Grades 6 SCHOOL SANTO TOMAS ES-MAIN GRADE LEVEL VI

DAILY LESSON TEACHER MARY ROSE V. RONQUILLO LEARNING AREA SCIENCE

LOG TEACHING DATES AND November 28, 2019, 7:30-8:20 AM QUARTER 3
TIME

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED
DURING THE DEMONSTRATION
A. Content The learners demonstrate understanding of how
Standards energy is transformed
B. Performance The learners should be able to create a marketing
Standards strategy for a new product on electrical and light
efficiency.
C. Learning Demonstrate how sound, heat, light and electricity PPST MODULE 7
Competencies/ can be transformed (S6FEIIId-f-2) KRA 3, OBJ. # 7
Objectives -Plans, manages and implements
Write the LC code developmentally sequenced
for each teaching and learning processes
to meet curriculum requirements
through various contexts.
MOV--- Knowledge, skill and
attitude or KSA are applied in
lesson planning objectives in
order to meet curriculum
requirements based on the
Curriculum Guide/CG. Parts of the
DLP are based on the PPST
Modules.
II. CONTENT Energy transformation
II. LEARNING
RESOURCES

A. References
1. Teacher’s Guide K to 12 Basic Education Curriculum Guide 4 p. 106
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Television, charts, power point presentation, PPST MODULE 9
Resources activity cards, Meta-cards, Electric fan, batteries, KRA 3, OBJ. # 9
flashlight, box, bulb, timer or watch, manila paper, -Selects, develops, organizes and
marker uses appropriate teaching and
learning resources, including ICT,
to address learning goals.
MOV---The lesson is delivered
through the use of power point
presentation, laptop and smart
tv. MOV---Realia and printed
materials like activity cards are
given on clear sheets of cartolina
and meta cards for the pupils to
see and read clearly.
IV. PROCEDURES

A. Reviewing previous Interactive Powerpoint Presentation: 4 pics one PPST MODULE 5

lesson or word (Types of Energy) KRA 2, OBJ. # 5
presenting the new Expected answers: Sound, electrical, chemical and -Manages learner behavior
lesson
 (ELICIT) Light constructively by applying
How do different materials you use help you? positive and non-violent
discipline to ensure learning-
focused environment.
MOV---Ensured learning-focused
environments through learner’s
active participation

PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and
uses appropriate teaching and
learning resources, including ICT,
to address learning goals.
MOV---Learners’ attention was
caught through an interactive
powerpoint presentation
B. Establishing a Show the students a mystery box. Ask the pupils PPST MODULE 5
purpose for the to choose one representative per group who is KRA 2, OBJ. # 5
lesson good in drawing. Have the representatives peek MT I-IV RUBRIC, INDICATOR 4
(ENGAGE) inside the box and draw what’s inside on the -Manages learner behavior
board. (Flashlight) After that, they will stand on constructively by applying
their assigned position. Upon the teacher’s signal, positive and non-violent
the representatives will draw what they have seen discipline to ensure learning-
inside the mystery box and other members of the focused environment.
group will guess what the is object inside. MOV— Classroom
management was strengthened
Comprehension Check: through motivation
1. What is the source of energy of the flashlight?
2. What energy is present in the battery of
the flashlight? PPST MODULE 3
3. (Turn on the flashlight) What energy is KRA 1, OBJ. # 3
shown when the flashlight was turned on? MT I-IV RUBRIC, INDICATOR 2
4. How many energies were displayed by -Applies a range of teaching
the flashlight? strategies to develop critical
5. Which comes first light energy or and creative thinking, as well as
chemical energy? higher-order thinking skills.
Say: Today, we will find out more how an energy is MOV---The questions presented
change from one form to another through our are arranged from lower level to
group activity higher level thinking skills.
Pupils are challenge to think
creatively.
C. Presenting 1. Pre-laboratory Activity PPST MODULE1
examples/instances a. Setting of Standards KRA 1, OBJ. # 1
of the new lesson b. Unlocking of Difficulties -Applies knowledge of content
(ENGAGE) Using context clues within and across curriculum
1. The caterpillar transforms into butterfly. teaching areas.
A. Becomes the same MOV--- English learning
B. Crawl on the ground competency (Infer meaning of
C. Travel to other place borrowed words through
D. Change into other form context clues: (EN6VIII-c 12.3.3)
2. Plants uses photosynthesis to make
their own food from sunlight. PPST MODULE 2
A. copy of usually printed material KRA 1, OBJ. # 2
B. a picture made using a camera -Applies a range of teaching
C. process by which a plant uses the strategies that enhance learner
energy from the light of the sun achievement in literacy and
to make its own food numeracy skills.
D. a brand name for a computer MOV---Literacy in giving and
program that allows you to make understanding the meaning of
changes to a digital image difficult words is shown during
c. Discussion of Procedures the Unlocking of Difficulties.
d. Checking of Materials
D. Discussing new ACTIVITY 1 PPST MODULE 4
concepts and “Tick Tock on the Clock” KRA 2, OBJ. # 4
practicing new skills ACTIVITY 2 T I-II RUBRIC, INDICATOR 3
#1 (EXPLORE) “Cool Me Down”
E. Discussing new ACTIVITY 3 -Manages classroom structure to
concepts and “Hot Jog” engage learners, individually or
practicing new skills ACTIVITY 4 in groups in meaningful
#2 “Light Up My Life” exploration, discovery and hands-
(EXPLORE) on activities within a range of
physical learning environments.
MOV--- Room structuring
arrangement for group activity
purposes is observed.

