6

THIRD QUARTER
FORCE,
MOTION, AND
ENERGY

i
 PROTOTYPE AND CONTEXTUALIZED DAILY LESSON PLAN
IN
GRADE 6 SCIENCE
QUARTER 3 – FORCE, MOTION AND ENERGY
WEEK 1-5

MASBATE PROVINCE

BEBIANO I. SENTILLAS, CESO V

Schools Division Superintendent

RAYMUNDO M. CANTONJOS MELCHIZEDEK C. TONGCO,

ASDS (Elementary) ASDS (Secondary)

MA. DOROTHY L. DANIEL

CID Chief

MANUEL LUIS F. TEODORO

EPS-I Science

DLP WRITERS VALIDATORS

MARK LOUIE R. CUEVAS MANUEL LUIS F. TEODORO
LEAH MARIE B. PUERTO ELENITA P. FABELLA
VENESSA S. ANDRADE IMELDA M. LEGASPI
IAN LEO PAULO YANSON DOLORES E. SAN LORENZO
GEMMA B. SENDO ANDRES J. VILLASIS JR.
JAKE A. NUÑEZ RONJAKE R. ANTOPINA
RONJAKE R. ANTOPINA JESSELYN BILLIONES
CARLO E. FRANCISCO BRENDA H. MARCAIDA
RUDY GERALD M. BADILLO JEAN F. LABINI
NIKKI FAITH A. BANTILLO ELISA R. HERALDO

DEMONSTRATION TEACHERS EDITOR

LUZEL J. BARTOLAY ANDRES J. VILLASIS JR.
AGNES C. ALCOVENDAS
MARIA LEVY R. HERALDO
RICHELDA H. MEDALLA ILLUSTRATOR
ARLES C. BADAGUAS LEAH MARIE B. PUERTO
EDEN A. ENRIQUES JAKE A. NUÑEZ
MARILOU O. SY CYRIL O. CORTES
HERNAN D. NICOLAS NIKKI FAITH A.
BANTILLO REGINA NACIONAL
ANALYN A. CAÑARES

ii
 ACKNOWLEDGEMENT
This work represents not only the months we have spent in
completing this Prototype and Contextualized Daily Lesson Plan in Grade
6, Quarter 3 – Force, Motion and Energy but also the unique opportunities
of working with people willing to help and guide us of the making of this
lesson plan. This could not have been realized without their great deal of
guidance, mental and practical support. We would like to deeply thank the
people who provided us with everything we needed that made this daily
lesson plan a reality. Our profound gratitude and thanks to the following:

First and foremost, we would like to thank our loving CREATOR

whose eternal blessing and divine guidance gave us the strength and
courage to finish this daily lesson plan; who will always be there to guide
and protect us in our travel, provide us the knowledge and wisdom in
accomplishing this daily lesson plan and the confidence in answering
every question that is asked. Without Him, we can do nothing;

Second, to the Schools Division Superintendent BEBIANO I.

SENTILLAS, CESO V for giving us the opportunity to be part of the
betterment of the quality of education and for approving our Travels to the
different schools as venues for the validation, dry run and finalization of
the Prototype Daily Lesson Plan Science 6, Force, Motion and Energy, so as
with the moral support of the Masbate Province Division Personnel:

RAYMUNDO M. CANTONJOS, ASDS in

Elementary MELCHIZEDEK C. TONGCO, ASDS in
Secondary MA. DOROTHY L. DANIEL, CID Chief
JUANCHO P. AZARES, EPS I LRMDS

Third, to the Public Schools District Supervisors and School Heads of

the different Elementary Schools in the Province of Masbate for the warm
accommodation, and for allowing us to use their resources, for providing
Demo Teachers for the Dry Run and for giving us assistance all throughout
the entire duration of DLP-making journey,

ELISA R. HERALDO, PSDS, San Fernando District

GREGORIO D. RADAN, PSDS, Palanas North District
JESSELYN BILLIONES, Principal I, San Fernando Elementary School
JEAN F. LABINI, Principal I, San Fernando Central School
MA. LOURDES C. BULALAQUE, Principal I, Palanas Central School

Fourth, to the Daily Lesson Plan (DLP) Validators and Editors for the
thorough checking, the untiring support and for guiding us in
accomplishing our daily lesson plans,

MANUEL LUIS F. TEODORO, EPS I, Science, SDO-Masbate Province

IMELDA M. LEGASPI, HT III, Aroroy National High School
ELENITA P. FABELLA, MT II, Palanas North Central School
DOLORES E. SAN LORENZO, MT-II, Aroroy National High
School BRENDA H. MARCAIDA, MT-I, Batuan Central School
RONJAKE R. ANTOPINA, MT-I, Masbate School of Fisheries
ELISA R. HERALDO, PSDS, San Fernando District
JESSELYN BILLIONES, Principal I, San Fernando Elementary School
JEAN F. LABINI, Principal I, San Fernando Central School
iii
ANDRES J. VILLASIS JR., T-I of Maravilla National High School

iv
 Fifth, to the Demo Teachers who took the challenge and be a part in
demo teaching during the Dry Run of our Validated Prototype Daily Lesson
Plans:

LUZEL J. BARTOLAY, San Fernando Central School

AGNES C. ALCOVENDAS, San Fernando Central School
ARLES C. BADAGUAS, San Fernando Central School
ANALYN A. CAÑARES, San Fernando Elementary
School RICHELDA H. MEDALLA, San Fernando
Elementary School EDEN A. ENRIQUES, Resurreccion
Elementary School HERNAN D. NICOLAS, Resurreccion
Elementary School REGINA NACIONAL, Sowa
Elementary School
MARILOU O. SY, Buenavista Integrated School
MARIA LEVI R. HERALDO, Ipil Elementary School

Sixth, to the Illustrators who share their artistic talent in providing

us illustrations to be used in our Prototype and Contextualized Daily
Lesson Plans.

LEAH MARIE B. PUERTO, Cristeta C. Bagano Memorial High School

JAKE A. NUÑEZ, Mobo National High School
NIKKI FAITH A. BANTILLO, Masbate School of Fisheries
CYRIL O. CORTES, Masbate School of Fisheries
SHIELA EDEN C. BADILLO, Miaga Elementary School

Lastly, to our ever-supportive EPS I in Science MANUEL LUIS F.

TEODORO who served as our over-all Team Captain and Mentor. For
entrusting us this enormous task and for pushing us to go beyond our
limits.

Thank you! We could not do it without your unwavering support!

v
 ACKNOWLEDGEMENT

We would like to express our heartfelt gratitude to Sir Bebiano

I. Sentillas CESO V, Schools Division Superintendent; Sir Lauro B.
Millano, OIC-Assistant Schools Division Superintendent; Sir Noel D.
Logronio, CID Chief of SDO- Masbate City for their enormous support
and encouragement in the development of these daily lesson plans.
They served as pillars in the planning and implementation of this
program;

Ma’am Dinnah B. Baǹares, for giving us sufficient resources in

the use of the Learning Resources through LRMDS;

Ma’am Jemnah A. Macabe, EPS-Science, in her focus and

determination to accept the task at hand and her undying effort to
support the writers and edit their works;

The DLP writers, editors, lay-out artists, illustrator, for

imparting their effort, time, and wisdom to fulfill this difficult
challenge. They have passionately and dedicatedly responded to the
call of the DepEd Region V and perform the task given to them. To
wit:

Ellen M. Labastida, editor

Dorothy Jane P. Mauleon, writer/editor
Maribeth D. Abejuela, writer
Maricor M. Male, writer
Lorena V. Aban, writer
King George D.
Barruga Analiza B.
Azares, writer Angie B.
Tamayo, writer
Christian Dave N. Condeza, writer
Johnmark D. Barruga, writer
Mary Jean V. Llevares, writer
Chinky Mae G. Paladio, writer
Fatima Preciousa T. Cabug,
writer/illustrator Isidore K. Almiñe,
writer/lay-out artist Shiena Kaye P.
Catotal, writer; and

vi
 Most of all to God for giving the strength and wisdom to carry on this
task.

vii
 TABLE OF CONTENTS
Grade 6 – Science
(Third Quarter)
TABLE OF
CONTENTS

Week & Day Learning Competency Page

Week 1. Infer how friction and gravity affect movements of
different
objects.(LC:S6FE-IIIa-b-1)
Day 1 Infer why an object moving along a surface
eventually slows down and stops. 1-6
Appendix A: Activity Sheet 7
Appendix B: Scoring Rubric 8
Day 2 to 3 Describe Friction and Its Kind 9-14
Appendix A: Activity Sheet 15
Appendix B: Scoring Rubric 16-17
Day 4 to 5  Investigate factors affecting frictional
force. 18-24
 Describe how friction affects the
movement of an object.
 Explain the effects of 25-26
friction. Appendix A: Scoring 27-28
Rubric Appendix B: Activity Sheet 29-30
Appendix C: Pictures
Week 2. Infer how friction and gravity affect movements of
different
objects.(LC:S6FE-IIIa-b-1)
Day 1 Identify the desirable and undesirable effects of 31-36
friction to object and people.
Appendix A: Activity Sheet 37-39
Appendix B: Scoring Rubric 40
Appendix C: Background Information Sheet 41
Day 2 to 3 Make an advertisement that demonstrates road
safety. 42-45
Appendix A: Activity Sheet 46
Appendix B: Scoring Rubric 47
Day 4 and 5  Infer how gravity affects
movements of objects and
people; and
 Describe how the motion of an 48-53
object is affected by gravity. 54
Appendix A: Activity Sheet
Week 3. Infer how friction and gravity affect movements of
different
objects. (LC: S6FE-IIIa-b-1)
Day 1 to 2  Infer the effects of gravity on objects
viii
 and
people
 Show that external conditions affect the 55-58
movement of objects and people
Appendix A: Scoring Rubric 59

ix
 Appendix B: Activity Sheet 60
Day 3 to 4 Cite practical benefits and applications of gravity. 61-65
Appendix A: Activity Sheet 66
Appendix B: Scoring Rubric 67
Day 5 SUMMATIVE TEST 68-71
Week 4. Demonstrate how sound, heat, light and electricity
can be
transformed. (LC: S6FE-IIId-f-2)
Day 1 Identify forms of energy (sound, heat, light and
electricity) 72-75
Appendix A: Activity Sheet 76-78
Appendix B: Scoring Rubric 79
Day 2  Describe how sound energy is produced.
 Give examples of materials that
produce sound energy 80-85
Appendix A: Pictures 86
Appendix B: Activity Sheet 87-88
Appendix C: Scoring Rubric 89
Day 3  Describe how heat is produced
 Give examples of materials that
produce heat. 90-95
Appendix A: Pictures 96
Appendix B: Activity Sheet 97-98
Appendix C: Scoring Rubric 99
Day 4  Describe how light energy is produced.
 Give examples of materials that
produce light energy. 100-105
Appendix A: Scoring Rubric 106-107
Appendix B: Activity Sheet 108
Day 5  Describe how electrical energy is
produced.
 Give examples of materials that 109-114
produce electrical energy. 115
Appendix A: Pictures 116-117
Appendix B: Activity Sheet 118
Appendix C: Scoring Rubric
Week 5. Demonstrate how sound, heat, light and electricity
can be
transformed. (LC: S6FE-IIId-f-2)
Day 1 Infer that energy can be transformed from
one form to another 119-125
Appendix A: Scoring Rubric 126
Appendix B: Activity Sheet 127-129
Day 2  Demonstrate how heat can be
transformed into light energy.
 Demonstrate how electricity
can be transformed into light 130-135
to heat. 136
Appendix A: Scoring Rubric 137-138
Appendix B: Activity Sheet
x
Day 3 Demonstrate how light energy can be
transformed into heat 139-142

xi
 Appendix A: Scoring Rubric 143
Appendix B: Activity Sheet 144
Day 4 Demonstrate how electrical energy can be
transformed into sound energy. 145-153
Appendix A: Energy Transformation 154-157
Appendix B: Activity Sheet 158-160
Appendix C: Evaluation Sheet 161-162
Appendix D: Scoring Rubric 163
Day 5 Demonstrate how electrical energy can be
transformed into heat.
Appendix A: Energy Transformation 164-173
Appendix B: Activity Sheet 174-180
Appendix C: Evaluation Sheet 181-182
Appendix D: Scoring Rubric 183

Week & Day Learning Competency Page

Week 6. The learners should be able to demonstrate how sound, heat,

light, and electricity can be transformed (S6FE-IIId-f-2)
Day 1 Infer how electricity can be transformed to sound to
heat 189
Day 2 Construct a diagram showing energy transformation
 Electricity-light-heat
 Electricity-sound-heat 197
Day 3 & 4 Differentiated Performance Tasks (Tips to
Conserve Energy) 200
Day 5 Summative Test 207
Week 7. The learners should be able to manipulate simple
machines and describe their characteristics and uses S6FE-
IIIg-i-3
Day 1 Describe what a machine does and give
its function.
Identify the different kinds of simple 217
machines
Day 2 & 3 Describe the characteristics and functions
of a lever
Classify lever according to the position of
the parts
Give the uses of lever
Manipulate how a lever can lift an object 234
Day 4 Describe the characteristics and functions
of an inclined plane
Demonstrate the uses of an inclined plane 242
Day 5 Manipulate an inclined plane 255
Week 8. The learners should be able to manipulate simple
machines
and describe their characteristics and uses S6FE-IIIg-i-3
Day 1 Describe the characteristics and functions 265
of a
xii
 wedge
Day 2 Give the uses of a wedge
Manipulate a wedge 274

xii
i
 Day 3 & 4 Describe the characteristics and functions of a
screw using appropriate tools
Demonstrate the uses of screw
Manipulate screw 285
Day 5 Describe the characteristics and functions of a pulley
Identify the types of pulley
Give the uses of the types of pulley 298
Week 9. The learners should be able to manipulate simple machines and
describe their characteristics and uses S6FE-IIIg-i-3
Day 1 Describe the characteristics and functions of a
pulley
Identify the types of pulley
305
Manipulate a pulley.
Day 2 Describe the characteristics and function
of wheel and axle 310
Day 3 Demonstrate the uses of wheel and axle
Manipulate a wheel and axle 312
Day 4 Construct a model of simple machines
using indigenous materials.
Day 5 SUMMATIVE TEST 329
Week 10. Demonstrate the practical and safe uses of simple machines
Day 1 Identify precautionary measures using simple
machines 330
Day 2 Demonstrate the practical uses of simple
machines 335
Day 3 Culminating Activity 340
Day 4&5 QUARTERLY TEST 344

xiv
xv
School Grade Level 6
Teacher Learning Science
Areas
Time and Date Week 1, Day 1 Quarter 3rd

I. OBJECTIVES
A. Content The learners demonstrate an understanding of
Standards gravity
and friction affect movement of objects.
B. Performance The learners should produce an advertisement
Standards that demonstrates road safety.
C. Learning Infer how friction and gravity affect movements
Competencies/ of different objects
O bjectives (LC:S6FE-IIIa-b-1)
1. Infer why an object moving along a
surface eventually slows down and stops.

II. CONTENT INTRODUCTION TO FRICTION

[Link]
RESOURCES
A. References
1. Teacher’s
Guide pages
2.
Learner
’s
Material
s pages
3. Textbook The New Science Links: Worktext in Science and
pages Technology for Grade 6 pg. 309 – 316.
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning Integrated Physics and Chemistry
Resources

IV. PROCEDURE A B

1
Use PREDICT-OBSERVE AND EXPLAIN (POE)
approach:
PREDICT
 What will happen to the ball if I will roll it
on top of the table?
-Answers may vary

2
 OBSERVE
 Slightly push the tennis ball.
- The ball moves, slows down and stops/ Answers
ENGAGE may vary.

EXPLAIN
 Why the tennis ball stopped after some
time?

-The tennis ball stopped because of an opposing

force is applied to the moving objects/Answer may
vary.

Note: Park the learners’ responses on the board.

 Group the learners into four.

 Remind the learners about the norms /
standards to be followed in doing the
activity.
- Read and understand the instructions
properly.
- Cooperate with your group.
- Do not disturb the other groups
- Maintain cleanliness in your workplace.
- Seek the guidance of the teacher if
needed.
- Minimize your noise
- Submit your output on time.
 Present the scoring rubric to be used for
group activity.
(Please see Appendix B)
 Distribute the activity sheet to each group.
(Please see Appendix A)

ACTIVITY
“STOP ME!”

EXPLORE Learning Target:

 At the end of the activity, I can infer why
an object moving along a surface
eventually slows down and stops.

Materials: (Materials to be provided by the

Teacher)
 rubber ball
 marble
 double A dry cell

3
Procedure:

1. Ask each group for a representative to

slightly push the marble on a grassy field.

4
 2. Observe what happens.
3. Repeat procedure number one but this
time each group will use the rubber ball
and the dry cell.
4. Observe what happens.
5. Repeat procedure number one using all
the materials on the cemented floor of
the classroom.
6. Observe what happens.
7. Answer the guide questions.

Guide Questions:

1. What happened to the dry cell,

rubber ball and marble as they
moved along a grassy field?
- The dry cell, rubber ball and marble
slowed down and stopped as they
moved through the grassy field.

2. What happened to the dry cell,

rubber ball and marble as it moved
along the cemented floor of the
classroom?
- The dry cell, rubber ball and marble
slowed down and stopped as they
moved through cemented floor.

3. How will you compare the movement

of the dry cell, rubber ball and marble
on a grassy field and on a cemented
floor?
- The dry cell, rubber ball and marble
moved faster and travelled longer
distance in a cemented floor than in a
grassy field.

4. Why these objects slow down or stop

as they move along different
surfaces?
- Moving objects slow down and stop
along different surfaces because of
an opposing force.

5
  One representative from each group will
present their output, to be rated using the
EXPLAIN scoring rubric. (Please see attached
scoring rubric.
Appendix B)

6
  Process the groups’ output.
 Ask the following question:
1. What makes an object moving along a
ELABORATE surface slows down and stops?
- All objects moving on a specific surface stop
at different rates because of an opposing force
called friction.
MULTIPLE CHOICE
Directions: Choose the letter of the correct
answer by writing the correct letter before each
number.

1. What do you think will happen to a

ball after you kicked it on a grassy
field?
A. It will continue moving
B. It will move, slows down then stops
C. It will stay at rest
D. It will disappear
2. In which of the following surfaces an
object will roll/move faster?
A. grassy area
B. sand
C. glass
D. gravel
3. In which of the following surfaces a
moving object will reach the shortest
EVALUATE distance before it stops?
A. glass
B. sand
C. cemented floor
D. tiles
4. Which of the following statements is/are
CORRECT?
I. All objects moving on a specific
surface stop at different rates.
II. A ball will either slow down or stops
after you kicked it on a field.
III. There is no force required to
move an object.
A. I And II only
B. I and III only
C. II, and III only
D. I, II and III

7
 5. Which of the following words will make
the statement correct: “You don’t need
to constantly push or pull an object for
it to move or ”?
A. stop
B. disappear
C. roll
D. fly

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

V. REMARKS Lesson carried. Move on to the next

objective.
Lesson not carried.
VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below 80%
C. Did the Yes No
remedial lessons of learners who caught up the lesson of .
work? No. of of learners who caught up the lesson of .
Learners who of learners who caught up the lesson of .
have of learners who caught up the lesson of .
caught up with
the lesson
D. No. of Yes No
learners who of learners who caught up the lesson of .
continue to of learners who caught up the lesson of .
require of learners who caught up the lesson of .
remediation of learners who caught up the lesson of .

8
 E. Which of socratic questioning
my teaching use of visual presentation
strategies work game-based learning
well? Why did Pair work
these work? cooperative Learning
Explicit Teaching

9
 group collaboration
Differentiated instruction
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
interactive lecture demonstration
inquiry-based approach Why?
complete IMs
Availability of materials
student’s eagerness to learn
group
member’scollaboration/cooperation in doing
their tasks
audio visual presentation of the lesson
F. What Bullying among students
difficulties did I Students’ behaviour/attitude
encounter which Colorful IMs
my principal or Unavailable Technology
the supervisor Science/ Computer/internet lab
can help me additional clerical works
solve?
G. What contextualized/localized and indigenized IMs
innovation or localized video
localized Recycling of plastics to be used as IMs
materials did I
use/discover
which I wish to
share with
other teachers?

10
APPENDIX A

ACTIVITY
“STOP ME!”

Learning Target:
 At the end of the activity , I can infer why an object
moving along a surface eventually slows down and stops.

Materials: (Materials to be provided by the Teacher)

 rubber ball
 marble
 double A dry cell

Procedure:

1. Ask each group for a representative to slightly push the

marble on a grassy field.
2. Observe what happens.
3. Repeat procedure number one but this time each group will
use the rubber ball and the dry cell.
4. Observe what happens.
5. Repeat procedure number one using all the materials on the
cemented floor of the classroom.
6. Observe what happens.
7. Answer the guide questions.

Guide Questions:
1. What happened to the dry cell, rubber ball and marble as
they moved along a grassy field?
2. What happened to the dry cell, rubber ball and marble as
it moved along the cemented floor of the classroom?
3. How will you compare the movement of the dry cell,
rubber ball and marble on a grassy field and on a
cemented floor?
4. Why these objects slow down or stop as they move along
different surfaces?

11
APPENDIX B
SCORING RUBRIC FOR THE ACTIVITY

CRITERIA (4) (3) (2) (1)

Perform Perform
Perform
the the The group was
the
activity activity not able to
activity
by but keep follow all the
with few
Performance following on asking procedures in
questions
all the to the the activity.
to the
given teacher
teacher
procedur on the
on the
es on procedur
given
their own. es all
procedure
througho
s.
ut
the activity.
Finish the Finish the
Finish
activity activity
the
Finish within within ten10
activity
the three to minutes
Promptness within
activity five (3-5) after the
one to
within minutes given time.
two(1-2)
the given after the
minutes
time. given time.
after the
given
time.
All Two (2) or Only two-
At least one
members more three
(1)
of the member members of
Team membe
group s of the the group
Work/Collaboration r of the
cooperate group cooperate in
group
d did the
did not
in the not accomplishme
cooperat
activit cooperat nt of the
e.
y. e. activity.
With With at least
at least three to four
All At least one
Correctness of two (3- 4) or more
answers (1) answer
answer (2) or answers are
are in
more incorrect
correct incorrect.
answers
are
incorre
ct

12
 The The working
The
materials The area is
materials
are materials messy all
are not
organize are throughout
organized
d and organized the activity.
but the
Workmanship the but the
working
working working
area is
area is area is
not so
clean not clean
clean
during after the
after the
and after activity.
activity.
the
activity.

13
School Grade Level 6
Teacher Learning Areas Science
Time and Week 1, Day 2 Quarter 3rd
Date to 3

I. OBJECTIVES
A. Content The learners demonstrate an understanding of
Standards gravity
and friction affect movement of objects.
B. The learners should produce an advertisement
Performan that demonstrates road safety.
ce
Standards
C. Learning Infer how friction and gravity affect movements
Competencies of different objects.
/ Objectives (LC:S6FE-IIIa-b-1)
1. Describe Friction and Its Kind
II. CONTENT FRICTION AND ITS KIND
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook The New Science Links: Worktext in Science and
pages Technology for Grade 6 pg. 309 – 316.
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Integrated Physics and Chemistry
Learning
Resource
s
IV. PROCEDURE A B

Ask the following questions:

1. What have you learned from the
activity yesterday?
ENGAGE -Objects moving along a surface eventually
slow down and stop.
2. Why do objects slow down and stop?
-The objects slow down and stop because
of friction.
3. Based on your observation on
yesterday’s activity, how can you
14
 describe friction as a force?
-Friction is a force that resists motion.
 Group the learners into four.
 Remind the learners about the norms /
standards to be followed in doing the
activity.

15
 - Read and understand the instructions
properly.
- Cooperate with your group.
- Do not disturb the other groups
- Maintain cleanliness in your workplace.
- Seek the guidance of the teacher if
needed.
- Minimize your noise
- Submit your output on time.
 Present the scoring rubric to be used for
group activity.
(Please see Appendix B)
 Distribute the activity sheet to each group.
(Please see Appendix A)

ACTIVITY
“FRICTION AND ITS KIND”
EXPLORE Learning Target:
1. At the end of the activity, I can describe
friction and its kind.

Materials: (Materials to be provided by the

Teacher)
 one piece wooden block
 one half meter plastic cover

Procedure:

PART A
1. Identify one representative to place a
wooden block on the table and push it to slide
over the surface.
2. Another representative of the group will place
a glass sheet on the table and push the wooden
block over the glass sheet.
3. Answer the guide questions.

Guide Questions:
1. What opposes the motion of the
wooden block on the table and glass
sheet?
-Friction is a force that opposes motion
of the wooden block.

2. What differences do you observe

when the wooden block moves over
two different surfaces?
- The wooden block travels farther
distance on the glass sheet than
16
 on the surface of the wooden table.
3. What can be the direction of this
force that
opposes motion?

17
 - The direction of the moving object is
opposite to the direction of friction
4. How will you define friction?
- Friction is a force that opposes
object’s motion.
-
PART B
1. Repeat procedure number 1 and 2 of Part
A.
2. Answer the guide questions.

Guide Questions:
1. Aside from the force that you applied on
the wooden block, what would be the
other reason why the wooden block
moved on the top of table?
- The wooden block moves on the top
of the table because it overcomes the
friction that prevents an object from
moving against a surface.

2. Why did the wooden block slow down and

stop?
- The wooden block slowed down and stopped
because it did not overcome a friction that
prevents a moving object from moving.

3. Why was it easy for the wooden block to

slide on the glass sheet than on the top of
the wooden table?
- The glass sheet has lesser friction
than the surface of the table.
 One representative from each group will
present their output, to be rated using the
EXPLAIN scoring rubric. (Please see attached
scoring rubric.
Appendix B)
Process the output of each
group. KEY CONCEPTS
- Friction is a force that opposes motion. It
causes an object that moves along a
surface to slow down and eventually stop.
- Static friction occurs in stationary objects
or objects at rest. It is a kind of friction
that prevents an object from moving
against a surface. Static friction is shown
in any object placed on a table or any
ELABORATE surface, which remains still.

18
 - Kinetic friction is the force that
prevents a moving object from moving.
- Rolling friction is a type of kinetic friction
when an object rolls over a surface.
- Sliding friction also called dry friction
when to
objects rub or slides.
MULTIPLE CHOICE
Directions: Choose the letter of the correct
answer.
1. What do you call the force that opposes
motion?
A. friction
B. magnetic
C. applied
D. Normal

2. Which of the following statements is NOT

TRUE
about friction?
A. Friction can be static or kinetic.
B. Friction is a contact force.
C. Friction speeds up motion of objects.
EVALUATE D. Friction resist motion.

3. Which of the following has the strongest

type of friction?
A. Sliding
B. Rolling
C. Kinetic
D. Static

4. In which of the following conditions,

friction is increased?
A. Applying floor wax on the floor
B. Putting lubricants on the chains
of motorcycle
C. Applying oil on a surface of a table
D. Presence of spikes on motorcycle wheels

5. Which of the following statements about

Kinetic Friction is NOT TRUE?
A. It’s a force that resists motion of
moving objects.
B. It’s the weakest type of friction.
C. Rolling and Sliding are its types.
D. It’s the strongest type of
friction. Answers:
1. A
2. C
3. D
19
4. D
5. D

20
V. REMARKS Lesson carried. Move on to the next
objective.
Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below
80%
C. Did the Yes No
remedial lessons
work? of learners who caught up the lesson of .
No. of Learners of learners who caught up the lesson of .
who have of learners who caught up the lesson of .
caught up with of learners who caught up the lesson of .
the lesson
D. No. of Yes No
learners who of learners who caught up the lesson of .
continue to of learners who caught up the lesson of .
require of learners who caught up the lesson of .
remediation of learners who caught up the lesson of .
E. Which of my socratic questioning
teaching use of visual presentation
strategies work game-based learning
well? Why did Pair work
these work? cooperative Learning
Explicit Teaching
group collaboration
Differentiated instruction
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
interactive lecture demonstration
inquiry-based approach Why?
complete IMs
Availability of materials
student’s eagerness to learn
group
member’scollaboration/cooperation in doing
their tasks
21
 audio visual presentation of the lesson
F. What Bullying among students
difficulties did I Students’ behaviour/attitude
encounter which Colorful IMs
my principal or Unavailable Technology
the supervisor Science/ Computer/internet lab

22
can help me additional clerical works
solve?
G. What contextualized/localized and indigenized IMs
innovation or localized video
localized Recycling of plastics to be used as IMs
materials did I
use/discover
which I wish to
share with other
teachers?

23
APPENDIX A

ACTIVITY
“FRICTION AND ITS KIND”
Learning Target:
1. At the end of the activity, I can describe friction and its kind.

Materials: (Materials to be provided by the Teacher)

 one piece wooden block
 one half meter plastic cover

Procedure:

PART A
1. Identify one representative to place a wooden block on the table
and push it to slide over the surface.
2. Another representative of the group will place a glass sheet on the table
and push the wooden block over the glass sheet.
3. Answer the guide
questions. Guide
Questions:
1. What opposes the motion of the wooden block on the
wooden table and glass sheet?
2. What differences do you observe when the wooden block
moves over two different surfaces?
3. What can be the direction of this force that opposes motion?
4. How will you define friction?

PART B
1. Repeat procedure number 1 and 2 of Part A.
2. Answer the guide questions.

Guide Questions:
1. Aside from the force that you applied on the wooden block,
what would be the other reason why the wooden block
moved on the top of table?
2. Why did the wooden block slow down and stop?
3. Why was it easy for the wooden block to slide on the plastic
sheet than on the top of the wooden table?

24
APPENDIX B
SCORING RUBRIC FOR THE ACTIVITY

CRITERIA (4) (3) (2) (1)

Perform Perform
Perform the the The group
the activity activity was not able
activity and ask but keep to follow any
by at least on of the
Performance
without 2-3 asking to procedures
asking questions the in the
any from the teacher activity.
question teacher on the
from the about the procedur
teacher. procedur e s all
es througho
. u t the
activity.
Finish the Finish the
Finish activity activity
Finish the the within within ten10
activity activity three to minutes
Promptness within within five (3-5) after the
the one to minutes given time.
given two(1-2) after the
time. minutes given time.
after the
given
time.
Only two- three
All Two (2)
At least members of
member or more
one (1) the group
Team s of the members
member cooperate in
Work/Collaboratio group of the
of the the
n cooperat group
group accomplishm
e d in did not
did not e
the cooperat
cooperat nt of the
activity. e.
e. activity.
With With at
at least least three
All At least
two to four (3-
Correctness of answer one (1)
(2) 4) or more
answer s are answer
or answers
correct in
mor are
incorrec
e incorrect
25
 t. answer
s are
incorre
ct
The The The The working
materia materia materia area is
Workmanship
ls are ls are ls are messy all
organized organized not throughout
organized the activity.

26
 and the but the but
working working the
area is area is workin
clean not clean g area
during after the is not
and after activity. so
the clean after
activity. the
activity.

27
School Grade Level 6
Teacher Learning Science
Areas
Time and Week 1, Day 4 to Quarter 3rd
Date 5

I. OBJECTIVE
A. Content Standards The learners demonstrate an
understanding that gravity and
friction affect movement of
objects.
B. Performance Standards The learners should produce an
advertisement that
demonstrates road safety.
C. Learning Infer how friction and gravity
Competencies/ affect movements of
Objectives different objects
(LC:S6FE-IIIa-b-1)
1. Investigate factors
affecting frictional force.
2. Describe how friction
affects the movement of
an object.
3. Explain the effects of
friction.
II. CONTENT Factors Affecting Frictional
Force
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages The New Science Links:
Worktext in Science and
Technology for Grade 6 pg.
317-
319
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Integrated Physics and
Chemistry
IV. PROCEDURE
ENGAGE A B
 Divide the  Divide the learners into
learners into four.
four.  Post pictures
 Distribute showing different
jumbled letters illustrations of
28
 comprising the producing friction.
word FRICTION
to
every group.
 The learners
will arrange the
letters
into a single word.

29
 Sources:
Ask the following [Link]
questions: m/vid eo/clip-13530596-
1. What word did lighting- matchstick-slow-
you form? motion-2
[Link]
Friction x/pin
2. What is friction? /664773594968929076/

Friction is a force that https://

opposes motion [Link]/im
between two surfaces age-photo/feet-walking-
that are touching each street- 734034901
other. It could be static
or kinetic (rolling andAsk the following questions:
sliding). 1. What do you see on
each picture?
Answers may vary.
2. What is common among
the pictures?
There are surfaces in contact.
3. What force exists
between surfaces of
objects in contact?
Frictional force
4. What is friction?
Friction is a force that opposes
motion between two surfaces
that are touching each other. It
could be static or kinetic
(rolling and sliding).
EXPLORE  Group the learners into four. Each group will
perform activities C and D.
 Distribute the activity sheets. Refer to
Appendix C and D.
 Remind the learners about the
norms/standards to be followed in doing the
activity.
- Read and understand the instructions
properly.
- Cooperate with your group.
- Do not disturb the other groups
- Maintain cleanliness in your workplace.
- Seek the guidance of the teacher if needed.
- Minimize your noise
- Submit your output on time.
 Present the scoring rubric to be used for group
activity. See appendix A and B.

Activity A
Push mo yan kid!
30
 Learning targets:
At the end of the activity, I can:
1. Investigate factors affecting frictional force.

31
2. Describe how friction affects the
movement of an object.
3. Explain the effects of friction.

Materials:
8 Mono bloc
chairs 40 books

 The teacher will distribute the activity

sheets to every group. (See attached
activity sheets)

Procedure
1. Place two identical monobloc chairs at the
same levels on the floor. Label them chair A and
chair B.

2. Push chair A to a distance of one (1) metre. Do

the same to chair B.

3. Compare the amount of force you exerted on

the chairs to move them by one (1) metre.
Record your answer.

4. Increase the weight of chair A by placing 10

books on it.

5. Push chair A to a distance of one (1) metre. Do

the same to chair B.

6. Compare the amount of force you exerted on

the chairs to move them by one (1) metre.
Record your answer.

7. Answer the guide questions.

Guide Questions:
1. What can you say about the force exerted when
you pushed the mono bloc with books and the
mono bloc without books?
Greater force is exerted in pushing the mono bloc with
books as compared to the mono bloc without books.

2. What happened to the force you exerted when

you add books on the mono bloc?
It increased.

3. How does the change in weight of the mono

bloc chair affect the amount of force you exerted?
Why?
Increasing the weight on the mono bloc requires greater
32
force because the surfaces are hardly pressed causing
the frictional force to increase.

33
4. How does the weight affect the frictional force
between surfaces in contact?
Increasing the weight increases the frictional force
between surfaces in contact

Activity B
How far can you go?
Learning targets:
At the end of the activity, I can:
1. Investigate factors affecting frictional force.
2. Describe how friction affects the
movement of an object.
3. Explain the effects of friction.

Materials: (To be provided by the

teacher) Two (2) 100cm x 10cm long
improvised ramp One (1)Toy Car
One (1) 100cm x 10cm Sand
paper Two (2) cups Sand
One (1) 100cm x 10cm Wax
Paper One (1) Metre stick

 Distribute the materials needed and the

activity sheets to every group.
(See attached activity sheets)

Procedure
1. Set – up the materials as shown in figure 1.

Figure 1
Illustrator: Leah Marie B. Puerto

2. Spread the wax paper on top of the ramp.

3. Position the toy car on the upper edge of the
inclined plane and release it.
4. Measure the distance travelled by the toy car.
Record your answer.
5. Replace the wax paper with sand paper.
6. Repeat procedure 3 and 4.

34
 7. Remove the sand paper and spread sand on the
ramp.
8. Repeat procedure 3 and 4.
9. Answer the guide questions.

Guide Questions:
1. How far did the toy car travel on the wax paper?
On the sand paper? On the sand?
Answers may vary

2. In which surface did the toy car travel the

farthest? The nearest?
The toy car travelled the farthest on the wax paper.
The toy car travelled the nearest on the sand.

3. What explanation could you give to your

observations?
The friction on the wax paper is lesser as compared to the
friction on the sand.

4. Arrange the materials (wax paper, sand paper,

sand) in increasing order of frictional force they
exert.
Wax paper, sand paper, sand
EXPLAIN One representative from each group will present
their output. A scoring rubric will be used in rating
the group output. (Please see attached scoring
rubrics on appendix A and B.)

ELABORATE Process the output of every group.

Ask the following questions:

1. How does the amount of force pressing
objects in contact affect the frictional force
between them?
The amount of force pressing objects in contact
increases/decreases frictional force.
The greater the weight, the greater the frictional force.

2. How does the texture of a surface affect the

motion of moving objects?
The texture of a surface increases/decreases the
distance travelled by moving objects. The smoother the
texture, the greater the distance travelled by the moving
object.

3. How does the texture of the surfaces of

objects in contact affect the frictional force
between them?
The smoother the texture, the lesser the frictional force.
Conversely, the rougher the surface, the greater the
35
 frictional force.

36
 EVALUATE I. Compare the frictional force of the following
surfaces by writing a greater than or a less than sign
on the space provided.

1. tiled floor sandy floor : less than

2. wet floor dry floor : less than
3. sand paper plywood: greater than
4. soil paper : greater than
5. plastic sheet rubber mat: less than

II. A ball rolled on the following surfaces; polished

floor and sand. Which of these surfaces do you
think would the ball roll farther and nearer? Why?
Farther - polished floor because it has a smooth texture
and lesser friction
Nearer – Sand because it has a rough texture and greater
friction
V. REMARKS Lesson carried. Move on to the next objective.
Lesson not carried.

[Link]
ON
VII. OTHERS
A. No. of
learners who
earned 80%
in
the evaluation
B. No.
of learners
who
require
additional
activities
for
remediatio
n
who
scored
below
80%
C. Did Yes No
the remedial of learners who caught up the lesson of .
lessons
work? No.
of Learners
who
have
caught up
with the
37
lesson
D. No. Yes No
of learners of learners who caught up the lesson of .
who
continue to
require
remediation
E. Which socratic questioning use of visual
of my presentation
teaching

38
strategies game-based learning Pair work
work well? cooperative Learning Explicit Teaching
Why did group collaboration Differentiated
these work? instruction
Discovery Method Lecture Method
Manipulative tools Demonstration
Models interactive
lecture demonstration
inquiry-based approach Why?
complete IMs Availability of
materials
student’s eagerness to learn
group member’s collaboration/
cooperation in doing their tasks
audio visual presentation of the lesson
F. What Bullying among students
difficulties Students’ behaviour/attitude
did I Colorful IMs
encounter Unavailable Technology
which my Science/ Computer/internet lab
principal or additional clerical works
the
supervisor
can help me
solve?
G. What contextualized/localized and indigenized IMs
innovation or localized video
localized Recycling of plastics to be used as IMs
materials did
I use/discover
which I wish
to share with
other
teachers
?

