School: Grade Level: V

GRADES 1 to 12 Teacher: Credits to the Writer of this DLL Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 3-7, 2025 (WEEK 8) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 Standards The learners should be able tell the main parts of an electromagnet.
C.Learning Competencies/Objectives Design an experiment to determine Determine the factors that affect the
Explain the importance of
the factors that affect the strengthof strength of the electromagnet.S5FE-IIIi- 3RD QUARTER EXAMINATIONS
electromagnet in daily life.S5FE-IIIi-j9
the electromagnet.S5FE-IIIi-j9 j9
II.CONTENT Electricity and Magnetism Electricity and Magnetism Electricity and Magnetism
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages Science Exemplar pages 606-609 Science Exemplar pages 606-609 Science Exemplar pages 606-609
2.Learners’s Materials pages
3.Textbook pages Cyber Science Worktext in Science and
Cyber Science 5, Nicetas G. Valencia
Technology 5, Nicetas
et. al., pp. 282-283
G. Valencia et. al., pp.279- 284
4.Additional materials from learning http://www.ehow.com/
https://www.youtube.com/watch? https://www.youtube.com/watch?
resource (LR) portal how_4461184_increase-strength-
v=XKUs7Dc9pKI v=P1H4b25BCo4)
electromagnet.html
B.Other Learning Resource ball, strip of papers, Video strips of cartolina,picture, Activity
presentation, activity sheet, sheet, PowerPoint presentation,
videoclip, powerpoint presentation,
constructed laptop, 2 dry cells, 50 cm copper wire,
chart, laptop
electromagnet,powerpoint large iron nail, 50 staple wire, 6’
presentation, laptop 10mm iron rod , paper clips
IV.PROCEDURES
A.Reviewing previous lesson or presenting Play the music then pass the ball, LET’S PLAY Let each pupil check whether there is
the new lesson when the music stops whoever holds Make two groups consisting of five a strip of paper with question written
the ball will answer the question members. Give them strips of cartolina under his/ her chair. Whoever gets it
written on a strip of paper. where steps on how to construct will answer the question written on
Questions: electromagnet are written. it.
What materials are used in Simultaneously, let them arrange the 1. What makes the electromagnet
constructing an electromagnet? strips of cartolina by pasting them on stronger?
What does electromagnet usually the board in correct sequence. The first 2. What happens when you increase
consist of? group to finish correctly will be the the number of batteries of an
What serves as the conductor of winner. electromagnet?
electricity? 3. How is the number of coil of wire
When do magnetic fields disappear? affect the strength of an
electromagnet?
B.Establishing a purpose for the lesson Watch the video clip Study the picture of a constructed Have you ever stopped to think how
https://www.youtube.com/watch? electromagnet. you are able to hear music and other
v=XKUs7Dc9pKI Look how is the wire coiled. sounds from stereo speakers? You
What does the video imply? How is the picture different from the may have an iPod, iPhone or cell
Can electromagnet be made stronger? electromagnet that you had phone which you carry anywhere you
constructed in our previous activity? go? How do these help you?
The speakers in these devices all
depend on electromagnets.

C.Presenting Examples/ instances of the Group Activity: “Making Me Stronger” Group Activity: “Am I Stronger ?” Group Activity: “ Know My
new lesson Approach: Inquiry – based Approach: Inquiry-based Usefulness”
Strategy; Cyclic-Inquiry Model and Strategy: Experiment Approach: Constructivism
Practical Inquiry Model Activity: EIBU Strategy: Activity Based
Activity: AICDR (Ask, XI. Problem: What factors affect the Activity: 3’A’s
Investigate,Create, Discuss, Reflect) strength of an electromagnet? I. Problem: What are the importance
XVI. Problem: Can you design an XII. Materials: 2 dry cells 50 cm copper of electromagnet in our daily
experiment to determine the factors wire lives?
that affect the strength of an 1 large iron nail 50 staple wire II. Materials: video clip of the
electromagnet? 6’ 10mm iron rod paper clips importance of the electromagnet in
XVII. Materials: constructed III. Procedures: our
electromagnet used in previous 7. Get the iron nail and touch it to the daily life (
activity paper clips and pins.Observe what https://www.youtube.com/watch?
XVIII. Procedure: happens. v=P1H4b25BCo4)
12. Group yourself into three. 8. Get the wire and wrap it tightly III. Procedures
13. Brainstorm on how can you make around the nail once. Then connect the 1. Watch the video clip.
electromagnet stronger. wire ends to one of the batteries. Then 2. Jot down the 4 situations that
14. Design your own experiment to touch the staples with it. show how life is possible with
determine the factors that affect 9. Experiment with different number and without electromagnet.
the strength of the electromagnet. with coil turns ( 10, 20, and 30) and 3. Fill in the table below.
Group I- Type of Core observe what happens. See how many
Group II- Number of Coils staples it can pick up.
Group III- Number of Batteries 10. Do the same process ( numbers 2
and 3 above) using two batteries and
the rod.
11. Record your observation in the
table below.