PPST MODULE 1
KRA 1, OBJ. # 1
-Applies knowledge of content
within and across curriculum
teaching areas.
MOV--- Activity 3 “Hot Jog”
showed an activity that measures
learner’s physical fitness which is
done in Physical Education
Subject.

PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and
uses appropriate teaching and
learning resources, including ICT,
to address learning goals.
MOV---Developed and organized
learning resource like activity
sheets
F. Developing mastery a. Group Reporting and Publication of Data PPST MODULE 3
(EXPLAIN) b. Discussion and Analysis KRA 1, OBJ. # 3
(EXPLANATION) (Based on the publication -Applies a range of teaching
of data) strategies to develop critical
Ask the following questions and creative thinking, as well as
1. What energy change occurs in: higher-order thinking skills.
A. Functioning clock MOV---The questions presented to
Answer: chemical→ mechanical→ sound check pupils’ comprehension are
B. Running electric fan arranged from lower level to
Answer: electrical→ mechanical →wind→ higher level thinking skills
heat
C. Jogging in place
Answer: chemical→ mechanical→ heat
D. Lighted bulb .
Answer: Chemical→ electrical→ light→
heat
2.Based on your group activities, what can you
say about energy?
*Energy can change from one form of energy
into another. This is called ENERGY
TRANSFORMATION.
The teacher will show picture of a pineapple
(main product of Calauan, Laguna) that
undergoes photosynthesis.
Ask: What energy transformation is shown in
the picture?
3. Is energy transformation important? Why?
*Energy is useful when it is used to do work.
Some forms of energy have to be changed
into other forms before they can do work or
function.
G. Finding practical Watch a video. PPST MODULE 2
applications of Write numbers 1-3 on the space provided. -Applies a range of teaching
concepts and skills in Alarm clock strategies that enhance learner
daily living Mechanical achievement in literacy and
ELABORATE Sound numeracy skills.
 Chemical MOV---Numeracy Skill was
Washing Machine applied by writing numbers
Mechanical according to their proper
Sound sequence
Electrical
Flat Iron
Mechanical
Sound
Electrical
H. Making What is energy transformation?
generalizations and
abstractions about
the lesson
ELABORATE
I. Evaluating learning EVALUATION: PPST MODULE 3
EVALUATE Choose and write the letter of the correct answer. KRA 1, OBJ. # 3
1. What is energy transformation? -Applies a range of teaching
A. When an energy has been created. strategies to develop critical
B. When an energy has been destroyed. and creative thinking, as well as
C. Change of form to another form of energy. higher-order thinking skills.
D. Change of form with the same form MOV---The questions presented to
of energy. check pupils’ comprehension are
2. From electrical energy, this energy takes arranged from lower level to
place in the television EXCEPT: higher level thinking skills
A. Chemical
B. Heat PPST MODULE 10
C. Light KRA 4, OBJ. 10
D. Sound -Designs, selects, organizes and
uses diagnostic, formative and
3.You have notice that flashlight lighted after
summative assessment strategies
putting the battery and switching it on.
consistent with curriculum
Which energy transformation occurs?
requirements.
A. Chemical to light MOV---The use of formative
B. Chemical to heat assessment consistent with
C. Chemical to sound curriculum requirements is
D. Chemical to mechanical followed in order to interpret the
4. How is energy changed when you pluck result of the learners’ progress.
the strings of guitar?
A. Light to heat energy
B. Chemical to sound energy
C. Mechanical to sound energy
D. Radiant to mechanical energy
5. Why is energy needed to be transformed
into another form?
A. for the animals to multiply
B. to produce more equipment
C. so that plants & animals survive
D. It has to be changed into usable form

