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GRADE 6 SCHOOL KALUMPANG ELEMENTARY SCHOOL GRADE LEVEL SIX
DAILY LESSON TEACHER May Ester M. Rubio LEARNING AREA SCIENCE

LOG TEACHING DATES AND TIME
NOV. 6 – 10, 2017
QUARTER THIRD
WEEK 1
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards The learners demonstrate understanding of gravity and friction affect movement of objects
B. Performance Standards The learners should be able to produce an advertisement demonstrate road safety.
Infer how friction and gravity affects movements of different objects. Infer how friction and gravity affect  Identify ways to reduce friction
- Define friction movements of different objects Infer how friction and gravity affect  Infer how reducing friction
- Identify the different kinds of friction movements of different objects. S6FE- wastes matter as well as
- Demonstrate how friction work S6FE-IIIa-c-1
IIIa-c-1 energy
- Work cooperatively with the group Describe how friction affects Knowledge: Describe how friction  Appreciate the value of
C. Learning
motion affects motion. reducing friction in our daily
Competencies/Objectives Skills: Demonstrate ways on how
Identify conditions when friction life
friction affects motion.
seems to resist motion Attitude: Develop awareness in keeping
Compare how objects move in a road trip safety.
different surfaces
Gravitation and Gravitation and Frictional Describing How Friction Frictional Force Ways of Reducing Friction
II. CONTENT / TOPIC
Frictional Forces Forces Affects Motion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
Cyber Science 6, pp. 193-197 Cyber Science 6, pp. 193-197 Science Links 6, pp320-321 Explore and Experience Science 6
3. Textbook pages Science Links 6, p. 314 Science Links 6, p. 314 Cyber Science 6 pp. 194-200 pp. 224-226
4. Additional materials from Powerpoint Presentation, Powerpoint Presentation, Activity
LRMDS portal Activity Sheet Sheet
Explore and Experience Science 6,
B. Other Materials
pp. 222 - 227
IV. PROCEDURES
A. Reviewing previous lesson or Ask learners questions about the Teacher’s Instruction The teacher recalls the activity during Let the pupils demonstrate on what
presenting the new lesson previous lesson (friction). Brainstorming. The teacher ask the the other day. activities friction are present. Ask your
students what things they remember pupils to define what is friction.
when they hear the word
“FRICTION”. The students will write
it in their notebooks then on the
board.
Study the pictures. Identify the Learners read again the definition Question of the day: The teacher will show the signage or Let the students try to polish the floor
word that could describe the friction How friction affects motion? road sign “Slippery when wet”. The without floor wax and the other pupil with
B. Establishing a purpose for the picture. teacher asks why there is a need to be floor wax. Which is easier to husk the
lesson careful if the floor or road is wet. floor with wax or without wax?
Show example of friction Teacher’s Instruction The teacher will introduce the activity. .
Activity 1.3 FRICTION FREE The The pupils will do the activity.
C. Presenting examples/
teacher will use the activity as guide. The pupils recall the setting standards
instances of the new lesson in doing the science activity.
Group activity Group activity Students present their output on the Answer guided questions from the ACTIVITY: Friction Free
activity. The teacher will give activity PROBLEM: How does lubricant work?
See activity sheet See activity sheet feedback about the result. MATERIALS:
A smooth metal tray
Notebook
Bottle
Water
A small flat glass
Soap
PROCEDURE:
1. Hold up the tray on the books
to make a slope.
D. Discussing new concepts and 2. Wet one side of the tray and
practicing new skills #1 slide the bottle
3. Now, rub the soap on the wet
side and slide the bottle down
again. Observe the movement
of the bottle.
OBSERVATION:
1. Is there friction between the
bottle and the dry metal tray?
2. Why did the glass bottle slide
down easily when the surface
of the tray was wet with water?
3. What happened when you
rubbed the soap ont
E. Discussing new concepts and Group discussion Group discussion Answer the Guide Questions. Group reporting or presentation of their GROUP PRESENTATION/REPORTING
practicing new skills #2 Discuss how friction affects motion. outputs through differentiated activities.
The teacher will give feedback on the
works of the pupils.
See activity sheet See activity sheet Gr. I-Jingle Making
Gr. II. Dramatization
Gr. III. Poster Making
Gr. IV. Broadcasting
Gr. V. Advertisement
Analyze and discuss the Analyze and discuss the outputs Video can be shown and discussed. 1.) What are the common household
outputs of the learners about of the learners about the different https://www.youtube.com/watch? activities that needs a reduce
friction kinds of friction v=PNDRIicw4E0 friction?
2.) Why is reducing friction important?
3.) What are the common household
F. Developing mastery materials that help us reduce
(leads to formative assessment ) friction?
4.)
( Questions will arise as the students

reacted to the discussion )
Ask learners to cite other Discuss within the class the The teacher asks the importance of Describe what will happen to a vehicle You find difficulty in pedalling
G. Finding practical applications
activities that has something to different kinds of friction friction in schools and at home. that is running fast in highway if there your bike because of the rusty surface.
of concepts and skills in daily do with friction is no friction.
living What should you do and why?
How about if roads are too rough?
Discuss the pictures shown in Ask learners on the different kinds Through the use of Venn Diagram, let What are ways to reduce friction?
H. Making generalization and the motivation and ask learners of friction the pupils describe the effects of friction
abstraction about the lesson about the meaning of friction on the objects motion. (How friction
affects motion?)
Give multiple choice questions The teacher gives ten-question quiz QUIZ NO. 1 QUIZ NO. 2
I. Evaluating learning about friction and different kinds of about how friction affects motion.
friction
Learners search the internet or Learners work on assignment of Teacher’s Instruction Group the class into 4. Let them make List two reasons why friction is important
other references on other their choice about the other Brainstorming. The teacher ask the their own advertisement about the road for you to function in your everyday life.
activities in the community that examples of friction students what things they remember safety. Remind them that their
show friction advertisement should be related to the
J. Additional activities for when they hear the word
concept of the effects of friction on the
application / remediation “FRICTION”. The students will write motion of an objects
it in their notebooks then on the
board.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :
Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML T
V. REMARKS MMR MMR MMR MMR MMR

IAP IAP IAP IAP IAP
GCS GCS GCS GCS GCS
VI. REFLECTION
A. No. of learners who earned ______ of Learners who ______ of Learners who ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned 80%
earned 80% above earned 80% above 80% above 80% above above
80% in the evaluation
______ of Learners who ______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who require
require additional activities require additional activities for additional activities for additional activities for remediation additional activities for remediation
B. No. of learners who require
for remediation remediation remediation
additional activities for
remediation
C. Did the remedial lessons work ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
? No. of learners who have ______ of Learners who ______ of Learners who ______ of Learners who caught ______ of Learners who caught up ______ of Learners who caught up
caught up with the lesson caught up the lesson caught up the lesson up the lesson the lesson the lesson
______ of Learners who ______ of Learners who ______ of Learners who continue ______ of Learners who continue to ______ of Learners who continue to
D. No. of learners who continue
continue to require continue to require remediation to require remediation require remediation require remediation
to require remediation
remediation
E. Which of my teaching Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well ? Why well: ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
did this work ? ___ Socratic Questioning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Game-Based Learning ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture
___ Interactive Lecture Demonstrations Demonstrations Demonstrations Demonstrations
Demonstrations The activity can be a The activity can be a classroom The activity can be a classroom The activity can be a classroom
The activity can be a classroom experiment, a experiment, a survey, a simulation experiment, a survey, a simulation experiment, a survey, a simulation or
classroom experiment, a survey, a simulation or an or an analysis of secondary data. or an analysis of secondary data. an analysis of secondary data.
survey,a simulation or an analysis of secondary data. ___Cooperative Learning ___Cooperative Learning ___Cooperative Learning
analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Jigsaws ___Jigsaws
___Cooperative Learning ___Jigsaws ___Gallery Walks ___Gallery Walks ___Gallery Walks
___Jigsaws ___Gallery Walks ___Fieldtrips ___Fieldtrips ___Fieldtrips
___Gallery Walks ___Fieldtrips ___Making notes from book ___Making notes from book ___Making notes from book
___Fieldtrips ___Making notes from book ___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual
___Making notes from book ___Use of internet/audio visual presentation presentation presentation
___Use of internet/audio presentation ___Text books ___Text books ___Text books
visual presentation ___Text books ___Investigations ___Investigations ___Investigations
___Text books ___Investigations ___Models ___Models ___Models
___Investigations ___Models ___Demonstrations ___Demonstrations ___Demonstrations
___Models ___Demonstrations Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies
___Demonstrations Other Techniques and used: used: used:
Other Techniques and Strategies used: ___Manipulative Tools ___Manipulative Tools ___Manipulative Tools
Strategies used: ___Manipulative Tools ___Pair Work ___Pair Work ___Pair Work
___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Carousel ___ Carousel
___ Group collaboration ___ Carousel ___ Diads ___ Diads ___ Diads
___ Carousel ___ Diads ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Differentiated Instruction ___ Discovery Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Discovery Method ___ Lecture Method Why? Why? Why?
___ Lecture Method Why? ___ Complete IMs ___ Complete IMs ___ Complete IMs
Why? ___ Complete IMs ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s ___ Group member’s ___ Group member’s
___ Pupils’ eagerness to ___ Group member’s collaboration/cooperation in doing collaboration/cooperation in doing collaboration/cooperation in doing
learn collaboration/cooperation in their tasks their tasks their tasks
___ Group member’s doing their tasks ___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Audio Visual Presentation of the
collaboration/cooperation in ___ Audio Visual Presentation the lesson the lesson lesson
doing their tasks of the lesson
___ Audio Visual
Presentation of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
F. What difficulties did my
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
principal or supervisor can help
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
me solve ?
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__Contextualized/ Localized __Contextualized/ Localized __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and
and Indigenized IM’s and Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
G. What innovation or localized
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
materials did I use/discover
views of the locality views of the locality views of the locality views of the locality views of the locality
which I wish to share with
__ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to
other teachers ?
be used as Instructional be used as Instructional be used as Instructional be used as Instructional be used as Instructional Materials
Materials Materials Materials Materials __ local poetical composition
__ local poetical __ local poetical composition __ local poetical composition __ local poetical composition
composition

