Science 6 Q3

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
ANDRES J. VILLASIS JR., T-I of Maravilla National High School
iii
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!
i
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
Most of all to God for giving the strength and wisdom to carry on this
task.
v
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 B: Scoring Rubric 16-17
Day 4 to 5  Investigate factors affecting frictional force.
 Describe how friction affects the movement of an 18-24
object.
 Explain the effects of friction.
Appendix A: Scoring Rubric 25-26
Appendix B: Activity Sheet 27-28
Appendix C: Pictures 29-30
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 C: Background Information Sheet 41
Day 2 to 3 Make an advertisement that demonstrates road
safety. 42-45
Day 4 and 5  Infer how gravity affects movements of
objects and people; and
 Describe how the motion of an object is
affected by gravity. 48-53
objects. (LC: S6FE-IIIa-b-1)
Day 1 to 2  Infer the effects of gravity on objects and
people
 Show that external conditions affect the 55-58
movement of objects and people
Appendix A: Scoring Rubric 59
v
Appendix B: Activity Sheet 60
Day 3 to 4 Cite practical benefits and applications of gravity. 61-65
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
Day 2  Describe how sound energy is produced.
 Give examples of materials that produce
sound energy 80-85
Appendix A: Pictures 86
Appendix C: Scoring Rubric 89
Day 3  Describe how heat is produced
heat. 90-95
Day 4  Describe how light energy is produced.
 Give examples of materials that produce light
energy. 100-105
Appendix A: Scoring Rubric 106-107
Day 5  Describe how electrical energy is produced.
electrical energy. 109-114
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
Day 2  Demonstrate how heat can be transformed into
light energy.
 Demonstrate how electricity can be
transformed into light to heat. 130-135
Day 3 Demonstrate how light energy can be
transformed into heat 139-142
vii
Day 4 Demonstrate how electrical energy can be
transformed into sound energy. 145-153
Appendix A: Energy Transformation 154-157
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 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 machines
217
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 of a 265
wedge
Day 2 Give the uses of a wedge
Manipulate a wedge 274
v
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
ix
School Grade Level 6
Teacher Learning Areas Science
Time and Date Week 1, Day 1 Quarter 3rd
I. OBJECTIVES
A. Content The learners demonstrate an understanding of gravity
Standards and friction affect movement of objects.
B. Performance The learners should produce an advertisement that
Standards demonstrates road safety.
C. Learning Infer how friction and gravity affect movements of different
Competencies/O objects
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

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 Learning Integrated Physics and Chemistry
Resources
IV. PROCEDURE A B
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
1
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!”
Learning Target:
 At the end of the activity, I can infer why an object
moving along a surface eventually slows down and
EXPLORE 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
2. Observe what happens.
3. Repeat procedure number one but this time each
group will use the rubber ball and the dry cell.
5. Repeat procedure number one using all the materials
on the cemented floor of the classroom.
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?
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?
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.
 One representative from each group will present

their output, to be rated using the scoring rubric.
EXPLAIN (Please see attached scoring rubric.
Appendix B)
3
 Process the groups’ output.
 Ask the following question:
1. What makes an object moving along a surface slows
ELABORATE 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 distance before it stops?
A. glass
B. sand
EVALUATE 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
4
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 remedial Yes No
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 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 .
E. Which of my _socratic questioning
teaching strategies _use of visual presentation
work well? Why did _game-based learning
these work? _Pair work
_cooperative Learning
_Explicit Teaching
5
_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 difficulties Bullying among students
did I encounter Students’ behaviour/attitude
which my principal Colorful IMs
or the supervisor can Unavailable Technology
help me solve? Science/ Computer/internet lab
additional clerical works
G. What innovation or contextualized/localized and indigenized IMs
localized materials localized video
did I use/discover Recycling of plastics to be used as IMs
which I wish to share
with
other teachers?
6
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.

 rubber ball
 marble
 double A dry cell
Procedure:
1. Ask each group for a representative to slightly push the marble on a grassy
field.
3. Repeat procedure number one but this time each group will use the rubber
ball and the dry cell.
5. Repeat procedure number one using all the materials on the cemented floor of
the classroom.
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?
7
APPENDIX B
SCORING RUBRIC FOR THE ACTIVITY
CRITERIA (4) (3) (2) (1)
Perform the Perform the

Perform the
activity by activity but The group was
activity with
following keep on not able to
few
all the given asking to follow all the
questions to
Performance procedures the teacher procedures in the
the teacher
on their on the activity.
on the given
own. procedures
procedures.
all
throughout
the activity.
Finish the Finish the

Finish the
activity activity within
activity
Finish the within ten10 minutes
within one
activity three to after the given
Promptness to two(1-2)
within the five (3-5) time.
minutes
given time. minutes
after the
after the
given time.
given time.
All Two (2) or Only two- three
At least one
members of more members of the
(1) member
the group members group cooperate
Team of the
cooperated of the in the
Work/Collaboration group did
in the group did accomplishment
not
activity. not of the activity.
cooperate.
cooperate.
With at With at least
least two three to four (3-
All At least one
Correctness of (2) or more 4) or more
answers are (1) answer
answer answers answers are
correct in incorrect.
are incorrect
incorrect
The The working
The
materials The area is messy
materials
are materials all throughout
are not
organized are the activity.
organized
and the organized
but the
Workmanship working but the
working
area is working
area is not
clean area is not
so clean
during and clean after
after the
after the the activity.
activity.
activity.
8
Time and Week 1, Day 2 Quarter 3rd
Date to 3
I. OBJECTIVES
A. Content The learners demonstrate an understanding of gravity
Standards and friction affect movement of objects.
B. Performanc e The learners should produce an advertisement that
C. Learning Infer how friction and gravity affect movements of different
Competencies/ 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
Resources
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 describe friction as a
force?
-Friction is a force that resists motion.
 Group the learners into four.
9
activity.
ACTIVITY
“FRICTION AND ITS KIND”
Learning Target:
1. At the end of the activity, I can describe friction
EXPLORE and its kind.

 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.
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
on the surface of the wooden table.
3. What can be the direction of this force that
opposes motion?
10
- 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.
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 scoring rubric.
EXPLAIN (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
surface, which remains still.
ELABORATE
11
- 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.
D. Friction resist motion.
3. Which of the following has the strongest type of

EVALUATE 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
4. D
5. D
12
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%
lessons work?
No. of Learners who of learners who caught up the lesson of .
have caught up of learners who caught up the lesson of .
with the lesson 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 strategies _use of visual presentation
work well? Why did _game-based learning
these work? _Pair work
_cooperative Learning
_Explicit Teaching
_group collaboration
_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
did I encounter Students’ behaviour/attitude
which my principal Colorful IMs
or the supervisor Unavailable Technology
Science/ Computer/internet lab
13
can help me additional clerical works
solve?
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?
14
APPENDIX A
ACTIVITY
“FRICTION AND ITS KIND”
Learning Target:
1. At the end of the activity, I can describe friction and its kind.

 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.
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.
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?
15
APPENDIX B
SCORING RUBRIC FOR THE ACTIVITY
CRITERIA (4) (3) (2) (1)
Perform the Perform

Perform activity and the activity The group was
the activity ask at least but keep on not able to
by without 2-3 asking to follow any of
asking any questions the teacher the procedures
Performance
question from the on the in the activity.
from the teacher procedure s
teacher. about the all
procedures throughou t
. the
activity.

Finish the activity activity within
Finish the activity within ten10 minutes
activity within one three to after the given
Promptness within the to two(1-2) five (3-5) time.
given minutes minutes
time. after the after the
given time. given
time.
Only two- three
All Two (2) or
At least members of the
members more
one (1) group cooperate
Team of the members
member of in the
Work/Collaboratio group of the
the group accomplishme
n cooperate group did
did not nt of the
d in the not
cooperate. activity.
activity. cooperate.
With at With at least
least two three to four
All At least
(2) or (3-4) or more
Correctness of answers one (1)
more answers are
answer are answer in
answers incorrect
correct incorrect.
are
incorrect
The The The The working
materials materials materials area is messy
Workmanship
are are are not all throughout
organized organized organized the activity.
16
and the but the but the
working working working
area is area is not area is
clean clean after not so
during and the activity. clean after
after the the
activity. activity.
17
Time and Date Week 1, Day 4 to Quarter 3rd
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 Competencies/ Infer how friction and gravity
Objectives affect movements of 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 learners  Divide the learners into four.
into four.  Post pictures showing
 Distribute jumbled different illustrations of
letters comprising producing friction.
the word
FRICTION to
every group.
 The learners will
arrange the letters
into a single word.
18
Sources:
Ask the following https://www.shutterstock.com/vid
questions: eo/clip-13530596-lighting-
1. What word did you matchstick-slow-motion-2
form? https://www.pinterest.com.mx/pin
/664773594968929076/
Friction
2. What is friction? https://www.shutterstock.com/im
age-photo/feet-walking-street-
Friction is a force that 734034901
opposes motion
between two surfaces Ask the following questions:
that are touching each 1. What do you see on each
other. It could be static picture?
or kinetic (rolling and Answers may vary.
sliding). 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
 Present the scoring rubric to be used for group activity. See
appendix A and B.
Activity A
Push mo yan kid!
Learning targets:
At the end of the activity, I can:
1. Investigate factors affecting frictional force.
19
2. Describe how friction affects the movement of an
object.
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.
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
force because the surfaces are hardly pressed causing
the frictional force to increase.
20
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:
2. Describe how friction affects the movement of an
object.
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.
21
7. Remove the sand paper and spread sand on the ramp.
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.

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
frictional force.
22
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
Lesson not carried.
VI.REFLECTI
ON
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 of learners who caught up the lesson of .
lessons work?
No. 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
require
remediation
E. Which socratic questioning use of visual
of my teaching presentation
23
strategies work game-based learning Pair work
well? Why did _cooperative Learning Explicit Teaching
these 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 did I Students’ behaviour/attitude
encounter which Colorful IMs
my principal or Unavailable Technology
the Science/ Computer/internet lab
supervisor can additional clerical works
help me solve?

localized Recycling of plastics to be used as IMs
materials did I
use/discover
which I wish to
share with
other
teachers?
24
Appendix A
Scoring Rubric on the Explain Part of Activity A
Score Correctness Clarity Delivery Teamwork/
Collaboration
All questions Presented the Demonstrated All members of
were answers in a confidence and a the group were
5 correctly clear and sense of actively
answered. organized ownership in participating and
manner presenting the cooperating in
output doing and
presenting their
task
Minor errors Answers Lacks One to two
4 in the presented confidence or members of the
answers were were either sense of group were not
observed. vague or ownership in participating and
disorganized presenting the cooperating in
output doing or
presenting their
task
Many errors Presentation Demonstrated One to two
in the of answers confidence and members of the
3 answers were vague sense of group were not
were and ownership in participating and
observed. disorganized presenting but is cooperating both
uncertain of the in doing and
results being presenting their
presented task
2 All answers Presentation Lack confidence Most of the
were of answers and manifested members of the
incorrect could not be uncertainty in the group were not
understood or presentation of participating and
grasped the output cooperating both
in doing and
presenting their
task
1 Were not able Were not able Were not able to Only one or two
to answer any to present the communicate the members of the
item/question results of the results of the group were
in the activity activity and activity observed doing
the answers to the task and
the present the
questions results
25
Scoring Rubric on the Explain Part of Activity B
Score Correctness Clarity Delivery Teamwork/
Collaboration
All questions Presented the Demonstrated All members of the
were correctly answers in a confidence and group were actively
5 answered. clear and a sense of participating and
organized ownership in cooperating in doing
manner presenting the and
output presenting their
task
Minor errors in Answers Lacks One to two members
4 the answers presented confidence or of the group were not
were observed. were either sense of participating and
vague or ownership in cooperating in
disorganized presenting the doing or presenting
output their task
Many errors in Presentation Demonstrated One to two members

the answers of answers confidence and of the group were
3 were observed. were vague sense of not participating and
and ownership in cooperating both in
disorganized presenting but doing and presenting
is uncertain of their task
the results
being
presented
2 All answers Presentation Lack Most of the members
were incorrect of answers confidence of the group were
could not be and not participating and
understood or manifested cooperating both in
grasped uncertainty in doing and presenting
the their
presentation task
of the output
1 Were not able Were not Were not able Only one or two
to answer any able to to members of the
item/question present the communicate group were observed
in the activity results of the results of doing the task and
the activity the activity present the results
and the
answers to
the
questions
26
Appendix B
Activity A
Push mo yan kid!
Learning targets:
2. Describe how friction affects the movement of an object.
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.
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?
27
Activity B
How far can you go?
Learning targets:
2. Describe how friction affects the movement of an object.
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. Figure 1

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.
7. Remove the sand paper and spread sand on the ramp.
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.
28
Appendix C
Pictures for the Engage Phase of the Lesson
https://www.shutterstock.com/video/clip-13530596-lighting-matchstick-slow-
motion-2
https://www.pinterest.com.mx/pin/664773594968929076/
29
30
Teacher Learning Area Science
Time & Date Week 2, Day 1 Quarter 3rd
I. OBJECTIVES
A. Content The learners demonstrate understanding of gravity and
Standard friction affect movement of objects.
B. Performance The learners should produce an advertisement that demonstrates
Standard road safety.
C. Learning Infer how friction and gravity affect movements of different objects
Competencies/ (LC:S6FE-IIIa-b-1)
Objectives 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
Resources
IV. PROCEDURE A B
Show a picture of a man driving a motorcycle.
ENGAGE
Photo Source: https://images.app.goo.gl/6hnDnsY7SLvkxyLg8
 Ask the following questions:
31
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 four.  Group the learners into
 Remind the learners about the four.
norms / standards to be  Remind the learners
followed in doing the activity. about the norms /
- Read and understand the standards to be
instructions properly. followed in doing the
- Cooperate with your activity.
group. - Read and
- Do not disturb the other understand the
groups instructions
- Maintain cleanliness in properly.
your workplace. - Cooperate with
- Seek the guidance of the your group.
teacher if needed. - Do not disturb the
- Minimize your noise other groups
- Submit your output on - Maintain
EXPLORE time. cleanliness in your
workplace.
- Seek the guidance
Activity of the teacher if
Am I Useful or Not? needed.
Learning Target: - Submit your output
At the end of the activity, I can on time.
identify the desirable and .
undesirable effects of friction to Activity
object and people Am I Useful or Not?
Materials: Learning Target:

At the end of the activity, I
 Activity sheet can identify the desirable
 manila paper and undesirable effects of
 marking pen friction to object and people
32
Materials:
Procedure:
 Activity sheet
1. Conduct a  manila paper
brainstorming in your  marking pen
group and identify Procedure:
three situations that
show desirable or 1. Fill out the table by
undesirable effects of checking as to
friction on object and whether each
people from the situation that shows
pictures provided on friction has
the activity sheets. desirable or
Please see Appendix undesirable effects to
B. object or people.
2. Fill out the table with 2. Explain why it is
the situations you desirable or not in
identified during the the next column.
conduct of the Refer to the activity
brainstorming. sheet provided
3. Explain why these (Appendix A).
situations are 3. Answer the guide
desirable/undesirable. questions.
Refer to the activity
sheet provided. Guide Questions:
4. Answer the guide
questions. 1. What are the
situations that show
Guide Questions: desirable effects of
friction to object and
1. What are the situations people? Why?
that show desirable and - A man applying
undesirable effects of brakes on his
friction to object and car (This helps
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
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
33
- wear and tear of the pen or
slippers pencil.)
- overheating of car 2. What are the
engines situations that show
- pushing heavy undesirable effects of
objects friction to people and
2. Why are they desirable? objects? Why?
Why they are not? - Making the
The desirable effect of engines of
friction: automobiles to
- Allows people to mop use more fuel
the floor (This situation
- Allows people to apply let people
brakes on his car spend more
- Allows people to write money in
in a paper using a pen buying fuel for
or pencil their
The undesirable effect of automobiles.)
friction: - Wearing and
- Makes the people tearing of
spend more money in slippers and
buying worn-out shoes
slippers and diesel for (People will
their automobiles; spend more
- Let the people exert money to
more force to move replace their
heavy objects from one worn-out
place to another. slippers and
shoes.)
3. What can you conclude 3. What can you
about the effects of conclude about the
friction on objects and effects of friction on
people? objects and
- Friction has desirable people?
and undesirable effects - Friction has
on objects and people. desirable and
undesirable
effects on
objects and
people.
 A representative from each group will present their output

EXPLAIN which will be rated using the scoring rubric (Please see
attached scoring rubric).
34
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 convert one form of motion
ELABORATE
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.
1. Lighting a matchstick
EVALUATE
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

