Science 5 Q3

PROTOTYPE AND CONTEXTUALIZED DAILY LESSON PLANS
IN GRADE 5 SCIENCE
QUARTER 3, WEEKS 1-10
i
DAILY LESSON PLAN (DLP) DEVELOPMENT TEAM
JOSE L. DONCILLO, CESO V

Schools Division Superintendent
FATIMA D. BUEN, CESO VI WILFREDO J. GAVARRA

Asst. Schools Division Superintendent Asst. Schools Division Superintendent
SANCITA B. PEÑARUBIA, EdD

Chief Education Supervisor
Curriculum Implementation Division
JADE O. ALBERTO, EdD

Education Program Supervisor, Science
Content and Technical Consultant
A. Writers/ Demonstration Teachers:
MARLYN B. RIVERA, Master Teacher II, Hindi ES, Bacacay West

MARIVIC D. BHO, Master Teacher II, Pioduran West CS, Pioduran West
MARGARITA M. MELLA, Master Teacher I, Polangui South CS, Polangui South
SHALLUM O. LOSANO, Master Teacher I, Baligang ES, Camalig South
GINA D. RIAN, Teacher III, Libon CS, Libon East
RUTH M. BASQUIÑEZ, Teacher III, Polangui North CS, Polangui North
JOSEPHINE B. BONGADILLO, Teacher III, San Jose ES, Malilipot
ARVIN R. REDILLAS, Teacher III, Bangiawon ES, Oas North
MA. REANA O. VILLAREAL, Teacher III, Guinobatan East CS, Guinobatan East
ENRILYN N. ARCOS, Teacher II, Camalig North CS, Camalig North
SHAYNE M. MONILLA, Teacher II, Kilicao ES, Daraga North
VINCENT WILSON L. DE LUMEN, Teacher I, Sinagaran ES, Jovellar
B. Demonstration Teachers:
NANCY M. OYALES, Master Teacher 1, Guinobatan East CS, Guinobatan
East
CLAVEL B. VOLANTE, Teacher III, Malilipot CS, Malilipot
MARICEL V. TOCA, Teacher III, Anoling ES, Camalig North
JEFFREY V. SALLAN, Teacher III, Gotob ES, Camalig South
JENNY C. BOSITO, Teacher III, Guinobatan East CS, Guinobatan East
MARY ANN M. PACLITA, Teacher III, Mauraro ES, Guinobatan West
GEMMA J. MIRAFUENTES, Teacher III, Kilicao ES, Daraga North
SHIELA R. RESOCO, Teacher III, Saban ES, Oas North
MARGIE S. SABIO, Teacher III, Polangue South CS, Polangue South
CYNTHIA C. VELORIA, Teacher III, Libon CS, Libon East
DELIA P. BELTRAN, Teacher III, Don Jose Pavia CS, Pioduran East
MYRNA C. NAVERA, Teacher III, Camalig North CS, Camalig North
PRECY M. JAUD, Teacher II, Maipon ES, Guinobatan East
MIRLA M. BALIAT, Teacher II, Muladbucad Pequeňo ES, Guinobatan
East
CHIRYL O. AVILA, Teacher II, Pioduran West CS, Pioduran West
ii
WILBERT A. ALBERTO, Teacher I, Palanog ES, Camalig North
C. Content Editors:
JAY L. ALBAYTAR, Teacher I, Daraga NHS, Daraga

ROCHELLE P. ARANAS, Teacher III, Ilawod NHS, Camalig
BONNAVIE D. BUENO, Master Teacher II, San Francisco NHS, Malilipot
CATHERINE L. MUYNA, Teacher III, Ilawod NHS, Camalig
D. Language Editors:
SHIELA P. ALBERTO, School Principal I, Maipon ES, Guinobatan East

MARICEL P. NARVAEZ, School Principal I, Bubulusan ES, Guinobatan East
iii
TABLE OF CONTENTS
Page
TITLE PAGE I
ACKNOWLEDGMENTS Ii
TABLE OF CONTENTS Iii
QUARTER
3 WEEK 1
Content Standard: The learners demonstrate
understanding of motion in terms of distance and time.
Performance Standard:
Learning Competency: The learner 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
Day 1: Define and differentiate motion and 1
distance
Days 2-3: Determine if an object has moved by 5
performing several activities.
Day 4-5: Describe motion of an object by 8
tracing and measuring its change in position
WEEK 2
understanding of motion in terms of distance and time.
Performance Standard: The learners should be able to
propose an unusual tool or device using electromagnet that
is useful for home, school or community.
use appropriate measuring tools and correct standard units.
S6FEIIIb-2
Day 1 Name tools used in measuring distance 15
and time
Days 2-3: Use appropriate measuring tools and 18
correct standard units in determining time and
distance of objects in motion
Day 4: Calculate speed of moving objects 21
FIRST SUMMATIVE TEST 25
WEEK 3
understanding of how different objects interact with light and
sound, heat and electricity.
discuss why some materials are good conductors of heat
and electricity. S5FEIIIc-3
Day 1: Define conductor and insulator 27
Day 2: Identify and classify materials that are 32
good conductors of heat and electricity.
Day 3: Identify and demonstrate ways on how 36
to handle materials that are conductors of heat.
Day 4: Identify and demonstrate ways on how 41
iv
to handle materials that are good conductors of
electricity
Day 5: Explain why materials are good 45
conductors of heat and electricity
WEEK 4
Content Standard: The effects of heat and electricity,
light and sound on people and objects.
Learning Competency: The learners should be able to
infer how black and colored objects affect the ability to
absorb heat. S5FEIIId-4
Day 1: Differentiate absorption, reflection and 50
transmission
Day 2: Identify objects that easily absorbs heat
(focuses on solids and density of the object) 56
Day 3: Relate characteristics of objects that 60
easily absorbs heat (focuses on the viscosity of
liquid)
Days 4: Infer how black and colored objects 65
affect the ability to absorb heat
Day 5: Infer how black and colored objects 72
affect the ability to absorb heat
WEEK 5
understanding of the effects of heat and electricity, light and
sound on people and objects.
Learning Competency: Relate the ability of the material
to block, absorb or transmit light to its use.
S5FE-IIIe-5
Days 1-3: Identify materials that block, absorb 76
and transmit light
Day 4: Relate the ability of materials to block, 83
absorb, or transmit light to its use
SECOND SUMMATIVE TEST 87
WEEK 6
understanding of a simple DC circuit and the relationship
between electricity and magnetism in electromagnets.
Propose an unusual tool or device using electromagnet that
is useful for home school or community.
infer the conditions necessary to make a bulb light up.
S5FEIIIf-6
Day 1: Identify parts of a simple electric circuit 89

Day 2: Differentiate open and closed circuit 96
Days 3-4: Construct a model of a circuit 99
Day 5:Infer the conditions necessary to make 104
the bulb light up
v
WEEK 7
determine the effects of changing the number or type of
components in a circuit. S5FEIIIf-6
Day 1: Identify the kinds of circuit 108
Days 2-3: Determine the effects of changing 112
the number or type of components in a circuit
Day 4: Cite advantages and disadvantages of 116
series and parallel connections
Day 5: Cite advantages and disadvantages of 120
series and parallel connections
WEEK 8


infer that electricity can be used to produce magnets.
S5FEIIIh-8
Day 1: Describe how magnets are made and 123
the magnetic field around it
Day 2: Identify the properties of magnets 127
Day 3: Explain how electricity and magnetism 131
are related
Day 4:Enumerate devices that make use of 135
electromagnet
Day 5:Construct an electromagnet 137
WEEK 9
design an experiment to determine the factors that affect the
strength of the electromagnet. S5FEIIIi-j-9
Days 1-2: Describe how electromagnets work 141
Days 3-5:Perform experiment to determine the 145
factors that affect the strength of the
vi
electromagnet
WEEK 10
design an experiment to determine the factors that affect the
strength of the electromagnet. S5FEIIIi-j-9
Days 1-3:Design a tool or device using 151
electromagnet that is useful for home school or
community
THIRD SUMMATIVE TEST 156

THIRD QUARTERLY ASSESSMENT 159
ANSWER KEY 166
vii
DAILY LESSON PLAN
School Grade Level 5

Teacher Learning Area Science
Time & Date Quarter Q3W1D1
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of motion in
terms of distance and time
B. Performance Standard
C. Learning The learner should be able to describe the motion of
Competencies/Objectives an object by tracing and measuring its change in
position, distance travelled over a period of time
S5FE-IIIa-1
Write the LC code for each  Define and differentiate motion and distance
II. CONTENT Motion
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 219-221; STeP, CG
2. Learner’s Materials pages Science Beyond Borders pp. 108-109; 112-113
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Activity sheets, ball, toy car, pictures, meter stick,
stop watch
IV. PROCEDURE
ENGAGE Look at the pictures or actual examples of the
following:
*flag on a pole
*electric fan
*toy car
Do these things move? How do you know that they

have moved?
Look around. It seems that everything is moving.
From the time you wake up until you go to sleep, all
activities involve movement.
Motion will always be a part of our daily life. How can
you tell if someone is in motion?
Let’s try to find out.
EXPLORE 1.Divide the class into to five groups
2.Set standards for group activity
3.Perform the activity
Group Activity: Let’s Move It

I. Problem: Describe the motion of an object
II. Materials: Stop watch, ball, Toy car
III. Procedures:
1
1. Mark a reference point and the end point with a
chalk. (about a distance of one meter)
1. From the starting point (reference point), push the
toy car so that it travels up to the end point.
2. Measure and record the time it travels.
3. From the reference position, push the ball to the
right with your fingers. Record the distance and time
it travelled from the reference point to the end point.
EXPLAIN 1. Presentation of group’s output
2. Questions:
a. What happened to the toy car? Ball?
b. How long does it take the toy car/ball to reach the
end point?
c. What did you apply to make the objects move?
d. When do we say that the object is moving?
ELABORATE 1. Teacher will demonstrate the activity done by
each group and discuss motion and distance.
2. Based on your activity, how do you define motion?
Distance?
http://scisubtutor.blogspot.com/2011/08/motion.html
3. Study the pictures above. Answer the following
questions below:
a. What object/s in the surrounding can you use as

reference point to tell that the car has moved?
b. What made you think that the car has moved?
c. What happens to the position of an object when
there is motion?
4. What causes motion?
5. What is the difference between motion and

distance?
Background Information of the Teacher
* When you apply force on any object, the object will

move and change its position.
* Motion is a change in position with respect to a

reference point.
* All movement are compared with a background that
is assumed stationary. This background is called a
point of reference or reference point
*Motion depends on the distance travelled and the
length of time.
* When an object changes position over time when
compared with a reference point we say that the
object is in motion.
2
* Distance is the measure of how far or near two
points are from one another.
* Distance is an important factor in measuring
motion.
EVALUATE Write M on the blank before the item, if the statement
tells about motion, and D if it tells about distance.
______ 1. It is a change in an object’s position as

caused by force.
______ 2. It is a change in position with respect to a

reference point.
______ 3. It is the measure of how far or near two

points are from one another.
______ 4. It is an important factor in measuring if the

object has moved or not.
______ 5. It is described as the movement of an

object from one point to another point.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of leaners 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 it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?
Activity 1: Let’s Move It
Learning Target:
3
At the end of the activity, we can describe the motion of an object
What we need:
Stop watch
Ball
Toy car
What to do:
1. Mark a reference point and the end point with a chalk. (About a distance of one meter)
2. From the starting point (reference point), push the toy car so that it travels up to the
end point.
3. Measure and record the time it travels.
4. From the reference position, push the ball to the right with your fingers. Record the
distance and time it travelled from the reference point to the end point.
5. Record your findings in the table below:
OBJECT LENGTH/DISTANCE TRAVELLED TIME TRAVELLED FROM

FROM STARTING POINT TO END STARTING POINT TO END
POINT POINT
Toy car
Ball
6. Answer the following questions:

a. What happened to the toy car? Ball?
b. How long does it take the toy car/ball to reach the end point?
c. What did you apply to make the objects move?
d. When do we say that the object is moving?
4
DAILY LESSON PLAN

Time & Date Quarter Q3W1D2-3
I. OBJECTIVES
B. Performance
Standard
C. Learning The learner should be able to describe the motion of an
Competencies/ object by tracing and measuring its change in position,
Objectives distance travelled over a period time
S5FE-IIIa-1
Write the LC code  Determine if an object has moved by performing
for each several activities.
II. CONTENT Motion
III. LEARNING
RESOURCES
A. References
1. Teacher’s CG, STeP
Guide pages
2. Learner’s Science Beyond Borders 5-pp.111
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Small ball, toy car, ruler, large hardbound book, marker
Resources pen, masking tape, notebook
IV. PROCEDURE
ENGAGE 1.Review:
How do you differentiate motion from distance?
2.Show a toy car, marbles, balls to the class
How do you know that they have moved?
Describe their movements.
EXPLORE 1. Group the class into three.
2. Set standards in performing the activity.
3.Have the learners perform the activity “Motion of an
Object”
4. Let them record their observation.
EXPLAIN Let each group present their findings/observation.
ELABORATE How can you tell if an object is in motion?
What causes motion?
What is the importance of reference point in determining
motion?
Ask pupils to answer “Let’s Check” on page 111 of the
book Science Beyond Borders
5
EVALUATE Put a check mark (/) if a given situation shows motion and
cross mark (x) if not.
___1.A farmer plowing with the help of a carabao.
___2.A boy running near the finish line
___3.A cup on the table
___4.Boy and girl dancing together
___5.Blades of fan rotating
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of leaners
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 it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
6
Activity 1: Motion of an Object
Learning Target:
At the end of the activity, we can determine if an object has moved by
performing several activities.
What you need:
Stop watch
Bag
Toy car
What to do:
Day 1
1. From the starting point, pull the car.

2. Measure and record the distance it travels for 10 seconds.
3. From the reference position, push your bag to the right. Record the distance it travelled
for 10 seconds.
4. Pull a chair sideward for 10 seconds. Measure and record the distance it travels.
Object Distance travelled in meters for 10 seconds
toy car
Bag
Chair
Day 2
1. Drop the books for at least one meter. Record the time it reaches the floor.
2. Repeat step 1 but this time use coin.
Object Time to reach the floor
Book
Coin
Questions:
1. What happened to the car? Bag?
2. What is the distance travelled by the bag for 10 seconds?
3. How long does it take the book to reach the floor?
4. What did you apply to make the objects move?
5. When do we say that the object is moving?
6. What is motion?
7
DAILY LESSON PLAN

I. OBJECTIVES
B. Performance
Standard
C. Learning The learner should be able to describe motion of object
Competencies/ by tracing and measuring its change in position, distance
Objectives travelled over a period of time
S5FE-IIIa-1
Write the LC code  Describe motion of an object by tracing and
for each measuring its change in position
II. CONTENT Motion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide CG, STeP
pages
2. Learner’s Cyber Science Worksheet in Science and Technology 6-
Materials pages pp. 216-220
Science in Action 6, pp.174-178
3. Textbook pages
4. Additional https://www.youtube.com/watch?v=rfeVINL7d9U
Materials from
Learning
Resource (LR)
portal
B. Other Learning Activity sheets, stop watch, bag, toy car, picture of a girl
Resources
IV. PROCEDURE
ENGAGE 1. Review:
How can you tell if an object is in motion?
What is the importance of reference point in determining
the motion of an object?
2.Are you familiar with mazes?
Source: Science in Action-p.174
8
Guide Questions:
1. Describe the path you have taken to reach the
playground.
2. What do you feel when you want to go somewhere so
bad but it takes a lot of time to reach there?
You have learned in your previous grade that force is a
push or pull. Force can make objects move.
When do you say that an object is in motion?
EXPLORE Let them perform the activity “Which Path Should I Take”
EXPLAIN Let each group present their observations/ findings.
ELABORATE Study the picture of a girl.
How do you know that the girl has already moved?
What objects in the surrounding can you use as reference
point to tell that the girl has moved?
What made you think that the girl has moved?
Can you describe how the girl has changed her position
from the gate of the house?
Using the vehicle as your reference point, where will the
position of the girl be if she walked a few more steps?
What happens to the position of an object when there is
motion?
How do you describe motion?
Complete the graphic organizer:
An object moves if there is __ that

is exerted on the object.
Describing motion of objects
A __ is any stationary object that

can be used to describe the
position of the object.
The change of position of an object over

time with reference point is called ___
The motion of an object is described in

how fast or how far it moves through its
__
EVALUATE How do you know that you are in motion?

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.
Note: Please refer to the attached rubric for scoring.
V. REMARKS
VI. REFLECTION
VII. OTHERS
9
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
leaners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did it work?
encounter which my
principal or supervisor
can help me solve?
localized material/s
did I use/discover
which I wish to share
with other teachers?
RUBRIC FOR PERFORMANCE TASK (PRESENTATION)

RAW SCORE INDICATORS
5 I get it, I can demonstrate it and apply it in new ways providing proper
explanations.
3 I get it, I can demonstrate it properly with explanations.
2 I barely get it, I can demonstrate it but can’t provide explanations.
1 I don’t get it.
10
Activity 1: Which Path Should I take?
Learning Target:
At the end of the activity, we can describe the motion of an object by tracing and
measuring its change in position.
What you need:
Meter stick
Piece of chalk
Stop watch
What to do:
1. Make an illustrations of at least two paths to go to your school cafeteria or canteen
from your classroom.
Path 1
Path 2
2. Take each path to measure the distances in each segments of the path. Record the
values in the given table.
3. Take each path again to measure the time for you to reach the cafeteria. Record it.
Make sure that you walk normally. Do not run.
Path Total Distance (m.) Total Time (min.) Total Speed

(m/min.)
Path 1
Path 2
11
Answer the Questions:
1. Which part is better to take? Why?
2. Relate the time it takes you to reach the cafeteria to the speed you had for each path.
3. Why do you have to know how fast you are travelling or how long you are travelling a
certain distance or path?
12
Activity 2: Distance
Learning Target:
At the end of the activity, we can determine the distance of an object.
What you need:
Illustration or map
What to do:
Study the given situation and illustration.
Example 1:
Maria went to visit her grandmother who lives in a nearby house. Maria walked
from a distance of 50 meters (m.). This distance is measured from the house of Maria to
the house of her grandmother.
Source: Science in Action 6-p.176

This illustration shows that if the road to her grandmother’s house is straight, the
distance is simply taken by measuring how far Maria’s house is to her grandmother’s.
Example 2:
But if the path taken by Maria is the one shown in this example, to measure Maria’s
time of motion, you simply take note of the total time it took her to travel from her house to
her grandmother’s. To determine her speed, you divide the total distance by the total
time.

