?
___________________________________________________________________________
___________________________________________________________________________
3. What is the effect of height on the distance a marble travels from a ramp?
___________________________________________________________________________
___________________________________________________________________________
V. Conclusion
I learned that _______________________________________________________________.
32
Activity 3
Challenge Time
Page
I. Choose the letter of the best answer.

Telephone No.: (045) 982-0374
1. Which of the following is a measure of speed?

a. km b. m c. m/s d. cm
2. Which of the following is a measure of distance?
a. km b. hr c. sec d. km/hr
3. Which of the following is a measure of distance?
a. cm b. mi/hr c. hr d. km
4. What is the formula for speed?
a. speed = distance ÷ time c. speed = distance x time
b. speed = time ÷ distance d. speed = distance –time
5. What is the formula for distance?
a. distance = speed x time c. distance = time ÷ speed
b. distance = speed ÷ time d. distance = time – speed
II. Identify the unit of time appropriate for the given situations. Write seconds (s), minutes
(min) or hour (hr) on the blank.
_____6. Blink of an eye
_____7. Watching your favorite noontime show
_____8. Traveling via bus from Tarlac to manila
_____9. Writing your day’s experience in diary
____10. Taking a bath
33
Activity 3
Evaluation
Page

Telephone No.: (045) 982-0374
I. Convert the following. Show your solution.

1. 500 meters to kilometers __________
2. 15 hours to minutes __________
3. 5 kilometers to meters __________
4. 100 meters to centimeters __________
5. 80 minutes to seconds __________
II. Tell whether the measurement refers to distance, time or speed.
__________6. 90 km/hr
__________7. 60 mph
__________8. 500 miles
__________9. 3.5 hours
_________10. 10.5 m/s
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Telephone No.: (045) 982-0374
Standard Units of Measurement
A standard measurement is a precise measurement. This means that the same measurement
will be observed even if it is repeated many times or the measurement is done in many
places.
The world standard for measurement is metric system. In the metric system, the standard
unit of measurement used for distance or length is meter.
Metric System Conversion Units
Common Conversion Factors

Distance Time
1 kilometer =1 000 1 hour=60 minutes
meters
1 meter=100 1 minute=60 seconds
centimeters
1 foot=12 inches
1 inch=2.54
centimeters
1 meter=39.37 inches
1 meter=1 000
millimeters
Example: How many meters are there in 55 kilometers?
55 km x 1 000 m = 55 000 m
1 km
To find the speed of an object, the formula, Speed = distance ÷ time is used.
Example:
You went to a trip to a town in Tarlac. It took you two hours to travel a distance of 142
kilometers. What was your speed?
Speed = distance
time
= 142 km = 71 km
2 hrs hr
The units of measurement for speed are: meters per second (m/s), kilometers per hour
35
(km/hr) and miles per hour (mi/hr).

Page
Constant speed – is the speed that does not change.

Telephone No.: (045) 982-0374
Distance – is the length of the path between two points.

The units of measurement for distance are: centimeters (cm), meters (m), kilometers (km)
and miles (mi).
To find the distance traveled, the formula,
Distance = speed x time.
To find the time, the formula,

Time = distance ÷ speed is used.
The units of measurement for time are: hours (hr), minutes (min), seconds (s).
Elapsed time – is the time between events.
36
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Telephone No.: (045) 982-0374

I.OBJECTIVES
distance and time
1. Cognitive* Identify appropriate measuring tools in measuring time and distance of
objects in motion
2. Psychomotor:* Measure the distance, time and speed of objects in motion
3. Affective* Appreciate the need in measuring distance and length accurately
II. CONTENT
Topic Identifying Appropriate Measuring Tools in Measuring Time
and Distance of Objects in Motion
Sub Topic
A. REFERENCES
Pages Page
pp. 113-116
City, pp. 220-221
youtube.com/watch?v=ezbHI7tNKhU
IV. PROCEDURES
A. Reviewing previous lesson (or) Supply the appropriate word to complete each
presenting the new lesson sentence.
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1. The world standard for measurement is

Telephone No.: (045) 982-0374
_______________________.
2. The standard unit of measurement used for
distance or length is ___________________.
3. Kilometer is a unit for measuring
_____________.
4. Miles/hour is a unit for measuring
______________.
5. To determine the distance traveled by an
object, the speed is ________________ by the
time.
B. Establishing a purpose to the Activity: Mind Travel
lesson 1. Let each pupil think of one landmark or
location that is one kilometer away from the
school.
2. Ask: How long do you think would it take you
to walk one kilometer from the school to the
landmark or location you have thought of?
3. Allow the pupils to compare their answers with
their classmates.
C. Presenting examples/instances of 1. Perform the Activity on Getting the Accurate
the new lesson Measurement of Distance. (see attached activity
sheet for week 1, day 4)
D. Discussing new concepts and 1. Let the groups present their output.
groups.
3. Emphasize the need of using the appropriate
measuring tools in measuring distance in order to
gather accurate data.
E. Discussing new concepts and Let the pupils watch the video clip about
practicing new skills #2 appropriate measuring tools in measuring time
and distance of objects in motion.
1. What are the appropriate tools for measuring
distance and time?
2. Why is there a need to use appropriate
measuring tools?
38
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F. Discussing new concepts and 1. Perform the Activity: Walking Race. (see

Telephone No.: (045) 982-0374
practicing new skills #3 attached activity sheet for week 1, day 4)

2. Let the pupils identify the appropriate
measuring tools used in the activity.
3. Discuss the importance of using appropriate
measuring tools.
Appropriate Measuring Tools

In Science, distance should always be precise and
measured accurately based on a standard unit of
measurement. That is the reason why many
measuring devices were calibrated to give us a
standard measurement. Some examples of tools
that measure distance are ruler, meter stick, tape
measure and measuring wheel.
A foot ruler is a measuring tool for length but
only measures 1 foot (ft). This means a foot ruler
can measure minimum lengths or short distances
in millimeters, centimeters, inches and feet.
Ipracticemath.com
The Unit of Measurement in a Ruler

A ruler is equivalent to:
305 millimeters
30.5 centimeters
12 inches
1 foot
A meter stick is used to measure longer lengths

and distances. Distances can be expressed in
millimeters, centimeters and meters using a
meter stick.
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Ipracticemath.com
The Unit of Measurement in a Meter Stick

1 - meter stick is equivalent to:
1,000 millimeters (1,000 mm)
100 centimeters (100 cm)
1 meter ( 1 m)
In measuring distance traveled by a car or bus,

speedometer is used. The reading on a
speedometer expresses distance traveled in
terms of kilometers. In boats and ships, distance
is expressed in nautical miles.
The basic unit of time is second. However, time
can also be measured in terms of minutes or
even hours.
G. Developing Mastery Answer the following questions concisely.
1. Why can’t the hand or footstep be used as a
standard unit of length?
2. Why can’t an elastic measuring tape be used
to measure distance?
H. Finding practical application of When was the last time you had a trip?
concepts and skills in daily living Where did you go?
How can you make sense of the How long did the trip take?
concept of the lesson in your What interesting experiences you had during
real-life context? * your trip?
40
I. Making Generalization and 1. What are the appropriate tools in measuring

Page
Abstraction about the lesson: time and distance of objects in motion?

Telephone No.: (045) 982-0374
(Sequence of Questions) 2. Why is it important to have a standard unit of

measurement in determining the distance?
K. Additional activities for Write a travel diary about the longest trip you
Application or Remediation had with your family.
V. REMARKS
VI. REFLECTION
in the Evaluation:
80%:
with the lesson:
can help me solve?
teachers
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Telephone No.: (045) 982-0374

DAY 4
TOPIC: Identifying Appropriate Measuring Tools in Measuring Time and Distance of Objects in
Motion
Activity
I. Problem: What is needed to get an accurate measurement of distance?
II. Materials: table or desk, string
III. Procedure:
Part 1
1. Divide the class into 5 groups.
2. Using your foot as a unit of length, measure the length and the width of the classroom.
3. Use a string to measure the length of a part of your foot. Record your observation.
Part 2
1. Use your hand span to measure as a unit to measure the width of a table or desk.
2. You also need a string with the length equal to your hand span. Record your observation.
Table 1: Length and Width of the Classroom
Name of Pupil Length of the Classroom Width of the Classroom
Table 1: Width of a Table or Desk

Name of Pupil Number of Hand Spans
1. Are all the measurements of the room recorded in Table 1 and 2 using a human’s foot
equal? Explain your answer.
_________________________________________________________________________
2. Is everybody’s measurement by hand span the same? Explain your answer.
_________________________________________________________________________
V. Conclusion
I learned that _______________________________________________________________.
42
Activity 2
Page
Walking Race

Telephone No.: (045) 982-0374
I. Problem: What measuring tools are used to measure the distance and time of objects in
motion?
II. Materials: meter stick, stopwatch, flaglet
III. Procedure:
1. Identify the starting point. Use the meter stick to measure a distance of 30 m from the
starting point. Mark this as your finish line.
2. Assign your classmates who will be the race officiator and timekeepers.
3. Assemble all the race participants at the starting line.
4. When the race officiator shouts “Start”, the participants should start walking quickly.
5. Record the time it takes for each participant to cross the finish line.
Participant Distance (m) Time (s) Speed (m/s)
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Activity 3

Telephone No.: (045) 982-0374
Evaluation
I. Choose the letter of the correct answer.

_____1. Which of the following should be used to measure the thickness of your book?
a. ruler c. meter stick
b. tape measure d. all the choices
_____2. What instrument should be used to measure the distance between two houses
positioned side by side?
a. meter stick c. tape measure
b. ruler d. all the choices
_____3. You want to know the size of an apple. What tool are you going to use?
a. meter stick c. ruler
b. tape measure d. all the choices
_____4. If your house is located in front of the school, what unit of measurement should be
used to tell the distance?
a. foot c. kilometer
b. meter d. centimeter
_____5. What unit of measurement should be used to measure the distance traveled by ants
in 5 seconds?
a. centimeter c. kilometer
b. foot d. meter
II. Complete each sentence.
6. The basic unit of time is _______________.
7. A foot ruler is equivalent to ____________ inches.
8. A meter stick is equivalent to ___________ millimeters.
9. The distance traveled by boats and ships is expressed in nautical _____________.
10. The car has a _______________, a specialized measuring device that measures the
distance traveled.
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Telephone No.: (045) 982-0374

Appropriate Measuring Tools
In Science, distance should always be precise and measured accurately based on a standard
unit of measurement. That is the reason why many measuring devices were calibrated to give
us a standard measurement. Some examples of tools that measure distance are ruler, meter
stick, tape measure and measuring wheel.
A foot ruler is a measuring tool for length but only measures 1 foot (ft). This means a foot
ruler can measure minimum lengths or short distances in millimeters, centimeters, inches and
feet.
The Unit of Measurement in a Ruler
A ruler is equivalent to:
305 millimeters
30.5 centimeters
12 inches
1 foot
A meter stick is used to measure longer lengths and distances. Distances can be expressed in
millimeters, centimeters and meters using a meter stick.
The Unit of Measurement in a Meter Stick
1 - meter stick is equivalent to:
1,000 millimeters (1,000 mm)
100 centimeters (100 cm)
1 meter ( 1 m)
In measuring distance traveled by a car or bus, speedometer is used. The reading on a

speedometer expresses distance traveled in terms of kilometers. In boats and ships, distance
is expressed in nautical miles.
The basic unit of time is second. However, time can also be measured in terms of minutes or
even hours.
45
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Telephone No.: (045) 982-0374

I.OBJECTIVES
distance and time
1. Cognitive* Determine how the speed of objects in motion be measured
2. Psychomotor:* Use the appropriate measuring tools and standard units in measuring
time and distance of objects in motion
3. Affective* Appreciate the value of using appropriate measuring tools and standard
units in measuring time and distance of objects in motion
II. CONTENT
Topic Using the Different Measuring Tools and Standard Units in
Measuring Time and Distance of Objects in Motion
Sub Topic
A. REFERENCES
Pages Page
pp. 113-116
City, pp. 220-221
IV. PROCEDURES
A. Reviewing previous lesson (or) What are the appropriate measuring tools used
presenting the new lesson to measure distance of objects in motion?
46
Page

Telephone No.: (045) 982-0374
B. Establishing a purpose to the Identify the measuring tool and tell how it is
lesson used.
shutterstock.com
en.wikipedia.org pinpng.com
cClassroomclipart.com
.
C. Presenting examples/instances of 1. Perform the activity Let Us Travel! (see

the new lesson attached worksheet for week 1, day 5)
2. Answer the questions in the activity.
D. Discussing new concepts and 1. Let the pupils present the data they gathered.
groups.
E. Discussing new concepts and Paired Activity (see attached activity sheet for
practicing new skills #2 week 1, day 5)
Fill in the table then tell which vehicle traveled
the fastest and the slowest.
F. Discussing new concepts and The speed of any object in motion is the rate at
practicing new skills #3 which the object moves. In order to find the
speed, you have to answer two basic questions:
“How far does the object move?” “How long does
the object move?”
Speed depends on the distance traveled and the
length of time traveled. A meter or kilometer is
used to measure distance. More often, the meter
is used for measuring short distances while a
kilometer is used for measuring long distances
like those on the roads.
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Telephone No.: (045) 982-0374
The units of measurement for speed are meters

per second (m/s), kilometers per hour (km/hr)
and miles per hour (mi/hr).
G. Developing Mastery Answer the following questions.
1. How do we find the speed of an object?
2. What units of measurement are used for
speed?
H. Finding practical application of What will happen if the speed of the car is very
concepts and skills in daily living fast?
How can you make sense of the What will happen if the speed of the car is very
concept of the lesson in your slow?
I. Making Generalization and How is the speed of objects in motion measured?
Abstraction about the lesson: What units are used to express the speed of
(Sequence of Questions) objects in motion?
K. Additional activities for Choose a vacation spot that you would like to
Application or Remediation visit on a road trip. Use a road map to plot your
route. Determine the distance and driving time
based on traveling with an average speed of 90
km/hr. Identify places of interest along your
route and sites you will visit when you arrive at
your destination. Prepare a poster with pictures
and route information.
V. REMARKS
VI. REFLECTION
in the Evaluation:
80%:
with the lesson:
48
Page

Telephone No.: (045) 982-0374

can help me solve?
teachers
Reviewed by:

EPSvr SCIENCE
49
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Telephone No.: (045) 982-0374


DAY 5
TOPIC: Using the Different Measuring Tools and Standard Units in Measuring Time and Distance
of Objects in Motion
Activity 1
Let Us Travel!
I. Problem: How is the speed of objects in motion measured?

II. Materials: meter stick, two bottles filled with water, timer
III. Procedure:
1. Find a place outside the classroom where you can walk for more than 10 meters from one
point to another.
2. Mark the empty bottles as A and B to be used as reference points. Assign three pupils who
can walk from starting point to the 10 – meter point, a time keeper, and an observer.
3. Put bottle A at the starting point and measure up to 10 meters. Put bottle B at the 10 –
meter point. Mark a reference point that you can use to prove that the model pupil is in
motion.
4. Let the model pupil #1 walk in normal pace from bottle A towards bottle B while the
timekeeper takes note of the time in seconds. Record the number of seconds that the model
has walked from bottle A to B.
5. Let the model pupil #2 do step 4 and record the number of seconds.
6. Let the model pupil #3 do step 4 and record the number of seconds.
Fill in the table with the needed information using the formula:
Speed = distance Average speed = Ave. distance

time Ave. time
Model Pupils Distance (meters) Time (seconds) Speed meters per

second (m/s)
1.
2.
3.
50
Ave. Distance Ave. Time Ave. Speed

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Telephone No.: (045) 982-0374
1. Who among the model pupils walked the fastest?

_____________________________________________________________________
2. Who among the model pupils walked the slowest?
_____________________________________________________________________
3. What is the average distance walked by the model pupils?
_____________________________________________________________________
4. What is the average time spent in walking?
_____________________________________________________________________
5. What is the average speed?
_____________________________________________________________________
6. How did you determine the average speed?
_____________________________________________________________________
V. Conclusion
I learned that ________________________________________________________________
___________________________________________________________________________.
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Activity 2
Paired Activity
Look at the data presented in the table. Fill in the table with the missing data then answer
the questions that follow.
Vehicle Distance Time Direction Speed (km/hr)

jeepney 80 km 4 hrs North Fairview
van 140 km 2 hrs North Luzon
Expressway
car 180 km 3 hrs South Luzon
Expressway
1. Which vehicle traveled the fastest?

_____________________________________________________________________
2. What is its speed?
_____________________________________________________________________
3. Which vehicle traveled the slowest?
_____________________________________________________________________
4. What is its speed?
_____________________________________________________________________
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Telephone No.: (045) 982-0374
Activity 3
Evaluation
I. Encircle the letter of the best answer.

1. A biker covers a distance of 150 km in five hours. What is the biker’s speed?
a. 45 km/hr c. 60 km/hr
b. 15 km/hr d. 30 km/hr
2. What is the speed of a ball that moves about 10 meters in 2 seconds?
a. 5 m/s c. 1 m/s
b. 20 m/s d. 50 m/s
3. Calculate the speed of a car that went a distance of 125 kilometers in 2 hours time.
a. 62.5 km/hr c. 64.5 km/hr
b. 63.5 km/hr d. 65.5 km/hr
4. A baseball is thrown a distance of 20 meters. What is its speed if it takes 0.5 seconds to
cover the distance?
a. 10 m/s c. 30 m/s
b. 20 m/s d. 40 m/s
5. A cyclist covers a distance of 15 miles in 2 hours. Calculate his speed.
a. 7.6 mi/hr c. 7.5 mi/hr
b. 7.2 mi/hr d. 7.8 mi/hr
II. Complete the table.
Distance (m) Time (m) Speed (m/s)

6. 100 50
7. 350 7
8. 2 000 8
9. 600 500
10. 1 300 4 53
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Determining How the Speed of Objects in Motion is Measured
The speed of any object in motion is the rate at which the object moves. In order to find the
speed, you have to answer two basic questions: “How far does the object move?” “How long
does the object move?”
Speed depends on the distance traveled and the length of time traveled. A meter or kilometer
is used to measure distance. More often, the meter is used for measuring short distances
while a kilometer is used for measuring long distances like those on the roads.
To find the speed of an object, the formula, Speed = distance ÷ time is used.
The units of measurement for speed are meters per second (m/s), kilometers per hour
(km/hr) and miles per hour (mi/hr).
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PROPONENT: Heide S. Garcia
I. OBJECTIVES
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. Learner’s Competencies / Code: The learners should be able to describe the motion
of an object by tracing and measuring its change in position (distance travelled) over a
period of time
S5FE-IIIa-1
1. Cognitive* Infer that motion is a change in an object’s position
2. Psychomotor* Compare an object’s position with a frame of reference
3. Affective* Cite instances that show the importance of frame of reference in our
daily life
II. CONTENT
Topic: Inferring that motion is a change in an object’s position
Sub Topic
D. REFERENCES
1. Teacher’s Guide Pages 2. Learner’s Material Page 3. Textbook
Pages
E. Other Learning Resources

Cyber Science Worktext in Science and Technology 5, Nicetas G. Valencia et. al., pp.
216 – 220"
Science Beyond Boarders by Evelyn T. Sarte pp.109-111
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Telephone No.: (045) 982-0374
IV. PROCEDURES
A. Reviewing previous lesson (or) Write the word FACT if the statement is correct
and word BLUFF if it is incorrect.
1. Kilogram is the standard of unit for weight.
2. Using the proper measuring instruments
give exact measurement.
3. Centimeter is used for measuring short
distances.
4. The SI unit is accepted all over the word.
B. Establishing a purpose to the The teacher will show a video presentation:
lesson
https://www.youtube.com/watch?v=rfeVlNL7d9
What have you seen in the video presented?

What is motion?
C. Presenting examples/instances of Collaborative Approach (TDAR)
the lesson
Let’s Move It
I. Problem: Describe the motion of an object
II. Materials: Stop watch, bag, toy car
III. Procedures:
1. From the starting point, push the toy car so
that it travels certain distance.
3. From the top of the table, push your bag to
the right.
Questions:
1. What happened to the toy car? bag?
2. What did you apply to make the objects
56
move?
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3. When do we say that the object is moving?

Telephone No.: (045) 982-0374
4. What is motion?
D. Discussing new Check pupil’s performance / output.

concepts and
practicing new skills #1
E. Discussing new
concepts and
practicing new skill #2.
Study the pictures carefully. How do you know that the

girl has already moved? Answer the following questions
below
1. What objects in the surrounding can you use as
reference point to tell that the girl has moved?
2. What made you think that the girl has moved?
3. Can you describe how the girl has changed her position
from the gate of the house?
4. Using the vehicle as your reference point, where will
the position of the girl be if she walked a few more steps?
5. What happens to the position of an object when there
is motion?
F. Discussing new Read and analyze the pictures to answer the question.
concepts and
practicing new skills A bus from afar is approaching towards the area of the
#3. electric post and intersection at the center. After a few
seconds, you can now see the position of the bus in picture
B. You cannot see how the bus was moving but some
reference points help you tell that the bus was in motion.
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A
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B
1. What objects in motion can you probably observe
in the place?
2. What objects, which are not in motion, can
probably observe?
3. What reference points show that the bus in picture
A has already moved in picture B?
4. How would you describe the position of the bus in
picture A?
5. How would you describe the position of the bus in
picture B.
6. What observation should you do to describe an
object in motion?
G. Developing Mastery How do you describe motion? Complete the
graphic organize
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H. Finding practical application Why is the movement of an object important?

of concepts and skills in daily Cite instances that show the importance of motion
living in our daily life.
How can you make sense of
the concept of the lesson in
your real-life context? *
I. Making Generalization and 1. How do you know that an object has moved?
Abstraction about the 2. How will you describe the motion?
lesson: (Sequence of 3. Explain how reference point affects motion
Questions)
J. Evaluating Learning A. Direction: Put check (/) if the objects are in

motion and cross(x) if not.
1. Pulling a cart
2. Picture frame hanging on the wall
3. A boy running
4. Pushing a tree
5. A rolling ball
B. Identify the reference point that determines the

presence of motion in the following:
1.
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2.
K. Additional activities for How do you know that you are in motion?
Application or Remediation Imagine that you are a member of the cycling
team of your barangay.
Show yourself in motion.
Draw your reference points.
Describe how you set yourself in motion.
V. REMARKS
VI. REFLECTION
in the Evaluation:
80%:
F. Did the remedial work? No. of
with the lesson:
G. No. of learners who continue to
H. Which of my teaching strategies
I. What difficulties did I encounter
can help me solve?
J. What innovations or localized
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teachers
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Reviewed by:

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EPSvr SCIENCE


TOPIC:
Inferring that motion is a change in an object’s position
Review
Activity 1
Write the word FACT if the statement is correct and word BLUFF if it is incorrect.
1. Kilogram is the standard of unit for weight.
2. Using the proper measuring instruments give exact measurement.
3. Centimeter is used for measuring short distances.
4. The SI unit is accepted all over the word.