39
 Appendix A
Scoring Rubric on the Explain Part of Activity A
Score Correctness Clarity Delivery Teamwork/
Collaboration
All Presented Demonstrate All members
questions the d confidence of the group
5 were answers in and a sense were actively
correctly a clear and of ownership participating
answered. organized in presenting and
manner the output cooperating in
doing and
presenting
their task
Minor Answers Lacks One to two
4 errors in presented confidence members of
the were either or sense of the group
answers vague or ownership were not
were disorganize in participating
observed. d presenting and
the output cooperating in
doing or
presenting
their task
Many Presentatio Demonstrated One to two
errors in n of confidence and members of
3 the answers sense of the group
answers were ownership in were not
were vague and presenting but participating
observed. disorganize is uncertain of and
d the results cooperating
being both in doing
presented and
presenting
their
task
2 All Presentatio Lack Most of the
answers n of confidence members of
were answers and the group
incorrect could not manifested were not
be uncertainty in participating
understood the and
or grasped presentation cooperating
of the output both in doing
and
presenting
their task
1 Were not Were not Were not able Only one or
able to able to to two members
answer any present communicate of the group
40
item/questi the results the results of were
on in the of the the activity observed
activity activity doing the task
and the and present
answers to the results
the
questions

41
 Scoring Rubric on the Explain Part of Activity B
Score Correctness Clarity Delivery Teamwork/
Collaboration
All Presented Demonstrat All members of
questions the ed the group were
5 were answers in confidence actively
correctly a clear and a sense participating and
answered. and of cooperating in
organized ownership doing and
manner in presenting
presenting their task
the output
Minor errors Answers Lacks One to two
4 in the presented confidence members of the
answers were either or sense of group were not
were vague or ownership participating and
observed. disorganize in cooperating in
d presenting doing or
the output presenting their
task
Many errors Presentatio Demonstrat One to two
in the n of ed members of the
3 answers answers confidence group were not
were were vague and sense participating and
observed. and of cooperating both
disorganize ownership in doing and
d in presenting their
presenting task
but is
uncertain of
the results
being
presente
d
2 All answers Presentatio Lack Most of the
were n of confidence members of the
incorrect answers and group were not
could not manifested participating and
be uncertainty cooperating both
understood in the in doing and
or grasped presentatio presenting their
n task
of the output
1 Were not Were not Were not Only one or two
able to able to able to members of the
answer any present communicat group were
item/questio the e the results observed doing
n in the results of of the the task and
activity the activity present the
activity results
42
and the
answers
to the
questions

43
 Appendix B
Activity A
Push mo yan kid!

Learning targets:
At the end of the activity, I can:
1. Investigate factors affecting frictional force.
2. Describe how friction affects the movement of an object.
3. Explain the effects of friction.
Materials: (To be provided by the Teacher)
- 8 Mono bloc chairs
- 40 books

Procedure:
1. Place two identical monoblock chairs at the same levels on
the floor. Label them chair A and chair B.

2. Push chair A to a distance of one (1) metre. Do the same to chair B.

3. Compare the amount of force you exerted on the chairs

to move them by one (1) metre. Record your answer.

4. Increase the weight of chair A by placing 10 books on it.

5. Push chair A to a distance of one (1) metre. Do the same to chair B.

6. Compare the amount of force you exerted on the chairs

to move them by one (1) metre. Record your answer.

7. Answer the guide questions.

Guide Questions:
1. What can you say about the force exerted when you
pushed the monoblock with books and the mono bloc
without books?
2. What happened to the force you exerted when you add
books on the monoblock?
3. How does the change in weight of the mono bloc chair
affect the amount of force you exerted? Why?
4. How does the weight affect the frictional force between
surfaces in contact?

44
 Activity B
How far
can
Learning targets: you
go?
At the end of the activity, I can:
1. Investigate factors affecting frictional force.
2. Describe how friction affects the movement of an object.
3. Explain the effects of friction.
Materials: (To be provided by the teacher)
- Two 100cm x 10cm long improvised ramp
- One Toy Car
- One 100cm x 10cm Sand paper
- Two cups Sand
- One 100cm x 10cm Wax Paper
- One Metre stick

Procedure
1. Set – up the materials as shown in figure 1.

Illustrator: Leah Marie B. Puerto Figure 1

2. Spread the wax paper on top of the ramp.
3. Position the toy car on the upper edge of the inclined
plane and release it.
4. Measure the distance travelled by the toy car. Record your answer.
5. Replace the wax paper with sand paper.
6. Repeat procedure 3 and 4.
7. Remove the sand paper and spread sand on the ramp.
8. Repeat procedure 3 and 4.
9. Answer the guide questions.

Guide Questions:
1. How far did the toy car travel on the wax paper? On the
sand paper? on the sand?
2. In which surface did the toy car travel the farthest? The nearest?
3. What explanation could you give to your observations?
4. Arrange the materials (wax paper, sand paper, sand) in
increasing order of frictional force they exert.

45
 Appendix C
Pictures for the Engage Phase of the Lesson

[Link]
matchstick-slow- motion-2

[Link]

46
[Link]
street+feet+walking

47
 School Grade Level 6
Teacher Learning Science
Area
Time & Date Week 2, Day 1 Quarter 3rd
I. OBJECTIVES
A. Content The learners demonstrate understanding of gravity
Standard and
friction affect movement of objects.
B. Performance The learners should produce an advertisement that
Standard demonstrates road safety.
C. Learning Infer how friction and gravity affect movements of
Competencies different objects
/ Objectives (LC:S6FE-IIIa-b-1)
Identify the desirable and undesirable effects
of friction to object and people.
II. CONTENT FRICTION
- Topic Desirable and Undesirable Effects of Friction
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s
Material
pages
3. Textbook
The New Science Links pp. 317-325
pages
4. Additional
Materials
from
Learning
Resource
(LR)
portal
B. Other
Learning Activity sheets, marking pen, pictures
Resource
s
IV. PROCEDURE A B

48
 Show a picture of a man driving a motorcycle.

ENGAGE

Photo Source: [Link]

 Ask the following questions:

49
 1. What makes the tires of the motorcycle
moving? (Force)
2. What kind of force occurs between the road
and the tires of the motorcycle?
(Friction)
3. What is friction?
(Friction is a force that opposes motion between two
surfaces sticking or touching together. It can be static,
sliding, rolling.)
4. What kind of friction is present between the
tires of the motorcycle and the road?
(Rolling friction)
5. What do you think will happen to the
motorcycle and the rider if there is no
friction?
(The motorcycle will slide and the rider will get hurt.)
 Group the learners into  Group the learners
four. into four.
 Remind the learners  Remind the
about the norms / learners about
standards to be followed the norms /
in doing the activity. standards to be
- Read and understand followed in doing
the instructions the activity.
properly. - Read and
- Cooperate with understand
your group. the
- Do not disturb the instructions
other groups properly.
- Maintain - Cooperate
cleanliness in your with your
workplace. group.
EXPLORE - Seek the guidance of - Do not disturb
the teacher if the other
needed. groups
- Minimize your noise - Maintain
- Submit your output cleanliness in
on time. your workplace.
- Seek the
guidance of the
Activity teacher if
Am I Useful or Not? needed.
- Minimize your
Learning Target: noise
At the end of the activity, I - Submit your
can identify the desirable output on time.
and undesirable effects of .
friction to object and people Activity
Am I Useful or Not?
Materials:
50
 Activity sheet Learning Target:
 manila paper At the end of the
 marking pen activity, I can identify
the desirable and
undesirable effects of
friction to object and
people

51
 Materials:
Procedure:
 Activity sheet
1. Conduct a  manila paper
brainstorming in  marking pen
your group and Procedure:
identify three
situations that 1. Fill out the table
show desirable or by checking as
undesirable to whether
effects of friction
on object and each situation
people from the that shows
pictures provided friction
on the activity has
sheets. Please see desirable
Appendix B.
2. Fill out the table or undesirable
with the effects to object
situations you or people.
identified during 2. Explain why it is
the conduct of desirable or not
the in the next
brainstorming. column. Refer to
3. Explain why these the activity
situations are sheet provided
desirable/undesirab (Appendix A).
le. Refer to the 3. Answer the
activity sheet guide
provided. questions.
4. Answer the
guide Guide Questions:
questions.
1. What are the
Guide Questions: situations that
show desirable
1. What are the effects of friction
situations that to object and
show desirable people? Why?
- A man applying
and undesirable brakes on his
effects of friction to car (This helps
object and people? in smooth and
Situations showing safe movement
desirable effects of of vehicles.)
friction: - Cleaning or
mopping on the
- mopping the floor floor (It enables
- applying brakes on a people to clean
52
 car their houses.)
- writing in a paper - Writing in a
paper using a
Situations showing pen or pencil (It
undesirable effects helps in holding
of friction: the writing
medium such as

53
 - wear and tear of the pen or
slippers pencil.)
- overheating of car 2. What are the
engines situations that
- pushing heavy show
objects undesirable
2. Why are they effects of friction
desirable? Why to people and
they are not? objects? Why?
The desirable effect of - Making the
friction: engines of
- Allows people to mop automobiles to
the floor use more fuel
- Allows people to apply (This situation
brakes on his car let people
- Allows people to write spend more
in a paper using a pen money in
or pencil buying fuel for
The undesirable effect of their
friction: automobiles.)
- Makes the people - Wearing and
spend more money in tearing of
buying worn-out slippers and
slippers and diesel for shoes
their automobiles; (People will
- Let the people exert spend more
more force to move money to
heavy objects from one replace their
place to another. worn-out
slippers and
3. What can you shoes.)
conclude about the 3. What can you
effects of friction conclude about
on objects and the effects of
people? friction on
- Friction has desirable objects
and undesirable effects
on objects and people. and people?
- Friction
has desirable
and
undesirable
effects on
objects and
people.
 A representative from each group will present
EXPLAIN their output which will be rated using the scoring
rubric (Please see attached scoring rubric).

54
 Process the output of each group.

Background Information for teacher:

- The desirable effects of friction allow us to

grip or hold things, it also helps people
ELABORATE
convert one form of motion into another, and
it converts some energy into heat.
- The undesirable effects of friction make
objects difficult to move continuously. It also
converts some energy into heat, noise, and
causes wear and tear on materials.

Direction: Draw a star ( ) on the blank if the effects

of friction to object and people is desirable and a
triangle ( ) if it is undesirable.
EVALUATE
1. Lighting a matchstick
2. Pushing a furniture
3. Using the brakes when approaching a stoplight
4. Causing wear and tear of car tires
5. Holding a ball while playing
V. REMARKS Lesson carried. Move on to the next objective.
Lesson not carried.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.
Think about your students/pupil progress. What works?
What else need to be done to help the students learn?
Identify what help your instructional supervisors can
provide for you, so
when you meet them, you can ask them relevant questions.
Indicate below whichever is/are appropriate.
VII. OTHERS
A. No. f learners
who earned
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the Yes No
remedial of learners who caught up the lesson of .
lessons of learners who caught up the lesson of .
work? No. of of learners who caught up the lesson of .
learners who of learners who caught up the lesson of .
have caught
up with
the lesson.
55
D. No. of Yes No
learners of learners who caught up the lesson of .
who continue

56
 to require of learners who caught up the lesson of .
remediation. of learners who caught up the lesson of .
of learners who caught up the lesson of .
E. Which of
my Socratic questioning use of
teaching visual presentation
strategies Game-based learning Pair work
worked Cooperative Learning Explicit Teaching
well? Why Group collaboration Differentiated instruction
did it work? Discovery Method Lecture Method
Manipulative tools Demonstration
Models Interactive
lecture demonstration
Inquiry-based approach Why?
Complete IMs Availability of materials
Student’s eagerness to learn
Group member’s collaboration/cooperation
in doing their
tasks
audio visual presentation of the lesson
F. What Bullying among students
difficulties Students’ behavior/attitude
did I Colorful IMs
encounter Unavailable Technology
which my Science/ Computer/internet lab
principal or additional clerical works
supervisor
can
be solve?

57
Appendix A

Activity
Am I Good or Not?
Learning Target:
- At the end of the activity, I can identify the
desirable and undesirable effects of friction to
object and people

Materials:
- Activity sheet
- Manila paper
- marking pen

Procedure:
1. Fill out the table by checking as to whether each situation that
shows friction has desirable or undesirable effects to object or
people.
2. Explain why it is desirable or not in the next column.

Situation Desirable Undesirable Why?

A man applying
brakes
on his car
Cleaning or
mopping the floor
Writing in a paper
using a pen or pencil
Making the engines
of
automobiles to use
more fuel
Wearing and tearing
of
slippers or shoes

Guide Questions:
1. What are the situations that show desirable effects of friction
to object and people? Why?
2. What are the situations that show undesirable effects of
friction to people and objects? Why?
3. What can you conclude about the effects of friction on
objects and people?

58
 Activity
Am I
Goo
Learning Target: d or
Not?
- At the end of the activity, I can identify the
desirable and undesirable effects of friction to
object and people.
Materials:
- Activity sheet
- Manila paper
- Marking pen
- Pictures
Procedure:
1. Conduct a brainstorming in your group and identify
three (3) situations that show desirable or undesirable
effects of friction on object and people from the pictures
provided on the next page.
2. Fill out the table with the situations you identified during
the conduct of the brainstorming.
3. Explain why these situations are desirable/undesirable.
Write your answer on a manila paper following the format
below.

Situations that Show

Desirable Effects of Friction to Why?
Object and People

Situations that Show Undesirable

Effects of Friction to Object and Why?
People

59
APPENDIX B
PICTURES

Photo Source: [Link]

Photo Source: [Link]
mopping- heres-how-to-fix-it/
photo/heavy- loads-concept-loader-moves-piano-
1292813338

Photo Source: [Link]

pull--to- one-side-when-i-apply-the-brakes/amp/ Photo Source:
[Link]
on-how- putting-pen-to-paper-can-keep-you-sharp/

Photo Source: [Link]

[Link] Photo Source: [Link]

Guide Questions:
1. What are the situations that show desirable and undesirable
effects of friction to object and people?
2. Why are they desirable? Why they are not?
3. What can you conclude about the effects of friction on
objects and people?
(Note: The teacher may use other pictures that show desirable and
undesirable effects of friction to objects and people. See Activity Sheet
for advance learners)
60
 Appendix B

Rubric for the Group Activity

CRITERIA (4) (3) (2) (1)

Relevant Relevant Relevant
No
ideas is ideas is ideas is
relevant
highly moderate slightly
ideas is
Relevance emphasiz ly emphasize
emphasiz
e d in the emphasiz d in the
e d in the
presentat e d in the presentati
presentati
io n presentat on
on
io n
Was not
Finished Finished
able to
Finished the the
finish
the activity activity
the
Promptness activity within 1- within 3-
activity
within 2 5
10
the minutes minutes
minutes
allotted after the after the
after the
time. allotted allotted
allotted
time. time.
time
All Majority
At least Two (2) or
members of the
one (1) more
Team of the members
member members
Work/Collaboratio group of the
of the of the
n cooperate group
group did group did
d did
not not
in the not
cooperat cooperate.
activit cooperat
e.
y. e
The group
The
presented
group The group
clearly
presente presented
and The group
d clearly but
Group concisely did not
and disorganiz
Presentation but present at
concisely e d during
seemed all
and was the
to be less
organized presentati
organized
during on
during the
the
presentati
presentat
o
io n
n

61
Appendix C
BACKGROUND INFORMATION FOR TEACHERS

 Life would be impossible without friction. We use friction in

most of our activities. You would be able to walk without
slipping and falling without friction. Friction affects different
objects too. Without friction, you would not be able to write
because your pencil would slip off the surface of the paper
you are writing on.
 Friction is a force that opposes motion between two
surfaces sticking or touching together.
 The kinds of friction are rolling friction, sliding friction, fluid
friction, and static friction.
 Friction has desirable and undesirable effects.
 The desirable effects of friction allow us to grip or hold things,
it also helps people convert one form of motion into another,
and it converts some energy into heat.
 The undesirable effects of friction make objects difficult
to move continuously. It also converts some energy
into heat, noise, and causes wear and tear on materials

Reference: The New Science Links pp. 317-325

62
School Grade Level 6
Teacher Learning Science
Area
Time and Date Week 2, Day 2 to 3 Quarter 3rd
I. OBJECTIVES
A. Content The learners demonstrate understanding of how
Standard gravity and friction affect movement of objects.
s
B.
The learners should produce an advertisement
Performance
that demonstrates road safety.
Standards
C. Learning The learners should infer how friction affects
Competencie movements of different objects.
s (LC: S6FE-IIIa-b-1)
 Make an advertisement that
demonstrates road safety.

II. CONTENT GRAVITATIONAL AND FRICTIONAL FORCES

III. LEARNING RESOURCES
A. References
1. Teachers’
Guide
pages
2. Learners’
Material pages
3.
Textbo
ok
pages
4. Additional
Materials
from LR
Portal
- Safe Steps Road Safety
([Link]
B. Other - Images
learning ([Link]
resources cars-crash- on-this-one-super-s-1785735452)
([Link]
tires)
IV. PROCEDURE
A B

63
 - Show pictures of the different effects of the
presence and minimal amount of frictional force
on vehicles in terms of road safety.
[Link]
ou-need-to-see-how-
many-cars-crash-on-
ENGAGE
this-one-super-s-

[Link]
gers-of-driving-with-bald-
tires

64
 1. Which of the two pictures show an effect
of presence of frictional force? How about
in terms of the minimal amount of
frictional force?
 Motorcycle falling (minimal amount),
tires thinning (presence)
2. From the pictures, what safety measures
should you consider before hitting the
road?
 Make sure the tires are in good
condition; check the road. (answers may
vary)
3. How can you inform others on what
to consider/do before travelling on
the road?
 Answers may vary; teacher must make
sure to eventually end up to producing
an
advertisement
- Divide the learners into four groups.
- Remind the learners about the
norms/standards to be followed in doing the
activity.
- Read and understand the instructions
properly.
- Cooperate with your group.
- Do not disturb the other groups
- Maintain cleanliness in your workplace.
- Seek the guidance of the teacher if needed.
- Minimize your noise
- Submit your output on time.

Activity
Let’s Go and Advertise

Learning Target:
EXPLORE
 At the end of the activity, I can make
an advertisement that demonstrates
road safety.

Materials:
 Bond papers
 Colored papers
 Marking pen and scissors
Caution: Be careful in handling sharp objects

Procedure:
1. Brainstorm and make a script/plan on a
road safety advertisement featuring
frictional force. You can use poster,
newsletter, TV ad, jingle, or flyer.
65
2. Use colored/bond papers and other
materials in your advertisement.
3. The presentation of the advertisement
should not exceed two minutes.
4. Make your advertisement.

66
 - Each group will present their advertisement.
EXPLAIN The scoring rubric will be used in rating their
output. (please
see Appendix A)
- The learners’ advertisements are given
feedback by the teacher on both the positive
and the areas that need more improvement.
 Positive: relevant, informative,
creative, interesting
 Needs improvement: time limit, clarity of
road safety concept, coherence
- Ask the following questions:
1. Why is it necessary to have an eye-
catching, interesting, and creative
advertisement?
 Because the main objective of an
advertisement is to attract the attention of
ELABORATE people.
2. Are advertisements on road safety important?
Why?
 Yes, because it provides basic information
on how to be safe on the road for
everybody.
- Show a video presentation on official road
safety. Please refer to the link below.
([Link]
- Highlight the importance and necessity of
road safety advertisements from the video
presented:
 Road safety advertisements provide
actual statistics;
 It provides real-life examples;
 It provides knowledge on basic road signs;
 It provides basic information on what to do
before traveling, while on the road, and
after traveling.
- The performance of the learners will serve as the
EVALUATE evaluation to be rated using the scoring rubric.
(see Appendix A)
V. REMARKS
Lesson carried. Move on to the next objective.
Lesson not carried.
VI.
REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
in
the evaluation

67
B. No. of
learners
who
require
additional
activities for
remediation
who

68
scored
below 80%
C. Did the Yes No
remedial of learners who caught up the lesson of
lessons work?
No. of . of learners who caught up the lesson of
Learners who
have caught . of learners who caught up the lesson of
up
with the lesson . of learners who caught up the lesson of
.
D. No. of Yes No
learners of learners who caught up the lesson of
who
continue to . of learners who caught up the lesson of
require
remediation . of learners who caught up the lesson of
. of learners who caught up the lesson of

.
E. Which of Socratic questioning use of
my teaching visual presentation
strategies game-based learning Pair work
work well? cooperative Learning Explicit
Why did Teaching group collaboration
these work? Differentiated
instruction
Discovery Method Lecture
Method Manipulative tools
Demonstration Models
interactive lecture
demonstration inquiry-based approach
Why?
complete IMs Availability of materials
student’s eagerness to learn
group member’s
collaboration/ cooperation in
doing their tasks
audio visual presentation of the lesson
F. What Bullying among students
difficulties did Students’ behaviour/attitude
I encounter Colorful IMs
which my Unavailable Technology
principal or Science/ Computer/internet lab
the supervisor additional clerical works
can help me
solve?
G. What contextualized/localized and
innovation or indigenized IMs localized video
localized Recycling of plastics to be used as IMs
69
materials did
I use/discover
which I wish
to
share with
other teachers?

70
Appendix B

APPENDIX B
Activity
Let’s Go and Advertise

Learning Target:
 At the end of the activity, I can make an
advertisement that demonstrates road safety.

71
Materials:
 Bond papers
 Colored papers
 Other pertinent materials

Procedure:
1. Brainstorm and make a script on a road safety advertisement
featuring frictional force. You can use poster, newsletter, TV
ad, jingle, or flyer.
2. Use colored/bond papers and other materials in your advertisement.
3. The presentation of the advertisement should not exceed two minutes.
4. Make your advertisement.

72
School Grade Level 6
Teacher Learning Science
Area

Time and Date Week 2, Day 4 to 5 Quarter 3rd

I. OBJECTIVES
The learners demonstrate understanding
A. Content Standards of how gravity and friction affect
movement of
objects.
B. The learners should produce an
Performanc advertisement that demonstrates road
e Standards safety.
The learners should infer how friction
and gravity affect movements of
C. Learning
different objects (LC: S6FE-IIIa-b-1)
Competencies/Object
 Infer how gravity affects
i ves
movements of objects and
people; and
 Describe how the motion of an
object is affected by gravity.
GRAVITATIONAL AND FRICTIONAL
II. CONTENT
FORCES
III. LEARNING RESOURCES
A. References
1. Teachers’ Guide
pages
2. Learners’ Material
pages
3. Textbook pages
4. Additional
Materials from LR
Portal
- Crash Course Kids: Gravity
([Link]
B. Other learning
v=ljRlB6TuM OU)
resources
([Link]
v=BlPtF_NqI QI)
IV. PROCEDURE
A B
- Learners do the “Wave” (they jump
consecutively, one row after another).
1. What happened after you jumped?
Did you fall back on your feet or
did you float off?
ENGAGE  We fell back to the ground.
2. What force made you land back on
your feet?
73
  Gravity
3. In your own understanding,
what is gravity?

74
  Gravity is the force that pulls
everything down all the time.
4. How will gravity affect objects
that are moving in any direction?
 Moving objects that are above the
ground will always move towards
the ground;
 Moving objects that are along the
ground will stay on the ground.
- Divide the learners into two (2) groups,
they will play against one another in the
local game called “Kick Ball”. (please refer
to the Activity Sheet)

Activity
Kick
Ball
(Football with a Twist)

Learning Targets:
 At the end of the activity, I can:
1. Infer how gravity affects
movements of objects and
people; and
2. Describe how the motion of an
object is affected by gravity.

Materials: (To be provided by the teacher)

 one rubber ball
EXPLORE  four coconut husks as bases

Procedure:
1. The groups will face each other
for a game of Kick Ball (football
with a twist).
2. One team will play to kick the ball
while the other team serves the
ball.
3. Each member of the kicking team
will have a chance to kick. If the
ball is caught by the other team,
the player is out; if not, the kicker
runs towards each of the bases
back to their home base.
4. A kicker is safe while stepping
on a base, while the other
members are kicking, he/she
can run to the other base but is
at risk of being hit by the ball.
5. If he/she is hit by the ball either
75
 because of the kick of his/her
teammates or if the ball is
caught and thrown back to
him/her, he/she is out.
6. If only one member of the kicking
team is left playing, he/she can
save the

76
 other members by running around
the bases as many as the number
of ousted teammates. If he/she is
unable to do it, they lose.
Caution: Please consider the health
conditions of the learners.
Please make sure that learners play in
an open area.

Guide Questions:
1. What happened to the ball
that was kicked upward after it
reached its highest point?
 It fell back to the ground.
2. What happened to the ball
that was thrown to the
opponent but wasn’t caught?
 It fell to the ground.
3. What happened to the ball that
was kicked upward to the left/to
the right?
 It fell to the ground.
4. What happened to the ball that
was kicked and rolled along
the ground?
 It stayed on the ground while
covering distance.
5. What happened to the ball that
was thrown/kicked in any
direction? If it is kicked and
rolled along the ground?
 The ball thrown in any direction
falls to the ground. It stays on the
ground while covering distance.
6. What keeps the ball on the
ground as it rolls?
 Gravity
7. What affects the movement of
the ball as it goes up and down?
 Gravity
8. How did gravity affect the
movement of the ball as it goes
up and down?
 Gravity will slow down the ball
as it goes up and speed it up as
it goes down.
9. How did gravity affect the
movement of the ball as it rolls
along the ground?
 It keeps the ball on the ground as
it rolls preventing it from floating.
77
 - One representative from each group
EXPLAIN
will present their output.

78
 -Ask the following questions:
1. Why did the ball that was
kicked upward fall to the
ground?
 Because of gravity.
2. Will other objects that were
thrown or kicked upward behave
the same way? Why?
 Yes, because all moving objects
on Earth are affected by its
gravity.
3. If you throw or kick a heavier or
lighter ball, will it still fall back to
the ground?
 Yes, because there is still gravity.
4. While you were running during
the game, what kept you on the
ground?
ELABORATE
 Gravity
5. What will happen to your body
while running if there is no
gravity?
 I will float.
- Show a video on gravity and how it
affects the motion of objects from the
YouTube channel Crash Course Kids.
Please refer to the link below.
([Link]
v=ljRlB6TuM OU)
([Link]
v=BlPtF_NqI QI)
- Ask the following questions:
1. How did gravity affect the
direction of moving objects?
 It pulls the objects downward
(towards the ground), it changes
the direction of the object.
2. What will happen to all moving
objects without gravity?
 They will float off in
different directions.

79
 Multiple Choice
Directions: Choose the correct answer
from the options in each item.
1. How does gravity affect the
motion of objects?
a. pushes objects away from
the ground
EVALUATE
b. pulls objects towards the ground
c. alternately pulls and pushes
objects to and from the ground
d. keeps objects afloat
2. What would happen to an object
thrown
upward after reaching its highest
point?
a. it will fall down

80
 b. it will continue moving up
c. it will move to the left or right
d. it will float
3. What happens to the movement
of an object as it goes up?
a. it speeds up
b. it slows down
c. it starts to float
d. it stops
4. What happens to objects thrown
either up, to the right, or to the
left?
a. it falls to the ground
b. it disappears
c. it floats off
d. it expands
5. What will happen to a man
who is standing on solid
ground if he starts walking?
a. he will float
b. he will not be able to move
c. he will stay on the ground
d. he will stay on the ground and
cover distance

Answers:
1. B
2. A
3. B
4. A
5. D
V. REMARKS Lesson carried. Move on to the
next objective.
Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial Yes No
lessons work? No. of of learners who caught up the lesson
Learners who have of
caught up with the .
lesson of learners who caught up the lesson
of
81
 .
of learners who caught up the lesson
of
.

82
 of learners who caught up the lesson
of
.
D. No. of learners who Yes No
continue to require of learners who caught up the lesson
remediation of
.
of learners who caught up the lesson
of
.
of learners who caught up the lesson
of
.
of learners who caught up the lesson
of
.
E. Which of my teaching Socratic questioning use of
strategies work well? visual presentation
Why did these work? game-based learning Pair work
cooperative Learning
Explicit Teaching
group collaboration
Differentiated
instruction
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models interactive
lecture demonstration
inquiry-based approach Why?
complete IMs Availability
of materials
student’s eagerness to learn
group member’s
collaboration/ cooperation in
doing their tasks
audio visual presentation of the
lesson
F. What difficulties did I Bullying among students
encounter which my Students’ behaviour/attitude
principal or the Colorful IMs
supervisor can help me Unavailable Technology
solve? Science/ Computer/internet lab
additional clerical works
G. What innovation or contextualized/localized and
localized materials did I indigenized IMs
use/discover which I localized video
wish Recycling of plastics to be used as
to share with other IMs
teachers?
83
Appendix A
Activity
Kick
Ball
(Football with a Twist)

Learning Targets:
 At the end of the activity, I can:
1. Infer how gravity affects movements of objects and people; and
2. Describe how the motion of an object is affected by gravity.

Materials: (To be provided by the teacher)

 one rubber ball
 four coconut husks as bases

Procedure:
1. The groups will face each other for a game of Kick Ball
(football with a twist).
2. One team will play to kick the ball while the other team serves the ball.
3. Each member of the kicking team will have a chance to kick.
If the ball is caught by the other team, the player is out; if
not, the kicker runs towards each of the bases back to their
home base.
4. A kicker is safe while stepping on a base, while the other
members are kicking, he/she can run to the other base but is
at risk of being hit by the ball.
5. If he/she is hit by the ball either because of the kick of his/her
teammates or if the ball is caught and thrown back to him/her,
he/she is out.
6. If only one member of the kicking team is left playing, he/she
can save the other members by running around the bases as
many as the number of ousted teammates. If he/she is
unable to do it, they lose. Caution: Please consider the health
conditions of the learners.
Please make sure that learners play in an open area.

Guide Questions:
1. What happened to the ball that was kicked upward after it
reached its highest point?
2. What happened to the ball that was thrown to the opponent
but wasn’t caught?
3. What happened to the ball that was kicked upward to the
left/to the right?
4. What happened to the ball that was kicked and rolled
along the ground?
5. What happened to the ball that was thrown/kicked in any
direction? If it is kicked and rolled along the ground?
6. What keeps the ball on the ground as it rolls?
7. What affects the movement of the ball as it goes up and down?

84
8. How did gravity affect the movement of the ball as it
goes up and down?
9. How did gravity affect the movement of the ball as it rolls
along the ground?

85
 School Grade Level 6
Teacher Learning Area Science
Date and TimeWeek 3, Day 1 to 2 Quarter 3rd

OBJECTIVES
A. The learners demonstrate understanding of gravity and
Content friction affect movement of objects.
Standar
d
B. Performance The learners should produce an advertisement that
Standard demonstrates road safety.
Infer how friction and gravity affect movements of
C. Learning different objects.
Competencies/ (LC: S6FE-IIIa-b-1)
Objectives  infer the effects of gravity on objects and
people
 show that external conditions affect the
movement of objects and people
II. CONTENT GRAVITATION AND FRICTIONAL FORCES
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s
Materials
pages
3. Textbook The New Science Links p. 309-316
pages
4.
Additiona
l
Materials
from
Learning
Resource
s
(LR) Portal
B. Other Learning
Resources
[Link] A B
Show two objects (a leaf and a fruit) to the learners.
 Suppose I am going to drop these objects at
the same time and height, predict what will
ENGAGE happen?
 The two objects will fall at the same time.
 The fruit will fall first.
86
The teacher will now drop the two objects and let the
learners observe what happens.
 Which object falls first? Why?
 The fruit because it is heavier than the leaf.
The teacher will show another object (a plain sheet
of paper and a crumpled paper) and drop the
objects at the same time and height.

87
  Which object falls first? Why?
 The crumpled paper because it has lesser air
friction that acts on it.
 Aside from friction, what other force
affects the movement of the falling
objects?
 Force of gravity

 Divide the learners into six groups.

 Distribute the materials provided by the
teacher.

ACTIVITY
GRAVITY DROPS!
Learning Targets:
- At the end of the activity, I can:
1. Infer the effects of gravity on objects and
people.
2. Show that external conditions affect the
movement of objects and people.

Materials:
 Two pieces of eggs/stones with the same size.
EXPLORE  Four pcs. 30cm yarn
 Plastic cellophane (30cmx30cm)

Procedure:
1. Make a parachute using the materials provided.
2. Tie the strings of the parachute to the egg/stone.
3. Go to an open area and drop the parachute
and the egg/stone at the same height and
time.
4. Observe what happens.
5. Answer the guide questions.

Guide questions:
1. Which of the two eggs/stone reached the
ground first? Why?
The egg/stone without a parachute reached the
ground first because it has less air friction.
2. Why did the egg/stone with a parachute
reach the ground last?
The egg/stone with a parachute reached the ground
last because its surface area acted by the air friction is
greater.
[Link] did the egg/stone without parachute has
less air friction?
The egg/stone without parachute has less air
friction because the surface area of the egg/stone
88
 acted by the air as it falls is less.
4. What other force affects the movement of
the falling objects?

89
 Gravity
5. Illustrate how these forces act on the egg/stone as
it falls down.

 One representative from each group will

EXPLAIN present their output, to be rated using scoring
rubric. (Please see attached scoring rubric.)

 Process the output of each group.

Guide Questions:
1. What forces act on the objects as they fall on the
ground?
Gravitational force/ force of gravity and air
friction/air resistance.
ELABORATE 2. Which will fall to the ground first, the fruit or
the leaf? Why?
Fruit. Because the greater the mass of an object,
the greater the gravitational force acting on it, the
faster the fall.
3. How does air friction affect the motion of the
objects with different surface area?
The greater the surface area, the greater the air
resistance acting on the object, the slower the fall.
Directions: Read the situation and answer the
questions that follow.

Situation:
A skydiver that jumps from a plane quickly falls
toward the ground. When he opens his parachute, he
will slow down.

1. What force acts on the skydiver as he falls down

quickly?
2. What force causes the skydiver to slow down
EVALUATE when he opens his parachute?
Possible answer: When the skydiver quickly falls
toward the ground, the force that is responsible for this
is the force of gravity. When he opened his parachute,
he slows down because of air friction (drag force).
3. Show how these forces act on the skydiver and
the parachute by drawing arrows in the picture.

Lesson carried. Move on to the next objective.

V. REMARKS Lesson not carried.
90
VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80%
in
the evaluation
B. No. of learners
who

require additional
activities for
remediation
Yes No
C. Did the
of learners who caught up the lesson of .
remedial lessons
of learners who caught up the lesson of .
work?
of learners who caught up the lesson of .
No. of learners
of learners who caught up the lesson of .
who have caught
up with the
lesson
Yes No
D. No. of learners of learners who caught up the lesson of .
who continue of learners who caught up the lesson of .
to require of learners who caught up the lesson of .
remediation of learners who caught up the lesson of .
Socratic questioning use of visual presentation
Game-based learning Pair work
Cooperative Learning Explicit Teaching
Group collaboration Differentiated instruction
E. Which of my Discovery Method Lecture Method
Manipulative tools Demonstration
teaching Models Interactive lecture demonstration
strategies worked Inquiry-based approach Why?
well? Why did Complete IMs Availability of materials
this work? Student’s eagerness to learn
Group member’s collaboration/cooperation in
doing their tasks
audio visual presentation of the lesson
Bullying among students
F. What Students’ behavior/attitude
difficulties did my Colorful IMs
principal or Unavailable Technology
supervisor can Science/ Computer/internet lab
help me solve? additional clerical works
G. What innovation contextualized/localized and indigenized IMs
or localized localized video
materials did I Recycling of plastics to be used as IMs
use/discover which
I
wish to share with
other teachers?
91
 APPENDIX A
SCORING RUBRICS FOR THE ACTIVITY

CRITERIA (3) (2) (1)

Perform the
Perform the
Perform the activity but
activity with
activity by keep on
minimal
Performance following the asking to the
questions to
given teacher on
the teacher on
procedures on the
the given
their own. procedures all
procedures.
throughout the
activity.
Finish the Finish the
Finish the
activity within activity within
Promptness activity within
1-2 minutes 3-5 minutes
the given time.
after the given after the given
time. time.
All members of At least one (1) Two (2) or
Team the group member of the more
Work/Collaboration cooperated in group did not members of
the activity. cooperate. the group did
not
cooperate.
With at least
At least one (1)
All answers are two
Correctness of answer answer in
correct (2) or more
incorrect.
answers are
incorrect
The materials
The materials
are organized, The working
are organized
and the area is messy
Workmanship but the working
working area is all throughout
area is clean
clean during the activity.
after the
and after the
activity.
activity.

92
APPENDIX B

ACTIVITY
GRAVITY DROPS!
Learning Targets:
- At the end of the activity, I can
1. Infer the effects of gravity on objects and people.
2. Show that external conditions affect the movement of
objects and people.
Materials:
 Two pieces of eggs/stones with the same size.
 Four pcs. 30cm yarn
 Plastic cellophane (30cmx30cm)

Procedure:
1. Make a parachute using the materials provided.
2. Tie the strings of the parachute to the egg/stone.
3. Go to an open area and drop the parachute and the egg/stone at
the same height and time.
4. Observe what happens.
5. Answer the guide questions.

Guide questions:
1. Which of the two eggs/stone reached the ground first? Why?
2. Why did the egg with a parachute reach the ground last?
3. Why did the egg without parachute has less air friction?
4. What other force affects the movement of the falling objects?
5. Illustrate how these forces act on the egg/stone as it falls down.

93
School Grade Level 6
Teacher Learning Areas Science

Time and Date Week 3, Day 3 to 4 Quarter 3rd

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of gravity
and
friction effect on the movement of objects.
B. Performance The learners should produce an advertisement that
Standards demonstrates road safety.
C. Learning Infer how friction and gravity affect
Competencies/Objecti movements of different objects.
ve s (LC: S6FE-IIIa-b-1)
- Cite practical benefits and applications of
gravity.
II. CONTENT APPLICATIONS OF GRAVITY
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials
from
Learning
Resource
(LR)
portal
B. Other Learning
Resources
IV. PROCEDURE
A B
ENGAGE Ask the following Ask the following
questions: questions:

 Why the ball slows  Is it possible for you

down its to take a bath if
movement when there is no gravity?
tossed upward. Why do you say so?
(The ball slows down (No, Because the water
its upward motion will not fall in the
because it is being absence of gravity.)
94
pulled down by gravity.)

 As you travel from

your house to
school,

95
 either walking or  What will happen
riding on a to a ball if you toss
vehicle, how do it upward?
gravity affects (The ball will fall back to
you? your hand)

(The force of gravity keeps me

on track or on the ground
by pulling me downward)

EXPLORE  Group the learners into five.

 Distribute the activity sheets.
 Remind the learners about the norms /
standards to be followed in doing the
activity.
- Read and understand the instructions
properly.
- Cooperate with your group.
- Do not disturb the other groups
- Maintain cleanliness in your workplace.
- Seek the guidance of the teacher if needed.
- Minimize your noise
- Submit your output on time.
 Present the scoring rubric to be used for
group activity. (See appendix B)

Activity
I Won’t Let Go! “Gravity”
Learning Target:
 At the end of the activity, I can cite
practical benefits and applications of
gravity.
Materials:
 Manila paper
 Permanent marker

Procedure:
For Groups 1 and 2:
1. Look around inside the classroom.
Identify three things that are moving and
not moving.
(Table, chair, cabinet and the learners.)
For groups 3 to 5:
2. Look outside the classroom. Identify at
least three objects that are moving and not
moving.
( falling leaves, walking and running students,
school buildings, bench)
3. Answer the guide
questions. Guide Questions:
96
1. What are the forces acting on the moving
and not moving objects?
(Gravity and friction)

97
 2. How do gravity and friction affect the
objects that are moving in any direction
and the objects that are not moving?
(Objects that are moving in any direction will tend
to fall back or stay on the ground; objects that are
not moving will stay in place.)
3. Cite at least five benefits of the
presence of gravity.
(Gravity keeps us in contact with the ground; it
causes object to fall; it causes object to roll
downhill.)

EXPLAIN One representative from each group will present

their output, to be rated using scoring rubric.
(Please see attached scoring rubric.)

ELABORATE  Process learners’ outputs.

 Ask the following questions:
1. What benefits do we get from gravity?
(Causes the downpour of the rain; keep all things
on the ground; keeps you walking on the ground
instead of floating in the air; everything inside the
classroom are in proper place and order; keeps
your drink to stay at the bottom of your glass
instead of floating at the top of your glass.)
2. Can we possibly experience rain when
there is no gravity? Why do you say so?
(No, because there is nothing that will pull down
water from the sky to the ground)
3. Can we survive without gravity? What will
happen to the blood inside our body if
gravity suddenly disappear?
(No, the blood inside our body will move up to our
head, blood circulation will stop and we will die.)
EVALUATE A. Draw a smiley  if the statement shows the
presence of gravity and a sad face  if the
statement describes the absence of gravity.
1. Everything inside the classroom are in
proper place and order.
2. Keeps your drink to stay at the bottom of
your glass instead of floating at the top of
your glass.
3. The blood inside our body will move up to
our head, blood circulation will stop and we
will die.
4. It causes the downpour of rain.
5. Garbage will float and scatter in the air.