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 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
the lesson.
who continue of learners who caught up the lesson of .
35
to require of learners who caught up the lesson of .
remediation. of learners who caught up the lesson of .
E. Which of my
teaching Socratic questioning use of visual
strategies presentation
worked well? Game-based learning _Pair work
Why did it Cooperative Learning Explicit Teaching
work? Group collaboration Differentiated instruction
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
difficulties did I Students’ behavior/attitude
supervisor can Science/ Computer/internet lab
be solve? additional clerical works
36
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?
37
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
- 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
38
APPENDIX B
PICTURES
Photo Source: https://socalcitykids.com/floor-sticky-after-mopping-

Photo Source: https://www.shutterstock.com/image-photo/heavy-
heres-how-to-fix-it/
loads-concept-loader-moves-piano-1292813338
Photo Source: https://cottman.com/blog/why-does-my-car-pull--to-

one-side-when-i-apply-the-brakes/amp/ Photo Source:
https://parade.com/339177/melindawennermoyer/write-on-how-
putting-pen-to-paper-can-keep-you-sharp/
Photo Source: https://www.123rf.com/photo_28940223_a-pair-of-

old-worn-out-slippers-isolated-over-white.html Photo Source: https://www.aa1car.com/library/overheat.htm
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)
39
Appendix B
Rubric for the Group Activity
CRITERIA (4) (3) (2) (1)

Relevant Relevant Relevant
No relevant
ideas is ideas is ideas is
ideas is
highly moderately slightly
emphasize d
Relevance emphasize emphasize d emphasized
in the
d in the in the in the
presentatio n
presentatio n presentatio n presentatio n
Was not
Finished Finished
able to
Finished the activity the activity
finish the
the activity within 1-2 within 3-5
activity 10
Promptness within the minutes minutes
minutes
allotted after the after the
after the
time. allotted allotted
allotted
time. time.
time
All Majority of
At least Two (2) or
members of the
one (1) more
Team the group members of
member of members of
Work/Collaboratio cooperated the group
the group the group
n in the did
did not did not
activity. not
cooperate. cooperate.
cooperate
The group
The group
presented
presented The group
clearly and
clearly and presented
concisely The group
concisely but
Group but seemed did not
and was disorganize
Presentation to be less present at all
organized d during the
organized
during the presentatio n
during the
presentatio
presentatio
n
n
40
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
41
Time and Date Week 2, Day 2 to 3 Quarter 3rd
I. OBJECTIVES
A. Content The learners demonstrate understanding of how gravity and
Standards friction affect movement of objects.
B.
The learners should produce an advertisement that
Performance
demonstrates road safety.
Standards
C. Learning The learners should infer how friction affects movements of
Competencies different objects.
(LC: S6FE-IIIa-b-1)
 Make an advertisement that demonstrates road
safety.
II. CONTENT GRAVITATIONAL AND FRICTIONAL FORCES

A. References
1. Teachers’
Guide pages
2. Learners’
Material pages
3. Textbook
pages
4. Additional
Materials from
LR Portal
- Safe Steps Road Safety
(https://www.youtube.com/watch?v=0sny1gj_bsI)
B. Other learning - Images
resources (https://jalopnik.com/you-need-to-see-how-many-cars-crash- on-
this-one-super-s-1785735452) (https://wheelzine.com/dangers-of-
driving-with-bald-tires)
IV. PROCEDURE
A B
- Show pictures of the different effects of the presence and
minimal amount of frictional force on vehicles in terms of
road safety.
https://jalopnik.com/y
ou-need-to-see-how-
many-cars-crash-on-
ENGAGE
this-one-super-s-
https://wheelzine.com/dan
gers-of-driving-with-bald-
tires
42
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
Activity
Let’s Go and Advertise
Learning Target:
 At the end of the activity, I can make an
advertisement that demonstrates road safety.
EXPLORE
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.
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.
43
- Each group will present their advertisement. The scoring
EXPLAIN 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
people.
2. Are advertisements on road safety important? Why?
ELABORATE
 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.
(https://www.youtube.com/watch?v=0sny1gj_bsI)
- 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
B. No. of
learners who
require
additional
activities for
remediation who
44
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 caught up of learners who caught up the lesson of .
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 .
E. Which of my Socratic questioning use of visual
teaching presentation
strategies work game-based learning Pair work
well? Why did _cooperative Learning Explicit Teaching
these work? group collaboration Differentiated
instruction
Models interactive lecture demonstration
the supervisor can Science/ Computer/internet lab
help me additional clerical works
solve?
materials did I
use/discover
which I wish to
share with other
teachers?
45
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.
46
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.
47
I. OBJECTIVES
The learners demonstrate understanding of how
A. Content Standards gravity and friction affect movement of
objects.
The learners should infer how friction and gravity
affect movements of different objects (LC: S6FE-
C. Learning IIIa-b-1)
Competencies/Objecti
 Infer how gravity affects movements of
ves
 Describe how the motion of an object is
affected by gravity.
GRAVITATIONAL AND FRICTIONAL
II. CONTENT
FORCES
A. References
1. Teachers’ Guide
pages
2. Learners’ Material
pages
3. Textbook pages
4. Additional Materials
from LR Portal
- Crash Course Kids: Gravity
(https://www.youtube.com/watch?v=ljRlB6TuM
B. Other learning
OU)
resources
(https://www.youtube.com/watch?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?
 We fell back to the ground.
ENGAGE 2. What force made you land back on your
feet?
 Gravity
3. In your own understanding, what is
gravity?
48
 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
2. Describe how the motion of an object is
affected by gravity.

 one rubber ball
 four coconut husks as bases
EXPLORE 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
49
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.
thrown to the opponent but wasn’t
caught?
 It fell to the ground.
kicked upward to the left/to the right?
 It fell to the ground.
kicked and rolled along the ground?
 It stayed on the ground while
covering distance.
thrown/kicked in any direction? If it is
 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.
- One representative from each group will
EXPLAIN
present their output.
50
-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?
 Gravity
5. What will happen to your body while
running if there is no gravity?
ELABORATE
 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.
(https://www.youtube.com/watch?v=ljRlB6TuM
OU)
(https://www.youtube.com/watch?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.
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
51
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 lessons Yes No
work? No. of Learners who of learners who caught up the lesson of
have caught up with the .
lesson of learners who caught up the lesson of
.
of learners who caught up the lesson of
.
52
.
D. No. of learners who Yes No
continue to require of learners who caught up the lesson of
remediation .
.
.
.
E. Which of my teaching Socratic questioning use of visual
strategies work well? Why presentation
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
complete IMs Availability
of materials
F. What difficulties did I Bullying among students
encounter which my Students’ behaviour/attitude
principal or the supervisor Colorful IMs
can help me solve? Unavailable Technology
G. What innovation or contextualized/localized and indigenized
localized materials did I IMs
use/discover which I wish localized video
to share with other Recycling of plastics to be used as IMs
teachers?
53
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.

 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
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?
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?
54
Date and Time Week 3, Day 1 to 2 Quarter 3rd
I. OBJECTIVES
A. Content The learners demonstrate understanding of gravity and friction
Standard affect movement of objects.
B. Performance The learners should produce an advertisement that demonstrates
Standard road safety.
Infer how friction and gravity affect movements of different
C. Learning 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 pages The New Science Links p. 309-316
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV.PROCEDURE 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 happen?
ENGAGE  The two objects will fall at the same time.
 The fruit will fall first.
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.
55
 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.
 Four pcs. 30cm yarn
 Plastic cellophane (30cmx30cm)
EXPLORE
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.
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.
3. Why 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
acted by the air as it falls is less.
4.What other force affects the movement of the falling
objects?
56
Gravity
5. Illustrate how these forces act on the egg/stone as it falls down.
 One representative from each group will present their

EXPLAIN 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.
2. Which will fall to the ground first, the fruit or the leaf?
ELABORATE 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 when he
opens his parachute?
Possible answer: When the skydiver quickly falls toward
EVALUATE 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.
57
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 remedial
lessons work?
No. of learners who
have caught up with
the lesson
Yes No
D. No. of learners of learners who caught up the lesson of .
require 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
teaching strategies
Models Interactive lecture demonstration
worked well? Why Inquiry-based approach Why?
did this work? Complete IMs Availability of materials
Group member’s collaboration/cooperation in doing their
tasks
Bullying among students
F. What difficulties Students’ behavior/attitude
did my principal or Colorful IMs
supervisor can help Unavailable Technology
me solve? Science/ Computer/internet lab
G. What innovation or contextualized/localized and indigenized IMs
localized materials did I localized video
use/discover which I Recycling of plastics to be used as IMs
wish to share with other
teachers?
58
APPENDIX A
SCORING RUBRICS FOR THE ACTIVITY
CRITERIA (3) (2) (1)

Perform the
Perform the
Perform the activity but keep
activity with
activity by on asking to the
minimal questions
Performance following the teacher on the
to the teacher on
given procedures procedures all
the given
on their own. throughout the
procedures.
activity.
Finish the activity Finish the activity
Finish the activity
within 1-2 minutes within 3-5 minutes
Promptness within the given
after the given after the given
time.
time. time.
All members of At least one (1) Two (2) or more
Team the group member of the members of the
Work/Collaboration cooperated in the group did not group did not
activity. cooperate. cooperate.
With at least two
At least one (1)
All answers are (2) or more
Correctness of answer answer in
correct answers are
incorrect.
incorrect
The materials are
The materials are
organized, and the The working area
organized but the
working area is is messy all
Workmanship working area is
clean during throughout the
clean after the
and after the activity.
activity.
activity.
59
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.
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.
60
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of gravity and
friction effect on the movement of objects.
C. Learning Infer how friction and gravity affect movements of
Competencies/Objective s different objects.
(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 to

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

your house to school,
61
either walking or  What will happen to a
riding on a vehicle, ball if you toss it
how do gravity upward?
affects you? (The ball will fall back
to 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.
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)
Guide Questions:
1. What are the forces acting on the moving and not

moving objects?
(Gravity and friction)
62
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.

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 gravity? If this
63
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.
Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% in the
evaluation
B. No. of learners
who require additional
who scored below 80%
lessons 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 lesson of learners who caught up the lesson of .

who continue to require of learners who caught up the lesson of .
E. Which of my socratic questioning use of visual
teaching strategies work presentation
well? Why did these game-based learning _Pair work
work? _cooperative Learning _Explicit Teaching
group collaboration Differentiated
instruction
Models interactive lecture demonstration
64
did I encounter which my Students’ behaviour/attitude
principal or the Colorful IMs
supervisor can help me Unavailable Technology
solve? Science/ Computer/internet lab
G. What innovation contextualized/localized and indigenized IMs
or localized materials did localized video
I use/discover which Recycling of plastics to be used as IMs
I wish to share with
other teachers?
65
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.
.
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.
_
_
.
66
APPENDIX B
SCORING RUBRICS FOR THE ACTIVITY
CRITERIA (3) (2) (1)

Perform the Perform the
Perform the
activity with activity but keep
activity by
minimal on asking to the
following the
Performance questions to the teacher on the
given
teacher on the procedures all
procedures on
given throughout the
their own.
procedures. activity.
Finish the
activity within 1- activity within 3-
Promptness activity within
2 minutes after 5 minutes after
the given time.
the given time. the given time.
All members of At least one (1) Two (2) or more
Team the group member of the members of the
Work/Collaboration cooperated in group did not group did not
the activity. cooperate. cooperate.
With at least
At least one (1)
Correctness of All answers are two (2) or more
answer in
answer correct answers are
incorrect.
incorrect
The materials are The materials
organized and are organized The working
the working area but the working area is messy
Workmanship
is clean during area is clean all throughout
and after the after the the activity.
activity. activity.
67
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
68
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.
10. An 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
11. What 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
12. What 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
13. What 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
14. What will happen to an object thrown upward?
A. falls down C. stays afloat
B. continues moving up D. cannot be determined
15. What 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
16. Which 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
17. Which 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.
69
18. What 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.
19. Which 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
20. How 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.
21. As 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
22. What is the direction of the gravitational force of the Earth?
A. up C. over
B. down D. under
23. Which of the following is NOT an application of gravity?
A. airplane on a flight C. burning paper
B. falling leaves D. rainfall
24. Which 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
25. Jake 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
70
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
71
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/Objectives electricity can be transformed
(LC: S6FE-IIId-f-2)

Identify forms of energy (sound, heat,
light and electricity)
VI. CONTENT FORMS OF ENERGY
VII. LEARNING
RESOURCES
C. References
6. Learner’s Materials
pages
7. Textbook pages
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
 Group the learners into three to four. The teacher present six
EXPLORE
different pictures using PowerPoint or printed pictures. (See
attached activity sheet – Appendix A)
 Distribute the activity sheets to each group.
72
 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
 Ballpens
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.
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
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.
73
 A representative from each group will present the output. The
EXPLAIN scoring rubric will be used in rating the performance of each
group. (See attached scoring rubric – Appendix B)
 Process the output of each group.
1. In what other situations do you think these forms of

ELABORATE
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
Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment
74
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 _ of learners who caught up the lesson of _.
have caught
up with the
lesson.
D. No. of _ Yes _ No
learners 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 _.
E. Which of my Socratic questioning
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
Complete IMs
Availability of materials
their tasks
Audio visual presentation of the lesson
help me solve?
Additional clerical works
75
G. What Contextualized/localized and indigenized IMs
innovation or Localized video
material/s did I
use/discover
which I wish to
share with other
teachers
76
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
Ballpens
Procedure:
Choose pictures which are associated with energy that have a corresponding letters and guess the
Describe how each picture relates to energy.
77
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?
78
Appendix B
Scoring Rubric on the Presentation of the Activity

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

confidence members of the
Presentation of
and group were not
answers could
All answers manifested participating and
2 not be
were incorrect uncertainty in cooperating both
understood or
the in doing and
grasped
presentation presenting
of the output their task
The learners Only one or two
The learners
The learners were not able to members of the
were not able
were not able to present the group were
to
1 answer any results of the observed doing
communicate
item/question in activity and the the task and
the results of
the activity answers to present the
the activity
the questions results
79
Date
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of how
B. Performance Standards The learners should create a marketing strategy for
new product on electrical or light efficiency.
C. Learning Demonstrate how sound, heat, light and
Competencies/Objectives electricity can be 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
pages
pages
3. Textbook pages
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE A B
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.
80
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
 Group the learners into three to four and each group will
perform three activities. (See attached activity sheet –
Appendix B)
doing the activity.
 Seek the guidance of the teacher whenever in trouble.
Activity
“SOUND-TERRIFIC”
EXPLORE Learning Targets:

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

 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.
81
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:
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 output.
EXPLAIN The scoring rubric will be used in rating the performance of each
group. (See attached scoring rubric – Appendix C)
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.
4. What are the advantages and disadvantages of sound?
82
- 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.

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 classmates.
EVALUATE 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?
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
83
4. b
5. c
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
remedial
lessons work?
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.
learners who
remediation. _ of learners who caught up the lesson of _
84
E. Which of Socratic questioning
my teaching Use of visual presentation
Group collaboration
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
Complete IMs
tasks
difficulties did Students’ behaviour/attitude
I encounter Colorful IMs
which my Unavailable Technology
principal or Science/ Computer/internet lab
supervisor can Additional clerical works
help me solve?

material/s did I
use/discover
which I wish
to share with
other teachers
85
Appendix A
Pictures illustrating Sound Energy
Listening to Music Hand Clapping
Vehicle Honking Man Shouting
86
Appendix B
Activity
“SOUND – TERRIFIC”
Learning Targets:

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?
87
7. What did you hear while your friend is plucking the guitar?
9. What are other materials that produce sound?
Additional Task:

88
Appendix C

Teamwork/
Collaboration
All members of
Presented the
manner
task
One to two
Answers
disorganized
task
Demonstrated
Presentation
disorganized
presented task
Lack Most of the

Presentation of
and group were not
answers could
2 not be
understood or
the in doing and
grasped
The learners
were not able
to
communicate
the results of
the activity
89
I. OBJECTIVES
B. Performance Standards The learners should create a marketing strategy
for new product on electrical or light efficiency.
C. Learning Demonstrate how sound, heat, light and
Competencies/Objectives electricity can be transformed.
(LC: S6FE-IIId-f-2)
 Describe how heat is produced

heat.
II. CONTENT HEAT
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE A B
1. Who can give situations where sound is produced?

- Hand clapping, stamping of feet and vehicles
/ Answers may vary.
2. How is the sound produced in these situations given?
- The sound is produced by the vibration of
two or more objects.
ENGAGE
 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?
90
-All pictures are showing materials that
produce heat.
4. What one word describes the four pictures?
- The four pictures describe HEAT.
Appendix B)
doing the activity.
 Seek the guidance of the teacher whenever in
trouble.
Activity
“I HEAT IT”
EXPLORE
Learning Targets:

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
91
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.
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.
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
92
Draw a diagram showing how heat is produced in the task that
you performed.

