Jan 8 sci6 page 14 17

FORMAT B
LESSON 1
COMPETENCY:Identifythe differentformsof energy
I. ENGAGE
A. Review
State whetherthe followinghaspotential energyorkineticenergy.
1. rollingball
2. bookon the table
3. swingingpendulum
4. hangingguavafruit
5. boyrunning
B. Motivation
Let the pupilsperformaphysical exercise.
What enablesyoutoperformphysical exercise?
C. Pre Laboratory Activities
1. Preparationof Materials
2. Settingof Standards
3. Discussionof PrecautionaryMeasures
4. Unlockingof Difficulties
Match ColumnA withB. Write the letteronly.
A B
1. geothermal a. energyfrommovingbodies
2. nuclear b. energyfromlight
3. mechanical c. energywe getfromfood
4. radiant d. energyfromthe splittingor
combinationof particlesin
the atom
II. EXPLORE
A. Activity Proper
-Letthe pupilsutilize the activityworksheetentitled“WhoamI?”
-Grouppupilsintofive.
-Leteach groupfill upthe tabulardata and answerthe guidedquestions.
III. EXPLAIN
A. Post Laboratory Activities
1. Reporting
2. Discussion,AnalysisandInterpretationof Data
Guide Question:Whatare the differentformsof energy?
B. Generalization
What are the formsof energy?Give examples.
IV. EXTEND
A. Application
Share your experience inclasswhere aformof energybecomesveryhelpfuland
importantto you.
B. EVALUATE
Identifywhatformsof energydothe followinghave.
1. ringingbells 6. Lasers
2. windmills 7. hydroelectricplants
3. nuclearpowerplant 8. Power’sVCD
4. antibiotics 9. Movingwheels
5. ultravioletrays 10. Telephone

C. ENRICHMENT ACTIVITIES
On a cleanbond,make a postershowingthe energysourcesthatyoualways
dependon.Explainyourmasterpiece intwotothree sentences.
FORMAT A
LESSON 1
Republic of the Philippines
Department of Education
Region IV – A (CALABARZON)
Division of Batangas City

ACTIVITY WORKSHEET # 1
WHO AM I?
OBJECTIVE: Identifythe Differentformsof energy
I. OBSERVATION
Studythe picturesbelow.Tell somethingaboutthe picture.
II. QUESTIONS
Make relevantquestionsbasedfromyourobservation.
1. ________________________________________________________________
2. ________________________________________________________________
III. HYPOTHESIS
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
IV. EXPERIMENT
A. MATERIALS
Teacher’stable;topor yoyo;hammerand steel;extrajossandwater;
fluorescentlight
B. PROCEDURE
1. Move the teacher’stable atthe centerof the classroom.
2. Move itback on itsoriginal place.
3. Spina top or playa yoyo.
4. Hammersteel several times.
5. Place extrajosscontentinwater.Observe whathappens.

6. Turn on the fluorescentlight.Letitonfor tenminutes.Holdthe fluorescent
bulbcarefully.
C. RESULT
C.1 Tabular Data
Complete the table below.
Forms of Energy Examples
C.2 Guide Questions
1. What did youuse inorder to move the table?
2. What kindof energyenablesustomove partsof your body?
3. What made the topor yoyomove?
4. What kindof energyis usedtomove the toys?
5. What was producedwhenyouhammerthe steel severaltimes?
6. Why do youthinkthishappened?
7. What was formedinthe water?
8. What kindof change happenedinthe water?
9. What energyisformed?
10. What kind of energydoesthe fluorescentlightneedinorderto
light?
11. What energydoesthe fluorescentlightgiveus?
V. CONCLUSION
The differentformsof energyare _________________________________________
____________________________________________________________________
____________________________________________________________________
VI. APPLICATION
Showa pack of ready-to-eatcerealslike cornflakes.Letthemreadwhatthe
label says.Ask,whatdoyou thinkthispackof cerealsclaimstoprovide alot of
energytothe consumers?
VII. TEST YOURSELF
Write C if energyischemical, Sforsound, E for electrical, Mformechanical and
R forradiant.
1. electriciron 6. playingbasketball
2. ultrasound 7. eatingapples
3. siren 8. turningon a radio
4. windturbine 9. electricfan
5. motor vehicles 10. sweepingthe floor
VIII. INVESTIGATE MORE
Cut out picturesshowingthe differentformsof energy.Pastethemona clean
coupon bond.Label themcorrectly.
Lesson2 c/o AyrenEsconde
Sta. Clara - West

Lesson3 c/o GigivethPerez
San Agustin Kanluran – Verde Island

January 4, 2013 Friday
7:00 -7:20 Flag Ceremony
7:20 -7:40 Canteen Preparation
COMPETENCY:Describe how mechanical energyis formedand used
.
I. ENGAGE
A. Review
How doesenergy change helpmankind?
What isthe impactof these changesto the environment?
B. Motivation
StoryTelling:How didyouarrivedinschool today?
Didyouwalkor didyoutake a ride?
What formof energyisa movingvehicle?Walkingorrunning?
Tell something about the picture.
2. SettingStandards
3. Discussionof precautionarymeasures
4. Unlockingof Difficulties –mechanical,axle,machine
II. EXPLORE
A. Activity Proper
 Let the pupilsutilize the activityworksheet# 4 “MOVE ME!!!”
 Thisactivitycan be performedina science room/laboratory.
 Work ina teamof six (6)
 Observe andfacilitate closelyhow the pupilsdothe experiment
cooperatively.
 The pupilsmustbe able to answerthe things thattheyfoundout
duringthe experiment.
III. EXPLAIN

1. Reporting
2. Analysis/Discussion
Guide Question:
What ismechanical energy?
How ismechanical energyformed?
What are the usesof mechanical energy?
B. Generalization
What ismechanical energy?How itisformed?
(®Mechanical energyisthe energypossessedbymovingpersons or objects.
It is also called energy of motion. ®Mechanical energy is formed when
chemical energy is released from food, enabling the body to perform
movements.Fromfuel,enablingmachines to function. ®Machines perform
work at home, in school, in factories, establishments and other places.
IV. EXTEND
A. Application
(Infusion of Values)
1. What are the uses of mechanical energy at home? In school? On
machines? On transportations? _________________________________
______________________________________________________
2. The human body is like a machine that needs fine tuning. How can you
ensure that you will function like a well-oiled machine?
V. EVALUATION
Multiple Choice. Choose the letter of the best answer.
1. Which statement describes what mechanical energy is?
a. Mechanical energy refers to the release of chemical energy from food
or fuel.
b. Mechanical energy is stored energy.
c. Mechanical energy is used by moving objects.
d. Only machines can produce mechanical energy.
2. Which is not a form of mechanical energy?
a. Running water
b. Moving engines
c. Wind
d. Hill
3. Which of the following objects use mechanical energy?
a. A statue
b. A mountain
c. A ticking clock
d. A wall décor
4. A body system that is responsible for using mechanical energy is ____.
a. Digestive system
b. Skeletal system
c. Muscular system
d. Excretory system
5. When the heart pumps blood, _____
a. Mechanical energy is not used.
b. Mechanical energy is absent
c. Mechanical energy is used
d. Mechanical energy is wasted
VI. ENRICMENT ACTIVITIES
Think of other uses of mechanical energy in our school.

Prepared by:
JENNIFER E. MACATANGAY
Wawa Elementary School
Wawa, Batangas City
FORMAT A
LESSON 4
Region IV A – (CALABARZON)
DIVISION OF BATANGAS CITY

MOVE ME!!!!
OBJECTIVE: Identifyhow mechanical energyis formedand used.
I. OBSERVATION
Look at the pictures. Tell something about it.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
II. QUESTIONS:
(Make a relevantquestionsbasedfromyourobservation)
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
III. HYPOTHESIS
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
IV. EXPERIMENT
(Thisactivitycanbe performedin science room/laboratory)
Group I – III
A. Materials
Emptysewingthreadspool
8 piecesof thinplasticblade
Barbecue stick
B. Procedure

Activity I
1. Use the spool as a hub of the wheel.Cutslotsdownthe sides.Slide
piecesof thinplasticblade intoslots.
2. Use barbecue stickasan axle.Hold the wheel youmade.
3. Let the waterfromthe faucetturnyour wheel.
Activity II
1. Holdthe wheel youjustusedearlier
2. Thistime,turnon the electricfan.Place the wheel infrontof the
electricfan.
3. Let the air fromthe electricfanturn yourwheel.
Group IV– VI
A. Materials
Two bottle coversof differentsizes
Popsicle stick
Strongelasticrubberband
Two drawingpins
B. Procedure
1. Get twobottle of differentsizes,apopsiclestick,astrongelasticrubber
band,and twodrawingpins
2. Make a hole inthe centerof eachbottle cover
3. Use the drawingpinstoattach the coversto the stick
4. Stretcha rubberbandso that itis nottoo tight.The coversshouldbe
abouttwo centimetersapart.
5. Adjustthe rubberbandso that itis too tight.
6. Turn one of the covers..
C. Guide Questions
Activity I
1. What happenedtothe wheel youmade?
___________________________________________________________
2. What makesthe wheel turn?
1. _________________________________
2. _________________________________
3. The fallingwaterandthe movingblade of the electricfanpossesswhat
kindof energy?
___________________________________________________________
4. What ismechanical energy?
___________________________________________________________
Activity II
1. Whenyouturn one of the wheel.Whathappenstothe othercover?
2. What kindof energydothe wheelshave?
3. Describe how yourwheelslooklike.
V. CONCLUSION
Whenone wheel moves,the wheelconnectedtoitmovestoo.The wheels
movedcausedtheyprocessmechanical energy,therefore,____________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Lesson5 c/o MarilynDela Roca
Pagkilatan - Coastal

FORMAT B
LESSON 6
Batangas City West District

10:00 -11:00 Science VI
COMPETENCY:Describe how electrical energyis formedand used.
I. ENGAGE
A. Review
What isthe main source of energy?
How dowe use the heatand lightfromthe sun?
B. Motivation
Games(replay)
2. Settingof standards
4. Unlockingof difficulties –generator,circuit, electricity,electric
current,conductor
II. EXPLORE
A. Activity Proper
 Let the pupilsperformandanswerthe activity“THEBRIGHT
WORLD! “
 Observe andfacilitate closelyhow the pupilsworkcooperatively
III. EXPLAIN
1. Reporting( A representativefromeachgroupwill report)
2. Discussion/Analysis
Guide Question:
How iselectrical energyformed?
B. Generalization
What iselectrical energy?
How iselectrical energyformedandused?
C. Valuing
In yourown little way,how canyouhelpsave electricityathome andin
school?
IV. EXTEND
A. Application
1. What are some do’sand don’tsinhandling/usingelectricity?
2. Your family is planning to have a three – day vacation in your
grandparent’s house in Mountain Province. There is no electricity
yet in the place. What could you do to make your stay there more
comfortable especially during night time? Explain your answer.
V. EVALUATE
A. Beloware differentelectrical appliancesathome.Write the following
appliancesontheirproperheadingaccordingto theiruses.
Televisionset Turbo broiler Blender
Floorpolisher Washingmachine Cellularphone
Microwave oven VCDPlayer Calculator

