Science 6 Q4 PDF

PROTOTYPE AND
CONTEXTUALIZED DAILY
LESSON PLANS
IN GRADE 6 SCIENCE
QUARTER 4, WEEKS 1-10
i
PROTOTYPE AND CONTEXTUALIZED DAILY LESSON PLAN
IN
GRADE 6 SCIENCE
QUARTER 4 – EARTH AND SPACE
WEEK 1-10
SDO - MASBATE PROVINCE
BEBIANO I. SENTILLAS, CESO V

Schools Division Superintendent
RAYMUNDO M. CANTONJOS, CESO VI MELCHIZEDEK C. TONGCO,

ASDS (Elementary) ASDS (Secondary)
MA. DOROTHY L. DANIEL

CID Chief
MANUEL LUIS F. TEODORO

EPS1 Science
DLP WRITERS VALIDATORS

EDLINDA R. REAL MANUEL LUIS F. TEODORO
ELMO Q. ARAMBURO JR. FILOMENA R. DELA PEÑA
JOAN B. MANLANGIT ELENITA P. FABELLA
CHONELOU JOHN J. LOBERIANO IMELDA M. LEGASPI
JERIC M. DIONSON DOLORES E. SAN LORENZO
RUDY GERALD M. BADILLO JOANNA C. BAYAGOSA
CARL ERNIE S. SALUDAR JULIUS V. SININING
DORIAN A. COLLAMAR ANDRES J. VILLASIS JR.
GERALINDA N. SANCHEZ IAN LEO PAULO YANSON
MARIVIC B. ABADA GLENN C. ALMODAL
MARY ANN A. TAMAYO WILMA M. ALMOJUELA
ELWOOD V. BARBOLINO JOSELITO A. SO
JOANNA C. BAYAGOSA VIVIEN R. CO
JULIUS V. SININING IKE D. ALCANTARA
FILOMENA R. DELA PEÑA TERESITA S. DELUMBRIA
ELENITA P. FABELLA
MANUEL LUIS F. TEODORO
DEMONSTRATION TEACHERS EDITOR

CINDY C. SO ANDRES J. VILLASIS JR.
JONA B. ARISTOKI KATRINA D. ADRA
JENABELLE B. ALMODAL
JENNIFER L. CO ILLUSTRATOR
JOBETH E. MAHILUM HASIM V. GARCIA
DAISY A. ESPILOY
EPLEDA A. VERANO
MARICEL C. LETADA
MICHELLE D. ALMONTE
ROBERT R. ALMONTE
RONNA V. ALMODAL
CAMILLE E. MATEO
LUCAS G. ESPILOY JR.
DELIA A. ZAFRA
LEA E. ALCANTARA
GELYN D. BARTOLAY
SHERLYN GRACE S. RODRIGUEZ
ii
ACKNOWLEDGEMENT
The crafting of the Prototype and Contextualized Daily Lesson Plan in Grade
6, Quarter 4 will not be realized without the support of certain personnel. With this, the
writers wish to express their deep gratitude to the following:
Foremost, to GOD ALMIGHTY for giving us the wisdom and strength to finish
this Prototype Daily Lesson Plans.
Second, to the Schools Division Superintendent BEBIANO I. SENTILLAS,

CESO V for giving us the opportunity to be part of the betterment of the quality of
education and for approving our Travels to the different schools as venues for the
validation, dry run and finalization of the Prototype Daily Lesson Plan Science 6, Earth
and Space. So as with the moral support of the Masbate Province Division Personnel:
RAYMUNDO M. CANTONJOS, CESO VI ASDS in Elementary

MELCHIZEDEK C. TONGCO, ASDS in Secondary
MA. DOROTHY L. DANIEL, CID Chief
JUANCHO P. AZARES, EPS I LRMDS
Third, to the Public Schools District Supervisors and School Heads of the
different Elementary and Secondary Schools in the Province of Masbate for the warm
accommodation, and for allowing us to use their resources, for providing Demo
Teachers for the Dry Run and for giving us assistance all throughout the entire duration
of DLP-making journey,
GLENN C. ALMODAL, PSDS Monreal District

JESUS P. DELA PEÑA, Principal III of Cataingan National High School
JOSELITO A. SO, Principal I of Monreal Central School
VIVIEN R. CO, Principal I of Rizal Integrated School
IKE D. ALCANTARA, Principal I of Real Elementary School
TERESITA S. DELUMBRIA, MT-I/TIC of Morocborocan E/S
Fourth, to the Daily Lesson Plan (DLP) Validators and Editors for the thorough
checking, the untiring support and for guiding us in accomplishing our lesson plans,
IMELDA M. LEGASPI, HT III of Aroroy National High School

ELENITA P. FABELLA, MT II of Palanas North Central School
FILOMENA R. DELA PEÑA, MT II of Cataingan National High School
DOLORES E. SAN LORENZO, MT-II of Aroroy National High School
JOANNA C. BAYAGOSA, MT-II of Monreal National High School
GLENN C. ALMODAL, PSDS Monreal District
JOSELITO A. SO, Principal I of Monreal Central School
VIVIEN R. CO, Principal I of Rizal Integrated School
IKE D. ALCANTARA, Principal I of Real Elementary School
TERESITA S. DELUMBRIA, MT-I/TIC of Morocborocan E/S
JULIUS V. SININING, T-II of Melchor B. Burlaos Memorial High School
ANDRES J. VILLASIS JR., T-I of Maravilla National High School
IAN LEO PAULO YANSON, T-I of Rondina Atendido NHS
iii
Fifth, to the Demo Teachers who took the challenge and be a part of the Dry
Run of our Validated Prototype Daily Lesson Plans:
CINDY C. SO, MT-I, Monreal Central School

JONA B. ARISTOKI, T-III, Monreal Central School
JENABELLE B. ALMODAL, T-I, Monreal Central School
JENNIFER L. CO, T-I, Monreal Central School
JOBETH E. MAHILUM, T-II, Monreal Central School
DAISY A. ESPILOY, T-II, Monreal Central School
EPLEDA A. VERANO, T-I, Monreal Central School
MARICEL C. LETADA, T-I, Monreal Central School
MICHELLE D. ALMONTE, MT-I, Rizal Integrated School
ROBERT R. ALMONTE, T-III, Rizal Integrated School
RONNA V. ALMODAL, T-I, Rizal Integrated School
CAMILLE E. MATEO, T-I, Rizal Integrated School
LUCAS G. ESPILOY JR., MT-I, Rizal Integrated School
DELIA A. ZAFRA, T-III, Real Elementary School
LEA E. ALCANTARA, MT-I, Real Elementary School
GELYN D. BARTOLAY, T-II, Morocborocan Elementary School
SHERLYN GRACE S. RODRIGUEZ, T-I, Morocborocan Elementary School
Sixth, to our Illustrator, HASIM V. GARCIA for sharing with us his artistic talent
by providing us illustrations to be used in our Prototype and Contextualized Daily
Lesson Plans.
Seventh, to the Hosts of our temporary homes, MARITES D. ALMORADIE, of

Monreal, Masbate and LINO A. ROSAS, JR, of Cataingan, Masbate for their warm
accommodation during our dry run and finalization.
Lastly, to our ever-supportive EPS I in Science MANUEL LUIS F. TEODORO

who served as our over-all Team Captain and Mentor. For entrusting us this enormous
task and for pushing us to go beyond our limits.
Thank you! We could not do it without your unwavering support!
iv
TABLE OF CONTENTS
Grade 6 – Science
EARTH AND SPACE
(Fourth Quarter)
Week & Day Learning Competency Page

Week 1. Describe the changes of the earth’s surface as a
result of earthquakes and volcanic eruptions.
(LC: S6ES-Iva-1)
Day 1 and 2 Describe the changes of the earth’s surface as a
result of earthquakes. 1-5
Appendix A: Activity Sheet 6
Appendix B: Scoring Rubric 7
Day 3 and 4 Describe the changes of the earth’s surface as a
result of volcanic eruptions. 8-13
Day 5 SUMMATIVE TEST 16-17
Week 2. Enumerate what to do before, during and after
earthquake, and volcanic eruptions
(LC- S6ES-IVa-1)
Day 1 Demonstrate precautionary measures before,

during and after earthquakes. 18-21
Appendix A: Scoring Rubric 22
Appendix B: Activity Sheet 23
Appendix C: Background Information Sheet 24
Day 2 Demonstrate precautionary measures before,
during and after volcanic eruptions. 25-28
Day 3 and 4 Design an emergency preparedness plan and kit
on earthquake and volcanic eruptions 31-34
Week 3. Describe the different seasons in the Philippines.
(LC:S6ES-IVc-3)
Day 1 Infer the weather pattern in the Philippines using
weather data. 41-47
Appendix A: Activity Sheet 48-49
Day 2 Describe the seasons in the Philippines 51-56
Appendix C: Lyrics of the song 60
Day 3 Determine the occurrence of dry season in the 61-66
Philippines using a graph. 67-68
v
Appendix A: Activity Sheet
Day 4
Determine the occurrence of wet season in the 69-74
Philippines using a graph. 75-76
Appendix B: Scoring Rubric
Day 5 Explain the importance of knowing the weather
patterns and seasons in the Philippines. 78-83
Week 4. Discuss appropriate activities for specific seasons of the

Philippines
(LC: S6ES-IVd-4)
Day 1 Discuss activities appropriate for the dry season 87-92
Day 2 Discuss activities appropriate for the wet season 94-98
Day 3 Describe appropriate activities for the specific
seasons through creative outputs.
- Jingle/Song
- Poster 101-104
Appendix A: Scoring Rubric 105-106
Appendix B: Activity Sheet 107-109
Day 4 Draw a picture depicting how your family has
coped with the seasons of the community they
live in. 109-113
Appendix A: Scoring Rubric 114-115
Week 5. Demonstrate rotation and revolution of the earth using a
globe to explain day and night and the sequence of seasons.
(LC: S6ES-IVe-f-5)
Day 1 Describe the rotation of the earth. 120-125
Day 2 Explain that the Earth rotates in
counterclockwise 128-133
Day 3 and 4 Construct a model to demonstrate the rotation of
the Earth on its axis in relation to day and night. 136-140
Day 5 Explain day and night in relation to rotation
using the constructed model/globe 143-146
vi
Week 6. Demonstrate rotation and revolution of the earth using a
globe to explain day and night and the sequence of seasons.
(LC: S6ES-IVe-f-5)
Day 1 Describe the movement of the earth around the
sun. 149-152
Appendix A: Fact or Bluff 153
Appendix C: Scoring Rubric 155-156
Day 2 Demonstrate how the earth’s revolution and the
position of earth on its axis cause different
seasons in other countries. 157-161
Day 3 Describe the sequence of the seasons
experienced by other countries. 165-169
Day 4 Construct a model to show the rotation of the
earth and its revolution around the sun. 172-176
Week 7: Compare the planets in the solar system.
(LC: S6ES-1V g-h6)
Day 1 and 2 Identify the planets of the solar system. 183-188
Day 3 Characterize the planets according to their
composition and their movements in the solar
system. 192-196
Appendix B: Scoring Rubric 198-199
Day 4 Identify the sizes of the planets in the solar
system. 200-203
Day 5 Identify the relative distances of the planets from
the sun and other planets. 206-210
Week 8: Compare the planets of the solar system
(LC:S6ES-IVg-h-6)
Day 1 and 2 Identify the terrestrial planets and the gaseous
planets with emphasis on Earth. 213-218
Day 3 and 4 Compare Earth with the other planets which 221-226
makes it livable.
vii
Week 9: Construct a model of the solar system showing the relative
sizes of the planets and their relative distances from the Sun.
(LC: S6ES IVi-j-7)
Day 1 and 2 Draw the sun and the planets surrounding it. 229-233
Appendix C: Table 236
Day 3 to 5 Construct a model of the solar system showing
the relative sizes of the planets and their relative
distances from the sun. 237-241
Appendix C: Table 245
QUARTERLY ASSESSMENT 246-251
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School Grade Level 6
Learning
Teacher Science
Area
Teaching Dates Week 1, Day 1 and 2 4th
Quarter
and Time
I. OBJECTIVES
A. Content The learners demonstrate understanding of the effects
Standard of earthquakes and volcanic eruptions.
B. Performance The learners should design an emergency and
Standard preparedness plan and kit.
Describe the changes of the earth’s surface as a
C. Learning result of earthquakes and volcanic eruptions.
Competencies/ (LC: S6ES-Iva-1)
Objectives - Describe the changes of the earth’s surface as a
result of earthquakes.
II. CONTENT EARTHQUAKES
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook Workbook on Science 6, pages 94-98 (Ms. Lourdes
pages Telmo, Ms. Rhodora Ramos) 2008:Produced by 57-75 in
partnership with the Ateneo Center for Educational
Development and the Department of Education Divisions
of Bayombong (Nueva Vizcaya), Guimaras, Iligan City
(Lanao del Norte), Iloilo City (Iloilo), Pampanga, San
Isidro (Nueva Ecija), Pagbilao (Quezon) and Sual
(Pangasinan)
4. Additional - LRMDS Portal
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning https://www.google.com/url?sa=i&rct=j&q=&esrc=s&sou
Resources rce=imgres&cd=&cad=rja&uact=8&ved=2ahUKEwi0q8i
mzcXkAhWi3mEKHWKYCKgQjRx6BAgBEAQ&url=https
%3A%2F%2Fwww.bbc.com%2Fnews%2Fworld-asia-
24530042&psig=AOvVaw1HBoycrUg6ldrMkxBeBd8o&u
st=1568182521235346
1
IV.PROCEDURE A B
ENGAGE  Show pictures to the class. (See attached sample
pictures)
 Let the learners express their thoughts about it
and let them identify what kind of calamity is
shown in the pictures.
https://www.google.com/imgres?imgurl=https%3A%2F%2Fichef.bbci.co.uk%2Fnews%2F62
4%2Fmedia%2Fimages%2F70493000%2Fjpg%2F_70493829_019650792-
1.jpg&imgrefurl=https%3A%2F%2Fwww.bbc.com%2Fnews%2Fworld-asia-
24530042&docid=Zzvimni94A0cEM&tbnid=AQXcfhPj1t0ZRM%3A&vet=10ahUKEwjo4pu2ob
7kAhUMQd4KHQL3AwoQMwhoKAAwAA..i&w=624&h=351&bih=657&biw=1366&q=earthqu
ake%20in%20bohol&ved=0ahUKEwjo4pu2ob7kAhUMQd4KHQL3AwoQMwhoKAAwAA&iact
Ask the following questions to the learners.
=mrc&uact=8
1. Have you experienced an earthquake? (Yes)

When?
(Answers may vary)
2. What did you feel? (Nervous)
3. What did you observe in the surroundings after an
earthquake? (cracks in the wall, damages of
roads and buildings, etc.)
EXPLORE  Group the learners into four.
 Distribute the needed materials. (See attached
activity sheet)
ACTIVITY
MATCH OUT!
(For A and B Learners)
Learning Target:
 At the end of the activity, I can describe the
changes of the earth’s surface as a result of
earthquakes.
Procedure:
1. Fill two matchboxes with sand.
2. Tie the two matchboxes with a rubber band side by
side or one on top of each other.
3. Do the same with the two matchboxes that are empty.
4. Let the matchboxes stand on a book. (Note: The
boundary of the two matchboxes represents the fault.)
5. Shake the book to simulate an earthquake.
6. Repeat the shaking. Make it stronger this time.
2
7. Observe what happen to the boxes.
Guide Questions:
 What do the boxes represent? (the boxes
represent the Earth’s crust)
 What happens to the boxes? (it cracked, became
damaged, got destroyed)
 What does the shaking of the box represent? (it
represents earthquake)
 How does earthquake occur? (earthquakes occur
through the shaking of the Earth’s crust)
 What are the effects of earthquakes? (answers
may vary, depending on the magnitude and
intensity of the earthquake)
EXPLAIN  One representative from each group will present
their outputs.
 Scoring rubric will be used in rating the output)
(Please see attached scoring rubric)
ELABORATE  Process the answers in the guide questions found in
the activity sheets. (please see attached activity
sheet)
 For an additional information ask the following
questions:
1. What is an earthquake?
Earthquakes-are ground vibrations caused by
the release of energy that accompany fault
movement, asteroid impact, volcano eruptions,
movement of magma, or explosions. These
vibrations or shaking are waves travelling through
the earth away from the location where they
originated.
-it is a sudden, rapid shaking
movement of the earth’s surface, caused by the
breaking and shifting of underground rocks.
-it is known as a quake, tremblor or
tremor.
-it can cause buildings to collapse and
cause heavy items to fall, resulting in injuries,
property damage and destroy whole cities.
-it is the seismicity or seismic activity of an
area refers to the frequency, type and size of
earthquakes experienced over a period of time.
2. What are the effects of an earthquake?

Answers:
- Earthquakes can destroy lives and properties.
- It can change land features.
- Ground shaking is the most familiar effect of
earthquake.
3
- Cracks in the ground may result from an
earthquake.
- Landslide is direct rupture and by sustained
shaking of unstable slopes.
- Fires are major sources of damage after
earthquakes.
- Sand blows are formed.
- Surface faulting
- Ground failure, either directly linked to a
quake source of provoked by the ground
shaking.
- A tsunami, a Japanese word meaning a big
wave, is formed originating from the ocean
floor due to an earthquake and also has the
power to wipe out structures and living
organisms near the shore.
EVALUATE In five (5) sentences describe what will happen to the
earth’s surface when earthquake occur. (the answers of
the learners will be rated using the scoring rubric)
___Lesson carried. Move on to the next objective.

V. REMARKS ___Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation
____Yes _____No
C. Did the remedial
____of learners who caught up the lesson of ______.
lessons work?
No. of learners who
have caught up with
the lesson
____Yes _____No
D. No. of learners ____of learners who caught up the lesson of ______.
who continue to ____of learners who caught up the lesson of ______.
require remediation ____of learners who caught up the lesson of ______.
____Socratic questioning ___use of visual
E. Which of my
presentation
teaching strategies
____Game-based learning ___Pair work
4
worked well? Why ____Cooperative Learning ___Explicit Teaching
did this work? ____Group collaboration ___Differentiated instruction
____Discovery Method ___Lecture Method
____Manipulative tools ___Demonstration
____Models ___Interactive lecture demonstration
____Inquiry-based approach Why?
____Complete IMs ___Availability of materials
____Student’s eagerness to learn
____Group member’s collaboration/cooperation in doing
their tasks
____audio visual presentation of the lesson
___Bullying among students
F. What difficulties ___Students’ behavior/attitude
did my principal or ___Colorful IMs
supervisor can help ___Unavailable Technology
me solve? ___Science/ Computer/internet lab
___additional clerical works
G. What innovation ____contextualized/localized and indigenized IMs
or localized ____localized video
materials did I ____Recycling of plastics to be used as IMs
use/discover which I
wish to share with
other teachers?
5
APPENDIX A
ACTIVITY
MATCH OUT!
Learning Target:
 At the end of the activity, I can describe the changes of the earth’s
surface as a result of earthquakes.
Materials:(To be provided by the teacher.)

 Four empty match boxes
 Ten rubber bands
 One cup sand
Procedure:
1. Fill two matchboxes with sand.
2. Tie the two matchboxes with a rubber band side by side or one on top
of each other.
3. Do the same with the two matchboxes that are empty.
4. Let the matchboxes stand on a book. (Note: The boundary of the two
matchboxes represents the fault.)
5. Shake the book to simulate an earthquake.
6. Repeat the shaking. Make it stronger this time.
7. Observe what happen to the boxes.
Guide Questions:
1. What do the boxes represent?
2. What happens to the boxes?
3. What does the shaking of the box represent?
4. How does earthquake occur?
5. What are the effects of earthquakes?
6
APPENDIX B SCORING RUBRIC
CRITERIA (3) (2) (1)

Performed the Performed the
Performed the
activity by activity and
activity and two
following all the three of the
Performance of the given
given given
procedures were
procedures on procedures were
not followed.
their own. not followed.
Finished the Finished the
Finished the
activity within 1- activity within 3-
Promptness activity within
2 minutes after 5 minutes after
the given time.
the given time. the given time.
All members of At least one (1) Two (2) or more
Team the group member of the members of the
Work/Collaboration cooperated in group did not group did not
the activity. cooperate. cooperate.
With at least two
At least one (1)
Correctness of All answers (2) or more
answer was
answer were correct. answers were
incorrect.
incorrect.
The materials
The materials
were organized, The working
were organized
and the working area was messy
Workmanship but the working
area was clean all throughout
area was clean
during and after the activity.
after the activity.
the activity.
7
Teacher Learning Area Science
Teaching Dates Week 1, Day 3 and 4 4th
Quarter
and Time
I. OBJECTIVES
Standard of earthquakes and volcanic eruptions.
Describe the changes of the earth’s surface as a
C. Learning result of earthquakes and volcanic eruptions.
Competencies/ (LC: S6ES-Iva-1)
Objectives - Describe the changes of the earth’s surface as
a result of volcanic eruptions.
II. CONTENT VOLCANO
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s Workbook on Science 6, pages 104-108 (Ms. Lourdes
Materials Telmo, Ms. Rhodora Ramos) 2008:Produced by 57-75 in
pages partnership with the Ateneo Center for Educational
(Lanao del Norte), Iloilo City (Iloilo), Pampanga, San
Isidro (Nueva Ecija), Pagbilao (Quezon) and Sual
(Pangasinan)
3. Textbook
pages
4. Additional - LRMDS Portal
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning - http://www.discoveryeducation.com/teachers/free-
Resources lesson-plans/volcano.cfm
- https://www.google.com/imgres?imgurl=https%3A%2
F%2Fimg.volcanodiscovery.com
F%2Ftribune.net.ph
F%2Fcdn.britannica.com
8
IV. PROCEDURE A B
ENGAGE  Show the following pictures to the class.
(See attached sample pictures)
https://www.google.com/imgres?imgurl=https%3A%2F%2Fichef.bbci.co.uk%2Fnews%2F62
4%2Fmedia%2Fimages%2F70493000%2Fjpg%2F_70493829_019650792-
1.jpg&imgrefurl=https%3A%2F%2Fwww.bbc.com%2Fnews%2Fworld-asia-
24530042&docid=Zzvimni94A0cEM&tbnid=AQXcfhPj1t0ZRM%3A&vet=10ahUKEwjo4pu2ob
LAVA SPEWS from the Mayon Volcano as it continues to
7kAhUMQd4KHQL3AwoQMwhoKAAwAA..i&w=624&h=351&bih=657&biw=1366&q=earthqu
ake%20in%20bohol&ved=0ahUKEwjo4pu2ob7kAhUMQd4KHQL3AwoQMwhoKAAwAA&iact
erupt, as seen from Legazpi City, Albay on Jan. 23. A
=mrc&uact=8
giant mushroom-shaped cloud shot up from the

Philippines’ most active volcano on Jan. 22, darkening the
skies and raining ash on surrounding communities.
— AFP
1. What can you infer about the pictures?

(Answers may vary)
2. Can we prevent volcanic eruption? (No) Why? (It is
a natural calamity)

 Distribute the volcano model to each group. (See
attached procedure in making improvised volcano
model.)
 Distribute miniatures (houses, trees, roads, and
other structures) seen in the community around the
volcano.
Note: Materials should be provided by the
teachers.
ACTIVITY
“ERUPT ME!”
Learning Target:
 At the end of the activity, I can describe the
changes of the earth’s surface as a result of
volcanic eruptions.
Procedure:
A.
1. Tape a plastic cup right-way to the middle of the plate.
2. Lay an aluminum foil over the top of the cup and fold it
around.
9
3. Make a hole in the center and fold the aluminum foil to
the inside of the cup. Secure the foil using adhesive
tape. This is your volcano.
4. Place miniatures as seen in the community (houses,
trees, roads, and other structures) around the volcano.
B.
1. Place the other cup with 1/3 cup of baking soda inside
the volcano model.
2. In the third cup, mix one-half cup of vinegar and one
sachet of red food color. This will make it look like red
lava when volcano erupts.
3. To make the volcano model erupt, pour the mixture
slowly into the volcano and observe.
Guide Questions:
1. What did you observe in the surroundings of the
volcano model before and after eruption?
(Answers may vary)
2. What happens to the environment after volcanic
eruptions? (Answers may vary)
EXPLAIN One representative from each group will present their
output to be rated using scoring rubric.
ELABORATE  Process the answers of each group.
 Ask the following questions.
1. What is volcano?
Answers:
Volcano- is a landform where molten rock erupts through
the surface of the planet.
- it is a mountain or hill with an opening that
extends from its summit down to the Earth’s
interior. It expels hot molten rocks usually
accompanied by an earthquake or several
rumbling beneath the Earth’s surface.
- It is a vent in the earth crust that lets out hot
molten lava, gasses, rocks, volcanic ash and
steam from magma chamber underneath the
earth’s surface.
2. What causes volcanoes to erupt?

Answer:
- When the pressure within the magma chamber

is greater than the strength of the crust, it
begins to break through. Magma rises to the
Earth’s surface for a combination of reasons.
Inside the magma chamber there are a number
of gases that are mixed with the magma. Just
like a carbonated drink, the bubbles of gas rise
10
to the surface of the magma chamber, pushing
against the Earth's crust. Another reason an
eruption can occur is simply an overload of
magma in the magma chamber. Once the
chamber is filled to capacity, an eruption is
sure to occur.
(https://owlcation.com/stem/Volcanoes-How-
do-volcanoes-erupt)
3. What are the beneficial and harmful effects of
volcanic eruptions?
Answers:
3.1 Beneficial effects of volcanic eruptions
- Creation of beautiful scenery
- Source of nutrients
- Energy opportunity (Geothermal Energy)
3.2 Harmful effects of volcanic eruptions (show

pictures of the following harmful effects)
- Death
- Impacts on environment
- Air pollution (ash fall that causes asthma)
- Impacts on nearby cities and towns
- High magnitude volcanoes can uproot
populations
- Destruction of infrastructure
- Floods
- Wild fires
- Earthquakes
https://www.google.com/imgres?img https://www.google.com/imgres?img
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EVALUATE Answer the questionsWrite BE if the statement
below. shows Beneficial Effect of
1. What are the effects volcanic eruptions and HE if
of volcanic eruption?it shows Harmful Effects of
2. Describe what will volcanic eruptions to the
happen to earth’s surface.
the
Earth’s surface____ 1. Rocks from lava
when volcanicflows are used as
eruptions occur. construction materials.
_____2. Death of people
who refused to evacuate.
_____3. Hot spring in
volcanic areas for medicinal
and recreational purposes.
_____4. Houses, animals
and crops are covered by
lava.
_____5. Air and water
pollution.
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation
____Yes _____No
C. Did the remedial
lessons work?
No. of learners who
have caught up with
the lesson
____Yes _____No
E. Which of my ____Socratic questioning ___use of visual
teaching strategies presentation
12
worked well? Why ____Game-based learning ___Pair work
did this work? ____Cooperative Learning ___Explicit Teaching
____Group collaboration ___Differentiated instruction
their tasks
wish to share with
other teachers?
13
APPENDIX A
ACTIVITY
ERUPT ME!
Learning target:
- At the end of the activity, I can describe the changes of the earth’s
surface as a result of volcanic eruptions.
Materials:
- One bottle vinegar
- Three cups bi-carb soda (other known as sodium bicarbonate or
baking soda)
- Four pcs. food coloring (red)
- Three plastic cups
- Roll foil
- Three pcs. plastic plate
- One sticky tape
Procedure:
A.
1. Tape a plastic cup right-way to the middle of the plate.
2. Lay an aluminum foil over the top of the cup and fold it around.
3. Make a hole in the center and fold the aluminum foil to the inside
of the cup. Secure the foil using adhesive tape. This is your
volcano.
4. Place miniatures as seen in the community (houses, trees, roads,
and other structures) around the volcano.
B.
1. Place the other cup with 1/3 cup of baking soda inside the
volcano model.
2. In the third cup, mix one-half cup of vinegar and one sachet of red
food color. This will make it look like red lava when volcano
erupts.
3. To make the volcano model erupt, pour the mixture slowly into the
volcano and observe.
Guide Questions:
1. What did you observe in the surroundings of the volcano model
before and after eruption?
2. What happens to the environment after volcanic eruptions?
14

Performed the
activity by activity and
activity and two
following all the three of the
Performance of the given
given given
procedures were
procedures on procedures were
not followed.
their own. not followed.
Finished the Finished the
Finished the
activity within 1- activity within 3-
Promptness activity within
2 minutes after 5 minutes after
the given time.
the given time. the given time.
With at least two
At least one (1)
answer was
incorrect.
incorrect.
The materials
The materials
were organized, The working
were organized
and the working area was messy
area was clean all throughout
area was clean
after the activity.
the activity.
15
SUMMATIVE TEST
Domain: Earth and Space (Earthquake and Volcano)
Week 1, Day 5
Select the letter of the correct answer.

