School: Marcos D.

Sarona E/S Grade Level: VI

GRADES VI Teacher: Sharee Candace N. Cobol Learning Area: Science
COT Teaching Dates and Time: Week 6-7 Quarter: 3rd QUARTER
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of how energy is transformed in simple machines.
B. Performance Standard The learners should be able to create a marketing strategy for a new produce on electrical or light efficiency.
C. Most Essential
Learning Manipulate simple machines to describe their characteristics and uses. Week 6-7, S6FE-lllg-i-3
Competencies
II. CONTENT Manipulate simple machines to describe their characteristics and uses
III.
A. References
1. Teacher’s
Guide
2. Learner’s
guide
3. Textbooks
4. Additional
Materials Powerpoint, laptop, projector (Please see the materials on the activities)
B. Other Learning
Resources Science Quarter 3 – Module 3: Characteristics and Uses of Simple Machines
IV. PROCEDURES ANNOTATIONS
A. Reviewing previous In this area,
lesson or Presenting Let’s Try! Instruction: Read each question carefully and choose the best answer. indicator #2 is
the New Lesson observed. “Use a
1. What is the name of the fixed point on a lever? range of teaching
a) Effort strategies that
b) Fulcrum
enhance learner
c) Load
achievement in
2. Which of the following is NOT a simple machine? literacy and
a) Seesaw numeracy skills.
b) Light bulb
c) Ramp

3. A flagpole uses a simple machine to change the direction of a force. Which simple
machine does it use? In this area,
a) Screw indicator #4 was
b) Pulley observed, “
c) Wedge
Displayed proficient
4. What is the main purpose of a wedge? use of Mother
a) To change the direction of a force Tongue, Filipino
b) To split objects apart and English to
c) To lift heavy objects facilitate teaching
and learning.”
5. A bicycle uses two different simple machines to work. Which two are they? (Can Explain to
a) Screw and wedge their native
b) Inclined plane and lever language to express
c) Wheel and axle and lever their ideas)

Answer Key:
1. b) Fulcrum
2. b) Light bulb
3. b) Pulley
4. b) To split objects apart
5. c) Wheel and axle and lever
 B. Establishing a
purpose for the
lesson
C. Presenting examples
/ instances of the
new lesson
(In the video, we have
learned how the light
behaves when it strikes to
objects. Before we will going
to have our activity, we will
study those objects that
transmit, block and absorb
light)
Motivation: Let’s watch some simple machines In this area,
indicator #3 is
https://www.youtube.com/watch?v=aoXnhyY5RTk&t=42s observed “Applied a
range of teaching
strategies to develop
with the video we watch, we discovered the kinds of simple machines. Now we are going critical and creative
to study them deeper. thinking, as well as
other higher-order
thinking skills
Let’s Discover!
The fascinating world of science is full of amazing inventions, and in sixth grade, you'll
be learning about some essential building blocks called simple machines. These are
tools that make work easier by changing the direction or size of a force.
Here are the six amazing and most common simple machines, along with their
characteristics, uses and tools:
1. Inclined Plane: A slanted surface that helps you move objects to a higher level
with less effort. Imagine walking up a ramp instead of stairs - that's the
inclined plane at work!
Opens in a new window
www.britannica.com
Inclined plane simple machine
• Characteristics:
o Slanted surface
o Reduces the amount of force required to move an object
• TOOLS
o Ramps
o Staircases
o Playground slides
o Wedge ramps for cars
• USES- Helps move objects to a higher level with less effort
2. Lever: A rigid bar that pivots on a fixed point (fulcrum) to change the
direction or size of a force. A seesaw is a classic example of a lever!
Opens in a new window
letstalkscience.ca
Lever simple machine
• Characteristics:
o Rigid bar
o Fulcrum (fixed point)
o Can change the direction and size of force
• TOOLS
o Seesaws
o Crowbars
o Bottle openers
o Scissors
o Pliers
• USES – Can change the direction and size of force to lift objects, pry things
open, or cut materials.