J. Additional activities Extend: PPST MODULE1

for application or 1. Look around your home. List down KRA 1, OBJ. # 1
remediation some devices or appliances; then -Applies knowledge of content
EXTEND describe the transformation or change within and across curriculum
of energy from one form to another. You teaching areas.
may draw or paste pictures in a short MOV---ESP/Values is integrated.
bond paper.
2. As a student how can you help in
minimizing electrical energy
consumption in your own house?
V. REMARKS Re-teaching Transfer of lesson to
the Lack of Time following day
No class Achieved
VI. REFLECTION

A. No. of learners who

 earned 80% in the
evaluation
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?

Prepared by:

MARY ROSE V. RONQUILLO

Teacher II

Checked and Observed by:

ROWENA D. PEREZ
Master Teacher I
 ACTIVITY 1
Tick Tock on the Clock

I. Problem: How is energy transformed to another form?

II. Materials:
Battery
Clock
Meta-cards
III. Procedures:
1. Attach the battery into the clock.
2. Draw your ears close to the clock.
3. Observe.
IV. Questions:
1. What energy is present in the battery of the clock?
2. What happen to the hands of the clock when the battery was attached on it?
3. What energy is displayed when the hands of clock moved?
4. What energy is present when you hear something from the clock?
5. How did the energy change to another form when the battery is attached at the back of the
clock? Present it using the meta-cards. Refer to the diagram.

→ →

V. Conclusion:
.
 ACTIVITY 2
Cool Me Down

I. Problem: How is energy transformed to another form?

II. Materials:
Electric Fan
Meta-cards
III. Procedures:
1. Plug in the electric fan.
2. Turn on the fan.
3. Observe what happen.
4. Wait for 5 minutes.
5. Touch the back of the fan
IV. Questions:
1. What is the source of energy in the electric fan?
2. What energy is present when you plug in the fan?
3. What are the energies present when the blade of the fan moved?
4. How did your hands feel when you touch the back of the fan after 5 minutes? What energy is it?
5. How did the energy change to another form when electric fan is turned on? Present it using
the meta-cards. Refer to the diagram.
→ → →

V. Conclusion:
.
 ACTIVITY 3
Hot Jog

I. Problem: How is energy transformed to another form?

II. Materials:
Meta-cards
III. Procedures:
1. Jog in place for 5 minutes.
IV. Questions:
1. What is the energy stored in your body that you used to jog in place?
2. What energy is present when you moved your body?
3. How do you feel after jogging for 5 minutes? What energy is it?
4. How did the energy change to another form when you jog in place for 5 minutes? Present it
using the meta-cards. Refer to the diagram.
→ →

V. Conclusion:
.
 ACTIVITY 4
Light Up My Life

I. Problem: How is energy transformed to another form?

II. Materials:
bulb
battery
alligator
clips meta-
cards
III. Procedures:
1. Connect the battery and the light bulb using the alligator clips.
2. Touch the bulb as soon as it lights up.
3. Touch it again after 5 minutes.
4. Compare your first and second observations about how you feel when you hold the bulb.
IV. Questions:
1. What is the energy stored in the battery?
2. What energy flows in the wire of the alligator clips when you connect it to the battery?
3. What happened when you connect the battery to the bulb using alligator clips?
4. What energy is shown when the bulb was lighted?
5. How does it feel when you touch the bulb after 5 minutes? What energy is released?
6. How did the energy change to another form when the bulb was lighted? Present it using the
meta- cards. Refer to the diagram.
→ → →

V. Conclusion:
.
 PUBLICATION OF DATA

ACTIVITY CHANGE OF ENERGY

1. Functioning clock Chemical→ Mechanical→ Sound
2. Running electric fan Electrical→ Mechanical →Wind→ Heat
3. Jogging in place Chemical→ Mechanical→ Heat
4. Lighted bulb Chemical→ Electrical→ Light→ Heat

Guide Questions:
1. What energy change occurs in:

A. Functioning clock

B. Running electric fan

C. Jogging in place

D. Lighted bulb

2. What can you say about energy?

3. Is it important for the energy to be changed or transformed? Why?