1. It is the shaking of the Earth’s crust as a result of the energy released by
volcanic activity or shifting of rock layers from Earth’s interior.
a. Volcano b. Earthquake c. Intensity d. Magnitude
2. Why do great earthquakes occur? They occur ____________.
a. because of shifting of the crustal plates.
b. because of the flowing stream.
c. because of the wave coming from the ocean.
d. because of weak typhoons that hit certain area.
3. Which of the following statements is FALSE about an earthquake?
a. Earthquake have caused countless deaths all over the world.
b. Earthquake was caused by movement along the fault.
c. Earthquake is the vibration of the Earth due to the release of energy.
d. Earthquakes with a magnitude of 2 can cause severe damage.
4. Why does tsunami occur?
a. It is caused by an earthquake in a plain.
b. It is caused by an earthquake under the sea.
c. It is caused by a big typhoon in the land
d. both b and c.
5. A big wave produced by earthquakes that originates under the sea is
known as _____.
a. Typhoon b. Tsunami c. Flood d. Volcanic Eruption
6. A volcano is____
a. a mountain or hill with an opening that extends from its summit
down to the Earth’s interior.
b. a mountain with a jagged peak.
c. a mountain or hill with a flat top.
d. a huge natural rise of the surface of the earth.
7. Volcanoes erupt because of _____.
a. the pressure in the earth forcing the hot rock through a crack.
b. an earthquake happening nearby
c. the earth getting overheated.
d. the hot rocks under the earth’s surface.
8. Which of the following statements about volcanoes is TRUE?
a. Volcanoes are mountains or hills.
b. Volcanoes have vents from which smoke and magma come out.
c. Volcanoes are also found under the sea.
d. All of the above.
9. Which of the following is beneficial effect of volcanic eruption?
a. increased fertility of the land
b. loss of life and property
c. release of the tremendous amounts of gases in the air.
d. buried landscape
16
10. The following areas are considered danger zone during volcanic eruption
EXCEPT.
a. 6 km. away from the volcano. b. 10 km. away from the volcano
c. 8 km. away from the volcano d. 12 km. away from the volcano
17
Teaching Dates Week 2, Day 1
Quarter 4th
and Time
I. OBJECTIVES
Standard of earthquake and volcanic eruptions.
B. Performance The learners should design emergency and
Enumerate what to do before, during and after
C. Learning earthquake, and volcanic eruptions
Competencies/ (LC- S6ES-IVa-1)
Objectives - Demonstrate precautionary measures before, during
and after earthquakes.
II. CONTENT EARTHQUAKE PRECAUTIONARY MEASURES
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional Key Health Messages for Emergencies and Disaster:
Materials PHILIPPINES-
from https://www2.wpro.who.int/internet/files/eha/tookit_healt
Learning h_cluster/Key%20Health%20Messages%20for%20Emer
Resources gencies%20-%20Philippines%20(Draft).pdf
(LR) Portal
B. Other Learning
Resources
IV.PROCEDURE A B
ENGAGE Ask the following questions:
1. What is an earthquake?
Answer:
It is a sudden rapid shaking movement of the Earth’s
crust or surface caused by the breaking and shifting of
underground rocks.
2. What are the effects of an Earthquake?
Answer:
 Earthquake can destroy lives and properties
 It can transform land features.
18
EXPLORE  Group the learners into three.
 Remind the learners about the norms / standards to
be followed in doing the activity.
- Read and understand the instructions properly.
- Cooperate with your group.
- Do not disturb the other groups
- Maintain cleanliness in your workplace.
- Seek the guidance of the teacher if needed.
- Minimize your noise
- Submit your output on time.
 Present the scoring rubric to be used for group
activity.
(Please see Appendix B)
 Distribute the activity sheet to each group.
(Please see Appendix A)
ACTIVITY
“READY NA! READY NA!”
Learning Target: At the end of the activity, I can

demonstrate precautionary measures before, during and
after an earthquake.
Materials: (To be provided by the teacher)

 Three Meta cards per group containing situations
that are happening before, during and after an
earthquake.
 Activity sheets
 One-fourth Manila paper
 Marking pens
 Paper Tape
Procedures:
1. Classify the situations as to before, during and
after an earthquake using the attached
background information found in Appendix C.
2. Write your answers using the table below.
Before During After
3. Demonstrate the precautionary measures you

have listed through role playing, news casting,
and skit and identify whether it is before, during
and after an earthquake.
4. Answer the guide questions.
19
Guide Questions:
1. What do you call the situations you have listed in the
table?
(The activities on the table are the precautionary
measures before, during and after the earthquake.)
2. What are the importance of role playing, news
casting and skit in showing the precautionary
measures?
(Answers may vary)
3. What are other precautionary measures that you can
add?
(Answers may vary)
EXPLAIN  Presentation of group outputs.
 Group presentation will be rated using the scoring
rubric.
ELABORATE  Process learners answers in the activity.
 Ask the question:
a. What is the importance of having precautionary
measures?
(The importance of having precautionary measures
is to teach us on how to be prepared and being safe
in times of calamities.)
EVALUATE The learners’ performance in demonstrating the
precautionary measures before, during, and after an
earthquake will serve as the evaluation tool to be
rated using scoring rubric. (See attached scoring
rubric – Appendix B)
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation
____Yes _____No
C. Did the remedial
lessons work?
No. of learners who
have caught up with
the lesson
20
____Yes _____No
presentation
____Cooperative Learning ___Explicit Teaching
E. Which of my ____Discovery Method ___Lecture Method
teaching strategies ____Manipulative tools ___Demonstration
worked well? Why ____Models ___Interactive lecture demonstration
did this work? ____Inquiry-based approach Why?
their tasks
wish to share with
other teachers?
21
APPENDIX A
SCORING RUBRIC

Performed the
activity and
activity by activity and two
three of the
Performance following all the of the given
given
given procedures were
procedures were
procedures. not followed.
not followed.
With at least two
At least one (1)
answer were
answer were correct answers were
incorrect.
incorrect
The materials
The materials
are organized, The working
are organized
and the working area is messy all
area is clean throughout the
area is not clean
during and after activity.
after the activity.
the activity.
22
APPENDIX B
ACTIVITY
“READY NA! READY NA!”
Learning Target:
- At the end of the activity, I can demonstrate precautionary measures
before, during and after earthquake.
Materials:
- Three Meta card containing situations that are happening before, during
and after the earthquake.
- Activity sheets
- Manila paper
- Marking pens
- Paper Tape
Procedures:
1. Classify the situations as to before, during and after an earthquake using
the attached background information found in Appendix C.
2. Write your answers using the table below.
Before During After
3. Demonstrate the precautionary measures you have listed through role

playing, news casting, and skit and identify whether it is before, during and
after an earthquake.
Guide Questions:
1. What do you call the situations you have listed in the table?
2. What are the importance of role playing, news casting and skit in showing
the precautionary measures?
3. What are other precautionary measures that you can add?
23
APPENDIX C BACKGROUND INFORMATION SHEET
24
Quarter 4th
and Time
I. OBJECTIVES
A. Content The learners demonstrate understanding of the effects of
Standard earthquake and volcanic eruptions.
B. Performance The Learners should design emergency and preparedness
Standard plan and kit.
Enumerate what to do before, during and after volcanic
C. Learning
eruptions
Objectives
- Demonstrate precautionary measures before,
during and after volcanic eruptions.
II. CONTENT Volcanic Eruption Precautionary Measures
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
from https://www2.wpro.who.int/internet/files/eha/tookit_health_clust
Learning er/Key%20Health%20Messages%20for%20Emergencies%20-
Resources %20Philippines%20(Draft).pdf
(LR) Portal
B. Other Learning
Resources
IV.PROCEDURE A B
ENGAGE Ask the question:
 Your house is located near the 8km danger zone
of Mt. Mayon. The PHIVOLS Region V announces
that Mt. Mayon will sooner or later erupt. As an
individual, what are you going to do to be safe?
(As an individual, I will plan ahead of time, prepare
medicine kit, store foods and evacuate)
25
 Remind the learners about the norms / standards to be
followed in doing the activity.
 Present the scoring rubric to be used for group activity.
ACTIVITY
“ALAM NA DIS!”
Learning Target:
- At the end of the activity, I can demonstrate
precautionary measures before, during and after
volcanic eruptions.
Materials:(To be provided by the Teacher)
- Pictures showing the precautionary measures
before, during and after volcanic eruptions.
Procedure:
1. Study the given pictures (See attached Activity
sheet).
2. List the precautionary measures you have seen in
the pictures.
3. Demonstrate/ Act out the precautionary measures
that you have listed and perform it to the class.
4. Answer the following questions.
Guide Questions:
1. What would you do when you hear that a volcano
near your house is about to erupt?
(I will prepare myself and my family for
evacuation.)
2. What would you do during volcanic eruption?
(Answers may vary)
3. What would you do after a volcanic eruption?
(Wait for the authorized representative of Philippine
Institute of Volcanology and Seismology
(PHIVOLCS) advice as when to safely return back
to our house.)
4. Demonstrate by acting out the precautionary
measures you have listed and identify if it is
EXPLAIN - Presentation of group outputs.
- Group presentation will be rated using the scoring
rubric.
26
ELABORATE  Process learners answers in the activity.
 Show a video presentation regarding volcanic eruption
(Please refer on the link: https://youtu.be/dxhRDC1gtgg )
 Ask the question:
a. What are the precautionary measures to be
followed before, during and after volcanic
eruption?
b. What is the importance of having precautionary
measures in times of volcanic eruptions?
(The importance of precautionary measures is to
teach us on how to be prepared and being safe
during the calamity.)
EVALUATE The learners’ performance in demonstrating the
precautionary measures before, during, and after volcanic
eruption will serve as the evaluation tool to be rated using
scoring rubrics.
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation
____Yes _____No
C. Did the remedial
lessons work?
No. of learners who
have caught up with
the lesson
____Yes _____No
E. Which of my
presentation
teaching strategies
worked well? Why
did this work?
27
their tasks
wish to share with
other teachers?
28
APPENDIX A
SCORING RUBRIC

Performed the
activity and two of activity and three
activity by
Performance the given of the given
following all the
procedures were procedures were
given procedures.
not followed. not followed.

Work/Collaboration cooperated in the group did not group did not
activity. cooperate. cooperate.
With at least two
At least one (1)
All answers were (2) or more
Correctness of answer answer were
correct answers were
incorrect.
incorrect
The materials are
The materials are
organized, and The working area
organized but the
the working area is messy all
Workmanship working area is
is clean during throughout the
not clean after the
and after the activity.
activity.
activity.
29
APPENDIX B
ACTIVITY
“ALAM NA DIS!”
Learning Target:
- At the end of the activity, I can demonstrate precautionary measures
Materials:
- Picture showing the precautionary measures before, during and after
volcanic eruption
Procedure:
1. Study the given pictures (See attached Activity sheet).
2. List the precautionary measures you have seen in the pictures.
3. Demonstrate/ Act out the precautionary measures that you have listed
and perform it to the class.
Guide Questions:
1. What would you do when you hear that a volcano near your house is
about to erupt?
2. What would you do during volcanic eruption?
3. What would you do after a volcanic eruption?
4. Demonstrate by acting out the precautionary measures you have listed
and identify if it is before, during and after volcanic eruptions.
30
Quarter 4th
and Time and 4
I. OBJECTIVES
A. Content The learners demonstrate understanding of the effects of
Standard earthquake and volcanic eruptions.
B. Performance The learners should design emergency and preparedness
Standard plan and kit.
Enumerate what to do before, during and after earthquake,
C. Learning and volcanic eruptions
Objectives - Design an emergency preparedness plan and kit on
earthquake and volcanic eruptions
II. CONTENT EARTHQUAKE AND VOLCANIC ERUPTION
EMERGENCY PREPAREDNESS PLAN AND KIT
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
from https://www2.wpro.who.int/internet/files/eha/tookit_health_cl
Learning uster/Key%20Health%20Messages%20for%20Emergencie
Resources s%20-%20Philippines%20(Draft).pdf
(LR) Portal
B. Other Learning
Resources
IV.PROCEDURE A B
5. What are the precautionary measures to be
followed before, during and after an earthquake?
(Apply Duck, Cover and Hold during an earthquake)
6. What are the precautionary measures to be
followed before, during and after a volcanic
eruption?
( I will prepare myself and my family for evacuation)
7. What is the importance of having precautionary
measures before, during and after an earthquake
and volcanic eruption?
31
(The importance of making precautionary
measures for earthquake and volcanic eruption is to
give us guide in order to avoid injuries and
casualties)
Activity
“My Emergency Plan”
Learning Target:
- At the end of the activity, I can design an emergency
plan and kit on earthquake and volcanic eruptions.

 Activity sheets
 Manila paper
 Marking pens
 Paper Tape
 Emergency kit
Procedure:
1. Design an emergency plan for earthquake and
volcanic eruptions.
2. Answer the questions.
Guide Questions:
1. What makes you decide in making your plan?
(We made our plan as precautionary measures to be
followed in times of earthquakes and volcanic
eruptions).
2. Why do we need to follow the designed emergency
plan?
(We need to follow our designed emergency plan
because it will serve as our guide in order for us to
be safe whenever there are earthquakes and
volcanic eruptions.)
EXPLAIN  Presentation of group outputs.
 Group presentation will be rated using the scoring
rubric.(Please see Appendix B)
32
 Ask the question:
a. What is the importance of designing and preparing
emergency plan and kit?
(The importance of designing emergency plan will serve as
our guide in order for us to be safe whenever there are
earthquakes and volcanic eruptions while preparing an
emergency kit is essential for short term survival by
providing basic necessities found in the kit.)
EVALUATE The learners’ performance in designing an emergency
preparedness plan and kit on earthquake and volcanic
eruptions will serve as the evaluation tool to be rated using
scoring rubrics. (See attached scoring rubric – Appendix B)

VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation
____Yes _____No
C. Did the remedial
lessons work?
No. of learners who
have caught up with
the lesson
____Yes _____No
presentation
E. Which of my ____Game-based learning ___Pair work
teaching strategies ____Cooperative Learning ___Explicit Teaching
worked well? Why ____Group collaboration ___Differentiated instruction
did this work? ____Discovery Method ___Lecture Method
33
their tasks
wish to share with
other teachers?
34
APPENDIX A
ACTIVITY
“MY EMERGENCY PLAN”
Learning Target:
- At the end of the activity, I can design an emergency plan and kit on
earthquake and volcanic eruptions.
Materials:
 Activity sheets
 Manila paper
 Marking pens
 Paper Tape
 Emergency kit
Procedures:
1. Design an emergency plan for earthquake and volcanic eruptions.
Guide Questions:
1. What makes you decide in making your plan?
2. Why do we need to follow the designed emergency plan?
35
APPENDIX B
SCORING RUBRIC
Performed the
activity and
activity by activity and two
three of the
Performance following all the of the given
given
given procedures were
procedures were
procedures. not followed.
not followed.
With at least two
At least one (1)
answer were
answer were correct answers were
incorrect.
incorrect
The materials
The materials
are organized, The working
are organized
and the working area is messy all
area is clean throughout the
area is not clean
during and after activity.
after the activity.
the activity.
36
SUMMATIVE TEST
DIRECTION: Identify what is shown in the picture. Write A if the pictures
shows before an earthquake and volcanic eruptions and Write B if the the
pictures shows after an earthquake and volcanic eruptions.
1.
https://images.app.goo.gl/wUd7XTDC32xFQogA8
2.
https://images.app.goo.gl/8wECGG8jXk5YAUeq9
3.
37
https://images.app.goo.gl/c2jjXoXcK9nb5bZ5A
4.
https://images.app.goo.gl/BHGeM11oGuMYUHF68
5.
https://images.app.goo.gl/rc3tn8e37ocLypAv6
6.
38
https://images.app.goo.gl/3Dg9JGe587WTzP767
7.
https://images.app.goo.gl/2aksXiB8fCmgC1bV7
8.
https://images.app.goo.gl/qjyt5sbLFKzSA8Et9
39
9.
https://images.app.goo.gl/r2PXYRXva8rZRjGf7
10.
https://images.app.goo.gl/SURi21PmAB GSoZg28
40
School: Grade Level: 6
Teacher: Learning Area: Science
Time and Date: Week 3, Day 1 Quarter 4th
I.OBJECTIVES
A. Content The learners demonstrate understanding of weather
Standards patterns and seasons in the Philippines.
B. Performance The learners should be able to design an emergency and
Standards preparedness plan and kit.
C. Learning Describe the different seasons in the Philippines.
Competencies / (LC:S6ES-IVc-3)
Objectives - Infer the weather pattern in the Philippines using
weather data.
II.CONTENT WEATHER
III.LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook Into The Future: Science and Health 6 page 219
pages Science for Active Minds 6, pages 360-363
Bernadatte L. Andres
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other  https://www.youtube.com/watch?v=sUkMzQ_UMrQ
Learning  https://images.app.goo.gl/mCgPbDetzr5wMA3w8
Resources
 https://images.app.goo.gl/JHpgSnUpitxMk6zD7
 https://images.search.yahoo.com/yhs/search?p=ima
ges+of+different+kind+of+weather&fr=yhs-ddc-
ddc_bd&hspart=ddc&hsimp=yhs-
ddc_bd&imgurl=https%3A%2F%2Fcahfuture.files.w
ordpress.com%2F2013%2F09%2Ftypes-of-
weather.jpg#id=63&iurl=https%3A%2F%2Fecdn.tea
cherspayteachers.com%2Fthumbitem%2FTypes-of-
Weather-Poster-1345703447%2Foriginal-299586-
1.jpg&action=click
 https://www.accuweather.com/en/ph/masbate-
city/264557/october-
weather/264557?monyr=10/1/2019
 https://images.app.goo.gl/MBvCgsLPzy3WoMcs8
41
 https://www.silent-gardens.com/climate.php
IV.PROCEDURE A B
 Post the following pictures on the board.
ENGAGE
https://images.app.goo.gl/mCgPbDetzr5wMA3w8
A.
https://pubfiles.pagasa.dost.gov.ph/tamss/textfiles/sl.pdf
B.
https://images.app.goo.gl/JHpgSnUpitxMk6zD7
C.
Guide questions:
1. What can you infer about the picture A? B?
(Picture A weather situation or condition;
Picture B sample of weather forecast from
PAGASA)
2. Who is the person in picture C? What does he
do?
(Weather forecaster - the one who reports the
weather condition for the next three days; the
one who predicts after looking at the
information that is available )
Optional:
Play the song: How’s The Weather Today
https://www.youtube.com/watch?v=sUkMzQ_UMrQ
 Group the learners into five.
EXPLORE  Remind the learners about the norms / standards to
42
activity.
(Please see attached activity sheet)
Activity:
“What’s Our Weather?”
Learning Target:
 At the end of the activity, I can infer the weather
pattern in the Philippines using weather data.
Material: (To be provided by the Teacher)

 Activity Sheets
Procedures:
 Distribute activity sheets and data to each group.
 Using the data provided, each group will answer
the following questions:
1. What is weather?
(Weather is the state of the atmosphere surrounding
Earth at a certain area in a short amount of time; is the
condition of the sky that changes from time to time and
from day to day.)
2. Identify the weather of the following days:

Group 1: September 29 to October 5
Group 2: October 6 -12
Group 3: October 13-19
Group 5: October 27 to November 2
3. What authorized agency of the government monitors
the weather in our country?
(Weather in the Philippines is monitored and
managed by the Philippine Atmospheric,
Geophysical, and Astronomical Services
Administration (PAGASA)
4. What are the factors that affect the weather in the
Philippines?
(Temperature, Relative Humidity, Wind,
Precipitation, Clouds)
43
5. Record the type of weather conditions that prevailed
over your place for the last 6 months. (Answers may
vary depending on the location)
MONTH WEATHER
August
September
October
November
December
January
https://images.search.yahoo.com/yhs/search?p=images+of+different+kind+of+weather&fr=yhs-ddc-ddc_bd&hspart=ddc&hsimp=yhs-
ddc_bd&imgurl=https%3A%2F%2Fcahfuture.files.wordpress.com%2F2013%2F09%2Ftypes-of-
weather.jpg#id=63&iurl=https%3A%2F%2Fecdn.teacherspayteachers.com%2Fthumbitem%2FTypes-of-Weather-Poster-
1345703447%2Foriginal-299586-1.jpg&action=click
https://www.accuweather.com/en/ph/masbate-city/264557/october-
weather/264557?monyr=10/1/2019
- Presentation of group outputs.
EXPLAIN - Group presentation will be rated using the scoring
rubric.
(Please see scoring rubric)
44
 Process learners answers in the activity.
ELABORATE (Comprehensive explanation of the teacher.)
There are several factors of weather that can be
considered. They are the following:
1. Temperature – Earth’s surface is not heated equally
by the sun this results in unstable conditions. The
warmer air from areas that are heated from the
ground is lighter, whereas the cooler air coming from
less-heated areas is heavier.
In the Philippines, cooler days are usually felt in
January with temperatures averaging at 25.5° C
(77.9° F), and the warmest days are in May, with an
average of 28.3° C (82.9° F)
2. Relative Humidity – this refers to the amount of
moisture (water vapor) that the atmosphere can
hold.
3. Wind – air always moves as a result of temperature
differences. It moves from a high-pressure area to a
low-pressure area in an attempt to balance out the
differences in temperature.
4. Precipitation – is often a result of relative humidity. It
occurs when the atmosphere can no longer hold
moisture. In the Philippines, the most common form
of precipitation is rain.
5. Clouds – is a large collection of very tiny droplets of
water or ice crystals up in the atmosphere.
Weather patterns in the Philippines are dictated by the

prevailing winds – the Habagat (southwest monsoon),
which runs from May to October, and the Amihan
(northeast monsoon), which prevails from November to
early May.
Note: Use the picture below in discussing the weather
pattern in the Philippines.
https://images.app.goo.gl/MBvCgsLPzy3WoMcs8
45
EVALUATE A B
https://www.silent-gardens.com/climate.php
A. Based on the graph answer the following

questions:
1. Which month has the highest amount of rainfall?
(December)
2. Which month has the smallest amount of rainfall?
(April)
B. Choose the letter of the correct answer.
3. What are the factors that affect the weather in the
Philippines?
A. Habagat and Amihan (Southwest and Northeast
monsoons)
B. Sunny and Rainy
C. Stormy and Windy
D. Cloudy and Sunny
4. Which month is the coolest?
A. January
B. February
C. March
D. April
5. Which month is the warmest?

A. March
B. April
C. May
D. June
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
46
B. No. of learners
who require
additional
activities for
remediation
C. Did the ____Yes _____No
remedial lessons ____of learners who caught up the lesson of ______.
work? ____of learners who caught up the lesson of ______.
No. of learners ____of learners who caught up the lesson of ______.
who have caught ____of learners who caught up the lesson of ______.
up with the lesson
____Yes _____No
D. No. of learners
who continue to
require
remediation
presentation
E. Which of my
teaching
strategies worked
well? Why did this
work?
their tasks
47
APPENDIX A
ACTIVITY
“WHAT’S OUR WEATHER?”
Learning Target:
 At the end of the activity, I can infer the weather pattern in the
Philippines using weather data.
Procedure:
 Distribute activity sheets and data to each group.
 Using data provided, each group will answer the following questions.
1. What is weather?
2. Identify the weather of the following days:
Group 1: September 29 to October 5
Group 2: October 6 -12
Group 5: October 27 to November 2
3. What authorized agency of the government monitors the weather in
our country?
4. What are the factors that affect the weather in the Philippines?
5. Record the type of weather conditions that prevailed over your
place for the last 6 months.
MONTH WEATHER
August
September
October
November
December
January
https://images.search.yahoo.com/yhs/search?p=images+of+different+kind+of+weather&fr=yhs-ddc-ddc_bd&hspart=ddc&hsimp=yhs-
ddc_bd&imgurl=https%3A%2F%2Fcahfuture.files.wordpress.com%2F2013%2F09%2Ftypes-of-
weather.jpg#id=63&iurl=https%3A%2F%2Fecdn.teacherspayteachers.com%2Fthumbitem%2FTypes-of-Weather-Poster-1345703447%2Foriginal-299586-1.jpg&action=clic
48
Masbate weather forecast for September 29, 2019 to November 2, 2019
49
APPENDIX B
RUBRIC FOR ACTIVITY PRESENTATION
Category 5 4 3 2
Correctness of All answers At least four At least three At least two
answer were correct answers were answers were answers were
correct correct correct
Promptness Finished the Finished the Finished the Finished the
activity within activity within activity within activity after 5
the given 1-2 minutes 3-4 minutes minutes of the
time. after the given after the given given time.
time. time.
Presentation The activity The activity The activity The activity
was was presented was presented was presented
presented comprehensivel comprehensivel comprehensivel
comprehensi y, orderly and y, orderly and y, orderly and
vely, orderly does not does not exceed more
and does not exceed for 4 exceed for 5 than 6 minutes.
exceed for 3 minutes. minutes.
minutes.
Team All members One member of Two or three Four or more
Work/Collabor of the group the group did members of the members of the
ation cooperated not cooperate. group did not group did not
actively cooperate. cooperate.
during the
activity.
50
Time and Week 3, Day 2 Quarter 4th
Date:
I. OBJECTIVE
B. Performance The learners should be able to design an emergency
Standards and preparedness plan and kit.
Competencies / (LC:S6ES-IVc-3)
Objectives - Describe the seasons in the Philippines.
II. CONTENT WEATHER
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages  Science for better Health and Environment by
Efrain A. Abracia, page 217;
 Into the Future 6 pages 228-231;
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning  Let’s investigate Science: The Weather by Robin
Resources Kerrod
 What is Weather by John Syrocki
 https://www.youtube.com/watch?v=Iisj2kTZIFs
 Globe
IV. PROCEDURE A B
 Let the learners sing the four seasons song by
ENGAGE Jack Hartman
(https://www.youtube.com/watch?v=Iisj2kTZIFs)
Ask the following questions:

 What are the seasons mentioned in the song?
(Please see attached lyrics of the song if internet
access is not available.)
 Do we experience that four seasons in the

Philippines? Why?
(No, because the Philippines is a tropical country)
51
EXPLORE  Group the learners into four.
 Remind the learners about the norms / standards
to be followed in doing the activity.
activity.
Activity 1
“Where on Earth Am I?”
Learning Target:
- At the end of the activity, I can describe the
seasons in the Philippines
Materials: (To be provided by the Teacher)
- Globe
- Activity sheets
Procedure:
1. Using globe, locate the Philippines in terms of
latitude either north or south, longitude either
east or west
2. Identify the location of the Philippines in
degrees using the globe.
 How far is the Philippines from the
equator? From the poles? (The
Philippines lies between 50 and 200
north latitude and between 116 degrees
and 127-degree eastern Longitude.)
3. Knowing the country’s location, how can you
describe its season?
(The country’s location provides it with two
pronounced weather conditions during the
year. These are the dry and wet seasons.)
52
Activity 2
“Seasons”
Let the learners watch the video presentation about

the seasons in the Philippines
https://www.youtube.com/watch?v=mQq5xYXb2d0
Guide questions:
 What are the seasons in the Philippines?
Describe each season.
( Answer: Dry and wet seasons;
Dry season – little rainfall, wet season – heavy
rainfall)
 Why do we have only two seasons? (Because the
Philippines is located near the equator)

rubric.
EXPLAIN (See attached scoring rubric)
 Process learners answers in the activity.