NOV. 13 – 17, 2017
QUARTER THIRD
WEEK 2
The learners demonstrate understanding of gravity and friction affect movement of objects.
A. Content Standards
B. Performance Standards The learners should be able to produce an advertisement demonstrates road safety
Describe gravity Describe gravity affects motion Describe how gravity affects
Cite situation which show the Cite situation which show the presence of motion.
Infer how friction and gravity
presence of gravity S6FE-IIIa-c-1 gravity S6FE-IIIa-c-1 S6FE-IIIa-b-5
C. Learning The learners should be able to affect movements of different
Appreciate the importance of the Appreciate the importance of the -Show through group activity how
Competencies/Objectives describe gravity. awareness on gravity awareness on gravity
objects. S6FE-IIIa-c-1
gravity affects motion
-Appreciate the importance of
gravity and motion
II. CONTENT / TOPIC Gravity Gravity Gravity Gravitational Force How does Gravity Affects
Motion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages CG, pp 94
Cyber Science 6 pp. 186-191
Science Links p.309-316 Science in Our World p. 189-193 The New Science Links 6 pp.
3. Textbook pages 309-316
http://www.kids-science- Test Papers
experiments.com/
4. Additional materials from Activity Sheet Activity Sheet CG, pp 94
http://www.sciencefair-
LRMDS portal
projects.org/physics-projects/gravity-
device.html
Explore and Experience Science 6, Video clip Video clip https://video.search.yahoo.com/yhs
Mercado et.al., pp.218 - 221 https://www.youtube.com/watch? /search?fr=yhs-blp-
B. Other Materials v=9gTfCgETDAw default&hsimp=yhs-
default&hspart=blp&p=video+how+
gravity+affects+motion#id=1&vid=
0b33064a785be3e841f
IV. PROCEDURES
A. Reviewing previous lesson or Roll the ball. Pupils will pass the Roll the ball. Pupils will pass the ball What is gravity? Review:
presenting the new lesson ball while the music is playing. while the music is playing. Games
As the music stops, the pupil As the music stops, the pupil holding the Identify the ways to reduce friction
holding the ball will answer the ball will answer the questions to be asked by arranging the jumbled letter
questions to be asked by the by the teacher. .
teacher. Ask pupils about gravity. To a applying surface lubricants
Ask pupils about gravity. Moving between contact reducing
surfaces
Contact between minimizing the
surfaces rough
Shapes using aerodynamic
Find out students' ideas about gravity. Show a video clip of a child Show a video clip of a car in a steep road When you throw two objects with Motivation
Ask: climbing up a tree and a car running on the normal road different weight, which will fall Gravity Song (video Presentation)
What is gravity? What can you say about the child? What can you say about the the two first? Does weight affect motion Ask what is about the song?
B. Establishing a purpose for the
What may happen to him? cars? (speed) of the falling object? Describe the song in one word.
lesson Where is gravity?
Have you experienced climbing a Which car runs fast?
What does gravity do? tree? Have you experienced riding in a car on o
steep road?
C. Presenting examples/ EXPLORATION Teacher gives initial instruction Teacher gives initial instruction about the Setting of Standards . Instruct one pupil to throw the
instances of the new lesson (COLLABORATIVE APPROACH) about the activity activity Small Group Activities ball upward.
a. Setting of standard in performing See Activity Sheet Observing Ask: What did the boy do?
Force of Gravity (Science Links What happened to the ball
an activity
6 pp. 310) when it was thrown upward?
b. Activity proper What is the movement of the
ball as it reaches the ground?
Activity 1. Materials: A Styrofoam The teacher will tell the pupils
cup, a pencil, water, and a bucket. about that the lesson is about
How Gravity affects motion.
1. Poke a hole in the side of the cup 1.Group the class into two. .Each
with the pencil. Make the hole about 2 group will perform differentiated
inches above activity
2. Distributes the activity cards.
the bottom of the cup.
3. Recall the standards in doing the
2. Cover the hole with your thumb activity.
and fill the cup with water.
3. Hold the cup up high and uncover

the hole. Make sure the water flows
into the bucket or
do this experiment outside. What

happened to the water? Did it gush
out of the cup?
Cover the hole with your thumb again

and fill the cup.
4. Now make a hypothesis: If you

drop the cup into the bucket, would
the water flow more
quickly or more slowly out of the hole
in the cup?
5. Hold the cup high and drop it into

the bucket. What happened to the
water coming out of
the hole?
Activity 2:
Materials:
Small dowel or stick
String
Paperclips
Scissors
Tape
Strong magnets (Use either
neodymium magnets .5 inch or bigger
or ceramic magnets .75 inch or larger.
Regular craft magnets won’t work.)
Metal ruler (or wooden ruler with
tape)
Blocks, books, or other material for
stacking
1. Start by tying some paperclips to

pieces of string. Then tie the string
onto a small dowel rod or stick.
gravity experiment using paperclips
2. Lift up the dowel rod so the

paperclips hang from the string.
Which direction do the paperclips
point?
What happens if you tilt the stick?
3. Place three magnets along a metal

ruler. (If you’re using a wooden ruler,
you can tape the magnets to the top.)
Suspend the ruler from two stacks of
blocks, books, or other materials. Be
sure the magnets are facing down.
4. Take the paper clips and string off

your dowel rod.
Take one paperclip and hold it until
it’s just suspended below the first
magnet. Tape the string in place onto
the table (or whatever surface your
activity is on). Do this with the other
two paperclips.
EXPLANATION Answer questions “What have

(CONSTRUCTIVISM APPROACH) you find out: (1-5)
a. Presentation/Reporting of Pupils
D. Discussing new concepts and
output See Activity Sheet
practicing new skills #1
See Activity Sheet
Students present their output on the
activity. The teacher will give
feedback about the result.
E. Discussing new concepts and  What happened to the Group reporting or presentation of allow the pupils to share their
practicing new skills #2 water in activity 1? Did it their outputs through understanding on what is gravity
gush out of the cup? differentiated activities. and motion
G I-Newscasting
G II- Interview Let them describe how gravity
 If you drop the cup into the
G III-Rap affects motion of a falling object?
bucket, would the water G. IV- Advertisement
flow more quickly or more Let them give some more
slowly out of the hole in the examples of an object that falls
cup? down. And how this is affected by
 What happened to the motion.
water coming out of
 the hole?
 Which direction do the
paperclips point?
 What happens if you tilt the
stick?
 Why the paperclips were
not going up into the air
after we removed the
magnets.
 What things fall?
 What happened to each of
the objects as
they fell?
 Why do you think that
happened?
 Why is the statement “What
goes up, must come down”
usually true?
 What caused the paper to
fall downward?
 Why is gravity invisible?
 What causes gravity?
 Do all things have gravity?
ACTIVITY – PAIR OFF
Have the pupils strengthen their
Have kids pair off and make understanding about the concepts
predictions about what will happen by answering the following
when they drop various objects: question
pencils, erasers, or any items that are
What pulls the object to the
safe to drop. They can write their ground?
predictions in a science notebook or
F. Developing mastery they can make a data chart with two How do the object falls towards
(leads to formative assessment ) columns: predictions and results. the ground?
Then ask students to drop these
items. One kid in each pair should do Why it is difficult to upward a hill or
to an elevated placethan going
the dropping and the other should
down?
observe. Then they can switch.
How do air resistance affects
movement of a falling object ?
G. Finding practical applications How would you make use of your How would you make use of your
of concepts and skills in daily knowledge about gravity on your knowledge about gravity on your Valuing
living Imagine you throw a ball upward. everyday lives? everyday lives? To ensure safety at home
What happened to the ball? Why do especially during earthquake,
you think this happened? What precautionary measure
shall we follow using our
knowledge
About how gravity affects
motion?
What is gravity? Teacher will ask pupils to make a Teacher will ask pupils to make a
generalization about today’s lesson generalization about today’s lesson Generalization:
Gravity is a force that tries to pull two
objects toward each other. Earth’s Describe how does gravity
H. Making generalization and How does gravity affects
gravity is what keeps you on the affects motion by making a
abstraction about the lesson motion ?
ground, what causes objects to fall, concept map.
and is why the objects fall down
rather than up!
I. Evaluating learning QUIZ NO. 4 / GRAVITY QUIZ NO. 5 / GRAVITY QUIZ NO. 6 / GRAVITY QUIZ NO. 7 / GRAVITY QUIZ NO. 8 / GRAVITY
J. Additional activities for Make a poster on how gravity
Make a research about situations
application / remediation affects motion.
which show the presence of gravity.
IAP IAP IAP IAP IAP
GCS GCS GCS GCS GCS
VI. REFLECTION
______ of Learners who earned ______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who ______ of Learners who earned
A. No. of learners who earned
80% above 80% above above earned 80% above 80% above
______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who ______ of Learners who require
additional activities for additional activities for additional activities for remediation require additional activities for additional activities for
remediation remediation remediation remediation
remediation
? No. of learners who have ______ of Learners who caught ______ of Learners who caught ______ of Learners who caught up
______ of Learners who ______ of Learners who caught
caught up with the lesson up the lesson up the lesson the lesson caught up the lesson up the lesson
______ of Learners who continue ______ of Learners who ______ of Learners who continue to
______ of Learners who ______ of Learners who
D. No. of learners who continue
to require remediation continue to require remediation require remediation continue to require continue to require remediation
to require remediation
remediation
E. Which of my teaching 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:
strategies worked well ? Why ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
did this work ? ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture
Demonstrations Demonstrations Demonstrations Demonstrations Demonstrations
The activity can be a classroom The activity can be a classroom The activity can be a classroom The activity can be a The activity can be a classroom
experiment, a survey,a simulation experiment, a survey, a experiment, a survey, a simulation or classroom experiment, a experiment, a survey, a
or an analysis of secondary data. simulation or an analysis of an analysis of secondary data. survey, a simulation or an simulation or an analysis of
___Cooperative Learning secondary data. ___Cooperative Learning analysis of secondary data. secondary data.
___Jigsaws ___Cooperative Learning ___Jigsaws ___Cooperative Learning ___Cooperative Learning
___Gallery Walks ___Jigsaws ___Gallery Walks ___Jigsaws ___Jigsaws
___Fieldtrips ___Gallery Walks ___Fieldtrips ___Gallery Walks ___Gallery Walks
___Making notes from book ___Fieldtrips ___Making notes from book ___Fieldtrips ___Fieldtrips
___Use of internet/audio visual ___Making notes from book ___Use of internet/audio visual ___Making notes from book ___Making notes from book
presentation ___Use of internet/audio visual presentation ___Use of internet/audio visual ___Use of internet/audio visual
___Text books presentation ___Text books presentation presentation
___Investigations ___Text books ___Investigations ___Text books ___Text books
___Models ___Investigations ___Models ___Investigations ___Investigations
___Demonstrations ___Models ___Demonstrations ___Models ___Models
Other Techniques and Strategies ___Demonstrations Other Techniques and Strategies ___Demonstrations ___Demonstrations
used: Other Techniques and used: Other Techniques and Other Techniques and
___Manipulative Tools Strategies used: ___Manipulative Tools Strategies used: Strategies used:
___Pair Work ___Manipulative Tools ___Pair Work ___Manipulative Tools ___Manipulative Tools
___ Explicit Teaching ___Pair Work ___ Explicit Teaching ___Pair Work ___Pair Work
___ Group collaboration ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___ Carousel ___ Group collaboration ___ Carousel ___ Group collaboration ___ Group collaboration
___ Diads ___ Carousel ___ Diads ___ Carousel ___ Carousel
___ Differentiated Instruction ___ Diads ___ Differentiated Instruction ___ Diads ___ Diads
___ Discovery Method ___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction
___ Lecture Method ___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Discovery Method
Why? ___ Lecture Method Why? ___ Lecture Method ___ Lecture Method
___ Complete IMs Why? ___ Complete IMs Why? Why?
___ Availability of Materials ___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
collaboration/cooperation in doing ___ Group member’s collaboration/cooperation in doing ___ Group member’s ___ Group member’s
their tasks collaboration/cooperation in their tasks collaboration/cooperation in collaboration/cooperation in
___ Audio Visual Presentation of doing their tasks ___ Audio Visual Presentation of the doing their tasks doing their tasks
the lesson ___ Audio Visual Presentation of lesson ___ Audio Visual Presentation ___ Audio Visual Presentation
the lesson of the lesson of the lesson
principal or supervisor can help __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
me solve ? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized __Contextualized/ Localized
Indigenized IM’s Indigenized IM’s Indigenized IM’s and Indigenized IM’s and Indigenized IM’s
G. What innovation or localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I use/discover __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
which I wish to share with views of the locality views of the locality views of the locality views of the locality views of the locality
other teachers ? __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to
be used as Instructional be used as Instructional be used as Instructional Materials be used as Instructional be used as Instructional
Materials Materials __ local poetical composition Materials Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

NOV. 20 – 24 , 2017
QUARTER THIRD
WEEK 3
A. Content Standards The learners demonstrate understanding of Gravity and friction affect the movement of object
B. Performance Standards The learners should be able to produce advertisement demonstrate road safety.
The learners should be able to infer Infer how friction and gravity affect Produce an advertisement which The learners should be able to
how friction and gravity affect movements of different objects demonstrate road safety infer how friction and gravity affect movements of different objects.
movements of different objects. S6FE-IIIa-c-1
S6FE-IIIa-c-1 -Create an advertisement that demonstrates road safety.
C. Learning
Competencies/Objectives Demonstrate the effects of friction of -Demonstrate advertisement on road safety in a creative way.
the motion of an object
-Appreciate the importance of advertisements about road safety.
Demonstrating the effects of

