Grades 6 School Bag-ong Argao Elementary School Grade Level VI

DAILY LESSON LOG Teacher Evelyn H. Gamotin Learning Area SCIENCE

Teaching Dates and Time March 6, 2024 Quarter 3

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

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

for a new product on electrical and light efficiency.

C. Learning Competencies/ Objectives Manipulate simple machines to describe their

Write the LC code for each characteristics and uses. (S6FEIIIg-i-3)
Knowledge:
- Identify the different simple machines
- Describe the different kinds of simple machines
Skill: - Classify different examples of simple machine
Attitude: -Practice politeness during individual, paired and
group activity

II. CONTENT Simple Machines

III. LEARNING RESOURCES

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

2. Learner’s Materials pages

3. Textbook pages The New Science Links Work text in Science and
Technology pp.352-353
Science for Daily Use 5, Tan, Conchita T. 2012 pp. 178-201
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Smart TV, laptop, video clips, pictures, real objects, activity
 cards, power point presentation

https://www.youtube.com/watch?v=l1Fhs8pXGxM
(Song: Simple Machines)
https://www.youtube.com/watch?v=UtfVZtuyuHU
(Simple Machines)
IV. PROCEDURES
7 Es Model
A. Reviewing previous lesson or presenting the new *Giving of Classroom Rules (tacked on the board) MT I-IV RUBRIC, INDICATOR 4
lesson -Exhibited effective and constructive behavior
1. Participate in different activities. management skills by applying a positive and
2. Be kind, polite and courteous to others. non-violent discipline to ensure learning -
3. Avoid making unnecessary noise. focused environments
4. Listen to the teacher and classmates and follow MOV---To avoid and prevent misbehaviour,
directions. house rules/ standards/guidelines are set
5. Raise your hand when you would like to speak in before the class starts or before doing an
class or if you need to leave the classroom for any activity.
reason. MT I-IV RUBRIC, INDICATOR 1
Review: -Modelled effective applications of content
Identify the different forms of energy. knowledge within and across curriculum
teaching areas
Elicit: MOV---ESP/Values is integrated during the
What do you use when you want to cut paper, open a giving of the classroom rules.
bottle, or slice a piece of fruit?
How do different materials you use help you?

Present the lesson about Simple Machines.

Unlocking of Difficult Words:

What do you mean by simple machines?
-Show in power point presentation

Drill:
Ask some pupils to identify pictures if they are simple
machines or not.
 MT I-IV RUBRIC, INDICATOR 6
-Developed and applied effective strategies in
the planning and management of
developmentally sequenced teaching and
learning process to meet curriculum
requirements and varied teaching contexts
MOV---Literacy in giving and understanding
the meaning of difficult words is shown during
the Unlocking of Difficulties.

B. Establishing a purpose for the Engagement: MT I-IV RUBRIC, INDICATOR 1

lesson/Motivation/Motive Questions -Watching a video clip - Modelled effective applications of content
https://www.youtube.com/watch?v=l1Fhs8pXGxM knowledge within and across curriculum
(Song: Simple Machines) teaching areas
MOV--- This lesson is integrated to English by
Comprehension Check: developing the comprehension skill, correct
-What is the song about? cursive handwriting and correct sentence
-What things are mentioned in the song? construction. This will also be integrated to
-Why are simple machines important? Filipino by asking pupils, in Filipino, what is a
(The teacher writes the pupils’ answers on the board declarative sentence?
observing correct cursive handwriting and in
complete sentences. Ask them what kind of MT I-IV RUBRIC, INDICATOR 2
sentence they are. -Developed and applied effective teaching
strategies to promote critical and creative
thinking, as well as other higher-order thinking
skills
MOV---The questions presented are arranged
from lower level to higher level thinking skills.
Pupils are challenged to think creatively.

C. Presenting examples/instances of the new lesson Exploration:

-Watching a video clip about the 6 simple machines
 https://www.youtube.com/watch?v=UtfVZtuyuHU
(Simple Machines)

D. Discussing new concepts and practicing new skills Explanation: MT I-IV RUBRIC, INDICATOR 2
#1 Developed and applied effective teaching
Comprehension Check: strategies to promote critical and creative
-What are the six simple machines mentioned in the thinking, as well as other higher order thinking
video? skills.
-How will you describe each? MOV---The questions presented to check
-What are the uses of each? pupils’ comprehension are arranged from
-Why do we use simple machines? lower level to higher level thinking skills.
-Why are simple machines important?

