LESSON EXEMPLAR IN SCIENCE

GRADE SIX SCHOOL DAPDAP ELEMENTARY SCHOOL GRADE LEVEL GRADE VI

DAILY LESSON TEACHER JONABELL G. NAPO LEARNING AREA SCIENCE
LOG DATE/TIME FEBRUARY 06, 2024/7:10-7:50 A.M QUARTER THIRD

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of gravity and friction affect movement of objects.
B. Performance
The learners should be able to produce an advertisement demonstrates road safety.
Standard
C. Learning MELC: Infer how gravity and friction affect movements of different objects (S6FE-lIIa-c-1)
Competency/Object
ives At the end of the lesson, the pupils are expected to:
LC Code  Describe Friction.
 Perform activities that shows how friction works on smooth and rough surface.
 Value the importance of frictional force in performing task and daily activities.
 Demonstrate proper road safety and behavior.

II. CONTENT CHAPTER 1:

Infer how gravity and friction affect movements of different objects (S6FE-lIIa-c-1)

Subject Integration:

English
Vocabulary enrichment and following guidelines and procedure
Music and P.E
Galaw pilipinas (Sing and Dance)
Health
Practice safety when dancing and doing outdoor activities like running
ESP
Importance of proper behavior and road safety when driving
ICT
Controlling the mouse and clicking.
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
CG page 93
2. Learner’s
Materials pages
Science Beyond Borders, page 90 – 94.
3. Textbook pages Not yet issued
4. Additional
Materials from
https://r8.lms.deped.gov.ph/moodle/mod/folder/view.php?id=13109
Learning Resource
(LR)portal
B. Other Learning Smart TV, laptop, video clips, pictures, chart, activity cards, power point presentation
Resources

IV. PROCEDURES
A. Reviewing previous Pre-assessment
lesson or presenting
A. The teacher review about on the different kinds of force.
the new lesson
Elicit (Music and PE Integration)
B. Jeopardy Game
To assess the pupils’ knowledge about the
friction, let them play the interactive jeopardy game about
 “Friction”. Teacher will show a power point Jeopardy game to name each
picture. (ICT Integration)
 Ask the pupils to choose the correct answer and write 1, 2, or 3 on their answer board. Call volunteers
to tick the box of the correct answer.
C. Establishing a Vocabulary Enrichment:
purpose for the
A. Read the word that I will show you on screen. Let’s Practice how to pronounce them.
lesson
Engage/Motivate

(Displayed proficient use of Mother tongue, Filipino and English to facilitates teaching and learning)

D. Presenting Ask the following questions:

examples/Instances
of the new lesson
Engage

A.

1. have you ever watched a MARATHON?

2. how are athletes being able to run fast?
3. you think athletes are physically strong and healthy?
4. how are they able to run fast without sliding and slipping over?

B.

1. have you ever danced BALLET?

2. how are the ballet dancers able to move smoothly?
3. what kind of floor do ballet dancers usually perform on?

When you do activities, Forces and Motion are always involved. The kind of force that helps
the runners and ballet dance is called FRICTION.

Let us perform this activity to learn more about friction

ACTIVITY: MOVING OBJECTS ON DIFFERENT SURFACES

E. Discussing new A. Group Activity (Cooperative Learning)

concepts and  Divide the class into 4 groups
practicing new skills
#1  Each group is given an envelope for Groups 1,2,3, 4
Explore  Read the instructions before they will proceed to the proper activity.
 Group Activity will be graded using a Rubrics (see attached Rubrics)

B. Setting standard in doing the activity/House rules and Guidelines

As a usual routine, before having the activity I will present you the Rubric for our today’s activity. (The
teacher will show the Rubric for Filtration activity)

Before we start, let’s recall our group activity rules.

(Pupils will read the group activity rules)

G – Give thoughtful feedback
R – Respect others and their thoughts
O – On task all the time
U – Use soft voices
P – Participate actively
S – Stay with your group

C. Go around and follow-up the conduct of activity by each group.

Remind each group that they will be presenting their gathered data in class after finishing their activity

Did you bring all your materials?

(Teacher will ask pupils to raise all the materials one by one)

This activity sheet will serve as a guide in doing your activity. (Teacher will give the activity sheets and
worksheets to each group)
You will be given 5 minutes to do your work and 1 minutes for each presentation.

(The Teacher may serve a model/guide by demonstrating how to do the procedures properly. –explicit
teaching)

(While every group is busy with their work, Teacher will roam around to check any needs or question that
the pupils may have.)

If you have any question just raise your hand and I am glad to help.

(Establishing safe and secure environment to enhance learning through the constant implementation of
policies, guidelines and procedures)

ACTIVITY: MOVING OBJECTS ON DIFFERENT SURFACES

F. Discussing new Differentiated Instruction
concepts and
practicing new skills  Conduct group activities to elicit immediate feedback from learners about their learning (Assessment
#2 during the lesson).
Explore  Each group will get the following score based on their output following these given scoring rubrics.