In this case, Maria’s route to her grandmother’s house is not a straight line. There
were turns made. To describe this motion, we simply take the path and divide it into
segments. These are segments A to B, b TO c, C to D, D to E, where A and E are Maria’s
house and her grandmother’s house, respectively.
To determine the total distance, we get the distance in each segment. The total
distance is 30m +5m + 20m +5m = 60m. To determine the total time, we also add the
time it took Maria to move in each segment of the path of motion. Then, the speed is
taken by dividing the total distance and the total time of Maria’s motion from her house to
her grandmother’s.
13
Example 3:
Let’s refer to example 2 again Maria can have varying speeds in each segment of her
motions.

Maria’s speed from point A to point B can be calculated to be 30m divided by 6minutes
(Min) The speed is 5m/min. From point B to C, her speed is 5m divided by 5min. which
gives us 1m/min. From point C to D, her speed is 20m.
Divided by 4min. which gives us 5m/min. From point D to point E (her
grandmother’s house), her speed is 5m divided by 5min. which gives us 1m/min.
This shows that motion is not always constant. It can change in any position.
Based on this illustration, how do you describe motion?
14
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of motion in terms
of distance and time
B. Performance The learners should be able to propose an unusual tool or
Standard device using electromagnet that is useful for home, school or
community
C. Learning The learner should be able to use appropriate measuring
Competencies/ tools and correct standard units
Objectives
S6FEIIIb-2
Write the LC code  Name tools used in measuring distance and time
for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide CG, STeP
pages
2. Learner’s Science for Active Minds 5, p. 205
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Ruler, meter stick, tape measure, stop watch
Resources
IV. PROCEDURE
ENGAGE 1. How can you measure the length of each objects?
2.Activity: Gallery Walk
List some locations that are about 1km from our school. How
long do you think it would take you to walk a km?
Go around and compare your answers with your classmates.
What do you need to know the distance and the time it would
take you to walk?
EXPLORE 1.Divide the class into two groups
2.Set standards for group activity
3.Let the pupils perform the task
( See attached activity sheet )
EXPLAIN 1.Group reporting/ Presentation of the output
2. Sharing of results of the activity
ELABORATE Based on your activity, what are the tools needed in

measuring distance and time?
Which of these tools are used to measure short distances?
Which of these tools are used to measure long distances?
15
EVALUATE Give at least five tools used in measuring distance and time.
1.
2.
3.
4.
5.
Other Activities 1. Using a string and a scale, each of you will measure the
length of your foot. Prepare a bar graph of the foot length
measurements that have been obtained for the whole class.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of leaners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
did I use/discover
which I wish to
share with other
teachers?
16
Activity 1: What are needed in measuring distance and time?
Learning Target:
At the end of the activity, we can name tools used in measuring distance and time
What you need:

Ruler
Meter stick
Tape measure
What to do:
Group 1- Study the pictures.
Name the tools used in measuring distance and time.
Write the name of the tool below the picture.
What’s My Name?
https://www.google.com/search?q=instruments+used+to+measure+distance+and+time&rl
z=1C1CHBD_enPH819PH819&source=lnms&tbm=isch&sa=X&ved=0ahUKEw
Group 2- Given the tools in measuring distance and time, name those that can be used
to measure
Short distances and those that can be used to measure long distances.
Tools in measuring short distances Tools in measuring long distances
17
DAILY LESSON PLAN

I. OBJECTIVES
B. Performance
Standard
C. Learning The learner should be able to use appropriate tools and
Competencies/ correct standard units. S5FEIIIb-2
Objectives
Write the LC code  Use appropriate measuring tools and correct standard
for each units in determining time and distance of objects in
motion.
II. CONTENT MOTION - Measuring time and distance using standard units
III. LEARNING
RESOURCES
A. References
Guide pages
2. Learner’s
Materials pages
3. Textbook Science Beyond Borders 5 pp. 113-117
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Activity sheet, books, ruler, marble, metric tape measure,
Resources graphing paper
IV. PROCEDURE
ENGAGE What are the tools used in measuring distance and time?
Say: In Science, distance should always be exact, measured
accurately, and based on a standard unit of measurement
using appropriate measuring tools.
EXPLORE 1. Divide the class into three groups.
2. Set standards for group activity.
3. Let them perform the activity. (See attached activity
sheet)
EXPLAIN Presentation of Group’s output / findings.
ELABORATE How did you get the speed of the marbles in Trial 1 and 2?
Why do you have to measure distance?
What are the measuring tools used in determining distance?
How do speed and time related to distance?
The teacher will give additional information.
EVALUATE Answer the following questions.
1. A man walks from his house to the market that is 100
meters away. What is the distance between the house and
18
the market in centimeter?
2. Danny runs 8 kilometers in 1.25 hours. What is Danny’s
average speed?
Other Activities
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of leaners 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 it
work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
19
Activity 1: Measure It!
Learning Target:
At the end of the activity, we can use appropriate measuring tools and
correct standard units in determining time and distance of objects in motion.
.
What you need:
3 books of equal thickness
Marble
Graphing paper
2 rulers of the same size
Metric tape measure
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 the marbles.
2. Release the marble between the rulers. Measure in centimeters the distance
covered by the marble for 10 seconds.
Number of books Distance

travelled by 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
Speed= Type equation here.
the marble in
10 s
Cm m
A. One book
B. two books
C. three books
3. Repeat steps 1 and 2.

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. Record the time the marble travels in one meter.
7. Record your measurements in the table below.
Number of books Time travelled by the marble in

seconds 𝑠𝑝𝑒𝑒𝑑
Time=
10 s
A. One book
B. Two books
C. Three books
Questions:
1. What set-up resulted in the shortest distance travelled by the marble? Why do you
think the marble travelled the shortest distance with this setup?
2. What setup resulted in the longest distance travelled by the marble? Why do you
think the marble travelled the longest distance with this setup?
3. How can measuring distance help us in comparing things in motion?
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 2?
6. Graph your results in a line graph. Use the graphing paper.
20
DAILY LESSON PLAN

I. OBJECTIVES
B. Performance The learners should be able to propose an unusual tool or
Standard device using electromagnet that is useful for home, school or
community
C. Learning The learner should be able to use appropriate measuring
Competencies/ tools and correct standard units
Objectives S6FE-IIIb-2
Write the LC code  Calculate speed of moving objects

for each
II. CONTENT Motion
III. LEARNING
RESOURCES
A. References
Guide pages
2. Learner’s
Materials pages
3. Textbook Cyber Science Work text in Science and Technology 5 pp.
pages 223-226
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Activity sheet, video
Resources https://www.Youtube.Com/watch/V=nAKwhZyXnw
IV. PROCEDURE
ENGAGE 1.Complete the table by writing the appropriate measuring
tools and unit of measures to measure the following objects
Instrument/ Unit of
Tool measure
1.Length of a
pencil
2.Length of a
Classroom
3.School to your
House
4.Earth to Mars
21
2.
https://www.Youtube.Com/watch?V=nAKwhZyXnw
What is speed?
EXPLORE 1.Divide the class into three groups
2.Let each group perform the activity : Let’s Measure and
Compute”
( See attached Activity Sheet)
EXPLAIN Let each group present their output
ELABORATE 1. Study the table below and fill in the missing data. Round
your answer to the nearest hundreds.
Vehicle Distance Time Speed
(km/hr)
Jeepney 80 km. 4 hrs.
Van 140 km. 2 hrs.
Car 180 km. 3 hrs.
2.Answer the following:
A. What is the speed of the delivery man who travels on his
bicycle on a straight flat road in a subdivision for 100 meters
in 20 seconds?
B. If a total distance of 750 m is covered in a time interval of
25 s, the average speed is_______?
Many accidents are happening on the streets like collision of
vehicles with one another, why do you think this happen?
How can we prevent this?
Why is it important to drive safely and slowly?
EVALUATE Choose the letter of the correct answer. Write the answer on
your answer sheet.
1. What is the speed of the ball that comes to about 10
meters in 2 seconds?
A. 5 m/s B. 20 m/s C. 1m/s D. 50m/s
2. Which is a unit of speed?
A. m/s B. s C. kg D. hr
3. If you travel 80km in 2hours, what was your average
speed?
A.10km/hr B. 40km/hr C. 20km/hr D. 4km/hr
4. Which of the following shows a fast speed?
A. 5m/s B. 4m/s C. 2km/hr D.1km/hr
5. If a person walked at 2m/s for 12 s. he/she would travel a
distance of_____________?
A. 6m B. 3m C. 4m D. 24m
22
Other Activities
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of leaners 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 it
work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
23
Activity 1:Let’s Measure and Compute
Learning Target:
At the end of the activity, we can calculate speed of moving objects.
What you need:
Meter stick
Two bottles filled with water
Timer
3 model pupils
What to do:
1. Look for 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 your reference points.
3. Assign three pupils who can walk from starting point to the 10- meter point.
4. 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 pupils in motion.
5. 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 bottle B.
6. Let the model pupil #2 and #3 do step 5 and record the number of seconds.
Pupil Distance Time of travel
travelled (s) 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 (𝒎)
Speed=
(m)
Time (s)
1
2
3
Average
Questions:
1. Who among the pupils walked the fastest? Slowest?
2. What is the average distance walked by the models?
3. What is the average time spent in walking?
4. What is the average speed of the motion?
5. How did you determine the speed? Average speed?
6. What units are used to express the speed of an object in motion?
24
SUMMATIVE TEST #1
Third Quarter
Read each item/ questions carefully, then choose the letter of the correct answer.
1. Which of the following shows motion?

A. boy watching TV C. a dog barking at strangers
B. a mother going to market D. pillows on bed
2. Which does not demonstrate motion?

A. ball rolling on the floor C. ballerina dancing on stage
B. mother walking on the street D. pencil on the table
3. How can a biker travel a great distance in a specified time?

A. pedal slowly to decrease the speed of the bike
B. pedal faster to increase the speed of the bike
C. increase the distance it will cover in the same time allotment
D. pedal faster to increase the time it will take to cover a distance
4. A dove flies 60 meters in 10 seconds. What is the duck’s speed?

A. 600 m/s B.60 m/s C.6 m/s D.0.6 m/s
5. Earthworm crawls 2 centimeters per minute, how far it will crawl for 10 minutes?
A. 8 centimeters B. 5 centimeters C.12 centimeters D.20
centimeters
6. Why do we need to use the metric system of measurement?

A. because it is used by many scientists
B. because it is important to describe motion
C .because it is necessary to describe movement
D. because it is easier to understand each other’s data
7. What does a traffic sign of 60 km/h on a road mean?

A. A car may travel more than 60 km/h.
B. A car is not allowed to have a speed of 60 km/h.
C. The minimum speed a car may travel is 60 km/h.
D. The maximum speed a car may travel is 60 km/h.
8. Which is the reference point of a boy leaving home for school?

A. Canteen B. Classroom C. Home D. School
ground
9. Which is used in measuring length or distance?

A. meter stick B. ruler C. tape measure D. all of the
above
10. What is the basic unit for measuring distance?

A. hour B. kilometer C. second D. millimeter
25
11. 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?
I. Meter
II. Second
III. Meter per second
IV. Kilometer per hour
A.I only B.II only C.III and IV D. I and II
12. A bicycle has an average speed of 2 meter per second. This means that _______
A.it can travel 4 meters in 2 seconds
B.it can travel 1 meter in 1 second
C.it takes 2 seconds to travel 1 meter
D.it can travel 2 kilometers in 1 hour
13. You are racing a cart down the hallway. If you move 10 meters in 5 seconds. What is
your speed?
A. 2 meters per second C. 2 miles per hour
B. 50 meters per second D. 5 meters per second
14. A biker covers a distance of 150 kilometers in 5 hours. What is the biker’s average
speed?
A.15 km/h B.30 km/h C. 45 km/h D.60 km/h
15 .Which of the following demonstrates motion?

A. boy jogging in place C. dog barking at the garage
B. girl running towards her father D. boy running on a treadmill device
16. Which of the following statement is true?

A. Speed is the product between distance and time.
B. Speed is similar to velocity.
C. Speed is the distance travelled over a specific period of time.
D. both A and B
17. Compute the speed of a runner who can run a 100-meter distance in 3 seconds.
A. 7 meters per second C. 10 meters per second
B. 8 meters per second D. 5 meters per second
18. Which unit is preferably used to measure the distance between two cities?
A. centimeters C. kilometers
B. meters D. mile
19. Which of the following is the standard unit of measurement used for distance or
length?
A. foot C. minute
B. meter D. second
20. Why is speed of 10 km/h required at school zone?

A. to economize on fuel
B. to prevent damage on vehicles
C. to prevent vehicles from bumping one another
D. to keep the children safe from vehicular accidents
26
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of how different
objects interact with light and sound, heat and electricity.
B. Performance
Standard
C. Learning The learner should be able to discuss why some materials
Competencies/ are good conductors of heat and electricity. S5FEIIIc-3.
Objectives
Write the LC code  Define conductor and insulator

for each
II. CONTENT Conductors of heat and electricity
III. LEARNING
RESOURCES
A. References
Guide pages
2. Learner’s Science Beyond Borders 5-pp.135-139
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning https://www.google.com/search?rlz=1C1CHBD
Resources enPH819&ei=Cv8wXcKdOMfpwQPDtpn4BA&q=definition+of
+heat+insulator&oq=Meaning+of+heat+insulator%3F
Activity sheets
plastic foam cup paper cup

aluminium can
plastic cup ceramic cup
five thermometers 500 ml of hot tap water
IV. PROCEDURE
ENGAGE Have you noticed that nowadays, you can do things easily
and comfortably?
What are the things in your home and school which are run
by electricity and heat?
How is heat produced in some of the things in your home?
Let’s find out?
27
EXPLORE 1. Divide the class into four.
2. Set standards for group activity.
3. Let the groups 1 and 2 perform the activity 1 and groups 3
and 4 for the activity 2.
EXPLAIN Presentation of group’s outputs / findings.
ELABORATE HEAT CONDUCTORS: Transfer of heat by microscopic
collisions of particles and movement of electrons within a
organ. Movement of heat from one solid to another one that
has different temperature when they are touching each
other.
INSULATORS: is a material or an object that does not easily
allow heat to pass through it.
https://www.google.com/search?rlz=1C1CHBD_enPH819PH
819&ei=Cv8wXcKdOMfpwQPDtpn4BA&q=definition+of+hea
t+insulator&oq=Meaning+of+heat+insulator%3F
Fill in the table that shows differences between conductors
and insulators. Give at least three examples for each.
Material Description Examples

Conductors __________ __________
__________ __________
__________ __________
Insulators __________ __________
__________ __________
__________ __________
What is a conductor? What is an insulator?

What affects the conductivity of materials?-
EVALUATE Define conductor and insulator.

Other Activities Look around your house and list down materials that are
conductors or insulators.
Conductors Insulators
1. 1.
2. 2.
3. 3.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
28
require additional
activities for
remediation.
C. Did the remedial
leaners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
encounter which my
principal or
supervisor can help
me solve?
did I use/discover
29
Activity1: Conductors and Insulators
Learning Target:
At the end of the activity, we can define conductor and insulator
What you need:

Plastic foam cup
Paper cup
Aluminum can
Plastic cup
Ceramic cup
Five thermometers
500 ml of hot tap water
What to do:
1. Arrange the containers in one place.
2. Pour 100 ml of hot tap water into each container and place a thermometer in each.
3. Touch the outside of the containers and compare how warm they feel. Compare
which container feels the warmest.
4. Now, allow the containers to cool for 10 minutes and read the thermometer.
Observe which container cooled the fastest.
Cup Temperature after 10 m
(⁰ C)
plastic foam
Plastic
Paper
Ceramic
Aluminum
What have you found out?

1. Which container felt the warmest?
2. Which conducted the most heat energy from the water to the outside?
3. Which container/s took a longer time to conduct heat (insulators)?
4. Which container cooled the fastest?
Conclusion : Differentiate a conductor from an insulator.
30
Activity 2
Learning Target:
At the end of the activity, we can identify and classify materials that are good
conductors of heat
What you need

hot water and mug
For Both Setups

coin paper clip
comb toothpick
pencil eraser metal spoon
paper tongs
What to do
Setup B: Heat Flow
1. Put hot water in a mug. Be careful when experimenting with hot water
2. Place all the objects in the mug for set up B.
3. After one minute, drain the water in the mug and get the objects using a tong.
4. Touch each object and record your observations in a tabular form.
5. Put a check if the answer to the question is YES and (x) if the answer to the
question is NO.
Object Did the object become hot?

Coin
Comb
Metal spoon
Paper
Paper clip
Pencil Eraser
Toothpick
Questions:
1. Which of the materials absorb more heat?
2. Which of the materials absorb less heat?
3. What is the composition of the material that makes it absorb more heat? Less
heat?
4. Which among the materials are good conductors of heat and electricity? What does
this show or prove?
5. Which among the materials are insulators of electricity and heat? What does this
show or prove?
31
DAILY LESSON PLAN

Teacher Learning Area SCIENCE
I. OBJECTIVES
B. Performance
Standard
Objectives
Write the LC code  Identify and classify materials that are good
for each conductors of heat and electricity.
III. LEARNING
RESOURCES
A. References
Guide pages
2. Learner’s
Materials
pages
3. Textbook The New Science Links, Work text in Science and
pages Technology 5, pp. 238-242
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Activity sheet, electrical leads, battery, light bulb, fork or
Resources spoon, scissors, pencil, wooden ruler, piece of fabric, plastic
ruler
https://www.google.com/search?q=electric+circuit+model&rlz
=1C1CHBD_enPH819PH819&oq=electric+circuit+model&aq
s=chrome..69i57j0l5.16100j0j8&sourceid=chro
IV. PROCEDURE
ENGAGE What is a conductor? an insulator?
Different materials differ in the way they conduct heat.
Heat is related to electricity in a way they conduct heat and
electricity.
Let’s find out what materials are good conductors of
electricity
EXPLORE Divide the class into three groups.
Let them perform the activity “Test for Conductors”
EXPLAIN Presentation of group’s output
ELABORATE Based on your activity, not all materials are good conductors
of electricity.
How can you tell that a material is a conductor?
What are the examples of conductors?
What do you call the materials that are not good conductors?
32
Why is copper widely used for electrical materials?
What is the importance of conductors in the distribution of
electricity and heat?
EVALUATE Classify the following materials accordingly.
Write them under its proper column.
Write them under its proper column.
Gold, cement, nylon cord, steel, copper, silver, cotton cord,

leather, glass, book, wood, aluminum
Materials
Conductors Isolator
Electricity Heat Electricity Heat
Other Make a computer slideshow presentation about conductors

Activities: and insulators. Start by identifying various materials around
your home as either good conductors or good insulators.
Plan the organization of the slideshow. Finish the show with
a summary table that classifies all of the materials in your
presentation.
Present your show to class.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No.
of leaners 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 it work?
33
did I encounter
which my principal
or supervisor can
help me solve?
did I use/discover
which I wish to
share with other
teachers?
34
Activity 1: Test for Conductors
Learning Target:
At the end of the activity, we can identify and classify materials that are good
conductors of electricity.
What you need:
Electrical wires with metal crocodile clips pencil
3-volt battery wooden ruler
Small light bulb piece of fabric
Fork or spoon
Light bulb receptacle plastic ruler
Scissors
https://www.google.com/search?q=electric+circuit+model&rlz=1C1CHBD_enPH819PH81
9&oq=electric+circuit+model&aqs=chrome..69i57j0l5.16100j0j8&sourceid=chro
What to do:
1. Assemble the set-up shown in the diagram.
2. Connect the wire to the battery.
3. Clip one end to a light bulb.
4. Connect the other side of the light bulb to one of the items you want to test.
5. Now clip the other wire from the battery to the opposite end of the item you are
testing to form a complete circuit.
6. Do the same for each item.
7. If the bulb lights up, it means there is a complete circuit and the item you are
testing is a conductor. If it does not light up, then it is an electrical insulator.
8. Record the results on the table.
Item Does the bulb glow?

metal fork / spoon
Scissors
Pencil
wooden ruler
piece of fabric
plastic ruler
What have you found out?

