Republic of the Philippines

Department of Education
Region XI
Division of Davao de Oro
Nabunturan West District
SAN ROQUE ELEMENTARY SCHOOL

Lesson Plan in Grade 6

Teacher: FRITZ JOHN M. SALOMA Quarter 4 Learning Area:

:
Date and Time: May 9, 2024, 8:20-9:10 AM Week: 4 Science

I. OBJECTIVES
A. Content Standard  Demonstrates understanding of weather patterns and seasons in the Philippines:

B. Performance  Design an emergency and preparedness plan and kit

Standard
Learning Competency:
Describe the different seasons in the Philippines

Competency Code: S6ES-IVc-3

C. Learning Objectives
(Write the LC code) Objective:
At the end of the lesson, the learners should be able to:
1. Describe the different seasons in the Philippines

II. CONTENT Weather Patterns and Seasons in the Philippines

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Curriculum Guide in Science 6, MELC Page 125
2. Learner’s Materials pages
B. Other Learning Science 6 Beyond Borders LM pp. 196-199
Resources Science 6 Beyond Borders TG pp. 100-102
Self-Learning Module Quarter 4 Module 3
1. Materials Pictures, Laptop, PowerPoint Presentation, Smart TV, Activity Sheets

1) Math
C. Integration 2) Araling Panlipunan
3) English
4) Physical Education

D. Strategies Metacognitive Approach, Differentiated Instruction, Group Collaboration, ICT

presentation
IV. PROCEDURES
A. Reviewing previous *Prayer and Greetings
lesson *Checking of Attendance
*Setting of Classroom Rules

 Let the pupils review the past lesson through a power point
presentation.
 The teacher will show a picture. Afterwards, the learners will answer
 the following questions.

Activity 1: Drill -Decode the Information

(The teacher applies a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills)

Direction: Solve each problem. Write the corresponding letter from the
answer you’ve got below. This will form words that we will be learning
today. (Applying Numeracy)

B. Establishing a
purpose for the
lesson

S E A S O N
10+10-1 2x2+1 1x1 10+10-1 5x3 8+7-1

Unlocking of difficulties (Applying Literacy)

a. weather- is a condition in the atmosphere in a certain place at a certain time
b. season- is the period of the year that is usually characterized by a particular kind of
weather.

Adapted and used culturally appropriate teaching strategies to address the

needs.
of learners from indigenous groups
Activity 2: Show some pictures to the pupils and ask some questions:

C. Presenting
examples/instances
of the new lesson

1. What can you say about the picture?

2. How many kids are playing in the first picture?
3. What do you think is the weather condition in picture 1? How about in picture 2?

D. Discussing new Presenting the topic through PowerPoint presentation.

concepts and
practicing new skills Philippines has only two seasons because of its geographical location. It is considered as
#1 tropical country because it is found above the equator which received direct heat from the
sun.
(present a map)
 Wet season is characterized by pronounced rainy season with thunderstorms.
The wet or rainy season takes place from June to November. This is characterized by
frequent rainfall, which may bring flood to the lowlands. Typhoons often hit the country during
this season. Since the Southwest Monsoon or Hanging Habagat brings warm and moist air,
rains become heavier and typhoons get stronger during the wet season. Hanging Habagat
blows from the southwest portion of the country and causes rains in the western portion of
the country.
Dry season is characterized by hot and cloudless days.
The dry season takes place during the months of December to May. This is
characterized by less and infrequent rainfall as well as dusty soil. During this
season, some of the crops die due to insufficient supply of water. The dry season is
influenced by the Northeast Monsoon or Hanging Amihan that brings cool and dry
air. Hanging Amihan blows from the northeast portion of the country and causes
slight to moderate rainfall in the eastern portion of the country.
Each season has unique characteristics and effects on the environment and people.

Integration of Manasaka Language: In Mansaka Language dry means

magdang and wet means basa
(Source: msk_Mansaka_vocabulary__1955.pdf (sil.org)

Integration of Manasaka Culture: A Farming People

(Source: Gallardo, Rosienie & Marquez, Nehimiah. (2024). The Mansaka People, Their Belief-System on Nature, And Their Environmental
Participation in Davao De Oro, Philippines. Social Science and Humanities Journal. 8. 34941-34953. 10.18535/sshj.v8i04.1003)

(The teacher applies a range teaching strategies, such as the use of traditional story
and oral history, that addresses the needs of learners from indigenous groups)

E. Developing mastery Activity 3: Group Activity

(leads to Formative
Assessment) Special Reminders: Pupils are given 10mins to answer the activity.
Be polite by listening attentively with each other during the pair share
activity.
Please be reminded that you must be polite at all times when talking with
your group mates.
Directions: Group the pupils into three. Let them do the assigned activity for
their group.
Group I will answer Learning Activity A.
Group 2 will answer Learning Activity B.
Group 3 will answer Learning Activity C.

