School: ANA KATHLYN P.

RAMOS Grade Level: VI

GRADE 6 Teacher: LUCIO SUAREZ SR. MEMORIAL SCHOOL Learning Area: SCIENCE
DAILY LESSON LOG Teaching Date /Time: MARCH 28, 2023 (WEEK 7: D2) Quarter: THIRD

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of how energy is transformed in simple machines
B. Performance The learners should be able to create a marketing strategy for a new product on electrical or light efficiency
Standard
C. Learning The learners should be able to manipulate simple machines to describe their characteristics and uses.
Competencies / (S6FEIIIg-i-3)
Objectives Cognitive : Classify levers according to its type/class.
Psychomotor : Use real-life objects (levers) to make work easier.
Affective : Accomplish tasks more efficiently by using proper tools. (Work smarter not harder)
II. CONTENT Types of Levers
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Science Curriculum Guide for Grade 6 p.97 of 203
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning https://examples.yourdictionary.com/examples-levers-you-encounter-daily
Resources https://www.youtube.com/watch?v=iy_0ALRftug
Materials: different kinds of tools such as hammer, crowbar, shovel, rake, wheel barrow, garden shears,
task cards, cellphone camera, cartolina, pen markers, ruler, binder clips, cup with marbles
IV. PROCEDURES
A. Reviewing the Energizer/Ice Breaker: Short Videoke time of the new trending song Jopay (Integration with Music and ESP
previous lesson or nurture their love for OPM)
presenting the new https://www.youtube.com/watch?v=iy_0ALRftug
lesson Review: Simple Machines (5 minutes)
Let pupils identify the simple machines in each picture shown.

B. Establishing a (2 minutes)
purpose for the 1. Teacher will show a toolbox. Then ask pupils to pick a tool and name it. (TLE-IA)
lesson (Teacher will encourage pupils to speak English and construct complete sentences.)
2. Teacher will ask a pupil to choose a number on the screen (ppt with an assigned task) and do it with just
their bare hands.
Example: Remove the nail from the wood with your hands.
3. Then ask the pupil to look in the toolbox and find a tool that can help him/her do the task easier.
Example: Pupil chooses the hammer and use it to remove the nail easily.

(Integrate TLE:Idustrial Arts -Safety Precautions when using sharp or heavy tools/machine)

C. Presenting (3 minutes)
Examples/Instances Ask:
of new lesson  What have you observed when you did the task with just your bare hands?
 What happened when you used the tools or simple machines?
 Were you able to do the task faster?
 Did it help you do the task easier?
 Was it safer when you used the tools? Why?
 Levers help us do the work much easier. Because of the lever (hammer) we were able to remove the nail
safely and efficiently.

Teacher takes the tools out of the box (levers only) and lay it out on the table. Then she will ask pupils to
examine each tool.

These tools are all simple machines called LEVER.

(Integrate English by emphasizing on correct pronunciation of the word LEVER not “liver”)

We use them to in many different reasons. Like _____.

(ask pupils to use more verbs such as lift, pound, transport, cut, twist, pull)

Now, lets take alook at these tools again. Do they all look the same?
(ask pupils to describe and compare tools using adjectives)

Each lever looks different and is made differently because each are used for different purposes.
Today, we are going to classify these LEVERS according to their type.

D. Discussing new (10 minutes)

concepts and We use simple machines like levers to make all kinds of work easier. Whether you're trying to open a door
practicing new skills with a crowbar, hitting the ball with a baseball or turning off the light switch in your room, levers help you
#1 perform the work needed for physical activity.

3 Types of Lever
1. First Class Lever
First class levers have the fulcrum in the middle of the beam, the force on one side, and the load on the
other. The effort is equal to the load, meaning that the force you put in (the input) comes out the same on
the other side (the output).

In a 1st Class Lever, the fulcrum is located between the effort arm and the load (resistance) arm.