EXPLAIN scoring rubric will be used in rating the performance of each
group. (See attached scoring rubric – Appendix C)
What are the advantages and disadvantages of heat? Give

ELABORATE
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
93

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
d. Boiling of water
3. Which situation produces MORE HEAT?
EVALUATE
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
94
Possible Answer
1. a
2. c
3. a
4. b
5. b
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
remedial
lessons _ of learners who caught up the lesson of _.
learners who
have caught
up with the
lesson.
remediation.
95
Group collaboration
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
Complete IMs
their tasks
supervisor can Additional clerical works
help me solve?

material/s did I
use/discover
which I wish
to share with
other teachers?
96
Appendix A
Pictures illustrating How Heat Produce
Fireplace Sweating person
Boiling of Having a Fever

Water
97
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.
98
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?
6. What are other materials that produce heat?
 Draw a diagram showing how heat is produced in the task that you
performed.
99
Appendix C

Teamwork/
Collaboration
All members of
Presented the
manner
task
One to two
Answers
disorganized
task
Demonstrated
Presentation
disorganized
presented task
Lack Most of the

Presentation of
and group were not
answers could
2 not be
understood or
the in doing
grasped
presentation and presenting
The learners
were not able
to
communicate
the results of
the activity
100
Teacher Learning Science
Areas
I. OBJECTIVES
C. Learning Demonstrate how sound, heat, light and electricity can be
Competencies/Objectives transformed.
(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
pages
pages
3. Textbook pages
4.Additional Materials
(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
10
Appendix A)
 Remind the learners about the norms to be followed in doing the

activity.
ACTIVITY
“LIGHT ME UP”
Learning Targets:

3. Describe how light is produced.
4. Give examples of materials that produce light energy.
 Four boxes of matchsticks

 Four pieces of mosquito coil
 50-cm electric wire
 Four receptacle
 Four bulbs
 Four drycell
 Answer sheets
 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.
activity sheet.
102
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.
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.
- 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.

EXPLAIN scoring rubric will be used in rating the performance of each group.
(See attached scoring rubric – Appendix B)
1. What examples of materials found at home, in school and in

ELABORATE
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.
10
MULTIPLE-CHOICE. Select the best answer and write the
letter of your choice in your paper.

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.
b. I and III only d. II and IV only
Answers:
1. c 4. c
2. a 5. b
3. c
Lesson not carried.
VI. REFLECTI
ON
VII. OTHERS
A. No. of
learners who
earned 80%
on the
104
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
remedial
lessons
have caught _ of learners who caught up the lesson of _.
up with the
lesson.
learners who
Group collaboration
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
Complete IMs
tasks
10
H. What Bullying among students
help me solve? Additional clerical works
I. What Contextualized/localized and indigenized IMs

material/s did I
use/discover
which I wish to
share with other
teachers
106
Appendix A
Activity
“LIGHT ME UP”
Learning Targets:

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.
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.
10
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?

 Make a set-up of your task showing how sound is produced.
108 1
Appendix B

Teamwork/
Collaboration
All members of
Presented the
manner
task
One to two
Answers
disorganized
task
Demonstrated
Presentation
disorganized
presented task
Lack Most of the

Presentation of
and group were not
answers could
2 not be
understood or
the in doing and
grasped
The learners
were not able
to
communicate
the results of
the activity
10
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of how energy is
transformed.
C. Learning Demonstrate how sound, heat, light and electricity can be
Competencies/Objectives transformed.
(LC: S6FE-IIId-f-2)
 Describe how electrical energy is produced.

electrical energy.
II. CONTENT ELECTRICAL ENERGY
III. LEARNING
RESOURCES
B. References
pages
pages
3. Textbook pages
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE A B
 Ask the following questions:
1. Who can give situations where light is produced?

- Street lights, light coming from the flashlight
/ Answers may vary.
- 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
10
2. What form of energy is illustrated in the pictures?
- The form of energy illustrated in the pictures
is electrical energy.
perform two activities. (See attached activity sheet –
Appendix B)
 Remind the learners about the norms to be followed in doing the
activity.
Activity
“BE ELECTRIFIED”
Learning Targets:
EXPLORE At the end of the activity, I can

1. Describe how electricity is produced.
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
 Ballpens
Procedure:
Part A.
11
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?
- 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
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.
EXPLAIN scoring rubric will be used in rating the performance of each group.
(See attached scoring rubric – Appendix C)

1. What are the examples of materials found at home and in
school that produce electrical energy?
- At home are washing machine and refrigerator;
ELABORATE
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.
EVALUATE
1. Electrical energy is produced by .
11
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
b. I and III only d. II and IV only
Answers:
1. c 4. a
2. b 5. a
3. a
Lesson not carried.
VI. REFLECTI
ON
VII. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment
11
B. No. of
learners who
require
additional
activities for
remediation
C. Did the Yes No
remedial
lessons work?
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. of learners who caught up the lesson of .
learners who
Group collaboration
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
Complete IMs
tasks
supervisor Additional clerical works
can help me
solve?
11
material/s did I
use/discover
which I wish
to share with
other teachers
11
Appendix A
Pictures Producing Electrical Energy
Washing Machine Flat Iron
Ceiling Fan Television
11
Appendix B
Activity
“BE ELECTRIFIED”
Learning Targets:
- 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?
11
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.
11
Appendix C

Teamwork/
Collaboration
All members of
Presented the
manner
task
One to two
Answers
disorganized
task
Demonstrated
Presentation
disorganized
presented task
Lack Most of the

Presentation of
and group were not
answers could
2 not be
understood or
the in doing
grasped
presentation and presenting
The learners
were not able
to
communicate
the results of
the activity
11
School: Grade Level: 6
Teacher: Learning Area: SCIENCE
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
A. References
2. Learner’s Materials pages
3. Textbook pages
Learning Resource(LR)
portal
B. Other Learning Resources
IV. PROCEDURE A B
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.
11
activity.
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.

- 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.
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
12
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:

- 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.
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

12
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:

- 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
Yes. When we switched on the light bulb, it used
electrical energy and transformed it to light energy.
12
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)
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
12
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.
D. No. of learners who Yes No
continue to require 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 .
.
.
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
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
_ Interactive lecture demonstration
Complete IMs
12
Group member’s collaboration/cooperation in
doing their tasks
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
contextualized/localized and indigenized IMs
localized video
Recycling of plastics to be used as IMs
12
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 Content is More than 2 No guide
accurate accurate with accurate but 2 guide questions
and all 1 guide guide questions were
guide question was questions were answered
questions answered were answered accurately.
were inaccurately. answered inaccurately.
answered inaccurately.
correctly.
PRESENT Presentation Presentation Presentation Presentation No output
ATION is logical andis presented is presented is logical but presented.
is presented in a creative in a creative is not
in a creative way and thereway and there presented in a
way and there are less than are more than creative way
are no three three and there are
erasures. erasures. erasures. more than
three
erasures.
MECHANIC There are no There are There are There are There are
S spelling and less than 3 more than 3 more than 5 more than 6
grammar spelling and spelling and spelling and spelling and
errors. Text grammar grammar grammar or grammar
is in errors. Text errors. Text error. Most errors. Text
learners’ is in is in of text is in is copied.
own words. learners’ learners’ learners’
own words. own words. own words.
TOTAL
12
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.

- One pc. Candle
- One Match box
- Activity Sheet
- 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?
12
ACTIVITY 2
“Pinaikot Mo Lang Ako”
Group 2
Learning Target:
form to another.

- One electric fan
- Activity Sheet
- 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?
12
ACTIVITY 3
“Let There Be Light”
Group 3
Learning Target:
form to another.

- Classroom lighting
- Activity Sheet
- 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?
12
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 product on
Standard
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.
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 .
13
EXPLORE  Group the learners into three.
 Present the scoring rubric to be used for group activity.
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.

- 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.)
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?
13
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.

- 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?
13
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.

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.
13
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

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.
13
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 Socratic questioning
encounter which _ use of visual presentation
my principal or Game-based learning
supervisor can Pair work
help me solve? Cooperative Learning
Explicit Teaching
Group collaboration
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
Complete IMs
tasks
G. What Bullying among students
innovation or Students’ behavior/attitude
localized Colorful IMs
materials did I Unavailable Technology
use/discover Science/ Computer/internet lab
which I wish to additional clerical works
share with other contextualized/localized and indigenized IMs
teachers? localized video
13
APPENDIX A
EXCELLENT VERY SATISFAC NEEDS POOR SCORE

SATISFAC TORY IMPROVE
TORY MENT
5 4 3 2 1
accurate accurate with accurate but 2 guide questions
correctly.
PRESENTA Presentation Presentation Presentation Presentation No output
TION is logical andis presented is presented is logical but presented.
in a creative way and thereway and there presented in a
three
erasures.
MECHANICS There are no There are There are There are There are
spelling and less than 3 more than 3 more than 5 more than 6
TOTAL
13
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.

-
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.)
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?
13
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.

- 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?
13
I. OBJECTIVES
A. Content The learners demonstrate understanding of how energy is transformed
Standard
B. Performance The learners should create a marketing strategy for new product on
Standard
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
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.
13
EXPLORE  Group the learners into four.
 Remind the learners about the norms / standards to be followed in
doing the activity.
 Present the scoring rubric to be used for group activity.
ACTIVITY 1
“Light to Heat”
Learning Target:
- At the end of the activity, I can demonstrate how light energy can
be transformed into heat.

- 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
14
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.

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)
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
14
scored below
80%
C. Did the
remedial lessons
work? No of
learners who
have caught up
with the lesson.
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 Socratic questioning
encounter which _ use of visual presentation
my principal or Game-based learning
supervisor can Pair work
help me solve? Cooperative Learning
Explicit Teaching
Group collaboration
Discovery Method
Lecture Method
Manipulative tools
Demonstration
Models
Complete IMs
tasks
G. What Bullying among students
innovation or Students’ behavior/attitude
localized Colorful IMs
materials did I Unavailable Technology
use/discover Science/ Computer/internet lab
which I wish to additional clerical works
14
share with other contextualized/localized and indigenized IMs
teachers? localized video
APPENDIX A
EXCELLEN VERY SATISFACT NEEDS POOR SCORE

T SATISFACT ORY IMPROV
ORY EMENT
5 4 3 2 1
accurate accurate with accurate but 2guide questions
correctly.
PRESENT Presentation Presentation Presentation Presentation No output
ATION is logical and is presented is presented is logical but presented.
in a creative way and thereway and therepresented in a
three
erasures.
MECHANIC There are no There are There are There are There are
S spelling and less than 3 more than 3 more than 5 more than 6
TOTAL
14
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.

- 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?
14
Detailed Lesson Plan in Science
Grade 6
Quarter Three Week Six Day One
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of how energy is
transformed in simple machines.
B. Performance Standard The learners should be able to create a marketing strategy for
a new product on electrical or light efficiency.
C. Learning The learners should be able to demonstrate how sound, heat,

Competencies/ light and electricity can be transformed. S6FEIIId- f-2
Objectives
Write the LC Code  Infer how electricity can be transformed to
for each sound to heat
II. CONTENT Transformation of Energy: Sound to Heat

III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources http://www.physics.org/article-questions.asp?id=54
https://electronics.howstuffworks.com/speaker6.htm
IV. PROCEDURE A B
ENGAGE Present a picture of a real Present a picture of a real
speaker or if unavailable, a speaker or if unavailable,
picture of it. a picture of it.
Ask: Do you ever wonder Ask: Do you ever wonder

how a speaker works? how a speaker works?
How does a speaker create How does a speaker

sound? create sound?
EXPLORE The teacher will group the The teacher may opt to
pupils into four(4). Each will group the pupils or not
perform an experiment. depending upon the level of
Their observations will be the pupils.
written in the observation
notes form. Use the instruction of the
advance learners if
Materials: groupings is possible. If
1. A large bowl not, the teacher may do
14
2. Water the experiment and let
3. Pingpong balls the pupils observe.
4. A coin or pebble
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.
5. Repeat the
‘dropping of coin’
process and let
them take down
notes.
EXPLAIN Each group will present their Each group will present
discoveries/observations their
1. What do you think discoveries/observations
represents the ripple 1. What do you think
created by the represents the
coin/pebble? The ripple created by
pingpong balls? (The the coin/pebble?
ripple represents The pingpong
motion of sound balls? (The ripple
waves while the represents motion
pingpong balls of sound waves
represent the while the
molecules/particles pingpong balls
represent the
14
of media like molecules/particle
air/water.) s of media like
2. What have you air/water.)
observed from the 2. What have you
motion of the ripple? observed from the
(The ripple disturbed motion of the
the balls.) ripple? (The
3. What can you infer ripple disturbed
from this situation? the balls.)
(Vibration 3. What can you
/movement from infer from this
sound waves causes situation?
molecules of a (Vibration
medium to move.) /movement from
sound waves causes
molecules of a
medium to
move.)
ELABORATE When an object shakes about, When an object shakes
or vibrates, a sound is about, or vibrates, a sound
created. These are the sounds is created. These are the
we hear everyday. The sounds we hear everyday.
louder/bigger the vibration of The louder/bigger the
that object the louder the vibration of that object the
sound. louder the sound.
Electricity can also produce Electricity can also
sound. Speakers are great produce sound.
examples of how electricity Speakers are great
can be transformed into sound. examples of how
How does this work? A electricity can be
speaker mainly has three transformed into sound.
(3) parts: the cone, the coil, How does this work?
and the magnet. In the A speaker mainly has three
presence of electricity, the coil (3) parts: the cone, the coil,
creates an electromagnet and the magnet. In the
which either repel or attract presence of electricity, the
the permanent magnet. These coil creates an
movements cause the cone to electromagnet which either
move or vibrate producing repel or attract the
sound. permanent magnet. These
The sound created follows a movements cause the cone
ripple-like motion. It is to move or vibrate
stronger/louder when close to producing sound.
the source and weaker as it The sound created follows
drifts farther. These a ripple-like motion. It is
soundwaves affect molecules stronger/louder when close
in the surrounding area like to the source and weaker as
the air. When the soundwaves it drifts farther. These
hit molecules of the air, there soundwaves affect
is friction. These frictions of molecules in the
molecules surrounding area like the
produce heat. However, air. When the
heat produced by
14
soundwaves is almost soundwaves hit molecules
inconceivable by humans. of the air, there is friction.
These frictions of
molecules produce heat.
However, heat produced
by soundwaves is almost
inconceivable by humans.
Experiment #2
To help the learners
Experiment #2 visualize how sound
To help the learners visualize waves affect the
how sound waves affect the surrounding molecules,
surrounding molecules, do do experiment #2.
experiment #2.
Materials:
Materials: 4. Same with
1. Same with Experiment #1
Experiment #1 5. Speaker
2. Speaker Instruction:
Instruction: Repeat the same process
Repeat the same process with experiment #1,
with experiment #1, however, the water should
however, the water should be full.
be full. 6. Instead of a
3. Instead of a pebble/coin, use
pebble/coin, use the the speaker as the
speaker as the source source of the
of the ripple. ripple.
Let the pupils observe, ask Let the pupils observe,

them about their observation ask them about their
afterwards. observation afterwards.
Ask: Ask:
1. What happened to 3. What happened
the pingpong balls to the pingpong
as the speakers balls as the
produced sounds? speakers
2. What is the pattern produced
of motion of sounds?
sounds? 4. What is the
pattern of motion
Emphasize that we may not of sounds?
able to feel the change in the
temperature of the Emphasize that we may
surrounding area because the not able to feel the change
heat level produced is almost in the temperature of the
unrecognizable, but there is surrounding area because
heat produced. the heat level produced is
almost
unrecognizable, but there is
heat produced.
14
EVALUATE Describe how electricity is Describe how electricity is
transformed into sound to transformed into sound to
heat. heat.
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?
14
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?
15
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. Performance The learner should be able to create a
Standards marketing strategy for a new product on
electrical or light efficiency
C. Learning The learners should be able to:
Competencies/Object Demonstrate how sound, heat , light
ives 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
Pages
Pages
3. Textbook Pages Scibytes 2013 p. 277
4. Additional Materials DLP (Distance Learning Program) Module
from the LR Portal 35, Science and Health
Transformation of Electrical Energy
5. Other Learning https://www.youtube.com/watch?v=-
Resources 8atIc3XixY
https://www.youtube.com/watch?v=-
8atIc3XixY
15
IV. PROCEDURE A B
Write True if the statement is correct and
A. Engage 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 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
15
Group the pupils into Group the pupils into
4 groups and 4 groups and
distribute the distribute the
activity cards to each activity cards to each
B. Explore group. 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: permanent Materials: permanent

marker, manila marker, manila
paper, paper,
scenarios for each scenarios for each
group group
Procedure: Procedure:
Construct a Construct a
diagram showing diagram showing
how energy is how energy is
transformed in each transformed in each
scenario. Follow the scenario. Follow the
format below: format below:
Present your Example:

diagram in front of
the class. Airconditioner
Group 1 – electric Electrical Energy –

radio , electric lamp Sound Energy – Heat
Group 2 – oven Energy
toaster , television
Group 3 – electric Present your
guitar , cellphone diagram in front of
Group 4 – electric car the class. Use the
, computer following kinds of
energy in
Questions: constructing your
diagram.
1. What energy is
needed to
15
make the Electrical Energy ,
devices work? Light Energy , Sound
2. What energy Energy , Heat Energy
is converted
from Group 1 – electric
electrical radio , electric lamp
energy? Group 2 – oven
3. What energy toaster , television
is the by- Group 3 – electric
product of guitar , cellphone
the Group 4 – electric car
transformati , computer
on?
1. What energy
is needed to
make the
devices work?
2. What energy
is converted
from
electrical
energy?
3. What energy
is the by-
product of
the
transformati
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 byproduct of energy
transformation. It goes to the environment.
Conserving energy means using it wisely.
Show a video about energy