1. Which material makes the bulb glow? Not glow?
2. Which materials conducted the electricity and which did not conduct electricity?
3. What is common to all materials that conducted electricity?
Conclusion:
Based on your activities, which materials are the best electrical and heat conductor
35
DAILY LESSON PLAN

I. OBJECTIVES
B. Performance
Standard
Objectives
Write the LC code  Identify and demonstrate ways on how to handle

for each materials that are conductors of heat.
III. LEARNING
RESOURCES
A. References
Guide pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Pictures, power point, activity sheets
Resources https://www.google.com/search?rlz=1C1CHBD_enPH819P
H819&biw=1366&bih=657&tbm=isch&sa=1&ei=6QkxXaCtH
ZT60gTI4J7IDw&q=cooking+in+an+oven&oq=coo
https://www.google.com/search?rlz=1C1CHBD_enPH819P
H819&biw=1366&bih=657&tbm=isch&sa=1&ei=CAoxXdzsJ
q3DmAWE9ZKwDQ&q=cooking+in+stove+with+fir
H819&biw=1366&bih=657&tbm=isch&sa=1&ei=gQoxXaT-
D_GWr7wPp5GS8As&q=cooking+a+barbecue&oq=c
H819&biw=1366&bih=657&tbm=isch&sa=1&ei=aAsxXdvQH
pH90gSorL_ABg&q=stainless+and+wooden+spoo
H819&biw=1366&bih=657&tbm=isch&sa=1&ei=hwsxXfGmF
6OImAW8w5DIAg&q=stainless+steel+spoon+set&
IV. PROCEDURE
ENGAGE
1. Review: Tell whether the material is a good conductor of
heat and electricity.
_____ book _____ rubber bands
_____ gold bars _____ tin can
_____ silver ring _____ iron nails
36
_____ pencil _____ metal spoon
2. How is heat produced in some of the objects in your
home?
What are things/materials found in your home that produced
heat?
How do you handle these materials?
EXPLORE Divide the class into two groups.
Set standards for group activity.
Group 1 will answer Activity 1
Group 2 will answer activity 2.
Supervise the class while they are doing the activities.
EXPLAIN 1. Ask the group presenters to post their output.
2. Take note of the pupil’s responses to the activity
questions while discussing the activity.
ELABORATE What materials are conductors of heat?
How should you handle these materials?
What precautionary measures should you observed?
EVALUATE Study the pictures through power point presentation.
Identify the proper way of handling materials that are good
conductors of heat shown in each picture.
Other Activities
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment

require additional
activities for
remediation.
C. Did the remedial

lessons work? No.
of leaners who
have caught up with
the lesson.

continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
37
I encounter which
my principal or
supervisor can help
me solve?
did I use/discover
which I wish to
share with other
teachers?
38
Activity 1
Learning Target:
At the end of the activity, we can identify the ways on how to handle materials that
are good conductors of heat.
What you need:

Pictures
Activity sheets
Real objects.
What to do:
Study the set of pictures. Which of these shows ways on how to handle materials
that are good conductors of heat. Put a check (/) on the box below the picture.
1.
https://www.google.com/search?rlz=1C1CHBD_enPH819PH819&biw=1366&bih=657&tb
m=isch&sa=1&ei=6QkxXaCtHZT60gTI4J7IDw&q=cooking+in+an+oven&oq=coo
2.
m=isch&sa=1&ei=CAoxXdzsJq3DmAWE9ZKwDQ&q=cooking+in+stove+with+fir
39
3.
m=isch&sa=1&ei=aAsxXdvQHpH90gSorL_ABg&q=stainless+and+wooden+spoo
4.
m=isch&sa=1&ei=gQoxXaT-D_GWr7wPp5GS8As&q=cooking+a+barbecue&oq=c
5.
m=isch&sa=1&ei=hwsxXfGmF6OImAW8w5DIAg&q=stainless+steel+spoon+set&
40
DAILY LESSON PLAN
School Grade Level FIVE

I. OBJECTIVES
B. Performance
Standard
Objectives
Write the LC code  Identify and demonstrate ways on how to handle
for each materials that are good conductors of electricity
II. CONTENT Conductors of Heat and Electricity
III. LEARNING
RESOURCES
A. References
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Activity sheets, pictures, video clips
Resources
IV. PROCEDURE
ENGAGE 1. What are the materials found at home that are conductors
of heat?
2. What appliances do you have at home or in school?
How do these appliances work?
Electricity is indeed useful because it makes our work easier
and makes us feel comfortable but it can be destructive too.
Each year, many people are seriously injured or killed from
shocks or fire caused by electricity.
So, what should you do to prevent these?
EXPLORE 1.Divide the class into small groups

2.Set standard before doing the activity
3.Perform the activity
Group1 and 3-will work on Activity A
Group 2 and 4- will work on Activity B.
EXPLAIN Presentation of group’s output
41
ELABORATE What materials are good conductors of electricity?
What precautionary measures should you observed in
handling these materials?
Why is it important to practice precautionary measures in
handling materials that are conductors of electricity?
Group evaluation:
EVALUATE Demonstrate/ act out ways on how to handle materials that
are conductors of electricity.
( use RUBRIC to evaluate the performance)
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of leaners 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 it
work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
42
Activity 1
Learning Target: At the end of the activity, we can identify the ways on how to handle
materials that are good conductors of electricity.
What you need:

pictures
activity sheets
real objects.
What to do: Which of these are proper ways of handling materials that are good
conductors of electricity? Paste them under column “Proper Ways” and which are not
then paste them under column ”X”.
Proper Ways X
43
Activity 2
Learning Target:
At the end of the activity, we can demonstrate the ways on how to handle
materials that are good conductors of electricity.
What you need:

Pictures
Activity sheets
Real objects.
What to do:
Each group will demonstrate / act out the proper ways on how to handle materials
that are good conductors of electricity.
44
DAILY LESSON PLAN

I. OBJECTIVES
B. Performance
Standard
Objectives
Write the LC code  Explain why materials are good conductors of heat
for each and electricity
III. LEARNING
RESOURCES
A. References
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning https://www.google.com/search?q=picture+of+flashlight&rlz
Resources =
1C1CHBD_enPH819PH819&oq=picture+of+flashlight&aqs
=chrome..69i57j0l5.8587j0j8&sourceid=chrome&
https://www.google.com/search?q=picture+oven+toaster&rl
z
=1C1CHBD_enPH819PH819&source=lnms&tbm=isch&sa
=X&ved=0ahUKEwit-uqm4b_jAhUByosBHZ2WDqsQ
H
819&biw=1366&bih=657&tbm=isch&sa=1&ei=VhMxXfztLK
HFmAXQuLPwBA&q=incubator+with+baby&oq=
H
819&biw=1366&bih=657&tbm=isch&sa=1&ei=lBMxXZaqH
6WRr7wPzvy24Ao&q=pictures+of+welding+shop
IV. PROCEDURE
ENGAGE Look at the different materials and appliances found inside
the classroom.
1. Which among these are conductors of heat and
electricity?
(Let the pupils point the conductor on the part in the
45
appliance/s).
2. What do you think would happen to the materials around
us if there will be no conductor or insulators?
EXPLORE  Divide the class into four groups.
 Let each group perform the activity
(My Importance)
EXPLAIN Ask the group presenters to post their output.
Have the group representative present results of the
activities.
ELABORATE 1. What materials are useful in conducting heat and
electricity?
2. In what way are conductors of heat and electricity
important?
3. Present pictures through power point presentation.
Explain the use or importance of these materials as

conductors of heat and electricity.
What is the importance of copper, silver and other metals
in our way of living?
Why do electrical tools often have rubber handles and
many electrical wire have a plastic coating?
What is the importance of good conductors of heat and
electricity?
EVALUATE Read each question carefully. Write the letter of the correct
answer before each number.
___1. How can you tell that the material is a conductor?
A. If it allows electricity to flow through it.
B. If it doesn’t allow electricity to flow through it
C. If it stops electricity
D. A and B
___2. Why is electrical wiring usually made from copper?
46
A. Because copper is shiny
B. Because copper conducts electricity
C. Because copper is not magnetic
D. Because copper is strong
___3. Why electrical wirings usually covered with a layer of
rubber?
A. To make it look pretty
B. To help electricity flow along the wire
C. To make it safe
D. To make it strong
___4. Why do mothers use wooden spoons instead of
metal spoons in cooking?
A. because wooden spoons make the food tastes
good.
B. because wooden spoons make the cooking
easier and faster.
C. because wooden spoons do not heat faster
D. because wooden spoons heat faster
___5. The main reason of using aluminum in cooking pans
is because __
A. It is a good conductor of heat
B. It is a good conductor of electricity
C. It has a very high density
D. It is strong
Other Activities
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of leaners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
I encounter which
my principal or
supervisor can help
me solve?
47
did I use/discover
which I wish to
share with other
teachers?
48
Activity 1: My Importance
Learning Target:
At the end of the activity, we can explain why materials are good conductors of
heat and electricity.
What you need:

Pictures of different materials
Activity sheets
What to do:
1. Look at the pictures of different conductors of heat and electricity.
2. Write the importance of these materials as a good conductor of heat and
electricity.
https://www.google.com/search?q=picture+of+flashlight&rlz=1C1CHBD_enPH819
PH819&oq=picture+of+flashlight&aqs=chrome..69i57j0l5.8587j0j8&sourceid=chrome&
https://www.google.com/search?q=picture+oven+toaster&rlz=1C1CHBD_enPH81
9PH819&source=lnms&tbm=isch&sa=X&ved=0ahUKEwit-
uqm4b_jAhUByosBHZ2WDqsQ
https://www.google.com/search?rlz=1C1CHBD_enPH819PH819&biw=1366&bih=
657&tbm=isch&sa=1&ei=VhMxXfztLKHFmAXQuLPwBA&q=incubator+with+baby&oq=
https://www.google.com/search?rlz=1C1CHBD_enPH819PH819&biw=1366&bih=
657&tbm=isch&sa=1&ei=lBMxXZaqH6WRr7wPzvy24Ao&q=pictures+of+welding+shop
Record your answers on the table below.
Materials Importance
1. flashlight
2. oven toaster
3. kettle
4. incubator
5. pan
6. factory
Questions:
1. What materials are good conductors of heat and electricity?
2. How is it useful in the hospital? In school? In factories? At home?
49
DAILY LESSON PLAN

Time and Date Quarter Q3W4D1
I. OBJECTIVES
A. Content Standard The effects of heat and electricity, light and sound on
people and objects
B. Performance
Standard
C. Learning The learners should be able to infer how black and
Competencies/ colored objects affect the ability to absorb heat
Objectives (S5FEIIId-4)
Write the LC code for
each  Differentiate absorption, reflection and
transmission
II. CONTENT Effects of light and sound, heat and electricity
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide CG page 72, SteP
pages
2. Learner’s Science Beyond Borders Textbook
Materials page Lesson 25 page 122-124
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://www.youtube.com/watch?v=0HzrvtHFm2s
Resources https://www.youtube.com/watch?v=61JT9SYBk4A
https://www.yourdictionary.com/absorption
absorption
https://www.youtube.com/watch?v=ibuD8PqVDBA
https://www.yourdictionary.com/reflection
reflection
https://www.youtube.com/watch?v=U3ee3rSg7xs
https://www.vocabulary.com/dictionary/transmission
transmission
IV. PROCEDURE A. B
ENGAGE The pupils will arrange the jumbled letters to form the
right words.
REFLECTION ( NOIREFTCEL )
ABSORPTION ( TIONSORPAB)
TRANSMISSION ( MISSIONSNART)
These words will be further discussed as we go on with

our lesson.
EXPLORE Group Activity
The teacher together with the class will recall the
50
standards in conducting a group activity
For this activity, there will be three stations for the pupils
to rotationally explore.
Station 1- piece of thin cloth(preferably quick dry) and a

small container with water
Station 2- mirror with small toy
Station 3- improvised telephone
 The class will be grouped into three and each

group will be given 5 minutes of exploration time
in each station.
 The pupils will note their observations in each
station.
EXPLAIN  Let each group present their observations to the
class.
 Discuss their outputs
o What happened to the thin cloth as you soak it in
the container with water?
o What happened to the mirror as you place the
toy in front of it?
o About the improvised telephone, how did you
use it and how did it work?
o Let’s go back to the words we arranged earlier,
which station shows Absorption? Reflection?
Transmission?
Guide the pupils until they get the expected answers

Thin cloth and container with water
- What happened to the water as you place the
cloth to the container?
Mirror
- Why that is, as we place objects in front of the
mirror, we can see its reflected image?
Improvised telephone
- How do your voice reach the other end of the
yarn?
ELABORATE
Show videos about absorption, reflection and

transmission
51
What is absorption?
What is reflection?
What is transmission?
Based on the activity and videos, let the pupils give their
own meaning of the words ; absorption, reflection and
transmission
Supplement the pupils’ answers to the definitions the

teacher has.
Ask the class to give other Give other examples of
examples of the objects objects that have the same
that have the same properties of thin cloth,
properties of the thin cloth, mirror and improvised
mirror and improvised telephone.
telephone.
Ask other examples of
objects that show
absorption, reflection and
transmission.
Give examples of Give examples of

absorption, reflection and absorption, reflection and
transmission transmission
Relate “absorption”,
“reflection” and
“transmission” to heat.
Absorption of heat
The amount of heat an
object absorbs depends
on its color. The more
color an object absorbs,
the more heat is
absorbed. Heat is related
to light which is also
related to color. Heat and
light are both forms of
energy. Energy reaches
an object can be
absorbed in a similar
manner to the way
sponges absorb
water. Heat enters an
object, warming it.
Reflection of heat is the

opposite of absorption.
Instead of being
absorbed, some of
the heat energy is
52
bounced, or reflected off
in the opposite direction.
As this happens,
the heat waves are
unchanged, as is the
object itself. Objects which
are good at absorption are
as a result poor reflectors
and vice versa.
Transmission of
heat can be transferred
from one place to another
by three methods:
conduction in solids,
convection of fluids
(liquids or gases), and
radiation through anything
that will allow radiation to
pass. The method used
to transfer heat is usually
the one that is the most
efficient.
EVALUATE Identify the given situation if it’s Absorption, Reflection

or Transmission.
1. The sponge place in the glass with water and
sips the water.
2. The light of the flashlight pass through the glass.
3. You can see your image on the mirror.
4. The handle of the metal tongs heats up as it
exposed to the fire.
5. Ice melts as it exposed to heat.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation

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

No. of learners who
have caught up with
the lesson

continue to require
53
remediation
Why did these work?

encounter which my
can help me solve?
localized materials did
use/discover which I
wish to share with other
teachers?
54
Station 1: Piece of Thin Cloth and a Small Container with Water
I. Learning Target:
At the end of the activity, we can observe the process of such concept
II. What You Need:
1 piece thin cloth (preferably quick dry)
1 small container with water
III. What to Do:
 Put the thin cloth inside the container with water
 Observe what happens
IV. Guide Questions:
 What happened to the thin cloth as you soak it in the container with water?
Station 2: Mirror with Small Toy
I. Learning Target:
II. What You Need:
1 small mirror
1 small toy
III. What to Do:
 Place the small toy in front of the mirror
 What happened to small toy as you place it in front of the mirror?
Station 3: Improvised Telephone
I. Learning Target:
II. What You Need:
2 pieces thin cans
2 meters yarn
III. What to Do:
 Put the 1 thin can near your ear
 The other pupil will try to talk to the other end of the yarn with thin can
 What happened as the pupil speak to the other end of the yarn with a tin can while
the other pupil is listening to the other end of the yarn with tin can?
55
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standard The effects of heat and electricity, light and sound on
people and objects
B. Performance
Standard
C. Learning The learners should be able to infer how black and
Competencies/ colored objects affect the ability to absorb heat
Objectives (S5FEIIId-4)
Write the LC code  Identify objects that easily absorbs heat
for each (focuses on solids and density of the object)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide STeP, CG
pages
2. Learner’s
Materials page
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning https://sciencing.com/common-materials-absorb-energy-
Resources sun-11403467.html
- Metal stick
- Barbeque stick
- Pieces of thin plastic (sando bag)
- Flame/ 2 alcohol lamps
- piece of wood
- metal stick
- small rock
- rubber sheet
- a piece of cloth
IV. PROCEDURE
ENGAGE Review about the previews lesson.
Picture Puzzle
The pupils will solve the puzzles (picture puzzles of wet
clothe hanged outside and a wet pillow hanged outside)
on the board.
EXPLORE
Group Activity
Group the class into 2
56
What you need:
Metal stick
Barbeque stick
Pieces of thin plastic (sando bag)
Flame/ 2 alcohol lamps
What to do:
1. Put the barbeque stick, and the metal
stick in flame.
2. After two minutes, carefully touch the
barbeque stick and the metal stick using
small strips of thin plastic.
3. Observe.
a. What have you noticed when you
touch the barbeque stick and the
metal stick using the strips of thin
plastics?
Write your answers below:
Barbeque stick Metal stick
b. Which of the two setups created

greater/more curls on plastic strips? Why?
c. What is the reason why one object is
hotter than the other? Relate it the
answers to the density of the object.
EXPLAIN  Let each group present their outputs to the class.
- Differentiate the objects used in the experiment
according to its characteristics. (focus on the
density)
- Give other examples of objects that are dense
- Identify if it heats fast or not
ELABORATE  Give other examples of objects that are dense

 Identify if it heats fast or not
Connect the lesson to the kitchen utensils.
Ask
Why do some of the parts of these items are isolated?
Ask the class to give other examples of objects that

easily absorb heat that can be found in their
surroundings.
Base on its density
57
EVALUATE Activity
Steps
 The teacher will show 5 objects that can absorb
heat. (piece of wood, metal stick, small rock,
rubber sheet and a piece of cloth)
 The pupils will then identify if the object is a fast
absorber of heat or not. (for fast absorbers, the
pupils will wave their hands trice and for slow
absorbers, the pupils will stand and wiggle their
bodies)
V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did use/discover
58
59
Activity 1: Heat me Up
Learning Target:
At the end of the activity, we can identify the effects of density to heat absorption
What you need:
Metal stick
Barbeque stick
Pieces of thin plastic (Sando bag)
Flame/ 2 alcohol lamps
What to do:
1. Put the barbeque stick, and the metal stick in flame.