Learning Activity A: Base on the given pictures. List down activities that you can do.
Write your answer on the Manila paper

Learning Activity B: Base on the pictures, draw one situation that can help lessen the
cause of climate change.

Learning Activity C: Dramatize in 1-2 minutes the things to be done to avoid and
control climate change
 Rubric in Assessing Group Performance in
Simple Science Activity (Self-Assessment)
Direction: Assess your group performance in accomplishing the task provided. Encircle the
corresponding rating.

Description Ratings
1. All members take part in the group activities. 1 2 3 4 5
2. Members agree and supports with each other. 1 2 3 4 5
3. Group members keep on the assigned task. 1 2 3 4 5
4. Group members practice collaborative skills. 1 2 3 4 5
5. Group members perform well as a whole. 1 2 3 4 5
1= Major Difficulty
2= Requires Improvement
3= Good
4= Very Good
5= Exemplary Presentation of each group.

Reporting of Group Activity

Evaluation of learners’ performance/Feedbacking

 The teacher will ask the following questions:

1. What are the things we can do during sunny days? How about in rainy days?
2.What are the things we can wear on sunny days? How about on rainy days?
3.How can we prevent and avoid climate change?
4. In what way it could affect our lives? Our livelihood? And our health?
5. Is there anything we can do to alter the present situation of climatic change?

F. Finding practical
applications of Activity 4: Modelling Activity: With the help of “Name Wheel” the learners will choose from
concepts and skills the box the pictures of dresses, clothes and things that fits to the specific season assigned to
in daily living them and explain why it fits to the given season.

Scenario 1: Imagine you are in Maragusan, the coldness got higher because it was also
raining there. What should you wear? Why?

Scenario 2- Imagine you are in the market; it was a good weather and the sun is up. What do
you think you can wear to protect yourself from the heat of the sun? Why?

G. Generalizing and Generalization.

abstractions about
the lesson (Reflective Approach)
(The learners consolidated their learning ideas about the lesson)

1. What are the two seasons in the Philippines?

2. What are the advantages and disadvantages of both wet and dry seasons?
3. Why do we need to consider appropriate activities and clothes in each season?
 4. What do you think will happen if we experience too much of dry and wet season?
(DRRE)
5. Why do you think we only have two seasons in the Philippines?

Pupils are
given 10mins to answer the activity.
Directions: Direction: Read each item thoroughly and write the correct answer on the space
provided.
Read the ff. situations and answer questions 1-2
1. Mang Gerry dries his crops under the sun
2. The streets are flooded
3. Farmlands and other areas are dry with few grasses and plants
4. Farmers prepare the field ready for planting
H. Evaluating learning
1. Which tells you that it is dry season in the country?
a.1-2 b. 2-3 c. 3-4 d. 1-3
2. Which tells you that wet or rainy season has come?
a. 1-2 b1-3 c 2-4 d. 3-4
3. Which season takes place in the Philippines during the months of June to November?
a. dry season b. wet season c. cold season d. summer season
4. Which season is characterized by heavy rain and typhoons?
a. dry season b. wet season c. autumn season d. summer season
5. Which season in the Philippines is characterized by infrequent rainfall and water shortage?
a. Fall season b. Dry Season c. Wet Season d. Winter Season

I. Additional activities
for application or
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
 Prepared by: Checked and Observed by

FRITZ JOHN M. SALOMA EVANGELINE A. REPONTE

Teacher I Master Teacher I

Name:________________________________________________ Date:____________
Directions: Evaluate the narrative. Choose the letter of the correct answer.
Battle of Mactan
Year 1521, in the Island of Mactan, a stranger came named Magellan. He was sent by the King of Spain to
ask the chieftain of the island to pay for a tribute. Lapu-lapu the chief, was in deep anger and resists to pay, and stand
firm on his decision. Magellan with his disappointment, prepared his men to fight against Lapu-lapu.
Soon the battle begun. The peaceful Mactan waters became warlike sight and turned red. Magellan’s men fell
lifeless and dead. Lapu-lapu and his men rejoice gloriously in their victory for the Filipino liberty.