3. Wedge: A triangular-shaped tool that tapers to a thin edge, used to split

objects apart by applying a force. Axes, knives, and even your teeth are all
wedges!

Opens in a new window

flexbooks.ck12.org
Wedge simple machine
• Characteristics:
o Triangular shape
o Thin edge
o Applies force to separate objects
• TOOLS
o Axes
o Knives
o Saws
o Nail clippers
• USES - Applies force to separate objects by splitting, cutting, or prying.

4. Wheel and Axle: A wheel that rotates around a fixed rod (axle) to change
the direction or size of a force. Bicycles, doorknobs, and even car wheels are
all examples of the wheel and axle working together!

Opens in a new window

eduinput.com

Wheel and axle simple machine

 • Characteristics:
o Wheel that rotates around an axle
o Can change the direction and size of force
• TOOLS
o Bicycles
o Doorknobs
o Steering wheels
o Car wheels
o Winches
o Potters' wheels
• USES- Changes the direction and size of force to move objects, turn objects,
or lift objects.

5. Pulley: A grooved wheel with a rope or cable that changes the direction of a
force. Flagpoles and clotheslines use pulleys to lift objects with ease!

Opens in a new window

www.sciencefacts.net
Pulley simple machine
• Characteristics:
o Grooved wheel
o Rope or cable
o Changes the direction of force
• TOOLS
o Flagpoles
o Clotheslines
o Cranes
o Elevators
o Blocks and tackles
• USES - Changes the direction of force to lift objects or change the direction
of pulling force.

6. Screw: A spiral inclined plane wrapped around a cylinder, used to hold

objects together or to apply a force over a long distance. Screws, jars, and
even the threads on a bolt are all examples of screws!

Opens in a new window

www.britannica.com
Screw simple machine
• Characteristics:
o Spiral inclined plane wrapped around a
cylinder
o Can hold objects together or apply force
over a distance
• TOOLS
o Screws
o Jars
o Corkscrews
 o Drill bits
o Bottle caps
• USES - Holds objects together or applies force over a long distance to fasten,
tighten, or drill holes.

D. Discussing new Group Activity: In this area,

concepts and This activity is designed for a group of students to explore the six simple machines indicator #3 is
practicing new skills through building and testing. It's suitable for a grade 6 classroom and can be adapted to observed “Applied a
#1 range of teaching
different group sizes and time constraints.
Materials: strategies to develop
(NOTE TO THE
critical and creative
TEACHER: Kindly • Cardboard boxes (various sizes)
provide the thinking, as well as
• Popsicle sticks
materials for each other higher-order
• Straws thinking skills.
model)
• String/yarn
• Tape
• Scissors
• Rulers
• Pencils
• Buttons In this area,
• Beads indicator #5, “
• Cups Established safe and
• Other craft materials (optional) secure learning
Instructions: environments to
1. Divide into groups: Divide the class into 6 groups enhance learning
2. Assign simple machines: Assign each group one of the six simple machines: through the
consistent
inclined plane, lever, wedge, wheel and axle, pulley, and screw.
implementation of
3. Challenge: Present the challenge: Each group needs to design and build a simple
policies, guidelines
model using the provided materials that demonstrates the principles of their
and procedures.”
assigned simple machine. Encourage them to be creative and use their
imagination!
4. Building time: Allow groups 20 minutes or less to build their models. They can Integration: Arts
use the following as inspiration: and History
o Inclined plane: Build a ramp using cardboard and popsicle sticks to roll In this area,
a ball or car up. indicator #1 was
o Lever: Create a seesaw using cardboard and popsicle sticks with a observed, “. Applied
fulcrum in the middle. knowledge of content
o Wedge: Design a wedge using cardboard to split a playdough ball or within and across
separate two objects. curriculum teaching
o Wheel and axle: Build a car or cart with wheels made from cardboard areas.
and attach axles using straws.
MAPEH- Arts
o Pulley: Construct a simple flagpole using cardboard and string/yarn to
raise and lower a small object. Create models and
o Screw: Use a screw and nut or create a model screw using cardboard to drawings: Pupils can
demonstrate how it can hold objects together. build models of simple
5. Testing and explanation: Once finished, each group presents their model to the machines using
class and explains: everyday materials like
cardboard, straws, and
o The name of their assigned simple machine tape. This hands-on
o The materials they used activity helps solidify
o How their model demonstrates the characteristics and uses of the simple their understanding of
machine how these machines
o Encourage other groups to ask questions and try out their models. work.
6. Wrap-up discussion: After all presentations, lead a class discussion to recap the
History-AP
key points: Explore historical uses of
o Briefly review the six simple machines and their characteristics. simple machines: From the
o Discuss the different ways simple machines can be used in everyday life. pyramids of Egypt built
using inclined planes and
o Emphasize how simple machines make work easier by changing the levers to the catapults
direction or size of force. used in medieval warfare,
Differentiation: simple machines have
played a significant role
• For younger students, provide more pre-cut materials and specific instructions. throughout history.
 • For older students, encourage them to research and incorporate additional complexity into their Students can research and
present on these historical
models. applications.
• Provide additional materials like pipe cleaners, rubber bands, or recycled objects to allow for
greater variation in designs.
This group activity provides an engaging and hands-on way for students to learn about and explore the
fascinating world of simple machines. By working together and applying their creativity, students will gain
a deeper understanding of these fundamental scientific concepts.