2. After two minutes, carefully touch the barbeque stick and the metal stick using
small strips of thin plastic.
3. Observe.
a. What have you noticed when you touch the barbeque stick and the metal
stick using the strips of thin plastics?
Write your answers below:
Barbeque stick Metal stick
b. Which of the two setups created greater/more curls on plastic strips? Why?
4. What is the reason why one object is hotter than the other? Relate the answers
to the density of the object.
60
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standard The effects of heat and electricity, light and sound on people
and objects
B. Performance
Standard
C. Learning The learners should be able to infer how black and colored
Competencies/ objects affect the ability to absorb heat (S5FEIIId-4)
Objectives
Write the LC  Relate characteristics of objects that easily absorbs
code for each heat
(focuses on the viscosity or liquid)
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials page
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning  Handkerchief
Resources  2 bowls
 50ml water
 50ml catsup
 2 pieces small tin cans
 2 Thermometer
 2 alcohol lamps
IV. PROCEDURE .
Blindfold Activity
Needed Materials:
 Handkerchief
 2 bowls
 50ml water
 50ml catsup
The teacher will select 2 pupils that will perform the activity
Steps
 Instruct the other pupils not to be noisy
 Blindfold the 1st pupil, then let him/her touch the water
in the bowl
 Let the pupil describe what he/she touched
61
- Repeat the steps above in doing the activity using
catsup.

What you need:
2 pieces small tin cans

Water
Catsup
2 Thermometer
2 alcohol lamps
What to do:
1. Pour the water into the tin can
2. Record the temperature of the water before heating.
3. Heat the water.
4. After 30 secs, check the temperature of the water
using the thermometer.
Warning/Caution: Be careful in using the
thermometer. Do not let the tip of the thermometer
touch the bottom part of the can.
Repeat the steps using the catsup this time.

a. Record the temperature
Before heating After Heating
Water
Catsup
What did you observe between the two liquids?
What can you say about the texture/thickness of each liquid?
- Differentiate the liquids used in the experiment
according to its characteristics. ( focus on the viscosity
or ability of the objects to flow, the thicker the
object/harder to flow the higher its viscosity )
ELABORATE  Give other examples of liquids

 Identify if it heats fast or not
Discuss the ability of liquids to absorb heat based on its
viscosity.
The higher the viscosity, the higher the boiling point of it.
Ask the class to give other examples of liquids with different

viscosity.
What are the ways on how to determine if the liquid absorbs

heat?
Connect the lesson to the home items that can be used as a

container of a heated liquid.
62
Why do we need to put hot liquids into an isolated and clean
container?
EVALUATE How do viscosity of liquid affects its ability to absorb heat.

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
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 these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did
use/discover
which I wish to
share with other
teachers?
63
RUBRIC FOR WRITTEN WORK

10 Write the essay nicely and it has appropriate content related
to the topic.
8 Correct and appropriate but lack of neatness.
6 Wrong use of capitalization, punctuation marks, indention, etc.
4 Incomplete work.
2 Obviously copied the work of others.
0 Not submitting any work.
64
Activity 1: The Heat Challenge: Water vs Catsup
Learning Target:
At the end of the activity, we can identify which heats faster: water or catsup
What you need:
2 pieces small tin cans
Water
Catsup
2 Thermometer
2 alcohol lamps
What to do:
1. Pour the water into the tin can
2. Record the temperature of the water before heating.
3. Heat the water.
4. After 30 secs, check the temperature of the water using the thermometer
(be careful in using the thermometer, do not let the tip of the thermometer
touch the bottom part of the can).
a. Repeat the steps using the catsup this time.
 Record the temperature

Before heating After Heating
Water
Catsup
Guide Questions:
1. What did you observe between the two liquids?
2. What can you say about the texture/thickness of each liquid?
65
DAILY LESSON PLAN

I. OBJECTIVES
and objects
B. Performance
Standard
Objectives
Write the LC code  Infer how black and colored objects affect the ability to
for each absorb heat
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Science Beyond Borders Textbook
Materials page Lesson 25 page 122-124
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Colored papers
Resources White bond papers
Thermometer
Notebooks
Pencil/ Pen
https://sciencing.com/common-materials-absorb-energy-sun-
11403467.html
IV. PROCEDURE
ENGAGE When the weather is warm, do you prefer wearing light-
colored clothes or dark-colored ones? During summer,
clothes in light colors like white, beige, pink, and yellow are
more popular. Meanwhile, clothes in dark colors such as
blue, black, gray and maroon are preferred during cold
weather. Why is this so?
66
Group the class into 3.
The teacher together with the class will recall the standards in
conducting a group activity
Materials needed for the experiment:

Colored papers
White bond papers
Thermometers
Notebooks
Pens/ pencils
Each group will have a pair of colored papers.
Group 1- black and white papers

Group 2- pink and dark red papers
Group 3- light blue and dark blue papers
Steps:
 Place the papers under the sun together with the
thermometer.
The thermometer should be inside the paper.
 Every 30 seconds record the reading of the
thermometer of each paper.
 Do it for 5 minutes.
 Record each reading.
Group 1
AFTER
Color of the
secs
secs
secs
secs
secs
secs
secs
secs
secs
secs
120
150
180
210
240
270
300
30
60
90
paper
Black
White
Group 2
AFTER
Color of the
secs
secs
secs
secs
secs
secs
secs
secs
secs
secs
120
150
180
210
240
270
300
30
60
90
paper
Pink
Dark red
Group 3
AFTER
Color of the
secs
secs
secs
secs
secs
secs
secs
secs
secs
secs
120
150
180
210
240
270
300
30
60
90
paper
Light blue
Dark blue
Note: If the weather does not allow the activity to proceed
67
outside, use a lamp /bulb as a substitute for the sun.
Questions: (advance learners)

1. Based on your data, which colored paper got hotter
the fastest?
2. Why do you think there was a difference in their
temperature?
3. What do the results of the experiment show about the
effect of the color on heat absorption?
4. In what way can you apply the findings of this
experiment?
EXPLAIN  Let each group present their observations to the
class.
o What happened to the temperature of the light colored
papers?
o How about the dark colored papers?
o Compare the results
o Give other objects that easily absorb heat aside from
dark colored papers
ELABORATE Discuss that the amount of heat an object absorbs or reflects
mainly depend on its color. The more color an object
absorbs, the more heat is absorbed. The more color an
object reflects, the more heat is reflected. Thus, the objects
that absorb more colors also absorb more heat, making them
hotter than the things that absorbs less colors or reflects
more colors.
When a colored thing absorbs light, it turns the light into

thermal energy (heat). The more light the thing absorbs, the
more thermal energy it produces.
Ask the class to give other examples of objects that easily

absorb heat.
Let them relate the given objects to their daily life.
How can the knowledge about heat absorption be beneficial

to human?
How can you apply your knowledge about heat absorption to

your daily life?
EVALUATE Which color absorbs more heat, black or white? Why?

V. REMARKS
68
VI. REFLECTION
VII. OTHERS

earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did use/discover
which I wish to
share with other
teachers?
RUBRIC FOR WRITTEN WORK (ESSAY)

to the topic.
4 Incomplete work.
69
Group 1
Learning Target:
At the end of the activity, we can identify the colors that absorb heat the quickest
What we need:
Colored papers
White bond papers
Thermometers
Notebooks
Pens/ pencils
What to do:
 Create paper boxes using the colored papers.
 Place the paper boxes under the sun together with the thermometer.
The thermometer should be inside the paper boxes.
 Every 30 seconds record the reading of the thermometer of each colored paper.
AFTER
Color of the paper

secs
secs
secs
secs
secs
secs
secs
secs
secs
secs
120
150
180
210
240
270
300
30
60
90
Black
White
Guide Questions:
1. Based on your data, which colored paper got hotter the fastest?
2. Why do you think there was a difference in their temperature?
3. What do the results of the experiment show about the effect of the color on heat
absorption?
4. In what way can you apply the findings of this experiment?
70
Group 2
Learning Target:
What we need:
Colored papers
White bond papers
Thermometers
Notebooks
Pens/ pencils
What to do:
AFTER
Color of the paper
secs
secs
secs
secs
secs
secs
secs
secs
secs
secs
120
150
180
210
240
270
300
30
60
90
Pink
Dark Red
Guide Questions:
3. What do the results of the experiment show about the effect of the color on
heat absorption?
71
Group 3
Learning Objectives:
What we need:
Colored papers
White bond papers
Thermometers
Notebooks
Pens/ pencils
What to do:
AFTER
30 secs
60 secs
90 secs
Color of the paper

secs
secs
secs
secs
secs
secs
secs
120
150
180
210
240
270
300
Light Blue
Dark Blue
Guide Questions:
3. What do the results of the experiment show about the effect of the color on
heat absorption?
72
DAILY LESSON PLAN

I. OBJECTIVES
and objects
B. Performance
Standard
Objectives
Write the LC  Infer how black and colored objects affect the ability
code for each to absorb heat
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s LM-S5FE-IIIc-3-and-S5FE-III-4.docx
Materials page Page 4
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Colored paper sheets, scissors, clear tapes, heat lamps and
Resources ice cubes/small amount of ice
IV. PROCEDURE

YOU WILL NEED:
 colored paper 4 sheets per group (white, yellow, red,

black)
 newspaper
 scissors (one per student if you want them to cut out
the boxes [cube templates] from the colored paper)
 clear tape, to make the cube boxes from colored
paper
 4 ice cubes per group
 sunny day or a heat lamp
What to Do?
1. Prepare four sheets of colored paper (white, yellow,
red, black), cut and fold the sheets into boxes.
73
2. Hand out newspaper and spread the newspaper in an
exposed, sunny place outside, or under a heat lamp.
3. On the newspaper, place the boxes side by side with
the opening facing away from the sun/light so
students can see inside.
4. Get four ice cubes/same amount of ice and place one
ice cube/same amount of ice in the center of each
colored box at the same time.
5. Let the ice cubes sit in the sun until they have melted.
Check them every few minutes and record which ice
cubes melted first, second, third, and fourth.
6. Record your data in the worksheet chart.

7. Answer the following:
1. Why do ice cubes melt?
2. How does the sun affect ice?
3. On which color did the first ice cube completely
melt? Why?
4. If an ice cube was placed on a blue piece of paper,
how much time do you think it would take to
completely melt?
5. Which color absorbs heat the quickest in the sun?
6. Which color would be the best to help keep ice
cubes from melting too quickly in the sun?

- Differentiate the objects used in the experiment
according to its characteristics. (focus on the color)
- Give other examples of objects that have different
colors
- Identify if it heats fast or not
ELABORATE The sun emits energy in the form of electromagnetic waves.
We see part of the electromagnetic wave as light and we feel
part of it as warmth. Darker colors absorb more sunlight than
lighter colors, which is why darker colors get warmer more
quickly in the sunlight than lighter colors. The lighter colors
reflect more of the sun's radiant energy, so they remain
cooler to touch in the sunlight.
Black objects absorb all heat than other colored objects.
EVALUATE The output of the experiment will serve as the evaluation
74
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
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
these work?
did I encounter
which my principal
or supervisor can
help me solve?
localized materials
did use/discover
which I wish to
share with other
teachers?
75
Activity 1: You Melt Me
Learning Target:
At the end of the activity, we can identify the colors that absorb most of the heat
What You Need:
 colored paper 4 sheets per group (white, yellow, red, black)
 newspaper
 scissors (one per student if you want them to cut out the boxes [cube
templates] from the colored paper)
 clear tape, to make the cube boxes from colored paper
 4 ice cubes per group
 sunny day or a heat lamp
What to Do:
1. Prepare four sheets of colored paper (white, yellow, red, black), cut and fold the
sheets into boxes.
2. Hand out newspaper and spread the newspaper in an exposed, sunny place
outside, or under a heat lamp.
3. On the newspaper, place the boxes side by side with the opening facing away
from the sun/light so students can see inside.
4. Get four ice cubes/same amount of ice and place one ice cube/same amount of
ice in the center of each colored box at the same time.
5. Let the ice cubes sit in the sun until they have melted. Check them every few
minutes and record which ice cubes melted first, second, third, and fourth.
6.
7. Record your data. Source: LM Grade 5

Guide Questions:
1. Why do ice cubes melt?
2. How does the sun affect ice?
3. On which color did the first ice cube completely melt? Why?
4. If an ice cube was placed on a blue piece of paper, how much time do you think
it would take to completely melt?
5. Which color absorbs heat the quickest in the sun?
6. Which color would be the best to help keep ice cubes from melting too quickly
in the sun?
76
DAILY LESSON PLAN

Time and Date Quarter Q3W5D1-2-3
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
the effects of heat and electricity, light and sound on
people and objects
B. Performance
Standard
C. Learning Relate the ability of the material to block, absorb or
Competencies/ transmit light to its use
Objectives S5FE-IIIe-5
Write the LC code  Identify materials that block, absorb and transmit
for each light
II. CONTENT Light and Sound, Heat and Electricity

2.2 Effects of light and sound, heat and electricity
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide S5FE-IIIe-5TG pages 3-4, STeP
pages
2. Learner’s Materials S5FE-IIIIe-5-LM pages 2-4
page
3. Textbook pages Science Beyond Borders pages 118- 120
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Flashlights, rubber bands, cardboard, wooden block,
Resources mirror, colored paper, cellophane, wax paper
IV. PROCEDURE .
A B
ENGAGE 1. Have you watched the shows or performances of the
group El Gamma Penumbra?( If not, provide a video
about the performance of the El Gamma Penumbra)
2. What can you say about them?
Let the pupils share their thoughts and ideas about the
group.
Set the standards in conducting a group activity.
Group the class into 3.
Each group will be given a set of materials
 Day 1 group Transmit-flashlight, rubber bands and
cellophane
 Day 2 group Absorb –flashlight, rubber bands and
wax paper
 Day 3 group Block- flashlight, rubber bands and
cardboard.
77
Instructions in conducting the activity
Cover the flashlight with the given material with
the help of the rubber bands.
1. Turn on the flashlight
2. Point it into the wall and look through
it and describe what happen to the
light.
After finishing the activity, the group will have to clap 3

times and shout the name of the group.
The first group to clap will be the winner
Allow each group to work on the designated activity.
After a specific time each group will present and post their
observations and answers to the guided question.
Guide Questions:
1. What happen to the light of the flashlight
covered with the given material?
2. Does the light able to pass through?
3. Does the appearance of light is the same with
the light without the cover? Why?
EXPLAIN Discussion on the result of each activity
Day 1 (Transmit)
1. What happen to the light of the flashlight covered
with the given material?
(The light is released)
2. Does the light able to pass through? (Yes)
3. Does the appearance of light is the same with the
light without the cover? Why? (The light appears
clearly, because the light can easily perceive to
materials use)
Ask: Say:
What do you call the The cellophane allows light to
materials that allow light transmit easily therefore it is
to transmit easily? classified as transparent
(Transparent materials) material
What are the common
characteristics of
transparent objects?
Ask the pupils to give other examples of a transparent
material.
Day 2 (Absorb)
(There is a partial light being release)
2. Does the light able to pass through? (Yes)
light without the cover? Why? (The light appears
blur, because the light cannot pass through easily
with the material use)
78
Ask: Say:
What do you call the The light looked blurred in the
materials that allow little wax paper because it is a
light to pass through? translucent material. This
(Translucent materials) material permits to transmit
partial light because most of it
What are the is spreading in the opposite
characteristics of side and some are being
translucent objects? absorbed.
Ask the pupils to give other examples of a translucent
material.
Day 3 (Block)
(There is no light)
5. Does the light able to pass through? (No)
light without the cover? Why? (The no light appear,
because the light cannot pass through with the
material use)
Ask: Say:
What do you call the With this material light cannot
materials that do not allow transmit because some of the
light to pass through? light is absorb and reflected
by the cardboard. Cardboard
What are the is an opaque material that
characteristics of opaque does not allow the light to
objects? pass through.
Ask the pupils to give other examples of an opaque

material.
ELABORATE Observe your surroundings
Ask:
What are the materials around us that allow light to
transmit easily (transparent), allow and absorb some light
to pass through (translucent) and block light (opaque)?
Light transmission capacity varies from object to object.
 Generalization Transparent objects allow all the light to pass through
them. The common characteristics of transparent objects
are that they are clear and colorless. Translucent ones
allow partial light to pass. The common characteristic of
translucent objects is that they are tinted or colored.
Opaque ones allow no light to pass through. Mostly
opaque objects are dense and solid.
EVALUATE Gesture Activity
The teacher will give 5 examples of objects and the pupils

will identify if it is a transparent, translucent or opaque
object.
For transparent object
79
 The pupils will act like they are swimming in the air
For translucent object
 The pupils will imitate the “Ney Ney” dance steps
For opaque object
 The pupils will dance “Otso-Otso”
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
work? No. of learners
who have caught up
with the lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
can help me solve?
wish to share with
other teachers?
80
Activity 1: Transmit
Learning Target:
At the end of the activity, we can explain the effect of cellophane to the flashlight’s
light
What we need:
 flashlight,
 rubber bands
 cellophane
What to do:
 Cover the flashlight with the given material with the help of the rubber bands.
 Turn on the flashlight
 Point it into the wall and look through it and describe what happen to the light.
Guide Questions:
1. What happen to the light of the flashlight covered with the given material?
3. Does the appearance of light is the same with the light without the cover?
Why?
81
Activity 2: Absorb
Learning Target:
At the end of the activity, we can explain the effect of wax paper to the flashlight’s
light
What we need:
 flashlight,
 rubber bands
 wax paper
What to do:
Guide Questions:
3. Does the appearance of light is the same with the light without the cover? Why?
82
Activity 3: Block
Learning Target:
At the end of the activity, we can explain the effect of cardboard to the flashlight’s
light
What we need:
 flashlight,
 rubber bands
 cardboard
What to do:
Guide Questions:
3. Does the appearance of light the same as with the light without the cover?
Why?
83
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standard Identify the materials that can block, absorb or transmit
light.
B. Performance Standard Explain the effects of light on people and objects
C. Learning The learners should be able to relate the ability of
Competencies/ materials to block, absorb, or transmit light to its use
Objectives
Write the LC code  Relate the ability of materials to block, absorb,
for each or transmit light to its use
II. CONTENT Light and Sound, Heat and Electricity
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials
page
3. Textbook pages Science Beyond Borders pages 118- 120
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Pictures, sunglasses, reading glass, umbrella
Resources
IV. PROCEDURE
ENGAGE Show different pictures to the pupils.
 Sunglasses
 Reading glass
 umbrella
Let the pupils share their thoughts about the pictures

presented.
EXPLORE
Role Play
Group the pupils into 3
Group 1 will have the sunglasses
Group 2 will have the reading glass
Group 3 will have the umbrella
Every group will create a situation where they will show

the functions of the material given to them.
RUBRIC FOR PERFORMANCE TASK (GROUP
84
WORK/ PRESENTATION)
RAW INDICATORS
SCORE
10 All the members of the group execute/
perform the job/ presentation beyond
expectation.
perform the job/ presentation based
on the given guidelines.
perform the job/ presentation
satisfactory.
4 The members of the group have not
shown cooperation and coordination
during the execution/ performance of
the job/ presentation.
shown an orderly execution/
performance of the job/ presentation.
executed/ performed the job/
presentation.
EXPLAIN Discuss the situations the pupils created and on how
the materials were used.
What happen to the light as it pass through the

sunglasses?
If we are going to classify the sunglass according to its
light transmission capacity, what classification the
sunglasses will fall?
When is the perfect time to use the sunglasses?
Why do we use it?
How about the reading glass?

