School: STO.

NINO ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: MELODIE P. TABAQUERO Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: MARCH 18 – 22, 2024 (WEEK 8) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDA

Y
I.OBJECTIVES
A.Content Standards "The Learners demonstrate understanding of a simple DC circuit and the relationship between electricity and magnetism in electromagnets."
B.Performance The learners should be able tell the main parts of an electromagnet.
Standards
C.Learning The learners should be able Design an experiment to determine the factors
Construct an Determine the factors that affect the strength CATCH-UP
Competencies/Objective to identify the parts of an that affect the strengthof the
electromagnet.S5FE-IIIi-j9 of the electromagnet.S5FE-IIIi-j9 FRIDAY
s electromagnet.S5FE-IIIi-j9 electromagnet.S5FE-IIIi-j9
II.CONTENT Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide pages Science Exemplar pages Science Exemplar pages Science Exemplar pages 606-609 Science Exemplar pages 606-609
606-609 606-609
2.Learners’s Materials
pages
3.Textbook pages h. Cyber Science 5, Nicetas
G. Valencia et. al., pp. 279 – Cyber Science Worktext in Science and
Cyber Science 5; Nicetas C.
284 Technology 5, Nicetas
Valencia et al, pp. 229-233
i. Science and Health 5, G. Valencia et. al., pp.279- 284
Natividad Alegre, p. 190
4.Additional materials http://www.ehow.com/
https://www.youtube.com/watch?
from learning resource how_4461184_increase-strength-
v=XKUs7Dc9pKI
(LR) portal electromagnet.html
B.Other Learning activity sheet, 1.5V battery,
strips of cartolina,picture, Activity sheet,
Resource electric wires, an iron bar or
ball, strip of papers, Video presentation, activity PowerPoint presentation,
pictures, activity sheet, a big nail, paper clips,
sheet, constructed electromagnet,powerpoint laptop, 2 dry cells, 50 cm copper wire, large
powerpoint presentation thumbtacks and other small
presentation, laptop iron nail, 50 staple wire, 6’
metallic objects, PowerPoint
10mm iron rod , paper clips
presentation, laptop
IV.PROCEDURES
A.Reviewing previous FACT or BLUFF Inside the mystery box the Play the music then pass the ball, when the music LET’S PLAY
lesson or presenting the 1. Magnets usually have two pupil will guess the correct stops whoever holds the ball will answer the Make two groups consisting of five members.
new lesson poles. answer written in a strip of question written on a strip of paper. Give them strips of cartolina where steps on
2. A magnet has energy, and paper about the important Questions: how to construct electromagnet are written.
can attract some objects like or ideal material in What materials are used in constructing an Simultaneously, let them arrange the strips of
nails, pins and other objects producing a good electromagnet? cartolina by pasting them on the board in
that are made of contain electromagnet. What does electromagnet usually consist of? correct sequence. The first group to finish
iron. 8. It is the core around which What serves as the conductor of electricity? correctly will be the winner.
 3. In magnetism, unlike poles
repel.
4. A magnet can attract most
at its magnetic poles.
5. Like poles attract.
B.Establishing a purpose
for the lesson Presentation of a picture
of boy using a doorbell
What is the boy in the
picture doing?
If you will get inside a
building or a house with a
gate closed, you need to
look for a doorbell to have
somebody open the gate
for you.
What happens when the
button of a doorbell is
pressed?
C.Presenting Examples/ Approach: Integrative
instances of the new Strategy: Scaffold-
lesson Knowledge Integration
Activity: 4 A’s
Group Activity: “Tell My
Parts” L. Problem:
What are the parts of an
electromagnet?
XVI. Materials: illustration of
a constructed
electromagnet.
XVII. Procedure
10. Study the given
illustration.
11. Answer the given guide
questions.
Guide Questions:
1. What is the source of
electricity in the illustration?
2. What is wound around the
long iron nail?
3. Which is the conductor of
