Grades 1 to 12 School M.

KALAW MEMORIAL SCHOOL Grade Level Grade VI

DAILY Teacher MAYLENE M. TUBIG Learning Area Science
LESSON LOG Teaching Dates and Time FEBRUARY 5-9, 2018 Week 5 Quarter Fourth Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
Content Standards
The learners demonstrate understanding of the earth’s rotation and revolution.

Performance Standards The learners should be able to design an emergency and prepared plan and kit.

Learning Competencies/
Demonstrate rotation and revolution of the earth using a globe to explain day and night and the sequence of seasons
Objectives
(S6ES-IVe-f-5)
Write the LC code for
each
Rotation and Revolution
II. CONTENT
Describe the earth’s Show through a model that Earth Explain the cause of
movement around the rotates in counter clockwise day and night
sun Create a model that shows that Earth Illustrate a model that
Appreciate the earth’s rotates in counter clockwise shows day and night
movement around the Work cooperatively with the group Work cooperatively
sun with the group
Work harmoniously
with others
III. LEARNING
RESOURCES

References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Sci-Tech Wonders 6, Exploring & Protecting Our World IV, Cyber Science 6
Clarisa C. pp. 309-310 Worktext, p. 307-308
Avila,pp.282-285,
Science A Field of
 Wonder, Noble
&Estolano, pp.317-337
4. Additional Materials Globe, manila paper, Craft wire, Globe, worksheet,
from Learning Resource activity, sheets ball made of flashlight or lamp,
(LR) portal foam, color sticker
pen
Other Learning
Resources

IV. PROCEDURES

Reviewing previous The teacher presents How long does it take Let the pupil watch Ask questions about
lesson or presenting the an old calendar the earth to spin on the video clip the previous lesson.
new lesson its axis?
FEBRUARY 2016
https://
S
U
M
O
T
U
W
E
T
H
F
R
S
A www.youtube.com/
N N E D U I T
watch?
v=CQViTzK0AsA
1 2 3 4 5 6