Computer Airconditioner Table lamp
Christmaslight Fluorescentlight Electrical fan
Refrigerator Typewriter Coffee maker
Vacuumcleaner Component
FOOD PREPARATION CLEANING STUDYING
ENTERTAINMENT / COMMUNICATION LIGHTING COOLING
B. How iselectrical energyformed?
C. What are the usesof electricity energy?
VI. ENRICHMENT ACTIVITIES
Cut out pictures of different uses of electricity in offices, factories and
establishment. Write 2 – 3 sentences about each picture.
THE BRIGHT WORLD!
OBJECTIVE: Describe how electrical energyis formedand used.
I. OBSERVATION:
Studythe illustrationsbelow.Write somethingaboutthem.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
II. QUESTIONS:
Write two or three relevantquestionsfromwhatyouhave observed.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
III. HYPOTHESIS
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
IV. EXPERIMENT
A. Materials
Battery
bulb
copperwire
electrical tape
switch
B. Procedure
1. Connectthe endof the wire aroundthe metal part of the bulb.Tape it.
2. Connectthe otherendof the wire tothe switch.Once again,tape it.
3. Usinganotherpiece of wire,connectitfromthe switchtothe batteryto
the bulb.Use electrical tape afterthe wrappingthe wire.
4. Turn on the switch. Have more trialsand checkeach connectionsif you
are notsuccessful inlightingthe bulb.(Lookatthe illustrationonthe
firstpage)
C. Results
C.1 Tabular Data
Describe the materialsasitisusedin producingelectricalenergy.
Material Uses / Function
Battery
Copper wire
Bulb
Switch
C.2 Guide Questions:
1. What isthe source of electriccurrent?
_______________________________________________________
2. What isthe paththroughwhichthe currentmoves?
_______________________________________________________
3. What isthe appliance thatusesthe electricityinthe activity?
_______________________________________________________
4. Whichdevice closesorbreaksthe circuit?
_______________________________________________________

5. As youturn onthe switch,doesthe bulblight?
_______________________________________________________
6. What makesitlight?
_______________________________________________________
7. What do youthinkwill happenif youdetachthe wire fromthe
battery?
_______________________________________________________
8. What kindof energyisexhibitedinthisactivity?
_______________________________________________________
9. Give at leasttwousesof electricity.
a. ____________________________________________________
b. ____________________________________________________
V. CONCLUSIONS
To form / produce electrical energy____________________________________
_________________________________________________________________
Electricityisusedin_________________________________________________
_________________________________________________________________

FORMAT B
LESSON 7
COMPETENCY: Describe radiant energyand how it isused.
I. ENGAGE
A. Review
What ischemical energy?How isitused?
B. Motivation
Look at the picture.Tell somethingaboutit.
Why do people, especially foreigners, love to sunbathe?
C. Pre-laboratoryactivities
a. Laser
b. Ultraviolet

c. Radar
d. Microwave
II. EXPLORE
A. Activity Proper
(Thisactivitywill be done inanopenspace where the pupilsfeel the energy
fromthe sun)
1. Let the pupilsperformthe activityworksheet#19 “The Wondersof
Sun?”
2. The class will be groupinto6.
3. Let eachgroup choose a leaderandan assistantleadertofacilitate in
doingthe activity.
4. Leaderwill reportthe resultof the activities.
III. EXPLAIN
1. Reporting
2. Discussion,AnalysisandInterpretof DataGathered
GUIDE QUESTIONS:
1. What causesthe change in yourbody temperature?
2. Why doesthe wetnessof the handkerchief startedto
lessen?
B. Generalization
What isradiant energy?
How isradiantenergyused?
IV. EXTEND
A. Application
Directions:Read the followingsituationscarefully,then,answerthe
questionsthatfollow.
1. Duringsummer,we feel too muchheatfromthe sun.mostoften,
the sun’sultravioletraysdamage ourskin.How wouldyouprotect
yourself fromit?
2. You and yourfriendswere atthe beach.You don’tintendtoswim
because youdon’thave extra-shirtsbutyourfriendaccidentally
pushyou onthe water.Whatwill youdo sothat you won’tget
home witha wetshirt?
V. EVALUATE
Directions:Supply the missingwords in each sentence.Use picture clues.
Radiantenergyenablesusto (1) _____ things around us. The (2) ______
emitsa veryhighenergy of ultraviolet lights. It causes sunburns and (3) ______
damage if absorbed too much. It helps kill undesirable microorganisms in the
environment. The sun also emits low-energy light that helps cure (4) _____ in
shorterspanof time.Sunlightisneededby(5) _______ forphotosynthesis. Tiny
bacteria are magnified using (6) _______ with the help of light.
Radiantenergyisalsoappliedinthe (7) ______ and lamps that brighten
our place. (8) ______ and gamma rays are used to locate and destroy harmful

growthsof cancer cellsandtumors.Lasers that are used in (9) _______ tracking,
space exploration and in surgery. Microwave that are used in (10) ______
cooking, in communication and radar.
Research on how light can harm us and our properties including our
environment. Write your answer in a paragraph.
Preparedby:
Elen C. Mendoza
San Agustin Silangan Elem. School
Verde Island District
FORMAT A
LESSON 7
Division of Batangas
“The Wonders of the Sun”
Objective:Describe radiant energyand how it is used.
I. OBSERVATION

II. QUESTIONS
Constructquestionsbasedonthe picturesshown.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
III. HYPOTHESIS
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
IV. EXPERIMENT
A. Materials
Table lamp
Handkerchief
Thermometer
B. Procedure
Activity 1
1. Get the bodytemperature.
2. Go out of the classroomandstay underthe sunfor ten(10)
minutes.
3. After10 minutes,touchthe topof your head.
4. Measure the bodytemperature.Recordyourobservation.
Activity 2
1. Get the table lamp.Switchiton.
2. After5 minutes,touchthe lightedbulb?
Activity 3
1. Wet a part of a handkerchief.
2. Hang it underthe sun.
C. Result
C.1 Tabular Data
ACTIVITY OBSERVATION
1
2
3
C.2 Guide Questions
1. What didyou feel stayingunderthe sunforten
minutes?
________________________________________
2. Why doesbodytemperature changeswhenbeing
exposedunderthe sun’sheat?
________________________________________
3. What happentothe wethandkerchief?
________________________________________
4. Basedfromthe activities,whatisradiantenergy?

________________________________________
5. How doesradiantenergybecome useful toman?
Cite yourown experience.
________________________________________
V. CONCLUSION
______________________________________________________________
____________________________________________________________________
____________________________________________________________________
VI. APPLICATION
Directions:Read the followingsituations carefully,then,answer the questions
that follow.
1. Duringsummer,we feel toomuchheatfromthe sun.Most often,the sun’s
ultravioletraysdamage ourskin.How wouldyouprotectyourself fromit?
2. You and yourfriendswere atthe beach.You don’tintend toswimbecause
youdon’thave extra-shirtsbutyourfriendaccidentallypushyouonthe
water.What will youdoso that youwon’tgethome witha wetshirt?
VII. TEST YOURSELF
Directions:Supply the missingwords in each sentence.Use picture clues.
Radiantenergyenablesusto (1) _____ things around us. The (2) ______
emitsa veryhighenergy of ultraviolet lights. It causes sunburns and (3) ______
damage if absorbed too much. It helps kill undesirable microorganisms in the
environment. The sun also emits low-energy light that helps cure (4) _____ in
shorterspanof time.Sunlightisneededby(5) _______ forphotosynthesis. Tiny
bacteria are magnified using (6) _______ with the help of light.
Radiantenergyisalsoappliedinthe (7) ______ and lamps that brighten
our place. (8) ______ and gamma rays are used to locate and destroy harmful
growthsof cancer cellsandtumors.Lasers that are used in (9) _______ tracking,
space exploration and in surgery. Microwave that are used in (10) ______
cooking, in communication and radar.
Research on how light can harm us and our properties including our
environment. Write your answer in a paragraph.

FORMAT B
LESSON 8
COMPETENCY: Describe nuclear energy and its uses
1. ENGAGE
A. Review
What is radiant energy?
What are some examples of radiant energy?
B. Motivation
Show pictures of an atomic explosion. Let pupils infer what kind of energy
caused the explosion.
1. Preparation of materials
2. Setting standards
3. Discussion about the uses of nuclear energy
4. Unlocking of difficulties
II. EXPLORE
A. Activity Proper
* Let the pupils utilize the worksheet entitled “Nuclear Energy and its Uses”
* Work in a team of six
* Observe and facilitate closely how the pupils do the activity cooperatively
* The pupils must be able to fill up the tabular data and answer the guided
questions
III. EXPLAIN
1. Reporting
2. Discussion, analysis and interpretation of data
Guided Questions:
What is nuclear energy?
What are the uses of nuclear energy?
B. Generalization
What is nuclear energy?
What are the uses of nuclear energy?

IV. EXTEND
Application
Why is nuclear energy useful in the field of medicine?
V. EVALUATE
Directions: Write T if the statement is correct and write F if not.
_______1. Nuclear energy is used in the production of electricity.
_______2. Cancercan be treated with nuclear medicine.
______3. Nuclear energy comes from proton around an atom.
______4. Energy in a uranium atom is released by splitting.
______5. Influenza can be treated by nuclear energy.
VI. Investigate More
Read in an encyclopedia how nuclear energy in the form of isotopes is
used in detecting tumors. Report about this in class.