Examples of levers in the first class category include:

light switch, crow bar, claw end of a hammer, pliers, gardening shears
2. Second Class Lever
Second class levers also apply force from one side of a beam to another. However, the fulcrum is on one
side of the beam, rather than in the middle. The load is in the middle of a second class lever. The effort is
farther away from the load, and the load is greater than the effort — which means that you don't need to
work very hard to make these levers perform a task.

In a 2nd Class Lever the load (resistance) is located between the effort arm and the fulcrum.
These levers multiply the force but the direction stays the same.

Examples of levers in the second class category include:

bicycle hand brake, bottle opener, stapler, wheel barrow, door with hinges, etc.

3. Third Class Lever

Levers in the third class category don't look much like levers at all. However, when they are used with your
hands, they perform the same work. One hand works as the fulcrum holding the beam in place, and the
other applies force to the load. The effort is close to the load, and it must be greater than the load itself.
That means you are putting in more work than the lever is performing.
 In a 3rd Class Lever the effort force is located between the fulcrum and the resistance.

Other examples are:

broom, rake, hammer end of a hammer, mop, shovel, tweezers, thongs, etc.

E. Discussing new (5 minutes)

concepts and Direction: Classify the type/class of levers in its picture shown. Drag the picture of lever and put it on the
practicing new skills correct column.
#2
Call some pupils to answer the answer the activity in front of the class.
(ICT -Hands-on experience in manipulating a mouse and keyboard.)

1st Class 2nd Class 3rd Class

F. Developing mastery Group Activity (15 minutes)
(Leads to Formative (TLE, ICT and Arts Integration)
Assessment) 1. Each group will be given a simple machine/tool (lever) to perform a task.
2. Each group will have to record a video of their group doing the assigned tasks and aswer the questions
that follows.
(Let your pupils use their cellphone in recording the video and use CapCut applicationfor editing and
cations)

Group 1 – Garden Shears

Task: Trim the edges of the bush in the garden outside using your hands. Then do
the same task using the garden shears.
1. Introduce and describe the tool you have and for what purpose it is used for.
2. Examine the the parts of the lever. Where is the fulcrum, effort and load?
3. What type of lever is it?
4. Did it help you make the work easier, safer and faster? How?
5. What safety advise you could give when using this kind of tool/simple machine?

Group 2 – Wheel Barrow

Task: Transport 5 hollow blocks from Mam Betty’s garden to the back of Mam Janeth’s
Classroom using your hands only. Then compare doing the same task using the
wheelbarrow.
1. Introduce and describe the tool you have and for what purpose it is used for.
2. Examine the the parts of the lever. Where is the fulcrum, effort and load?
3. What type of lever is it?
4. Did it help you make the work easier, safer and faster? How?
5. What safety advise you could give when using this kind of tool/simple machine?

Group 3 – Rake
Task: Pick up the dried leaves and stalks from the compost pit using your hands. Then
compare doing the same task using the rake.
1. Introduce and describe the tool you have and for what purpose it is used for.
2. Examine the the parts of the lever. Where is the fulcrum, effort and load?
3. What type/class of lever is it?
4. Did it help you make the work easier, safer and faster? How?
5. What safety advise you could give when using this kind of tool/simple machine?

Group 4 – Hammer
Task: Repair the broken chair by taking out all the twisted and rusted nails in a broken
chair and replace it with new ones.
1. Introduce and describe the tool you have and for what purpose it is used for.
2. Examine the the parts of the lever. Where is the fulcrum, effort and load?
3. What type/class of lever is it?
4. Did it help you make the work easier, safer and faster? How?
5. What safety advise you could give when using this kind of tool/simple machine?

Teacher will discuss the rules and rubrics before doing the activity. Then, after the reporting of outputs
teacher will help pupils reflect on the quality of their output based on rubrics. Teacher will also discuss the
 areas for improvement, etc.