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TOPIC: Inferring that motion is a change in an object’s position
Activity 2
Describe the motion of an object
I. Problem: Describe the motion of an object

II. Materials: Stop watch, bag, toy car
III. Procedures:
1. From the starting point, push the toy car so that it travels certain distance.
2. Measure and record the distance it travels.
3. From the reference position, push your bag to the right. Record the distance it travelled
for 10 seconds.
4. Drop the books for at least one meter. Record the time it reaches the floor
5. Pull your chair sideward. Observe what happens?
IV. Data and Observation
Questions:
1. What happened to the toy car? bag?
2. How long does it take the book to reach the floor?
3. What is the distance travelled by the bag for 10 seconds?
4. What did you apply to make the objects move?
5. When do we say that the object is moving?
6. What is motion?
V. Conclusion:
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___________________________________________________________________________
___________________________________________________________________________
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Activity 3
How do you describe motion? Complete the graphic organize
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Activity 4
Evaluation
A. Direction: Put check (/) if the objects are in motion and cross(x) if not.
___1. Pulling a cart

___2. Picture frame hanging on the wall
___3. A boy running
___4. Pushing a tree
___5. A rolling ball
B. Identify the reference point that determines the presence of motion in the following:
1. 2.
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SUMMARY NOTES in SCIENCE 5
1. Motion is defined as the change of an object’s position as caused by force in relation to

a reference point.
1. Motion is a change in position measured by distance and time.
2. Motion depends on the distance travelled and length of time.
3. When you apply force on any object, the object will move and change its position.
4. When an object changes position over time when compared with a reference point
we say that the object is in motion.
5. A reference point is a fixed place or an object used to determine the position of an

object.
6. All movement are compared with background that is assumed stationary. This
background is called a point or frame of reference.
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I. OBJECTIVES
distance and time
device using electromagnet that is useful for home school or community.
C. Learner’s Competencies / Code: The learners should be able to describe the motion of
an object by tracing and measuring its change in position (distance travelled) over a
period of time
S5FE-IIIa-1
1.Cognitive* Define speed.
2.Psychomotor* Measure the speed of an object in motion.
3.Affective* Cite instances that show the importance of following speed limit on the road.
II. CONTENT
Topic: Defining speed
Sub Topic :
A. REFERENCES
Pages Page
223 – 226"
Science beyond borders pp.111-115
66
IV. PROCEDURES
A. Reviewing previous lesson (or)
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Compare the pictures above. Did the

pencils move?
B. Establishing purpose to a lesson Have you ever heard that the cheetah
runs the fastest among land animals?
How fast does it move?
C. Presenting examples/instances of Measure it!

the lesson Science Skills: Observing, Measuring,
Inferring
Time Frame: 30 minutes
You will need:
 3 books of equal thickness
 2 rulers of the same size
 Marble
 Metric tape measure
 Graphing paper
What to do:
1.Position the rulers together on a book with
a distance from each other that would fit a
marble. The rulers would serve as a ramp for
a marble.
2. Release the marble between the rulers.
Measure in centimeters the distance
covered by the marble. Take note of the
time in seconds as the marble travels.
4. Put another book on top of the first book.
Repeat steps 1 to 3.
5.Put another book on top of the two books.
Repeat steps 1 to 3.
6. Repeat your measurements in the table
below.
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Number of Trial 1 Trial 2

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books Length Length

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traveled traveled
by the by the
marble in marble in
cm. cm.
One book
(setup A)
Two books
(setup B)
Three
books
(setup C)
Questions:
1. What setup resulted in the shortest distance

traveled by the marble? Why do you think the
marble traveled the shortest distance with this
setup?
2. What setup resulted in the longest distance
traveled by the marble? Why do you think the
marble traveled the longest distance with this
setup?
3. How can measuring distance help us in comparing
things in motions?
4. What is the effect of height on the distance a
marble travels from a ramp?
5. What is the speed of the marbles in Trial 1 and
Trial 2?
D. Discussing new concepts How is the speed of a car moving car measured in
and practicing new skills #1 the following:
Example #1. A car travel at constant speed of

twenty per second. How far will the car travel in
ten seconds? in forty seconds?
Solution: Distance= 220 meters x 10 seconds =

200 meters
Example #2. How long would it take the car to

travel two hundred meters if it was moving at a
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speed of twenty meters per second.

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Solution: Time = 200 meters = 10 seconds

20 meters
Example #3. If a car travels at 200 meters in ten

seconds, what is the speed of the train?
Solution: Speed = 200 m =20m/sec

10sec
E. Discussing new It was Sunday, when three vehicles, a jeepney, a van, and a
concepts and
car were traveling along Quezon Boulevard. The jeepney and
practicing new skill
#2. the van were traveling towards North while the car was
traveling towards South. How can you calculate the speed and
velocity of the vehicles?
Study the table below and fill in the missing data. Round your
data to the nearest hundreds.
Vehicle Distance Time Direction Speed velocity

(k/h)
Jeepney 80km 4hrs North
Fairview
Van 140km 2hrs North
Luzon
Expressway
car 180 km 3hrs South
Luzon
expressway
1.Which vehicle traveled the fastest?______

What is the speed?______
2.Which vehicle traveled the slowest?______

What is its speed?______
3.Which vehicle had the greatest velocity?______

What is its velocity?______
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F. Discussing new concepts How is the motion of objects measured? Complete

and practicing new skills the graphic organizer.
#3.
An object moves if there

is
___________________th
at is exerted on the
object.
A___________ is any
stationary object that
can be usd to describe
the change of position
of the object.
Describing The change of the

Motion of position of an object
Objects over time with a
reference point is called
____________________
__.
The motion of an
object is described in
how fast or how far it
moves through its
___________________
The speed of a moving

object depends on
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__________and
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_________________.

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G. Developing Mastery Read and answer on a separate sheet of paper.
1. Pangasinan is 191 kilometers from Manila. How

many meters are you going to travel if you want to
visit your grandmother in Pangasinan?
2. A man walk from his house to the market that is

100 meters away. What is the distance between the
house and the market in decimeter?
H. Finding practical
application of concepts and What is the importance of speed limits?
skills in daily living
How can you make sense
of the concept of the
lesson in your real-life
context? *
I. Making Generalization and 1.What does speed mean?
Abstraction about the 2. How to find the speed of moving object?
lesson: (Sequence of 3.What is the formula in finding the time and the
Questions) distance travelled?
4.What instrument is used to measure the speed on
the dashboard of a car/bus?
J. Evaluating Learning A. Read and analyze each sentence. Circle the letter
of the correct answer.
1. Which of the following shows a fast speed?
a. 5 m/s b. 4 m/s c. 2 k/h d. 1
k/h
2.What is the speed of a ball that moves to about 10
meters in 2 seconds?
a.10 m/s b. 5 m/s c. 1 m/s d. 50
m/s
3.Which of the following shows the slowest velocity?
a.20 k/h north b.5k/h north
c.10k/h south d.50k/h south
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4.What is the basic unit for measuring time?

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a. hour b. minute c. second d.

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month
5.What is the basic unit for measuring distance?
a. hour b. minute c. second d.
month
B. Answer the following:

1. A bird flies toward North Luzon at 72 meters for 8
seconds. What is the speed and velocity of the bird?
Speed=_____________ velocity:___________
2. A car travels towards South Luzon at 240
kilometers from 6 hours. What is the speed and
velocity of the car?
Speed=____________ velocity:_____________
K. Additional activities for A car travel at a constant s of speed of twenty
Application or Remediation meters per second. How far the car travel in ten
seconds? In twenty seconds/ in forty seconds?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the Evaluation:
C. No. of learners who require
80%:
B. Did the remedial work? No. of
with the lesson:
C. No. of learners who continue
to require remediation:
D. Which of my teaching
strategies worked well? Why
did this work?
E. What difficulties did I
encounter which my principal
or superior can help me solve?
F. What innovations or localized
which I wish to share with
other teachers
Reviewed by:
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EPSvr SCIENCE

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TOPIC: Defining speed
Activity 1
Measure it!
Science Skills: Observing, Measuring, Inferring
You will need:
3 books of equal thickness Metric tape measure marble
Graphing paper 2 rulers of the same size
What to do
1. Position the rulers together on a book with a distance from each other that would fit a
marble. The rulers would serve as a ramp for a marble.
2. Release the marble between the rulers. Measure in centimeters the distance covered by
the marble. Take note of the time in seconds as the marble travels.
4. Put another book on top of the first book. Repeat steps 1 to 3.
5.Put another book on top of the two books. Repeat steps 1 to 3.
6. Repeat your measurements in the table below.
Number of books Trial 1 Trial 2

Length traveled by the marble Length traveled by the marble in
73
in cm. cm.
One book (setup
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A)

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Two books (setup

B)
Three
books(setup C)
Questions:
1. What setup resulted in the shortest distance traveled by the marble? Why do you think
the marble traveled the shortest distance with this setup?
2. What setup resulted in the longest distance traveled by the marble? Why do you think
the marble traveled the longest distance with this setup?
3. How can measuring distance help us in comparing things in motions?
4. What is the effect of height on the distance a marble travels from a ramp?
5. What is the speed of the marbles in Trial 1 and Trial 2?
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Activity 2
It was Sunday, when three vehicles, a jeepney, a van, and a car were traveling along
Quezon Boulevard. The jeepney and the van were traveling towards North while the car was
traveling towards South. How can you calculate the speed and velocity of the vehicles?
Study the table below and fill in the missing data. Round your data to the nearest hundreds.
Vehicle Distance Time Direction Speed (k/h) velocity

Jeepney 80km 4hrs North Fairview
Van 140km 2hrs North Luzon Expressway
car 180 km 3hrs South Luzon expressway
1.Which vehicle traveled the fastest?______ What is the speed?______
2.Which vehicle traveled the slowest?______ What is its speed?______
3.Which vehicle had the greatest velocity?______ What is its velocity?_____

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Activity 3
How is the motion of objects measured? Complete the graphic organizer.
An object moves if there is ___________________that is

exerted on the object.
A___________ is any stationary object that can be usd

to describe the change of position of the object.
The change of the position of an object over time with a

Describing reference point is called ______________________.
Motion of
Objects
The motion of an object is described in how fast or how
far it moves through its ___________________
The speed of a moving object depends on __________

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And _________________.
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Activity 4
Read and answer on a separate sheet of paper.
1. Pangasinan is 191 kilometers from Manila. How many meters are you going to travel if
you want to visit your grandmother in Pangasinan
2. A man walk from his house to the market that is 100 meters away. What is the distance
between the house and the market in decimeter?
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Activity 5
A. Read and analyze each sentence. Circle the letter of the correct answer.

a. 5 m/s b. 4 m/s c. 2 k/h d. 1 k/h
2. What is the speed of a ball that moves to about 10 meters in 2 seconds?

a. 10 m/s b. 5 m/s c. 1 m/s d. 50 m/s
3. Which of the following shows the slowest velocity?

a. 20 k/h north b.5k/h north
c. 10k/h south d.50k/h south
4. What is the basic unit for measuring time?

a. hour b. minute c. second d. month
5. What is the basic unit for measuring distance?

a. hour b. minute c. second d. month
B. Answer the following:

1. A bird flies toward North Luzon at 72 meters for 8 seconds. What is the speed and
velocity of the bird?
Speed=_____________ velocity:___________
2. A car travels towards South Luzon at 240 kilometers from 6 hours. What is the speed and
78
velocity of the car?

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Speed=____________ velocity:_____________

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SUMMARY OF NOTES IN SCIENCE 5

Speed describe the rate of motion of an object. It is measured with speedometer.

Speed is indicated in the speedometer but neither the time nor the distance traveled is
indicated. When the term speed and velocity are used the total amount of time and the
distance traveled are not specified.
Speed and velocity are both used to describe the motion but velocity is the rate of motion or
speed in the certain direction. So, velocity is a more complete description of a motion.
The speed of any object in motion is the rate which the object moves. Speed depends on
distance travelled and the length of time travelled.
To find the speed you will divide the distance traveled by the length of time. Speed is
expressed in meter per second (m/s) or kilometer per hour (k/h).
Velocity -is the speed of the object in a particular direction

Meter –is used for measuring short distances.
Kilometer- is used for measuring long distances
Time- is measure in seconds or hours.
Seconds- is used for short length.
Hour- is used for long length of time in long distances.
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I. OBJECTIVES
distance and time
period of time
S5FE-IIIa-1
1.Cognitive* Explain how to compute for speed of an object
2.Psychomotor* Calculate speed of certain objects
3.Affective* Appreciate the importance of driving safety and slowly
II. CONTENT
Topic: Explaining how to compute for speed of an object
Sub Topic :
A. REFERENCES
Pages Page
223 – 226
https://www.youtube.com/watch?v=_nAKwhZyXnw
IV. PROCEDURES
presenting the new lesson Write True if the concept is correct and
80
False if it is wrong.
1. Objects need force to be in motion.
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2. Objects in motion always change in

Telephone No.: (045) 982-0374
position.
3. Anything that stays stationary can be
used as reference point.
4. A reference point can tell if an object moves.

5. A reference point must move along with the
object in motion.
6. Motion refers to the changing position of an
object
B. Establishing of purpose to https://www.youtube.com/watch?v=_nAKwhZyXnw
the lesson What can you say about the video?
What is speed?
How do we calculate the speed of an object?
C. Presenting “Let’s Measure and Compute”
examples/instances of the I. Problem: How is the speed of an objects in
lesson motion measured?
II. Materials: meter stick, two bottle filled with
water, timer,3 model
pupils
III. Procedure:
2. Look for a place outside the classroom where
you can walk for
more than 10 meters from one point to another.
3. Mark the empty bottles as A and B to be used as your
reference
points.
4. Assign three pupils who can walk from starting point
to the 10 –
meter point.
5. 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 use to observe the model pupil is in
motion.
6. Let the model pupil # 1 walk in normal pace from
bottle A
towards bottle B while the timekeeper take note of the
time in
seconds. Record the number of seconds that the model
has
81
walked from bottle A to bottle B.

7. Let the model pupil # 2 and 3 do step 5 and record
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of seconds.

Questions:
c. Who among the pupils walked the fastest?
Slowest?
d. What is the average distance walked by
the models?
e. What is the average time spent un
walking?
f. What is the average speed of the motion?
g. How did you determine the speed?
Average speed?
h. What units are used to express the speed
of an object in motion?
D.Discussing new concepts and Checking of pupil’s performance and output
E.Discussing new concepts and
practicing new skill #2. Study the table below and fill in the missing data.
Round your answer to the nearest hundreds
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F.Discussing new concepts and

practicing new skills #3. Answer the following:
If a total distance of 750 m is covered in a time interval
of 25 s, the average speed is ______?
G. Developing Mastery What is the speed of the delivery man who travels
on his bicycle on a straight flat road in a subdivision
for 200 meters in 20 seconds?
H.Finding practical application Many accidents are happening on the streets like
of concepts and skills in daily collision off vehicles with one another, Why do you
living think happen?
of the concept of the
lesson in your real-life How can we prevent this?
context? *
Why is it important to drive safely and slowly?
I. Making Generalization and Many accidents are happening on the streets like
Abstraction about the lesson: collision of vehicles
(Sequence of Questions) with one another, why do you think this happen?
How can we prevent this?
Why is it important to drive safely and slowly?
J. Evaluating Learning Choose the letter of the correct answer. Write the
answer on your answer sheet.
1. What is the speed of the ball that moves to
about 10 meters in 2 seconds?
A. 5 m/s B. 20 m/s C. 1 m/s D. 50 m/s
2. Which is a unit of speed?
A. m/s B. s C. kg D. hr
3. If you travel 80km in 2 hours, what was your
average speed?
A. 10 km/h B. 40 km/h C. 20 km/h D. 4 km/ h
A. 5 m/s B. 4 m/s C. 2 km/h D. 1 km/h
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5. If a person walked at 2 m/s for 12 s he/she

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would travel a distance of

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______________.
A. 6 m B. 3 m C.4 m D. 24 m
K. Additional activities for Answer the question briefly

Application or Remediation 1. If sound travels at a speed of 330m/s and you hear
a thunder 3 seconds after you see a lightning, what is
the distance of the lightning?
2. Danny runs 8 kilometers in 1. 25 hours. What is
Danny’s average speed?
V. REMARKS
VI. REFLECTION
D. No. of learners who require
remediation who scored
below 80%:
B. Did the remedial work? No.
of learners who have
caught up with the lesson:
C. No. of learners who
continue to require
remediation:
D. Which of my teaching
strategies worked well?
Why did this work?
E. What difficulties did I
encounter which my
principal or superior can
help me solve?
F. What innovations or
localized materials did I
use/ discover which I wish
to share with other
84
teachers
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EPSvr SCIENCE


TOPIC: Explaining how to compute for speed of an object
Review
Activity 1
Write True if the concept is correct and False if it is wrong.

_____1. Objects need force to be in motion.
_____2. Objects in motion always change in position.
_____3. Anything that stays stationary can be used as reference point.
_____4. A reference point can tell if an object moves.
_____5. A reference point must move along with the object in motion.
_____6. Motion refers to the changing position of an object
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Activity 2
“Let’s Measure and Compute”

I. Problem: How is the speed of an objects in motion measured?
II. Materials: meter stick, two bottle filled with water, timer,3 model
pupils
III. Procedure:
2. Look for a place outside the classroom where you can walk for more than 10 meters from
one point to another.
3. Mark the empty bottles as A and B to be used as your reference points.
4. Assign three pupils who can walk from starting point to the 10 –meter point.
5. 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 use to observe the model pupil is in
motion.
6. Let the model pupil # 1 walk in normal pace from bottle A towards bottle B while the
timekeeper take note of the time in seconds. Record the number of seconds that the model
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has
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walked from bottle A to bottle B.

7. Let the model pupil # 2 and 3 do step 5 and record the number of seconds.
Questions:
c. Who among the pupils walked the fastest? Slowest?
d. What is the average distance walked by the models?
e. What is the average time spent un walking?
f. What is the average speed of the motion?
g. How did you determine the speed? Average speed?
h. What units are used to express the speed of an object in motion?
V. Conclusion
___________________________________________________________________________
___________________________________________________________________________
___________________
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Activity 3
Study the table below and fill in the missing data. Round your answer to the nearest hundreds
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Activity 4
Choose the letter of the correct answer. Write the answer on your answer sheet.
1. What is the speed of the ball that moves to about 10 meters in 2 seconds?
A. 5 m/s B. 20 m/s C. 1 m/s D. 50 m/s
2. Which is a unit of speed?

A. m/s B. s C. kg D. hr
3. If you travel 80km in 2 hours, what was your average speed?

A. 10 km/h B. 40 km/h C. 20 km/h D. 4 km/ hr

A. 5 m/s B. 4 m/s C. 2 km/h D. 1 km/hr
5. If a person walked at 2 m/s for 12 s he/she would travel a distance of

______________.
A. 6 m B. 3 m C.4 m D. 24 m
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SUMMARY OF NOTES IN SCIENCE 5

Speed describe the rate of motion of an object. It is measured with speedometer.

Speed is indicated in the speedometer but neither the time nor the distance traveled is
indicated. When the term speed and velocity are used the total amount of time and the
distance traveled are not specified.
The speed of any object in motion is the rate which the object moves. Speed depends on
distance travelled and the length of time travelled.
To find the speed you will divide the distance traveled by the length of time. Speed is
expressed in meter per second (m/s) or kilometer per hour (k/h).
Meter –is used for measuring short distances.

Kilometer- is used for measuring long distances
Seconds- is used for short length.

Hour- is used for long length of time in long distances. 90
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PROPONENT: Jasmin H. Manuel
Name of Teacher: ________________________ Section ________ Date__________
I. OBJECTIVES
distance and time
period of time
S5FE-IIIa-1
1. Cognitive* Describe the motion of an object
2. Psychomotor* Illustrate the motion of an object
3. Affective* Realize the importance of movement
II. CONTENT
Topic: Describing the motion of an object
Sub Topic
A. REFERENCES
Pages Page
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B. IVOther Learning Resources

Cyber Science Worktext in Science and Technology 5, Nicetas G. Valencia et. al., pp. 218
- 220
https://www.youtube.com/watch?v=HcmL4RVAi1I
https://www.youtube.com/watch?v=rfeVlNL7d9U
IV. PROCEDURES
A. Reviewing previous lesson (or) Inside the mystery box are problems about speed
presenting the new lesson .Pupil will pick one and they will solve it on the
board.
1. A car can travel 50 meters in 10 seconds. What
is its average speed.
2. If a cyclist travels 30 kilometers in two hours,
the average speed is
3. A car travels 240 kilometers for 6 hours. What is
the speed?
4. A bird flies towards North Luzon at 72 meters
for 8 seconds. What is the speed of the bird?
B. Establishing a purpose to the A video presentation
lesson https://www.youtube.com/watch?v=HcmL4RVAi1I
What have you observed in the video presented?

What are the kinds of motion?
How do they differ?
How will you illustrate each kind of motion?
C. Presenting examples/instances “Let’s Draw it”
of the lesson I. Problem: Draw the motion of objects
II. Materials: manila paper, pencil, crayon
III. Procedure:
1. Observe the pictures and illustrate the motion
of the objects shown in each picture.
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V. Data and observation

Questions:
1.How will you describe the object?
2.What are the types of motion?
3.How will you describe each one of motion?
VI. Conclusion
D. Discussing new Checking pupil’s performance and output

concepts and practicing
new skills #1
E. Discussing new
concepts and practicing Watch the video and illustrate the motion of the objects
new skill #2. shown on it.
F. Discussing new Give some actions of your own where movements are
concepts and practicing observed. Describe their movements.
new skills #3.
G. Developing Mastery Complete the table below

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H. Finding practical
application of concepts How do you know that you are in motion? Imagine that
and skills in daily living you are a member of the cycling team of the Tour of
How can you make Tarlac. Show yourself in motion. Draw your reference
sense of the concept of points. Describe how you set yourself in motion.
the lesson in your real-
life context? *
I. Making Generalization and What do you think life would be if the objects that
Abstraction about the lesson: tend to move stop moving?
What will you do?
J. Evaluating Learning Illustrate the motion of each of the following;
1. Car in a curved path
2. Rotating electric fan
3. Running cheetah
4. Pendulum of the clock
Use Rubrics in scoring the finished illustration.
K. Additional activities for List down some materials at home that are
Application or Remediation moving then draw the motion of these materials.
V. REMARKS
VI. REFLECTION
below 80%:
C. Did the remedial 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 this work?
F. What difficulties did I
encounter which my principal
or superior can help me
solve?
94

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which I wish to share with

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other teachers
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EPSvr SCIENCE


TOPIC: Describing the motion of an object
Review
Activity 1
Inside the mystery box are problems about speed. Pupil will pick one and they will
solve it on the board.
1. A car can travel 50 meters in 10 seconds. What is its average speed.