B. Answer the question briefly:

1. What will happen to different wastes such as
dry leaves, plastics and dusts if there is no
98
gravity? If this

99
 situation will happen, can we still live on Earth?
Why do you say so?
Without gravity, different wastes will float in the air. If
this situation will happen, life on earth will be more
difficult because everything will just be floating in the
air.
V. REMARKS Lesson carried. Move on to the next objective.
Lesson not carried.
VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80% in
the
evaluation
B. No. of learners
who require
additional activities
for remediation who
scored below 80%
C. Did the Yes No
remedial lessons of learners who caught up the lesson of .
work? No. of of learners who caught up the lesson of .
Learners who have of learners who caught up the lesson of .
caught up with the of learners who caught up the lesson of .
lesson

D. No. of learners Yes No

who continue to of learners who caught up the lesson of .
require remediation of learners who caught up the lesson of .
of learners who caught up the lesson of .
of learners who caught up the lesson of .
E. Which of my socratic questioning use of
teaching strategies visual presentation
work well? Why did game-based learning Pair work
these work? cooperative Learning Explicit Teaching
group collaboration
Differentiated
instruction
Discovery Method Lecture Method
Manipulative tools Demonstration
Models interactive lecture demonstration
inquiry-based approach Why?
complete IMs Availability of materials
student’s eagerness to learn
group member’s
collaboration/ cooperation in
100
doing their tasks
audio visual presentation of the lesson

101
 F. What Bullying among students
difficulties did I Students’ behaviour/attitude
encounter which my Colorful IMs
principal or the Unavailable Technology
supervisor can help Science/ Computer/internet lab
me solve? additional clerical works
G. What contextualized/localized and indigenized IMs
innovation or localized video
localized materials Recycling of plastics to be used as IMs
did I use/discover
which
I wish to share with
other teachers?

102
APPENDIX A

Activity
I Won’t Let Go! “Gravity”
Learning Target:
 At the end of the activity, I can cite practical benefits and
applications of gravity.
Materials:
 Manila paper
 Permanent marker

Procedure:
For Groups 1 and 2:
1. Look around inside the classroom. Identify three things that
are moving and not moving.

. For groups 3 to
5:
2. Look outside the classroom. Identify at least three
objects that are moving and not moving.

.
3. Answer the guide questions.

Guide Questions:
1. What are the forces acting on the moving and not moving objects?

2. How do gravity and friction affect the objects that are

moving in any direction and the objects that are not
moving?

.
3. Cite at least five benefits of the presence of gravity.

103
 APPENDIX B
SCORING RUBRICS FOR THE ACTIVITY

CRITERIA (3) (2) (1)

Perform the Perform the
Perform the
activity with activity but
activity by
minimal keep on
following
Performance questions to asking to the
the given
the teacher teacher on
procedures
on the given the
on their
procedures. procedures all
own.
throughout
the
activity.
Finish the Finish the
Finish the
activity within activity within
Promptness activity
1- 3-
within the
2 minutes 5 minutes
given time.
after the after the
given time. given time.
All members At least one Two (2) or
Team of the group (1) member more members
Work/Collaboration cooperated in of the of the
the activity. group did not group did not
cooperate. cooperate.
With at least
At least one
Correctness of All answers two (2) or
(1) answer
answer are correct more
in incorrect.
answers are
incorrect
The materials The
are organized materials are The working
and the organized area is
Workmanship
working area but the messy all
is clean working area throughout
during and is clean after the activity.
after the the activity.
activity.

104
 SUMMATIVE TEST: Week 1 to 3

Directions: Choose the letter of the correct answer.

1. What will happen to a ball after you kicked it on a grassy field?
A. It will continue moving

B. It will move, slows down then stops

C. It will stay at rest
D. It will disappear
2. In which of the following surfaces an object will roll or move faster?
A. grassy area C. glass
B. sand D. gravel
3. In which of the following surfaces a moving object will reach
the shortest distance before it stops?
A. glass C. cemented floor
B. sand D. tiles
4. Which of the following statements are CORRECT?
I. All objects moving on a specific surface stop at different rates.
II. A ball will either slow down or stops after you kicked it on a field.
III. There is no force required to move an object.
A. I And II only C. II, and III only
B. I and III only D. I, II and III
5. Choose the word that will make the statement correct, “You
don’t need to constantly push or pull an object for it to move or
”.
A. stop C. roll
B. disappear D. fly
6. Which of the following surfaces has the least frictional force?
A. wet floor C. sand
B. rubber mat D. tiled floor
7. A ball is rolled on the floor. After some time, the ball came to a
stop. What caused the ball to stop?
A. gravitational force C. air in the surroundings
B. frictional force D. the floor

105
8. Which statement about friction is TRUE?
A. Friction slows down or stops objects in motion.
B. Friction acts towards the direction of motion.
C. Friction does not affect objects in motion.
D. Friction exists only in rough surfaces.
9. Which of the following statements describes friction?
A. It opposes an object’s motion.
B. It does not exist in smooth surfaces.
C. It decreases with larger weight.
D. It pulls falling objects.

[Link] object rolling on an asphalted road shifted direction to a

grassland. What will happen to the motion of the object?
A. it will roll faster C. it will immediately stop
B. it will slow down D. nothing will happen
[Link] is the effect of gravity on moving objects?
A. it pushes objects away from its source
B. it pulls object towards its source
C. it alternately pulls and push objects towards and away
from its source
D. it does not affect objects
[Link] happens to the movement of an object thrown upward?
A. It slows down C. It continues to move upward
B. It speeds up D. It moves sideways
[Link] will happen to objects thrown to the left or right direction?
A. goes up
B. continues to move to the left or right direction
C. falls down
D. floats
[Link] will happen to an object thrown upward?
A. falls down C. stays afloat
B. continues moving up D. cannot be determined
[Link] will happen to a man who is standing on solid ground if
he starts walking?
A. he will float C. he will stay on the ground
B. he will not be able to move D. he will stay on the ground and
cover distance
[Link] of the following is a desirable effect of friction on
objects and people?
I. Lighting a matchstick
II. Pushing heavy furniture
III. Writing on a paper
A. I and II only C. I and III only
B. II and III only D. I, II, and III
[Link] of the following is an undesirable effect of friction on
objects and people?
A. It allows people to write in a paper.
B. It helps in smooth and safe movement of vehicles.
C. It helps in walking safely on the ground.
D. It can heat up a device that can cause damage.
106
 [Link] will likely happen if a motor rider fails to apply the
brakes of his motor vehicle on a busy street?
A. The motor rider will reach his destination the fastest way.
B. The motor vehicle will stop on its own.
C. The motor rider will be able to stop the vehicle safely without brakes.
D. The motor rider will encounter road accident.
[Link] of the following objects will be most affected by air resistance?
A. a falling feather
B. a car driving down the freeway
C. a person sliding backward down a hill
D. all answers are correct
[Link] does air resistance affect moving objects?
A. It helps them move faster.
B. It makes them stop immediately.
C. It acts as a force in the opposite direction of the moving object.
D. It does not affect moving objects.
[Link] the mass of the object increases, what will happen to the pull
of gravity in the absence of air resistance?
A. it increases C. it stays the same
B. it decreases D. cannot be determined
[Link] is the direction of the gravitational force of the Earth?
A. up C. over
B. down D. under
[Link] of the following is NOT an application of gravity?
A. airplane on a flight C. burning paper
B. falling leaves D. rainfall
[Link] of the following situations show the presence of gravity?
I. The pouring rain
II. The stone sinks to the bottom of the pool.
III. A leaf fell from the branch of a tree.
IV. Garbage will float and scatter in the air.
A. I and II C. I, II and III
B. II and III D. I, II, III and IV
[Link] rolls across the floor. What type of force is acting on him?
A. gravity C. both gravity and friction
B. friction D. no force is acting on the ball

Answer Key:
1. B
2. C
3. B
4. A
5. A
6. A
7. B
8. A
9. A
107
10. B
11. B
12. A
13. C
14. A
15. D
16. C
17. D
18. D
19. A
20. C
21. C
22. B
23. C
24. C
25. C

108
School Grade Level 6
Teacher Learning Science
Areas
Time and Week 4, Day 1 Quarter 3rd
Date

V. OBJECTIVES
D. Content Standards The learners demonstrate understanding
of how energy is transformed.
E. Performance Standards The learners should create a marketing
strategy
for new product on electrical or light
efficiency.
F. Learning Demonstrate how sound, heat, light and
Competencies/Objective electricity can be transformed
s (LC: S6FE-IIId-f-2)

Identify forms of energy (sound,

heat, light and electricity)
VI. CONTENT FORMS OF ENERGY
VII. LEARNING
RESOURCES
C. References
5. Teacher’s Guide
pages
6. Learner’s Materials
pages
7. Textbook pages
8. Additional Materials
from Learning
Resource
(LR) portal
D. Other Learning
Resources
IV. PROCEDURE A B
 Tell the learners to observe the surroundings.

Guide Questions:

1. What makes your surroundings bright during

daytime or night time?
ENGAGE - The surroundings are bright during daytime or
night time because of light from the sun, street
bulb and light bulb in the houses / Answers
may vary)
2. What does the light of the sun and the bulb give
us?
- The light of the sun and the bulb give
us ENERGY
109
  Group the learners into three to four. The teacher
EXPLORE
present six different pictures using PowerPoint or
printed pictures. (See attached activity sheet –
Appendix A)
 Distribute the activity sheets to each group.

 Remind the learners about the norms to be

followed in doing the activity.
 Do not eat or drink during activity.
 Keep your workplace clean.
 Cooperate with your groupmates.
 Seek the guidance of the teacher
whenever in trouble.
 Minimize your noise.
 Submit your output on time.
 Wash your hands after the activity.

Activity
“ENERGIZE ME”

Learning Targets:

At the end of the activity, I can

1. Define energy.
2. Identify forms of energy.

Materials (To be provided by the teacher)

 Six pictures showing forms of energy

 Answer sheets
 One-half sized manila paper
 One piece of paper tape
 Four marking pens
 Ballpen

s Procedure:

1. Choose pictures which are associated with

energy that have a corresponding letters and
guess the word formed by the letters.
2. Describe how each picture relates to energy.
3. Answer the guide questions.

Guide Questions:

1. What have you observed on each picture?

- The learners observed that each picture
showed forms of energy
2. What word is formed?
- ENERGY
110
 3. What is energy?
- Energy is the capacity and ability to do work.
4. What forms of energy are illustrated on the picture?
- Light energy, electrical energy, sound
energy and heat.

 A representative from each group will present the

EXPLAIN output. The scoring rubric will be used in rating the
performance of each group. (See attached scoring
rubric – Appendix B)
 Process the output of each group.

Ask the following questions:

1. In what other situations do you think these

ELABORATE
forms of energy are shown? At home? In
school?
- At home are lighting a fluorescent lamp and
cooking of food; at school are playing music and
hand clapping.
2. Why is energy important?
- Energy is important because it can able us to
do our work / Answers may vary
A. Identify what form of energy is illustrated
on each situation.
1. Fireworks display
2. Listening to music
3. Lighting a bulb
4. Rubbing of fingers
5. Lightning

EVALUATE B. Give five situations where the forms of energy

are illustrated then identify what form of
energy is present.

Answers:
1. Light, Heat and Sound
2. Sound and Electricity
3. Light and Electricity
4. Heat
5. Electricity and Sound
V. REMARKS Lesson carried. Move on to the next objective.
Lesson not carried.
VI. REFLECTION

VII. OTHERS
A. No. of
learners
111
who
earned
80% on
the
formative
assessmen
t

B. No. of
learners
who
require
additional
activities
for
remediatio
n
C. Did the Yes No
remedi
al of learners who caught up the lesson of .
lessons of learners who caught up the lesson of .
work? of learners who caught up the lesson of .
No. of of learners who caught up the lesson of .
learners
who have
caught up
with the
lesson.
D. No. of Yes No
learners
who of learners who caught up the lesson of .
continue to of learners who caught up the lesson of .
require of learners who caught up the lesson of .
remediatio
n.
E. Which of Socratic questioning
my Use of visual presentation
teaching Game-based learning
strategies Pair work
worked Cooperative Learning
well? Why Explicit Teaching
did it work? Group collaboration
Differentiated instruction
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
Interactive lecture demonstration
112
 Inquiry-based approach Why?
Complete IMs
Availability of materials
Student’s eagerness to learn
Group member’s collaboration/cooperation
in doing their tasks
Audio visual presentation of the lesson
F. What Bullying among students
difficulties Students’ behaviour/attitude
did I Colorful IMs
encounter Unavailable Technology
which my Science/ Computer/internet lab
principal or
Additional clerical works
supervisor
can help me
solve?

G. What Contextualized/localized and indigenized IMs

innovation or Localized video
localized Recycling of plastics to be used as IMs
material/s
did I
use/discover
which I wish
to share with
other
teachers

113
114
 Appendix A

Activity
“ENERGIZE ME”

Learning Targets:

At the end of the activity, you are expected to:

1. Define energy.
2. Identify forms of energy.

Materials:

Six pictures showing forms of energy

Answer sheets
One-half sized manila
paper One piece of
paper tape Four marking
pens

Procedure:

1. Choose pictures which are associated with energy that

have a corresponding letters and guess the word formed by
the letters.
2. Describe how each picture relates to energy.

115
Guide Questions

1. What have you observed on each

picture?

2. What word is
formed?

3. What is
energy?

4. What forms of energy are illustrated on the

picture?

116
 Appendix B

Scoring Rubric on the Presentation of the Activity

Teamwork/
Score Correctness Clarity Delivery
Collaboration
All members
Demonstrat of the group
Presented
ed were actively
All the answers
confidence participating
questions in a clear
and a sense and
5 were and
of cooperating in
correctly organized
ownership doing and
answered. manner
in presenting
presenting their task
the output
One to two
Lacks members of
Answers
confidence the group
Minor errors presented
or sense of were not
in the were either
4 ownership participating
answers vague or
in and
were disorganize
presenting cooperating in
observed. d
the output doing or
presenting
their task
Demonstrat
ed One to two
confidence members of
Presentation
and sense the group
Many errors of answers
of were not
in the were vague
ownership participating
3 answers and
in and
were disorganize
presenting cooperating
observed. d
but is both in doing
uncertain of and
the results presenting
being their task
presente
d
Lack Most of the
confidence members of
Presentatio
and the group
n of
All answers manifested were not
2 answers
were uncertainty participating
could not
incorrect in the and
be
presentatio cooperating

117
 understood n both in doing
or grasped of the output and
presenting
their task
The learners Only one or
The learners
The learners were not two members
were not
were not able able to of the group
able to
1 to answer present the were
communicat
any results of observed
e the results
item/question the activity doing the task
of the
in the activity and the and present
activity
answers to the
the questions results
School Grade Level 6
Teacher Learning Science
Areas
Time and Week 4, Day 2 Quarter 3rd
Date

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of
how
energy is transformed.
B. Performance The learners should create a marketing
Standards strategy for new product on electrical or
light efficiency.
C. Learning Demonstrate how sound, heat,
Competencies/Objective light and electricity can be
s transformed. (LC:S6FE-IIId-f-2)

Describe how sound energy is

produced.
 Give examples of materials that
produce sound energy
II. CONTENT SOUND ENERGY
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal

118
 B. Other Learning
Resources
IV. PROCEDURE A B
 Ask the following questions:

1. What are the different forms of energy?

- The forms of energy are light, heat, sound
and electricity
2. Who can give examples for each form of energy?
- Light from the sun gives us light energy,
setting up a bonfire gives us light and heat,
ENGAGE
plucking the guitar gives us sound energy and
lightning gives us electrical energy / Answers
may vary

 Show pictures illustrating sound energy (See

attached pictures illustrating sound energy –
Appendix A)
 Tell the learners to observe the pictures.
 Ask the following questions:

3. What did you observe in the pictures?

- All pictures are showing materials that
produce sound.
4. Explain what is common to the pictures?
- All pictures are showing or depicting
sound energy / Answers may vary
5. How is sound energy produced?
- Sound energy is produced because of
vibrations of objects / Answers may
vary

 What makes the material produce sound?

- When two or more objects vibrate they
produce sound / Answers may vary

119
  Group the learners into three to four and each
group will perform three activities. (See attached
activity sheet – Appendix B)
 Distribute the activity sheets to each group.
 Remind the learners about the norms to be
followed in doing the activity.
 Do not eat or drink during activity.
 Keep your workplace clean.
 Cooperate with your groupmates.
 Seek the guidance of the teacher whenever in
trouble.
 Minimize your noise.
 Submit your output on time.
 Wash your hands after the activity.

Activity
“SOUND-TERRIFIC”
EXPLORE
Learning Targets:

At the end of the activity, I can

1. Describe how sound is produced.
2. Give examples of materials that produce sound
energy.

Materials: (To be provided by the teacher)

 Four cellphones
 Four guitars
 One-half sized manila papers
 Answer sheets
 marking pens
 paper tapes
 ballpens

Procedure:
Part A.
1. Using a cell phone, play the music. Describe
what happens. Record your observations on
the activity sheet.

Part B.
2. All members of the group will choose a song for
them to sing. Describe what happens. Record
your observations on the activity sheet.
Part C.
3. One representative of the group will pluck a
guitar and the other member will record their

120
 observation.
4. Answer the guide questions.

Guide Questions:

1. What does cell phone produce?

- The cell phone produces sound.
2. What did you produce while singing?
- While singing, sound is produce.
3. What did you hear while your friend is plucking the
guitar?
- The sound is produced while plucking the guitar.
4. How is sound produced?
- Sound is produce when we are doing
something. The motion of materials or objects
causes vibrations. A sound originates in the
vibration of an object, which makes the air or
another substance around the object vibrate.
5. What are other materials that produce sound?
- Other materials that produce sound are hand
clapping, stamping of feet and bells /
Answers may vary

Additional Task: (Optional)

Make a set-up of your task showing how sound is

produced.
 A representative from each group will present the
EXPLAIN output.
The scoring rubric will be used in rating the
performance of each group. (See attached scoring rubric
– Appendix C)
 Process the output of each group.

Asks the following questions:

3. What are the examples of materials found at home,

church, school, park, mall, bus terminal, airport,
seaport, market and streets that produce sound?
- At home – TV and radio; At church – microphone
ELABORATE
and bells; At school – bells and electric fan; At
park – bells and rides; At mall – appliances and
toys; At bus terminal – vehicles and whistle/horn;
At airport – airplane and microphone; At seaport
– ship and horn; At market – push cart and
chopping board; and at streets – vehicles and
horns / Answers may vary.

121
 4. What are the advantages and disadvantages of
sound?

- For advantages it gives warning to people,

entertainment and information dissemination;
For disadvantages it causes noise pollution and
disturbance to people who are in a quiet place /
Answers may vary.

MULTIPLE-CHOICE. Select the best answer and write

the letter of your choice in your paper.

1. How is sound produced?

a. through the movement of particles
b. through the vibration of objects
c. through giving off light of the particles
d. through the changes of matter
2. Which of the following produces sound?
a. leaves turning yellow
b. turning on the TV
c. holding hands up
d. a candle burning
3. Which situations DO NOT produce sound?
I. The pupil blew in the balloon to inflate it.
II. The pupil is reporting his work to his
EVALUATE classmates.
III. An ambulance’s siren is wailing.
IV. The pupils are sitting quietly.
a. I and II only c. II and III only
b. I and IV only d. I, II and III only
4. When would the sound of the umpire whistle be
heard?
a. When the player committed a mistake.
b. When the umpire whistles
c. When the umpire committed a mistake
d. When the player whistles
5. Which of the following is the disadvantage of
sound?

122
 a. To inform everybody
b. To give warning
c. To create noise
d. All of the choices are the disadvantages of
sound

Answers:
1. b
2. b
3. d

4. b
5. c
V. REMARKS Lesson carried. Move on to the next objective.
Lesson not carried.
VI.
REFLECTION
VII. OTHERS
A. No. of
learners
who
earned
80% on
the
formative
assessmen
t
B. No. of
learners
who
require
additional
activities
for
remediati
on
C. Did the Yes No
remedial
lessons
work? No. of of learners who caught up the lesson of .
learners who of learners who caught up the lesson of .
have caught
of learners who caught up the lesson of .
up with the
lesson. of learners who caught up the lesson of .
D. No. of Yes No
learners
who of learners who caught up the lesson of .

123
continue to of learners who caught up the lesson of .
require of learners who caught up the lesson of
remediatio
n.

124
E. Which of Socratic questioning
my Use of visual presentation
teaching Game-based learning
strategies Pair work
worked Cooperative Learning
well? Why Explicit Teaching
did it work? Group collaboration
Differentiated instruction
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
Interactive lecture demonstration
Inquiry-based approach Why?
Complete IMs
Availability of materials
Student’s eagerness to learn
Group member’s collaboration/cooperation in
doing their tasks
Audio visual presentation of the lesson
F. What Bullying among students
difficulties Students’ behaviour/attitude
did I Colorful IMs
encounter Unavailable Technology
which my Science/ Computer/internet lab
principal or Additional clerical works
supervisor
can help
me solve?
G. What Contextualized/localized and indigenized IMs
innovation Localized video
or localized Recycling of plastics to be used as IMs
material/s
did I
use/discove
r which I
wish to
share with
other
teachers

125
 Appendix A

Pictures illustrating Sound Energy

Listening to Music Hand Clapping

Vehicle Honking Man Shouting

126
 Appendix B

Activity
“SOUND – TERRIFIC”

Learning Targets:

At the end of the activity, I can:

3. Describe how sound is produced.
4. Give examples of materials that produce sound energy.

Materials:

Four cell
phones Four
guitars
One-half manila
papers answer sheets
marking
pens paper
tapes
ballpens

Procedure:

Part A.

1. Using a cell phone, play the music. Describe what happens.

Record your observations on the activity sheet.

Part B.

2. All members of the group will choose a song for them to sing.
Describe what happens. Record your observations on the
activity sheet.
Part C.

3. One representative of the group will pluck a guitar and the

other member will record their observation.

Guide Questions:

5. What does cell phone produce?

6. What did you produce while singing?

127
 7. What did you hear while your friend is plucking the guitar?

8. How is sound produced?

9. What are other materials that produce sound?

Additional Task:
 Make a set-up of your task showing how sound is produced.

128
 Appendix C

Scoring Rubric on the Presentation of the Activity

Teamwork/
Score Correctness Clarity Delivery
Collaboration
All members
Demonstrat of the group
Presented
ed were actively
All the answers
confidence participating
questions in a clear
and a sense and
5 were and
of cooperating in
correctly organized
ownership doing and
answered. manner
in presenting
presenting their task
the output
One to two
Lacks members of
Answers
confidence the group
Minor errors presented
or sense of were not
in the were either
4 ownership participating
answers vague or
in and
were disorganize
presenting cooperating in
observed. d
the output doing or
presenting
their
task
Demonstrat
ed One to two
confidence members of
Presentation
and sense the group
Many errors of answers
of were not
in the were vague
ownership participating
3 answers and
in and
were disorganize
presenting cooperating
observed. d
but is both in doing
uncertain of and
the results presenting
being their task
presented
Lack Most of the
confidence members of
Presentatio
and the group
n of
All answers manifested were not
2 answers
were uncertainty participating
could not
incorrect in the and
be
presentatio cooperating

129
 understood n both in doing
or grasped of the output and
presenting
their task
The learners Only one or
The learners
The learners were not two members
were not
were not able able to of the group
able to
1 to answer present the were
communicat
any results of observed
e the results
item/question the activity doing the task
of the
in the activity and the and present
activity
answers to the
the questions results
School Grade Level 6
Teacher Learning Areas Science
Time and Week 4, Day 3 Quarter 3rd
Date

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding
of how energy is transformed.
B. Performance The learners should create a marketing
Standards strategy
for new product on electrical or light
efficiency.
C. Learning Demonstrate how sound, heat, light and
Competencies/Objective electricity can be transformed.
s (LC: S6FE-IIId-f-2)

 Describe how heat is produced

 Give examples of materials that
produce heat.
II. CONTENT HEAT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource
(LR) portal

130
 B. Other Learning
Resources
IV. PROCEDURE A B
 Ask the following questions:

[Link] can give situations where sound is

produced?
- Hand clapping, stamping of feet and vehicles
/ Answers may vary.
[Link] is the sound produced in these situations
given?
ENGAGE
- The sound is produced by the vibration of
two or more objects.

 Show four pictures patterned on the game

application.
(See attached pictures – Appendix A)
 Describe the pictures one at a time.
 Ask the following questions.

3. What is common to the four pictures?

- All pictures are showing materials that

produce heat.
4. What one word describes the four pictures?
- The four pictures describe HEAT.

131
  Group the learners into three to four and each
group will perform three activities. (See attached
activity sheet – Appendix B)
 Distribute the activity sheet to each group.
 Remind the learners about the norms to be
followed in doing the activity.
 Do not eat or drink during activity.
 Keep your workplace clean.
 Cooperate with your groupmates.
 Seek the guidance of the teacher
whenever in trouble.
 Minimize your noise.
 Submit your output on time.
 Wash your hands after the activity.

Activity
EXPLORE “I HEAT IT”

Learning Targets:

At the end of the activity, I can

1. Describe how heat is produced.
2. Give examples of materials that produce heat.

Materials: (To be provided by teacher)

 Four pieces candles

 Matches
 Marking pens
 Answer sheets
 One-half sized Manila paper
 Papers
 Paper tape

Procedure:

Part A.
1. Rub your hands against each other. Observe
what happens. Write your observation in your
answer sheets.
Part B.
2. Jump for twenty times and rest for one minute.
Observe what happens and write your
observation in your answer sheets. (The learners
are expected to sweat.)
Part C.

132
 3. Light a candle and put your palm near the
lighted candle for two minutes. Observe what
happens and write your observation in your
answer sheets.
4. Caution: Be careful in handling fire or hot
objects. Ask the assistance of the teacher.
5. Answer the guide questions.

Guide Questions:

1. What did you feel when you rubbed your hands

against each other?
- I feel warmth.
2. Why do you feel the warmth?
- I feel warmth because when I rub my two
hands against each other, heat is produced.
3. Why did you produce sweat after playing?
- Sweat is produced after playing because of
heat inside my body.
4. What did you feel when you put your palm
near the lighted candle? Why?
- I feel warmth when I put my palm near the
lighted candle because the light produces
heat and my palm absorbed the heat.
5. How is heat produced?
- Heat is produced by matter. Matter is made up
of atoms and molecules and energy cause the
atoms and molecules to always be in motion.
They either bumping into each other or
vibrating back and forth to cause energy.
Friction makes heat. Even cold things have
heat. Anything with molecules has heat. Heat
is also produced as a by-product of energy
transformation.
6. What are other materials that produce heat?
- The materials that produce heat are lighted
bulb, electric fan, flat iron, rice cooker and
stove
/ Answers may vary

Additional Task: (Optional)

Draw a diagram showing how heat is produced in

the task that you performed.

 A representative from each group will present the

EXPLAIN output. The scoring rubric will be used in rating the

133
 performance of each group. (See attached scoring
rubric – Appendix C)
 Process the output of each group.

Ask the following questions:

What are the advantages and disadvantages

ELABORATE
of heat? Give examples for each.
- For the advantages of heat we can cook
food, produce electricity and for pleasure
and
comfort; for disadvantages, it can cause fire,
explosion and sunburn / Answers may vary
MULTIPLE-CHOICE. Select the best answer and write
the letter of your choice in your paper.

1. How is heat produced?

a. by matter and energy that causes the
atoms and molecules to be always in
motion
b. by gravity that pulls on atoms and molecules
c. by matter and force that cause the
atoms and molecules to flow freely
d. by vibrations between two or more
atoms and molecules
2. Which situation produces LESS HEAT?
a. Ironing of clothes
b. Bright lighting of bulb
c. Rubbing of hands
EVALUATE d. Boiling of water
3. Which situation produces MORE HEAT?
a. Creating a bonfire
b. Skin tanning
c. Making hot coffee
d. Cleaning the house
4. How is heat illustrated when a person plays?
a. a person acquires injury after playing
b. a person produces sweat after playing
c. a person feels sad after playing
d. a person gets ill after playing
5. Which of the following are advantages of heat?
I. Cooking of food
II. Pleasure and Comfort
III. Burn houses
IV. Explosion
a. I and III only c. III only
b. I and II only d. II and IV only

134
 Possible Answer
1. a
2. c
3. a
4. b
5. b
V. REMARKS Lesson carried. Move on to the next objective.
Lesson not carried.
VI.
REFLECTION

VII. OTHERS
A. No. of
learners
who
earned
80% on
the
formative
assessment
B. No. of
learners
who
require
additional
activities
for
remediation
C. Did the Yes No
remedial
lessons of learners who caught up the lesson of .
work? of learners who caught up the lesson of .
No. of of learners who caught up the lesson of .
learners
who have
caught up
with the
lesson.
D. No. of Yes No
learners of learners who caught up the lesson of .
who of learners who caught up the lesson of .
continue to of learners who caught up the lesson of .
require
remediatio
n.

135
136
E. Which of Socratic questioning
my Use of visual presentation
teaching Game-based learning
strategies Pair work
worked Cooperative Learning
well? Why Explicit Teaching
did it work? Group collaboration
Differentiated instruction
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
Interactive lecture demonstration
Inquiry-based approach Why?
Complete IMs
Availability of materials
Student’s eagerness to learn
Group member’s collaboration/cooperation
in doing their tasks
Audio visual presentation of the lesson
F. What Bullying among students
difficulties Students’ behaviour/attitude
did I Colorful IMs
encounter Unavailable Technology
which my Science/ Computer/internet lab
principal or Additional clerical works
supervisor
can help
me solve?
G. What Contextualized/localized and indigenized IMs
innovation Localized video
or localized Recycling of plastics to be used as IMs
material/s
did I
use/discove
r which I
wish to
share with
other
teachers?

137
 Appendix A

Pictures illustrating How Heat Produce

Fireplace Sweating person

Boiling of Water Having a Fever

138
 Appendix B

Activity
“I HEAT IT”

Learning Targets:

At the end of the activity, you are expected to:

1. Describe how heat is produced
2. Give examples of materials that produce heat.

Materials:

Four pieces
candles Matches
Marking pens
Answer
sheets
One-half sheet manila
papers Paper tape

Procedure:

Part A.

1. Rub your hands against each other. Observe what happens.

Write your observation in your answer sheets.

Part B.

2. Jump for twenty (20) times and rest for one (1) minute.
Observe what happens and write your observation in your
answer sheets. (The learners are expected to sweat.)

Part C.

3. Light a candle and put your palm near the lighted candle
for two (2) minutes. Observe what happens and write your
observation in your answer sheets.
Caution: Be careful in handling fire or hot objects. Ask the
assistance of the teacher.

139
Guide Questions:

1. What did you feel when you rubbed your hands against each other?

2. Why do you feel the warmth?

3. Why did you produce sweat after playing?

4. What did you feel when you put your palm near the
lighted candle? Why?

5. How is heat produced?

6. What are other materials that produce heat?

Additional Task: (Optional)

 Draw a diagram showing how heat is produced in the task

that you performed.

140
 Appendix C

Scoring Rubric on the Presentation of the Activity

T
Score Correctness Clarity Delivery
C

All members of
Demonstrated the group
Presented the
confidence were actively
All questions answers in
and a sense participating
were a clear and
of and
5 correctly organized
ownership cooperating in
answered. manner
in doing and
presenting presenting
the output their
task
One to two
Lacks members of
Answers
confidence the group
Minor errors in presented
or sense of were not
the answers were either
4 ownership participating
were vague or
in and
observed. disorganize
presenting cooperating in
d
the output doing or
presenting
their
task
Demonstrated
confidence One to two
and sense members of
Presentation of
of the group
Many errors in answers
ownership were not
the answers were vague
in participating
3 were and
presenting and
observed. disorganize
but is cooperating
d
uncertain of both in doing
the results and
being presenting
presented their task
Lack Most of the
confidence members of
Presentation of
and the group
answers
All answers manifested were not
2 could not
were uncertainty participating
be
incorrect in the and

141
 understood presentation cooperating
or grasped of the both in doing
output and presenting
their task
The learners Only one or two
The learners
The learners were not members of
were not
were not able able to the group
able to
1 to answer present the were
communicat
any results of observed
e the results
item/question the activity doing the task
of the
in the activity and the and present
activity
answers to the
the questions results
School BANNAWAG Grade Level 6
ELEMENTARY SCHOOL
Teacher IRISH JOY B. TORIBIO Learning Science
Areas
Time and Week 4, Day 4 Quarter 3rd
Date

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of
how
energy is transformed.
B. Performance The learners should create a marketing
Standards strategy for new product on electrical or
light efficiency.
C. Learning Demonstrate how sound, heat, light and
Competencies/Objective electricity can be transformed.
s (LC: S6FE-IIId-f-2)

 Describe how light energy is produced.

 Give examples of materials that
produce light energy.
II. CONTENT LIGHT ENERGY
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
[Link] Materials
from Learning
Resource

142
 (LR) portal
B. Other Learning
Resources
IV. PROCEDURE A B
 Ask the following questions:

1. Have you tried entering a dark room?

- Answers may vary.
2. What did you feel/observe while in the dark room?
- I feel scared because it is dark / Answers
may vary
ENGAGE
3. What should you do to see objects in the dark
room?
- I will switch on the lightbulb or light up
the candle in order to make the room
lighted.
4. How is light produced?
- Light is produced using materials that can give
off light such as light bulb and candle /
Answers may vary
EXPLORE

143
 Group the learners into three to four and each
group will perform three activities. (See attached
activity sheet – Appendix A)
 Distribute the activity sheets to each group.

 Remind the learners about the norms to be followed

in doing the activity.
 Do not eat or drink during activity.
 Keep your workplace clean.
 Cooperate with your groupmates.
 Seek the guidance of the teacher whenever in
trouble.
 Minimize your noise.
 Submit your output on time.
 Wash your hands after the activity.

ACTIVITY
“LIGHT ME UP”

Learning Targets:

At the end of the activity, I can

3. Describe how light is produced.
4. Give examples of materials that produce light
energy.

Materials: (To be provided by the teacher)

 Four boxes of matchsticks

 Four pieces of mosquito coil
 50-cm electric wire
 Four receptacle
 Four bulbs
 Four drycell
 Answer sheets
 One-half sized manila paper
 One piece of paper tape
 Four marking pens
 Ballpen

s Procedure:

Part A.
1. Using a matchbox and a match stick, scratch the
head of the match stick on the side of matchbox.
2. Describe what happens. Record your
observations on your activity sheet.

144
 Part B.
1. Light up the mosquito coil using a burning match
stick.
2. Describe what happens. Record your

Part C.
1. Connect the electric wire to the sides
of the receptacle holding a light bulb.
2. Connect the other end of the wire to the drycell.
3. Describe what happens. Record your
observations on your activity sheet.

3. Answers the guide questions.

Guide Questions:

1. What does a match stick produce?

- The matchstick produces flame that gives off light.
2. What does a mosquito coil produce while being
lighted up with a burning matchstick?
- The mosquito coil produces flame that gives
off light.
3. What did you produce when you connect the
end of the wire from the receptacle holding a light
bulb to a dry cell?
- When the bulb is connected to a dry cell, the
bulb produced light.
4. How is light produced?
- Light is produced through either natural or artificial
means such as with the sun or a light bulb
respectively. Light is produced because of heat or
in the composition of chemicals. For example, hot
objects glow and give off light just as fire from the
candle and firefly’s butt, luminous clock’s dial
finger and phosphorescent materials.

Additional Task: (Optional)

Make a set-up of your task showing how sound is

produced.
 A representative from each group will present the
EXPLAIN output. The scoring rubric will be used in rating the
performance of each group. (See attached scoring rubric
– Appendix B)
 Process the output of each group.

145
 Ask the following questions:

1. What examples of materials found at home, in

ELABORATE
school and in the community produce light?
- At home are flashlight and candle; In school are
fluorescent lamp and computers; In the community
are street lights and vehicle lights.
2. What are the advantages of light?
- Light makes the dark places bright. Light helps us
to see very well and perform our tasks
productively.

146
 MULTIPLE-CHOICE. Select the best answer and write
the letter of your choice in your paper.

1. How is light produced?

a. because of the moving particles
b. because of the gravitational forces
c. because of heat or in the composition of chemicals
d. because of the changes of matter
2. Which of the following activities produces light?
a. switching on the lightbulb
b. turning on the radio
c. leaves turning yellow
d. decaying of leaves
3. Which situation/s DOES/DO NOT produce/s light?
I. Group of fireflies
II. Luminous clock’s dial fingers
III. Switching off the fluorescent lamp
IV. Candle lighting
EVALUATE a. I and II only c. III only
b. II and III only d. I, II and IV only
4. How does a candle wick produce light?
a. When the wick was scratched on the side
of the matchbox.
b. When the wick produced heat until the light comes
out.
c. When the wick was in contact with the lighted
head of the matchstick.
d. All of the situations can gives off light in the candle
5. Which of the following are advantages of light?
I. Makes the dark place bright.
II. Gives us sadness and discomfort.
III. Helps us perform tasks productively.
IV. Makes us invisible.
a. I and II only c. II and III only
b. I and III only d. II and IV only

Answers:
1. c 4. c
2. a 5. b
V. REMARKS 3. c
Lesson carried. Move on to the next objective.
VI. Lesson not carried.
REFLECTION

VII. OTHERS
A. No. of
learners
who earned
80% on the

147
 H. What Bullying among students
difficulties Students’ behaviour/attitude
did I Colorful IMs
encounter Unavailable Technology
which my Science/ Computer/internet lab
principal or Additional clerical works
supervisor
can help me
solve?
I. What Contextualized/localized and indigenized IMs
innovation Localized video
or localized Recycling of plastics to be used as IMs
material/s
did I
use/discover
which I wish
to share
with other
teachers

Prepared by: Checked by: Noted:

IRISH JOY B. TORIBIO HELEN S. MEDRANO DEXTER V. ALBERTO, MAED

Grade VI-C Adviser Teacher III School Principal 1

148
 Appendix A

Activity
“LIGHT ME UP”

Learning Targets:

At the end of the activity, I can:

1. Describe how light is produced.
2. Give examples of materials that produce light energy.

Materials:

Four boxes of
matchsticks Four pieces
of mosquito coil 50 cm
electric wire
Four
receptacle
Four bulbs
Four drycell
Answer sheets
One-half sized manila
paper One piece of
paper tape
Four marking
pens Ballpens

Procedure:

Part A.
1. Using a matchbox and a match stick, scratch the head of
the match stick on the side of matchbox.
2. Describe what happens. Record your observations on
your activity sheet.

Part B.
1. Light up the mosquito coil using a burning match stick.
2. Describe what happens. Record your observations on
your activity sheet.

Part C.
1. Connect the electric wire to the sides of the receptacle
holding a light bulb.
2. Connect the other end of the wire to the drycell.
3. Describe what happens. Record your observations on
your activity sheet.
149
Guide Questions:

1. What does a match stick produce?

2. What does a mosquito coil produce while being lighted

up with a burning matchstick?

3. What did you produce when you connect the end of the wire
from the receptacle holding a light bulb to a dry cell?

4. How does light produce?

Additional Task: (Optional)

 Make a set-up of your task showing how sound is produced.

