Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office-Pasay City
DON CARLOS VILLAGE ELEMENTARY SCHOOL
Constellation St. Don Carlos Village Brgy. 187 Pasay City
dcvespasay@[Link]

Don Carlos Village Elementary

School: Grade Level: V
DAILY School
LESSON Teacher: File created by Sir Francis Sen
Learning Area: Science
PLAN D. Bolaños
Teaching Dates and
Not Available Quarter: 4th QUARTER
Time:

I. Objectives Grade V-Science

 The learners demonstrate an understanding of a simple
A. Content Standard: DC circuit and the relationship between electricity and
magnetism in electromagnets.
 The learners should be able to design/ construct a tool or
B. Performance Standard: device using electromagnet that is useful for home,
school, or community.
C. Learning  The learners should be able to design an experiment to
Competencies/Objectiv determine the factors that affect the strength of the
es electromagnet.
Write the LC Code for each  S5FE-IIIi-j-9
Design an experiment to determine the factors that affect
Specific Objectives the strength of an electromagnet.
Code: S5FE-IIIi-j-9.8
II. Content 3.2 Electromagnets
LEARNING RESOURCES
A. Reference
1. Teacher’s Guide
Not available
pages
2. Learner’s Materials
Not available
pages
Science in Our World pp. 190-193
3. Textbook pages
Science Beyond Borders pp. 148-150
4. Additional Materials
from Learning Not available
Resource (LR) portal
[Link]
[Link]
B. Other Learning
[Link]
Resource
[Link]
the-iron-core-is-in-a-circle
III. Procedures
ELICIT
Student’s
Teacher’s Activity
Activity
  *The teacher assigned an Expert of
the day for this activity. Computer-
Based self-checked activity.
 Class, we will now be having an
activity to check whether you have
learned something yesterday. The
name of the activity is Name Me!
Please Press the Button Correctly!  Yes, Sir!
 The goal of the game is to press the
button that corresponds to the name
of the part of an Electro-magnet that
corresponds to what the teacher
describes.

A. Reviewing previous
lesson or presenting the
new lesson

 Sir, the
 Now that we already understand thumbtack
how an electro-magnet functions s.
and operate, I have a question:  Sir, the
 Which will be attracted to an paper
electromagnet, thumbtacks or clips.
paper clips?  Sir, Both.

 Very Good!

 What kind of magnet is an  Sir,

electromagnet? Permanent magnet Permanent
or temporary magnet? .
 Sir,
 Great Job! Temporary
.
ENGAGE
 From our previous activities we have
B. Establishing a purpose investigated factors that affects the
for the Lesson strength of an electromagnet.
 Using the pictures as clues, give  Yes, Sir.
ideas that you have learned related to
it.

C. Presenting  Students will

examples/instances of  Filling up of Graphic organizer. now begin
the new lesson filling out of
the Graphic
Organizer.
 Factors that may
affect the
strength of an
electromagnet.

 They are
factors that
 What does this pictures tell us? may affect
the strength
of the
electro-
magnet, the
first one is
the length of
the nail, then
the size of
the battery
and the
number of
coils that
surrounds
 Now that we found out the certain the nail
key factors that affect the overall column.
strength of the electro-magnet, let
us put ourselves in a test to see if
we really understand these factors.
 For today’s challenge, imagine that
you are going to make your very
own design of electromagnet. You
will only be given five minutes to
make your very own design for an
effective and efficient electro-
magnet. This is the situation; you  Yes, Sir!
are a team of toy designers. Your
first job is to make a bear toy for
kids ages 5-year-old and above that
can dance. To be able to make the
bear dance you need a durable
electromagnet. Your electromagnet
should be able to attract at least 5
eyelets to pass initial testing.

EXPLORE
a. Group Activity.
D. Discussing new b. Setting of standards in a group
concepts and practicing activity.
new skills #1 c. Giving of instructions and
distribution of Activity Sheets by
E. Discussing new group.
concepts and practicing ACTIVITY: Design an experiment
new skills #2 to determine the factors that
 affect the strength of an
electromagnet.
d. Remind each group that they will be
presenting their output in class after
finishing the activity.
e. Present the basis for grading the
output.  Yes, Sir.
f. Go around and observe the pupils
as they perform the activity.

 Class, do you want to play a game?