2. If a cyclist travels 30 kilometers in two hours, the average speed is
3. A car travels 240 kilometers for 6 hours. What is the speed?
4. A bird flies towards North Luzon at 72 meters for 8 seconds. What is the speed of
the bird?
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Activity 2
“Let’s Draw it”
I. Problem: Draw the motion of objects

II. Materials: manila paper, pencil, crayon
III. Procedure:
1. Work in groups with five to six members. Observe the pictures and illustrate the motion of
the objects shown in each picture.
IV.data and observation:
1.How will you describe the object?

96
2. What are the types of motion?

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3. How will you describe each one of motion?

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V. Conclusion
___________________________________________________________________________
___________________________________________________________________________
____________________


Activity 3
Complete the table below
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Activity 4
Illustrate the motion of each of the following;

1. Car in a curved path
2. Rotating electric fan
3. Running cheetah
4. Pendulum of the clock
Use Rubrics in scoring the finished illustration.

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SUMMARY NOTES in SCIENCE 5

SUMMARY OF NOTES IN SSES SCIENCE 5

Motion is the change of position of objects over time as compared with a reference point.
Motion depends on the distance may be a few or more meters away from the reference point and the
length of time that the force is exerting on the object. The rate at which the object moves over a
certain distance in a given time is speed. Most often, you always think of speed of a moving vehicle
when traveling. Take note of the time when you started to travel and the time when you arrived to the
place. You also find the distance of the place where you want to go.
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Name of Teacher __________________ Section ___________Date____________
I. OBJECTIVES
distance and time
period of time
S5FE-IIIa-1
1. Cognitive* Identify and describe the motion of objects
2. Psychomotor* Calculate the speed of a car, person and objects
3. Affective* Appreciate that movements play an important role in life
II. CONTENT
Topic: Identifying and describe the motion of objects
Sub Topic
A. REFERENCES
100

Pages Page
Page

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Cyber Science Worktext in Science and Technology 5, Nicetas G. Valencia et. al., pp. 218 –
220
Science beyond borders 112-117
IV. PROCEDURES
A. Reviewing previous lesson (or) What is motion?
presenting the new lesson How can you describe the motion of an
object?
How is the motion of objects measured?
B. Establishing a purpose to the lesson The delivery man travels on his bicycle at the
speed of 5 meters per second. Does he travel
fast or slowly?
C. Presenting examples/instances of the Direction: Read each item carefully then

lesson choose the letter of the correct answer.
1. A duck flies 60 meters in 10 seconds.
What is the duck’s speed?
A. 600 m/s C. 6 m/s
B. 50 m/s D. 70 m/s
2. A beetle crawls 2 cm/minute for ten
minutes. How far did it crawl?
A. 8 centimeters C. 20 centimeters
B. 5 centimeters D. 30 centimeters
3. A bicycle has an average speed of 2 m/s.
This means ____.
A. It can travel 4 meters in 2 seconds
B. In 1 second, it travel 1 meter
C. It takes 2 seconds to travel 1 meter
D. It can travel 2 kilometers in one hour
4. A cyclist travels 40 km in 2 hours, what is
101
his average speed?

A. 80 km/h C. 20 km/h
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B. 60 km/h D. 10 km/h

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5. What is the basic unit for measuring

time?
A. Hour C. second
B. Minute D. month
D. Discussing new concepts Look at how the reference point is used to

and practicing new skills describe that the wheel walker is in motion.
#1
A.
B.
C.
102
homedepot.com
popsugar.com
Look at the wheel walker in A, B, C, and the plant pot.

Page
Hoa far did the wheel walker go away from the

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potted plant? How many seconds did it move from A

to B or A to C?
E. . Discussing new concepts

and practicing new skill Motion is the change of position of objects over time
#2. as compared with a reference point. Motion depends
on the distance may be a few or more meters away
from the reference point and the length of time that
the force is exerting on the object. The rate at which
the object moves over a certain distance in a given
time is speed. Most often, you always think of speed
of a moving vehicle when traveling. Take note of the
time when you started to travel and the time when
you arrived to the place. You also find the distance of
the place where you want to go.
F. Discussing new concepts How do you describe motion and speed of an

and practicing new skills object?
#3.
G. Developing Mastery How is the speed of objects in motion measured?
What units are used to express the speed of an
object in motion?
H. Finding practical application How motion and speed help you to measure the
of concepts and skills in distance of a place where you are going?
daily living
I. Making Generalization How do you know that you are in motion?
and Abstraction about the What does speed mean?
lesson: (Sequence of
Questions)
J. Evaluating Learning Direction: Read each item carefully then choose the
letter of the correct answer.
1. What is the formula for finding the speed of an

object?
103
A. Speed = distance/time C. speed = force /time

B. Speed = work/ time D. speed = time/distance
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2. You are racing a cart down the hallway. If you go 10

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meters in 5 seconds, what is your speed? (Remember

speed equals distance divided by time.)
A. 2 meters per second C. 50 meters per second
B. 2 miles per hour D. 5 meters per second
3. 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
B. kilometers per hour D. both B and c
4. 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
5. A biker covers a distance of 150 km in five hours.
What is the biker’s speed?
A. 15 km/h B. 30 km/h C. 45 km/h D. 60 km/h
K. Additional activities for Direction: Read each item carefully then choose
Application or the letter of the correct answer
Remediation 1. A car is sailing from the port. Compared to which
reference point is
the ship in motion?
2. 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
3. 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
V. REMARKS
104
VI. REFLECTION
Page
A. No. of learners who earned 80% in

the Evaluation:

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additional activities for remediation
who scored below 80%:
learners who have caught up with
the lesson:
which my principal or superior can
help me solve?
materials did I use/ discover which I
wish to share with other teachers
Reviewed by:

EPSvr SCIENCE
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TOPIC: Identifying and describe the motion of objects
Activity 1
Direction: Read each item carefully then choose the letter of the correct answer.
1. A duck flies 60 meters in 10 seconds. What is the duck’s speed?
A. 600 m/s C. 6 m/s
B. 50 m/s D. 70 m/s
2. A beetle crawls 2 cm/minute for ten minutes. How far did it crawl?
A. 8 centimeters C. 20 centimeters
B. 5 centimeters D. 30 centimeters
3. A bicycle has an average speed of 2 m/s. This means ____.
A. It can travel 4 meters in 2 seconds
B. In 1 second, it travel 1 meter
C. It takes 2 seconds to travel 1 meter
D. It can travel 2 kilometers in one hour
4. A cyclist travels 40 km in 2 hours, what is his average speed?
A. 80 km/h C. 20 km/h
B. 60 km/h D. 10 km/h
5. What is the basic unit for measuring time?
106
A. Hour C. second
B. Minute D. month
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Activity 2
Look at how the reference point is used to describe that the wheel walker is in motion.
A.
B.
107
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C.

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homedepot.com
popsugar.com
Look at the wheel walker in A, B, C, and the plant pot. Hoa far did the wheel walker
go away from the potted plant? How many seconds did it move from A to B or A to C?


Activity 3
Direction: Read each item carefully then choose the letter of the correct answer.
1. What is the formula for finding the speed of an object?

A. Speed = distance/time C. speed = force /time
B. Speed = work/ time D. speed = time/distance
2. You are racing a cart down the hallway. If you go 10 meters in 5 seconds, what is your
speed? (Remember speed equals distance divided by time.)
A. 2 meters per second C. 50 meters per second
B. 2 miles per hour D. 5 meters per second
3. 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
B. kilometers per hour D. both B and c
4. A car is sailing from the port. Compared to which reference point is
108
the ship in motion?

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5. A biker covers a distance of 150 km in five hours. What is the biker’s speed?
A. 15 km/h B. 30 km/h C. 45 km/h D. 60 km/h


Activity 4
1. A car is sailing from the port. Compared to which reference point is

the ship in motion?
2. 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
3. Which is an ideal reference point?
A. a colored object
109
B. a non moving landmark

C. a person running
D. a cloud in the sky
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SUMMARY NOTES in SSES SCIENCE 5
Motion is the change of position of objects over time as compared with a

reference point. Motion depends on the distance may be a few or more meters away
from the reference point and the length of time that the force is exerting on the
object. The rate at which the object moves over a certain distance in a given time is
speed. Most often, you always think of speed of a moving vehicle when traveling.
Take note of the time when you started to travel and the time when you arrived to
the place. You also find the distance of the place where you want to go.
To find the speed, you will divide the distance traveled by the length of time.
Speed is expressed in meter per second (m/s) or kilometers per hour (k/h). You can
simply compute for the speed if you know the distance and the time traveled. You
can use the formula.
Speed = Distance
Time
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PROPONENT: ETHEL GRACE R. GABRIEL
Name of Teacher _____________________________Section ________ Date____________
I. OBJECTIVES
A. Content Standards: The Learners demonstrate understanding of how different
objects interact with light and sound, heat and electricity
B. Performance Standards:
C. Learner’s Competencies / Code: Discuss why some materials are good conductors of
heat and electricity (S5FEIIIc-3)
1. Cognitive: Identify the characteristics of a good conductor
2. Psychomotor: Group materials using real objects as good conductor of heat and
electricity
3. Affective: Recognize and appreciate the importance of materials as conductor of
heat and electricity
II. CONTENT
Topic Conductors of Heat and Electricity
Sub Topic Identifying the Characteristics of a Good Conductor of Heat and
Electricity
A. REFERENCES
111
3. Textbook Pages
1. Teacher’s Guide 2. Learner’s Material
 Science in our World 5 pages
Pages 89-91 Pages 135-139
Page
8 - 10

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4. Additional Materials from LR Portal: BEAM 5 DLP 32 (ID: 6754), Materials that are
Good Conductor of Heat and Electricity (ID: 15434)
B. Other Learning Resources: Activity sheets, chart, PowerPoint presentation, real
objects, video clip (https://www.youtube.com/watch?v=LmdWjEKNJcA)
IV. PROCEDURES
A. Reviewing previous lesson (or) Through Power point presentation
presenting the new lesson Form four groups. Have a contest in solving these
problems.
1. A bird flies toward North Luzon at 72 meters for
8 seconds. What is the speed and velocity of the
bird?
2. A car travels South Luzon at 240 kilometers for
6 hours. What is the speed and velocity of the
car?
Establishing a purpose to the Let the learners name some objects at home and
lesson school which are run by electricity and heat. Then,
have them answer the following questions:
a. How does electricity reach your homes?
b. How is heat produced in some of the
objects in your home?
B. Presenting examples/instances 1. Show a real metal chain, an iron rod and a tin
of the lesson can, and a picture of a metal gate.
2. Let the pupils identify each one of them and
identify the materials each one is made of.
C. Discussing new concepts and Ask:
practicing new skills #1  To what phase of matter to these objects
belong?
 What are the similarities of the objects?
 What are the characteristics of matter in
each object?
D. Discussing new concepts and “Which is Which?” (see attached activity sheet)
practicing new skill #2. From the objects shown by the teacher, which
object/s fit/s the description given.
_______a. hard and can be drawn into fine wires
_______b. hard and can be hammered into a flat
thin sheet
_______c. can be heated without burning
_______d. can develop rust after exposure to rain
E. Discussing new concepts and 1. Answer this question:
 What common properties of metal chain,
112
practicing new skills #3.

iron rod, tin can and steel gate a good
conductor of heat and electricity?
Page
2. Let the pupils watch the video clip:

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(https://www.youtube.com/watch?v=LmdWjEKNJ
cA)
 Ask: Why are metals good conductors of
heat and electricity?
F. Developing Mastery *Prepare the following objects: copper wire, iron
nail, coin, paper, chalk, piece of wood. (You may
add other objects.)
*Classify if the object to be shown by the teacher
is a good conductor of heat and electricity or not.
(see attached activity sheet)
G. Finding practical application of To choose the best materials for use in electrical
concepts and skills in daily living applications, some engineers specialize in
How can you make sense of the understanding the conducting and insulating
concept of the lesson in your characteristics of materials. To carry electricity
real-life context? * through building, electrical engineers use copper
wire. Why?
H. Making Generalization and
Abstraction about the lesson: Based on the activity conducted, what common
(Sequence of Questions) characteristics do good conductors have?
I. Evaluating Learning Answer the evaluation attached in the activity

sheets for week 3 day 1.
*Write the characteristics of materials that make
them good conductors of heat and electricity
J. Additional activities for Compile a list of conductor materials found in
Application or Remediation school. Opposite each material, write the
characteristics that make them good conductors
of heat and electricity.
V. REMARKS
VI. REFLECTION
in the Evaluation:
80%:
113
with the lesson:

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work?
can help me solve?
teachers
Reviewed by:

EPSvr SCIENCE
ACTIVITY SHEETS IN SSES SCIENCE GRADE 5
Name of Pupil: __________________ Score/Rating: ____

Grade and Section: ______________ Date____________
ACTIVITY 1
From the objects shown by the teacher, which object/s fit/s the description given. (metal chain,
iron rod, tin can, metal gate) (There could be more than one answer in each item.)
_______a. hard and can be drawn into fine wires
_______b. hard and can be hammered into a flat thin sheet
_______c. can be heated without burning
_______d. can develop rust after exposure to rain
_______ e. can easily conduct both heat and electricity

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ACTIVITY SHEETS IN SCIENCE GRADE 5


ACTIVITY 2
Classify if the object to be shown by the teacher is a good conductor of heat and
electricity or not. Write them in the proper column.
Good conductor of heat and electricity Does not conduct heat and electricity
115
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EVALUATION
Write the characteristics of materials that make them good conductors of heat and
electricity Choose your answer from the box below.
ion content malleability brittleness

ductility thermal conductivity hardness
Characteristics:
1.
116
2.
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3.
4.
5.
SUMMARY OF NOTES IN SCIENCE GRADE 5

Properties of Materials that make them Good Conductors of Heat and Electricity
Heat and electricity are forms of energy that flow from molecules to
molecules in materials. Below are the properties of materials that make them good
conductors of heat and electricity.
 Thermal Conductivity is the ability of some materials to allow heat and
electricity to flow through them.
 Hardness is the ability of a material to be rigid and resist pressure that may
cause deformation or change in its shape.
 Malleability is the ability of a material to be hammered into sheets.
 Ductility is the ability of materials to be drawn into wires.
 Not only metals are good conductors of electricity. Many liquids that contain
ions are good conductors
References:
 Science in our World by Abracia, et.al, Vibal Publishing (2013)
 Science 5 LP 1st to 4th Quarter
117
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I. OBJECTIVES
1. Cognitive: Distinguish materials that are good conductors of heat and electricity
2. Psychomotor: Illustrate that some materials are good conductors of heat and
electricity
3. Affective: Explain the importance of knowing that some materials are good
conductors of heat and electricity
II. CONTENT
Sub Topic Distinguishing materials that are good conductors of heat and
electricity (Conductors and Insulators)
118
A. REFERENCES
Page
Pages 89-91 Pages 135-139  Science in our World 5 pages

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176-181
B. Other Learning Resources: Activity sheets, pictures, PowerPoint presentation, real
objects, video clip (https://www.youtube.com/watch?v=vfx8rVbWwmw)
IV. PROCEDURES
A. Reviewing previous lesson (or) What are the characteristics of a good conductor
presenting the new lesson of heat and electricity? Let the pupils enumerate
the characteristics of materials of good conductor
of heat and electricity by completing the organizer
below.
Establishing a purpose to the Present a toy robot. What is this toy made up of?
lesson Suppose you connect some parts of this toy in an
electric socket, what would happen?
B. Presenting examples/instances Activity: Think- Pair- Share
of the lesson In 20 seconds, write as many words as you can,
that can associate with heat and electricity
C. Discussing new concepts and Group Activity: “Which is Which?”
practicing new skills #1 Problem: What are the materials that are good
conductors of heat and electricity? (see attached
activity sheet)
(When pupils are finished performing the activity,
have a short sharing of ideas.)
D. Discussing new concepts and *Present the short video clip
practicing new skill #2. https://www.youtube.com/watch?v=vfx8rVbWw
mw
*Ask:
 What materials conduct heat and
electricity?
 Describe conductor
 Why are conductor materials allow heat
and electric current to flow easily?
 What is the material that is considered as
the best conductor of heat and electricity?
 What are insulators? Give examples.
119
 How do insulators differ from conductors?

E. Discussing new concepts and In a bond paper illustrate/draw a new bathroom
practicing new skills #3. appliance.
Page
How would you take electrical safety into

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consideration? What part of the appliance would

you design using materials that are conductors?
F. Developing Mastery Identify which materials are good conductors of
heat and electricity. Write them in their proper
column. (see attached activity sheet)
G. Finding practical application of *What do you think would happen to the
concepts and skills in daily living materials around us if there will be no conductors
How can you make sense of the or insulators?
concept of the lesson in your *What is the importance of copper, silver and
real-life context? * other metals in our ways of living?
*Why are electrical tools often have rubber
handles and many electrical wires have a plastic
coating?
Abstraction about the lesson: *What are conductors? Give examples.
(Sequence of Questions) *What are insulators? Give examples.
I. Evaluating Learning Encircle C if the picture is a conductor and I if it is

an insulator. (see attached activity sheet)
J. Additional activities for Compile a list of materials that are conductors
Application or Remediation found in the kitchen. Have them create a flyer for
the local community that describes which of these
items are safe to use around electrical appliances
and which are not.
V. REMARKS
VI. REFLECTION
in the Evaluation:

80%:

with the lesson:
120

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work?
can help me solve?
teachers
Reviewed by:

EPSvr SCIENCE

ACTIVITY 1
“Which is Which?”
A. Problem: What are the materials that are good conductors of heat and electricity?
B. Materials: ceramic mug with hot tap water, metal spoon, plastic spoon, paper clip,
barbeque stick, wooden ladle, aluminum foil (Teacher may add other materials to be used
in the activity)
C. Procedure:
1. Arrange the container in one place.6. Half fill the ceramic mug with hot tap water. Be
careful in handling hot objects.
2. Dip the metal spoon, then touch the handle. What do you feel?
3. Do the same with other materials.
4. What materials conduct heat? Which do not?
5. Record your observation on the data below
Materials that do not conduct heat

Materials that conduct heat (Conductor)
(Insulator)
121
D. Guide Questions:
Page
1. Based from the activity, do all materials conduct heat?

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_____________________________________________________________________
2. How do you call materials/ objects that conduct heat?

_____________________________________________________________________
3. Can materials that conduct heat also be a good conductor of electricity? Why?
_____________________________________________________________________
E. Conclusion:
___________________________________________________________________________
___________________________________________________________________________


ACTIVITY 2
Identify which materials are good conductors of heat and electricity. Write them in
their proper column.
gold cement wood nylon cord copper

glass leather silver iron nail steel
MATERIALS
Conductors Insulators
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EVALUATION
Encircle C if the picture is a conductor and I if it is an insulator.
C I 1. C I 6.
Source: collinsdictionary.com
Source: alibaba.com
C I 2. C I 7.
Source: bluestone.com Source: pngitem.com
C I 3. C I 8.
123
Source: tampasteel.com Source: scare.org

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C I 4. C I 9.
Source: alibaba.com Source: amazon.com
C I 5. C I 10.
Source: aliexpress.com Source: shutterstock.com

Conductors of Heat and Electricity
Heat can be transferred from one object to another, or from one molecule to another
through the process of conduction.
Conductors are materials that transmit heat and electricity. Further, they allow
electricity and heat to flow freely through them. A material that is a good conductor gives
very little resistance to the flow of charge.
Insulators, on the other hand, are materials that do not allow heat and electricity to
pass through them.
References:
 Science in our World by Abracia, et.al, Vibal Publishing (2013)
 Science 5 LP 1st to 4th Quarter 124
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I. OBJECTIVES
1. Cognitive: List objects that are good conductors of heat and electricity
2. Psychomotor: Gather objects found in the classroom, community and home that are
considered good conductors of heat and electricity
3. Affective: Cite ways on how to take care of the materials that are essential to
everybody
II. CONTENT
Sub Topic Listing objects that are good conductors of heat and electricity
A. REFERENCES
3. Textbook Pages
1. Teacher’s Guide 2. Learner’s Material
125
 Science in our World 5 pages

Pages 89-91 Pages 135-139
176-181
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B. Other Learning Resources: Activity sheets, pictures, box, paper strips, conductivity
tester, graphic organizers
IV. PROCEDURES
A. Reviewing previous lesson (or) Get one strip of paper from the box. Tell whether
presenting the new lesson the object written is a conductor of an insulator.
1. plastic glass 6. rubber
2. spoon made of metal 7. paper plate
3. golden fork 8. coins
4. wooden ladle 9. pencil eraser
5. needle 10. plastic spoon
Establishing a purpose to the Show to the pupils a conductivity tester. Ask them
lesson to describe it and tell its usage.
B. Presenting examples/instances Using an improvised conductivity tester, call a
of the lesson volunteer to check which objects are conductors
and which are not. (Prepare real objects –
conductors and insulators.)
*Refer to the attached activity sheet on how to
prepare an improvised conductivity tester.)
C. Discussing new concepts and * What is a conductor? Give some of its
practicing new skills #1 characteristics.
* Complete the concept web by writing an
example of conductor in the circle. (see attached
activity sheet)
D. Discussing new concepts and * What is an insulator? Give some of its
practicing new skill #2. characteristics.
* Complete the concept web by writing an
example of insulator in the circle. (see attached
activity sheet)
E. Discussing new concepts and Go around the classroom or at your house. Gather
practicing new skills #3. some materials that are good conductors of heat
and electricity. You may also gather examples of
insulators. Then, put them inside a box. Label
each box as conductor and insulator.
F. Developing Mastery Look at the different materials and appliances
found inside the classroom or at home. Which
among these are conductors of heat and
electricity? (Let the pupils point the conductor on
the part in the appliance/s)
G. Finding practical application of What are the ways that you can do to take care of
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concepts and skills in daily living the materials that are essential to us such as
How can you make sense of the conductors and insulators?
concept of the lesson in your
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H. Making Generalization and * What are some examples of good conductors of

Abstraction about the lesson: heat and electricity?
(Sequence of Questions) *How would you take care of these materials?
I. Evaluating Learning List ten (10) materials that are good conductors of
heat and electricity. (Note: Do not include those
which were discussed.)
J. Additional activities for Make a design of your own toy “Robot”. Apply the
Application or Remediation knowledge you learned about conductors and
insulators in designing.
V. REMARKS
VI. REFLECTION
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ACTIVITY 1
Complete the concept web by writing an example of conductor in the circle.
Conductors
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ACTIVITY 2
Complete the concept web by writing an example of insulator in the circle.
Insulators
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EVALUATION
List ten (10) materials that are good conductors of heat and electricity. (Note: Do not
include those which were discussed.)
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
6. _____________________________
7. _____________________________
8. _____________________________
9. _____________________________
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10. _____________________________
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How to make an Improvised Conductivity Tester?
What you need:

 1 battery (1.5 or 6 V)
 1 light bulb in a light bulb holder (1.5 or 6 V, to match the battery) (available at
Radio Shack or other electronics shops or websites)
 1 piece of wood, approximately 5 x 15 cm (2 x 6 inches) (optional; on which to
mount the light bulb holder for stability; any thickness)
 1 meter (3 ft) of insulated copper wire in 30 cm (1 ft) sections), or 3 alligator
clips
 1 thick rubber band
 2 large paper clips
 2 pencils with eraser tips
 2 clean-head, metal thumbtacks
What to do:
 Create the bulb assembly by placing a small 1.5V bulb in a bulb holder, which
can be mounted on a piece of wood for stability. Place a paper clip at each end
of the battery. Use the rubber band to hold the paper clips in place.
 Attach a wire to each paper clip, making sure that either the insulation is
removed from each end of the wire touching the paper clip, or use alligator clips
instead of the wire.
 Attach one wire from the battery terminal to the light bulb assembly.
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 Attach a second wire to the other end of the battery.

 Attach the third wire from the open end of the light bulb assembly.
 Wrap the free ends of wire around two, clean-head, metal thumbtacks.
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 Push the thumbtacks firmly into the erasers of the two pencils to create testing
probes.
 Make sure the circuit works by pressing the two testing probes (thumbtacks)
together. If the light bulb does not light up, the circuit was constructed
incorrectly.
 To test an object, apply the two testing probes to opposite ends of each object.
If the light bulb lights up, then the object is a conductor. If the bulb does not
light up, then the object is an insulator. Hint: Make sure you do not touch the
two testing probes together or the reading is invalid.
Figure 1. Improvised Conductivity Tester
Reference:
 Science 5 LM 1st to 4th Quarter
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Conductors of Heat and Electricity
Examples of Conductors:
1. Iron
2. Gold
3. Silver
4. Brass
5. Wax
6. Steel
7. Copper
8. Nickel
9. Aluminum
10. Water
Examples of Insulators:
1. Plastic
2. Silk
3. Leather
4. Glass
5. Oil
6. Rubber
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I. OBJECTIVES
1. Cognitive: Recognize the precaution in using electricity
Enumerate precautionary measures in using electricity
2. Psychomotor: Make a poster showing precautionary measures in using electricity
3. Affective: Appreciate the importance of safety precaution about electricity
II. CONTENT
Sub Topic Enumerating Precautionary Measures in using Electricity
A. REFERENCES
Pages Pages
4. Additional Materials from LR Portal: Workbook in Science 5, pages 88-89
134
B. Other Learning Resources: Activity sheets, posters, PowerPoint Presentation, video

clip (https://www.youtube.com/watch?v=aCvScgI1MCs)
IV. PROCEDURES
Page
A. Reviewing previous lesson (or) Give some examples of conductors found at

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presenting the new lesson home.

Establishing a purpose to the Show a poster of electrical hazard
lesson signage. Ask the pupils the purpose of
such signage.
(photo from safetysigns.com)
B. Presenting examples/instances Play the video clip.
of the lesson https://www.youtube.com/watch?v=aCvScgI1MCs
Ask pupils about the safety precautions
mentioned in the video.
C. Discussing new concepts and Give some safety precautions in handling
practicing new skills #1 electricity observed at home or even at school.
D. Discussing new concepts and Show a poster of safety measures in handling
practicing new skill #2. electricity. Have a short discussion about it.
*Answer Activity 1. (see attached activity sheet)
E. Discussing new concepts and Show pictures of persons who do not practice
practicing new skills #3. safety measures in handling electricity.
*Ask: What would happen to those persons who
are not cautious in handling electricity?
*Answer Activity 2. (see attached activity sheet)
F. Developing Mastery Make a poster about the safety precautions in
handling electricity. Post it on a conspicuous
place. Be sure that your posters are readable
enough.
G. Finding practical application of
*Why is it important to keep in mind the safety
concepts and skills in daily living
measures in handling electricity?
How can you make sense of the
*Have you experienced being electrocuted? What
did you do then?
Abstraction about the lesson: * What are some of the precautionary measures
(Sequence of Questions) that we should observe in handling electricity?
I. Evaluating Learning Tell whether the statement shows safety

measures in handling electricity. Write A on the
blank if it does and B if it does not. (see attached
activity sheet)
J. Additional activities for Ask your parents or guardian about the safety
Application or Remediation measures observed at home. List them in your
notebook.
V. REMARKS
135
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VI. REFLECTION

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ACTIVITY 1
On the blanks, write YES if the practice is correct and write NO if otherwise.
____ 1. Don’t touch electrical wires if any part of your body is wet,
____ 2. Wipe the bulb with a dry cloth to clean it.
____ 3. Leave electrical appliances on even when not in use. It’s a waste of time switching
them on again.
____ 4. Let the authorized personnel put up the electrical wirings in your homes.
____ 5. Never touch the plug nor put your fingers into an empty socket.
____ 6. Report to the MERALCO any sign of malfunctioning such as when electric wires break
or fall.
____ 7. Avoid using worn out cods and exposed wires it may cause fire or electrocute you
____ 8. Turn off electrical appliances when not in use. They can overheat and cause fire.
____ 9. Use standard not substandard electrical wirings.
____ 10. Do not switch on too many electrical appliances with only one extension cord.
Reference: Workbook on Science 5

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ACTIVITY 2
Look at the pictures below. Describe it and tell the possible outcome of the scenario.
A.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Source: filipinotimes.net
B.
_______________________________
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_______________________________
_______________________________
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_______________________________
_______________________________
_______________________________
Source: insureinfoblog.com


EVALUATION
Draw a happy face 😊 if the statement shows good practice and a sad face ☹ if otherwise.
____ 1. It is safe to touch electric wires when you are taking a bath.
____ 2. Use wet cloth to wipe or clean light bulbs.
____ 3. When electric motors are not in use, pull out their plugs.
____ 4. Call only authorized personnel to put up electrical wiring.
____ 5. Put your fingers into an empty socket.
____ 6. Use inexpensive, substandard materials for electrical wiring to lessen expenses
____ 7. Report to authority any illegal electrical connections. This may cause high distribution
charge.
____ 8. When electric wires break or fall, report it immediately to the MERALCO
____ 9. Do not use worn-out cords. Exposed wires can electrocute you or cause fire.
____ 10. Avoid “octopus” connections. Overloading may cause short circuits and fire.
Reference: Workbook on Science 5

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Precautionary Measures in Using Electricity
1. Unplug electrical devices when not in use.

2. Immediately report to authorities any illegal connection and wire breaks.
3. Do not touch electrical devices with wet hands.
4. Use standard electrical materials.
5. Avoid “octopus” connections.
6. Regularly check your electrical connections.
7. Keep all electronics and small devices away from liquids.
8. Never play near power lines and electrical equipment.
9. Use fuse or a circuit breaker to avoid short circuit.
10. Replace worn-out cords immediately to avoid electrocution or fire.
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Name of Teacher ________________________ Section ________ Date____________
I. OBJECTIVES
1. Cognitive: Understand the test process (Summative Test}
2. Psychomotor: Write legibly and clearly
3. Affective: Be honest in taking the exam
II. CONTENT
Sub Topic Summative Test
A. REFERENCES
Pages Pages
4. Additional Materials from LR Portal:
B. Other Learning Resources: Teacher’s Test Notebook
141
IV. PROCEDURES
Preparation
Page
Establishing a purpose to the Recalling / Setting of Standards for Testing

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lesson
B. Presenting examples/instances TEST PROPER
of the lesson (see attached Summative Test)
C. Discussing new concepts and
D. Discussing new concepts and
E. Discussing new concepts and
F. Developing Mastery
G. Finding practical application of

concepts and skills in daily living
Abstraction about the lesson:
I. Evaluating Learning
Checking and Evaluation of Test Results
J. Additional activities for
Review missed items in the test
Application or Remediation
V. REMARKS
VI. REFLECTION
in the Evaluation:
80%:
with the lesson:
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SUMMATIVE TEST
A. Read the items carefully and encircle the letter of the correct answer.
1. Copper wire allows heat and electricity to travel through them. What property does it
possess?
a. thermal conductivity c. ductility
b. malleability d. hardness
2. Not only metals are good conductors of heat and electricity. Many liquids are also good
conductors. Why?
a. Because liquids follow the shape of the container
b. Because liquid is one of the states of matter
c. Because liquid atoms are intact
d. Because liquids contain ions
3. This refers to the ability of a material to be hammered into sheets. What is it?
a. thermal conductivity c. ion content
4. This refers to the ability of a material to be drawn into wires. What is it?
a. thermal conductivity c. ductility
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5. Why are cooking pats and pans made up of metals?

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a. To make cooking faster because metals quickly allow heat transfer

b. To make the food delicious and nutritious
c. To avoid spoilage of food
d. None of these
6. What do you call the materials that allow electricity and heat to flow through them?
a. Capacitors c. Insulators
b. Conductors d. Connectors
7. What do you call the materials that very high resistance to heat and electricity?
a. Capacitors c. Insulators
b. Conductors d. Connectors
8. Which of the following is an example of an insulator?

a. gold c. bronze
b. rubber d. copper wire
9. Some pans and pots have handles made up of plastics. Why is this so?
a. To cook the food fast c. To prevent your hand from getting burned
b. To make the food tastier d. To conduct electricity faster.
10. The following materials use conductor of heat and electricity to function EXCEPT one.
Which is it?
a. lighted candle c. lighted electric bulb
b. water heater d. washing machine
B. Write C if the material is a conductor and I if it is an insulator.
________ 11. tissue paper ________ 14. toothpick

________ 12. coin ________ 15. plastic cup
________ 13. gold bar
C. Put a check (/) if the statement shows good practice in handling electricity and a cross (x) if
otherwise.
____ 16. Sarah makes sure she uses standard electrical materials.
____ 17. Juan’s family is fond of using “octopus” connection.
____ 18. My cousin plugs the electric fan with his wet hands.
____ 19. Fathers calls an electrician to fix the worn-out wires.
____ 20. Lito unplugs the electrical appliances when not in use.
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QUARTER 3 WEEK 4 DAY 1
PROPONENT: BRIGETTE D. BAUTISTA
Name of Teacher ____________________ Section ___________ Date____________
I. OBJECTIVES
A. Content Standards: The learners demonstrate understanding of how different objects
interact with light, heat, and electricity the effects of light, heat,
and electricity on people and objects.
B. Performance Standards: The learners should be able to perform activities showing
how different objects interact with light, heat, and
electricity the effects of light, heat, and electricity on
people and objects.
C. Learner’s Competencies / Code: Relate the ability of the material to block, absorb or
transmit light to its use
1. Cognitive: Identify materials that block light
2. Psychomotor: Find out what materials block light
3. Affective: Appreciate the importance and benefits of materials that can block light
II. CONTENT
Topic: Ability of the material to block, absorb or transmit light to its use
Sub Topic: Materials that block light
A. REFERENCES
Pages Page Cyber Science
145
Science Beyond Worktext in Science

Borders page and Technology 5 by:
Page
Nicetas G. Valencia

Telephone No.: (045) 982-0374
et. al. pp. 245 – 251

B. Other Learning Resources: activity sheet, real objects or pictures of table, woods,
basketball ball, tin can, vase, chalk, flashlight.
IV. PROCEDURES
A. Reviewing previous lesson (or) Which of the following are good conductors of
presenting the new lesson heat and electricity?
Put a (√) on the box if it is a good conductor of
heat and electricity and (x) if not.
(see attached activity sheet for review for week 4,
day 1)
1.
2.
3.
4.
5.
146
Establishing a purpose to the Let the learners observe the picture.

lesson
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(see attached activity 1 for week 4, day 1)

Ask the following questions:
1. What can you say about the picture?
2. Where do we usually stay during noon time?
Why?
3. Can you imagine how people enjoy the
shade of the trees if the trees do not
block the sunlight?
4. What benefits can we get from this activity?
B. Presenting examples/instances Mystery box. The box contains real objects or
of the lesson pictures of wood, basketball, tin can, vase, chalk.
Riddle:
1. I am round and orange in color. You used me in
playing. You can dribbled and shoot me on the
ring. What am I? _____
2. I am usually found on the table. You can put

flower to me. You must handle me carefully so
that I won’t broke. What am I? _____
3. I came into different color. You can used me in

writing on the board. What am I? _________
4. Sardines and milk are placed inside me. Never

throw me because you can recycle me.
What am I? _____
5. I came from trees. I am not a flower, a root or

a leaf. What am I? _________
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Let us see how these objects are related to our

lesson today.
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C. Discussing new concepts and Individual Activity:

practicing new skills #1 Let pupils perform the activity and answer the
questions on activity sheet (see attached
worksheet 1 for week 4, day 1)
Blocking of light
I. Problem: What materials do block light?
II. Materials: wood, basketball ball, tin
can, vase, chalk, chart, flashlight
III. Procedures:
1. Turn on the flashlight. Test if the following
materials block or absorbed the light.
2. Record your answer on the table. Put check (√)
on the proper column.
Materials Blocked the Do not block

light the light
1. wood
2. basketball
3. tin can
4. vase
5. chalk
IV. Observation:
1. What materials blocked the light?
2. What happens to the light that strikes on these
materials?
D. Discussing new concepts and Analysis and Discussion:
practicing new skill #2. 1. Discuss the concepts about materials that
block light. (see attached summary notes for
week 4, day 1).
2. Let pupils answer worksheet 2 (see attached
worksheet 2 for week 4, day 1)
E. Discussing new concepts and Let pupils answer the questions by writing their
practicing new skills #3. responses on the box.
(see attached worksheet 3 for week 4, day 1)
What can you say about the materials we used in
the activity?
148
What evidence shows that light was blocked by

materials?
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F. Developing Mastery Select one opaque material then Illustrate or

draw how this material block the light. (see
attached worksheet 4 for week 4, day 1)
G. Finding practical application of Values Infusion:
concepts and skills in daily living One afternoon, you and classmates are walking
How can you make sense of the to go to school. The sun is too hot.
concept of the lesson in your What materials can you use to block the sun
real-life context? * rays?
What are the benefits of materials that can block
light?
H. Making Generalization and What are the materials that can block light?
Abstraction about the lesson: How do you describe the materials that block the
(Sequence of Questions) light?
What do you call the materials that block light?
What is formed when light on opaque materials
was blocked?
I. Evaluating Learning Quiz:
(see attached worksheet for quiz for week 4, day
1)
I. Which of the following materials can block the

light? Identify and encircle the opaque materials
on the given examples.
II. Read the following situation carefully. Draw a

star ( ) on the situations that show blocking of
light of materials.
________ 1. People wear jackets during cold
weather.
149
________ 2. Erwin, who are playing under the

sun form a shadow.
________ 3. Raymond is looking at the fish in the
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aquarium.

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________ 4. Dan enjoys the shade of the tree

during summer.
________ 5. Jeffrey looks to the glass of water to
test if it is clear.
J. Additional activities for How would your internal organs look if your body
Application or Remediation is not opaque?
V. REMARKS
VI. REFLECTION
in the Evaluation:

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REVIEW: ACTIVITY SHEET
Direction:
Which of the following are good conductors of heat and electricity?
Put a (√) on the box if it is a good conductor of heat and electricity and (x) if not.
1.
2.
3.
4.
5.
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ACTIVITY 1
Direction:
Observe the picture.
Answer the following questions. Write your answer on the box.
1. What can you say about the picture?
2. Where do we usually stay during noon time? Why?
3. Can you imagine how people enjoy the shade of the trees if the trees do not block the
sunlight?
4. What benefits can we get from this activity?

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ACTIVITY 2
Direction:
Mystery box. The box contains real objects or pictures of wood, basketball,
tin can, vase, chalk.
Riddle:
1. I am round and orange in color. You used me in playing. You can dribbled and shoot me on the
ring. What am I? _____
2. I am usually found on the table. You can put flower to me. You must handle me carefully so
that I won’t broke. What am I? _____
3. I came into different color. You can used me in writing on the board. What am I? _________
4. Sardines and milk are placed inside me. Never throw me because you can recycle me.
What am I? _____
5. I came from trees. I am not a flower, a root or a leaf. What am I? _________

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WORKSHEET 1
Individual Activity
Blocking of light
I. Problem: What materials do block light?
II. Materials: worksheet, wood, basketball, tin can, vase, chalk, flashlight
III. Procedures:
1. Turn on the flashlight. Test if the following materials block or absorbed the light.
2. Record your answer on the table. Put check (√) on the proper column.
Materials Blocked the light Do not block the

light
1. wood
2. basketball
3. tin can
4. vase
5. chalk
IV. Observation:
__________________________________________________________________________
__________________________________________________________________________
2. What happens to the light that strikes on these materials?
__________________________________________________________________________
__________________________________________________________________________
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WORKSHEET 2
Direction: Read and analyze the concepts written on each box. Arrange the concepts by
putting numbers (1-5) on the blank before the box.
Some materials do not transmit light. They do not

allow the light to pass through them.
_______
These materials are called opaque materials. When

light falls on opaque materials, light is blocked and
cannot pass through the materials.
_______
The blocking of light of opaque materials creates a

black image of the object called shadow.
_______
The shadow formed depends on the distance and

the direction where the light source came from.
_______
In the opaque materials, some light is transmitted

but most of the light waves are absorbed and then
changed to heat.
_______
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WORKSHEET 3
Direction: Answer the questions. Write your answer on the box.
1. What can you say about the materials we used in the activity?
2. What evidence shows that light was blocked by materials?
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WORKSHEET 4
Direction: Select one opaque material then Illustrate or draw how this material
block the light.
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WORKSHEET for QUIZ
Quiz:
Direction:
I. Which of the following materials can block the light? Identify and encircle
the opaque materials on the given examples.
II. Read the following situation carefully. Draw a star ( ) on the situations that show blocking
of light of materials.
________ 1. People wear jackets during cold weather.

________ 2. Erwin, who are playing under the sun form a shadow.
________ 3. Raymond is looking at the fish in the aquarium
________ 4. Dan enjoys the shade of the tree during summer.
________ 5. Jeffrey looks to the glass of water to test if it is clear.
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PROPONENT: Brigette D. Bautista
SUMMARY NOTES:
Some materials do not transmit light. They do not allow the light to pass through them.
These materials are called opaque materials. When light falls on opaque materials, light is
blocked and cannot pass through the materials. The blocking of light of opaque materials
creates a black image of the object called shadow. The shadow formed depends on the
distance and the direction where the light source came from. In the opaque materials, some
light is transmitted but most of the light waves are absorbed and then changed to heat.
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Source:
https://www.google.com/search?q=blocking+of+light+opaque+materials&tbm=isch&ved=2a
hUKEwjMoJ_o7IrqAhXyzIsBHVVyAGYQ2-
161
cCegQIABAA&oq=blocking+of+light+opaque+materials&gs_lcp=CgNpbWcQAzoHCAAQsQMQ
QzoCCAA6BAgAEEM6BQgAELEDOgQIABAYUKX0F1ic0Bhg5NIYaABwAHgEgAHaAYgB0zCSAQY
Page

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yLjQ2LjGYAQCgAQGqAQtnd3Mtd2l6LWltZ7ABAA&sclient=img&ei=7BjrXsz6AvKZr7wP1eSBsA
Y&bih=538&biw=1263&safe=active&hl=en#imgrc=mB7hJDZkXLoS5M

PROPONENT: BRIGETTE D. BAUTISTA
Name of Teacher ____________________ Section ___________ Date____________
I. OBJECTIVES
A. Content Standards: The learners demonstrate understanding of how different
objects interact with light, heat, and electricity the effects of light, heat,
B. and electricity on people and objects.
C. Performance Standards: The learners should be able to perform activities showing
how different objects interact with light, heat, and
electricity the effects of light, heat, and electricity on
people and objects.
D. Learner’s Competencies / Code: Relate the ability of the material to block, absorb
or transmit light to its use
1. Cognitive: Identify materials that absorb light.
2. Psychomotor: Show through illustration that light was absorbed by materials
3. Affective: Appreciate the importance of knowing materials that absorb light.
II. CONTENT
Topic: Ability of the material to block, absorb or transmit light to its use
Sub Topic: Materials that block light
A. REFERENCES
1. Teacher’s 2. Learner’s Material 3. Textbook Pages
Guide Pages Page Cyber Science Worktext
Science Beyond in Science and
Borders page Technology 5 by: Nicetas
G. Valencia
et. al. p. 245-251
B. Other Learning Resources: activity sheet, flashlight, real objects or pictures of
162
plastic
ball, cellophane, mirror, water, paper bag
IV. PROCEDURES
Page
A. Reviewing previous lesson Put a (√) on the materials that blocked the light and

Telephone No.: (045) 982-0374
(or) presenting the new (X) if not.

lesson (see attached activity sheet for review for week 4, day
2)
_____1.
_____2.
_____3.
_____4.
_____5.
How do you describe the materials that block the
light?
B. Establishing a purpose to Teacher will show a mirror.
the lesson Have you ever wondered why you can see your
face in a mirror? This occurs because mirrors are very
smooth and shiny. Light bounces, or reflects, off of
the smooth and shiny surface of mirrors. When you
163
see your face in a mirror you are seeing light from

your face reflecting off of the mirror.
C. Presenting Let pupils watch a video clip about the lesson.
Page
examples/instances of the https://www.youtube.com/watch?v=KsHTIwR3oWc

Telephone No.: (045) 982-0374
lesson Show pictures about the video clip and have an

interactive discussion.
Ask the following questions:

1. What happens to the light that strikes on the
aluminum foil?
2. What happens to the light that strikes on the
cardboard?
D. Discussing new concepts Group Activity:
and practicing new skills (see attached activity 1 for week 4, day 2)
#1 1. Setting Standards
2. Group the class into four.
3. Distribution of activity sheet and materials to be
used.
4. Let the pupils perform the activity.
Activity
Absorb of light
I. Problem: What materials do absorb light?
II. Materials: plastic ball, cellophane, mirror, water,
paper bag, chart, flashlight
III. Procedure:
1. Turn on the flashlight. Test if the following
materials absorb the light.
2. Record your answer on the table. Put check (√)
on the proper column.
blocked light
do not
absorb reflect
Materials blocked
the the
light
light light
1. plastic ball
2. cellophane
3. mirror
164
4. water
5. paper bag
Page
IV. Observation:

Telephone No.: (045) 982-0374
2. What happens to the light that strikes on these

materials?
E. Discussing new concepts 1. Group Reporting and Presentation of Output
and practicing new skill 2. Analysis and Discussion:
#2. 1. What can you say about the materials we used
in the activity?
2. What evidence shows that light was blocked by
materials?
F. Discussing new concepts Plants make their own foods through the process of
and practicing new skills photosynthesis.
#3. Study the picture below.
Teacher will give additional information about how
light is being absorbed by the leaf.
Source:
https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rj
a&uact=8&ved=0ahUKEwje1b66oJrQAhUFNrwKHUGjB2QQjRwIBw&url=http://ww
w.mstworkbooks.co.za/natural-sciences/gr8/gr8-ec-04.html&psig=AFQjCNG-
4mHf9BnE3fpMhfGirESXbKPySw&ust=1478732035398945
http://www.mstworkbooks.co.za/natural-sciences/gr8/gr8-ec-04.html
G. Developing Mastery Explain and illustrate why we see the car as blue by
applying the absorption and reflection of light. Draw a
diagram on the box to support your answer.
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H. Finding practical Values Infusion:

application of concepts Your group is preparing for a trip to Baguio. You are
and skills in daily living helping one another to pack your clothing for the trip.
of the concept of the What kind of clothing will you suggest to use for the
lesson in your real-life trip to Baguio?
context? *
I. Making Generalization What are the materials that can absorb light?
and Abstraction about the How do you describe the materials that absorb the
lesson: (Sequence of light?
Questions)
J. Evaluating Learning Quiz:
(see attached worksheet for quiz for week 4, day 2)
I. Identify and encircle the materials that can absorb

light?
II. Directions: Read the following situation carefully.

