W1-2

Learning Area Science Grade Level 6

Quarter 3rd Date

I. LESSON TITLE How Do Gravity and Friction Work?

II. MOST ESSENTIAL LEARNING Infer how friction and gravity affect movements of different objects.
COMPETENCIES (MELCs) (S6FE-IIIa-c-1)
III. CONTENT/CORE CONTENT Gravitation and frictional forces / Gravity and friction affect movement of
objects
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction Day 1 In this lesson, you will learn that gravitation and frictional forces affect the
Panimula movements of different objects. You will understand also that gravity and
friction are always present and have big influence in the activities that you
do and in the things that you use. These forces are naturally occurring.

Gravity and friction work in your daily life. Both gravity and friction are kinds
of forces. Gravity keeps everything on Earth firmly on the ground while friction
is a force that resists the movement of an object sliding against another.
Frictional force keeps cars from slipping off roads and helps certain
machineries function properly.

Have you ever tried going down a slide like what the boy is doing on the
illustration below?

Slides can be on a pool or a playground, you may have observed that the
more upright the slide is, the faster you fall downwards. The downward force
pulling on you towards the ground when you slide is referred to as gravity. The
slide’s smoothness or wetness also adds speed when going down. When force
between two objects in contact with each other, like the clothes you are
wearing rubbing against the slide, is an example of friction. It takes place
when two objects rub against each other.

Gravity and friction also affect every activity that you do, from walking to
running, going up and down the stairs, and even when sleeping or just
standing on the ground. You naturally encounter gravity and friction and
these help us with our daily life.

When you throw stone upward, the stone will fall down. This is because the
Earth is using a strong attractive force on the stone you have thrown that is
called gravity. Without gravity, things will float on Earth’s surface.

Looking back at the illustration above with the boy playing on the slide,
friction unlike gravity is a force that acts between two bodies that are in
contact with each other. In this case, the boy’s clothes in contact with the
slide produce the force called friction.
Take for example whenever you comb your hair, friction
takes place as you rub your hair using the comb. Friction
happens not just between the comb and your hair strands, but
also between the comb and your fingers holding the comb.
Friction keeps the comb stays in your hands. It helps you in
doing the combing of your hair.

B. Development Day 2-4 Learning Task 1: Study the illustration below and answer the questions that
Pagpapaunlad follow.
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
Sipa is one of Philippine national symbols. It is our Philippine national game.

Answer the following questions on your answer sheet.

Questions:
1. What do you think will happen with the sipa if the boy did not catch it
with his foot? Do you think it will fall to the ground? Why or why not?
2. What kind of force acts on the object that makes it move downward
every time it is tossed upward?
3. Does friction act between the sipa and foot of the boy?
4. How does friction act on the movement or direction of the sipa?
5. How does gravity and friction affect the objects used in playing sipa?

When thinking about gravity, have you ever speculated what would
happen if the axis of the planet moved toward the Sun? Do this activity and
find out. As a form of family bonding, perform this activity with four of your
family members.

Learning Task 2
Activity Title: Observing Gravity

Materials: large tablecloth large stone marble

Procedures:
1. Ask your family members to tightly hold the corners of a large
tablecloth or sheet.
2. Place a heavy object such as a stone in the center of the cloth. This
makes the center of the cloth bend downward.
3. Roll a marble so that it spirals around the stone. Observe what
happened.
4. Change the speed and the initial angle of the marble as you roll the
marble on the cloth. Record what you have observed.
5. Replace the heavy stone with a lighter stone in the center of the
tablecloth and roll the marble again. Observe the movement
of the object compared with the previous
observations.
6. Replace the marble with other round objects like
table tennis ball, small ball bearing and the like.
Observe the movement happened.
7. Record your observation on the table.
Image taken from Google

Table 1.
Object used in Observations on the Observation on the movement
the center movement of the object of other objects replacing the
“marble” when rolled marble when rolled
Heavy stone
Lighter stone
Guide questions: Write your answers on your answer sheet.
1. How do the speed and angle of the marble rolled on the cloth affect
the path and movement of the rolling marble?
2. What have you observed to the movement of the marble rolled
when the heavy stone is replaced?
3. What have you observed to the movement of the objects replacing
the marble when rolled?
4. How does the tablecloth activity demonstrate the effect of gravity
on the movement of objects?
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
Learning Task 3: Study more about friction by watching the LinK on
https://youtu.be/5G6Giehk5SM answer the following questions.
1. What is resistance?
2. What is the result or effect of friction when two objects are rubbed?
3. Which has less friction, rough surfaces, or smooth surfaces?
4. How does friction affect moving objects?
5. How do textures of objects affect the friction produce when two objects
are in contact with each other?

