School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP
Teacher MA. RONAVIE M. TERNIDA Quarter III Week 12 D3

Teaching Date April 27, 2023

Teaching Time V- Rose - 7:15- 8:05

V- Jasmine – 8:05- 8:55
V- Lotus – 1:00 – 1:50
V- Dahlia – 1:50 – 2:40

A. CONTENT STANDARDS
The learners should be able to propose an unusual tool or device using eelectricity that is useful for home school
or community.

B. PERFORMANCE STANDARDS
The learners should be able to propose an unusual tool or device using electricity that is useful for home school or
community.

C. MELC
Determine the effects of changing the number or type of components in a circuit (S5FE - IIIg - 7)

I. Objective
1. Discuss the effects of changing the number or types of components in the circuit.
2. Distinguish ways on how to make bulb in different ways.
3. Detect objects that can change the number or types of components in the circuit.

II. Subject Matter

A. Subject: Electric Circuits
B. Reference:
Science Spectrum 5, pp. 191-196
Science and Health 5 by Natividad Alegre-Del Prado, pp. 177-182
C. Materials: Video presentation, pictures, worksheet, bulb, wire, battery
D. Values: Perseverance, importance of time
E. Science Processes: observing, classifying, analyzing.
F. Integration: TLE
G. Concept:
The 4 main components of a circuit are:
(1) Switch - turns electric current on and off, closes and opens a circuit.
(2) Load - resists the flow of current and converts electrical energy into another form of energy (ex. light bulb)
(3) Wires - thin strips of insulated copper conducts the electric current, allowing it to pass through like a
pathway, makes up the circuit.
(4) Source - gives the circuit the required electrical energy
III. Content Standards
A. Elicit
1. Review:
What is our topic yesterday?
B. Engage
Now that you have learned from our previous lesson how to make a simple circuit, let us now study more
about circuits as we investigate with batteries, voltages, and light bulbs. Let us find out the effects of
changing the number of components/ parts in the circuit.

C. Explore
Activity Proper: Light It Up!
I. Objective: Determining the effects of changing the number of components in a circuit.
II. Problem: What are the effects of changing the number of components in a circuit?
III. Materials:
4 bulbs
Electric wires – long (coiled) and short
Batteries – 2 pcs.1.5V, 2 pcs. 3V
IV. Procedure:
 1. See what happens to the bulb by replacing / adding the battery in each circuit.

a. Replace the 1.5 V battery with 3V battery. What happens?

The bulb glows brighter.
b. Add 1 more 3V battery to the circuit. What happens?
The bulb was busted/ didn’t work. Why?
c. Using a 1.5 V battery, make a circuit with three bulbs. Can the bulb
glow? Why? No, because the battery has small amount of voltage to lit
the 3 bulbs.
d. Make a circuit with 2 bulbs and 3V battery that can be turn on and off.
What happens? The bulbs glow dimly.
e. Make a circuit with one very bright lit bulb that can be turn on and off.
What did you used? Two 3V batteries and a bulb.
f. Swap the wire for a longer (coiled) wire. What effect does this have on
the bulb’s brightness? The bulb’s brightness becomes dimmer.

V. Data and Observation:

3. Enter your observation here

VI Conclusion:
I learned that ______________________________________

D. Explain
 Reporting of group activity.
 Process of the group presentation
1. What are the things that blocked the light?
2. What are the things that do not block the light?
3. Why do you think it happen?
Teacher’s Input:
If the activity is not enough to draw the concepts, do the Interactive activity for simulation.
http://www.sciencekids.co.nz/gamesactivities/electricitycircuits.html

E. Elaborate

F. Evaluate:
Direction: Choose the letter of the correct answer.

Directions: Read each item carefully. Choose the letter of the correct answer.
1. In a simple circuit with long (coiled) wire, 1.5 V and a bulb, why does
the bulb gets dimmer.
A. Because the power supply is not enough to light the bulb.
brighter.
B. Because the load is too many.
C. Because the wire is too long.
D. Because the wire is too short.