150 107
Appendix B

Scoring Rubric on the Presentation of the Activity

Teamwork/
Score Correctness Clarity Delivery
Collaboration
All members of
Demonstrated the group
Presented the
confidence were actively
All questions answers in
and a sense participating
were a clear and
of and
5 correctly organized
ownership cooperating in
answered. manner
in doing and
presenting presenting their
the output task
One to two
Lacks members of
Answers
confidence the group
Minor errors in presented
or sense of were not
the answers were either
4 ownership participating
were vague or
in and
observed. disorganize
presenting cooperating in
d
the output doing or
presenting their
task
Demonstrated
confidence One to two
and sense members of
Presentation of
of the group
Many errors in answers
ownership were not
the answers were vague
in participating
3 were and
presenting and
observed. disorganize
but is cooperating
d
uncertain of both in doing
the results and
being presenting
presente their task
d
Lack Most of the
confidence members of
Presentation of
and the group
answers
All answers manifested were not
2 could not
were uncertainty participating
be
incorrect in the and
understood
presentatio cooperating
or grasped
n both in doing
of the output and

108
 presenting
their task
The learners Only one or two
The learners
The learners were not members of
were not
were not able able to the group
able to
1 to answer present the were
communicat
any results of observed
e the results
item/question the activity doing the task
of the
in the activity and the and present
activity
answers to the
the questions results
School Grade Level 6
Teacher Learning Areas Science
Time and Date Week 4, Day 5 Quarter 3rd

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of
how energy is transformed.
B. Performance The learners should create a marketing
Standards strategy for
new product on electrical or light efficiency.
C. Learning Demonstrate how sound, heat, light and
Competencies/Objective electricity can be transformed.
s (LC: S6FE-IIId-f-2)

 Describe how electrical energy is

produced.
 Give examples of materials that
produce electrical energy.
II. CONTENT ELECTRICAL ENERGY
III. LEARNING
RESOURCES
B. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE A B
 Ask the following questions:

109
 1. Who can give situations where light is produced?
- Street lights, light coming from the flashlight
/ Answers may vary.
2. How is light produced?
- Light is produced because of heat. Hot objects
glow and give off light just as fire from the candle
ENGAGE
that gives off light.
3. Show four pictures patterned on the game
application. (See attached pictures – Appendix A)
4. Tell the learners to describe the pictures one at a time.
5. Ask the following questions:
1. What is common to the four pictures?
- All pictures are materials that produce
electrical energy to run / Answers may vary

2. What form of energy is illustrated in the pictures?

- The form of energy illustrated in the pictures
is electrical energy.

 Group the learners into three to four and each

group will perform two activities. (See attached
activity sheet – Appendix B)
 Distribute the activity sheets to each group.
 Remind the learners about the norms to be followed
in doing the activity.
 Do not eat or drink during activity.
 Keep your workplace clean.
 Cooperate with your groupmates.
 Seek the guidance of the teacher whenever in
trouble.
 Minimize your noise.
 Submit your output on time.
 Wash your hands after the activity.

Activity
“BE ELECTRIFIED”

Learning Targets:
EXPLORE
At the end of the activity, I can
1. Describe how electricity is produced.

110
 2. Give examples of materials that produce electrical
energy.

Materials (To be provided by the teacher)

 Four cellphones
 Four charger
 Electric Fan
 Heater
 Lampshade
 Printer
 Answer sheets
 One-half sized manila paper
 One piece of paper tape
 Four marking pens
 Ballpens

Procedur
e: Part A.

1. Using a charger, connect the cell phone to the

electric outlet. Describe what happens. Record
your observations on the activity sheet.
Part B.
2. The teacher may choose one of the following
materials such as electric fan, heater,
lampshade or printer that is accessible to the
students.
3. Connect the electric fan, heater, lampshade or
printer to the electrical outlet. Describe what
happens. Record your observations on the activity
sheet.
4. Answer the guide
questions. Guide Questions:
1. What does an outlet produce?
- The outlet produces electrical energy
coming from the source
2. What makes the cellphone works?
- The cellphone works because of electricity
from the battery.
3. What do you need for the electric fan, heater,
lampshade or printer to work?
- In order for electric fan, heater, lampshade
or printer to work, electricity is needed.
4. How is electrical energy produced?
- Electrical energy is produced through the
movement of electrons. Electricity travels in

111
 closed circuits. It has to have complete path
before electrons can move through it. Most of
the electricity that goes into our houses and
travel through the outlets come from different
kinds of power plants by means of energy
transformation with the use of generators.
 A representative from each group will present the
EXPLAIN output. The
scoring rubric will be used in rating the performance of
each group. (See attached scoring rubric – Appendix C)
 Process the output of each group.

Ask the following questions:

1. What are the examples of materials found at
home and in school that produce electrical
energy?
ELABORATE
- At home are washing machine and refrigerator;
in school are electric fan and TV.
2. What are the advantages of electrical energy?
- Electrical energy makes our work easier.
Electricity gives us comfort like the air coming
from the electric fan and the light coming from
the fluorescent lamp.
MULTIPLE-CHOICE. Select the best answer and write the
letter of your choice in your paper.
EVALUATE
1. Electrical energy is produced by .

112
 a. matter and energy that causes the atoms and
molecules to be in stationary.
b. gravity that pulls on atoms and molecules
c. matter and force that causes the
particles/electrons to move/flow freely
d. vibrations between two or more atoms and molecules
2. Which of the following conditions produces electrical energy?
a. rubbing of hands
b. using ceiling fan
c. leaves turning yellow
d. decaying of leaves
3. Which situations DO NOT produce electrical energy?
I. Group of fireflies
II. Switching off the fluorescent lamp
III. Using washing machine in laundry
IV. Watching television
a. I and II only c. I and III only
b. III and IV only d. II and IV only
4. How does electric flat iron produce electrical energy?
a. When the electric flat iron is connected to the outlet.
b. When the charcoal was put in the electric flat iron.
c. When the electric flat iron in the dark place was
provided with light.
d. When the electric flat iron was dropped on the floor.
5. Which of the following are advantages of electricity?
I. Makes our work easier
II. Gives us pleasure and comfort
III. Helps our body immortal
IV. It causes electrocution
a. I and II only c. II and III only
b. I and III only d. II and IV only

Answers:
1. c 4. a
2. b 5. a
3. a
V. REMARKS Lesson carried. Move on to the next objective.
Lesson not carried.
VI.
REFLECTION

VII. OTHERS
A. No. of
learners
who earned
80% on the
formative
assessment

113
B. No. of
learners
who
require
additional
activities
for
remediation
C. Did the Yes No
remedial
lessons
work? No. of of learners who caught up the lesson of .
learners who of learners who caught up the lesson of .
have caught of learners who caught up the lesson of .
up with the of learners who caught up the lesson of .
lesson.
D. No. of Yes No
learners
who of learners who caught up the lesson of .
continue to of learners who caught up the lesson of .
require of learners who caught up the lesson of .
remediatio of learners who caught up the lesson of .
n.
E. Which of Socratic questioning
my teaching Use of visual presentation
strategies Game-based learning
worked well? Pair work
Why did it Cooperative Learning
work? Explicit Teaching
Group collaboration
Differentiated instruction
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
Interactive lecture demonstration
Inquiry-based approach Why?
Complete IMs
Availability of materials
Student’s eagerness to learn
Group member’s collaboration/cooperation in doing
their
tasks
Audio visual presentation of the lesson
F. What Bullying among students
difficulties Students’ behaviour/attitude
did
I encounter Colorful IMs
which my Unavailable Technology
principal or Science/ Computer/internet lab
114
 supervisor Additional clerical works
can help me
solve?

G. What Contextualized/localized and indigenized IMs

innovation Localized video
or localized Recycling of plastics to be used as IMs
material/s
did I
use/discove
r which I
wish to
share with
other
teachers

115
 Appendix A

Pictures Producing Electrical Energy

Washing Machine Flat Iron

Ceiling Fan Television

116
 Appendix B

Activity
“BE ELECTRIFIED”

Learning Targets:
At the end of the activity, I can:
- Describe how electricity is produced.
- Give examples of materials that produce electrical energy.

Materials

Four
cellphones
Four charger
Electric Fan
Heater
Lampshade
Printer
Answer sheets
One-half sized manila
paper One piece of
paper tape
Four marking
pens Ballpens

Procedure:

Part A.
1. Using a charger, connect the cell phone to the electric outlet.
Describe what happens. Record your observations on the
activity sheet.

Part B.
2. The teacher may choose one of the following materials such
as electric fan, heater, lampshade or printer that is accessible
to the students.
3. Connect the electric fan, heater, lampshade or printer to the
electrical outlet. Describe what happens. Record your
observations on the activity sheet.

Guide Questions:

1. What does an outlet produce?

2. What makes the cellphone works?

117
 3. What do you need for the electric fan, heater, lampshade
or printer to work?

4. How is electrical energy produced?

Additional Task:
 Make a set-up of your task showing how sound is produced.

118
 Appendix C

Scoring Rubric on the Presentation of the Activity

Teamwork/
Score Correctness Clarity Delivery
Collaboration
All members
Demonstrat of the group
Presented
ed were actively
All the answers
confidence participating
questions in a clear
and a sense and
5 were and
of cooperating in
correctly organized
ownership doing and
answered. manner
in presenting
presenting their
the output task
One to two
Lacks members of
Answers
confidence the group
Minor errors presented
or sense of were not
in the were either
4 ownership participating
answers vague or
in and
were disorganize
presenting cooperating in
observed. d
the output doing or
presenting
their
task
Demonstrat
ed One to two
confidence members of
Presentation
and sense the group
Many errors of answers
of were not
in the were vague
ownership participating
3 answers and
in and
were disorganize
presenting cooperating
observed. d
but is both in doing
uncertain of and
the results presenting
being their task
presented
Lack Most of the
confidence members of
Presentatio
and the group
n of
All answers manifested were not
2 answers
were uncertainty participating
could not
incorrect in the and
be
presentati cooperating

119
 understood on of the both in doing
or grasped output and
presenting
their task
The learners Only one or
The learners
The learners were not two members
were not
were not able able to of the group
able to
1 to answer present the were
communicat
any results of observed
e the results
item/question the activity doing the task
of the
in the activity and the and present
activity
answers to the
the questions results
School: Grade Level: 6
Teacher: Learning SCIENCE
Area:
Time and date: Week 5, Day 1 Quarter: 3rd

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
how energy is transformed
B. Performance Standard The learners should create a marketing
strategy for new product on electrical or light
efficiency.
C. Learning Competencies/ The learners should demonstrate how sound, heat, light
Objectives and electricity can be transformed.
(LC: S6FE-IIId-f-2)
- Infer that energy can be transformed from one form
to another
II. CONTENT ENERGY TRANSFORMATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource(LR)
portal
B. Other Learning Resources
IV. PROCEDURE A B

120
ENGAGE Ask the following questions:
1. What are the forms of energy?
Light energy, electrical energy, heat energy, sound
energy, etc.
2. What energy is used to make the lightbulb work?
Electrical energy
EXPLORE  Group the learners into three. Each group will
perform different activity.
 Remind the learners about the norms / standards to
be followed in doing the activity.
- Read and understand the instructions properly.
- Cooperate with your group.
- Do not disturb the other groups
- Maintain cleanliness in your workplace.
- Seek the guidance of the teacher if needed.
- Minimize your noise

121
 - Submit your output on time.
 Present the scoring rubric to be used for group
activity.
(Please see Appendix A)
 Distribute the activity sheets to each group.
(Please see Appendix B)

ACTIVITY 1
“Burn Me”
Group 1

Learning Target:
- At the end of the activity, I can infer that energy can
be transformed from one form to another.

Materials: (To be provided by the teacher)

- One pc. Candle
- One Match box
- Activity Sheet
- One-half sized Manila paper
- One Marker

Procedure:
1. Light the candle (be careful not to burn your hand).
2. Observe the lighted candle.
3. Place your hand near the lighted candle.
4. Draw the candle in the manila paper and in a
dialogue box write what form of energy there is in
the burning candle. In another dialogue box, write
what form of energy it is emitting.
5. Answer the guide questions.

Guide Questions:
1. What form of energy is present in a burning candle?
Light energy
2. What form of energy have you felt when you placed
your hands near the flame?
Heat energy

122
123
3. Did you observe that energy transformed from one
form to another? How?
Yes. When we lighted up the candle, it produced
light energy which transformed into heat that we
felt in our hands.

ACTIVITY 2
“Pinaikot Mo Lang Ako”
Group 2

Learning Target:
- At the end of the activity, I can infer that energy can
be transformed from one form to another.

Materials: (To be provided by the teacher)

- One electric fan
- Activity Sheet
- One-half sized Manila paper
- One Marker

Procedure:
1. Turn the electric fan on. Observe what happens.
2. Turn the electric fan off. Observe what happens.
3. Answer the guide questions.

Guide Questions:
1. What happened to the plugged electric fan when you
turn it on?
The blades moved.
2. What happened when you turned it off?
The blades started to slow down and
then eventually stopped moving.
3. What energy was used to make electric fan blades
turn?
Electrical energy

124
125
 Yes. When we switched on the electric fan, it used
electrical energy and transformed it to movement of
the fan blades which produced sound.

ACTIVITY 3
“Let There Be Light”
Group 3

Learning Target:
- At the end of the activity, I can infer that energy can
be transformed from one form to another.

Materials: (To be provided by the teacher)

- Classroom lighting
- Activity Sheet
- One-half Manila paper
- One Marker

Procedure:
1. Turn on the switch of the classroom’s lights.
2. Observe what happens when you switch the lights on.
3. Turn off the switch of the classroom’s lights.
4. Observe what happens when you switch the lights
off.

Guide Questions:
1. What happened when you switch on the classroom’s
lights?
The lightbulbs glow.
2. What energy was used to make the bulbs glow?
Electrical energy
3. Into what form of energy did the lightbulb transform
after turning the switch on?
Light energy
4. Did you observe that energy transformed from one
form to another? How?

126
 EXPLAIN - Presentation of group outputs, to be rated using
scoring rubric. (Please see attached scoring rubric)
ELABORATE Ask the following questions:
1. What are the forms of energy?
Electrical, heat, light, sound
2. In your activity today, what form of energy was
used?
Answers vary depending on the materials used
by the group.
3. What energy was produced in your activity?
Answers vary depending on the materials
used by the group.
4. Can we transform energy?
Yes.
5. How is energy transformed?
Answers vary depending on the materials used
by the group.
6. Why should we conserve electricity at home?
To lessen the electricity bills and to save energy.
(note: the answers to some questions may vary
depending on the observations of the pupils)

127
 EVALUATE Infer how energy is transformed in the following
situations below.
Choose your answer from the box and write only the
letter of your answer.
a. From electrical to light energy
b. From electrical to mechanical
c. From electrical to heat
d. From electrical to light, sound and heat.
e. From electrical to heat energy

1. Watching TV.
2. Using electric iron to press clothes.
3. Using lightbulb at night.
4. Cooking food using electric stove.
5. Using electric fan during hot summer day.

Answers:
1. D
2. C
3. A
4. C
5. B
V. REMARKS Lesson carried. Move on to the next objective.

Lesson not carried.

VI. REFLECTION

VII. OTHERS
A. No of learners who earned
80% in the evaluation
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.

128
D. No. of learners who Yes No
continue to require of learners who caught up the lesson of .
remediation of learners who caught up the lesson of .
of learners who caught up the lesson of
.
of learners who caught up the lesson of .
E. Which of my teaching Yes No
strategies worked well? Why of learners who caught up the lesson of .
did these work? of learners who caught up the lesson of .
of learners who caught up the lesson of
.
of learners who caught up the lesson of
.

F. What difficulties did I

encounter which my principal Socratic questioning
or supervisor can help me _ use of visual presentation
solve? Game-based learning
Pair work
Cooperative Learning
Explicit Teaching
Group collaboration
_Differentiated instruction
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
_ Interactive lecture demonstration
Inquiry-based approach Why?
Complete IMs

Availability of materials
Student’s eagerness to learn
Group member’s
collaboration/cooperation in doing their
tasks
audio visual presentation of the lesson

129
G. What innovation or Bullying among students
localized materials did I Students’ behavior/attitude
use/discover which I wish to Colorful IMs
share with other teachers? Unavailable Technology
Science/ Computer/internet lab
additional clerical works
contextualized/localized and indigenized
IMs
localized video
Recycling of plastics to be used as IMs

130
APPENDIX A
SCORING RUBRIC FOR GROUP ACTIVITY

EXCELLEN VERY SATISFACT NEEDS POOR SCORE

T SATISFACT ORY IMPROV
ORY EMENT
5 4 3 2 1
CONTENT Content Content is Content is More than No guide
is accurate accurate 2 guide questions
accurate with 1 but 2 questions were
and all guide guide were answered
guide question questions answered accuratel
question was were inaccuratel y.
s were answered answered y.
answere inaccuratel inaccuratel
d y. y.
correctly.
PRESENT Presentati PresentatioPresentatio PresentatioNo
ATION on is n is n is n is logical output
logical presented presented but is not presente
and is in a in a presented d.
presented creative creative in a
in a way and way and creative
creative there are there are way and
way and less than more than there are
there are three three more than
no erasures. erasures. three
erasures. erasures.
MECHANIC There are There are There are There are There are
S no less than more than more than more
spelling 3 spelling 3 spelling 5 spelling than 6
and and and and spelling
grammar grammar grammar grammar and or
errors. errors. errors. error. grammar
Text is in Text is in Text is in Most of errors.
learners’ learners’ learners’ text is in Text is
own own own learners’ copied.
words. words. words. own
words.
TOTAL

131
APPENDIX B
ACTIVITY 1
“Burn Me”
Group 1

Learning Target:
- At the end of the activity, I can infer that energy can be
transformed from one form to another.

Materials: (To be provided by the teacher)

- One pc. Candle
- One Match box
- Activity Sheet
- One-half Manila paper
- One Marker

Procedure:
1. Light the candle (be careful not to burn your hand).
2. Observe the lighted candle.
3. Place your hand near the lighted candle.
4. Draw the candle in the manila paper and in a dialogue box write
what form of energy there is in the burning candle. In another
dialogue box, write what form of energy it is emitting.
5. Answer guide questions.

Guide Questions:
1. What form of energy is there in a burning candle?
2. What form of energy have you felt when you placed your
hands near the flame?
3. Did you observe that energy is transformed from one form to
another? How?

132
 ACTIVITY 2
“Pinaikot Mo Lang Ako”
Group 2

Learning Target:
- At the end of the activity, I can infer that energy can be
transformed from one form to another.

Materials: (To be provided by the teacher)

- One electric fan
- Activity Sheet
- One-half Manila paper
- One Marker

Procedure:
1. Turn the electric fan on. Observe what happens.
2. Turn the electric fan off. Observe what happens.

Guide Questions:
1. What happened to the plugged electric fan when you turn it on?
2. What happened when you turned it off?
3. What energy was used to make electric fan blades turn?
4. Did you observe that energy is transformed from one form to
another? How?

133
 ACTIVITY 3
“Let There Be Light” Group 3

Learning Target:
- At the end of the activity, I can infer that energy can be
transformed from one form to another.

Materials: (To be provided by the teacher)

- Classroom lighting
- Activity Sheet
- One-half Manila paper
- One Marker

Procedure:
1. Turn on the switch of the classroom’s lights.
2. Observe what happens when you switch the lights on.
3. Turn off the switch of the classroom’s lights.
4. Observe what happens when you switch the lights off.

Guide Questions:
1. What happened when you switch on the classroom’s lights?
2. What energy was used to make the bulbs glow?
3. Into what form of energy did the lightbulb transform after
turning the switch on?
4. Did you observe that energy is transformed from one form to
another? How?

134
School: Grade Level: 6
Teacher: Learning Area:SCIENCE
Time and date: Week 5, Day 2 Quarter: 3rd

I. OBJECTIVES
A. Content The learners demonstrate understanding of how energy is
Standard
transformed
B. Performance The learners should create a marketing strategy for new
Standard
product on electrical or light efficiency.
C. Learning The learners should demonstrate how sound, heat, light and
Competencies/ electricity can be transformed.
Objectives (LC: S6FE-IIId-f-2)
- Demonstrate how heat can be transformed into light energy.
- Demonstrate how electricity can be transformed into light to
heat.
II. CONTENT ENERGY TRANSFORMATION
III. LEARNING
RESOURCES
A. References
5. Teacher’s
Guide pages
6. Learner’s
Materials
pages
7. Textbook
pages
8. Additional
Materials
from Learning
Resource(LR)
portal
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE Ask the questions:
1. What energy is provided by MASELCO/APEC/CASURECO?
Electrical energy
2. How do we use this electrical energy?
Answers may vary .

135
EXPLORE  Group the learners into three.
 Remind the learners about the norms / standards to be
followed in doing the activity.
- Read and understand the instructions properly.
- Cooperate with your group.
- Do not disturb the other groups
- Maintain cleanliness in your workplace.
- Seek the guidance of the teacher if needed.
- Minimize your noise
- Submit your output on time.
 Present the scoring rubric to be used for group activity.
(Please see Appendix A)
 Distribute the activity sheet to each group.
(Please see Appendix B)

ACTIVITY 1
“Spark”
Group 1 and 3

Learning Target:
- At the end of the activity, I can demonstrate how heat can be
transformed into light energy.

Materials: (To be provided by the teacher)

- four Flint stones(bato balani) (two for each group)
(alternative material is lighter)
- Activity Sheets
- two One-half sized manila paper
- two markers
(CAUTION: Be careful in using flint.)

Procedure:
1. Strike two pieces of flint and observe what happens. In the
absence of flint, the learners may use lighter/match stick.
2. Touch the surface of the flints. (Be careful not to burn your
finger.)
3. Answer the guide questions.

Guide Questions:
1. What did you feel when you rubbed the two flints?
The flints become hot.
2. What was produced when you strike the flints?

136
 Sparks were produced.
3. What caused the sparks?
The rubbing of the two flints.
4. Is this an example of energy transformation?
Yes.

5. What energy transformation is this?

Energy transformation from heat to light.
6. How is it transformed?
By striking the flints, the friction causes heat which in turn
transforms into light energy which we see as spark.

ACTIVITY 2
“Light it Up”
Group 2 and 4

Learning Target:
- At the end of the activity, I can demonstrate how electricity can
be transformed into light to heat.

Materials: (To be provided by the teacher)

- two lightbulbs
- two extension cords with receptacle
- Activity Sheet
- One-half sized manila paper
- One marker

Procedure:
1. Secure lightbulb into the receptacle.
2. Have your teacher plug extension cord to wall socket and let
lightbulb glow for 5 minutes.
3. Have your teacher pull the extension cord out of the socket.
Try to touch the bulb.
(Caution: careful not to burn your hand)

Guide Questions:
1. What happens when the lightbulb is connected to a power
source?
It glows/lights up.
2. What did you feel when you touch the light bulb?
I felt the heat of the lightbulb.
3. Is this an example of energy transformation? Why do you say so?

137
 Yes./Answers will vary.
4. What energy transformation is present?
Energy transformation from electrical to light to heat.

EXPLAIN Presentation of group outputs, to be rated using scoring rubric.

(Please see attached scoring rubric)
ELABORATE Process the output of each group.

Ask the following questions:

1. In your activity, what forms of energy was used?
Electrical energy/heat. (depending on the materials used by the
group)
2. What forms of energy were produced in your activity?
Heat and light
3. How is energy transformed?
Energy was transformed by the medium from electrical energy
to light energy and heat.
4. Based on the activity, what method is used to transform heat
into light energy?
By striking the flints, the friction causes heat which transformed
into light.
5. How can electrical energy be transformed to light and to heat in
lightbulb?
By turning on the lightbulb we use electrical energy which is
transformed to light and to heat as a byproduct.
6. How can you prevent fire at home caused by electricity?
Do not leave appliances turned on when not in use.

138
 EVALUATE Write A if the picture demonstrates energy transformation from heat to
light and B if it demonstrates energy transformation from electrical to
light to heat energy.

1. 4.

2.

5.
3.

Illustrator: Shiela Eden C. Badillo

V. REMARKS Lesson carried. Move on to the next objective.
Lesson not carried.
VI. REFLECTION

VII. OTHERS

A. No of learners who
earned 80%
in the evaluation
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.

139
D. No. of learners who Yes No
continue to of learners who caught up the lesson of .
require of learners who caught up the lesson of .
remediation of learners who caught up the lesson of .
of learners who caught up the lesson of .
E. Which of my Yes No
teaching of learners who caught up the lesson of .
strategies worked of learners who caught up the lesson of .
well? Why did of learners who caught up the lesson of .
these work? of learners who caught up the lesson of .

F. What difficulties
did I encounter Socratic questioning
which my _ use of visual presentation
principal or Game-based learning
supervisor can Pair work
help me solve? Cooperative Learning
Explicit Teaching
Group collaboration
_Differentiated instruction
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
_ Interactive lecture demonstration
Inquiry-based approach Why?
Complete IMs
Availability of materials
Student’s eagerness to learn
Group member’s collaboration/cooperation in doing
their tasks
audio visual presentation of the lesson
G. What innovation Bullying among students
or localized Students’ behavior/attitude
materials did I Colorful IMs
use/discover Unavailable Technology
which I wish to Science/ Computer/internet lab
share with other additional clerical works
teachers? contextualized/localized and indigenized IMs
localized video
Recycling of plastics to be used as IMs

140
APPENDIX A
SCORING RUBRIC FOR GROUP ACTIVITY

VERY SATISFAC POOR SCORE

SATISFAC TORY
TORY
IMPROVE
MENT

5 4 3 2 1
CONTENT Content is Content is Content is More than 2No guide
accurate accurate accurate guide questions
and all with 1 but 2 questions were
guide guide guide were answered
question question questions answered accuratel
s were was were inaccuratel y.
answere answered answered y.
d inaccuratel inaccuratel
correctly. y. y.
PRESENTA Presentation PresentationPresentationPresentation No output
TION is logical is is is logical presente
and is presented presented but is not d.
presented in a in a presented
in a creative creative in a
creative way and way and creative
way and there are there are way and
there are less than more than there are
no three three more than
erasures. erasures. erasures. three
erasure
s.
MECHANICS There are noThere are There are There are There are
spelling less than more than more than more
and 3 spelling 3 spelling 5 spelling than 6
grammar and and and spelling
errors. grammar grammar grammar and or
Text is in errors. errors. error. grammar
learners’ Text is in Text is in Most of errors.
own learners’ learners’ text is in Text is
words. own own learners’ copied.
words. words. own
words.
TOTAL

141
APPENDIX B
ACTIVITY 1
“Spark ”
Group 1 and 3

Learning Target:
- At the end of the activity, I can demonstrate how heat can be
transformed into light energy.

Materials: (To be provided by the teacher)

-
four flint stones (bato balani) (two for each
group) (alternative material is lighter)
- Activity Sheets
- two one-half sized manila paper
- two markers
(CAUTION: Be careful in using flint.)

Procedure:
1. Strike two pieces of flint and observe what happens. In the
absence of flint, the learners may use lighter/match stick.
2. Touch the surface of the flints. (Be careful not to burn your finger.)
3. Answer the guide questions.

Guide Questions:
1. What did you feel when you rubbed the two flints?
2. What was produced when you strike the flints?
3. What caused the sparks?
4. Is this an example of energy transformation?
5. What energy transformation is this?
6. How is it transformed?

142
 ACTIVITY 2
“Light it Up”
Group 2 and 4

Learning Target:
- At the end of the activity, I can demonstrate how
electricity can be transformed into light to heat.

Materials: (To be provided by the teacher)

- two lightbulbs
- two extension cords with receptacle
- Activity Sheet
- One-half sized manila paper
- One marker

Procedure:
1. Secure lightbulb into the receptacle.
2. Have your teacher plug extension cord to wall socket and let
lightbulb glow for 5 minutes.
3. Have your teacher pull the extension cord out of the socket.
Try to touch the bulb.
(Caution: careful not to burn your hand)

Guide Questions:
1. What happens when the lightbulb is connected to a power source?
2. What did you feel when you touch the light bulb?
3. Why do we say that this is an example of energy transformation?
4. What energy transformation is present?

143
School: Grade Level: 6
Teacher: Learning Area:SCIENCE
Time and date: Week 5, Day 3 Quarter: 3rd

I. OBJECTIVES
A. Content The learners demonstrate understanding of how energy is
Standard
transformed
B. Performance The learners should create a marketing strategy for new
Standard
product on electrical or light efficiency.
C. Learning The learners should demonstrate how sound, heat, light and
Competencies/ electricity can be transformed.
Objectives (LC: S6FE-IIId-f-2)
- Demonstrate how light energy can be transformed into heat
II. CONTENT ENERGY TRANSFORMATION
III. LEARNING
RESOURCES
A. References
9. Teacher’s
Guide pages
10. Learner’s
Materials
pages
11. Textbook
pages
12. Additional
Materials
from Learning
Resource(LR)
portal
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE Ask this question:
3. What does the sun provide us?
Light
4. If you stay longer under the sun, what will you feel?
I will feel the heat of the sun.
5. Why do you feel hot?
Answers may vary.

144
EXPLORE  Group the learners into four.
 Remind the learners about the norms / standards to be followed in
doing the activity.
- Read and understand the instructions properly.
- Cooperate with your group.
- Do not disturb the other groups
- Maintain cleanliness in your workplace.
- Seek the guidance of the teacher if needed.
- Minimize your noise
- Submit your output on time.
 Present the scoring rubric to be used for group activity.
(Please see Appendix A)
 Distribute the activity sheet to each group.
(Please see Appendix B)

ACTIVITY 1
“Light to Heat”

Learning Target:
- At the end of the activity, I can demonstrate how light energy can
be transformed into heat.

Materials: (To be provided by the teacher)

- four magnifying lens
- four coconut husks/dry paper
- Activity Sheets
- four one-half sized Manila paper
- four markers
 (CAUTION: Be careful in handling and using magnifying lens.
Do not stare directly on the reflected light.)

Procedure:
1. Place the coconut husk outside the classroom where there is no
shade.
2. Using the magnifying lens, focus sunlight into the coconut husk
and observe what happens.

Guide Questions:
5. What is continually produced by the sun?
Light energy

145
 6. What did you use to focus sunlight into the coconut husk/dry
paper?
Magnifying lens
7. What happened when you focused the beam of sunlight into the
coconut husk/dry paper using a magnifying lens?
The coconut husk produce smoke.
4. What caused the smoke in the coconut husk/dry paper?
The heat from the focused beam of sunlight.
5. Where did the heat come from?
The heat came from the light of the sun.
6. Was there energy transformation?
Yes.
7. What energy transformation took place?
From light energy to heat.
EXPLAIN Presentation of group outputs, to be rated using scoring rubric.
(Please see attached scoring rubric)
ELABORATE Process the output of each group.

Ask the following questions:

1. Have you observed energy being transformed in your activity?
What transformation took place?
Yes. Light energy to heat.
2. How is this energy transformed?
We focused the light from the sun into the coconut husk/dry
paper using the magnifying lens and the light heated the
coconut husk/dry paper and it burned.
3. Can you give other examples of transforming light energy into
heat?
Answers vary
EVALUATE The performance of the learners will serve as evaluation, to be rated
using scoring rubric. (please see attached rubric)
V. REMARKS Lesson carried. Move on to the next objective.
Lesson not carried.
VI. REFLECTION

VII. OTHERS
A. No of learners who
earned 80%
in the evaluation
B. No of learners
who require
additional
activities for
remediation who

146
scored below
80%
C. Did the remedial
lessons work?
No of learners
who have
caught up
with the lesson.
D. No. of learners Yes No
who continue to of learners who caught up the lesson of .
require of learners who caught up the lesson of .
remediation of learners who caught up the lesson of .
of learners who caught up the lesson of .
E. Which of my Yes No
teaching of learners who caught up the lesson of .
strategies of learners who caught up the lesson of .
worked well? of learners who caught up the lesson of .
Why did these of learners who caught up the lesson of .
work?
F. What difficulties
did I encounter Socratic questioning
which my _ use of visual presentation
principal or Game-based learning
supervisor can Pair work
help me solve? Cooperative Learning
Explicit Teaching
Group collaboration
_Differentiated instruction
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
_ Interactive lecture demonstration
Inquiry-based approach Why?
Complete IMs
Availability of materials
Student’s eagerness to learn
Group member’s collaboration/cooperation in doing
their tasks
audio visual presentation of the lesson
G. What innovation Bullying among students
or localized Students’ behavior/attitude
materials did I Colorful IMs
use/discover Unavailable Technology
which I wish to Science/ Computer/internet lab
additional clerical works

147
share with other contextualized/localized and indigenized IMs
teachers? localized video
Recycling of plastics to be used as IMs

APPENDIX A
SCORING RUBRIC FOR GROUP ACTIVITY

EXCELLEN VERY SATISFACT NEEDS POOR SCORE

T SATISFACT ORY IMPROV
ORY EMENT
5 4 3 2 1
CONTENT Content is Content is More
Conthan 2No guide
accurate accurate guide questions
and all with 1 questions were
guide guide were answered
question question answered accuratel
s were was inaccuratel y.
answered answered y.
correctly inaccuratel
. y.

148
PRESENT PresentationPresentation Presentation
Pre No output
ATION is logical is is logical presente
and is presented but is not d.
presented in a presented
in a creative in a
creative way and creative
way and there are way and
there are less than there are
no three more than
erasures. erasures. three
erasure
s.

149
150
 There are no
MECHANIC S There are There
Theare There are
spelling less than more than more
and 3 spelling 5 spelling than 6
grammar and and spelling
errors. grammar grammar and or
Text is in errors. error. grammar
learners’ Text is in Most of errors.
own learners’ text is in Text is
words. own learners’ copied.
words. own
words.

151
 lear

TOTAL

152
APPENDIX B
ACTIVITY 1
“Light to Heat”

Learning Target:
- At the end of the activity, I can demonstrate how light
energy can be transformed into heat.

Materials: (To be provided by the teacher)

- four magnifying lens
- four coconut husks/dry paper
- Activity Sheets
- four one-half sized Manila paper
- four markers
 (CAUTION: Be careful in handling and using magnifying lens.
Do not stare directly on the reflected light.)

Procedure:
1. Place the coconut husk outside the classroom where there is no shade.
2. Using the magnifying lens, focus sunlight into the coconut
husk and observe what happens.

Guide Questions:
1. What is continually produced by the sun?
2. What did you use to focus sunlight into the coconut husk/dry paper?
3. What happened when you focused the beam of sunlight
into the coconut husk/dry paper using a magnifying
lens?
4. What caused the smoke in the coconut husk/dry paper?
5. Where did the heat come from?
6. Was there energy transformation?
7. What energy transformation took place?

153
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Six Day One
I. OBJECTIVES
[Link] learners demonstrate understanding of how
Co energy is transformed in simple machines.
nte
nt
Sta
nd
ard
B. Performance The learners should be able to create a marketing
Standard strategy for a new product on electrical or light
efficiency.
C. Learning The learners should be able to demonstrate how
Competencies/ sound, heat, light and electricity can be
Objectives transformed. S6FEIIId- f-2
Write the LC Code
for each  Infer how electricity can be
transformed to sound to heat
II. CONTENT Transformation of Energy: Sound to Heat
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials
pages
3.
Te
xtb
oo
k
pa
ges
4. Additional
Materials
from
Learning
Resource
(LR)
portal
B. Other Learning
Resources [Link]
[Link]
tm
IV. PROCEDURE A B
ENGAGE Present a picture of a real Present a picture of a
speaker or if real speaker or if
unavailable, a picture of unavailable, a
it. picture of it.

Ask: Do you ever wonder Ask: Do you ever wonder

154
 how a speaker works? how a speaker works?

How does a speaker create How does a

sound? speaker create
sound?
EXPLORE The teacher will group the The teacher may opt to
pupils into four(4). Each group the pupils or
will perform an not depending upon
experiment. the level of the pupils.
Their observations will be
written in the Use the instruction of the
observation notes advance learners if
form. groupings is possible. If
not, the teacher may
Materials: do
1. A large bowl
2. Water the experiment and
3. Pingpong balls let the pupils
4. A coin or pebble observe.

Instruction:
1. Fill the large
bowl with
water.

2. Drop pingpong
balls in the bowl.

3. Wait until the

water have
settled or no
ripple is present.
4. After some time,
drop a coin or
pebble at the
center of the
bowl. Let the
group observe
the movement.

155
 5. Repeat the
‘dropping of
coin’ process
and let them
take down notes.

EXPLAIN Each group will present Each group will

their present their
discoveries/observation discoveries/observati
s ons
1. What do you 1. What do you
think represents think
the ripple created represents the
by the ripple created
coin/pebble? The by the
pingpong balls? coin/pebble?
(The ripple The pingpong
represents motion of balls? (The ripple
sound waves while represents motion
the pingpong balls of sound waves
represent the while the
molecules/particles pingpong balls
represent the

of media like molecules/particle

air/water.) s of media like
2. What have you air/water.)
observed from 2. What have
the motion of the you observed
ripple? (The ripple from the
disturbed the balls.) motion of the
3. What can you ripple? (The
infer from this ripple disturbed
situation? the balls.)
(Vibration 3. What can
/movement from you infer
sound waves from this
causes molecules situation?
of a medium to (Vibration
move.) /movement
from sound
waves causes
molecules of a
medium to
move.)
ELABORATE When an object shakes When an object
about, or vibrates, a shakes about, or
sound is created. These vibrates, a sound is
are the sounds we hear created. These are
everyday. The the sounds we hear
louder/bigger the everyday. The
vibration of that object louder/bigger the
the louder the sound. vibration of that
Electricity can also object the louder the
produce sound. sound.
156
 Speakers are great Electricity can also
examples of how produce sound.
electricity can be Speakers are great
transformed into sound. examples of how
How does this work? A electricity can be
speaker mainly has transformed into
three sound. How does this
(3) parts: the cone, the work?
coil, and the magnet. In A speaker mainly has
the presence of three (3) parts: the
electricity, the coil cone, the coil, and the
creates an magnet. In the
electromagnet which presence of
either repel or attract electricity, the coil
the permanent magnet. creates an
These movements electromagnet which
cause the cone to move either repel or attract
or vibrate producing the permanent
sound. magnet. These
The sound created movements cause the
follows a ripple-like cone to move or
motion. It is vibrate producing
stronger/louder when sound.
close to the source and The sound created
weaker as it drifts follows a ripple-like
farther. These motion. It is
soundwaves affect stronger/louder when
molecules in the close to the source
surrounding area like and weaker as it
the air. When the drifts farther. These
soundwaves hit soundwaves affect
molecules of the air, molecules in the
there is friction. These surrounding area like
frictions of molecules the
produce heat. However, air. When the
heat produced by

soundwaves is almost soundwaves hit

inconceivable by molecules of the air,
humans. there is friction.
These frictions of
molecules produce
heat. However, heat
produced by
soundwaves is
almost inconceivable
by humans.
Experiment #2 Experiment #2
To help the learners To help the learners
visualize how sound visualize how sound
waves affect the waves affect the
surrounding molecules, surrounding
do experiment #2. molecules, do
experiment #2.
Materials:

157
 1. Same with
Experiment #1 Materials:
2. Speake 4. Same with
r Instruction: Experiment #1
Repeat the same 5. Speaker
process with Instruction:
experiment #1, Repeat the same
however, the water process with
should be full. experiment #1,
3. Instead of a however, the water
pebble/coin, use should be full.
the speaker as 6. Instead of a
the source of the pebble/coin,
ripple. use the
speaker as the
Let the pupils observe, source of the
ask them about their ripple.
observation afterwards.
Ask: Let the pupils
1. What happened observe, ask them
to the pingpong about their
balls as the observation
speakers afterwards. Ask:
produced 3. What
sounds? happened to
2. What is the the pingpong
pattern of balls as the
motion of speakers
sounds? produced
sounds?
Emphasize that we may 4. What is the
not able to feel the pattern of
change in the motion of
temperature of the sounds?
surrounding area
because the heat level Emphasize that we
produced is almost may not able to feel
unrecognizable, but the change in the
there is heat produced. temperature of the
surrounding area
because the heat
level produced is
almost
unrecognizable, but
there is heat
produced.

EVALUATE Describe how Describe how

electricity is electricity is
transformed into transformed into
sound to heat. sound to heat.

