School: BOCAWE ELEMENTARY SCHOOL Grade Level: 6

GRADES 1 to 12 Teacher: HAZEL T. NALLA Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 27 – MARCH 3, 2023 (WEEK 3) Quarter: 3rd QUARTER
1:00 PM – 1:50 PM

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards The learner demonstrates understanding of how energy is transformed in simple machines.

B. Performance Standards The learner should be able to create a marketing strategy for a new product on electrical or light efficiency.

C. Learning Demonstrate how sound, heat, light, and electricity can be transformed.
Competencies

Write the LC code for S6FE-IIId-f-2

each
Knowledge Describe sound, heat, light, and electrical energy;
Skills Discuss how the forms of energy are used;
Attitude Give the importance of the different forms of energy in our daily lives.
II. CONTENT Sound, Heat, Light, and Electrical Energy
(Subject Matter)
III. Learning Resources
A.References
1.Teacher’s Guide Pages
2.Learner’s Materials Science 6 Quarter 3 Learning Activity Sheets Week 3, pp.1-10
Pages
3.Textbook Pages
4. Additional Materials
from Learning
Resources (LR) Portal)
B. Other Learning The Gravity Song / Science Kids
Resources https://www.youtube.com/watch?v=AmsVWgjtyns
IV.PROCEDURES PRELIMINARIES
• Start with the following with a prayer and greetings
• Checking of attendance
• Setting the mood, and classroom standards
A. Reviewing previous Drill: 4e Friction Song Review the previous Review the previous Review the previous
lesson or presenting by Peter Weatherall activities and outputs activities and outputs activities and outputs
the new lesson of learners. of learners. of learners.
Review: Stomp and
Step

(Refer to Appendices
 for the Mechanics and
List of Questions.

B. Establishing a purpose Have you tried Present the objective by Present the objective Present the objective by
for the lesson rubbing your hands allowing learners to by allowing learners allowing learners to
together when you read the objectives. to read the objectives. read the objectives.
feel cold?

Or hold a cup of milk

to keep your hands
warm?

Have you tried

walking in a very dark
room?

Can you easily move

and see the things
around you even if its
dark?

Can you try closing

your eyes and listen
to the sounds around
you?

What can you hear?

Present the objective

by allowing learners
to read the objectives.

C. Presenting Group the class into Presentation of

Examples/Instances of four. Each group summary of students’
the New Lesson shall perform and outputs
accomplish different
activities and
outputs. (Refer to
Appendices)

Group 1 – Different
Sounds
 Task: List and
demonstrate five
different sound
using your body or
any things around
you.

Group 2 – Effects of
Heat

Task: List down five

effects of heat.

Group 3 – Sources of
Light

Task: List down five

sources of light.

Group 4 – Uses of
Electricity

Task: List down five

uses of electricity.

Each member of the

group shall
individually
accomplish the
assigned tasks.

The group shall

consolidate the
answers of the
group and the
secretary shall write
it on a manila paper
for the group
presentation.

D. Discussing new Ask:

concepts and
practicing new skills 1. What are sound,
 #1 heat, light, and
electrical energy?
2. What are the sources
of sound, heat, light,
and electrical energy?
3. How do sound, heat,
light, and electrical
energy travel?
4. What are the uses of
sound, heat, light,
and electrical energy?

E. Continuation of Input for learners

discussion of new activities:
concepts leading to
formative assessment Discuss the lesson
about Sound, Heat,
Light, and Electrical
Energy
(Please refer to Science
6 Quarter 3 Learning
Activity Sheets Week 3,
pp.2-4)

F. Developing Mastery Answer the following

(Leads to formative activities found the
Assessment 3) LAS:

- Activity 1:
Hear the
Sound
- Activity 2:
Heat Up
- Activity 3:
Lighten Up
- Activity 4:
Electrified

G. Finding practical Reflection:

applications of concepts
and skills in daily living Direction: Write a day-
to-day activities
 where the following
forms of energy are
used.

1. Sound
2. Heat
3. Light
4. Electrical

Rubrics:

10 – Idea is clearly
stated, and reasons
are strongly
agreeable. Supports
idea with clear and
thorough example.
5 – Idea is clearly
stated, but the
reasons are not
strongly agreeable.
Example is presented
but without
explanation.
1 – Idea is not clear. No
example and
explanation stated.

H. Making generalizations Ask:

and abstraction about
the lesson 1. What are sound,
heat, light, and
electrical energy?
2. What are the sources
of sound, heat, light,
and electrical energy?
3. How do sound, heat,
light, and electrical
energy travel?
4. What are the uses of
sound, heat, light, and
electrical energy?
I. Evaluating learning Assessment

 Identify whether the

energy possessed in
each illustration is
electrical, sound,
light and heat energy
in the box provided.
 Discuss how the
forms of energy are
used in the lines
below. (Please refer
to Science 6 Quarter
3 Learning Activity
Sheets Week 3,
Activity 5 p. 8)

V.REMARKS

VI. Reflection

A.No. of learners who

earned 80% in the
evaluation
B. No. of learners who
requires additional acts.for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
caught up with the lessons
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by: Checked :

HAZEL T. NALLA JUDITO Q. HUNTANOSAS

Teacher I School Head
Appendix 1 – Review Game

Review: Stomp and Step

Mechanics:
1. Each column (seating arrangement) shall choose 1 participant for each level of the game (Level 1, 2, & 3).
2. The teacher will ask a question and the first to stomp shall be recognized to answer. If the answer is wrong the other participant will be given a
chance. If the answer is right the participant shall take 1 step forward.
3. The first to arrive to the board (front) will be the winner.

Level 1 – True or False

1. Gravity is a force pulling two objects towards each other. - T
2. Gravity keeps all objects on Earth on the ground. - T
3. An object thrown upward flies upward and never comes back. - F
4. Only bigger objects have gravity. - F
5. Gravitational force is always an attractive force. - T
Level 3 – Multiple Choice
Level 2 – Say The Correct Word!
1. (Gravity, Air) is a force that pulls all objects downward or towards
the center of the Earth.
2. Gravity is a force of (attraction, repulsion) that exists between two
objects which act towards each other.
3. Earth’s (mass, gravity) keeps us and all objects on the ground.
4. Gravity is a (force, energy) that affects all objects in the universe.

1. Imagine the Earth lost its gravity. What will happen to objects on D. All planets will move to the eastern direction.
it? 4. Who discovered gravity when he saw an apple falling to the
A. All objects will float in the air. ground?
B. All objects will fall on the ground. A. Albert Einstein
C. Everything will just stay in place. B. Galileo Galilei
D. Only the lighter objects will float in the air. C. Isaac Newton
D. Nicholas Copernicus
2. Which of the following keeps all objects on Earth stay on the
ground? 5. Gravity affects all objects in the universe.
A. energy C. mass A. true
B. gravity D. speed B. false
C. maybe
3. How will planets move if there is no gravity in the universe? A. D. it depends
Nothing will happen.
B. Planets will stay in orbit.
C. Planets will not be attracted to each other.