2. Imagine a simple circuit with one 1.5V battery and one bulb. When the 1.5V battery is replaced with a 3V
battery.
A. The bulb gets brighter.
B. The bulb gets dimmer.
C. The bulb stays at the same level of brightness.
D. Nothing has changed.

3. Imagine a circuit with a 1.5V battery and one bulb and similar circuit with a 3V battery and two bulbs. Which
has the brighter glow?
A. The circuit with 1.5 V battery and one bulb.
B. The circuit with 3V battery and two bulbs.
C. The bulbs in both circuits are of similar brightness levels.
D. The bulbs in both circuits won’t lit.

4. Why might a bulb busted when 3 pieces 3V batteries are both connected across in a simple series circuit?
A. There is not enough 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.

5. What is the effect of changing the wire in a circuit from a straight short wire to a longer (coiled) thick wire?
A. The bulbs become dimmer.
B. The bulbs become brighter.
C. The bulbs stay at the same level of brightness.
D. Nothing has changed.

G. Extend
What are the effects of changing the number of components in a circuit?
More batteries/voltage (power source) makes the bulb glow brightly but too many batteries/voltages (power
source) can make the bulb busted.
Adding more bulbs (load) can make the glow dimmer but lessening the
bulb (load) will make it glow brighter. Longer wire makes it hard for the current to flow that is why the bulb
glow dimmer.
Let see if you really understood the lesson by answering the questions.

IV. Assignment:
Draw the symbols for the following circuit components.
1. Cell/Battery
2. Bulb
3. Wire
4. Switch

V. Reflection:
Write your realization after we discuss the topic. Use the following prompt below.
 I understand that ____________________________________.
 I realize that____________________________________.

School ANIBAN CENTRAL SCHOOL Learning Area Science V

DLP
Teacher MA RONAVIE M. TERNIDA Quarter III Week 5 D2

Teaching Date March 15, 2023

Teaching Time V- Rose - 7:15-8:05

V- Jasmine – 8:05- 8:55
 V- Lotus – 1:00 – 1:50
V- Dahlia – 1:50 – 2:40
A. CONTENT STANDARDS
The learners should be able to propose an unusual tool or device using eelectricity that is useful for home school
or community.

B. PERFORMANCE STANDARDS
The learners should be able to propose an unusual tool or device using electricity that is useful for home school or
community.

C. MELC
Determine the effects of changing the number or type of components in a circuit (S5FE - IIIg - 7)

I. Objective
1. Discuss the effects of changing the number or types of components in the circuit.
2. Distinguish ways on how to make bulb in different ways.
3. Detect objects that can change the number or types of components in the circuit.

II. Subject Matter

A. Subject: Electric Circuits
B. Reference:
Science Spectrum 5, pp. 191-196
Science and Health 5 by Natividad Alegre-Del Prado, pp. 177-182
C. Materials: Video presentation, pictures, worksheet, bulb, wire, battery
D. Values: Perseverance, importance of time
E. Science Processes: observing, classifying, analyzing.
F. Integration: TLE
G. Concept:
The components of the circuit can change the effect depends on the amount of voltage of electricity from
batteries. The long wire can affect the flow of circuit and the voltage capable of load.
III. Content Standards
A. ELICIT (Reviewing previous lesson or presenting the new lessons)
1. Review
What are the effects of changing the number of components in an electric circuit?
Increasing the number of the batteries, increases the brightness of a bulb.
Increasing the number of bulbs, decreases the brightness.
1. Checking of Assignment

B. ENGAGE (Establishing a purpose for the lesson)

Connect the circuit components with their symbols.

Say:
Circuit symbols are used in circuit diagrams, which show how a circuit is connected together. Circuit
diagrams represent the actual layout of the components in an electric circuit. Understanding the symbols of an electric
circuit give you a better understanding of how to find faults in an electric circuit.