 Group the pupils into four and let them do the following activities or tasks for 5 minutes:

 Each group will be given tarpapel of printed activities.

GROUP 1:

GROUP 2:
 GROUP 3:

GROUP 4:

 Let each group answer all the questions in their assigned activity.
 Guide the pupils as they perform the activity make sure that all pupils are cooperating and feel that
they all belong to the group.

(Maintained learning environment that promotes fairness, respect and care to encourage learning)

G. Developing mastery
(leads to Formative 1. Ask a representative of each group to share their answers and results of the different t activities.
Assessment 3)
Explain 2. Ask: How do you feel about the activity?

Group Reporting
Let each group present their outputs. After the presentation of each group, reward the group members with
token or song for a job well done.

(Maintained learning environment that promotes fairness, respect and care to encourage learning)

Developing Critical Thinking and Higher-order Thinking Skills

3. For further discussion of the lesson. Show a video presentation about FRICTION.
 https://www.youtube.com/watch?v=G34kb1gys_s&t=3789s

4. Then ask the following questions for comprehension:

 What happen to objects moving on rough surface? Smooth surface?
 Which surface registered a greater force in pulling the block? Why?
 In which surface does the block move easily or fast?

LEARNING FOR THE DAY

 We learned that if there is less friction, objects move faster and if there is more friction, objects
move slower. If there is no friction between two surfaces that are touching each other, objects will
smoothly move and will only stop when an outside force is applied on in. Reducing or increasing
friction will help people and objects move. In some instances, too much friction prevents
movement and so there is need to reduce friction. In other instances, too little friction also prevents
movement and so there is a need to increase friction.

H. Finding practical
application of Finding practical applications of concepts and skills in daily living (HOTS)
concepts and skills in Instruct the pupils to answer the situation below based on what they have learned.
daily living
Elaborate

1. What accident might happen if you walk/run on a wet floor?

2. How can you prevent the possible accident from happening? Why?

B. Values infusion (ESP Integration)

Is FRICTION helpful?
 Without friction, we cannot walk or run without sliding or slipping down. Footwear helps you
overcome the effect of smooth surfaces. Athletes in the running event or ball games like
basketball, for example wear rubber shoes than leather shoes because besides having lighter
weight, the sole of rubber shoes have jagged edges that produces more friction that keeps from
slipping down and makes them apply more force to speed up. On the other hand, ballet dancers
need less friction to be able to glide and dance smoothly. They wear ballet shoes rather than rubber
shoes because the sole of the ballet shoes has less irregularity that produces less friction when in
contact with the smooth floor that keeps the ballet dancer glide, slide and dance smoothly.
I. Making
generalizations and Ask the pupils:
abstractions about Lets share our knowledge
the lesson How does the friction affect the movement of an object?
Elaborate - FRICTION SLOWS DOWN THE MOVEMENT OF AN OBJECTS.
- FRICTION IS AFFECTED ON DIFFERENT SURFACES
- ROUGH SURFACES HAVE GREATER FRICTION
- SMOOTH SURFACES HAVE LESSER FRICTION

J. Evaluating learning
Evaluate

K. Additional activities
 for application or Direction: Make a poster showing/encouraging the importance of road safety and behavior when driving.
remediation (Rubrics for Skeletal Model): The output will be based on the Rubrics given below.
Expand

L. REMARKS
M. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
___ of Learners who earned 80% above
B. No. of Learners who
require additional ___ of Learners who require additional activities for remediation
activities for remediation
C. Did the remedial
lessons work? No. of ___Yes ___No
learners who have caught
up with the lesson. ____ of Learners who caught up the lesson
D. No. of learners who
continue to require ___ of Learners who continue to require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ PowerPoint Presentation
___ Answering preliminary activities/exercises
___ Discussion
___ Think-Pair-Share (TPS)
___Use of Graphic Organizers
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group members’ cooperation in doing their tasks
F. What difficulties did I ___ Bullying among pupils
encounter which my ___ Pupils’ behavior/attitude
principal or supervisor ___ Unavailable TechnologyEquipment (AVR/LCD)
can help me solve? ___ Science/ Computer/Internet Lab
___ Reading Readiness
___ Lack of Interest among pupils
G. What innovation or Planned Innovations:
localized materials did I ___ Interactive Videos
use/discover which I wish ___ Use of recycled/ real objects
to share with other ___ Use of PowerPoint presentations
teachers? ___ Use of manipulative materials

Prepared:
 JONABELL G. NAPO
Science Teacher

Checked And Reviewed:

AMAPOLA M. FERNANDEZ
Master Teacher II

Noted:

RICHARD A. BROÑOLA
Principal IV