 Good, Now I will group you into
four. Each group will select a leader
and a secretary.  Group 1:
 (grouping the class.) Mercury
 Group 2:
Venus
 Group 3:
Earth
 Group 4:
Mars

 Have you already selected your  Yes, Sir.

leader and secretary?
 Just a reminder, when we’re having
a group activity, discuss with your  Yes, Sir.
group mate silently. Avoid
disturbing other groups. Do you
understand?  Yes, Sir.
 The leaders and the assistant will
represent each group.
 What each group would be doing is
that you are all going to design an
experiment that determines the
factors that affect the strength on
an electro-magnetism, each group
will only be given 15 minutes to
accomplish the task at hand and
after all the groups have been  Yes, Sir.
finished a representative from each
group would come to present the
outcome of their brainstorming.
Class is that clear?
 (presenting the basis for grading
the output.)
 (presentation of the different
outputs of each group.)
 EXPLAIN
a. Publishing of outputs and oral
presentation.
b. Discussions of findings/clearing out
of differences, development of
critical thinking and creativity.

Ask: What are the factors that may affect  Sir, the
the strength of an electromagnet? factors that
may affect
 Why do you think that adding dry the
cells or batteries improve the strength of
strength of the electromagnet? the electro-
magnet are
 How can increasing the size of the size of
batteries improve the strength of the battery,
the electromagnet? the number
of coils
F. Developing mastery  Why do you think that adding the around the
number of coils improve the metal
(leads to Formative
strength of the electromagnet? column
Assessment 3)
and the
 Do all types of metals conduct metal core.
electricity the same way?
 Students
 Why is important to choose a good should be
core material for the design of your allowed to
electromagnet? express
their own
 Good Job! answers to
 Now can you think of other factors the
that may affect the strength of the questions,
electro-magnet, external or they
internal? should be
encourage
d to
answer it
willingly.

ELABORATE
 Do you have any ideas to where
G. Finding practical are electromagnets being used?  None, Sir.
application of concepts  Yes, Sir.
and skills in daily living Here are some uses of electromagnet.  Some are
used in
When the button is doorbells,
pressed in an electric the others
doorbell, due to the can be on
H. Making generalizations
electromagnetic forces speakers,
and abstractions about
the coil gets energized radio or
the lesson
and the bell sounds. even a
hearing
aid.
 Each conductor coiling around its cone
becomes an electromagnet when supplied
with current.

Other uses include: washing machine,

electric fan, buzzers, doorbells, telephone,
radio, television, door locks, and trains.

EVALUATE

Use the attached rubrics in evaluating the student’s

I. Evaluating learning
performance.

EXTEND
J. Additional activities for
Research for other factors that may affect
application or
the strength of an electromagnet.
remediation
IV. Remarks
V. Reflection
A. No. of learners who
earned 80% in the ___ of Learners who earned 80% and above.
evaluation
B. No. of learners who
require additional ___ of Learners who require additional activities for
activities for remediation remediation who scored 80% and below.
who scored below 80%.

C. Did the remedial ___ Yes ___ No

lessons work?
No. of learners who have ___ of Learners who caught up the lesson.
caught up with the lesson.

D. No. of learners who

continue to require ___ of Learners who continue to require remediation
remediation

Strategies used that work well:

E. Which of my teaching ___ Group collaboration

strategies worked well? ___ Games
Why did these work? ___ Answering preliminary activities/exercises
___ Carousel
___ Think-Pair-Share (TPS)
___ Differentiated Instruction
 ___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

Why?

___ Complete Ims

___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks

F. What difficulties did I __ Pupils’ behavior/attitude

encounter which my __ Colorful IMs
principal or supervisor __ Unavailable Technology Equipment (AVR/LCD)
can help me solve? __ Additional Clerical works

G. What innovation or Planned Innovations:

localize materials did I __ Localized Videos
use/discover which I __ Making big books from views of the locality
wish to share with other __ Recycling of plastics to be used as Instructional Materials
teachers? __ local poetical composition
 Learners’ Material
Problem: Design an experiment to determine the factors that affect
the strength of an electromagnet.

1. List down the materials needed for your design.

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

2. Write down the procedure/s on how to assemble your

electromagnet.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

3. Draw your electromagnet design.

4. Assemble your electromagnet.

5. Be ready to present your work to the class.