C. EXPLORE (Presenting examples/ instances of the lesson)

Show an illustration of a simple electric circuit.
Demonstrate:
Making a diagram by replacing the components with their symbols.
Activity Proper:
I. Objective: Determining the effects of changing the type of components in a circuit.
II. Problem: What are the effects of changing the type of components in a circuit?
III. Materials:
Load- lamp/bulb, motor, buzzer, bell
Electric wires – joined wires, unjointed wires.
Power supply – battery, main
Switch – turned on, turned off.
IV. Procedure:
2. Show a simple circuit with lit bulb.
3. See what happens to the circuit by doing the following activities:
a. Change/replace the bulb with a motor, a buzzer, or a bell.
What happened?

b. Replace the jointed wire with an unjointed wire. What happens?

c. Turn off the switch. What happens to the circuit?

d. Remove the switch and connect the two wires. Does the circuit still
work?

VI. Data and Observation:

4. Enter you observation in the table below.
VI: Conclusion:
 I learned that….
Changing type of components in a circuit greatly affects the circuit.

D. EXPLAIN
Based on the activities we did, answer the following questions:
1. Does changing the load of a circuit affects the circuit? No, it doesn’t.
2. Can unjointed wires make the circuit work? Why? No, because the
electric current won’t flow in an unjointed wire.
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 switch.

2. ELABORATE
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.
2. When the switch is ____________, the circuit is open. Therefore, the
circuit won’t work.
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.

E. EVALUATE

Directions: Read each item carefully. 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

F. EXTEND
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 does not allow the current to flow that is why the circuit will noT work.
 Switch opens and closes the circuit but it can still work even without it.
Let see if you really understood the lesson by answering the questions.

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)

REFLECTION

The learners, in their respective notebook, journal or portfolio to write their personal insights
about the lesson learned by completing the phrases.

I understand that ______________________________________________________________

I realize that ______________________________________________________________

School ANIBAN CENTRAL SCHOOL Learning Area Science V

 DLP Teacher MA RONAVIE M. TERNIDA Quarter III Week 5 D3

Teaching Date March 16, 2023

Teaching Time V- Rose - 7:15-8:05

V- Jasmine – 8:05- 8:55
V- Lotus – 1:00 – 1:50
V- Dahlia – 1:50 – 2:40
A. CONTENT STANDARDS
The learners should be able to propose an unusual tool or device using eelectricity that is useful for home school
or community.

B. PERFORMANCE STANDARDS
The learners should be able to propose an unusual tool or device using electricity that is useful for home school or
community.

C. MELC
Determine the effects of changing the number or type of components in a circuit (S5FE - IIIg - 7)

I. Objective
1. Discuss the effects of changing the number or types of components in the circuit.
2. Distinguish ways on how to make bulb in different ways.
3. Illustrate the different circuit affected of changing components.

II. Subject Matter

A. Subject: Electric Circuits
B. Reference:
Science Spectrum 5, pp. 191-196
Science and Health 5 by Natividad Alegre-Del Prado, pp. 177-182
C. Materials: Video presentation, pictures, worksheet, bulb, wire, battery
D. Values: Perseverance, importance of time
E. Science Processes: observing, classifying, analyzing.
F. Integration: TLE
G. Concept:
The two main ways of increasing the current in an electrical circuit are by increasing the voltage or by
decreasing the resistance.
a. Too many batteries increase the voltage which makes the circuit blow.
b. Too many loads decrease the resistance which makes the ccurrent less and not work at all.
III. Content Standards
A. ELICIT (Reviewing previous lesson or presenting the new lessons)
Activity: Game: What’s the Symbol?
Group the pupils with 6 members each.
Ask each member to stand near the board with corresponding area.
Say:
I have here a gift box which contains component cards (picture cards).
Inside the gift box are component cards (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 who can draw the symbols correctly will get 1 point. There
are 5 items for a total of 5 points.

Say: Draw the symbol for a battery?

Repeat this activity with the other cards.
 B. ENGAGE (Establishing a purpose for the lesson)
Based on the, activity what can you infer with given circuit diagrams?
Circuit A:
The bulb glows dimmer and the motor spins slower because of the divided power
supply.
Circuit B:
The 2 bulbs won’t glow or the circuit will not work because the switch is off or circuit
is open.