7 8 9 10 1 1 1
1 2 3

1 15 1 17 1 1 2
4 6 8 9 0

2 22 2 24 2 2 2
1 3 5 6 7

2 29
8

Do you know someone

whose birthday falls on
February 29? If you
do, that person has a
birthday celebration
every four years.
Establishing a purpose The teacher asks what Where do you see Ask: what model Group the pupils into
for the lesson makes some persons the sun in the was shown in the four. Let each group
born every four years. morning? In the late video clip? answer the KWL chart
afternoon? about day/night
rotation.
Presenting Do Activity: Modelling How the earth Do Activity 3 Let them watch a
examples/instances of of the Earth and Day rotates? (See attached video explaining the
the new lesson and Night a. setting of activity sheets) cause of day and night
Do Activity: Sunlight standards https://
and the Tilting of the b. group activity m.youtube.com/
Earth (see attached activity watch?
sheets) v=hwkKSkl3gkU
c. reporting
Discussing new The teacher gives (using a wall clock) Each group will After watching the
concepts and practicing initial instructions How does the clock present their output video, review
new skills #1 about the activities. rotate? How do you through simulation questions on the KWL
indicate counter chart and ask if
clockwise direction? anyone can answer
some of the questions.
(Teacher should give
additional information
about the topic.)
Discussing new Pupils present their Let them do the
concepts and practicing output on the activity. Activity : Observing
new skills #2 The teacher will give Day and Night
feedback about the (Pls. refer to Cyber
result Science 6 Worktext, p.
307-308 or see
attached activity sheet
below.)
Developing mastery Answer the guide At what point does Let them answer the
(leads to Formative questions the globe rotate? worksheet provided.
Assessment 3) (Pls. see attached
worksheet below)
Note: Choose a
worksheet based on
the ability of your
learners.
Finding practical https:// https:// Ask all pupils to stand
applications of concepts www.youtube.com/ www.youtube.com/ in a circle around the
and skills in daily living watch? watch? “Sun” lamp/flashlight.
v=EXasopxAFoM v=zyJmkBe7TKg Ask pupils to move
Video to be shown class discussion apart slightly to allow
and discussed about the video clip them to rotate easily.
(Student Explain that each of
 demonstration of them will represent the
earth’s rotation using rotating Earth. Begin
a model made of the rotation with pupils
cardboard) facing away from the
Sun. Explain that it is
the Earth’s own
shadow that makes
the night side of the
Earth dark. Ask them
to slowly rotate
counter clockwise and
keep looking straight
ahead. As they turn,
each pupil will be able
to experience night,
sunset, day, noon and
return to night. As they
turn, ask pupils what
part of the day/night
cycle they are
experiencing.
Ask: What do you
think will happen if
there is no Sun?
Making generalizations Teacher asks about In what direction Ask them to answer
and abstractions about the video does the earth what they have
the lesson rotates? learned in KWL chart.
Ask: What causes day
and night?
Evaluating learning Choose the correct Rubrics are used for Rubrics are used for Write the letter of the
answer. Write only the evaluation. evaluation. correct answer.
letters: (See attached (See attached 1. During daytime we
1. Rotation of the Rubrics) Rubrics) can see the
Earth causes ______ A. Sun
I. Day and night C. Stars
II. Wind deflection B. Moon
III. Climate changes 2. The movement of a
IV. Differences of time body about its axis.
in different places A. Revolution
A. I only C. I,II, III C. Equinox
B. I and II D. I, II, B. Rotation
IV 3. A day is made up of
2. Which of the _______
following is NOT true? A. 12 hours
A. Rotation of the C. 24 hours
Earth causes day and B. 30 days
night. 4. Earth rotate on its
B. Revolution of the ________
Earth causes day and A. Axis
night C. Orbit
C. Revolution of the B. Equator
Earth causes 5. The places on Earth
differences in length of that is at the opposite
daytime and night time side of the light source
in experiences
different places. __________.
D. Revolution of the A. Night
Earth causes different C. Sun exercise
climate in different B. Day
regions 6. What causes day
3. Which of the and night?
following is true? A. The revolution of
A. Earth rotates on its the Earth around the
axis as it revolves Sun
around the sun. B. The rotation of the
B. The sun revolves Earth around its axis.
around the Earth while C. The rotation of the
Earth is rotating. Earth around the Sun.
C. Earth rotates once 7. When the Earth
a month as it revolves rotates on its axis, it is
around the sun. ________on the
D. Earth completes lighted portion.
one rotation in 365 A. Day
days. C. Day and night
4. What causes the B. Night
deflection of the wind 8. What makes the
from the poles to the day and night
equator and vice- unequal?
versa. A. Orbit of the Earth’s
A. rotation of the Earth axis
B. Revolution of the B. Tilt of the Earth’s
Earth axis
C. Tilting of the Earth’s C. Rotation of the
axis Earth
D. Vertical rays of the 9. The side that is
sun away from the Sun or
5. The time between do not receive light
today’s sunrise and from the sun has
Tomorrow’s sunrise is ______
about ______. A. Daytime
A. 12 hours B. Night time
C. 36 hours C. Noon time
B. 24 hours 10. Where does the
D. 48 hours Earth make a
6. In a leap year, the complete turn to make
number of days is a day?
_____. A. Axis
A. 366 C. Globe
C. 365 ¼ B. Pole
B. 365
D. 365
7. Earth makes a
complete revolution
around the Sun once
every _______.
A. day
C. season
B. year
D. minute
8. Which of these is
strongly responsible
for the changes of the
season on Earth?
A. position of the moon
B. tilt of Earth on its
axis
C. temperature of the

Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
No. of learners who
earned 80% in the
evaluation
No. of learners who
require additional activities
for remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
sun
D. distance to Mars
9. What is the season
in the Northern
Hemisphere when
Earth’s axis is tilted
toward the sun?
A. summer
C. spring
B. autumn
D. winter
10. The set of 24
regions which
determines the time of
different places of the
planet.
A. Prime Meridian
C. Axis
B. Time Zones
D. Rotation
What do you think
would happen if the
earth did not rotate?
___Lesson carried. Move ___Lesson carried. ___Lesson carried. ___Lesson carried. ___Lesson carried.
on to the next objective. Move on to the next Move on to the next Move on to the next Move on to the next
___Lesson not carried. objective. objective. objective. objective.
_____% of the pupils ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
got 80% mastery _____% of the pupils _____% of the pupils _____% of the pupils _____% of the pupils
got 80% mastery got 80% mastery got 80% mastery got 80% mastery
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
require additional require additional require additional require additional require additional
activities for remediation activities for activities for activities for remediation activities for
remediation remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who ____ of Learners who
caught up the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
require additional require additional require additional require additional require additional
activities for remediation activities for activities for activities for remediation activities for
remediation remediation remediation
Strategies used that Strategies used that Strategies used that Strategies used that Strategies used that
work well: work well: work well: work well: work well:
___ Group collaboration ___ Group ___ Group ___ Group collaboration ___ Group
___ Games collaboration ___ collaboration ___ ___ Games collaboration ___
___ Power Games Games ___ Power Games
PointPresentation ___ ___ Power ___ Power PointPresentation ___ ___ Power
Answering preliminary PointPresentation PointPresentation Answering preliminary PointPresentation
activities/exercises ___ Answering ___ Answering activities/exercises ___ Answering
___ Discussion preliminary preliminary ___ Discussion preliminary
___ Case Method ___ Case Method
___ Think-Pair-Share activities/exercises activities/exercises ___ Think-Pair-Share activities/exercises
(TPS) ___ ___ Discussion ___ Discussion (TPS) ___ ___ Discussion
Rereading of ___ Case Method ___ Case Method Rereading of ___ Case Method
Paragraphs/Poems/Stori ___ Think-Pair-Share ___ Think-Pair-Share Paragraphs/Poems/Stori ___ Think-Pair-Share
es (TPS) ___ (TPS) ___ es (TPS) ___
___ Differentiated Rereading of Rereading of ___ Differentiated Rereading of
Instruction ___ Role Paragraphs/Poems/Sto Paragraphs/Poems/St Instruction ___ Role Paragraphs/Poems/Sto
Playing/Drama ___ ries ories Playing/Drama ___ ries
Discovery Method ___ Differentiated ___ Differentiated Discovery Method ___ Differentiated
___ Lecture Method Instruction ___ Role Instruction ___ Role ___ Lecture Method Instruction ___ Role
Why? Playing/Drama ___ Playing/Drama ___ Why? Playing/Drama ___
___ Complete Ims Discovery Method Discovery Method ___ Complete Ims Discovery Method
___ Availability of ___ Lecture Method ___ Lecture Method ___ Availability of ___ Lecture Method
Materials ___ Pupils’ Why? Why? Materials ___ Pupils’ Why?
eagerness to learn ___ Complete Ims ___ Complete Ims eagerness to learn ___ Complete Ims
___ Group member’s ___ Availability of ___ Availability of ___ Group member’s ___ Availability of
Cooperation in doing Materials ___ Pupils’ Materials ___ Cooperation in doing Materials ___ Pupils’
their tasks eagerness to learn Pupils’ eagerness to their tasks eagerness to learn
___ Group member’s learn ___ Group ___ Group member’s
Cooperation in doing member’s Cooperation Cooperation in doing
their tasks in doing their tasks their tasks
__ Bullying among pupils __ Bullying among __ Bullying among __ Bullying among __ Bullying among
__ Pupils’ pupils pupils pupils pupils
behavior/attitude __ Pupils’ __ Pupils’ __ Pupils’ __ Pupils’
__ Colorful Ims behavior/attitude behavior/attitude behavior/attitude behavior/attitude
__ Unavailable __ Colorful Ims __ Colorful Ims __ Colorful Ims __ Colorful Ims
Technology Equipment __ Unavailable __ Unavailable __ Unavailable __ Unavailable
(AVR/LCD) Technology Equipment Technology Equipment Technology Equipment Technology Equipment
__ Science/ Computer (AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD)
 Internet Lab __ Science/ Computer __ Science/ Computer __ Science/ Computer __ Science/ Computer
__ Additional Clerical Internet Lab Internet Lab Internet Lab Internet Lab
works __Reading __ Additional Clerical __ Additional Clerical __ Additional Clerical __ Additional Clerical
Readiness __Lack works __Reading works __Reading works __Reading works __Reading
of Interest of pupils Readiness __Lack Readiness __Lack Readiness __Lack Readiness __Lack
of Interest of pupils of Interest of pupils of Interest of pupils of Interest of pupils
What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish __ Making use big books __ Making use big __ Making use big __ Making use big books __ Making use big
to share with other from views of the locality books from views of books from views of from views of the books from views of
teachers? __ Recycling of plastics the locality the locality locality the locality
to be used as __ Recycling of plastics __ Recycling of __ Recycling of plastics __ Recycling of plastics
Instructional Materials to be used as plastics to be used as to be used as to be used as
__ local poetical Instructional Materials Instructional Materials Instructional Materials Instructional Materials
composition __ local poetical __ local poetical __ local poetical __ local poetical
__Flashcards composition composition composition composition
__Flashcards __Flashcards __Flashcards __Flashcards

DAY 1
Activity 1
Modelling the Motion of the Earth and Day and Night

Materials:

Globe (to represent the Earth), lamp (to represent the sun), bright-colored tape (to represent the location of the school).

Procedure:

Switch off the lights, and close all the windows and doors. Place the lamp in a fixed position and then slowly turn the globe counterclockwise. This
would be demonstrated by the teacher.