Rubrics for Grading Output

Criteria 20 pts. 15 pts. 10 pts.
Cooperation and All members participated in Few members partcipated in The leader was the only one
Teamwork completing the task. completing the task. working in completing the
task.
Time Management Finished the task on time with Finished the task on time but Did not finish on time with an
complete output. with incomplete output. incomplete output.
Neatness and Cleaned workplace and Returned materials after the Did not cleap up after activity.
Orderliness returned materials properly activity.
after the activity.
Group Values Performed the task with an Performed the task with with a Performed the task while
orderly manner. (no shouting, few shouting, playing around. shouting, quarelling and
quarelling and playing around) playing around.
Quality of Output Answered all the question Performed the task as directed Did not perform the task as
correctly and performed the with a few wrong answers. directed and did not answer
task as expected. the questions correctly.
Total 100 75 50
G. Finding practical Problem-Solving (Mathematics Integration) (5 minutes)
applications of
concepts and skills in Juanito’s father is a construction worker. During weekends he helps his father transport hollow blocks from
daily living the warehouse to the delivery truck. If he lifts and carries each hollow block to the truck one by one with
his bare hands, it will take him the whole day to finish loading 120 hollow blocks to the truck.

(Integrate AP/ESP: R.A. 7658 or "An Act Prohibiting the Employment of Children below 15 Years of Age in
Public and Private Undertakings")

What kind of tool or simple machine can he use to make his work faster and easier?

Answer: Wheelbarrow

If he can load 8 hollow blocks in the wheelbarrow, how many turns does he need to transport all of the 120
hollow blocks?

Answer: 15 turns

H. Making (5 minutes)
generalizations and Now let’s summarize everything we have learned about LEVERS.
abstractions about Teacher will ask pupils to complete the thought/idea of the entire lesson on the board. Then, ask pupils to
the lesson read them altogether.

LEVERS EFFORT FULCRUM LOAD FIRST CLASS

SECOND CLASS EASIER THIRD CLASS

Types of Levers

_________ are simple machines that we use to make our work _________.
Levers are composed of 3 parts, _________, __________, and the __________.
Theres 3 types of levers you should know
________________ levers are like the hammer, pliers, scissors, crowbar,
and the fulcrum is in the middle.
_____________levers are like the stapler, hinge, nail cutter, wheel barrow
where the middle is the load.
___________ levers are the rake and shovel, broom, baseball bat, and tweezers
and the effort is between the load and fulcrum.
Levers make it fast, levers make it safe, levers make it easy!

(Not all pupils may be able to express their thoughts and ideas confidently. Teacher will introduce study or
memorizing technique using their favorite song.)
(After reading the general idea of the lesson, ask pupils to sing it in the tune of Jopay. Then try to ask these
questions again)
  What is a lever?
 What are the parts of a lever that make it work?
 What are the types of lever?
 Can you give some examples of 1st class? 2nd class? 3rd class?
 How useful are levers?

I. Evaluating Learning (5 minutes)

Direction: Classify each picture of lever then write its type on the opposite side of the picture.
Lever Type of the lever
1.

_______________ Class
(1st, 2nd, 3rd)

2.

________________ Class
(1st, 2nd, 3rd)

3.

________________ Class
(1st, 2nd, 3rd)

4.

________________ Class
(1st, 2nd, 3rd)

5.

________________ Class
(1st, 2nd, 3rd)

J. Additional activities Look around your house and try to find levers. Then, draw and label them on the correct column below.
for application and
remediation Location Found 1st Class 2nd Class 3rd Class

Example:

Kitchen
 Kitchen Shears/Scissors Food Tong Ladel
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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 this work?
F. What difficulties did I
encountered 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:

ANA KATHLYN P. RAMOS

Teacher I
Hello Teacher! Feel free to edit and correct if you found any errors in my lesson plan. Good luck to your observation! 😊

P.S.

In my ppt presentation I used pictures of both men and women doing the same task using levers, so you can also insert
GAD to promote gender equality and educate your pupils about gender bias issues, gender roles etc. It’sup to you how
you will integrate it 😊