Grades 5 School MUNOZ CENTRAL SCHOOL Grade Level 5

DAILY LESSON Teacher SHERLYN S. VILORIA Learning Science

PLAN Area
Teaching MARCH 15, 2023 Quarter 3
Dates and 9:00 AM
Time
Lesson Plan in Science 5
I. OBJECTIVES With English Integration
A. Content Standards Infer conditions that will make the bulb light up

B. Performance Make a simple electric circuit to make a light up a bulb

Standards
C. Learning Demonstrate ways to connect a dry cell (source), a bulb (load), and wires
Competencies/ (connections) to make the bulb light
Objectives
Write the LC code
for each
II. CONTENT Electric Circuits
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Science and You pages 141-152
pages
2. Learner’s Materials
pages Science 5 Quarter 3 Module 4
3. Textbook pages Science Beyond Borders pages 142-143
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Activity sheets, power point presentation, videos, two battery, small bulb,
Resources copper wire, switch, scotch tape, illustration board
IV. PROCEDURES
A. Reviewing previous ELICIT
lesson or presenting Presenting classroom standards:
the new lesson 1. Be kind, polite, and courteous to others.
2. Keep your hands and feet to yourself.
3. Be respectful of classmates, teachers, and property.
4. Listen to the teacher and classmates and follow directions.
5. Work hard and always do your best.
6. Be safe.
7. Raise your hand when you would like to speak in class, when leaving
your seat or if you need to leave the classroom for a reason.
8. Be ready to take the consequences if you break the rules.

Ask:
What is our lesson yesterday?
What are the parts and functions of electric circuits?

Direction:
Arrange the scrambled letters to form a word related to our topic yesterday.
1. GTLIH 6. SWERI
2. REPWO 7. UORSCE
3. RTYTBAE 8. LBBU
4. WTCHIS 9. RRETUCN
5. LRTICEEC 10. ALOD

B. Establishing a ENGAGE
 purpose for the Standards in watching the video.
lesson/Motivation/Mo 1. Be quiet and stay on your seat while watching.
tive Questions 2. Observe, remember and write all the important details.
3. Be prepared to share your insights or understanding to the class.
Enjoy!
Reading of guide questions:
1. What is the video all about?
2. What do we use before the invention of light bulb? Why do they want to
replace it?
3. Who invented the first light bulb?
4. What is the simple principle about light bulb? What is the best filament
for light bulb?
5. How long does the light bulb invented by Thomas Edison last?
6. What did you learn from Thomas Edison?

Present a video about the invention of light bulb.

Answering of guide questions:

1. What is the video all about?
2. What do we use before the invention of light bulb? Why do they want to
replace it?
3. Who invented the first light bulb?
4. What is the simple principle about light bulb? What is the best filament
for light bulb?
5. How long does the light bulb invented by Thomas Edison last?
6. What did you learn from Thomas Edison?
C. Presenting Present/Ask:
examples/instances of 1. Did you see these things at home?
the new lesson 2. Why are these things installed in your home?
3. Why people use light bulbs?
4. Why do light bulbs can’t light up without power source?
5. How does the electricity reach light bulbs from the power source?
6. How can we turn off the light bulbs?
(Refer to the power point presentation.)

D. Discussing new EXPLORE

concepts and Group Activity!
practicing new skills Directions:
#1 1. Group yourselves into four.
2. Choose your leader.
3. The leader gets the activity sheets and the assessment card from the
teacher.
4. Go to your respective area assigned to you.
5. Begin doing the activity following the group standards.
6. Be mindful of the rubrics presented.
7. Finish in 15 minutes, and then present your output in less than 3
minutes.
Rubric in Assessing Group
Performance in Simple
Science Activity
(Group-Assessment)
 Assess your group
performance
in accomplishing
the task
provided.

What you need:

 Two 1.5V AA batteries
 Small light bulb
 Four copper wires
 Small switch
 Scotch/double sided tape
 scissors
What to do:
1. Make a complete circuit using a battery, a bulb and 4 pieces of wire. Use
the electrical wire to hold the wires in place.
2. Observe what happen. Draw a picture of circuit you made.
3. Add the switch to the circuit you made in step 1. Observe what happen.
Draw a picture of this circuit.
Questions:
1. How did you make the bulb light up each time?
What difference was there when you used a switch?
E. Discussing new EXPLAIN
concepts and Discuss what is electric circuits.
practicing new skills Difference between open and closed circuits.
#2 Present a video about the flow of electricity through a circuit.
F. Developing mastery ELABORATE
(leads to Formative Group Presentation/Reporting
Assessment 3) (Learners are given utmost recognition in the task they are presented.)

Self-Assessment of the Group Activity

(Each group presents their group output rating by presenting their Self-
Assessment Card.)

(refer to power point presentation)

G. Finding practical Ask:
applications of Will you give things we need to remember to avoid incidents related to
concepts and skills in electricity?
daily living
H. Making Ask:
generalizations and 1. What was our lesson all about?
abstractions about the 2. What is electric circuit?
lesson 3. What is the difference between open and closed circuit?

I. Evaluating learning EVALUATE

J. Additional activities EXTEND

for application or Make any of the following: a short dialogue, a rap, a poem, a short story, a
remediation slogan, a poster or a comic strip about conservation of electricity.
V. REMARKS
 VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons 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?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

SHERLYN S. VILORIA NECELYN M. ENCARNACION

Teacher III Master Teacher II

Noted:

EMMANUEL D. ALVAREZ, PhD

Principal IV