School Grade 6

School LESSON Level

Logo EXEMPLAR Teacher Learning Science
Area
Teaching Date and Time Week 6 Quarter 4th

I. OBJECTIVES
The learner demonstrates understanding of the earth’s
A. Content Standards
rotation and revolution
The Learners should be able to demonstrate the eath’s
B. Performance Standards
rotaion and revolution
Differentiate between the rotation and revolution and
C. Learning Competencies or
describe the effects of the earth’s motions.
Objectives
a. Most Essential Learning
Differentiate between the rotation and revolution and
Competencies (MELC)
describe the effects of the earth’s motions.
(If available, write the indicated
MELC)
b. Enabling Competencies
(If available, write the attached
enabling competencies)
c. Enrichment Competencies
(If available, write the attached
enrichment competencies)
II. CONTENT

A. Topic: MOTIONS OF THE EARTH

MELC Science Grade 6, 4th quarter p. 510
B. Reference: The New Science Links: Worktext in Science and Technology for
Grade 6 pg. 432-437
a. Teacher’s Guide Pages

b. Learner’s Material Pages

The New Science Links: Worktext in Science and Technology for
c. Textbook Pages Grade 6 pg. 315- 319
d. Additional Materials from
Learning Resources

C. List of Learning Resources for

PowerPoint Presentation, laptop, cellphone, ballpen,
Development and Engagement
Learning Activity Sheet (LAS) and paper
Activities

D. Concepts Motion, rotation, revolution

oral reading, communication, collaboration, critical thinking,
E. Skills
technological skills
F. Values Giving the importance of the earth’s motion

ANNOTATION
III. PROCEDURES
What can you say about the movement of the INDICATOR 1. Apply
A. ENGAGE knowledge of content
following objects?
within and across
curriculum teaching
areas.
English- analysing
pictures.

 These are example of objects that

rotates.
 Rotation means “to spin.” 

How about this picture?

What can you say about the car’ movement?

 The car is moving around the tree

 The car is revolving around the tree.
 Revolution means “to go around
something.”

the learners into four. INDICATOR 1. Apply

B. EXPLORE knowledge of content
 Distribute the activity sheets.
 Remind the learners about the norms/standards to within and across
be followed in doing the activity. curriculum teaching
- Read and understand the instructions properly. areas.
- Cooperate with your group. Values- Values
 - Do not disturb the other groups integration like
- Maintain cleanliness in your workplace. Group cooperating with
- Seek the guidance of the teacher if needed. group mates,
- Minimize your noise cleanliness and
- Submit your output on time. practicing being on
 Present the scoring rubric to be used for group time.
activity.

ACTIVITY 10.1
Demonstrating Rotation and Revolution

Problem:
What is the difference between the rotation and the
revolution of the earth?
COT-RPMS Indicator
What you need: 3. Use effective
Globe verbal and non-verbal
Wide area or space classroom
Flashlight communication
strategies to support
What you need to do: learning
understanding,
1. Draw a circle to serve as the orbit of earth. participation,
Let one person in the group go to the center. engagement and
He/she will represent the sun. achievement
2. Let one person hold the globe and spin it  Providing an
easy and
evenly counter clockwise not too fast, while
enjoyable yet
he/she walks completely around the person very educative
at the center of the circle. (As it revolves activity that
around the sun, north end of the earth’s axis will adapt to all
continues to point toward a relatively kind of
stationery object. In the sky, it is called the learners.
North Star.) The person at the center is
revolving around him/her.
3. Notice the part lighted by the flashlight when
the earth rotates sand revolves around the
sun.
What have you found out?

1. Do all parts of Earth receive light as it

rotate on its axis? Why?
2. What is the effect of Earth’s rotation?
3. What have you noticed about the amount
of light received by Earth as it revolves
around the sun?
4. What do you think are the occurences
when Earth revolves around the sun?
Conclusion:

Make a conclusion based from the given problem.

One representative from each group will present their
C. EXPLAIN output. A scoring rubric will be used in rating the group
 output. (Please see attached scoring rubrics on
appendix A and B.)

 Process the output of every group.