E. Discussing new In this area,

concepts and Individual Activity or with partner activity: indicator #5 was
practicing new skills observed,
#2 CROSSWORD PUZZLE “Established safe
and secure learning
(Use the worksheet)
environments to
enhance learning
through the
consistent
implementation of
policies, guidelines
and procedures. “

Also, in this area

indicator #6 was
observed, “
Maintained
learning
environments that
promote fairness,
respect and care to
encourage learning.”
F. Developing mastery Individual Activity:
leads to formative Instruction: Matching Type. Match column A to Column B
Assessment #3 In this area,
indicator #3 is
Column A Column B observed “Applied a
A. Change the direction of force range of teaching
1. Bicycle to steer a vehicle strategies to develop
2. Steering wheel B. Spiral inclined plane wrapped critical and creative
around a cylinder, used to hold thinking, as well as
objects together or apply force over other higher-order
a distance. thinking skills.
3. Flagpole C. Wheel rotating around a fixed
rod to change the direction or size
of force.
4. Wheel and axle D. Change the direction of pulling
force to raise flags
5. Screw E. Move an object by pedaling and
rotating wheels

Answers:
1. E
2. A
3. D
4. C
5. B

G. Finding practical
applications of Practical Application of Simple machines in our daily living.
concepts and skills
in daily living
 Simple machines are the building blocks of more complex machines, and their presence is
ubiquitous in our daily lives. They help us make work easier by changing the direction,
magnitude, or application of a force. Here are some examples of how we encounter simple
machines in our daily routines:

1. Inclined Planes:
• Ramps: Cars use ramps to overcome the force of gravity and reach higher
elevations.
• Stairs: Stairs are a series of inclined planes that allow us to climb to different levels.
• Wedges: Knives, axes, and saws are all examples of wedges, which use an inclined
plane to concentrate force and split or cut objects.
2. Levers:
• See-saws: The fulcrum (center point) allows one person to go up as the other
goes down.
• Crowbars: The long end acts as a lever, amplifying the force applied to pry open
objects.
• Scissors: The scissor handles act as levers to increase the cutting force applied to
the material between the blades.
• Door handles: The handle acts as a lever, allowing you to open the door with
minimal force.

3. Pulleys:
• Flagpoles: Flagpoles use pulleys to raise and lower flags easily.
• Window blinds: Pulleys are used to raise and lower window blinds with minimal
effort.
• Clotheslines: Pulleys help us hang and remove clothes from clotheslines.
4. Wheel and Axle:
• Doorknobs: The doorknob rotates on an axle, allowing the door to open and close.
• Spoons: The bowl of a spoon acts as a wheel that helps us scoop food.
• Screwdrivers: The handle acts as a lever that increases the torque applied to the
screw, making it easier to turn.
5. Screws:
• Jar lids: Screw caps use threads to create a tight seal on jars.
• Light bulbs: Light bulbs are screwed into sockets to secure them in place.
• Furniture assembly: Screws are used to join pieces of furniture together.
These are just a few examples, and simple machines are truly integrated into almost every
aspect of our daily lives. They make tasks easier, less demanding, and more efficient,
showcasing the ingenuity of simple mechanical principles.