158
 AGREEMENT Bring the following Bring the following
materials: materials:
1. Pencil 1. Pencil
2. Bond paper 2. Bond paper
3. ruler 3. ruler
I. REMARKS
II. REFLECTION
III. OTHERS
A. No. of learners
who earned
80%
on the formative
assessment
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
strategies
worked well?
Why
did it work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?

159
Attachment A

OBSERVATION NOTES FORM

Name of Group:
GUIDE QUESTIONS OBSERVATIONS
1. What was produced when a
coin or pebble was thrown at
the
bowl?
2. What happened at the
pingpong
balls?
3. What do you think represents
the
motion of water? Pingpong
balls?
4. What can you infer from the
experiment?

160
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week One Day Two
I. OBJECTIVES
A. Content Standards The learners demonstrate
the understanding of
how energy is
transformed in simple machines
B. The learner should be able to
Performan create a
ce marketing strategy for a new
Standards product on electrical or light
efficiency
C. Learning The learners should be able to:
Competencies/Obje Demonstrate how sound, heat ,
ct ives light and electricity can be
transformed (S6FE-IIId-f-2)

 Construct a diagram
showing energy
transformation from
3lectricity –light-heat
and
electricity –sound-heat
II. CONTENT Energy transformation in Simple
Machine
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Scibytes 2013 p. 277
4. Additional Materials DLP (Distance Learning Program)
from the LR Portal Module 35, Science and
Health Transformation of
Electrical Energy
5. Other Learning [Link]
Resources 8atIc3XixY

[Link]

161
 8atIc3XixY

IV. PROCEDURE A B
Write True if the statement is correct
A. Engage and False if the statement is
incorrect. Change the underlined
word to make it correct.

1. An electric lamp transforms

electric energy to light.
2. A lamp will not light without
sound energy.
3. A radio will not make a sound
without electricity.
4. Many devices such as electric
bulb and lamps transform
electric energy to light energy
and eventually heat energy.
5. Electrical energy is the result
of the movement of electric
charge.

Demonstrate in front of the class

using your cellphone the following
situations:

1. Charging your phone.

2. Turning on the cellphone and
the flashlight.
3. Playing a music using
your cellphone.

Ask the question to the class. How is

energy transformed in the scenarios
I showed to you? Guide the pupils in
162
 answering the question by asking
follow up questions such as:

1. What is the source of energy

of the cellphone?
2. What energy is generated in
the cellphone when I opened it
and turned on the flashlight?
3. What energy is generated
when I played the music?

1st Scenario 2nd Scenario

3rd Scenario

Group the pupils Group the pupils

into 4 groups into 4 groups
and distribute and distribute

B. Explore the activity cards the activity cards

to each group. to each group.

ACTIVITY ACTIVITY
“Transforming “Transforming
Energy” Energy”

Problem: How is Problem: How is

electrical energy electrical energy
transformed to transformed to
another form of another form of
energy? energy?

Materials: Materials:
permanent permanent
marker, manila marker, manila

paper, scenarios paper, scenarios

for each group for each group

Procedure: Procedure:

Construct Construct

a diagram a diagram
showing how showing how
energy is energy is
transformed in transformed in
each scenario. each scenario.
Follow the format Follow the format
below: below:
163
 Present Example:

your diagram in Airconditioner

front of the class.
Electrical Energy
Group 1 – – Sound Energy –
electric radio , Heat Energy
electric lamp
Group 2 – Present
oven
toaster , your diagram in
television Group front of the class.
3 – electric Use the following
guitar , cellphone kinds of energy
Group 4 – in
electric car , constructing your
computer diagram.

Questions:

1. What
energy is
needed to

make Electrical Energy

, Light Energy ,
the devices Sound Energy ,
work? Heat Energy
2. What
energy is Group 1 –
converted electric radio ,
from electric lamp
electrical Group 2 –
energy? oven
3. What toaster ,
energy is television Group
the 3 – electric
by- guitar , cellphone
product Group 4 –
of the electric car ,
transforma computer
ti on?
1. What
energy is
needed to
make

the devices
164
 work?
2. What
energy is
converted
from
electrical
energy?
3. What
energy is
the
by-
product
of the
transforma
ti on?
Pupils presentation of the output.

C. Explain The teacher must take note of the

misconceptions to clarify it.

Energy has many forms. These

forms can be converted or
transformed to other forms. Energy
is transformed to do useful work.
Energy is beneficial when it used to
do work. There are forms of energy
that have to be changed into other
forms before they can do work. Heat
is a by- product of energy
transformation. It goes to the
environment. Conserving energy
means using it wisely.
Show a video about
D. Elaborate energy transformations.

[Link]
AboodyTV
Physics: Energy
Transformation
[Link]
8atIc3XixY

[Link]
Anastasia S.S.
[Link]
8atIc3XixY

Construct a Construct a
E. Evaluate diagram how diagram how
165
 energy is energy is
transformed in transformed in
each number. each number.
Follow the format
1. Electric Bulb below each
2. Incandesce number.
n t Lamp
3. Electri 1. Electric
c
Drum Bulb Electrical
4. Electri
c Energy -
Stove -
5. Telephone
2. Incandesce
n t Lamp

Electrical Energy
-
-

3. Electri
c
Drum
Electrical Energy
-
-

4. Electri
c
Stove
Electrical Energy
-
-

5. Telephone
Electrical
-
-
J. Additional activities List 5 devices inside your house that
for application or uses electricity. Construct a
remediation diagram showing
how energy is transformed.
V. REMARKS

166
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Six Day Three
I. Objectives
A. Content Standard The learners demonstrate understanding of how
energy is transformed in simple machines.
B. Performance The learners should be able to create a
Standard marketing strategy for a new product on
electrical or light efficiency
C. Learning At the end of the lesson the learners should be
able to
Competencies/ demonstrate how sound, light, and electricity can
be
Objectives (Write the transformed.
LC code for each) -Differentiated Performance Task
(Tips to conserve Energy)
S6FE-IIId-f-2
D. Valuing Using Energy Wisely
II. Content Energy
III. Learning Resources
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials The New Science Links 6 Revised Edition
pages 2017 pp. 356-358
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR)
portal
5. Other Learning [Link]/watch?
Resources y=mtTBjYGmETg,[Link] m/energy-
efficiency/101/ways-to-save-
energy,[Link]/2016/01/01/31-
ways-to-
save-energy-in-your-home,hec-r.s3.
[Link]
IV. PROCEDURE A B
A. Engage
The Teacher will show The Teacher will
1. Review pictures of energy demonstrate and
: transformation. show pictures about
1. Cooking on the energy
stove transformation.
2. Baking bread on 1. Cooking on
the stove the stove
3. Racing Car 2. Baking bread
What are the on the oven
3. Racing Car
energy transformation What are the energy
did you observe? transformation did
you observe?
of the new
2. Presen The teacher will
demonstrate some
167
tation
practices inside the
lesson:
The pupils will watch a classroom about how
1 do people
min. video about how do unintentionally
people unintentionally waste energy to
waste lead
energy to lead them in them in the idea of
the idea of conserving conserving energy.
energy. How do you use
[Link]/watch?y=mt energy every day?
TBjYGmETg
How do you use energy Group Activity:
B. Explore every day? Group the class into
three. All the groups
will do the survey to
at least four nearby
Group Activity: Group teachers about daily
the class into three. All energy use prior to
the groups will do the the main activity.
survey to at least four The respondents will
nearby teachers about answer the question
daily energy use prior to with always,
the main activity. The sometimes, or
respondents will answer Never.
the question with
always, sometimes, or 1. How often do
Never. you turn off the
lights, electrical
1. How often do you appliances and
turn off the lights, devices when they
electrical appliances and are not needed?
devices when they are 2. How often do
not needed? you walk instead of
2. How often do you driving a
walk instead of driving a motorcycle?
motorcycle? 3. How often do
3. How often do you you use public
use public transportation when
transportation when travelling to long
travelling to long distance places?
distance places? Note: all groups will
Note: all groups will share the gathered
share the gathered data data to proceed to
to proceed to the next the next activity.
activity.
*Recall the
*Recall the standards to standards to follow
follow when doing the when doing the
activity. activity.
*Distribute Activity *Distribute
Sheets. Each group will
have an activity card Activity Sheets. Each
different from the others. group will have an
Rubrics activity card different
4-The ideas presented from the others.
168
 are understandable and Rubrics
relatable 3-The ideas 4-The ideas
presented are presented are
understandable understandable and
2-The ideas presented relatable
are mostly 3-The ideas
understandable. presented are
1-The ideas presented understandable
are not understandable 2-The ideas
presented are
Activity 1
NEUs mostly
News about Energy understandable.
Usage 1-The ideas
presented are not
understandable

Activity 1
DrawEC

-Make a news about Draw your Energy

the responses of the Consumption
respondents. 1. Choose one
Materials: laptop, question from the
projector Note: Present survey.
the news in a creative 2. Collate all
way the
responses.
Activity 2 3. Draw your
interpretation of the
GraphEC data that represents
Graph of responses of energy
Energy conservation
Consumption Materials: bond paper,
-Make a graph pencil, crayons.
corresponding to Note: Make a short
question number 1, 2 interpretation about
your energy graph
and 3.
Materials: laptop, Activity 2
projector Note: Make a
short interpretation about One Pic Collage
your energy graph 1. Choose one
question from the
Activity 3 survey.
2. Collate all
PostEC the
Poster of responses.
Energy 3. Make a collage
Conservation that represents
1. Choose one your interpretation
question from the of the data.
survey. Materials: bond
2. Collate all the paper, white glue,
responses. pair of scissors, dried

169
3. Make a poster leaves, art paper,
that represents candy wrappers.
responses of energy
conservation. Activity 3
Materials: Laptop, PEU
projector Note: Make a Percentage of
short interpretation about energy Usage
your poster 1. Collate all the
responses from
question number 1,2,
and 3.
2. Get the
percentage of
responses per
question. Materials:
marker, calculator,
manila paper Note:
Make a short
interpretation about
your
PEU

170
[Link] 2. Generalization

[Link]
1. Teaching
Part

171
1. Reporting of group outputs. and purchase energy efficient products. Energy
2. Analysis and discussions of conservation can be as simple as turning off
pupils’ outputs lights or appliances when you do not need them.
3. Outline pupils’ answers on You can also use energy-intensive appliances
the board. less by performing household task manually,
4. Teacher asks questions to such as hang- drying your clothes instead of
develop critical thinking. putting them in the dryer or dishes by hand.
*How often do teachers *Replace your light bulbs- Traditional
turn off the lights, incandescent light bulbs consume an excessive
electrical appliances and amount of electricity and must be replaced
devices when they are not more often than their energy efficient
needed? alternatives. Halogen incandescent bulbs,
*How often do teachers compact fluorescent lights (CFLs), and light-
walk instead of driving a emitting diode bulbs (LEDs) use anywhere from
motorcycle? 25-80% less electricity and last three to 25
*How often do teachers use times longer than traditional bulbs.
public transportation when *Let the sun shine in! During the day when it is
travelling to long distance brighter outside, open the curtains and use the
places? sunlight instead of turning on the lights.
*Repeat the question More Tips to
changing the word teacher Conserve Energy
with “you”. *[Link]/energy-efficiency/101/
*What are the appliances do ways-to- save-energy
you have at home that has *[Link]/
greatest energy usage? 2016/01/01/31- ways-to-save-
*What are the appliances do energy-in-your-home
you have at home that has *hec-r.s3. [Link]
the least energy usage?
*Which appliances has the
highest/lowest cost?
*How can you save energy?
*What are the tips to conserve
energy?

The teacher discusses

further the tips to
conserve energy.
There are many different
ways to reduce your
energy use, ranging from
simple behavioral
adjustments to extensive
home improvements. The
two major motives for
conserving energy to save
on utility bills and protect
the environment. There
are common ways to
conserve energy and save
electricity.
*Adjust your day-to-day
behaviors- To reduce
energy consumption in
your home, you do not
necessarily need to go out

172
  What are the tips to conserve energy?
 What are the reasons why it is
3. Valuing: important to conserve energy?
How are we going to use the energy wisely?
How are we going to save money by using our
4. Application energy wisely?
Let the pupils create catchy “Hugot Lines”
[Link] intended for energy conservation.
Call the attention of selected pupils to
demonstrate tips to conserve energy
The teacher will distribute sample of “Hugot
Lines” “Crush mo nga handa among iligtas,
Assignment: Kuryente pa kaya.” Create an energy
conservation plan suited in your classroom
and home. Make sure you’ve listed all the tips to
conserve energy you wanted to be
implemented.
List down all the best practices of
energy conservation that you have at
home.
You can also make catchy “Hugot lines”
intended for energy conservation.

Bring your Electric Bills.

V. REMARKS
VI. REFLECTION
V. OTHERS
A. No. of learners
who
earned 80% 0n
the formative
assessment
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 strategies
worked well?
Why did it work?
F. What difficulties
173
 did I encounter
which my principal

or
supervisors can
help me solve?
G. What innovation or
localized
material/s did I
use/discover which
I wish to share
with other
teachers?
Detailed Lesson Plan in Science

174
 Grade 6
Quarter Three Week Six Day -Four
I. Objectives
A. Content The learners demonstrate understanding of
Standard how energy is transformed in simple
machines.
B. Performance The learners should be able to create a
Standard marketing
strategy for a new product on electrical or
light efficiency
C. Learning At the end of the lesson the learners should
Competencies be able to demonstrate how sound, light,
/ Objectives and electricity can be transformed.
(Write the LC -Differentiated Performance Task
code for each)
(Create a marketing strategy for a new
product on electricity or light efficiency)
S6FE-IIId-f-2
D. Valuing Using Energy Wisely
II. Content Energy
III. Learning Resources
B. References
1. Teacher’s Guide
pages
2. Learner’s The New Science Links 6 Revised Edition
Materials pages 2017 pp. 356-358
3. Textbook pages
4. Additional
Materials from
Learning
Resources (LR)
portal
5. Other [Link]
Learning c=ppg_cobrand. ppg_cobrand_2i
Resources [Link]
[Link]
v=tGZtH2ZuA0Y
[Link]
U [Link]
IV. PROCEDURE A A
A. Engage Game Game
Group the pupils Group the pupils into
2. Review: into 3. 3. Show pictures of at
Show pictures of at least 5 appliances
least 5 appliances and devices. Let the
and devices. Let pupils make their own
the pupils make tips on how to
their own tips on conserve energy. The
how to conserve first group to submit
energy. The first 5 tips to conserve
group to submit 5 energy from using the
tips to conserve featured appliances
175
 energy from using and devices will be
the featured the winner.
appliances The teacher will show
a billboard
layout of
a
[Link] of the and devices will product that
new lesson: be the winner. highlights
energy efficiency.
The teacher will
show a billboard https://
layout of a product [Link].g ov/
that highlights index..Cfm?c=ppg
energy efficiency. cobrand 2i

https:// What kind of

[Link] marketing strategy for
C. Explore .gov/ index..Cfm? energy efficiency did
c=ppg cobrand 2i you see?

What kind of Let the pupils get their

marketing strategy electric bills for the
for energy efficiency Group Activity. Group
did you see? the class int0 2. All the
groups will choose 1
Let the pupils get bill with the highest
their electric bills amount and 1 bill with
for the Group the lowest amount.
Activity. Group the Interview the owner of
class int0 2. All the the bill. Let them
groups will choose 1 enumerate all the
bill with the highest appliances and
amount and 1 bill devices that they have
with the lowest at home. Let them find
amount. Interview out the appliances
the owner of the that consume most of
bill. Let them the energy.
enumerate all the
appliances and *Recall the standards
devices that they to follow when doing
have at home. Let the activity.
them find out the
appliances *Distribute

that consume most Activity Sheets. Each

of the energy. group will have an
activity card different
*Recall the from the others.
standards to follow
when doing the Rubrics

176
activity. 4-The ideas presented
are understandable
*Distribute Activity
Sheets. Each group and relatable
will have an activity
3-The ideas presented
card different from are understandable
the others. 2-The ideas presented
are mostly
Rubrics understandable.
4-The ideas 1-The ideas presented
presented are are not
understandable and understandable
relatable
Activity 1
Infographics

3-The ideas
presented are -Using the information
understandable taken from your
2-The ideas electric bill and list of
presented are appliances and
devices that consume
mostly most of the energy
understandable. make some
1-The ideas infographics that
presented are not features one
understandable appliance or device.
Activity 1
Infographics -Create an
-Using the Infographics as
information taken marketing strategy
from your electric that highlights the
bill and list of modification of the
appliances and new product on
devices that electricity or light
consume most of efficiency from the
the energy make existing one that you
some infographics have at home.
that features one
appliance or Materials:
device. laptop,
projector
-Create an
Infographics as Note: Present the
marketing strategy infographics in a
that highlights the creative way
modification of the
new product on Activity 2
electricity or light Commercial
efficiency from the

177
 existing one that
you have at home. -Create a commercial
as marketing strategy
Materials: that highlights the
laptop, modification of the
projector new product energy
efficiency from the
Note: Present the existing one that you
infographics in a have at home that
creative way consumes most of the
energy.
Activity 2
Commercial Materials:
-Create a laptop,
commercial as projector
marketing strategy
that highlights the Note: Refer from the
modification of the list of appliances and
new product energy devices that you have
efficiency from the agreed.
existing one that
you have at home
that consumes most
of the energy.

Materials:
laptop,
projector

Note: Refer from

the list of
appliances and
devices that you
have agreed.
[Link] 1. Reporting of Reporting of group outputs.
2. Analysis and discussions of pupils’
outputs
3. Outline pupils’ important inputs on the
board.
4. Teacher asks
questions to develop
critical thinking.
*What are the benefits that you can get
from making a marketing strategy for a new
product on electricity or light efficiency?
*What are the importance of appliances that
has the least energy usage?
*What are the examples of marketing
strategy for a new product on electricity or
light efficiency you have presented?

178
[Link] The teacher will introduce more marketing
1. Teaching strategy for a new product on electricity or
Part light efficiency taken

from
[Link]

Use social media-You can't ignore social

media. That's where all the so-called magic
is happening. Some businesses have been
built solely on the backs of social media. It
can be intimidating at first. Sure. But as you
build momentum, you'll find posting on
social media to get easier and easier over
time. Post your products. Post anything that
you find relevant and useful that would help
your audience either learn more about your
product on electricity or light efficiency.
Use direct messages on platforms like
Instagram and even Snapchat or Twitter to
reach out to other successful businesses or
even to communicate with potential
customers who might be looking for your
products and services. This is very powerful
marketing.
Start blogging now- Sure, you could start a
blog. If you don't have a blog for your
business, then you need to start one
immediately. When you do blog, ensure that
you blog effectively. Don't post thin content.
Think about adding value. Give people so
much value that you instantly become an
authority in their eyes. This is one of the
most powerful strategies you can use to
market any product on electricity or light
efficiency.

More Information about creating a

marketing strategy.
[Link]
335
*What are the marketing strategy for a new
product on electricity or light efficiency did
2. Generalization you learn today?
 What are the reasons why it is
important to look for energy efficient
5. Valuing: appliances and devices?
Make a project plan for your marketing
6. Application strategy that will highlight the modification
of the new product energy efficiency from

179
 the existing one that you have at home.

[Link] Create a social media post as marketing

strategy for a new product on electricity or
Assignment:
light efficiency

Make a blog about your created product on

electricity or light efficiency. (by group)
V. REMARKS
VI. REFLECTION
V. OTHERS
A. No. of learners
who earned 80%
0n the
formative
assessment
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
strategies
worked well?
Why did it work?
F. What difficulties
did I encounter
which my
principal or
supervisors
can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with
other
teachers?

180
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Seven Day One
I. OBJECTIVES:
A. Content The learners demonstrate understanding of
Standards how energy is transformed in simple
machines.
B. Performance The learner should be able to create a
Standards marketing strategy for a new product on
electrical or light efficiency.
C. Learning At the end of the lesson, the learners shall
Competenci be able to manipulate simple machines and
es/ describe their characteristics and uses
Objectives S6FE-IIIg-i-3
(Write the  Describe what a machine does and
LC Code for
give its function.
each)
 Identify the different kinds of
simple machines
II. CONTENT Simple Machines
III. LEARNING
RESOURCES
A. References
1. CG Pages K to 12 Curriculum Guide in Science, Quarter
3, Week 8, page 97
2. TG pages
3. LM pages
4. Textbook Science for Daily Use 5, pages 177-180
pages
5. Additiona DLP (Distance Learning Program) Module 40,
l pages 75-82
Materials
from LR
portal
B. Other [Link]
Learning
Resources
IV. PROCEDURES A B
A. ENGAGE  Show a picture  Show the
of a chef cutting following tools
some to the class.
spices/veggies.
knife pliers
181
 - What tool did sharpener
the chef use in
cutting the screw scissors
spices and
veggies? - Let the pupils
- Does this tool observe,
help him in his describe and
work? name
How? - Do these tools
- Can we call this help us in doing
tool as machine? our work? How?
Why? - Can we call
- What other these
machines can tools/devices
help the chef as machine?
make Why?
- What other
his work easier? machines can
help us do our
 Present a video work easier?
about simple
machines.  Present a video
[Link] about simple
m/w atch? machines.
v=dUEgiMPlYQs [Link]
m/w atch?
Note: The video v=dUEgiMPlYQs
presentation will be used
for the activity under Note: The video
explore. presentation will be used
for the activity under
explore.

182
B. EXPLORE  Form 4 groups.  Form 4 groups.
 Recall norms to  Recall norms to
follow during the follow during the
activity. activity.
 Distribute activity  Distribute activity
cards to each cards to each
group. group.
 Record all your  Record all your
responses to the responses to the
questions as you questions as you
perform this perform this
activity. activity.

Note to the pupils: Note to the pupils:

Recall what you have Recall what you have
seen and learn from seen and learn from
the video about simple the video about simple
machines. machines.

183
 Activity 1 (for Groups Activity 1 (for Groups 1
1 & 2) Identifying & 2) Identifying Simple
Simple Machines Machines

You need: Materials:

scissors, pulley, egg manila paper,
beater, slides, nail, pentel pen
screw
Procedure
Do these: 1. Recall what you
1. Examine each have seen in the
machine and look video.
for its observable 2. Make a concept
characteristics. map about the
2. Identify what kind simple machines
of machine is as shown below.
each tool.
3. Enter your observation in a table like this.

Observabl Kind
Too e of
l Characteri Machi Guide questions:
stics ne a. What are the 6
sci simple machines?
s b. Write them on the
sor numbered
s rectangles.
sli c. Give 2 examples
d of each on the
e
unnumbered
pul
rectangles
l
ey
Activity 2 (for Groups 3
eg
& 4) Identifying the
g
be Main Parts of the
a Simple Machines
ter
Answer these:
You need:
a. Does each tool do a
pictures of the six
particular kind of
simple machines
task?
b. How many tasks Do these:
can each tool [Link] the pictures
multiply your of each simple
effort?
184
machine.

185
 [Link] tool can be 2. Identify the
called machine? parts of these
Why or why not? simple
d. Should these machines.
tools be called 3. Do answer these:
machine? Why or a. Do simple
why not? machines have
e. Will these similar or
tools do work by different parts?
themselves? b. What are the
Explain. parts common
to them?
Activity 2 (for Groups 3
& 4) Identifying the Pictures of 6 kinds
Main Parts of the of simple
Simple Machines machines

You need:
pictures of the six
simple machines

Do these:
1. Study the pictures
of each simple
machine.
2. Identify the
parts of these
simple
machines.
3. Do answer these:
a. Do simple
machines have
similar or
different parts?
b. What are the
parts common
to them?

Pictures of 6 kinds
of simple
machines
C. EXPLAIN  Publishing and  Publishing and
reporting of reporting of
group outputs. group outputs.

186
  Process the  Process the
answers of the answers of the
pupils. pupils.
 Clarify if there  Clarify if there
are are
misconceptions misconceptions
. .
D. ELABORATE  Let’s do more  Let’s do more

187
 Group the following Identify the
examples of simple following examples
machine. Write of simple machine
them in the box into pulley, wedge,
under its proper screw, lever, wheel
handling. and axle, and
jack, ax, door knob,
egg beater, 1. ax
hammer, fishing 2. stairs
poles, sharpener, 3. broom
grinder, bulb, knife, 4. skateboard
broom, screw 5. curtain blinds
driver, lath, chisel, 6. bottle cap
crowbar, stairs,
 What is a
Incli
Pull

Lev

Scr
Wh
We

machine? What is
its function?
 What are the
different kinds of
simple machine?
Note:
You can present the
 What is a Science Concept
machine? What is through powerpoint
its function? presentation or print it
 What are the and post it on the
different kinds of board.
simple machine?
Note: (See appendix A,
You can present the Science Concepts)
Science Concept
through powerpoint  Identify the
presentation or print it machine to be used
and post it on the in this task.
board.
(See appendix A, What would you
Science Concepts) need if you want to
peel a mango?
 Identify the
machine to be used
in this task.
What would you
need if you want to
slice a piece of
meat? A. Identify the kind of A. Match column A with
E. EVALUATE
188
 simple machine B. Write the letter of
being described. the correct answer
1. An inclined on the space
plane wound provided.
around a post.
2. Bar that turns A
or pivots on a 1. An inclined
fixed point plane wound
called fulcrum. around a post.
3. Inclined plane 2. Bar that turns
with a thick or pivots on a
base and sharp fixed point
edge. called fulcrum.
4. A ramp or a 3. Inclined plane
slope that with a thick
reduces the base and sharp
forces you need edge.
to exert in lifting 4. A ramp or a
something. slope that
5. A device in reduces the
which a small forces you need
wheel is to exert in lifting
attached at the something.
center on a 5. A device in
larger wheel. which a small
6. A device wheel is
consisting of a attached at the
rope that center on a
passes over a larger wheel.
grooved wheel. 6. A device
consisting of a
B. Describe what a rope that
machine does and passes over a
give its function. (4 grooved wheel.
points) 7. A tool that
makes work
easier and
faster.

B
a. machine
b. lever
c. wheel and axle
d. inclined plane
e. wedge
f. screw
189
 g. pulley

F. Additional Make a list of simple machines

activities for following the concept map.
application/
remediation
V. REMARKS
VI. REFLECTION
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lesson
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
these work?
F. What
difficulties
did I
encounter
which, my
principal or
supervisor
190
 can help me
solve?
G. What
innovation
or localized
materials
did I
use/discover
which I wish
to share with
other
teachers?

191
 APPENDIX A
Science Concepts: Simple Machines
A machine is a tool that makes work require less of your efforts. For
example, it is easier to raise a heavy rock using a crowbar than lifting
it. Likewise, it is easier to raise and lower the flag using a pulley than
going up and down the flagpole. Can you imagine using these activities
without the help of machines?

A crowbar and a pulley are two examples of simple machines. A simple

machine is a tool used to change the size or the direction of the force.
There are six kinds of simple machines namely the lever, the pulley,
the wheel and axle, the inclined plane, the wedge and the screw.

1. Lever – bar that turns or pivots on a fixed point called fulcrum.

Examples are hammer, broom, opener, shovels, crowbars and
fishing poles.
2. Pulley – a device consisting of a rope that passes over a grooved wheel.
a. Simple fixed pulley
b. Movable pulley
3. Wheel and axle – a device in which a small wheel is attaché at
the center of a larger wheel. Examples are doorknob, eggbeater,
sharpener and grinder
4. Inclined plane – a ramp or a slope that reduce the forces you
need to exert in lifting something. Example is the stairway.
5. Wedge – inclined plane with a thick base and a sharp edge. An
inclined plane uses the sharp narrow end to out-through a
material. Examples are ax, knife, teeth and chisel.
6. Screw – an inclined plane wound around a post. Examples are
jack, bulb, screw driver.

When you use the simple machines to do work, two kinds of forces are
involved – the force applied to the machine and the force applied by
the machine to act against another force like friction and gravity. The
force applied to a machine is a force called the resistance force.

The main parts of a simple machine are the: effort arm, resistance arm
and fulcrum. In a wheel and axle, the parts are the wheel and axle.
192
 Detailed Lesson Plan in
Science Grade 6
Quarter Three Week Seven Day Two to Three
I. OBJECTIVES

A. Content The learners demonstrate understanding of how

Standards energy is transformed in simple machines

B. Performance The learners should be able to create a marketing

Standards strategy for a new product on electrical or light
efficiency

C. Learning The learners should be able manipulate simple machines to

Competencies describe their characteristics and uses.
S6FEIIIg-i-3

 Describe the characteristics and functions of a

Objectives lever
 Classify lever according to the position of the
parts
 Give the uses of levers
 Manipulate how a lever can manipulate an
object
II. CONTENT Simple Machines: Levers
III. LEARNING K to 12 Science Curriculum Guide August 2016
RESOURCES page 83
A. References
1. Teacher’s Guide K to 12 Science 6
Pages
2. Learner’s
Materials pages
3. Text book pages 21st Century Science and Health 6 by Susana B. Dela Cruz [Link]
pages 213-215

Sci –Bytes 6 by Emy Diaz Tiozon [Link] pages 285-287

4. Additional Materials [Link]
from Learning
Resources [Link]

[Link]

[Link]
_sle2treb_levers.gif

B. Other Learning
Resources
IV. PROCEDURE A B

193
 Show pictures of lever.
Engage

Ask:

Which of the following are familiar to you?

Where did you use these?

What are the benefits of using these tools?

The teacher will set up 6 stations inside the

[Link] station will be labeled according to
the classification of lever as follows:
Stations 1 and 2 –Class 1
Stations 3 and 4- Class 2
Stations 5 and 6 Class 3
Explore
The teacher will prepare work cards with the route
assigned for each group
Group 1-( station 1, 3, and 5)
Group 2-( Station 3, 5, and 1)
Group 3-( Station 5,1, and 3)
Group 4-( Station 2, 4, and 6)
Group 5-(Station 4, 6, and 2)
Group 6-(Station 6, 2, and 4)

The teacher distribute the Activity Guide and the

Activity Rubrics for the presentation.

Rules for Group Work

(See Appendix A)

Rubrics for presentation

(See Appendix E-)

194
 Activity 1.1- Class 1 levers
(See Appendix B)

Activity 1.2- Class 2 levers

(See Appendix C)

Activity 1.3- Class 3 levers

(See Appendix D)

Pupils presentation of the output.

After the pupils presentation the teacher may play this video
([Link]

Or present the following:

A lever is a rigid bar that moves about a point called a fulcrum

(F).The forces that make a lever work are the effort or force
applied (E), and the resistance or resting force or load (R).

Explain Using a lever to lift an object requires less force than lifting the
object without it. We can therefore say that levers are used to
multiply force.

The fulcrum may be placed at different points. Less force is

needed when the resistance is near the fulcrum. When the effort
arm is longer than the resistance arm, the lever multiplies the
effort you exert less effort to move the object.

There are three classes of levers: first, second. And third .this
classification is based on the position of the fulcrum, effort, and
resistance.
Let us identify the three classes of lever

First-class lever
An example of this type is a seesaw. The resistance is the weight
of the person that goes up, and the effort applied is the weight of
the person that goes down. The fulcrum is between them.
Another example is a crowbar where the effort is applied at the
handle; the resistance is at the other end and consists of the
object to be lifted. The fulcrum is the stone in which the crowbar
rests. In a pair of scissors, the forces on the handles are the effort
and the paper being cut is the resistance. The fulcrum is where
the two blades meet.
The same idea applies in the case of the claw hammer used to
remove nails. The user hand applies effort to the handle at one
end of the lever. The head of the hammer that rests against the
wood is the fulcrum. The area at the end of the lever that pulls the
nail is the position of the resistance. Although you push the

195
handle for a greater distance than the claw, you do not need so
much effort in the directly pulling out the nail from the wood.
Can you identify the position of the resistance, and the effort in
the example on the right

Second-
class
lever
In a
second-
class
lever,
the
fulcrum
is at the end. The resistance may be anywhere between the
fulcrum and the effort, like in a wheelbarrow
Examples of common tools that use second-class levers are
paper cutters, bottle openers, nutcrackers and wrenches.
Can you identify the position of the fulcrum, effort, and
resistance in the given example on the right?

Third-class lever
In the third-class lever. The effort is applied anywhere between
the resistance and the fulcrum. The fulcrum is usually at one end
and the load or resistance is at the other end. a broom with a
handle is an example of this type of lever.
Another example is a fishing rod. The resistance is the weight
of the fish, and the handle end is the fulcrum. Tweezers, tongs,
maps, baseball bats, and our arms are other examples of third-
class levers.

196
 S

Summary:

Uses of levers:

Everyday levers help you accomplish tasks that would

otherwise be too heavy or cumbersome to maneuver.

Levers make it easier to lift heavy materials, remove

tight objects and cut items or separate materials.
These can transport loads that are too bulky or heavy
to carry with your arms.

There are four ways that a lever helps us to do work.

Elaborate 1. Transfers our effort force from one place to
another. Ex: seesaw
2. Multiplies your effort force.

197
 Ex: crowbar
3. Magnifies speed and
distance. Ex: baseball bat
4. Changes the direction of the
force. Ex: pulley on the
flagpole

Sometimes levers are used to multiply distance. For a

broom, your upper hand is the fulcrum and your
lower hand provides the input force.

Levers in the Human Body

Levers confer mechanical advantage. The application

of mechanical advantage applies to the
musculoskeletal system.

The skeletal and muscular systems work together to

move your body parts. Some of your body parts can
be thought of as simple machines or levers. There are
six classes of simple machines. A lever is one of
them. Other simple machines in the lever’s family are
the wheel and axle and the pulley.

Or the teacher may play this video: Levers in action

[Link]
A. For the following pictures of simple machines,
draw a circle around the fulcrum and write the
Evaluate class of lever and its use.
(See Appendix F)

B. Levers in the Human Body

The three classes of levers can be found in your body.
Use diagrams A, B, and C to answer the questions
below.
Also label the effort (input force), fulcrum, and load
(output force) on each diagram.
(See Appendix G)
J. Additional activities Group the pupils into 5.
for application or
remediation Take a video of your group using different levers.
Explain the uses of the levers used in the video.

V. REMARKS Lesson [Link] on Lesson [Link] on to the

to the next objective next objective
Lesson not carried Lesson not carried
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.

198
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
strategies
worked well?
Why did it
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/
discover which I
wish to share
with other
teachers?

199
 APPENDIX A

Suggested rules for the group work

1. Have respect for each other.

2. All group members should do an equal amount of work.

3. Time management.

4. Be willing to cooperate with others on their ideas.

5. Effective communication.

200
 APPENDIX B

Group Name: Final

Score:

Activity 1.1
Class 1 Levers

1. Put a ruler on the desk so that half of it goes out further than the edge of the desk.

2. Place your Science book on the other end of the ruler like in the picture below.

3. Attach the pull scale to the part of the ruler shown in the picture.

4. Pull down gently on the pull scale to see how much force is needed to lift the

book. Force

5. Try the experiment again and move the book closer to the edge of the desk.
How much force is needed this time?

Force

6. Try the experiment one more time with the book at the edge of

the desk. How much force did it take to lift the book that time?

Force

201
 APPENDIX C

Group Name: Final Score:

Activity 1.2

Class 2 Levers

1. Tie a piece of string around the weight your group was given and place it on the floor.

2. Lift the toy off of the floor with the pull scale and record how much force was needed
to lift the toy.

Force

3. Set up your experiment the way it is shown in the picture below.

4. Make sure your setup looks like the picture.

5. Lift the weight with the Class 2 lever and record the amount of force

needed. Force

Was it more or less than lifting the weight without the lever?

202
 APPENDIX D

Group Name: Final

Score:

Activity 1.3
Class 3 Levers
1. This type of lever is similar to the Class 2 lever except the weight and the effort are
switched. Set up your experiment like the picture below.

2. Tape the ruler to the desk with masking tape.

3. Lift the weight gently.

4. How much force is needed to lift the weight? Force

203
 APPENDIX E

Team Name:

RUBRICS FOR GROUP PRESENTATION

The teacher will use this rubric to evaluate each group’s presentation. Learners can look
at this rubric so they may understand what they are being graded on.

Traits Criteria Points

Content: Presentation Presentation Presentation Presentatio
Did the contained had moments had a good n had an
presentatio little to no where amount of exceptional
n have valuable valuable material and amount of
valuable material material was benefited the valuable
material? present but as class material
a whole and was
content was extremely
lacking. beneficial
to the class.
Collaborati The The The The
on: Did teammates teammates teammates teammates
everyone never sometimes worked from always
contribute worked from worked from others’ ideas worked
to the others’ ideas. others’ ideas. most of the from
presentatio It seems as However it time. And it others’
n? Did though only seems as seems like ideas. It
everyone a few people though certain every did was evident
seem well worked on people did not some work, that all of
versed in the do as much but some the group
the presentation. work as people are members
material? others. carrying the contributed
presentation. equally to
the
presentatio
n.
Organizatio The There were The The
n: presentation minimal signs presentation presentatio
Was the lacked of had organizing n was well
presentatio organization organization ideas but organized,
n well and had little or could have well
organized evidence of preparation. been much prepared
and easy to preparation. stronger with and easy to
follow? better follow.
preparation.
Presentatio Presenters Presenters Presenters Presenters
n: Did the were not were were were all
presenters consistent unconfident occasionally very
Speak with the and confident with confident in
clearly? Did level of demonstrated their delivery and
they confidence/ little evidence presentation they did an
engaged preparednes of planning however the excellent
the

204
audience? s they prior to presentation job of
Was it showed the presentation. was not as engaging
obvious classroom engaging as it the class.
that the but had could have Preparation
material some strong been for the is very
had been moments. class. evident
rehearsed?

205
Appendix F

206
Appendix G

207
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Seven Day Four
VI. OBJECTIVES
D. Content Standards Manipulate simple machines and
describe their characteristics and uses.
E. Performance Standards
F. Learning The learners should be able to
Competencies/Objective manipulate simple machines and
s describe their characteristics and uses.
( S6FE-IIIg-i-3)

 Describe the characteristics

and functions of an inclined
plane
 Demonstrate the uses of an
inclined plane
VII. CONTENT Simple Machines: Inclined Plane
VIII. LEARNING
RESOURCES
References
6. Teacher’s Guide Pages
7. Learner’s Materials Pages
8. Textbook Pages Science for Daily Use 5 pp. 185-188
The New Science Links 6 Revised
Edition 2017 pp. 364-366
9. Additional Materials from Living With Simple Machines
the LR Portal
10. Other Learning
Resources
IX. PROCEDURE A B

A. Engage Show 5 pictures of the uses of lever and

ask the pupils to show a smiley face if it
is an example of the uses of a lever and
sad face if not.

208
 A. Show a picture of a man hauling
a box up in a truck.

209
 B. Picture of a man using a ramp and
pushing the box upwards toward
the truck)

Ask the question:

In which drawing is the

man exerting more force A or B?
Why?
In which drawing is the
man exerting less force? Why?
What kind of simple machine did
the man use in B?

What is an inclined plane? Let’s

find out.
(Accept all the answers of the
pupils)

a. Explore Group the pupils into 5 groups.

Give each group the activity
cards.
Activity 1
(Show a picture of an inclined plane
and its parts)

1. Does the inclined plane look

familiar?
2. Can you think of anything
around you that may be similar
to an inclined plane? List it
down.
3. How will you describe an
inclined plane?
Activity 2
(Distribute 5 pictures of people
using an inclined plane)

210
211
212
1. Describe what the people
are doing in each picture.
2. What helps them in making
their work easy?
3. How did the inclined
plane/ramp help the people?

213
b. Explain
 Presentation of group outputs.
The pupils will present
their output for
reporting.

 Analysis and discussion of

learners’ output.

 Teacher asks
questions to develop
critical thinking
Show a video about the characteristics
c. Elaborate and uses of an inclined plane.

What is an inclined plane? Science Video

For Kids

Turtlediary

Inclined Plane – is a slanting or sloping

surface that connects a lower level to a
higher level. It can sometimes be
referred to as a ramp. It lessens the
effort exerted in transporting weight
over a distance and height. It is used in
raising and lowering a load. Inclined
planes are widely used in form of
loading ramps to load and unload goods
on ships, trucks and airplanes.
Wheelchair ramps allow people in
wheelchairs to get over the obstacles
without exceeding their strength.