electricity?
the wire is coiled _______.
(nail)
9. It supplies electric current
______. (dry cell)
10. It is the conductor where
the current flow ______.
(wire)
Do you have toy car at
home? Have you
experienced to play Tamiya
toy car? What makes it
move?
(The teacher may also show
a Tamiya toy car and let
pupils see the motor that
makes Tamiya move)
Group Activity: “Constructing
an Electromagnet”
Approach: Inquiry-based
Strategy: Knowledge-
Building community model
Activity: EIBU
XVI. Problem: How will you
construct an electromagnet?
XVII. Materials: 1.5V battery,
electric wires, an iron bar or
a big nail, paper clips,
thumbtacks and other small
metallic objects
XVIII. Procedures:
8. Wind the electric wire 10-
15 times around the iron bar
or nail.
Attach one end of the wire
to the positive terminal of
the battery
and the other end to the
negative terminal to
complete the
When do magnetic fields disappear?
Watch the video clip
https://www.youtube.com/watch?
v=XKUs7Dc9pKI
What does the video imply?
Can electromagnet be made stronger?
Group Activity: “Making Me Stronger”
Approach: Inquiry – based
Strategy; Cyclic-Inquiry Model and Practical
Inquiry Model
Activity: AICDR (Ask, Investigate,Create, Discuss,
Reflect)
XVI. Problem: Can you design an experiment to
determine the factors that affect the strength of
an electromagnet?
XVII. Materials: constructed electromagnet used
in previous activity
XVIII. Procedure:
12. Group yourself into three.
13. Brainstorm on how can you make
electromagnet stronger.
14. Design your own experiment to determine
the factors that affect
the strength of the electromagnet.
Group I- Type of Core
Group II- Number of Coils
Group III- Number of Batteries
Study the picture of a constructed
electromagnet.
Look how is the wire coiled.
How is the picture different from the
electromagnet that you had constructed in our
previous activity?
Group Activity: “Am I Stronger ?”
Approach: Inquiry-based
Strategy: Experiment
Activity: EIBU
XI. Problem: What factors affect the strength of
an electromagnet?
XII. Materials: 2 dry cells 50 cm copper wire
1 large iron nail 50 staple wire
6’ 10mm iron rod paper clips
III. Procedures:
7. Get the iron nail and touch it to the paper
clips and pins.Observe what happens.
8. Get the wire and wrap it tightly around the
nail once. Then connect the wire ends to one of
the batteries. Then touch the staples with it.
9. Experiment with different number with coil
turns ( 10, 20, and 30) and observe what
happens. See how many staples it can pick up.
10. Do the same process ( numbers 2 and 3
above) using two batteries and the rod.
11. Record your observation in the table below.
 4. Which material becomes a
magnet? Why?
5. What happened to the
pins? Why?
6. What does the illustration
show?
XVIII. Conclusion:
D.Discussing new Group Reporting /
concepts and practicing Presentation of the Output
new skills #1 Sharing of results
E.Discussing new Let each group make their
concepts and practicing own illustration of an
new skills #2 electromagnet.
Ask them to label the parts
circuit.
9. See how your
electromagnet works! Put it
near some paper
clips, thumbstacks and other
metallic objects. Observe
what
happens.
10. Disconnect the wire at
one end. Observe again the
metallic
objects.
Guide Questions:
1. What are needed in
constructing an
electromagnet?
2. Where does the strength
of an electromagnet come
from?
3. What happened if you put
the electromagnet near the
paper
clips, thumbstacks and other
metallic objects?
4. What happened after you
disconnect the wire?
5. What did you construct?
XIX. Conclusion:
Group Reporting / Group Reporting / Presentation of the Output Group Reporting / Presentation of the Output
Presentation of the Output Sharing of results Sharing of results
Sharing of results
Answer these questions: 3. Answer these questions: Answer these questions:
e. When does an c. What does each group presented? If you add coils to an electromagnet, does the
electromagnet behave like a d. What materials will be added/ manipulated in magnet get stronger or weaker? Why?
