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This document outlines a science lesson plan for 6th grade students on earthquakes and volcanic eruptions. The lesson will take place over 1 week and cover topics like the layers of the earth, crustal plates and their movement, and the differences between earthquake intensity and magnitude. Students will participate in hands-on activities using materials like clay and puzzles to illustrate concepts. They will also view presentations and take a summative test to evaluate their learning. The goal is for students to understand how earthquakes and eruptions impact the earth's surface.

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GRADE 6 SCHOOL TUNASAN ELEMENTARY SCHOOL GRADE LEVEL SIX DAILY LESSON TEACHER LEARNING AREA SCIENCE LOG TEACHING DATES AND TIME WEEK 1 QUARTER FOURTH I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards The learners demonstrate the understanding of the effects of earthquakes and volcanic eruptions B. Performance Standards The learners should be able to design an emergency and preparedness plan and kit C. Learning Competencies/Objectives S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Describe the layers of the earth. - S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Identify the different crustal plates. S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Illustrate how the three types of plate movements occur. S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Describe the changes on the earth's surface as a result of earthquakes The learner will be able to answer the questions correctly and honestly with 75% and above mastery level II. CONTENT / TOPIC Layers of the Earth The Different Crustal Plates Movement of the Earth’s Crust Earthquake: Differentiating Intensity and Magnitude SUMMATIVE TEST III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages Science and Health Into the Future pp. 196-198 Developing Science Power pp.215-220 Cyber Sci. pp. 236-241 Journey to Science 6 (Book 2) pp. 257-263 4. Additional materials from LRMDS portal Powerpoint Presentation, Activity Sheet Powerpoint Presentation, Activity Sheet B. Other Materials Avocado fruit, knife, scidssor, basin/plate, boiled egg, modeling clay, pentel pen, strip of cartolina, Power Basket World map, puzzle, clay Jigsaw puzzle, chart of Rossi- Forel Scale and Ritcher Scale, envelope with different illustrations of the energy released by an earthquake and effects of the earth’s shaking on structure, people, crops and land
IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson Ask learners questions about the previous lesson (layers of the earth). Each group will fit the pieces of jigsaw puzzle. First group to finish wins the game. What was formed in the puzzle? (World map) Name the different crustal plates. Teacher prepares 4 jigsaw puzzle and let the 4 groups compete to complete the puzzle. -The first group to finish the puzzle will be the winner. Note: The puzzle is all about the simple model of blocks of rocks that move along faults. B. Establishing a purpose for the lesson What is the composition of the interiors of the earth? Learners read again the definition friction Question of the day: How do plates move?  How would you describe the finished puzzle?  How would you compare the puzzle to earthquake? C. Presenting examples/ instances of the new lesson Observe an avocado fruit that is sliced into half. The earth is like an avocado, It has skin, flesh and seed.  What do you think does the skin of an avocado reperesents? Flesh? Kernel? ACTIVITY : Continental and Oceanic Plates: Their Movement Materials: gloves , basin , trowel , acetate , apron , water Procedure: 1. Put on your globes and apron. 2. Bring the trowel and basin to your school garden and collect soil samples just half – full of the basin. Collect some rocks also. 3. Bring the materials to your class. 4. Put water into the soil , then mix them. The water should only be enough to make the mixture sticky. Study the illustration about the three types of plate movement. Describe what movement is formed. Explain how each movement occurs. Ask all the students to stand up. Instruct several students in the middle of the room to jump up and down, while the rest of the students remain still. - Ask the students who were near the jumpers what they felt. - Ask the other students who were far away from the jumpers what they felt. - Tell them that their activity has something to do with their lesson. core mantle crust
5. Mix the rocks into it. 6. Place the acetate on the table and pour the mixture. Observe. 7. Tap the table to use the movements of rocks in the mixture. Questions: 1.What happened to water and rocks when you tapped the table? ( they separated from each other ) 2. Why do you it happened? ( due to its pressure below and the movement that occurred causing them to separate.) Do you think this could be the main reason why crustal plates separate? We explore about the occurrence of crustal plates on earth. D. Discussing new concepts and practicing new skills #1 Laboratory activity See activity sheet The class will be grouped into four assigned to do the same activity.Each group will be provided with a World Map. Materials: illustration board, clay (yellow, red and blue) Activity 1: Flatten the yellow clay between the edges of the two boards. Then try to push both ends of the clay towards each other. Observe what happen. Activity 2: Flatten the red clay between the edges of the two boards. Then try to pull both ends of the clay and separate each other. Observe what happen. Activity 3: Flatten the blue clay between the edges of the two boards. Then slide both ends of the board, one moving forward and the other backwards. Teacher may divide on how to distribute the activities because there are 18 illustrations to act it out. Show the Rossi-Forel Scale. Open the envelope and acted out the illustrations before posting them to their proper places. ACTIVITY 1 – They’re Pulling Apart Material: World Map What to do: Study the map at the right. Identify the seven large plates on the Earth’s crust. Reproduce on a large paper each of the seven crustal plates. Cut each continental plate and place them a long bond paper according to their location. Questions? 1. What was the first supercontinent in the world? 2. Name the seven crustal plates. 3. Why does seven crustal plates formed?