Ask the pupils how the inclined plane

help them in their daily lives.
Direction: Write YES if the sentence
d. Evaluate tells the characteristics of an inclined
plane and NO if not. Write your answer
on the blank.

1. It is a flat surface with one end

raised higher than the other end.
2. It is used in loading heavy
objects onto a truck.
3. It facilitates work easier.
4. When a heavy object is raised
less force is exerted in a longer ramp.

5. It has a fulcrum.

X. REMARKS
214
XI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
activities for remediation
C. Did the remedial lesson/s
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

encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?.

215
 Other Sources Used:

1. [Link]
q=uses+of+lever+in+daily+life&pr
md=ivn&sxsrf=ACYBGNQthjcxMFEI5blZlpiKavfRY8fwrQ:157
01669
83902&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiCzc
Dq74HlA
hWRMN4KHfznA4oQ_AUoAXoECBEQAQ&biw=412&bih=723
&dpr
=3.5#imgrc=Ln5IkC_bGydTEM

2. [Link]
q=wheelbarrow+uses&tbm=isch&v
ed=2ahUKEwiJsvqs8IHlAhVrwIsBHfXZB6IQ2-
cCegQIABAC&oq=wheelbarr&gs_l=mobile-gws-wiz-
img.1.0.0i67l4j0.10932.12633..13208...2.0..0.185.1064.0j9..
....0
............................................................................................
1.
......5..[Link]-8E&ei=U9mWXcm8D-
uAr7wP9bOfkAo&bih=723&biw=412&prmd=ivn&hl=en#imgrc=0nIL-
nZGSRbn2M&imgdii=PEKyfX_3IlzSlM

3. [Link]
q=kid+cutting+a+paper+using+scis
sors&tbm=isch&ved=2ahUKEwiA09Ha8IHlAhWZBaYKHUaW
AdAQ 2-
cCegQIABAC&oq=kid+cutting+a+paper+using+scissors&g
s_l=mobi le-gws-wiz-
img.3...37114.49232..49785...14.0..0.307.5855.0j43j2j1......
0....1......
.5..35i362i39j35i39j0j0i67j0i24j30i10j33i10.eNsE1-
9PrHA&ei=s9mWXcCtA5mLmAXGrIaADQ&bih=723&biw=412&prm
d=ivn&hl=en#imgrc=g2Cz6aIj7_Z8XM

4. [Link]
q=man+opening+a+can+using+ca
n+opener&tbm=isch&ved=2ahUKEwiA09Ha8IHlAhWZBaYK
HUaW AdAQ2-
cCegQIABAC&oq=man+opening+a+can+using+can+open
er&gs_l= mobile-gws-wiz-

216
 img.3...2087.9898..10293...6.0..1.638.7777.0j24j9j2j2j1......
0....1......
.5..35i362i39j35i39j0i67j0j0i30j30i10j33i10.aQOmiW2Ds0E&ei=s9m
WXcCtA5mLmAXGrIaADQ&bih=723&biw=412&prmd=ivn&hl=en#i
mgrc=oCEnD3d0EK3h9M

5. [Link]
garden-bed-or- farm/20128682

217
6. [Link]
q=man+carrying+box+into+the+car
&tbm=isch&ved=2ahUKEwjB6fqG8oHlAhXFCJQKHYfsCK0Q2
-
cCegQIABAC&oq=man+carrying+box+into+the+car&gs_l=
mobile- gws-wiz-
img.3...25250.32718..34056...2.0..0.254.3757.0j26j3......0....
1.........................................................................................5.
.35i362i39j35i39j0j0i67.7GxLyNUVuZw&ei=HNuWXcHrGsWR0ASH
2aPoCg&bih=723&biw=412&prmd=ivsn#imgrc=wDshy7Ec7Za8eM

7. [Link]
q=man+hauling+a+box+up+in+a+tr
uck&prmd=ivsn&sxsrf=ACYBGNQnuq52xKpsdkUn1XKLZy49
nmge
eQ:1570167575835&source=lnms&tbm=isch&sa=X&ved=
2ahUKE
wisueGE8oHlAhVOPHAKHdiXCucQ_AUoAXoECA4QAQ&biw=
412
&bih=723#imgrc=vnUdACfdzjVLnM&imgdii=s3LDFRitnDr18
M

8. [Link]
people- workers-unloading-boxes-from-a-truck-isolated-
white-background-
.html?vti=o07nprdisj3qta4w53-1-26

9. [Link]
%20plane&tbm=isch&tb s=rimg%3ACatZYgO6ocK3IkAF-
dfaULBMLv9Nl86bO5PJU1c47WtcXjMpTfGDZ5bLyXPdEn5keg
dC
UhbNogxLxkOLtQRM9aQf_1If6W6dW16hNKhIJBfnX2lCwTC4R
H
WFzWUH5ZPAqEgn_1TZfOmzuTyREIvRwMMdBicCoSCVNXO
O1r
XF4zEfEbtfeU_1jUVKhIJKU3xg2eWy8kRNJccNfE7boAqEglz3RJ
-
ZHoHQhEl5cyJJUuO3SoSCVIWzaIMS8ZDEdA9GJ0xKrAIKhIJi7U
ETPWkH_1wRx7NByWAfs8UqEgmH-
lunVteoTREjgmctmACngQ&prmd=ivbn&hl=en&ved=0CBIQuIIBahc
KEwjA1bmp84HlAhUAAAAAHQAAAAAQBg&biw=412&bih=723#im
grc=_02Xzps7k8lhcM

218
10. [Link]
q=uses+of+inclined+plane&prmd=i
vn&sxsrf=ACYBGNRbmHBLuwbvBPISNkRBxtca5GNjbQ:1570
1680
52121&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjKye_
n84HlA
hWSc3AKHYqpDeAQ_AUoAXoECBMQAQ&biw=412&bih=723
#im grc=1956pMu_ZAoDzM&imgdii=f4Q3vUpF0pnR5M

11............................................................................................h
ttps://[Link]/search?
q=firefighter+using+ladder&tbm=is
ch&ved=2ahUKEwj6gIqu9IHlAhVC4JQKHV8DD6cQ2-
cCegQIABAC&oq=firefighter+using+ladder&gs_l=mobile-
gws-wiz-
img.3...36776.41169..41407...2.0..1.266.3240.1j19j4......0...
.1
...........................................................................................
5.
.35i362i39j35i39j0j0i67j0i24j30i10.OZS6hVs1eds&ei=h92WXbqhFc

219
 LA0wTfhry4Cg&bih=723&biw=412&prmd=ivn&hl=en#imgr
c=FNcfC QpLyrjKLM

12. [Link]

13. [Link]

14. [Link]
airplane-evacuations- wheelchair-user/

15. [Link]
=0ahUKEwjv8M-
s_IHlAhUPZt4KHY0TCk0Qxa8BCCgwAA&usg=AOvVaw0VTJzWxr
N8ZFOD4xbU2nov

220
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Seven Day Five
I. OBJECTIVES
A. Content Manipulate simple machines and describe
Standards their characteristics and uses.
B. Performance
Standards
C. Learning The learners should be able to:
Competencies 1. Manipulate simple machines and
/ Objectives describe their characteristics and uses.
( S6FE-IIIg-i-3)

At the end of the lesson , 75% or

out of
pupils will be able to:
1. Manipulate an inclined plane
II. CONTENT Simple Machines: Inclined Plane
III. LEARNING
RESOURCES
References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Science for Daily Use 5 pp. 185-188
Pages Science and Health 5 pp.
4. Additional
Materials from
the LR Portal
5. Other Learning
Resources
IV. PROCEDU A B
RE
What is an inclined plane?
What are the characteristics and functions of
A. Engage an inclined plane?

221
 It’s Mark’s first day on his job as a delivery
man. His task is to deliver boxes . Can you
give suggestions on what Mark should use,
ramp 1 or ramp 2? What is the best way to
accomplish his task? Why? Accept the
different answers of pupils.
Group the class Group the class into 4
B. Explore with 6 members. groups.
Remind the Remind the learners
learners about about the
norms/standards to be
the followed in doing the
norms/standards to activity.
be followed in  Read
doing the activity.
 Read and understand
the instructions
and properly.
understand  Cooperate with
the your group.
instructions  Do not disturb the
properly. other group.
 Cooperate  Maintain
with your cleanliness in
group. your workplace.
 Do not  Seek the
disturb the guidance of the
teacher if needed.
other group.  Minimize your
 Maintain noise.
cleanliness  Submit output on
time.
in your
workplace. Activity 1
 Seek (Groups 1 and 2)

the guidance What you need to do:

222
 of the Study the pictures
teacher below.
if
needed.
 Minimize
your noise.
 Submit
output on
time.

Activity 1

Investigating a. (man sliding a

Inclined Plane box down the
ramp from a
Problem: What is the truck)
relationship
between the
distance of the
plane and the effort
needed?

What you need:

10 books
spring
scale
Ruler b. (man is
toy car or cart hauling the
2 ft. board or thick boxes to be
cardboard loaded on the
truck
What you need to
do:

A.
1. Take a pile of
books about
1 foot high
on the table.
2. Attach a
string on the
toy car or
cart
and
connect it in
the hook of Questions:
the 1. In which drawing
spring scale is the man
as shown in exerting more
the force, A or B?
illustration Why?
223
 below. 2. What does the
3. Lift the toy ramp in A do to
car up to the the force exerted
height of the by the man?
pile of books.
Notice the

force exerted Activity

on the spring
scale while What you need:
lifting the toy
car. a 60 cm
4. Take a board a 120
wooded cm board a
board. Lean spring scale
it against the a wheeled object
pile of books
to make

an inclined
plane.

224
 5. Place the toy What you need to do:
car at the
start of the 1. Raise one hand
inclined of the board to
plane and a height of
slowly pull it about 30cm so
up to the top that it forms an
of the inclined plane
inclined like a steep
plane. Notice road or ramp.
the force 2. Raise the
exerted on wheeled object
the spring straight up to the
scale. height of the
6. Record inclined plane.
the This represents
result in the effort of
the lifting the object
observation without the
table. benefit of an
inclined plane.
Observation Table
3. Pull it up the
60cm inclined
plane and note
Way of Eff Dista
the force
Transpo ort nce
required and
rting Fo
the distance
rc
traveled.
e
by 4. Repeat the
lifting procedure
by rolling using a longer
on the 120cm inclined
inclined plane.
plane

B. Questions:
1. Pile 10 books  Was there a
about 20cm high. difference when
Prepare three you pull an object
ramps made of using a pulley and
thick cardboard. when you pulled it
Ramp 1 measures using the inclined
30 cm , ramp 2 plane?
measures 50 cm ,  What made
and ramp 3 the
measures 70 cm. difference?

V. Attach

225
the toy
car on
the
spring
scale and
pull it on
each of
the three
ramps.
VI. Notice the
force
exerted
on the
spring
scale.
Record
the force
reading in
your
observati
on table.
VII. Compute
for the
mechanic
al
advantag
e of the
inclined
plane by
dividing
the
length of
the plane
by its
height.
In Le H Eff Mech
cli ng e ort anica
ne th i Fo l
d of g rc Adva
Pl th h e ntag
an e t e
e Pl o
an f
e t
h
e
P
l
a
n
e

226
 1 30
c
m
2 50
c
m
3 70
c
m

What have you

found out:
[Link] are the
parts of the
inclined
plane? How
will you
describe it?
[Link] the
force needed
to transport
the car by
lifting and by
using an
inclined plane.
[Link] does an
inclined plane
help

in
transporting a
load to a
higher place?
[Link] plane
has the
greatest effort
force? Why?
[Link]

the inclined
plane
make work
easier for
you? How?

Conclusion:
Make a
conclusion based
from the given
problem.

227
 Presentation of group outputs.
C. Explain
Teacher must take note of some
commonalities and differences of the
answers.
Show a video presentation.
D. Elaborate [Link]
FunScienceDemos
Simple Machines: The Inclined Plane

Ask the questions:

 Which set up will take you less effort to

pull the load? Why?
 Which set up will take you greater effort to
pull the load?Why?
 What’s the difference between the two set-
ups?

If you are going to make an inclined plane

to transfer loads from one place to
another, which set-up will you use? Why?

Problem-Based Scenario
E. Evaluate
You are hired by Motion Moving Company
to design an inclined plane that will make
moving of things into the truck easier and
takes less effort.
Make a design of your inclined planed and
label the length and height of the ramp.
Explain the reason behind your design.

The teacher will rate the answers using a

rubric. (See Appendix A)
IV. REMARKS
V. REFLECTION
A. No. of Learners
who earned 80% on
the formative
assessment
B. No. of learners
who require activities
for remediation
C. Did the remedial
lesson/s work? No. of
learners who have
caught up with the
lesson

228
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 encounter
which my
supervisor/principal/d
epartment head help
me solve?
G. What innovation
or localized
materials did I
use/discover which I
wish to share
with other teachers?.

229
Sources of the Images Used:

16. [Link]
q=uses+of+inclined+plane&prmd=i
vn&sxsrf=ACYBGNRbmHBLuwbvBPISNkRBxtca5GNjbQ:1570
1680
52121&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjKye_
n84HlA
hWSc3AKHYqpDeAQ_AUoAXoECBMQAQ&biw=412&bih=723
#im grc=1956pMu_ZAoDzM&imgdii=f4Q3vUpF0pnR5M

17. [Link]
working-people- workers-unloading-boxes-from-a-truck-
isolated-white-background-
.html?vti=o07nprdisj3qta4w53-1-26

18. [Link]
sxsrf=ACYBGNQq0Yhu8QGdRk4x nEhMUlVFf6lPWQ
%3A1570315804172&ei=HB6ZXeWMCoL1wAP
zxLngCA&q=physics+new+generation+question+template+inclined
+plane&oq=physics+new+generation+question+template
+inclined+ plane&gs_l=mobile-gws-wiz-
serp.3...4323.26071..26550...3.1..0.214.6807.8j48j1......0....
1
..........................................................................................
8..
0i71j35i362i39j35i39j0i273j46i131j0i131j0i131i273j0i67j0i1
31i67j0j0
i10j0i22i30j33i160j33i21j0i8i13i30j33i22i29i30.8UoIGOEDr
mk#imgr c=k0RezVWWq5wygM:

230
Appendix A

RUBRICS FOR EVALUATION

3 2 1
Content/ The design The design The design
Correctness and is missing and
explanation some parts explanation
answers the and does not
problem. explanation provide a
is not clear. solution to
the problem.
Completeness The design The design The design
and and and
explanation explanation explanation
is complete. is missing is missing a
some parts. lot of parts.
Neatness and The design The design The design
Creativity and and and
explanation explanation explanation
is neat and has a few has a lot of
shows erasures and erasures and
creativity. shows doesn’t show
creativity. creativity.

231
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Eight Day One
I. OBJECTIVES
A. Content The learners demonstrate understanding of
Standard how energy is transformed in simple
s machines
B. The learners should be able to create a
Performanc marketing strategy for a new product on
e electrical or light efficiency
Standards
C. Learning Manipulate simple machines and describe
Competencies/ their characteristics and uses (S6FE-IIIg-i-3)
Objectives  Describe the characteristics and
functions of a wedge
II. CONTENT Energy transformation in simple machines

III. LEARNING
RESOURCES
A. References
1. Teacher's K to 12 Science Curriculum Guide (August
Guide pages 2016)
2. Learner's
Materials pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource Science 5 DLP 40 - Simple Machines
(LR)
Portal
[Link]
simple- machines/Tinybop-EL4-Simple-
Machines- [Link]
[Link]
B. Other Learning esson- plan-of-simple-machines-
Resources [Link]
[Link]
machines/[Link]
[Link]
v=LAAwZird80k
IV. PROCEDURE

232
 Review about the simple machine – inclined
plane Ask: What was our lesson yesterday?
What is an inclined plane?
Give examples of inclined plane that you
Engage
use at home?

Show this picture

Ask: What are they doing? Have you tried

this soap carving? What materials did they
use? How did you feel as you performed this
activity?
Let the pupils Perform Activity A.
Activity A.
Problem: How a wedge helps to do the
work? What you need: Needle with thread,
pieces of cloth What you need to do:
1. Examine a needle. Observe its
appearance
2. Thrust the needle into two pieces of
cloth.
3. Make stitches to fasten them together.

Explore Questions:
1. How does a needle look like?
2. What kind of a simple machine is
needle?
3. Describe the characteristics of a
needle.

Other suggested simple wedge activities

A. Get a piece of paper (half
crosswise, intermediate pad)
B. Divide into two equal
triangles. Ask: What do
233
 you have?
C. Put the two triangles back to back
with their edge as the base.

Ask: Can you describe what you have found?

Record all your observations.
Ask the following:
1. What are the uses of wedge in those
activities?
2. How does a wedge work?
Explain 3. Where can we apply the concept of
wedge in our daily living?
Discuss
 A wedge is a double inclined plane
that is sharpened o an end. It can
be used to
separate two objects or portions
of an

object, lift up an object, or hold an

object in place. The thinner the
wedge, the lesser effort is need to
cut objects.
Show a video presentation. Refer to the link
below ([Link]
v=LAAwZird80k) Ask: What do we use in
cutting? In splitting? In holding back? In
holding together something?
The teacher will prepare pictures of knife,
chisel, shovel, saw, and axe

Direction: Fill in the following table based on

your observations

Elaborate

One minute paper activity:

The teacher will ask the pupils what they
have learned about the activities.
Let the pupils write the concepts they have
learned on a sheet of paper.

234
 Choose the letter of the correct answer
1. What is a wedge?
a) A triangular shaped simple machine
b) A rectangular shaped simple machine
c) A round simple machine
d) A square shaped simple machine

2. Which of the following is a

characteristic of a wedge?
A. Has thick and sharp edge
B. Composed
Objects of a straight bar
Uses
C. Composted
1. knife of a rigid bar
Evaluation 2. D. Has fulcrum, load, and effort
chisel
3. saw
3. How do you use a wedge?
4. a)
axeMove the wedge
5. b)
shovel
Rotate the wedge
c) Lift the wedge into the air
d) Physically apply pressure to the wedge

4. Which of these is NOT a wedge?

a) Knife
b) Scissors
c) Saw
d) Screwdriver

5. This machine has a sharp edge and

helps spread or cut something.
a) Pulley
b) Wheel and axle
c) wedge
d) Screw
V. REMARKS

VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities
for
remediati
on
C. Did the
235
 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 it
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?

G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?

236
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Eight Day Two
I. OBJECTIVES
A. Content The learners demonstrate understanding of
Standard how energy is transformed in simple machines
s
B. The learners should be able to create a
Performanc marketing strategy for a new product on
e electrical or light
Standards efficiency
C. Learning Manipulate simple machines and describe their
Competencies/ characteristics and uses (S6FE-IIIg-i-3)
Objectives  Give the uses of a wedge
 Manipulate a wedge

II. CONTENT Energy transformation in simple machines

III. LEARNING
RESOURCES
A. References
1. Teacher's K to 12 Science Curriculum Guide (August
Guide pages 2016)
2.
Learner'
s
Material
s pages
3. Textbook
pages
4. Additional Science 5 DLP 40 - Simple Machines
Materials
from
Learning
Resource
(LR)
Portal
[Link]
machines/Tinybop-EL4-Simple-Machines-
Handbook- [Link]
[Link]
B. Other -plan- [Link]
Learning [Link]
Resources machines/[Link]
[Link]
v=LAAwZird80k
IV. PROCEDURE
Review about the simple machine –
wedge. Ask: What was our lesson
237
Engage yesterday?
What is a wedge?
What is its use?
Give examples of a wedge you use at
home?
Show this picture

Ask: Who among you still use firewood as fuel

for cooking?

Show another picture. (The teacher may bring

actual material or bundle of chopped woods)

Ask: Do you see these bundled of chopped

woods? How are we going to break these
woods into smaller pieces?
What do we use to break these into smaller
pieces?

What kind of simple machine are those found

in the picture? Do you know that aside from
splitting the wood into pieces, there are still
more uses of a wedge?

Are you inquisitive to learn more? Let’s find out

in the group activity.
(The teacher may opt to use other pictures or
bring actual materials and give guide
questions that will
lead to the lesson proper)
(Remind the class the norms to be followed
during the group activity. Precautionary
measures should be strictly observed)
238
 There are three groups to perform the
Explore
activity. Each group should have a leader and
a member who will serve as material
manager.

Group 1
Task: Cut the bread with a knife

Materials: bread, knife

Guide Questions: 1. What material did you use
in the activity?
[Link] kind of wedge did you
use?
3. How does the wedge cut
the
bread?
4. What insights did you learn

Group 2
Task: Hammer the nail in the wood
Materials: hammer, nail, wood
Guide Questions: 1. What material did you use
in the activity?
[Link] kind of wedge did you
use?
3. How does the nail
hammered in
the wood?
4. What insights did you learn?

Group 3
Task: Put the doorstopper in our door
Materials: doorstopper, door of the
classroom
Guide Questions: 1. What material did you use
in the activity?
[Link] kind of wedge did you
use?
3. How does the doorstopper
work?
4. What insights did you learn?
Ask the following:
1. What are the uses of wedge in those
activities?
2. What are the different kinds of wedges
used in 3 different groups?

Discuss
A wedge can be used in many ways:
 To cut (using a knife)
239
  To split (using axe)
 To tighten and to hold back
Explain (using doorstopper)
 To hold together (using a nail)

Show a video presentation.

What is a Wedge? (With Narration) Simple
Machines | Science for Kids | Educational Videos
by Mocomi
Refer to the link below
([Link]
v=No5Df2231YA) Ask: What do we use in
cutting? In splitting? How does a wedge work?

Give examples of how wedges are used at

school, home, and community?

USES OF WEDGE
Elaborate

MULTIPLE CHOICE
Direction: Choose the letter of the correct
answer
1. Our teeth that we use in eating are an
example of
.
a. Level c. pulley
b. Wedge d. inclined paper
2. What function of a wedge is shown
when you divide the log into two?
Evaluation a. Cutting c. scraping
b. Holding together d. pulling
3. What kind of wedge do we use in cutting?
a. nail c. knife
b. doorstopper d. wood
4. Which of the following shows function of a
wedge?
a. A wheel was used to move the cart easily
b. An axe was used to split the log into two
c. A flag was hoisted to the flagpole
d. Two boys were balancing in a seesaw
5. What kind of wedge will you use if we are
going to carve on woods in carpentry?
a. axe c. nail
b. doorstopper d. chisel
V. REMARKS
VI. REFLECTION
240
 VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment
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
strategies
worked
well?
Why did it
work?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can
help me
solve?
G. What
innovation or
localized
material/s did
I use/discover
which I wish to
241
share with
other
teachers?

242
 Detailed Lesson Plan in
Science Grade 6
Quarter Three Week Eight Day Three to Four
I. OBJECTIVES:

A. Content The learners demonstrates understanding of

Standards different types of simple machines

B. Performanc The learners should be able to draw and

e Standards label the different types of simple machines

C. Learning Manipulate simple machines to describe

Competenci their characteristics and uses
es/ (S6FE-IIIg-i-3)
Objectives At the end of the lesson, 75% or
(Write the out of
LC Code for pupils will be able to:
each) Describe the characteristics and
functions of a screw using appropriate
tools
Demonstrate the uses of screw
Manipulate screw
II. CONTENT Energy transformation in simple
machine:Screw
III. LEARNING
RESOURCE
S

C. References K to 12 Curriculum
Guide Science 6 page
96
1. TG pages

2. LM pages

3. Textbook The New Science Links 6 by Evelyn

pages Castante Padpad,et al (2017 Edition
page 366) Science Our World 6, page
175, Norma M. Garcia, et. al)

4. Additional
Materials
from LR
portal

243
D. Other pictures, real objects, flash cards
Learning [Link] (video on uses
Resources of screw)
[Link] .com/ presents: Pulley,
Wheel and Axle, Lever and Screw

244
5. PROCEDURE

“ Who am I?”

ENGAGE Distribute an envelope to each group

containing pictures of lever, inclined plane,
wedge and pulley and metacards with
names and characteristics of each.

Lever pulley

wedge Inclined plane

The members of the group will arrange first

the jumbled words for the name of each
simple machine to be used on the guessing
game.

Teacher asks,” You want to hang a picture

on your wall, which will you use, a screw
hook or you will just punch a nail halfway
into your wall?”( answers may vary)

Present a picture of screw hook and screw.

Activity A ( Day
1) “ My
Screw”
Materials: paper and pencil ( assigned a
day before the lesson)

What to do:
1. Cut a triangular piece of paper.
 Wrap the paper around the pencil.
See that the inclined plane “ramp”of
the paper is now spiralled around the
length of

the pencil. You now have a paper

model of a screw.
 Starting from the end of your pencil,
245
 trace the thread of the screw with
your finger. See how your finger
spirals its way up to the top of the
pencil.

 Ask:
 How will the new screw compare
with the original screw?

Activity B ( Day 2)
LOOKING CLOSELY AT A SCREW

You will need:

Screw and Magnifying glass

What you need to do:

1. Observe the screw. Can you see
the protruding parts? These parts
resemble ridges around a cylinder.
We call the protrusions thread.
The screw’s pitch refers to the
distance between two adjacent
threads
.
2. Insert the fingernails of your index
finger and thumb between the
threads.
3. With your other, rotate the
screw clockwise. Describe what
happened
.
4. Now rotate the screw
counterclockwise. Describe what
happened.

Each group will be given ¼ size manila

paper to be used in writing their answer.
1. The pupils will present their
output for reporting.

2. Analysis and discussion of learners output.

3. Teacher asks questions to develop

EXPLAIN critical thinking

246
 What is the
advantage of using
screw?
The devices that you have been used in
your activity are example of screw.
Show a video clip about
ELABORATE screw. ( Youtube –
Designate
[Link])
A screw is another modified inclined
plane. A screw is made when an inclined
plane is used to wrap a cylinder . A
spiral ridges of the screw are referred to
as thread and the distance between each
thread is referred to as thread pitch.
EVALUATE Direction: Mark (/) if the sentence tells
the characteristics o a screw and (x) if
not. Write your answer on the blank.
[Link] is another modified
inclined plane.(screw)
2. It is used to lift loads, apply
forces and transmit power.(pulley)
3. If it is movable, it is attached
to the objects and moves it. (screw)
4. It has thread and the distance
between each thread is referred to as
thread pitch. (screw)
5. The groove prevents the rope
from slipping.

J. Additional Research on some common example of

activities for screw which are used at home
application/
remediation

6. REMARKS The lesson is good for 2 days

7. REFLECTION

D. No. of
learners
who earned
80% on the

247
 formative
assessment

E. No. of
learners
who require
additional
activities for
remediation

F. Did the
remedial
lesson
work? No.
of learners
who have
caught up
with the
lesson.

H. No. of
learners
who
continue to
require
remediation

I. Which of my
teaching
strategies
worked
well?
Why did
these work?

J. What
difficulties
did I
encounter
which, my
principal or
supervisor
can help me
solve?

248
K. What
innovation
or localized
materials
did I
use/discove
r which I
wish to
share with
other
teachers?

249
BACKGROUND INFORMATION FOR TEACHER
You want to hang a picture on your wall. Will you use a
screw hook or will you just punch a nail halfway into your wall?
It will be better to use a screw hook because it can be
easily driven in and removed. The screw can be removed and put
back on easily on the same hole, without damaging the wall.
With a nail, you will need a hammer to pull it out. If you need to
put it back in, a new hole will have to made.
A screw is actually an inclined plane. It is composed of a
cylindrical body and the spiral ridge called thread. The threads
surround the cylinder from the tip to the head. A screw increases
the force but a longer distance.
Screws use friction. For metal screw driven into wood,
there is a lot of friction between the wood and the metal thread.
A screw with steeper thread can be embedded deeply into
surface with fewer turns. A screw with less steep threads require
a lot more turns to be driven into surface.

250
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Eight Day Five
I. Objectives
A. Content Standard How energy is transformed in simple
machines
B. Performance Create a marketing strategy for a new
Standard product on electrical or light efficiency
C. Learning Manipulate simple machines to describe
Competencies/ their characteristics and uses. Code:
Objectives (Write the S6FEIIIg-i-3
LC code for each)  Describe the characteristics
and functions of a pulley
 Identify the types of pulley
 Give the uses of the types of
pulley
D. Valuing Appreciation, Cooperativeness
II. Content Types of Pulley
III. Learning
Resources
A. References K to 12 Curriculum
B. Teacher’s Guide Science 5 k to 12 Curriculum 2017
pages Edition
pp.281-285
C. Learner’s Materials The New Science Links 6 Revised
pages Edition pp.367-368
D. Textbook pages The New Science Links 6 Revised Edition
pp.367-368
E. Additional Materials
from Learning
Resources (LR)
portal
F. Other Learning Powerpoint presentation, pictures,
Resources activity sheets
Video presentation-
[Link]
v=EhI- mmQMVkU
IV. PROCEDURE

251
A. Engage The teacher will facilitate the game
called “Cabbage-pass Game”. During
1. Review: the game the teacher will play a music
and once the music stops, the learner
with the cabbage has to answer a
question.
The following are the example of
questions that can be used in the
game:

1. What is a simple machine that

has a slopping surface?
2. What is a simple machine in a
form of inclined plane that is
wrapped around a central shaft?
3. What is simple machine with a
double inclined plane that is
2. Presentation of sharpened to an end?
the new lesson: The teacher will call pupils to solve
puzzle on the board and try to identify
what picture is formed in the puzzle.
(Picture)

A
[Link] [Link]
[Link]/clipar [Link]/explore/hylo
t/1 [Link] ist- clipart-crane-
pulley/

https:// b
[Link]/phot s
o_68574475_stock- v
vector- fishing-rod-and-
fish-icon-in- cartoon-
style-isolated-on- white-
252
[Link] [Link]/philippin e-flag-pole- clipart-8/

1. What are common in the

picture formed by a puzzle?

253
  The teacher will group the
learners into three (3)
 The teacher will provide the
materials needed and distribute
activity sheets to each group.

 The teacher will remind the

learners about the norms to be
followed in performing the
activities.

Note: The teacher will supervise

3. Explore the learners all throughout the
performance of the activities.

What have you found out?

1. Compare the effort force in the movable pulley and in the block and tackle.

226 .

2. What is the function of the fixed pulley in the block and tackle?

.
3. What is the advantage of using a pulley?

255
 The learners will present their outputs and
they will be rated using the attached scoring
rubrics.

1. Let each group discuss and

present the output of their
activity in class. (The group will
be graded according to the
given rubrics – refer to Appendix
C. Explain A-5)
2. The teacher gives feedback.
3. The teacher discusses the
answer of each group in the
activity sheets.

1. Teaching Part
The teacher discusses further
about pulley by reading some of
the important facts taken form
the textbook and will show a
video clip from youtube.
D. Elaborate [Link]
v=EhI- mmQMVkU

Pulley
A pulley is a modified wheel and
axle. It is used to lift loads apply forces,
and transmit power. A pulley has a
rope slipping on the groove of the
wheel. The groove prevents the rope
from slipping. The axle, on the other
hand, serves as the mounting bracket
that attaches or holds the wheels so
that it turns as the rope slides.

Types of pulleys:
227
 A fixed pulley is generally hung, making
the
wheel stationary in position. It can lift
an object easier by changing the
direction of the

effort force. A fixed pulley is usually

seen in flagpoles or the part of the
wheel the pulls a bucket of water.

A movable pulley is the complete

opposite of fixed pulley. The entire
wheel, together with the axle, travels
along the rope. A movable pulley is
hung on a rope and hooked to a
resistance. Zip lines use a movable
pulley to deliver a person from a high
area to a low area.

Block and tackle is a combination of

movable and fixed pulley. This block
and tackle combines the direction-
changing ability of the fixed pulley and
the force-multiplying ability of the
movable pulley. Block and tackle is
usually used in construction areas.

Formulation of Generalization through

questions:

What is pulley?
What are the three types of pulley?
Describe the functions of the three
types of pulley?

1. What kind of pulley is usually

seen in flagpoles?
a. Fixed pulley
b. Movable pulley
c. Block and tackle pulley
d. Push and pull pulley

2. What is the best example of

movable pulley?
a. Running wheel
228
 b. Wheel and axle
c. Flag poles
d. Zip lines

3. It is a combination of movable
and fixed pulley.
a. Movable-fixed pulley
b. Block and tackle

c. Block and fixed

d. Fixed and tackle

4. What best describes a pulley?

a. Makes work easier by moving
objects across distances.
b. Any tool that pries something
loose
E. Evaluate c. It is a movable inclined plane
d. It is a modified wheel and axle
that used to lift loads.

Give 2 examples of each types of

F. Assignment: pulley. Fixed Pulley

1.
2.

Movable
Pulley 1.
2.

Block and tackle

pulley 1.
2.
V. REMARKS
VI. REFLECTION
V. OTHERS
A. No. of learners who
earned 80% 0n the
formative
assessment
B. No. of learners
who require

additional
activities

for remediation
C. Did the remedial
lessons work? No.
229
 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?
a. Why did it
work?
F. What difficulties
did I encounter
which my

principal or
supervisors can
help me solve?
G. What innovation or
localized
material/s did I
use/discover which
I wish to share
with other
teachers?

230
231
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Nine Day One
I. OBJECTIVES

A. Content The learners demonstrate understanding of

Standards how energy is transformed in simple
machines

B. Performance The learners should be able to create a

Standards marketing strategy for a new product on
electrical or light efficiency

C. Learning Manipulate simple machines to describe their

Competencies characteristics and uses.
S6FEIIIg-i-3

-Describe the characteristics and functions of a

Objectives pulley;
- Identify the types of pulley; and,
- Manipulate a pulley.
II. CONTENT Energy transformation in simple machine
III. LEARNING K to 12 Curriculum Guide August 2016
RESOURCES Science 6 page 96
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials pages
3. Text book pages Science Spectrum 4 by Fallaria [Link] p. 208-209

21st century Science and Health 6 p. 220-221

4. Additional LRMDS Portal

Materials from
Learning 1. MISOSA 5. Module 19
Resources 2. OHSP. Module 11. Lesson 3.
3. EASE Physics. Module 11. Lesson 3.
4. BEAM 5. Unit 5. 13 Simple Machines. Distance
Learning Modules. DLP 40.
B. Other Learning [Link]
Resources weights-gym-high-fives-fitness-royalty-free-
stock- video-footage/001-D84-74-039

[Link]
_simple_lesson05_activity1

232
[Link]
simple_lesson05#

[Link]

233
IV. PROCEDURE

Engage A. Tie it!

Ask:
Do you have a rubbershoes with shoelaces on?

Teacher asks 5-10 volunteers to tie their shoelaces. The

fastest learner to “tie it” wins.

Ask:
What happens when you pull your shoelaces on one
side?

B. Look at the picture.

[Link]
v=X5xvlXV9crE
[Link]
entertainment/films/features/superman

Can you recognize this man?

Superman is a comic book hero with

superhuman strength. He can lift heavy
objects with his hands regardless of how big
it is.
Do you want to lift heavy objects like
superman?

Explore
There is no one as strong as Superman,
there’s no one who can lift a car. But a
simple machine can do such tasks for us.
Simple machines allow us to apply a small
force to produce a stronger force.

How do we lift loads or objects?

 Divide the class into three.

 Distribute the Activity Guide and

234
 Rubrics for the demonstration.
(Materials and tools to be used are
pre-assigned)
 Present the safety measures in using
simple machines. (See Appendix F)
 Supervise and instruct the learners on
how to do the activity.

 Present the suggested rules for

group work
(See Appendix A)

Activity 1.1. It’s fishing time! (See appendix B)

 Group 1 will demonstrate how to catch
a fish using fishing rods.

Activity 1.2. Raise me up! (See Appendix C)

 Group 2 will demonstrate how to
raise the flag.
Activity 1.3. To the lift! (See Appendix D)
 Group 3 will demonstrate how to
hoist the bucket out of the well.

Guide Questions:
1. How did you lift the flag without
climbing up the pole?
2. What did you use to hoist the
bucket of water?
3. What part of the fishing rod was
cast to catch a fish?
4. What similar materials were used in
order to do the three?
5. What are the fundamental
characteristics of a pulley?

Note: Write their answers on the board to be

used in elaborating the science concepts.

Rubric (See Appendix E)

Pulley
Explain A pulley is a grooved wheel with a rope riding in the
groove. It turns on an axle. A weight is tied to one end
of the rope and it is lifted by pulling on the other end
of the rope.

Its characteristics include the needs to have a rope,

wheel with a groove, and a freely turning wheel.

235
 Types of Pulley
There are three kinds of pulley: the fixed pulley, the
movable pulley and the block and tackle.

A. Fixed pulley. The simplest pulley is composed of a

grooved wheel on a fixed axle. A rope is passing over
this wheel is tied to the load to be lifted, and a pull is
applied to the other end of the rope. This type of
pulley changes the direction of the force applied to the
load. This is important when the space is directly
under the load is hard to get at, as when the load is on
the boat.

B. Movable pulley. The second basic type of pulley is a

movable pulley. The load is attached to the axle of this
pulley. On end of the rope that passes through the
pulley is attached to a fixed support above the load. A
pull is applied to the free end of the rope in the same
direction the load is to move. The mechanical
advantage of a movable pulley means that the pull
applied to the free end of the rope need be only half
the weight of the load. The rope attached to the fixed
support also carries half the weight of the load.

C. Block-and-tackle. It is a machine used to lift weights

and to exert large forces. It is made of ropes and
pulleys. The pulleys are mounted in frames called
blocks. Each block has a hook by which it can be
fastened to its support or the load. A single block has
one pulley, a double block has two pulleys, and so on.

Show the ff. illustrations while discussing the concepts.

Pulley

[Link]
-2/

236
A. Fixed Pulley

[Link]

B. Movable Pulley

[Link]
[Link]
[Link]
fair/article/moveable/

C. Block-and-tackle

[Link]
[Link]
machines/images/?SD

237
 Activity 2. (Manipulating a Pulley)
Pull’ey me. (See appendix G)

Ask for 3 volunteers from the class to demonstrate

how to create and manipulate simple pulleys.

Elaborate Basically, the set-up for a pulley is that the machine or

person is on one side while an object is on the other.
The person or machine pulls the rope down to lift the
object. To make the object go down, the machine or
person lets go of the rope.

Every morning, we attend the flag raising ceremony.

How do pupils raise the flag?

Ask:
 What type of pulley is used to hoist the
flag up and down?

Tall buildings use elevators to help the people reach

their respective floor destination easily. Cindy will visit
her mother who works on a 25 storey building. What
will she use to go to the office without using the stairs?

Ask:
 Have you tried riding on a modern
elevator?
 What type of pulley is used in a
modern elevators and ziplines?

A crane is mainly used for lifting heavy things and

transporting them to other places. Cranes are
commonly employed in the transport industry for the
loading and unloading of freight, in
the construction industry for the movement of
materials, and in the manufacturing industry for the
assembling of heavy equipment.

Ask:
How do cranes lift heavy objects?
What type of pulley does a crane use?
Show the following illustrations to elaborate the
concepts.
a. Flag pole

238
[Link]
flagpole-quest/
[Link]
prompts-shifting-of-classes-in-antique/

b. elevator and zipline

[Link]
kit-zip-line-pulley-home-kits/

[Link]
myth/everyday-myths/[Link]
[Link]

c. Crane

239
[Link]
60629716856292892 5/
[Link]
23840 0/
Generalization:

Pulleys are used in many ways, everyday.

Some common examples are large
construction cranes that use pulleys to lift
heavy objects with what would normally be
a very underpowered motor, weight
machines at a gym, some elevators,
flagpoles, window blinds, bicycle
rings/chains, clotheslines, water well
bucket/rope, zip lines,
motors, rock climbing devices, and sailing
and fishing boats.