What happen to the light as it pass through the reading
glass?
If we are going to classify the reading glass according to
its light transmission capacity, what classification the
reading glass will fall?
When do we use reading glass?
Why do we use it?
How about the umbrella?

What happen to the light as it hits the umbrella?
If we are going to classify the umbrella according to its
light transmission capacity, what classification the
umbrella will fall?
When do we use the umbrella?
Why do we use it?
ELABORATE We already learned that the materials that allow light to

completely pass through are called transparent
85
materials, materials that allow partial light to pass
through are called translucent materials and the
materials that block light are opaque materials.
These materials can be found around us and every
piece of it has a function or use.
(Get the umbrella and ask the pupils)
What is the use of this umbrella to us?
Ask the pupils to give 3 examples of each classification

together with its function.
Write the answers of the pupils on the board and relate

it to their daily life.
Transparent materials- like clear glasses enable us to
see what is on the other side of the material. Commonly
they are used to prevent unwanted materials from
contaminating or infecting what is inside the transparent
material like in cellophane.
Translucent materials- like sunglasses and tinted

windows protect us from harmful UV rays of the sun. It
also lessens the heat that we might experience.
Opaque materials- these materials are the opposite of

transparent materials. It prevents light from reaching the
other side of the object. Opaque materials gives us
privacy like the walls of our houses, the walls of our
bathrooms or CR. It help us do our things privately.
Ask the pupils to give examples of transparent,

translucent and opaque materials and give its function.
How do the materials help him/her in his/her daily life?
EVALUATE
Relay/play
The teacher will give examples of objects and the pupils
will classify if it is transparent, translucent and opaque
object.
Provide poles, post or station for each classification

then the pupils will select the classification of the object
by forming a line next to it.
Classification of the following objects and state how it is

used.
 Book
 Jacket
 Clear glass
 Colored bulbs
 Helmet visor
 Clear plastic bottle
 Jalousie
86
 Cellphone screen protector
 Eye patch
 Foam
V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% in the
evaluation
require additional
activities for remediation
No. of learners who have
caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
87
Summative Test #2
3rd Quarter
Name: ___________________________________________ Date: ____________

Choose the answer in the box
Absorption Reflection Transmission
___________ 1. The process or action by which one thing absorbs or is absorbed by

another and not reflecting it back.
___________ 2. It is the act of transferring something from one spot to another.
___________ 3. It is the bouncing back by a body or surface of light, heat, or sound
without absorbing it.
Encircle the words that absorb heat (4-9)

V Q W A T E R W R U I R X F A
N B L M J Y P T N E M E C W Q
B L O D K B Q L E V G S P F Z
Y A C J G J E N C K X C E A T
N C H E A O D M I W J H R K Y
F K F G Q P F L U S B S A Y U
G S R U E J P N J T F O Z G K
P H S W H I T E S H I R T Y J
V I H X K L B H I T M H T B R
N R H G E C Y Q W B H V F O Y
S T S A K X A B Z G D H M C D
W S J F E P G T I Q T C Q B U
A Z D O E J O B S H O R R S C
X A Y A P C L R U Z J C T X
L U M E N E U D N B P D M Y D
10-14. Choose the appropriate words from the box below and write it on the blank to
complete the idea of the paragraph.
Light Heat Black White Temperature
10. ___________ energy can be converted into 11. ___________ energy. A 12.
_____________ object absorbs all wavelengths of light and converts them into heat, so
the object gets warm. A 13. ______________ object reflects all wavelengths of light, so
the light is not converted into heat and the 14. ________________ of the object does not
increase noticeably.
Choose the letter of the correct answer.

15. These are the materials that allow small amount of light to pass through.
A. transparent materials
B. translucent materials
C. opaque materials
16. Which of these materials block light?

A. clear glass
B. cement
C. helmet visor
88
17. Which of these materials let the light pass through?
A. clear glass
B. cement
C. cardboard
18. A mirror has a unique characteristic that lets us see our mirror image. What
characteristic is it?
A. absorption
B. Reflection
C. transmission
19. Below are materials that blocks light, Except___
A. cement
B. chalk
C. clear plastic container
20-22. Classify the objects according to its characteristic in relation to light.

OBJECT TRANSPARENT TRANSLUCENT OPAQUE
20. colored light bulb
21. coconut fruit
22. magnifying glass
23. Why does opaque material creates shadow as the light hits it?
A. because it blocks light
B. because it allows light to pass through
C. because it allows small amount of light to pass through
24. Why can we see the objects behind a clear glass?

A. because it blocks light
B. because it creates light
C. because it allows light to pass through reaching the objects behind the clear glass
25. El Gamma Penumbra is a famous group known for their shadow plays. What type of
material should they use to carry on their presentations/plays?
A. transparent materials because it blocks light and forms shadows
B. opaque materials because it blocks light and forms shadows
C. translucent materials because it blocks light and forms shadows.
89
DAILY LESSON PLAN

I. OBJECTIVES
a simple DC circuit and the relationship between electricity
and magnetism in electromagnets
B. Performance The learners should be able to Propose an unusual tool or
Standard device using electromagnet that is useful for home school or
community.
C. Learning The learner should be able to infer the conditions necessary to
Competencies/ make a bulb light up (S5FEIIIf-6)
Objectives
Write the LC code  Identify parts of a simple electric circuit
for each
II. CONTENT Electricity and Magnetism : Circuit
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide CG p. 75, STeP
pages
page
3. Textbook pages
from Learning
B. Other Learning Pictures, battery, cables, bulb, switch
Resources
https://www.google.com/search?q=electric+circuit+model&rlz=
1C1CHBD_enPH819PH819&source=lnms&tbm=isch&sa=X&v
ed=0ahUKEwiA6Ibk4r_jAhXKfd4KHQxyDmk
IV. PROCEDURE
ENGAGE 1. Review:
a. Let’s play a game!
b. Arrange the jumbled letters on the board as to the
description given by the teacher.
-SWITCH (WSICHT)
- BULB (LUBB)
- WIRE (IREW)
- BATTERY ( TERTBAY)
c. The group who will get the most number of correct

answers will be declared as the winner.
90
2. Introduce the new lesson:
 Using the available appliances at home or school,
describe how it works/ functions, like the electric fan,
bulb or a simple flashlight.
The lesson will present the parts of a simple circuit
EXPLORE  Divide the class into small groups.
- Group 1 and 3 will answer the activity number 1 (
What’s my Name)
- Group 2 will answer the activity number 2 (Match
Making)
- Set the standards before doing the activities
- Supervise the class while they are doing the activities.
EXPLAIN 1. Ask the group presenters to post their output. Have the
group representative present results of the activities.
Three minutes may be allotted per group presentation.
2. Take note of the pupils’ responses to the activity

questions while discussing the activity.
3. Help pupils formulate ideas/concepts by asking:

a. What are the uses of bulb, switch, wire, and power
source?
b. What is an electric circuit?
ELABORATE
Besides conductors or materials that allow electricity to flow,
electricity needs a path on which to move or pass through.
This path is called an electric circuit.
Show a model of an electric circuit.
Let them identify the parts.
Electric current is the flow of electrons along conducting

wires. Electrons can be transferred from one object to another
through conductors like metals. Insulators prevent the flow of
electricity such as plastic materials, cloths, glass and wood.
An electric circuit is an arrangement of materials that permit
electrons to flow.
Symbols and Parts of an Electric Circuit
Symbol of Each Part Function

Battery/Dry Cell Source or electricity
Examples: generators,
batteries
Generator
Source
Controls the flow of
electricity from the
source
Switch
It is used to turn on/off
a load
91
the pathway of
electricity from the
Path or Wire source to the load
examples: electric
wires/cords
An appliance/device
Load that uses electricity
from a source
Examples: computers,
light bulbs
After discussing the different parts of the circuits, together with

its symbols, task the pupils to draw a diagram of an electrical
circuit and label its parts.
EVALUATE Using the simple circuit diagram below, identify the parts of a
circuit.
https://www.google.com/search?q=electric+circuit+model&rlz=
1C1CHBD_enPH819PH819&source=lnms&tbm=isch&sa=X&v
ed=0ahUKEwiA6Ibk4r_jAhXKfd4KHQxyDmk
V. REMARKS
VI. REFLECTION
VII. Others

earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
92
lessons work? No.
of leaners who
have caught up with
the lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
I encounter which
my principal or
supervisor can help
me solve?
did I use/discover
which I wish to
share with other
teachers?
93
Activity 1: What’s My Name?
Learning Target:
At the end of the activity, we can identify the parts of a simple circuit.
What you need: model of a simple circuit, wire, bulb, switch, paste, pictures
What to do:
a. Cut the pictures and paper strips with labels.
b. Paste the pictures on the news print or manila paper.
c. Label each picture using the paper strips.
SWITCH SOURCE
LOAD WIRE
https://www.google.com/search?q=parts+of+electric+circuit&rlz=1C1CHBD_enPH
819PH819&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjTlYG-
5r_jAhWLZt4KHSQ2AZo
Questions:
 What will you form if you will combine these materials?
 What is an electric circuit?
94
Activity 2: Match Making
Directions: Match the parts of an electric circuit to its symbol.
A B
-
1. +
2.
3.
4.
https://www.google.com/search?q=parts+of+electric+circuit&rlz=1C1CHBD_enPH
819PH819&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjTlYG-
5r_jAhWLZt4KHSQ2AZo
Questions:
 What will you form if you will combine these materials?
 What is an electric circuit?
95
Activity 3: Describe Me
Directions: Given the pictures below, label and give the function of the parts of the simple
circuit.
Parts Functions
______________
______________
______________
______________
https://www.google.com/search?q=parts+of+electric+circuit&rlz=1C1CHBD_enPH819PH
819&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjTlYG-5r_jAhWLZt4KHSQ2AZo
96
DAILY LESSON PLAN

I. OBJECTIVES
a simple DC circuit and the relationship between electricity and
magnetism in electromagnets
B. Performance The learners should be able …
Standard propose an unusual tool or device using electromagnet that is
useful for home school or community
C. Learning The learners should be able to infer the conditions necessary
Competencies/ to make the bulb light up
Objectives S5FE-IIIf-6
Write the LC code * Differentiate open and closed circuit
for each
II. CONTENT 3. Electricity and Magnetism
3.1 Circuits
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials page
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Pictures, card boards, bulb, wire, battery, switch, newsprint,
Resources pentel pen
IV. PROCEDURE
ENGAGE
Let the pupils identify the differences between pictures

Encircle the differences.
Let the pupils differentiate the two pictures.

Give each group samples of circuit diagrams showing open
and close circuits. Translate the circuit diagram into actual
circuit.
97
Image from PhysicsField.com
Let the pupils identify the differences between the two

diagrams.
 What can you say about the open circuit?
 How about the close circuit?
 What can you say about the bulb in the open circuit?
 In the close circuit?
EXPLAIN Let the pupils present their outputs
Take note of the pupils’ responses to the activity questions

while discussing the activity.
Ask
 In an open circuit, what happens to the light bulb when you
switch it on?
When we switch on the light bulb in an open circuit, what
happens to the flow of current?
 In a closed circuit, what happens to the light bulb when

you switch it on?
When we switch on the light bulb in closed circuit, what
happens to the flow of current?
ELABORATE Have the pupils understand the following concepts
Closed Circuit
An electric circuit through which current can flow in an
uninterrupted path. It is the kind of circuit that makes the light
bulb up because the path of electricity is complete.
Open Circuit
Electricity does not flow in this kind of circuit because
there is a gap or no complete path from one end of the circuit
to the other end.
Sight some situations where these circuits be observed.
Provide disadvantages of having an open circuit. Give situation

such as person who accidentally touched an open wire.
98
EVALUATE True or False
Write true if the statement is true and false if it is false.
1. In an open circuit, the flow of electricity is continuous while

in a closed circuit, the flow if electricity is not continuous.
2. It is safe to touch an open circuit while it is dangerous to
touch a closed circuit.
3. The bulb will light up as you switch it on in a closed circuit
while the bulb will not light up as you switch it on in an open
circuit.
4. There is a continuous flow of electrons in an open circuit
while there is no flow of electrons in closed circuit.
5. The circuit is complete in an open circuit while the circuit is
incomplete in a closed circuit.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did use/discover
which I wish to
share with other
teachers?
99
DAILY LESSON PLAN

I. OBJECTIVES
Standard propose an unusual tool or device using electromagnet that
is useful for home school or community
C. Learning The learners should be able to infer the conditions
Competencies/ necessary to make the bulb light up
Write the LC code for  Construct a model of a circuit.
each
1.1 Circuits
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide CG p. 74 , STeP
pages
b. Learner’s Materials
page
c. Textbook pages
d. Additional Materials
from Learning
B. Other Learning Battery, switch, wires, bulbs, pictures
Resources
IV. PROCEDURE .
ENGAGE Game: Cabbage Relay
Materials Needed:
 Crumpled papers with written parts of circuit
 Speaker

Steps:
 As the music starts playing, the crumpled
paper/paper ball will circulate to the class and as
the music stops the pupil who has the paper ball will
get a piece of paper from the ball.
 He/she will read what is written on the paper.
 Whoever is on the right side of the person who got
the ball will draw the symbol of the part of the circuit
written to the piece of paper to the board.
 Whoever is on the left side of the person who got
the ball will write the function on the board next to
its symbol.
100
After the game, allow the pupils to read the parts, symbols
and functions of a circuit that was drawn and written on the
board
Put out the materials needed to create a circuit.

(assignment from yesterday’s lesson)
EXPLORE Allow the pupils to construct their own models of circuit.
Let the pupils translate their constructed circuits into circuit
diagrams. Then, let them find out if their constructed
circuits are properly assembled.
EXPLAIN The pupils will present their constructed circuit and
translated circuit diagram. Let them explain whether their
constructed circuit is considered properly assembled circuit
or not.
Day 2
ENGAGE Have a review about the

activity yesterday
Show the previously

created/ constructed
circuit diagrams
Let the pupils give their
thoughts about the
diagrams
Ask the pupils to put out

the materials from
yesterday’s activity.
EXPLORE
Based on the pictures Based on the pictures shown,

shown, the pupils will the pupils will create a new
create a new model of a model of a circuit (to be guided
circuit. by the teacher)
Ask the pupils why they Ask the pupils why they choose
choose that model of that model of circuit.
circuit and where can
they use their model.
EXPLAIN
Have an exhibit about Have an exhibit about the
the creations of the creations of the pupils.
pupils. Let the pupils name their works.
Let the pupils name their
works.
Ask the difficulties they
ELABORATE Ask the modifications encountered in making their
they made on their own model of the circuit.
models. How did they solve that
difficulty?
Ask the difficulties they
encountered in making
their own model of the
101
circuit.
How did they solve those
difficulties?
EVALUATE Evaluate their works according

Evaluate their works to the rubric.
according to the rubric.
RUBRIC FOR PERFORMANCE TASK
RAW INDICATORS
SCORE
perform the job/ presentation beyond
expectation.
perform the job/ presentation based on
the given guidelines.
perform the job/ presentation
satisfactory.
shown cooperation and coordination
during the execution/ performance of the
job/ presentation.
shown an orderly execution/
performance of the job/ presentation.
executed/ performed the job/
presentation.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
work? No. of
learners who have
caught up with the
lesson
continue to require
remediation
102
E. Which of my
teaching strategies
worked well? Why
did this work?
encounter which my
principal or
supervisor can help
me solve?
localized materials
did use/discover
103
Activity 1: Circuits
Learning Target:
At the end of the activity, we can create our own models of circuits
What we need:
 1 piece 1/8 card board
 1 piece 2.5v battery
 24 inches wire
 1 1.5v bulb
 Switch
 Electrical tape
 Cutter/ scissor
What to do:
 Cut the wires into 2
 Connect the 1st piece of the wire to the light bulb
 Attach the 2nd wire to the switch and after that connect it to the light bulb
 Wrap some electrical tape on the joints of the wires
 Connect the wires to the battery using electrical tape
 Fix the circuit to the cardboard using electrical tape
 Make sure that the circuit is working properly
Guide Questions:
1. What are the materials used in making a simple circuit?
2. What were the difficulties you encountered in making the circuit?
3. Are the constructed circuits properly assembled? Why?
104
DAILY LESSON PLAN