D. Elaborate transformations.
15
Youtube.com
AboodyTV
Physics: Energy Transformation
8atIc3XixY
youtube.com
Anastasia S.S.
8atIc3XixY
Construct a Construct a
E. Evaluate diagram how diagram how
energy is energy is
transformed in each transformed in each
number. number. Follow the
format below each
1. Electric Bulb number.
2. Incandescen t
Lamp 1. Electric Bulb
3. Electric
Drum Electrical Energy -
4. Electric -
Stove _
5. Telephone 2. Incandescen t
Lamp
Electrical Energy -
-
3. Electric
Drum
Electrical Energy -
_ -
4. Electric
Stove
Electrical Energy -
-
_
5. Telephone
Electrical -
-
J. Additional activities List 5 devices inside your house that uses

for application or electricity. Construct a diagram showing
remediation how energy is transformed.
V. REMARKS
15
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 Standard The learners should be able to create a 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
2. Learner’s Materials pages The New Science Links 6 Revised Edition 2017 pp.
356-358
3. Textbook pages
Learning
Resources (LR)
portal
5. Other Learning Resources Youtube.com/watch?y=mtTBjYGmETg,energysage.co
m/energy-efficiency/101/ways-to-save-
energy,blog.constellation.com/2016/01/01/31-ways-to-
save-energy-in-your-home,hec-r.s3. amazonaws.com
IV. PROCEDURE A B
A. Engage
The Teacher will show pictures The Teacher will
1. Review: of energy transformation. demonstrate and show
1. Cooking on the stove pictures about energy
2. Baking bread on the transformation.
stove 1. Cooking on the
3. Racing Car stove
What are the energy 2. Baking bread on
transformation did you the oven
observe? 3. Racing Car
What are the energy
transformation did you
observe?
2. Presentation of the new The teacher will

lesson: demonstrate some
practices inside the
The pupils will watch a 1 classroom about how do
min. video about how do people unintentionally
people unintentionally waste waste energy to lead
15
energy to lead them in the them in the idea of
idea of conserving energy. conserving energy.
Youtube.com/watch?y=mt How do you use energy
TBjYGmETg every day?
How do you use energy every
day? Group Activity: Group the
B. Explore class into three. All the
groups will do the survey
to at least four nearby
Group Activity: Group the teachers about daily
class into three. All the groups energy use prior to the
will do the survey to at least main activity. The
four nearby teachers about respondents will answer
daily energy use prior to the the question with always,
main activity. The respondents sometimes, or Never.
will answer the question with
always, sometimes, or Never. 1. How often do you turn
off the lights, electrical
1.How often do you turn off appliances and devices
the lights, electrical when they are not
appliances and devices needed?
when they are not needed? 2. How often do you walk
2.How often do you walk instead of driving a
instead of driving a motorcycle?
motorcycle? 3. How often do you use
3.How often do you use public public transportation
transportation when travelling when travelling to long
to long distance places? distance places?
Note: all groups will share the Note: all groups will share
gathered data to proceed to the the gathered data to
next activity. proceed to the next
activity.
*Recall the standards to follow
when doing the activity. *Recall the standards to
*Distribute Activity Sheets. follow when doing the
Each group will have an activity.
activity card different from the *Distribute
others.
Rubrics Activity Sheets. Each
4-The ideas presented are group will have an activity
understandable and relatable 3- card different from the
The ideas presented are others. Rubrics
understandable 4-The ideas presented are
2-The ideas presented are understandable and
mostly understandable. relatable
1-The ideas presented are not 3-The ideas presented are
understandable understandable
2-The ideas presented are
Activity 1 mostly
NEUs understandable.
News about Energy Usage 1-The ideas presented are
not understandable
Activity 1
DrawEC
15
-Make a news about the Draw your Energy
responses of the Consumption
respondents. 1. Choose one question
Materials: laptop, projector from the survey.
Note: Present the news in a 2. Collate all the
creative way responses.
3. Draw your
Activity 2 interpretation of the data
that represents responses
GraphEC of energy conservation
Graph of Energy Materials: bond paper,
Consumption pencil, crayons.
-Make a graph Note: Make a short
corresponding to question interpretation about your
number 1, 2 and 3. energy graph
Materials: laptop, projector
Activity 2
Note: Make a short
interpretation about your One Pic Collage
energy graph 1.Choose one question
from the survey.
Activity 3 2. Collate all the
responses.
PostEC 3. Make a collage that
Poster of Energy represents your
Conservation interpretation of the
1.Choose one question from data.
the survey. Materials: bond paper,
2. Collate all the responses. white glue, pair of
3.Make a poster that scissors, dried leaves, art
represents responses of energy paper, candy wrappers.
conservation. Materials:
Laptop, projector Note: Make Activity 3
a short interpretation about PEU
your poster Percentage of energy
Usage
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
15
C.Explain 1. Reporting of group outputs.
2. Analysis and discussions of pupils’ outputs
3.Outline pupils’ answers on the board.
4. Teacher asks questions to develop critical thinking.
*How often do teachers turn off the lights, electrical
appliances and devices when they are not needed?
*How often do teachers walk instead of driving a
motorcycle?
*How often do teachers use public transportation when
travelling to long distance places?
*Repeat the question changing the word teacher with “you”.
*What are the appliances do you have at home that has greatest
energy usage?
*What are the appliances do you have at home that has the least
energy usage?
*Which appliances has the highest/lowest cost?
*How can you save energy?
*What are the tips to conserve energy?
D.Elaborate
1. Teaching Part 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 and purchase energy efficient products. Energy
conservation can be as simple as turning off lights or
appliances when you do not need them. You can also use
energy-intensive appliances less by performing household
task manually, such as hang- drying your clothes instead of
putting them in the dryer or dishes by hand.
*Replace your light bulbs- Traditional incandescent light
bulbs consume an excessive amount of electricity and must
be replaced more often than their energy efficient
alternatives. Halogen incandescent bulbs, compact
fluorescent lights (CFLs), and light-emitting diode bulbs
(LEDs) use anywhere from 25-80% less electricity and last
three to 25 times longer than traditional bulbs.
*Let the sun shine in! During the day when it is brighter
outside, open the curtains and use the sunlight instead of
turning on the lights.
More Tips to Conserve
Energy
*energysage.com/energy-efficiency/101/ways-to-
save-energy
*blog.constellation.com/2016/01/01/31- ways-
to-save-energy-in-your-home
*hec-r.s3. amazonaws.com
2. Generalization
15
 What are the tips to conserve energy?
 What are the reasons why it is important to
3. Valuing: conserve energy?
How are we going to use the energy wisely?
How are we going to save money by using our energy
4. Application wisely?
Let the pupils create catchy “Hugot Lines” intended for
E.Evaluation 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, Kuryente pa kaya.” Create an
Assignment: 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
earned 80% 0n the
formative assessment
require additional
activities for
remediation
work? No. of learners
who have caught up
with the
lesson.
D. No. of learners who
continue to require
remediation
strategies worked well?
Why did it work?

encounter which my
principal or
supervisors can help me
solve?
localized material/s did
I use/discover which I
wish to share
with other teachers?
16
Grade 6
Quarter Three Week Six Day -Four
I. Objectives
A. Content The learners demonstrate understanding of how
Standard energy is transformed in simple machines.
B. Performance The learners should be able to create a marketing
Standard strategy for a new product on electrical or light
efficiency
C. Learning At the end of the lesson the learners should be able
Competencies/ to demonstrate how sound, light, and electricity can
Objectives 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
2. Learner’s Materials The New Science Links 6 Revised Edition 2017 pp.
pages 356-358
3. Textbook pages
4. Additional
Materials from
Learning
Resources (LR)
portal
5. Other Learning https://www.energystar.gov/index.cfm?c=ppg_cobrand.
Resources ppg_cobrand_2i https://www.youtube.com/watch?
v=TdI98ciCf3c https://www.youtube.com/watch?
v=tGZtH2ZuA0Y
https://www.youtube.com/watch?v=R6TDDbyUw-U
https://www.entrepreneur.com/article/299335
IV. PROCEDURE A A
A. Engage Game Group Game
the pupils into 3. Group the pupils into 3.
2. Review: Show pictures of at least Show pictures of at least 5
5 appliances and appliances and devices. Let
devices. Let the pupils the pupils make their own
make their own tips on tips on how to conserve
how to conserve energy. energy. The first group to
The first group to submit 5 tips to conserve
submit 5 tips to energy from using the
conserve energy from featured appliances and
using the featured devices will be the winner.
appliances The teacher will show a
billboard layout of a
16
2.Presentation of the new and devices will be product that highlights
lesson: the winner. energy efficiency.
The teacher will show a https://www.energystar.g ov/

billboard layout of a index..Cfm?c=ppg
product that highlights cobrand 2i
energy efficiency.
What kind of marketing
https://www.energystar strategy for energy
.gov/ index..Cfm? efficiency did you see?
c=ppg cobrand 2i
C. Explore Let the pupils get their
What kind of marketing electric bills for the Group
strategy for energy Activity. Group the class
efficiency did you see? int0 2. All the groups will
choose 1 bill with the
Let the pupils get their highest amount and 1 bill
electric bills for the with the lowest amount.
Group Activity. Group Interview the owner of the
the class int0 2. All the bill. Let them enumerate all
groups will choose 1 bill the appliances and devices
with the highest amount that they have at home. Let
and 1 bill with the lowest them find out the appliances
amount. Interview the that consume most of the
owner of the bill. Let energy.
them enumerate all the
appliances and devices *Recall the standards to
that they have at home. follow when doing the
Let them find out the activity.
appliances that
consume most of the *Distribute
energy.
Activity Sheets. Each group
*Recall the standards to will have an activity card
follow when doing the different from the others.
activity.
Rubrics
*Distribute Activity 4-The ideas presented are
Sheets. Each group will understandable and
have an activity card relatable
different from the others. 3-The ideas presented are
understandable
Rubrics 2-The ideas presented are
4-The ideas presented are mostly understandable.
understandable and 1-The ideas presented are
relatable not understandable
Activity 1
Infographics
16
3-The ideas presented
are understandable -Using the information
2-The ideas presented taken from your electric bill
are mostly and list of appliances and
understandable. devices that consume most
1-The ideas presented are of the energy make some
not understandable infographics that features
Activity 1 one appliance or device.
Infographics
-Using the information -Create an Infographics
taken from your electric as marketing strategy that
bill and list of appliances highlights the
and devices that modification of the new
consume most of the product on electricity or
energy make some light efficiency from the
infographics that existing one that you
features one appliance or have at home.
device.
Materials: laptop,
-Create an Infographics projector
as marketing strategy
that highlights the Note: Present the
modification of the new infographics in a creative
product on electricity or way
light efficiency from the
existing one that you Activity 2
have at home. Commercial
Materials: laptop, -Create a commercial as

projector marketing strategy that
highlights the modification
Note: Present the of the new product energy
infographics in a efficiency from the existing
creative way one that you have at home
that consumes most of the
Activity 2 energy.
Commercial
-Create a commercial as Materials: laptop,
marketing strategy that projector
highlights the
modification of the new Note: Refer from the list
product energy of appliances and devices
efficiency from the that you have agreed.
existing one that you
have at home that
consumes most of the
energy.
16
Materials: laptop,
projector
Note: Refer from the

list of appliances and
devices that you have
agreed.
C.Explain 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?
The teacher will introduce more marketing strategy for
a new product on electricity or light efficiency taken
from
D.Elaborate
1. Teaching Part
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.
16
More Information about creating a marketing
strategy.
*What are the marketing strategy for a new product on
electricity or light efficiency did you learn today?
 What are the reasons why it is important to
2. Generalization look for energy efficient appliances and
devices?
Make a project plan for your marketing strategy that
5. Valuing: will highlight the modification of the new product
energy efficiency from the existing one that you have at
6. Application home.
Create a social media post as marketing strategy for a

new product on electricity or light efficiency
E.Evaluation
Make a blog about your created product on
Assignment:
electricity or light efficiency. (by group)
V. REMARKS
VI. REFLECTION
V. OTHERS
earned 80% 0n the
formative
assessment
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up
with the lesson.
continue to require
remediation
strategies worked
well?
Why did it work?
encounter which my
principal or
supervisors can
help me solve?
did I use/discover
with other
teachers?
16
Grade 6
Quarter Three Week Seven Day One
I. OBJECTIVES:
Standards energy is transformed in simple machines.
B. Performance The learner should be able to create a marketing strategy
Standards for a new product on electrical or light efficiency.
C. Learning At the end of the lesson, the learners shall be able to

Competenci manipulate simple machines and describe their
es/ characteristics and uses
Objectives S6FE-IIIg-i-3
(Write the LC  Describe what a machine does and give its
Code for
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 https://m.youtube.com/watch?v=dUEgiMpIYQs
Learning
Resources
IV. PROCEDURES A B
A. ENGAGE  Show a picture of a  Show the following
chef cutting some tools to the class.
spices/veggies.
knife pliers
16
- What tool did the sharpener screw
chef use in cutting scissors
the spices and
veggies? - Let the pupils
- Does this tool help observe, describe
him in his work? and name
How? - Do these tools help
- Can we call this tool us in doing our
as machine? Why? work? How?
- What other - Can we call these
machines can help tools/devices as
the chef make his machine? Why?
work easier? - What other
machines can help
 Present a video about us do our work
simple machines. easier?
https://m.youtube.com/w
atch?v=dUEgiMPlYQs  Present a video about
simple machines.
Note: The video https://m.youtube.com/w
presentation will be used atch?v=dUEgiMPlYQs
for the activity under
explore. Note: The video
presentation will be used
for the activity under
explore.
B. EXPLORE  Form 4 groups.  Form 4 groups.
 Recall norms to follow  Recall norms to follow
during the activity. during the activity.
 Distribute activity cards  Distribute activity cards
to each group. to each group.
 Record all your  Record all your
responses to the responses to the
questions as you questions as you
perform this activity. perform this 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.
16
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, pentel
beater, slides, nail, pen
screw
Procedure
Do these: 1. Recall what you have
1. Examine each seen in the video.
machine and look for 2. Make a concept map
its observable about the simple
characteristics. machines as shown
2. Identify what kind of below.
machine is each tool.
3. Enter your observation
in a table like this.
Observabl Kind
Too e of Guide questions:
l Characteri Machi
a.What are the 6 simple
stics ne
machines?
scis
b.Write them on the
sor
s numbered rectangles.
c. Give 2 examples of
slid
e each on the
unnumbered
pull
rectangles
ey
egg
Activity 2 (for Groups 3
bea
& 4) Identifying the
ter
Main Parts of the
Nail Simple Machines
scr
ew You need:
pictures of the six
Answer these: simple machines
a.Does each tool do a
particular kind of task? Do these:
b.How many tasks can 1. Study the pictures of
each tool multiply your each simple machine.
effort?
16
c. Which tool can be 2. Identify the parts of
called machine? Why these simple
or why not? machines.
d.Should these tools be 3. Do answer these:
called machine? Why a.Do simple machines
or why not? have similar or
e.Will these tools do different parts?
work by themselves? b.What are the parts
Explain. common to them?
Activity 2 (for Groups 3 Pictures of 6 kinds of

& 4) Identifying the simple machines
Main Parts of the
Simple 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 group reporting of group
outputs. outputs.
 Process the answers of  Process the answers of
the pupils. the pupils.
 Clarify if there are  Clarify if there are
misconceptions. misconceptions.
D. ELABORATE  Let’s do more  Let’s do more
16
Group the following Identify the following
examples of simple examples of simple
machine. Write them in machine into pulley,
the box under its proper wedge, screw, lever,
handling. wheel and axle, and
inclined plane
jack, ax, door knob, egg
beater, hammer, fishing 1. ax
poles, sharpener, 2. stairs
grinder, bulb, knife, 3. broom
broom, screw driver, 4. skateboard
lath, chisel, crowbar, 5. curtain blinds
stairs, 6. bottle cap
crane
 What is a machine?
Incli
Pull
Lev
Scr
Wh
We
What is its function?