Describe what you have observed to the three movements. E. Discussing new concepts and practicing new skills #2 Group discussion Ask the pupils the ff.  How many layers the earth has?  Describe each layer. See activity sheet What are two major plates on Earth? Name the seven crustal plates. The two major plates on earth are Continental or crustal plates and Oceanic Plates. The seven crustal plates are Eurasian , African , Pacific ,Indian , Australian , Antarctic and North and South American Plates. What movement did you do to the yellow clay? (push both ends towards each other) What do you call that type of movement? (CONVERGENT boundary) What landforms may have caused this type of movement? (mountains and hills) What movement did you do to the red clay? (pull both ends separating each other) What do you call that type of movement? (DIVERGENT boundary) What landforms may have caused this type of movement? (ridges and trenches) What movement did you do to the blue clay? (slide both ends of the board, one moving forward and the other backwards) What do you call that type of movement? (TRANSFORM boundary) What landforms may have caused this type of movement? (faults) GROUP PRESENTATION/ REPORTING
F. Developing mastery (leads to formative assessment ) Analyze and discuss the outputs of the learners about the layers of the earth. Recapitulation of the lesson (Class- Yes, Teach-Ok) Teacher: Class Pupils: Yes Teacher: The seven crustal plates are Eurasian , African ,Pacific, Indian ,Australian ,Antarctic ,American ( North & South ). Teacher: Teach! Pupils: Ok! Pupils with their partners will repeat the concept one at a time simultaneously. In the diagram below, write the differences of intensity from magnitude. G. Finding practical applications of concepts and skills in daily living Examine the cross-section of a hard-boiled egg.  How many layers do you see?  Describe each layer as to its color and thickness If you will be given a chance to live in any of the plates , what plate is it and why? What will you think the appearance of the earth’s surface if there are NO palte movements? Do you think it will be the same? Why or why not? Pretend that there was a time when a friend asked you if you were aware of an earthquake that occurred the night before. You immediately answered no because you didn’t feel the shock. How would you describe the intensity of such an earthquake? H. Making generalization and abstraction about the lesson Video presentation: Layers of the Earth Through the use of Venn Diagram, let the pupils differentiate intensity and magnitude. I. Evaluating learning Identify what layer of the earth is being described. 1. The outermost layer of the earth. 2. composed of hot and molten rocks. 3. It is composed of solid iron Directions: Choose the letter of the correct answer. 1. The theory of plate tectonic holds that the earth’s crust is made of ______ large continents. a. six c. eight Write the letter of the correct answer. 1.Why do the crustal plates move? a.Because it is made up of solid rocks b.Because it is made up of solid iron and nickel c.Because the earth’s crust is made Write I if the statement refers to intensity and M if it refers to magnitude. __(I)_ 1. It refers to the effect of earthquake on people, ground and structures. SUMMATIVE TEST NO. 1 THE LAYERS OF THE EARTH ARE; SYSTEM CRUST MANTLE CORE The Seven Crustal Plates on Earth are; Eurasian, African, Pacific, Indian, Australian, Antarctic, American (North & South) cor e mantl e crus t EARTHQ UAKE INTEN SITY MAGN ITUDE
and nickel 4. It is composed of liquid iron and nickel. 5. It is the layer where we live. b. seven d. nine 2.Which of these are continents? a. Africa , Australia , Spain b. China , Japan , Malaysia c. South America , North America , Antartica d. Pacific , Africa , France 3.The motion of the plates causes the formation of _____ and _________. a. Landscape and air pressure b. Landscape and seascape c. Tsunami and earthquake d. Landscape and volcano 4.The largest continent in the world is___________? a. Pangaea c. Europe b. Oceanic d. American Plate 5.The two largest continents of the earth; a. Plate tectonic plate and oceanic plate b. North and South American c. Crustal and Oceanic Plate d. West and East Plates of several plates that move on liquid rock d.Both a and b 2.Which part of the earth moves the crust? a.lithosphere b. mantle c.asthenosphere d. core 3. What plate movement occurs when two plates slide pass against each other? a. convergent b. divergent c. transform d. both a and b 4.What kind of plate tectonic occurs when two plates move away from each other? a. convergent c. transform b. divergent d. both a and b 5.What kind of plate movement occurs when two plates move towards each other? a. convergent c. transform b. divergent d. both a and b _(M)_ 2. It refers to the amount of energy released by an earthquake. __(I)_ 3. Characterized by the occurrence of fissures on the ground. _(M)_ 4. It uses seismograph to detect earthquakes. __(I)_ 5. There is overturning of movable objects. J. Additional activities for application / remediation Learners search the internet or other references on how scientists study about the earth’s interior. 1.Make a collage of the seven crustal plates. 2. Gather information about the seven crustal plates. 3. Do a research about earthquakes Teacher’s Instruction Brainstorming. The teacher ask the students what things they remember when they hear the word “FRICTION”. The students will write it in their notebooks then on the board. Group the class into 4. Let them make their own advertisement about the road safety. Remind them that their advertisement should be related to the concept of the effects of friction on the motion of an objects List two reasons why friction is important for you to function in your everyday life. V. REMARKS Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR
IAP GCS IAP GCS IAP GCS IAP GCS IAP GCS VI. REFLECTION A. No. of learners who earned 80% in the evaluation ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above B. No. of learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation C. Did the remedial lessons work ? No. of learners who have caught up with the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson D. No. of learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation E. Which of my teaching strategies worked well ? Why did this work ? Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey,a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books
___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson F. What difficulties did my principal or supervisor can help me solve ? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works G. What innovation or localized materials did I use/discover which I wish to share with Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos
other teachers ? views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
GRADE 6 SCHOOL TUNASAN ELEMENTARY SCHOOL GRADE LEVEL SIX DAILY LESSON TEACHER LEARNING AREA SCIENCE LOG TEACHING DATES AND TIME WEEK 2 QUARTER FOURTH I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards The learners demonstrate the understanding of the effects of earthquakes and volcanic eruptions B. Performance Standards The learners should be able to design an emergency and preparedness plan and kit C. Learning Competencies/Objectives S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Describe how volcanic eruption occurs. S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Differentiate inactive from active volcano S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Describe the effect of volcanic eruption. S6ES-IVb-2 Enumerate what to do before, during, and after earthquake and volcanic eruption The learner will be able to answer the questions correctly and honestly with 75% and above mastery level II. CONTENT / TOPIC How Volcanic Eruption Occurs Active and Inactive volcano Effect of Volcanic Eruption Enumerate what to do before, during, and after earthquake and volcanic eruption SUMMATIVE TEST III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages Exploring Science and Health pp. 224-226 Cyber Sci. pp. 236-241 Journey to Science 6 (Book 2) pp. 257-263 Science in our World 6 pp. 241- 245 4. Additional materials from LRMDS portal Powerpoint Presentation, Activity Sheet Powerpoint Presentation, Activity Sheet B. Other Materials World map, puzzle, clay Jigsaw puzzle, chart of Rossi- Forel Scale and Ritcher Scale, envelope with different illustrations of the energy released by an earthquake and effects of the earth’s shaking on structure, people, crops and
land IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson 1. Science Trivia: Why the core is said to be the hottest part of the earth? (The center or core is said to be the hottest part because of the magma released from volcanoes) Drill / Review • Give examples on how we can prepare mentally and emotionally for an earthquake. • Give some precautionary measures to observe during earthquake. • What have you observed after an earthquake? Drill: Find and encircle the name of volcano (see slides) Trivia: Did you know that Phil. has about 220 volcanoes? Twenty-two of these volcanoes are considered active. Trivia: Which volcano remained inactive for more than 600 years and erupted only in 1991 which released dust particles throughout the country? ( Mt. Pinatubo) Review:What is the difference between the inactive and active volcano? Put (√) if the statement is correct and (X) if not. _(√)_1.Landslides can also cause deaths and destruction of properties. _(√)_2.A tsunami acts like a bulldozer sweeping off people, trees and animals and everything in its path. _(X)_3.A tsunami is caused by earthquake over the land. _(√)_4.Most deaths and injuries are caused by damage to buildings and other structures. _(√)_5.Earthquakes can also cause fire. B. Establishing a purpose for the lesson Show the pictures/ illustrations showing the striking volcanoes such as Mt. Mayon, or Taal. Ask: What do you see or observe about the picture? • Have the pupils create a form of volcano with the use of clay or mud. • How do you feel after creating a volcano? • Describe how volcano is formed? Which do you prefer to live near the volcano or in a low land, why Show pictures of destruction caused by earthquake. (Baguio, Dagupan, Haiti) Show picture of tsunami last December 2000 in Southeast Asia. Have you ever experienced or seen pictures of destruction caused by earthquakes? Share what you experienced or saw.
