Republic of the Philippines

Department of Education
Region I
Schools Division Office
San Carlos City, Pangasinan

School: Grade Level: 6

Teacher: Learning Area: SCIENCE
DAILY LESSON LOG
K-12
Teaching Dates and Time: (WEEK 2) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The learners demonstrate understanding of gravity and friction affect movement of objects.
A. Content Standards

B. Performance The learners should be able to produce an advertisement demonstrates road safety
Standards
Describe gravity Describe gravity affects motion Describe how gravity
Cite situation which show the Cite situation which show the affects motion.
presence of gravity S6FE-IIIa- presence of gravity S6FE-IIIa-c- S6FE-IIIa-b-5
Infer how friction and gravity
C. Learning c-1 1 -Show through group
The learners should be able affect movements of
Appreciate the importance of Appreciate the importance of activity how gravity affects
to describe gravity. different objects. S6FE-IIIa-c-1
Competencies/Objectives the awareness on gravity the awareness on gravity motion
-Appreciate the
importance of gravity and
motion

II. CONTENT / TOPIC Gravity Gravity Gravity Gravitational Force How does Gravity Affects
Motion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 MELCs pp.509 K to 12 MELCs pp.509 K to 12 MELCs pp.509 K to 12 MELCs pp.509 K to 12 MELCs pp. 509
pages CG, pp 94
2. Learner’s Materials
pages
Science Beyond Borders 6, Science Beyond Borders 6, Science Beyond Borders 6, pp. Science Beyond Borders 6, Science Beyond Borders 6,
3. Textbook pages
pp. 133-136 pp. 133-136 133-136 pp. 133-136 pp. 133-136

4. Additional materials Science Grade 6 Module Science Grade 6 Module Science Grade 6 Module Science Grade 6 Module Science Grade 6 Module
from LRMDS portal Activity Sheet Activity Sheet

Explore and Experience Video clip

Science 6, Mercado et.al., Video clip https://www.youtube.com/wa T he New Science Links 6 pp.
pp.218 - 221 tch?v=9gTfCgETDAw 309-316 Cyber Science 6 pp. 186-
Science Links p.309-316 191
B. Other Materials http://www.kids-science- Science in Our World p. 189-
experiments.com/ 193
http://www.sciencefair-
projects.org/physics-
projects/gravity-
device.html
IV. PROCEDURES
Roll the ball. Pupils will pass Roll the ball. Pupils will pass What is gravity? Review:
the ball while the music is the ball while the music is Games
playing. playing. Identify the ways to
As the music stops, the pupil As the music stops, the pupil reduce friction by
holding the ball will answer holding the ball will answer the arranging the jumbled
the questions to be asked by questions to be asked by the letter
the teacher. teacher. .
A. Reviewing previous Ask pupils about gravity. Ask pupils about gravity. To a applying surface
lesson or presenting the lubricants
new lesson Moving between contact
reducing surfaces
Contact between
minimizing the surfaces
rough
Shapes using aerodynamic

B. Establishing a purpose Find out students' ideas Show a video clip of a child Show a video clip of a car in a When you throw two objects Motivation
 about gravity. Ask:
What is gravity?
Where is gravity?
for the lesson What does gravity do?
C. Presenting examples/ EXPLORATION
instances of the new (COLLABORATIVE
lesson APPROACH)
a. Setting of standard in
performing
an activity
b. Activity proper
Activity 1. Materials: A
Styrofoam cup, a pencil,
water, and a bucket.
1. Poke a hole in the side of
the cup with the pencil.
Make the hole about 2
inches above
the bottom of the cup.
2. Cover the hole with your
thumb and fill the cup with
water.
3. Hold the cup up high and
uncover the hole. Make
sure the water flows into
the bucket or
do this experiment outside.
What happened to the
water? Did it gush out of
the cup?
Cover the hole with your
thumb again and fill the
cup.
4. Now make a hypothesis:
If you drop the cup into the
climbing up a tree
What can you say about the
child?
What may happen to him?
Have you experienced
climbing a tree?
Teacher gives initial
instruction about the activity
steep road and a car running
on the normal road
What can you say about the
the two cars?
Which car runs fast?
Have you experienced riding in
a car on o steep road?
Teacher gives initial instruction
about the activity
with different weight, which
will fall first? Does weight
affect motion (speed) of the
falling object?
Setting of Standards
Small Group Activities
See Activity Sheet Observing
Force of Gravity (Science
Links 6 pp. 310)
Gravity Song (video
Presentation)
Ask what is about the
song?
Describe the song in one
word.
. Instruct one pupil to
throw the ball upward.
Ask: What did the boy do?
What happened to
the ball when it was
thrown upward?
What is the
movement of the ball as it
reaches the ground?
The teacher will tell
the pupils about that the
lesson is about
How Gravity affects
motion. 1.Group the class
into two. .Each group will
perform differentiated
activity
2. Distributes the activity
cards.
3. Recall the standards in
doing the activity.
bucket, would the water
flow more
quickly or more slowly out
of the hole in the cup?