 What are the different
kinds of simple
machine?
Note:
You can present the
 What is a machine? Science Concept
What is its function? through powerpoint
 What are the different presentation or print it
kinds of simple and post it on the
machine? board.
Note: (See appendix A,

You can present the Science Concepts)
Science Concept
through powerpoint  Identify the machine to
presentation or print it be used in this task.
and post it on the
board. What would you need
(See appendix A, if you want to peel a
Science Concepts) mango?
 Identify the machine to

be used in this task.
What would you need

if you want to slice a
piece of meat?
17
E. EVALUATE A. Identify the kind of A. Match column A with
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 or A
pivots on a fixed 1. An inclined
point called plane wound
fulcrum. around a post.
3. Inclined plane 2. Bar that turns or
with a thick base pivots on a fixed
and sharp edge. point called
4. A ramp or a fulcrum.
slope that reduces 3. Inclined plane
the forces you need with a thick base
to exert in lifting and sharp edge.
something. 4. A ramp or a
5. A device in slope that reduces
which a small the forces you need
wheel is attached to exert in lifting
at the center on a something.
larger wheel. 5. A device in
6. A device which a small
consisting of a wheel is attached
rope that passes at the center on a
over a grooved larger wheel.
wheel. 6. A device
consisting of a
B. Describe what a rope that passes
machine does and over a grooved
give its function. (4 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
g. pulley
17
F. Additional Make a list of simple machines following the concept
activities for 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
17
can help me
solve?
G. What
innovation
or localized
materials did
I
use/discover
which I wish
to share with
other
teachers?
17
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.
17
Grade 6
Quarter Three Week Seven Day Two to Three
I. OBJECTIVES

Standards transformed in simple machines
B. Performance The learners should be able to create a marketing strategy for a

Standards 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 lever

Objectives  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 et.al
pages 213-215
Sci –Bytes 6 by Emy Diaz Tiozon et.al pages 285-287

4. Additional Materials https://www.youtube.com/watch?v=2BOCLEvj9Zk
from Learning
Resources https://www.youtube.com/watch?v=lueqE0lxLyc
https://www.youtube.com/watch?v=DXtr9-S3lxw
http://www.pbs.org/wgbh/nova/teachers/activities/images/27ms
_sle2treb_levers.gif
B. Other Learning
Resources
IV. PROCEDURE A B
17
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 classroom.Each

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-)
17
Activity 1.1- Class 1 levers
(See Appendix B)

(See Appendix C)

(See Appendix D)
Pupils presentation of the output.
After the pupils presentation the teacher may play this video
(https://www.youtube.com/watch?v=DXtr9-S3lxw)
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
17
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.
17
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.

1. Transfers our effort force from one place to another. Ex:
Elaborate seesaw
2. Multiplies your effort force.
17
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

https://www.youtube.com/watch?v=2BOCLEvj9Zk
A. For the following pictures of simple machines, draw a

circle around the fulcrum and write the class of lever and
Evaluate 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 carried.Move _Lesson carried.Move on to

on to the next objective the next objective
_Lesson not carried _Lesson not carried
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment.
18
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?
18
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.
18
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.
Place your Science book on the other end of the ruler like in the picture below.
Attach the pull scale to the part of the ruler shown in the picture.
Pull down gently on the pull scale to see how much force is needed to lift the book. Force_
Try the experiment again and move the book closer to the edge of the desk. How much force is needed thi
Force_
Try the experiment one more time with the book at the edge of the desk. How much force did it take to lift
Force
18
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.
Lift the toy off of the floor with the pull scale and record how much force was needed
to lift the toy.
Force_
Set up your experiment the way it is shown in the picture below.
Make sure your setup looks like the picture.
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? ____
18
APPENDIX D
Group Name: Final
Score:_
Activity 1.3
Class 3 Levers
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.
Tape the ruler to the desk with masking tape.
Lift the weight gently.
How much force is needed to lift the weight? Force __
18
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 class material
as 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
18
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?
18
Appendix F
18
Appendix G
18
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 manipulate
Competencies/Objectives simple machines and 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.
19
A. Show a picture of a man hauling a box up in
a truck.
19
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)
19
19
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?
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 and uses

c. Elaborate 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 tells the

d. Evaluate 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.
19
5. It has a fulcrum.
X. REMARKS
XI. REFLECTION
A. No. of Learners who earned
80% on the formative
assessment
B. No. of learners who require
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
strategies worked well? Why did
this work?

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?.
19
Other Sources Used:
1. https://www.google.com/search?q=uses+of+lever+in+daily+life&pr
md=ivn&sxsrf=ACYBGNQthjcxMFEI5blZlpiKavfRY8fwrQ:15701669
83902&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiCzcDq74HlA
hWRMN4KHfznA4oQ_AUoAXoECBEQAQ&biw=412&bih=723&dpr
=3.5#imgrc=Ln5IkC_bGydTEM
2. https://www.google.com/search?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..35i362i39j35i39.RbhdXlHS-8E&ei=U9mWXcm8D-
uAr7wP9bOfkAo&bih=723&biw=412&prmd=ivn&hl=en#imgrc=0nIL-
nZGSRbn2M&imgdii=PEKyfX_3IlzSlM
3. https://www.google.com/search?q=kid+cutting+a+paper+using+scis
sors&tbm=isch&ved=2ahUKEwiA09Ha8IHlAhWZBaYKHUaWAdAQ 2-
cCegQIABAC&oq=kid+cutting+a+paper+using+scissors&gs_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. https://www.google.com/search?q=man+opening+a+can+using+ca
n+opener&tbm=isch&ved=2ahUKEwiA09Ha8IHlAhWZBaYKHUaW
AdAQ2-
cCegQIABAC&oq=man+opening+a+can+using+can+opener&gs_l=
mobile-gws-wiz-
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. https://photodune.net/item/man-with-shovel-digging-garden-bed-or-
farm/20128682
19
6. https://www.google.com/search?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. https://www.google.com/search?q=man+hauling+a+box+up+in+a+tr
uck&prmd=ivsn&sxsrf=ACYBGNQnuq52xKpsdkUn1XKLZy49nmge
eQ:1570167575835&source=lnms&tbm=isch&sa=X&ved=2ahUKE
wisueGE8oHlAhVOPHAKHdiXCucQ_AUoAXoECA4QAQ&biw=412
&bih=723#imgrc=vnUdACfdzjVLnM&imgdii=s3LDFRitnDr18M
8. https://www.123rf.com/photo_50363462_3d-working-people- workers-
unloading-boxes-from-a-truck-isolated-white-background-
.html?vti=o07nprdisj3qta4w53-1-26
9. https://www.google.com/search?q=inclined%20plane&tbm=isch&tb
s=rimg%3ACatZYgO6ocK3IkAF-
dfaULBMLv9Nl86bO5PJU1c47WtcXjMpTfGDZ5bLyXPdEn5kegdC
UhbNogxLxkOLtQRM9aQf_1If6W6dW16hNKhIJBfnX2lCwTC4RH
WFzWUH5ZPAqEgn_1TZfOmzuTyREIvRwMMdBicCoSCVNXOO1r
XF4zEfEbtfeU_1jUVKhIJKU3xg2eWy8kRNJccNfE7boAqEglz3RJ-
ZHoHQhEl5cyJJUuO3SoSCVIWzaIMS8ZDEdA9GJ0xKrAIKhIJi7U
ETPWkH_1wRx7NByWAfs8UqEgmH-
lunVteoTREjgmctmACngQ&prmd=ivbn&hl=en&ved=0CBIQuIIBahc
KEwjA1bmp84HlAhUAAAAAHQAAAAAQBg&biw=412&bih=723#im
grc=_02Xzps7k8lhcM
10. https://www.google.com/search?q=uses+of+inclined+plane&prmd=i
vn&sxsrf=ACYBGNRbmHBLuwbvBPISNkRBxtca5GNjbQ:15701680
52121&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjKye_n84HlA
hWSc3AKHYqpDeAQ_AUoAXoECBMQAQ&biw=412&bih=723#im
grc=1956pMu_ZAoDzM&imgdii=f4Q3vUpF0pnR5M
11. https://www.google.com/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
19
LA0wTfhry4Cg&bih=723&biw=412&prmd=ivn&hl=en#imgrc=FNcfC
QpLyrjKLM
12. http://www.thecubecreative.com/uses-of-wheelchair-ramps/
13. https://en.m.wikipedia.org/wiki/Johnstown_Inclined_Plane
14. https://wheelchairtravel.org/emergency-airplane-evacuations-
wheelchair-user/
15. https://www.google.com/url?sa=t&source=web&rct=j&url=%23&ved
=0ahUKEwjv8M-
s_IHlAhUPZt4KHY0TCk0Qxa8BCCgwAA&usg=AOvVaw0VTJzWxr
N8ZFOD4xbU2nov
19
Grade 6
Quarter Three Week Seven Day Five
I. OBJECTIVES
A. Content Manipulate simple machines and describe their
Standards characteristics and uses.
B. Performance
Standards
C. Learning The learners should be able to:
Competencies/ 1. Manipulate simple machines and describe their
Objectives 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 an inclined
A. Engage plane?
19
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 with 6 Group the class into 4 groups.

B. Explore members. Remind the learners about the
Remind the learners norms/standards to be
about the followed in doing the activity.
norms/standards to be  Read and
followed in doing the understand the
activity. instructions properly.
 Read and  Cooperate with your
understand the group.
instructions  Do not disturb the
properly. other group.
 Cooperate with  Maintain cleanliness
your group. in your workplace.
 Do not disturb  Seek the guidance of
the other the teacher if needed.
group.  Minimize your noise.
 Maintain  Submit output on
cleanliness in time.
your workplace.
 Seek the Activity 1
guidance of the (Groups 1 and 2)
teacher
if needed. What you need to do:
 Minimize your Study the pictures
noise. below.
 Submit output
on time.
Activity 1
20
Investigating a. (man sliding a box
Inclined Plane down the ramp from a
truck)
Problem: What is the
relationship between
the distance of the
plane and the effort
needed?
What you need:

10 books
spring scale
Ruler
toy car or cart b. (man is hauling
2 ft. board or thick the 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
cartand
connect it in the
hook of the
spring scale as Questions:
shown in the 1. In which drawing is
illustration the man exerting
below. more force, A or B?
3. Lift the toy car Why?
up to the height 2. What does the ramp in
of the pile of A do to the force
books. Notice exerted by the man?
the force
exerted on the
spring scale
while lifting the Activity
toy car.
4. Take a wooded What you need:
board. Lean it
against the pile a 60 cm board a
of books to 120 cm board a
make an spring scale
inclined plane. a wheeled object
20
5. Place the toy car What you need to do:
at the start of the
inclined plane 1. Raise one hand of
and slowly pull the board to a
it up to the top of height of about
the inclined 30cm so that it
plane. Notice the forms an inclined
force exerted on plane like a steep
the spring scale. road or ramp.
6. Record the 2. Raise the wheeled
result in the object straight up to
observation the height of the
table. inclined plane. This
represents the effort
of lifting the object
Observation Table without the benefit of
an inclined plane.
3. Pull it up the 60cm
Way of Eff Dista inclined plane and
Transpo ort nce note the force
rting Fo required and the
rc distance traveled.
e 4. Repeat the
by lifting procedure using a
by rolling longer 120cm
on the inclined plane.
inclined
plane
Questions:
B.  Was there a difference
1. Pile 10 books when you pull an object
about 20cm high. using a pulley and when
Prepare three ramps you pulled it using the
made of thick inclined plane?
cardboard. Ramp 1  What made the
measures 30 cm , difference?
ramp 2 measures 50
cm , and ramp 3
measures 70 cm.
V. Attach the
toy car on
the spring
scale and
pull it on
each of the
three
ramps.
20
VI. Notice the
force
exerted on
the spring
scale.
Record the
force
reading in
your
observation
table.
VII. Compute
for the
mechanical
advantage
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
1 30
c
m
2 50
c
m
3 70
c
m
What have you

found out:
20
1. What are the parts
of the inclined
plane? How will
you describe it?
2. Compare the
force needed to
transport the car
by lifting and by
using an inclined
plane.
3. How does an
inclined plane
help in
transporting a
load to a higher
place?
4. Which plane has
the greatest effort
force? Why?
5. Does the
inclined plane
make work easier
for you? How?
Conclusion:
Make a
conclusion based from
the given problem.
Presentation of group outputs.

C. Explain
Teacher must take note of some commonalities and
differences of the answers.
Show a video presentation.

D. Elaborate www.youtube.com
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?
20
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
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
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?.
20
Sources of the Images Used:
16. https://www.google.com/search?q=uses+of+inclined+plane&prmd=i
vn&sxsrf=ACYBGNRbmHBLuwbvBPISNkRBxtca5GNjbQ:15701680
52121&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjKye_n84HlA
hWSc3AKHYqpDeAQ_AUoAXoECBMQAQ&biw=412&bih=723#im
grc=1956pMu_ZAoDzM&imgdii=f4Q3vUpF0pnR5M
17. https://www.123rf.com/photo_50363462_3d-working-people- workers-

unloading-boxes-from-a-truck-isolated-white-background-
.html?vti=o07nprdisj3qta4w53-1-26
18. https://www.google.com/search?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..
0i71j35i362i39j35i39j0i273j46i131j0i131j0i131i273j0i67j0i131i67j0j0
i10j0i22i30j33i160j33i21j0i8i13i30j33i22i29i30.8UoIGOEDrmk#imgr
c=k0RezVWWq5wygM:
20
Appendix A
RUBRICS FOR EVALUATION
3 2 1
Content/ The design The design is The design
Correctness and 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.
20
Grade 6
Quarter Three Week Eight Day One
I. OBJECTIVES
Standards energy is transformed in simple machines
B. Performance The learners should be able to create a marketing strategy

Standards for a new product on electrical or light efficiency
C. Learning Manipulate simple machines and describe their

Competencies/ 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 Guide K to 12 Science Curriculum Guide (August 2016)
pages
2. Learner's
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
Portal Science 5 DLP 40 - Simple Machines
https://tinybop.com/assets/handbooks/simple-
machines/Tinybop-EL4-Simple-Machines-
Handbook-EN.pdf
https://aminghori.blogspot.com/2016/04/lesson-
B. Other Learning plan-of-simple-machines-general.html
Resources http://eschooltoday.com/science/simple-
machines/what-is-a-wedge.html
https://www.youtube.com/watch?v=LAAwZird80k
IV. PROCEDURE
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 use at
Engage
home?
Show this picture
20
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.
Questions:
1. How does a needle look like?
2. What kind of a simple machine is needle?
Explore
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 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?
3. Where can we apply the concept of wedge in our
Explain 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
20
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
(https://www.youtube.com/watch?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
Objects Uses
1. knife
2. chisel
Elaborate
3. saw
4. axe
5. shovel
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.
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 of a straight bar
C. Composted of a rigid bar
D. Has fulcrum, load, and effort
Evaluation
3. How do you use a wedge?
a) Move the wedge
b) 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
21
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
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?
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?
21
Grade 6
Quarter Three Week Eight Day Two
I. OBJECTIVES
Standards transformed in simple machines
B. Performance The learners should be able to create a marketing strategy

Standards for a new product on electrical or light
efficiency
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 2016)
Guide pages
2. Learner's
Materials
pages
3. Textbook
pages
4. Additional Science 5 DLP 40 - Simple Machines
Materials from
Learning
Resource (LR)
Portal
https://tinybop.com/assets/handbooks/simple-
machines/Tinybop-EL4-Simple-Machines-Handbook-
EN.pdf https://aminghori.blogspot.com/2016/04/lesson-
plan- of-simple-machines-general.html
B. Other Learning http://eschooltoday.com/science/simple- machines/what-
Resources is-a-wedge.html
https://www.youtube.com/watch?v=LAAwZird80k
IV. PROCEDURE
Review about the simple machine – wedge.
Ask: What was our lesson yesterday?
What is a wedge?
Engage
What is its use?
Give examples of a wedge you use at home?
Show this picture
21
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)
There are three groups to perform the activity. Each group