Write TRUE if the situation states that light is being
absorbed and FALSE if it not.
________ 1. Erwin wears dark-colored dress during
cold weather.
________ 2. Leaves absorb light during the process of
photosynthesis.
________ 3. While resting, Karen enjoys looking to
the fish in the aquarium
________ 4. In an activity, the light reflect in different
colors when it strikes to the prism.
166
________ 5. Ana looks to the swimming pool to see

if it is water is clean.
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III. Show and explain how the light was absorbed by

the given example. Illustrate your answer on the box
below by applying you have learned on absorption
and reflection of light.
K. Additional activities for Enumerate five benefits of absorption of light.

Application or
Remediation
V. REMARKS
VI. REFLECTION
C. No. of learners who
earned 80% in the
Evaluation:
D. No. of learners who

require additional
activities for remediation
E. Did the remedial work?

No. of learners who have
caught up with the lesson:
167
F. No. of learners who

continue to require
Page

Telephone No.: (045) 982-0374
remediation:
G. Which of my teaching
Why did this work?
H. What difficulties did I
encounter which my
help me solve?
I. What innovations or
localized materials did I
use/ discover which I wish
to share with other
teachers
Reviewed by:

EPSvr SCIENCE
168
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REVIEW: ACTIVITY SHEET
Direction: Put a (√) on the materials that blocked the light and (X) if not.
_____1.
_____2.
_____3.
_____4.
_____5.
How do you describe the materials that block the light?

_____________________________________________________________________________
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ACTIVITY 1
Group Activity
1. Setting Standards
2. Group the class into four.
3. Distribution of activity sheet and materials to be used.
4. Let the pupils perform the activity.
Absorb of light
I. Problem: What materials do absorb light?
II. Materials: plastic ball, cellophane, mirror, water, paper bag, chart, flashlight
III. Procedure:
1. Turn on the flashlight. Test if the following materials absorb the light.
2. Record your answer on the table. Put check (√) on the proper column.
blocked light
do not
absorb reflect
Materials blocked
the the
light
light light
1. plastic ball
2. cellophane
3. mirror
4. water
5. paper bag
IV. Observation:
2. What happens to the light that strikes on these materials?

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ACTIVITY 2
Direction:
Explain and illustrate why we see the car as blue by applying the absorption and
reflection of light. Draw a diagram on the box to support your answer.
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WORKSHEET
QUIZ
Quiz:
I. Identify and encircle the materials that can absorb light?
II. Directions: Read the following situation carefully. Write TRUE if the situation states that light is
being absorbed and FALSE if it not.
________ 1. Erwin wears dark-colored dress during cold weather.
________ 2. Leaves absorb light during the process of photosynthesis.
________ 3. While resting, Karen enjoys looking to the fish in the aquarium
________ 4. In an activity, the light reflect in different colors when it strikes to the prism.
________ 5. Ana looks to the swimming pool to see if it is water is clean.
III. Show and explain how the light was absorbed by the given example. Illustrate your answer on
the box below by applying what you have learned on absorption and reflection of light.
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Third Quarter Week 4 Day 2

SUMMARY NOTES:
Light that strikes opaque materials can be reflected or absorbed. Light is reflected when
it strikes on smooth and shiny surface like the mirror. It is also reflected when it falls on the
light colored and shiny materials. When light is reflected, the materials do not increase in
temperature and they do not become hot.
Light is absorbed when it strikes on materials with dark colors and rough surfaces.
Materials with dark colors absorb light that changes to heat. These materials are called heat
absorbers. You can observe heat absorber clothing that people wear during winter or cold
weather.
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Source:
https://www.google.com/search?q=show+how+light+was+absorb&tbm=isch&ved=2ahUKE
wjE_t-62YzqAhUYA6YKHal1AAwQ2-
cCegQIABAA&oq=show+how+light+was+absorb&gs_lcp=CgNpbWcQAzoHCAAQsQMQQzoEC
AAQQzoCCAA6BQgAELEDOgYIABAIEB46BAgAEBg6BggAEAoQGDoECAAQHjoGCAAQBRAeUN
KzmwFYyPKbAWDM_psBaABwAHgEgAG4AYgBvyGSAQQwLjMwmAEAoAEBqgELZ3dzLXdpei1
pbWewAQA&sclient=img&ei=DxHsXoS7M5iGmAWp64Fg&bih=587&biw=1263&safe=active
&hl=en#imgrc=tjIVOtMf-rWLoM&imgdii=MzQGR2YSCopY6M
http://www.mstworkbooks.co.za/natural-sciences/gr8/gr8-ec-04.html
174
https://www.youtube.com/watch?v=KsHTIwR3oWc
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PROPONENT: AYESA D. TIONGSON
I. OBJECTIVES
objects interact with light, heat, and electricity
B. Performance Standards: The learners demonstrate the effects of light, heat, and
electricity on people and objects
C. Learner’s Competencies / Code: SSP_S5FE-IIId-
1. Cognitive* Identify materials that transmit light
2. Psychomotor* Show some materials that transmit light
3. Affective* Appreciate the importance of objects that transmit light
II. CONTENT
Topic: Relate the ability of the material to block, absorb or transmit light to its use
Sub Topic
A. REFERENCES
1. Teacher’s Guide 2. Learner’s Material 3. Textbook
Pages 77 Page 123 Pages 167-168
https://www.youtube.com/watch?v=wL_yVzBH40Q, pocket chart, pictures, power
point presentation, Science Links 5, Science Beyond Nature 5
IV. PROCEDURES
presenting the new lesson Who would like to give a simple recap of
our lesson yesterday?
B. Establishing a purpose to the lesson All Jumbled!
Arrange the following jumbled letters to

form the correct word.
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C. Presenting RATNSRAPENT-
examples/instances of the
lesson ANSLUSTRTENC-
QUEPOA-
What is the difference among the three in

transmitting light? Let’s find out.
D. Discussing new concepts Video Time!
and practicing new skills #1
Teacher will be presenting a video. Pupils will be
taking down the important details while watching the
video.
https://www.youtube.com/watch?v=wL_yVzBH40Q
E. Discussing new concepts It’s Sci-Q!
and practicing new skill #2.
Based on the video that you have watched, let’s try
to answer the following questions.
1. What is transparent?
2. What are the examples of transparent objects?
3. And how about translucent?
4. What are the examples given of translucent
objects?
5. And the meaning of opaque is?
6. Give some examples of opaque objects.
F. Discussing new concepts Let’s Magnify!
and practicing new skills #3. Teacher will be a calling a pupil to insert the
corresponding pictures based on the visible pocket
column
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G. Developing Mastery Choice Boards
Everybody get your white board and white board

markers. Write if the following objects that will be
flashing on the screen are translucent, transparent
or opaque.
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H. Finding practical application Philippines is a tropical country now, what do you

of concepts and skills in think is the suitable glass windows to be installed in
daily living our homes? Why?
I. Making Generalization and How do we identify materials that transmit light?
178
Abstraction about the How do we classify them?

lesson: (Sequence of What is transparent?
Page
Questions) What is translucent?

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What is opaque?
J. Evaluating Learning Complete the given table below by writing the

appropriate objects in the column.
Transparent Translucent Opaque

1.
2.
3.
4.
5.
K. Additional activities for Take Home Task
Research more examples of transparent, translucent
and opaque objects. Be ready to share your task
tomorrow in the class.
V. REMARKS
VI. REFLECTION
C. No. of learners who earned
D. No. of learners who require
below 80%:
E. Did the remedial work? No.
of learners who have caught
up with the lesson:
F. No. of learners who
continue to require
remediation:
G. Which of my teaching
Why did this work?
H. What difficulties did I
encounter which my
179

help me solve?
I. What innovations or
Page
localized materials did I use/

Telephone No.: (045) 982-0374
discover which I wish to

share with other teachers
Reviewed by:

EPSvr SCIENCE
180
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Telephone No.: (045) 982-0374


I. OBJECTIVES
A. Content Standards: The learners demonstrate understanding of how different objects
interact with light, heat, and electricity
1. Cognitive* Relate the ability of the material to block, absorb or transmit light to its use
2. Psychomotor* Investigate the ability of the material to block, absorb or transmit
3. Affective* Value how the ability of light can be utilized in our homes
II. CONTENT
A. REFERENCES
1. Teacher’s Guide Pages 77 2. Learner’s Material 3. Textbook
Page 125-126 Pages 187-188
www.teachengineering.org/activities/view/van_troll_lesson02_activity1, pictures, LED
flashlight, aluminum foil, clear plastic wraps, tissue papers, wax papers, Science Beyond
Nature 5, Power Science 5
IV. PROCEDURES
A. Reviewing previous lesson (or) What was all about yesterday’s lesson?
B. Establishing a purpose to the lesson 4 PICS ONE WORD
1.
2.
3.
181
What word did you form on the 1st picture?

Page
on the second?third?

Telephone No.: (045) 982-0374
C. Presenting examples/instances of the Look at the picture carefully below.

lesson
BLOCKS LIGHT
ABSORBS LIGHT
TRANSMITS LIGHT
D. Discussing new concepts and Based on the pictures given,

1. How does the wall blocks light?
2. How does the black shirt blocks light?
3. How do the goblets transmit light?
E. Discussing new concepts and Sci-Investigate
Everybody will be group into 4 and do the
experiment based on the video.
182
Safety Precautionary Measures in doing the

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experiment.

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www.teachengineering.org/activities/view/van
_troll_
Problem:
How do materials relate to their abilities to
block, absorb and transmit?
Questions to answer using the Science Activity

Pad.
1. How do tissue papers emit light through an
LED flashlight?
2. How about wax papers through an LED
flashlight?
3. And clear plastic wraps through an LED
flashlight?
4. How about an aluminum foil through an LED
flashlight?
5. What is your generalization about the
problem?
F. Discussing new concepts and Science Talks
Round the clock time. Everyone is counting,
starting from number 1 and ends with 12.
Teacher will tell the number who will be
standing and reciting. All the pupils with the
same number will stand and briefly answer.
Science Issue…
Based on the current discussions, from where
will you stand on choosing among blocking,
absorbing or transmitting light when it comes
to usage in your homes? Why?
G. Developing Mastery Sci-Do It!
On the image below, try to write something on
your cartolina strips on how do blocking,
absorbing and transmitting of light can be done
in just one situation.
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Possible Answers:
Blocking- The light was blocked by the sunglass

used by the man.
Absorbing- The man is wearing a black shirt.
Light is absorb and never reflected back.
Transmitting- The light from the outside is
transmitted through a clear glass window.
H. Finding practical application of Due to pandemic, energy saving is very
concepts and skills in daily living significant to promote cost-cutting in every
How can you make sense of the Filipino families and also to the many people
concept of the lesson in your real-life around the globe.
context? * Now, as a young citizen in your locality, how
will you come up in valuing the principle of
energy saving?
I. Making Generalization and How can you relate the ability of a certain
Abstraction about the lesson: material to block, absorb or transmit?
(Sequence of Questions) What are the factors to consider?
J. Evaluating Learning Everyone will be getting their science drill pad
and answer the following. Relate the ability of
the material if it blocks, absorbs or transmits
light to its use based on the arrowed material in
the picture. Write only B for blocks, A for
absorbs and T for transmits.
1.
2.
3.
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Telephone No.: (045) 982-0374
4.
5.
K. Additional activities for Application or Take Home Task

Remediation Research one connection image wherein
blocking, absorbing and transmitting light is in
use.
V. REMARKS
VI. REFLECTION
the Evaluation:
B. No. of learners who require additional
activities for remediation who scored
below 80%:
learners who have caught up with the
lesson:
help me solve?
Reviewed by:
185

EPSvr SCIENCE
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QUARTER THIRD WEEK 4 DAY 5
Name of Teacher __________________ Section ________________ Date________

I. OBJECTIVES
objects interact with light, heat, and electricity
1. Cognitive* Explain the importance of the ability of the material to block, absorb or
transmit light to its use
2. Psychomotor* Illustrate, act-out and report the importance of the material to block
absorb or transmit light to its use
3. Affective* Appreciate the importance of the material to block, absorb and transmit
light to its use
II. CONTENT
Sub Topic
A. REFERENCES
Pages 77 Page 128-129 Pages 190-192
www.wheelsofnames.com , power point presentation, white board, white board
marker, Science Links 5, Power Science 5, Science Beyond Nature 5
IV. PROCEDURES
A. Reviewing previous lesson (or) Will you give me a short recap of what
presenting the new lesson we had discussed yesterday?
B. Establishing a purpose to the lesson Sci-Finder
What will happen if there is no eye
protection when direct sunlight hits the
girl’s face? Why?
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C. Presenting examples/instances of the

lesson BLOCK ABSORB TRANSMIT
LIGHT
D. Discussing new concepts and practicing 1. Based on the illustration given, what is the
new skills #1 science concept map about?
2. What is the connection of light among the
three?
3. Do you think that these three factors are
important when it comes to the usage of
light? How and why?
E. Discussing new concepts and practicing Wheel of Name
new skill #2.
Pupils through “WHEEL OF NAME” will be
getting the factor/s then illustrate and
explain the importance of the ability of the
materials to block, absorb and transmit
light to its use.
Group 1-
Block light factor
Group 2-
Absorb light factor
Group 3-
Transmit light factor
Group 4-
blocking, absorbing and transmitting light
factors
187
F. Discussing new concepts and practicing Sci-Drama

new skills #3.
Group leaders will be getting their assigned
Page
task through the teacher and perform

Telephone No.: (045) 982-0374
through acting and explaining the ability of

the materials to block, absorb and transmit
light to its use.
G. Developing Mastery Choice Boards
Teacher will be presenting slide decks of
images that might explain or no the
importance of the ability of materials to
block, absorb and transmit light to its use.
Write YES or NO. Raise you boards if the
teacher says STOP!
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H. Finding practical application of Sleep is one of the important factors in

concepts and skills in daily living achieving a healthy lifestyle. Imagine how
How can you make sense of the important is proper lighting in your room
concept of the lesson in your real-life for light and heavy sleepers? Why?
context? *
I. Making Generalization and Abstraction Will you cite some reasons and explain why
about the lesson: (Sequence of the ability of the materials to block, absorb
Questions) and transmit light to its use is important?
J. Evaluating Learning Write 5 examples of sentences that

explains the importance of the ability of
materials to block, absorb and transmit
light to its use.
K. Additional activities for Application or Research a simple video that explains the
Remediation importance of the ability of the materials
to block, absorb and transmit light to its
use. Be ready to explain in class tomorrow.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
Evaluation:
below 80%:
C. Did the remedial 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 this work?
F. What difficulties did I encounter which
my principal or superior can help me
solve?
G. What innovations or localized materials
did I use/ discover which I wish to share
with other teachers
Reviewed by:
189

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EPSvr SCIENCE

Telephone No.: (045) 982-0374

PROPONENT: JULIETA B. RAMOS

VII. OBJECTIVES
D. Content Standards: The learners demonstrate understanding of a simple DC circuit
and the relationship between electricity and magnetism in electromagnets.
E. Performance Standards:The learners should be able to propose an unusual tool or
device using electromagnet that is useful for home, school or community hygiene
F. Learner’s Competencies / Code: Identify the parts of an electric circuit./S5FE-III-6
4. Cognitive* Identify the parts of an electric circuit.
5. Psychomotor*Tell the parts of an electric circuit.
6. Affective*Give the importance of electric circuit in our daily life.
VIII. CONTENT
Topic : Electricity and Magnetism
Sub Topic: Parts of An Electric Circuit
IX. LEARNING RESOURCES
J. REFERENCES
5. Teacher’s Guide 6. Learner’s Material 7. Textbook Pages:
Pages: CG p. 33 Page: 140-144 140-144
K. Other Learning Resources powerpoint presentation, illustration, word puzzle, tray,
battery, wire, switch, bulb, strips of words, group of pupils
X. PROCEDURES
L. Reviewing previous lesson (or) Let the pupils name the pictures.(Teacher
presenting the new lesson will show pictures)
M. Establishing a purpose to the lesson Give pupils 2-3 minutes to discuss and give a
description about the pictures shown.
N. Presenting examples/instances of the Perform Activity on the parts of electric
lesson circuit
Let pupils answer on the activity sheet.
O. Discussing new concepts and What are the parts of an electric circuit?
practicing new skills #1 1. Which serves as the load, energy
source, connector of electric current?
190
2. Which controls the flow of current in a

circuit?
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P. Discussing new concepts and Teacher will use a powerpoint

practicing new skill #2. presentation to further discuss the lesson.
Teacher may entertain questions from the
pupils.
Q. Discussing new concepts and Discuss the concepts of electricity and the
practicing new skills #3. parts of an electric circuit.
R. Developing Mastery Flash pictures that show the parts of an
electric circuit. Let pupils draw the symbol.
(Refer to activity sheet).
S. Finding practical application of Arrange the jumbled letters on the left
concepts and skills in daily living with its description on the right.
How can you make sense of the 1. dola – refers to any device that
concept of the lesson in your real-life can resist the flow of electricity.
context? * 2. elin - is a conductor which
connects the load to the source of
the electromotive force.
3. ecsoru – refers to the device that
supplies the electrical pressure.
4. wthsic – controls the flow of
current in a circuit.
T. Making Generalization and What are the different parts of an electric
Abstraction about the lesson: circuit?
U. Evaluating Learning
Label the electric circuit with its parts.
Choose your answer from the box.
V. Additional activities for Application or Draw an electric circuit and label its parts.
191
Remediation
XI. REMARKS
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XII. REFLECTION
L. No. of learners who earned 80% in the
Evaluation:
M. No. of learners who require additional
below 80%:
N. Did the remedial work? No. of learners
O. No. of learners who continue to
P. Which of my teaching strategies
Q. What difficulties did I encounter which
solve?
R. What innovations or localized
Reviewed by:

EPSvr SCIENCE
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ACITVITY 1
I. Problem: What are the parts of an electric circuit?

II .Materials: tray, battery, wire, switch, bulb, words written on strips of cartolina.
III. Procedures: Let the pupils match the materials with their names.
Answer the questions
.1. Which serves as the load, energy source, connector of electric current?
2. Which controls the flow of current in a circuit?
IV. Conclusion:
I found out that _____________________________________________.
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ACTIVITY 2
Draw the symbols of the parts of the electric circuit.
Parts of an electric circuit Symbol
1. Load
2. Energy source
3. Line
4. Switch
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ACTIVITY 3
Arrange the jumbled letters on the left with its description on the right.
1. dola – refers to any device that can resist the flow of electricity.
2. elin - is a conductor which connects the load to the source of the electromotive
force.
3. ecsoru – refers to the device that supplies the electrical pressure.
4. wthsic – controls the flow of current in a circuit.
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EVALUATION
Label the electric circuit with its parts. Choose your answer from the box.
Load Line Switch Source
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Summary of Notes Q3 WEEK 5 DAY 1
The path through which electric current flows is called electric circuit. It has four main parts.
1. Energy Source – where the electrons come from like the battery.
2. Load – part operated by the
3. The Line – is the conductor which connects the load to the source of the
electromotive force. It usually an electric wire in house installations, and a
printed circuit board (PCB) in electronic components.
4. Switch – which opens and closes the circuit.
References:
Science and Health 5

Jessie Villegas
Page 166-167
Science for Daily Use 5

Conchita T. Tan
Page 155
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Name of Teacher __________________ Section ________________ Date__________
I. OBJECTIVES
A. Content Standards: The learners demonstrate understanding of a simple DC circuit
device using electromagnet that is useful for home, school or community hygiene
C. Learner’s Competencies / Code:Identify the parts of an electric circuit./S5FE-III-6
1. Cognitive* Define a circuit.
2. Psychomotor*Discuss what circuit is and its importance.
3. Affective* Give the importance of a circuit
II. CONTENT
Topic : Electricity and Magnetism
Sub Topic: Importance of an Electric Circuit
A. REFERENCES
1. Teacher’s Guide 2. Learner’s Material 3. Textbook Pages: 140-144
Pages: CG p. 33 Page: 140-144
https://www.youtube.com/watch?v=QCBSlGS2kFk
5. Other Learning Resources powerpoint presentation, worksheet, video clip
IV. PROCEDURES
A. Reviewing previous lesson (or) What are the parts of an electric circuit?
B. Establishing a purpose to the lesson Prepare the pupils for a short video clip.
https://www.youtube.com/watch?v=QC
BSlGS2kFk
C. Presenting examples/instances of the Perform Activity on what an electric
lesson circuit is .Let pupils answer on the
activity sheet.
D. Discussing new concepts and practicing What is an electric circuit?
new skills #1
198
E. Discussing new concepts and practicing Teacher will show a power point
new skill #2. presentation about the importance of
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electric circuit.