FORMAT A
LESSON 8
Division of Batangas
OBJECTIVE: Describe nuclear energy and its uses
1. OBSERVATION
Look at the picture
II. QUESTIONS
(Try to make relevant questions based from your observation.
1. _________________________________________________________________
2. _________________________________________________________________

III. HYPOTHESIS
___________________________________________________________________
___________________________________________________________________
IV. EXPERIMENT
A. Materials:
Picture showing atomic explosion
Chain reaction in atomic fission
Nuclear power plant
Uses of nuclear energy in the field of medicine
B. Procedure
1. Observe the pictures carefully.
2. Write your observations on the table.
Nuclear Energy Uses of nuclear energy
C. Guide Questions
1. What is nuclear energy?
2. What are the uses of nuclear energy?
V. CONCLUSION
________________________________________________________________________
________________________________________________________________________
____________________________________________________________________________
______________________________________________________________________________

FORMAT B
LESSON 9
COMPETENCY:Observe how one form of energy can be transferredfrom one bodyto another.
I. ENGAGE
A. Review:
Througha guessinggame.Identifythe formof energy.
1. Modernsatellite communication
2. Flowsthrougha conductor
3. Releasedwhenfuel isburned
4. Movementfromvehicles
5. Powersnuclearweapons
6. Buzzingof mosquitoes
B. Motivation
Game: Ball Relay
Asktwentypupilstoformtwolines.
Passthe ball fromthe firstmembertothe last memberwhile
singingascience song.The firstteamto finishthe relaywinsthe
game.
* Pointoutthat energycanbe transferredfromone formto
anotherjustlike passingthe ball fromone membertoanother.
C. Pre-Laboratory Activities
2. SettingStandards
4. Unlockingof difficulties:transfer,transformation
II. EXPLORE
A. Activity Proper
 Let the pupil workonthe activityworksheet#14 entitled“One form
of energytoanotherformof energy”

 Thisactivitymustbe performedina clearspace.
 Work ina groupof 3 with6 – 8 members.
 Observe andfacilitate how pupils dothe activitycooperatively.
 Theymust be able to fill-upthe tabulardataand answerthe guided
questions.
III. EXPLAIN
1. Reporting
GuidedQuestions
What are the waysto change or to transferenergy?
B. Generalization
How dowe change energytoanother
IV. EXTEND
A. Application
The Light RailwaysTransitor(LRT) makesuse of electricity.
What energytransformationtakesplace whenthe trainmoves?
V. EVALUATE
Read the sentence carefully. Encircle the letterof the correct answer.
1. Whichsequence of energytransformationtakesplace whenyouturnon
electricbulb?
a. Light– Heat – Electrical
b. Electrical – Heat – Light
c. Electrical – Light– Heat
d. Heat – Electrical – Light
2. What kindof energyis involvedwhenfoodisdigested?
a. Lightenergy
b. Chemical energy
c. Heat energy
d. Nuclearenergy
3. Whengasoline isburnedinacar engine,whatenergyisgenerated?
a. Chemical energy
b. Mechanical energy
c. Nuclearenergy
d. Chemical energy
4. Withthe illustrationshownbelow,whatenergytransformationtakesplace?
a. Sun’sEnergy – Chemical Energy –KineticEnergy – Heat
b. Chemical Energy – KineticEnergy –Heat Energy – Sun’sEnergy
c. KineticEnergy – Chemical Energy –Heat energy

d. Sun’sEnergy – KineticEnergy –Chemical Energy – Heat Energy
5. A personeatingturnschemical energyinto___________________
a. Chemical Energy – Electrical Energy
b. Mechanical Energy – HeatEnergy
c. MovingEnergy – Heat Energy
d. Chemical Energy – Mechanical Energy
Cut outpictures of home appliances.Draw a diagramundereachpicture
showingenergytransformation.
FORMAT A
LESSON 9
Objective:Observe howone form of energycan be transferredfrom one body to another.
I. OBSERVATION
Studythe illustrationbelow.Tell somethingaboutthe formsof energyused
fromthe base energytowhatform of anotherenergy.
II. QUESTIONS

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
III. HYPOTHESIS
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
IV. EXPERIMENT
A. Materials
Battery
Flashlight
Electric fan
B. Procedure
(There are three groupsto performdifferentactivities.)
Group I – Using battery / flashlight
1. Put batteryina flashlight
2. Turn the switchon
3. Recordyour observations
4. Write the base energyandthe formof energytransformed
in
Group II – Usingelectricfan
1. Pluginthe fanto an outlet
2. Recordyour observations
Group III
1. Recall the factorsin foodmakingprocess.
2. Write ina cycle formand recordwhat energy
transformationtakesplace.
C. Results
C.1 Tabular Data
Energy Converter From To
1. Cell phone
2. TelevisionSet
3. Solarcell
4. Electricfan
5. ElectricStove
6. Human body
7. Plant
8. Motor
9. Radio
10. Battery
C.2 Guide Questions:
1. What energy transformationtakesplaceineachenergy
converter?
2. Whichof themhave the same formof energytransferredin?
3. Whichof themcan be transferredmore thanone formof
energy?
V. CONCLUSION
Differentformsof energycanbe transferredtoanotherformsof energy.

VI. APPLICATION
The Light RailwaysTransitor(LRT) makesuse of electricity.Whatenergy
transformationtakesplace whenthe trainmoves?
VII. TEST YOURSELF
Read the sentence carefully. Encircle the letterof the correct answer.
1. Whichsequence of energytransformationtakesplace whenyouturnon
electricbulb?
e. Light– Heat – Electrical
f. Electrical – Heat – Light
g. Electrical – Light– Heat
h. Heat – Electrical – Light
2. What kindof energyis involvedwhenfoodisdigested?
a. Lightenergy
b. Chemical energy
c. Heat energy
d. Nuclearenergy
3. Whengasoline isburnedinacar engine,whatenergyisgenerated?
a. Chemical energy
b. Mechanical energy
c. Nuclearenergy
d. Chemical energy
4. Withthe illustrationshownbelow, whatenergytransformationtakesplace?
a. Sun’sEnergy – Chemical Energy –KineticEnergy – Heat
b. Chemical Energy – KineticEnergy –Heat Energy – Sun’sEnergy
c. KineticEnergy – Chemical Energy –Heat energy
d. Sun’sEnergy – KineticEnergy –Chemical Energy – Heat Energy
5. A personeatingturnschemical energyinto___________________
a. Chemical Energy – Electrical Energy
b. Mechanical Energy – HeatEnergy
c. MovingEnergy – Heat Energy
d. Chemical Energy – Mechanical Energy
VIII. INVESTIGATEMORE…..
Cut outpictures of home applications.Draw adiagram undereach
picture showingenergytransformation.

FORMAT B
LESSON 10
COMPETENCY: Cite evidences that energy can be transformed from one form to
another
1. ENGAGE
A. Review
What are the different forms of energy?
B. Motivation
Conduct the game “I’m thinking of ….. The teacher may start the game by saying
“I’m thinking of a
Form of energy that gives me food” (radiant energy from the sun)
C. Pre Laboratory activities
2. Setting Standards
3. Discussion of Precautionary Measures
II. EXPLORE
A. Activity Proper
* Let the pupils utilize the activity worksheet entitled “Energy can be
Transformed”
* Work in a team of five
* Observe and facilitate closely how the pupils do the activity cooperatively
* The pupils must be able to fill up the tabular data and answer the guided
question III. EXPLAIN
Post Laboratory Activities
1. Reporting
2. Discussion, analysis and interpretation of data
Guided Question: What are some evidences that energy can be transformed?
B. Generalization
Let the pupils state that energy can be transformed from one form to another and it
can be transformed from one body to another.

IV. EXTEND
Application
You want to light up a dark room using a flashlight. What energy transformation will
happen to do it so?
V. EVALUATE
Describe the energy transformation that takes place in each of the following
situations.
1. A car engine makes the car move
_______________________________________________
2. The sun helps green plants make a food in the leaves
__________________________________________________
3. A battery makes a toy car move
___________________________________________________
4. An electric bulb lights up
____________________________________________________
5. A boy throws a ball
____________________________________________________
A. Make a list of activities showing transformation of energy from one form into
another.
B. Explain why energy transformation is beneficial to people.

FORMAT A
LESSON 10
Objective: Cite evidences that energy can be transformed from one form to another.
1. OBSERVATION
Study the pictures. Tell something about them.
II. QUESTIONS
(Try to make relevant questions based from your observations. )
________________________________________________________________________
____
________________________________________________________________________
____

III. HYPOTHESIS
________________________________________________________________________
____
________________________________________________________________________
_____
________________________________________________________________________
_____
IV. EXPERIMENT
A. Materials:
Electric fan light bulb volunteer pupil
B. Procedure
1. Turn on an electric fan. How does it show that energy is changed from one
form to another?
2. Light a bulb. What energy transformation does it show?
3. Eat something. Describe how energy is transformed when you eat something.
C. Results
C. 1 Tabular Data
MATERIAL ENERGY TRANSFORMATION
C. 2. What are some evidences that energy can be transformed?
V. CONCLUSION
________________________________________________________________________
______
___________________________________________________________________________
____
______________________________________________________________________________
______

Lesson11 c/o Coastal or Verde Island
May nagawa na…

Lesson12 c/o Dulce Mendoza
San Agapito – Verde Island

Lesson13 c/o Dulce Mendoza
San Agapito – Verde Island

Region IV-A CALABARZON
AMBULONG ELEMENTARY SCHOOL
Batangas City
LESSON 14
FORMAT B
Competency:Enumerate waysof conservingenergy..
I.ENGAGE
A.Review
AnswerwithTRUE or FALSE.
1. Whena flashlightlightsandthe bulbsbecomeswarm, thisshowsthatelectrical
energyproducesmore energy.
2. The energyyourbody exertstopush or pull a cart is equal tothe energyof the
movingcart.
3. Whenmechanical energyischangedtoheatenergy,extraenergyisproduced.
B. Motivation
What kindof bulbsdo youuse at home?
(Showtwoelectricbillsshowingthe different amount).Compare them.

What can you sayabout these?Which
conservedmore energy?
What isthe importance of
electricity?
What are neededtoproduce
electricity?
What are some of the example
of fuels?
1. Preparationof materials
4. Unlockingof difficulties
fuels
conservation Law of Conservationof Energy
II.EXPLORE
A. ActivityProper
 Let the pupilsutilize the activityworksheet#15 entitled“List,Conserve andAct!”
 Thisactivitymaybe performedinside oroutside the classroom.
 Work ingroups of three with10 to 12 members
 Observe andfacilitate closelyhow the pupilsdothe activity cooperativelyand
actively.
 The pupilsmustbe able to talkabout waysof conservingenergy,be able tomake
lists,posterandact out a situationonconservingof energyandanswerthe guided
questions.
III.EXPLAIN
A. PostLaboratory Activities
1. Reportingof the leadersof eachgroup
2. Discussion,analysisandinterpretationof data.
Guide Questions:
Where doesthe heatcome from?
How doesthe heattransferto the spoonfromthe water?
How doesheatfromthe sun reach the earth?
How doesheatfromthe hot coloredwatertransferintap water?
IV.EXTEND
A. Application
1. Why doyou feel the heatfromthe breadtoasteras soonas you openitwhenthe
alarm sounds?
2. Give examplesof heattransferbyconduction,convectionandradiation.
V. EVALUATE
Direction:Howisheattransferredineachof the followingsituations?
1. Puttingspooninhotfryingpan.
2. Roastinga pigon a hot charcoal.
3. Boilingwaterina kettle.
4. Broilingbarbecue.
5. Touchingthe hot water.

