Grades 6 DAILY SCHOOL MATE ELEMENTARY SCHOOL GRADE LEVEL VI

LESSON LOG
TEACHER CARL B. SANCHEZ LEARNING AREA SCIENCE
TEACHING DATES AND 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 Standards The learners should be able to create a marketing strategy for a new
product on electrical and light efficiency.

C. Learning Demonstrate how sound, heat, light and electricity can be transformed PPST MODULE 7
Competencies/ (S6FEIIId-f-2) KRA 3, OBJ. # 7
Objectives -Plans, manages and implements
Write the LC code for developmentally sequenced teaching and
learning processes to meet curriculum
each 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 Resources
Television, charts, power point presentation, activity cards, Meta-cards, PPST MODULE 9
Electric fan, batteries, flashlight, box, bulb, timer or watch, manila paper, KRA 3, OBJ. # 9
marker -Selects, develops, organizes and 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
PUPILS ACTIVITY

A. Reviewing previous lesson or Interactive Powerpoint PPST MODULE 5

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

(EXPLAIN) Data KRA 1, OBJ. # 3
A. Answer: chemical→ -Applies a range of teaching strategies to
b. Discussion and Analysis mechanical→ sound
(EXPLANATION) (Based on the develop critical and creative thinking, as
publication of data) well as higher-order thinking skills.
B. Answer: MOV---The questions presented to check
Ask the following questions electrical→ pupils’ comprehension are arranged from
1. What energy change occurs in: mechanical →wind→ lower level to higher level thinking skills
A. Functioning clock heat

B. Running electric fan C. Answer: chemical→

C. Jogging in place mechanical→ heat .
D. Answer:
D. Lighted bulb Chemical→
electrical→ light→
2. Based on your group activities, heat
what can you say about energy? 2. *Energy can change from
This is called ENERGY one form of energy into
TRANSFORMATION. another.
The teacher will show picture of a
pineapple (main product of Calauan,
Laguna) that undergoes 3. *Energy is useful when it
photosynthesis. is used to do work. Some
Ask: What energy forms of energy have to be
transformation is shown in the changed into other forms
picture? before they can do work or
3. Is energy transformation function.
important? Why?

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 Washing Machine MOV---Numeracy Skill was applied by
Mechanical writing numbers according to their
Sound proper sequence

Electrical Flat Iron

Mechanical
Sound
Electrical

H. Making What is energy transformation? Energy can change

from one form of
generalizations and energy into another.
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 strategies to
develop critical and creative thinking, as
A. When an energy has been created. well as higher-order thinking skills.
B. When an energy has been destroyed. MOV---The questions presented to check
pupils’ comprehension are arranged from
C. Change of form to another form of energy. lower level to higher level thinking skills
D. Change of form with the same form of energy.
2. From electrical energy, this energy takes place in the television PPST MODULE 10
KRA 4, OBJ. 10
EXCEPT:
-Designs, selects, organizes and uses
A. Chemical diagnostic, formative and summative
B. Heat assessment strategies consistent with
curriculum requirements.
C. Light MOV---The use of formative assessment
D. Sound consistent with curriculum requirements is
followed in order to interpret the result of
3. You have notice that flashlight lighted after putting the battery and the learners’ progress.
switching it on. Which energy transformation occurs?
A. Chemical to light
B. Chemical to heat
C. Chemical to sound
D. Chemical to mechanical
4. How is energy changed when you pluck 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 KRA

for application or 1, OBJ. # 1
remediation EXTEND 1. Look around your home. List down some devices or -Applies knowledge of content within and
appliances; then describe the transformation or change of across curriculum teaching areas.
energy from one form to another. You may draw or paste MOV---ESP/Values is integrated.
pictures in a short 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:

CARL B. SANCHEZ
Teacher I

Checked and Observed by:

LEONIDES S. SAJULGA
Master Teacher II
 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?