DLL - Science 5 - Q3 - W6

School: San Ignacio Ibaba Elementary School Grade Level: V
GRADES 1 to 12 Teacher: Ruvelyn R. Amido Learning Area: SCIENCE

DAILY LESSON LOG
Teaching Dates and Time: MARCH 4 - 8, 2024 (WEEK 6) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards "The learners demonstrate understanding of a simple DC circuit and the relationship between electricity and magnetism in electromagnets"
B.Performance Standards "The learners should be able to propose an unusual tool or device using electromagnet that is useful for home, school or community hygiene"
C.Learning Competencies/Objectives Give examples of how a circuit is
Discuss what circuit is and its
Identify the parts of an electric circuit Design a simple circuit applied in daily life (making a
importance Catch-Up Friday Activities
S5FE-IIIf-6 S5FE-IIIf-6 bulb light up)
S5FE-IIIf-6
S5FE-IIIf-6
II.CONTENT Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages CG p. 33 CG p. 33 CG p. 33 CG p. 33
2.Learners’s Materials pages
3.Textbook pages
4.Additional materials from learning https://www.youtube.com/watch?
resource (LR) portal v=QCBSlGS2kFk
B.Other Learning Resource powerpoint presentation, flashlight

powerpoint presentation, illustration, video clip, powerpoint presentation, battery 1.5 v, bulb 1.5 v, electrical powerpoint presentation,
word puzzle worksheet, marker wire, scissors, electrical tape, switch, pictures, worksheet, marker
illustration board, worksheet, marker
IV.PROCEDURES
A.Reviewing previous lesson or presenting Approach: Collaboration Have 3-5 volunteers to share their Approach: Constructivist Approach: Constructivists
the new lesson Strategy: Jigsaw Method assignment. Strategy: Jigsaw Strategy: Activity Based
Suggested Activity: Think, Discuss, Act, Suggested Activity: TDAR Suggested Activity: 3 A’s
Reflect Ask 3 pupils to read their paragraph How do we construct a simple
Form five groups. (Learners pick on the importance of electric circuit. electric circuit?
shapes prepared by the teacher which
will be used for the group
activities).Let them loop the words.
B.Establishing a purpose for the lesson Give them 2-3 minutes to discuss Prepare the pupils for a short video clip. 1. Tell the pupils that they will design
their answers. https://www.youtube.com/watch? an electric circuit.
v=QCBSlGS2kFk 2. Group the pupils into five.
3. Set the standards to follow.
C.Presenting Examples/ instances of the Activity Activity Activity 1. Group the pupils into 4. ?
new lesson I. Problem: What are the parts of an I. Problem: What an electric circuit is Constructing a model of an electric 2. Give them three minutes to
electric circuit? and its importance? circuit. brainstorm activities on how
II. Materials: tray, battery, wire, II. Materials: manila paper, marker, What you need: 2 batteries 1.5 v,
circuit is applied.
switch, bulb, strips of words, group of group of pupils electrical tape, socket, 1 flashlight
pupils III. Procedures: bulb 3. Choose the best activity and
III. Procedures: 1. Group the pupils into four. 1.5 v, two 25 cm. insulated wire with
1. Group the pupils into five. 2. Have them brainstorm on the video end scrapped, 1/8 be ready to share in class
2. Distribute the materials in the tray. clip that they watched. size illustration board, scissors
3. Let them work together by 3. Let them collate their thoughts and What to do:
matching the materials with their come up on the following 1. On the illustration board, arrange
names. output. a circuit to light a bulb.
4. Answer the questions: a. What is electric circuit? 2. Screw the bulb into a socket.
What are the parts of an electric b. What are the importance of electric Connect a copper wire to each of the
circuit? circuit? socket terminals.
1. Which serves as the load, energy IV. Conclusion 3. Connect a piece of copper wire to
source, connector of electric current? We learned that the switch. Connect the loose end
2. Which controls the flow of current ________________________________ of the wire to the negative end of the
in a circuit? _________ battery.
IV. Conclusion 4. Connect one end of the copper
We found out that 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 practicing 1. Group reporting/sharing Group presentation Group reporting/sharing Group reporting/sharing
new skills #1 a. Give 2 minutes to change their Original File Submitted and
groupings for them to share their Formatted by DepEd Club Member
output - visit depedclub.com for more
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 practicing 1. Teacher will use a power point 1. Teacher will show a power point What do you think might happen if Solicit more ideas from the pupils
new skills #2 presentation to further discuss the presentation about importance of you will remove one battery from the on other practical life activities
lesson. electric circuit. circuit? that they need to apply circuit.
2. Teacher may entertain questions
from the pupils.
F.Developing Mastery 1. Group reporting/sharing Group presentation Group reporting/sharing 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.
G.Finding Parctical application of concepts Create a table showing the symbols of How does electric circuit affect your Why do you think the wire to be used What do we use when there’s a
and skills in daily living the parts of electric circuit. daily activities? should be insulated? sudden brown-out?
Which uses electric circuit?
H.Making generalization and abstraction 1. Teacher will use a power point 1. Teacher will show a power point What do you think might happen if Solicit more ideas from the pupils
about the lesson presentation to further discuss the presentation about importance of you will remove one battery from the on other practical life activities
lesson. electric circuit. circuit? that they need to apply circuit.
2. Teacher may entertain questions
from the pupils.
I.Evaluating learning Draw the design of your circuit. Label Work as a group to illustrate an
its parts activity where the electric circuit
is applied. Write an explanation
about your work.
J.additional activities for application or Draw an electric circuit and label its Write a short paragraph composed of Write your journal on how to List down 3 activities that you do .
remediation parts. 3-5 sentences, showing the construct a simple circuit at home where electric circuit is
Importance of electric circuit. applied.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to
evaluation next objective. objective. next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson.
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in
answering their lesson. answering their lesson. answering their lesson. answering their lesson.
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson.
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by
of limited resources used by the of limited resources used by the despite of limited resources used by the teacher.
teacher. teacher. the teacher. ___Pupils mastered the lesson
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used
their work on time. work on time. their work on time. by the teacher.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time.
behavior. behavior. behavior. ___Some pupils did not finish
their work on time due to
unnecessary behavior.
C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
who have caught up with the lesson above above above
D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
remediation activities for remediation activities for remediation additional activities for remediation additional activities for
remediation
E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up
lesson lesson lesson the lesson
F.What difficulties did I encounter which my ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
principal or supervisor can helpme solve? require remediation require remediation require remediation require remediation
G.What innovation or localized materials did Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
used/discover which I wish to share with ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques,
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments.
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and
charts. charts. charts. anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building:

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

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School: San Ignacio Ibaba Elementary School Grade Level: V

GRADES 1 to 12 Teacher: Ruvelyn R. Amido Learning Area: SCIENCE

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B.Other Learning Resource powerpoint presentation, flashlight

_Schema-Building: Examples: _Schema-Building: Examples: _Schema-Building: Examples: _Schema-Building:

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