C. Presenting examples/ instances of the new lesson Show the illustration of active and inactive volcano. Show pictures damage by the volcanic eruption. Showing pictures of people, places during earthquake. Note: The teacher can use other pictures for additional information. The teacher can also use over- head projector for the picture slides. Use tapes/VCD if available for film showing.  What can you see in the pictures?  What natural phenomena occur or hit the place?  What provinces in our country experienced this kind of phenomena?  What are their experiences? D. Discussing new concepts and practicing new skills #1 1. Giving of instruction about the activity 2. Things to remember in performing the activity. 1. From the illustration how will you describe the volcano? 2. How will you describe an active volcano? 3. Why did you say that the volcano is inactive? Giving standards in doing ativity? Group activity. Laboratory activity See activity sheet Activity 1 “Let’s Talk About It” Materials: Pentel pen, Manila paper, pictures of places, people before, during and after earthquake Procedure: 1. Talk about experiences during earthquake. 2. Share the ideas that your have read, heard about earthquake. 3. Study the pictures. 4. Write some precautionary measures to be followed. E. Discussing new concepts and practicing new skills #2 Reporting Group Activity Activity 1  Study the map of active Reporting Showing the chart of warnings and instructions before, during and after earthquake. - Comparing the work of groups and the chart.
volcanoes.  Make a list of active volcanoes that erupted from year 1464 to year 2000 in chronological order. Questions: 1. Which volcano is the latest to erupt? 2. What year did it erupt? 3. Where is the volcano located? 4. Do you live near an active volcano? If so, name the volcano.  Are the warnings and instructions given by PAG-ASA similar to what you wrote/did?  Are the slogans that you made show/present picture-out the precautionary measures before earthquake? during earthquake? after earthquake?  What can you say about what you have drawn in your poster?  Is the message depicted in your poster the same on with the warnings and instructions of PAG-ASA?  Should we impose more restrictions to the design of buildings particularly schools? Why? F. Developing mastery (leads to formative assessment ) What do you think people will do to minimize the loss of lives and destruction of properties? - Did you notice the steam that come out of the cone? - Where does the steam come from? - Describe how volcanic eruption occurs. 1. What is an active volcano? 2. Give examples of active volcanoes. 3. Describe an active volcano. 4. How can you differentiate active from inactive volcano? 1. What is the most important source of energy? 2. What is the source of volcanic heat? 3. What do you call the energy source of heat below the earth’s surface? 4. Give some examples of beneficial effect of volcanic eruption. G. Finding practical applications of concepts and skills in daily living When you hear a radio broadcast that a volcano near your place will erupt. 1. Volcano that releases magma. 2. Volcano that smokes every Which do you think has the greater effect, the beneficial or What do you think people will do to minimize the loss of lives and destruction of properties?
What will you do? now and then. 3. Volcano that has not erupted for more than 600 years 4. Volcano that do not release hot gases 5. Volcano that has erupted with in 600 years harmful effect? Why? H. Making generalization and abstraction about the lesson Describe how magma comes out from a volcano? How can you differentiate active from inactive volcano? What are some examples of beneficial effect of volcanic eruption. Earthquakes frequently happen in Japan. Why are there very few casualties during strong earthquake? I. Evaluating learning Directions: Select the letter of the correct answer: 1. What do you call the openings at the earth’s surface were molten materials from beneath flow? a. volcano b. magma c. tectonic plates d. crustal plates 2. Which of the following is the molten material that comes out of the volcano which is either quietly or violently? a. volcano b. magma c. tectonic plates d. crustal plates 3. When do we say that volcano erupts violently? a. When molten rocks are spread out into the air with thunderous explosion and earthquakes. b. When magma comes out of the volcano without accompanying explosions or earthquake. c. when it changes the Directions: Select the letter of the correct answer: l. How does active volcano differ from active volcano? a. Active volcano releases magma & hot gases while inactive is not. b. Active volcano always erupts while inactive volcano erupts once. c. Both active and inactive volcano releases hot gases. d. all of the above. 2. Which statement is true about the difference between active and inactive volcano? a. Active volcano are those that erupted or shown signs of activity for the past 600 years while inactive volcano are those that have not erupted for 600 years or more. b. Inactive volcano are those that erupted or shown signs of activity for the past 600 years while active volcano are those that have not erupted for 600 years or more. c. Both active and inactive Directions: Encircle the letter of the correct answer. 1. Which is true about the volcanic eruption? a. Volcanic eruption brings beneficial and harmful effect to people. b. It does not erupt quickly and violently. c. It build houses and not destroy life and properties d. both b & c 2. All statements are beneficial effects EXCEPT one a. enrichment of the soil b. rocks are used in building construction c. build new landforms d. houses, buildings, trees, crops and roads are buried by the flowing lava 3. Which statements show harmful effect? a. poisonous gases are release during volcanic eruption b. fertility of the soil c. bring materials that plants need Why should we strictly follow precautions before, during and after earthquake?