240
Evaluate I. Label the parts of the pulley.

[Link]
-2/

241
 II. Determine the kind of pulley used to do the
following:

1. Close and/or open window blinds

2. Bring up cement mixture from the ground
to the third floor of the building being constructed
3. Get a heavy equipment across a creek
4. Zip lines
5. Sailing and fishing boats.

III. Pulley or Not. Identify which examples below is a

pulley.

Additional
activities for
application
[Link]
Agreement: Watch a video clip of a gym
instructor teaching a lady the proper way
of using an exercising tool.
[Link]
weights-gym-high-fives-fitness-royalty-free-
stock- video-footage/001-D84-74-039

V. REMARKS Lesson [Link] on to the next objective

Lesson not carried.
VI. REFLECTION

VII. OTHERS
H. No. of
learners
who earned
80% on the
formative
assessment.

242
I. No. of
learners who
require
additional
activities for
remediation
J. Did the
remedial
lessons
work? No. of
learners who
have caught
up with the
lesson
K. No. of
learners who
continue to
require
remediation
L. Which of my
teaching
strategies
worked well?
Why did it
work?
M. What
difficulties
did I
encounter
which my
principal or
supervisor
can help me
solve?
N. What
innovation or
localized
material/s
did I use/
discover
which I wish
to share with
other
teachers?

243
 APPENDIX A

Suggested rules for the group work

6. Have respect for each other.

7. All group members should do an equal amount of work.

8. Time management.

9. Be willing to cooperate with others on their ideas.

[Link] communication.

244
 APPENDIX B

Group Name: Score:

Quarter 3 (Week 9-Day 1)

Activity 1.1

It’s fishing time!

Lesson Concept:

A pulley is a grooved wheel with a rope riding in the groove. It turns on an

axle.A weight is tied to one end of the rope and it is lifted by pulling on the other end of
the rope. There are three kinds of pulley: the fixed pulley, the movable pulley and the
block and tackle.

Materials

Fishing rod pictures or toy fishes

Magnet

Instructions:

a. Gather all the materials needed.

b. Scatter the picture or toy fishes on a table.

c. Attach the magnet at the end of the fishing rope.

d. Cast the fishing rod on the picture or toy fishes on the table.

e. After catching the fish, slowly rotate the axle to lift the picture or toy fishes.

Guide Questions:

1. What did you observe when you were rotating the fishing rod?

2. What part/s of the fishing rod helped you to lift the fishes?

245
3. What are the characteristics of the pulley used?

3. Explain the process of casting a fishing rod.

246
 APPENDIX C

Group Name: Score:

Quarter 3 (Week 9-Day 1)

Activity 1.2

Raise me up!

Lesson Concept:

A pulley is a grooved wheel with a rope riding in the groove. It turns on an

axle.A weight is tied to one end of the rope and it is lifted by pulling on the other end of
the rope. There are three kinds of pulley: the fixed pulley, the movable pulley and the
block and tackle.

Materials
Philippine flaglet miniature flag pole

Rope or yarn
Instructions:

a. Gather all the materials needed.

b. Insert the rope on the pulley ate the top of the miniature flag pole.

c. Tie the flaglet at both ends of the rope.

d. Slowly lift the flag by pulling the rope downwards.

Guide Questions:
1. What did you observe when you were pulling the rope?

2. What part/s of the pole rod helped you to raise the flag?

3. What are the characteristics of the pulley used?

3. Explain the process of raising a flag.

247
 APPENDIX D

Group Name: Score:

Quarter 3 (Week 9-Day 1)

Activity 1.3
To the lift!
Lesson Concept:

A pulley is a grooved wheel with a rope riding in the groove. It turns on an axle.A
weight is tied to one end of the rope and it is lifted by pulling on the other end of the
rope. There are three kinds of pulley: the fixed pulley, the movable pulley and the block

and [Link]

Small bucket rope pulley

Small wood/log a glass of water pale

Instructions:
a. Gather all the materials needed.

b. The pale will serve as the improvised well.

c. Attach the pulley to the log or wood.

d. Insert the rope to the pully.

e. Fill the small bucket with a glass of water.

f. Slowly pull the rope to lift the bucket out of the improvised well.

Guide Questions:

1. What did you observe when you were pulling the rope of the bucket?

2. What part/s of the well helped you to hoist the bucket?

3. What are the characteristics of the pulley used?

3. Explain the process of hoisting a bucket up and down.

248
 APPENDIX E

RUBRICS FOR GROUP PRESENTATION

The teacher will use this rubric to evaluate each group’s presentation. Learners can look
at this rubric so they may understand what they are being graded on.

Trait Criteria Points

Content: Presentation Presentation Presentation Presentation
Did the contained had moments had a good had an
presentation little to no where valuable amount of exceptional
have valuable valuable material was material and amount of
material? material present but as benefited the valuable
a whole class material and
content was was extremely
lacking. beneficial to
the class.
Collaboration The The The The teammates
: Did teammates teammates teammates always worked
everyone never worked sometimes worked from from others’
contribute to from others’ worked from others’ ideas ideas. It was
the ideas. It others’ ideas. most of the evident that all
presentation? seems as However it time. And it of the group
Did everyone though only a seems as seems like members
seem well few people though certain every did contributed
versed in the worked on people did not some work, equally to the
material? the do as much but some presentation.
presentation. work as others. people are
carrying the
presentation
Organization: The There were The The
Was the presentation minimal signs presentation presentation
presentation lacked of organization had was well
well organization or preparation. organizing organized, well
organized and had little ideas but prepared and
and easy to evidence of could have easy to follow.
follow? preparation. been much
stronger with
better
preparation.
Presentation: Presenters Presenters Presenters Presenters
Did the were not were were were all very
presenters consistent unconfident occasionally confident in
Speak with the level and confident delivery and
clearly? Did of demonstrated with their they did an
they engage confidence/ little evidence presentation excellent job of
the audience? preparedness of planning however the engaging the
Was it they showed prior to presentation class.
obvious that the classroom presentation. was not as Preparation is
the material but had some engaging as it very evident
had been strong could have
rehearsed? moments. been for the
class.

249
 APPENDIX F

SAFETY RULES IN HANDLING MACHINES:

Simple machines help make work easier but they may

also cause accidents if they are not used or handeld properly.

Here are some safety rules in handling machines:

1. To avoid getting hurt, do not play with machines.

2. Keep sharp machines or tolls in a cabinet or in a safe place that cannot be reached
by small children.

3. When holding a tool, make sure that its sharp edges point downward facing
the ground.

4. Before using any simple machine, be sure it is in good condition to avoid accidents.

250
 APPENDIX G

Quarter 3 (Week 9-Day 1)

Activity 2

Pull’ey me!

Lesson Concept:

A pulley is a grooved wheel with a rope riding in the groove. It turns on an

axle.A weight is tied to one end of the rope and it is lifted by pulling on the other end of
the rope. There are three kinds of pulley: the fixed pulley, the movable pulley and the
block and tackle.

Materials

Two brooms 6-

meter rope

Instructions:

a. Ask for three (3) student-volunteers.

b. Gather all the materials needed.

c. Tie the rope to one of the brooms (broom 1)

d. wrap the rope around the other broom (broom 2)

e. Have two students stand about a meter apart each holding one broom, and
try to keep the brooms separated while the third student pulls on the free end
of the rope.

Note: this step shows that it is a difficult task to pull the broom sticks together.

f. Lastly, wrap the rope around each of the brooms again. Try to pull
the students/brooms together again.

251
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Nine Day Two
A. Content Standard The learners demonstrate understanding of
how
energy is transformed in simple machines.
B. Performance The learners should be able to create a
Standard marketing strategy for a new product on
electrical or light efficiency.
C. Learning Manipulate simple machines and describe
Competency their characteristics and uses.
(S6FE-IIIg-i-3)
 Describe the characteristics and
function of wheel and axle
I. CONTENT Simple Machines
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
Pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning [Link]
Resources simple- machines/what-is-a-wheel-
[Link]

[Link]
axles- lesson-plan-in-simple-machines-unit

[Link]
machines- wheel-and-axel--2

[Link]
[Link]
III. PROCEDURES A B

252
 ENGAGE  The teacher  The teacher
gives the learners gives the learners
an activity sheet an activity sheet
to be performed in to be performed
5 minutes. in 5 minutes.
(Refer to Appendix A) (Refer to Appendix
B)
Ask:
Q1. What were the Ask:
pictures shown in your
activity sheet?
Q1. What were the
Q2. Have you ever pictures shown in
seen or used any your activity sheet?
of the
vehicles/objects Q2. Have you ever
illustrated there? seen or used any of
the objects
Q3. What make illustrated there?
these things
valuable or essential Q3. What make
to our lives? these things
valuable or
Q4. Do these objects essential to our
make our lives lives?
comfortable? If yes,
in what ways? Q4. Do these objects
make our lives
Q5. What do they comfortable? If yes,
have in common? in what ways?

Q6. How do the Q5. What do they

wheels cause have in common?
movement?
Q6. How do the
Accumulate the pupils’ wheels cause
response for the movement?
discussion later.
Accumulate the pupils’
response for the
discussion later.
- Say: Let us know the Say: Let us know
characteristics and the characteristics
functions of wheel and functions of
and axles. wheel and axles.
Group Activity: (15 Group Activity: (15
mins) mins)
 Group the  Group the
pupils into pupils into
two. two.
 Pupils set  Pupils set
253
 norms to norms to
follow during follow during
group activity. group activity.
 Distribute  Distribute
activity sheets activity sheets
to each group to each group
and let them and let them
execute the execute the
activity. activity.
 Supervise and  Supervise and
instruct pupils instruct pupils
on how to do on how to do
the activity. the activity.

Activity 1 (Group 1) Activity 1 (Group 1)

“You Complete “You Belong With
Me!” Me!”

Instructions: Instructions:
Complete the Choose the pictures
jigsaw puzzle. of the objects that
It consists of used wheel and
different pictures axles and paste
of wheel and them on a cartolina.
axles. Once Label them. The
completed, the leader of the group
leader of the group will come in front to
will come in front to discuss why their
discuss the group chose those
picture puzzle and pictures.
its importance in (Refer to
our day- to-day Appendix
activities. D)
(Refer to
Appendix
C) Guide Questions:
 What are the
Guide Questions: pictures did
 What are the your group
pictures in the choose?
jigsaw puzzle?  Why did you
 What do they choose those
have pictures?
 What do they
in have
common?
 How do the in
wheel and common?
axles work  How do the
together? wheel and
 What benefits axles work
254
 could we get together?
from

these objects? Activity 2 (Group 2)

“Match Me! Match Me
Activity 2 (Group 2) Not!”
“Sharpen My
Memory!” Instructions:
Match pictures of
Instructions: wheel and axles to
Mix up the cards. its name. Take note
Lay them in rows, of different material
face down. Flip over each wheel is made
any two cards. If the of. The leader of the
two cards match, group will come in
keep them. If they front to discuss the
don't match, put pictures and their
them back face uses in our lives.
down. Remember (Refer to Appendix
what was on each F)
card and where it
was. Once done, the
leader of the group
will come in front to
discuss
the match cards and
its

importance in our Guide Questions:

day- to-day  What are the
activities. pictures in
(Refer to Appendix your activity
E) sheet?
Guide Questions:  What do they
have
 What are the
pictures in the
in
memory card?
common?
 What do they
 How do the
have
wheels on the
vehicles/objec
in
ts differ from
common?
one another?
 How does the
 How does the
wheel and
wheel and
axle work
axle work
together?
together?
 What benefits
could we get
from

255
 these objects?
EXPLAIN  Let each group  Let each
discuss group
discuss
and present the and
output of their present the
activity in class. output of
(The group will their activity
be graded in
according to the class.
given rubrics – (The
refer to group will
Appendix G) be graded
 The teacher according
gives feedback. to
 The the

teacher given rubrics

discusses the – refer to
answer of each Appendix G)
group in the  The
activity sheets.
teacher gives
Science Concept:
feedback.
Wheel and axle is an  The teacher
example of a simple discusses
the answer
machine.
of each
A wheel and axle is group in the
any circular object activity
that turns around a sheets.
pole in the center of
it. Science Concept:

Characteristics: Wheel and axle is

an example of a
simple machine.

A wheel and axle is

any circular object
that turns around
a
pole in the center
of it.
It has two main parts
– Characteristics:
wheel and axle. It has two main
parts – wheel and
Wheel is a circular axle.
frame arranged to
revolve on an axle. Wheel is a circular
256
 frame arranged to
Axle is a bar or pole revolve on an axle.
by means of which a
wheel pair of wheels Axle is a bar or
rotates. pole by means of
which a wheel pair
The Wheel must pin of wheels rotates.
with the Axle.
The Wheel must
Wheel and axles pin with the Axle.
make life easier
because of its Wheel and axles
functions. make life easier
because of its
There is no need to functions.
apply too much force
or effort to lift or There is no need
push/pull something. to apply too much
force or effort to
The wheel and axle lift or push/pull
makes it easier to something.
move objects or
loads along the The wheel and axle
ground without makes it easier to
having to drag them. move objects or
One type of wheel loads along the
and axle transports ground without
the object in the having to drag
same direction as the them. One
wheels are moving, type of wheel and
like cart or wheel axle transports the
chairs, for instance. object in the same
direction as the
Wheel is attached to wheels are moving,
a smaller axle so that like cart or wheel
these two parts chairs, for
rotate together in instance.
which a force is
transferred from one Wheel is attached
to the other. to a smaller axle so
that these two
parts rotate
together in which a
force is transferred
from one to the
other.

ELABORATE  Ask pupils  Ask pupils

the the following
following questions:

257
 questions: 1. Where do
1. Where do we we usually
usually
find
find objects objects that
that use wheel use wheel
and axle? and axle?
2. What are these 2. What are
objects? these
3. How would objects?
you
describe  Group the
its pupils into
characteristics two.
and functions?  Pupils set
norms to
 Group the follow during
pupils into two. group
 Pupils set activity.
norms to follow
during group Group 1
activity.  Give at least
two
Group 1 examples of
 Draw at least wheel and
two examples axle that you
of wheel and can find at
axle that you home. Write
can find at it names
home. Write it below.
names below.  After writing
 After writing its name,
its name, describe
describe its
characteristics its
and functions. characteristi
 Write down the cs and
reasons why functions.
you chose
these objects. Group 2
 Give at least
Group 2 two
 Draw at least examples of
two examples wheel and
of wheel and axle that you
axle that you can find at
can find at school.
school. Write it  After writing
names below. its name,
 After writing describe
its name,
258
 describe its its
characteristics characteristi
and functions. cs and
 Write down functions.
the
reasons why Generalization:
you 1. What
makes wheel
and axle
unique
from

chose other simple

machines?
these objects. 2. How does
wheel and
Generalization:
axle work?
1. What makes
3. What are
wheel and axle
other
unique from
examples
other simple
of
machines?
wheel and
2. How does a
axle?
wheel work?
4. What are the
3. How does an
functions
axle work?
of
4. How does
wheel and
wheel and axle
axle?
work?
5. How do
5. What are other
wheel and
examples of
axles make
wheel and
our life
axle?
easier?
6. What are the
functions of
wheel and
axle?
7. How do wheel
and axles make
our life easier?
EVALUATE A. Put a ✔ if the A. Put a ✔ if the
statement below statement below
is correct. If not, is correct and X if
change it into a not.
correct one.
1.
1. Screw is Screw is any
any circular object circular object that
that turns around a turns around a
pole in the center of pole in the center
it. of it.
259
 2. Wheel 2.
is the only Wheel is the only
characteristic of characteristic
wheel and axle. of
wheel and axle.
3. Axle
3. Axle is is attached to a
attached to a smaller wheel so
smaller wheel so that these two
that these two parts parts rotate
rotate together in together in which a
which a force is force is transferred
transferred from one from one to the
to other.
the other.
4. Axle
4. Axle is is a bar or pole by
a bar or pole by means of which a
means of which a wheel pair of
wheel pair of wheels wheels rotates.
rotates.

5. Axle is 5. Axle
a circular frame is a circular frame
arranged to revolve arranged to
on an axle. revolve
on an axle.
II. List down five
examples of wheels II. List down five
and axles that you examples of
can see around the wheels and axles
school or home. that you can see
Describe its around the school
characteristics and or home.
functions.
( For Open-Ended
Question Scoring
Rubric, refer to
Appendix H)
Assign the Assign
students by group
to bring the the students by
materials for the group to bring
next activity: the materials
for the
next activity:
Group 1:
1 plastic bottle Group 1:
2 barbecue sticks 1 tissue
4 plastic bottle roll
caps Cutter carboard
260
 Scissor 2 barbecue
Yarn sticks
string Cardboard
Scissors
Group 2: Cutter
1 colored paper 10 rubber bands
Ruler
Scissor Group 2:
1 barbecue stick Playdough or
Glue clay 1 pencil
1 pushpin 1 bond
3 beads paper
Scissor
Stone
Yarn string
IV. REMARKS
V. REFLECTION
VI. OTHERS
O. No. of learners
who earned 80%
on the formative
assessment.
P. No. of learners
who require

additional
activities

for remediation

Q. Did the remedial

lessons work? No.
of learners who
have caught up
with the
lesson
R. No. of learners
who continue to
require
remediation
S. Which of
my
teaching

strategies
worked well?
Why did it work?
T. What difficulties
did I encounter
which my
261
 principal

or
supervisor can
help me solve?
U. What innovation
or localized
material/s did I
use/discover
which I wish to
share
with other
teachers?

262
 APPENDIX A

Direction: Identify name of each picture below. A number corresponds to

a letter. Write the letter to complete the mystery word.

1–A 2–I 3–R 4–B 5–D

1. 3.

Source: [Link] Source:[Link]

Tool- File:Brill windmill_April_2017.jpg
W30962-Phillips-Screwdriver/dp/B000FW6
3FE 2 N 5 2
S 3 5 3 2 3

2. 4.

Source:[Link] Source: [Link]

imaes sided-box cart
/kwikset/maximum/door_knobs/tylo%[Link]
1 3
5 3 O 4

5.

Source: [Link]
ipace-one- take-download-

1 3

263
 APPENDIX B

Direction: Identify the name of each picture below. Write the letter to
complete the mystery word.

1. 2.

Source: Source:[Link]
[Link] media/Fil e:Brill windmill_April_2017.jpg
Tool-

3. 4.

Source:[Link] Source:
assets/ima es [Link]
sided-box

5.

5
Source: [Link]
. one-
jaguar-ipace-

264
 APPENDIX C
Activity 1 (Group 1)
“You Complete
Me!”

Instructions:
Complete the jigsaw puzzle. It consists of different pictures of
wheel and axles. Once completed, the leader of the group will
come to the front to discuss the picture puzzle and its
importance in our day-to-day activities.

Sources:
Motorcycle: [Link]
Motorcycle- Scout-Bobber-ABS-Thunder-Black-Smoke-
5005972825
Bicycle:
[Link] Ferris
wheel: [Link]
wheel/
265
Bus:
[Link]
motors- bags-gujarat-stateroadways-order-for-1045-
[Link]

266
 APPENDIX D

GROUP 1
“You Belong With Me!”

Instructions:
Choose the pictures of the objects that used wheel and axles and paste them
on a cartolina. Label them. The leaders of the groups will come in front to
discuss why they chose those pictures.

MOTORCYCLE SCISSOR
Source:[Link]
Source:[Link]
Indian
General- Cutting-Scissor/dp/B00BOLFYV4
-Motorcycle-Scout-Bobber-ABS-
Thunder- Black-Smoke-5005972825

BICYCLE
BUS
Source: Source:[Link]
[Link] /auto/tata-motors-bags-gujarat-state
roadways-order-for-1045-buses-
[Link]

267
 APPENDIX E

Activity 2 (Group 2)
“Sharpen My Memory!”
Instructions:
Mix up the cards. Lay them in rows, face down. Flip over any two cards. If the two
cards match, keep them. If they don't match, put them back, face down.
Remember what was on each card and where it was. Once done, the leader of the
group will come to the front to discuss the match cards and their importance in our
day-to-day activities.

Source: [Link] Source: [Link]

Pin/dp/B001PZ7GCO Cutter/dp/B0000E2GYL

Source: [Link] Source:[Link]

motors-bags-

Source:
[Link]
[Link]/us/escape
-2

268
 APPENDIX F

GROUP 2
“Match Me! Match Me Not!”
Instruction
s:
Match pictures of wheels and axle to its name. Take note of different material
each wheel made of. The leader of the group will come to the front to discuss
the pictures and their uses our lives.

1.

A. Pizza cutter/slicer

Source:
[Link]
om/rides/ferris- wheel/

B. Ferris wheel
2.

Source: [Link]
Group-
Wooden-Rolling-Pin/dp/B001PZ7GCO
C. Rolling pin

3.

Source: [Link] D. Motorcycle

Pizza- Wheel-Cutter/dp/B0000E2GYL

4.

Source:[Link]
-Motorcycle-Scout-Bobber-ABS-Thunder-
Black-Smoke-5005972825

269
 APPENDIX G

Rubric for Activity Presentation

CATEGO 4 3 2 1
RY
Completeness
and Accuracy
All 1 or 2 3 to 7 to
questions questions 5 12
were were questions questions
answered, were not were
all answers not answered, not
are correct answered, have 3 to answered,
have 6 has 7 to
with no 2 incorrect `2 incorrect
grammatic incorrect answers answers
al errors. answers and has and has
and have 3 to more
6 than 7
2 grammatical grammatical
grammatical errors. errors.
errors.
Timeliness Activity was Activity Activity was Activity
finish finish 10
was finish minutes late. was finish
on time. 5 20
minutes late. minutes late.
Presentation The The The The
activity was activity
activity was presented was activity was
presented comprehens presented presented
comprehen i vely, comprehensi poorly
si vely, v ely but and
orderly and orderly and not consumes
does not orderly too much of
exceed for but and time.
6 minutes. exceeds for exceeds for
more than more than
10 minutes. 10 minutes.
Collaboration
All One Two Only
members member of members of
of the the group is the group is the leader
group not not of the
participate participatin participating. group
d actively g. performs
during
the activity.
the activity.
Cleanliness All the All the Two of The leader
group group the group is the only
270
members members members one wearing
wear wear does not
the the wear the
proper proper the proper
outfit in proper outfit laboratory
doing the outfit in in doing outfit,
activity doing the the the
and activity activity, workplace
the and the is
workplace the workplace is messy
was workplace not clean
was clean and the and the
clean and but the materials are materials
in order materials not put in used were
after were not order after in chaos.
the activity. put in order the activity.
after the
activity.
APPENDIX H

271
 Open-Ended Question Scoring Rubric
Point Competency

5 Shows clearly understanding of the topic and

uses supports that are fully developed to
probe the answer.

4 Shows understanding of the topic and uses

supports that are developed to probe the
answer.

3 Shows a partial understanding of the topic

and uses at least one support to probe
the answer.

2 Shows minimal understanding of the topic and

there is no support that can probe the
answer.

1 Answer is completely irrelevant.

0 No answer at all.

272
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Nine Day Three
A. Content The learners demonstrate understanding of
Standard how
energy is transformed in simple machines.
B. Performance The learners should be able to create a
Standard marketing strategy for a new product on
electrical or light efficiency.
C. Learning Manipulate simple machines and describe
Competency their characteristics and uses.
(S6FE-IIIg-i-3)

At the end of the lesson, 75% or out of

pupils will be able to:
 Demonstrate the uses of wheel and
axle
 Manipulate a wheel and axle
II. CONTENT Simple Machines
III. LEARNING
RESOURCE
S
A. References
B. Teacher’s
Guide
pages
C. Learner’s
Material Pages
D. Textbook
pages
E. Additional
Materials
from
Learning
Resource
(LR)
portal
C. Other [Link]
Learning simple- machines/what-is-a-wheel-
Resources [Link]

[Link]
cub_/ac
tivities/cub_simple/cub_simple_lesson03_activ
ity1
_worksheet.pdf

[Link]
cub_/ac
273
 tivities/cub_simple/cub_simple_lesson03_activ
ity1
_worksheet.pdf

[Link]
science- movement-simple-machines-
wheel-and-axle/
A. PROCEDURES A B
ENGAGE Review: Review:
Game: “Do it; solve it!”
Game: “Do it; solve
Mechanics of the game: it!”
 Group the pupils
into two. Mechanics of the
 One member of a game:
group will pick a  Group the
word from a jar. pupils into
He/she needs to two.
disseminate the 1. One member
word that he/she of a group
picked through a will pick a
pantomime. word from a
 Each group will jar. He/she
be given three needs to
minutes to disseminate
answer. the word
 The given words that he/she
are the names of picked
wheel and axle through a
objects. pantomime.
 Members of the 2. Each group
group need to will be given
guess/give the one minute
answer correctly. to answer.
 A group who gets 3. The given
the highest score words are
will be given the names of
additional points wheel and
for the next axle objects.
activity. 4. Members of
the group
Words to be guessed: need to
guess/give
Doorknob the answer
Windmill correctly.
Wheelcha 5. A group who
ir gets
Shopping/grocery
cart Car the
highest
 Ask pupils with
274
 the following score
questions below: will be
Q1. What were all given
the objects additional
you have guessed points for
? the next
Q2. What do they have activity.
in common?
Q3. How do the wheels Words to be
and axles move guessed:
together?
Doorknob
Let pupils share their Windmill
experiences and learning Wheelcha
ir Bicycle

 Ask pupils
with the
following

about yesterday’s question

discussion s below:
Q1. What were all
 Give questions to the objects you
the pupils and have guessed ?
encourage them Q2. What do they
to answer it. have in common?
Q3. How do the
Scenario 1: What would wheels and axles
have happened if the move together?
wheels and axles had
never been invented?
What will be our lives Let pupils share their
be like? experiences and
learning about
Scenario 2: Imagine yesterday’s
moving a cart full of discussion.
groceries around the
supermarket with no  Give
wheels or riding on questions to
vehicles with no the
wheels. Can you still pupils
continue the journey or and
reach your destination encourage
as fast as it can be? them
to
Accumulate the pupils’ answer it.
response for the
discussion later. Scenario 1: What
would

275
 have
happened if the
wheels and axles
had never been
invented? What
will be our lives be
like?

Scenario 2:
Imagine moving a
cart full of
groceries around
the supermarket
with no wheels or
riding on vehicles
with no wheels.
Can you still
continue the
journey or reach
your destination
as fast as it can
be?

Accumulate the
pupils’ response for
the discussion later.
EXPLORE Say: Let us know the Say: Let us know
uses the
and purposes of the uses and purposes
of

wheels and axles by the wheels and

conducting an activity. axles by
1. Group the pupils conducting an
into two. activity.
2. Pupils set norms 1. Group the
to follow during pupils into
group activity. two.
(Refer to 2. Pupils set
Appendix 1) norms to
3. Distribute follow during
group
the activity activity.
sheets to each (Refer to
group and let Appendix 1)
them execute 3. Distribute
the activity. the activity
4. Supervise and sheets to
instruct the each group
pupils on how to and let them
276
 do the activity. execute the
activity
Activity 1 (Group 1) 4. Supervise
“Rolling On the Floor” and instruct
the pupils on
how to do
Materials: the activity.
Big rock
10 Activity 1 (Group 1)
pencils “Rolling On the
Floor”
First observation
procedure: Materials:
1. Put the rock on Big rock
the floor and 10
push it through pencils
as quickly as
First observation
possible. Observe procedure:
what will happen 1. Put the rock
to the rock and on the floor
to the floor. and push it
through as
Second observation quickly as
procedures: possible.
1. Lay the pencils Observe
on the ground. what will
2. Put the rock on happen to
the pencils. the rock and
3. Push it through to the floor.
as quickly as
possible. Second observation
Observe what procedures:
will happen to 1. Lay the
the rock, pencils pencils on
and floor. the
ground.
After conducting 2. Put the rock
the activity, let on the
them observe pencils.

their work and have a 3. Push it

group analysis. (Use through as
Appendix 6) quickly as
possible.
Guide Questions: Observe
1. What did you what will
notice on happen to
your the
first
observation? rock,
277
 Second pencils
observation?
2. Is/are there any and floor.
change/s in
terms of speed? After conducting
3. Does the rock the activity, let
move quickly on them observe their
the floor? work and have a
Pencils? group analysis.
4. How do the
pencils move? (Use Appendix 2)

Activity 2 (Group 2) Guide Questions:

“Wheels or No Wheels?” 1. What did
you notice
Materials: on your first
Toy car with wheels observation?
Toy car with no Second
wheels observation?
2. Does the
First observation rock move
procedure: quickly on
1. Put the toy car the floor?
with no wheels Pencils?
on the floor and 3. How do the
push it through pencils
as quickly as move?

possible. Observe Activity 2 (Group 2)

what will happen “Wheels or No
to the car. Wheels?”

Second observation Materials:

procedure: Toy car with
1. Put the toy car wheels Toy
with wheels on car with
the floor and no wheels
push it through
as quickly First
as observation
possible. procedure:
Observe what 1. Put the toy
will happen to car with no
the car. wheels on
the floor and
After conducting the push it
activity, let them through
observe their work as
and have a quickly as
possible.
Observe
what
278
group analysis. (Use will happen
Appendix 7) to the car.

Guide Questions: Second observation

1. What did you procedure:
notice on 1. Put the toy
your car with
first wheels on
observation? the floor
Second and push it
observation? through as
2. Is/are there any quickly as
change/s in possible.
terms of speed? Observe
3. Does the toy car what will
with wheels happen to
move quickly on the car.
the floor? How
the toy car with After conducting
wheels? the activity, let
4. How do the them observe their
wheels move? work and have a
group analysis.
Group response will be in
covert form. These (Use Appendix 3)
responses will only be
shared after the group Guide Questions:
activity. 1. What did
Teacher gives feedback you notice
about their observations. on your first
observation?
Say: Let us have Second
replica of wheels and observation?
axles. Your task is to 2. Does the
control these objects. toy car

1. Distribute with
wheels move
the replicas and quickly on
activity sheets to the floor?
each group and How the toy
let them execute car with
the activity. wheels?
3. How do the
Note: Observe wheels
safety/precautionary move?
measures in conducting
the experiment. Group response will
be in covert
Activity 3 (Group 1) form. These
279
 Replica of toy car out
of plastic bottle responses will only
be shared after the
Procedures: group activity
1. Slowly and fastly Teacher gives
pull feedback about their
observations.

Say: Let us have

replica of wheels
and

the toy car. axles. Your task is

Observe the to control these
differences objects.
between
1. Distribute
their speed. the replicas
2. Put some stones and activity
in the toy car sheets to
and observe how each group
does it affect the and let them
speed of the car execute the
and the force activity.
used to pull.
Note: Observe
After conducting the safety/precautionary
activity, let them measures in
observe their work and conducting the
have a group analysis. experiment.
(Use Appendix 8)
Activity 3 (Group 1)
Guide Questions: Replica of toy car
1. What are the out of tissue roll
materials used cardboard
for wheels and
axles? Procedures:
2. How do the 1. Slowly
wheels of the car and fastly
move? Axles?
3. What happens pull the
when you slowly toy car.
pulled the car? Observe
Fastly pulled? the
4. What happened difference
when you pull s between
the car with their
stones inside? speed.
With no stones? 2. Put

Activity 4 (Group 2) some

280
 stones
Replica of pinwheel out in
of paper the toy
car and
Procedures: observe
1. Slowly and fastly how does
spin the it affect
pinwheel. the
2. Observe how the speed of
paper and the car
pushpin move as and the
the pinwheel force
spins. used to
pull.
After conducting the
activity, let them After conducting
observe their work the activity, let
and have a them observe their
work and have a
group

group analysis. analysis.

(Use Appendix
9) (Use Appendix 4)

Guide Questions: Guide Questions:

1. What are the 1. What are the
materials used materials
for wheels and used for
axles? wheels and
2. How do the axles?
wheels of the 2. What
pinwheel move? happens
Axles? when you
3. What happens slowly pulled
when you slowly the car?
spin the card? Fastly
Fastly spin? pulled?
4. Can you control 3. What
the speed of the happened
pinwheel? How? when you
pull the car
with
stones
inside? With

no
stones?

Activity 4 (Group 2)
Replica of toy car
281
 out of paper and
playdough

Procedures:
1. Slowly
and fastly

pull the
toy car.
Observe
the
difference
s between
their
speed.
2. Put

some
stones
in
the toy
car and
observe
how does
it affect
the
speed of
the car
and the
force
used to
pull.

After conducting
the activity, let
them observe their
work and have a
group analysis.

(Use Appendix 5)

Guide Questions:
1. What are the
materials
used for
wheels and
axles?
2. What
happens

282
 when you
slowly pulled
the car?
Fastly
pulled?
3. What
happened
when you
pull the car
with
stones
inside? With

no
stones?
EXPLAIN 1. Let each group 1. Let each
discuss and group
present the discuss
output of their
experiment in and
class. (The group present
will be graded the
according to the output of
given rubrics – their
refer to Appendix experiment
D) in
2. The teacher class.
gives feedback. (The
3. The group will
be graded
teacher discusses according
to
the the
answer of each
group in the given rubrics
activity sheets. – refer to
Appendix D)
Science Concept: 2. The

The invention of teacher

wheels and axles gives
brought about changes feedback.
in our lives. It has a lot 3. The teacher
of uses and purposes. discusses
It makes the work the answer
easier, of each
saves time and group in the
makes activity
sheets.

283
 Science Concept:

thing/something The invention of

possible to do. wheels and axles
brought
Wheel and axle work about
together to help move changes in our
things. lives. It has a lot of
uses and
Activity 1 – When the purposes. It makes
rock is push through the work easier,
the floor, it increases saves time and
the friction. Friction
happens when two makes
objects are rubbing thing/
together. Friction something
requires force. The possible to
higher the friction is, do.
the more force needed.
As the rock placed Wheel and axle
above the pencils laid work together to
over the ground – it help move things.
decreases the friction
by means of rolling. By Activity 1 – When
reducing friction, the the rock is push
pencils enable you to through the floor,
use less force to move it increases the
an object. friction. Friction
happens when two
Activity 2 – When the objects are
toy car with no wheels rubbing together.
is push through the Friction requires
floor, it increases the force. The higher
friction. Friction the friction is, the
happens when two more force
objects are rubbing needed. As the
together. Friction rock placed above
requires force. The the pencils laid
higher the friction is, over the ground –
the more force needed. it decreases the
As the toy car with friction by means
wheels push through of rolling. By
the ground – it reducing friction,
decreases the friction the pencils enable
by means of rolling. By you to use less
reducing friction, the force to move an
wheels enable you to object.
use less force to move
an object. Activity 2 – When
the toy car with no
284
 Activity 3 – The speed wheels is push
of the wheels and through the floor,
axles differs to the it increases the
force applied and load friction.
weighted. When the
force applied is strong, Friction happens
the speed is fast. When when two objects
the are rubbing
force applied is weak, together. Friction
the speed is slow. If the requires force. The
wheels higher the friction
is, the more
force
needed. As the toy
car with wheels
push

and axles carry heavy through the

loads its movement ground – it
also will be slow and decreases the
vice versa. friction by means
of rolling. By
Activity 4 – The speed reducing friction,
of the wheels and axles the wheels enable
differs to the force you to use less
applied and load force to move an
weighted. When the object.
force applied is strong,
the speed is fast. When Activity 3 – The
the force applied is speed of the
weak, the speed is wheels and axles
slow. differs to the force
applied and load
weighted. When
the force applied
is strong, the
speed is fast.
When the force
applied is weak,
the speed is slow.
If the wheels and
axles carry heavy
loads its
movement also
will be slow and
vice versa.

Activity 4 – The
speed of the
wheels and axles

285
 differs to the force
applied and load
weighted. When
the force applied
is strong, the
speed is fast.
When the force
applied is weak,
the speed is slow.
If the wheels and
axles carry heavy
loads its
movement also
will
be slow and vice
versa.
ELABORAT  Ask pupils the  Group the
E following pupils into
questions: two. Ask
1. Who among here them to go
likes to travel or outside the
go to new classroom
places? and look
2. What around. First
transportations group will go
do you use in to the
travelling? playground
and
other

3. Do facilities of
the school
these and the
transportations second
use wheels and group will
axles? check five
classrooms
4. Group the pupils to find
into two. Ask objects
them to go that
outside the uses
classroom and wheels
look around. First and
group will go to axles. Ask
the playground them to list
and other down all the
facilities of the objects
school and the they’ve seen
second group will and write its
check uses.
 Pupils set
286
 five norms to
classrooms to follow during
find objects that group
uses wheels and activity.
axles. Ask them
to list down all Formulation
the objects
they’ve seen and of Generalization
write its uses. through questions:
5. Pupils set norms
to follow during 1. What are the
group activity. materials
that uses
Formulation wheels and
axles that
of Generalization you’ve
through questions: found?
2. What are the
1. What are the uses of
materials that those
uses wheels and objects?
axles that you’ve 3. How
found? could
2. What are the these
uses of those
objects? objects
3. How could these make our
objects make our lives easier
lives easier and
more and
comfortable? more
4. Can speed and comfortable?
movements of 4. Can
those objects be speed
controlled? and
movements
of those

objects be
controlled?

287
EVALUATE I. List down the I. Pair
uses of these the
wheel and objects
axle objects below
below. Write to
the ways on their
how to control uses.
those objects. Choose
the
1. Electric fan (2 answers
pts) Use/s: in the

box.
Write
the letter
t
of the
o
correct
answer e
on the r.
o
line r
before
t
the o
number.
Way/s to control: a. It is used n
speed up
th or
circulation of
ai o
b. It is used r
2. Car (2pts) f o
Use/s:
transportatio r
n.
c. It is used
shape or
Way/s to control: flatte the
dough.
d. It is used to
cut slice a
pizza.
e. It is used
f installing
removing
screws.
Put a
check (✓)
3. Rolling pin (2pts)
288
289
 3. Car ( )
Way/s to control:

4. Electric fan
(
)

5. Screwdriver 5.
Use/s: Screwdriver ( )

(Refer to
Appendix
10)
Way/s to control:

(Refer to Appendix 11)

( For Open-Ended
Question Scoring
Rubric, refer to
Appendix 12)
List down five things List down five
that uses wheels and things that uses
axles that you can find wheels and axles
in your community. that you can find
Write down in your in your
notebook its uses and community.
ways on how to control Write
them. down in your
notebook at least
one of its uses.
F. REMARKS Lesson
carried. Move on to Lesson
the next objective. carried.
Lesson not Move on to the
carried. next objective.
Lesson
not carried.
G. REFLECTION
H. OTHERS
A. No. of learners
who earned
80% on
the
formative
290
 assessmen
t.

D. No. of
learners who

require
additional
activities
for
remediation
E. Did the
remedial
lessons work?
No. of
learners who

have caught
up with
the lesson
F. No. of learners
who continue
to require
remediation
G. Which of
my
teaching
strategies
worked
well?
Why did it
work?
H. What
difficulties did
I encounter
which

my
principal or
supervisor can
help me
solve?
I. What
innovation or

localized
material/s did
I use/discover
which I wish
to share with
291
other
teachers?

292
 APPENDIX 1
Suggested Rules for Group Work

11. Have respect for each other.

12. All group members should do an equal amount of work.

13. Time management.

14. Be willing to cooperate with others on their ideas.

15. Effective communication.

293
 APPENDIX 2
OBSERVATION
SHEET

Activity 1 (Group 1)
“Rolling On the
Floor”

Materials:
Big rock 10
pencils
First observation procedure:
1. Put the rock on the floor and push it through as quickly as
possible. Observe what will happen to the rock and to the
floor.
Second observation procedures:
1. Lay the pencils on
the ground.
2. Put the rock on the pencils.
3. Push it through as quickly as possible. Observe what will
happen to the rock, pencils and floor.

GROUP ANALYSIS:

 What did you notice on your first observation? Second observation?

 Does the rock move quickly on the floor? Pencils?

 How do the pencils move?

