Grades 6 School TARTARIA WEST E/S Grade Level VI

DAILY LESSON LOG Teacher BENJO S. REGALARIO Learning Area SCIENCE

Teaching Dates and Time Quarter 3

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED DURING THE
DEMONSTRATION
A. Content Standards The learner demonstrates understanding of how energy is
transformed in simple machines.

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

for a new product on electrical and light efficiency.

C. Learning Competencies/ Objectives Manipulate simple machines to describe their PPST MODULE 7
Write the LC code for each characteristics and uses. (S6FEIIIg-i-3) KRA 3, OBJ. # 7
Knowledge: MT I-IV RUBRIC, INDICATOR 5
- Identify the different simple machines -Plans, manages and implements
- Describe the different kinds of simple machines developmentally sequenced teaching and
Skill: - Classify different examples of simple machine learning processes to meet curriculum
Attitude: -Practice politeness during individual, paired and requirements through various contexts.
group activity MOV--- Knowledge, skill and attitude or KSA is
applied in lesson planning objectives in order
to meet curriculum requirements based on the
Curriculum Guide/CG. Parts of the DLP are
based on the PPST Modules.
II. CONTENT Simple Machines
II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages K to 12 Grade 6 Science Curriculum Guide pp. 107

2. Learner’s Materials pages

3. Textbook pages The New Science Links Work text in Science and
Technology pp.352-353
Science for Daily Use 5, Tan, Conchita T. 2012 pp. 178-201
 4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Smart TV, laptop, video clips, pictures, real objects, activity PPST MODULE 9
cards, power point presentation KRA 3, OBJ. # 9
-Selects, develops, organizes and uses
https://www.youtube.com/watch?v=l1Fhs8pXGxM appropriate teaching and learning resources,
(Song: Simple Machines) including ICT, to address learning goals.
https://www.youtube.com/watch?v=UtfVZtuyuHU MOV---The lesson is delivered through the use
(Simple Machines) of power point presentation, laptop and smart
tv.
MOV---Realia and printed materials like activity
cards are given on clear sheets of cartolina and
meta cards for the pupils to see and read
clearly.
IV. PROCEDURES

A. Reviewing previous lesson or presenting the new
lesson
*Giving of Classroom Rules ( tacked on the board) PPST MODULE 5
* The 5 P’s: KRA 2, OBJ. # 5
1. Be Positive MT I-IV RUBRIC, INDICATOR 4
2. Be Productive -Manages learner behaviour constructively by
3. Be Polite applying positive and non-violent discipline to
4. Be Prepared ensure learning-focused environment.
5. Be ResPectful MOV---To avoid and prevent misbehaviour,
house rules/ standards/guidelines are set
1. Be on time at the beginning of the day and after before the class starts or before doing an
lunch or recess breaks. activity.
2. Come prepared with supplies and completed
assignments. PPST Module1
3. Be kind, polite and courteous to others. KRA 1, OBJ. # 1
4. Keep your hands and feet to yourself. MT I-IV RUBRIC, INDICATOR 1
5. Be respectful of classmates, teachers and property. -Applies knowledge of content within and
6. Listen to the teacher and classmates, and follow across curriculum teaching areas.
directions. MOV---ESP/Values is integrated during the
7. Work hard and always do your best. giving of the classroom rules.
8. Be safe.
9. Raise your hand when you would like to speak in
class or if you need to leave the classroom for any
reason.

B. Establishing a purpose for the
lesson/Motivation/Motive Questions
Review: Using Jeopardy Game
Identify the different forms of energy.
Elicit:
What do you use when you want to cut paper, open a
bottle, or slice a piece of fruit?
How do different materials you use help you?
Unlocking of Difficult Words:
What do you mean by simple machines?
-Show in power point presentation
Drill:
-Show some pictures and let the pupils identify if
simple machine or not.
Engagement:
-Watching a video clip
https://www.youtube.com/watch?v=l1Fhs8pXGxM
(Song: Simple Machines)
Comprehension Check:
-What is the song about?
-What things are mentioned in the song?
-Why are simple machines important?
(The teacher writes the pupils’ answers on the board
observing correct cursive handwriting and in
complete sentences.)
PPST MODULE 2
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.
MOV---Literacy in giving and understanding
the meaning of difficult words is shown during
the Unlocking of Difficulties.
PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV--- Contextualization, localization, gender
fair is properly observed in choosing the video
clip presented. Integrations across learning
areas like English comprehension skill, correct
cursive handwriting and correct sentence
construction are observable.
PPST MODULE 3
KRA 1, OBJ. # 3
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills.
MOV---The questions presented are arranged
from lower level to higher level thinking skills.
Pupils are challenge to think creatively.
C. Presenting examples/instances of the new lesson Exploration: PPST MODULE 3
-Watching a video clip about the 6 simple machines KRA 1, OBJ. # 3
MT I-IV RUBRIC, INDICATOR 2
Comprehension Check: -Applies a range of teaching strategies to
-What are the six simple machines mentioned in the develop critical and creative thinking, as well
video? as higher-order thinking skills.
-How will you describe each? MOV---The questions presented to check
-What are the uses of each? pupils’ comprehension are arranged from
-Why do we use simple machines? lower level to higher level thinking skills.
-Why are simple machines important?

D. Discussing new concepts and practicing new skills Explanation:

#1 Direction: Some machines are so simple that we do not
even realize that they are machines. Identify each
simple machine described below.

