Lesson Plan in Science 6

Writer: Irelene M. Legaria

Talisay Elementary School
0916-1542-142

Content Standards: The learners demonstrate understanding the earth’s

rotation and revolution.

Performance Standards: The learners should be able to design an emergency

preparedness plan kit.

Learning Competencies: The learners demonstrate rotation and revolution of

the Earth using a globe to explain day and night and
the sequence of the seasons. S6ES-IVe-f-5

Quarter: 4 Week: 5 Day: 3

I. Objectives:
At the end of 50-minute period, 100% of the learners
are expected to:
1. Demonstrate rotation of the earth using a globe to
explain day and night.

II. Content:
Subject Matter: Rotation of the earth

Integration:
ESP: Safety Measures when doing the activity/
Cooperation
MATHEMATICS: Conversion (Number of hours in 1 day)
ENGLISH: Vocabulary Skills

Strategies: 7Es Learning Model, Cooperative Learning, Group

Activity

Materials: Video Presentation, globe, marking pen, worksheets,

PowerPoint Presentations, video clips, pictures, answer
card.

References: Into the future Science and Health 6 pp.224-227

BEAM 4, Unit 9. Distance Learning Module DLP60
Science in Action 6 pp. 325
 III. Learning Tasks:

Elicit Materials
What are the things you love to do during daytime?
How about during nighttime? Pictures

Suppose there were only days and no nights on the Charts

earth, What do you think happen?
Engage

Review:

 The teacher will let the pupils answer the following

questions to recall previous lesson.
 The pupils write their answers on a manila paper
by group.
 The first one to post their answers on the board will
have additional points for the group.

Directions: Read the sentences. Unscramble the

letters to know what is described.

1. It is the place where people, animals and

plants live.

THERA PowerPoint
Presentation
2. An imaginary line which runs through the
center of the Earth between the North and
South poles.
Pictures
XISA

3. It is the turning of the Earth on its axis.

TARONOTI

4. The Earth’s axis is ____________.

TEDLIT

5. The earth rotates on its axis. What do you mean

by the underlined word?

PINSS
 Presentation:

 The teacher will show a picture

A B
Ask:
1. What time does picture A show?
2. What time does picture B show?

Explore
 Divide the class into 4 groups.
 Let them do Activity 1
 Provide each group with manila paper and a
marking pen.

Group Activity-Directions:
1. Choose your leader. PowerPoint
2. The leader gets the activity sheets and the Presentation
assessment card from the teacher.
3. Go to your respective area assigned to you.
4. Begin doing the activity following the group Charts
standards.
5. Be mindful of the rubrics presented. Pictures
6. Finish in 10 minutes, and then present your
output in less than 3 minutes.

(See attached activity sheets)

Explain
Group Presentation/Reporting
(Learners are given utmost recognition in the task they
are presented.)

Discuss the key Concepts:

 About half of the entire globe received light
from the flashlight. It is dark on the side opposite the
light source.

If the Philippines faces the light source, the

United States of America, Canada and other countries
on that part of the globe are on the dark side.

It is day on the lighted portion and night on the

dark side as the Earth rotates on its axis. When the sun
seems to rise in the east, half of Earth is facing the sun.
When the sun seems to set in the west, the same
portion is facing the opposite direction. The Earth
rotates continuously so day follows night and night
follows day. Earth’s rotation causes day and night. The
Video
Earth rotates in a counterclockwise direction as seen
Presentation
above the North Pole and clockwise as seen above
the South Pole.

Let the pupils watch a video presentation

Elaborate

Generalization:
Ask:

 What is rotation?
 What causes day and night?
 Why is Earth’s rotation important?
 Who can explain day and night by demonstrating
the rotation of the earth using a globe?

Application:

 What might happen if the Earth does not rotate?

 What affects might it bring to the Earth itself, to the
people and other living organism on it, to the
temperature, etc.?

Values Integration:

 How can we be of help in taking care of our

planet earth?

Evaluate
 Group Demonstration

Directions: On the same group that you had,

Earth and Sun
demonstrate the rotation of the earth by using the earth
Models
and sun models. Each group will be rate using the
rubrics.
(see attached rubrics)

Extend

Chart

REFLECTION:
A. No. of learners who earned 80%: _________________________

B. No. of learners who require additional activities for

remediation : ___________________________________________

C. Did the remedial lessons work? __________________________

No. of learners who have caught up with the lesson:_____

D. No. of learners who continue to require remediation:____

E. Which of my teaching strategies worked well? Why did these

work:___________________________________________________

F. What difficulties did I encounter which my principal or supervisor

can help me solve? ____________________________________

G. What innovation or localized materials did I use/discover which I

wish to share with other teachers? ______________________
 Activity Sheet #1

Title: Demonstrate rotation of the earth using a globe to explain day and
night

What you need:

Globe
Marking pen
Manila paper
Colored chalk
What to do:

Make a list of the things you do during daytime and nighttime.

Activities
Daytime Nighttime
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Observations:

 Why do you think there is day and night?

 Do you want to find out what causes day and night?
 Let’s find out through another activity
 Activity Sheet #2

Title: Demonstrate rotation of the earth using a globe to explain day and
night

What you need:

Globe
Marking pen
Manila paper
Flash light
What to do:

1. Get a globe/ball and a big flashlight.

2. Place the globe on the table and mark off the Philippines with tape.
3. Hold the flashlight at one-meter distance from the globe.
4. Darken the room and turn the flashlight on.
5. Ask a classmate to turn the globe slowly. Spin the ball slowly between
your fingertips.
6. Observe as part of the globe/ball goes into the light and the other part
move out.

Observations:
Group_________

Guide Questions Observations

1. Did the whole globe/ball receive light
from the flashlight?
2. When the other part receives light, what
happens to the other part?
3. If the Philippines is facing the light, What
countries are on the side opposite the
light source?
4. Describe the portion of the globe:
a. Facing the light source. _______
b. The side opposite the light
source._______
Standards for the simple Science activity.

1. Work with the group cooperatively.

2. Listen and understand the direction of your leader.
3. Perform your group activity orderly.
4. Be ready to present your collaborative output.

Direction: Assess your group performance in accomplishing the task

provided.
Rubric in Assessing Group Performance in Simple Science Activity
(Group-Assessment)

Description Ratings
1. All members take part in the group 1 2 3 4 5 6
activities
2. Members agree and supports with each 1 2 3 4 5 6
other.
3. Group members keep on the assigned 1 2 3 4 5 6
task.
4. Group members practice collaborative 1 2 3 4 5 6
skills.
5. Group members perform well as a 1 2 3 4 5 6
whole.