5. Hold the cup high and

drop it into the bucket.
What happened to the
water coming out of
the hole?

Activity 2:
Materials:
Small dowel or stick
String
Paperclips
Scissors
Tape
Strong magnets (Use either
neodymium magnets .5
inch or bigger or ceramic
magnets .75 inch or larger.
Regular craft magnets
won’t work.)
Metal ruler (or wooden
ruler with tape)
Blocks, books, or other
material for stacking

1. Start by tying some

paperclips to pieces of
string. Then tie the string
onto a small dowel rod or
stick.
gravity experiment using
paperclips

2. Lift up the dowel rod so

the paperclips hang from
 the string.
Which direction do the
paperclips point?
What happens if you tilt
the stick?

3. Place three magnets

along a metal ruler. (If
you’re using a wooden
ruler, you can tape the
magnets to the top.)
Suspend the ruler from two
stacks of blocks, books, or
other materials. Be sure the
magnets are facing down.

4. Take the paper clips and

string off your dowel rod.
Take one paperclip and
hold it until it’s just
suspended below the first
magnet. Tape the string in
place onto the table (or
whatever surface your
activity is on). Do this with
the other two paperclips.

EXPLANATION Answer questions “What

(CONSTRUCTIVISM have you find out: (1-5)
APPROACH)

D. Discussing new a. Presentation/Reporting

concepts and practicing of Pupils output See Activity Sheet See Activity Sheet
new skills #1
Students present their
output on the activity. The
teacher will give feedback
about the result.
E. Discussing new  What happened to Group reporting or allow the pupils to share
concepts and the water in presentation of their outputs their understanding on
practicing new skills #2 activity 1? Did it through differentiated what is gravity and motion
gush out of the activities.
cup? G I-Newscasting Let them describe how
G II- Interview gravity affects motion of a
 If you drop the cup G III-Rap falling object?
into the bucket, G. IV- Advertisement
would the water Let them give some more
flow more quickly examples of an object
or more slowly out that falls down. And how
of the hole in the this is affected by motion.
cup?
 What happened to
the water coming
out of
 the hole?
 Which direction do
the paperclips
point?
 What happens if
you tilt the stick?
 Why the
paperclips were
not going up into
the air after we
removed the
magnets.
 What things fall?
 What happened to
each of the objects
as
they fell?
 Why do you think
that happened?
 Why is the
statement “What
goes up, must
come down”
usually true?
  What caused the
paper to fall
downward?
 Why is gravity
invisible?
 What causes
gravity?
 Do all things have
gravity?
ACTIVITY – PAIR OFF
Have kids pair off and make Have the pupils
predictions about what will strengthen their
happen when they drop understanding about the
various objects: pencils, concepts by answering
erasers, or any items that the following question
are safe to drop. They can
write their predictions in a What pulls the object to
science notebook or they the ground?
can make a data chart with
F. Developing mastery two columns: predictions How do the object falls
(leads to formative and results. Then ask towards the ground?
assessment ) students to drop these
items. One kid in each pair Why it is difficult to
should do the dropping and upward a hill or to an
the other should observe. elevated placethan going
Then they can switch. down?

How do air resistance

affects movement of a
falling object ?

G. Finding practical How would you make use of How would you make use of
applications Imagine you throw a ball your knowledge about your knowledge about gravity Valuing
of concepts and skills upward. What happened to gravity on your everyday on your everyday lives? To ensure safety at
in daily living the ball? Why do you think lives? home especially during
this happened? earthquake,
What precautionary
measure shall we follow

