School Grade Level FIVE

Teacher Learning Area SCIENCE

Teaching Date and Time/ Quarter 3rd Quarter
Section
Daily Lesson Log

I. OBJECTIVES: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

a simple DC circuit and the relationship a simple DC circuit and the relationship a simple DC circuit and the relationship a simple DC circuit and the relationship a simple DC circuit and the relationship
A. Content
between electricity and magnetism in between electricity and magnetism in between electricity and magnetism in between electricity and magnetism in between electricity and magnetism in
Standards
electromagnets electromagnets electromagnets electromagnets electromagnets
propose device using electromagnet propose device using electromagnet propose device using electromagnet propose device using electromagnet propose device using electromagnet
B. Performance
that is useful for home school or that is useful for home school or that is useful for home school or that is useful for home school or that is useful for home school or
Standards
community community community community community
C. Learning Infer the conditions necessary to make a Determine the effects of changing the Determine the effects of changing the Determine the effects of changing the Determine the effects of changing the
Competencies/ bulb light up number or type of components in a number or type of components in a number or type of components in a number or type of components in a
Objectives circuit circuit circuit circuit
Write the LC code S5FE-IIIf-6
for each S5FE-IIIg-7 S5FE-IIIg-7 S5FE-IIIg-7 S5FE-IIIg-7
Describe the effects of connecting
more dry cells, and more bulbs in series
Identify the parts of the electric circuit. Describe the effects of connecting
on the brightness of the bulbs.
more dry cells, and more bulbs in series
D. Localized/
Describe the function of the parts of an on the brightness of the bulbs.
Enhanced Differentiate between a series and a Design an experiment on a series and a Describe the effects of changing the
electric circuit.
Curriculum parallel circuit. parallel circuit. arrangement of the bulbs on their
Describe the effects of changing the
Standards brightness
Construct a simple circuit that will arrangement of the bulbs on their
make a bulb light brightness
Differentiate between a series and a
parallel circuit.

II. CONTENT Electric Circuit Series and Parallel Circuits Series and Parallel Circuits Series and Parallel Circuits Series and Parallel Circuits

III. LEARNING
RESOURCES
A. References
1. Teacher's Guide Teacher-made questions Teacher-made questions
pages
2. Learner's SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules, SDO Makati Self-Learning Modules,
Materials pages Quarter 3, Module 5 pp. 1-8 Quarter 3, Module 6 pp. 1-8 Quarter 3, Module 6 pp. 1-8 Quarter 3, Module 6 pp. 1-8 Quarter 3, Module 6 pp. 1-8

3. Textbook pages
4. Additional PowerPoint Presentation/activity PowerPoint Presentation, activity PowerPoint Presentation, activity PowerPoint Presentation, activity PowerPoint Presentation, activity
Materials from sheets sheets, chart, video presentation, sheets, chart, video presentation, sheets, chart, video presentation, sheets, chart, video presentation,
Learning graphic organizer graphic organizer graphic organizer graphic organizer
Resource(LR)portal
B. Other Learning DepEd CO SLM – Quarter 2, Module 4, DepEd CO SLM – Quarter 3, Module 5, DepEd CO SLM – Quarter 3, Module 5, DepEd CO SLM – Quarter 2, Module 5, DepEd CO SLM – Quarter 2, Module 5,
Resources pp. 1-14 pp. 1-14 pp. 1-14 pp. 1-14 pp. 1-14

IV. PROCEDURES
A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities A. Preliminary Activities
Ask: 1. Review 1. Review What is an open circuit? closed circuit? Ask:
How are you today? Are you ready for What are the effects of changing the Activity: Game: What’s the Symbol? How are you today? Are you ready for
the weekly test? number of components in an electric Group the pupils with 6 members each. the weekly test?
circuit? Ask each member to stand near the
board with the corresponding area.
- Increasing the number of batteries,
increases the brightness of a Say:
bulb. I have here a gift box that contains
A. Reviewing the component cards (picture cards).
previous lesson or - Increasing the number of bulbs,
presenting the new decreases the brightness. Inside the gift box are component cards
lesson (picture cards).