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F. Discussing new concepts and practicing What is the importance of electric

new skills #3. circuit?
G. Developing Mastery Why is electric circuit important? Ask
the pupils to give examples of their daily
activities using electricity.
H. Finding practical application of concepts How does electric circuit affect your
and skills in daily living daily activities?
How can you make sense of the concept
of the lesson in your real-life context? *
I. Making Generalization and Abstraction Ask : What is an electric circuit? Give the
about the lesson: (Sequence of importance of electric circuit in our daily
Questions) activities.
J. Evaluating Learning Draw a if the picture shows
importance of electric circuit and a if
not.
K. Additional activities for Application or Make a poster showing the importance
Remediation of electric circuit.
V. REMARKS
VI. REFLECTION
Evaluation:
below 80%:
remediation:
solve?
with other teachers
Reviewed by:
199

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ACTIVITY 1
I. Problem: What an electric circuit is and its importance?
II. Materials : bond paper, marker/ballpen
III. Procedures :
1. Have the pupils brainstorm on the video clip that they watched.
2. Let them collate their thoughts and come up on the following output.
a. What is electric circuit?
b. What are the importance of electric circuit?
IV. Conclusion :
I learned that ________________________________________________.
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Evaluation
Draw a if the picture shows importance of electric circuit and a if not.
1._____________ 2. ________________ 3._____________
4._________ 5._____________
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SUMMARY OF NOTES Q3 WEEK 5 DAY 2
An electric circuit is a path where electric current flows. When electric current flows,
electricity is produced. This is the reason why we can use different appliances at home.
These appliances help us to make our task simpler, easier and faster. The electric current
that flows from a circuit makes the bubs light.
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PROPONENT: NEIL E. DUGAY

I. OBJECTIVES
and the relationship between electricity and magnetism in electromagnets
B. Performance Standards: The learners should be able to propose device using
electromagnet that is useful for home school or community
C. Learner’s Competencies / Code: Infer the conditions necessary to make a bulb light
up/ S5FE IIIf-6
1. Cognitive* Identifying what a parallel circuit/connection is and how it works
2. Psychomotor* Designing and constructing a parallel circuit/connection
3. Affective* Appreciating the value of using a parallel circuit/connection at home
II. CONTENT
Topic: Electricity and Magnetism
Sub Topic: Designing a simple circuit
A. REFERENCES
1. Teacher’s Guide 2. Learner’s Material 3. Textbook Pages:140-
Pages: 535-537 Page:203-213 143
B. Other Learning Resources: powerpoint presentation, flashlight battery 1.5 v, bulb
1.5 v, electrical wire, scissors, electrical tape, switch, illustration board, worksheet,
marker
IV. PROCEDURES
A. Reviewing previous lesson (or) What are the importance of an electric
presenting the new lesson circuit? Answer the question with a concept
map.
B. Establishing a purpose to the lesson 1. Tell the pupils that they will design an
electric circuit.
2. Set the standards to follow.
C. Presenting examples/instances of the Activity
lesson Constructing a model of an electric circuit.
203
What you need: 2 batteries 1.5 v, electrical

tape, socket, 1 flashlight bulb 1.5 v, two 25
cm. insulated wire with end scrapped, 1/8
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size illustration board, scissors

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What to do:
1. On the illustration board, arrange
a circuit to light a bulb.
2. Screw the bulb into a socket.
Connect a copper wire to each of
the
socket terminals.
3. Connect a piece of copper wire to
the switch. Connect the loose end
of the wire to the negative end of
the battery.
4. Connect one end of the copper
wire by winding it (which is
attached to the socket) to the
positive end of the battery. Connect
the other end of the socket to the
switch. Did the bulb light? Why?
5. Fasten the wires, batteries, and
bulb into the illustration using the
electrical to secure the circuit and
connections.
6. Close the open parts of the
switch. What happened to the
bulb?
Why?
7. Switch it off. What happened to
the bulb?
Answer briefly:
a. Describe the connections that
made the bulb light up.
b. What components are needed to
make an electric circuit that works?
c. How does a switch function?
D. Discussing new concepts and Sharing insights about the activity.
E. Discussing new concepts and What do you think might happen if you will
practicing new skill #2. remove one battery from the circuit? What
causes the bulb to turn off?
204
F. Discussing new concepts and What is a series circuit?parallel circuit?

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G. Developing Mastery What did you have to do for the bulb to

light up?
H. Finding practical application of Why do you think the wire to be used
concepts and skills in daily living should be insulated?
concept of the lesson in your real-life
context? *
I. Making Generalization and 1. What are the different parts and devices
Abstraction about the lesson: needed to make a simple electric circuit?
(Sequence of Questions) 2. What is the source of electricity?
3. What controls the flow of charges.
J. Evaluating Learning Draw the design of your circuit. Label its
parts
K. Additional activities for Application or Write your journal on how to construct a
Remediation simple prallel circuit
V. REMARKS
VI. REFLECTION
the Evaluation:
lesson:
help me solve?
Reviewed by:
205

EPSvr SCIENCE
IMPORTANCE OF AN ELECTRIC CIRCUIT
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Question: What are the importance of an electric circuit? Answer the question with a
concept map.
IMPORTANCE OF AN ELECTRIC
CIRCUIT
206
CONSTRUCTING A MODEL OF AN ELECTRIC CIRCUIT

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What you need:

2 batteries 1.5 v, electrical tape, socket, 1 flashlight bulb 1.5 v, two 25 cm. insulated wire
with end scrapped, 1/8, size illustration board, scissors
What to do:
1. On the illustration board, arrange a circuit to light a bulb.
2. Screw the bulb into a socket. Connect a copper wire to each of the socket terminals.
3. Connect a piece of copper wire to the switch. Connect the loose end of the wire to the
negative end of the battery.
4. Connect one end of the copper wire by winding it (which is attached to the socket) to the
positive end of the battery. Connect the other end of the socket to the switch. Did the bulb
light? Why?
5. Fasten the wires, batteries, and bulb into the illustration using the electrical to secure the
circuit and connections.
6. Close the open parts of the switch. What happened to the bulb? Why?
7. Switch it off. What happened to the bulb?
Answer briefly:
a. Describe the connections that made the bulb light up.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
b. What components are needed to make an electric circuit that works?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________ 207
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DRAW ME!

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Draw the design of your circuit in the box provided. Label its parts
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SUMMARY NOTES Q3 WEEK 5 DAY 3
To make all the bulbd lights up again, the circuit must be closed by replacing the busted
bulb.
Bulbs that are connected one after the other in ne chain is an example of a series circuit. In a
series circuit, electric current flows through a single path, so when bulb is loosened or
busted, all the other bulbs in the circuit will not light anymore. The loosened bulb breaks or
opens the pathway, so electricity cannot flow through.
A parallel circuit has light bulbs with different loops. Each bulb is a part of a different circuit.
When one bulb is loosened, taken or burned out, the other bulbs still light up. This is
because each bulb has its own pathway. A break in one pathway does not make all the lights
go out because electricity can still flow through the other pathways.
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I. OBJECTIVES
up S5FE IIIf-6
1. Cognitive* Give examples of how a circuit is applied in daily life
2. Psychomotor* Classifying tools with series and parallel connection
3. Affective* Recognizing that there is strength in unity as exemplified by series and
parallel connections
II. CONTENT
Topic: How an Electric Circuit Works
Sub Topic: Giving examples of how a circuit applied in daily life
A. REFERENCES
Pages: 539-541 Page:203-213 Pages:140-143
https://www.google.com/search?q=pictures+using+electricity&source=lnms&tbm=i
sch&sa=X&ved=0ahUKEwjHnMqf1prQAhWDs48KHSE7BpUQ_AUICCgB&biw=1024&
bih=455#imgrc=GcW3Sinr8Kt2zM%3A
B. Other Learning Resources: powerpoint presentation, pictures, worksheet, marker
IV. PROCEDURES
A. Reviewing previous lesson (or) How do we construct a simple electric
presenting the new lesson circuit?
B. Establishing a purpose to the lesson In what way does an electric circuit
applied in our daily life?
210
Use a semantic web for the learners’

answers.
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C. Presenting examples/instances of the Tell in what way does an electric circuit is

lesson used in the following pictures?
D. Discussing new concepts and practicing Sharing of insights in the activity.

new skills #1
E. Discussing new concepts and practicing Give them three minutes to think on the
new skill #2. activities on how circuit is applied.
Choose the best activity and be ready to
share in class.
F. Discussing new concepts and practicing Solicit more ideas from the pupils on other
new skills #3. practical life activities that they need to
apply circuit.
G. Developing Mastery Write a brief essay with at least 5
sentences on why it is important to switch
off appliances when they are not use.
H. Finding practical application of What do we use when there’s a sudden
concepts and skills in daily living brown-out?
How can you make sense of the Which uses electric circuit?
context? *
I. Making Generalization and Abstraction What are the examples of activities where
about the lesson: (Sequence of electric circuit is applied?
Questions)
J. Evaluating Learning Illustrate an activity where the electric
circuit is applied. Write an explanation
about your work.
K. Additional activities for Application or List down 3 activities that you do at home
Remediation where electric circuit is applied
211
V. REMARKS
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VI. REFLECTION
Evaluation:
below 80%:
solve?
did I use/ discover which I wish to
Reviewed by:

EPSvr SCIENCE
212
HOW MUCH DO YOU KNOW!

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In what way does an electric circuit applied in our daily life?
What way does an electric
circuit applied in our daily life?
213
DRAW ME!
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Illustrate an activity where the electric circuit is applied in the box provided.
214
DO IT YOURSELF!
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List down 3 activities that you do at home where electric circuit is applied.
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If you turn off one bulb, all other bulbs will be turned off because, in a series circuit, there is
only one path path of electricity. Thus, the most appropriate circuit for homes is the parallel
circuit. In such a circuit, each light and electrical device has its own path of electricity that,
even, if you turn off one of them, the others will still function.
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I. OBJECTIVES
up S5FE IIIf-6
1. Cognitive* Infer the conditions necessary to make a bulb light up
2. Psychomotor* Drawing diagrams showing different connections that make a bulb
light
3. Affective* Appreciating the efforts of others which contribute to one’s success
II. CONTENT
Topic: Conditions necessary to Make the Bulb Light
Sub Topic: Different connections that make a bulb light
A. REFERENCES
1. Teacher’s Guide 2. Learner’s Material 3. Textbook Pages:140-
Pages: 542-544 Page:203-213 143
https://www.google.com/search?q=pictures+of+the+different+parts+of+a+simple+c
ircuit&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjcjILHhZvQAhUHupQKHT1IDeU
Q_AUICCgB&biw=1024&bih=499#imgrc=BlkMnhx-jPubQM%3A
https://www.aapt.org/Publications/pips_samples/2_ELECTRICITY/STUDENT/001_e1.
pdf
https://www.youtube.com/watch?v=INBYuA6KoLA
B. Other Learning Resources: powerpoint presentation, pictures, worksheet, marker
IV. PROCEDURES
L. Reviewing previous lesson (or) Encourage volunteers to share their
presenting the new lesson assignment.
What are the things needed to make an
217
electric circuit?
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M. Establishing a purpose to the lesson Show pictures of the parts of the electric
circuit.
Ask: What are the parts of an electric

cicuit?
N. Presenting examples/instances of the What conditions do you think enable the
lesson bulb to light?
1. Give the situation based from the
pictures given.
Situation: Imagine that you have a single
battery, a single bulb, and pieces
wires.
2. Infer the necessary conditions to make a
bulb light?
O. Discussing new concepts and Sharing insights in the activity.
P. Discussing new concepts and Show a short video clip to justify their
practicing new skill #2. inferences.
https://www.youtube.com/watch?v=INBYu
A6KoLA
Q. Discussing new concepts and Have them compare their inferences with
practicing new skills #3. what they have watched and
make a consensus on their output.
Encourage volunteer
R. Developing Mastery See what happens to the bulb by replacing
/ adding the battery in each circuit.
218
a. Replace the 1.5 V battery with 3V

battery. What happens?
b. Add 1 more 3V battery to the circuit.
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What happens?

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c. Using a 1.5 V battery, make a circuit with

three bulbs. Can the bulb glow? Why?
d. Make a circuit with 2 bulbs and 3V
battery that can be turn on and off. What
happens?
e. Make a circuit with one very bright lit
bulb that can be turn on and off. What did
you used?
f. Swap the wire for a longer (coiled) wire.
What effect does this have on the bulb’s
brightness?
S. Finding practical application of What do you think might happen if you will
concepts and skills in daily living add a battery in your circuit? Why?
context? *
T. Making Generalization and What are the necessary conditions to make
Abstraction about the lesson: a bulb light?
(Sequence of Questions) Possible Answer:
 Necessary materials should be
available.
 Wires should be attached to the
battery.
 The bulb should be attached to the
positive charge of the battery.
U. Evaluating Learning Write FACT in the space provided if the
given condition is necessary to make the
bulb light up and BLUFF if not.
_________1. Attach the wire to the
negative and positive charges of the
battery.
_________2. Use busted battery in the
circuit.
_________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.
V. Additional activities for Application or Find a flashlight at home and take it apart,
219
Remediation but don’t destroy it. Figure out where all

the parts of the circuit are enable the
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flashlight to light up when turned on. Make

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a sketch of what you have found and write

a short essay with diagrams that explain
your findings in the space below.
Reassemble the flashlight and bring it to
school with you.
(If you cannot find a flashlight, ask for your
parent)
V. REMARKS
VI. REFLECTION
Evaluation:
below 80%:
lesson:
help me solve?
Reviewed by:

EPSvr SCIENCE
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ACTIVITY:
What conditions do you think enable the bulb to light?

1. Give the situation based from the pictures given.
Situation: Imagine that you have a single battery, a single bulb, and pieces
wires.
2. Infer the necessary conditions to make a bulb light? Write your answer in the space
provided.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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TO SEE IS TO BELIEVE!
See what happens to the bulb by replacing / adding the battery in each circuit.
a. Replace the 1.5 V battery with 3V battery. What happens?

___________________________________________________________________________
___________________________________________________________________________
b. Add 1 more 3V battery to the circuit. What happens?

___________________________________________________________________________
___________________________________________________________________________
c. Using a 1.5 V battery, make a circuit with three bulbs. Can the bulb glow? Why?
___________________________________________________________________________
___________________________________________________________________________
d. Make a circuit with 2 bulbs and 3V battery that can be turn on and off. What happens?
___________________________________________________________________________
___________________________________________________________________________
e. Make a circuit with one very bright lit bulb that can be turn on and off. What did you
used?
___________________________________________________________________________
___________________________________________________________________________
f. Swap the wire for a longer (coiled) wire. What effect does this have on the bulb’s
brightness?
___________________________________________________________________________
___________________________________________________________________________
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FACT OR BLUFF
Direction: Write FACT in the space provided if the given condition is necessary to make the
bulb light up and BLUFF if not.
_________1. Attach the wire to the negative and positive charges of the battery.
_________2. Use busted battery in the circuit.
_________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.
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More batteries/voltage (power source) makes the bulb glow brightly but too much
batteries/voltage (power source) can make the bulb busted.
Adding more bulbs (load) can make the glow dimmer but lessening the bulb (load) will make
it glow brighter.
Longer wire makes it hard for the current to flow that is why the bulb glow dimmer.
The brightness of a bulb, or the power flowing in a circuit, is affected by the size, number,
and arrangement of the components of the circuit.
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PROPONENT: JOSEPHINE N. SAPON
Name of Teacher __________________ Section ___________ Date____________
I. OBJECTIVES
B. Performance Standards: The learners should be able to construct a tool or device
using electromagnet that is useful for home, school or community.
C. Learner’s Competencies / Code: The learner should be able to determine the effects
of changing the number or type of components in a circuit (SSP_S5FE-IIIf-g)
1. Cognitive*Identify the parts of an electric circuit.
2. Psychomotor*Constructing an electric circuit.
3. Affective*Relating electric circuits to the flow of ideas in society for better
understanding and nation building.
II. CONTENT
Topic: ELECTRICITY AND MAGNETISM
Sub Topic: PARTS OF A CIRCUIT
A. REFERENCES
Guide Pages Page Science & Health 5
By: Jessie A. Villegas
4. Additional Materials from https://www.youtube.com/watch?v=VnnpLaKsqGU
LR Portal learnerelectricity.ausgrid.com.au
B. Other Learning Resources Power point
IV. PROCEDURES
A. Reviewing previous lesson (or) Video presentation
presenting the new lesson https://www.youtube.com/watch?v=VnnpLaKsqGU
B. Establishing a purpose to the Class discussion about the video presentation
lesson
225
C. Presenting Activity
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examples/instances of the I. Problem:

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lesson What are the parts of an electric circuit?

II. Materials:
tray, battery, wire, switch, bulb, strips of words,
group of pupils
III. Procedures:
1. Group the pupils into five.
2. Distribute the materials in the tray.
3. Let them work together by matching the
materials with their names.
4. Answer the questions:
What are the parts of an electric circuit?
5. Which serves as the load, energy source,
connector of electric current?
6. Which controls the flow of current in a
circuit?
IV. Conclusion
_____________________________________
D. Discussing new concepts and 1. Group reporting/sharing

practicing new skills #1 a. Give 2 minutes to change their groupings for them
to share their output to other groups.
b. They will go back to their original groupings to
share what they got from the other group.
c. Group presentation in class.
E. Discussing new concepts and 1. Teacher will use a power point presentation to
practicing new skill #2. further discuss the lesson.
2. Teacher may entertain questions from the pupils.
F. Discussing new concepts and Communication is like a simple circuit. In order to
practicing new skills #3. make it work, the source of communication must be
connected to the receiver by means of a line.
Without this line, there is a communication gap.
Failures in human relations often arise from failures
in communication.
G. Developing Mastery 1. Group reporting/sharing

a. Give 2 minutes to change their groupings for them
to share their output to other groups.
b. They will go back to their original groupings to
share what they got from the other group.
c. Group presentation in class.
226
H. Finding practical application Create a table showing the symbols of the parts of
of concepts and skills in daily electric circuit.
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I. Making Generalization and 1. Teacher will use a power point presentation to
Abstraction about the lesson: further discuss the lesson.
(Sequence of Questions) 2. Teacher may entertain questions from the pupils.
J. Evaluating Learning
Label the parts of the electric circuit.

K. Additional activities for Draw an electric circuit and label its parts.
V. REMARKS
VI. REFLECTION
the Evaluation:
the lesson:

help me solve?
Reviewed by:

EPSvr SCIENCE
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Parts of a Circuit:
A. Source- refers to the device that supplies the electrical pressure called the
electromotive force (emf), also known as potential difference or voltage.
B. Load- refers to any device that can resist the flow of electricity. In the process, it
converts electrical energy to other forms of energy.
C. Line- it is the conductor which connects the load to the source of the electromotive
force. It is usually an electric wire in house installations, and a printed circuit board
(PCB) in electronic components.
Reference: Science & Health 5

By: Jessie A. Villegas
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Name of Pupil: ________________________________ Score: _______________________
Grade & Section: ______________________________ Date: ________________________
Label the parts of the electric circuit.
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I. OBJECTIVES
1. Cognitive* Describe what is a simple circuit.
2. Psychomotor* Design a simple circuit.
3. Affective* Appreciate the value of a circuit in our daily life.
II. CONTENT
Sub Topic: ELECTRIC CIRCUIT
A. REFERENCES
Guide Pages Page
4. Additional Materials :https://www.dkfindout.com/us/science/electricity/circuits
from LR Portal /
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson What are the parts of a circuit?
(or) presenting the new
lesson
B. Establishing a purpose to the 1. Tell the pupils that they will design an electric
lesson circuit.
2. Group the pupils into five.
3. Set the standards to follow.
C. Presenting Activity
230
examples/instances of the Constructing a model of an electric circuit.

lesson What you need: 2 batteries 1.5 v, electrical tape,
socket, 1 flashlight bulb
Page
1.5 v, two 25 cm. insulated wire with end scrapped,

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1/8
What to do:
1. On the illustration board, arrange a circuit to light a
bulb.
2. Screw the bulb into a socket. Connect a copper wire
to each of the
socket terminals.
3. Connect a piece of copper wire to the switch.
Connect the loose end
of the wire to the negative end of the battery.
4. Connect one end of the copper wire by winding it
(which is attached to the socket) to the positive end of
the battery. Connect the other end of the socket to
the switch. Did the bulb light? Why?
5. Fasten the wires, batteries, and bulb into the
illustration using the electrical to secure the circuit
and connections.
6. Close the open parts of the switch. What happened
to the bulb?
Why?
7. Switch it off. What happened to the bulb?
Answer briefly:
a. Describe the connections that made the bulb light
up.
b. What components are needed to make an electric
circuit that works?
D. Discussing new concepts Group reporting/sharing
and practicing new skills #1
E. Discussing new concepts What do you think might happen if you will remove
and practicing new skill #2. one battery from the circuit?
F. Discussing new concepts What can we do to maintain the good relationship in
and practicing new skills #3. the family?
G. Developing Mastery Open and close the circuit of your

model. Explain why electricity cannot
flow through an open circuit.
H. Finding practical application of concepts Why do you think the wire to be used
231
and skills in daily living should be insulated?