Frictional Forces gravity and friction on the motion Describing Forces Gravitational and Frictional Forces
II. CONTENT / TOPIC of an object
III. LEARNING
RESOURCES
A. References
K 12 Science link 318-322 Science Links Science Links 6
3. Textbook pages 294-303
4. Additional materials from https://youtu.be/t4HlDF8_Fao
LRMDS portal
Explore and Experience Science 6, Video recorder, hand phone, meta Laptop,internet,pictures,activity sheets,video
B. Other Materials
pp. 217 – 224 cards, marker
Science Links 6 , pp. 305 - 322
IV. PROCEDURES
A. Reviewing previous lesson or Teacher’s Instruction Arrange the following jumbled letters. Let’s Do the Thumbs up.
presenting the new lesson Show pictures of moving cars and If the statement is true show your Thumbs up.If it is false Thumbs down.
the solar system. Infer how they VTTIONGRAAINAL CEROF -Force can stop a moving object.
move. (Gravitational force)- is a force that - Force can change the speed of a moving object.
pulls object toward one another - By applying force to the break,the vehicle will continue to move.
CITENGAM CEROF-(Magnetic
Force)- is a force that causes object
to attract or repel each other
CELECIRT CEROF (Electric
Force)- that exist between charged
and particles
RAELCUN CEROF-(Nuclear
Force)- that holds the particles in
the nucleus together
LANOFRICTIO CEROF (Frictional
Force-) are force that opposes
motion between two surfaces
touching each other
LAGUFRITENC CEROF
(Centrifugal force) – is an outward
force that pulls an object away from
the center.
CTRIENTALPE CEROF-
(Centripetal0- is a force that pulls an
object
Question of the day: Question of the day: Review the different Road safety Pair up activity
How friction and gravity affect sign. Ask them to Identify the Watch a video about a situation on a busy road.
What would life be without friction? motion? different signs by using meta cards Have a short talk with your seatmate.
How does friction affect us? (SEE ATTACHED ACTIVITY:
lesson GUESS WHAT PPP)
Teacher’s Instruction Teacher’s Instruction Let the pupils watch a video How can we help inform other people about safety road?
‘’Guess the mystery word!” identify Activity 1 – TOY CAR IN MOTION https://youtu.be/t4HlDF8_Fao
C. Presenting examples/ the word that could describe the four The teacher will use the activity as
instances of the new lesson pictures. Write your answer in the guide
boxes below Activity 2 - DroppingThings of
Different Weights
Teacher’s Instruction Students present their output on the Giving motive question Group Activity
Activity 6.5 comparing movements of activity. The teacher will give Create an advertisement about the given pictures.
practicing new skills #1 objects on the different surfaces. feedback about the result.
Answer the Guide Questions. Presentation of the ouptputs
Discuss how gravity and friction Group I-Jingle
E. Discussing new concepts and
affect motion of an object Group II- Slogan
practicing new skills #2 Group III-Short Dialogue
Group IV- Poster
F. Developing mastery Teacher’s Instruction ACTIVITY Games on road signs
(leads to formative assessment ) Group Presentation of Data. The Using Technology like video recorder
teacher may use Rubric on or hand phone, The group will make
Presentation. an Advertisement. (Infomercial)
about road safety. The video will be
presented on the next day
The setting will be:
Group 1: In front of a School, while

crossing the road.
Group 2: In the market
Group 3: In the Play ground
Group 4: While riding in a jeepney.
Group 5: While using bicycle.
The students will give some 1. Your brother discovered Presentation of the group To lessen the accidents on road especially during rainy days,what should
desirable effects of friction on the that the chain of his bicycle is rusty, people do?
motion of objects so it runs slow. How will you help him
fixing his bicycle?
2. Your on your way to a
family outing. Suddenly it rained, and
the road gets slippery, what would
you tell to your father? Why?
3. Your mother’s wedding
G. Finding practical applications ring got stuck in her finger. She
of concepts and skills in daily wanted to remove it but no matter
living how hard she pulled it, she cannot
get it how would you help her?
4. You are going on a hiking.
Which kind of shoes are you going to
use? (Rubber shoes? or leather
shoes), Why?
5. The padlock of your house
doesn’t open anymore because it is
filled with rust. You applied it with oil.
Why did you do it?
Let the students demonstrate the External condition like friction affect Why do you think it is important for What are some of the ways of keeping the roads safe from accidents?
different effects of friction on the the movement of an object. pupils like you to be aware of the Is advertisement of great help?How?
H. Making generalization and
motion of an object. Awareness should be done that different signs and safety measures
abstraction about the lesson friction has desirable and while on the road?
undesirable effect.
Please see the rubrics on activity 6.5 The teacher gives ten-question quiz How can you relate the saying Use Rubrics to evaluate the pupils advertisements.
about how friction and gravity affect “Prevention is better than amount of
I. Evaluating learning motion. cure” in our topic?
J. Additional activities for A. Stack a Tower

application / remediation Gravity pulls objects downward.
Stack blocks as high as you can in
different ways. Experiment with the
shape and center of gravity. How
high can you stack the blocks?
B. Radio play
You are one of the passengers on
a space shuttle flight. You are in orbit
for the first time and you cannot feel
you weight. Write a dialogue
communicating with your friend on
the ground with a radio device.
C. Road advertisement
Friction occurs between the parts

of the vehicle and between the road
and the tires. Wearing away of parts
in engine sometimes causes road
accidents. Produce an advertisement
to show road safety.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done :
V. REMARKS Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML T
MMR MMR MMR MMR

IAP IAP IAP IAP
GCS GCS GCS GCS
VI. REFLECTION
______ of Learners who earned ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned 80% above
80% above 80% above 80% above
______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require additional activities for remediation
additional activities for additional activities for additional activities for
remediation remediation remediation
remediation
C. Did the remedial lessons work ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
? No. of learners who have ______ of Learners who caught ______ of Learners who caught ______ of Learners who caught ______ of Learners who caught up the lesson
caught up with the lesson up the lesson up the lesson up the lesson
D. No. of learners who continue ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue to require remediation
to require remediation to require remediation to require remediation to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well ? Why ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
did this work ? ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture Demonstrations
Demonstrations Demonstrations Demonstrations The activity can be a classroom experiment, a survey, a simulation or
The activity can be a classroom The activity can be a classroom The activity can be a classroom an analysis of secondary data.
experiment, a survey,a simulation experiment, a survey, a experiment, a survey, a ___Cooperative Learning
or an analysis of secondary data. simulation or an analysis of simulation or an analysis of ___Jigsaws
___Cooperative Learning secondary data. secondary data. ___Gallery Walks
___Jigsaws ___Cooperative Learning ___Cooperative Learning ___Fieldtrips
___Gallery Walks ___Jigsaws ___Jigsaws ___Making notes from book
___Fieldtrips ___Gallery Walks ___Gallery Walks ___Use of internet/audio visual presentation
___Making notes from book ___Fieldtrips ___Fieldtrips ___Text books
___Use of internet/audio visual ___Making notes from book ___Making notes from book ___Investigations
presentation ___Use of internet/audio visual ___Use of internet/audio visual ___Models
___Text books presentation presentation ___Demonstrations
___Investigations ___Text books ___Text books Other Techniques and Strategies used:
___Models ___Investigations ___Investigations ___Manipulative Tools
___Demonstrations ___Models ___Models ___Pair Work
Other Techniques and Strategies ___Demonstrations ___Demonstrations ___ Explicit Teaching
used: Other Techniques and Strategies Other Techniques and Strategies ___ Group collaboration
___Manipulative Tools used: used: ___ Carousel
___Pair Work ___Manipulative Tools ___Manipulative Tools ___ Diads
___ Explicit Teaching ___Pair Work ___Pair Work ___ Differentiated Instruction
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___ Discovery Method
___ Carousel ___ Group collaboration ___ Group collaboration ___ Lecture Method
___ Diads ___ Carousel ___ Carousel Why?
___ Differentiated Instruction ___ Diads ___ Diads ___ Complete IMs
___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Availability of Materials
___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Pupils’ eagerness to learn
Why? ___ Lecture Method ___ Lecture Method ___ Group member’s collaboration/cooperation in doing their tasks
___ Complete IMs Why? Why? ___ Audio Visual Presentation of the lesson
___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
collaboration/cooperation in doing ___ Group member’s ___ Group member’s
their tasks collaboration/cooperation in doing collaboration/cooperation in doing
___ Audio Visual Presentation of their tasks their tasks
the lesson ___ Audio Visual Presentation of ___ Audio Visual Presentation of
the lesson the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
me solve ?
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and Indigenized IM’s
which I wish to share with Indigenized IM’s Indigenized IM’s Indigenized IM’s __ Localized Videos
__ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from
__ Making big books from __ Making big books from __ Making big books from views of the locality
views of the locality views of the locality views of the locality __ Recycling of plastics to
other teachers ? __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to be used as Instructional Materials
be used as Instructional be used as Instructional be used as Instructional __ local poetical composition
Materials Materials Materials
__ local poetical composition __ local poetical composition __ local poetical composition
NOV. 27 – DEC. 1 , 2017
QUARTER THIRD
WEEK 4
A. Content Standards The learners demonstrate understanding of how energy is transformed
B. Performance Standards The learners should be able to create a marketing strategy for new product on electrical or light efficiency
Demonstrate how sound , heat, light Describe how electrical energy
and electricity can be transformed. Identify the activities at home is transformed into light energy.
(S6FE-IIId-f-2) Demonstrate how sound, heat, light where electrical energy are
and electricity can be transformed: transformed into sound energy Investigate how energy is
-Define energy transformation S6FE-IIId-f-2 transformed into another form.
C. Learning Imitate things that shows energy Describe the transformation
Competencies/Objectives -Manipulate objects to describe transformation. Appreciate the importance of
energy transformation
of electrical energy to sound
energy transformation from
Appreciate the importance of energy energy in activities at homes
electrical to light energy.
transformation.
Appreciate the value of
energy transformation
ELECTRICAL ENERGY TO ELECTRICAL ENERGY TO ELECTRICAL ENERGY TO

II. CONTENT / TOPIC ENERGY TRANSFORMATION BONIFACIO DAY
SOUND ENERGY SOUND ENERGY LIGHT ENERGY
III. LEARNING
RESOURCES
A. References

Explore & Experience Science 6 pp The Science Connection 5 pages
3. Textbook pages Science Links 6 p.335-336 248-251 163-164
4. Additional materials from Manila Paper , lamp shade, outlet