D.Discussing new concepts and practicing Group Reporting / Presentation of the Group Reporting / Presentation of the Group Reporting / Presentation of
new skills #1 Output Output the Output
Sharing of results Sharing of results Sharing of results
E.Discussing new concepts and practicing 3. Answer these questions: Answer these questions: Electromagnets are used to a great
new skills #2 c. What does each group presented? If you add coils to an electromagnet, extent in communication or
d. What materials will be added/ does the magnet get stronger or in sending signals as in telephone,
manipulated in your designed weaker? Why? telegraph, radio and
experiment to determine the strength What happens if the current increases? television.
of an electromagnet? Does the type of core affect the How do these help us?
strength of electromagnet? Why? Why
not?
F.Developing Mastery Draw a ☼ if the statement is correct Tell whether the statement is TRUE
and × if not. or FALSE.
1. Magnet is not used in making an 1. Many of our modern electrical
electromagnet. appliances would not work
2. An electromagnet behaves like without electromagnet.
magnet only when the wire is 2. An electromagnet can be shown in
wrapped around an iron core. simple electric motors.
3. Number of batteries may affect the Speakers of cellphone, radio and
strength of an electromagnet. others depend on
4. Number of coils may not affect the electromagnet.
strength of an electromagnet. 3. Even without electromagnetic
devices, communication is easier
and faster.
4. All of the things we used in school,
home and work depend on
electromagnet.
G.Finding Parctical application of concepts Francis, the operator of a machine has You are playing with your Tamiya toy As a student, can you cite a specific
and skills in daily living to increase the strength of the car, you noticed that it runs so example that shows the
electromagnet of his machine, what slowly. You have found out that it is importance of electromagnet in your
should he do? running out of battery. What should life?
you do to increase the strength of the
rechargeable battery?
H.Making generalization and abstraction What factors can affect the strength What factors affect the strength of an What are the importance of
about the lesson of an electromagnet? electromagnet? electromagnet in our daily lives?
I.Evaluating learning Direction: Read the statement then Direction: Read the situation below. Direction: Select the sentences that
write True if the statement is correct Answer the question. Choose the letter show the importance of
and False if it is wrong. of the correct answer. electromagnet in our daily lives
1. Electromagnet is made up of an iron 1. Which is an example of a temporary A. Electromagnets are used in
core, copper wire and source of magnet? generators, electric motors and
electricity. A. bar magnet C. horseshoe magnet transformers.
2. Electromagnet is a permanent B. electromagnet D. magnetite B. These are also used in lifting and
magnet. 2. Which can increase the strength of dropping heavy objects like
3. Large number of closely spaced an electromagnet? cars in junkyards, and lifting magnets
turns of wire creates the magnetic A. increasing the number of batteries levitation trains to enable
field. and coils around the nail them to move extremely fast and
4. The number of batteries may affect B. Increasing the number of batteries or energy efficient.
the strength of electromagnet. coils around the nail C. We should always conserve
5. Electromagnet can be made C. decreasing the number of batteries electricity.
stronger. or coils around the nail D. MRI or magnetic resonance
D. Decreasing the number of batteries imaging uses magnetic fields to
or coils around the nail create an image inside the body.
3. The following statements are not E. Wire is used in making an
true about electromagnet, EXCEPTone. electromagnet.
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.
J.additional activities for application or Design your own experiment to Compose a simple jingle focusing on Research on the other importance of
remediation determine the factors that affect the the factors that affect the strength electromagnet in our daily
strength of an electromagnet. Write of an electromagnet. lives. List down specific examples.
this on a piece of short coupon bond.
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to the next ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on to
evaluation next objective. objective. next objective. the next objective. the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery mastery
B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
activities for remediation answering their lesson. answering their lesson. answering their lesson. in answering their lesson. difficulties in answering their
___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in lesson.
answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found difficulties in
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson.
because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills lesson because of lack of ___Pupils did not enjoy the
and interest about the lesson. and interest about the lesson. and interest about the lesson. knowledge, skills and interest lesson because of lack of
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the about the lesson. knowledge, skills and interest
lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties ___Pupils were interested on about the lesson.
encountered in answering the encountered in answering the encountered in answering the the lesson, despite of some ___Pupils were interested on
questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. difficulties encountered in the lesson, despite of some
___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson answering the questions asked by difficulties encountered in
of limited resources used by the of limited resources used by the despite of limited resources used by the teacher. answering the questions asked
teacher. teacher. the teacher. ___Pupils mastered the lesson by the teacher.
___Majority of the pupils finished ___Majority of the pupils finished their ___Majority of the pupils finished despite of limited resources used ___Pupils mastered the lesson
their work on time. work on time. their work on time. by the teacher. despite of limited resources
___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish their ___Majority of the pupils finished used by the teacher.
work on time due to unnecessary work on time due to unnecessary work on time due to unnecessary their work on time. ___Majority of the pupils
behavior. behavior. behavior. ___Some pupils did not finish finished their work on time.
their work on time due to ___Some pupils did not finish
unnecessary behavior. their work on time due to
unnecessary behavior.