I. OBJECTIVES
Standard propose an unusual tool or device using electromagnet that
is useful for home school or community
C. Learning The learners should be able to infer the conditions
Competencies/ necessary to make the bulb light up
Write the LC code  Infer the conditions necessary to make the bulb light
for each up
3.1 Circuits
III. LEARNING
RESOURCES
A. References
pages
page
3. Textbook pages
from Learning
B. Other Learning Battery, wires, bulbs, switch, card boards
Resources
IV. PROCEDURE
ENGAGE Show the pupils samples of actual circuits (the outputs from
yesterday’s activity can be used).
Turn the switch on and off repeatedly
Ask:
What did you observe?
EXPLORE Group the pupils into 2 or more depending on the circuits

available.
(Choose from the circuits made by the pupils. Make sure

that the circuits are in good condition and all the parts are
working.)
Procedure
- In a closed circuit, observe the behavior of the light
bulb in each procedure
 Slowly remove the battery
 Put back the battery and remove the connecting
105
wire/wires
 Put back the wire and remove the switch or turn off
the light of the bulb
 Put back the switch or turn it on again
 Remove the bulb
Answer:
- What happened to the light of the bulb in each
procedure?
- What do you think are the reasons for that?
EXPLAIN Let the pupils present/explain their outputs/answers to the

class and validate their answers by trying it on the actual
circuit.
 Give other situations/ways that will give the same

results just like in the activity.
ELABORATE
There are certain conditions to make the bulb
light up
 The circuit is closed
 The wires are properly connected to the
other parts of a circuit
 The bulb is not burned
 The battery or power source is new or
has the capability to make the bulb light
up
 The wires are properly isolated/ not
grounded
Ask:
What situations at home do you observe where bulbs do
not light up? Why?
EVALUATE Given the situations, Write TRUE if the statement

identify if the bulb will light is true and FALSE if not.
or not and explain why.
1. The bulb will light
1. The circuit is even if it is burned.
complete with new 2. The circuit is not
battery, but the bulb complete so it will
does not light up. make the bulb light
2. The power of the up.
battery is not 3. The battery not
enough for the enough to supply the
whole circuit. whole circuit so the
3. The circuit is bulb will light up.
complete with new 4. The circuit is closed
battery and bulb. so the bulb lights up.
5. There is a cut in the
wire, and it makes the
bulb light up.
106
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for
remediation
C. Did the remedial
work? No. of learners
who have caught up
with the lesson
continue to require
remediation
strategies worked
well? Why did this
work?
encounter which my
can help me solve?
wish to share with
other teachers?
107
Activity 1: How Do You Light Up
Learning Target:
At the end of the activity, we can infer the conditions necessary to make the bulb
light up
What we need:
Constructed circuit from the preview’s discussion
What to do:
- In a closed circuit, observe the behavior of the light bulb in each procedure.
 Slowly remove the battery
 Put back the battery and remove the connecting wire/wires
 Put back the wire and remove the switch or turn off the light of the bulb
 Put back the switch or turn it on again
 Remove the bulb
Guide Questions:
1. What happened to the light of the bulb in each procedure?
2. What do you think are the reasons for that?
108
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of a simple
DC circuit and the relationship between electricity and
B. Performance Standard The learners should be able to propose an unusual tool
or device using electromagnet that is useful for home
school or community
C. Learning Competencies/ The learner should be able to determine the effects of
Objectives changing the number or type of components in a circuit.
(S5FEIIIf-6)
 Identify the kinds of circuit
II. CONTENT KINDS OF CIRCUITS
(Identify the kinds of circuits)
3. Electricity and Magnetism
3.1 Circuits
A. References
2. Learner’s Materials pp. 144-147
Pages
3. Textbook pages
4. Additional materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
ENGAGE * Let the pupils attach/ put together the parts/cut outs of
the diagram on the board to complete the parts of a
simple circuit.
Ask: What are the parts of a simple circuit? What is the
function of each part?
EXPLORE 1. Group the pupils into 4.
2. Recall the standards in doing group activity.
3. Prepare the following materials:
● cardboard/ 1/8 illustration board
● electric tape
● 1 m copper/electric wires
● 2 pcs. small light bulbs (2.5 V)
● 4 pcs. 1.5 V AA batteries (new)
● receptacles for each bulb
● circuit diagrams (pictures of circuits)
4. Translate given circuit diagrams (series, parallel,
open and short circuit diagrams) into actual circuits.
Group 1 Group 2
109
Group 3 Group 4
5. Trace the path of the electron flow in each circuit

from negative terminal of the battery to the positive
terminal.
EXPLAIN a. What do you observe with the different circuits that
you have assembled?
b. How does each component of the circuits function?
c. How does the electron flow in each circuit differ?
ELABORATE a. What is a series circuit?
b. What is a parallel circuit?
c. What is an open circuit?
d. What is a short circuit?
c. What instances/situations when the series circuit
is used? The parallel circuit?
EVALUATE Complete each statement by writing series, parallel,
open or short in the blanks provided:
1. In a __________ circuit, electricity flows through
more than one path.
2. Current flows through a single path in a ________
circuit.
3. _________ circuits provide separate paths through
which electric current will flow.
4. Electric current does not flow in a/an __________
circuit.
5. There is no connection in a____________ circuit.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
activities for remediation.
lesson.
continue to require
remediation.
Why did it work?
encounter which my
110
can help me solve?
to share with other
teachers?
111
Activity 1
Learning Target:
At the end of the activity, we should be able to identify the kinds of circuit.
What you need:

● electric tape
● 4 pcs. 1.5 V AA batteries (new)
● circuit diagrams (pictures of circuits)
What to Do:
1. Translate given circuit diagrams (series, parallel, open and short circuit diagrams)
into actual circuits.
Group 1 Group 2
Group 3 Group 4
2. Trace the path of the electron flow in each circuit from negative terminal of the
battery to the positive terminal.
Guide Questions:
1. What do you observe with the different circuits that you have assembled?
2. How does each component of the circuits function?
3. How does the electron flow in each circuit differ?
112
DAILY LESSON PLAN

I. OBJECTIVES
school or community
C. Learning The learner should be able to infer the conditions
Competencies/ Objectives necessary to make a bulb light up (S5FEIIIf-6)
 Determine the effects of changing the number or
type of components in a circuit;
3.1 Circuits
A. References
1. Teacher’s Guide pp. 94-96
pages
Pages
3. Textbook pages
4. Additional materials STeP, CG
from Learning Resource
(LR) portal
B. Other Learning Resources 2.5 V light bulbs, receptacles, copper wires, switches,
electrical tape, illustration boards, pictures
IV. PROCEDURE
ENGAGE
* Show sample Christmas lights.
* Let the pupils observe how it work.
Ask
*What do you notice when one bulb of the Christmas
light is busted or is removed? What happens to the
other bulbs?
* How about when you turn off the light bulb in a room?
What happens to the other light bulbs in other part of
the house?
EXPLORE
Group Activity
● Group pupils into 4.
● Recall the standards in doing group activity and
also the precautionary measures in using the
screw drivers
“Kinds of Circuits”
Materials Needed:
● electric tape
● pieces of copper/electric wires
● 2 small light bulbs (2.5 V)
113
● 1 pcs. 9V battery
● screw driver
Procedure:
(Note: Keep in mind the safety precautions in handling
different materials)
SETUP A
1. Make a simple circuit similar to the illustration

below:
Make sure that the circuit is complete and is working.

After that add another bulb to the circuit to look like in
the illustration below.
SETUP B
Lay the circuit out on the cardboard/illustration board

using the electric tapes.
Answer the following questions:

1. What happened as you add another bulb to the
circuit? What can you say about the brightness of the
bulbs?
2. What happens as you add another bulb to your

setup A? Why?
3. If one of the bulbs is removed in the Setup B, what
will happen to the other bulb? Why?
4. What is the difference between the two setups?
EXPLAIN 1. Group reporting of outputs and answering of
questions.
What do you think is the name of this kind of circuit that
has 2 bulbs with only one path of electricity to flow?
114
ELABORATE * Make a simple diagram showing simple electric circuit.
Convert the simple electric circuit into a series circuit by
adding another bulb.
Ask the pupils about the difference between the two
setups.
What happens as we add another bulb in the circuit?
How about the brightness of the bulbs?
What do you think is the reason for this?
In what instances do we observe this kind of circuit?
What happens to the other bulb as we remove 1 bulb
from the circuit?
Include advantages and disadvantages of series
circuits
* What safety precautions do we follow when using
electricity?
EVALUATE What will happen if we increase the number of light
bulbs in a simple circuit without changing the capacity
of the source? Why?

V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% in the
evaluation
require additional
activities for remediation
No. of learners who have
caught up with the
lesson
continue to require
remediation
Why did this work?
encounter which my
can help me solve?
teachers?
115
RUBRIC FOR WRITTEN WORK

to the topic.
4 Incomplete work.
116
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standard The l earners demonstrate understanding of a simple
B. Performance Standard The l earners should be able to propose an unusual
tool or device using electromagnet that is useful for
home school or community
(S5FEIIIf-6)
3.1 Circuits
A. References
Pages
3. Textbook pages
B. Other Learning Resources Illustrations, materials for making circuit, diagrams;
https://study.com/academy/lesson/electric-circuit-
diagrams-lesson-for-kids.html
IV. PROCEDURE
ENGAGE You have learned from our previous lesson how to
make a simple circuit, as well as the two types of
circuit. We will now study more about circuits, as we
will explore and investigate with batteries, voltages and
light bulbs. Let us find out how the changing number of
components/parts in the circuit affects the entire circuit.
(Show pictures of circuit diagrams)
● Group pupils into 4.
● Recall the standards in doing group
● Please see attached activity sheet
EXPLAIN ● Reporting of output and observations.
● Discussions
1. Describe the brightness of the bulbs when you used
one dry cell (battery)
2. What happened to the bulb when the second battery
was added to the circuit? the third battery?
3. Does adding batteries as power source made the
light bulb shine brighter? Why?
ELABORATE
117
● What are the effects of changing the number of
components in a circuit?
EVALUATE
Determine if the bulbs in the following setups will light
just enough, brighter, dimmer, or will not work.
1. one bulb is added to a simple circuit with one bulb
(_________)
2. a simple circuit composed of one battery, one light
bulb, a switch, and a connecting wire attached to the
negative and positive ends of the battery. (_________)
3. two batteries are used in a simple circuit
(_________)
4. a simple circuit where the wire is not connected to
the battery
(_________)
5. three bulbs are used in a simple circuit with two
batteries and a connecting wire (_________)
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
to share with other
teachers?
118
Groups 1 & 2
Activity 1: Changing Components in a Circuit
Learning Target: We can determine the effects of changing the number or type of
components in a circuit
What You Need:

● electric tape
● 1 pc. small light bulbs (1.5 V)
● 4 pcs. 1.5 V AA batteries
● screw driver
What to Do:
(Note: Keep in mind the safety precautions in handling different materials)

1. Make a simple circuit following this diagram:
https://study.com/academy/lesson/electric-circuit-diagrams-lesson-for-kids.html
Lay the circuit out on the cardboard/illustration board using the electric tapes.
Procedures:
1. Loosen the screws on both sides of the bulb socket using the screw driver
2. Loop one end of the copper wire on each screw and tighten it again to secure.
3. Put the flashlight bulb into the bulb socket.
4. Record your prediction on the table below, if you would use one battery as the
electric source.
5. Secure the ends of the wires to the positive and negative nodes of the battery,
using the electric tapes.
6. You will observe that the bulb will light up at this point. Observe what happens and
record your prediction.
7. Detach the electric tapes on the battery and add another one to the one already in
place. Connect the copper wire to the second dry cell and reattach the tape to
include the added battery.
8. Observe what happens and record your observation.
9. Repeat steps 7 and 8 adding the third battery.
10. Record your observation on the table below:
NUMBER OF BATTERY/IES USED OBSERVATION
2
3
4
Guide Questions:
1. What happened when one battery is added to the circuit? two batteries?
2. How does changing the number of batteries affect the entire circuit?
119
Groups 3 & 4
Activity 2: Changing Components in a Circuit
Learning Target:
We can determine the effects of changing the number or type of components in a
circuit.
What You Need:

● electric tape
● 4 pcs. 1.5 V AA batteries
● screw driver
What To Do:
(Note: Keep in mind the safety precautions in handling different materials)
1. Make a simple circuit following this diagram:
https://study.com/academy/lesson/electric-circuit-diagrams-lesson-for-kids.html
1. Put one flashlight bulb into the bulb socket.

2. Observe the glow of the light bulb.
3. Add another light bulb to the circuit. Observe what happens.
4. Record your prediction in the table below:
Number of light bulbs used Observation
1
2
Guide Questions:
1. Describe the brightness of the bulb when you used only one bulb.
2. What happens to the brightness of the light bulb when another light bulb is added?
3. Does adding light bulbs as loads in a circuit made them glow brighter? Why?
120
DAILY LESSON PLAN

I. OBJECTIVES
school or community
(S5FEIIIf-6)
 Cite advantages and disadvantages of series
and parallel connections
II. CONTENT Advantages And Disadvantages Of Series And Parallel
Connections
3.1 Circuits
A. References
Pages
3. Textbook pages
B. Other Learning Resources Science & Health for the New Millennium TX pp. 137-
139
IV. PROCEDURE
ENGAGE Show/demonstrate how the different kinds of circuits
work (using models)
EXPLORE 1. Pupils will be grouped into five groups.
2. Recall the standards in performing group
activities/group work.
3. Please see attached activity sheet.
EXPLAIN 1. Presentation/sharing of output to the class.
2. Discussion
* What are the advantages of a series connection?
* What are the advantages of a parallel connection?
* What kind of connection should be used at home?
Why?
ELABORATE * Why do most homes and buildings prefer parallel
circuit?
121
EVALUATE List down the advantages and disadvantages of using
series and parallel circuits.
V. REMARKS
VI. REFLECTION
VII. OTHERS
assessment
remediation.
lesson.
D. No. of learners who continue
to require remediation.
strategies worked well? Why
did it work?
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
material/s did I use/discover
which I wish to share with
other teachers?
122
Activity 1: Series and Parallel Circuits
Learning Target:
At the end of the activity, we can cite the advantages and disadvantages of series
and parallel connections
What You Need:

● Manila paper
● Permanent marker
● Assembled series and parallel circuit
● Circuit diagrams of series and parallel circuit
What To Do:
1. Assemble the given circuit diagrams.
2. Observe the behavior of bulbs in the series and parallel circuits when one of the bulb
from the setup is removed. What happens to the other light bulbs in each circuit?
3. Based from the observed characteristics, illustrate the flow of electric current for each
diagram. Use arrows to represent the path of electric current. Write your observation
when one bulb is removed from each circuit.
4. Write your answers on the table below:
Observation (When one bulb
Kind of Circuit Path of Electric Current
is removed)
Series Circuit
Parallel Circuit
5. Report/share your output to the class

6. Tell or cite the advantage and disadvantage of series and parallel connections.
123
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of a simple DC circuit
and the relationship between electricity and magnetism in
electromagnets
B. Performance The learners should be able to propose an unusual tool or device
Standard using electromagnet that is useful for home school or community
C. Learning The learner should be able to infer that electricity can be used to
Competencies/ produce magnets.
Objectives (S5FEIIIh-8)
Describe how magnets are made and the magnetic field around it
3.2 Electromagnets
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional Science 5 LM-S5FEIIIh-8
materials from Learning
B. Other Learning Science Works 5 p. 178;
Resources http://www.google.com/amp/s/amp.livescience.com/38059-
magnetism
IV. PROCEDURE
ENGAGE Show pictures of different objects that uses magnets.
 What can you see in the pictures?
 What do you think is needed to make these objects work?
EXPLORE Divide the pupils in groups of 5 members each. Recall the
standards in performing group activity.
Activity: Attract Me or Not!
Materials Needed:
*plastic ruler *comb *glass
*tin can *plastic spoon *paper clips
*match box *nails *coins
*thumb tacks *pencil *plastic cap
of bottle
*scissors *needles *magnets
 Please see attached activity sheet
EXPLAIN  Pupils present their observations to class.

 Discussions
1. What materials are attracted by magnets?
124
2. What materials are not attracted?
3, What are the materials attracted by magnets made of?
4. What do you think are magnets made of?
* Teacher gives information about magnets and how it works.
ELABORATE List down 5 materials attracted by magnets.
A boy wants to separate the iron nails which were mixed with his
toy marbles.
How are you going to help the boy to separate the iron nail from
the marbles? Which do you think will he use? Why?
EVALUATE The following are statement that tells about magnets. Write
TRUE if the statement is correct. If the statement is false, change
the underlined word to make it correct.
_________ 1. A magnetic material or substance is attracted by a
magnet.
_________ 2. Gravitational pull is the force or power created by
magnets.
_________ 3. Magnets can be natural or artificial/man-made.
_________ 4. Plastics can be attracted by magnets.
_________ 5. The space around the magnet where its force is
extended is called magnetic field.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment

require additional
activities for
remediation.
C. Did the remedial

lessons work? No.
of leaners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
125
I encounter which
my principal or
supervisor can help
me solve?
did I use/discover
which I wish to
share with other
teachers?
126
Activity 1: Attract Me or Not!
Learning Target:
At the end of the activity, we can describe how magnets are made and the
magnetic field around it
What You Need:

*plastic ruler *comb *glass
*tin can *plastic spoon *paper clips
*match box *nails *coins
*thumb tacks *pencil *plastic cap of bottle
*scissors *needles *magnets
What To Do:
1. Bring each material, one by one close to the magnet.
2. Observe if each material is attracted by the magnet or not.
3. Record your observations in the chart below:
MATERIALS ATTRACTED BY MATERIALS NOT ATTRACTED BY

MAGNETS MAGNETS
Guide Questions:
1. What materials are attracted by the magnet? What are they made of?
2. What materials are not attracted by the magnet? What are they made of?
127
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of a simple DC
circuit and the relationship between electricity and
school or community
C. Learning Competencies/ The learner should be able to infer that electricity can be
Objectives used to produce magnets.
(S5FEIIIh-8)
 Identify the properties of magnets
II. CONTENT PROPERTIES OF MAGNETS
3.2 Electromagnets
A. References
Pages
3. Textbook pages
4. Additional materials from Science 5 LM-S5FEIIIh-8; https://4.bp.blogspot.com/-
Learning Resource (LR) portal oH4yDXJK5xw/WNXbagvYVgI/AAAAAAAAQ5k/iHazOhl
da7Azt2UBispx5Ls3PNBwJqn3gCLcB/s1600/LEVEL%2
B93.png;
https://4pics1word-answers.com/level-2225/
B. Other Learning Resources https://www.toppr.com/guides/science/fun-with-

magnets/properties-and-application-of-magnet ;
pictures/illustrations, bar magnets, iron fillings
IV. PROCEDURE
ENGAGE A. Game: Guess the Word
___ ___ ___ ___

https://4.bp.blogspot.com/-
oH4yDXJK5xw/WNXbagvYVgI/AAAAAAAAQ5k/iHazOhl
da7Azt2UBispx5Ls3PNBwJqn3gCLcB/s1600/LEVEL%2
B93.png
128
___ ___ ___ ___ ___ ___
https://4pics1word-answers.com/level-2225/
B. Show pictures of different magnets. Ask the following:

What can you say about the magnet?
What else can you observe on the magnet?
Why do you think is the purpose of the two poles or
ends?
EXPLORE 1. Group the pupils into 3.
2. Recall the standards in performing group activities.
Activity: MAGNETIC FIELDS

Problem: Identify the properties of magnets
Materials Needed:
 Thin glass sheet
 Iron fillings
 Two bar magnets
 Pencil and paper for illustration
 Magnetic compass
Procedure:
1. Place a bar magnet/s on a table (Each group will
be assigned to use the following:
Group 1: 1 bar magnet
Group 2: 2 bar magnets with like poles facing
each other
Group 3: 2 bar magnets with unlike poles facing
each other
2. Place a thin glass sheet on top of them, then

sprinkle iron fillings on the paper.
3. Tap the paper a few times to get the fillings
moving, and observe as they take the shape of
the magnetic field.
4. Place a magnetic compass in the different
positions around the bar magnets on the thin
glass sheet. Observe the direction of the
compass needle.
5. Make sketches on separate sheets of paper to
record the pattern and direction of the magnetic
fields.
EXPLAIN 1. Reporting of group outputs.

2. Presentation of the sketches made with the different
arrangement of the magnets. Describe the patterns.
ELABORATE Discussion;
129
a. What are the two end points of the magnet?
b. Using a magnet and some iron fillings, did you
observe the force coming from the two magnets that are
close together? How about when you changed the
position of the two magnets?
c. What is the direction of the magnetic field? (The
magnetic field seems to be moving from North magnetic
pole to South magnetic pole)
d. What are the two properties of magnets?
* The properties of magnets are:
1. Attractive property – Magnet attracts materials made
of iron, cobalt and nickel.
2. Repulsive Property – like magnetic poles repel each
other and unlike magnetic poles attract each other.
EVALUATE Answer the following questions:
1-2. What are the two poles in a magnet?
3-4. Give the two properties of magnets.
5. What is the direction of the magnetic field?
V. REMARKS
VI. REFLECTION
VII. OTHERS
assessment
remediation.
lesson.
continue to require
remediation.
Why did it work?
encounter which my
principal or supervisor can
help me solve?
use/discover which I wish to
share with other teachers?
130
Activity 1: Properties of Magnets
Learning Target:
At the end of the activity, we can identify the properties of magnets.
What You Need:

 Thin glass sheet
 Iron fillings
 Two bar magnets
 Pencil and paper for illustration
 Magnetic compass
What To Do:
1. Place a bar magnet on a table.
Group 1: 1 bar magnet
Group 2: 2 bar magnets with like poles facing each other
Group 3: 2 bar magnets with unlike poles facing each other
2. Place a thin glass sheet on top of them, then sprinkle iron fillings on the paper.
3. Tap the paper a few times to get the fillings moving, and observe as they take the
shape of the magnetic field.
4. Place a magnetic compass in the different positions around the bar magnets on
the thin glass sheet. Observe the direction of the compass needle.
5. Make sketches on separate sheets of paper to record the pattern and direction of
the magnetic fields.
131
DAILY LESSON PLAN

I. OBJECTIVES
school or community
C. Learning Competencies/ The learner should be able to infer that electricity can
Objectives be used to produce magnets.
(S5FEIIIh-8)
Explain how electricity and magnetism are related
3.2 Electromagnets
A. References
Pages
3. Textbook pages
IV. PROCEDURE
ENGAGE Review:
 Clap your hands twice if the statement is true
and raise your right hand if it is false.
1. Magnets are composed of two poles.
2. Magnets have magnetic fields which allow
attraction of objects that are made of, or contain
iron.
3. Unlike poles in magnets repel.
4. The direction of the magnetic field is from the
South magnetic pole to North magnetic pole.
5. Magnets can attract materials made of wood.
EXPLORE 1. Group the pupils into 5 groups.
2. Recall the standards in performing group
activities.
Activity: Electricity and Magnetism
(Please see attached activity sheet)
EXPLAIN Sharing/presentation of outputs.
ELABORATE Discussion:
1. Describe the behavior (strength and direction of
the magnetic field) of the iron fillings when the
wire was connected to the power source.
2. What happened to the iron fillings when the
copper wire was disconnected?
 Introduce the term electromagnet and the parts
needed to make it work.
132
EVALUATE Choose the letter of the best answer:
1. What materials will you need to produce a magnet?
a. wire c. battery
b. iron fillings d. all of these
2. What pattern is formed by the iron fillings when a

wire is connected to a battery?
a. c.
b. d.
3. How will you describe the strength of the magnetic

field around the current carrying wire?
a. Magnetic field is stronger near the current carrying
wire.
b. Magnetic field is weaker near the current carrying
wire.
c. The magnetic field is either strong or weak near the
current carrying wire.
d. The magnetic field has no effect.
4.Which of the following shows the direction of the

magnetic field around the current carrying wire?
a. c.
b. d.
5. What will happen when a part of an electromagnet is

disconnected?
a. The electromagnet will lose its magnetism.
b. Electricity will continue to flow through it.
c. There will be an increase in the number of
materials that will be attracted to it.
d. The electromagnet will become a permanent
magnet.
V. REMARKS
VI. REFLECTION
VII. OTHERS
133
earned 80% on the
require additional
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
to share with other
teachers?
134
Activity 1: Electricity and Magnetism
Learning Target:
At the end of the activity, we can explain how electricity and magnetism are
related
What You Need:

 2 pcs. size D 1.5 V battery
 board paper (10x15 cm)
 6 inches copper wire
 1 tsp. iron fillings
 electrical tape
 magnetic compass
What to do:
1. Cut about half a meter of a copper wire.
2. Insert the wire through the board paper. Position the materials as shown in the
following figure:
Source: Science and Technology IV: Physics Textbook NPSBE
3. Use electrical tape to secure a stripped end of the wire to the two ends of the
battery.
4. Sprinkle iron fillings on the paper.
5. Observe the behavior of iron fillings when you connect or disconnect the copper
wire from the battery.
6. Place the magnetic compass around the copper wire and observe the direction of
the compass needle.
7. Sketch the pattern formed by the iron fillings on a separate sheet of paper and
identify the direction of the magnetic field pattern.
135
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of a simple DC circuit
and the relationship between electricity and magnetism in
electromagnets
B. Performance The learners should be able to propose an unusual tool or device
Standard using electromagnet that is useful for home school or community
C. Learning The learner should be able to infer that electricity can be used to
Competencies/ produce magnets.
Objectives (S5FEIIIh-8)
 Enumerate devices that make use of electromagnets
II. CONTENT Enumerate devices that make use of electromagnets.
3.Electricity and Magnetism
3.2 Electromagnets
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 97-99; STeP, CG
Guide pages
2. Learner’s pp. 148-151
Materials
Pages
3. Textbook pages
4. Additional Science 5 LM-S5FEIIIh-8
materials from Learning
B. Other Learning Pictures, cutouts,downloaded video
Resources (http://www.youtube.com/watch?v=P1H4625BCo4)
IV. PROCEDURE
ENGAGE Present picture puzzles of devices that uses electromagnets (e.g.
cellphones, tablets, mp3 players, etc.)
Let the pupils solve the puzzles and reveal the pictures of these
objects.
What are these devices made of, which enables us to hear sounds
and music from them?
EXPLORE Activity: Uses of Electromagnets

Materials Needed:
 Video clip downloaded from Youtube on the uses and
importance of electromagnets in our daily lives
(http://www.youtube.com/watch?v=P1H4625BCo4)
 Video player and speakers
Procedure:
1. Watch the video clip.
2. List down 4 situations that shows the uses and importance of
electromagnets in our daily lives,
EXPLAIN  Sharing/presentation of outputs.
136
ELABORATE Discussion
 How do electromagnets help us?
 What devices uses electromagnets to function?
EVALUATE List down 10 devices that make use of electromagnets to function.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of leaners who
have caught up
with the lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
I encounter which
my principal or
supervisor can help
me solve?
did I use/discover
which I wish to
share with other
teachers?
137
DAILY LESSON PLAN

I. OBJECTIVES
school or community
C. Learning Competencies/ The learner should be able to infer that electricity can
Objectives be used to produce magnets.
(S5FEIIIh-8)
* Construct an electromagnet
II. CONTENT CONSTRUCTING AN ELECTROMAGNET
Electricity and Magnetism
3.1 Circuits
3.2 Electromagnets
A. References
Pages
3. Textbook pages
4. Additional materials from Science 5 LM-S5FEIIIh-8
B. Other Learning Resources Pictures, cutouts, materials for constructing
electromagnets
IV. PROCEDURE
ENGAGE “Pick Me”
 Provide a box filled with different cutouts of
objects (or real objects) which includes parts of
an electromagnet.
 Let the pupils pick the objects one by one and
identify if it is part of an electromagnet or not. If
it is, indicate its use in an electromagnet.
EXPLORE Activity: Constructing an Electromagnet
Materials Needed:
 electric wires/copper wires
 2 pcs 1.5V battery (size D)
 iron bar or big iron nail
 thumbtacks
 paper clips
 other metallic objects
Procedure:
1. Scrape insulation from wires (if insulated) using
sandpaper.
2. Neatly wrap the wire around the nail, and attach its
ends to both ends of the battery.
3. Try out your electromagnet by putting metallic
138
objects near it.
a. What things are needed in constructing an
electromagnet?
b. Where does the strength of an electromagnet
come from?
c. What happened to the metallic objects?
d. What happened after you disconnect the wires?
EXPLAIN  Sharing/presentation of outputs.
ELABORATE Discussion
. a. How do you make a simple electromagnet?
b. When does an electromagnet behave like a
magnet?
c. Why does an electromagnet only attract pins
when there is an energy source?
EVALUATE A. Arrange the following steps in constructing an
electromagnet by putting numbers 1-5 before each
item.
______1. Connect both ends of the copper wire to the
negative and positive terminals of the dry cell.
______2. Bring the electromagnet near the pins .Count
the number of pins attracted to it.
______ 3. Using a sandpaper, uncoat the electrical
wires and get the copper inside it.
_______ 4. Disconnect one end of the copper wire to
the source of electricity. Then bring the magnet near
the pins. Observe the behavior of the pins.
_______ 5. Make ten turns of the copper wire around
the nail.
B. Evaluate the electromagnet they have created.
Note: Please refer to the attached rubric for scoring
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
require additional
lesson.
continue to require
remediation.
Why did it work?
139
encounter which my
can help me solve?
to share with other
teachers?
Rubric for Electromagnet (Constructed)
Criteria 1 2 3 4 5
Did the No part of the Some parts The device The device The device
device work? device worked of the worked but worked worked as
device not properly but expected
worked consistent only for a
short time
Construction The device was not The device The device The device The device
made was not was fairly was well- was neat,
well-made made and made and very well-
and fell began to fall did not fell made and
apart apart after a apart after did not fell
few uses several uses apart after
several uses
Selection of Incorrect/incomplete Few correct Mostly All correct Appropriate
materials materials used materials correct materials and
are used materials are formed complete
and are are used but but materials are
incomplete incomplete incomplete used for the
device
140
Activity 1: Constructing an Electromagnet
Learning Target:
At the end of this activity, we can construct an electromagnet
What You Need:

 electric wires/copper wires
 2 pcs 1.5V battery (size D)
 iron bar or big iron nail
 thumbtacks
 paper clips
 other metallic objects
What To Do:
1. Strip off insulation from wires (if insulated).
2. Neatly wrap the wire around the nail, and attach its ends to both ends of the
battery.
3. Try out your electromagnet by putting metallic objects near it.
a. What things are needed in constructing an electromagnet?
b. Where does the strength of an electromagnet come from?
c. What happened to the metallic objects?
d. What happened after you disconnect the wires?
141
DAILY LESSON PLAN

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of a simple DC
circuit and the relationship between electricity and
B. Performance Standard The learners should be able to propose an unusual tool or
device using electromagnet that is useful for home school
or community
C. Learning Competencies/ The learner should be able to design an experiment to
Objectives determine the factors that affect the strength of the
electromagnet
S5FEIIIi-j-9
 Describe how electromagnets work.
II. CONTENT DESCRIBE HOW ELECTROMAGNETS WORK
Electricity and Magnetism
3.1 Circuits
3.2 Electromagnets
A. References
Pages
3. Textbook pages
4. Additional materials
from Learning Resource (LR)
portal
B. Other Learning Resources Video clip from Youtube
https://www.youtube.com/watch?v=c9q17pSpYRU
Activity sheets
IV. PROCEDURE
ENGAGE * Provide pupils with cartolina strips which contains the
steps in constructing an electromagnet. Let them arrange
the strips of cartolina by pasting them on the board in the
correct sequence.
EXPLORE * Watch a video clip about how elecromagnets work.
* Group Activity: “Let’s Talk and Observe”
I. Problem: How electromagnet works?
II. Materials: chart, activity sheet, video clip
III. Procedure:
1. Group the pupils into five.
2. Recall the standards in doing group activities.
3. Have them brainstorm on the video clip that they
watched.
4. Let them collate their thoughts and come up with ideas
on how electromagnets work in different devices.
142
DAY 2
Group Activity:
Materials: dressmaker’s pins; paper clips; 4 pcs size D
1.5 V batteries, 1 piece 3” iron nail; copper wire gauge
#21-22 (1 m)
Procedure:
3. Scrape both ends of the wire gauge # 21-22 using a
sandpaper
4. Wind the wire around an iron nail. Make 20 turns.
5. Connect the two ends of the wire to a 3 V battery (2
size D batteries)
6. Count the number of pins that will be attracted to the
electromagnet.
8. Record your observations on the table below:
Number of batteries Number of pins

attracted
2
3
4
EXPLAIN * Reporting/sharing of ideas
ELABORATE * How does an electromagnet work?

* What are some household materials that contains
electromagnets?
* What activity/ies make use of an electromagnet?
EVALUATE Illustrate a simple electromagnet and label its parts.
Describe how electromagnets work.

V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
leaners who have
caught up with the
lesson.
continue to require
remediation.
143
Why did it work?
encounter which my
can help me solve?
localized material/s did
I use/discover which I
teachers?
Rubric for Illustration of an Electromagnet
Criteria 1 2 3 4 5
Understanding No diagram Only names Incorrect and Correct but Correct and
of the topic was drawn of the parts incomplete incomplete complete
were written parts were parts were parts were
drawn drawn neatly drawn
Creativity and Not Not creative Clearly and Neatly and Very well and
originality organized but well- neatly drawn well-drawn neatly drawn
and not drawn and with expected with with a unique
neatly drawn organized point of view interesting point of view
point of view
Labels No labels Incomplete Incomplete Complete Complete
were used and incorrect but accurate and accurate and accurate
labels were labels were labels were labels were
used used used but are used and are
not neatly neatly placed
placed in the in the
diagram diagram
144
Activity 1: Let’s Talk and Observe
Learning Target:
At the end of this activity, we can describe how electromagnets work
What You Need:

 chart
 activity sheet
 video clip
What To Do:
3. Have them brainstorm on the video clip that they watched.
4. Let them collate their thoughts and come up with ideas on how electromagnets
work in different devices.
DAY 2
3. Scrape both ends of the wire gauge # 21-22 using a sandpaper
5. Connect the two ends of the wire to a 3 V battery (2 size D batteries)
6. Count the number of pins that will be attracted to the electromagnet.
Number of batteries Number of pins attracted

2
3
4
145
DAILY LESSON PLAN

I. OBJECTIVES
school or community
C. Learning Competencies/ The learner should be able to design an experiment to
Objectives determine the factors that affect the strength of the
electromagnet
S5FEIIIi-j-9
 Perform experiment to determine the factors
that affect the strength of the electromagnet.
II. CONTENT Electricity and Magnetism
3.1 Circuits
3.2 Electromagnets
A. References
Pages
3. Textbook pages
IV. PROCEDURE
ENGAGE Suppose you have wires, iron nail and battery what can
you construct out of it?
EXPLORE Group Activity: “Making Me Stronger”
I. Problem: Can you perform an experiment to
determine the factors that affect the strength of an
electromagnet?
II. Materials: constructed electromagnet used in
previous activity
III. Procedure:
1. Group yourself into five.
2. Brainstorm on how you can make electromagnet
stronger.
3. Perform experiment to determine the factors that
affect the strength of the electromagnet.
Day 1- Number of Batteries
Day 2- Number of Coils
Day 3- Type of Core
(Please see attached activity sheets)
146
EXPLAIN * Reporting of outputs
* Sharing of ideas
ELABORATE
* What happened when you increased the number of
batteries?
* What happened when you added coils in the
electromagnet?
* What happened when you used different types of
cores in your electromagnet?
* Does the electromagnet get stronger or weaker in
each instance? Why?
* What factors affect the strength of an electromagnet?
EVALUATE 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 increase 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. Which of the following core type will make your
electromagnet stronger?
a. air
b. wood
c. plastic
d. iron
____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.
V. REMARKS
VI. REFLECTION
VII. OTHERS
147
earned 80% on the
require additional
lesson.
continue to require
remediation.
Why did it work?
encounter which my
can help me solve?
to share with other
teachers?
148
Activity 1
Learning Target:
At the end of the activity, we can determine the factors that affect the strength of
an electromagnet.
What You Need:

dressmaker’s pins
paper clips
4 size D batteries
1 piece iron nail
sandpaper
What To Do:
7. Repeat the procedure by adding the remaining batteries one by one.
Number of batteries Number of pins attracted
2
3
4
Guide Questions:
* What happened when you increased the number of batteries?
* Does the electromagnet get stronger or weaker in each instance? Why?
149
Activity 2
Learning Target:
an electromagnet.
What You Need:

dressmaker’s pins
paper clips
2 size D batteries
sandpaper
What To Do:
7. Repeat procedure #2, this time making 20 turns of wire.
9. Repeat procedure #2, this time making 30 turns of wire.
Number of turns Number of pins attracted
10
20
30
Guide Questions:
* What happened when you added coils in the electromagnet?
150
Activity 3
Learning Target:
an electromagnet.
What You Need:

dressmaker’s pins
paper clips
4 size D batteries
1 piece iron nail
empty ballpen casing
pencil
What To Do:
7. Repeat procedure #4, this time using the ballpen casing as the core.
9. Repeat procedure #4-6, using a pencil.
Type of Core Number of pins attracted
Plastic
Iron
Wood
Guide Questions:
* What happened when you used different types of cores in your electromagnet?
151
DAILY LESSON PLAN

I. OBJECTIVES
A. Content The learners demonstrate understanding of a simple DC circuit and the
Standard relationship between electricity and magnetism in electromagnets
B. Performance The learners should be able to propose an unusual tool or device using
Standard electromagnet that is useful for home school or community
C. Learning The learner should be able to design an experiment to determine the
Competencies/ factors that affect the strength of the electromagnet
Objectives S5FEIIIi-j-9
 Design a tool or device using electromagnet that is useful for
home, school or community.
II. CONTENT Electricity and Magnetism
3.1 Circuits
3.2 Electromagnets
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 97-99; STeP, CG
Guide pages
2. Learner’s pp. 148-151
Materials
Pages
3. Textbook
pages
4. Additional
materials from
Learning Resource
(LR) portal
B. Other https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=UXW5C27&
Learning
Resources
IV. PROCEDURE
ENGAGE What are electromagnets?
Why are electromagnets important?
What devices/tools uses electromagnets to function?
EXPLORE * Group pupils into 5 groups and recall the standards in performing
group activities.
Activity: Electromagnet Device
1. Talk about your group members about what devices uses
electromagnets to function.
2. After brainstorming, sketch possible designs/diagrams of simple
devices using electromagnets which can be used at home,
school, or community.
3. Indicate the materials to be used in making the device.
4. Enumerate the step by step procedure in constructing the
device.
5. Follow your plan and construct your device.
152
6. Test out your constructed device.
EXPLAIN * Presentation/reporting of group outputs
ELABORATE 1. How did you come up with your chosen device to make?
2. What materials did you use to make such device?
3. How did it make use of an electromagnet?
4. How can this device be useful at home, school or community?
EVALUATE Evaluate pupils’ outputs using the rubric attached.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons
work? No. of
leaners 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 it
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
153
can help me
solve?
G. What
innovation or
localized
material/s
did I
use/discover
which I wish
to share with
other
teachers?
154
RUBRIC FOR EVALUATION
Approachin Minimally
Does not Meets Exceeds
g meets
meet expectation expectation
expectation expectation
expectation s s
s s
s 4 pts 5 pts
2 pts 3 pts
1 pt
Planning Does not Approaching Minimally Meets Exceeds

meet expectations meets expectations expectations
expectations expectations
1-2 Most All
No planning components Some components components
evident. of the components of the of the
planning of the planning planning
were planning were were
completed. were completed. . completed.
completed.
Design Does not Approaching Minimally Meets Exceeds

Student's Student's Student's
Students did design was Student's design had design was
not design messy, design multiple thorough with
anything unlabeled contained views of the multiple
related to and unclear. some labels intended views of the
the task. Only one and different device and intended
view of the views of the was labelled model and
device was device. clearly. It clear
drawn. achieved its labelling. The
main student also
purpose of came up with
designing an original
something. design that
was an
innovative
approach to
the task.
\Making Does not Approaching Minimally Meets Exceeds

An An Device Device
No electromagn electromagn contains a contains a
electromagn et is used et is used simple simple
et is used in but lacking with electromagn electromagne
the device. in parts complete et and t; worked
parts but not worked properly and
strong properly. executed
enough to other
make the functions.
device work
155
Making: Does not Approaching Minimally Meets Exceeds
The meet expectations meets expectations expectations
appearanc expectations expectations
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Adapted from: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=UXW5C27&
156
3rd Summative Test in Science 5
Third Grading
Name: ______________________________________________Section: ____________
_______1. Most Christmas lights are made using this kind of circuit.
A. closed C. parallel
B. open D. series
_______2. A kind of circuit consisting of more than one pathway for electricity
A. closed C. parallel
B. open D. series
_______3. A dry cell’s terminals are properly connected to a light bulb. Why does the
bulb light up?
A. Electricity transfers from the dry cell to bulb
B. The bulb is luminous
C.The circuit has no switch
D.The electrons are negatively charged
______4. What needs to be done to this circuit so that the lamp lights up?
A. Close the switch

B. Add another lamp
C. Add a cell and close the circuit
D. Add a motor and close the switch
______5. What is wrong with this circuit diagram?