VI.ENRICHMENT ACTIVITIES
Explainwhyheat transferisuseful topeople.
Preparedby:
MARITES D. TARCELO
Region IV- A- CALABARZON
“List, Conserve and Act!”
Objective: Enumerate ways ofconservingenergy.
I. Observation
What kindof bulbsdo youuse at home?
Look at the differentelectricbillspresented.(Teachermaybringreal
electricbills.)Compare these.Whatcanyousay aboutthese
II. Questions
(Try to make relevantquestionsbasedfromyourobservations)
1.
2.
3.
III. Hypothesis
______________________________________________________

_____________________________________________________________
_____________________________________________________________.
IV. Experiment
(Thisactivitycanbe done inside the room.)
A. Materials
Pentel pen,Manilapaper,tape,¼ cartolina, coloredpensoranycoloring
materials,chalkboard
B. Procedures
Each group will talkaboutwaysof conservingenergyfirst.Brainstormonthis
topic.Pupilsmayrefertothe textbookonpage 163 of Science andHealth6 for
furtherknowledge.
Group I – Activity 1 - “LIST”
1. Make a listof ways onconservingwater.
2. Write thisin a Manilapaperwhichwill be providedbythe teacher.
3. Present/reportthisinfrontof the class.
Group II – Activity 2 - “ DRAW”
1. Illustrate ordraw thingsyoucan doto conserve electricity.
2. Do thisin a ¼ cartolinaprovidedbythe teacher.
3. Coloryour workand write somethingaboutit.
4. Presentthisinfrontof the class afterwards.
Group III- Activity 3 - “CONSERVEAND ACT”
1. Cite or give at leasttwosituationsshowingwaysof conservingfuels.
2. Role- playthisoract it out.
3. Presentthisinfrontof the class.
C. Results
C.1 .Tabular data
Make listof waysof conservingthe following:
Water Electricity Fuel (Coal, wood, gas)
1. 1. 1.
2. 2. 2.
3. 3. 3.
C.2. Presentationofposterson conservingofenergy.
C.3. Actingout a situation on conservingenergy.
Guide Questions:
1. What can you doto conserve water?
2. How can youconserve electricity?
3. What isthe use of waterand fuel resources toproduce electricity?
4. What kindof bulbswill youuse at home?
5. What will youdowithelectricappliancesafterusingthem?
6. If you are preparingforcooking,whatshouldyoudowiththe frozenfoods
inthe freezerinordernotto waste cookinggasor fuel?
V. CONCLUSION
I therefore conclude thatenergyshouldbe_____________________.
What can you doto conserve energy?
VI. APPLICATION

1. How can yousave electrical energyinyourhome?
2. Why dowe have to conserve electricenergy?
3. Give at leasttwosituationsinconservingenergy.
4. Make a postershowingwaysof conservingenergy.
VII. EVALUATE
A. Enumerate atleasttwowaysof conservingenergy.
B. Put a check(/) before the numberif the practice isproperand a cross (x) if
improper.
1. Prepare all the necessarythingsincookingbefore startingtocook.
2. Cleanbulbsregularlytohave brightlight.
3. Keepthe electricirononto the last piece of clothyouwill press.
4. Let the water gushfromthe faucet,asyou brushyourteeth.
5. Fix the faucetwhenit drips.
VIII. ENRICHMENT ACTIVITIES
Make a listof thingsyou can do to conserve energy.
Preparedby:
MARITES D. TARCELO
LESSON 15
FORMAT B
Competency:Explainsthe three kindsof heat transfer.
I. ENGAGE
A. Review
Clapyour handsonce if the practice isproperand stompyour feetif improper.
1. Fix the faucetwhenitdrips.
2. Cleanthe bulbsregularlytohave brightlight.
3. Prepare all the necessarythingsincooking before startingtocook.
4. Keepthe electricirononthe lastpiece of clothyou will press.
5. Let the watergushfrom the faucetas you brushyourteeth.
B. Motivation
Have you experiencedtouchingahotobject?How do youfeel?Doesthe heat
transferto yourhand?Where doesthe heat come from?
Look at the picturesbelow.Studycloselyhow doesthe heattransferineach
situation.Tell somethingaboutit.

4. Unlockingof difficulties
conduction conductor
convection radiation
II. EXPLORE
A. Activity Proper
 Let the pupilsutilize the activityworksheet#16 entitled “Heat,HeatOn The Way,
FeelingHot! Hot!Hot!”
 Thisactivitymaybe performedinside oroutside the classroomdependsuponthe
weathercondition.
 Work ingroups of three with10 to 12 members
 Observe andfacilitate closely how the pupilsdothe activitycooperativelyand
actively.
 The pupilsmustbe able to accomplishthe table andanswerthe guidedquestions.
III. EXPLAIN
1. Reportingof the leadersof eachgroup
2. Discussion, analysisandinterpretationof data.
Guide Questions:
Where doesthe heatcome from?
How doesthe heattransferto the spoonfromthe water?
How doesheatfromthe sun reach the earth?
How doesheatfromthe hot colored watertransferintap water?
IV. EXTEND
A. Application
1. Why doyou feel the heatfromthe breadtoasteras soonas you openitwhen
the alarm sounds?
V. EVALUATE
Direction:How is heattransferred in each ofthe followingsituations?
VII. ENRICHMENT ACTIVITIES
Explainwhyheattransferisuseful topeople.
Preparedby:
MARITES D. TARCELO

ACTIVITYWORKSHEET # 15
“ Heat, Heat On The Way! FeelingHot, Hot, Hot!”
Objective: Explainthe three kinds of heattransfer..
I. Observation
Look at the picturesbelow.Studycloselyhow doesthe heattransferin
each situation. Tell somethingabouteachpicture.
II. Questions
1.
2.
III. Hypothesis
______________________________________________________
_____________________________________________________________
_____________________________________________________________.
IV. Experiment
(Thisactivitymaybe done inside oroutside the roominan openfield.)
A. Materials
Glasswater foodcoloring
Spoon bottle withcover

Jar
B. Procedure
(Thiswill be done bygroup)
Activity # 1(Group I)
a. Get a glasshalf-filledwithhotwateranda metal spoon.
b. Put the spooninside the glassof hotwater.
c. Aftera minute ortwo holdthe handle of the spoon.
d. Observe whatdoyoufeel andrecordyour observation.
e. Explainhowthe heattransferredtothe spoonfromthe water.
Activity #2 (GroupII)
a. Fill a small bottle withhotcoloredwater. Coverittightly.
b. Get a biggerjar and fill itwithtapwaterfromthe faucet.
c. Carefullyplace the small bottlewithcoloredhotwaterinside the bigjar.
d. Observe howthe hotcoloredwatermoves.
e. Recordyour observations.
Activity #3 ( GroupIII)
(Thismaybe performedinside the laboratoryroomorinan openfield.
Option 1: (If the sun shinesbrightly)
1. Standunderthe sunlightforafew minutes.
2. Record whatyou feel orobserve.
3. How heatfrom the sunreachedyou?
Option 2: ( If the sun doesn’tshine brightly)
Do thisinside the laboratoryroom)
1. Standnear a lightedstove.
2. Record whatyou feel orobserve.
How heatfromthe stove reachedyou?
C. Results
Fill-inthistable.
Activity No. Observations How is heat transferred
C.2. Guide Questions
1. In Activity1,whatdo youfeel?Where does the heatcome from?
2. Howis heattransferredtothe spoonfrom the hotwater?
3. In Activity2,whathappenedtothe hot coloredwaterinthe small bottle?
4. Howthe hotcoloredwatermoves?
5. What methodof heattransferoccurs inthis?
6. In Activity3,after standingoutdoorsfacingthe sun,whatdoyou feel?
7. How is heatfromthe sun reachedyou?
8. What methodof heattransferisthis?
V. CONCLUSION
I therefore conclude thatheattravels throughspace is________________, while the
transferof heat frommolecule tomolecule insolidsis_________________and the transferof
heatthroughthe movementof the material whichmaybe liquidorgasis __________________.
VI. APPLICATION

1. Why doyou feel the heatfromthe breadtoasteras soonas you openit
whenthe alarmsounds?
VII. EVALUATE
Direction: How is heat transferredin each of the followingsituations?
Explainwhyheattransferisuseful topeople.
Lesson16 c/o JenniferMacatangay
Wawa - West

Lesson17 c/o JenniferMacatangay
Wawa – West

Nov. 27 ,2012 Tuesday
Science VI 12:20-1:20
LESSON 18
COMPETENCY:Measure the speedof an object inmotion.
I. ENGAGE
A. Review
Throughthe use of QuizBoard, have the pupilsmatcheachterm in Column
A withitsmeaninginColumnB.
A B
1. Distance a. time tellsyouhow longittakesyou
to dosomething
2. path b. the directionwhichanobjectmove
3. motion c. unitusedto donate distance.
4. metricunits d. the lengthbetweentwopoints.
5. duration e.the change inpositionof anobject
comparedtoa reference point.
f. a durationdescribedintermsof
seconds, minutes, hours, daysand
years.
B. Motivation
Singingthe topic“ MeasuringSpeedof MovingObjects”tothe tune of
“LondonBridge isFallingDown” Observe the boysridingabicycle.

Do theypedal fora time,thencoast or move withease?Whathappen
to theirspeedwhentheyare pedaling?
Precautions
PHIVOLCS
II. EXPLORE
A. Activity Proper
 Let the pupilsutilize the activityworksheet#18 entitled“MeasuringSpeed
of MovingObjects”
 Teacher’sSupervision.
 The pupilsmustbe able to fill- upthe table andanswerthe guided
questions.
III. EXPLAIN
1. Reporting
2. Discussion/AnalysisandInterpretationof data
Guide questions:
What do we needtomeasure forthe speedof a moving objects?
B. Generalization
Askpupilstotell somethingaboutspeedandaverage speed.
IV. EXTEND
A. Application
You wentona car trip to a townin Pangasinan.Ittookyou4 hoursto
covera distance of 284 kilometers..Whatwasyouraverage speed?
V. EVALUATE
A bustravelledadistance of 180 kilometers per3hours.What was its
average speed?
Thinkand answer.
You wentona car trip to a townin Pangasinan.Ittookyou4 hoursto
covera distance of 284 kilometers.Whatwasyouraverage speed?