ELABORATE Ask the questions:
 How will you know the exact location of a place
in the globe?
(The exact location of a place can be
determined by its latitude and longitude.)
 How will you describe the two seasons in the
Philippines?
(Dry season – little rainfall, wet season –
heavy rainfall)
(Comprehensive explanation of the teacher.)
 Latitude - is the distance measured in degrees
from equator to the North or South pole.
 Longitude – the distance expressed in
degrees east or west of prime meridians.
 Equator - is an imaginary line dividing the
Earth into halves; the northern and southern
hemisphere.
 Season – a period of the year characterized
by or associated with a particular activity or
phenomenon.
 Northern Hemisphere-places found above the
equator
 Southern Hemisphere-places located below
the equator
 The equator, being the starting line of latitude,
is said to be zero degree (O°). As a particular
place is located farther away from the equator,
its distance is measured in degrees.
53
 The Philippines lies between 50 and 200 north
latitude and between 116 degrees and 127-
degree eastern Longitude. You will see that it
lies within the low latitudes. It is surrounded by
two big bodies of water, the Pacific Ocean in
the east and the South China Sea in the west.
This location gives our country a warm and
moist tropical climate.
EVALUATE Write your answers to the Multiple Choice:
following questions: Choose the letter of
the correct answer.
1. What are the two kinds of
seasons in the 1. Which of the
Philippines? following are the
2. Describe the two weather seasons in the
season. Philippines?
3. Why does the Philippines a. Wet and dry
have only two seasons? b. Wet and spring
4. As a learner, which of the c. Dry and fall
two seasons do you like d. Wet and winter
best? Why?
2. Why does the
Answers: Philippines have
1. Wet and dry seasons. only two seasons?
2. Wet - rainy seasons. a. because it is
Dry - warm seasons. located in the
3. The Philippines has temperate zone.
only two seasons b. because it is
because it is located located near the
near the equator. equator.
4. Answers may vary c. because it has
many mountains
d. because it is
surrounded by seas
3. Which of following
describes wet
season?
a. It brings hot
summer months.
b. It causes a lot of
rainfall.
c. It causes the
winds from the poles
to move towards the
equator.
d. It brings sunny
days.
54
4.Which statement
describe dry
season?
a. It brings rainy
seasons.
b. It brings hot
days.
c. It brings storms
d. Cloudy
atmosphere
5. Philippines
receive direct rays
of the sun, what will
happen?
a. the occurrence of
four seasons
b. high pressure
c. low temperature
d. hot weather
throughout the
year.
Answers:
1. A
2. B
3. A
4. B
5. D
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
____Yes _____No
C. Did the remedial lessons ____of learners who caught up the lesson of ______.
No. of learners who have ____of learners who caught up the lesson of ______.
caught up with the lesson ____of learners who caught up the lesson of ______.
55
____Yes _____No
D. No. of learners who ____of learners who caught up the lesson of ______.
continue to require ____of learners who caught up the lesson of ______.
remediation ____of learners who caught up the lesson of ______.
presentation
____Group collaboration ___Differentiated
instruction
E. Which of my teaching ____Discovery Method ___Lecture Method
strategies worked well? ____Manipulative tools ___Demonstration
Why did this work? ____Models ___Interactive lecture demonstration
____Group member’s collaboration/cooperation in
doing their tasks
56
APPENDIX A
ACTIVITY 1
“WHERE ON EARTH AM I?”
Learning Target:
- At the end of the activity, I can describe the seasons in the Philippines
Materials:
- Globe
- Activity sheets
Procedures:
1. Using globe, locate the Philippines in terms of latitude either north or
south, longitude either east or west
2. Identify the location of the Philippines in degrees using the globe.
 How far is the Philippines from the equator? From the poles?
3. Knowing the country’s location, how can you describe its season?
57
ACTIVITY 2
“SEASONS”
Learning Target:
 At the end of the activity, I can describe the seasons in the
Philippines
Materials:
Let the learners watch the video presentation about the seasons in the
Philippines
https://www.youtube.com/watch?v=mQq5xYXb2d0
Guide questions:
 What are the seasons in the Philippines? Describe each season.
 Why do we have only two seasons?
58
APPENDIX B
Category 3 2 1
Correctness All answers At least two At least one
of answer were answers were answer was
correct correct correct
Promptness Finished Finished the Finished the
the activity activity within activity within
within the 1-2 minutes 3-4 minutes
given time. after the given after the given
time. time.
Presentation The activity The activity The activity
was was was
presented presented presented
comprehen comprehensiv comprehensiv
sively, ely, orderly ely, orderly
orderly and and does not and does not
does not exceed for 4 exceed for 5
exceed for minutes. minutes.
3 minutes.
Team All One member Two or three
Work/Collabo members of of the group members of
ration the group did not the group did
cooperated cooperate. not cooperate.
actively
during the
activity.
59
APPENDIX C
FOUR SEASONS
Jack Hartman
60
I. OBJECTIVE
B. Performanc The learners should be able to design an emergency
e Standards and preparedness plan and kit.
Competenci (LC: S6ES-IVc-3)
es / - Determine the occurrence of dry season in the
Objectives Philippines using a graph.
II. CONTENT WEATHER
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s
Materials
pages
3. Textbook Science for Active Minds 6 by Bernadette L. Andres
pages pages 364;
Into The Future: Science and Health pages 231
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other  Let’s investigate Science: The Weather by Robin
Learning Kerrod
Resourc  What is Weather by John Syrocki
es  https://www.youtube.com/watch?v=yi3ToVYfpnc
IV.PROCEDURE A B
GAME
ENGAGE Fact or Bluff
Direction: If the statement states a fact, put your hands
in your head, if it is a bluff put your hands on your
waist.
1. There are four seasons in the Philippines. Fact or
Bluff?
2. Our country experiences seasonal winds called
climatic condition. Fact or Bluff?
61
3. Monsoon means the wind that changes in its
direction with a change of season, particularly in
Asia. Fact or Bluff?
4. Southwest monsoon brings much rain throughout
the country. It absorbs much moisture from the
surrounding bodies of water such as the Pacific
Ocean before it reaches the country. Fact or Bluff?
5. The country’s location provides it with two
pronounced weather conditions during the year.
Fact or Bluff?
6. There is very little rainfall during dry seasons. Fact
or Bluff?
 Group the learners into - Group the learners
EXPLORE four. into four.
 Remind the learners - Remind the
about the norms / learners about the
standards to be norms / standards
followed in doing the to be followed in
activity. doing the activity.
- Read and - Read and
understand the understand the
instructions properly. instructions
- Cooperate with your properly.
group. - Cooperate with
- Do not disturb the your group.
other groups - Do not disturb the
- Maintain cleanliness other groups
in your workplace. - Maintain
- Seek the guidance cleanliness in your
of the teacher if workplace.
needed. - Seek the guidance
- Minimize your noise of the teacher if
- Submit your output needed.
on time. - Minimize your
 Present the scoring noise
rubric to be used for - Submit your output
group activity. on time.
(Please see attached - Present the
scoring rubric) scoring rubric to be
 Distribute the activity used for group
sheet and the graph to activity.
each group. (Please see attached
activity sheet) - Distribute the
activity sheet and
the graph to each
group.
(Please see attached
activity sheet)
62
ACTIVITY ACTIVITY
“KULAYAN NATIN “KULAYAN NATIN
ANG MUNDO” ANG MUNDO”
Learning target: Learning target:
 At the end of the - At the end of the
activity, I can activity, I can
determine the determine the
occurrence of dry occurrence of dry
season in the season in the
Philippines using a Philippines using a
graph. graph.
Materials: (To be provided Material: (To be provided

by the Teacher) by the Teacher)
- Activity sheets - Activity sheets
- Crayons
Procedure:
Procedure:
1. Using graph and strips
1. Using the graph label of papers with the
the months that belong following words: dry,
to its corresponding rainy, cool, hot and
season. cool dry, paste on the
2. Use the assigned chart the
colors in plotting your corresponding season
answer. for each group of
months.
A. Rainfall –
Dry (brown) and
Rainy (green)
B. Temperature –
cool (blue) and hot
(orange)
C. Season – 2. What are your bases

Cool Dry (yellow), to come up with your
Dry (brown), Rainy answer?
(green)
63
Guide Questions:
1. What did you
observe from the
graph? (It shows the
dry season)
2. Based on the graph,
how many seasons
do we have in the
Philippines? (Two)
3. What are these
seasons? (Dry and
Rainy)
4. Using the rainfall
and temperature as
bases, in what
particular months
the Philippines has
dry season?
(Rainfall-
December to May;
temperature- March
to November)
rubric.
 Check the output of the learners using the graph
below.
ELABORATE
Month D J F M A M J J A S O N
e a e a p a u u u e c o
c n b r r y n l g p t v
Rainfall Dry Rainy
Temper Cool Hot
ature
Season Cool Dry Dry Rainy
Process the guide questions:

1. Based on the graph, how many seasons the
Philippines has? (Answer: two)
What are these seasons? (answer: Dry and
Rainy)
2. Using the rainfall and temperature as bases, in

what particular months the Philippines has dry
season?
(Answer: rainfall- December to May;
temperature- March to November)
64
(Comprehensive Explanation of the Teacher)
 Dry season occurs in the months of December
to May
 The dry season may be subdivided further into:
(a) the cool dry season, from December to
February, and
(b) the hot dry season, from March to May
3. During dry season, there is a very little rainfall.
The sun always shines during this season,
bringing much heat. Flowers bloom and fiestas
in the country are celebrated.
Optional:
Video presentation: Dry seasons in the
Philippines
https://www.youtube.com/watch?v=yi3ToVYfpnc
EVALUATE
1. Based on the data, make a bar graph.

2. In what particular months does Masbate
experience dry season?
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation
____Yes _____No
C. Did the remedial
lessons work?
No. of learners who
have caught up
with the lesson
65
____Yes _____No
presentation
instruction
E. Which of my
teaching strategies
worked well? Why
did this work?
doing their tasks
66
APPENDIX A
ACTIVITY 1
“KULAYAN NATIN ANG MUNDO”
Learning target:
 At the end of the activity, I can determine the occurrence of dry
season in the Philippines using a graph.
Materials:
- Activity sheets
- Crayons
Procedures:
1. Using the graph label the months that belong to its corresponding
season.
2. Use the assigned colors in plotting your answer.
A. Rainfall –
Dry (brown) and Rainy (green)
B. Temperature –
cool (blue) and hot (orange)
C. Season –
Cool Dry (yellow), Dry (brown), Rainy (green)
Guide Questions:
1. What did you observe from the graph?
2. Based on the graph, how many seasons do we have in the
Philippines?
3. What are these seasons?
4. Using the rainfall and temperature as bases, in what particular months
the Philippines has dry season?
67
ACTIVITY 1B
“KULAYAN NATIN ANG MUNDO”
Learning target:
 At the end of the activity, I can determine the occurrence of dry
season in the Philippines using a graph.
Materials:
- Activity sheets
Procedures:
 Using graph and strips of papers with the following words: dry,
rainy, cool, hot and cool dry, paste on the chart the corresponding
season for each group of months.
Guide Question:
1. What are your bases to come up with your answer?
68
Date:
I. OBJECTIVE
A. Content The learners demonstrate understanding of weather patterns
Standards and seasons in the Philippines.
Competencies (LC: S6ES-IVc-3)
/ Objectives - Determine the occurrence of wet season in the
Philippines using a graph.
II. CONTENT WEATHER
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook Science for Active Minds 6 by Bernadette L. Andres pages
pages 364; Into The Future: Science and Health pages 231
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other www.weather-and-climate.com
Learning https://images.app.goo.gl/9rH5YGQuNtMh2tCr6
Resources
IV. A B
PROCEDURE
ENGAGE Ask the learners:
- When do cool dry season and hot dry season in the
Philippines occur?
Answers:
(a) the cool dry season, from December to
February, and
(b) the hot dry season, from March to May.
EXPLORE  Group the learners into  Group the learners into
five. five.
 Remind the learners  Remind the learners about
about the norms / the norms / standards to
standards to be followed be followed in doing the
in doing the activity. activity.
69
- Read and understand - Read and understand
the instructions the instructions
properly. properly.
- Cooperate with your - Cooperate with your
group. group.
- Do not disturb the - Do not disturb the other
other groups groups
- Maintain cleanliness - Maintain cleanliness in
in your workplace. your workplace.
- Seek the guidance of - Seek the guidance of
the teacher if needed. the teacher if needed.
- Minimize your noise - Minimize your noise
- Submit your output on - Submit your output on
time. time.
 Present the scoring  Present the scoring rubric
rubric to be used for to be used for group
group activity. activity.
(Please see attached (Please see attached
scoring rubric) scoring rubric)
 Distribute the activity  Distribute the activity sheet
sheet to each group. to each group.
(Please see activity (Please see activity sheet)
sheet)
Activity Activity
“Falling Rain” “Falling Rain ”
Learning Target: Learning Target:

At the end of the activity, I At the end of the activity, I can
can determine the determine the occurrence of
occurrence of wet season in wet season in the Philippines
the Philippines using a using a graph.
graph.
Material: (To be provided by
the Teacher)
- Activity Sheet
Material: (To be provided Procedure:
by the Teacher) 1. Based on the graph,
- Activity Sheet identify the months the
Procedure: Philippine have rainy
1. Based on the season.
following data, make
a bar graph.
Rainy
Months Days
January 6
February 4
March 4
70
April 5 https://images.app.goo.gl/9
May 10 rH5YGQuNtMh2tCr6
June 16 2. Answer the following
July 22 guide questions:
August 22  What months are rainy
Septemb seasons in the
er 20 Philippines?
October 18  What do you think are the
Novembe activities suited during this
r 17 weather?
Decembe  What precautionary
r 7 measures should be done
during this time of the
year?
2. Answer the following

guide questions:
 What months are
rainy seasons in the
Philippines? (June to
November)
 What are the
activities suited
during this weather?
(Answers may vary)
 What precautionary
measures should be
done during this
season of the year?
(Always be aware of rainy
days, typhoon or any
weather disturbance)
rubric.(See attached scoring rubrics.)
Let the learners take a look at the graph.
ELABORATE
71
Month
D J F M A M J J A S O N
Rainfall Dry Rainy
Tempe Cool Hot
rature
Seaso Cool Dry Rainy
n Dry
When are the rainy seasons in the Philippines?
What happens to our country during wet seasons?
 Using temperature and season as bases, the rainy

season in the Philippines is from June to November.
Let the learners make a line graph using the data below.
Rainy
Months Days
January 6
February 4
March 4
April 5
May 10
June 16
July 22
August 22
September 20
October 18
November 17
December 7
 Video clip presentation about wet season

(optional)
 It is during the wet (rainy) season, when the country

experiences most of the storms. The storms with their
strong wind and much rain bring destruction to life and
property. There is flood that covers the land. It carries
soil, plants and properties depending on its flow.
Planting of rice is usually done during this time.
EVALUATE
 Make a line graph that illustrates the possibility of
occurrence of flood in the Philippines (learners will be
provided with activity sheet)
72
Month J F M A M J J A S O N D
s
Numb
er of
Rainy 5 3 2 4 7 1 2 2 2 1 1 7
Days 0 2 0 0 1 5
Possible answer:
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Mar
Nov
Dec
Jan
May
Feb
Sep
Jul
Apr
Jun
Aug
Oct
VI.
REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
remedial ____of learners who caught up the lesson of ______.
lessons work? ____of learners who caught up the lesson of ______.
who have ____of learners who caught up the lesson of ______.
caught up with
the lesson
D. No. of ____Yes _____No
learners who ____of learners who caught up the lesson of ______.
73
continue to ____of learners who caught up the lesson of ______.
require ____of learners who caught up the lesson of ______.
presentation
E. Which of my ____Group collaboration ___Differentiated instruction
teaching ____Discovery Method ___Lecture Method
strategies ____Manipulative tools ___Demonstration
worked well? ____Models ___Interactive lecture demonstration
Why did this ____Inquiry-based approach Why?
work? ____Complete IMs ___Availability of materials
their tasks
74
APPENDIX A
ACTIVITY
“FALLING RAIN”
Learning Target:
- At the end of the activity, I can determine the occurrence of wet season
in the Philippines using a graph.
Material:
- Activity Sheet
Procedure:
1. Based on the following data, make a bar graph.
Months Rainy Days
January 6
February 4
March 4
April 5
May 10
June 16
July 22
August 22
September 20
October 18
November 17
December 7
Guide questions:
1. What months are rainy seasons in the Philippines?
2. What are the activities suited during this weather?
3. What precautionary measures should be done during this season of
the year?
75
ACTIVITY
“FALLING RAIN”
Learning Target:
- At the end of the activity, I can determine the occurrence of wet season
in the Philippines using a graph.
Material:
- Activity Sheet
Procedure:
1. Based on the graph, identify the months the Philippine have rainy
season.
Guide Questions:
1. What months are rainy seasons in the Philippines?
2. What do you think are the activities suited during this weather?
3. What precautionary measures should be done during this time of the
year?
76
APPENDIX B
Category 3 2 1
Correctness of All answers At least two At least one
answer were correct answers were answer was
correct correct
Promptness Finished the Finished the Finished the
activity within activity within 1- activity within 3-
the given 2 minutes after 4 minutes after
time. the given time. the given time.
Presentation The activity The activity was The activity was
was presented presented
presented comprehensivel comprehensivel
comprehensi y, orderly and y, orderly and
vely, orderly does not does not
and does not exceed for 4 exceed for 5
exceed for 3 minutes. minutes.
minutes.
Team All members One member of Two or three
Work/Collaborat of the group the group did members of the
ion cooperated not cooperate. group did not
actively cooperate.
during the
activity.
77
I.OBJECTIVES
Competencies (LC:S6ES-IVc-3)
/ Objectives - Explain the importance of knowing the weather
patterns and seasons in the Philippines.
II.CONTENT WEATHER
III.LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s
Materials
pages
3. Textbook Workbook on Science 6, page 121(Ms. Lourdes Telmo,
pages Ms. Rhodora Ramos) 2008:Produced by 57-75 in
partnership with the Ateneo Center for Educational
(Lanao del Norte), Iloilo City (Iloilo),Pampanga, San Isidro
(Nueva Ecija), Pagbilao (Quezon) and Sual (Pangasinan)
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
IV.PROCEDURE A B
Direction:
- Identify the pictures that illustrates the two
ENGAGE seasons in the Philippines.
78
Answers:
1. Dry
2. Wet
3. Wet
4. Dry
5. Dry
 Group the learners into  Group the learners into
EXPLORE three. three.
 Remind the learners  Remind the learners
about the norms / about the norms /
standards to be followed standards to be followed
in doing the activity. in doing the activity.
instructions properly. instructions properly.
group. group.
- Do not disturb the - Do not disturb the
other groups other groups
- Maintain cleanliness - Maintain cleanliness
in your workplace. in your workplace.
- Seek the guidance - Seek the guidance of
of the teacher if the teacher if
needed. needed.
- Submit your output - Submit your output
on time. on time.
 Present the scoring  Present the scoring
rubric to be used for rubric to be used for
group activity. group activity.
scoring rubric) scoring rubric)
 Distribute the activity  Distribute the activity
sheet to each group. sheet to each group.
activity sheet) activity sheet)
79
Activity Activity
“Now I Know!” “Now I Know!”
Learning Target: Learning Target:

 At the end of the  At the end of the
activity, I can activity, I can explain
explain the the importance of
importance of knowing the weather
knowing the weather patterns and
patterns and seasons in the
seasons in the Philippines.
Philippines.
Material:
Procedure: Activity Sheet
1. List the importance
of knowing the
weather patterns Procedures:
and seasons in the 1. Study the pictures.
Philippines.
2. Present your
answers thru:
Group 1: Song
Group 2: Pantomime
Group 3: “Hugot Lines”
Group 4: Poem
Scoring Rubric will be

provided.
 https://images.search.y
ahoo.com/yhs/search?
p=images+of+fruits+gro
w+in+different+season
&fr=yhs-ddc-
ddc_bd&hspart=ddc&h
80
simp=yhs-
ddc_bd&imgurl=http%3
A%2F%2Fwww.nkfu.co
m%2Fwp-
content%2Fuploads%2
F2010%2F10%2Fresim
li-ingilizce-meyveler-
2.png#id=1&iurl=http%
3A%2F%2Fwww.nkfu.c
om%2Fwp-
content%2Fuploads%2
F2010%2F10%2Fresim
li-ingilizce-meyveler-
2.png&action=click
https://images.search.yaho
o.com/yhs/search?p=image
s+of+kids+keeping+out+of+
danger&fr=yhs-ddc-
ddc_bd&hspart=ddc&hsimp
=yhs-
ddc_bd&imgurl=https%3A
%2F%2Fwww.lovepeacean
dtinyfeet.com%2Fwp-
content%2Fuploads%2F20
15%2F08%2FMTLkBe4jc.jp
eg#id=35&iurl=http%3A%2
F%2Fstockarch.com%2Ffil
es%2F11%2F03%2Fkeep_
out_sign.jpg&action=click
https://images.search.yaho
o.com/yhs/search?p=image
s+of+farmers+planting&fr=y
hs-ddc-
ddc_bd&hspart=ddc&hsimp
=yhs-
ddc_bd&imgurl=http%3A%
2F%2Fmedia.philstar.com
%2Fimages%2Fthe-
philippine-
star%2Fbusiness%2Fagric
ulture%2F20140601%2Ffar
mer-planting-rice-
1.jpg#id=12&iurl=http%3A
%2F%2Fmedia.philstar.co
m%2Fimages%2Fthe-
philippine-
star%2Fbusiness%2Fagric
ulture%2F20140601%2Ffar
mer-planting-rice-
1.jpg&action=click
81
2. Answer the guide
question.
 Based on the pictures,
what are the
importance of knowing
the weather pattern
and seasons in the
Philippines?
3. Present your answers
thru:
Group 1: Song
Group 2: Pantomime
Group 4: Poem

rubric. (See attached scoring rubric)
The teacher will elaborate the importance of knowing
ELABORATE the weather pattern and seasons in the Philippines.
(Background Information for the Teacher)

1. Learning about the seasons helps understand the
passage of time and changes the type of food that
is available.
2. Knowing weather patterns are important for
planning our day-to-day activities.
3. Farmers need information to help them plan for the
planting and harvesting of their crops.
4. It gives information to the kind of animal which
grow well in a specific time.
5. It helps us to make more informed daily decisions
and may even help keep us out of danger.
 Video presentation about the importance of
weather pattern and seasons. (Optional)
EVALUATE Direction: Using the following situations, answer the given
questions.
1. The clouds are thin. People are forming
themselves under the scorching sun. What
activities will they do?
2. There is lightning while the clouds are dark and
rain starts pouring on. What will you do?

VI. REFLECTION
82
VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
up with the lesson
____Yes _____No
D. No. of learners
who continue to
require
remediation
presentation
E. Which of my
teaching
strategies worked
well? Why did this
work?
their tasks
83
APPENDIX A
ACTIVITY
“NOW I KNOW!”
Learning Target:
 At the end of the activity, I can explain the importance of knowing the
weather patterns and seasons in the Philippines.
Procedure:
1. List the importance of knowing the weather patterns and seasons in the
Philippines.
2. Present your answers thru:
Group 1: Song
Group 2: Pantomime
Group 3: “Hugot”
Group 4: Poem
84
ACTIVITY
“NOW I KNOW!”
Learning Target:
 At the end of the activity, I can explain the importance of knowing the
weather patterns and seasons in the Philippines.
Material:
- Activity Sheet
Procedure:
1. Study the pictures.
2. Answer the guide question.

 Based on the pictures, what are the importance of knowing the weather
pattern and seasons in the Philippines.
3. Present your answers thru:
Group 1: Song
Group 2: Pantomime
Group 4: Poem
85
APPENDIX B
SCORING RUBRIC
Category 3 2 1
Content All the Some of the Little concept
concepts concepts presented during
presented presented during the portrayal are
during the the portrayal are relevant to the
portrayal are relevant to the topic
relevant to the topic
topic.
Promptness Finished the Finished the Finished the
activity within activity within 1-2 activity within 3-4
the given minutes after the minutes after the
time. given time. given time.
Team All members One member of Two or three
Work/Collaborati of the group the group did not members of the
on cooperated cooperate. group did not
actively during cooperate.
the activity.
86
School Grade level 6
Teacher Learning Area SCIENCE
Time & Date Week 4, Day 1 Quarter 4th
I. OBJECTIVES
C. Learning Discuss appropriate activities for specific seasons of
Competencie the Philippines
s (LC: S6ES-IVd-4)
/Objectives  Discuss activities appropriate for the dry season
II. CONTENT WEATHER PATTERNS IN THE PHILIPPINES

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s
Material
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
Portal
B. Other https://unsplash.com/photos/HxxmKwvUbgl
Learning
Resources
IV. PROCEDURE A B
ENGAGE  Show the picture and ask the following questions:
87
https://unsplash.com/photos/HxxmKwvUbgl
Open-source photo by redcharlie on Unsplash.com
1. What did you observe from the picture?
(answers may vary)
2. Explain your observation.
(answers may vary)
3. What season is shown in the picture?
(Dry season)
4. At what months of the year does this type of season
happen in the Philippines?
(November to May)
EXPLORE Group the learners into Group the learners into
five. five.
Remind the learners Remind the learners about

about the norms/ the norms/ standards to
standards to be followed be followed in doing the
in doing the activity: activity:
- Read and - Read and understand
understand the the instructions
instructions properly. properly.
group. group.
- Maintain cleanliness - Maintain cleanliness
in your workplace. in your workplace.
- Seek the guidance - Seek the guidance of
of the teacher if the teacher if
needed. needed.
- Submit your output - Submit your output
on time. on time.
Let the learners do the Present the scoring rubric
following: to be used for group
- Think of possible activity.
activities which are (Please see attached
scoring rubrics)
88
appropriate for dry
season. Distribute the activity
- Choose one activity sheet to each group.
appropriate for dry (Please see attached
season. activity sheet)
- Act out the chosen
activity through role ACTIVITY
playing. “DRY ME”
Present the scoring Learning Target: At the

rubrics to be used in end of the activity, I can
rating the group’s discuss activities
performance. appropriate for the dry
(Please see attached season.
scoring rubrics)
Materials: (To be
provided by the
Teacher)
 One-half (½) Manila

paper
 Marker
 Adhesive tape
Procedure:
1. Discuss with your
groupmates on the
appropriate activities for
dry season and think of
reasons why these
activities are
appropriate for the said
season.
2. List down five (5)
activities appropriate for
dry season and
organize your ideas in
tabular format. Be
guided by the sample
below:
89
Activities Reasons
appropriat why these
e for Dry activities
season are
appropriat
e for Dry
season
EXPLAIN Presentation of group outputs will be rated using the

scoring rubric.
(Please see attached scoring rubrics)
ELABORATE Process the activity by asking the learners the
following questions:
1. What activities are appropriate for dry season?
(answers may vary)
2. Why do you think these activities are
appropriate for dry season?
(answers may vary)
3. Aside from the presented activities, can you
think of other activities which are appropriate for
dry season? Why do you say so?
(answers may vary)
EVALUATE What are the activities appropriate for dry season?
Give 5 examples and discuss why these activities are
appropriate.
V. REMARKS ___Lesson carried. Move on to the next objective.
___Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
90
remedial
lessons ___of learners who caught up the lesson of____.
work? No. of ___of learners who caught up the lesson of____.
learners who ___of learners who caught up the lesson of____.
have caught ___of learners who caught up the lesson of____.
up with the
lesson
learners who
continue to ___of learners who caught up the lesson of____.
require ___of learners who caught up the lesson of____.
remediation ___of learners who caught up the lesson of____.
___of learners who caught up the lesson of____.
E. Which of my __Socratic questioning

teaching __use of visual presentation
strategies __Game-based learning
wok well? __Pair work
__Cooperative Learning
__Explicit Teaching
__Group collaboration
__Differentiated instruction
__Discovery Method
__Lecture Method
__Manipulative tools __Demonstration
__Models
__Interactive lecture demonstration
__Inquiry-based approach
__Complete IMs
__Availability of materials
__Student’s eagerness to learn
__Group member’s collaboration/ cooperation in doing
their tasks
__audio visual presentation of the lesson
F. What ___Bullying among students

difficulties did ___Students’ behavior/ attitude
I encounter ___Colorful IMs
which my ___Unavailable Technology
principal or ___Science/Computer/ Internet lab
supervisor ___additional clerical works
can help me
solve?
G. What ___contextualized/ localized and indigenized IMs
innovation or ___localized video
localized ___Recycling of plastics to be used as IMs
material/s did
I use/discover
which I wish
91
to share with
other
teachers?
92
APPENDIX A
ACTIVITY
“DRY ME”
Learning Target:
 At the end of the lesson, I can identify activities appropriate for Dry
Season
Materials:
 One-half (½) Cartolina
 Marker
 Adhesive tape
Procedure:
1. Discuss with your groupmates on the appropriate activities for dry season
and think of reasons why these activities are appropriate for the said
season.
2. List down five (5) activities appropriate for Dry season and organize your
ideas in tabular format. Write it on a ½ cartolina. Be guided by the sample
below:
Why these activities are appropriate