As I pick up and raise each card, you

have to draw the symbol that
represents each card on the board. The
first group that can draw
the symbols correctly will get 1 point.

There are 5 items for a total of 5

points.
B. Establishing a Let the learners recall things to 2. Motivation 2. Motivation 2. Motivation Let the learners recall things to
purpose for the remember when taking a test or an Connect the circuit components with Let them draw an example of a series remember when taking a test or an
lesson exam. their symbols. and a parallel circuit. exam.

Share your drawing of a series and

parallel circuit. Explain your drawings.

C. Presenting Let the learners apply the classroom B. Developmental Activities B. Developmental Activities B. Developmental Activities Let the learners apply the classroom
examples/ rules when taking a weekly test or an 1. Presentation 1. Presentation 1. Presentation rules when taking a weekly test or an
instances of the exam. Approach: Collaborative exam.
new lesson Introduce the symbols of the Direction: Decipher the codes below.
components in an electric circuit. Use the KEY CODE as your reference. Strategy: Jigsaw Method

Group Activity: Suggested Activity: TDAR

Demonstrate (Think, Discuss, Act, Reflect)
Make a diagram by replacing the
components with their symbol. Let the Group Activity:
 groups do the same.
The learners will now take the test. 2. Performing the Activities
D. Discussing new Group Reporting / Presentation of the
concepts and Output
practicing new
skills #1 Sharing of results
E. Discussing new 3. Processing the Activities
concepts and Based on the activities we did, answer
practicing new the following questions:
skills #2
1. Does changing the load of a circuit
affect the circuit? No, it doesn’t.
2. Can unjointed wires make the circuit
work? Why? No, because the electric
current won’t flow in unjointed wires.
3. What is the function of the switch in
a circuit? The switch opens and closes
the circuit.
4. Can a circuit work even without a
switch? Why? Yes. Because the current
can still flow through the wires even
without a switch.
2. Performing the Activities
Group Reporting / Presentation of the
Output
Sharing of results
3. Processing the Activities
Discuss the difference of series and
parallel circuit.
Direction: Let us try to compare series
and parallel circuits. Fill in the blanks
with the missing word.
II. Materials: batteries, light bulbs, wire
Group 1: Series Circuit
Group 2: Parallel Circuit
Group 3: Series Circuit
Group 4: Parallel Circuit
2. Performing the Activities The learners will now take the test.
Group Reporting / Presentation of the
Output
Sharing of results
3. Processing the Activities
Based on the activity, answer the
following questions. Write your
answers in your notebook/ answer
sheet.
Group 1 and 3
1. Were you able to construct a series
circuit? How?
2. Was electricity flowing in the circuit?
How did you know?
3. Of the three bulbs connected in the
circuit, which bulb was the brightest?
Why do you think so?
4. What happened when a bulb was
detached from the circuit? Why did it
happen?
5. What do you notice with the light of
the three bulbs when another dry cell
was added?
Group 2 and 4
1. Were you able to construct a parallel
circuit? How?
2. Was electricity flowing in the circuit?