Questions:

1. As shown by this demonstration, what is happening to the light on Earth as it turns?

2. When the school area is in darkness, what is the position of the sun relative to Earth?

Activity 2
Sunlight and the Tilting of Earth

Materials:
Medium –sized round object (orange, plastic foam ball, and the like)
Marker
Flashlight
Pencil or stick
Procedure:
1. Draw a line around the middle of the round object. The object represents Earth and the line is the equator.
2. Carefully push the pencil or stick through the round object at a right angle to the equator. The stick represents the imaginary
axis.
3. Hold the round object so that the North Pole tilts toward any fixed object. Have your partner hold a flashlight and shine it at
the center of the ball. The flashlight represents the sun.
4. Make a chart to record your observations.
Tilt of Earth Part of Earth Exposed to Light
First Quarter
Second Quarter
Third Quarter
Fourth Quarter
5. Move the round object through a quarter of its path or a quarter of a circle to your right. Walk around your partner and make
sure that tip of the stick is still pointing toward your chosen fixed object.
6. Have your partner turn so the flashlight always shines at the center of the round object. Take note which pole is tilted toward
the light and which part of the planet is exposed to more sunlight. Record your observations.
7. Repeat Steps 5 and 6 move around the Sun.
Guide Questions:
1. Which part of the round object used in the experiment will experience summer, winter, spring, or fall?
2. When will the Northern part of the equator experience summer? What about the southern part of the equator?
3, How does the length of daytime at the pole change as Earth orbits the Sun? When will the North Pole experience longer
daytime?

Day 2
Activity No. 1
Do This
Get a manila paper and pentel pen.
Draw a circle.
Cut 2 arrows then pin it in the center of the circle, it looks like a clock.
Point the arrows on the top then move the arrows from the left to right.
Observe the movement of the arrows.
Observations:
How does the arrows move?
How do you indicate counter clockwise direction?

Activity 2
Do This:
Get a globe and place it on the table.
Locate the North Pole.
Rotate the globe from the left to the right in counter clockwise direction.
Observe how the globe rotates.
Observations:
At what point does the globe rotate?
How does the earth rotate?
In what direction does the earth rotate?

DAY 3
Activity No. 1
How to Make a Foam Model of Earth's Rotation

Activity: Reference: http://sciencing.com/make-foam-model-earths-rotation-10024919.html

Do This
Color the large foam ball orange and yellow for the sun.
Color the small foam ball blue and brown for the Earth. Older students could even sketch the continents.
Color the marble-sized ball grey, for the moon.
Cut a 24-inch piece of craft wire and form it into a loop. Poke the earth ball and then wrap the ends together.
Cut another piece of wire, just long enough to go from one end of the large loop to the other. Poke the sun ball with this wire and position the sun in
the middle of the large loop.
Cut one last piece of craft wire just long enough to stretch across the width of the oval and place it through the earth ball, connecting the moon’s
orbit to the earth.
DAY 4
Activity No. 1
Observing Day and Night

Materials: globe, flashlight, masking tape

Procedures:
Set the globe on the table.
Locate the Philippines on the globe. Mark it with a masking tape.
Locate London in the globe. Mark it with a masking tape too.
Get a flashlight and place it directly toward the equator at the mark where the Philippines is. The flashlight represents the Sun.
Darken the room. Switch on the flashlight. Observe what places are lighted and which are not.
Let a classmate rotate the globe and observe the places lighted and not lighted. Observe closely London and Philippines as the globe is rotated.

Guide Questions:
When the flashlight is switched, what countries are lighted? Give at least 10 countries.
__________________________________________________________________________________________
Is London lighted when the Philippines is lighted? Why?
___________________________________________________________________________________________
Aside from London, give nine other countries that are not lighted when the flashlight is focused in the area where the Philippines is located.
___________________________________________________________________________________________
When London is lighted, what happens to the Philippines and other countries near its location?
___________________________________________________________________________________________
What do you notice as Earth rotates?
___________________________________________________________________________________________

Evaluation:

What causes day and night?

WORKSHEET 1
EXPLAIN THE CAUSE OF DAY AND NIGHT

1. Write an explanation about the cause of day and night.

2. Try to use these words: earth, rotates, sun, daytime, nighttime.
3. Label and color the picture to show where it is day and where it is night.

WORKSHEET 2
EXPLAIN THE CAUSE OF DAY AND NIGHT

1. Fill in the blank.

The light comes from the _______.
The light shines on our planet _______________.
Every day the earth _________________ around.
 When the sun shines on us it is _________________.
When we face away from the sun it is _________________________.
Earth sun daytime rotates/spins night time
2. Label
and color the picture to show where it is day and where it is night.

Reference: https://www.tes.com/teaching-resource