Activities appropriate for Dry season
for Dry season
93
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of weather
B. Performance The learner should design an emergency and
C. Learning Discuss appropriate activities for specific seasons in
Competencies/Obje the Philippines
ctives. Write the LC (LC: S6ES-IVd-4)
code for each  Discuss activities appropriate for the wet
competency. season
II. CONTENT WEATHER PATTERNS IN THE PHILIPPINES
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning https://www.lakwatsero.com/info/ten-things-to-do-
Resources this-rainy-season/
https://weatherph.org/indoor-activities-during-rainy-
season/
https://www.google.com/amp/s/wayph.com/top-10-
activities-in-the-philippnes-during-rainy-season/amp/
IV. PROCEDURE A B
 What are the two kinds of seasons in the
Philippines?
Wet and dry season
 Which months does each season occur?
94
Dry season happens during the months of
November to May while wet season
happens during the months of June to
October.
 What activities do you want to do today?
Answers may vary

 Remind the learners about the norms / standards
- Read and understand the instructions
properly.
activity.
 Post a question on the board “What do most
people do during wet season”?
 The teacher will facilitate the activity.
ACTIVITY
“It’s Raining”
Learning Target:
- At the end of the activity, I can enumerate
appropriate activities suited for wet season.
One pc. Manila paper
One marking pen
Scotch tape
Procedure:
 Each member of the group will talk among
themselves the productive activities they want
to do during wet season.
 Make a Semantic diagram about the
appropriate activities during wet season.
 Each group will write their answers on a
manila paper.
 Answer the guide questions.
95
Guide Questions:
1. Which among the activities that you have
listed is suitable in agriculture, recreation and
in tourism?
2. Based from your answers, which is the most
important and productive activities to do
during wet season?
3. As a student what is the most important
activity that you must do during wet season?
EXPLAIN  One representative from each group will
present their outputs, to be rated using the
scoring rubric. (Please see Appendix B)
ELABORATE  Process learners answers in the activity.
1. Based from your answers what are the most
appropriate and productive way to do during
wet season? Why?
Possible answer:
The most appropriate and productive way
to do during wet season is to plant rice
and other crops, because during this
season there is enough rain to make the
plants grow and survive.
2. The teacher must also point out other
possible activities such as:
White water rafting or kayaking, museum
hopping, surfing, indoor wall climbing,
chase waterfalls, swimming in hot springs,
wakeboarding, window shopping,
engaging in indoor sports activities, etc.
EVALUATE Give at least five (5) Put a smiley ( ) if the
activities appropriate to given activity is
do during wet season in appropriate to do during
the following areas: wet season and sad
 Agriculture face () if it is not.
 Recreation  Wearing a thin
 Tourism clothes.
 Using boots in
walking.
 Eating ice cream.
 Cooking hot
soup.
 Playing outdoor
games.
 Eating
watermelon or
other watery
fruits.
96
 Staying inside the
house.
 Visiting parks.
 Drying of palay.
 Wearing thick
clothes.
V. REMARKS _______Lesson carried. Move on to the next
objective.
_______Lesson not carried.
VI. REFLECTION
VII. OTHERS
H. No. of learners who
earned 80% on the
formative
assessment
I. No. of learners who
require additional
activities for
remediation
J. Did the remedial ____Yes _____No
lessons work? No. ____of learners who caught up the lesson of
of learners who ______.
have caught up with ____of learners who caught up the lesson of
the lesson ______.
____of learners who caught up the lesson of
______.
______.
K. No. of learners who ____Yes _____No
continue to require ____of learners who caught up the lesson of
remediation ______.
______.
______.
______.
L. Which of my
teaching strategies ____Socratic questioning ___use of visual
wok well? presentation
instruction
97
doing their
tasks
M. What difficulties did ___Bullying among students
I encounter which ___Students’ 98ehaviour/attitude
my principal or ___Colorful Ims
N. What innovation or ____contextualized/localized and indigenized Ims

localized material/s ____localized video
did I use/discover ____Recycling of plastics to be used as Ims
which I wish to
share with other
teachers?
98
APPENDIX A
ACTIVITY
“IT’S RAINING”
Learning Target:
At the end of the activity, I can enumerate appropriate activities suited for
wet season.
Materials:
One pc. Manila paper
One marking pen
Scotch tape
Procedure:
5. Each member of the group will talk amongst themselves the productive
activities they want to do during wet season.
6. Make a Semantic diagram about the appropriate activities during wet
season.
7. Each group will write their answers on a manila paper.
Guide Questions:
1. Which among the activities that you have listed is suitable in agriculture,
recreation and in tourism?
2. Based from your answers, which is the most important and productive
activities to do during wet season?
3. As a student what is the most important activity that you must do during
wet season?
99
APPENDIX B
SCORING RUBRIC
(EXPLORE)
EXCELLENT VERY SATISFACTORY NEEDS POOR SCORE
SATISFACTORY IMPROVEMENT
5 4 3 2 1
CONTENT Content is Content is Content is Content is Conte
accurate and accurate but 1 accurate but 2 accurate but 3 nt is
clear. idea is not ideas ideas not
present or clear. presented is presented is accura
not present or not clear. te and
clear. all
ideas
presen
ted is
not
clear.
PRESENT Presentation Presentation is Presentation is Presentation is No
ATION is logical and logical ad is logical ad is logical ad is output
is presented presented in a presented in a presented in a presen
in a creative creative way creative way creative way ted/fini
way and and there is 1 and there are and there are shed
there are no erasure. 2 erasures. 3 erasures. in
erasures. time.
TOTAL
100
Teacher: Learning Area: SCIENCE
Time and date: Week 4, Day 3 Quarter: 4th
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of weather
B. Performance The learners should be able to design a preparedness
Standard
plan and kit.
C. Learning The learners should be able to discuss appropriate
Competencies/ activities for specific seasons in the Philippines
Objectives (LC: S6ES-IVd-4)
- Describe appropriate activities for the specific seasons
through creative outputs.
- Jingle/Song
- Poster
II. CONTENT WEATHER PATTERNS AND SEASONS IN THE
PHILIPPINES
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning
Resource(LR) portal
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE Ask the question:
1. What are the two seasons in the Philippines?
Possible answer:
Wet and Dry Seasons.

101
ACTIVITY 1
“Sing Me A Song”
Groups 1 and 3
Learning Target:
- At the end of the activity, I can describe appropriate
activities for the specific seasons through jingle.

- Activity Sheets
- two pcs. Markers
- two pcs. One-half manila paper
Procedure:
1. Make a jingle about what people do at home during wet
and dry seasons.
2. Present your group output to the class.
ACTIVITY 2
“Paint Me Up”
Groups 2 and 4
Learning Target:
- At the end of the activity, I can describe appropriate
activities for the specific seasons through poster.
- two boxes of coloring materials
- two pcs. white cartolina
- Activity Sheets
- two pcs. Markers
- two pcs. Scissors
CAUTION:
 Be careful in using scissors.
Procedure:
1. Make a poster about what people do at home during
wet and dry seasons.
EXPLAIN - Presentation of group outputs, to be rated using
scoring rubric. (Please see attached scoring rubric)
102
ELABORATE Ask the following questions:
 Based on your outputs, what are you doing at home

during dry season?
- Answers may vary.
 Aside from the mentioned activities, what other
activities are done during dry season?
- Answers may vary.
 Based on your outputs what are you doing at home
during wet season?
- Answers may vary.
 Aside from the mentioned activities, what other
activities are done during wet season?
- Answers may vary.
 How will you keep the drainage clean during wet
season?
- Answers may vary.
EVALUATE The performance of each group on describing the
activities done during specific seasons will be rated using
the scoring rubric. (Please see attached rubric)
VI. REFLECTION
VII. OTHERS
A. No of learners who
earned 80% in the
evaluation
B. No of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No of
learners who have
caught up with the
lesson.
D. No. of learners who ____Yes _____No
continue to require ____of learners who caught up the lesson of ______.
103
E. Which of my ____Yes _____No
teaching strategies ____of learners who caught up the lesson of ______.
worked well? Why did ____of learners who caught up the lesson of ______.
these work? ____of learners who caught up the lesson of ______.
F. What difficulties did I

encounter which my ____Socratic questioning
principal or supervisor _ __use of visual presentation
can help me solve? ____Game-based learning
___Pair work
____Cooperative Learning
___ Explicit Teaching
___ Group collaboration
__ _Differentiated instruction
____Discovery Method
___Lecture Method
___Manipulative tools
___Demonstration
___Models
_ __Interactive lecture demonstration
____Complete IMs
___Availability of materials
their tasks
G. What innovation or ___Bullying among students
localized materials did I ___Students’ behavior/attitude
use/discover which I ___Colorful IMs
wish to share with other ___Unavailable Technology
teachers? ___Science/ Computer/internet lab
___contextualized/localized and indigenized IMs
___localized video
___Recycling of plastics to be used as IMs
104
APPENDIX A
SCORING RUBRIC FOR GROUP ACTIVITY (Jingle)

5 4 3 2 1
THEME Jingle stays Jingle stays Jingle has a Fine lyrics The learners
on topic. on topic. competent written with has difficulty
Clever lyrics Positive and lyrics on the some teacher and needs
appropriate topic. support. much support
to write lyrics..
MELODY Melody is Rhythm and Rhythm and Melody is fair, Melody requires
simple and melody range melody range but not much
very catchy. appropriate and appropriate “catchy”, improvement,
It’s original. appealing. but not Could be not appealing.
appealing / improved
catchy. rhythmically or
melodically.
GROUP Entire group All group Entire group All group Group does not
WORK involved in member involved in members are work well
composition ideas are composition involved in together, not
and always and composition everyone
performance valued. performance, and involved in
equally. but not all performance at composition
equally. times in every and/or
class performance.
Total
105
SCORING RUBRIC FOR GROUP ACTIVITY (Poster)
5 4 3 2 1
THEME / Drawn Drawn visuals Drawn visuals Drawn Drawn visuals
CONTENT visuals are are coherent are coherent visuals are are not
relevant to with 1 drawn with 2 drawn coherent with relevant to the
the topic and concept not concept not 3 drawn topic.
works relevant to the relevant to the concept not
together to topic. topic. relevant to
illustrate the the topic.
topic.
CREATIVITY The output The output The output The output The output
AND shows high shows shows a level shows a level shows a level
ORIGINALITY level of creativity. of creativity. of creativity. of creativity.
creativity. Uses line and Uses lines Uses line Uses color.
Uses line, color. Output beautifully. and color. Output is not
shading and is an original Output is an Output is not an original
color. Output artwork. original an original artwork.
is an original artwork. artwork.
artwork.
NEATNESS The output is The output is The output is The output is The output is
neat without neat but with 1 slightly slightly messy with
any erasures erasure or messy with 2 messy with 3 more than 3
or alteration. erasures or erasures or erasures or
alterations. alterations. alterations. alterations.
GROUP All members One member Two members Three More than 3
WORK participated of the group of the group members of members of the
in the group did not did not the group did group did not
work and participated in participated in not participated in
shared ideas making their making their participated in making their
in making output. output. making their output.
their output. output.
Total
106
APPENDIX B
ACTIVITY 1
“Sing Me A Song”
Groups 1 and 3
Learning Target:
- At the end of the activity, I can describe appropriate activities for the
specific seasons through jingle.

- Activity Sheets
- two pcs. Markers
- two pcs. One-half manila paper
Procedure:
1. Make a jingle about what people do at home during wet and dry
seasons.
107
ACTIVITY 2
“Paint Me Up”
Groups 2 and 4
Learning Target:
- At the end of the activity, I can describe appropriate activities for the
specific seasons through poster.

- two boxes of coloring materials
- two pcs. white cartolina
- Activity Sheets
- two pcs. Markers
- two pcs. Scissors
CAUTION:
 Be careful in using scissors.
Procedure:
1. Make a poster about what people do at home during wet and dry
seasons.
108
School Grade level 6
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of weather
C. Learning Discuss appropriate activities for specific seasons of
Competencies the Philippines
/Objectives (LC: S6ES-IVd-4)
 Draw a picture depicting how your family has
coped with the seasons of the community
they live in.
II. CONTENT WEATHER PATTERNS IN THE

PHILIPPINES
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
Portal
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE Ask the learners the following questions:
1. What are the two types of seasons in the
Philippines?
(Wet and Dry seasons)
2. What activities are appropriate for Dry season?
(Answers may vary)
3. What activities are appropriate for Wet season?
(Answers may vary)
EXPLORE  Group the learners - Group the learners
into five. into five.
 Remind the learners - Remind the
about the norms/ learners about the
standards to be norms/ standards
followed in doing the to be followed in
activity. doing the activity.
109
instructions instructions
properly. properly.
- Cooperate with - Cooperate with
your group. your group.
- Maintain - Maintain
cleanliness in cleanliness in your
your workplace. workplace.
- Seek the - Seek the guidance
guidance of the of the teacher if
teacher if needed. needed.
- Minimize your - Minimize your
noise noise
- Submit your - Submit your output
output on time. on time.
 Present the scoring
ACTIVITY rubric to be used for
“I-GUHIT MO” group activity.
(Please see attached
Learning Target: scoring rubrics)
- At the end of the  Distribute the activity
activity, I can draw a sheet to each group.
picture depicting how (Please see attached
my family has coped activity sheet)
with the seasons of
the community we ACTIVITY
live in. “I-GUHIT MO”
Materials: (To be Learning Target:

provided by the Teacher) - At the end of the
 One Long bond lesson, I can draw a
paper picture depicting how
 Pencil my family has coped
 Crayons with the seasons of
the community we live
Procedure: in.
1. Think of ways on how
your family cope with Materials: (To be
the seasons in the provided by the
community you live in. Teacher)
2. On a one long bond - One-half White
paper, draw a picture cartolina
showing how your - Pencil
family cope with the - Marker
seasons in the - Adhesive tape
community that you - Crayons
live in.
110
3. Use coloring materials Procedure:
for your drawing. 1. As a group, think of
ways on how your
families cope with the
seasons in the
community you live in.
2. On a one-half white
cartolina, draw a
picture showing how
your families cope with
the seasons in the
community that you
live in.
3. Use coloring materials
for your drawing. Only
one output for each
group.
EXPLAIN  Collect the learners’  Let one representative
output and from the from each group
outputs submitted by present to the class
the learners, their group output.
randomly select five
(5) outputs and let
the owner present
and share to the
class.
ELABORATE Process the activity by asking the learners the
following questions:
1. What are the effects brought about by Dry
season?
(Low amounts of rainfall, hotter temperature, etc.)
2. What are the effects brought about by Wet
season?
(High amounts of rainfall, colder temperature,
etc.)
3. How does your family cope up with the different
seasons?
(answers may vary)
EVALUATE  The learners’ output  The learners’ output
will be rated using the will be rated using the
scoring rubrics. scoring rubrics.
See attached scoring See attached scoring
rubrics. rubrics.
V. REMARKS ___Lesson carried. ___Lesson carried.
Move on to the next Move on to the next
objective. objective.
___Lesson not carried. ___Lesson not carried.
111
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
for remediation
C. Did the remedial ____Yes _____No
lessons work? No. of
learners who have ___of learners who caught up the lesson of____.
caught up with the ___of learners who caught up the lesson of____.
lesson ___of learners who caught up the lesson of____.
D. No. of learners ____Yes _____No
who continue to
require remediation ___of learners who caught up the lesson of____.
E. Which of my __Socratic questioning

teaching strategies __use of visual presentation
wok well? __Game-based learning
__Pair work
__Cooperative Learning
__Explicit Teaching
__Group collaboration
__Differentiated instruction
__Discovery Method
__Lecture Method
__Manipulative tools __Demonstration
__Models
__Interactive lecture demonstration
__Inquiry-based approach
__Complete IMs
__Availability of materials
__Student’s eagerness to learn
__Group member’s collaboration/ cooperation in
doing their tasks
__audio visual presentation of the lesson
112
E. What difficulties ___Bullying among students
did I encounter which ___Students’ behavior/ attitude
my principal or ___Colorful IMs
me solve? ___Science/Computer/ Internet lab
F. What innovation or ___contextualized/ localized and indigenized IMs
localized material/s ___localized video
did I use/discover ___Recycling of plastics to be used as IMs
which I wish to share
with other teachers?
113
APPENDIX A
ACTIVITY A
“ DRAW”
Learning Target:
At the end of the lesson, I can draw a picture depicting how my family has
coped with the seasons of the community we live in.
Materials:
 One long bond paper
 Pencil
 Crayons
Procedure:
1. Think of ways on how your family cope up with the seasons in the
community you live in.
2. On a one long bond paper, draw a picture showing how your family cope up
with the seasons in the community that you live in. Use coloring materials
for your drawing.
3. Be guided by the following scoring rubrics
Excellent Good Fair

Criteria Score
3 points 2 points 1 point
Content All the concepts Some of concepts Little or no
depicted in the depicted in the concepts depicted
drawing are very drawing are in the drawing are
relevant to the relevant to the relevant to the
topic. topic. topic.
Creativity The drawing The drawing The drawing
and shows high level shows some shows little or no
Originality of creativity. Uses evidence of evidence of
line, shading or creativity. Uses creativity. Does
color in a highly line, shading or not use line,
original manner. color in a slightly shading or color in
original manner. an original
manner.
Neatness The output is The output is The output is
neat without any slightly messy messy with many
erasures or with minimal erasures or
alterations erasures or alterations
alterations
Timeliness Submitted the Submitted the Submitted the
drawing on time. drawing five (5) drawing six (6)
minutes late. minutes late or
more.
Total score
114
ACTIVITY B
“ DRAW”
Learning Target:
At the end of the lesson, I can draw a picture depicting how my family has
coped with the seasons of the community we live in.
Materials:
 One-half White cartolina
 Pencil
 Marker
 Adhesive tape
 Crayons
Procedure:
1. As a group, think of ways on how your families cope up with the seasons in
the community you live in.
2. On a one-half white cartolina, draw a picture showing how your families
cope up with the seasons in the community that you live in.
3. Use coloring materials for your drawing. Only one output for each group.
4. Be guided by the following scoring rubrics.
Excellent Good Fair

Criteria Score
3 points 2 points 1 point
Content All the concepts Some of concepts Little or no concept
depicted in the drawing depicted in the drawing depicted in the
are very relevant to the are relevant to the topic. drawing are relevant
topic. to the topic.
Neatness The output is neat The output is slightly The output is messy
without any erasures or messy with minimal with many erasures
alterations erasures or alterations or alterations
Presentation Presented with well- Presented with Presented with little
developed explanations developed explanations or no understanding
showing full showing average of the process
understanding of the understanding of the involved
process involved process involved
Teamwork All members One (1) member of the Two (2) or more
participated in the group did not participate members did not
conduct of the activity. in the conduct of the participate in the
activity. conduct of the
activity.
Timeliness Submitted the output on Submitted the output Submitted the output
time. five (5) minutes late. six (6) minutes late or
more.
Total score
115
SUMMATIVE TEST
Domain: Earth and Space (Weather and Season)
WEEK 4, DAY 5
1. Which months in the Philippines are dictated by the prevailing winds called
the Habagat or southwest monsoon?
a. May to October b. November to May
c. June to October d. January to April
2. What authorized agency of the government monitors the weather in the
Philippines?
a. DOST b. PHILVOCS c. PAGASA d. DENR
3. Weather is the condition of the sky that changes from time to time and from
day to day. Below are the factors influenced the weather, EXCEPT?
a. Cloud formation and water evaporation
b. wind speed and direction
c. Rainfall or snowfall
d. Population density and Biomass
For item number 4, please refer to the graph below.
4. What weather pattern is being described from the months of January to June
in terms of temperature?
a. Cold season b. Wet season
c. Dry season d. Four season
5. Which of the following are the seasons in the Philippines?
a. Wet and dry b. Wet and spring
c. Dry and fall d. Wet and winter
6. Why does the Philippines have only two seasons?
a. It has only two seasons because it is a tropical country.
b. It has only two seasons because of its latitude.
c. It has only two seasons because it has many mountains.
d. It has only two seasons because it is surrounded by seas.
7. Which causes heavy rains from May to October?
a. Southwest monsoon b. Pacific Ocean
c. Northeast monsoon d. Climatic condition
8. How does Southwest monsoon affect the Philippine Climate?
a. It brings hot summer months.
116
b. It causes a lots of rainfall.
c. It causes the winds from the poles to move towards the equator.
d. It brings long rainy season.
9. What do you think will happen if our country direct receives rays from the
sun?
a. The occurrence of four seasons
b. High pressure
c. Low temperature
d. Warm weather throughout the year.
10. Which statement is NOT CORRECT about dry season?
a. During dry season, there is a very little rainfall.
b. The sun always shines during this season, bringing much heat.
c. Flowers bloom and fiestas in the country are celebrated.
d. Wet and moisturized soil.
11. Based on the data, we experienced dry season during December to
February but not as hot as March to May. What is the reason behind this
phenomenon?
a. December to February is wet season not dry season.
b. March to May is summer and December to February is not.
c. December to February is cool dry season while March to May is
hot dry season.
d. December to February is hot dry season while March to May is cool
dry season.
Rainfall Dry Rainy
Temper Cool Hot
ature
12. What does wet season mean?

a. hot season b. cool dry season
c. rainy season d. cold season
13. What happens to our country during wet season?
a. During wet season, there is a very little rainfall.
b. During wet season the sun always shines bringing much heat.
c. During wet season flowers bloom and fiestas in the country are
celebrated.
d. During wet season the country experiences most of the storms.
14. Below are the precautionary measures that should be done during rainy
season, EXCEPT?
a. Be aware of heat stroke.
b. Be aware of rainy days.
c. Be aware typhoon or any weather disturbances.
d. Be aware of floods.
15. Which statement differentiate season from climate?
117
a. Climate is a long-term weather patterns that an area experiences
while season is the division of the year mark by the changes in
weather, ecology, and the amount of daylight.
b. Season is a long-term weather patterns that an area experiences
while climate is the division of the year mark by the changes in weather,
ecology, and the amount of daylight.
c. Climate and season are a long-term weather patterns that an area
experiences.
d. Climate and season are division of the year mark by the changes in
weather, ecology, and the amount of daylight.
16. What is the importance of knowing weather patterns in agricultural sector?
a. Farmers need information to help them plan for the planting and
harvesting of their crops.
b. Farmers need information to help them know where grasses grow.
c. Farmers need information to help identify parasites that affects the
plants to grow.
d. Farmers need information to help provide water sources.
For number 17-18
Rainfall Dry Rainy
Temper Cool Hot
ature
17. Using the rainfall and temperature as bases, which particular months the
Philippines has total dry season?
a. December to May b. June to November
c. March to May d. March to August
18. Based from table above, in the Philippines, which month is the most suitable
time to plant and grow crops?
19. Which one is NOT a suitable activity during wet season?
a. Drying of palay b. Plowing of fields
c. Planting crops d. Beach surfing
20. Which of the following activities is NOT appropriate for dry season?
a. Diving b. Swimming
c. Island hopping d. Planting rice
21. During summer, Jairon’s family usually take their vacation in province. On
the province Jairon observed that the land for planting palay was left
unattended by most of farmers and they do other things rather than farming.
What do you think is the reason why most of the farmers do not plant palay
during summer?
a. The land is dry and palay could not grow.
b. The land is wet and palay might get drowned.
c. The land is dry and plowing is difficult.
d. The land is dry and full of worms.
118
22. In the recreational field, what is the appropriate and productive way to do
during wet season?
a. Beach volleyball
b. Sun bathing
c. Mountain climbing
d. Indoor sports activities
23. Which one is an indicator of dry season?
a. Rainy days
b. Wet lands
c. Hot temperature
d. All of the above
24. In which season does drying of clothes happen the fastest?
a. Dry season
b. Wet season
c. Fall season
d. Winter season
25. Which one is correct?
a. Jairon Our Today’s

b. Jacky climate for weather is
c. Both are correct today is hot.
d. Both are wrong hot.
JACKY JAIRON
119
Teacher Learning Areas Science
Time and Date Week 5,Day 1 Quarter 4th
I. OBJECTIVES
A. Content The learners demonstrate understanding of the earth’s
Standards rotation and revolution.
Standards prepared plan and kit.
C. Learning Demonstrate rotation and revolution of the earth using a
Competencies/ globe to explain day and night and the sequence of
Objectives seasons.
(LC: S6ES-IVe-f-5)
 Describe the rotation of the earth.
II. CONTENT ROTATION AND REVOLUTION
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning - The new Science Links 6 p.434
Resources - Science activities for Grade 6 no.83
- https://images.app.goo.gl/b4YxW4EwpUVmm1PCA
- https://images.app.goo.gl/XP6vVwJDHeEBbH3h8
IV. PROCEDURE
A B
120
ENGAGE Show the picture and let the learners answer the following
questions:
1. What does the picture show?

(The picture shows about day and night)
2. Why do we experience day and night?
(We experience day and night because of the
earth’s rotation)
 Group the learners into four.

EXPLORE  Remind the learners about the norms / standards to
 Read and understand the instructions
properly.
 Cooperate with your group.
 Do not disturb the other group.
 Maintain cleanliness in your workplace.
 Seek the guidance of the teacher if needed.
 Minimize your noise.
 Submit your output on time.
 Present the scoring rubric to be used for group
activity. (See attached activity sheet – Annex B)
 Distribute the materials and the activity sheets for the
activity
 Let each group perform the task for 10 minutes
ACTIVITY
“PINAIKOT MO AKO”
Learning Target:
- At the end of the activity, I can describe the
rotation of the Earth.
- Four globe
- Four flashlight
- Activity sheets
- Manila paper
- Marking pen
- Paper tape
121
Procedure:
1. Place the globe and the flashlight on the table.
2. Turn on the flashlight directly pointing to the
surface of the globe as shown in the set-up.
https://images.app.goo.gl/XP6vVwJDHeEBbH3h8
3. Observe which part is lighted and which part is not.
4. Turn the globe from left to right.
Guide Questions:
1. What does the lighted part represent?
(The lighted part represents day time)
2. What does the unlighted part represent?
(The unlighted part represents night time)
3. How does Earth move or rotate on its axis?
(The Earth move from left to right or in
counterclockwise direction)
4. How does rotation relate to day and night?
(The rotation of the Earth causes day and night.)
5. What is rotation?
(Earth’s rotation is the rotation of Planet Earth
around its own axis)
rubric.
 Process the output of each group.