Let the learners repeat the things to 4. Reinforcing the Concept and Skill
remember when taking a test. Complete the following sentences by
choosing the correct word from the
box below.
1. If the switch is on, the circuit is
____________. Therefore, the circuit
will work.
F. Developing 2. When the switch is ____________,
mastery (Leads to the circuit is open. Therefore, the
Formative circuit won’t work.
Assessment 3)
3. In a circuit with unjointed wires, the
motor _______ work.
4. A _________controls the circuit y
opening and closing it.
5. An open circuit is a
____________circuit.
G. Finding practical Ask: 6. Applying to New and Other
applications of Why do you think you need to undergo Situations
concepts and skills tests in all your subject areas? Electricity is very useful for us. But
in daily living improper use of it will be dangerous.
Activity: Is it SAFE or NOT?
Tell whether each activity in using
electricity SAFE or NOT SAFE.
Use happy or sad emoji’s for your
answers.
1. Replacing broken wires or busted
bulbs.
2. Turning off the switch when not in
4. Reinforcing the Concept and Skill
Direction: On the space provided, write
S if the statement is true for a series
circuit and P if it is true for a parallel
circuit.
________1. Charges have more than
one path to follow.
________2. All the parts are connected
in a single path.
________3. It allows other electrical
devices to work even if one stops.
________4. The same amount of
current passes through all the electrical
devices.
________5. When one electrical device
goes out, the rest will not work
anymore.
6. Applying to New and Other
Situations
Direction: Give the advantages and
disadvantages of using a parallel/series
connection. Choose from the box.
How did you know?
3. Was there a difference in the
brightness of light among all light bulbs
with only one dry cell? Why or why
not?
4. Was there a change in the brightness
of light when another dry cell was
added? Why or why not?
4. Reinforcing the Concept and Skill Let the learners repeat the things to
Draw the actual set-up of the series remember when taking a test.
and parallel circuit that you have
constructed in Activity 1. Label/name
its parts. Do this in your
notebook/answer sheet.
6. Applying to New and Other Ask:
Situations Why do you think you need to undergo
Peer-sharing tests in all your subject areas?
Let the learners find a partner and
discuss some real-life examples of a
series or a parallel circuit.
 use.
3. Check your electrical connection
twice a year.
4. Ask your 3-year-old brother to turn
on or off the switch.
5. Using Octopus connection in running
your appliances
Ask: 5. Summarizing the Lesson
How did you find today’s activity? What are the effects of changing the
type of components in a circuit?
· Changing the type load with the same
power supply does not affect the
circuit. It still works.
· Unjointed wires do not allow the
current to flow which is why the circuit
will not work.
· Switch opens and closes the circuit
but it can still work even without it.
H. Making Let’s see if you really understood the
generalizations lesson by answering the questions.
and abstractions
about the lesson
I. Evaluating Class participation. Evaluation:
learning Directions: Choose the letter of the
Checking of the papers. correct answer.
5. Summarizing the Lesson
Direction: Differentiate parallel and
series using the diagram below. Fill in
the blanks with the missing word.
Evaluation:
Encircle the letter of the correct
answer.
5. Summarizing the Lesson Ask:
Read and understand the sentences How did you find today’s activity?
well. Identify the ideas/ concepts being
described. Choose the correct answer
from the choices provided in the box
below.
1. A circuit that allows electric current
to flow through a single path is known
as ____________.
2. In a parallel circuit with constant
voltage or the same power source, the
____________ of the number of bulbs
increases the total current.
3. The kind of electricity that is made
up of moving electrons flowing through
a complete circuit is called
_______________.
4. In a series circuit, the electric current
that passes through each bulb
____________.
5. In order for the devices in a series
circuit to work, each device must
____________.
Evaluation: Class participation.
Read and understand the sentences
well. Checking of the papers.
Choose the letter of the correct answer
1. Which statement is correct about
electric current powered by a battery?
A. It always flow clockwise.
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.
2. What needs to be done to this circuit
so that the lamp lights up?
A. Close the switch
B. Add another bulb/lamp
C. Add another wire
D. Add a cell /battery and close the
switch
3. Which switch must be closed to
make the lamps light?
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.
4. If lamp 1 is removed from its holder,
what will happen to lamp 2?
A. It will stay lit.
B. It will be busted.
C. It will get dimmer.
D. It won’t work.
5. Which components do these
symbols represent?
A. bulb, motor, buzzer, switch
B. buzzer, motor, bulb, power supply
C. switch, buzzer, bulb, motor
D. wire, switch, power supply, bulb
1. A string of Christmas tree bulbs
would not light up when you turned on
the switch. What could be the reason
for this?
A. The string of bulb is too long,
B. The bulbs are small and multi-
colored
C. There is at least one defective bulb
in the series
D. The wire is too small for the current
to flow
2. How many complete circuits are
there in a series circuit?
A. Many circuit
B. Two complete circuits
C. only one complete circuit
D. depends on the bulb
3. How does electricity flow in a series
circuit?
A. Wires = cells=bulbs
B. Dry cell = wires = bulbs
C. Bulb=wires=dry cell
D. Dry cells = bulbs = wires
4. What is not good with a series
connection?
A. The circuit uses less energy.
B. The circuit uses one appliance at a
time.
C. The circuit breaks when one bulb
defective.
D. The circuit continues when one bulb
goes out.
5. Which electrical connection will
continue to work even if you take away
one bulb?
A. series
B. circuit
C. parallel
D. dry cell
to each of the questions.
1. Which circuit contains two or more
paths for an electric current to flow
through?
A. parallel circuit
B. close circuit
C. series circuit
D. open circuit
2. What will happen to the voltage
across the paths in a parallel circuit if
more independent bulbs are added and
the number of dry cells or source is the
same?
A. the voltage will remain the same
B. the voltage will decrease
C. the voltage will increase
D. the voltage will fluctuate
3. In a parallel circuit, why is it that
when a bulb burns out or is loose, the
other bulbs still light up?
A. because each connection in the
circuit is independent from the others
B. because electric current is allowed
to pass through a single path
C. because electric current can be
stopped from flowing
D. because the electric current does
not flow
4. Below are advantages of the parallel
circuit, except one. Which is it?
A. Parallel circuit requires many wiring
connections.
B. Two or more pathways allow electric
current to pass through
C. Individual devices can be controlled
D. When a bulb burns out, other bulbs
continue to glow
5. Which of the following statement is
true about parallel circuit at home?
A. when the electric fan is switched off,
the TV set will not function
B. when a light is switched on, other
lights will also glow
C. appliances at home cannot function