294
 APPENDIX 3

OBSERVATION SHEET

Materials:
Toy car with wheels
Toy car with no
wheels

First observation procedure:

1. Put the toy car with no wheels on the floor and push it through as
quickly as possible. Observe what will happen to the car.

Second observation procedure:

1. Put the toy car with wheels on the floor and push it through as
quickly as possible. Observe what will happen to the car.

GROUP ANALYSIS:

1. What did you notice on your first observation? Second observation?

2. Does the toy car with wheels move quickly on the floor? How the
toy car with wheels?

3. How do the wheels move?

295
 APPENDIX 4
OBSERVATION
SHEET

Activity 3 (Group 1)
Replica of toy car out of tissue roll cardboard

Procedures:
1. Slowly and fastly pull the toy car. Observe the differences
between their speed.
2. Put some stones in the toy car and observe how does it affect
the speed of the car and the force used to pull.

GROUP ANALYSIS:

1. What are the materials used for wheels and axles?

2. What happens when you slowly pulled the car? Fastly pulled?

3. What happened when you pull the car with stones inside? With no
stones?

296
 APPENDIX 5

Activity 4 (Group 2)
Replica of toy car out of paper and playdough

Procedures:
1. Slowly and fastly pull the toy car. Observe the differences between
their speed.
2. Put some stones in the toy car and observe how does it affect the
speed of the car and the force used to pull.

GROUP ANALYSIS:

1. What are the materials used for wheels and axles?

2. What happens when you slowly pulled the car? Fastly pulled?

3. What happened when you pull the car with stones inside? With no
stones?

297
 APPENDIX 6
OBSERVATION
SHEET

Activity 1 (Group 1)
“Rolling On the Floor”
Materials:
Big rock
10
pencils

First observation procedure:

1. Put the rock on the floor and push it through as quickly as possible.
Observe what will happen to the rock and to the floor.
Second observation procedures:
1. Lay the pencils on the ground.
2. Put the rock on the pencils.
3. Push it through as quickly as possible. Observe what will happen to

GROUP ANALYSIS:

1. What are the materials used for wheels and

axles?

2. Is/are there any change/s in terms of

speed?

3. th roc mov quickl o th floor Pencils

Does e k e y n e ? ?

4. How do the pencils

move?
298
 APPENDIX 7
OBSERVATION
SHEET

Activity 2 (Group 2)
“Wheels or No Wheels?”

Materials:
Toy car with wheels
Toy car with no
wheels

First observation procedure:

1. Put the toy car with no wheels on the floor and push it through as
quickly as possible. Observe what will happen to the car.
Second observation procedure:
1. Put the toy car with wheels on the floor and push it through as
quickly as possible. Observe what will happen to the car.

GROUP ANALYSIS:

1. What do you notice on your first observation? Second observation?

2. Is/are there any change/s in terms of speed?

3. Does the toy car with wheels move quickly on the floor? How the
toy car with wheels?

299
 APPENDIX 8
OBSERVATION
SHEET

Activity 3 (Group 1)
Replica of toy car out of plastic bottle

Procedures:
1. Slowly and fastly pull the toy car. Observe the differences
between their speed.
2. Put some stones in the toy car and observe how does it affect
the speed of the car and the force used to pull.

GROUP ANALYSIS:

1. What are the materials used for wheels and axles?

2. How do the wheels of the car move? Axles?

3. What happens when you slowly pulled the car? Fastly pulled?

4. What happened when you pull the car with stones inside? With no
stones?

300
 APPENDIX 9
OBSERVATION
SHEET

Activity 4 (Group 2)
Replica of pinwheel out of paper

Procedures:
1. Slowly and fastly spin the pinwheel.
2. Observe how the paper and pushpin move as the pinwheel spins.

After conducting the activity, let them observe their work and have a
group analysis. (Use Appendix 9)

GROUP ANALYSIS:

1. What are the materials used for wheels and axles?

2. How do the wheels of the pinwheel move? Axles?

3. What happens when you slowly spin the car? Fastly spin?

4. Can you control the speed of the pinwheel? How?

301
 APPENDIX 10

I. Pair the objects below to their uses. Choose the answers in

the box. Write the letter of the correct answer on the line
before the number. Put a check (✓) inside the parentheses
if
andthese
X things can be controlled
[Link] is used to speed up the circulation of air.
not.
B. It is used for transportation.
C. It is used to shape or flatten the dough.
D. It is used to cut or slice a pizza.
E. It is used for installing or removing screws.

1. Pizza Cutter ( )

2. Rolling Pin ( )

3. Car ( )

4. Electric fan ( )

302
 APPENDIX 11
APPENDIX 12

I. List down the uses of these wheel and axle objects below.
Write the ways on how to control those objects.

1. Electric fan (2
pts) Use/s:

Way/s to control:

2. Car
(2pts)
Use/s:

Way/s to control:

3. Rolling pin
(2pts) Use/s:

Way/s to control:

4. Pizza
Cutter
Use/s:

Way/s to control:

303
 Open-Ended Question Scoring Rubric

Point Competency

5 Shows clearly understanding of the topic and

uses supports that are fully developed to probe
the answer.

4 Shows understanding of the topic and uses

supports that are developed to probe the
answer.
3 Shows a partial understanding of the topic
and uses at least one support to probe
the answer.
2 Shows minimal understanding of the topic and
there is no support that can probe the
answer.
1 Answer is completely irrelevant.

0 No answer at all.

304
 APPEDIX D

Rubric for Activity Presentation

CATEGORY 4 3 2 1
Completeness All 1 or 2 3 to 5 7 to
and Accuracy questions were questions 12
questions were were questions
not were
answered, all answered, not not
answers are have 2 answered, answered,
correct incorrect have has 7 to
with answers and 3 to 6 `2
no have incorrect incorrect
grammatical 2 answers and answers
errors. grammatical has and
errors. 3 to 6 has
grammatical more than
errors. 7
grammatic
al
errors.
Timeliness Activity was Activity was Activity was Activity
finish on time. finish 5 minutes finish 10 was finish
late. minutes late. 20
minutes
late.
Presentation The activity The activity The activity The
was presented was presented was presented activity
comprehensivel comprehensivel comprehensiv was
y, orderly and y, orderly and ely but not presented
does not but exceeds for orderly poorly
exceed for 6 more than 10 and exceeds
minutes. minutes. for more and
than consumes
10 too much
minutes. of
time.
Collaboration All members One member Two members Only
of the of the group is of the group is
group not not the leader
participated participating. participating. of the
actively group
during performs
the activity. the
activity.
Cleanliness All the group All the group Two of the The
members wear members wear group
the proper the proper members does leader is
outfit in doing outfit in doing not wear the the only

305
the activity the activity proper outfit one
and the and the in doing wearing
workplace was workplace was the
clean and in clean but the the
order after the materials were activity, the proper
activity. not put in workplace is laboratory
order after the not clean and outfit,
activity. the materials the
are not put in workplace
order after the is messy
activity. and
the
materials
used
were
in chaos.

306
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Nine Day Four
A. Content Standard The learners demonstrate
understanding of
how energy is transformed in simple
machines.
B. Performance The learners should be able to create a
Standard marketing strategy for a new product on
electrical or light efficiency.
C. Learning Construct a model of simple machines
Competency using indigenous materials. (S6FE-IIIg-i-3)

 Construct a model of simple

machines using indigenous
materials.
II. CONTENT Simple Machines
III. LEARNING
RESOURCES
A. References
B. Teacher’s Guide
pages
C. Learner’s Material
Pages
D. Textbook pages
E. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning  DLP (Distance Learning Program)
Resources 5 Module 40, Science and Health,
Simple Machines pages 76 – 82.
 https://
[Link]/popsic
le-stick-catapult-kids-stem-activity/
 [Link]
race- cars-tp-tube-style/
 [Link]
v=zDR 8tcGPA3s
A. PROCEDURES
ENGAGE Review:
Game: “I Belong!”

Mechanics of the game:

 Giving each pupils a picture of a
simple machine.
Picture of:
jack, ax, door knob, eggbeater,
307
 hammer, fishing poles, sharpener,
grinder, bulb,
knife, screw driver, lath, chisel,
crowbars, stair.
 Each pupil will look/analyze the
picture that he/she has.
 Pupils will identify the category in
which the picture he/she is holding
belongs.
 Teacher will give then the cue for
the pupils to line up into to their
category where they belong.

Pulley Lever

Wedge

Inclin
ed
plane

Wheel and Axle

 Teacher will classify pupils who

lined up correctly to which
category they belong.

Ask pupils with the following

questions below:
Q1. Does each tool do a particular kind of
task? Q2. How many tasks can each tool
do to multiply your effort?
Q3. Which tool can be classified as
machine and not? Why?
Q4. Should these tools be called
machine? Explain.
Q5. Will these tools do work by
themselves? Explain.
EXPLORE Say: Let us now construct a model of
simple machines using
indigenous
materials.

5. Group the pupils into three.

6. Each group will be given their
materials and guide procedure.
308
 7. Teacher will present the norms
and rubric for the activity.
8. Teacher will supervise and instruct
the pupils on how to do the
activity.

Activity 1 (Group 1)

“Crazy Race Car”

Materials:
Young bamboo stalk
Bamboo stick
Straw
4 Bottle caps
Bolo (Teacher will provide)

Procedure: (Learners may bring pre-cut

materials/ parts to avoid any untoward
incident)
4. Using the bolo, cut a square in the
bamboo to provide a “seat” for the
driver.
5. Make four holes near the bottom
of the tube to hold the “axle.”
6. Cut the bamboo stick down to two-
inch pieces. Slide one stick into
each straw piece then insert it
through the holes.
7. Tack/push pin to poke a hole at the
center of each bottle tops
(wheels).
8. Push the bamboo stick into the
hole in order for the wheels to be
attached onto the car. Repeat for
the second set of wheels.

Questions:
5. What model of simple machine did
your group constructed?
6. What kind of simple machine is it?
7. What task can be performed by
this simple machine?

Activity 2 (Group 2)
“Aim… Fire!”

Materials:
309
 5 plastic bottles
Bamboo stick (popsicle
size) 10 Rubber bonds
Clamp shell/bottle caps
Small stones

Procedure:
2. Get 1 bamboo stick. Make two V
notches on either side of two
bamboo sticks (in the same place
on both sticks).

3. Take the remaining 8 bamboo

sticks and put them on top of the
other. Place a rubber bond tightly
around each end of the stack. Push
on the notched sticks through the
stack under top stick of the stack.
4. Point flip partially made bamboo
stick catapult/thrower over so that
the stick pushed in is on the
bottom of the stack.
5. Lay the second notched stick on
the top of the stack and secure the
two popsicle sticks together with a
rubber bond. The V notches that
you cut help to keep the rubber
bond in place.
6. Glue a clamp shell/bottle cap {or
something similar} on to serve as
a launching platform.
7. Create more leverage with
catapult/thrower by pushing the
stack of popsicle sticks towards
the notched ends connected by
the rubber bond.

Questions:
2. What model of simple machine did
your group constructed?
3. What kind of simple machine is it?
4. What task can be performed by
this simple machine?
EXPLAIN 4. Each group will discuss and
present the output of their
experiment in front of the class.
5. Teacher will give feedback.
6. The teacher will discuss the
answers of each group in the
activity sheets.

310
 ELABORATE  Show video presentation “Simple
Machine Projects”.
([Link]
v=zD R8tcGPA3s)

 Formulation of Generalization
through questions:

5. What are the indigenous materials

that you used in constructing a
model of simple machines?
6. Aside from the indigenous
materials that you’ve used can
you think of other

relevant materials that can be

used in constructing a model of
simple machine?
7. How could these simple machines
make our lives easier and more
comfortable?

Machines are mechanical devices that

help us do our work easier and faster.
Machines are of great help to us. Do
not use them to harm
others or to take advantage of others.
EVALUATE Advance Learners: Average Learners:

Write the correct Match column A with

name of the B write the letter of
simple machine the correct answer
that best on the space provid
describe its kind.
1. An A
inclined
1. An inclined plane
plane wound wound around a
around a post. post.
2. Bar that
2. Bar that turns or
turns or pivots on
a fixed point pivots on a fixed
called fulcrum. point called fulcrum.
3. Inclined 3. Inclined plane
plane with a thick with a thick base
base and sharp
and sharp edge.
edge.
4. A ramp 4. A ramp or a slope
or a slope that that reduces the
reduces the forces you need to
311
 forces you need
to exert in lifting exert in lifting
something. something.
5. A device 5. A device in which
in which a small a small wheel is
wheel is attached
attached at the
at the center of a
center of a larger
larger wheel.
B
f. Wheel and axle
g. Inclined plane
h. Wedge.
i. Screw
j. Pulley
k. Lever

F. REMARKS Lesson carried.

Move on to the next objective.

Lesson not carried.

G. REFLECTION
H. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
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
strategies
worked well?
Why
did it work?
312
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with
other
teachers?

313
314
 OBSERVATION SHEET

Activity 1 (Group 1)
“Crazy Race Car”
Materials:
Young bamboo stalk
Bamboo stick
Straw
4 Bottle caps
Bolo (Teacher will provide)

Procedure:
1. Using the bolo, cut a square in the bamboo to provide a “seat” for
the driver.
2. Make four holes near the bottom of the tube to hold the “axle.”
3. Cut the bamboo stick down to two-inch pieces. Slide one stick into
each straw piece then insert it through the holes.
4. Tack/push pin to poke a hole at the center of each bottle tops
(wheels).
5. Push the bamboo stick into the hole in order for the wheels to be
attached onto the car. Repeat for the second set of wheels.

GROUP ANALYSIS:

Questions:
1. What model of simple machine did your group constructed?

2. What kind of simple machine is it?

3. What task can be performed by this simple machine?

315
 OBSERVATION SHEET

Activity 2 (Group 2)
“Aim… Fire!”
Materials:
5 plastic bottles
Bamboo stick (popsicle
size) 10 Rubber bonds
Clamp shell/bottle
caps Small stones
Procedure:
1. Get 1 bamboo stick. Make two V notches on either side of two
bamboo sticks (in the same place on both sticks).
2. Take the remaining 8 bamboo sticks and put them on top of the
other. Place a rubber bond tightly around each end of the stack.
Push on the notched sticks through the stack under top stick of the
stack.
3. Point flip partially made bamboo stick catapult over so that the
stick pushed in is on the bottom of the stack.
4. Lay the second notched stick on the top of the stack and secure the
two popsicle sticks together with a rubber bond. The V notches that
you cut help to keep the rubber bond in place.
5. Glue a clamp shell/bottle cap {or something similar} on to serve as
a launching platform.

GROUP ANALYSIS:

Questions:
1. What model of simple machine did your group constructed?

2. What kind of simple machine is it?

3. What task can be performed by this simple machine?

302
Match column A with B write the letter of the correct answer on the
space provided.

A B
1. An inclined plane wound a) Wheel and axle
around a post.
2. Bar that turns or pivots on a
fixed point called fulcrum. b) Inclined plane

3. Inclined plane with a thick c) Wedge.

base and sharp edge.
4. A ramp or a slope that
reduces the forces you need to d) Screw
exert in lifting something.
5. A device in which a small e) Pulley
wheel is attached at the
center of a larger
f) Lever

303
 Activity 1 (Group 1)
“Crazy Race Car”

Step 1: Using the bolo, cut a square in the bamboo to provide a

“seat” for the driver.

Step 2: Make four holes near the bottom of the tube to hold the
“axle.”

304
Step 3: Cut the bamboo stick down to two-inch pieces. Slide one
stick into each straw piece then insert it through the holes.

Step 4: Tack/push pin to poke a hole at the center of each bottle tops
(wheels).

305
Step 5: 5. Push the bamboo stick into the hole in order for the
wheels to be attached onto the car. Repeat for the second set of
wheels.

306
 Activity 2 (Group 2)
“Aim… Fire!”

Step 1: Get 1 bamboo stick. Make two V notches on either side of two
bamboo sticks (in the same place on both sticks).

Step 2: Take the remaining 8 bamboo sticks and put them on top of
the other. Place a rubber bond tightly around each end of the stack.
Push on the notched sticks through the stack under top stick of the
stack.

Step 3: Point flip partially made bamboo stick catapult over so

that the stick pushed in is on the bottom of the stack.

307
Step 4: Lay the second notched stick on the top of the stack and
secure the two popsicle sticks together with a rubber bond. The V
notches that you cut help to keep the rubber bond in place.

Step 5: Glue a clamp shell/bottle cap {or something similar} on to

serve as a launching platform.

Step 6: Create more leverage with catapult/thrower by pushing the

stack of popsicle sticks towards the notched ends connected by the
rubber bond.

308
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Ten Day One
I. OBJECTIVES
A. Content The learners demonstrate an
Standards understanding of energy forms and
transformations, kinds of
simple machines and their importance in
daily life activities
B. The learners shall be able to:
 Manipulate simple machine to do
Performan certain task in daily life activities
ce  Practices safety in handling
Standards tools on simple machines found
in school, at
home and in the community
C. Learning Identify precautionary measures using
Competencie simple machines
s/ Objectives (S6FE-IIIj-4)
At the end of the lesson, 75% or out of
pupils will be able to
 identify precautionary measures
using simple machines

II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2.

Learner’s
Materials
pages
3. Textbook pages
4. Additional
Materials
From
Learning
Resource
s (LR)
portal
B. Other learning [Link]
resources region- growth/south-africa/pearson-
south-
africa/TeacherResourceMaterial/New
%20Gene ral%20Science%20and
%20Technology%20for
309
 %20Primary%201%20Teacher%27s
%20Guide
%20Unit%[Link]
[Link]
q=picture+a+m
other+in+a+kitchen+using+a+knife+for
+slicing&
tbm=isch&source=iu&ictx=1&fir=-
3Nzl1uFHSvPSM%253A
%252CC4YAMFeLzx6
SIM%252C_&vet=1&usg=AI4_-
kSHtBJMmYL2kLALhQtUGzkN3qZCqw&sa
=X
&ved=2ahUKEwilrtu0nNnhAhXHUN4KHX
3-
BZAQ9QEwAXoECAgQBg&biw=1366&bih
=62 5#imgrc=_&vet=1
Science for Daily Use - 5
IV. PROCEDURE Advance Learners Average Learners
Engage -What are the types -What are the types
of simple of simple
machines? machines?
-How do simple -How do simple
machines machines
make life easier? make life easier?
Observe these Observe these
pictures. pictures.

A. A.

B. B.

Examine picture A Examine picture A

and
B. and B.
Tell something about Tell something
about
the pictures. the pictures.
What may happens if What may happens
if
knife is not handled knife is not handled
properly? properly?

Explore Group the pupils Group the pupils

310
 into small groups into small groups
-Set standard in -Set standard
performing an in performing
activity. an activity.
Activity 2.1
(see attached Activity 2.2
activity sheet) (see attached
activity sheet)

Explain Group reporting Group Reporting

Processing Processing
pupils output pupils output

-Simple machines -Simple

make work easier machines make
and faster. work easier
However, if we do and faster.
not handle them However, if we do
well with care they not
can harm handle them well
us. with
-Precautionary care they can
measures in using harm us.
simple machines -
must be practice Precautionar
in order y measures
to avoid accidents. in using
simple
machines
must be practice in
order
to avoid accidents.
-Identify ways of - Identify ways
using simple of using
machines. simple
-Why should machines.
you handle - Why should
simple you handle
machines simple
properly? machines
-Why should properly?
precautionary -Why should
measures on precautionary
using/handling measures on
simple machines be using/handling
311
 practice always? simple
machines
be
practice
always
?
Elaborate -Should you play -Should you play
with sharp and with sharp and
pointed tools at pointed tools at
home/school? Why? home/school?
-How should sharp Why?
and -How should sharp
pointed objects be and
handled? pointed objects be
handled?
-What are the - What are the
precautionary precautionary

measures in using measures in using

simple machines? simple machines?
-What are the -What are the
safety safety
precautionary precautionary
measures measures
before and after before and
using after using
pulleys, pulleys,
wedge, lever, wedge, lever.
inclined plane and inclined plane and
screw? screw ?
Evaluate Fill in the blanks Put a check (/)
with the correct before a statement
word. that shows proper
1. makes way of using
work easier simple machine
and faster. and cross (X) if not.
2. Accident can 1. Be sure to
be prevented fasten safely the
if axle to the wheel
machines before you use it.
are . 2. Play with
3. I will not play sharp and pointed
with sharp tools.
tools 3. Do not leave
because . tools on stairway
4. the right or unattended.
type of 4. Pull the pulley
simple machine slowly when you are
for the lifting a heavy
right job. object.

312
 5. Do not leave 5. Care must be
sharp objects . practice when
handling simple
machines.
Make a slogan on List 5 safety
the proper way of measures in using
handling simple simple machine at
machine. home.
V. REMARKS
VI. REFLECTION

313
 Advance
Learners
Group – 1 Activity 2.1

Materials:
manila
paper
pentel pen
paper tape
Procedure:
- Name 5 pointed and sharp tools found at home/school.
- Write ways on the proper handling of the
listed tools. Question:
1. Should you play with the tools you have listed? Why?

Group – 2

Materials:
¼ cartolina (white)
pentel pen
paper tape
crayons/ color
pens
Procedure:
- Make a poster on the safe way of using simple machines.

Question:
Why should simple machines be used properly?

Group -3

Materials:
¼
cartolina
pentel
pen
paper
tape
crayons/ color pens
Procedure:
- Make a slogan on the proper way of using simple machines.

Group – 4
Procedure:
314
 - Plan for a short skit portraying proper way of using simple machine.
- Scene EPP classroom ( cooking
period) Questions:
1. What precautionary measures were considered in
the safe way of handling cooking tools?

315
 Average Learners
Activity 2.2

Group - 1
Materials:
Manila paper with pictures of sharp and pointed
tools Pentel pen
Paper tape
Procedur
e:
- Name 5 safely measures in using the above tools.
- Why should pointed objects/ tools be handled safely?

Group – 2

Materials: picture
pentel pen
paper tape

Procedure:
- Provide pictures like the one above for pupils to use.
- Examine the pictures.
- Write 5 precautionary measures before playing the
apparatuses at the park.

Group – 3

Materials:
1 whole apple/tomato (any available fruit or vegetables)
chopping board
apro
n
rug
Procedur basi
e: n
-Prepare the materials above.
-Members of the group will demonstrate proper way of
slicing an apple.
-What safety measure did you consider in your demonstration?

316
Group – 4

317
Materials:
Classroom cleaning materials/tools (brooms, dustpan, bolo,
spade, grass scissors)

Procedure:
-Visit and examine classroom storage box/cabinet.
-What are the different materials/tools found?
-Are they properly arrange? If not, list 3 ways on how to
arrange the tools properly.
-Why should tools/materials be arranged in order?

318
 Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Ten Day Two
I. OBJECTIVES

A. Content The learners demonstrate gravity and friction

Standards affect movement objects and how energy is
transformed in
simple machines

B. Performance The learners should be able to produce an

Standards advertisement, demonstrate road safety, create
a marketing strategy for a new product on
electrical or
light efficiency

C. Learning Manipulate simple machines to describe their

Competencies characteristics and uses.
S6FEIIIg-i-3

-Demonstrate the practical and safe uses of simple

Objectives machines
II. CONTENT Energy transformation in simple machine
III. LEARNING K to 12 Curriculum Guide August 2016
RESOURCES Science 6 page 96
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials pages
3. Text book pages Science Links pp. 362-365

4. Additional Materials LRMDS Portal – Living with Simple Machines

from Learning
Resources
B. Other Learning [Link]
Resources e_lesson01

[Link]
gresources/discipline/science/continuum/Pages/simpmachi
[Link]

[Link]
160_168.pdf

[Link]

IV. PROCEDURE

319
Engage A. Scavenger hunt.

Divide the class into 3 groups. Ask the learners to look

around and find as many simple
machines as they can.
When they find a simple
machine, have them write it on
the activity sheet provided.
(See Appendix A.)

B. Let the pupils fill out the KWL chart.

What I What I What I

TOPIC KNOW WANT to LEARNED
know
Lever
Wedge
Inclined
Plane
Pulley
Wheel
and Axle
Screw

Explore Simple machines are simple tools that make

work easier and faster. They help us lift, pull,
change the direction of the force, split, cut or
fasten things. We all use simple machines
everyday.

What are the practical uses of simple machines?

 Divide the class into four.

 Distribute the Activity Guide and Rubrics
for the demonstration. (Materials and
tools to be used are pre-assigned)
 Present the safety measures in using
simple machines. (See Appendix A)
 Supervise and instruct the learners on
how to do the activity.
 Present the suggested rules for group
work (See Appendix B)

Activity 1.1 Identifying activities where simple

machines are used. (See Appendix C)
 Group 1 and 2 will complete the
table by identifying the kind of
machine and activities where the
devices are used.
Activity 1.2 Investigating Simple Machines. (See
Appendix D)
320
  Group 3 and 4 will demonstrate
the practical uses of the simple
machines.

Guide Questions:
1. Do we use simple machines to do our
activities? Why?
2. Which of the simple machines listed in the
table do you always use? Seldom use?
3. Can these simple machines make our work
easier and faster?

Note: Write their answers on the board to be

used in elaborating the science concepts.
Rubric (See Appendix E)
Everyone uses some machines everyday.
Explain Schools. Industries and businesses use machines.
Vehicles use machines to transport people and
goods over great distances.
Here are some examples of the practical and
safe uses of simple machines.
1. Wheel and Axle
The wheel and axle is a simple machine that
reduces the friction involved in moving an
object, making the object easier to transport.
Practical uses of the wheel and axle include a car,
bicycle, office chair, wheel barrow, shopping cart, hand
truck and roller skates.

2. Wedge
3. The wedge is a simple machine
that forces objects or substances
apart by applying force to a large
surface area on the wedge, with
that force magnified to a smaller
area on the wedge to do the actual
work
Practical uses of wedges include an axe, nail, doorstop,
chisel, saw, jackhammer, zipper, bulldozer, snow plow,
horse plow, zipper, airplane wing, knife, fork and bow of a
boat or ship.

3. Lever
A lever simple machine consists of a load, a
fulcrum and effort (or force). The load is the
object that is moved or lifted.
Practical uses of levers include a teeter-totter or see-saw,
crane arm, crow bar, hammer (using the claw end), fishing
pole and bottle opene
321
 4. Inclined Plane
Inclined planes make it easier to lift something.
Think of a ramp. Engineers use ramps to easily
move objects to a greater height.
Practical uses of inclined planes include highway access
ramps, sidewalk ramps, stairs, inclined conveyor belts, and
switchback roads or trails.

5. Screw
A screw is essentially an inclined plane wrapped around a
shaft. Screws have two primary functions: they hold things
together, or they lift objects

Practical uses of screws include a screw, bolt, clamp, jar lid,

car jack, spinning stool and spiral staircase.

6. Pulley
A pulley is a simple machine used to change the direction
of a force.
Practical uses of pulleys in use include flag poles,
elevators, sails, fishing nets, clothes lines, cranes, window
shades and blinds, and rock climbing gear.

1. It’s Linda’s first day on her job as a saleslady. Her task

Elaborate is to put canned goods on the top part of the shelf.

What simple machine should Linda use to do the task.

2. Use a sharpener to sharpen your pencil. Was the pencil

sharpened? Bite into a biscuit, using your teeth of course.
Were you able to eat the biscuit easily? What is common
between the sharpener and your teeth? Write your
answer in the blank spaces below.

3. The wheel and axle can be used to lift loads. This simple
machine is considered to be the most important invention
in history. Why do you think so?

Generalization:
 The six simple machines work
differently from each other. Although
some simple machine may be
somewhat similar to each other, there
are distinct differences that set each
322
 simple machine apart.

 The inclined plane is used primarily to lift

heavy loads with less effort and force.
The longer the distance of the inclined
plane, the easier is the work required.
This is because the lesser the steepness
of the plane, the lesser force is needed to
move the load.
 The lever can be used for lifting
weights, removing or pulling out things
that are loose. There are three types
of levers, namely: first class, second
class and third class levers.
 The wheel and axle is easily
remembered as the simple machine with
a big and small wheel. It is a simple
machine that causes movement.
 A pulley is used to make lifting easier. It
changes the direction of the force. So if
you want something lifted, you would
have to pull down when using this simple
machine. Like the lever, the pulley has
three types, namely: fixed, movable and
combined pulleys.
 A screw is a variation of the inclined
plane only that it (the inclined plane) is
wrapped in a cylindrical post. It is used to
lift materials, and hold or fasten things.
 A wedge is also another variation of
the inclined plane in that it has inclined
planes
placed back to back. This enables this
simple machine to cut or split certain
materials apart.

323
Evaluate I. Matching tpe: Match the items in column A with the kinds
of machine they represent in column B. Write the letter of
the correct answer before the number.
A. B.
1. Ramp, slope a. pulley
2. Axe, blade b. inclined plane
3. Wheelbarrow, bottle opener c. wedge
4. Bicycle gears, doorknob d. wheel and axle
5. Flag pole, zipline e. lever

II. Check your understanding: Write your answer on

the space provided.

1. Give examples of situations or works in our daily life

that use pulleys.

.
2. Cite instances that inclined planes are used in
construction. How do they make work easier?

.
Agreement:

Additional activities A. visit your playground, and other parts of your

for application school. Find out as many machines as you can
and list down the simple machines.

B. Enumerate objects or structures that you see

around which are built like the inclined plane.

C. You want to increase the speed of the bucket

used for getting water in the well. What will you
do? Illustrate your answer.

V. REMARKS Lesson [Link] on to the next objective

Lesson not carried.
VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80% on
the formative
assessment.
B. No. of learners who
require additional
activities for
remediation

324
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 it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized
material/s did I
use/
discover which I
wish to share
with other
teachers?

325
 APPENDIX A

Suggested rules for the group work

[Link] respect for each other.

[Link] group members should do an equal amount of work.

[Link] management.

[Link] willing to cooperate with others on their ideas.

[Link] communication.

326
 APPENDIX C

Group Name: Score:

Quarter 3 (Week 10-Day 2)

Activity 1.1

Identifying Activities where simple machines are used.

Lesson Concept:

Simple machines are simple tools that make work easier and
faster. They help us lift, pull, change the direction of the force, split,
cut or fasten things. We all use simple machines everyday.

Instructions:

f. Study the list of devices given below.

g. Complete the table by identifying the kind of machine and activities where
the devices are used.

Devices, Tools, Structure Kinds of Simple Machines Activities where devices or

tools are used

Nutcracker

Pliers

Tweezer

Grass shear

Door knob

Stairway

Knife

Needle

Claw hammer

Shovel

327
Guide Questions:

1. Do we use simple machines to do our everyday activities?

2. What simple machines listed on the table do you always use?

3. What simple machines listed on the table do you seldom use?

4. We value these simple machines because

5. Our lives today are different bfrom our forefathers because

328
 APPENDIX D

Group Name: Score:

Quarter 3 (Week 10-Day 2)

Activity 1.2

Investigating Simple Machines

Lesson Concept:

Simple machines are simple tools that make work easier and
faster. They help us lift, pull, change the direction of the force, split,
cut or fasten things. We all use simple machines everyday.

Materials:

Pair of scissors doorknob safety pins

Screw pulley in the flagpole mini stair

Instructions:

1. Find out how different simple machines work.

2. Demostrate how to use the machines. List down the observation in the chart below.

329
 Type of simple How does it work? How will it be used
Machines machine. safely?

Scissors

Door knob
Safety pins

pulley

Mini stair

Guide Questions:

1. Do we use simple machines to do our everyday activities?

2. We can safely use these machines by

3. We value these simple machines because

4. Our lives today are different bfrom our forefathers because

330
 APPENDIX E

RUBRICS FOR GROUP PRESENTATION

The teacher will use this rubric to evaluate each group’s presentation. Learners can look
at this rubric so they may understand what they are being graded on.

Trait Criteria Points

Content: Presentati Presentation Presentation Presentatio
Did the on had moments had a good n had an
presentation contained where amount of exceptional
have valuable little to no valuable material and amount of
material? valuable material was benefited the valuable
material present but as class material
a whole and was
content was extremely
lacking. beneficial
to the class.

Collaboration: The The The The

Did everyone teammates teammates teammates teammates
contribute to never sometimes worked from always
the worked worked from others’ ideas worked
presentation? from others’ ideas. most of the from
Did everyone others’ However it time. And it others’
seem well ideas. It seems as seems like ideas. It
versed in the seems as though certain every did was evident
material? though people did not some work, that all of
only a few do as much but some the group
people work as people are members
worked on others. carrying the contributed
the presentation. equally to
presentati the
on. presentatio
n.
Organization: The There were The The
Was the presentati minimal signs presentation presentatio
presentation on lacked of had organizing n was well
well organized organizatio organization ideas but organized,
and easy to n and had or could have well
follow? little preparation. been much prepared
evidence stronger with and easy to
of better follow.
preparatio preparation.
n.

Presentation: Presenters Presenters Presenters Presenters

Did the were not were were were all
presenters consistent unconfident occasionally very
Speak clearly? with the and confident with confident in
Did they level of demonstrated their delivery and

331
engage the confidence little evidence presentation they did an
audience? Was / of planning however the excellent
it obvious that preparedn prior to presentation job of
the material ess they presentation. was not as engaging
had been showed engaging as it the class.
rehearsed? the could have Preparation
classroom been for the is very
but had class. evident
some
strong
moments.

332
 APPENDIX A

SAFETY RULES IN HANDLING MACHINES:

Simple machines help make work easier but they may

also cause accidents if they are not used or handeld properly.

Here are some safety rules in handling machines:

1. To avoid getting hurt, do not play with machines.

2. Keep sharp machines or tolls in a cabinet or in a safe place that cannot be reached
by small children.

3. When holding a tool, make sure that its sharp edges point downward facing
the ground.

4. Before using any simple machine, be sure it is in good condition to avoid accidents.

5. When playing with levers like a seesaw, never put your feet under the lever and
your hands near the fulcrum. Make sure the fulcrum is stable.

6. When playing with inclined plane like slides, make sure that the end of the slide
is secured before using them. Make sure that no one is present below the slide.

7. When using wheels and axles like bikes and skateboards, use helmet and make
sure that the wheel and axle are firmly attached to each other.

333
 Republic of the Philippines
Department of Education
Region V (Bicol)

QUARTERLY TEST
rd
3 Quarter

Direction: Write the letter of best answer on your paper.

1. Which of the following is a type of a simple machine?

a. bicycle c. broom
b. sewing machine d. all of the above
2. Which of the following simple machines is widely used in the form of
loading ramps?
a. lever c. inclined plane
b. pulley d. screw
3. What simple machine is shown in the picture below?

a. lever
b. first-class lever
c. second-class lever
d. wedge

4. Which of the following statements is true about an inclined plane?

a. It has a fulcrum or a pivot point.
b. Flat supporting surface tilted at an angle.
c. It is a modified wheel and axle.
d. Both a & b.
5. Complete the sentence.
The shorter the inclined plane, the to move
the object.
a. less input force you need.
b. more output force you need.
c. more input force you need.
d. less output force you need.
6. Which of the following describes a wedge?
a. A modified wheel and axle.
b. Combination of movable and fixed pulley.
c. An inclined plane used to wrap around a cylinder.
d. Double inclined plane that is sharpened to an end.
7. Pedro wants to cut an apple in four parts. What simple machine should he use?
a. screw c. lever
b. pulley d. wedge
8. What type of simple machine is shown in the picture below.

a. screw

334
 b. wedge
c. pulley
d. wheel and axle

9. Which of the following is the best tool to drive a screw into a surface?
a. scissors c. screw driver
b. hammer d. b and c
[Link] kind of lever system is best for popping bottles open?
a. first-class c. third-class
b. second-class d. fourth-class
11.A flat and sloped surface is called a (n) .
a. lever c. screw
b. fulcrum d. inclined plane
[Link] kind of simple machine can you make with a bamboo stick
and a wooden wheel?
a. lever c. wedge
b. screw d. inclined plane
[Link] is a simple machine that reduces the force of friction to make
pushing and pulling easy.
a. pulley c. wheel and axle
b. lever d. screw
[Link] is it important to make use of simple machines in your daily life?
a. They multiply the friction force. c. They give more work.
b. They make work easy and fast. d. All of the above.
[Link] more effort is required to lift the load if the effort is nearer the fulcrum.
a. True.
b. False.
c. Sometimes.
d. Depends on the weight of the load.
[Link] is a kind of pulley which is hung to make the wheel stationary in position.
a. movable pulley c. block and tackle
b. fixed pulley d. none of the above
[Link] can you keep yourself safe in handling simple machines?
I. Do not play with sharp simple machines.
II. Make sure the simple machine is in good condition before using.
III. Keep simple machines out of reach of children.
IV. Use a helmet when riding wheel and axle like bikes
and skateboards.
a. I, II,III c. II, III, IV
b. I, II, IV d. I, II, III, IV
18. Which of the following is not true about a wedge?
a. The thinner the wedge is, the lesser effort is needed to cut objects.
b. It is a triangular shaped tool.

335
 c. a & b
d. None of the above.
[Link] is it important to use a helmet in riding bicycles and scooters?
a. To avoid getting hurt. c. To gain more speed.
b. To avoid the friction force. d. To look good in pictures.
[Link] is the disadvantage of using an inclined plane to lift a heavy object?
I. The object must be moved at a greater distance.
II. Many objects are hard to lift straight up.
III. It takes less effort to move the object.
IV. Heavy objects take up more space.
a. I only c. I and IV
b. II and III d. IV only
[Link] which of the following amusement rides make use of a movable pulley?
a. cable car c. zip line
b. Ferris wheel d. a & c
[Link] wants to play in the seesaw with her brother. How can they be
safe while playing?
a. They should play away from the seesaw.
b. They should stand on the seesaw to make playing more fun.
c. They should wear helmet and knee pads to protect themselves.
d. They should never put their feet under the lever.
[Link] is the best way to move a boulder across a dirty field?
a. flip the boulder over and over across the field
b. push the boulder across the field
c. pull the boulder across the field
d. pull the boulder on a wagon
[Link]’s father is a handicraft maker. Sometimes she helps her father
in the shop. Her father asked her to screw the wood together. How
can she be able to do this?
a. She can use a screw driver to drive the screw in.
b. She can use a hammer and pound the screw in.
c. She can use a pair of scissor so drive the screw in.
d. She can use a knife to screw the wood together.
[Link] wants to put a door lock to his room. What simple machine
should he use to securely install the door lock?
a. wedge c. lever
b. pulley d. screw
[Link] is the difference in effort force between a movable pulley and
a block and tackle?
a. The same effort force is exerted.
b. More effort force is exerted.
c. Less effort force is exerted.
d. The rope travels twice between the rafters and crate.
[Link] does wheel and axle work?
a. A force is applied to the large outer wheel to move a load
attached to the axle

336
 b. A wheel is attached to a smaller axle and the two parts rotate together.
c. b only
d. a and b

[Link] wants to help his mother prepare his fruit snacks to school.
How can he avoid getting hurt while using the knife?
a. He should let his mother cut the fruit.
b. He should hold the handle firmly and not play with it.
c. He should toss the knife before cutting.
d. He should make sure its sharp edge points downward, facing the ground.

29.A wedge can be used in all the following situations except .

a. lift heavy objects
b. rotate objects
c. separate objects
d. a and b

[Link] amount of effort required and its distance from the fulcrum is
shown in what relationship?
a. The farther from the fulcrum the effort is, the more effort needed.
b. The nearer from the fulcrum the effort is, the less effort needed.
c. The farther from the fulcrum the effort is, the less effort needed.
d. The nearer from the fulcrum the effort is, the same effort needed.

337
 Republic of the Philippines
Department of Education
Region V (Bicol)

QUARTERLY
TEST
3rd Quarter Unit 3
Key to Correction

1. C
2. C
3. B
4. B
5. C
6. D
7. D
8. A
9. C
10. B
11. D
12. A
13. C
14. B
15. A
16. B
17. D
18. C
19. A
20. A
21. D
22. D
23. D
24. A
25. D
26. C
27. D
28. B
29. B
30. C

338