magnet? your designed experiment to determine the What happens if the current increases?
f. Why does an strength of an electromagnet? Does the type of core affect the strength of
electromagnet can attract electromagnet? Why? Why not?
pins if there is an electricity?
F.Developing Mastery Direction: Clap your hands
once if the statement is
correct and twice if it is
incorrect.
16. An electromagnet works
only when there is a flow of
electricity.
17. Without core or
magnetic material,
electromagnet cannot be
produced.
18. Coil of wire serves as the
conductor of electricity.
19. Even without source of
the electricity from the
battery, electromagnet can
still be produced.
20. When the current is
broken the nail is no longer a
magnet.
G.Finding Parctical Are you aware that many of
application of concepts the many of the modern
and skills in daily living electrical
appliances that we use today
whether in school or home
would not work without the
electromagnet? Can you
name them?
H.Making generalization What are the main parts
and abstraction about of an electromagnet?
the lesson
I.Evaluating learning Direction: Read the situation
below. Answer the question.
Choose the letter of the best
answer
1. You are going to construct
an electromagnet, which of
the following materials will
you need.
A. dry cell C. wire
B. iron nail D. all of these
2. The following are all
needed in constructing a
simple electromagnet, which
Direction: Identify whether
the statement is TRUE or
FALSE.
If false, identify the word
that makes it false.
11. An electromagnet is a
magnet mode formed when
an electric current is passed
thru wire coiled around it.
12. The ability to attract
metallic objects can be
switched on and off because
of nail.
13. Electricity flows through
the wire with an iron bar
(nail) inside it when
connected to the battery.
14. The iron bar turns into a
magnet and picks any object.
15. When the wires are
disconnected, the iron bar
loses its magnetic ability.
c. Why are electromagnets
very important?
d. How are electromagnets
used in communication?
d. What is an
electromagnet?
e. How can you construct an
electromagnet?
Direction: The following are
the steps in constructing an
electromagnet. Arrange
them in correct order by
numbering 1-5.
________A. Bring the
electromagnet near the pins.
Count the number of pins
attracted to it.
________B. Using a cutter,
uncoat the electrical wires
and get the copper inside it.
________C. Make ten turns
Draw a ☼ if the statement is correct and × if not.
1. Magnet is not used in making an
electromagnet.
2. An electromagnet behaves like magnet only
when the wire is wrapped around an iron core.
3. Number of batteries may affect the strength of
an electromagnet.
4. Number of coils may not affect the strength of
an electromagnet.
Francis, the operator of a machine has to
increase the strength of the electromagnet of his
machine, what should he do?
What factors can affect the strength of an
electromagnet?
Direction: Read the statement then write True if
the statement is correct and False if it is wrong.
1. Electromagnet is made up of an iron core,
copper wire and source of electricity.
2. Electromagnet is a permanent magnet.
3. Large number of closely spaced turns of wire
creates the magnetic field.
4. The number of batteries may affect the
strength of electromagnet.
5. Electromagnet can be made stronger.
You are playing with your Tamiya toy car, you
noticed that it runs so
slowly. You have found out that it is running
out of battery. What should
you do to increase the strength of the
rechargeable battery?
What factors affect the strength of an
electromagnet?
Direction: Read the situation below. Answer
the question. Choose the letter of the correct
answer.
1. Which is an example of a temporary
magnet?
A. bar magnet C. horseshoe magnet
B. electromagnet D. magnetite
2. Which can increase the strength of an
electromagnet?
A. increasing the number of batteries and coils
around the nail
B. Increasing the number of batteries or coils
around the nail