Explore
should have a leader and a member who will serve as
material manager.
Group 1
Task: Cut the bread with a knife
21
Materials: bread, knife
Guide Questions: 1. What material did you use in the
activity?
2. What 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
activity?
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
activity?
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)
 To split (using axe)
 To tighten and to hold back (using
doorstopper)
Explain  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 (https://www.youtube.com/watch?
v=No5Df2231YA) Ask: What do we use in cutting? In
splitting? How does a wedge work?
21
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?
a. Cutting c. scraping
b. Holding together d. pulling
3. What kind of wedge do we use in cutting?
Evaluation
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
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
21
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?
21
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 label the

e Standards different types of simple machines
C. Learning Manipulate simple machines to describe their

Competenci characteristics and uses
es/ (S6FE-IIIg-i-3)
Objectives At the end of the lesson, 75% or _ out of
(Write the LC pupils will be able to:
Code for Describe the characteristics and functions of a screw
each) 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 Castante

pages Padpad,et al (2017 Edition page 366) Science Our
World 6, page 175, Norma M. Garcia, et. al)
4. Additional
Materials
from LR
portal
21
D. Other pictures, real objects, flash cards
Learning https://www.youtube.com (video on uses of
Resources screw)
https://mocomi .com/ presents: Pulley, Wheel and Axle,
Lever and Screw
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
21
the pencil. You now have a paper model of a
screw.
 Starting from the end of your pencil, 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 critical

EXPLAIN thinking
21
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 screw.
ELABORATE ( Youtube – Designate
Pvt.Ltd)
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.
1.It 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 screw

activities for 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
22
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?
22
K. What
innovation
or localized
materials
did I
use/discove
r which I
wish to
share with
other
teachers?
22
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.
22
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
Competencies/ characteristics and uses. Code: S6FEIIIg-i-3
Objectives (Write the  Describe the characteristics and
LC code for each) 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 Edition
pages pp.281-285
C. Learner’s Materials The New Science Links 6 Revised Edition
pages 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, activity
Resources sheets
Video presentation-
https://www.youtube.com/watch?v=EhI-
mmQMVkU
IV. PROCEDURE
22
A. Engage The teacher will facilitate the game called
“Cabbage-pass Game”. During the game the
1. Review: 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 sharpened to an
end?
The teacher will call pupils to solve puzzle on
2. Presentation of the the board and try to identify what picture is
new lesson: formed in the puzzle.
(Picture)
A https://ui-
http://clipart-
ex.com/explore/hyloist-
library.com/clipart/1
clipart-crane-pulley/
209088.htm
https://www.123rf.com/phot https://clipartstati
o_68574475_stock-vector- on.com/philippin
fishing-rod-and-fish-icon-in- e-flag-pole-
cartoon-style-isolated-on- clipart-8/
white-background-fishing-
symbol-stock-vector-.html
1. What are common in the picture formed

by a puzzle?
22
 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 the

learners all throughout the performance
3. Explore 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?

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 A-5)
2. The teacher gives feedback.
C. Explain 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.
https://www.youtube.com/watch?v=EhI-
mmQMVkU
Pulley
D. Elaborate 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:
A fixed pulley is generally hung, making the
wheel stationary in position. It can lift an object
easier by changing the direction of the
22
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
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
22
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
c. It is a movable inclined plane
E. Evaluate d. It is a modified wheel and axle that
used to lift loads.
Give 2 examples of each types of pulley. Fixed
Pulley
F. Assignment: 1.
2.
Movable Pulley
1.
2.
Block and tackle pulley

1.
2.
V. REMARKS
VI. REFLECTION
V. OTHERS
earned 80% 0n the
formative
assessment
require additional
activities for
remediation
work? No. of learners
who have caught up
with the
lesson.
continue to require
remediation
strategies worked well?
a. Why did it work?

encounter which my
22
principal or
supervisors can help
me solve?
localized material/s did
I use/discover which I
wish to share
23
Grade 6
Quarter Three Week Nine Day One
I. OBJECTIVES
A. Content The learners demonstrate understanding of how energy

Standards is transformed in simple machines

Standards strategy for a new product on electrical or light
efficiency

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
Pages
2. Learner’s
Materials pages
3. Text book pages Science Spectrum 4 by Fallaria et.al 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 https://dissolve.com/video/Woman-training- weights-
Resources gym-high-fives-fitness-royalty-free-stock- video-
footage/001-D84-74-039
https://www.teachengineering.org/activities/view/cub
_simple_lesson05_activity1
23
https://www.teachengineering.org/lessons/view/cub_
simple_lesson05#
https://pulleys.weebly.com/pulley.html
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.
https://www.youtube.com/watch?v=X5xvlXV9crE
https://www.independent.co.uk/arts-
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.
23
 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 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.
23
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
https://inventorsoftomorrow.com/2016/09/26/pulleys
-2/
23
A. Fixed Pulley
https://www.quora.com/fixedpulley
B. Movable Pulley
https://www.auto-kfz.info/images/fixed-vs-movable-
pulley-a8.html
https://www.education.com/science-
fair/article/moveable/
C. Block-and-tackle
https://en.wikipedia.org/wiki/Block_and_tackle
http://eschooltoday.com/science/simple-
machines/images/?SD
23
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
23
https://samwarren55.wordpress.com/2012/02/28/the-
flagpole-quest/
https://www.panaynews.net/classroom-shortage-
prompts-shifting-of-classes-in-antique/
b. elevator and zipline
https://vingloo.com/product/zipline-gear-adventure-
kit-zip-line-pulley-home-kits/
https://science.howstuffworks.com/science-vs-
myth/everyday-myths/question730.htm
https://www.youtube.com/watch?v=17qjUcR7-fI
c. Crane
23
https://www.pinterest.ph/pin/60629716856292892
5/
https://www.pinterest.ph/pin/16374813642423840
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.
Evaluate I. Label the parts of the pulley.
https://inventorsoftomorrow.com/2016/09/26/pulleys
-2/
23
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
http://lugezi.com/upload/http://lugezi.com/upload/
Agreement: Watch a video clip of a gym instructor
teaching a lady the proper way of using an exercising
tool. https://dissolve.com/video/Woman-training-
weights-gym-high-fives-fitness-royalty-free-stock-
video-footage/001-D84-74-039
V. REMARKS Lesson carried.Move on to the next objective

Lesson not carried.
VI. REFLECTION
VII. OTHERS
H. No. of
learners
who earned
80% on the
formative
assessment.
23
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?
24
APPENDIX A
8. Time management.
24
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?
24
3. What are the characteristics of the pulley used?
3. Explain the process of casting a fishing rod.
24
APPENDIX C
Group Name: Score:_
Activity 1.2
Raise me up!
Lesson Concept:
and tackle.
Materials
Philippine flaglet miniature flag
pole Rope or yarn
Instructions:
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. Explain the process of raising a flag.
24
APPENDIX D
Group Name: Score:_

Activity 1.3
To the lift!
Lesson Concept:
and tackle.Materials
Small bucket rope pulley
Small wood/log a glass of water pale
Instructions:
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. Explain the process of hoisting a bucket up and down.
24
APPENDIX E
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.
24
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.
24
APPENDIX G
Activity 2
Pull’ey me!
Lesson Concept:
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.
24
Grade 6
Quarter Three Week Nine Day Two
A. Content Standard The learners demonstrate understanding of how
energy is transformed in simple machines.
efficiency.
Competency 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
pages
2. Learner’s Material
Pages
3. Textbook pages
from Learning
Resource (LR)
portal
B. Other Learning https://eschooltoday.com/science/simple-
Resources machines/what-is-a-wheel-and-axle.html
https://hubpages.com/education/wheels-and-axles-
lesson-plan-in-simple-machines-unit
https://www.sophia.org/tutorials/simple-machines-
wheel-and-axel--2
https://sciencing.com/wheel-axle-function- 7311883.html
III. PROCEDURES A B
ENGAGE  The teacher gives  The teacher gives
the learners an activity the learners an activity
sheet to be performed sheet to be performed
in 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?
24
Q1. What were the
Q2. Have you ever seen pictures shown in your
or used any of the activity sheet?
vehicles/objects
illustrated there? Q2. Have you ever seen
or used any of the objects
Q3. What make these illustrated there?
things valuable or
essential to our lives? Q3. What make these
things valuable or
Q4. Do these objects essential to our lives?
make our lives
comfortable? If yes, in Q4. Do these objects
what ways? make our lives
comfortable? If yes, in
Q5. What do they have in what ways?
common?
Q5. What do they have
Q6. How do the wheels in common?
cause movement?
Q6. How do the wheels
Accumulate the pupils’ cause movement?
response for the
discussion later. Accumulate the pupils’
response for the
discussion later.
- Say: Let us know the Say: Let us know the

characteristics and characteristics and
functions of wheel and functions of wheel and
axles. axles.
Group Activity: (15 mins) Group Activity: (15
 Group the pupils mins)
into two.  Group the pupils
 Pupils set norms into two.
to follow during  Pupils set norms
group activity. to follow during
 Distribute activity group activity.
sheets to each  Distribute activity
group and let sheets to each
them execute the group and let
activity. them execute the
 Supervise and activity.
instruct pupils on  Supervise and
how to do the instruct pupils on
activity. how to do the
activity.
25
Activity 1 (Group 1) Activity 1 (Group 1)
“You Complete “You Belong With
Me!” Me!”
Instructions: Complete Instructions:

the jigsaw Choose the pictures of
puzzle. It consists of the objects that used
different pictures of wheel and axles and
wheel and axles. Once paste them on a cartolina.
completed, the leader of Label them. The leader
the group will come in of the group will come in
front to discussthe front to discuss why their
picture puzzle and its group chose those
importance in our day- pictures.
to-day activities. (Refer to Appendix
(Refer to Appendix D)
C)
Guide Questions: Guide Questions:

 What are the  What are the
pictures in the pictures did your
jigsaw puzzle? group choose?
 What do they  Why did you
have in choose those
common? pictures?
 How do the wheel  What do they
and axles work have in
together? common?
 What benefits  How do the wheel
could we get from and axles work
these together?
objects?
Activity 2 (Group 2) Activity 2 (Group 2)

“Sharpen My “Match Me! Match Me
Memory!” Not!”
Instructions: Instructions:
Mix up the cards. Lay Match pictures of wheel
them in rows, face down. and axles to its name.
Flip over any two cards. Take note of different
If the two cards match, material each wheel is
keep them. If they don't made of. The leader of
match, put them back the group will come in
face down. Remember front to discuss the
what was on each card pictures and their uses in
and where it was. Once our lives.
done, the leader of the (Refer to Appendix F)
group will come in front
to discuss
the match cards and its
25
importance in our day- Guide Questions:
to-day activities.  What are the
(Refer to Appendix E) pictures in your
activity sheet?
Guide Questions:  What do they
 What are the have in
pictures in the common?
memory card?  How do the
 What do they have wheels on the
in vehicles/objects
common? differ from one
 How does the another?
wheel and axle  How does the
work together? wheel and axle
 What benefits work together?
could we get from
these objects?
EXPLAIN  Let each group  Let each group

discuss and discuss and
present the output of present the
their activity in output of their
class. (The group activity in
will be graded class. (The
according to the group will be
given rubrics – refer graded
to Appendix G) according to
 The teacher gives the given
feedback. rubrics – refer
 The teacher to Appendix G)
discusses the  The teacher
answer of each gives feedback.
group in the  The teacher
activity sheets. discusses the
answer of each
group in the
Science Concept: activity sheets.
Wheel and axle is an Science Concept:

example of a simple
machine. Wheel and axle is an
example of a simple
A wheel and axle is any machine.
circular object that turns
around a pole in the center A wheel and axle is
of it. any circular object that
turns around a
Characteristics: pole in the center of it.
25
It has two main parts –
wheel and axle. Characteristics:
It has two main parts
Wheel is a circular frame – wheel and axle.
arranged to revolve on an
axle. Wheel is a circular
frame arranged to
Axle is a bar or pole by revolve on an axle.
means of which a wheel
pair of wheels rotates. Axle is a bar or pole by
means of which a wheel
The Wheel must pin with pair of wheels rotates.
the Axle.
The Wheel must pin
Wheel and axles make life with the Axle.
easier because of its
functions. Wheel and axles make
life easier because of its
There is no need to apply functions.
too much force or effort to
lift or push/pull something. There is no need to
apply too much force or
The wheel and axle effort to lift or
makes it easier to move push/pull something.
objects or loads along the
ground without having to The wheel and axle
drag them. One type of makes it easier to move
wheel and axle transports objects or loads along
the object in the same the ground without
direction as the wheels having to drag them.
are moving, like cart or One type of wheel
wheel chairs, for instance. and axle transports the
object in the same
Wheel is attached to a direction as the wheels
smaller axle so that these are moving, like
two parts rotate together in cart or wheel chairs,
which a force is transferred for instance.
from one to the other.
Wheel is attached to a
smaller axle so that
these two parts rotate
together in which a
force is transferred
25
ELABORATE  Ask pupils the  Ask pupils the
following following
questions: questions:
1. Where do we 1. Where do we
usually find usually find
objects that use objects that use
wheel and axle? wheel and axle?
2. What are these 2. What are these
objects? objects?
3. How would you
describe its  Group the
characteristics and pupils into two.
functions?  Pupils set norms
to follow during
 Group the pupils group activity.
into two.
 Pupils set norms to Group 1
follow during  Give at least
group activity. two examples of
wheel and axle
Group 1 that you can
 Draw at least two find at home.
examples of wheel Write it names
and axle that you below.
can find at home.  After writing its
Write it names name, describe
below. its
 After writing its characteristics
name, describe its and functions.
characteristics and
functions. Group 2
 Write down the  Give at least
reasons why you two examples of
chose these objects. wheel and axle
that you can
Group 2 find at school.
 Draw at least two  After writing its
examples of wheel name, describe
and axle that you its
can find at school. characteristics
Write it names and functions.
below.
 After writing its Generalization:
name, describe its 1. What makes
characteristics and wheel and axle
functions. unique from
 Write down the
reasons why you
25
chose these other simple
objects. machines?
2. How does wheel
Generalization: and axle work?
1. What makes wheel 3. What are other
and axle unique examples of
from other simple wheel and axle?
machines? 4. What are the
2. How does a wheel functions of
work? wheel and axle?
3. How does an axle 5. How do wheel
work? and axles make
4. How does wheel our life easier?
and axle work?
5. What are other
examples of wheel
and axle?
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 statement A. Put a ✔ if the
below is correct. If statement below is
not, change it into a correct and X if not.
correct one.
_1. Screw
_1. Screw is is any circular object
any circular object that that turns around a pole
turns around a pole in the in the center of it.
center of it. _2. Wheel
_2. Wheel is is the only
the only characteristic of characteristic of
wheel and axle. wheel and axle.
_3. Axle is
_3. Axle is attached to a smaller
attached to a smaller wheel so that these two
wheel so that these two parts rotate together in
parts rotate together in which a force is
which a force is transferred transferred from one to
the other.
_4. Axle is
_4. Axle is a a bar or pole by means
bar or pole by means of of which a wheel pair
which a wheel pair of of wheels rotates.
wheels rotates.
25
_5. Axle is a _5. Axle is
circular frame arranged to a circular frame
revolve on an axle. arranged to revolve
on an axle.
II. List down five
examples of wheels and II. List down five
axles that you can see examples of wheels
around the school or and axles that you can
home. Describe its see around the school
characteristics and or home.
functions.
( For Open-Ended
Question Scoring
Rubric, refer to
Appendix H)
Assign the students by Assign the
group to bring the students by group to
materials for the next bring the materials
activity: for the
next activity:
Group 1:
1 plastic bottle Group 1:
2 barbecue sticks 1 tissue
4 plastic bottle caps roll carboard
Cutter 2 barbecue sticks
Scissor Cardboard Scissors
Yarn string Cutter
10 rubber bands
Group 2:
1 colored paper Group 2:
Ruler Playdough or clay 1
Scissor pencil
1 barbecue stick 1 bond paper
Glue Scissor Stone
1 pushpin Yarn string
3 beads
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
25
Q. Did the remedial
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
principal or
supervisor can help
me solve?
U. What innovation or
did I use/discover
25
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:https://en.wikipedia.org/wiki/Post_mill#/media/File:Brill
windmill_April_2017.jpg
2 N 5 2
2. 4.
Source: https:/w cart
3
1
5.
Source: https://colpost.cf/2019/03/2019-jaguar-ipace-one- take-

download-
1 3
25
APPENDIX B
Direction: Identify the name of each picture below. Write the letter to complete the
mystery word.
1. 2.
Source: https://www.amazon.com/Performance- Source:https://en.wikipedia.org/wiki/Post_mill#/media/Fil