“Measuring Speed of Moving Objects!”
Objective: Measure speedofan objectin motion.
I. Observation
Observe the picture below.Tell somethingaboutrunningathletes.
II. Questions
1.
2.
3.
Questions:

How fasteach athlete runs?
Who winsthe game?
What are measuredwhenthe speedof arunningathlete iscalculated?
III. Hypothesis
______________________________________________________
_____________________________________________________________
_____________________________________________________________.
IV. Experiment
(Thisactivitymustbe performedinthe playgroundof the school.)
A. Materials
Meterstick,stopwatch,ballpenandpaper
B. Procedure
1. Measure a distance of 50 meterson the ground.
2. Let the pupilsruna 50 m dash.
3. Measure the speedof eachpupil running.
4. Recordthe resultsusingthe table below.
C. Results
Tabular Data.
Pupil Distance (m) Time(sec.) Speed
A 50 m
B 50 m
C 50 m
1. Calculate the speedof a runningpupil.
2. What are the factors neededtomeasure the speedof arunningpupil?
3. Make a graphto represent differentspeeds.
4. Who ran the fastest?Lowest?
5. How do we measure the speedof arunningpupil?
V. CONCLUSION
I. therefore concludethat
______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________.
VI. APPLICATION
You wentona bicycle triptoMonte Maria in Pagkilatan,BatangasCity.Ittook
youhalf an hour to covera distance of 20 km.What was youraverage speed?
VII. TEST YOURSELF
Directions:Measure the speedof the followingmovingobjects.
1. What isthe speedfora tripof 180 km that lasted3 hours?
2. What isthe speedof a toycar ina distance of 200 metersin50 seconds?
3. If it takesRomy2 hours to coverthe 3 km walkfromhishouse tohis
school,whatishisspeed?
VIII. Investigate More…

1. Suppose yourode ona busat 8 o’clockinthe morningandreachedyour
destinationafter2hoursof travelling.The distance the bustravelledwithinthis
time was80 kilometers.Whatwasitsaverage speed?
2. A car is travellingatanaverage speedof 80km per hour.How long will ittake
the car to covera distance of 160 km?
Nov. 28,2012 Wednesday
LESSON 19
Format B
Competency: Identifythe specificdirectionof amovingobject
I. Engage
A. Review
Studythe picturesbelow.Identifythe kindof motionshown.
A ball thrownup inthe air A spinningtop A movingroulette inacarnival

A movingcar A car movingalonga curved
B. Motivation
Where do youusuallyfindthese words?
map compass wind vane
1. Preparationof Materials.
2. SettingStandards.
3. Discussionof precautionarymeasures.
4. Unlockingof Difficulties.
II. Explore
A. Activity Proper
 Let the pupils utilize the activityworksheet#4entitled“WhichWayto
Go?”.
 Thisactivitymustbe performedina bigopenspace or a spaciousarea.
 Work ina teamof 4.
 Observe andfacilitate closelyhow the pupilsdothe activity
cooperatively.
 The pupilsmustbe able to fill upthe tabulardata and answerthe
guidedquestions.
III. Explain
1. Reporting
3. GivenGuide Questions
What are the fourspecific/primarydirections?Secondarydirections?
What isa compass?
B. Generalization
What are the specificdirectionswhereinanobjectmoves?
IV. Extend
A. Application
Irel wantsto go to the city.His map showsthatthe cityislocatedinthe
southernpartof theirplace.Whichwaywill he goto arrive?Illustrate it.
V. Evaluate
Identifythe directionof amovingobject.
1.

2. Batangas City
3. N 4.
S
5.
VI. EnrichmentActivities
Make a researchaboutdevicesusedintellingdirections.
Format A
Activity Worksheet # 19
Which Way To Go?
Objective: Identifythe specificdirectionof a moving object
I. Observation
Studythe illustrationbelow.Tell somethingaboutthe movingball.
A B C
D
II. Questions

1. _________________________________________________________________
_________________________________________________________________
_______ .
2. _________________________________________________________________
_________________________________________________________________
_______ .
III. Hypothesis
____________________________________________________________________
____________________________________________________________________
_______ .
IV. Experiment
Thisactivitymustbe performedina spaciousareainorder to execute the activity
properly.
A. Materials
Ball
Toy Train
Toy Car
A small kiddie bicycle
B. Procedure
1. Get the ball and roll it on a flat surface in a westward direction.
2. Set the toy train and let it move eastward.
3. Turn on the battery-operated toy car. Face the toy car in southward
direction.
4. Have one pupil ride in a bicycle heading north.
5. Recorddata basedfrom youractivities.(Procedure1-4).
C. Results
C.1. Tabular Data
Moving Object Direction
1. Ball
2. Toy Train
3. Toy Car
4. Bicycle
1. What objectsare used?
2. In what directionisthe ball goingto?
3. In what directionisthe toytraingoingto?
4. In what directionisthe toycar goingto?
5. In what directionisthe bicycle goingto?
6. What are the specificdirectionswhereinobjectsmove?
7. What can yousay about movingobjects?
V. Conclusion
Therefore Iconclude that
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________ .

SCIENCE AND HEALTH VI
Format A
Objective: Differentiates speed from velocity.
I. Observation
Study the illustration below. Tell something about it.

II. Questions
(Try to make relevant questions based from your observations.)
1.
2.
III. Hypothesis
-------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------
IV. Experiment
Activity1 : FINDING THE SPEED
Materials: a ruler, a book, a marble, stopwatch
Procedure:
1. Get 2 rulers. Tape together one end of each ruler. Set one end of the
ruler on the edge of a book as shown. Roll the marble on the groove. Do this 5
times.
2. Using a stopwatch, take note of the time it takes for the marble to travel
the length of the 60 cm ruler.
3. Record it in a table similar to the one below.
Trial Distance Time in seconds Speed
1 60 cm
2 60 cm
3 60 cm
4 60 cm
5 60 cm
4. Compute the speed of the marble in cm per second by using this
formula if the marble travels 60 cm in 5 seconds.
Speed =distance travelled
time
Speed =60cm
5seconds
Speed =12m/s
Activity 2: Finding Velocity
Study the table below.
Give the velocity of each bus. The first one is done for you.
Car Speed Direction Velocity
A 50km/hr North 50km/hr, North
B 50km/hr South
C 50km/hr West
D 50km/hr Northeast
E 50km/hr West

 Which cars have the same speed? Why?
 Which cars are travelling in the same direction?
 Which cars have the same velocity? Why?
 What factors are considered in finding velocity?
V. Conclusion
What is the difference between speed and velocity?
Nov. 29 ,2012 Thursday
Format B
Competency: Differentiates speed from velocity.
I. Engage
A. Review
In a “Tug of War” game between A and B, Tem A was the winner.
What made team a win? Put a check on the blank before each number that
explains the answer.
1. Team A had greater force than TeamB.
2. There was an unbalanced force.
3. Team B moved to the direction of Team A.
4. Team A had lesser force.
B. Motivation
A. Study the illustration bellow. Tell something about it.

C. Pre laboratory activities
1. Preparation of the materials
2. Setting of the standards
II. Explore
Activity proper
 Group the pupils into four.
 Two groups will perform activity 1 entitled Speed
 Two groups will perform activity 2 entitled Velocity
III. Explain
A. Post Laboratory Activities.
1. Reporting
2. Discussion, analysis and interpretation of Data
Guide Questions:
 Which cars have the same speed? Why?
 Which cars are travelling in the same direction?
 Which cars have the same velocity? Why?
 What factors are considered in finding speed?velocity?
B. Conclusion:
What is the difference between speed and velocity?
IV. Extend
Write S if the description refers to speed and V if refers to
velocity.
1. Distance travelled divided by time taken.
2. Speed and direction
3. 60 km per hr
4. 180km/3hr South
5. . . . . East
0 10 20 30 40 50
V. Evaluate
Differentiate speed from velocity by completing the
statement.
Speed refers to
while velocity is
VI. Enrichment:

Answer these. Draw rays to show the direction.
1. A boy walked 10 meters north and then 10 meters south.
How far did he move?
2. A car travelled 5 kilometer East and them 5 km West. How far did it go?
SCIENCE AND HEALTH VI
Format A
Objective: Differentiates acceleration from deceleration.
I. Observation
Study the illustration below. Tell something about it.
III. Questions

1.
2.
III. Hypothesis
-------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------
IV. Experiment
Activity 1: “ I WILL FOLLOW YOU “
Procedure:
 Trace with your finger the path taken by the bus.
A. Bus X is travelling with a speed of 20 km/hr North.
B . In the first corner, it turned left with the speed of 15km/hr.
C. Then it turned right, moving at 25 km/hr North.
Guide Questions:
 What changes took place as the bus travelled?
 Was there changed in speed? Change indirection?
 Was there change in velocity?
 When does the bus increased in speed or accelerate?
 When does the bus slow down or decelerate?
V. CONCLUSION
What is the difference between acceleration and deceleration?

Format B
Competency: Differentiated acceleration from deceleration.
I. Engage
A. Review
Tell the velocity as shown in the following symbols.
1) Km I I I I I E N
60 2) _ _
__55
__
3) NE __
__ 70 __
__ 4) Km
Km __ Km
__
__50 Km
SW 5) __
__
__
__75
S
.
C. Motivation
A. Study the illustration bellow. Tell something about it.

C. Pre laboratory activities
1. Preparation of the materials
2. Setting of the standards
II. Explore
Activity proper
 Group the pupils into four.
 Have the pupils perform the activity entitled “I WILL
FOLLOW YOU”
III. Explain
A. Post Laboratory Activities.
1. Reporting
2. Discussion, analysis and interpretation of Data
Guide Questions:
 What changes took place as the bus travelled?
 Was there changed in speed? Change indirection?
 Was there change in velocity?

B. Conclusion
What is the difference between acceleration and
deceleration?
IV. Extend
Let the pupils observe the cars passing by. Are they moving fast or
slow? Ask the pupils to recall how the bus or car they rode in moved. Did it
move fast all the time or did it slow down sometimes?
Have the pupils share experience which shows acceleration and
deceleration.

V. Evaluate
Differentiate acceleration from deceleration.
VI. Enrichment
Interview someone who can drive a car. If possible request him to
show you how he or she makes the car accelerate and decelerate.
Preparedby:
DARLENE A.EJE
Science Teacher
TabangaoElem.School
Batangas City
LESSON 22
Format B
Competency: Performanexperimenttodeterminewhichobjectsaccelerate/decelerate
I. Engage
A. Review
Identifywhetherthe followingdataare consideredspeedorvelocity.
___________ 1. 60 kph towardsE
___________ 2. 120 kph
___________ 3. 30 kph
___________ 4. 1m/s
___________ 5. 5m/s towardsW
B. Motivation
Studythe picturesbelow.Observe the difference betweenpictureA andpicture
B.
A movingcar suddenlystops A movingcar
Picture A Picture B

What can you sayabout picture A?picture B?
2. SettingStandards
Acceleration
Deceleration
Speedometer
II. Explore
B. Activity Proper
 Let the pupilsutilize the activityworksheet#7entitled“Willit Accelerate
or Decelerate?”
 Thisactivitymustbe performedina bigopenspace or a spaciousarea.
 Work ina team.
 Observe andfacilitate closelyhow the pupilsdothe activity
cooperatively.
 The pupilsmustbe able to recordtheirdata and answerthe guided
questions.
III. Explain
1. Reporting
Guide Questions
Whendo we say that a movingobjectaccelerates?
Whendo we say that a movingobjectdecelerates?
B. Generalization
What isacceleration?
What isdeceleration?
IV. Extend
A. Application
1. Inside the classroom, Mrs.Conway,a Science teacher,askone of herpupils
to standup, walkto one endof the roomslowlythenasktowalkfaster.She
asksthe pupil torepeatthe movementseveral times.Whathappenstothe
pupil’swalkingwhenhe walksfaster?Whenhe slowsdown?
2. Mr. Luke driveshiscar inan average speedof 80kph ina national highway.
He runssmoothlyuntil he reachedthe busystreetof Yishunwhereinthere
isalreadya built-upof heavytraffic.Sohe immediatelyslowsdown.
Whendo we say that Mr. Luke decelerates?
V. Evaluate
Identifywhetherthe followingstatementtellsaccelerationordeceleration.
__________ 1. The car driverstepsonthe gas pedal or accelerator.
__________ 2. A busstopsand pickup passengersonitsroute.
__________ 3. The train stopson itsAng-Mio-KoSub-Station.
__________ 4. The car increasesspeedbecausethere isnotraffic.
__________ 5. The trafficlightisred.