 Ask the following questions:
ELABORATE 1. How does the Earth rotate on its own axis?
(The Earth rotates on its own axis from left to right
or counter clockwise direction)
2. How many hours is equivalent to one rotation?
(One rotation is equivalent to 24 hours)
3. What is the result of rotation?
(The result of the rotation is the occurrence of day
and night.)
4. What might happen if the earth does not rotate on
its own axis? (There will be no day and night if the
earth does not rotate on its own axis)
122
Fill in the blanks with Choose and write the letter of
EVALUATE the correct answer: the correct answer on your
answer sheet.
1. Rotation of Earth on 1. What is the result of the
its axis causes earth’s rotation on its own axis?
_____and______. a. day and night
Answer: day b. one year
and night c. one month
2. Earth rotates on its d. day only
axis in__ hours. 2. How long does it take for the
Answer:24 earth to rotate on its axis?
3. The Earth’s ______ a. 24 hours
is an b. 12 hours
imaginary line c. 6 hours
through the center of d. 42 hours
the Earth. 3. Which of the following
Answer: axis statements is NOT TRUE?
4.______ is the a. Earth completes one
movement of object rotation in 24 hours.
on its axis. b. Rotation of the earth
Answer: causes 12 hours of
Rotation daytime and 12 hours of
5. The Earth rotates on night time.
its own axis. c. Rotation of the earth
from____to ____or causes day and night.
_______direction d. Revolution of the Earth
Answer: left, right, causes differences in
counter clockwise length of daytime and
6. The 24 hours night time in different
rotation of the Earth places
is equivalent to ___ 4. What causes day and night?
day. a. the moon blocks the sun
Answer:1 b. orbit of earth
c. revolution of earth
d. rotation of earth
5. Which part of the earth is
experiencing daytime?
a. Side/part which is facing
the sun
b. Side/part which is away
from the sun
c. Middle part of the earth
d. North pole only
6. How does earth rotate on its

axis?
a. clockwise direction
b. counter clockwise
direction
123
c. right direction
d. from up to down direction
Answers:1.a 2.a 3.d 4.d 5.a 6.b
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored
below 80%
C. Did the remedial lessons work?

____Yes _____No
No. of learners who have caught up with the lesson.
D. No. of learners who continue to require remediation.
E. Which of my teaching strategies work well?
____socratic questioning
____use of visual presentation
____game-based learning
____Pair work
____cooperative Learning
____Explicit Teaching
____group collaboration
____Differentiated instruction
____Lecture Method
____Manipulative tools
____Demonstration
124
____Models
____interactive lecture demonstration
____inquiry-based approach Why?
____complete IMs
____Availability of materials
____student’s eagerness to learn
____group member’s collaboration/
cooperation in doing their tasks
___audio visual presentation of the
Lesson
F. What difficulties did I encounter which my principal or the supervisor can

help me solve?

___Students’ behavior/attitude
___Colorful IMs
___Unavailable Technology
___Science/ Computer/internet lab
G. What innovation or localized materials did I use/discover which I wish to

share with other teachers?
___contextualized/localized and
indigenized IMs
___localized video
___Recycling of plastics to be used as
IMs
125
APPENDIX A
ACTIVITY
“PINAIKOT MO AKO”
Learning Target:
- At the end of the activity, I can describe the rotation of the Earth.

- Four globe
- Four flashlight
- Activity sheets
- Manila paper
- Marking pen
- Paper tape
Procedure:
1. Place the globe and the flashlight on the table.
2. Turn on the flashlight directly pointing to the surface of the globe as
shown in the set-up.
3. Observe which part is lighted and which part is not.

4. Turn the globe from left to right.
Based on the activity:

1. What does the lighted part represent?
2. What does the unlighted part represent?
3. How does Earth move or rotate on its axis?
4. How does rotation relate to day and night?
5. What is rotation?
126
APPENDIX B
SCORING RUBRIC ON THE PRESENTATION OF THE ACTIVITY

Teamwork/
Score Correctness Clarity Delivery
Collaboration
Demonstrated All members of the
Presented the
confidence and group were actively
All questions answers in a
a sense of participating and
were correctly clear and
ownership in cooperating in doing
5 answered. organized
presenting the and presenting their
manner
output task
One to two
Lacks
Answers members of the
Minor errors in confidence or
presented group were not
the answers sense of
were either participating and
4 were ownership in
vague or cooperating in doing
observed. presenting the
disorganized or presenting their
output
task
Demonstrated
One to two
confidence and
Presentation members of the
Many errors in sense of
of answers group were not
the answers ownership in
were vague participating and
were presenting but is
3 and cooperating both in
observed. uncertain of the
disorganized doing and
results being
presenting their task
presented
Most of the
Presentation Lack confidence members of the
of answers and manifested group were not
All answers
2 could not be uncertainty in participating and
were incorrect
understood or the presentation cooperating both in
grasped of the output doing and
presenting their task
The learners
Only one or two
The learners were not able The learners
members of the
were not able to present the were not able to
group were
1 to answer any results of the communicate
observed doing the
item/question activity and the results of the
task and present the
in the activity the answers to activity
results
the questions
127
Time and Date Week 5,Day 2 Quarter 4th
I. OBJECTIVES
A. Content The learners demonstrate understanding of the
Standards earth’s rotation and revolution.
Standards and prepared plan and kit.
C. Learning Demonstrate rotation and revolution of the earth using
Competencies/ a globe to explain day and night and the sequence of
Objectives seasons
(LC: S6ES-IVe-f-5)
 Explain that the Earth rotates in
counterclockwise
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR)
portal
B. Other The new Science Links 6 p.434
Learning Science activities for Grade 6 no.83
Resources
128
IV. PROCEDURE
A B
ENGAGE 1. What is rotation?
(Earth’s rotation is the rotation of Planet Earth
around its own axis)
2. What is the result of the rotation of the earth on
its own axis?
(The rotation of the earth on its own axis results
to the occurrence of day and night)
Let the learners observe how the electric fan and clock
move.
1. How does the electric fan rotate?
(The fan rotates from right to left))
2. How does the clock move?
(The clock moves from one to twelve)
3. How do the two objects show the motion and
rotation?
(The object shows direction while its moving and
rotating)
4. Do you think the Earth rotates the same direction as
electric fan and clock? (No)
Unlocking of difficulties
 Motion
 Axis
 Clockwise
 Counterclockwise

EXPLORE  Remind the learners about the norms / standards to
- Do not disturb the other group.
- Minimize your noise.
 Distribute the activity sheets. (See attached activity
sheet – Annex B)
ACTIVITY
“PAIKOT-IKOT”
Learning Objective:
- At the end of the activity, I can explain that
the earth rotates in
counterclockwise
129
 globe
 flashlight
 activity sheets
 manila paper
 marking pens
 paper tape
Procedure:
Part A
 Place the globe on the table.
 One pupil will turn around the globe from left to right
and at the same time another pupil will torch the
globe using the flashlight.
 Others will be the observer.
 Answer the guide questions.
Guide Questions:
1. What is the direction of the Earth’s rotation?
(The direction of the Earth’s rotation is
counterclockwise direction or from West to East)
2. How many hours will it takes the earth to make one
complete turn on its axis?
(The Earth takes 24 hours to make one complete
turn on its axis)
3. Where is it going to be night?
(The places not facing the sun)
4. Where is it going to be day?
(The places facing the sun)
5. Where do we see the sun in the morning?
(We see the sun in the East)
6. Where does the sun set?
(The sun sets in the West)
rubric.
Process the output of each group.

ELABORATE 1. How does the earth rotate on its own axis?
(The earth rotates counterclockwise on its own axis
or from west to east
direction)
2. Where do you see the sun in the morning? In the
late afternoon?
(We see the sun rising in the East and setting in the
West)
130
3. Where does the sun go at night?
(At night, the sun does not go anywhere. Day or
night, it remains at the center of the solar system.)
Write the letter of the correct answer on your answer sheet.
EVALUATE 1. What is the direction of the rotation of the earth?
a. Clockwise
b. Counterclockwise
c. Both clockwise and counterclockwise
d. Either clockwise or counterclockwise
2. Where does the rotation of the Earth start?
a. North to South
b. South to North
c. East to West
d. West to East
3. How many hours will it takes the earth to have one
complete rotation?
a. 10 hours
b. 20 hours
c. 24 hours
d. 12 hours
4. What does the unlighted part of the earth experience?
a. day time
b. night time
c. noon time
d. midnight
5. Which DOES NOT describe the earth rotation?
a. It gives day and night
b .It moves counterclockwise
c. It starts from west to east.
d. It moves up and down
Answers: 1.b 2.d 3.c 4.b 5.d
V. REMARKS
VI. REFLECTION
VII. OTHERS
131
A. No. of learners who earned 80% in the evaluation_____
B. No. of learners who require additional activities for remediation who

scored below 80%
C.Did the remedial lessons work?

____Yes _____No
No. of learners who have caught up with the lesson.______
D.No. of learners who continue to require remediation
E.Which of my teaching strategies work well?
____Pair work
____Lecture Method
____Demonstration
____Models
____complete IMs
Lesson
F.What difficulties did I encounter which my principal or the supervisor can

help me solve?

___Students’ behaviour/attitude
___Colorful IMs
G.What innovation or localized materials did I use/discover which I wish to

132
indigenized IMs
___localized video
IMs
133
APPENDIX A
ACTIVITY
“SPIN ME AROUND”
Learning Target:
- At the end of the activity, I can explain that the earth rotates in
counterclockwise.

- Globe
- Flashlight
- activity sheets
- manila paper
- marking pens
- paper tape
Procedure:
Part A
1. Place the globe on the table
2. One pupil will turn around the globe from left to right and at the same
time another pupil will torch the globe using the flashlight
3. Others will be the observer
4. Answer the guide questions
Guide Questions:
1. What is the direction of the Earth’s rotation?
2. How many hours will it take the earth to make one complete turn on its
axis?
3. Where is it going to be night?
4. Where is it going to be day?
5. Where do we see the sun in the morning?
6. Where does the sun set?
134
APPENDIX B

Teamwork/
Collaboration
All members of
Demonstrated the group were
Presented the
confidence actively
and a sense participating and
of ownership cooperating in
in presenting doing and
manner
the output presenting their
task
One to two
Lacks members of the
Answers
confidence or group were not
Minor errors in presented
sense of participating and
the answers were either
4 ownership in cooperating in
were observed. vague or
presenting doing or
disorganized
the output presenting their
task
Demonstrated
confidence One to two
and sense of members of the
Presentation
ownership in group were not
Many errors in of answers
presenting participating and
the answers were vague
but is cooperating
3 were observed. and
uncertain of both in doing
disorganized
the results and presenting
being their task
presented
Lack Most of the
confidence members of the
Presentation
and group were not
of answers
All answers manifested participating and
2 could not be
were incorrect uncertainty in cooperating
understood or
the both in doing
grasped
presentation and presenting
of the output their task
The learners Only one or two
The learners
The learners were not able members of the
were not able
were not able to present the group were
to
1 to answer any results of the observed doing
communicate
item/question in activity and the task and
the results of
the activity the answers to present the
the activity
the questions results
135
Time and Week 5, Day 3 and 4 Quarter 4th
Date
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the
earth’s rotation and revolution.
Standards and prepared plan and kit.
C. Learning Demonstrate rotation and revolution of the earth using
Competencies/Object a globe to explain day and night and the sequence of
ives seasons
(LC: S6ES-IVe-f-5)
 Construct a model to demonstrate the rotation
of the Earth on its axis in relation to day and
night.
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Google
Resources https://i.pinimg.com/originals/ed/74/56/ed7456a8e939
81efebd1c5ab5b3b6ad0.jpg
IV. PROCEDURE
A B
ENGAGE
1. How does earth rotate on its axis?
(The earth rotates on its own axis from west to
east or counterclockwise direction)
2. What is the result of the rotation of the earth?
( day and night)
Today we shall make or construct a model of the

earth and show how the earth rotates on its own axis
136
EXPLORE  Remind the learners about the norms / standards
 Read and understand the instructions
properly.
 Maintain cleanliness in your workplace.
 Seek the guidance of the teacher if
needed.
 Distribute the activity sheets. (See attached

activity sheet – Appendix B)
ACTIVITY
“MY EARTH, MY HOME”
Learning Target:
- At the end of the activity, I can create a
model that shows that Earth rotates in
counterclockwise
 Cardboard
 Scissors
 Glue
 Color
 Round Fastener
Procedure:
1. Cut out the pattern and color it.
https://i.pinimg.com/originals/ed/74/56/ed7456a8e939
81efebd1c5ab5b3b6ad0.jpg
137
Caution: Be careful in using sharp objects (i.e.,
scissors)
2. Paste the pattern on a cardboard.
3. Punch and assemble it, use round fastener to hold

it together.
4. Be ready for the presentation of your own model.
 Presentation of group outputs.

EXPLAIN  Group presentation will be rated using the
scoring rubric.
 Process the output of each group.
 The learners will describe how they come up with
ELABORATE their output.
Guide Questions:
1. Does your model show the rotation of the
Earth? ( Yes )
2. How does the earth rotate?
(The earth rotates counterclockwise or from
west to east direction)
 The output of the learners will serve as the

EVALUATE evaluation tool to be rated using the scoring rubric.
Please see attached scoring rubric.
138
V. REMARKS
VI. REFLECTION
VII. OTHERS
B.No. of learners who require additional activities for remediation who scored
below 80%

____Yes _____No
D.No. of learners who continue to require remediation.
____Pair work
____Lecture Method
____Demonstration
____Models
____complete IMs
Lesson
F. What difficulties did I encounter which my principal or the supervisor can help
me solve?

___Students’ behavior/attitude
139
___Colorful IMs
G.What innovation or localized materials did I use/discover which I wish to share

indigenized IMs
___localized video
IMs
140
APPENDIX A
ACTIVITY
Learning Target:
- At the end of the activity, I can create a model that shows
that Earth rotates in counter clockwise
 Cardboard
 Scissors
 Glue
 Color
 Round Fastener
Procedure:
1. Cut out the pattern and color it.
Caution: Be careful in using sharp objects (i.e., scissors)
2. Paste the pattern on a cardboard
3. Punch and assemble it, use round fastener to hold it together.
4. Be ready for the presentation of your own model/globe of the earth.
141
APPENDIX B
SCORING RUBRIC ON MAKING A MODEL GLOBE

Score Work Ethics Neatness/Creativity Product
Product done to
Works quietly and Model globe is usable and
the best of
independently presentable
5 learners ability
The materials are
Ask for a minimal organized, and the Product done is to
amount of help from working area is clean the best of
4
the teacher. during and after the learners creativity
activity.
Product is done to
Can follow the steps
the best of
in making the model Use the material properly
learners
3 globe
willingness
Lack of
The learners were Perform the activity but
confidence and
not able to finish the two of the given
2 manifested
activity within the procedures were not
uncertainty in
given time. followed.
doing the activity
The pupils were not

The learners were not able No product
1 able to follow the
to create a model globe presented
instruction
142
Time and Week 5,Day 5 Quarter 4th
Date
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of
the earth’s rotation and revolution.
B. Performance Standards The learners should be able to design an
emergency and prepared plan and kit.
C. Learning Demonstrate rotation and revolution of the
Competencies/Objectives earth using a globe to explain day and night
and the sequence of seasons
(LC: S6ES-IVe-f-5)
 Explain day and night in relation to
rotation using the constructed
model/globe
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Tell me why? p.122
Resources Planet Earth (Grolier Encyclopedia p.10)
IV. PROCEDURE
A B
 Make a yell to describe the device
ENGAGE made. Include the name of the device on
their jingle.
 Present their yell in front.
143
EXPLORE  Remind the learners about the norms /
standards to be followed in doing the
activity.
 Read and understand the
instructions properly.
 Maintain cleanliness in your
workplace.
 Seek the guidance of the teacher
if needed.
 Distribute the activity sheets. (See
attached activity sheet – Annex B)
(The title depends on the name of the

device made by the learners)
ACTIVITY
“MY MODEL EARTH”
Learning Target:
- At the end of the activity, I can
explain day and night in relation to
rotation using the constructed model.
Material:
 Student’s constructed model
Guide Questions:
1. How do day and night occur?

(The part of the earth facing the sun is
day time, The other side is night time)
2. How would you show the occurrence of
day and night using your constructed
model?
(By rotating the Earth around its axis)
3. What is the importance of your
constructed model in describing the
Earth’s rotation?
(Answers may vary)
- One representative of each group will
EXPLAIN explain the rotation of the Earth using the
constructed model.
- Group presentation will be rated using the
scoring rubric.
 Ask the questions:
144
ELABORATE Guide Questions:
1. Which part of the earth experiences
day time/ night time?
(The part of the earth facing the sun
experiences day time, while the other
part facing another direction from the
sun experiences night time)
2. What are the activities that you are
doing during day and night?
(Answers may vary.)
3. If the Earth stops rotating, what do you

think are the effects to us and the
environment?
(If the Earth stops rotating we would be
thrown eastward at a violent pace. The
ocean would freeze up. We humans
wouldn’t last too long in the
environment. The Earth’s atmosphere
would be gone on account of the strong
winds and partly a byproduct of this,
mile-high tsunamis would sweep over
land because of the sudden lack of
interaction with the moon and tides.)
The performance made by the learners will

EVALUATE serve as the evaluation tool, to be rated using
the scoring rubric.
Please see attached scoring rubric.
V. REMARKS
VI. REFLECTION
VII. OTHERS
B.No. of learners who require additional activities for remediation who scored
below 80%

____Yes _____No
D.No. of learners who continue to require remediation.
145
____Pair work
____Lecture Method
____Demonstration
____Models
____complete IMs
Lesson
F.What difficulties did I encounter which my principal or the supervisor can help
me solve?

___Colorful IMs
G.What innovation or localized materials did I use/discover which I wish to share
indigenized IMs
___localized video
IMs
146
APPENDIX A
ACTIVITY
“MY MODEL EARTH”
Learning Target:
- At the end of the activity, I can explain day and night in relation to
rotation using the constructed model.
Material:
- Student’s constructed model
Guide Questions:
1. How do day and night occur?
2. How would you show the occurrence of day and night using your
constructed model?
3. What is the importance of your constructed model in describing the

Earth’s rotation?
147
APPENDIX B

Teamwork/
Collaboration
All members of
Demonstrated the group were
Presented the
confidence and a actively
sense of participating and
ownership in cooperating in
presenting the doing and
manner
output presenting their
task
One to two
members of the
Lacks confidence
Answers group were not
Minor errors in or sense of
presented were participating and
the answers ownership in
4 either vague or cooperating in
were observed. presenting the
disorganized doing or
output
presenting their
task
Demonstrated One to two
confidence and members of the
Presentation of sense of group were not
Many errors in
answers were ownership in participating and
the answers
vague and presenting but is cooperating both
3 were observed.
disorganized uncertain of the in doing and
results being presenting their
presented task
Most of the
members of the
Presentation of Lack confidence
group were not
answers could and manifested
All answers participating and
2 not be uncertainty in the
were incorrect cooperating both
understood or presentation of
in doing and
grasped the output
presenting their
task
The learners Only one or two
The learners were not able to The learners were members of the
were not able present the not able to group were
1 to answer any results of the communicate the observed doing
item/question in activity and the results of the the task and
the activity answers to the activity present the
questions results
148
Date
I. OBJECTIVES
A. Content Standards Demonstrate understanding of the movement
of the earth and its effect.
B. Performance Standards Use models to demonstrate rotation and
revolution of the earth to explain natural
phenomena.
Competencies/Objective Earth using a globe to explain day and night
s and the sequence of seasons.
(LC: S6ES-IVe-6)
 Describe the movement of the earth
around the sun.
III. LEARNING RESOURCES
A. References
pages
3. Textbook pages
from Learning Resource
(LR) portal
B. Other Learning - https://ngearthpatternsandchange.weebly
Resources .com/lesson-1-day-and-night-part-1.html
- http://www.doe.virginia.gov/testing/sol/sta
ndards_docs/science/2010/lesson_plans/
grade3/earth_patterns_cycles_changes/s
ess_3-8a3.pdf
- https://www.youtube.com/watch?v=EXas
opxAFoM
IV. PROCEDURE
A B
- Flash a statement and the learners will identify if the
ENGAGE statement is a fact or a bluff. (See attached sheet for this
activity – Appendix A).
- Ask the following questions:
1. What do you think is the movement of the earth around
the sun?
(The movement of Earth around the sun is
counterclockwise or from west to east)
149
2. What do you call that movement?
(Revolution)
Unlocking of difficulties:
- Orbit
- Rotation
- Revolution
 Group the learners into four.
EXPLORE  Remind the learners about the norms / standards to be
ACTIVITY
“MOVE ME AROUND”
Learning Target:
 At the end of the activity, I can describe the movement
of the earth around the sun.
Materials:
 Activity sheets
 Manila paper
 Marking pen
 Paper Tape
Procedure:
1. Brainstorm ideas on how the earth revolves around the
sun.
2. Portray how revolution occurs. One member will act as
a sun and another member as the earth.
3. Use the words such as orbit, axis, and tilt and
counterclockwise during the portrayal.
Guide Questions:
1. How would you describe the movement of the Earth
around the sun based on the action you portrayed?
(The movement of the Earth around the sun is
counterclockwise from west to east.)
2. Can you rotate and at the same time revolve? Why?
(Yes, Answers may vary)
3. How would you differentiate rotation from revolution?
150
(Rotation is the movement of the Earth on its axis while
Revolution is the movement of the Earth around the
sun)
One representative from each group will present the group
EXPLAIN output. Scoring rubrics will be used in rating the performance
of each group. (See attached scoring rubric )
 Process the output of each group using the scoring rubrics.
 Synthesize how the earth revolves around the sun by using
a video presentation. (Please refer on the link below
ELABORATE https://www.youtube.com/watch?v=EXasopxAFoM)
Guide Question:
1. What is the importance of understanding how the earth
revolves around the sun?
(The importance of understanding how the earth
revolves around the sun will help us determine the
pattern of the different seasons in a year.)
 The learners will describe the earth’s revolution through
EVALUATE drawing or diagram.
 Learners output will be rated using scoring rubric.
(See attached rubrics)
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who

scored below 80%
C. Did the remedial lessons work?

____Yes _____No
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to

require remediation.
E. Which of my teaching strategies work well?
____Pair work
____Lecture Method
151
____Demonstration
____Models
____interactive lecture
demonstration
____inquiry-based approach
Why?
____complete IMs
____student’s eagerness to
learn
____group member’s
collaboration/cooperation in
doing their asks
___audio visual presentation
of the lesson
F. What difficulties did I encounter which my principal or the supervisor can

help me solve?

___Colorful IMs
___Science/ Computer/internet
lab
G. What innovation or localized materials did I use/discover which I wish to

___contextualized/localized
And indigenized IMs
___localized video
___Recycling of plastics to be
used
As IMs
152
APPENDIX A
FACT OR BLUFF
1.The earth spins on an angled tilt called an axis.(FACT)

2. Rotation of the earth takes one year.(BLUFF)
3. Revolution of the earth takes one day.( FACT)
4. The earth revolves around the sun. ( FACT)
5. The earth is tilted at 23.5 degrees. ( FACT)
6. When the earth rotates around its orbit, it causes day and night. ( FACT)
7. It takes about one year for the earth to revolve around the sun.(FACT)
8. The earth is rotating around an orbit.(BLUFF)
9. When the earth rotate on its axis, it is moving in a counterclockwise.(FACT)
10. The earth is the center of the solar system.( BLUFF)
153
APPENDIX B
ACTIVITY
“MOVE ME AROUND”
Learning Target:
 At the end of the activity, I can describe the movement of the earth
around the sun.
Materials:
 Activity sheets
 Manila paper
 Marking pen
 Paper Tape
Procedure:
1. Brainstorm ideas on how the earth revolves around the sun.
2. Portray an action on how it happens. One member will act as a sun
and another member as earth.
3. Use the words such as orbit, axis, and tilt and counterclockwise
during portrayal.
Guide Questions:
1. How would you describe the movement of the Earth around the sun
based on the action you portrayed?
___________________________________________________________
___________________________________________________________
____________________________________
2. Can you rotate and at the same time revolve? Why?

___________________________________________________________
___________________________________________________________
___________________________________________________________
3. How would you differentiate rotation from revolution?
___________________________________________________________
___________________________________________________________
___________________________________________________________
154
APPENDIX C
SCORING RUBRICS FOR PRESENTATION
Criteria Excellent(3pts) Good(2pts) Fair( 1pt) Score
Content All the concepts Some of the Little or no
presented concepts concepts
during the presented depicted in
portrayal are during the the drawing
relevant to the portrayal are are relevant to
topic. relevant to the the topic
topic
Presentation Presented with Presented Presented
well-developed with well- with no
explanations developed understanding
showing full explanations of the process
understanding with little involved.
of the process understanding
involved. of the process
involved.
Teamwork All members One member Two members
participated in of the group of did not
the conduct of did not participate in
the activity. participate in the conduct of
the conduct of the activity.
the activity.
Timeliness Performed Exceed the Did not able to
within the given number of perform the
allotted time. time allotted activity during
during the the allotted
performance. time.
155
APPENDIX D
SCORING RUBRIC FOR GROUP ACTIVITY (Drawing)

5 4 3 2 1
THEME / Drawn Drawn visuals Drawn visuals Drawn visuals Drawn
CONTENT visuals are are coherent with are coherent with are coherent visuals are
relevant to 1 drawn concept 2 drawn concept with 3 drawn not
the topic and not relevant to not relevant to concept not relevant to
works the topic. the topic. relevant to the the topic.
together to topic.
illustrate the
topic.
CREATIVITY The output The output The output The output The output
AND shows high shows creativity. shows a level of shows a level of shows a
ORIGINALITY level of Uses line and creativity. Uses creativity. Uses level of
creativity. color. Output is lines beautifully. line and color. creativity.
Uses line, an original Output is an Output is not an Uses
shading and artwork. original artwork. original artwork. color.
color. Output Output is
is an original not an
artwork. original
artwork.
NEATNESS The output is The output is The output is The output is The output
neat without neat but with 1 slightly messy slightly messy is messy
any erasures erasure or with 2 erasures with 3 erasures with more
or alteration. or alterations. or alterations. than 3
alterations. erasures
or
alterations.
GROUP All members One member of Two members of Three members More than
WORK participated the group did not the group did not of the group did 3
in the group participate in participate in not participate in members
work and making their making their making their of the
shared ideas output. output. output. group did
in making not
their output. participate
in making
their
output.
Total
156
Time and Date Week 6, Day 2 Quarter 4th
I. OBJECTIVES
B. Performance Standards Uses models to demonstrate rotation and
phenomena.
(LC: S6ES-IVe-6)
 Demonstrate how the earth’s revolution
and the position of earth on its axis
cause different seasons in other
countries.
II. CONTENT
A. References
pages
3. Textbook pages
(LR) portal
B. Other Learning - https://www.youtube.com/watch?v=_0z
Resources KV6j1MDg
- https://liveknowledgeworld.wordpress.c
om/2013/12/19/the-four-seasons-2/
IV. PROCEDURE
A B
- Play a music video entitled “seasons”. (Refer on the link
ENGAGE below)
https://www.youtube.com/watch?v=_0zKV6j1MDg
1. What are the four seasons?
(The four seasons are summer, winter, autumn and
spring.)
2. Why do you think the Earth has seasons?
(Earth has seasons because it revolves around the sun)
157
ACTIVITY
“FOUR SEASONS”
Learning Target:
 At the end of the activity, I can demonstrate how the
earth’s revolution and the position of earth on its axis
cause different seasons in other countries.
Materials:
 Four pcs. of Globe
 Four pcs. of cartolina
 Four lighted lamp/lampshade/lighted bulb
 Activity sheets
 Manila paper
 Marking pen
 Paper Tape
 Chalk
Procedure:
1. Get the materials needed.
2. Draw the earth’s orbit around the lamp/lighted bulb
(sun) on the floor.
3. Mark the four seasons on the four corner of the
elliptical orbit.
4. Place a lighted lamp above the middle of the orbit to
represent the sun.
5. Place the globe on the summer label of your orbit.
(Observe which hemisphere receives greater amount
of sunlight as you move the globe) Move the globe
following the orbit until it reaches spring. Rotate the
globe counterclockwise as it moves around its axis.
6. Continue moving the globe around the lamp to winter.
Move on to autumn. Continue moving the globe on to
summer (back to its original position).
See diagram for your guide.
158
https://liveknowledgeworld.wordpress.com/2013/12/19/the-
four-seasons-2/
Guide Questions:
1. Observe the amount of light received by the two
hemispheres at summer position. Which hemisphere
receives greater amount of light?
(At summer position, northern hemisphere receives

greater amount of light than the southern hemisphere.)
2. When the globe is at the autumn or fall position, what
do you noticed on the amount of light received by the
two hemispheres?
(Both hemispheres receive equal amount of heat and

light)
3. When the globe is in winter position, which
hemisphere receives greater amount of light? ?
(At winter position, southern hemisphere receives

greater amount of light than the northern
hemisphere.)
4. When the globe is at the spring position, what do you
noticed on the amount of light received by the two
hemispheres?
(Both hemispheres receive equal amount of heat and

light)
5. What is the relation of light which the Earth receives to
the occurrence of four seasons?
(The amount of sunlight receive by the North Pole and

the South Pole determines the type of seasons.)
rubric.
 Synthesize how the earth’s revolution and the position of
earth on its axis cause different seasons by using a
ELABORATE video. (Refer on the link below )
https://www.youtube.com/watch?v=l64YwNl1wr0
Guide Question:
159
1. What is the importance of understanding the earth’s
revolution and the position of earth on its axis to the
four seasons that occur?
(The Earth’s revolution and the position on its axis will
determine what type of seasons will occur.)
The performance of the learners will serve as the evaluation
EVALUATE tool, to be rated using scoring rubric.
(Please see attached scoring rubric.)
V. REMARKS
VI. REFLECTION
VII. OTHERS
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation who scored
below 80%
Did the remedial lessons work?