A. There is no switch connected
in the circuit.
B. There is only one bulb
in the circuit. https://www.tes.com/teaching-resource/is-it-a-circuit-
C. There is only one battery in the circuit. 6054133
D. There is no complete connection
______6. Which statement is correct about electric current powered by a battery?

A. It does not flow through a wire.
B. It gets used up as it goes around the circuit.
C. It does not get used up as it goes around the circuit.
D. All of the above.
______7. In a simple series circuit, why does the bulb light when you close the switch?
A. Because the switch produces electricity
B. Because closing the switch completes the circuit
C. Because closing the switch breaks the circuit
D. Because the switch provides enough power supply
_______8. What materials will you need to produce a magnet?

A. wire C. battery
B. iron fillings D. all of these
157
______9. What pattern is formed by the iron fillings when a wire is connected to a
battery?
A. C.
B. D.
______10. How will you describe the strength of the magnetic field around the current
carrying wire?
A. Magnetic field is stronger near the current carrying wire.
B. Magnetic field is weaker near the current carrying wire.
C. The magnetic field is either strong or weak near the current carrying wire.
D. The magnetic field has no effect.
_______11. Which of the following can make an electromagnet stronger?

A. Adding more dry cells
B. Using an iron as a core
C. Increasing the number of turns in the coil of wire
D. All of the above
_______12. The material produced by making electricity flow through a coil of wire wind
around an iron nail.
A. battery C. electromagnet
B. circuit D. magnet
________13. The variable that does not affect the magnetism of an electromagnet
I. number of batteries
II. number of coils
III. magnet
A. I and III B. II and III C. I and III D. I, II and III
________14. Which of these increases the strength of electromagnets?

A. Decreasing the number of loops of wire around the iron core
B. Increasing the number of loops
C. Minimizing the presence of currents
D. Turning the current off
_________15. What will happen when a part of an electromagnet is disconnected?

A. The electromagnet will lose its magnetism.
B. Electricity will continue to flow through it.
C. There will be an increase in the number of materials that will be
attracted to it.
D. The electromagnet will become a permanent magnet.
_________16. The variable that does not affect the magnetism of an electromagnet
A. number of batteries C. magnet
B. number of c oils D. size of the nail
_________17. Which of the following material can be attracted by an electromagnet

A. rubber C. plastic
B. paper clips D. cotton
158
_____18. 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.
_____19. Which of the following devices makes use of electromagnet?

A. electric bell C. telephone
B. electric buzzer D. all of the given options
______20. Which of the following core type will make your electromagnet stronger?
A. air
B. wood
C. plastic
D. iron
159
Third Periodic Examination
SCIENCE 5
Name: _______________________________Section: _____________________
Directions: Read each item carefully then encircle the letter of the best answer.
1. What is motion?
A. It is the measure of how far or near two points are from one another.
B. It is a change in position with respect to a reference point.
C. It is an important factor in measuring if the object has moved or not.
D. It is the measure of how far or near two points are from one another.
2. A bicycle has an average speed of 2 meter per second. This means that _____
A. it can travel 4 meters in 2 seconds
B. it can travel 1 meter in 1 second
C. it takes 2 seconds to travel 1 meter
D. it can travel 2 kilometers in 1 hour
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?
I. Meter
II. Second
III. Meter per second
IV. Kilometer per hour
A. I only B. II only C. I and II D. III and IV
4. A dove flies 60 meters in 10 second. What is the duck’s speed?

A. 600 m/s B. 60 m/s C. 6 m/s D. 0.6 m/s
5. Earthworm crawls 2 centimeters per minutes how far it will crawl for 10
minutes?
A. 8 centimeters C. 12 centimeters
B. 5 centimeters D. 20 centimeters
6. You are racing a cart down the hallway. If you move 10 meters in 5 seconds.
What is your speed?
A. 2 meters per second C. 50 meters per second
B. 2 miles per hour D. 5 meters per second
7. A cyclist travels 40 kilometers in 2 hours, what is the average speed?

A. 80 km/hr B. 60 km/hr C. 20 km/hr D. 10 km/hr
8. A biker covers a distance of 150 km in five hours. What is the biker’s average
speed?
A. 15 km/hr B. 30 km/hr C. 45 km/hr D. 60 km/hr
9. What is the basic unit for measuring distance?

A. hour B. meter C. second D. millimeter
160
10. Why is it important to use appropriate instrument in measuring?
I. The measurements vary.
II. These measuring instruments gives exact and precise
measurement.
III. The use of nonstandard measuring instruments gives inaccurate
measurement.
A. I and II B. I and III C. II and III D. I, II and III
11. Which among the following materials is useful in cooking food?

A. metal spoon C. aluminum casserole
B. plastic cup D. plastic ladle
12. Why is electrical wiring usually made from copper? Because ___
A. it is shiny
B. it conducts electricity
C. it is not magnetic
D. it is strong
13. The following materials use conductor of heat and electricity to function EXCEPT one.
Which is it?
A. lighted candle C. water heater
B. lighted bulb D. washing machine
14. The main reason of using aluminum in cooking pans is because ___
A. It is a good conductor of electricity.
B. It is a good conductor of heat.
C. It is shiny.
D. It is strong.
15. Why is electrical wiring usually covered with a layer of plastic?

A. To help electricity flow along the wire
B. To make it look more beautiful.
C. To make it stronger.
D. To make it safe.
16. What colors are reflected when an object appear black?

I. Red
II. Blue
III. Green
IV. Black
A. I and II B. II and III C. III and IV D. IV only
17. Which object would absorb most light and heat?

A. black shirt C. green leaf
B. red apple D. white car
18. What do you call the process or action by which one thing absorbs or is absorbed by
another and not reflecting it back?
A. absorption C. refraction
B. reflection D. transmission
19. It is the bouncing back by a body or surface of light, heat, or sound without absorbing
it.
A. absorption C. refraction
B. reflection D. transmission
161
20. A mirror has a unique characteristic that lets us see our mirror image. What
characteristic is it?
A. Absorption
B. Reflection
C. Transmission
D. Refraction
21. The following are phrases pertain to the ability and effects of black and colored
objects in heat absorption. What are these?
I. absorb more heat
II. absorb less heat
III. get warmer more quickly
IV. remain cooler to touch in the sunlight
V. tend to have higher temperature
A. I, II and III B. I, III and V C. II, III and IV D. III, IV and V
22. The following are phrases pertain to the ability and effects of white objects in
heat absorption. What are these?
I. make melting process faster
II. keep the ice from melting
III. dry faster under the sun
IV. dry slower under the sun
V. tend to have lower temperature
A. II, III and V B. I, II, and III C. II, III and IV D. II, IV and V
23. Which group of objects composed of transparent materials?

A. flower, plastic bottle, booth
B. clear water, magnifying lens, eyeglasses
C. white sock, umbrella, plastic ball
D. tinted window, cellophane, gelatin
24. Which group of objects composed of opaque materials?

A. glass of water, ceramic mug, plastic plate
B. glass center table, tree, book
C. plastic cup, toothbrush, toothpaste
D. lenses, plastic cover, book
25. You are walking one afternoon to go to your aunt’s house. You are aware that
exposure to sunlight can lead to certain diseases. What material can you use in
order to block the sunlight that damages your skin?
A. umbrella B. books C. bag D. rain coat
26. The following are examples of materials that transmit light EXCEPT one. Which
is it?
A. picture frame
B. windows of houses
C. display cabinet doors
D. glass door covers with designed plastic
27. Why do most people in tropical countries use white paint for their homes?
A. To absorb more heat
B. To shade their house
C. To decrease the temperature
D. To make feel comfortable
162
28. These are the materials that allow small amount of light to pass through.
A. transparent materials
B. translucent materials
C. opaque materials
D. dark materials
29. Why do people enjoy the shade of the tree during summer?
A. It reflects light.
B. It absorbs light.
C. It blocks light.
D. It transmits light.
30. In a simple circuit with long coiled wire, 1.5 volts and a bulb. Why does the bulb
get dimmer?
A. because the source is not enough
B. because the load is too many
C. because the wire is too long
D. because the wire is too short
31. Imagine a simple circuit with one 1.5 volts battery and a bulb. When the 1.5
volts battery is replaced with a 3 volts battery. What will happen?
A. The bulb gets brighter.
B. The bulb gets dimmer.
C. The bulb stays at the same level of brightness.
D. Nothing has changed.
32. Imagine a circuit with a 1.5 volts battery and a bulb and a similar circuit with a 3
volts battery and two bulbs. Which has the brighter glow?
A. The circuit with 1.5 volts battery and one bulb.
B. The circuit with 3 volts battery and two bulbs.
C. The bulbs in both circuits are of similar brightness levels.
D. The bulbs in both circuits will not lit.
33. Why might a bulb have busted when a 3 pieces 3 volts battery are both
connected across in a simple series circuit?
A. There is insufficient amount electricity flowing in the circuit.
B. Too much electricity flows through the bulb’s filament and the bulb blows.
C. The batteries are not connected properly.
D. The batteries are used up or uncharged.
34. What is the effect of changing the number of batteries in a circuit from one to
two?
A. The bulbs become dimmer.
B. The bulbs become brighter.
C. The bulbs stay at the same level of brightness.
D. Nothing has changed.
35. Which statement is correct about electric current powered by a battery?

I. It provides current to the circuit.
II. It gets used up as it goes around the circuit.
III. It does not get used up as it goes around the circuit.
A. I and II B. II and III C. III only D. I, II and III
163
36. What needs to be done to this circuit so that the lamp lights up?
A. Close the switch

B. Add another bulb or lamp
C. Add another wire
D. Add a battery and close the switch
37. Which switch must be closed to make the lamp light?
1
2
A. Only switch 1
B. Only switch 2
C. Switch 1 and 2
D. The lamp can still light up even the switches are open
38. If lamp 1 is removed from its holder, what will happen to lamp 2?
1 2
A. It will stay lit.

B. It will be busted.
C. It will get dimmer
D. It won’t work.
39. Which component do these symbols represent?
A. buzzer, motor, battery, switch

B. buzzer, motor, bulb, power supply
C. switch, battery, bulb, motor
D. wire, switch, battery, load
164
40. Which material can be a core for an electromagnet?
A. iron nail B. copper C. plastic D. cotton
41. Which object is NOT used in making electromagnet?

A. dry cell B. wire C. magnet D. core
42. Which activity can be done with the use of an electromagnet?

A. keeping a room well lighted
B. sweeping the floor
C. lifting the refrigerator
D. sewing a dress
43. How does an electromagnet work?

A. When an insulated wire is wrapped around an iron rod, the rod becomes
magnetized.
B. When an electric current flow through the wire wrapped around an iron
core.
C. An electromagnet behaves like magnet only when the wire is wrapped
around an iron core.
D. An electromagnet maintains its magnetic properties even without the source
of electricity.
44. David wants to construct an electromagnet. He has a long piece of copper wire,
and two dry cells. What else does he need?
A. iron nail C. glass tube
B. plastic tube D. wooden tube
45. Why is the wire used in an electromagnet coiled?

A. It has more force.
B. It makes the electromagnet stronger
C. It controls the field of attraction
D. It controls the flow of electricity
46. Which of the following can make an electromagnet stronger?

I. Adding more dry cells
II. Using a core with a bigger diameter
III. Increasing the number of turns in the coil of wire
A. I and II B. II and III C. I and III D. I, II, and III
47. Which of the following devices make use of electromagnet?

A. electric bell C. telephone
B. electric buzzer D. all of the given options
48. Which one of the following is NOT a part of an electromagnet?

A. The coiled wire
B. The nail as the core
C. The dry cell as the source of electricity
D. The pins, clips, and needles attracted by the electromagnet
165
49. What happens when a part of an electromagnet is disconnected?
A. It loses its magnetism
B. The electricity continues to flow through it.
C. The electromagnet becomes a permanent magnet
D. There is an increase in the number of materials attracted
50. Which material can be a conductor for an electromagnet?

A. rubber C. plastic
B. copper D. cotton
166
ANSWER KEY
SUMMATIVE TEST NO. 1 in SCIENCE

Third Quarter
KEY TO CORRECTION
1. B 11. C
2. D 12. A
3. B 13. D
4. C 14. B
5. D 15. B
6. D 16. C
7. D 17. D
10. C 18. C
8. D 19. B
9. B 20. D
SUMMATIVE TEST NO. 2

2. Absorption
3. Transmission
4. Reflection
4-9
 Water
 Cement
 Black shirt
 White shirt
 Juice
 Catsup
10. Light
11. Heat
12. Black
13. White
14. Temperature
15. b
16. b
17. a
18. b
19. c
20. translucent
21.opaque
22.transparent
23. a
24. c
25. b
167
SUMMATIVE TEST NO. 3
1. D 11. D
2. C 12. C
3. A 13. D
4. C 14. B
5. D 15. A
6. B 16. C
7. B 17. B
8. D 18. D
9. A 19. D
10. A 20. D
PERIODIC TEST
1. B 16. D 31. A 46. C

2. A 17. A 32. C 47. D
3. D 18. A 33. B 48. D
4. C 19. B 34. B 49. A
5. D 20. B 35. A 50. B
6. A 21. B 36. D
7. C 22. D 37. C
8. B 23. B 38. A
9. B 24. C 39. D
10. C 25. A 40. A
11. C 26. D 41. C
12. B 27. C 42. C
13. A 28. B 43. B
14. A 29. C 44. A
15. D 30. C 45. B
168

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PROTOTYPE AND CONTEXTUALIZED DAILY LESSON PLANS

JOSE L. DONCILLO, CESO V

FATIMA D. BUEN, CESO VI WILFREDO J. GAVARRA

SANCITA B. PEÑARUBIA, EdD

JADE O. ALBERTO, EdD

A. Writers/ Demonstration Teachers:

MARLYN B. RIVERA, Master Teacher II, Hindi ES, Bacacay West

JAY L. ALBAYTAR, Teacher I, Daraga NHS, Daraga

SHIELA P. ALBERTO, School Principal I, Maipon ES, Guinobatan East

Day 1: Identify parts of a simple electric circuit 89

Performance Standard: The learners should be able to

Learning Competency: The learner should be able to

THIRD SUMMATIVE TEST 156

School Grade Level 5

Do these things move? How do you know that they

Group Activity: Let’s Move It

a. What object/s in the surrounding can you use as

4. What causes motion?

5. What is the difference between motion and

* When you apply force on any object, the object will

* Motion is a change in position with respect to a

______ 1. It is a change in an object’s position as

______ 2. It is a change in position with respect to a

______ 3. It is the measure of how far or near two

______ 4. It is an important factor in measuring if the

______ 5. It is described as the movement of an

OBJECT LENGTH/DISTANCE TRAVELLED TIME TRAVELLED FROM

6. Answer the following questions:

School Grade Level 5

1. From the starting point, pull the car.

School Grade Level 5

Source: Science in Action-p.174

Complete the graphic organizer:

An object moves if there is __ that

A __ is any stationary object that

The change of position of an object over

The motion of an object is described in

EVALUATE How do you know that you are in motion?

RUBRIC FOR PERFORMANCE TASK (PRESENTATION)

Path Total Distance (m.) Total Time (min.) Total Speed

Source: Science in Action 6-p.176

Source: Science in Action 6-p.177

Source: Science in Action 6-p.177

School Grade Level 5

ELABORATE Based on your activity, what are the tools needed in

What you need:

School Grade Level 5

Number of books Distance

3. Repeat steps 1 and 2.

Number of books Time travelled by the marble in

School Grade Level 5

Write the LC code  Calculate speed of moving objects

1. Which of the following shows motion?

2. Which does not demonstrate motion?

3. How can a biker travel a great distance in a specified time?

4. A dove flies 60 meters in 10 seconds. What is the duck’s speed?

6. Why do we need to use the metric system of measurement?

7. What does a traffic sign of 60 km/h on a road mean?

8. Which is the reference point of a boy leaving home for school?

9. Which is used in measuring length or distance?

10. What is the basic unit for measuring distance?

A.I only B.II only C.III and IV D. I and II

15 .Which of the following demonstrates motion?

16. Which of the following statement is true?