On yournotebook,compute forthe accelerationusingthe formula
𝐴 =
𝐹𝑆−𝐼𝑆
𝑇
, where FSisFinal Speed,
IS isInitial Speedand
T is time.
1. A car movesfromrest (0) to 20m/s in10 seconds.
2. A busis movingat60kph North,as itapproachesa corner itturns East at 30kph
in20 seconds.
Batangas City
Format A
Activity Worksheet #22
Will it Accelerate or Decelerate?
Objective: Performanexperimenttodeterminewhichobjectsaccelerate ordecelerate
I. Observation
Studythe graph below.Take note of the velocityof animaginarymovingobjectas
time elapses.Tellsomethingaboutit.
Elapsed Time (second)
II. Questions
1. _________________________________________________________________
_________________________________________________________________
_______ .
0
2
4
6
8
10
5 10 15 20 25 30
Graph Showing The Velocity
of A Moving Object

2. _________________________________________________________________
_________________________________________________________________
_______ .
III. Hypothesis
____________________________________________________________________
____________________________________________________________________
_______ .
IV. Experiment
properly.
A. Materials
Battery-OperatedToyCar
A flatand smoothboardor a thickbook
B. Procedure
1. Make an inclined plane using the book or the smooth board.
2. Turn on the battery-operatedtoycar andletit move up the board. Observe
what happens as the toy car moves going up the board.
3. Again, turn on the toy car. This time, let the car moves down the board.
Observe what happens as the toy car moves going down the board.
4. Repeat the procedure thrice for accuracy.
5. Record the data you obtained from the activity.
C. Results
C.1. Tabular Data
Trial # Going Up Going Down
1
2
3
1. What happenedwhenthe toycar wentupthe board?
2. What happenedwhenthe toycar wentdownthe board?
3. Which set-upshowsacceleration?
4. Which set-upshowsacceleration?
5. What factors affectaccelerationanddeceleration?
V. Conclusion
Therefore,Iconclude that
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________ .

Batangas City
LESSON 23
Format B
Competency: Inferthat accelerationiscausedbyanappliedforce.
I. Engage
A. Review
Studythe picturesbelow.Tell whetheritshowsaccelerationordeceleration.
A B
C D E
B. Motivation
Look at the illustrationsbelow.Whichillustrationshowsamovingobjectgained
increase inspeed.

A B
2. SettingStandards
Force
Mass
II. Explore
A. Activity Proper
 Let the pupilsutilize the activityworksheet#8entitled“Fand M=A”.
 Thisactivitymustbe performedinanopenarea.
 Observe andfacilitate closelyhow the pupilsdothe experiment.
 The pupilsshouldbe able tofill-upthe tabulardataand answerthe
guidedquestions.
III. Explain
1. Reporting
Guide Questions
Will objectsmove withoutapplyingforce?Why?Whynot?
VII. Generalization
What factors affectacceleration?
IV. Extend
A. Application
Ivanand hiscousinJake,wasaskedby theirauntie togo to the nearbystore
to meetsomeone.Theywereaskedtoarrive there ontime.Sotheydecided
to use theirbicycle forthemtoarrive on the expectedtime.
What will IvanandJake do to make the bicycle move faster?Whatisneeded
for the bicycle toaccelerate?
V. Evaluate
IdentifywhetherForce orMass affectsthe accelerationof the followingmoving
objects.
1. A jeepneytravelsfasterina highway.
2. A passengerbusfull of loadsina cornerof the street.
3. Driverstepsonthe pedal exertingtoomuchforce.
4. A jeepney full of passengerswashavingahardtime to stopin a curvedarea.
5. The ball was thrownup highwhenthe boythrowsitas he jumps.

Identifyotherfactorsthataffectacceleration.
Batangas City
Format A
Activity Worksheet # 23
“F and M = A”
Objective: Inferthat accelerationiscausedbyanappliedforce
I. Observation
Studythe illustrationbelow.Tell somethingaboutthe pictures.
Whichdo you thinkmovesfaster,CartA or Cart B? Why?
Cart A Cart B
II. Questions
1. _________________________________________________________________
_________________________________________________________________
_______ .

2. _________________________________________________________________
_________________________________________________________________
_______ .
III. Hypothesis
____________________________________________________________________
____________________________________________________________________
_______ .
IV. Experiment
properly.
A. Materials
Clockwithsecondhand
MaskingTape (30cm long)
Metric Ruler
Plasticpail withHandle
AssortedWeights
2 paperClips
3 booksaboutthe same weight
Pencil
String(110cm long)
B. Procedure
1. Tape the 30-centimeterstripof maskingtape on the table starting from the
edge. Mark the tape in centimeters by using the metric ruler.
2. Tie the ends of the string together to make a loop.
3. Place the loop of the string inside the front cover of the book.
4. Put a paperclipto the handle of the pail.Attachthe paper clip to the string.
5. Place the bookat the 30-centimeterline on the tape with loop and the pail
hangingdownfromthe edge of the table.Observe the book’smovement. If
the book does not move freely toward the edge of the table, put some
weights inside the plastic pail until the book moves.
6. Place the bookat the 30-centimeterline.Findthe speedof the book.Record
the time (seconds) it takes the book to move from the 30-centimeter line.
7. Repeat step 6 three times. Calculate and record the average speed of the
book.
8. Place the bookat the 30-centimeterline.Putthe second book on top of the
first book. Observe the book’s movement. Repeat steps 6 and 7.
9. Place the bookat the 30-centimeterline.Putthe secondand third books on
top of the first book. Observe the movement of the books. Repeat steps 6
and 7.
C. Results
C.1. Tabular Data
Distance (cm) Time (second) Speed (cm/s) Ave. Speed
(cm/s)
1 book
2 books
3 books
Average

1. Which referstothe force thatpullsthe book/s?
2. How doesthe force change fromthe firstto the secondtrial?
3. How doesthe mass change fromthe firsttothe secondtrial?
V. Conclusion
Therefore,Iconclude that
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________ .
Dec 7, 2012-
FORMAT B
LESSON 33
Competency: Identifythe layers of the earth.
I.ENGAGE
A. Review
Enumerate the differentplanetsinthe solarsystem.
B. Motivation
In whatplanetinthe solarsystemdo youlive?
Do youknowwhat composesourplanet?
Do youknowwhat itlookslike?
2. Settingstandards
4. Unlockingof Difficulties –crust,mantle,core,innercore,outercore,MOHO
II.EXPLORE
A. Activity Proper

*Let the pupil utilize the activityworksheet#22 entitled“Let’sName It”
*This activitymustbe performedintheirrespectiveareainside theirclassroom
*Work in a teamof five (5)
*Observe andfacilitate closelyhow the pupilsdothe experimentcooperatively
*The pupilsmustbe able tofill – upthe tabulardata and answerthe guided
questions
III.EXPLAIN
1. Reporting
Guide Question:
What are the differentlayersof the earth?
B .Generalization
What are the layersof the earth?
(Possible Answer:The layersof the earthare crust,mantle andcore.)
IV. EXTEND
A. Application
If youwere to cut the earthinto twoequal portions,how doyouthinkwill itlook?
V. EVALUATE
Study illustrationbelow andidentifythe differentlayersof the earth.
VI.ENRICHMENTACTIVITIES
On ¼ size of white cartolina,draw the structure of the earth’sinterior.Label eachlayer
correctly.

FORMAT A
LET’S NAME IT
OBJECTIVE: Identifythe layersof the earth.
I. OBSERVATION
Studythe illustrationof aglobe below.Tellsomethingaboutthe bluishpartof the
globe andthe multi – coloredportion.

II. QUESTIONS
(Try to make relevantquestionsbasedfromyourobservation.)
1._________________________________________________________
2._________________________________________________________
III. HYPOTHESIS
IV. EXPERIMENT
(Thisactivitymustbe performedintheirrespectiveareainside theirclassroom.)
A. Materials
Hardboiledegg
Knife
B. Procedure
1. Get a hardboiledegg.
2. Cut across the egg.
3. Examine the crosssectionof the egg.
4. How manylayersdoyou see?
5. How will youcompare those layerswiththe layersof the earth
C. Results
C.1 Tabular Data
Identifythe layersof the earth.
Layersof hardboiledegg Layers of the earth
C.2 Guide Questions
1. What are the layersof the hardboiledegg?
2. What are the layersof the earth?
V. CONCLUSION
The layersof the earthare
_________________________________________________
____________________________________________________________________
___.

FORMAT B
LESSON 34
COMPETENCY: Describe each layersof the earth.
I. ENGAGE
A. Review
What are the layersof the earth?
B. Motivation
BRAINSTORMING– (T he pupilswill give information’saboutthe earth.)

2. Settingstandard
4. Unlockingof Difficulties –continents,atmosphere,MOHO
II. EXPLORE
A. Activity Proper
*Let the pupilsutilizethe activityworksheet#23 entitled“LETSDIVIDETHE
APPLLE”
*The activitymustbe performedintheirrespectiveareainside theirclassroom
*Work in a teamof five (5)
*Observe andfacilitate closelyhow the pupilsdothe experimentcooperatively
*The pupilsmustbe able tofill upthe tabulardata and answerthe guided
questions
III. EXPLAIN
1. Reporting
2. Discussion,Analysis,andInterpretationof Data
Guide Question:
Describe eachlayerof the earth.
B. Generalization
How can youdescribe the layersof the earth?
(PossibleAnswer:The crustisthe outermostlayerof the earth.The mantle,
whichliesbeneaththe crust,iscomposedof solidrocks andhotmoltenrocks.
The core is made upof moltenironandnickel onitsouterportionsandsolid
materialsinitsinner.)
IV. EXTEND
A. Application
Why doyou thinkscientistsstudythe Earth’sinterior?If youwere ascientist,
will youundertake astudyof the Earth’s interior?Explainyouranswer.
V. EVALUATE
Directions:Read the followingquestionscarefully,andthen choose the letter
of the correct answer.
1. Whichis the uppermostlayerof the earth?
A. Mantle C. innercore
B. Crust D. outercore
2. Whichlayerof the earthconsistsof a solidpartand liquidpart?
A. Mantle C. innercore

B. Crust D. outercore
3. Whichpart of the earth’scrust isthe thinnest?
A. mountains C. plateaus
B. plains D. oceanfloor
4. Whichlayerof the earthhas the highesttemperature?
A. outercore C. mantle
B. innercore D. crust
5. What materialsmake upthe core?
A. silverandgold C. magnesiumandzinc
B. ironand nickel D. rocks and soil
VI. ENRICHMENT ACTIVITY
Draw the interiorof the earth.Label and describe eachpart.
FORMAT A
LET’S DIVIDE THE APPLE
OBJECTIVE: Describe each layerof the earth.
I. OBSERVATION
Studythe illustrationbelow.Tell somethingaboutthe layersof anapple andan egg.