Recording of test results
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
___Lesson carried. Move on to the next
A. No. of learners objective.
who earned 80% in ___Lesson not carried.
the evaluation _____% of the pupils got 80% mastery
B. No. of learners ___Pupils did not find difficulties in
who require answering their lesson.
additional activities ___Pupils found difficulties in
for remediation answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
Assignment:
Make a circuit diagram for each set of
circuit components.
1. A circuit with a battery, a buzzer and
a switch.
2. A circuit with 2 batteries, a bulb, a
motor and a switch.
3. A circuit with 2 batteries, a buzzer, a
bulb and 2 switches (one for each load)
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
Assignment:
Draw the schematic diagram of a
simple circuit. Label the parts.
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
simultaneously
D. appliances at home can
function/operate independently from
other appliances
Assignment:
Give at least one of the items asked
below:
1. Advantage of series circuit
2. Disadvantage of parallel circuit
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
Recording of test results
___Lesson carried. Move on to the next
objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___Pupils did not find difficulties in
answering their lesson.
___Pupils found difficulties in
answering their lesson.
___Pupils did not enjoy the lesson
because of lack of knowledge, skills and
interest about the lesson.
___Pupils were interested on the
lesson, despite of some difficulties
encountered in answering the
questions asked by the teacher.
___Pupils mastered the lesson despite
of limited resources used by the
 teacher. teacher. teacher. teacher. teacher.
___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their
work on time. work on time. work on time. work on time. work on time.
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary
behavior behavior behavior behavior behavior
C. Did the remedial ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
lessons work?
No. of learners who
caught up with the
lesson.
D. No. of learners ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional
who continue to activities for remediation activities for remediation activities for remediation activities for remediation activities for remediation
require
remediation.
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
E. Which of my
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
teaching strategies
lesson lesson lesson lesson lesson
worked well? Why
did these work?
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
F. What difficulties require remediation require remediation require remediation require remediation require remediation
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
or localized
materials did I ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development:
used/discover Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
which I wish to taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
share with other vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
teachers?
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair-
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory
charts. charts. charts. charts. charts.

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

Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast, Examples: Compare and contrast,
jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and
projects. projects. projects. projects. projects.

___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:

Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities. opportunities. opportunities. opportunities.

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