LRMDS portal
B. Other Materials 1. EASE Physics. Module 16.
2. OHSP. Module 16. 3. BEAM IV.
Unit 3. And there was Light. Activities
3.1B and 3.4A. August 2009.
4. BEAM IV. Unit 4. 9 Electrical
Energy Generation. Electrical
Energy. September 2008.
5. BEAM 5. Unit 5. 11 Electric
Circuits. Distance Learning Modules.
DLP 35. 6. BEAM 5. Unit 5. 11
Electric Circuits. Distance Learning
Modules. DLP 34. 7. Science and
Technology IV:
6. Science Links 6. p.51-54
6. Sci-Tech Wonders 6 p.206
IV. PROCEDURES
The Teacher asks How does friction Review: Put a check (/) on the materials
affects the movement of different Define what is transformation of that undergo electrical to sound
objects? energy. Give examples of
energy and cross (X) if they are
transformation of energy.
not.
1.turning on the radio
A. Reviewing previous lesson or What are the different forms of 2.hitting the cymbals
presenting the new lesson energy?
3.plucking of electric guitar
4.blowing of trumpet
5.turning on electric fan
The teacher asks: Do you have television at home ? How do we use electrical energy
B. Establishing a purpose for the What are the forms of energy? How is energy transform from one How will you operate the television ? everyday?
lesson What is energy transformation form to another?
The teacher wll show a video clip Setting the Standards in doing the Group Activity
showing different appliances that Activity
C. Presenting examples/ uses electricity. Group Activity Group Reporting
instances of the new lesson Group Reporting
D. Discussing new concepts and Do the activity Questions: 1. 2. What happen when you
practicing new skills #1 Observe how energy is transformed What are the appliances you see? plug-in the lampshade
in the different objects when they How do they work?
into the outlet?
work; How do they produce sounds?
3. What is produced?
a. television
b. oven toaster 4. How does light
c. door bell produced in the
d. washing machine activity?
electric fan 5. Does light have any
relation to electrical
energy?
6. What have happened in
terms of energy
transformation in the
activity?
7. How is light created and
produced?
8. How does energy
transformation affect
our life?
9. How important is
electrical energy in our
life?
10. How do we benefit from
energy transformation?
Students present their output on the Group Activity:

activity. The teacher will give The students will be grouped into 5
feedback about the result. and each group are assign to imitate
practicing new skills #2 an appliances that uses electricity
and produces sounds.
F. Developing mastery Answer the Guide Questions. Guide questions: When you plug-in the TV set to an
(leads to formative assessment ) How electrical energy transformed electrical outlet, what energy
What is energy transformation? into sound energy. transformation is this?
What is produced?
How is sound produced in the

activity?
When your cellular phone rang what

energy transformation does it
produced?
How is sounds produced?
How does transformation of sounds

affects your daily living ?
How important is sound energy to

us?
What activities at home needs

transformation of electrical energy to
sound energy?
What are the materials that undergo

electrical energy to sound energy
transformation?
If you are given a chance to

transform electrical energy to sound
energy. What materials is it and
why?
Is energy transformation important? When a microphone converts sound When electricity flows through a
G. Finding practical applications Why? Enumerate 5 things you see in our into electrical signals and send them single wire that is very close to a
of concepts and skills in daily Barangay that uses electricity and to the amplifier. Can it produce
second wire, separate wire, you
living being transformed into sounds. sounds and why?
may visually see a spark . Why?
Teacher asks what students learn Based on your answer, what are the How is electrical energy transformed How is electrical energy
H. Making generalization and about the activity. things that uses electricity and being to sound energy? converted to light energy ?
abstraction about the lesson transformed into sounds?
How did it happen?
QUIZ NO. 10 / ENERGY QUIZ NO. 11 / ENERGY
I. Evaluating learning TRANSFORMATION TRANSFORMATION
The Teacher asks How does friction Answer the following questions:
affects the movement of different
objects? What energy transformation is
produced when you turn on the light
J. Additional activities for
lampshade?
application / remediation
Give at least 5 examples of energy
transformation from electrical to light
energy
IAP IAP IAP IAP IAP
GCS GCS GCS GCS GCS
VI. REFLECTION
______ of Learners who earned ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned
80% above 80% above 80% above 80% above 80% above
B. No. of learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require
additional activities for additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation remediation
remediation
? No. of learners who have ______ of Learners who caught ______ of Learners who caught ______ of Learners who caught ______ of Learners who caught ______ of Learners who caught
caught up with the lesson up the lesson up the lesson up the lesson up the lesson up the lesson
D. No. of learners who continue ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue ______ of Learners who continue
to require remediation to require remediation to require remediation to require remediation to require remediation to require remediation
The activity can be a classroom The activity can be a classroom The activity can be a classroom The activity can be a classroom The activity can be a classroom
experiment, a survey,a simulation experiment, a survey, a experiment, a survey, a experiment, a survey, a experiment, a survey, a
or an analysis of secondary data. simulation or an analysis of simulation or an analysis of simulation or an analysis of simulation or an analysis of
___Cooperative Learning secondary data. secondary data. secondary data. secondary data.
___Jigsaws ___Cooperative Learning ___Cooperative Learning ___Cooperative Learning ___Cooperative Learning
___Gallery Walks ___Jigsaws ___Jigsaws ___Jigsaws ___Jigsaws
___Fieldtrips ___Gallery Walks ___Gallery Walks ___Gallery Walks ___Gallery Walks
___Making notes from book ___Fieldtrips ___Fieldtrips ___Fieldtrips ___Fieldtrips
___Use of internet/audio visual ___Making notes from book ___Making notes from book ___Making notes from book ___Making notes from book
presentation ___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual
___Text books presentation presentation presentation presentation
___Investigations ___Text books ___Text books ___Text books ___Text books
___Models ___Investigations ___Investigations ___Investigations ___Investigations
___Demonstrations ___Models ___Models ___Models ___Models
Other Techniques and Strategies ___Demonstrations ___Demonstrations ___Demonstrations ___Demonstrations
used: Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies Other Techniques and Strategies
___Manipulative Tools used: used: used: used:
___Pair Work ___Manipulative Tools ___Manipulative Tools ___Manipulative Tools ___Manipulative Tools
___ Explicit Teaching ___Pair Work ___Pair Work ___Pair Work ___Pair Work
___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching
___ Carousel ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Diads ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Differentiated Instruction ___ Diads ___ Diads ___ Diads ___ Diads
___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
Why? ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
___ Complete IMs Why? Why? Why? Why?
___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
collaboration/cooperation in doing ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
their tasks collaboration/cooperation in doing collaboration/cooperation in doing collaboration/cooperation in doing collaboration/cooperation in doing
___ Audio Visual Presentation of their tasks their tasks their tasks their tasks
the lesson ___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Audio Visual Presentation of
the lesson the lesson the lesson the lesson
me solve ?
__Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and
Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
be used as Instructional be used as Instructional be used as Instructional be used as Instructional be used as Instructional
Materials Materials Materials Materials Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

DEC. 4 – 8, 2017
QUARTER THIRD
WEEK 5
A. Content Standards The learner demonstrate understanding of how energy is transformed in simple machine.
B. Performance Standards The learners should be able to create marketing strategy for a new product on electrical or light efficiency.
Demonstrate how sound, heat, light 1. Describe how electrical energy is Knowledge: Describe how sound Describe how sound energy is
and electricity can be transformed. transformed to heat energy energy can be transformed into heat transformed to heat energy S6FE-
S6FE-III-d-f-2 2. Observes that heat is always Demonstrate how sound, heat, light energy IIId-f-2
Knowledge: Describe how electrical produced when enrgy transformation and electricity can be transformed:
energy is transformed to heat occurs. S6FE-IIId-f-2 Skill: List down examples of objects Demonstrate how sound energy can
C. Learning
energy. 3. Work harmoniously with the Describe how sound energy is that produce sound be transformed to heat energy
Competencies/Objectives Skills: Demonstrate how electrical group. transformed to heat energy. Appreciate the importance of sound
energy is transformed to heat Appreciate the importance of change Attitude: Appreciate the importance
energy. S5MT-Ie-g-3 in energy . of sound
Attitude: Appreciate the importance
of electrical energy.
DESCRIBING HOW SOUND
ELECTRICAL ENERGY TO ELECTRICAL ENERGY TO Energy Transformation Energy Transformation
II. CONTENT / TOPIC ENERGY IS TRANSFORMED
HEAT ENERGY HEAT ENERGY Sound Energy to Heat Sound Energy to Heat
TO HEAT ENERGY.
III. LEARNING
RESOURCES
A. References
Science Links: 345-248
1. Teacher’s Guide pages Science, Health and the
Environment: 198-199
The New Science Links 6 pp. 351- Handbook : “What is sound” by The New Science Links
356 Gabriel H. Reuben pp.352-353 by Evelyn
Science and Health 6, pp by
3. Textbook pages Science Links 6 p. 351 - 354 Constante Padpad, Rex
Natividad Alegre Del Prado
Bookstore, Quezon City
Philippines
4. Additional materials from
LRMDS portal
B. Other Materials S5MT-le-g-3 Cellphone, radio/cassette, speaker,
microphone, megaphone,
IV. PROCEDURES
Name objects/things inside and How is electrical energy
A. Reviewing previous lesson or outside the classroom that Ask: How is electrical energy
transformed into heat energy?
presenting the new lesson possesses energy transformation. transformed into heat energy?
Explain how transformation occur?
B. Establishing a purpose for the Everybody close your eyes. what Give examples of objects that What makes you think that the
lesson would you see? Now open your What do you do with the stove produces sounds. cart of ice cream is coming?
eyes. Can you imagine our world before you cook? What is needed to When you heard a church bell
without light, without electrical produce fire. ringing, what does it mean?
energy. What do you think will
happened to our world without
electrical energy?
C. Presenting examples/ Setting of Standards 1. Divide the class into 3 groups. Teacher gives activity cards and let Learning Station I Ask: How do you know that an
instances of the new lesson Small Group Activities 2. Give standard for pupils perform task. Listen and Touch ambulance is approaching?
See Activity Sheet today’s activity 1. Get an electric fan I. Objective How does your hand feel after
Group Reporting 3. Group Activity (See 2. Observe what will happen Describe how sound energy using your cellphone for a long time?
Activity Sheets) 3. Plug and turn the electric fan. transformed into heat.
*What happen to the energy II. Materials
GROUP 1” ACT IT possessed by electric fan? Speaker, microphone/megaphone,
OUT!” *What transformation took III. Procedure
Act out the given situations place? 1. Open and use the given materials.
to show how the Electrical energy *How does transformation 2. After a while touch those
transformed to heat energy occur? materials.
GROUP 2 “Recite and *What happen to the electric IV. Questions
Perform” (RAP) fan after using a long period of time? 1.What does those materials
The group will compose a Why? produce or give us?
rap song (using the given pictures) 2. What form of energy is being
on the Electrical energy transformed 1. Observe the picture of a washing produced ?
to heat energy machine. 3. What do you feel when you touch
GROUP 3 “Do it 2. What will happen after plugging again the materials ?
Yourself” and turning on the washing
The group will observe an machine? Learning Station II
experiment that heat is always 3. What happen to the energy Listen and Touch
produced when energy possessed by the washing machine? I. Objective
transformation occurs. *What happen to the energy Describe how sound energy
a. mix a small amount of possessed by washing machine? transformed into heat.
potassium chlorate and sugar. Forn *What transformation took II. Materials
the mixture into small heap in an place? Cellphone, radio/cassette,
enameled dish. Add a drop of *How does transformation III. Procedure
concentrated sulfuric acid to the occur? 1. Open and use the given materials.
mixture. *What do you think will 2. After a while touch those
b. Fill one-third of a potassium happen to the washing machine materials.
permanganate solution. Burn the tip after using a long period of time? IV. Questions
of a bamboo stick and blow off the Why? 1.What does those materials
flame. Add a few drops of hydrogen produce or give us?
peroxide to the potassium permang 1. Hold a Cell phone 2. What form of energy is being
anate solution and then quickly insert 2. Ask pupil with another person produced ?
the glowing splinter into the mouth of to call her classmate in the other 3. What do you feel when you touch
the test tube without dipping it into cellphone. again the materials ?
the liquid. 3. Observe the phone in use for
10 minutes. Learning Station III
4. Let the pupils give their insights/ * What happen to the energy List down examples of objects that
opinions in the activities. possessed by washing machine? produce sounds.
5. Ask how electrical *What transformation took
energy is transformed to heat place?
energy. *How does transformation
occur?
C. Explanation *What do you think will
1. Have the group representative happen to the cell phone after using
present the results of the activity. a long period of time? Why?
2. The teacher should check the
responses to the activity by
discussing the answers to the
following questions:
a. What is electrical energy
and how electrical energy is
produced.
b. What happens to the
mixture of potassium chlorate and
sugar when acted upon by sulfuric
acid?
c. What enegy transformation
has taken place in your observation?
d. How do you produced
heat when transformation occurs?
D. Discussing new concepts and Ask each group to present their data Ask the pupils to describe how Presentation of output of each group Students present their output on the
practicing new skills #1 output through differentiated electrical energy is transformed in The teacher will give feedback about activity. The teacher will give Group Activity
activities heat energy. the result. feedback about the result. Divide the class into three groups.
Group 1 Rap CONDUCTION Give each group their activity sheet.
Group II Jingle - Heat enrgy can transfer through a Let the class give the standards for
Group III Role Playing substance by conductions.Metals are the activity.
Group IV Newscasting good conductors of heat but non-
Activities: Describe how electrical metals and gasses are usually poor Group I
energy is transformed into heat conductors of heat. Poor conductors -Pluck my strings!
energy. of heat are called insulators. Heat Group II
Materials: Electrical fan, electric bulb energy is conducted from the hot -Use and Touch
Procedure: end of an object to the cold end. Group III
Turn on the electric fan or electric CONVECTION -Transform Me
bulb. Observe what happen. - Liquids and gasses are fluids. The
Guided Questions: particles in this fluids can move from
1. What did you observe if you turn place to place. Convection occurs
on the electric fan, electric bulb? when particles with a lot of heat
2. What was transformed when you energy in a liquid or gas move and
turn on the electric fan, electric bulb? take a place of the particles with less
3. Did the electric fan, electric bulb heat energy. Heat energy is
transformed energy when you turn transferred from hot place to cooler
on? What was it? places from convection.
4. In the activities that you did, are RADIATION
the materials transformed energy? - Objects release heat energy as
5. How energy changed when you infrared radiation. The hotter an
turn on the electric fan, electric bulb? object is, the more infrared radiation
it emits or radiates. No particles are
involved in radiation unlike
conduction and radiation so radiation
can work through the vacuum of
space this is why we can still feel the
heat of the sun although it is 150
milion km away from the earth.
Let the pupils realize/
understand the transformation of
heat energy
Clarify misconceptions when
needed.
Electrical energy is the energy Heat energy is also known as The teacher points out Each group will present their output.
produced by moving electrons. It is “Thermal energy” important information from the The teacher will give feedback about
the flow of charged. When fuels burn their chemical activity done. the result.
energy is converted to heat. This *What happen to the energy
conversion is a form of chemical possessed by electric fan -, washing
reaction known as “combustion” a machine,?
rapid form of oxidation. *What transformation took
E. Discussing new concepts and Explosions of gunpowder, place?
practicing new skills #2 pyrotechnics, and other explosive *How does transformation
mixtures are als o examples of occur?
transformation of chemical energy to *What happen to the electric
thermal or heat energy. fan, washing machine and cellphone
after using a long period of time?
Why?
Discussion and Analysis