1. Do all parts of Earth receive light as it rotate
on its axis? Why?
No. The “fixed” tilt means that, during our
orbit around our Sun each
year, different parts of Earth receive
sunlight for different lengths of time. It
also means that the angle at which
sunlight strikes different parts of Earth's
surface changes through the year.
2. What is the effect of Earth’s rotation?
The spinning of the Earth causes day to
turn to night
3. What have you noticed about the amount of
light received by Earth as it revolves around
the sun?
As the earth revolves around the
sun, the place where light shines
the brightest changes. This
motion gives us the different
seasons. For instance, the poles
receive less light than does the
equator because of the angle that
the land around the poles receive
the sun's light.
4. What do you think are the occurrences
when Earth revolves around the sun?
The Earth is constantly in motion,
revolving around the Sun and rotating on
its axis. These motions account for many
of the phenomenon we see as normal
occurrences: night and day, changing
of the seasons, and different climates
in different regions.

Show a video of Earth’s rotation and revolution. COT-RPMS Indicator

D. ELABORATE INDICATOR 1. Apply
Discuss: knowledge of content
within and across
Rotation- is the movement of earth on its axis. Earth curriculum teaching
roates from west to east. It is clockwise as seen above areas.
the North Pole and Counter Clockwise as seen above ICT- letting the pupils
South Pole. The period of one complete rotation is to learn by viewing
defined as a day and takes 23 hours, 56 minutes, and through the use of
4.2 seconds. Earth’s rotation is inclined or tilted 23.5 gadgets.
degrees relative to its plane of revolution around the
sub. The sun, moon, planets, and stars do not orbit
around Earth everyday. It appears that the way to us
because we observe the sky from a planet that rorates
once every day, or 15 degrees per hour.

Results from Earth’s Rotation

 The occurrence of day and night. Places
facing the sun experience daytime while those COT-RPMS
facing away from the sun experience nighttime. 3. Use effective
The length of daytime and nighttime varies as verbal and non-verbal
Earth revolves around the sun. classroom
 The daily rising and setting of the sun, stars communication
and the moon are the pattern of motion strategies to support
visible in the sky. The sun rises in the east and learning
sets in the west, as do the moon, planets, and understanding,
the stars. These daily motions are the result participation,
from the earth’s rotation. engagement and
 Earth’s rotation affects the flow of air and achievement
water on earth. Flowing air and water are  Using the
diverted from north-south direction to an east- mother-
west direction because of Earth’s rotation. The tongue,
diversion of direction is called the Coriolis effect. Filipino and
English to
ensure that
Revolution is the movement of an object around the the pupils fully
bigger object. Earth revolves around the sun. Its orbit understand
around the sun is in the form of a slightly flattened cirle the lesson
called an ellipse. The sun is hot at the center of the
orbit, but is slightly off to one side. This explains why
Earth’s distance from the sun varies. It is closest to the
sun at 147 million kilometers when it is in its orbit’s
perihelion. It is farthest from the sun at 152 million
kilometers when it is in its orbit’s aphelion.

Earth revolves around the sun as it roates, or spins, on

its axis. The period of one revolution around the sun is
defined as a year. One complete revolution of earth is
365.24 solar days or 365 days, 5 hours, 48 minutes,
and 46 seconds. Earth’s axis is tilted. As it orbits the
sun, Earth’s axis remains fixed in space so that at one
poinr, the northern hemisphere of earth is tilted.

Results from Earth’s Revolution

Occurrence of Seasonal Changes

The seasons change through the year; the length
of days varies; and the temperature may range
from cold to hot depending on the latitude where
you live. The annual changes are the result of
Earth’s orbital motion around the sun is called a
revolution. Our seasons are created by this orbit tilt
and by Earth’s orbital motion around the sun.
 Identify the words being referred to. Choose your
E. EVALUATE
answer from the words below.

Aphelion rotation perihelion

Axis orbit

_______1. Earth’s motion around the sun.

_______2. Imaginary line describing earth’s tilt
_______3.Earth’s path around the sun
_______4. Earth’s orbit closest to the sun
_______5. Earth’s orbit farthest from the sun

6-10. Give five effects of earth’s rotation and

revolution

Essay. Write your answer in an ½ sheet of paper. INDICATOR 1. Apply

IV. ADDITIONAL knowledge of content
1. Explain the occurrence of the different
ACTIVTY within and across
seasons.
curriculum teaching
areas.
English-Writing an
essay, organizing
ideas, and expressing
thoughts in English
language
IV. REFLECTION ____ ML
___Lesson carried. Move on to the next objective.
___Lesson not carried.
(Reflection on the Type
of Formative
Assessment Used for
This Particular Lesson)

Prepared by: Checked by:

Teacher I Principal I