Source: Garcia, D. (1999). Lam-ang. Mendinueto, C. Growing in English 6 (pp 2-5.). FNB Educational Publisher Inc.
Questions:
1. Where does the narrative take place?
a) Spain b) Mactan c) Lapu-lapu d) Philippines
2. Who was the antagonist or the villain in the narrative?
a) Magellan b) Lapu-lapu c) The King of Spain d) Lapu-lapu's men
3. What was the conflict or problem in the narrative?
a) Magellan wanted to make friends with Lapu-lapu. c) The King of Spain asked Lapu-lapu for help.
b) Lapu-lapu refused to pay a tribute to Magellan. d) Magellan and Lapu-lapu agreed on a peaceful resolution.
4. If you evaluate the trait of the lead character or the hero in the narrative, what trait is it?
a) Fearful b) Kind c) Mad d) Brave
5. What happened to the peaceful island shore of Mactan after the battle?
a) It became a trading hub. b) It turned into a tourist attraction.
c) It remained peaceful and untouched. d) It rejoiced gloriously in victory for Filipino liberty

Name:________________________________________________ Date:____________
Directions: Evaluate the narrative. Choose the letter of the correct answer.
Battle of Mactan
Year 1521, in the Island of Mactan, a stranger came named Magellan. He was sent by the King of Spain to
ask the chieftain of the island to pay for a tribute. Lapu-lapu the chief, was in deep anger and resists to pay, and stand
firm on his decision. Magellan with his disappointment, prepared his men to fight against Lapu-lapu.
Soon the battle begun. The peaceful Mactan waters became warlike sight and turned red. Magellan’s men fell
lifeless and dead. Lapu-lapu and his men rejoice gloriously in their victory for the Filipino liberty.

Source: Garcia, D. (1999). Lam-ang. Mendinueto, C. Growing in English 6 (pp 2-5.). FNB Educational Publisher Inc.
Questions:
1. Where does the narrative take place?
a) Spain b) Mactan c) Lapu-lapu d) Philippines
2. Who was the antagonist or the villain in the narrative?
a) Magellan b) Lapu-lapu c) The King of Spain d) Lapu-lapu's men
3. What was the conflict or problem in the narrative?
a) Magellan wanted to make friends with Lapu-lapu. c) The King of Spain asked Lapu-lapu for help.
b) Lapu-lapu refused to pay a tribute to Magellan. d) Magellan and Lapu-lapu agreed on a peaceful resolution.
4. If you evaluate the trait of the lead character or the hero in the narrative, what trait is it?
a) Fearful b) Kind c) Mad d) Brave
5. What happened to the peaceful island shore of Mactan after the battle?
a) It became a trading hub. b) It turned into a tourist attraction.
c) It remained peaceful and untouched. d) It rejoiced gloriously in victory for Filipino liberty
Learning Activity A: Story Setting Descriptions
Significance: This activity allows students to practice describing settings in
narratives and analyze how the setting influences the story.
Instructions:
1) Show pictures of different settings to the group
2) Students will individually choose a picture and write a descriptive
paragraph about the setting.
3) Students will share their descriptions with the class.

Rubric:
- Descriptive details: 2 pts
- Use of sensory language: 2 pts
- Clarity of presentation: 1 pt

Learning Activity B: Comparing and Contrasting Character Development

Significance: This activity allows students to compare and contrast how the
author develop characters in narratives

Instructions:
1) Provide the group with a short story.
2) Students will and compare how the author develop the characters in the
story.
3) Students will create a Venn diagram or a written comparison to identify
similarities and differences in character development.

Rubric:
- Identification of similarities and differences: 2 pts
- Analysis of character development: 2 pts
- Organization and clarity: 1 pt

Learning Activity C: Analyzing Story Elements

Significance: This activity allows students to identify and evaluate the
development of setting and characters in narratives.

Instructions:
1) Provide the group with a short story.
2) In their group, students will analyze the setting and characters in the story
using a graphic organizer.
3) The group will present their analysis to the class.

Rubric:
- Completeness of analysis: 2 pts
- Accuracy of identification: 2 pts
- Clarity of presentation: 1 pt