Can heat energy can be 1.What are the materials that you
transferred? Cite evidences. used in the activity?
2.What did you do with the
materials?
3.What was produced when you
used the materials?
F. Developing mastery
4. What form of energy was
(leads to formative assessment ) produced when you use the
materials?
5. In what other form of energy can
sound energy be transformed?
6.What evidence can prove that
sound energy can be transformed
into heat energy?
G. Finding practical applications Mama Elsie is having her laundry for What things in the room can produce How are we going to keep our It’s late in the evening. You were
two hours using her washing heat? gadgets have a longer span of sleeping. But suddenly you heard Analysis
machine. She spin dried her clothes? usage? your municipal fire alarm sirens. 1. What are the materials that you
What energy is transformed in that Why? What will you do? used in your activity?
situation? 2. What are your observations in the
activity?
3. What form of energy is evident in
of concepts and skills in daily the activity?
living 4. Is there any transformed energy?
How do you call the transformed
energy?
5. How do you know that there is a
transformation of energy? What are
evidences shown?
How electrical energy transformed to What transformation of energy did Teacher asks what students learn Your sister uses the radio for a
heat energy? you observe from the activity. What about the activity. long time. Suddenly, she noticed that
is produced when transformation of the radio is hot when you touched it.
energy produced? How are you going to explain the
situation to her?
How are transformation of sound

energy happen in an object? What
took place in the transformation.
abstraction about the lesson How does sound energy transformed
into heat energy? What evidence can
be derived from it?
Performance Task. Use Rubrics in

assessing the performance of the
class.
QUIZ NO. 12 / ENERGY QUIZ NO. 13 / ENERGY QUIZ NO. 14 / ENERGY QUIZ NO. 15 / ENERGY
I. Evaluating learning TRANSFORMATION TRANSFORMATION TRANSFORMATION TRANSFORMATION
List down 5 appliances in your home Cite some materials at home and .Give at least 5 materials that create
that show energy transformation identify how electrical energy is sounds that transforms to heat.
from electrical energy to heat energy. tranformed into heat energy.
Describe the harmful
application / remediation effects of these transformation to the
environment.
V. REMARKS Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
MMR MMR MMR MMR MMR

IAP IAP IAP IAP IAP
GCS GCS GCS GCS GCS
VI. REFLECTION
______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require
remediation
me solve ?

LOG TEACHING DATES AND DEC. 11- 15, 2017 QUARTER THIRD
TIME WEEK 6
A. Content Standards The learners demonstrate understanding on how the energy is transformed into another form
B. Performance Standards The learners should be able to demonstrate how energy is transformed to another form
Explain how energy transformation Describe how energy is transformed K- Describe how energy is
takes place S6FE-IIId-f-2 from one form to another transformed from one form to
Demonstrate how energy is another. Demonstrate how sound, heat, light and electricity can be transformed:
C. Learning Demonstrate how energy is transformed into another form S- Manipulate objects to describe S6FE-IIId-f-2
Competencies/Objectives transformed into another form (S6FE-IIId-f2) energy transformation. Construct a model on how energy is transformed into another form.
Appreciate the importance of energy A- Show cooperation in a group Appreciate the importance of energy transformation.
Appreciate energy transformations transformation work.
(9S6FE-IIId-F-2)
ENERGY TRANSFORMATION OF TRANSFORMATION OF

II. CONTENT / TOPIC CONSTRUCTING MODEL OF ENERGY TRANSFORMATION
TRANSFORMATION ENERGY ENERGY
III. LEARNING
RESOURCES
A. References
Into the Future: Science & Health 6;
pp.104-105

Into the Future: Science & Health 6;
TX pp.104-105 The New Science Links pp. 344 - The New Science Links pp. 351-
3. Textbook pages Science Links pp. 353- 354
The New Science Links 6; TX pp. 348 353
351-354
4. Additional materials from guitar, battery- operated toy,

LRMDS portal matches, candle or alcohol lamp
Science 6 DLP 43 and 44

B. Other Materials dry cell, flashlight bulb,connecting wire, switch, two candles,a pinwheel made
of recyclable paper,a pencil or a ballpen,string or thread,match,activity cards
and activity sheets
IV. PROCEDURES
A. Reviewing previous lesson or Recall the different kinds of energy Ask pupils to identify the forms of What are the different forms of energy?
presenting the new lesson discussed. energy shown in each picture. What are the uses of each form of
Ask: Identify the forms of energy (Teacher provides pictures of light energy:
used by the following materials: bulb, wheel and axle, windmill, food, 1. Sound energy 2. Electrical
1. automobile guitar, and electric fan) energy 3. Mechanical energy
4. guitar
2. electric fan
5. Television set
3. electric flat iron
Let the pupils watch a short video Picture Study:
clips on Energy Transformations
Ask: Can energy be converted from
one form to another?

Give examples of energy transformation
lesson
What does the picture show?
C. Presenting examples/ Present a diagram to illustrate Activity: Transformation of Energy Show the pictures of flashlight, Organize the examples below to show how the energy has been transformed.
instances of the new lesson energy transformation that occurs in electric fan and radio. Let the pupils Write your answers in the organizers that follow.
a moving car. The teacher provides materials for describe the pictures.
Ask: Explain any changes the activity. Pupils work on the If you turn on the flashlight, what
activity. did you observed?
Problem: How is energy transformed When you open the electric fan,
to another form? what did you observed?
Materials: guitar, battery-operated What did you noticed when you
toy, candle, matches, battery open the radio?
(Let the pupils think and demonstrate
on what to do with the materials.
Questions:
1. What form of energy is present in
the candle?
2. How did this energy change to
another form when the candle was
lighted?
3. How is energy change when you
pluck the strings of the guitar?
4. What form of energy is present in
the battery?
5. How is this energy changed when
it is placed in a toy car?
6. What is the activity all about?
Mechanical Energy Heat Energy
D. Discussing new concepts and Setting the Standards for working/ Pupils present the data gathered from Group Activity: Constructing a Model of Energy Transformation
practicing new skills #1 doing experiment the activity. Group Activity (Collaborative Group 1 Construct A Model of Electric Circuit
Group activity (Group presentation) Approach) You need:
Group 1- Light me up! 1 dry cell
Activity 7.4 Group II- Move the toy car 1 flashlight bulb
Investigating the Transformation Group III- Pluck the guitar 1 connecting wire
of Energy What are the standards of group 1 switch
work? Do these:
I. Problem: How is energy 1.Construct a simple electric circuit using the given materials.
transformed to another form? 2.Hold the flashlight bulb for a minute. Observe.
II. Materials: guitar, battery- 3.Press the switch down. Observe.
operated toy, matches, candle or 4.Leave the switch in “on” position for about five minutes.
alcohol lamp 5.After five minutes hold the flashlight bulb. Observe.
III. Procedures: 6.Compare your first and second observations about how you feel when you
Observe how energy is hold the flashlight bulb.
transformed in the different objects Answer These:
when they work. a.How does the flashlight bulb feel before turning on the light? After the switch
1. Light the candle has been turned on for about five minutes, how does the bulb feel?
2. Pluck the string of the guitar b.What does current electricity produce? Why?
3. Place the battery in the battery- Group 2 Construct A Model of Pinwheel using Recyclable material
operated car In this activity, you will need the following:
IV. Questions: two candles
1. What form of energy is present in a pinwheel made of paper
the candle? a pencil or a ballpen
2. How did this energy change to string or thread
another form when the candle was match
lighted? What to do:
3. How is energy changed when 1. Hang the pinwheel with the string in the pencil or ballpen as
you pluck the strings of guitar? shown in the picture.
4. What form of energy is present in 2. Light the two candles.
the battery? 3. Place the pinwheel about 2.5 cm. above the burning candles.
5. How is this energy changed Observe what happens.
when it is placed in a toy car? Answer the following questions:
V. Conclusion: 1. What energy does the candle posses?
2. As you light the candle, what happens to the air around?
____________________________ 3. What happens as the air around the candle heats up?
____________________________ 4. Did the pinwheel turn?
______. If yes, what causes the pinwheel to turn?
If no, repeat the activity until the pinwheel turns.
5. What energy transformations are shown in this activity?
a. When you lighted the candle
_________ energy to _________ and _________ energy
b. When you placed the pinwheel over the burning candle
_________ energy to __________ energy
(You may add additional activities in constructing models of energy
transformation)
Teacher asks questions about the Discuss the output of the students. Presentation of output of each group
E. Discussing new concepts and data presented by the pupils. Let the student report in the class. The teacher will give feedback about the result.
practicing new skills #2 What form of energy is present in
the candle, guitar and toy car?
Analyze and discuss the outputs of What were the materials used in the What is energy transformation? Answer LET’ DO MORE
the learners about their activity? How is this energy changed when Science 6 DLP 44
observations on ”energy it is placed in a toy car?
transformation” What did you do with the materials? What form of energy is present in
the battery?
What form of energy is present in
matches?
What happened when you lit it?
What was produced?
Did the form of energy present in

matches change to another form?
Into what form of energy did it

change? How did it transform?
What did you do with the guitar?
(leads to formative assessment )
What was produced after doing so?
Was there an energy transformation

after? How did it change?
What form of energy is present in the

battery?
How about when you placed the

battery in the toy car, what happened
after turning it on? Was there an
energy transformation?
How did it transform?
Is energy transformation important?