H. Making
Generalizations and Here are some key things to remember about simple machines:
abstractions about
the lesson
1. They don't create energy: Simple machines cannot create or increase the total amount of
work done. They can only change the direction, magnitude, or application of the force
applied. While they may make a task feel easier by reducing the force required, the work
done (force x distance) remains constant.

2. Six main types: There are six main types of simple machines:
* Lever: A rigid bar that pivots on a fulcrum. (Examples: seesaw, crowbar, scissors)
* Inclined plane: A sloped surface. (Examples: ramp, stairs, wedge)
* Pulley: A wheel with a groove that a rope or cable runs around. (Examples: flagpole,
window blinds, clothesline)
* Wheel and axle: A wheel attached to a central shaft (axle). (Examples: doorknob, bicycle
wheel, screwdriver)
* Screw: A spiral inclined plane wrapped around a cylinder. (Examples: jar lids, light bulbs,
furniture assembly)
* Wedge: A sharp, pointed object that tapers to a thin edge. (Examples: knife, axe, saw)

3. Real-world combinations: Simple machines are rarely used alone. Most complex
machines are a combination of several simple machines working together. For example, a
can opener uses a wedge (cutting wheel) and a lever (handle) to open cans.

4. Mechanical advantage: This refers to the increase in force or change in direction provided
by a simple machine. It is calculated as the ratio of the output force (the force exerted by
 the machine) to the input force (the force applied to the machine). A mechanical advantage
greater than 1 indicates that the machine amplifies the force, making the task easier.

5. Friction: All simple machines experience friction, which opposes their motion and can
reduce their efficiency. Lubrication is often used to minimize friction and improve their
performance.

By understanding these key points, you can gain a deeper appreciation for the role simple
machines play in our everyday lives.

I. Evaluating learning In this area,

What I have learned: indicator #9 was
observed, “ Used
True or False. Write T if the statement is TRUE and F if FALSE. strategies for
providing timely,
1. Inclined Plane is a slanted surface that helps you move objects to a higher accurate and
level with less effort. Imagine walking up a ramp instead of stairs - that's constructive
the inclined plane at work! TRUE feedback to improve
learner
2. Lever is use to change the direction and size of force to lift objects, pry performance.”
things open, or cut materials. TRUE

3. Wedge is a rectangular-shaped tool that tapers to a thin edge, used to split In this area,
objects apart by applying a force. Axes, knives, and even your teeth are all indicator #3 is
observed “Applied a
wedges! FALSE (triangular)
range of teaching
strategies to develop
4. Wheel and Axle rotates around a fixed rod (axle) to change the direction
critical and creative
or size of a force. The examples are Bicycles, doorknobs, and car wheels. thinking, as well as
TRUE other higher-order
thinking skills
5. Pulley is a grooved wheel with a rope or cable that changes the direction of
a force. Flagpoles and clotheslines are examples of these. TRUE

J. Additional
Activities for Assignment:
application and
remediation Directions: Classify the following simple machines listed below according to its type.

bolt bottle opener broom bulb

doorknob flagpole ladder
knife ax steering wheel

Lever Inclined Wedge Screw Pulley Wheel and

Plane Axle

V. REMARKS
 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? Number of
learners who have caught
up with the lesson
D. No. of learners who
continue to require
remediation
E. Which my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation/s or
localized materials did I
used/ discover which I
wish to share with other
teachers?

SHAREE CANDACE N. COBOL

Teacher I

Checked and inspected by: Noted by:

ELLEN MAE V. SAGAYNO
Master Teacher I RODEL B. ALONZO
Teacher In-Charge