How can you make sense of the concept of
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the lesson in your real-life context? *

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I. Making Generalization and Abstraction What do you think might happen if you
about the lesson: (Sequence of Questions) will remove the battery from the
circuit?
J. Evaluating Learning Answer the evaluation attached in the

activity sheets for week 1 day 2.
K. Additional activities for Application or What are the two (2) types of circuits?
Remediation
V. REMARKS
VI. REFLECTION
Evaluation:
below 80%:
C. Did the remedial work? No. of learners who
have caught up with the lesson:
remediation:
F. What difficulties did I encounter which my
principal or superior can help me solve?
G. What innovations or localized materials did
I use/ discover which I wish to share with
other teachers
Reviewed by:

EPSvr SCIENCE

Simple Circuit
232
A circuit is a complete path around which electricity can flow. It must include a source of
electricity, such as a battery. Materials that allow electric current to pass through them easily,
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called conductors, can be used to link the positive and negative ends of a battery, creating
a circuit.
Reference: https://www.dkfindout.com/us/science/electricity/circuits/

233
Page
Activity:

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Constructing a model of an electric circuit:
What you need:

2 batteries 1.5 v, electrical tape, socket, 1 flashlight bulb
1.5 v, two 25 cm. insulated wire with end scrapped, 1/8
What to do:
1. On the illustration board, arrange a circuit to light a bulb.
2. Screw the bulb into a socket. Connect a copper wire to each of the
socket terminals.
3. Connect a piece of copper wire to the switch. Connect the loose end
of the wire to the negative end of the battery.
4. Connect one end of the copper wire by winding it (which is attached to the socket) to the
positive end of the battery. Connect the other end of the socket to the switch. Did the bulb
light? Why?
5. Fasten the wires, batteries, and bulb into the illustration using the electrical to secure the
circuit and connections.
6. Close the open parts of the switch. What happened to the bulb?
Why?
7.Switch it off. What happened to the bulb?
Answer briefly:
a. Describe the connections that made the bulb light up.
b. What components are needed to make an electric circuit that works?

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Name: _______________________________ Score: _______________________

Grade & Sec.: __________________________ Date: ________________________
Direction: Encircle the letter of the correct answer.
1. Which of these is a source of electrical energy?

a. Battery b. light bulb c. switch
2. Which of these controls electric current?

a. Battery b. light bulb c. switch
3. When the switch is “on”, the electric circuit is ______________________.

a. open b. closed c. broken
4. Which of the circuits will produce light for a bulb?

a. closed circuit b. open circuit c. short circuit
5. Which of the following materials is an example of a load?

a. wire b. bulb c. switch

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I. OBJECTIVES
1. Cognitive*Describe what a series circuit/connection is and how it works.
2. Psychomotor*Designing a series circuit /connection.
3. Affective*Appreciate the value of using a series circuit/connection.
II. CONTENT
Sub Topic: SERIES CIRCUIT
A. REFERENCES
Pages Page Science Beyond Borders
4. Additional Materials from LR https://www.youtube.com/watch?v=ny8GC5zkN4k
Portal
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson (or) The teacher will show a picture of an electric
presenting the new lesson circuit and the pupils will identify the different
parts of the circuit.
B. Establishing a purpose to the Video presentation
lesson (series circuit)
C. Presenting examples/instances of Class discussion about the video presentation
the lesson
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D. Discussing new concepts and Take a closer look to the picture.

E. Discussing new concepts and Answer the attached activity sheet for week
practicing new skill #2. 6 day 3.
F. Discussing new concepts and When one lamp in a series circuit is busted,
practicing new skills #3. the other lamp becomes disabled. A series
circuit is like a chain: its value or strength lies
in its weakest link. When one element is
broken, the whole chain is disabled. A nation
is a chain of people. The success of a nation-
building lies in the strength of its people.
G. Developing Mastery Describe what is a series circuit.
H. Finding practical application of In a family there should be a chain of

concepts and skills in daily living communication just like in a series circuit, if
How can you make sense of the this chain of communication is broken the
concept of the lesson in your real-life relationship in the family will not work well.
context? *
I. Making Generalization and Cite examples of connections where series
Abstraction about the lesson: circuit/ connection is used.
J. Evaluating Learning Answer the attached activity sheet for week

6 day 3.
K. Additional activities for Application or Define parallel circuit.
Remediation
V. REMARKS
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VI. REFLECTION

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Evaluation:
below 80%:
remediation:
F. What difficulties did I encounter which my
principal or superior can help me solve?
with other teachers
Reviewed by:

EPSvr SCIENCE
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Series Circuit- electric current flows through a single path, so when one bulb is
loosened or busted, all other bulbs in this circuit will not light anymore. The loosened
or busted bulb breaks or opens the pathway, so electricity cannot flow through
.
Reference: Science Beyond Borders 5

By: Evelyn T. Sarte
Ednaliza R. Garcia
Eliza A. Lopez
Mary Jean G. Dela Cruz
Harold A. Arradaza
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LET’S EXPLORE…
Problems:
1. How are lamps connected in series?

2. What are the properties of a series circuit?
Materials:
Battery holder, 2 dry cells, 2 lamp holders, 2 flashlight lamps, connecting wires
Procedure:
1. Connect a wire to the negative terminal of the battery and one terminal of a lamp.
Connect a red wire to the positive terminal of the battery and one terminal of
another lamp. Connect the remaining terminals of the lamps to each other. Observe
the brightness of the lamps.
2. Loosen one lamp from its socket. Observe the lamp.
Observations and Inferences:
1. Are the lamps lighted to their full brightness? Are they glowing with equal brightness?
What can you infer from these observations?
2. What happens when one lamp is loosened from its socket? What can you infer from
this observation?
Generalization:
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________.
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Draw a diagram of a series circuit.
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I. OBJECTIVES
1. Cognitive*Describe what a parallel circuit/connection is and how it works.
2. Psychomotor*Designing a parallel circuit /connection.
3. Affective*Appreciate the value of using a parallel circuit/connection.
II. CONTENT
Sub Topic: PARALLEL CIRCUIT
A. REFERENCES
Pages Page Science Beyond Borders
4. Additional Materials from LR https://www.youtube.com/watch?v=ny8GC5zkN4k
Portal
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson (or) What is a series circuit?
B. Establishing a purpose to the Video presentation (parallel circuit)
lesson
C. Presenting examples/instances of Class discussion about the video presentation
the lesson
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D. Discussing new concepts and Take a closer look to the picture.

E. Discussing new concepts and Class interaction about the picture

F. Discussing new concepts and What kind of connection do we have at
practicing new skills #3. home?
Series or parallel connection? Why?
G. Developing Mastery Draw the diagram of a parallel circuit.
H. Finding practical application of The true essence of freedom and

concepts and skills in daily living independence is exemplified by a parallel
How can you make sense of the circuit of two or more lamps. To be
concept of the lesson in your real-life independent means to be able to do the right
context? * thing without being influenced or “turned
off” by other human beings or by public
opinions.
I. Making Generalization and Describe what is parallel circuit/connection?
Abstraction about the lesson:
J. Evaluating Learning Answer the attached activity sheet for week

6 day 4.
K. Additional activities for Application or Make a poster showing safety precautions
Remediation when using electricity.
V. REMARKS
VI. REFLECTION
the Evaluation:
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the lesson:

help me solve?
Reviewed by:

EPSvr SCIENCE
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Parallel Circuit- has light bulbs with different loops. Thus, each bulb is a part of a
different circuit. When one bulb is loosened, taken or burned out, the other bulbs still
light up. This is because each bulb has its own pathway. A break in one pathway does
not make all the lights go out because electricity can still flow through the other
pathways.
Reference: Science Beyond Borders 5

By: Evelyn T. Sarte
Ednaliza R. Garcia
Eliza A. Lopez
Mary Jean G. Dela Cruz
Harold A. Arradaza
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ACTIVITY SHEET IN SSES SCIENCE 5

LET’S EXPLORE…
Problems:
1. How are lamps connected in parallel?

2. What are the properties of a parallel circuit?
Materials:
Battery holder, 2 dry cells, 2 lamp holders, 2 flashlight lamps, connecting wires
Procedure:
1. Connect a black wire to the negative terminal of the battery and a red wire to its
positive terminal. Connect the red wires of the lamps and the battery together and
do the same to the black wires. Observe the brightness of the lamps.
2. Loosen one lamp from its socket. Observe the lamps.
Observations and Inferences:
1. Are the lamps lighted to their full brightness? Are they glowing with equal brightness?
What can you infer from these observations?
2. What happens when one lamp is loosened from its socket? What can you infer from
this observation?
Generalization:
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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__________________________.
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Draw the diagram of a parallel circuit.
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I. OBJECTIVES
1. Cognitive*Giving examples of how a circuit is applied in daily life.
2. Psychomotor*Classifying tools with series and parallel connection.
3. Affective*Recognizing that there is strength in unity as exemplified by series and
parallel connections.
II. CONTENT
Sub Topic: USES OF ELECTRICITY
A. REFERENCES
Pages Page
4. Additional Materials from LR https://byjus.com/physics/uses-of-electricity/
Portal
IV. PROCEDURES
A. Reviewing previous lesson (or) What is the difference between series and
presenting the new lesson parallel circuit?
B. Establishing a purpose to the lesson In what way does an electric circuit applied in
our daily life?
248
Use a semantic web for the learners’ answers.

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C. Presenting examples/instances of the

lesson
1. Group the pupils into 4.

2. Give them three minutes to brainstorm
activities on how circuit is applied.
3. Choose the best activity and be ready to
share in class.
D. Discussing new concepts and Group reporting/sharing
E. Discussing new concepts and Encourage the pupils to enumerate practical
practicing new skill #2. life activities that they need to apply circuit.
F. Discussing new concepts and A positive thinker is just like a circuit that can
practicing new skills #3. be charged and recharged over and over
again. He is not discouraged by failure.
Instead, he is motivated to do better.
G. Developing Mastery Group reporting
H. Finding practical application of What do we use when there’s a sudden

concepts and skills in daily living brown-out?
How can you make sense of the Which uses electric circuit?
context? *
I. Making Generalization and Enumerate daily activities that we need to
Abstraction about the lesson: apply circuit.
J. Evaluating Learning Work as a group to illustrate an activity

where the electric circuit is applied. Write an
explanation about your work.
K. Additional activities for Application or List down 3 activities that you do at home
Remediation where electric circuit is applied.
249
V. REMARKS
Page
VI. REFLECTION

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Evaluation:
below 80%:
remediation:
solve?
with other teachers
Reviewed by:

EPSvr SCIENCE
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Uses of Electricity
Imagining the world without any uses of electricity is very difficult these days. With small
things like study lamp to big things like a plane requires electricity to operate. Human
civilization has become very modern and electricity is needed everywhere.
Here, some of the most notable uses of electricity on daily basis are mentioned from.
*Entertainment
*Healthcare
*Engineering
*Transport and Communication
*Outdoors
*Household
*Commercial
*Office
*Fuel
*Space
Reference: https://byjus.com/physics/uses-of-electricity/
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ACTIVITY SHEET IN SCIENCE 5

Work as a group to illustrate an activity where the electric circuit is applied. Write an
explanation about your work.
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QUARTER__3__WEEK__7__DAY___1__
PROPONENT: MA. ERICKA M. REYES
I. OBJECTIVES
A. Content Standards: The learner demonstrate understanding of a simple DC circuit
B. Performance Standards: The learner should be able to construct a tool or device
using electromagnet that is useful for home, school and community.
C. Learner’s Competencies / Code: Design an experiment to determine the factors
that affect the strength of the electromagnet.

1. Cognitive: Describing how an electromagnet works
2. Psychomotor: Planning a device using electromagnet that is used for home and
school
3. Affective: Realizing that the authority and responsibility of a leader are measured by
the same
principles as electromagnet
II. CONTENT
Sub Topic: Electromagnets
A. REFERENCES
Pages 115-117 Page Science and Health
Science and Health 5, Jessie Villegas
5, Jessie Villegas pp. 185-189
Additional Materials from LR Portal:
https://www.teachengineering.org/activities/view/cub_mag_lesson2_activity1
IV. PROCEDURES
A. Reviewing previous lesson What is an electromagnet?
(or) presenting the new How was the electromagnet discovered?
253
lesson
B. Establishing a purpose to the Arrange the following sentences to show how
Page
lesson electricity makes the electic fan move. Use number

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1-6.
_____ The pole of the magnetic coil is attracted or
repelled by the magnet in the motor.
_____ The electric fan is plugged to an electric
outlet.
_____ The electric motor turns and alternatively

and repel like and unlike magnetic poles.
_____ Electric current flows through the electric
wire to the electric fan.
_____ The electromagnet turns and creates a
magnetic field with like and unlike poles.
_____ The electric blades of its motor turn.
C. Presenting examples/instances Re-enact Oerted’s discovery and discuss how the
of the lesson electromagnetic crane works.
D. Discussing new concepts and Play a video on How an Electromagnet is made.
Carefully explain each step to the pupils.
E. Discussing new concepts and Individual Activity: Construct an electromagnet
practicing new skill #2. based on the video presented.
F. Discussing new concepts and Individual presentation of output.
practicing new skills #3. Enumerate the steps how you come up with your
output.
G. Developing Mastery Arrange the steps on how to make an
electromagnet based on the video. Use letters A-E.
_____ Test how strong your magnet is by picking
up paper clips
_____ Secure the ends of the wire to both sides of
battery with a rubber band
_____ Wrap 2 feet of wire around the bolt
_____ Gather the materials needed
H. Finding practical application of What are the appliances at home that uses
concepts and skills in daily electromagnet?
living Can you honestly say that a person in authority has
How can you make sense of an easy job?
the concept of the lesson in Remember: A person carrying an authority is like an
your real-life context? * electromagnet; he has field of responsibility
surrounding him. The magnitude of that
responsibility depends upon the number of people
under his authority.
254
I. Making Generalization and What are the steps in Making an Electromagnet?

Abstraction about the lesson: 1. Gather all the needed materials:
(Sequence of Questions)  A battery (square ones work well)
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 Paperclips

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 a nail
 a copper wire
2. Wrap 2 feet of wire around the bolt
3. Secure the ends of the wire to both sides of
battery with a rubber band
4. Test how strong your magnet is by picking
up paper clips
How does electromagnet works?
 When an electric current flows
through conductor, the moving
charges creates a magnetic field
around the conductor. This field is
called electromagnetism.
J. Evaluating Learning Evaluate the outputs of each pupil based on
the rubric for project.
K. Additional activities for Application Identify appliances in your home that uses
or Remediation electromagnet.
List down various applications of
Electromagnet
V. REMARKS
VI. REFLECTION
the Evaluation:
C. No. of learners who require
D. Did the remedial work? No. of
the lesson:
E. No. of learners who continue to
F. Which of my teaching strategies
G. What difficulties did I encounter
help me solve?
H. What innovations or localized
255

Reviewed by:
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Telephone No.: (045) 982-0374
EPSvr SCIENCE
Name of Pupil: ________________________________ Score/ Rating: ______________

Grade and Section: _______________Date: ________________
TOPIC: Electromagnetism
Activity 1
List down appliance in your home.
Put a check on the appliances where electromagnetism is applied. Choose at least two
appliances from your list and explain how magnetism is applied.
Reference: Science Beyond Borders pages 149-150

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Name of Pupil: _____________________________________ Score/ Rating:

______________
Grade and Section: _______________
Date: ________________
Activity 2
Below is a list of common items that use electromagnet to function. Can you find each item in
the word search?
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Reference: https://www.education.com/download/worksheet/84682/electromagnet-word-
search.pdf

Name of Pupil: ____________________________________Score/ Rating: ______________

Grade and Section: _______________ Date: ________________
Activity 3
Make a diagram of an electromagnet. Label and explain how each components work.
258
Reference: Science Beyond Borders page 150

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SUMMARY NOTES IN SCIENCE GRADE 5

1. Discovery of Electromagnetism.
Professor Hans Christian Oersted of Copenhagen discovered magnestism when he
observed that a current-
carrying electric wire deflects a magnetic compass.
2. When an electric current flows through a conductor, the moving charges create a magnetic
field around the
conductor. This is called electromagnetism.
3. Steps in making an Electromagnet

a. Gather all the needed materials:
 a battery (square ones work well)
 paperclips
 a nail
 a copper wire
2. Wrap 2 feet of wire around the bolt
3. Secure the ends of the wire to both sides of battery with a rubber band
4. Test how strong your magnet is by picking up paper clip or thumbtacks
259
Reference: Science and Health page 115, Jessie Villegas

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PROPONENT: MA. ERICKA M. REYES
I. OBJECTIVES
A. Content Standards: The learner demonstrate understanding of a simple DC circuit and
the
relationship between electricity and magnetism in
electromagnets.
B. Performance Standards: The learner should be able to construct a tool or device using
electromagnet
that is useful for home, school and community.
C. Learner’s Competencies / Code: Design an experiment to determine the factors that
affect the
strength of the electromagnet.

1. Cognitive: Determining the factors that affect the strength of an electromagnet
2. Psychomotor: Performing an experiment to determine the factors affecting the
strength of an
electromagnet
3. Affective: Appreciating other people in giving strength in times of failures in life
II. CONTENT
A. REFERENCES
1. Teacher’s Guide 2. Learner’s 3. Textbook Pages
Pages 115 – 117 Material Page Science Beyond Borders
Science and Health pages 148-151
5, Jessie Villegas
260

Page
IV. PROCEDURES

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A. Reviewing previous lesson (or) LET’S PLAY: (Individual or Group)

presenting the new lesson Give them strips of cartolina where steps on
how to construct electromagnet are written.
Simultaneously, let them arrange the strips of
cartolina by pasting them on the board in
correct sequence. The first group to finish
correctly will be the winner.
B. Establishing a purpose to the lesson Study the picture of a constructed

electromagnet.
Look how is the wire coiled.
How is the picture different from the
electromagnet that you had constructed in
our previous activity?
F.1 copied from the internet
C. Presenting examples/instances of the Individual Activity:

lesson Problem: What factors affect the strength
of an
electromagnet?
Materials: 2 dry cells 50 cm copper wire
- 1 large iron nail 50 staple wire
- 6’ 10mm iron rod paper clips
Procedures:
1. Get the iron nail and touch it to the
paper clips
and pins. Observe what happens.
2. Get the wire and wrap it tightly around
the nail
once. Then connect the wire ends to one
of the
batteries. Then touch the staples with it.
3. Experiment with different number with
coil
turns ( 10, 20, and 30) and observe what
261
happens. See how many staples it can

pick up.
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4. Do the same process ( numbers 2 and 3

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above)
using two batteries and the rod.
5. Record your observation in the table
below.
D. Discussing new concepts and Presentation of the Output

E. Discussing new concepts and Answer these questions:
practicing new skill #2. If you add coils to an electromagnet, does
the magnet get stronger or weaker? Why?
What happens if the current increases?
F. Discussing new concepts and Does the type of core affect the strength of
practicing new skills #3. electromagnet? Why? Why not?
G. Developing Mastery Fill in the blank to make the sentence
correct.
1. The _________ number of dry cell is, the
stronger the electromagnet is.
2. The _________ number of turns the coil
has, the stronger the electromagnet is.
H. Finding practical application of How will you relate the factors affecting
concepts and skills in daily living electromagnet to people in your life?
How can you make sense of the Remember: an electromagnetic crane lifts
concept of the lesson in your real- object by magnetism. Same with the people
life context? * around us, some has the charisma that can
uplift you whenever you face failures in
your life.
I. Making Generalization and What are the factors affecting the strength
Abstraction about the lesson: of electromagnet?
J. Evaluating Learning Direction: Read the situation below. Answer

the question. Choose the letter of the
correct answer.
1. Which is an example of a temporary
magnet?
a. bar magnet c. horseshoe
magnet
b. electromagnet d. magnetite
2. Which can increase the strength of an
electromagnet?
262
a. increasing the number of batteries and

coils
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around the nail

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b. Increasing the number of batteries or

coils
around the nail
c. decreasing the number of batteries or
coils
around the nail
d. Decreasing the number of batteries or
coils
around the nail
3. The following statements are not true
about
electromagnet, EXCEPT one.
a. The smaller the size of the battery, the
stronger is the electromagnet is.
b. The bigger the size of the soft-iron
core is, the
weaker the 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.
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.
K. Additional activities for Make a simple poem or song that focuses
Application or Remediation on the factors that affect the strength of an
electromagnet.
V. REMARKS
VI. REFLECTION
the Evaluation:
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below 80%:
remediation:
solve?
did I use/ discover which I wish to
Reviewed by:

EPSvr SCIENCE
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Name of Pupil: _____________________________________Score/ Rating: ______________

Activity 1
Electromagnet Model
Science Skills: Observing, Inferring
You will need:
 1 battery 3 volts
 1 large iron nail
 electrical wire (2 feet long)
 pins
 thumbtacks
What to Do:
Note: Make sure that the iron nail does not have any rust. Be careful in handling the
materials.
1. Make an electromagnet by wrapping the electrical wire around the large nail.
2. Connect both ends of the wire to the battery.
3. Test the electromagnet by placing some pins and thumbtacks near the nail, does the nail
attract the pins and
thumbtacks?
4. Loosen the coil of wire in the electromagnet and find out how many metals are attracted to
the nail. Now wind
more coils of wire. Which set up attract more metals?
5. Add more batteries to the electromagnet. Make sure you connect the batteries properly.
Which setup attracts
more metals?
6. Change the nail into smaller one. Which setup attract more metals?
Questions:
What is the effect of the following variables on th strength of an electromagnet?
1. tightness of the wire coiled around the nail
2. number of coils of wire around the nail
265
3. number of batteries used

4. size of nail
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Name of Pupil: _____________________________________ Score/ Rating:

______________
Grade and Section: _______________
Date: ________________
Activity 2
Write the word TRUE if the statement is correct. If the statement is false, replace the
underlined words to make the statement true.
___________________1. An electromagnet may be produced by making electricity flow

through a coil of wire
around an iron nail.
___________________ 2. When electricity stops flowing through a coil of wire, the nail
continues attracting any
metal or magnetic field.
___________________ 3. An electromagnet can be made stronger by using less coils of wire.
___________________ 4. The number of dry cells used affects the magnetism of an
electromagnet. More dry cells
mean less magnetism.
___________________ 5. Electromagnets are permanent magnets that can attract any
metal or magnetic materials.

