School Grade &

Candaping National High School 8-

Section
DAILY Teacher
Ronie B. Mabayambang
Learning
SCIENCE
LESSON Area
Teaching Dates
PLAN Quarter 1
& Time
Week No. 9 Day 2 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
I. OBJECTIVES Assessment strategies. 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:
Standards current- voltage-resistance relationship, electric power, electric energy, and home circuitry.
The learners shall be able to:
B. Performance
discuss phenomena such as blue sky, rainbow, and red sunset using the concept of
Standards
wavelength and frequency of visible light.
1. Infer the relationship between current and charge. S8FE-1h-30
2. Explain the advantages and disadvantages of series and parallel connections in
C. Learning homes. S8FE-1i-31
Competency/ies 3. Differentiate electrical power and electrical energy. S8FE-1i-32
Write the LC Code for each.
4. Explain the functions of circuit breakers, fuses, earthing, double insulation, and
other safety devices in the home. S8FE-1i-33
Knowledge: Explain the advantages and disadvantages of series and parallel
D. Learning connections in homes.
Objectives Skills: Distinguish the difference between series and parallel connections.
Attitudes: Appreciate the importance of knowing the concept of electrical connections.
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 Series connection and Parallel connection
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
pages
2. Learner’s
Materials pages
1. Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et
al. 2001. pp. 290-293, pp. 294-296 and 315.
2. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 142-143, pp. 156-160,
3. Textbook pages
pp. 166-168, 174-177 and 177-178.
3. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 54-55, pp. 61-63.

4. Additional
Materials from 1. EASE Physics. Module 7. Lesson 2.
Learning 2. EASE Physics. Module 7. Lessons 3 and 4.
Resource (LR)
Portal
Science 8: Learner’s Manual; pages 61 – 63
B. Other Learning
Science 8 – Teacher’s Guide; pages 42 – 44
Resources
Laptop, video clip, manila paper, pentel pen, sticky tape
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
IV. PROCEDURES things, practice 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
previous lesson or
presenting the new
lesson.
ELICIT (The activities in this section
will evoke or draw out prior concepts of
or experiences from the students)
B. Establishing a 1. Prayer
purpose for the 2. Checking of attendance
AWARENESS

lesson. 3. Checking/ Passing of the assignment

ENGAGE (The activities in this section 4. Recall the previous lesson about electricity.
will stimulate their thinking and help them
access and connect prior knowledge as a
jumpstart to the present lesson.)
C. Presenting
examples/instance
s of the new lesson.
 D. Discussing the new 1. Divide the class/students into 5 to 6 groups.
concepts and 2. Give instructions to the students about the activity.
practicing new 3. Students will watch video about series connection and parallel connection.
skills #1. Video: Series Vs Parallel Circuits
EXPLORE (In this section, students Link: https://www.youtube.com/watch?v=O8GgRIIB1Yc
will be given time to think, plan, 4. Students will answer the questions on the manila paper.
investigate, and organize collected
information; or the performance of the
Questions:
planned/prepared activities from the a. How does the total resistance in a series circuit affect the current or bulb
student’s manual with data gathering and brightness?
Guide questions) b. What is Ohm’s Law?

ACTIVITY
c. Explain why the other bulb remains lighted when you unscrewed one of them in
the parallel circuit.
d. Why did when one bulb is unscrewed or removed a gap is created in the series
connection/circuit? Explain your answer.
5. Students will report their outputs to the class.
(See attachment for the rubrics.)

E. Discussing the new

concepts and
practicing new
skills #2.
F. Developing Students will answer the following questions;
mastery 1. What are the differences between series and parallel connections?
(Leads to formative 2. What are the advantages and disadvantages of series and parallel connections?
assessment 3).
ANALYSIS

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 Parallel connection:
generalization and
abstraction about Advandages: 1. Every unit that is connected in a parallel circuit gets equal amount of
the lesson. voltage.
ELABORATE (This section will give
students the opportunity to expand and
solidify / concretize their understanding 2. It becomes easy to connect or disconnect a new element without affecting the
of the concept and / or apply it to real – working of other elements.
world situation)

3. If any fault happened to the circuit, then also the current is able to pass through the
circuit through different paths.

Disadvantages: 1. It requires the use of lot of wires.

2. We cannot increase or multiply the voltage in a parallel circuit.

3. Parallel connection fails at the time when it is required to pass exactly same amount
of current through the units.
ABSTRACTION

series connection:

Advantages: 1. Series circuits do not overheat easily. This makes them very useful in
the case of something that might be around a potentially flammable source, like dry
plants or cloth.

2. Series circuits are easy to learn and to make. Their simple design is easy to
understand, and this means that it’s simple to conduct repairs.

3. we can add more power devices; they have a higher output in terms of voltage

4. The current that flows in a series circuit has to flow through every component in the
circuit. Therefore, all of the components in a series connection carry the same current.

Disadvantages: 1. If one point breaks in the series circuit, the total circuit will break.

2. As the number of components in a circuit increases, greater will be the circuit

resistance.
 H. Finding practical Students will answer the following questions;
application of 1. How do parallel and series connections play a role in our daily lives?

APPLICATION
concepts and skills 2. Why do we use parallel circuits in our homes instead of series? Explain your answer.
in daily living.

I.
Evaluating The teacher will ask questions to the students;

ASSESSMENT
learning. 1. What are the advantages and disadvantages of each type of connection?
EVALUATION (This section will 2. What is a series and parallel connection?
provide for concept check test items and 3. Why is voltage not measured in series?
answer key which are aligned to the
learning objectives - content and
performance standards and address
misconceptions – if any)
J. Additional Students will answer this question;
activities for 1. How will you differentiate electrical power from electrical energy?
ASSIGNMENT

application or 2. Bring the following materials;

remediation. a. manila paper
EXTEND (This sections give situation b. pentel pen
that explains the topic in a new context , c. sticky tape
or integrate it to another discipline /
societal concern)
Reference: Internet-Google

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
VI. REFLECTION students 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.
 Group Presentation Rubric

Trait Criteria Points

Content Presentation Presentation Presentation Presentation
Did the contained little to had moments had a good had
presentation no valuable where valuable amount an exceptional
have valuable material. material of material and amount of
material? was present but benefited the valuable material
as a whole class. and was
content extremely
was lacking. beneficial to
class.
Collaboration The teammates The teammates The teammates The teammates
Did everyone never worked sometimes worked from Always worked
contribute to from others’ worked from others’ ideas most from others’
the ideas. It seems as others’ ideas. of the time. And ideas. It was
presentation? though However, it seems it seems like evident that
Did everyone only a few people as though every did some all of the group
seem well worked on certain people did work, but members
versed in the the presentation. not do some people contributed
material? as much work as are carrying equally to the
others. the presentation. presentation.

Organization The presentation There were The presentation The presentation

Was the lacked minimal signs had organizing was well
presentation organization of organization ideas but could organized, well
well organized and had or preparation. have been much prepared and
and easy to little evidence stronger with easy
follow? of preparation better to follow.
preparation.

Presentation Presenters were Presenters were Presenters were Presenters were

Did the unconfident and Not consistent occasionally all very confident
presenters demonstrated with the level of confident with in
Speak clearly? little evidence of confidence/ their presentation delivery and
Did the planning preparedness however, the they did an
engage the prior to they presentation excellent
audience? presentation. showed the was not job of engaging
Was it obvious classroom but as engaging the class.
the material had had some strong as it could have Preparation
been rehearsed? moments. been for the class. is very
evident.