H. Making generalization
and abstraction about
the lesson
I. Evaluating learning
J. Additional activities for
application /
remediation
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
? No. of learners who
have
caught up with the
lesson
D. No. of learners who
continue
to require remediation
E. Which of my teaching
What is gravity?
Gravity is a force that tries
to pull two objects toward
each other. Earth’s gravity
is what keeps you on the
ground, what causes
objects to fall, and is why
the objects fall down rather
than up!
QUIZ NO. 3 / GRAVITY
Make a research about
situations which show the
presence of gravity.
______ of Learners who
earned 80% above
______ of Learners who
require additional activities
for remediation
______Yes ______No
______ of Learners who
caught up the lesson
______ of Learners who
continue to require
remediation
Strategies used that work
Teacher will ask pupils to
make a generalization about
today’s lesson
QUIZ NO. 4 / GRAVITY
______ of Learners who
earned 80% above
______ of Learners who
require additional activities
for remediation
______Yes ______No
______ of Learners who
caught up the lesson
______ of Learners who
continue to require
remediation
Strategies used that work
Teacher will ask pupils to make
a generalization about today’s
lesson
QUIZ NO. 5 / GRAVITY
______ of Learners who
earned 80% above
______ of Learners who
require additional activities for
remediation
______Yes ______No
______ of Learners who
caught up the lesson
______ of Learners who
continue to require
remediation
Strategies used that work well:
How does gravity affects
motion ?
QUIZ NO. 6 / GRAVITY
Make a poster on how gravity
affects motion.
______ of Learners who
earned 80% above
______ of Learners who
require additional activities
for remediation
______Yes ______No
______ of Learners who
caught up the lesson
______ of Learners who
continue to require
remediation
Strategies used that work
using our knowledge
About how gravity
affects motion?
Generalization:
Describe how does gravity
affects motion by making
a concept map.
QUIZ NO. 7 / GRAVITY
______ of Learners who
earned 80% above
______ of Learners who
require additional
activities for remediation
______Yes ______No
______ of Learners who
caught up the lesson
______ of Learners who
continue to require
remediation
Strategies used that work
 strategies worked well:
well ? Why ___ Socratic Questioning
did this work ? ___ Game-Based Learning
___ Interactive Lecture
Demonstrations
The activity can be a
classroom experiment, a
survey,a simulation or an
analysis of secondary data.
___Cooperative Learning
___Jigsaws
___Gallery Walks
___Fieldtrips
___Making notes from
book
___Use of internet/audio
visual presentation
___Text books
___Investigations
___Models
___Demonstrations
Other Techniques and
Strategies used:
___Manipulative Tools
___Pair Work
___ Explicit Teaching
___ Group collaboration
___ Carousel
___ Diads
___ Differentiated
Instruction
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to
learn
___ Group member’s
well: ___ Socratic Questioning well: well:
___ Socratic Questioning ___ Game-Based Learning ___ Socratic Questioning ___ Socratic Questioning
___ Game-Based Learning ___ Interactive Lecture ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture Demonstrations ___ Interactive Lecture ___ Interactive Lecture
Demonstrations The activity can be a classroom Demonstrations Demonstrations
The activity can be a experiment, a survey, a The activity can be a The activity can be a
classroom experiment, a simulation or an analysis of classroom experiment, a classroom experiment, a
survey, a simulation or an secondary data. survey, a simulation or an survey, a simulation or an
analysis of secondary data. ___Cooperative Learning analysis of secondary data. analysis of secondary
___Cooperative Learning ___Jigsaws ___Cooperative Learning data.
___Jigsaws ___Gallery Walks ___Jigsaws ___Cooperative Learning
___Gallery Walks ___Fieldtrips ___Gallery Walks ___Jigsaws
___Fieldtrips ___Making notes from book ___Fieldtrips ___Gallery Walks
___Making notes from book ___Use of internet/audio ___Making notes from book ___Fieldtrips
___Use of internet/audio visual presentation ___Use of internet/audio ___Making notes from
visual presentation ___Text books visual presentation book
___Text books ___Investigations ___Text books ___Use of internet/audio
___Investigations ___Models ___Investigations visual presentation
___Models ___Demonstrations ___Models ___Text books
___Demonstrations Other Techniques and ___Demonstrations ___Investigations
Other Techniques and Strategies used: Other Techniques and ___Models
Strategies used: ___Manipulative Tools Strategies used: ___Demonstrations
___Manipulative Tools ___Pair Work ___Manipulative Tools Other Techniques and
___Pair Work ___ Explicit Teaching ___Pair Work Strategies used:
___ Explicit Teaching ___ Group collaboration ___ Explicit Teaching ___Manipulative Tools
___ Group collaboration ___ Carousel ___ Group collaboration ___Pair Work
___ Carousel ___ Diads ___ Carousel ___ Explicit Teaching
___ Diads ___ Differentiated Instruction ___ Diads ___ Group collaboration
___ Differentiated Instruction ___ Discovery Method ___ Differentiated Instruction ___ Carousel
___ Discovery Method ___ Lecture Method ___ Discovery Method ___ Diads
___ Lecture Method Why? ___ Lecture Method ___ Differentiated
Why? ___ Complete IMs Why? Instruction
___ Complete IMs ___ Availability of Materials ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to ___ Group member’s ___ Pupils’ eagerness to learn Why?
learn collaboration/cooperation in ___ Group member’s ___ Complete IMs
___ Group member’s doing their tasks collaboration/cooperation in ___ Availability of
collaboration/cooperation in ___ Audio Visual Presentation doing their tasks Materials
doing their tasks of the lesson ___ Audio Visual Presentation ___ Pupils’ eagerness to
 collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
F. What difficulties did __ Unavailable Technology
my principal or Equipment (AVR/LCD)
supervisor can help __ Science/ Computer/
me solve ? Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/
Localized and Indigenized
IM’s
G. What innovation or
__ Localized Videos
localized materials did I
__ Making big books from
use/discover which I wish
views of the locality
to share with other
__ Recycling of plastics to
teachers ?
be used as Instructional
Materials
__ local poetical
composition
___ Audio Visual
Presentation of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
of the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized
and Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation of the lesson
__ Bullying among pupils
__ Pupils’
behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
Planned Innovations:
__Contextualized/
Localized and Indigenized
IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical
composition