Tool- e:Brill windmill_April_2017.jpg
3. 4 .
Source:https://www.directdoorhardware.com/assets/ima es .
Source: https://www.theworkplacedepot.co.uk/low-
sided-box
5.
5
Source: https://colpost.cf/2019/03/2019-jaguar-ipace-
one-
25
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: https://www.cycletrader.com/listing/2019-Indian-Motorcycle-
Scout-Bobber-ABS-Thunder-Black-Smoke- 5005972825
Bicycle: https://www.giant-bicycles.com/us/escape-2 Ferris
wheel: https://bransontracks.com/rides/ferris-wheel/
Bus: https://www.moneycontrol.com/news/technology/auto/tata-motors- bags-
gujarat-stateroadways-order-for-1045-buses3632611.html
26
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:https://www.cycletrader.com/listing/2019-Indian
Source:https://www.amazon.in/Vega-Small-General-
-Motorcycle-Scout-Bobber-ABS-Thunder-
Cutting-Scissor/dp/B00BOLFYV4
Black-Smoke-5005972825
BICYCLE
BUS
Source: https://www.giant-bicycles.com/us/escape-2 Source:https://www.moneycontrol.com/news/technology
/auto/tata-motors-bags-gujarat-state roadways-
order-for-1045-buses-3632611.html
26
APPENDIX E
“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: https://www.amazon.com/Thunder-Group-Wooden-Rolling- Source: https://www.amazon.com/OXO-SteeL-Pizza-Wheel-

Pin/dp/B001PZ7GCO Cutter/dp/B0000E2GYL
Source: https://bransontracks.com/rides/ferris-wheel/ Source:https://www.moneycontrol.com/news/technology/auto/tata-

motors-bags-
Source: https://www.giant-
bicycles.com/us/escape-2
26
APPENDIX F
GROUP 2
“Match Me! Match Me Not!”
Instructions:
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: https://bransontracks.com/rides/ferris-
wheel/
B. Ferris wheel
2.
Source: https://www.amazon.com/Thunder-Group-
Wooden-Rolling-Pin/dp/B001PZ7GCO
C. Rolling pin
3.
Source: https://www.amazon.com/OXO-SteeL-Pizza- D. Motorcycle

Wheel-Cutter/dp/B0000E2GYL
4.
Source:https://www.cycletrader.com/listing/2019-Indian
-Motorcycle-Scout-Bobber-ABS-Thunder-
Black-Smoke-5005972825
26
APPENDIX G
Rubric for Activity Presentation
CATEGO 4 3 2 1
RY
Completeness
and Accuracy
All questions 1 or 2 3 to 5 7 to 12
were questions were questions were questions were
answered, all not not answered, not
answers are answered, have have 3 to 6 answered, has
correct with 2 incorrect 7 to `2
no incorrect answers and incorrect
grammatical answers and has 3 to6 answers and
errors. have 2 grammatical has more
grammatical errors. than 7
errors. grammatical
errors.
Timeliness Activity was Activity was Activity was Activity was
finish on finish 5 finish 10 finish 20
time. minutes late. minutes late. minutes late.
Presentation The activity The activity The activity The activity
was presented was presented was presented was presented
comprehensi comprehensi comprehensiv poorly and
vely, orderly vely, orderly ely but not consumes too
and does not and but orderly and much of time.
exceed for 6 exceeds for exceeds for
minutes. more than 10 more than 10
minutes. minutes.
Collaboration
All members One member Two members Only the
of the group of the group is of the group is leader of the
participated not not group performs
actively participating. participating. the
during the activity.
activity.
Cleanliness All the group All the group Two of the The leader is
members members wear group members the only one
wear the the does not wearing the
proper outfit proper outfit wear the proper
in doing the in doing the proper outfit in laboratory
activity and activity and doing the outfit, the
the workplace the workplace activity, the workplace is
was clean was clean but workplace is not messy and
and in order the materials clean and the the materials
after the were not put in materials are used were in
activity. order after the not put in chaos.
activity. order after the
activity.
APPENDIX H
26
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.
26
Grade 6
Quarter Three Week Nine Day Three
Standard energy is transformed in simple machines.
efficiency.
Competency 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
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 Learning https://eschooltoday.com/science/simple-
Resources machines/what-is-a-wheel-and-axle.html
https://www.teachengineering.org/content/cub_/ac
tivities/cub_simple/cub_simple_lesson03_activity1
_worksheet.pdf
https://www.teachengineering.org/content/cub_/ac
tivities/cub_simple/cub_simple_lesson03_activity1
_worksheet.pdf
https://www.education.com/lesson-plan/science-
movement-simple-machines-wheel-and-axle/
A. PROCEDURES A B
ENGAGE Review: Review:
Game: “Do it; solve it!”
26
Game: “Do it; solve
Mechanics of the game: it!”
 Group the pupils into
two. Mechanics of the game:
 One member of a  Group the
group will pick a pupils into two.
word from a jar. 1. One member of
He/she needs to a group will
disseminate the word pick a word
that he/she picked from a jar.
through a pantomime. He/she needs to
 Each group will be disseminate the
given three minutes word that
to answer. he/she picked
 The given words are through a
the names of wheel pantomime.
and axle objects. 2. Each group
 Members of the will be given
group need to one minute to
guess/give the answer answer.
correctly. 3. The given
 A group who gets the words are the
highest score will be names of wheel
given additional and axle
points for the next objects.
activity. 4. Members of the
group need to
Words to be guessed: guess/give the
answer
Doorknob correctly.
Windmill 5. A group who
Wheelchair gets the
Shopping/grocery cart highest score
Car will be given
additional
 Ask pupils with the points for the
following questions next activity.
below:
Q1. What were all the Words to be
objects you have guessed guessed:
?
Q2. What do they have in Doorknob
common? Windmill
Q3. How do the wheels and Wheelchair
axles move together? Bicycle
Let pupils share their  Ask pupils with

experiences and learning the following
26
about yesterday’s questions
discussion below:
Q1. What were all the
 Give questions to the objects you have
pupils and encourage guessed ?
them to answer it. Q2. What do they have
in common?
Scenario 1: What would Q3. How do the wheels
have happened if the wheels and axles move
and axles had never been together?
invented? What will be our
lives be like?
Let pupils share their
Scenario 2: Imagine experiences and
moving a cart full of learning about
groceries around the yesterday’s
supermarket with no wheels discussion.
or riding on vehicles with no
wheels. Can you still  Give questions
continue the journey or reach to the pupils
your destination as fast as it and encourage
can be? them to
answer it.
Accumulate the pupils’
response for the Scenario 1: What
discussion later. would 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 uses Say: Let us know the
and purposes of the uses and purposes of
26
wheels and axles by the wheels and axles by
conducting an activity. conducting an activity.
1. Group the pupils into 1. Group the
two. pupils into two.
2. Pupils set norms to 2. Pupils set norms
follow during group to follow during
activity. (Refer to group activity.
Appendix 1) (Refer to
3. Distribute the Appendix 1)
activity sheets to each 3. Distribute the
group and let them activity sheets
execute the activity. to each group
4. Supervise and and let them
instruct the pupils on execute the
how to do the activity
activity. 4. Supervise and
instruct the
Activity 1 (Group 1) pupils on how
“Rolling On the Floor” to do the
activity.
Materials: Activity 1 (Group 1)

Big rock “Rolling On the
10 pencils Floor”
First observation Materials:

procedure: Big rock
1. Put the rock on the 10 pencils
floor and push it
through as quickly as First observation
possible. procedure:
Observe what will 1. Put the rock on
happen to the rock the floor and
and to the floor. push it through
as quickly as
Second observation possible.
procedures: Observe what
1. Lay the pencils on will happen to
the ground. the rock and to
2. Put the rock on the the floor.
pencils.
3. Push it through as Second observation
quickly as possible. procedures:
Observe what will 1. Lay the pencils
happen to the rock, on the
pencils and floor. ground.
2. Put the rock on
After conducting the the pencils.
activity, let them observe
26
their work and have a group 3. Push it through
analysis. (Use Appendix 6) as quickly as
possible.
Guide Questions: Observe what
1. What did you notice will happen to
on your first the rock,
observation? Second pencils and
observation? floor.
2. Is/are there any
change/s in terms of After conducting the
speed? activity, let them
3. Does the rock move observe their work and
quickly on the floor? have a group analysis.
Pencils? (Use
4. How do the pencils Appendix 2)
move?
Guide Questions:
Activity 2 (Group 2) 1. What did you
“Wheels or No Wheels?” notice on your
first
Materials: observation?
Toy car with wheels Toy Second
car with no wheels observation?
2. Does the rock
First observation move quickly
procedure: on the floor?
1. Put the toy car with no Pencils?
wheels on the floor 3. How do the
and push it through as pencils move?
quickly as possible.
Observe what will Activity 2 (Group 2)
happen to the car. “Wheels or No
Wheels?”
Second observation
procedure: Materials:
1. Put the toy car with Toy car with wheels
wheels on the floor Toy car with no
and push it through as wheels
quickly as possible.
Observe what will First observation
happen to the car. procedure:
1. Put the toy car
After conducting the activity, with no wheels
let them observe their work on the floor and
and have a push it through
as
quickly as
possible.
Observe what
27
group analysis. (Use will happen to
Appendix 7) the car.
Guide Questions: Second observation

1. What did you notice procedure:
on your first 1. Put the toy car
observation? Second with wheels on
observation? the floor and
2. Is/are there any push it through
change/s in terms of as quickly as
speed? possible.
3. Does the toy car with Observe what
wheels move quickly will happen to
on the floor? How the the car.
toy car with wheels?
4. How do the wheels After conducting the
move? activity, let them
observe their work and
Group response will be in have a group analysis.
covert form. These (Use
responses will only be Appendix 3)
shared after the group
activity. Guide Questions:
Teacher gives feedback 1. What did you
about their observations. notice on your
first
Say: Let us have replica of observation?
wheels and axles. Your task Second
is to control these objects. observation?
2. Does the toy
1. Distribute the car with
replicas and activity wheels move
sheets to each group quickly on the
and let them execute floor? How the
the activity. toy car with
wheels?
Note: Observe 3. How do the
safety/precautionary wheels move?
measures in conducting
the experiment. Group response will
be in covert form.
Activity 3 (Group 1) These responses will
Replica of toy car out only be shared after
of plastic bottle the group activity
Teacher gives
Procedures: feedback about their
1. Slowly and fastly pull observations.
Say: Let us have

replica of wheels and
27
the toy car. Observe axles. Your task is to
the differences control these objects.
between their
speed. 1. Distribute the
2. Put some stones in the replicas and
toy car and observe activity sheets
how does it affect the to each group
speed of the car and and let them
the force used to pull. execute the
activity.
After conducting the activity,
let them observe their work Note: Observe
and have a group analysis. safety/precautionary
(Use Appendix 8) measures in
conducting the
Guide Questions: experiment.
1. What are the
materials used for Activity 3 (Group 1)
wheels and axles? Replica of toy car
2. How do the wheels of out of tissue roll
the car move? Axles? cardboard
3. What happens when
you slowly pulled the Procedures:
car? Fastly pulled? 1. Slowly and
4. What happened when fastly pull
you pull the car with the toy car.
stones inside? With Observe the
no stones? differences
between
Activity 4 (Group 2) their speed.
Replica of pinwheel out 2. Put some
of paper stones in
the toy car
Procedures: and observe
1. Slowly and fastly how does it
spin the pinwheel. affect the
2. Observe how the speed of the
paper and pushpin car and the
move as the pinwheel force
spins. used to pull.
After conducting the activity, After conducting the

let them observe their work activity, let them
and have a observe their work and
have a group
27
group analysis. (Use analysis. (Use
Appendix 9) Appendix 4)
Guide Questions: Guide Questions:

1. What are the 1. What are the
materials used for materials used
wheels and axles? for wheels and
2. How do the wheels of axles?
the pinwheel move? 2. What happens
Axles? when you
3. What happens when slowly pulled
you slowly spin the the car? Fastly
card? Fastly spin? pulled?
4. Can you control the 3. What
speed of the happened when
pinwheel? How? you pull the
car with
stones inside?
With no
stones?
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.
27
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
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 group

discuss and present discuss and
the output of their present the
experiment in class. output of their
(The group will be experiment in
graded according to class. (The
the given rubrics – group will be
refer to Appendix D) graded
2. The teacher gives according to
feedback. the given
3. The teacher rubrics – refer
discusses the to Appendix D)
answer of each group 2. The teacher
in the activity sheets. gives feedback.
3. The teacher
Science Concept: discusses the
answer of each
The invention of wheels and group in the
axles brought about changes activity sheets.
in our lives. It has a lot of
uses and purposes. It makes Science Concept:
the work easier,
saves time and makes
27
thing/something possible to The invention of
do. wheels and axles
brought about
Wheel and axle work changes in our lives. It
together to help move things. has a lot of uses and
purposes. It makes the
Activity 1 – When the rock work easier, saves time
is push through the floor, it and makes
increases the friction. thing/something
Friction happens when two possible to do.
objects are rubbing together.
Friction requires force. The Wheel and axle work
higher the friction is, the together to help move
more force needed. As the things.
rock placed above the pencils
laid over the ground – it Activity 1 – When the
decreases the friction by rock is push through
means of rolling. By the floor, it increases
reducing friction, the pencils the friction. Friction
enable you to use less force happens when two
to move an object. objects are rubbing
together. Friction
Activity 2 – When the toy requires force. The
car with no wheels is push higher the friction is,
through the floor, it increases the more force needed.
the friction. Friction happens As the rock placed
when two objects are rubbing above the pencils laid
together. Friction requires over the ground – it
force. The higher the friction decreases the friction
is, the more force needed. As by means of rolling. By
the toy car with wheels push reducing friction, the
through the ground – it pencils enable you to
decreases the friction by use less force to move
means of rolling. By an object.
reducing friction, the wheels
enable you to use less force Activity 2 – When the
to move an object. toy car with no wheels
is push through the
Activity 3 – The speed of floor, it increases the
the wheels and axles differs friction. Friction
to the force applied and load happens when two
weighted. When the force objects are rubbing
applied is strong, the speed is together. Friction
fast. When the requires force. The
force applied is weak, the higher the friction is,
speed is slow. If the wheels the more force
needed. As the toy car
with wheels push
27
and axles carry heavy loads through the ground – it
its movement also will be decreases the friction
slow and vice versa. by means of rolling. By
reducing friction, the
Activity 4 – The speed of wheels enable you to
the wheels and axles differs use less force to move
to the force applied and load an object.
weighted. When the force
applied is strong, the speed is Activity 3 – The
fast. When the force applied speed of the wheels and
is weak, the speed is slow. axles 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 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 questions: pupils into two.
1. Who among here Ask them to go
likes to travel or go to outside the
new places? classroom and
2. What look around.
transportations do First group will
you use in travelling? go to the
playground
and other
27
3. Do these facilities of the
transportations use school and the
wheels and axles? second group
will check five
4. Group the pupils into classrooms to
two. Ask them to go find objects
outside the classroom that uses
and look around. First wheels and
group will go to the axles. Ask them
playground and other to list down all
facilities of the school the objects
and the second group they’ve seen
will check five and write its
classrooms to find uses.
objects that uses  Pupils set norms
wheels and axles. to follow during
Ask them to list group activity.
down all the objects
they’ve seen and Formulation of
write its uses. Generalization through
5. Pupils set norms to questions:
follow during group
activity. 1. What are the
materials that
Formulation of uses wheels and
Generalization through axles that
questions: you’ve found?
2. What are the
1. What are the uses of those
materials that uses objects?
wheels and axles that 3. How could
you’ve found? these objects
2. What are the uses of make our lives
those objects? easier and
3. How could these more
objects make our comfortable?
lives easier and more 4. Can speed
comfortable? and movements
4. Can speed and of those objects
movements of those be controlled?
objects be controlled?
27
EVALUATE I. List down the uses I. Pair the
of these wheel objects
and axle objects below to
below. Write the their uses.
ways on how to Choose the
control those answers in
objects. the box.
Write the
letter of the
1. Electric fan (2 pts) correct
Use/s: answer on
_ the line
_ before the
number.
Way/s to control: a. It is used to

_ speed up th e
_ circulation of air.
b. It is used or f
transportation.
c. It is used to
2. Car (2pts) Use/s: shape or flatte n
_ the dough.
___
d. It is used to cut or
slice a pizza.
e. It is used or f
Way/s to control: installing or
_ removing
_ screws.
Put a check
(✓) inside
3. Rolling pin (2pts) the
Use/s: parenthese s
_ if these
_ things can
be
controlled
Way/s to control: and X
_ if not.
_
_ 1. Pizza Cutter (
)
4. Pizza Cutter
Use/s: _ 2. Rolling Pin (
_ )
_
27
_ 3. Car ( )
Way/s to control:
_
_ _ 4. Electric fan (
)
_ 5. Screwdriver (
5. Screwdriver )
Use/s:
_ (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 that List down five things

uses wheels and axles that that uses wheels and
you can find in your axles that you can find
community. Write down in in your
your notebook its uses and community. Write
ways on how to control down in your notebook
them. at least one of its uses.
F. REMARKS Lesson carried. Lesson

Move on to the next carried.
objective. Move on to the next
Lesson not carried. objective.
Lesson not
carried.
G. REFLECTION
H. OTHERS
A. No. of learners
who earned 80%
on the
formative
assessment.
27
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 other
teachers?
28
APPENDIX 1
Suggested Rules for Group Work
13. Time management.
28
APPENDIX 2
OBSERVATION
SHEET
“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?
28
APPENDIX 3
OBSERVATION SHEET
Materials:
Toy car with wheels Toy
car with no wheels

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?