C. EXPLORE (Presenting examples/ instances of the lesson)

You have already determined from the previous lessons that changing the number and type
of the components affects the circuit.
I. Objective: Discuss the effects of changing the number and type of components in a
circuit
II. Problem: Why does changing the number and type of components affect
the circuit?
III.Materials: results/tables used in data and observation in Lesson 31 & 32.
IV. Procedure:
1. Review the results given in lessons 31 & 32.
Table 1: Lesson 31

Table 2: Lesson 32

Data and Observation:

Study the data and complete the table by discussing / explaining the
reasons of the results of tables 1 and 2.
Conclusion:
I learned that in an electrical circuit…
  More loads (bulb, motor or buzzer) are connected to a less power
supply make it work dimmer, slower or not at all work because the
power supply is easily used up.
 More power supply makes the load (bulb, motor or buzzer) works
brighter, faster or louder because there is enough power supply to be used.
D. EXPLAIN
Analyze each diagram and answer each question.
Diagram 1: Can a bulb added in a circuit with twisted wires light up?
Explain your answer.
Answer: Yes, the bulb will still light up because the circuit has complete
parts/components-the power supply, the bulb and wires.

Diagram 2: Will the bulb light if you turn on any of the switches?
Justify your answer.
Answer: Yes, because turning any of the switch closes the circuit where the
bulb is connected.

Diagram 3: Can bulbs A & B still work if you turn off the switch?
Defend your answer.
Answer: Yes, because even is bulb C will not light, still bulbs A & B is
connected in a closed circuit.

E. ELABORATE
Look at each circuit diagram below. If you think the bulb or bulbs
will light, put a check in the box. If you do not think the bulb or bulbs
will light, put a cross in it.
Answers:
1. x
2. /
3. /
4. X
5. /
6. /

E. EVALUATE

Let see if you really understood the lesson.

How bright do you think the bulb will be in these circuits?
Choose the answer from the box.
 F. EXTEND
What have you learned?
I learned that…
 Adding more batteries to a simple circuit will increase the electrical energy, which
will make a bulb brighter.
 Adding more bulbs to a simple circuit will reduce the electrical energy and make the
bulbs dimmer.
 Lengthening or twisting the wires in a simple circuit will reduce the electrical
energy, as it has further to travel. The extra distance will make the bulb dimmer.
 But too much batteries or too much load will make the circuit unusable.

I. ASSIGNMENT
Creative Writing: Write a reflection.
What if electricity did not exist?
How would you do ordinary things?
What would you do for fun?
Write how having an electricity could better your life.
Also, describe how it could affect your life.

REFLECTION

The learners, in their respective notebook, journal or portfolio to write their personal insights
about the lesson learned by completing the phrases.

I understand that ______________________________________________________________

I realize that ______________________________________________________________
 School ANIBAN CENTRAL SCHOOL Learning Area Science V
DLP
Teacher MA RONAVIE M. TERNIDA Quarter III Week 5 D4

Teaching Date March 17, 2023

Teaching Time V- Rose - 7:15-8:05

V- Jasmine – 8:05- 8:55
V- Lotus – 1:00 – 1:50
V- Dahlia – 1:50 – 2:40
A. CONTENT STANDARDS
The learners should be able to propose an unusual tool or device using eelectricity that is useful for home school
or community.

B. PERFORMANCE STANDARDS
The learners should be able to propose an unusual tool or device using electricity that is useful for home school or
community.

D. MELC
Determine the effects of changing the number or type of components in a circuit (S5FE - IIIg - 7)

I. Objective
4. Discuss the effects of changing the number or types of components in the circuit.
5. Distinguish ways on how to make bulb in different ways.
6. Illustrate the different circuit affected of changing components.