How important is it?
Ask learners to cite some examples How does radiant energy of the sun What are the different examples of
of home appliances. help plants in the food making transformation of energy? Suppose you are in a camping and your patrol leader ask you to make a
Tell them to make a diagram for process? bonfire out of dried sticks, how is energy transformation occur?
G. Finding practical applications each appliance illustrating the
of concepts and skills in daily transformation of energy that takes Is there an energy transformation? How did the energy change to
living place. another form when the candle was
What do you think will happen if there lighted?
is no energy transformation especially
in the food making process?
How can you show that energy can How is radiant energy changed to
be changed from one form to chemical energy? Group Activity
another? How is chemical energy changed to Group I-Poster Making -Choose
mechanical energy? one energy transformation
.Illustrate and Label it.
How is chemical energy changed to Group II-Mind Mapping- Energy
light energy? Transformation
Group III- Think and Pair Share
A. Chemical to light
H. Making generalization and B. Chemical to Sound
What energy transformations are shown in the previous activities?
abstraction about the lesson C. Chemical to Mechanical
Why does energy need to

transformed from one form to
another?
How can you use transformation of
energy in our daily lives?
QUIZ NO. 16 / ENERGY QUIZ NO. 17 / ENERGY Describe how energy is Answer LET’S DO MORE
TRANSFORMATION TRANSFORMATION transformed in the following: Science 6 DLP 43
Flashlight
I. Evaluating learning Toy car
Battery-operated radio
Electric fan
Flat iron
Let the pupils answer the question. Think of three inventions that you
When is energy useful? would like to create. It must have to
Why is energy transformation do with heat energy,sound energy
J. Additional activities for important? and light energy. Draw a picture of
Construct your own model that shows energy transformation.
application / remediation each. Draw or illustrate the design
of your invention. Describe your
invention and how it can help
people.
V. REMARKS Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done :
Passed Failed ML T
Pas Faile ML T Pas Fail ML T Pas Fail ML T
sed d sed ed sed ed MMR
MMR MMR MMR IAP
IAP IAP IAP GCS
GCS GCS GCS
VI. REFLECTION
______ of Learners who earned ______ of Learners who earned ______ of Learners who earned ______ of Learners who earned 80% above
80% above 80% above 80% above
______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require additional activities for remediation
additional activities for additional activities for additional activities for
remediation remediation remediation
remediation
C. Did the remedial lessons work ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
? No. of learners who have ______ of Learners who caught ______ of Learners who caught ______ of Learners who caught ______ of Learners who caught up the lesson
caught up with the lesson up the lesson up the lesson up the lesson
D. No. of learners who continue ______ of Learners who ______ of Learners who continue ______ of Learners who ______ of Learners who continue to require remediation
to require remediation continue to require remediation to require remediation continue to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well ? Why ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
did this work ? ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture Demonstrations
Demonstrations Demonstrations Demonstrations The activity can be a classroom experiment, a survey, a simulation or
The activity can be a classroom The activity can be a classroom The activity can be a classroom an analysis of secondary data.
experiment, a survey,a experiment, a survey, a simulation experiment, a survey, a ___Cooperative Learning
simulation or an analysis of or an analysis of secondary data. simulation or an analysis of ___Jigsaws
secondary data. ___Cooperative Learning secondary data. ___Gallery Walks
___Cooperative Learning ___Jigsaws ___Cooperative Learning ___Fieldtrips
___Jigsaws ___Gallery Walks ___Jigsaws ___Making notes from book
___Gallery Walks ___Fieldtrips ___Gallery Walks ___Use of internet/audio visual presentation
___Fieldtrips ___Making notes from book ___Fieldtrips ___Text books
___Making notes from book ___Use of internet/audio visual ___Making notes from book ___Investigations
___Use of internet/audio visual presentation ___Use of internet/audio visual ___Models
presentation ___Text books presentation ___Demonstrations
___Text books ___Investigations ___Text books Other Techniques and Strategies used:
___Investigations ___Models ___Investigations ___Manipulative Tools
___Models ___Demonstrations ___Models ___Pair Work
___Demonstrations Other Techniques and Strategies ___Demonstrations ___ Explicit Teaching
Other Techniques and used: Other Techniques and ___ Group collaboration
Strategies used: ___Manipulative Tools Strategies used: ___ Carousel
___Manipulative Tools ___Pair Work ___Manipulative Tools ___ Diads
___Pair Work ___ Explicit Teaching ___Pair Work ___ Differentiated Instruction
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching ___ Discovery Method
___ Group collaboration ___ Carousel ___ Group collaboration ___ Lecture Method
___ Carousel ___ Diads ___ Carousel Why?
___ Diads ___ Differentiated Instruction ___ Diads ___ Complete IMs
___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Availability of Materials
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Pupils’ eagerness to learn
___ Lecture Method Why? ___ Lecture Method ___ Group member’s collaboration/cooperation in doing their tasks
Why? ___ Complete IMs Why? ___ Audio Visual Presentation of the lesson
___ Complete IMs ___ Availability of Materials ___ Complete IMs
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing ___ Group member’s
collaboration/cooperation in their tasks collaboration/cooperation in
doing their tasks ___ Audio Visual Presentation of doing their tasks
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of
the lesson the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
me solve ?
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:

__Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and Indigenized IM’s
Indigenized IM’s Indigenized IM’s Indigenized IM’s __ Localized Videos
G. What innovation or localized __ Localized Videos __ Localized Videos __ Localized Videos __ Making big books from
materials did I use/discover __ Making big books from __ Making big books from __ Making big books from views of the locality
which I wish to share with views of the locality views of the locality views of the locality __ Recycling of plastics to
other teachers ? __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to be used as Instructional Materials
be used as Instructional be used as Instructional be used as Instructional __ local poetical composition
Materials Materials Materials
__ local poetical composition __ local poetical composition __ local poetical composition

LOG TEACHING DATES AND Dec. 18 – 22, 2017
QUARTER THIRD
TIME WEEK 7
A. Content Standards The learners demonstrate understanding of how energy is transformed in simple machines
B. Performance Standards The learners should be able to create a marketing strategy for a new product on electrical or light efficiency
Manipulate simple Manipulate simple Learning Objective: Manipulate simple machines to Give the characteristics of
machines to describe their machines to describe their Manipulate simple machines to describe their characteristics and pulley and screw
characteristics and uses. characteristics and uses. describe their characteristics uses.
C. Learning S6FE-IIIg-i-3 Perform the given activity with
Competencies/Objectives S6FEIIIg-i-3 S6FEIIIg-i-3 and uses the group members.
S6FE- IIIg-i-3
Appreciate the lesson for the
day.
Types of simple machines Simple Machines: wheel and Simple Machines: Wedge Simple Machines: Wedge and Simple Machines: Pulley and
II. CONTENT / TOPIC
axle and Lever Lever Screw
III. LEARNING
RESOURCES
The New Science Links The New Science Links
Worktext in Science and Worktext in Science and
Technology pp.352-353 Technology pp.352-353
A. References Science for Daily Use 5,
Tan, Conchita T. 2012 pp.
178-201

pp. 352-353 Science Links pages 352-359 The New Science Link pp. 359 -
3. Textbook pages Science Links pp. 359 - 375
360
1. MISOSA 5. Module 19
2. OHSP. Module 11.
LRMDS portal
Lesson 3
B. Other Materials K’nek Education: Simple K’nek Education: Simple bottle opener
Machines Wheel and Axle Machines Wheel and Axle broom spoon
tongs
scissors pliers
clothespin
tweezers needle with
thread
pieces of cloth
pictures of knife, chisel, saw and
axe
manila paper and pentel pen
IV. PROCEDURES
Teacher’s Instruction ENGAGEMENT Arranged the jumbled letters
What are the different kinds Teacher’s Instruction to form a new word.
of simple machine? Picture Analysis. The teacher will
1.Review: Show a picture of show pictures of different (pulley, screw)
an inclined plane. Ask : How examples of simple machines.
Pictures may be:
do inclined plane works?
a. knife
A. Reviewing previous lesson or Show a picture of wedge and b. seesaw
presenting the new lesson a lever. Use K-W-L c. needle
technique.
Guide Questions:
1. What can you observe/see in
the pictures given?
2. What kind of simple machines
are these?
Question of the day: Question of the day: Activity 1 : Let the pupils Question of the day: What word have you come up
What do you use when What do bicycle, tricycle, with?
watch a video on how to
What are the characteristics of Present pictures of the
you want to cut paper, cart, wheelchair and stroller demonstrate wedge as well different pulley and screw
open a bottle, or slice a have in common? wedge and lever?
as lever work.
piece of fruit? https://www.teachengineeri
How do different materials ng.org/lessons/view/cub_si
you use help you?
mple_lesson01
B. Establishing a purpose for the https://www.youtube.com/w
lesson atch?v=lueqE0lxLyc Lever
Activity 2: The teacher will

demonstrate how wedge as
well as lever work. (The
teacher will model how
wedge as well as lever work)
C. Presenting examples/ Teacher’s Instruction Teacher’s Instruction EXPLORATION Give the meaning of pulley
instances of the new lesson Activity 7.9 Investigating 1.Discussion Teacher’s Instruction and screw by arranging the
phrases in the given
Solicit ideas of the Wheel and Axle. How do wedge as well as lever
learner’s previous lesson The teacher may provide work? Solicit ideas of the student’s envelopes.
by using the KWL chart on the answer sheets or let previous lesson by using the KWL
chart on kinds of simple (Screw)-is a form of of
the different types of them write in their inclined plane that is wrapped
machines. Provide Answer Sheets
simple machines. Provide notebooks. around a central shaft.
or let the students copy the format
Answer Sheets or let the in their notebooks. Let the
students copy the format (pulley)- is a modified wheel
students answer the first two and axle.
in their notebooks. Let the columns : What you KNOW? and
students answer the first What you WANT to know more?
two columns: What you (NOTE THEMEANING IS A
KNOW? What you WANT MUST TO BE GIVEN
BECAUSE IT NOT
to know more? PREVIOUSLY GIVEN)
Student’s Answer Sheet

Student’s Answer Sheet
Topic: What are the What you KNOW? What
different types of simple you WANT to know more? What
machine? You have LEARNED?
What you What What You
KNOW? you have ACTIVITIES
WANT LEARNED? NOTE: Group your pupils
according to their abilities.
to
Use activity 1 for
know advanced learners.
more?
D. Discussing new concepts and Teacher’s Instruction Teacher’s Instruction Let the pupils demontrate how EXPLANATION Giving standards in doing
practicing new skills #1 Direct Instruction: The teacher will give the set wedge as well as lever work. activity?
A wedge is a double inclined Group activity.
Teacher will display and of toys with wheels joined Please see :
state the different by an axle 5 groups of https://www.youtube.com/watc plane that is sharpened to an end.
h?v=uZwu_KjmP5I It can be used to separate two
examples of simple pupils.
objects or portions of an object, lift
machines. How do these toy cars up an object, or hold an object in
move? How are the wheels place. The thinner the wedge is;
on each side of the car the lesser effort is needed to cut
joined to each other? objects.
The wedge is a form of an

inclined plane with thick base and
a sharp edge. The wedge with
single slanting side is a single
wedge. The wedge with two
slanting wedge is double wedge.
Wedge is force into an object to
split or under an object to lift.
A lever is composed of a straight

or bent rigid bar that is free to turn
on the fixed, movable part known
as fulcrum.
E. Discussing new concepts and Pantomime Strips: Orient Guided Instruction: Use rubrics : Presentation of activity.
practicing new skills #2 the pupils about 4- Task completed above
Directions: Identify the
pantomime. Have each To consolidate student expectations. characteristic of pulley and
group pick a strip from the thinking, set up activity 3- Successfully completed screw.
box. While a stations with play dough the task.
by placing the given
representative is and a rolling pin. characteristics if it falls under
2 - Able to complete the pulley or screw.
pantomiming the rest of The following are the
task. 1- Not able to complete
the groups should guess Let students practice characteristics where the
flattening the dough with the task.
the kinds of simple pupils to pick on
machines and their uses. the pin.
It is a modified wheel and
Every correct answer of axle(pulley)
the group will be given Guide them to express It is another modified inclined
these understandings: plane(screw)
points
The rolling pin is a wheel It has a rope slipping on the
and axle. When you push groove of the wheel. (pulley)
on the handles (the axle) The groove prevents the rope
from slipping. (pulley)
the wheel turns and It is used to lift loads, apply
flattens out the dough. forces and transmit
power(pulley)
Challenge students to It has threads and the
think of other common distance between each thread
is referred to as thread pitch.
machines that have one (screw)
wheel like the rolling pin.
Great examples include a CHARACTERISTIC OF PULLEY
wheelbarrow, a top, and a
playground merry-go-
round.
Plan It Out: “Damage Pass out a copy of the a. What kind are the materials • Based from the activity,
house” Wheel and Axle used in Activity 1? what are the characteristics of
b. What kind of simple machines pulley and screw?
The pupils will identify all worksheet to each • How can this simple
student to complete are they? Why are they
the simple machines machine help our work easier
levers?
needed to repair the independently. in our daily work?
c. What are the parts of a lever? • Why is it important to
house d. What are the uses of these
Walk around the identify the characteristics of
levers? pulley and screw ?
classroom to offer e. What are the different • What do you feel when
support to students who characteristics of levers? you perform the given activity?
get stuck. f. How does lever help us in our
F. Developing mastery work? At home? In school?
(leads to formative assessment ) g. How does a needle look like?
h. What kind of simple machine
is needle?
i. What are the characteristics
of a needle?
j. What is a wedge?
k. What are their
characteristics?
l. How does the wedge help us
do the work?
m. Why are wedges important?
Useful?
G. Finding practical applications Your teacher asks the class to
of concepts and skills in daily work in the garden. You are going Imagining if we do not have a
living to make plots. You need to cut tall pulley in our flag pole. What
grasses, loosen the soil, etc. do you think will happen to us
Which wedge should you use to during the flag raising?
prepare the area? Why?
Suggest ways by which you can