II. Questions
(Try to make relevantquestionsbasedfromyourobservation)
1.--------------------------------------------------------------------------------------
2.____________________________________________________
III. HYPOTHESIS
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
IV. EXPERIMENT
(Thisactivitymustbe performedintheirrespectiveareainside theirclassroom.)
A. Materials
Apple,knife
B. Procedure
1. Get an apple.
2. Divide the apple intohalveswithoutremovingthe skin.
3. Observe the layersof anapple fromthe skinto the centre.
4. How manylayersare there?
5. Compare the layerstothe structure of the earth
C. Results
C.1. TabularData
Describe eachlayersof the earth.
Layers of the Earth Description

C.2 Guide Questions
1. What iscrust?
2. What ismantle?
3. What iscore?
4. What isouter core?
5. What isinnercore?
6. How thickisthe crust?
7. How thickisthe mantle?
8. How thickisthe core?
9. What isthe temperature of the entire core?
10. What composesmantle?
V. CONCLUSION
The crust isthe ____________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
LESSON 35 c/oJuanitaBerania
DelaPaz Itaas– Coastal
1. Crust
2. Mantle
3. Core

Lesson36 c/o LorilynCatanglao
DelaPaz Pulot– Coastal

Lesson37 c/o JuanitaA.Berania
DelaPaz Itaas – Coastal

Format A
ACTIVITY WORKSHEET 39
OBJECTIVE: Identify changes in the environment caused by the movements of the crustal plate.
I. OBSERVATION:
Study the illustration below. Tell something about the picture
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
II. QUESTIONS
1.
2.
III.
HYPHOTHESIS__________________________________________________________________________________________________________________
________________________________________________________________

IV. EXPERIMENT
Show a movie/video clip about the changes in the environment caused by the movement of the
crustal plates.
C. Results
C.1. Tabular Data
Write some changes in the environment caused by the movement of the crustal plates.
C.2. Guide Questions:
1.What happen to lands and trees when extreme earthquake occurs?
2. What do you call a liquid rock where crustal plates float?
3. What are the the changes in the environment caused by the movement of the crustal plates??
V. CONCLUSION
The changes in the environment caused by the movement of the crystal plates are
Dec 17, 2012 Science VI
FORMAT B
LESSON 39
COMPETENCY: Identify changes in the environment caused by the movements of the crustal plates.
I. ENGAGE
A. Review
How the earth’s crust move?
B. Motivation
Show pictures of environment causes by the movement of the crustal plates
1. Preparation
2. Setting standards whilewatching the video/movie clip.
3. Discussion
4. Unlocking of Difficulties – causes, movement,crustal plate
II. EXPLORE
A. Activity Proper
*Let the pupils utilize the activity worksheet
* Observe the pupils while watching the video/movie clip.
* The pupils must be able to fill-up the tabular data and answer the guided questions.
III.EXPLAIN
1. Reporting
2. Discussion, Analysis and Interpretation of Data:
Guide Question:
What are some changes in the environment caused by the movements of the crustal plates.
B. Generalization
Identify changes in the environment caused by the movements of the crustal plates.
Some changes in the environment caused by the movement of the crustal plates
1
2
3
4
5

IV. EXTEND
A. Application
Justify how landscapes and seascapes change as crustal plates move.
VI. EVALUATE
List down some changes in our environment caused by movement of crustal plates.
Draw and show some movementofcrustal plates

Lesson41 c/o Rizza P. Ramirez
Lilinggiwan– Coastal

Science VI
FORMAT A
Objective: Differentiates intensity from the magnitude of an earthquake.
I. Observation
A. Study the illustration below. Tell something about it.
II. Questions
Make relevant questions based from your observations.
1.
2.
III. Hyphothesis

IV. Experiment
Activity 1: “BLOWING WITH A FAN”
Materials: electric fan, potted plants
Procedure:
1. Get an electric fan.
2. Switch the electric fan to No.1, then No.2 and No.3.
3. Observe the rotation of the blade of the electric fan at
each number/or the movement of fan at each force.
4. Line up three potted plants in front of the electric fan it
different distances.
5. Switch the electric fan to No.3
6. Observe the movement of the leaves of plant at different
distances.
Guide Questions:
1. When was the wind strongest? Why?
2. When was it fastest? Why?
3. When was the wind weakest? Why?
4. What did you observe on the movement of plants at the
different distances?
5. Which plant has the strongest movement? Why?
6. Which plant has the weakest movement? Why?
Activity2: “STRIKEONE!”
Materials: 10 empty match boxes of 3 stones of different
sizes (small, medium, and large)
Procedure:
1. Pile empty match boxes one on top of the other in groups
of fire.
2. Place one file near one end of the table and the other pile
at the other end.
3. Using stone, strike one pile under the table.
4. Repeat using the two other stones one at a time.
5. Observe the movement of the match boxes each time
strike a stone on the pile.
Guide Questions:
1. What happened when you struck the table at one end?
2. Which of pile showed stronger movement? Why?
3. Which pile showed the least movement? Why?
4. Which stone caused the strongest movement?
5. Which stone caused the weakest movement?
V. Conclusion
Based on the different activities, which shows the
magnitude of an earthquake? The intensity?

What is the difference between intensity and magnitude
of an earthquake?
Dec. 18, 2012 Science VI
FORMAT B:
Competency: Differentiates intensity from the magnitude of an
earthquake.
I. Engage
A. Review
Unscramble each group of letters to form the correct word.
Use the clue below.
1. sepalt -
2. eaeahrtquk -
3. flaut -
4. psuh -
5. lupl -
Clue:
1. These are bedrocks in the crust. It may be in the ocean
or in the continents.
2. The trembling or shaking of the earth’s crust.
3. Crack on the earth’s crust.
4. When the plates move toward each other. I one
another.
5. It none another, when the plates move
away from each other.
B. Motivation:
Study the illustration below. Tell something about
it.

2. Setting of standards
II. Explore
Activity proper
Group the pupils into four
Two groups will perform Activity 1 entitled “Fanning”
Two groups will perform Activity 2 entitled “Striking Match
boxes”
III. Explain
Post Laboratory Activities
1. Reporting
2. Discussion, Analysis and Interpretation of Data
Guide Questions
Based on the different activities, which shows the magnitude of
an earthquake? The intensity?
Conclusion
What is the difference between intensity and magnitude of
an earthquake?
IV. Extend
Study the Rossi – Forell of Earthquake Intensities.
You are inside your classroom working in your Science
Project. Suddenly, hanging objects swing freely. The vases and
unstable objects overturn and the movement is felt generally by
everyone.
a. What is happening?
b. What must you do?
c. What is the intensity of the earthquake?

V. Evaluate
TRUE or FALSE
1. Magnitude and intensity refer to the type of earthquake that
occurs in a place.
2. The nearer the place is to the epicentre of an earthquake, the
stronger is the shaking of the earth felt in that place.
3. An earthquake with a magnitude of 1 in the Richer Scale can be
felt by many people.
4. Intensity is the strength of earthquake.
5. Magnitude the amount of energy released by an earthquake.
VI. Enrichment
Study the Rossi – Forrel Scale of eazrthquake Intensities.
Region IV-A (CALABARZON)
BATANGAS CITY WEST DISTRICT
Batangas City
EFFECTS OF EARTHQUAKES
FORMAT A
OBJECTIVE: Describe how earthquakes affect the environment
I. OBSERVATION
Watch video clippings. Tell something about it.
(The teacher will provide video clippings about the effects of earthquake.)
II. QUESTIONS
(Try to make relevant questions based from your observations)
1. __________________________________________________________
____
2. __________________________________________________________
____
III. HYPOTHESIS
__________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________
IV. EXPERIMENT
A. Materials
Manila paper video clippings
Pentel pen
B. Procedure
1. Watch the video clippings carefully.
2. Then answer the questions based from the scenes that you have
watched.

C.1 Tabular Data
Effects of earthquake Description
C.2 Guide Questions
1. What are the effects of an earthquake?
2. What are landslides? Tsunami?
3. What is meant by tsunami?
4. What is seiche?
V. CONCLUSION
I therefore conclude that_______________________________________
________________________________________________________________
VI. APPLICATION
A. The teacher will show pictures of the effects of earthquake.
Call on pupils to choose a picture and let him/her describe it.
B. What would you do if your place has experienced the effects of
earthquake?
VII. TEST YOURSELF
Directions: Describe how the following affect the environment .
1. Tsunami
2. Landslides
3. Fire
4. Seiche
5. Floods
Explain the following:
1. How does landslide affect us and the environment?
2. How does tsunami affect us and the environment?

Region IV-A (CALABARZON)
BATANGAS CITY WEST DISTRICT
Batangas city
LESSON PLAN IN SCIENCE AND HEALTH VI
LESSON 43
FORMAT B
COMPETENCY: Describe how earthquakes affect the environment
I. ENGAGE
A. Review
What is the difference between intensity and magnitude of an earthquake?
B. Motivation
Show pictures on how earthquakes affect the environment

What does each picture show?
What cause these things to happen?
1. Preparation of Materials
2. Setting Standards
II. EXPLORE
A. Activity Proper
 Let the pupils utilize activity worksheet entitled “ Effects of an Earthquake”
 The activity can be done inside the classroom.
 Work in a team of five (5)
 Observe and facilitate closely how the pupils do the activity
 The pupils must be able to fill-up the tabular data and answer the guided
questions
III. EXPLAIN
1. Reporting
2. Discussion, Analysis and Interpretation of Data
Guide Question:
How does earthquake affect the environment?
B. Generalization
Describe how earthquakes affect the environment
IV. EXTEND
Application

A. The teacher will show pictures of the effects of earthquake. Call on pupils to
choose
a picture and describe it.
B. What would you do if your place has experienced the effects of earthquake?
V. EVALUATE
Directions: Describe how the following affect the environment .
1. Tsunami
2. Landslides
3. Fire
4. Seiche
5. Floods
Explain the following:
1. How does landslide affect us and the environment?
2. How does tsunami affect us and the environment?

LESSON 44
COMPETENCY:Practice precautionary measuresbefore, duringand after earthquakes..
I.ENGAGE
A. Review
What isthe termfor the change of one formof energyintoanother?
How can these be preventedoratleastlessened?
B. Motivation

Do you have anyexperienceaboutearthquake?
What will youdoin case there’sanearthquake inyourplace?
What isthe importance of followingeachprecautionarymeasures?
Aftershocks
Traversed
Flammable
Escarpment
II. EXPLORE
A. Activity Proper
 Let the pupilsutilize the activityworksheet_entitled“Be Alert!Be Saved!”
 Work ingroups of three with10 members
 Observe and facilitate closelyhow the pupilsdothe activitycooperatively
and actively.
 The pupilsmustbe able to fill- upthe table andanswerthe guided
questions.
III. EXPLAIN
1. Reporting
2. Discussion/AnalysisandInterpretationof Data
Guide questions:
What are the precautionarymeasuresbefore,duringandafter
earthquakestopreventfurtherlossof livesandlimbs?
B. Generalization
How can lossof livesandlimbsbe preventedbefore,duringandafter
earthquakes?Enumerate the safetymeasurestobe done.
Possible answer:
Precautionarymeasuresbefore,duringandafterearthquakes
mustbe observedtopreventorreduce the damage itcan bring.
Pupilswill enumerate the precautionarymeasuresbefore,
duringand afterearthquakes.
IV. EXTEND
A. Application
1. Let the pupilsrole- playordramatize the measurestobe done.