J.additional activities for
application or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who
earned 80% in the
evaluation
B.No.of learners who
require additional
activities for remediation
is NOT?
A. thread C. wire
B. nail D. battery
3. In an electromagnet,
which of the following serves
as the conductor of
electricity?
A. battery B. coil of wire C.
core D. both A and B
4. Which one of the
following is NOT a part of an
electromagnet?
A. the wire coil
B. the nail as the core
C. the dry cell cell as the
source of electricity
D. pins, clips, and needles
attracted by an
electromagnet
5. What happens when a
part of an electromagnet is
disconnected?
A. It loses its magnetism.
B. Electricity continues to
flow through it.
C. The electromagnet
becomes a permanent
magnet.
D. There is an increase in the
number of materials
attracted.
Compose a short poem
about the parts of an
electromagnet.
___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.
of the copper wire around
the nail.
________D. Disconnect one
end of the copper wire to
the source of electricity.
Then bring the magnet near
the pins.
________E. Connect both
ends of the copper wire to
the negative and positive
terminals of the dry cell.
Draw a diagram of an
electromagnet. Below,write
the steps on how to
construct it.
___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.
C. decreasing the number of batteries or coils
around the nail
D. Decreasing the number of batteries or coils
around the nail
3. The following statements are not true about
electromagnet, EXCEPTone.
A. The smaller the size of the battery, the
stronger is the
electromagnet is.
B. The bigger the size of the soft-iron core is,
the weaker the
electromagnet is.
C. The greater the number of batteries, the
weaker the
electromagnet is.
D. The greater the number of batteries, the
stronger the
electromagnet is.
4. Which is TRUE about electromagnets?
A. They are permanent.
B. They don’t need a battery.
C. Increasing the battery makes the
electromagnet weaker.
D. Increasing the number of coils makes the
electromagnet stronger.
Design your own experiment to determine the Compose a simple jingle focusing on the factors
factors that affect the strength of an that affect the strength
electromagnet. Write this on a piece of short of an electromagnet.
coupon bond.
___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
objective. objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering ___Pupils did not find difficulties in answering
their lesson. their lesson.
___Pupils found difficulties in answering their ___Pupils found difficulties in answering their
lesson. lesson.
___Pupils did not enjoy the lesson because of ___Pupils did not enjoy the lesson because of
 ___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.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
C.Did the remedial work? ___ of Learners who earned
No.of learners who have 80% above
caught up with the
lesson
D.No. of learners who ___ of Learners who require
continue to require additional activities for
remediation remediation
E.Which of my teaching ___Yes ___No
strategies worked well? ____ of Learners who caught
Why did these work? up the lesson
F.What difficulties did I ___ of Learners who
encounter which my continue to require
principal or supervisor remediation
can helpme solve?
G.What innovation or Strategies used that work
localized materials did well:
used/discover which I ___Metacognitive
wish to share with other Development: Examples:
teachers? Self assessments, note taking
and studying techniques,
and vocabulary assignments.
___Bridging: Examples:
Think-pair-share, quick-
___Pupils did not enjoy the lack of knowledge, skills and interest about the lack of knowledge, skills and interest about
lesson because of lack of lesson. the lesson.
knowledge, skills and ___Pupils were interested on the lesson, despite ___Pupils were interested on the lesson,
interest about the lesson. of some difficulties encountered in answering despite of some difficulties encountered in
___Pupils were interested the questions asked by the teacher. answering the questions asked by the teacher.
on the lesson, despite of ___Pupils mastered the lesson despite of limited ___Pupils mastered the lesson despite of
some difficulties resources used by the teacher. limited resources used by the teacher.
encountered in answering ___Majority of the pupils finished their work on ___Majority of the pupils finished their work
the questions asked by the time. on time.
teacher. ___Some pupils did not finish their work on time ___Some pupils did not finish their work on
___Pupils mastered the due to unnecessary behavior. time due to unnecessary behavior.
lesson despite of limited
resources used by the
teacher.
___Majority of the pupils
finished their work on time.
___Some pupils did not
finish their work on time due
to unnecessary behavior.
___ of Learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above
80% above
___ of Learners who require ___ of Learners who require additional activities ___ of Learners who require additional
additional activities for for remediation activities for remediation
remediation
___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
up the lesson
___ of Learners who ___ of Learners who continue to require ___ of Learners who continue to require
continue to require remediation remediation
remediation
Strategies used that work Strategies used that work well: Strategies used that work well:
well: ___Metacognitive Development: Examples: Self ___Metacognitive Development: Examples:
___Metacognitive assessments, note taking and studying Self assessments, note taking and studying
Development: Examples: techniques, and vocabulary assignments. techniques, and vocabulary assignments.
Self assessments, note taking ___Bridging: Examples: Think-pair-share, quick- ___Bridging: Examples: Think-pair-share,
and studying techniques, writes, and anticipatory charts. quick-writes, and anticipatory charts.
and vocabulary assignments.
___Bridging: Examples:
___Schema-Building: Examples: Compare and ___Schema-Building: Examples:Compare and
Think-pair-share, quick-
writes, and anticipatory writes, and anticipatory contrast, jigsaw learning, peer teaching, and contrast, jigsaw learning, peer teaching, and
charts. charts. projects. projects.

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

Examples: Compare and Examples: Compare and Examples: Demonstrations, media, Examples: Demonstrations, media,
contrast, jigsaw learning, contrast, jigsaw learning, manipulatives, repetition, and local manipulatives, repetition, and local
peer teaching, and projects. peer teaching, and projects. opportunities. opportunities.

___Contextualization: ___Contextualization: ___Text Representation: ___Text Representation:

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

Prepared by: Reviewed by: Noted :

MELODIE P. TABAQUERO FIDEL A. CASTRO FATIMA T. ALIMURONG

Teacher III Head Teacher III Principal IV