C. Engagement Day 5 & 6 Learning Task 4: Copy the table below on your answer sheet, then list the
Pakikipagpalihan things that might happen if there is no gravity and friction.
What might happen if there is no…
Gravity Friction
1 1
2 2
3 3
4 4
5 5
Learning Task 5: Create a poster advertisement that demonstrates road
safety. Use a white cartolina for this project-based output.

Guide for critiquing the poster advertisement.

Yes No
Assessment Criteria (5) (1)
Information on road safety is shown.
Measures to prevent road accident is highlighted.
Pictures or illustrations used are appropriate for the content.
Text is easy to read and understand
Execution is neat and clear

D. Assimilation Day 7 Remember that the two different forces discussed in this lesson are:
Paglalapat  Gravity is a force of attraction of two bodies because of their masses.
 Friction is a force that opposes movement. It is always opposite to the
direction of the motion.
Learning Task 6: Study the following situations and answer the question for
each. Remember what you have learned about gravity and friction. Write
your explanations on your answer sheet.

1. Place a book on top of a table. What keeps the book from falling?
How is this possible?
2. Roll a marble on top of a level surface. Make it stop. Slide a light book
on top of the same level surface by giving it an initial push. Did the
book continue to slide? What is responsible for making the sliding
book slow down and eventually stop?
3. Drop a small stone and a piece of paper from the same height at the
same time. Observe closely the motion of the stone and the paper
as they fall. Which of them reached the ground first? Why did not the
other one reach the ground at the same time as the first?
4. What is the importance of friction in our daily life?
5. Why do we need gravity?

V. ASSESSMENT Day 8 Learning Task 7: Read the questions carefully. Choose the letter of the correct
answer.
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
(Learning Activity Sheets for 1. Where is gravitational force directed as you stand on the floor?
Enrichment, Remediation or
Assessment to be given on Weeks
A. upward C. backward
3 and 6) B. forward D. downward
2. Which of the following shows the presence of friction?
A. cars continuously roll down hills
B. things fall off on smooth surfaces
C. people stay in place as they move
D. cars stop when the driver steps on the brakes
3. What is the direction of the frictional force that acts on an object moving
to the left?
A. upward C. to the right
B. downward D. to the left also
4. Which of the following statements is not true about friction?
A. it acts upward opposing the pull of gravity
B. it prevents things from sliding off surfaces
C. it keeps things that are in contact with each other
D. it holds objects that are separated by the great distance
5. A delivery man uses wooden ramp when he delivers thus, packages do not
slide off easily making his work take longer. What would be the best way to
make the packages slide easily?
A. make his wooden ramp wider
B. use water on his wooden ramp
C. use a sandpaper to polish and smoothen his ramp
D. make his wooden ramp narrower
B. Identify what kind of force is acting on the object described in each
situation.
_______1. A hanging fruit falling from a tree.
_______2. A ball rolling on the floor.
_______3. A jeepney moving on a sloping road.
_______4. A meteor falling through the Earth’s atmosphere.
_______5. Raindrops falling from the sky.
VI. REFLECTION Day 9 On your answer sheet, write your personal insights about the lesson by
completing the phrases below.
I understand that ________________________________________________________.
I realize that _____________________________________________________________.
I need to learn more about ______________________________________________.
Prepared by: PHIL CHRISTIAN A. MERINO Checked by: Carmela Ezcel A. Orogo, EPS
Jee-Ann O. Borines, EPS
Abner L. Pureza, EPS
References: Science Beyond Borders 6 Textbook pp. 137-141
https://lrmds.deped.gov.ph/create/detail/521
https://lrmds.deped.gov.ph/create/detail/456
https://lrmds.deped.gov.ph/create/detail/624
https://lrmds.deped.gov.ph/detail/7826
LinK: Knowledge Channel. Friction - Law of Action and Reaction – Sineskwela. Retrieved from
https://youtu.be/5G6Giehk5SM.

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the box for Level of
Performance (LP). Be guided by the descriptions below.
- I was able to do/perform the tasks without any difficulty. The tasks helped me in understanding the target content/lesson.
- I was able to do/perform the tasks. It was quite challenging but it still helped me in understanding the target content/lesson.
- I was not able to do/perform the tasks. It was extremely difficult. I need additional enrichment activities to be able to do/perform
this task.
My Level of Performance
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6