Teaching March 03, Grade 6

Dates: 2025 Level:

DAILY
LESSON Quarter: 3rd Day #: 1
PLAN Learning Force, DLL #:
Area: Motion and
Energy

I. OBJECTIVES
A. Content Standards The learners demonstrate an
understanding of a simple DC circuit and
the relationship between electricity and
magnetism in electromagnets
B. Performance Standards
C. Learner’s Competencies Infer the conditions necessary to make a
Code bulb light up (S5FE-IIIf-6)
Specific Objectives At the end of the lesson, 80% of the
students must be able to:
Cognitive Identify and explain the different parts of a
simple DC electric circuit
Affective Actively participate in the discussion by
answering questions and sharing
observations about the flow of electricity in
a circuit.
Psychomotor Cooperate in building a simple DC electric
circuit with the provided materials,
ensuring correct connections and operation
of the circuit.
II. Topic: Electric Sub Topic: Parts of the electric circuit.
CONTENT Circuit

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide Pages Quarter 3, pp. 7 – 9
2. Learner’s Material Pages Lesson 1, pp. 7 - 9
3. Additional Materials from
Learning Resources Portal
B. Other Learning Resources Google, YouTube and other learning
materials.
IV. PROCEDURES
A. Introduction Daily Routines

 Greetings
 Prayer
 Attendance
 Classroom Rules

B. Reviewing previews lesson ELICIT

or presenting the new lesson Individual Activity

Start by asking students to look around

their homes and identify objects that use
electricity. Encourage them to think about
how each item benefits from electricity
(e.g., fan, television, light bulb,
refrigerator).
C. Establishing a purpose to ENGAGE
the lesson Motivation:

Ask students:

 "How does electricity flow to your

appliances?"
 "What would happen if electricity didn’t
exist in your home? How would that
affect your daily life?"
 Introduce the question: "How do light
bulbs light up when you plug them into
the socket?"

D. Presenting EXPLORE
examples/instances of the
new lesson Present the illustration of a simple DC
electric circuit. Allow students to observe
the diagram and ask, "What makes the
bulb light up?" This will lead them to the
concept that an electric circuit is required
to make the electricity flow and power the
bulb.

Afterward, you can guide them through the

different parts of the electric circuit:

 Power Source (like a dry cell, battery,

generator, or solar cell)
 Connector (the wires that conduct
electricity)
 Load (a device that uses electricity, like
a bulb)
 Switch (which controls the flow of
electricity)

E. Discussing new concepts EXPLAIN

and practicing new skills
Explain the following concepts in detail:

1. Power Source: The source of energy

that drives the electric current. This can
be a battery, solar cell, or generator.
2. Connector: Wires or conductors that
form a path for the electricity to flow
through.
3. Load: The device (such as a light bulb)
that uses the electricity to perform a
task (e.g., lighting up the bulb).
4. Switch: The device that opens or closes
the electric circuit, allowing or stopping
the flow of electricity.
 Explain that an open circuit (where the switch is off)
will prevent electricity from flowing, and a closed
circuit (with the switch on) will allow electricity to
flow.

F. Developing Mastery ELABORATE

GROUP 1

Activity 1: “Name Me!”

Directions: Display the diagram of a simple
DC electric circuit and have the students
label the parts.

 Power Source
 Connector
 Load
 Switch

GROUP 2

Activity: “Picture It!”

1. Divide students into small groups.

2. Provide each group with a set of pictures
showing the components of a simple DC
electric circuit (battery, bulb, wires,
switch).
3. Instruct the groups to arrange the
pictures in the correct order to represent
a complete electric circuit (e.g., power
source → connector → load → switch).
4. Once the pictures are in the correct
order, ask each group to explain why
they arranged the pictures the way they
did and what each part of the circuit
does.

· After the group activity, ask students to

answer the following guide questions:

 What are the parts of a simple DC

electric circuit?
 What is the function of each part in the
circuit?

· As a class, go over the answers and make

sure all students understand the function of
each part.
G. EVALUATE

A. Evaluating Learning
Matching (Match the part of the
circuit to its function)

Column A: Parts of a Simple Circuit

A. Power Source
B. Connector
C. Load
D. Switch

Column B: Functions

1. Conducts electricity and links all parts of the circuit

2. Turns the electricity on or off by opening or closing
the circuit
3. Provides energy for the current to flow
4. A device that uses electricity, such as a light bulb

Matching Answer Key:

A–3
B–1
C–4
D–2

B. Application Question

H. Additional activities for EXTEND

Application or Remediation
ASSIGNMENT:

Find a Real-Life Example:

1. Look around your home or environment to

find a real-life example of a simple DC
circuit (e.g., a flashlight, remote control, or
a battery-operated toy).
2. Identify the parts of the circuit (power
source, connector, load, and switch) in
your example.
3. Write a brief description of how these
parts work together to make the circuit
function.

Reflection (Optional):

1. Answer the following question in 2-3

sentences:
"Why is it important to have a complete
circuit for electricity to flow and power
devices?"
V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the Evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial 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 this worked?
F. What difficulties did I
encounter which my principal
or superior can help me
solve?
G. What innovations or
localized materials did I
used/discovered which I wish
to share with other teachers?

Prepared by:
ESCANO, IAN KENNETH V.
BEED II-B

Checked by:
Mr. DENVER P. LAJO
Instructor