____Yes _____No
with the lesson.
No. of learners who continue to

Which of my teaching strategies work well?
____Socratic questioning
____Use of visual presentation
____Game-based learning
____Pair work
____Cooperative Learning
____Group collaboration
____Lecture Method
____Demonstration
____Models
demonstration
Why?
____complete IMs
____Student’s eagerness to
160
learn
____Group member’s
doing their asks
___Audio visual presentation
of the lesson
What difficulties did I encounter which my principal or the supervisor can help
me solve?

___Colorful IMs
lab
___Additional clerical works
What innovation or localized materials did I use/discover which I wish to share

And indigenized IMs
___localized video
used
As IMs
161
APPENDIX A
ACTIVITY
“FOUR SEASONS”
Learning Target:
 At the end of the activity, I can demonstrate how the earth’s revolution and the
position of earth on its axis cause different seasons in other countries.
Materials:
 Four pieces of Globe
 Four lighted lamp/lampshade/lighted bulb
 Activity sheets
 Manila paper
 Marking pen
 Paper Tape
 Chalk
Procedure:
1.Get the materials needed.
2.Draw the earth’s orbit around the lamp(sun) on the floor.
3.Mark the four seasons on the four corner of the elliptical orbit.
4.Place a lighted lamp above the middle of the orbit to represent the sun.
5.Place the globe on the summer label of your orbit (Observe which hemisphere
receives greater amount of sunlight as you move the globe) Move the globe
following the orbit until it reaches spring. Rotate the globe as it moves around.
6.Continue moving the globe around the lamp to winter. Move on to autumn.
Continue moving the globe on to summer (back to its original position).
See diagram for your guide.
https://liveknowledgeworld.wordpress.com/2013/12/19/the-four-seasons-2/
Guide Questions:
1.As you move the globe in a counterclockwise direction from summer position to
autumn, what have you noticed on the amount of sunlight receive by the two
hemispheres?
___________________________________________________________________
___________________________________________________________________
_____________________________________________-
2. When the globe is at the winter position, which hemisphere is lighted much?
___________________________________________________________________
___________________________________________________________________
_____________________________________________
162
3. When the globe is in spring position, what have you noticed on the amount of
sunlight receive by the two hemispheres?
___________________________________________________________________
___________________________________________________________________
______________________________________________
4. When it is at summer, what hemisphere receives greater sunlight?
___________________________________________________________________
___________________________________________________________________
______________________________________________
5. What is the relation of sunlight that receives by the Earth to the four seasons?
___________________________________________________________________
___________________________________________________________________
_____________________________________________
6. How does the part of the Earth receive light on each season?
___________________________________________________________________
___________________________________________________________________
______________________________________________
163
APPENDIX B
SCORING RUBRICS FOR DEMONSTRATION/PRESENTATION
Criteria Excellent(3pts) Good(2pts) Fair( 1pt) Scor
e
presented are concepts presented concepts are
relevant to the l are relevant to the relevant to the
topic. topic topic
Demonstrat Demonstrated/Pr Demonstrated/Pres Demonstrated/
ion/ esented with well- ented with well- Presented with
Presentatio developed developed no
n explanations explanations with understanding
showing full little understanding of the process
understanding of of the process involved.
the process involved.
involved.
Teamwork All members One member of the Two members
participated in the group of did not did not
conduct of the participate in the participate in
activity. conduct of the the conduct of
activity. the activity.
Timeliness Performed within Exceed the number Did not able to
the given allotted of time allotted perform the
time. during the activity during
performance. the allotted
time.
164
Time and Date Week 6, Day 3 Quarter 4th
I. OBJECTIVES
B. Performance Standards Use models to demonstrate rotation and
phenomena.
(LC: S6ES-IVe-6)
 Describe the sequence of the seasons
experienced by other countries.
II. CONTENT
A. References
pages
3. Textbook pages
(LR) portal
B. Other Learning https://www.youtube.com/watch?v=_0zKV6j1
Resources MDg
IV. PROCEDURE
A B
4 PICS: 1 WORD
ENGAGE - Show four pictures related to the four types of
seasons.
- The learners will guess the name of the season on the
blank boxes provided below the pictures.
Illustrated by: Hasim V. Garcia
165
Answers:
 Summer
 Winter
 Fall
 Spring
What do you think is the sequence of four seasons in a

year in other countries?
 Group the learners into four.
ACTIVITY
“WALANG FOREVER SA SEASONS”
Learning Target:
 At the end of the activity, I can describe the
sequence of the seasons experienced by other
countries.

 Picture diagram illustrating the occurrence of four
seasons
 Four paper strips indicating four months of the year
 Activity sheets
 Manila paper
 Marking pens
Procedure:
8. Place the months written on the paper strip on each
season found in the diagram.
Guide Questions:
1. What helps you in putting a month on each season?
(Answer may vary)
2. In what particular months does each season occur?
3. What is the relation of earth’s revolution around the
sun to the sequence of seasons?
166
(The earth’s revolution causes the four seasons.
There are four seasons occurring in June,
September, December and March. These are
summer; fall, winter and spring, respectively.)

rubric.
 Synthesize how the earth’s revolution and the position
of earth on its axis cause different seasons by using a
ELABORATE video presentation. (Refer on the links below:)
1.https://www.youtube.com/watch?v=WLRA87TKXLM
(The mechanism for seasons)
2.https://www.youtube.com/watch?v=D6yQ8-M8rmU
Guide Questions:
1. What have you noticed on the sequence of the

season experienced to the month?
(The season that is experienced may vary on the
month of the year.)
2. What might have causes on the difference of the
season experience throughout the year?
(The difference of the season experienced
throughout the year is due to the tilting of the earth’s
axis as it revolves in a counter clockwise direction)
3. In which season do you like to experience? Why?
(Answers may vary)
A. Identify what month is experienced in the following

EVALUATE season.
1. Summer
2. Winter
3. Spring
4. Autumn
B. Describe the sequence of the four seasons.
(Answer may vary)
V. REMARKS
VI. REFLECTION
VII. OTHERS
below 80%
167
____Yes _____No
with the lesson.

____Pair work
____Lecture Method
____Demonstration
____Models
demonstration
Why?
____complete IMs
learn
doing their asks
of the lesson
me solve?

___Colorful IMs
lab
What innovation or localized materials did I use/discover which I wish to share

168
And indigenized IMs
___localized video
used
As IMs
169
APPENDIX A
ACTIVITY
“WALANG FOREVER SA SEASONS”
Learning Target:
 At the end of the activity, I can describe the sequence of the seasons
experienced by other countries.

 Picture diagram illustrating the occurrence of four seasons
 Four paper strips indicating four months of the year
 Activity sheets
 Manila paper
 Marking pens
Procedure:
2. Place the months written on the paper strip on each season found in the
diagram.
Guide Questions:
1. What helps you in putting a month on each season?
2. In what particular months does each season occur?
3. What is the relation of earth’s revolution around the sun to the sequence of
seasons?
170
APPENDIX B
SCORING RUBRICS FOR PRESENTATION
Criteria Excellent(3pts) Good(2pts) Fair( 1pt) Score
presented concepts concepts
during the presented depicted in the
portrayal are during the drawing are
relevant to the portrayal are relevant to the
topic. relevant to the topic
topic
Presentation Presented with Presented with Presented with
well-developed well-developed no
explanations explanations understanding
showing full with little of the process
understanding understanding involved.
of the process of the process
involved. involved.
Teamwork All members One member Two members
participated in of the group of did not
the conduct of did not participate in
the activity. participate in the conduct of
the conduct of the activity.
the activity.
Timeliness Performed Exceed the Did not able to
within the given number of time perform the
allotted time. allotted during activity during
the the allotted
performance. time.
171
Date
I. OBJECTIVES
A. Content Standards Demonstrate understanding of the
movement of the earth and its effect.
B. Performance Standards Uses models to demonstrate rotation and
phenomena.
(LC: S6ES-IVe-6)
 Construct a model to show the
rotation of the earth and its revolution
around the sun.
II. CONTENT
A. References
pages
3. Textbook pages
(LR) portal
B. Other Learning - https://www.youtube.com/watch?v=_0z
Resources KV6j1MDg
- www.exploratorium.edu
- https://i.pinimg.com/originals/ed/74/56/e
d7456a8e93981efebd1c5ab5b3b6ad0.j
pg
IV. PROCEDURE
A B
ENGAGE 1. What is the movement of the earth around the sun?
2. What causes the different seasons?
172
ACTIVITY
“BE MY MODEL”
Learning Target:
 At the end of the activity, I can construct a model to
show the rotation of the earth and its revolution
around the sun.
 Cardboards
 Scissors
 Glue
 Crayons
 Round fastener
 Large straw
 Rubber band
 Protractor
 Ruler
Procedure:
1. Cut out the pattern and color it. Big circle-yellow and
medium sized circle- blue, small circle-orange and
rectangle brown.
Caution: Be careful in using sharp objects (i.e.,

scissors)
https://i.pinimg.com/originals/ed/74/56/ed7456a8e93981efeb
d1c5ab5b3b6ad0.jpg
2. Paste the straw through the center of the medium-
sized circle. This represents the axis about which the
earth rotates. One end is north and the other end is
south.
173
3. Draw a line using a marking pen at the center of it.
(See the illustration below)
4. Use a protractor to check the angle of the earth’s tilt.

It should be 23.5 degrees. Looking at a globe or a
map, find your approximate latitude, and place the
tack or dot there. (For example, San Francisco is at
37.75˚ north, so placing the tack not quite halfway
between the equator and the North Pole is an
acceptable approximation.)
5. Punch and assemble it, use round fastener to hold it
together. (See illustration below)
6. Paste the pattern on a cardboard with this

background. (See illustration below)
7. Label the four seasons in correct sequence.

8. Use the constructed model to show the Earth’s
rotation and revolution.

- Group presentation will be rated using the scoring rubric.
- Process the output of each group.
ELABORATE - Ask the following question:
174
1. How does your model relate to the rotation of the
earth and its revolution around the sun?
(Answers may vary)
- The output and performance of the learners will serve as
EVALUATE the evaluation tool, to be rated using scoring rubric.
(Please see attached scoring rubric.)
V. REMARKS
VI. REFLECTION
VII. OTHERS
below 80%

____Yes _____No
with the lesson.

____Pair work
____Lecture Method
____Demonstration
____Models
demonstration
Why?
____complete IMs
learn
175
doing their asks
of the lesson
me solve?

___Colorful IMs
lab
What innovation or localized materials did I use/discover which I wish to

And indigenized IMs
___localized video
used
As IMs
176
APPENDIX A
ACTIVITY
“BE MY MODEL”
Learning Target:
 At the end of the activity, I can construct a model to show the rotation of the
earth and its revolution around the sun.
 Cardboards
 Scissors
 Glue
 Crayons
 Round fastener
 Large straw
 Rubber band
 Protractor
 Ruler
Procedure:
1. Cut out the pattern and color it. Big circle-yellow and medium sized circle-
blue, small circle-orange and rectangle brown.
Caution: Be careful in using sharp objects (i.e., scissors)
https://i.pinimg.com/originals/ed/74/56/ed7456a8e93981efebd1c5ab5b3b6ad0.jpg
2. Paste the straw through the center of the medium-sized circle. This
represents the axis about which the earth rotates. One end is north and the
other end is south.
3. Draw a line using a marking pen at the center of it. (See the illustration below)
4. Use a protractor to check the angle of the earth’s tilt. It should be 23.5
degrees. Looking at a globe or a map, find your approximate latitude, and
place the tack or dot there. (For example, San Francisco is at 37.75˚ north, so
177
placing the tack not quite halfway between the equator and the North Pole is
an acceptable approximation.)
5. Punch and assemble it, use round fastener to hold it together. (See
illustration below)
6. Paste the pattern on a cardboard with this background. (See illustration

below)
7. Label the four seasons in correct sequence.

8. Use the constructed model to show the Earth’s rotation and revolution.
178
APPENDIX B
SCORING RUBRIC ON MAKING A MODEL
Score Work Ethics Neatness/Creativity Product
Product
done to the
Works quietly and Model is usable and
best of
independently presentable
5 pupils
ability
The materials are Product
organized, and the done is to
Ask for a minimal
working area is clean the best of
4 amount of help
during and after the pupils
activity. creativity
Product is
Can follow the done to the
Use the material
steps in making the best of
properly
3 model globe pupils
willingness
Lack of
confidence
The pupils were not Perform the activity but
and
able to finish the two of the given
2 manifested
activity within the procedures will not
uncertainty
given time. follow.
in doing the
activity
The pupils were not The learners were not

No product
1 able to follow the able to create a model
presented
instruction globe
179
SUMMATIVE TEST
WEEK 5 and 6
Directions: Write the letter of the correct answer.
1. In what particular shape of orbits do the planets like earth travel around the
sun?
a. circular orbit
b. elliptical orbit
c. rectangular orbit
d. none of the above
2. What is the reason why planets like Earth maintain their orbit around the sun?
a. Tidal force between the sun and the planets.
b. Magnetic force between the sun and the planets.
c. Gravitational force between the sun and the planets.
d. Electrostatic force between the sun and the planets.
3. Which among the following causes the changes in the length of day or
changes in season?
a. Sun’s rays
b. Tilting of the Earth
c. Phases of the moon
d. None of the above
4. Which is caused by the rotation of Earth?
a. tides
b. days and nights
c. spring and fall
d. rainfall
5. Which happens in one year’s time?
a. The moon makes one complete revolution around the sun.
b. Earth makes one complete revolution around the sun.
c. Earth makes one complete spin on its axis.
d. The earth makes one complete spin on its axis.
6. Which of the following best describes why the Earth has four seasons?
a. The sun is closer to the Earth during summer and farther away during
winter.
b. The sun shines directly onto the equator all year long.
c. The tilt of the Earth is the reasons for the seasons.
d. None of the above.
7. How long does it take for the Earth to move around its axis?
a. 12 hours
b. 24 hours
c. 1 year
d. 1 week
8. Which of the following explains why it is always warm at the equator?
a. It is closer to the sun than the poles.
b. The atmosphere is thicker around the equator.
c. The equator receives direct rays from the sun.
d. The earth’s atmosphere is thicker around the equator.
9. Which of the following is NOT a factor affecting Earth’s seasons and climate?
a. Earth’s orbital revolution around the sun
b. Earth’s axis tilt
180
c. Earth’s distance from the sun
d. Earth’s wind and ocean current patterns
10. What is the result of the earth’s rotation on its own axis?
a. day and night
b. one year
c. one month
d. day only
For numbers 11-12, refer to the figure below:
11.At position A, which hemisphere experiences summer? _______

12. At position C, which hemisphere experiences winter? _________
13. What is the difference between rotation and revolution?
a. Rotation is the way Earth spins around an orbit. Revolution is how Earth
moves around the sun.
b. Revolution is the way Earth spins while rotation is how the Earth moves.
c. The effects of rotation causes day and night while revolution causes the
four seasons.
d. Rotation is the way Earth moves around the sun,while revolution is how the
Earth revolves around other planets.
14. If your place is somewhere in the Northern Hemisphere, during which
months does spring occur?
a. December, January, February
b. June, July, August
c. March, April, May
d. September, October, November
15. Which of the following occurs when the North pole tilts directly toward the sun
during the month of June?
a. Summer Solstice
b. Equinox
c. Eclipse
d. Autumn
181
Answers:
1. B
2. C
3. B
4. B
5. B
6. C
7. B
8. C
9. D
10. A
11. Northern Hemisphere
12. Southern Hemisphere
13.c
14.c
15. a
182
Time & Date Week 7, Day 1 and 2 Quarter 4th
I- OBJECTIVES
A. Content The learners demonstrate understanding of
Standards characteristics of planets in the solar system.
C. Learning Compare the planets in the solar system.
competencies/ (LC: S6ES-1V g-h6)
Objectives LC - Identify the planets of the solar system.
Code:
II- CONTENT THE SOLAR SYSTEM

III- LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook - Cyber Science, work text in Science and
page Technology p. 320 Science for Better Health and
Environment 5 pp. 258-260
Silas and Haide M. Villona, Ph.D.
4. Additional
Materials from
Learning
Resources
(LR)
B. Other Learning - https://images.app.goo.gl/TUUEvonwyB7ukHi89
Resources - https://images.app.goo.gl/dWKDqy3jgC7tANKc6
IV- PROCEDURE A B
 Post a picture of the Solar System on the board.
(See attached picture)
ENGAGE
https://images.app.goo.gl/TUUEvonwyB7ukHi89

1. What do you see in the picture?
183
(Answers may vary)
2. What are the objects around the sun?
(The objects around the sun are the moons,
planets, and other celestial bodies.)
3. What are the smallest celestial bodies?
(The smallest celestial bodies include
asteroids, meteorites and other celestial
bodies)
 Unlocking of difficulties
- Planets
- Solar system
- Asteroids
- Meteorites
 Remind the learners about the
norms/standards to be followed in doing the
activity.
Read and understand the instructions
properly.
Cooperate with your group
Do not disturb the other groups
Maintain cleanliness in your workplace
Seek the guidance of the teacher if needed
Minimize your noise
Submit your output on time
 Present the scoring rubric to be used for
group activity. (Please see attached scoring
rubric)
 Distribute the activity sheet to each group.
(Please see activity sheet)
ACTIVITY 1
“WHAT PLANET AM I”
Learning Target:
- At the end of the activity, I can identify the
planets of the solar system.
- Pictures of the Solar System
- Meta cards
- Paste
- Marking pen
Procedure:
1. Get and observe the picture of the Solar System
2. Using the marking pen, write the names of the
(8) planets on each of the meta card (one meta
card for every planet)
184
3. Paste the name of the planet to the
corresponding planet in the picture of the solar
system.
Guide Questions:
1. What is the nearest planet to the sun?
(Mercury)
2. Which planet in the solar system has
visible ring?
(Saturn)
3. What is the largest planet in the solar
system?
(Jupiter)
4. Which planet do we live?
(Earth)
ACTIVITY 2
“FILL ME IN”
Learning target:
- At the end of the activity, I can identify the
members of the solar system.
- Illustration of the solar system
- Activity sheet
Procedure:
1. Study the illustration of the solar system
below.
https://images.app.goo.gl/dWKDqy3jgC7tANKc6
2. Identify the members of the solar system.

3. Arrange the planets from nearest to farthest
from the sun.
4. Fill in the table with the needed data.
Planets of the Solar System starting from the
nearest to the farthest from the sun:
1.
2.
3.
4.
5.
6.
185
7.
8.
- Presentation of the outputs to be rated using
EXPLAIN the scoring rubric. (Please see attached
scoring rubric)
- Process learners’ answers in the activity.
- Optional:
Show a video presentation about Solar System.
(Refer on the link below:)
https://youtu.be/f2prtmpejoc
ELABORATE - Ask the following questions:
1. What are the planets in the solar system?
(Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, Neptune)
2. What is the “red planet”?
(Mars)
3. What is the hottest planet?
(Mercury)
4. What are Earth’s nearest neighbors in space?
(Venus and Mars)
5. Why is there life on earth? What are the
components of earth which makes it habitable
for all living things?
(Answers may vary)
A. Identify the planet being A. Match the planet
described in the being described in
following sentences. the following
Choose your answer sentences. Write
from the box below and the letter of the
EVALUATE write your answer correct answer on
before the number. the space
provided.
____1. Earth
Earth Saturn Venus ____2. Mars
Mars Mercury
____3. Neptune
Neptune
____4. Saturn
_______1. It is the planet ____5. Mercury
found between Earth and
Jupiter. a. It is the planet
_______2. The planet found between
nearest to the sun. Earth and
_______3. It is the farthest Jupiter.
planet in the solar system. b. It is the farthest
_______4. It is the planet planet in the
where we live in. solar system.
_______5. The planet with c. The planet
visible rings. nearest to the
sun.
Answers to A. d. The planet with
1. Mars visible rings.
186
2. Mercury e. It is the planet
3. Neptune where
4. Earth we live in.
5. Saturn Answers to B.
1. e
2. a
3. b
4. d
5. c
V. REMARKS ______Lesson carried Move on to the next
objective.
_____Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners ____Yes ____No
who earned 80 % ____of learners who caught up the lesson Of_____
in the evaluation. ____of learners who caught up the lesson of_____
____of learners who caught up the lesson of____
____of learners who caught up the lesson ____
B. No. of learners ____Yes ____No

who acquired ____of learners who caught up the lesson Of_____
additional ____of learners who caught up the lesson of_____
activities for ____of learners who caught up the lesson of____
remediation who ____of learners who caught up the lesson ____
scored below 80
%
C. Did the remedial ____Yes ____No
lessons work? ____of learners who caught up the lesson Of_____
No. of learners ____of learners who caught up the lesson of_____
who have caught ____of learners who caught up the lesson of____
up with the ____of learners who caught up the lesson ____
lesson.
D. No. of learners ___Yes ___ No
who continue to ___of learners who caught up the lesson of ____.
require ___of learners who caught up the lesson of_____.
remediation. ___of learners who caught up the lesson of ___.
___of learners who caught uop the lesson of ____.
E. Which of my ___Socratic questioning
teaching ___use of visual presentation
strategies work ___Game-based learning
well ? Why did ___Pair Work
this work? ___Cooperative Learning
___Explicit Teaching
___Group Collaboration
___Differentiated Instruction
___Discovery Method
___Lecture Method
187
___Demonstration
___Models
___Interactive Lecture
Demonstration
___Inquiry-based approach
___Complete IMs
___Availability of Materials
___Students eagerness to
Learn
___Group members
Collaboration/cooperation
In doing the task
___Audio visual presentation o
Of the lesson
F. What difficulties ___Bullying among students
did I encountered ___Student’s behavior/
with my principal attitude
can help me
solve?
G. What innovation
or localized did I
used/ discover
which I wish to
share with other
teachers?
188
APPENDIX A
ACTIVITY 1
“WHAT PLANET AM I”
Learning Target:
- At the end of the activity, I can identify the planets of the solar system.

- Pictures of the Solar System
- Meta cards
- Paste
- Marking pen
Procedure:
1. Get and observe the picture of the Solar System
2. Using the marking pen, write the names of the (8) planets on each of the meta
card (one meta card for every planet)
3. Paste the name of the planet to the corresponding planet in the picture of the
solar system.
Guide Questions:
2. Which planet in the solar system has visible ring?
3. What is the largest planet in the solar system?
4. Which planet do we live?
189
ACTIVITY 2
Fill Me In
Learning target:
- At the end of the lesson, I can identify the planets of the solar system.
Materials:
- Illustration of the solar system
- Activity sheet
Procedure:
1. Study the illustration of the solar system.
2. Identify the member of the solar system.
3. Arrange the planets from closes to farthest from the sun.
4. Fill in the chart with data needed.
Members of the Solar System starting from the nearest to the farthest
from the sun
1.
2.
3.
4.
5.
6.
7.
8.
190
Performed
the activity by
activity and two activity and three
following all
Performance of the given of the given
the given
procedures were procedures were
procedures
not followed. not followed.
on their own.
Finished the Finished the Finished the
activity within activity within 1- activity within 3-5
Promptness
the given 2 minutes after minutes after the
time. the given time. given time.
All members At least one (1) Two (2) or more
Team of the group member of the members of the
With at least two
At least one (1)
answer was
incorrect.
incorrect.
The materials
were
organized, The materials
The working area
and the were organized
was messy all
Workmanship working area but the working
throughout the
was clean area was clean
activity.
after the
activity.
191
Teacher: Learning Area: SCIENCE
Date:
I.OBJECTIVES
A. Content The learners demonstrate understanding of
Standards characteristics of planets in the solar system.
C. Learning Compare the Planets of the Solar System.
Competencies / (LC: S6ES-IVg-h-3)
Objectives - Characterize the planets according to their
composition and their movements in the solar
system.
II.CONTENT THE SOLAR SYSTEM
III.LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning - Science for Active Minds 6,Bernadette L. Andres
Resources pages 400-405
- Science for Daily Use 5, Conchita T. Tan, pages
248-92
- The Solar System, Robin Kerrod
- https://www.youtube.com/watch?v=xKKzIoJgMSQ
IV.PROCEDURE A B
a. What makes up the solar system?
ENGAGE (Sun, Planets, Moons and other celestial bodies)
b. Why do planets farther from the sun take a longer

time to move around the sun?
(Because of the distance from the Sun)
192
 Remind the learners about the norms/standards to
Read and understand the instructions properly.
Minimize your noise
activity. (Please see attached scoring rubric)
(Please see activity sheet)
ACTIVITY
“WATCH AND KNOW ME!”
Learning Target:
- At the end of the activity, I can characterize the
planets according to their composition and their
movements in the solar system.
Materials:
 Cardboard
 Push pins
 String (30 cm).
 Pencil
 Markers
 Coloring materials
 Background information on the composition and
movements of the different planets in the solar
system
 Activity sheet
Procedure:
1. Stick two push pins 10 cm apart into the cardboard.
2. Tie the ends of the string together so that the string
forms a loop. Position the loop such that the push
pins are inside the loop.
3. Slip the pencil to pull one end of the string out.
4. Hold the pencil and move it along the string so that
an oval shape is drawn on the cardboard. The string
should be kept tense at all times while you are
moving the pencil.
5. Draw the sun in the center of the shape.
6. Draw other oval shapes presenting the paths of the
planets around the sun.
7. Draw and label the eight planets of the solar system.
193
8. Fill in the needed data in the table below using the
background information sheet.
Planets Composition Movements
1.Mercury
2.Venus
3.Earth
4.Mars
5.Jupiter
6.Saturn
7.Uranus
8.Neptune
Guide Questions:
1. What is the shape drawn on the cardboard?
(Elliptical or oval shape)
2. How would you relate the shape to the orbits of the
planets in the solar system?
(The shape drawn on the cardboard is the same as
the orbits of the planets in the solar system.)
3. What are the composition of the solar system?
(Sun, Planets, Moons and other Celestial bodies.)
4. What are the eight planets in the solar system?
(Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, Neptune)
5. Why do planets farther from the sun take longer time
to move around it?
(Because of the distance from the sun.)
6. What makes the planets stay in orbit when moving
around the sun?
(Because of the gravitational pull of the Sun.)
 Presentation of group outputs will be rated using the

EXPLAIN scoring rubric (Please see attached scoring rubrics)
 Process learners’ answers in the activity.