C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned
who have caught up with the lesson above above above 80% above

D.No. of learners who continue to require ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require
remediation activities for remediation activities for remediation additional activities for remediation additional activities for additional activities for
remediation remediation

E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught
lesson lesson lesson the lesson up the lesson
F.What difficulties did I encounter which ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue
my principal or supervisor can helpme require remediation require remediation require remediation require remediation to require remediation
solve?
G.What innovation or localized materials 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:
did used/discover which I wish to share ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive Development: ___Metacognitive
with other teachers? Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Development: Examples: Self
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, assessments, note taking and
vocabulary assignments. vocabulary assignments. vocabulary assignments. and vocabulary assignments. studying techniques, and
___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think-pair- ___Bridging: Examples: Think- vocabulary assignments.
share, quick-writes, and anticipatory share, quick-writes, and anticipatory share, quick-writes, and anticipatory pair-share, quick-writes, and ___Bridging: Examples: Think-
charts. charts. charts. anticipatory charts. pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building: Examples: ___Schema-Building:
Compare and contrast, jigsaw Compare and contrast, jigsaw learning, Compare and contrast, jigsaw Examples:Compare and contrast, ___Schema-Building:
learning, peer teaching, and projects. peer teaching, and projects. learning, peer teaching, and projects. jigsaw learning, peer teaching, Examples: Compare and
and projects. contrast, jigsaw learning, peer
teaching, and projects.
___Contextualization: ___Contextualization: ___Contextualization:
Examples: Demonstrations, media, Examples: Demonstrations, media, Examples: Demonstrations, media, ___Contextualization:
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local Examples: Demonstrations, ___Contextualization:
opportunities. opportunities. opportunities. media, manipulatives, repetition, Examples: Demonstrations,
and local opportunities. media, manipulatives,
repetition, and local
___Text Representation: ___Text Representation: ___Text Representation:
opportunities.
Examples: Student created drawings, Examples: Student created drawings, Examples: Student created drawings, ___Text Representation:
videos, and games. videos, and games. videos, and games. Examples: Student created
drawings, videos, and games. ___Text Representation:
___Modeling: Examples: Speaking ___Modeling: Examples: Speaking ___Modeling: Examples: Speaking
slowly and clearly, modeling the slowly and clearly, modeling the slowly and clearly, modeling the ___Modeling: Examples: Examples: Student created
language you want students to use, language you want students to use, and language you want students to use, Speaking slowly and clearly, drawings, videos, and games.
and providing samples of student providing samples of student work. and providing samples of student modeling the language you want ___Modeling: Examples:
work. work. students to use, and providing Speaking slowly and clearly,
Other Techniques and Strategies used: samples of student work. modeling the language you
Other Techniques and Strategies ___ Explicit Teaching Other Techniques and Strategies want students to use, and
used: ___ Group collaboration used: Other Techniques and Strategies providing samples of student
___ Explicit Teaching ___Gamification/Learning throuh play ___ Explicit Teaching used: work.
___ Group collaboration ___ Answering preliminary ___ Group collaboration ___ Explicit Teaching
___Gamification/Learning throuh play activities/exercises ___Gamification/Learning throuh ___ Group collaboration Other Techniques and
___ Answering preliminary ___ Carousel play ___Gamification/Learning throuh Strategies used:
activities/exercises ___ Diads ___ Answering preliminary play ___ Explicit Teaching
___ Carousel ___ Differentiated Instruction activities/exercises ___ Answering preliminary ___ Group collaboration
___ Diads ___ Role Playing/Drama ___ Carousel activities/exercises ___Gamification/Learning
___ Differentiated Instruction ___ Discovery Method ___ Diads ___ Carousel throuh play
___ Role Playing/Drama ___ Lecture Method ___ Differentiated Instruction ___ Diads ___ Answering preliminary
___ Discovery Method Why? ___ Role Playing/Drama ___ Differentiated Instruction activities/exercises
___ Lecture Method ___ Complete IMs ___ Discovery Method ___ Role Playing/Drama ___ Carousel
Why? ___ Availability of Materials ___ Lecture Method ___ Discovery Method ___ Diads
___ Complete IMs ___ Pupils’ eagerness to learn Why? ___ Lecture Method ___ Differentiated Instruction
___ Availability of Materials ___ Group member’s ___ Complete IMs Why? ___ Role Playing/Drama
___ Pupils’ eagerness to learn collaboration/cooperation ___ Availability of Materials ___ Complete IMs ___ Discovery Method
___ Group member’s in doing their tasks ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Lecture Method
collaboration/cooperation ___ Audio Visual Presentation ___ Group member’s ___ Pupils’ eagerness to learn Why?
in doing their tasks of the lesson collaboration/cooperation ___ Group member’s ___ Complete IMs
___ Audio Visual Presentation in doing their tasks collaboration/cooperation ___ Availability of Materials
of the lesson ___ Audio Visual Presentation in doing their tasks ___ Pupils’ eagerness to learn
of the lesson ___ Audio Visual Presentation ___ Group member’s
of the lesson collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson