School Grade &

Candaping National High School 7 - Almeda

Section
DAILY Teacher
Ronie B. Mabayambang
Learning
SCIENCE
LESSON Area
Teaching Dates
PLAN Quarter 3
& Time
Week No. 9 & 10 Day 4&1 Duration

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional
lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
I. OBJECTIVES Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be
derived from the curriculum guide.
A. Content The Learners demonstrate an understanding of charges and the different charging processes.
Standards
B. Performance The Learners shall be able to suggest proper lighting in various activities
Standards
C. Learning 1. explain the importance of earthing or grounding. S7FE-IIIj-14
Competency/ies
Write the LC Code for each.
Knowledge: Identify components of a complete electrical circuit.
D. Learning
Skills: Install components of a complete electrical circuit properly.
Objectives
Attitudes: Recognize the significance of grounding the appliances at home.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Simple circuit
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pp. 64-65
pages
2. Learner’s
pp. 8-9
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning EASE Science II. Module 2. p. 19
Resource (LR)
Portal
Battery
Electrical conductors
B. Other Learning
Switch
Resources
Bulb
Lamp holder
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
IV. PROCEDURES their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing Show video clip on Electricity Song - Science Music Video - YouTube (360p), Website:
previous lesson or https://www.youtube.com/watch?v=DP7lZE3cL6M, or URL:
presenting the https://youtu.be/DP7lZE3cL6M
new lesson.
ELICIT (The activities in this section
will evoke or draw out prior concepts of
or experiences from the students)
B. Establishing a The teacher will start with the simple complete circuit presented to the whole class:
purpose for the  Does it constitute a complete circuit? (Yes)
lesson.  What constitute a complete circuit? (Source,
AWARENESS

ENGAGE (The activities in this conductor, switch, appliance/load)

section will stimulate their thinking and
help them access and connect prior
knowledge as a jumpstart to the
present lesson.)

C. Presenting
examples/instanc Show video clip on Electric Charge - YouTube (360p), Website:
es of the new https://www.youtube.com/watch?v=Opz_Grl_vQA&t=52s, or URL:
lesson. https://youtu.be/Opz_Grl_vQA

D. Discussing the Show video clips on Earthing - YouTube (360p), Website:

new concepts and https://www.youtube.com/watch?v=foyBuyx01zI, or URL: https://youtu.be/foyBuyx01zI;
ACTIVITY

practicing new The Importance of Grounding (Earthing) - YouTube (360p), Website:

skills #1. https://www.youtube.com/watch?v=qg6WiNrGDbY, or URL:
EXPLORE (In this section, students https://youtu.be/qg6WiNrGDbY; 13 Difference Between Earthing And Grounding -
will be given time to think, plan, YouTube (360p), Website: https://www.youtube.com/watch?v=KMZ2bCQvp5s, or URL:
investigate, and organize collected
information; or the performance of the https://youtu.be/KMZ2bCQvp5s
planned/prepared activities from the
student’s manual with data gathering
and Guide questions) And

Students will be divided into groups and given appropriate time to perform the activity
below and answer the questions that follow:
PROCEDURE:
1. Install electrical materials (battery,conductors, switch, lamps) similar to the set up
presented by the teacher
2. Turn the switch on. Does the bulb light up? (yes)
3. Exclude the battery in the installation and turn the switch on. Does the bulb light
up?
(No)
4. Remove the conductors in the installation, does the bulb light up? (no)
5. Directly connect the conductor from the bulb to the negative terminal of the
battery and the another conductor to the positive terminal of the battery. Does the
bulb light up? (Yes)
6. Exclude the bulb in the circuit by directly conneting the conductor from the
negative terminal of the battery to the switch and the conductor from the positive
terminal of the battery to the opposite side of the switch. Turn the switch on and
feel the temperature of the conductor. (Note: turn the switch off after feeling the
heat)
QUESTIONS:
1. Why do you think that the bulb does not light up when you exclude the battery in
the circuit? (because it contains charges that will give energy to the bulb and light
up)
2. What are the charges in the battery? (the protons at positive terminal and
electrons at negative terminal)
3. What is the use of electrical conductors in the circuit? ( it serves as the pathway of
current to flow from the source to the load and goes back to the source)
4. Why do you think that the bulb light up when you do procedure number 2? (when
the switch is turn on in procedure number 2, the path between the positive
terminal and the negative termnal of the battery is establish. Since electrons are
attracted to proton, the electrons runs towards the postive terminal of the battery.
The movement of the electrons from the negative terminal to the positive terminal
of the battery provides electrical energy to the bulb and light up)
5. What did you feel on the cnductors when you perform procedure number 6?
(the conductors feel warmer and warmer)
6. Why do you think temperature of the conductors increases when you directly
connect the negative and posive terminal of the battery in procedure number 6? It
isbecause the electrical energy carried by the electrons as it moves to the positive
terminal of the battery is not converted into other forms of energy. It is
acculumated in the conductors and release as heat)
7. What is the role of bulb and other appliances in the circuit? (Appliances transform
electrical energy in the circuit into other forms of energy like, light, mechanical,
sounds and others.
Consider the illustration below:
A. B.
e(-)e(-) e(-)
e(-)
e(-) e(-)
e(-)
e(-) (-) e(-)
e(-) e
ground
8. Have you experience feeling like being electricuted slightly when touching your
refrigerator or other appliances? If yes, which illustration above illustrate it? (yes,
and it was illustrated in picture A)
9. What is in the illustration B that makes the refrigerator safe to touch?
(the separate line/conductor attach to the ground makes it safe to touch)
10. How do you think the separate line connected to the ground makes the
refrigerator safer to touch? (it leads the excess electrons confine in the cover of the
refrigerator to the ground)
11. What do you call this process of removing excess electrons from a body by
directing it to the ground? (Grounding)
12. Why are some appliances like aircondition, refrigerator have three pins in their
male plugs as shown in the picture below? (the purpose of the third
terminal is for grounding, it will attach to the port in the outlet which lead
to the ground)

E. Discussing the
new concepts and
practicing new
 skills #2.
F. Developing Which part of the simple circuit consumes electrical energy?
mastery (load/electrical appliances)
(Leads to
formative

ANALYSIS
assessment 3).
EXPLAIN (In this section, students
will be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able
to answer the Guide Questions leading
to the focus concept or topic of the day.
G. Making What are the parts of a simple circuit?
generalization (Parts of a simple circuit are battery/source, conductor/electrical wire, load/current
ABSTRACTION

and abstraction consuming device, and switch.)

about the lesson.
ELABORATE (This section will give
students the opportunity to expand and
solidify / concretize their understanding
of the concept and / or apply it to real –
world situation)
H. Finding practical Why most of the appliances in the Philippines have two pins only in the male plug instead
APPLICATION

application of of three for grounding? (It is because most of the house wiring installations in the
concepts and Philippines does not include grounding since additional wires means additional expenses.)
skills in daily
living.

I.
Evaluating
learning. I. Make a pictorial diagram showing a complete circuit.
EVALUATION (This section will
provide for concept check test items
and answer key which are aligned to
the learning objectives - content and
II. Identify the parts of the circuit describe
ASSESSMENT

performance standards and address below:

misconceptions – if any) Source 1. Provides electrical energy to the
circuit
Loads/Appliance 2. Converts electrical energy into
other forms
Electrical conductor 3. Serves as the pathway of
electrical current
Switch 4. Regulates the flow of current
Load/appliance 5. Current consuming device
J. Additional Prepare for the review test.
activities for
ASSIGNMENT

application or
remediation.
EXTEND (This sections give
situation that explains the topic in a
new context , or integrate it to another
discipline / societal concern)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
VI. REFLECTION learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lesson work? No. of
learner who caught up
with the lesson
D. No. of learner 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?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.