Direction: Some machines are so simple that we do not

even realize that they are machines. Identify each MT I-IV RUBRIC, INDICATOR 6
simple machine described below. -Developed and applied effective strategies in
the planning and management of
1. Machine for opening cans developmentally sequenced teaching and
2. Machine for cutting paper learning process to meet curriculum
3. Machine used for moving sand from one place to requirements and varied teaching contexts
another MOV---Pupils are given the opportunity to
4. Machine used for pulling nails identify the simple machines described to
5. Machine used for catching fish understand the concept.
E. Discussing new concepts and practicing new skills Finding a Partner: Group pupils into two. Group one wears MT I-IV RUBRIC, INDICATOR 3
#2 the crown containing the types of simple machines and - Worked with colleagues to model and share
Group two holds the examples. Each member in Group one effective techniques in the management of
will find the example of the type of simple machine he/she classroom structure to engage learners,
is holding in Group two and vice versa. After you found individually or in groups, in meaningful
your partner, tell how you use the simple machine you have exploration, discovery and hands-on activities
in real life situation. within a range of physical learning
environments
MOV--- This activity enables learners to
participate in the development of the lesson.
If they are involved in the activity, they can
understand the lesson better.
F. Developing mastery (leads to Formative Plan It Out: “Damage house” –Group by pair. MT I-IV RUBRIC, INDICATOR 5
Assessment 3) -Each pair will identify all the simple machines needed Worked with colleagues to share
to repair the house then classify them according to differentiated, developmentally appropriate
the 6 simple machines. opportunities to address learners’ differences
Ask: in gender, needs, strengths, interests and
-What are the simple machines needed to repair the experiences.
house? MOV---Pupils are given the opportunity to
How will each type of simple machine chosen be used hone their talents.
in repairing the house?
MT I-IV RUBRIC, INDICATOR 1
We have already repaired the damaged house using simple - Modelled effective applications of content
machines. In TLE, what basic need is addressed? knowledge within and across curriculum
teaching areas
MOV--- This lesson is integrated to TLE by
asking pupils what basic need is addressed
when the damaged house is repaired.

G. Finding practical applications of concepts and . Elaboration: MT I-IV RUBRIC, INDICATOR 4

skills in daily living *Differentiated Activity in two groups with 9 Exhibited effective and constructive behavior
members, each group will have a leader. management skills by applying a positive and
non-violent discipline to ensure learning -
House Rules/Standards/Guidelines: focused environments.
(Follow the mnemonic/memory device.)
MOV---To avoid and prevent misbehaviour,
G- Give thoughtful feedback. house rules/ standards/guidelines are set
R- Respect others & their thoughts before doing the activity.
O- On task all the time MOV---Learners are given positive feedback
U- Use soft voices. after each group sharing.
P- Participate actively.
S- Stay with your group.

Rubrics in Participation/Group Activities:

POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
 task, good followers only
3 -
Participated but
late, with
teacher’s
supervision
2 -Activity was done but does not show
eagerness to participate or cooperate.
1 -No interest in participating the activities

Special Reminders to pupils before doing the activity:

Be polite by listening attentively with each other
during group activity.

Group Activity:

Group 1: Where do I belong?

Directions: Identify which type of simple machine that
each picture belongs.

Group 2: What I Am?

Directions: Identify what is asked in each number.
1. You can usually find me during flag ceremonies. I help the
flag reach the top of the pole. ____________
2. I help Mr. Porter put the box to the truck. ___________
3. Hey-o-hey-o, said the dwarf as he lifts me to whack the
rock into two. _______________
4. I am Mr. See-saw. ___________________
5. The cyclist is looking for me, his bike won’t move without
me. _________________
 6. “I need you”, said Mr. Hinge,” the door and I can’t
connect”. _________________

wedge screw inclined plane

lever pulley wheel and axle

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

(Learners are given utmost recognition in the task they are

presented.)

H. Making generalizations and abstractions about Concept mapping: MT I-IV RUBRIC, INDICATOR 5
the lesson
1. What are the different simple machines? Worked with colleagues to share
differentiated, developmentally appropriate
opportunities to address learners’ differences
in gender, needs, strengths, interests, and
experiences.

MOV—A concept map is used to instill the

concept to the learners.
Simple
Machine
eElabor
ation
Group
Activity
Group
1:
2. Describe each simple machine.
Crosswo
rd politeness with each member of your
3. Did you show
Puzzle.
group during the activity? Why is politeness
Identify
important? the
simple
I. Evaluating learning EVALUATION: MT I-IV RUBRIC, INDICATOR 6
machine
being
describe
d es
 A. Directions: Read carefully, and then choose the correct
answer by writing the letter on your answer sheet. Worked with colleagues to share
differentiated, developmentally appropriate
1. Which of the following best explains why lifting a heavy opportunities to address learners’ differences
object with a single fixed pulley and rope makes the task in gender, needs, strengths, interests, and
seem easier? experiences.
a. Less force is needed to lift the object.
b. The direction of the force required to lift the object is
changed. MOV---The use of formative assessment
c. Less work is done when moving the object. consistent with curriculum requirements is
d. The force needed to move the object is applied over a followed in order to interpret the result of the
greater distance. learners’ progress.
2. The three types of pulleys systems are: Fixed, Movable
and _________________. PPST MODULE 11
a. Block and Attack b. Tackle and Sing KRA 4, OBJ. 11
c. Movable and Pull d. Block and Tackle Monitors and evaluates learners’ progress and
3. A stiff bar that moves about a fixed point is a achievement using learners’ attainment data.
a. lever b. wheel and axle MOV—Results of evaluation are monitored
c. wedge d. inclined plane and reflected on the Learners’ Data in order to
4. Which simple machine would stairs be an example? support and assess learners’ progress and
a. a wedge c. a pulley achievement.
b. an inclined plane d. a lever
5. Which is an example of a wheel and axle?
a. Hammer c. Ramp
b. Wagon d. Flagpole

B. Directions: List down the six types of simple machines

and describe each. (10 points)

J. Additional activities for application or Extend:

remediation Directions: Give some safety measures in handling simple
machines.

V. REMARKS Re-teaching Transfer of lesson to the

Lack of Time following day

No class Achieved

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

B. No. of learners who require additional activities

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

JOERENE R. BORBON MA. LIEZLE S. FIEL MYRALUNA B. OBENITA PEDRITO B. APEPE

Head Teacher I Head Teacher III Principal II Public Schools District Supervisor