1. Machine for opening cans

2. Machine for cutting paper
3. Machine used for moving sand from one place to
another
4. Machine used for pulling nails
5. Machine used for catching fish

E. Discussing new concepts and practicing new skills Pantomime Strips: Orient the pupils about pantomime.
#2 Have each group pick a strip from the box. While a
representative is pantomiming the rest of the groups
should guess the kinds of simple machines and their
uses. Every correct answer of the group will be given
points.
F. Developing mastery (leads to Formative Plan It Out: “Damage house” –Group by pair
Assessment 3) -Each pair will identify all the simple machines needed
to repair the house then classify them according to
the 6 simple machines.
Ask:
-What are the simple machines needed to repair the
house?
-How did you classify them?
PPST MODULE 3
KRA 1, OBJ. # 3
MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to
develop critical and creative thinking, as well
as higher-order thinking skills.
MOV---The questions presented to check
pupils’ comprehension are arranged from
lower level to higher level thinking skills.
G. Finding practical applications of concepts and
skills in daily living
. Elaboration:
*Differentiated Activity in three groups with 12 to 13
members, each group will have a leader.
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
Rubrics in Participation/Group Activities:
POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s
supervision
2 -Activity was done but does not show
eagerness to participate or cooperate
1 -No interest in participating the activities
Special Reminders to pupils before doing the activity:
Be polite by listening attentively with each other
During the group activity.
Group Activity:
Direction: Group 1 will stay inside the classroom. Group 2
and 3 will stay outside in the designated study areas.
Group 1: Crossword Puzzle. Identify the simple machine
being described.
PPST MODULE 5
KRA 2, OBJ. # 5
MT I-IV RUBRIC, INDICATOR 4
-Manages learner behaviour constructively by
applying positive and non-violent discipline to
ensure learning-focused environment.
MOV---To avoid and prevent misbehaviour,
house rules/ standards/guidelines are set
before doing the activity.
MOV---Learners are given positive feedback
after each group sharing.
PPST MODULE 6
KRA 2, OBJ. # 6
-Uses differentiated, developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths, interests
and experiences.
MOV---The learners are given differentiated
activities according to their strengths and
interests.
MOV---By applying differentiated activities
with rubrics, learners are ensured of their
active participation.
PPST MODULE 4
KRA 2, OBJ. # 4
MT I-IV RUBRIC, INDICATOR 3
-Manages classroom structure to engage
learners, individually or in groups in
meaningful exploration, discovery and hands-
on activities within a range of physical learning
environments.
MOV---The utilization of learning environments
such as study area outside the classroom and
the room structuring arrangement for group
activity purposes is observed.
Group 2: Where do I belong?
Using the different pictures classify what simple machine
they belong.
 Group 3: What I am?
1. You can usually find me during flag ceremonies. I help the
flag reach the top of the pole.
2. I help Mr. Porter put the box to the truck.
3. Hey-o-hey-o, said the dwarf as he lift me to whack the
rock into two.
4. I am Mr. See-saw.
5. The cyclist is looking for me, his bike won’t move without
me.
6. “I need you”, said Mr. Hinge,” the door and I can’t
connect”.

wedge screw inclined plane

lever pulley wheel and axle

Group Presentations
-10 minutes only for group sharing and planning
- 3 minutes only for each group presentation

(Learners are given utmost recognition in the task they are

presented.)

H. Making generalizations and abstractions about Concept mapping: PPST MODULE 10

the lesson KRA 4, OBJ. 10
1. What are the different simple machines? Designs, selects, organizes and uses diagnostic,
formative and summative assessment
strategies consistent with curriculum
requirements.
MOV—Formative questions are raised to
learners to diagnose how far they have learned
Simple or if the objectives of the lesson are carried.
Machine
eElabor
ation
Group
Activity
Group
1:
Crosswo
rd
Puzzle.
 the
simple
machine
being
describe 2. Describe each simple machine.
d es
3. Did you show politeness with each member of your
group during the activity? Why is politeness
important?
I. Evaluating learning EVALUATION: PPST MODULE 10
Directions: Read carefully, and then choose the correct KRA 4, OBJ. 10
answer by writing the letter on your answer sheet. -Designs, selects, organizes and uses
diagnostic, formative and summative
1. Which of the following best explains why lifting a heavy assessment strategies consistent with
object with a single fixed pulley and rope makes the task curriculum requirements.
seem easier? MOV---The use of formative assessment
a. Less force is needed to lift the object consistent with curriculum requirements is
b. The direction of the force required to lift the object is followed in order to interpret the result of the
changed learners’ progress.
c. Less work is done when moving the object d. The force
needed to move the object is applied over a greater PPST MODULE 11
distance KRA 4, OBJ. 11
2. The three types of pulleys systems are: Fixed, Movable Monitors and evaluates learners’ progress and
and . achievement using learners’ attainment data.
a. Block and Attack b. Tackle and Sing MOV—Results of evaluation are monitored
c. Movable and Pull d. Block and Tackle and reflected on the Learners’ Data in order to
3. A stiff bar that moves about a fixed point is a support and assess learners’ progress and
a. lever b. wheel and axle achievement.
c. wedge d. inclined plane
4. Which simple machine would stairs be an example?
a. a wedge c. a pulley
b. an inclined plan d. a lever
5. Which is an example of a wheel and axle?
a. Hammer c. Ramp
b. Wagon d. Flag Pole

*Checking of answer sheets and submission of papers for

recording is done right away after the test to interpret the
result of the learners’ progress.
J. Additional activities for application or remediation Extend:
Give some safety measures in handling simple machines.
V. REMARKS Re-teaching Transfer of lesson to the

Lack of Time following day

No class Achieved

VI. REFLECTION

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

B. No. of learners who require additional activities

for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:

EVA M. CORVERA
MT 2