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Name of Pupil: ___________________________________ Score/ Rating: ______________

TOPIC: Electromagnets
Activity 3
Match colum A with Colum B.
______ 1. A region around a magnet in which objects are affected A. Magnet

by the magnetic force.
______ 2. To cause to draw near by a force. B.
Electromagnet
______ 3. To push back or away by a force.
______ 4. A piece of magnetic material that retains its magnetism C.
Temporary Magnets
after it is removed from a magnetic field.
______ 5. An object that is surrounded by a magnetic field D.
Permanent Magnets
and that has the property, either natural or induced,
of attracting certain metals. magnets have a North E. Repel
and South pole.
______ 6. A piece of magnetic material that demonstrates the F. Attract
properties of a permanent magnet only while in a
magnetic field. G. Magnetic
Field
______ 7. Created when a temporary magnet is placed into a
coil (solenoid) that is carrying current. H. Coil
Refrence:
267
https://nationalmaglab.org/images/education/searchable_docs/teachers/loan_materials/el
ectromagnets_kit.pdf
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SUMMARY NOTES IN SCIENCE GRADE 5

1. Factors affecting the strength of electromagnetism
a. Winding the current-carrying wire into a coil, or solenoid, increases the strength of
electromagnetism. The
solenoid behaves like a magnet; it has a north pole and south pole. Magnetic field
surrounds the solenoid,
running from the north pole returning to its south pole. Increasing the number of
turns of wire increases
the magnetic lines of force of the solenoid. The magnetic field of the
electromagnet is stronger at the poles,
where the magnetic field is denser.
b. An iron core inside a solenoid also increases its strength. This is because the iron
core channels the
magnetic lines of force to form a much denser field.
c. The amount of current and voltage flowing through the wire also affect the
strength of electromagnestism.
The greater the current or voltage, the stronger is the magnetic field surrounding
an electromagnet.
2. Electromagnetism gave the world new and better tools, such as the bell, buzzer, relay,
telephone, loudspeaker,
transformer, motor, generator, electromagnetic crane and many more.
Vocabulary List
Magnet – an object that is surrounded by a magnetic field and that has the property, either
natural or induced, of
attracting certain metals, magnets have a North and South Pole.
Magnetic Field – a region around a magnet in which objects are affected by magnetic force.
Attract – to cause to draw near by force.
Repel – to push back or away by force.
Permanent Magnets – a piece of magnetic material that retains its magnetism after it is
removed from a magnetic
field.
Temporary Magnet - a piece of magnetic material that demonstrates the properties of a
permanent magnet only while
in a magnetic field.
Electromagnet - Created when a temporary magnet is placed into coil (solenoid) that is
268
carrying current.
Page
References:

Telephone No.: (045) 982-0374
Science and Health Teachers’ Guide page 115, Jessie Villegas

https://nationalmaglab.org/images/education/searchable_docs/teachers/loan_materials/el
ectromagnets_kit.pdf

PROPONENT: Vanessa O. Lacara
Name of Teacher _______________ Section ______________ Date____________
I. OBJECTIVES
C. Learner’s Competencies / Code: Design an experiment to determine the factors that
affect the strength of the electromagnet.

1. Cognitive*: Explaining the relationship between the number of turns of wire around
a core and the strength of the magnetic force.
2. Psychomotor* Demonstrating the relationship between the number of turns of wire
around a core and the strength of the magnetic force.
3. Affective* Recognizing the importance of good relationships with other people
II. CONTENT
A. REFERENCES
Pages Page
IV. PROCEDURES
A. Reviewing previous lesson (or) Play the music then pass the ball, when the
presenting the new lesson music stops whoever holds the ball will
answer the question written on a strip of
269
paper.
Establishing a purpose to the lesson Questions:
1.What materials are used in constructing
Page
an electromagnet?

Telephone No.: (045) 982-0374
2.What does electromagnet usually consist

of?
B. Presenting examples/instances of Watch the video clip

the lesson https://www.youtube.com/watch?v=XKUs7
Dc9pKI
What does the video imply?
Can electromagnet be made stronger?
C. Discussing new concepts and Perform the activity: Making Me
practicing new skills #1 Stronger(refer to the attached Activity Sheet)
Let the pupils perform the activity
individually.
D. Discussing new concepts and Let the pupils present their individual output.
practicing new skill #2. Sharing of thoughts.
practicing new skills #3. 1. What does each one presented?
2. What materials will be added or
manipulated in your designed
experiment to determine the
strength of your electromagnet.
F. Developing Mastery Individual Activity:
Please refer to the attached activity sheet for
Quarter 3 Week 7 Day 3.
G. Finding practical application of Francis, the operator of a machine has to

concepts and skills in daily living increase the strength of the electromagnet of
How can you make sense of the his machine, what should he do?
concept of the lesson in your real-
life context? *
270
Abstraction about the lesson: What factors can affect the strength of an
(Sequence of Questions) electromagnet?
The main factors that affect the strength of
Page
an electromagnet are:

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*Number of turns on the coil of wire

around the core.
*Strength of the current applied.
*The material of the coil.
I. Evaluating Learning Answer the activity sheet attached to

Quarter 3 Week 7 Day 3
-Write true if the statement is gives the
correct concept and write False if it does not
state the write concept.
J. Additional activities for Application What can you say about this situation:
or Remediation Francis, the operator of a machine has to
increase the strength of the electromagnet of
his machine, what should he do?
V. REMARKS
VI. REFLECTION
the Evaluation:
the lesson:
help me solve?
Reviewed by:
271

EPSvr SCIENCE
Page

Telephone No.: (045) 982-0374

Name of Pupil:______________ Score/Rating :______________

Grade and Section:___________ Date:_____________________
Day 3
Topic: Electromagnets
Activity 1
Making Me Stronger
I. Problem: Can you design an experiment to determine the factors that affect the strength
of an electromagnet?
II. Materials: constructed electromagnet used in previous activity
III. Procedure:
1. Bring out the constructed electromagnet.
2. Think of ways on how can you make electromagnet stronger.
3. Design your own experiment to determine the factors that affect
the strength of the electromagnet.
I. Type of Core
II. Number of Coils
III. Number of Batteries
Conclusion:__________________________________________________________________
___________________________________________________________________________
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Day 3
Activity 2
Draw a ☼ if the statement is correct and × if not.
____1. Magnet is not used in making an electromagnet.

____2. An electromagnet behaves like magnet only when the wire is wrapped around an
iron core.
____3. Number of batteries may affect the strength of an electromagnet.
____4. Number of coils may not affect the strength of an electromagnet
____5. Type of core used affect the strength of an electromagnet
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Activity 3
Evaluation
Read the statement then write True if the statement is correct and False if it is wrong.
___1. Electromagnet is made up of an iron core, copper wire and source of electricity.
___2. Electromagnet is a permanent magnet.
___3. Large number of closely spaced turns of wire creates the magnetic field.
___4. The number of batteries may affect the strength of electromagnet.
___5. Electromagnet can be made stronger.
___6.An electromagnet is a magnet mode formed when an electric current is passed thru
wire coiled around it.
___7. The ability to attract metallic objects can be switched on and off because of nail.
___8. Electricity flows through the wire with an iron bar (nail) inside it when connected to
the battery.
___9. The iron bar turns into a magnet and picks any object.
___10. When the wires are disconnected, the iron bar loses its magnetic ability.
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The main factors that affect the strength of an electromagnet are:
*Number of turns on the coil of wire around the core.
*Strength of the current applied.
*The material of the coil.
Reference: Enjoying Science and Health 5, Belina,2014 Edition, JEDIGAR Enterprises

https://www.youtube.com/watch?v=XKUs7Dc9pKI
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I. OBJECTIVES
A. Content Standards: The learner demonstrate understanding of a simple DC
circuit and the relationship between electricity and magnetism in
electromagnets.
B. Performance Standards: The learner should be able to construct a tool or
device using electromagnet that is useful for home, school and community.
C. Learner’s Competencies / Code: Design an experiment to determine the
factors that affect the strength of the electromagnet.
1. Cognitive*: Investigating ways to change the strength of an electromagnet’s
force
2. Psychomotor*Designing an experiment to investigate the strength of an
electromagnet’s force
3. Affective* Recognizing one’s strengths and weaknesses in life
II. CONTENT
A. REFERENCES
Pages Page
IV. PROCEDURES
A. Reviewing previous lesson (or) Show strips of cartolina where steps on how to
presenting the new lesson construct electromagnet are written.
276
Simultaneously, let them recite the correct

sequence in constructing an electromagnet.
The first one to finish correctly will be the
Page
winner.

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B. Establishing a purpose to the Study the picture of a constructed

lesson electromagnet.
Look how is the wire coiled.
How is the picture different from the
electromagnet that you had constructed in our
previous activity?
C. Presenting examples/instances of Perform the activity: Am I Stronger(refer to

the lesson the attached Activity Sheet)
individually.
D. Discussing new concepts and Individually present their output.
practicing new skill #2. If you add coils to an electromagnet, does
the magnet get stronger or weaker? Why
F. Discussing new concepts and What happens if the current increases?
practicing new skills #3. Does the type of core affect the strength of
an electromagnet? Why? Why not?
G. Developing Mastery Discuss the factors affecting the strength of
electromagnet.
H. Finding practical application of You are playing with your toy car, you notice
concepts and skills in daily living that it ran so slowly. You have found out that
How can you make sense of the it is running out of battery. What should you
concept of the lesson in your real-life do to increase the strength of the
context? * rechargeable battery?
I. Making Generalization and What factors affecting the strength of an
Abstraction about the lesson: electromagnet?
277
J. Evaluating Learning Answer the activity sheet attached to

Page

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K. Additional activities for Application Compose a simple jingle focusing on the

or Remediation factors that affect the strength of an
electromagnet.
V. REMARKS
VI. REFLECTION
in the Evaluation:

80%:
the lesson:
help me solve?
materials did I use/ discover which
I wish to share with other teachers
Reviewed by:

EPSvr SCIENCE
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Day 4
Activity 1
“Am I Stronger ?”
I. Problem: What factors affect the strength of an electromagnet?
II. Materials: 2 dry cells 50 cm copper wire
1 large iron nail 50 staple wire
6’ 10mm iron rod paper clips
III. Procedures:
1. Get the iron nail and touch it to the paper clips and pins. Observe what happens.
2.Get the wire and wrap it tightly around the nail once. Then connect the wire ends to one
of the batteries. Then touch the staples with it.
3. Experiment with different number with coil turns ( 10, 20, and 30) and observe what will
happen. See how many staples it can pick up.
10. Do the same process ( numbers 2 and 3 above) using two batteries and the rod.
Disconnect the wire from the battery. Observe what happens.
Observation:
What is the magnetic power of a single coil wrapped around a
nail?________________________________
1. Of 10 turns of wire?_________________________
2. Of 20 turns of wire?_________________________
3. What affects the strength of an electromagnet?
Conclusion:__________________________________________________________________
___________________________________________________________________________
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Day 4
Activity 2
Fill in the missing word to make the sentence correct. Choose your answer inside the box
Factors Affecting the Strength of Electromagnet
An electromagnet can be made stronger by using more _____________ . Each turn

of the wire adds more force to the electromagnet.
The number of _____________ also affects the strength of an electromagnet. More
____________ mean more electrons flowing in the electromagnet and therefore, stronger
magnetism.
The size of the _____________ also matters. The greater the size of the
___________, the strongr magnetism an electromagnet has.
• An electromagnet can be made stronger by using more _________ of wire. An

electromagnet can be made stronger by using more _________ of wire. Each turn of
force
wire adds more omagnet.
coils of wire
• Each turn of wire adds more force to the electromagnet.
dry cells
magnet
iron core
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Activity 3
Evaluation
Read the situation below. Answer the question. Choose the letter of the correct answer.
__1. Which is an example of a temporary magnet?
A. bar magnet
B. horseshoe magnet
C. electromagnet
D. magnetite
2. Which can incre9ase the strength of an electromagnet?
A. increasing the number of batteries and coils around the nail
B. Increasing the number of batteries or coils around the nail
C. decreasing the number of batteries or coils around the nail
D. Decreasing the number of batteries or coils around the nail
3. The following statements are not true about electromagnet, EXCEPTone.
A. The smaller the size of the battery, the stronger is the electromagnet is.
B. The bigger the size of the soft-iron core is, the weaker the 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.
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.
5. Manny wants to increase the strength of an electromagnet. What
should Manny do?
A. Decrease the amount of electric current.
B. Remove the iron core.
C. Stop the flow of electricity.
D. Increase the turns of the wire.
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Factors Affecting the Strength of Electromagnet
An electromagnet can be made stronger by using more coils of wire. Each turn of
the wire adds more force to the electromagnet.
The number of dry cells also affects the strength of an electromagnet. More dry cells
mean more electrons flowing in the electromagnet and therefore, stronger magnetism.
The size of the iron core also matters. The greater the size of the iron core, the
stronger magnetism an electromagnet has.
Reference: Science Beyond Borders 5, Sarte et.al,Vibal Group

https://www.google.com/search?q=pictures+of+electromagnet&tbm=isch&source
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I.OBJECTIVES

C. Learner’s Competencies / Code: Design an experiment to determine the factors
that affect the strength of the electromagnet.

1. Cognitive*: Explaining the importance of electromagnet in daily life.
2. Psychomotor*Making a list showing the importance of electromagnet in daily life
3. Affective* Recognizing the importance of electromagnet in daily life.
II. CONTENT
A. REFERENCES
Pages Page
IV. PROCEDURES
A. Reviewing previous Asking questions to pupils:
lesson (or) presenting the 1. What makes the electromagnet stronger?
283
new lesson 2. What happens when you increase the number of

batteries of an electromagnet?
3. How is the number of coil of wire affect the
Page
strength of an electromagnet?

Telephone No.: (045) 982-0374
B. Establishing a purpose to Have you ever stopped to think how you are able to
the lesson hear music and other sounds from stereo speakers?
You may have an iPod, iPhone or cell phone which you
carry anywhere you go?
How do these help you?
C. Presenting examples/instances of Show different pictures of appliances.

the lesson Perform the activity: Know My
Usefulness(refer to the attached Activity
Sheet)
individually.
D. Discussing new concepts and Presentation of their output.
E. Discussing new concepts and Electromagnets are very useful to the
practicing new skill #2. great extent.
How do these help us?
F. Discussing new concepts and Showing more pictures/clipart of
practicing new skills #3. appliances and gadgets. Discussing their
importance
G. Developing Mastery Answer the Activity for mastery.
H. Finding practical application of As a student, can you cite a specific

concepts and skills in daily living example that shows the
How can you make sense of the importance of electromagnet in your life?
concept of the lesson in your real-
life context? *
I. Making Generalization and What are the importance of
Abstraction about the lesson: electromagnet in our daily lives?
J. Evaluating Learning Answer the activity sheet attached to

K. Additional activities for Application Research on the other importance of
or Remediation electromagnet in our daily lives. List down
specific examples.
V. REMARKS
284
VI. REFLECTION
Page
the Evaluation:

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below 80%:
lesson:
help me solve?
Reviewed by:

EPSvr SCIENCE
285
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Day 5
Activity 1
“Know My Usefulness”
I. Problem: What are the importance of electromagnet in our daily
lives?
II. Materials: pictures/clipart of appliances and gadgets
III. Procedures
1. Show the pictures.
2. Jot down the importance of these appliances and gadgets to our daily life.
Guide Questions:
1. How is the life of students becomes easier using the modern technology?
2. List down examples of household appliances that are used to make work easier.
3. Cite examples of its importance in:
a. Health
b. industry
c.communication
Conclusion:__________________________________________________________________
___________________________________________________________________________
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Day 5
Activity 2
mTell whether the statement is TRUE or FALSE.
_____1. Many of our modern electrical appliances would not work
without electromagnet.
_____2. An electromagnet can be shown in simple electric motors.
_____3. Speakers of cellphone, radio and others depend on electromagnet.
_____4. Even without electromagnetic devices, communication is easier
and faster.
_____5. All of the things we used in school, home and work depend on
electromagnet.
more force to the electromagnet.
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Activity 3
Evaluation
Check (/) the sentence/s that show the importance of electromagnet in our daily lives.
____A. Electromagnets are used in generators, electric motors and
transformers.
____B. These are also used in lifting and dropping heavy objects like cars in junkyards, and
lifting magnets levitation trains to enable them to move extremely fast and energy efficient.
___C. We should always conserve electricity.

___D. MRI or magnetic resonance imaging uses magnetic fields to create an image inside
the body.
___E. Wire is used in making an electromagnet.
___F. Many appliances, modern gadgets and even toys are not made up of electromagnets.
___G. A crane that lifts heavy objects is also made of an electromagnet,
___H. Commercial establishments make use of generators.
___I. Electromagnets are not used in transmitting signals through telephones, radio and
television.
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SUMMARY NOTES IN SSE SCIENCE 5

Importance of Electromagnet to our Daily life
Many appliances, modern gadgets and even toys are not made up of electromagnets.
Electromagnets are used in transmitting signals through telephones, radio and television.
Commercial establishments make use of generators, transformers and motors which are
made of electromagnets.
A crane that lifts heavy objects is also made of an electromagnet.
Reference: Science Beyond Borders 5, Sarte et.al,Vibal Group

https://www.google.com/search?q=pictures+of+different+gadgets&tbm=isch&source
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REFERENCES
BEAM 5 DLP 32 (ID: 6754)

Cyber Science Worktext in Science and Technology 5, Nicetas G. Valencia et. al., pp. 112 – 117, pp. 216 – 226
Enjoying Science and Health 5, Belina,2014 Edition, JEDIGAR Enterprises
Materials that are Good Conductor of Heat and Electricity (ID: 15434)
New Horizons in Learning Science, Boniol R. R. and Gagujas, M. B., Wizard Publishing Haws, Inc., Tarlac City, pp.
102-105
Science 5 LP 1st to 4th Quarter
Science and Health 5 by Jessie Villegas, pp. 166-167
Science and Health Teachers’ Guide page 115, Jessie Villegas
Science Beyond Borders by Sarte, E.T. et al (2016) Vibal Group Inc., Araneta Ave., Q.C. pp. 108-111, p. 150
Science Beyond Borders by Sarte, E.T. et al (2016) Vibal Group Inc., Araneta Ave., Q.C. pp. 112-117, pp. 140 - 145
Science for Active Minds by Hebron, R. M. (2015) Diwa Learning Systems, Inc., Makati City, pp. 207-208, pp. 212 –
213, pp. 220 - 221
Science for Daily Use 5 by Conchita T. Tan, p. 155
Science in Action by Ayuste, T.D. et al (2018) Diwa Learning Systems Inc., Makati, City, pp. 193-210
Science in our World by Abracia, et.al, Vibal Publishing (2013), pp 8-10, pp. 176 - 181
Workbook on Science 5, pp. 88 – 89
https://nationalmaglab.org/images/education/searchable_docs/teachers/loan_materials/electromagnets_kit.pdf
https://www.google.com/search?q=blocking+of+light+opaque+materials&tbm=isch&ved=2ahUKEwjMoJ_o7IrqA
hXyzIsBHVVyAGYQ2-
cCegQIABAA&oq=blocking+of+light+opaque+materials&gs_lcp=CgNpbWcQAzoHCAAQsQMQQzoCCAA6BAgAEEM
6BQgAELEDOgQIABAYUKX0F1ic0Bhg5NIYaABwAHgEgAHaAYgB0zCSAQYyLjQ2LjGYAQCgAQGqAQtnd3Mtd2l6LWlt
Z7ABAA&sclient=img&ei=7BjrXsz6AvKZr7wP1eSBsAY&bih=538&biw=1263&safe=active&hl=en#imgrc=mB7hJDZk
XLoS5M
https://www.google.com/search?q=pictures+of+different+gadgets&tbm=isch&source
https://www.google.com/search?q=pictures+of+electromagnet&tbm=isch&source
https://www.youtube.com/watch?v=_nAKwhZyXnw
https://www.youtube.com/watch?v=aCvScgI1MCs
https://www.youtube.com/watch?v=HcmL4RVAi1I
https://www.youtube.com/watch?v=LmdWjEKNJcA
https://www.youtube.com/watch?v=vfx8rVbWwmw
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https://www.youtube.com/watch?v=XKUs7Dc9pKI
https://youtu.be/31B-2idWO8k
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DR. RONALDO A. POZON, CESO V

GRADE LEVEL CHAIRMAN

GRADE 5-FIRST QUARTER COMPENDIUM WRITER

LIST OF CONTENT CONTRIBUTORS

Hazel G. Vitug/MTI-Capas West District

Address: Macabulos Drive, San Roque, Tarlac City

Khristine B. Tan, Camiling West District

Jess M. Eugenio, Pura District

Address: Macabulos Drive, San Roque, Tarlac City

Shirley L. Isla/TIII-Pura District

Address: Macabulos Drive, San Roque, Tarlac City

In a nutshell, here are series of SCIENCE LESSON EXEMPLARS based

It is hoped that this “GIFT OF LOVE” from the SCIENCE EDUCATION

ENVIRONMENT, WE, THE SCIENCE TEACHERS ARE HERE TO SERVE.

Address: Macabulos Drive, San Roque, Tarlac City

Address: Macabulos Drive, San Roque, Tarlac City

Address: Macabulos Drive, San Roque, Tarlac City

DAILY LESSON LOG IN SCIENCE GRADE 5

Name of Teacher __________________ Section ________________ Date____________

Address: Macabulos Drive, San Roque, Tarlac City

What are the two types of energy as shown in the

B. Establishing a purpose to the Place the toy car on the table.

Does the toy car move?

The cyclist moved because her position changed

Things move in different ways. How do these

Address: Macabulos Drive, San Roque, Tarlac City

2. Perform the Activity on Types of Motion. (see

Address: Macabulos Drive, San Roque, Tarlac City

G. Developing Mastery Individual Activity

I. Making Generalization and Lead the pupils in answering these questions.

(Sequence of Questions) 2. What is reference point?

Address: Macabulos Drive, San Roque, Tarlac City

3. What are the types of motion?

B. No. of learners who require

F. What difficulties did I encounter

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which my principal or superior

DR. CONRADO C. DOMINGO

ACTIVITY SHEETS IN SCIENCE 5

Name of Pupil: ________________________________ Score/Rating: ___________

TOPIC: Types of Motion

Address: Macabulos Drive, San Roque, Tarlac City

Activity: Types of Motion

I. Problem: What are the different types of motion?

Address: Macabulos Drive, San Roque, Tarlac City

Email Address: tarlac @deped.gov.ph

sweetclipart.com pinclipart.com leverageedu.com

1. _______________ 2. _______________ 3. _______________ 4. _______________

clipart-library.com classroomclipart.com classroomclipart.com clipart-library.com

5. _______________ 6. _______________ 7. ______________ 8. ______________

9. _______________ 10. _______________

I. Tell whether each statement is TRUE or FALSE.

II. Identify the type of motion involved in each activity.

Address: Macabulos Drive, San Roque, Tarlac City

__________6. riding on a carousel

SUMMARY NOTES IN SCIENCE 5

Name of Teacher ______ Section Date

Name of Pupil: ______________________ Score/Rating: _

1. _______ 2. _ 3. _ 4. _______

5. _______ 6. _ 7. 8. ______

9. _ 10. _

Name of Teacher ______ Section Date

Name of Pupil: ______________________ Score/Rating: _

Name of Teacher ______ Section Date

Name of Pupil: ______________________ Score/Rating: _