ELABORATE  Video presentation on The Solar Interesting Facts
(Refer on the link below)
https://www.youtube.com/watch?v=xKKzIoJgMSQ
 Answer the following questions:
1. Which of the planets move in a clockwise
direction? Why?
(Uranus, it is found in the plane of its orbit, does
not spin like a top.)
2. Why can Earth support life?
(Because of the presence of oxygen on its
atmosphere)
194
EVALUATE Fill in the table below and give the characteristics of the
following planets according to their composition and
movements in the solar system.
1.Mercury
2.Venus
3.Earth
4.Mars
5.Jupiter
6.Saturn
7.Uranus
8.Neptune
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
up with the lesson
____Yes _____No
D. No. of learners
who continue to
require
remediation
presentation
E. Which of my
teaching
strategies worked
well? Why did this
work?
195
their tasks
196
APPENDIX A
ACTIVITY
“WATCH AND KNOW ME!”
Learning Target:
- At the end of the activity, I can characterize the planets according to their
composition and their movements in the solar system.
Materials:
 Cardboard
 Push pins
 String (30 cm).
 Pencil
 Markers
 Background information on the composition and movements of the different
planets in the solar system
 Activity sheet
Procedure:
1. Stick two push pins 10 cm apart into the cardboard.
2. Tie the ends of the string together so that the string forms a loop. Position the loop
such that the push pins are inside the loop.
3. Slip the pencil to pull one end of the string out.
4. Hold the pencil and move it along the string so that an oval shape is drawn on the
cardboard. The string should be kept tense at all times while you are moving the
pencil.
5. Draw the sun in the center of the shape.
6. Draw other oval shapes presenting the paths of the planets around the sun.
7. Draw and label the eight planets of the solar system.
8. Fill in the needed data in the table below using the background information sheet.
1.Mercury
2.Venus
3.Earth
4.Mars
5.Jupiter
6.Saturn
7.Uranus
8.Neptune
Guide Questions:
1. What is the shape drawn on the cardboard?
2. How would you relate the shape to the orbits of the planets in the solar system?
3. What are the composition of the solar system?
4. What are the eight planets in the solar system?
5. Why do planets farther from the sun take longer time to move around it?
6. What makes the planets stay in orbit when moving around the sun?
197
APPENDIX B
Category 4 3 2 1
Completeness All questions 1 or 2 questions 3 or 4 questions 5 questions
and Accuracy were answered were not were not were not
correctly without answered, have answered, have answered,
grammatical 1 incorrect 2 incorrect have 3
errors. answer and have answers and incorrect
1 grammatical have 2 answers and
error. grammatical has more
errors. than 2
grammatical
errors.
Timeliness Activity was Activity was Activity was 5 Activity was
finish on time. finish 3 minutes minutes late. more than 5
late. minutes late.
Presentation The activity was The activity was The activity was The activity
presented presented presented was
comprehensively, comprehensively, comprehensively presented
orderly and does orderly and does , orderly and comprehensi
not exceed for 5 not exceed for 6 does not exceed vely, orderly
minutes. minutes. for 7 minutes. and exceed
more than
7minutes.
Collaboration All members of One member of Two members of Only the
the group the group is not the group are not leader of the
participated participating. participating. group
actively during performs the
the activity. activity.
198
APPENDIX C
CHART ON UNIQUE CHARACTERISTICS OF PLANETS
Average No. of Other

Mass Composition of
Planet Density Tilt Satellites Distinguishing
*(E=1) Atmosphere
g/cm3 Characteristics
Mercury 0.0543 52 00 0 Thin layer of High daytime
helium gas temperature
Venus 0.8136 0.24 30 0 Thick layer of Rotates from east
carbon dioxide to west; carbon
up to 90km dioxide in the
above the atmosphere
surface produces
greenhouse effect
Earth 1.000 5.2 23.4 1 Nitrogen (78%); Rotate from west
50 oxygen (21%); to east, made up
argon (almost of rocks
1%); Carbon
dioxide (0.03%);
all other gases
(0.01%)
Mars 0.1080 4.0 to 4.2 25.20 2 Has no cloud Tilt almost the
cover; 95% same as Earth’s
carbon dioxide; red in color; has
next is nitrogen, Great Red Spot;
argon , and alternate light and
traces of oxygen dark bands
and water running parallel to
its equator
Jupiter 318.35 1.31 3.10 16 Mostly hydrogen Rotate from west
and helium to east, largely
gaseous
Saturn 95.2 0.70 26.70 23 Mostly hydrogen Has a system of

and helium with rings surrounding
small amounts it
of ammonia and
methane gas
Uranus 14.58 1.21 82.10 15 Mostly hydrogen Rotates from east
and methane to west; axix is in
with small the plane of the
amounts of orbit of the planet
ammonia
Neptun 17.2 1.66 28.80 8 Mostly hydrogen Rotate from west
e and helium with to east, largely
some methane gaseous
Adapted from Science for Daily Use, Grade 5, page 286-287
199
I- OBJECTIVES
The learners demonstrate understanding of
A. Content Standards
characteristics of planets in the solar system.
Standards preparedness plan and kit
C. Learning Compare the Planets of the Solar System Code
Competencies/ (LC: S6ES-lvg-h-6)
Objectives - Identify the sizes of the planets in the solar system.
III- LEARNING
RESOURCES
A. References
pages
pages
- Science and Health V pp. 262-264
3. Textbook page
- Science for Daily Use 5, pp. 282-285
from Learning
Resources (LR)
B. Other Learning
- https://www.universetoday.com.ph
Resources
IV- PROCEDURE A B
- Post a picture of Solar System
ENGAGE

1. Among the eight planets, which planet is the closest to
the Sun?
(Mercury)
2. Which planet is the red planet?
(Mars)
3. Which planet has visible ring?
(Saturn)
4. Do the eight planets have the same size?
EXPLORE  Remind the learners about the norms/standards to be
200
Minimize your noise
 Present the scoring rubric to be used for group activity.
ACTIVITY
“HOW BIG AM I”
Learning Target:
- At the end of the activity, I can identify the sizes of the
planets in the solar system.
- Various colors of modeling clay, ruler, paper, marker
- Pictures of the solar system
- Paste
- Activity sheets
Procedure:
1. From the given data, arrange the planets according to its
diameter, from smallest to biggest and answer the guide
questions.
Planets Actual Diameter Scaled
(Km) Diameter
(mm)
Mercury 4,879 3.5
Venus 12,104 8.6
Earth 12,756 9.1
Mars 6,792 4.9
Jupiter 142,948 102.1
Saturn 120,536 86.1
Uranus 51,118 36.5
Neptune 49,528 35.4
*Scale is 1cm = 140 000km
Science for Daily Use 5, pp. 282-285
Guide Questions:
1. What planet is the same size as Earth?
(Venus)
2. Which planet has the biggest size in terms of actual
diameter?
(Jupiter)
3. Which planet is next to Mercury in size?
(Mars)
4. What is the size in diameter of our planet Earth?
(12,756 km)
5. Which planet is the smallest in size?
(Mercury)
 Presentation of group outputs.
EXPLAIN
Group presentation will be rated using the scoring rubric.
Process learners’ answers in the activity.
 What did you observe about the sizes of the planets? 201
ELABORATE (The eight planets have different sizes)
 What planet has almost the same size as Venus?
(Earth)
A. Based on the information given below, answer the following
questions:
(Km) Diameter
(mm)
Mercury 4,879 3.5
Venus 12,104 8.6
Earth 12,756 9.1
Mars 6,792 4.9
Jupiter 142,948 102.1
Saturn 120,536 86.1
Uranus 51,118 36.5
Neptune 49,528 35.4
EVALUATE _______1. It is the largest planet in the solar system.

_______ 2. It is the smallest planet.
_______ 3. A planet that is almost the same size of Earth.
_______ 4. It is the second largest planet in the solar
system.
_______ 5. It is the second smallest planet in our
solar system.
Answers:
1. Jupiter 4. Saturn
2. Mercury 5. Mars
3. Venus
V. REMARKS ______Lesson carried Move on to the next objective.

VI. REFLECTION
VII. OTHERS
No. of learners who
earned 80 % in the
evaluation.
A. No. of learners who ____Yes ____No
acquired additional ____of learners who caught up the lesson Of_____
activities for ____of learners who caught up the lesson of_____
remediation who ____of learners who caught up the lesson of____
scored below 80 % ____of learners who caught up the lesson ____
B. Did the remedial ____Yes ____No
lessons work? No. ____of learners who caught up the lesson Of_____
of learners who ____of learners who caught up the lesson of_____
have caught up ____of learners who caught up the lesson of____
with the lesson. ____of learners who caught up the lesson ____
C. No. of learners who ___Yes ___ No
continue to require ___of learners who caught up the lesson of ____.
remediation. ___of learners who caught up the lesson of_____.
___of learners who caught up the lesson of ___.
___of learners who caught uop the lesson of ____.
____Yes ____No 202
____of learners who caught up the lesson Of_____
____of learners who caught up the lesson of_____
D. Which of my ___Socratic questioning
teaching strategies ___use of visual presentation
work well ? Why ___Game-based learning
did this work? ___Pair Work
___Cooperative Learning
___Discovery Method
___Lecture Method
___Demonstration
___Models
Demonstration
___Complete IMs
Learn
___Group members
In doing the task
___Audio visual presentation of the lesson
____Yes ____No
____of learners who caught up the lesson Of_____
____of learners who caught up the lesson of_____
E. What difficulties did ___Bullying among students
I encountered with ___Student’s behavior/
my principal can attitude
help me solve?
F. What innovation or
localized did I used/
discover which I
wish to share with
other teachers?
203
APPENDIX A
ACTIVITY
“HOW BIG AM I”
Learning Target:
- At the end of the activity, I can identify the sizes of the planets in the solar
system.
- Pictures of the solar system
- Activity sheets
Procedure:
1. From the given data, arrange the planets according to its diameter, from
smallest to biggest and answer the guide questions.
(Km) Diameter
(mm)
Mercury 4,879 3.5
Venus 12,104 8.6
Earth 12,756 9.1
Mars 6,792 4.9
Jupiter 142,948 102.1
Saturn 120,536 86.1
Uranus 51,118 36.5
Neptune 49,528 35.4
*Scale is 1cm = 140 000km
Science for Daily Use 5, pp. 282-285
Guide Questions:
1. What planet is the same size as Earth?
2. Which planet has the biggest size in terms of actual diameter?
3. Which planet is next to Mercury in size?
4. What is the size in diameter of our planet Earth?
5. Which planet is the smallest in size?
204
APPENDIX B
SCORING RUBRIC
Category 4 3 2 1
Completeness All questions 1 or 2 questions 3 or 4 questions 5 questions were
and Accuracy were answered, were not were not not answered,
all answers are answered, have 1 answered, have 2 have 3 incorrect
correct with no incorrect answer incorrect answers answers and has
grammatical and have 1 and have 2 more than 2
errors. grammatical grammatical grammatical
error. errors. errors.
Timeliness Activity was finish Activity was finish Activity was 5 Activity was more
on time. 3 minutes late. minutes late. than 5 minutes
late.
Presentation The activity was The activity was The activity was The activity was
presented presented presented presented
comprehensively, comprehensively, comprehensively, comprehensively,
orderly and does orderly and does orderly and does orderly and
not exceed for 5 not exceed for 6 not exceed for 7 exceed more than
minutes. minutes. minutes. 7minutes.
Collaboration All members of One member of Two members of Only the leader of
the group the group is not the group are not the group
participated participating. participating. performs the
actively during activity.
the activity.
205
I- OBJECTIVES
characteristics of planets in the solar system.
B. Performance Standards The learners should design an emergency and
preparedness plan and kit
C. Learning Competencies/ Compare the Planets of the Solar System Code.
Objectives (LC: S6ES-lvg-h)
- Identify the relative distances of the planets
from the sun and other planets.
III- LEARNING
RESOURCES
A. References
pages
pages
3. Textbook page Science for Daily Use 5 pp. 272-279
Conchita T. Tan
from Learning
Resources (LR)
B. Other Learning
Resources
IV- PROCEDURE A B
Let the learners sing the eight planets to the tune of
“London Bridge”
Mercury, Venus, and Earth, Mars, Jupiter and
ENGAGE Saturn, Uranus and Neptune, the eight planets.
 Ask the following questions.

1. Can you name the eight planets mentioned in
the song?
(Mercury, Venus, Earth, Mars, Jupiter and
Neptune)
2. What is your favorite planet? Why?
( Answer may vary)
 Remind the learners about the
norms/standards to be followed in doing the
activity.
Read and understand the instructions
properly.
206
Minimize your noise
 Present the scoring rubric to be used for
group activity. (Please see Appendix B)
(Please see Appendix)
ACTIVITY
“ HOW FAR AM I “
Learning Target
 At the end of the activity I can identify the
relative distances of the planets from the sun
and other planets.
 Activity sheets
 Manila paper
 Marking pen
Procedure:
1. Using the picture of the solar system and the
data below, identify the relative distances of
planet from the sun.
2. Study the relative distances of the planets

from the sun.
Planet Average distance
from the sun in
million kilometers
Mercury 58 Million km
Venus 108 Million km
Earth 150 Million km
Mars 228 Million km
Jupiter 778 Million km
Saturn 1478 Million km
Uranus 2870 Million km.
Neptune 4497 Million km.
207
Guide Questions:
(Mercury)
2. What is the farthest planet to the sun?
(Neptune)
3. What is the distance of Earth from the sun?
(150 million km)
4. What is the second nearest planet to the sun?
(Venus)
5. How many million km is the distance of planet
Neptune from the Sun?
(4497 million km)
 Presentation of group outputs, will be rated using
EXPLAIN the scoring rubric. (Please see attached scoring
rubric)
 Process learners’ answers in the activity.
1. Why is Venus known to be the hottest planet
even it is not the closest planet from the Sun?
(Venus is known to be the hottest planet due
to its carbon dioxide content which is
ELABORATE equivalent to 98 percent.)
2. What is the distance of the Earth from the
Sun in kilometers?
(150 million km)
3. What is the relationship of the relative
distances of the planets from the sun and
other planets?
(Planets nearest to the sun are hot while
those planets farthest from the sun are cold.)
Match the planets in Column A to its distance from
EVALUATE the Sun in Column B using arrows.
Column A Column B
1. Earth 778 Million km
2. Neptune 1478 Million km
3. Uranus 2870 Million km
4. Saturn 4497 Million km
5. Jupiter 58 Million km
6. Venus 108 Million km
7. Mercury 150 Million km
8. Mars 228 Million km
V. REMARKS ______Lesson carried Move on to the next objective.

VI. REFLECTION
208
VII. OTHERS
G. No. of learners who ____Yes ____No
earned 80 % in the ____of learners who caught up the lesson Of_____
evaluation. ____of learners who caught up the lesson of_____
H. No. of learners who ____Yes ____No
acquired additional ____of learners who caught up the lesson Of_____
activities for ____of learners who caught up the lesson of_____
remediation who scored ____of learners who caught up the lesson of____
below 80 % ____of learners who caught up the lesson ____
I. Did the remedial ____Yes ____No
lessons work? No. of ____of learners who caught up the lesson Of_____
learners who have ____of learners who caught up the lesson of_____
caught up with the ____of learners who caught up the lesson of____
lesson. ____of learners who caught up the lesson ____
J. No. of learners who ___Yes ___ No
continue to require ___of learners who caught up the lesson of ____.
remediation. ___of learners who caught up the lesson of_____.
___of learners who caught up the lesson of ___.
___of learners who caught up the lesson of ____.
K. Which of my teaching ___Socratic questioning
strategies work well ? ___use of visual presentation
Why did this work? ___Game-based learning
___Pair Work
___Cooperative Learning
___Discovery Method
___Lecture Method
___Demonstration
___Models
Demonstration
___Complete IMs
Learn
___Group members
In doing the task
___Audio visual presentation of the lesson
L. What difficulties did I ___Bullying among students
encountered with my ___Student’s behavior/
principal can help me attitude
solve?
209
M. What innovation or
localized did I used/
discover which I wish to
share with other
teachers?
210
APPENDIX A ACTIVITY
“ HOW FAR AM I “
Learning Target
 At the end of the activity I can identify the relative distances of the planets
from the sun
and other planets.
 Activity sheets
 Manila paper
 Marking pen
Procedure:
1. Using the picture of the solar system and the data below, identify the relative
distances of planet from the sun.
3. Study the relative distances of the planets from the sun.

Planet Average distance
from the sun in
million kilometers
Mercury 58 Million km
Venus 108 Million km
Earth 150 Million km
Mars 228 Million km
Jupiter 778 Million km
Saturn 1478 Million km
Guide Questions:
2. What is the farthest planet to the sun?
3. What is the distance of Earth from the sun?
4. What is the second nearest planet to the sun?
5. How many million km is the distance of planet Neptune from the Sun?
211
APPENDIX B
SCORING RUBRIC
Category 4 3 2 1
Completeness All questions 1 or 2 questions 3 or 4 questions 5 questions were
and Accuracy were answered, were not were not not answered,
all answers are answered, have 1 answered, have 2 have 3 incorrect
correct with no incorrect answer incorrect answers answers and has
grammatical and have 1 and have 2 more than 2
errors. grammatical grammatical grammatical
error. errors. errors.
Timeliness Activity was finish Activity was finish Activity was 5 Activity was more
on time. 3 minutes late. minutes late. than 5 minutes
late.
Presentation The activity was The activity was The activity was The activity was
presented presented presented presented
comprehensively, comprehensively, comprehensively, comprehensively,
orderly and does orderly and does orderly and does orderly and
not exceed for 5 not exceed for 6 not exceed for 7 exceed more than
minutes. minutes. minutes. 7minutes.
Collaboration All members of One member of Two members of Only the leader of
the group the group is not the group are not the group
participated participating. participating. performs the
actively during activity.
the activity.
212
Teacher Learning Science
Areas
Time and Date Week 8, Day 1and 2 Quarter 4th
I. OBJECTIVES
the characteristics of planets in the solar
system.
emergency and preparedness plan and kit.
C. Learning Compare the planets of the solar system
Competencies/Objectives (LC:S6ES-IVg-h-6)
- Identify the terrestrial planets and the
gaseous planets with emphasis on Earth.
II. CONTENT INNER & OUTER PLANETS
A. References
pages
3. Textbook pages Science for Better Health and Environment
5 by Efrain E. Abracia Pp. 272 – 280,
Science for Daily Use 5 by Conchita T. Tan
Pp. 247 -258, 286-292
4. Additional Materials K to 12 Grade 6 Science Curriculum Guide
from Learning Resource S6ES-IVg-h-6 EASE Science I. Module 15.
(LR) portal Lesson 1 and 3.MIMOSA 5. Module 26.
B. Other Learning Resources

IV PROCEDURE A B
ENGAGE ACTIVITY
WORD WIZARD
Direction: Arrange the scrambled letters to form the
names of the planets.
1. SRMA -
2. SUNEV -
3. PUNTENE -
4. REMUCYR -
5. TERPIUJ –
6. RUTNSA -
7. RUSUNA-
8. ATRHE-
Answers:
1. Mars
2. Venus
3. Neptune
213
4. Mercury
5. Jupiter
6. Saturn
7. Uranus
8. Earth
activity.
 Supervise the pupils while performing the activity.
ACTIVITY
Learning Target:
 At the end of the activity, I can identify the
terrestrial planets and the gaseous planets
with emphasis on earth
 Picture of Solar System
(Note: See attached table at Appendix A)
 Activity sheets
 Manila paper
 Marking pen
Procedure:
1. Study the table and the information of the
solar system.
2. Answer the questions that follow.
214
Guide Questions:
1. From the given data, which planets are the outer
or gaseous planets?
(The outer or gaseous planets are Jupiter, Saturn,
Uranus, Neptune)
2. Which are the inner planets?
(The inner planets are Mercury, Venus, Mars,
Earth)
3. Why are inner planet called terrestrial planets?
(The inner planets are called terrestrial planets
because all of them appear solid.)
EXPLAIN  One representative from each group will present the
group output. Scoring rubrics will be used in rating the
performance of each group.
(See attached scoring rubric )
ELABORATE  Process learners output.
 Ask the following questions:
1. What are the outer planets?
2. Why are outer planets called gaseous/ Jovian?
3. What are the inner planets?
4. Why are inner planets called terrestrial planets?
(Note: Background Information for the Teacher).

- Inner planets have fewer moons, small, silicate
surface, nickel – iron core, higher density and rotate
slowly compared to outer planets.
- Mercury, Venus, Mars, and Earth are the four planets
closest to the sun are known as the inner planets.
Often times they are also called terrestrial planets
since all them appear solid and they look like our very
own planet – The Earth!
- Outer planets consist of the gas giant planets Jupiter,
Saturn, Uranus, and Neptune.
- They have an average diameter of about 4800 km
and are made of hydrogen and helium gases,
therefore they move faster due to lesser weight.
215
- Have greater number of moons, faster rotation, no
solid part, lower density and rings (in the case of
Jupiter and Saturn)
- Spin faster than inner planets which spin slowly
EVALUATE A. Identify the planets being described. Write the
letter of the correct answer in your answer
sheet.
1. Which inner planet is the smallest in the solar system?

a. Earth
b. Mercury
c. Venus
d. Mars
2. Which inner planet is the brightest planet in the night

sky?
a. Mars
b. Earth
c. Mercury
d. Venus
3.It is known to be the farthest planet in the solar

system.
a. Earth
b. Mercury
c. Neptune
d. Venus
4. Which planet is known to be the king of all the

planets?
a. Jupiter
b. Mercury
c. Mars
d. Neptune
5. Why is planet earth the only planet in the universe

known to support life?
a. because of the presence of carbon dioxide in the
atmosphere
b. because of the presence of oxygen
c. because of the presence of clouds in the
atmosphere
d. because of the presence of carbon dioxide and
oxygen in the atmosphere.
V. REMARKS ___ Lesson carried. Move on to the next objective.
___ Lesson not carried.
VI. REFLECTION
216
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the _____ Yes ______ No
remedial lessons
work?
No. of _____ of learners who caught up the lesson of ______.
learners who _____ of learners who caught up the lesson of ______.
have caught _____ of learners who caught up the lesson of ______.
up with the _____ of learners who caught up the lesson of ______.
D. lesson.
No. of _____ Yes ______ No
______
learners who
H. No. of to
continue _____ of learners who caught up the lesson of ______.
learners
require who _____ of learners who caught up the lesson of ______.
continue to
remediation. _____ of learners who caught up the lesson of ______.
E. require
Which of my ____ Socratic questioning
remediation.
teaching ____ Use of visual presentation
______
strategies ____ Game-based learning
I. Which
workedofwell?
my ____ Pair work
teaching
Why did it ____ Cooperative Learning
strategies
work? ____ Explicit Teaching
work well? ____ Group collaboration
 socratic ____ Differentiated instruction
questioni ____ Discovery Method
ng ____ Lecture Method
 use of ____ Manipulative tools
visual ____ Demonstration
presenta ____ Models
tion ____ Interactive lecture demonstration
 game- ____ Inquiry-based approach Why?
based ____ Complete IMs
learning ____ Availability of materials
 Pair ____ Student’s eagerness to learn
work ____ Group member’s collaboration/cooperation in doing
 cooperat their tasks
ive ____ Audio visual presentation of the lesson
Learning
 Explicit
Teachin
g
 group
collabor 217
ation
 Differenti
ated
F. What ____ Bullying among students
difficulties did ____ Students’ behaviour/attitude
I encounter ____ Colorful IMs
which my ____ Unavailable Technology
principal or ____ Science/ Computer/internet lab
supervisor ____ Additional clerical works
can help me
solve?
G. What ____ Contextualized/localized and indigenized IMs
innovation or ____ Localized video
localized ____ Recycling of plastics to be used as IMs
material/s did
I use/discover
which I wish
to share with
other
teachers
218
APPENDIX A
ACTIVITY
Learning Target:
 At the end of the activity, I can identify the terrestrial planets and the
gaseous planets with emphasis on earth
 Picture of Solar System
(Note: See attached table at Appendix A)
 Activity sheets
 Manila paper
 Marking pen
Procedure:
1. Study the table and the information of the solar system.
Guide Questions:
1. From the given data, which planets are the outer or gaseous planets?
2. Which are the inner planets?
3. Why are inner planet called terrestrial planets?
219
APPENDIX B
SCORING RUBRIC FOR THE ACTIVITY

Performed the Perform the
activity with activity but keep
Performed the
minimal on asking to the
activity by
Performance questions to the teacher on the
following the
teacher on the procedures all
given procedures
given throughout the
procedures. activity.
Finish the activity Finish the activity
Finish the activity
within 1-2 within 3-5
Promptness within the given
minutes after the minutes after the
time.
given time. given time.
Work/Collaboration cooperated in the group did not group did not
activity. cooperate. cooperate.
With at least
At least one (1)
Correctness of All answers are two(2) or more
answer in
answer correct answers are
incorrect.
incorrect
The materials are
The materials are
organized and The working area
organized but the
the working area is messy all
Workmanship working area is
is clean during throughout the
clean after the
and after the activity.
activity.
activity.
220
Time and Date Week 8, Day 3 and Quarter 4th
4
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding
of the characteristics of planets in the solar
system.
emergency and preparedness plan and kit.
C. Learning Compare the planets of the solar system
Competencies/Objectives ( LC:S6ES-IVg-h-6)
- Compare Earth with the other
planets which makes it livable.
II. CONTENT COMPONENTS OF PLANETS IN THE

SOLAR SYSTEM
III.LEARNING RESOURCES
A. References

2. Learner’s Materials pages K to 12 Grade 6 Science Curriculum Guide
S6ES-IVg-h-6 EASE Science I. Module 15.
Lesson 1 and 3.MIMOSA 5. Module 26.
3. Textbook pages Science for Better Health and Environment
5 by Efrain E. Abracia Pp. 272 – 280,
Science for Daily Use 5 by Conchita T.
Tan Pp. 247 -258, 286-292
4. Additional Materials from K to 12 Grade 6 Science Curriculum Guide
Learning Resource (LR) S6ES-IVg-h-6 EASE Science I. Module 15.
portal Lesson 1 and 3.MIMOSA 5. Module 26.
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE 1. What are the inner planets?
(The inner planets are Mercury, Venus, Mars,
Earth)
(The outer planets are Jupiter, Saturn, Uranus,
Neptune
221
activity.
 Supervise the pupils while performing the activity.
ACTIVITY
“MY EARTH , MY HOME”
Learning Target:
At the end of the activity, I can compare Earth
with the other planets which makes it livable.
 Manila paper
 Marking pen
Procedure:
1. Study the table and the information of the
solar system.
Guide Questions:
1. Which planet is the closest to the sun?
( Mercury)
2. Which planets have the same composition as the
earth?
(Mercury, Venus and Mars)
3. What makes Venus not livable?
(This is because its thick atmosphere prevents
excess sunlight to escape the planet. The
environment makes it impossible for life to exist on
Venus)
222
(The outer planets are Jupiter, Saturn, Uranus,
Neptune )
5. What makes Earth different from other planets that
makes it livable?
(Earth is the only planet in our solar system that
actively supports life, and has all the necessary
things for supporting life and the presence of
oxygen).
EXPLAIN  One representative from each group will present the
group output. Scoring rubrics will be used in rating
the performance of each group.
 Ask the following questions:
1. What are the inner planets?
3. Why are inner planets called terrestrial planets?
4. Why do Mercury, Venus and other planets
cannot support life?
5. What makes Earth different from other planets
that makes it livable?
Background information for the teacher:
The eight (8) planets in the solar system have different
masses, densities, tilt, and number of satellites,
atmosphere, and other striking features. Of the eight
planets, Venus and Uranus rotate on their axes from east
to west. This is the retrograde motion, which means in
“opposite” rotation” of most other planets. The six other
planets rotate from west to east.
Planets vary in their density. Mercury, Venus, Earth,

and Mars have high densities because they are made up
of rocks. The densities of Jupiter, Saturn, Uranus and
Neptune are much lower because they are largely
gaseous.
Earth is a rocky planet. It is the only planet with

characteristics that make it possible for life as we know it
to survive.
EVALUATE Identify the planets being described. Choose and write
the letter only.
1. Which planet has almost the same size of the Earth?

a. Venus
b. Mars
c. Mercury
d. Jupiter
2. What makes Venus not livable?

a. its smaller size 223
b. the presence of carbon dioxide on its
atmosphere
c. its solid rock surface
d. it is a gaseous planet
3. What makes Earth different from other planets that

makes it livable?
a. the presence of oxygen on its atmosphere
b. its distance from the sun
c. it is a terrestrial planet
d. it is composed of gases
4. What is the composition of the outer planets?

a. solid rocks
b. water
c. gases
d. clouds
5. Which planet has almost the same period of rotation

as the Earth?
a. Venus
b. Mars
c. Mercury
d. Saturn
V. REMARKS ___ Lesson carried. Move on to the next objective.
___ Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
224
C. Did the _____ Yes ______ No
remedial
lessons work?
No. of learners _____ of learners who caught up the lesson of ______.
who have _____ of learners who caught up the lesson of ______.
caught up with _____ of learners who caught up the lesson of ______.
the lesson. _____ of learners who caught up the lesson of ______.
______
D. No. of learners
who continue
to require
remediation.
______
E. Which of my
D.
teaching
No. of _____ Yes ______ No
strategies
learners
work
who well? _____ of learners who caught up the lesson of ______.
continue
socraticto _____ of learners who caught up the lesson of ______.
require
questioni _____ of learners who caught up the lesson of ______.
remediation.
E. Which ngof my ____ Socratic questioning
 use of
teaching ____ Use of visual presentation
visual
strategies ____ Game-based learning
workedpresentati
well? ____ Pair work
Why ondid it ____ Cooperative Learning
 game-
work? ____ Explicit Teaching
based ____ Group collaboration
learning ____ Differentiated instruction
 Pair work ____ Discovery Method
 cooperati ____ Lecture Method
ve ____ Manipulative tools
Learning ____ Demonstration
 Explicit ____ Models
Teaching ____ Interactive lecture demonstration
 group ____ Inquiry-based approach Why?
collaborat ____ Complete IMs
ion ____ Availability of materials
 Differenti ____ Student’s eagerness to learn
ated ____ Group member’s collaboration/cooperation in
instructio doing
n their tasks
 Discovery ____ Audio visual presentation of the lesson
F. WhatMethod ____ Bullying among students
difficulties
 Lecture did I ____ Students’ behaviour/attitude
encounter
Method ____ Colorful IMs
which my ____ Unavailable Technology
 Manipulat
principal or ____ Science/ Computer/internet lab
ive tools
supervisor can ____ Additional clerical works
 Demonstr
help me
ation
solve?
 Models
 interactiv
e lecture 225
demonstr
ation
 inquiry-
based
G. What ____ Contextualized/localized and indigenized IMs
innovation or ____ Localized video
localized ____ Recycling of plastics to be used as IMs
material/s did I
use/discover
which I wish to
share with
other teachers
226
SUMMATIVE TEST
Week 8
A. Choose the letter of the correct answer
1. It is the center of the solar system.

a. Jupiter
b. The sun
c. Mars
d. Pluto
2. What inner planet is the smallest in the solar system?

a. Mercury
b. Earth
c. Pluto
d. Mars
3. Which of the following do the eight (8) planets have in common?

a. They are gas giants
b. They are sphere shaped and orbit the sun
c. They have rocky surfaces
d. They all can support life
4. When we look at the orbits of the planets, we can see their order or distance
from the sun. Which planets lie closest to the sun? We call them inner
planets.
a. Jupiter, Saturn, Uranus and Neptune
b. Jupiter, Venus, Earth and Mars
c. Mercury, Venus, Earth and Mars
d. Mercury, Venus, Saturn and Neptune
5. The only planet that is 70% water and has oxygen that can support life.
a. Jupiter
b. Earth
c. Sun
d. Mars
6. Which among the following are known as the outermost or the Jovian
planets?
a. Jupiter, Saturn, Neptune, Venus
b. Jupiter, Saturn, Uranus, Mercury
c. Jupiter, Saturn, Mars, Uranus
d. Jupiter, Saturn, Uranus, Neptune
7. Which planet is known to be the king of all the planets?

a. Mercury
b. Mars
c. Neptune
d. Jupiter
227
8. How does Venus differ from Jupiter?
a. Jupiter is a terrestrial planet, Venus is a giant gas
b. Jupiter has no moons, Venus has two moons
c. Jupiter is a Jovian , Venus is a terrestrial planet
d. Jupiter is a planet, Venus is a large asteroid
9. Which planet has an atmosphere and seasons aside from Earth?

a. Uranus
b. Venus
c. Mars
d. Jupiter
10. How can you describe terrestrial planets?

a. icy
b. Close to the sun
c. big
d. Far from the sun
Answers key
1. b
2. a
3. b
4. c
5. b
6. d
7. d
8. c
9. c
10. b
228
Teacher Learning Areas SCIENCE
Time and Date WEEK 9, Day 1 and Quarter 4th
2
I. Objectives
A. Content The learners demonstrate understanding of physical
Standards characteristics of the planets of the solar system.
B. Performance  The learners should design an emergency and
C. Learning Construct a model of the solar system showing the relative
Competencies sizes of the planets and their relative distances from the
/ Objectives Sun.
(LC: S6ES IVi-j-7)
- Draw the sun and the planets surrounding it.
II. Content THE SOLAR SYSTEM
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3.Textbook  Science for Daily Use 5. Tan, Conchita T. 2012 pp 251-
Pages 252.
4. Additional  - Science and Technology 1. Integrated Science textbook

Materials for First year, Villamil, Aurora M.Ed D.1998pp 279-280.
from the  - Science for Daily Use 5. Tan, Conchita T. 2012 pp 251-
Learning 252.
Resources  - Science and Technology 1. Integrated Science Textbook
(LR) Portal NISMED 2012 pp 319-323.
 - Science and Technology 1. General Science Textbook for
first year, Rabago, Lilia M. Ph.D. et al.1997 p 256.
 - EASE Science 1. Module 15 Lesson 3
B. Other
Learning
Resources
IV. Procedure A B
ENGAGE - Ask the following - Ask the following
question: question:
1. What are the bases of 1. What are the terrestrial
dividing planets into groups? planets? Jovian Planets?
(Answer. The bases are its (Answer. Terrestrial planets
physical characteristic and are Mercury, Venus, Earth,
composition if it is solid, and Mars. Jovian planets are
liquid or gas and its distance Jupiter, Saturn, Uranus, and
from the sun.) Neptune.)
229
EXPLORE  Remind the learners about the norms/standards to be
Minimize your noise
activity. (Please see attached scoring rubric)
 Monitor learners to ensure their participation in the
activity.
ACTIVITY
“PAINT ME A PICTURE!”
Learning Target:
- At the end of the activity, I can draw the sun and
planets surrounding it.
- One-fourth White Cartolina
- Coloring materials
- Ruler
- Pencil
- Table of relative sizes and distances of planets (See
Appendix C)
Procedure:
1. In a cartolina, draw the Sun and the planets surrounding it
with correct positions and sizes.
2. Apply coloring materials to make your output more
presentable and artistic.
Guide Questions:
a. What is the center of the solar system?
(Sun)
b. What are the planets in the solar system?
(Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,
Neptune)
c. What do you call the planets closest to the Sun?
(Inner planets)
d. What are the outer or gaseous planets?
(Jupiter, Saturn, Uranus, Neptune)
4. Present your group output, describe each member of the
solar system to the class.
230
 One representative of each group will present the
EXPLAIN output to be rated using scoring rubrics.
(Please see attached scoring rubrics.)
ELABORATE  Process learners’ answer on the activity.
 Ask the learners to have a short description of the
planets based on their group output.
The outputs of the learners will serve as the evaluation tool
EVALUATE to be rated using the scoring rubric. (Please see attached
scoring rubric)
VI. REFLECTION
VII. OTHERS
A. No. f
learners
who earned
80% on the
formative
assessment
B. No. of
learners
who require
additional
activities for
remediation
lessons ____of learners who caught up the lesson of ______.
work? No. ____of learners who caught up the lesson of ______.
of learners ____of learners who caught up the lesson of ______.
who have
caught up
with the
lesson.
learners ____of learners who caught up the lesson of ______.
who ____of learners who caught up the lesson of ______.
remediation
.
E. Which of
my teaching ____Socratic questioning ___use of visual
strategies presentation
worked ____Game-based learning ___Pair work
231
well? Why ____Cooperative Learning ___Explicit Teaching
did it work? ____Group collaboration ___Differentiated instruction
their
tasks
F. No. of
learners
who earned
80% on the
formative
assessment
G. No. of
learners
who require
additional
activities for
remediation
H. Did the ____Yes _____No
lessons ____of learners who caught up the lesson of ______.
work? No. ____of learners who caught up the lesson of ______.
of learners ____of learners who caught up the lesson of ______.
who have
caught up
with the
lesson.
I. No. of ____Yes _____No
learners ____of learners who caught up the lesson of ______.
who ____of learners who caught up the lesson of ______.
remediation
J. Which of ____Socratic questioning ___use of visual
my teaching presentation
strategies ____Game-based learning ___Pair work
worked ____Cooperative Learning ___Explicit Teaching
well? Why ____Group collaboration ___Differentiated instruction
did it work? ____Discovery Method ___Lecture Method
232
their
tasks
K. What ___Bullying among students
difficulties ___Students’ behavior/attitude
did I ___Colorful IMs
encounter ___Unavailable Technology
which my ___Science/ Computer/internet lab
principal or ___additional clerical works
supervisor
can be
solve?
L. What ____contextualized/localized and indigenized IMs
innovation ____localized video
or localized ____Recycling of plastics to be used as IMs
material/s
did I
use/discove
r which I
wish to
share with
other
teachers?
233
APPENDIX A
ACTIVITY
“PAINT ME A PICTURE!”
Learning target:
- At the end of the activity, I can draw the sun and planets surrounding it.

 One-fourth White cartolina
 Ruler
 Pencil
 Table of relative sizes and distances of planets (Please see Appendix C)
Procedure:
1. In a cartolina, draw the Sun and the planets surrounding it with correct positions
and sizes.
2. Apply coloring materials to make your output more presentable and artistic.
Guide Questions:
a. What is the center of the solar system?
b. What are the planets in the solar system?
c. What do you call the planets closest to the Sun?
d. What are the outer or gaseous planets?
4. Present your group output, describe each member of the solar system to the
class.
234
APPENDIX B
SCORING RUBRIC FOR ACTIVITY
10 pts 8 pts 7 pts 6 pts 5 pts.

Performed the Performed the Performed the Performed the Performed the
activity activity activity activity and activity and
correctly correctly correctly and submit the submit output
following the following the present a output nicely. but not
given procedure and good artistic following the
procedure and present the work and procedures
come up with output with ideas.
the excellent very good
artistic ideas. artistic ideas.
235
APPENDIX C
Table 1. Data of relative distances and sizes of planets around the sun.
DISTANCE FROM THE EQUATORIAL
PLANETS SUN (Km) DIAMETER/
SIZE ( Km/ Miles)
Mercury 58 million km 4,879 km / 3,032 miles
Venus 108 million km 12, 104 km / 7,521 miles
Earth 150 million km 12,760 km / 7,926 miles
Mars 278 million km 6,787 km / 4,217 miles
Jupiter 778.5 million km 428,400 km / 88,730
miles
Saturn 1,429 million km 120,500 km / 74, 900
miles
Uranus 2,875 million km 51,120 km / 31,763
miles
Neptune 4,504 million km 49, 530 km / 30,775
miles
236
Teacher Learning Areas SCIENCE
Time and Date WEEK 9, Day 3 to Quarter 4th
5
I. OBJECTIVES
A. Content The learners demonstrate understanding of physical
Standards characteristics of the planets of the solar system.
B. The learners should design an emergency and preparedness
Performance plan and kit.
Standards
C. Learning Construct a model of the solar system showing the relative
Competencies/ sizes of the planets and their relative distances from the sun.
Objectives ( LC: S6ES IVi -j -7 )
II. CONTENT THE SOLAR SYSTEM
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
Pages
2. Learner’s
Materials
Pages
3.Textbook Science for Daily Use 5. Tan, Conchita T. 2012 pp 251-252.
Pages
4. Additional  Science and Technology 1. Integrated Science textbook for
Materials First year, Villamil, Aurora M.Ed D.1998pp 279-280.
from the  Science and Technology 1. Integrated Science Textbook
Learning NISMED 2012 pp 319-323.
Resources  Science and Technology 1. General Science Textbook for
(LR) Portal first year, Rabago, Lilia M. ph.D. et al.1997 p 256.
 EASE Science 1. Module 15 Lesson 3
5. Other
Learning
Resources
IV. A B
PROCEDURE
ENGAGE Present a picture showing the solar system.
237
1. Why is Venus called the hottest planet?
2. What makes the Earth color blue?
Answers:
1. Venus is the hottest planets because of high carbon deposit
in the atmosphere.
2. Water is responsible that makes the Earth color blue.
 Group the learners into  Group the learners into
EXPLORE four. four.
 Remind the learners  Remind the learners
about the about the
norms/standards to be norms/standards to be
followed in doing the followed in doing the
activity. activity.
Read and understand Read and understand
the instructions the instructions
properly. properly.
Cooperate with your Cooperate with your
group group
Do not disturb the other Do not disturb the other
groups groups
Maintain cleanliness in Maintain cleanliness in
your workplace your workplace
Seek the guidance of Seek the guidance of
the teacher if needed the teacher if needed
Minimize your noise Minimize your noise
Submit your output on Submit your output on
time time
 Present the scoring  Present the scoring
rubric to be used for rubric to be used for
group activity. (Please group activity. (Please
see attached scoring see attached scoring
rubric) rubric)
 Distribute the activity  Distribute the activity
sheet to each group. sheet to each group.
activity sheet) activity sheet)
 Monitor learners to  Monitor learners to
ensure their ensure their
participation in the participation in the
activity. activity.
ACTIVITY ACTIVITY
“MY SOLAR MACHE!” “MY SOLAR BALLS!”
Learning target: Learning target:

At the end of the At the end of the
activity, I can construct a activity, I can construct a
model of the solar system out model of the solar system out
of the available materials. of the available materials.
238
Materials: (To be provided by Materials: (To be provided by
the Teacher) the Teacher)
 Used pieces of paper/  Clay found in the
News paper locality/ molding clay
 Cooked starch as paste  Water color/ acrylic
 Scissors paint
 Water color/acrylic  Midrib (Tingting)
paint  Table of relative sizes
 Tying wire and distances of
 Table of relative sizes planets. (Please see
and distances of Appendix C)
planets. (Please see
Appendix C) Procedure:
Procedure: 1. Create balls of clay with

different estimated sizes
1. Cut used pieces of paper from the given data to
into pieces with a size of one represent the planets of the
inch. solar system.
2.Crumple the paper to make 2. Connect the balls using
a ball with an estimated midribs.
sizes out of the given data 3. Let it dry under the sun.
from the table. 4. Apply acrylic paint on the
3. Apply the cooked starch to dried ball to represent the
paste the cut pieces until planets of the solar system
you can form a ball of and connect the ball
different sizes. accordingly using midribs.
4. Let it dry under the sun. Use 5. Present your group output
blow drier to dry the formed to the class.
balls during bad weather
condition if possible.
5. Apply acrylic paint on the
dried ball to represent the
planets of the solar system
and connect the ball
accordingly using a tying
wire.
6. Present your group output
to the class.
239
Process the learner’s performance.
ELABORATE Ask the following questions:
1. What is the ring of Saturn made of?
(The ring of the planet Saturn is made of rock of ice.)
2. What is the position of planet Earth from the Sun?
(Third)
3. What is the farthest planet?
(Neptune)
4. What is the smallest planet?
(Mercury)
5. Why is Venus the twin planet of Earth?
(Venus is the twin planet of the Earth because it has
almost the same size of Earth.)
EVALUATE The outputs of the learners will serve as the evaluation
tool to be rated using the scoring rubric. (Please see
attached scoring rubric
VI. REFLECTION
VII. OTHERS
A. No. f learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
lessons work? ____of learners who caught up the lesson of ______.
who have ____of learners who caught up the lesson of ______.
caught up with
the lesson.
D. No. of learners ____Yes _____No
who continue ____of learners who caught up the lesson of ______.
to require ____of learners who caught up the lesson of ______.
remediation. ____of learners who caught up the lesson of ______.
E. Which of my
teaching ____Socratic questioning ___use of visual
strategies presentation
worked well? ____Game-based learning ___Pair work
Why did it ____Cooperative Learning ___Explicit Teaching
work? ____Group collaboration ___Differentiated instruction
240
____Complete IMs
their tasks
F. What ___Bullying among students
difficulties did I ___Students’ behavior/attitude
encounter ___Colorful IMs
which my ___Unavailable Technology
principal or ___Science/ Computer/internet lab
supervisor can ___additional clerical works
be solve?
G. What ____contextualized/localized and indigenized IMs
innovation or ____localized video
localized ____Recycling of plastics to be used as IMs
material/s did I
use/discover
which I wish to
share with
other
teachers?
241
APPENDIX A
ACTIVITY 1
“MY SOLAR MACHE”
Learning target:
- At the end of the activity, I can construct a model of the solar system out of
the available materials.

 Used pieces of paper/News paper
 Cooked starch as paste
 Scissors
 Water color/acrylic paint
 Tying wire
 Table of relative sizes and distances of planets (Refer on Appendix C)
Procedure:
1. Cut used pieces of paper into pieces with a size of one inch.
2.Crumple the paper to make a ball with an estimated size out of the given data from
the table.
3. Apply the cooked starch to paste the cut pieces until you can form a ball of different
sizes.
4. Let it dry under the sun. Use blow drier to dry the formed balls during bad weather
condition if possible.
5. Apply acrylic paint on the dried ball to represent the planets of the solar system and
connect the ball accordingly using a tying wire.
242
ACTIVITY B
“MY SOLAR BALLS “
Learning target:
At the end of the activity, I can construct a model of the solar system out of the
available materials.

 Clay found in the locality/molding clay
 Water color/acrylic paint
 Midrib
 Table of relative sizes and distances of planets (Refer on Appendix C).
Procedure:
1. Create balls of clay with different estimated sizes from the given data to represent
the planets of the solar system.
2. Connect the balls using midribs.
3. Let it dry under the sun.
4. Apply acrylic paint on the dried ball to represent the planets of the solar system and
connect the ball accordingly using midribs.
243
APPENDIX B
SCORING RUBRIC FOR ACTIVITY
10 pts 8 pts 7 pts 6 pts 5 pts.

Performed the Performed the Perform the Performed the Performed the
activity activity activity activity and activity and
correctly correctly correctly and submit the submit output
following the following the present a output nicely. but not
given procedure and good artistic following the
procedure and present the work and procedures
come up with output with ideas.
the excellent very good
artistic ideas. artistic ideas.
244
APPENDIX C
Table 1. Data of relative distances and sizes of planets around the sun.
DISTANCE FROM EQUATORIAL DIAMETER/
PLANETS THE SUN (Km) SIZE ( Km/ Miles)
Mercury 58 million km 4,879 km / 3,032 miles
Venus 108 million km 12, 104 km / 7,521 miles
Earth 150 million km 12,760 km / 7,926 miles
Mars 278 million km 6,787 km / 4,217 miles
Jupiter 778.5 million km 428,400 km / 88,730 miles
Saturn 1,429 million km 120,500 km / 74, 900 miles
Uranus 2,875 million km 51,120 km / 31,763 miles
Neptune 4,504 million km 49, 530 km / 30,775 miles
245
4TH QUARTER ASSESSMENT
1. The following is a result of an earthquake, except?
a. Death c. Damage of infrastructures
b. Landslide d. Heavy rains
2. These are ground vibrations caused by the release of energy that accompany
fault movement, asteroid impact, volcano eruptions, movement of magma, or
explosions.
a. Earthquakes c. Flashfloods
b. Typhoons d. Tsunamis
3. If an earthquake originates under the ocean, which of the following might
happen?
a. High tide c. Low tide
b. Tsunami d. Landslide
4. It is a landform where molten rock come out to the surface of the planet.
a. Mountain c. Volcano
b. Valley d. Hill
5. What causes volcano to erupt?
a. When the pressure within the magma chamber is greater than the
strength of the crust.
b. When the temperature of the sun increases.
c. When the volcano gets much higher.
d. It is because of climate change.
6. Which of the following is the beneficial effect of a volcanic eruption?
a. Floods
b. Wildfires
c. Source of nutrients in
soil.
d. Source of wildlife.
246
7. Which of the following must be done if an earthquake happens during
school hours and you are inside your classroom?
a. Find the exit and run as fast as you can.
b. Jump from the window.
c. Duck, cover and hold.
d. Stay calm do not do anything.
8. If your house is badly damaged during an earthquake, which of the
following you should do?
a. Gather all your important belongings in one place and guard it,
do not leave your house.
b. Seek help from your neighbor to repair your house.
c. Go back to your house and move on.
d. Leave immediately and wait for a safety professional to
inspect it for safety.
9. Which of the following must NOT be included in your emergency kit?
a. Television
b. Water
c. First aid kit
d. Important documents
10. What is the importance of having an emergency preparedness plan
during an earthquake and volcanic eruptions?
a. For my family to be safe from injury, due to the calamity.
b. So that our family my look cool.
c. For my family to become closer to one another.
d. So that our family will be the only survivor when there is a
calamity.
11. What authorized agency of the government monitors the weather in the
Philippines?
a. DOST b. PHILVOCS c. PAGASA d. DENR
12. Which months in the Philippines are dictated by the prevailing winds called
the Habagat or Southwest Monsoon?
a. May to October b. November to May
c. June to October d. January to April
13. Which causes heavy rains from May to October?
a. Southwest monsoon b. Pacific Ocean
c. Northeast monsoon d. Climatic condition
14. Which statement is NOT CORRECT about dry season?
a. During dry season, there is a very little rainfall.
b. The sun always shines during this season, bringing much heat.
c. Flowers bloom and fiestas in the country are celebrated.
d. Wet and moisturized soil.
15. Below are the precautionary measures that should be done during rainy
season, EXCEPT?
a. Be aware of heat stroke.
b. Be aware of rainy days.
c. Be aware typhoon or any weather disturbances.
d. Be aware of floods.
16. What is the importance of knowing weather patterns in agricultural sector?
247
a. Farmers need information to help them plan for the planting and
harvesting of their crops.
b. Farmers need information to help them know where grasses grow.
c. Farmers need information to help identify parasites that affects the
plants to grow.
d. Farmers need information to help provide water sources.
17. For number 17
Rainfall Dry Rainy
Temper Cool Hot

ature
17. Using the rainfall and temperature as bases, which particular months the
Philippines has total dry season?
18. Which of the following activities is NOT appropriate for dry season?
a. Diving b. Swimming
c. Island hopping d. Planting rice
19. In the recreational field, what is the appropriate and productive way to do
during wet season?
a. Beach volleyball
b. Sun bathing
c. Mountain climbing
d. Indoor sports activities
20. How long does it take for the Earth to rotate on its axis?
e. 24 hours
f. 12 hours
g. 6 hours
h. 42 hours
21. What is the direction of the rotation of the Earth?
e. North to South
f. South to North
g. East to West
h. West to East
22. Which DOES NOT describe the Earth’s rotation?
a. It gives day and night
b. It moves counterclockwise
c. It starts from west to east.
d. It moves up and down
248
23. What causes day and night?
a. The revolution of the Earth around the sun
b. The rotation of the Earth on its own axis
c. The gravitational force of the Earth
d. The Sun sleeps at night
24. Carl is having a video chat with Jeric, his friend in America. Carl made a
call during night time but noticed that in Jeric’s place it’s daytime. What do
you think is the reason for this?
a. The places facing the sun experience daytime while the places
facing towards the other direction experience night time due to
revolution of the Earth.
b. The places facing the sun experience daytime while the places
facing towards the other direction experience night time due to rotation
of the Earth.
c. The places facing the moon experience daytime while the places
facing towards the other direction experience night time due to
revolution of the Earth.
d. The places facing the moon experience daytime while the places
facing towards the other direction experience night time due to rotation
of the Earth.
25. What will happen to the side of the Earth which is directly facing the sun?
a. It will be night time.
b. It will be daytime.
c. It will be dawn.
d. It will be twilight.
26. What is the direction of the Earth’s movement around the sun?
a. West to East or Counterclockwise
b. East to West or Clockwise
c. It doesn’t move.
d. It moves away from the sun
27. Which of the following causes the changes in the length of day or changes
in season?
a. Sun’s rays
b. Tilting of the Earth
c. Phases of the moon
d. None of the above
28. What causes the seasons of the temperate countries?
a. tides
b. earthquakes
c. tilting of the Earth
d. waves
29. It is the movement of the Earth around the sun.
a. revolution
b. rotation
c. evolution
d. notation
249
a. Earth
b. Mercury
c. Saturn
d. Jupiter
31. The following are planets in the solar system, EXCEPT.
a. Pluto
b. Mercury
c. Saturn
d. Mars
32. Which of the following planets has visible rings?
a. Jupiter
b. Uranus
c. Neptune
d. Saturn
33. Which of the following planets rotates on its axis in clockwise direction?
a. Uranus and Venus
b. Earth and Jupiter
c. Neptune and Saturn
d. Mars and Saturn
34. What is the size of planet Earth in equatorial diameter (km/miles)?
a. 12, 760 km/7,926 miles
b. 4, 879 km/3, 032 miles
c. 49, 530 km/30, 775 miles
d. 120, 500 km/ 88, 730 miles
35. What is the distance of the Earth from the sun?
a. 150 million km
b. 58 million km
c. 108 million km
d. 278 million km
36. Which of the following are terrestrial planets?
a. Mercury, Neptune, Mars and Earth
b. Mercury, Venus, Earth and Mars
c. Jupiter, Mercury, Venus and Neptune
d. Earth, Mars, Venus and Jupiter
37. The following are gaseous planets, EXCEPT:
a. Jupiter
b. Saturn
c. Uranus
d. Earth
38. Which planet is known to be the king of all planets?
a. Jupiter
b. Mercury
c. Mars
d. Neptune
39. Which of the following do the eight planets have in common?
a. They are gas giants
b. They are sphere shaped and orbit the sun
C. They have rocky surfaces
d. They all can support life
250
40. What makes Earth different from other planets that makes it livable?
a. because of the presence of the clouds
b. because of the presence of carbon dioxide in the atmosphere
c. because it has moon
d. because it has the capacity to support life
251

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PROTOTYPE AND

SDO - MASBATE PROVINCE

BEBIANO I. SENTILLAS, CESO V

RAYMUNDO M. CANTONJOS, CESO VI MELCHIZEDEK C. TONGCO,

MA. DOROTHY L. DANIEL

MANUEL LUIS F. TEODORO

DLP WRITERS VALIDATORS

DEMONSTRATION TEACHERS EDITOR

Second, to the Schools Division Superintendent BEBIANO I. SENTILLAS,

RAYMUNDO M. CANTONJOS, CESO VI ASDS in Elementary

GLENN C. ALMODAL, PSDS Monreal District

IMELDA M. LEGASPI, HT III of Aroroy National High School

CINDY C. SO, MT-I, Monreal Central School

Seventh, to the Hosts of our temporary homes, MARITES D. ALMORADIE, of

Lastly, to our ever-supportive EPS I in Science MANUEL LUIS F. TEODORO

Thank you! We could not do it without your unwavering support!

Week & Day Learning Competency Page

Day 1 Demonstrate precautionary measures before,

Week 4. Discuss appropriate activities for specific seasons of the

1. Have you experienced an earthquake? (Yes)

2. What are the effects of an earthquake?

___Lesson carried. Move on to the next objective.

Materials:(To be provided by the teacher.)

CRITERIA (3) (2) (1)

giant mushroom-shaped cloud shot up from the

1. What can you infer about the pictures?

EXPLORE  Group the learners into four.

2. What causes volcanoes to erupt?

- When the pressure within the magma chamber

3.2 Harmful effects of volcanic eruptions (show

CRITERIA (3) (2) (1)

Select the letter of the correct answer.

Learning Target: At the end of the activity, I can

Materials: (To be provided by the teacher)

Before During After

3. Demonstrate the precautionary measures you

CRITERIA (3) (2) (1)

Before During After

3. Demonstrate the precautionary measures you have listed through role

CRITERIA (3) (2) (1)

Performed the Performed the

All members of At least one (1) Two (2) or more

Materials: (To be provided by the teacher)

___Lesson carried. Move on to the next objective.

Material: (To be provided by the Teacher)

2. Identify the weather of the following days:

Weather patterns in the Philippines are dictated by the

A. Based on the graph answer the following

5. Which month is the warmest?

Ask the following questions:

 Do we experience that four seasons in the

Let the learners watch the video presentation about

- Presentation of group outputs.

 Process learners answers in the activity.

Materials: (To be provided Material: (To be provided

C. Season – 2. What are your bases

Process the guide questions:

2. Using the rainfall and temperature as bases, in

1. Based on the data, make a bar graph.

Learning Target: Learning Target:

2. Answer the following

 Using temperature and season as bases, the rainy

 Video clip presentation about wet season