2. Suppose yourcommunityexperiencedanearthquake,whatcanyoudo to
helpyourcommunityleaderafteranearthquake?Explain.
V. EVALUATE
Directions:Readandunderstandthe situationsbelow.Decidewhatpractices
shouldyoudo.Choose the letterof the bestanswer.
1. You feel thatthe groundisshaking. What shouldyoudo?
a. Keepcalmand finda safe place tohide in.
b. Watch television
c. Continue playing
d. Shoutfor help
2. If you are inside the buildingandyoufeel thatearthquake occurs,what
shouldyoudo?
a. Stay awayfrom buildings.
b. Go undera deskorsturdy table.
c. Run outside
d. Ignore it
3. You heardoverthe radio that the firstshocksare overand aftershocksare
likelytofollow,what shouldyoudo?
a. Evacuate if necessary.
b. Have a planactionreadyfor it.
c. Finda safe place
d. All of these
4. Earthquake hasjust occurredinyour place and the damagedwere great.
Your familyevacuatedandyouheardthatearthquakesare over.What
shouldyoudo?
a. Returnimmediatelytoyourhome rightafterthe earthquakes.
b. Wait forthe announcementwhentoreturnsafely.Aftershocksmay
occur.
c. Bringappliancestoyourhome
d. Turn on the electricfuse inyourhome.
5. Whichof the followingisagood practice before anearthquake?
a. Knowwhere candles,matches,flashlightsandfirstaidkitsare stored.
b. Stay awayfrom electric postsorbuildingsthatcanfall.
c. Go undera sturdytable.
d. Evacuate immediately.
Write a letterto a friendexplainingwhat he orshe shoulddoin case an
earthquake occursintheirplace.

“ BE ALERT! BE SAVED!”
Objective: Practice precautionary measure before,duringand after earthquakes.
I. Observation
Look at the pictures/postersbelow.Tell somethingabouteachpicture.

II. Questions
( Try to make relevantquestionsbasedfromyourobservations)
1.
2.
III. Hypothesis
______________________________________________________
_____________________________________________________________
_____________________________________________________________.
IV. Experiment
(Thisactivitymustbe done inside the roomandan openfield.)
A. Materials
- Chart containingprecautionarymeasuresbefore,duringandafter
earthquakes.
- Bell or alarm,deskor sturdytable,openfield
- TV or DVD playerandtapes
B. Procedure
1. UsingTV, DVD playerandSineskwelaTape Volume___Grade Six watch
carefully andstudythe precautionarymeasuresbefore,duringandafteran
earthquake.
2. Readthe precautionarymeasureslistedonthe chart.
3. Listentoa lecture onhow to conduct an earthquake drill.
4. Take downnotesas the teachergive importantremindersonwhattodo in
case of an earthquake.
5. Performearthquake drill.
C. Results
Fill-inthistable.
Before During After
What shouldyoudobefore an earthquake occurs?Duringan
earthquake whatmustyoudo? What shouldyouobserve after earthquakes?

V. CONCLUSION
Enumerate the precautionarymeasuresbefore,duringandafteranearthquake.
Is itimportantto observe safetyprecautionsbefore,duringandafteranearthquake?
Whenall these safetymeasureswereobservedwhatmighthappen?
VI. APPLICATION
A. Role-playordramatize the measurestobe done incase of an earthquake.
B. Answerthis:Suppose yourcommunity experience anearthquake,whatcanyou
helptoyour communityleaderafterthe earthquake?Explain.
VII. TEST YOURSELF
Directions:Readandunderstandthe situationsbelow.Decidewhatpractices
shouldyoudo.Choose the letterof the bestanswer.
1 .Youfeel thatthe groundis shaking.What shouldyoudo?
a. Keepcalmand finda safe place to hide in
b. Watch television
c . Continue playing
d. Shoutfor help
2. If youare inside the buildingandyoufeel thatearthquake occurs,whatshouldyou
do?
a. Stayaway frombuildings.
b. Go undera deskorsturdy table.
c. Run outside
d. Ignore it.
e.
3. You heard overthe radiothat the firstshocksare overand aftershocksare likelyto
follow,whatshouldyou do?
a. Evacuate if necessary.
b. Have a plan actionreadyfor it.
c. Finda safe place
d. All of these
4. Earthquake has justoccurred inyourplace and the damagedwere great.Your family
evacuatedandyouheardthat earthquakesare over.Whatshouldyoudo?
a. Returnimmediatelytoyourhome rightafterthe earthquakes.
b. Waitfor the announcementwhentoreturn safely.Aftershocksmayoccur.
c. Bring appliancestoyourhome
d. Turn onthe electricfuse inyourhome.
5. Which of the followingisagoodpractice before anearthquake?
a. Knowwhere candles,matches,flashlightsandfirstaidkitsare stored.
b. Stayaway fromelectricpostsor buildingsthatcanfall.
c. Go undera sturdytable.
d. Evacuate immediately.
Write a letterto a friendexplainingwhathe orshe shoulddoin case an
earthquake occursintheirplace.

Preparedby:
MARITES D. TARCELO
Lesson 45 c/o Lorilyn Catanglao
Dela Paz Pulot – Coastal

Batangas City west District
Format B
Competency:Describe howavolcanoisformed
I. Engage
A. Review
Identifythe movementof the crustal platesthatcausedthe formationof
the following:
______________1.mountain
______________2.volcano
______________3.trench
______________4.ridges
______________5.fault
B. Motivation
Studycloselythe differentvolcanoesinthe Philippines.Tell somethingor
describe it.

C. Pre-ViewingActivity
1. Preparationof Materials/ThingsNeeded
Crustal plates,magma,pressure
II. Explore
A. ActivityProper
 Aftersettingthe standardsandgivingguide questionsproceedtoTV
viewingproper.
 Let pupilstake downnotes.
 Let pupilsanswerquestionsafterwards
III. Extend
A. Application
Why shouldpeopleavoidbuildinghousesinthe dangerzonesinavolcanic
region/area?
IV. Evaluate
Describe the illustrationof how avolcanoisformed.( Show picture of avolcano).
Compose ashort paragraph describinghow avolcanoisformed.

FORMAT A
ACTIVITY WORKSHEET
“ BOMBS’’
OBJECTIVE: Describe howmagmacomesoutof a volcano.
I.OBSERVATION
Studythe picturesbelow.
II.QUESTIONS: (Tryto make a relevantquestionbase fro
_______
_______
_______
_______
______________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_______________________________
III.HYPHOTHESIS
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________
____________________________
IV.EXPLORING
Reading of the selection.
CRATER- The
hallowed- out area
at the top of a
volcanois called
crater. It usuallyformsafteraveryexplosive eruption.A cratermore than1.5 km indiameteris
calleda caldera.
VENT- All volcanicmaterialsthatreachthe surface emerge throughsome sortof vent,or
opening.Ventsare commonatthe tops of volcanoes,buttheymayalsoappearalongthe sides.
MAGMACHAMBER- Large pocketsog magmaform undergroundmagmachambers.When
magma ishot or powerful enough,itmakesitstowardthe earth’ssurface throughcracks inthe
crust.
PIPE- A pipe isa long,nearlyvertical crackin the crust throughwhichmagma moves.A pipe may
be thousandsof metreslongandonlya few metreswide.Magmatravelsthrougha pipe untilit
reachesa venton the earth’ssurface.
GUIDED QUESTIONS:
1. Aside fromsteam,whatothergasesare expelledinavolcaniceruption?
2. Why dorocks remainsolidata depthgreatherthan50km?
3. What causesmagma to move upto the surface of the earth?
4. Differentiate acindercone froma shieldvolcano?
V.CONCLUSION
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________

FORMAT B
COMPETENCY: Describe howmagmacomesout of a volcano.
I. ENGAGE
A. REVIEW
How a volcanoisformed?
B. MOTIVATION
Singa song abouthow magma comesout of a volcano.
VOLVANOES
To the tune of Marry Hada Little Lamb
There was a little volcano
Volcano, volcano
There was a little volcano
And this is how it grew
One day it became a hill
A hill. A hill
One day it became a hill
And then it formed a mountain
Over the years it grew, grew, grew
grew, grew, grew,grew, grew, grew
Over the years it grew, grew, grew
Into a volcano.

Then one day there was some gas
there was some gas, some gas
Then one day there was some gas
And there it started to roar
When it roaded, it split hot magma
Split hot magma, split hot magma
When it roaded, it split hot magma
And then it trickled down the sides.
C. PRE-LABORATORY ACTIVITIES
1. Settingsof standard
2. Discussion
3. Unlockingogdifficulties( magma,lava,dormant,active)
II. EXPLORE
A. ActivityProper
Let the pupilsutilize the activityworksheetentitled Booms.Observe and
facilitate closelyhow the pupilsdothe activitycooperatively.The pupils
mustbe able toanswer the guidedquestions.
III. EXPLAIN
A. POST LABORATORYACTIVITY
1. Reporting
2. Discussion,analysisandinterpretation of data.
B. GENERALIZATION
How doesmagmacomes out froma volcano?
IV. EXTEND
A. APPLICATION
What isthe importance of magma?
V. EVALUATION
Describe howmagma comesout froma volcanobyarrangingthe followingsteps,
write a letter fromA to D before the number.
______1.All volcanicmaterialsthatreachthe surface emerge throughsome sortof vent,or
opening.Ventsare commonatthe tops of volcanoes,buttheymayalsoappearalongthe sides.
_______2.A pipe isa long,nearlyvertical crackin the crust throughwhichmagma moves.A pipe
may be thousandsof metreslongandonlya few metreswide.Magmatravelsthrougha pipe
untilitreachesaventonthe earth’ssurface.
________3.The hallowed-outareaatthe top of a volcanoiscalledcrater.It usuallyformsaftera
veryexplosive eruption.A crater more than 1.5 km indiameteriscalled a caldera.
________4.Large pocketsog magma formundergroundmagmachambers.Whenmagmaishot
or powerful enough,itmakesitstowardthe earth’ssurface throughcracks inthe crust.

VI. ENRICHMENT ACTIVITY
Draw the parts of a volcanoanddescribe how magmacomesout?
Format A
ACTIVITY WORKSHEET 48
“MIRACLES BEHIND BEAUTY”
OBJECTIVE:Name beneficial and harmful effects of volcanic eruptions.
I. OBSERVATION:
Study the illustration below.Tell something about the pictures.
______________________________________________________________________________
_
______________________________________________________________________________
______________________________________________________________________________
______________
II. QUESTIONS
1.
2.

Jan 8 sci6 page 14 17

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