avoid accidents when using sharp
wedges.
Why are doorknobs usually placed
at the edge of the door from the
hinge?
When you are playing on a

seesaw with a child smaller than
you, where should you sit to make
the board balance? Why?
Teacher’s Instruction Teacher’s Instruction The teacher will ask what students Give the characteristics of
Concept mapping: What learn about the activity. pulley and screw
Let the pupils write the concepts CHARACTERIS
are the different simple What is wheel and axle?
on the board. Kindly help and It is a modified wheel and axle
machines? What are its It has a rope slipping on the groove of
guide them.
characteristics?
The groove prevents the rope from slip
It is used to lift loads, apply forces and

abstraction about the lesson Simple
Machi
nes
I. Evaluating learning Teacher’s Instruction Teacher’s Instruction QUIZ NO. 18 / SIMPLE A. Directions: Give the
KWL chart. Let the MACHINES characteristics of
pulley and screw.
students answer the last Collect the worksheets Write letter A if it is
column of the chart What that the students have pulley and write B
you have learned? filled out, and correct if it is screw.
them using the Wheel
If it is movable it is attached to
and Axle answer sheet.
the object and moves with it.
It is used to lift loads, apply

forces and transmit power
If it is fixed it makes the work

easier by changing the
direction of the effort
It is another modified inclined
plane
It is a modified wheel and

axle.
B. Give 3
characteristic of
pulley and 2 for
screw.
List down the simple machines Bring pictures of the pulley

J. Additional activities for that you will see at home. Identify and screw
application / remediation whether they are wedge or lever.
Give their characteristics.
IAP IAP IAP IAP IAP
GCS GCS GCS GCS GCS
VI. REFLECTION
remediation
D. No. of learners who continue ______ of Learners who ______ of Learners who continue ______ of Learners who ______ of Learners who continue ______ of Learners who continue
to require remediation continue to require remediation to require remediation continue to require remediation to require remediation to require remediation
experiment, a survey,a experiment, a survey, a simulation experiment, a survey, a experiment, a survey, a simulation experiment, a survey, a
simulation or an analysis of or an analysis of secondary data. simulation or an analysis of or an analysis of secondary data. simulation or an analysis of
secondary data. ___Cooperative Learning secondary data. ___Cooperative Learning secondary data.
___Cooperative Learning ___Jigsaws ___Cooperative Learning ___Jigsaws ___Cooperative Learning
___Jigsaws ___Gallery Walks ___Jigsaws ___Gallery Walks ___Jigsaws
___Gallery Walks ___Fieldtrips ___Gallery Walks ___Fieldtrips ___Gallery Walks
___Fieldtrips ___Making notes from book ___Fieldtrips ___Making notes from book ___Fieldtrips
___Making notes from book ___Use of internet/audio visual ___Making notes from book ___Use of internet/audio visual ___Making notes from book
___Use of internet/audio visual presentation ___Use of internet/audio visual presentation ___Use of internet/audio visual
presentation ___Text books presentation ___Text books presentation
___Text books ___Investigations ___Text books ___Investigations ___Text books
___Investigations ___Models ___Investigations ___Models ___Investigations
___Models ___Demonstrations ___Models ___Demonstrations ___Models
___Demonstrations Other Techniques and Strategies ___Demonstrations Other Techniques and Strategies ___Demonstrations
Other Techniques and used: Other Techniques and used: Other Techniques and Strategies
Strategies used: ___Manipulative Tools Strategies used: ___Manipulative Tools used:
___Manipulative Tools ___Pair Work ___Manipulative Tools ___Pair Work ___Manipulative Tools
___Pair Work ___ Explicit Teaching ___Pair Work ___ Explicit Teaching ___Pair Work
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching
___ Group collaboration ___ Carousel ___ Group collaboration ___ Carousel ___ Group collaboration
___ Carousel ___ Diads ___ Carousel ___ Diads ___ Carousel
___ Diads ___ Differentiated Instruction ___ Diads ___ Differentiated Instruction ___ Diads
___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Lecture Method ___ Discovery Method
___ Lecture Method Why? ___ Lecture Method Why? ___ Lecture Method
Why? ___ Complete IMs Why? ___ Complete IMs Why?
___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Availability of Materials ___ Complete IMs
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing ___ Group member’s collaboration/cooperation in doing ___ Group member’s
collaboration/cooperation in their tasks collaboration/cooperation in their tasks collaboration/cooperation in doing
doing their tasks ___ Audio Visual Presentation of doing their tasks ___ Audio Visual Presentation of their tasks
___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of the lesson ___ Audio Visual Presentation of
the lesson the lesson the lesson
me solve ?

LOG TEACHING DATES AND TIME JAN. 1 – 5 , 2018 WEEK 8 QUARTER THIRD
A. Content Standards The learners demonstrate gravity and friction affect movement objects and how energy is transformed in simple machines
The learners should be able to produce an advertisement , demonstrate road safety, create a marketing strategy for a new product on electrical,
B. Performance Standards
create a marketing strategy for a new product on electrical or light efficiency
Manipulate simple machines to
Manipulate simple machines to Manipulate simple machines to Manipulate simple machines to
describe their characteristics and
describe their characteristics and describe their characteristics and describe their characteristics and
uses. (S6FE-IIIg-i-3)
uses. (S6FE-IIIg-i-3) uses. (S6FE-IIIg-i-3) uses. (S6FE-IIIg-i-3)
C. Learning List the different uses of wheel and
List the different uses of inclined List the different uses of wedge and List the different uses of pulley and
Competencies/Objectives axle
plane lever scres
Appreciate the uses of wheel and
Appreciate the uses of inclined plane Appreciate the uses of wedge and Appreciate the uses of pulley and
axle lever screw
II. CONTENT / TOPIC NEW YEAR’S DAY Uses of Wheel and Axle Uses of Inclined Plane Uses of Wedge and Lever Uses of Pulley and Screw
III. LEARNING
RESOURCES
A. References

Explore and Experience Science 6
pp.276-278 pp.286-288
The New Science Link pp. 359 - The Science Connection 5

3. Textbook pages
360 pp.182-183 pp.190-192
Science Links 6 pp.234-235

LRMDS portal
B. Other Materials
IV. PROCEDURES
A. Reviewing previous lesson or The teacher asks about the Thumbs up or down. Show a video using wedge Choose the best class of lever to
presenting the new lesson part of the activity the and lever. use when lifting or moving the
students performed the other following loads.Put a check
day. mark(/) inside the box. See
The teacher shows pictures of
pp.271-Explore and Experience6
various objects then pupils will
show thumbs up if it shows
uses of wheel and axle and
thumbs down if not.
The teacher asks about What do you know about What was the video all If you lift an object to a tall
students’ prior idea about inclined plane? about? building,How will you do it?
wheel and axle. Have you experienced the
same situation just what
have you seen in the video?
What if the man in the
lesson
video did not use a bolo in
cutting the branches of the
tree?
You will answer that
through your activity.
C. Presenting examples/ Watch the video clip Watch the video clip The teacher will give a Show a video presentation
instances of the new lesson different situation where the
https://youtu.be/avacJJsI80M https://youtu.be/E_ErI0QjNos children will select the right What did you observe in the
simple machine to be used. video?
What are the activities uses

Do the following Activities Do the following Activities
pulley?
Group 1- Jingle about the Group 1- Jingle about the
What other simple machines did
uses of Wheel and axle uses of Inclined Plane
you observe?
Group 2- Rap about the uses Group 2- Rap about the uses
of Wheel and axle of Inclined Plane How is screw useful in the video?
Group 3- Act-out about the Group 3- Act-out about the Do you think screw is useful in
uses of Wheel and axle uses of Inclined Plane our daily living to make our work
easier?
Group 4- Song about the uses Group 4- Song about the uses
of Wheel and axle of Inclined Plane
Group 5- Poem about the Group 5- Poem about the

uses of Wheel and axle uses of Inclined Plane
Pupils present their output on Pupils present their output on Giving standards in doing GROUP ACTIVITY
the activity. The teacher will the activity. The teacher will activity?
D. Discussing new concepts and give feedback about the give feedback about the Group activity. (see attach activity sheet)
practicing new skills #1 result. result.
GROUP PRESENTATION
Presentation of activity. What are the simple machines?
How do simple machines makes

work easier and faster?
How are simple machines used in

everyday life?
What are activities uses pulley?
How is pulley makes work

easier?
E. Discussing new concepts and How can you use pulley to help
practicing new skills #2 you in the school? Building?
What are the two types of

pulley?
What is the difference between

fixed and movable pulley?
How screw useful in our daily

living?
Cite some examples of srew that

you see in your home.
F. Developing mastery • Based from the activity,

(leads to formative assessment ) what are the use of the first
order lever? second order
lever? third order lever?
• How beneficial it is in our
daily living?
• Why is it important to
keep them in its proper place?
• Can we make our work
easier without the use of the
different levers we learned
today?
G. Finding practical applications Tell what is in the picture and Tell what is in the picture and Suppose you see a lady driver
of concepts and skills in daily give its uses: relate this to your own Directions: Act out the correct with a flat tire on the side of the
living experiences: wedge to be used in the
road.Whatwould you do? What
different situation given below
(using only an improvised tool would you lend her?
simple machine made from a
hard board for the safety of
the children) . You are only
given 2 minutes only to
perform the given activity.
Group Activity:
I – Your father
wanted to chop the wood to
be used by your mother in
cooking.(axe)
II – A brother of your
friend will cut the plywood for
the project in wood working.
He is going to make a tool box
(rip saw)
III – Your mother is
going to slice the ingredients
in her chicken adobo.(knife)
IV – your sister
wanted to eat an apple.
What are the uses of Wheel What are the uses of Inclined What are the use of wedge What are the different uses of
H. Making generalization and and lever?
and Axle? Plane? pulley and screw?
abstraction about the lesson
QUIZ NO. 19 / SIMPLE QUIZ NO. 20 / SIMPLE QUIZ NO. 21 / SIMPLE QUIZ NO. 21 / SIMPLE
I. Evaluating learning MACHINES MACHINES MACHINES MACHINES
List other uses of wheel and List other uses of inclined List other uses of wedge and List other uses of pulley and
axle plane lever. screw