_
_
28
APPENDIX 4
OBSERVATION
SHEET
Replica of toy car out of tissue roll
GROUP ANALYSIS: cardboard
Procedures:
1. What are the
1. Slowly materials
and used
fastly pull thefor wheels
toy and axles?
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. _
_
_
_
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?
_
_
_
28
APPENDIX 5
GROUP ANALYSIS:
Replica of toy car out of paper and
playdough
1. What are the materials used for wheels and axles?

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. _
_
_
28
APPENDIX 6
OBSERVATION
SHEET
GROUP ANALYSIS:
“Rolling On the
Floor”
Materials:
Big rock
10
pencils
2. Is/are there any change/s in terms of speed?

1. Put the rock on the floor and push it through as quickly as possible. Observe what
3. Does the rock move quickly on the floor? Pencils?
will happen to the rock and to the floor.
Second
__ observation procedures:
1. Lay the pencils on the ground.
4. How do the pencils move?
28
APPENDIX 7
OBSERVATION
SHEET
GROUP ANALYSIS:
“Wheels or No
Wheels?”
1. What do you notice on your first observation? Second observation?
_
_
Materials:
_
Toy car with wheels
2. Is/are there any change/s in terms of speed?
Toy car with no wheels
_
_
_
3. Put
1. Does
the the
toytoy
car car with
with no wheels move
on thequickly on push
floor and the floor? How the
it through toy car as
as quickly with
wheels?
possible. Observe what will happen to the car.
_
Second observation procedure: _
_ floor and push it through as quickly as
1. Put the toy car with wheels on the
28
APPENDIX 8
OBSERVATION
SHEET
GROUP ANALYSIS:
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
2. How do the wheels of the car move? Axles?
car and the force used to pull.
28
APPENDIX 9
OBSERVATION
SHEET
GROUP ANALYSIS:
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.
2. How do the wheels of the pinwheel move? Axles?
After conducting the activity, let them observe their work and have a group analysis. (Use
Appendix 9) _
3. What happens when you slowly spin the car? Fastly spin?
4. Can you control the speed of the pinwheel? How?
28
APPENDIX 10
I. Pair the objects below to their uses. Choose the answers in the box. Write the letter of the correct ans
nd XAi.f nItoits. used to speed up the circulation of air.

It is used for transportation.
It is used to shape or flatten the dough.
It is used to cut or slice a pizza.
It is used for installing or removing screws.
_ 1. Pizza Cutter ()
_ 2. Rolling Pin ()
_ 3. Car ()
_ 4. Electric fan ()
29
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:
_
_
_
29
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.
29
APPEDIX D
Rubric for Activity Presentation
CATEGORY 4 3 2 1
Completeness All questions 1 or 2 questions 3 to 5 questions 7 to 12
and Accuracy were answered, were not were not questions
all answers are answered, have 2 answered, have were not
correct with no incorrect answers 3 to 6 incorrect answered,
grammatical and have 2 answers and has has 7 to `2
errors. grammatical 3 to 6 incorrect
errors. grammatical answers and
errors. has
more than 7
grammatical
errors.
Timeliness Activity was finish Activity was finish Activity was Activity was
on time. 5 minutes late. finish 10 minutes finish 20
late. minutes
late.
Presentation The activity was The activity was The activity was The activity
presented presented presented was
comprehensively, comprehensively, comprehensively presented
orderly and does orderly and but but not orderly poorly and
not exceed for 6 exceeds for more and exceeds for consumes too
minutes. than 10 minutes. more than 10 much of
minutes. time.
Collaboration All members of One member of the Two members of Only the
the group group is not the group is not leader of the
participated participating. participating. group
actively during performs
the activity. the activity.
Cleanliness All the group All the group Two of the group The leader
members wear the members wear the members does not is the only
proper outfit in proper outfit in wear the proper one wearing
doing the activity doing the activity outfit in doing the the proper
and the workplace and the workplace activity, the laboratory
was clean and in was clean but the workplace is not outfit, the
order after the materials were not clean and the workplace is
activity. put in order after materials are not messy and
the activity. put in order after the materials
the activity. used were
in chaos.
29
Grade 6
Quarter Three Week Nine Day Four
A. Content Standard The learners demonstrate understanding of
how energy is transformed in simple machines.
efficiency.
C. Learning Construct a model of simple machines using
Competency indigenous materials. (S6FE-IIIg-i-3)
 Construct a model of simple machines

using indigenous materials.
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) 5
Resources Module 40, Science and Health, Simple
Machines pages 76 – 82.
 https://littlebinsforlittlehands.com/popsic le-
stick-catapult-kids-stem-activity/
 https://mamajenn.com/blog/rollin-race-
cars-tp-tube-style/
 https://www.youtube.com/watch?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, hammer,
fishing poles, sharpener, grinder, bulb,
29
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 Inclined
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.
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.
29
“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?
“Aim… Fire!”
Materials:
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).
29
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?
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.
ELABORATE  Show video presentation “Simple Machine

Projects”.
(https://www.youtube.com/watch?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
29
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 B

name of the simple write the letter of the
machine that best correct answer on the
describe its kind. space provid
1. An A
inclined plane
wound around a post. 1. An inclined plane
2. Bar that wound around a post.
turns or pivots on a
2. Bar that turns or
fixed point called
fulcrum. pivots on a fixed point
3. Inclined called fulcrum.
plane with a thick 3. Inclined plane with a
base and sharp edge. thick base and sharp edge.
4. A ramp or
a slope that reduces 4. A ramp or a slope that
the forces you need to reduces the forces you
exert in lifting need to exert in lifting
something. something.
5. A device in
which a small wheel 5. A device in which a
is attached at the small wheel is attached at
center of a larger the center of a 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.
29
Lesson not carried.
G. REFLECTION
H. OTHERS
earned 80% on the
formative
assessment.
require additional
activities for
remediation
C. Did the remedial
learners who
have caught up with
the lesson
continue to require
remediation
strategies worked
well? Why
did it work?
I encounter which my
principal or
supervisor can help
me solve?
did I use/discover
with other
teachers?
29
30
OBSERVATION SHEET
Activity 1 (Group
GROUP ANALYSIS:
1) “Crazy Race
Car”
Questions:
Materials:
1. What model of simple machine did your group constructed?
Young bamboo stalk
Bamboo stick
Straw
4 Bottle caps
Bolo (Teacher will provide)
3. What task can be performed by this simple machine?
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.
30
OBSERVATION SHEET
Activity 2 (Group 2) “Aim… Fire!”
bonds
cedure:
on either side of two bamboo sticks (in the same place on both sticks).
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
tapult over so that the stick pushed in is on the bottom of the stack.
f the stack and secure the two popsicle sticks together with a rubber bond. The V notches that you cut help to keep the rubbe
ng similar} on to serve as a launching platform.
GROUP ANALYSIS:
Questions:
1. What model of simple machine did your group constructed?
3. What task can be performed by this simple machine?
_
3
Match column A with B write the letter of the correct answer on the
space provided.
A B
An inclined plane wound around a post. Wheel and axle
Bar that turns or pivots on a fixed point called fulcrum.
Inclined plane with a thick base and sharp edge.
Inclined
A ramp or a slope that reduces the forces you need to exert in lifting plane
something.
A device in which a small wheel is attached at the center of a larger
Wedge.
Screw
Pulley
Lever
30
“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.”
30
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).
30
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.
30
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
Step 3: Point flip partially made bamboo stick catapult over so that the stick pushe
30
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.
30
Grade 6
Quarter Three Week Ten Day One
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of
energy forms and transformations, kinds of
simple machines and their importance in daily life
activities
B. Performance The learners shall be able to:
Standards  Manipulate simple machine to do certain
task in daily life activities
 Practices safety in handling tools on
simple machines found in school, at
home and in the community
C. Learning Identify precautionary measures using simple
Competencies/ machines
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
pages
2. Learner’s
Materials
pages
3. Textbook pages
4. Additional
Materials From
Learning
Resources
(LR) portal
B. Other learning https://za.pearson.com/content/dam/region-
resources growth/south-africa/pearson-south-
africa/TeacherResourceMaterial/New%20Gene ral
%20Science%20and%20Technology%20for
%20Primary%201%20Teacher%27s%20Guide
%20Unit%2011.pdf
https://www.google.com/search?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_-
30
kSHtBJMmYL2kLALhQtUGzkN3qZCqw&sa=X
&ved=2ahUKEwilrtu0nNnhAhXHUN4KHX3-
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 of -What are the types of
simple machines? simple
-How do simple machines?
machines -How do simple
make life easier? machines
make life easier?
Observe these Observe these
pictures. pictures.
A. A.
B. B.
Examine picture A and Examine picture A

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 into Group the pupils into

small groups small groups
-Set standard in -Set standard in

performing an activity. performing an
activity.
Activity 2.1
(see attached activity Activity 2.2 (see
sheet) attached activity sheet)
31
Explain Group reporting Group Reporting
Processing pupils Processing pupils

output output
-Simple machines make -Simple machines

work easier and faster. make
However, if we do not work easier and
handle them well with faster.
care they can harm However, if we do
us. not
-Precautionary handle them well
measures in using with
simple machines care they can harm
must be practice in us.
order -Precautionary
to avoid accidents. measures in
using simple
machines
must be practice in
order
to avoid accidents.
-Identify ways of using - Identify ways of
simple machines. using simple
-Why should you machines.
handle - Why should you
simple machines handle
properly? simple machines
-Why should properly?
precautionary -Why should
measures on precautionary
using/handling measures on
simple machines be using/handling
practice always? simple
machines be
practice
always?
Elaborate -Should you play with -Should you play with

sharp and pointed tools sharp and pointed tools
at home/school? Why? at home/school? Why?
-How should sharp -How should sharp
and and
pointed objects be pointed objects be
handled? handled?
-What are the - What are the

precautionary precautionary
31
measures in using measures in using
simple machines? simple machines?
-What are the safety -What are the safety
precautionary precautionary
measures measures
before and after before and after
using using
pulleys, wedge, pulleys, wedge,
lever, lever.
inclined plane and inclined plane and
screw? screw ?
Evaluate Fill in the blanks with Put a check (/) before a

the correct word. statement that shows
1. makes work proper way of using
easier simple machine and
and faster. cross (X) if not.
2. Accident can be 1. Be sure to fasten
prevented if safely the axle to the
machines wheel before you use it.
are _. 2. Play with sharp
3. I will not play with and pointed tools.
sharp 3. Do not leave
tools because_ . tools on stairway or
4. the right type unattended.
of 4. Pull the pulley
simple machine for slowly when you are
the lifting a heavy object.
right job. 5. Care must be
5. Do not leave sharp practice when
objects . handling simple
machines.
Make a slogan on the List 5 safety

proper way of handling measures in using
simple machine. simple machine at
home.
V. REMARKS
VI. REFLECTION
31
Advance Learners
Activity 2.1
Group – 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:
- 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?
31
Average Learners
Activity 2.2
Group - 1
Materials:
Manila paper with pictures of sharp and pointed tools Pentel pen
Paper tape
Procedure:
- 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
apron
rug
basin
Procedure:
-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?
Group – 4
31
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?
31
Grade 6
Quarter Three Week Ten Day Two
I. OBJECTIVES
A. Content The learners demonstrate gravity and friction affect

Standards movement objects and how energy is transformed in
simple machines
B. Performance The learners should be able to produce an advertisement,

Standards demonstrate road safety, create a marketing strategy for a new
product on electrical or
light efficiency

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
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 https://www.teachengineering.org/lessons/view/cub_simpl
Resources e_lesson01
https://www.education.vic.gov.au/school/teachers/teachin
gresources/discipline/science/continuum/Pages/simpmachi
nes.aspx
https://www.classzone.com/science_book/mls_grade6_FL/
160_168.pdf
https://www.livescience.com/49106-simple-machines.html
IV. PROCEDURE
31
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)
31
 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. Schools. Industries
Explain 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
31
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 simple machine
apart.
31
 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.
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:
32
Additional activities A. visit your playground, and other parts of your school.
for application 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 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.
require additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with
the lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did it work?
I encounter which
my principal or
supervisor can help
me solve?
localized
material/s did I
use/
discover which I
wish to share
with other
32
teachers?
32
APPENDIX A
18. Time management.
32
APPENDIX C
Group Name: Score:_
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
32
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
_ _
_ _
_
32
APPENDIX D
Group Name: Score:_
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.
32
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
32
APPENDIX E
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 class material
as 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
32
engage the confidence little evidence presentation they did
audience? Was / of planning however the an
it obvious that preparedn prior to presentation excellent
the material ess they presentation. was not as job of
had been showed engaging as it engaging
rehearsed? the could have the class.
classroom been for the Preparation
but had class. is very
some evident
strong
moments.
32
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.
33
Republic of the Philippines Department of Education Region V (Bicol)
QUARTERLY TEST
3rd 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
3 33
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
10. What 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
12. What kind of simple machine can you make with a bamboo stick and a wooden
wheel?
a. lever c. wedge
b. screw d. inclined plane
13. It 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
14. Why 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.
15. The 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.
16. It 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
17. How 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.
33
c. a & b
d. None of the above.
19. Why 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.
20. What 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
21. In which of the following amusement rides make use of a movable pulley?
a. cable car c. zip line
b. Ferris wheel d. a & c
22. Lina 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.
23. Which 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
24. Jen’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.
25. Jose 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
26. What 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.
27. How does wheel and axle work?
a. A force is applied to the large outer wheel to move a load attached to the axle
33
b. A wheel is attached to a smaller axle and the two parts rotate together.
c. b only
d. a and b
28. Kiko 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
30. The 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.
33
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
33

Science 6 Q3

Uploaded by

Copyright:

Available Formats

Science 6 Q3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science 6 Q3

Uploaded by

Copyright:

Available Formats

6

BEBIANO I. SENTILLAS, CESO V

RAYMUNDO M. CANTONJOS MELCHIZEDEK C. TONGCO,

MA. DOROTHY L. DANIEL

MANUEL LUIS F. TEODORO

DLP WRITERS VALIDATORS

DEMONSTRATION TEACHERS EDITOR

Second, to the Schools Division Superintendent BEBIANO I. SENTILLAS, CESO

RAYMUNDO M. CANTONJOS, ASDS in Elementary

ELISA R. HERALDO, PSDS, San Fernando District

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

LUZEL J. BARTOLAY, San Fernando Central School AGNES

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

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

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

We would like to express our heartfelt gratitude to Sir Bebiano I. Sentillas

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

Ellen M. Labastida, editor

Week & Day Learning Competency Page

Week & Day Learning Competency Page

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

II. CONTENT INTRODUCTION TO FRICTION

Use PREDICT-OBSERVE AND EXPLAIN (POE)

-The tennis ball stopped because of an opposing

Note: Park the learners’ responses on the board.

 Group the learners into four.

Materials: (Materials to be provided by the Teacher)

1. Ask each group for a representative to slightly push

1. What happened to the dry cell, rubber ball and

2. What happened to the dry cell, rubber ball and

3. How will you compare the movement of the

4. Why these objects slow down or stop as they

 One representative from each group will present

1. What do you think will happen to a ball after

V. REMARKS Lesson carried. Move on to the next objective.

Materials: (Materials to be provided by the Teacher)

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

Perform the Perform the

Finish the Finish the

Ask the following questions:

Materials: (Materials to be provided by the Teacher)

2. What differences do you observe when the

2. Why did the wooden block slow down and stop?

3. Why was it easy for the wooden block to slide on the

 One representative from each group will present

Process the output of each group.

2. Which of the following statements is NOT TRUE

3. Which of the following has the strongest type of

4. In which of the following conditions, friction is

5. Which of the following statements about Kinetic

Materials: (Materials to be provided by the Teacher)

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

Perform the Perform

Finish the Finish the

 The teacher will distribute the activity sheets to

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

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

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