II. Subject Matter

H. Subject: Electric Circuits
I. Reference:
Science Spectrum 5, pp. 191-196
Science and Health 5 by Natividad Alegre-Del Prado, pp. 177-182
J. Materials: Video presentation, pictures, worksheet, bulb, wire, battery
K. Values: Perseverance, importance of time
L. Science Processes: observing, classifying, analyzing.
M. Integration: TLE
N. Concept:
The two main ways of increasing the current in an electrical circuit are by increasing the voltage or by
decreasing the resistance.
a. Too many batteries increase the voltage which makes the circuit blow.
b. Too many loads decrease the resistance which makes the ccurrent less and not work at all.
III. Content Standards
A. Elicit
I. LEARNING STANDARDS
A. ELICIT (Reviewing previous lesson or presenting the new lessons)
Activity: Game: What’s the Symbol?
Group the pupils with 6 members each.
Ask each member to stand near the board with corresponding area.
Say:
I have here a gift box which contains component cards (picture cards).
Inside the gift box are component cards (picture cards).
As I pick up and raise each card, you must draw the symbol that represents each card on
the board. The first group who can draw the symbols correctly will get 1 point. There are 5
items for a total of 5 points.
 Say: Draw the symbol for a battery?
Repeat this activity with the other cards.

Ask: What is needed to make an electrical circuit complete?

B. ENGAGE (Establishing a purpose for the lesson)

Match the circuit with its diagram.

C. EXPLORE (Presenting examples/ instances of the lesson)

In our previous lesson, you have already explained the reasons why changing the number
and type of the components affects the circuit.
You have also learned the symbols used to represent each component of the circuit.
Activity Proper: Group Activity
Objective: Illustrate the effects of changing the number and type of components in a
circuit.
Materials:
Envelope containing circuit illustrations.
Pencil, ruler, notebook, and black crayon
Procedure:
Draw what will happen to the load (bulb, motor or buzzer) for each given
diagram using the following illustrations.

D. EXPLAIN
Answer the following questions based on the illustrations below.
1. Which circuit is closed?
2. Which circuit is open?
3. Which of the two circuits will work? Explain your answer.
 Answer:
1. Circuit A
2. Circuit B
3. In circuit A because it is closed circuit where the current flows

1. ELABORATE
Draw the diagram of each circuit layout shown in group activity (1-5).

E. EVALUATE

Analyze the following illustrations and encircle the letter of the circuit in
which both bulbs light up?

F. EXTEND
I learned that…
 The two main ways of increasing the current in an electrical circuit are by increasing the
voltage or by decreasing the resistance.
 Too many batteries increase the voltage which makes the circuit blow
 Too many loads decrease the resistance which makes the current less and not work at
all.

II. ASSIGNMENT

Home Project: Dalandan Battery

Objective: Make electricity from dalandan or sinturis.
Materials: copper wire, small Christmas lightbulb,
clippers, steel paper clip, sheet of sandpaper
(liha), dalandan or sinturis.
Direction:
1. Ask your older friend or an adult to strip five centimeters of insulation off
the copper wire. Clip the five centimeters of bare wire with the clippers
2. Straighten out the paper clip and cut about five centimeter of it.
3. You should now have a piece of copper wire and a piece of steel wire
(from the paper clip)
4. Use the sandpaper to smooth any rough spots on the end of the wire and
 paper clip.
5. Squeeze the dalandan or sinturis gently with your hands but don’t break the
lemon’s skin. Rolling it on a table with a little pressure works fine.
6. Push the pieces of paper clip and the wire into the dalandan or sinturis so they are
as close together as you get them without touching.
7. Connect the small Christmas bulb to the copper wire and the paper clip.
8. Describe what you felt.
Result:
You should be able to light up the Christmas light bulb.

Note:
The dalandan battery is a type of battery that changes the chemical energy in
the dalandan into electrical energy. Using the two different wires (the steel
paper clip and the copper wire) makes a circuit and allow a small electric
current to flow.

III. REFLECTION

The learners, in their respective notebook, journal or portfolio to write their personal insights
about the lesson learned by completing the phrases.

I understand that ______________________________________________________________

I realize that ______________________________________________________________