IAP IAP IAP IAP IAP
GCS GCS GCS GCS GCS
VI. REFLECTION
remediation
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
did this work ?
principal or supervisor can help __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
me solve ? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
LOG TEACHING DATES AND JAN. 8 – 12 , 2018
QUARTER THIRD
TIME WEEK 9
A. Content Standards The learners demonstrate gravity and friction affect movement objects and how energy is transformed in simple machines
The learners should be able to produce an advertisement , demonstrate road safety, create a marketing strategy for a new product on electrical,
create a marketing strategy for a new product on electrical or light efficiency
Manipulate simple machines to Manipulate simple machines to Manipulate simple machines to Answer the test correctly. Answer the test correctly.
describe their characteristics and describe their characteristics and describe their characteristics and
C. Learning uses. (S6FE-IIIg-i-3) uses. (S6FE-IIIg-i-3) uses. (S6FE-IIIg-i-3)
Competencies/Objectives
Demonstrate how wheel and axle Demonstrate how an inclined plane Demonstrate how a pulley works
works works
II. CONTENT / TOPIC Simple Machines Simple Machines Simple Machines THIRD PERIODICAL TEST
WHEEL AND AXLE INCLINED PLANE PULLEY
III. LEARNING
RESOURCES
A. References
Science Links pp. 362-363
3. Textbook pages
LRMDS portal
B. Other Materials K’NEx Education teacher’s Science Links 6 pp. 367-
Teacher-Made Test
guide 369
IV. PROCEDURES
Ask: What do a bicycle; skateboard, Teacher’s Instruction Concept Mapping by giving
stroller, wheelchair, and car have in Classroom Discussion. example of uses of lever.
A. Reviewing previous lesson or common? Administration of the test
The students will share their
presenting the new lesson Checking and Recording
reflection and insights about
the previous lesson.
B. Establishing a purpose for the Question of the day:
lesson Question of the day:
Compare the following
Have you noticed how the
pictures. Which will make flag is being raised during a
lifting easier? Why? flag ceremony?
Please refer to Activity Sheet 7.9 Teacher’s Instruction Teacher’s Instruction
Solicit ideas of the pupil’s Activity 4.4

Investigating Pulleys
about inclined plane by
using the KWL chart.
Answer the first two
columns of the chart: What
you Know? And What you
Want to know more?
instances of the new lesson
Pupil’s Answer Sheet

Topic: Inclined Plane
What you What What You

KNOW? you have
WANT LEARNED?
to
know
more?
Inclined
Plane
Let the pupils perform the Teacher’s Instruction

D. Discussing new concepts and The teacher should identify
activity
practicing new skills #1 the uses of pulley.
“to be so inclined”
You want to increase the speed of What can you say about the What are the different
the bucket used for getting water in stairs for Person’s with simple machines and how
the well. What will you? Illustrate do they help you in your
of concepts and skills in daily your answer. disabilities? What do you
living daily activities?
think is the reason why it is
built like that?
1. Which is the wheel and axle in Teacher’s Instruction Teacher’s Instruction
the model? Concept Hat. The teacher
2. How does the wheel and axle The teacher’s ask the
work? will ask the pupils to write
students what they have
3. How does counterweight work their final concept and ideas
H. Making generalization and learned and write it on the
when the freight goes up and on the cards/sheet of
abstraction about the lesson down? board.
papers and place it on a
4. How do the wheels cause
movement? paper hat. Pupils share their
concept/learning and wears
the hat.
QUIZ NO. 23 / SIMPLE MACHINES Teacher’s Instruction QUIZ NO. 23 / SIMPLE MACHINES
KWL chart. Let the students
answer the last column of
I. Evaluating learning
the chart or what you have
learned?
How does wheel and axle make

work easier? Give concrete
application / remediation examples.

IAP IAP IAP IAP IAP
GCS GCS GCS GCS GCS
VI. REFLECTION
B. No. of learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who require
remediation
D. No. of learners who continue ______ of Learners who ______ of Learners who continue ______ of Learners who continue ______ of Learners who ______ of Learners who continue
to require remediation continue to require remediation to require remediation to require remediation continue to require remediation to require remediation
experiment, a survey,a experiment, a survey, a simulation experiment, a survey, a simulation experiment, a survey, a experiment, a survey, a
simulation or an analysis of or an analysis of secondary data. or an analysis of secondary data. simulation or an analysis of simulation or an analysis of
secondary data. ___Cooperative Learning ___Cooperative Learning secondary data. secondary data.
___Cooperative Learning ___Jigsaws ___Jigsaws ___Cooperative Learning ___Cooperative Learning
___Jigsaws ___Gallery Walks ___Gallery Walks ___Jigsaws ___Jigsaws
___Gallery Walks ___Fieldtrips ___Fieldtrips ___Gallery Walks ___Gallery Walks
___Fieldtrips ___Making notes from book ___Making notes from book ___Fieldtrips ___Fieldtrips
___Making notes from book ___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from book ___Making notes from book
___Use of internet/audio visual presentation presentation ___Use of internet/audio visual ___Use of internet/audio visual
presentation ___Text books ___Text books presentation presentation
___Text books ___Investigations ___Investigations ___Text books ___Text books
___Investigations ___Models ___Models ___Investigations ___Investigations
___Models ___Demonstrations ___Demonstrations ___Models ___Models
___Demonstrations Other Techniques and Strategies Other Techniques and Strategies ___Demonstrations ___Demonstrations
Other Techniques and used: used: Other Techniques and Other Techniques and Strategies
Strategies used: ___Manipulative Tools ___Manipulative Tools Strategies used: used:
___Manipulative Tools ___Pair Work ___Pair Work ___Manipulative Tools ___Manipulative Tools
___Pair Work ___ Explicit Teaching ___ Explicit Teaching ___Pair Work ___Pair Work
___ Explicit Teaching ___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Carousel ___ Carousel ___ Group collaboration ___ Group collaboration
___ Carousel ___ Diads ___ Diads ___ Carousel ___ Carousel
___ Diads ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Diads
___ Differentiated Instruction ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction
___ Discovery Method ___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Why? Why? ___ Lecture Method ___ Lecture Method
Why? ___ Complete IMs ___ Complete IMs Why? Why?
___ Complete IMs ___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing collaboration/cooperation in doing ___ Group member’s ___ Group member’s
collaboration/cooperation in their tasks their tasks collaboration/cooperation in collaboration/cooperation in doing
doing their tasks ___ Audio Visual Presentation of ___ Audio Visual Presentation of doing their tasks their tasks
___ Audio Visual Presentation of the lesson the lesson ___ Audio Visual Presentation of ___ Audio Visual Presentation of
me solve ?

LOG TEACHING DATES AND JAN. 15 – 19 , 2018
QUARTER THIRD
TIME WEEK 10
A. Content Standards
C. Learning
Competencies/Objectives
II. CONTENT / TOPIC
III. LEARNING
RESOURCES
A. References
3. Textbook pages
LRMDS portal
B. Other Materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
lesson
instances of the new lesson
of concepts and skills in daily
living
abstraction about the lesson
I. Evaluating learning

IAP IAP IAP IAP IAP
GCS GCS GCS GCS GCS
VI. REFLECTION
remediation
D. No. of learners who continue ______ of Learners who ______ of Learners who continue ______ of Learners who continue ______ of Learners who ______ of Learners who continue
to require remediation continue to require remediation to require remediation to require remediation continue to require remediation to require remediation
experiment, a survey,a experiment, a survey, a simulation experiment, a survey, a simulation experiment, a survey, a experiment, a survey, a
simulation or an analysis of or an analysis of secondary data. or an analysis of secondary data. simulation or an analysis of simulation or an analysis of
secondary data. ___Cooperative Learning ___Cooperative Learning secondary data. secondary data.
___Cooperative Learning ___Jigsaws ___Jigsaws ___Cooperative Learning ___Cooperative Learning
___Jigsaws ___Gallery Walks ___Gallery Walks ___Jigsaws ___Jigsaws
___Gallery Walks ___Fieldtrips ___Fieldtrips ___Gallery Walks ___Gallery Walks
___Fieldtrips ___Making notes from book ___Making notes from book ___Fieldtrips ___Fieldtrips
___Making notes from book ___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from book ___Making notes from book
___Use of internet/audio visual presentation presentation ___Use of internet/audio visual ___Use of internet/audio visual
presentation ___Text books ___Text books presentation presentation
___Text books ___Investigations ___Investigations ___Text books ___Text books
___Investigations ___Models ___Models ___Investigations ___Investigations
___Models ___Demonstrations ___Demonstrations ___Models ___Models
___Demonstrations Other Techniques and Strategies Other Techniques and Strategies ___Demonstrations ___Demonstrations
Other Techniques and used: used: Other Techniques and Other Techniques and Strategies
Strategies used: ___Manipulative Tools ___Manipulative Tools Strategies used: used:
___Manipulative Tools ___Pair Work ___Pair Work ___Manipulative Tools ___Manipulative Tools
___Pair Work ___ Explicit Teaching ___ Explicit Teaching ___Pair Work ___Pair Work
___ Explicit Teaching ___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching
___ Group collaboration ___ Carousel ___ Carousel ___ Group collaboration ___ Group collaboration
___ Carousel ___ Diads ___ Diads ___ Carousel ___ Carousel
___ Diads ___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Diads
___ Differentiated Instruction ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction
___ Discovery Method ___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Discovery Method
___ Lecture Method Why? Why? ___ Lecture Method ___ Lecture Method
Why? ___ Complete IMs ___ Complete IMs Why? Why?
___ Complete IMs ___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing collaboration/cooperation in doing ___ Group member’s ___ Group member’s
collaboration/cooperation in their tasks their tasks collaboration/cooperation in collaboration/cooperation in doing
doing their tasks ___ Audio Visual Presentation of ___ Audio Visual Presentation of doing their tasks their tasks
___ Audio Visual Presentation of the lesson the lesson ___ Audio Visual Presentation of ___ Audio Visual Presentation of
me solve ?
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and
which I wish to share with Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
other teachers ? __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to

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GRADE 6 SCHOOL KALUMPANG ELEMENTARY SCHOOL GRADE LEVEL SIX

DAILY LESSON TEACHER May Ester M. Rubio LEARNING AREA SCIENCE

( Questions will arise as the students

V. REMARKS MMR MMR MMR MMR MMR

GRADE 6 SCHOOL KALUMPANG ELEMENTARY SCHOOL GRADE LEVEL SIX

3. Hold the cup up high and uncover

do this experiment outside. What

Cover the hole with your thumb again

4. Now make a hypothesis: If you

5. Hold the cup high and drop it into

1. Start by tying some paperclips to

2. Lift up the dowel rod so the

3. Place three magnets along a metal

4. Take the paper clips and string off

EXPLANATION Answer questions “What have

GRADE 6 SCHOOL KALUMPANG ELEMENTARY SCHOOL GRADE LEVEL SIX

Demonstrating the effects of

The setting will be:

Group 1: In front of a School, while

J. Additional activities for A. Stack a Tower

Friction occurs between the parts

MMR MMR MMR MMR

ELECTRICAL ENERGY TO ELECTRICAL ENERGY TO ELECTRICAL ENERGY TO

2. Learner’s Materials pages

4. Additional materials from Manila Paper , lamp shade, outlet

1.turning on the radio

5.turning on electric fan

Students present their output on the Group Activity:

How is sound produced in the

When your cellular phone rang what

How does transformation of sounds

How important is sound energy to

What activities at home needs

What are the materials that undergo

If you are given a chance to

GRADE 6 SCHOOL KALUMPANG ELEMENTARY SCHOOL GRADE LEVEL SIX

Discussion and Analysis

How are transformation of sound

Performance Task. Use Rubrics in

MMR MMR MMR MMR MMR

GRADE 6 SCHOOL KALUMPANG ELEMENTARY SCHOOL GRADE LEVEL SIX

ENERGY TRANSFORMATION OF TRANSFORMATION OF

2. Learner’s Materials pages

4. Additional materials from guitar, battery- operated toy,

Science 6 DLP 43 and 44

B. Establishing a purpose for the

What does the picture show?

What happened when you lit it?

What was produced?

Did the form of energy present in

Into what form of energy did it

Was there an energy transformation

What form of energy is present in the

How about when you placed the

How did it transform?

Is energy transformation important?

Why does energy need to

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:

GRADE 6 SCHOOL KALUMPANG ELEMENTARY SCHOOL GRADE LEVEL SIX

1. Teacher’s Guide pages

Activity 2: The teacher will

Student’s Answer Sheet