landscape. d. when it bring damages to plants, properties and people. 4. When the molten rocks are spread out into the air with thunderous explosions and earthquakes, what kind of volcanic eruption it is? a. quiet eruption b. violent eruption c. active eruption d. inactive eruption 5. If you were living in the place where volcanic eruptions occur, what will you do with lava that comes out of the volcano? a. throw them away b. use them as fertilizer c. mix with water d. both a & c volcano releases hot gases. d. Both active and inactive volcano is not erupted for 600years. 3. What kinds of materials are being released by an active volcano? a. magma b. hot gases c. smokes d. all of the above d. both b & c 4. – 5. Which tell about volcanic eruption? a. volcanic eruption releases a huge amount of energy b. it changes the landscape c. it preserve and conserve our natural resources d. it does not harm people and environment J. Additional activities for application / remediation Why are earthquake drills important? What will you tell to your friend who make fear during earthquake drills? Make your own illustration showing how magma comes out from a volcano. Draw active and inactive volcano, and differentiate the two. Write 5 precautionary measures before & after the volcanic eruptions. V. REMARKS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS VI. REFLECTION A. No. of learners who ______ of Learners who ______ of Learners who earned ______ of Learners who earned ______ of Learners who ______ of Learners who
earned 80% in the evaluation earned 80% above 80% above 80% above earned 80% above earned 80% above B. No. of learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation C. Did the remedial lessons work ? No. of learners who have caught up with the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson D. No. of learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation E. Which of my teaching strategies worked well ? Why did this work ? Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey,a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools
___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson F. What difficulties did my principal or supervisor can help me solve ? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works G. What innovation or localized materials did I use/discover which I wish to share with other teachers ? Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
GRADE 6 SCHOOL TUNASAN ELEMENTARY SCHOOL GRADE LEVEL SIX DAILY LESSON TEACHER LEARNING AREA SCIENCE LOG TEACHING DATES AND TIME WEEK 3 QUARTER FOURTH I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards The learners demonstrate the understanding of the weather patterns and seasons in the Philippines B. Performance Standards The learners should be able to design an emergency and preparedness plan and kit C. Learning Competencies/Objectives S6ES-IVc-3 Describe the different seasons in the Philippines Infer the weather pattern in the Philippines using weather data S6ES-IVc-3 Describe the different seasons in the Philippines Describe the seasons in the Philippines S6ES-IVc-3 Describe the different seasons in the Philippines Determine the occurence of wet and dry season in the Philippines using a graph S6ES-IVc-3 Describe the different seasons in the Philippines Explain the importance of knowing the Weather Patterns and Seasons in the Philippines The learner will be able to answer the questions correctly and honestly with 75% and above mastery level II. CONTENT / TOPIC the weather pattern in the Philippines Seasons in the Philippines Wet and Dry season in the Philippines Importance of knowing the Weather Patterns and Seasons in the Philippines SUMMATIVE TEST III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages Science in Our World pp. 268- 273 Science in Our World pp. 268-27 Science in Our World pp. 268-27 Science in Our World pp. 268-27 4. Additional materials from LRMDS portal BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007 Science for Daily Use 5. Tan, Conchita T. 2012. p. 243 BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007 Science for Daily Use 5. Tan, Conchita T. 2012. p. 243 BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007 Science for Daily Use 5. Tan, Conchita T. 2012. p. 243 BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007 Science for Daily Use 5. Tan, Conchita T. 2012. p. 243 B. Other Materials IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson What are the two seasons in the Philippines? What are the two seasons in the Philippines?
What useful activity will you do during the wet season? What useful activity will you do during the wet season? B. Establishing a purpose for the lesson Look at the world map. Can you locate where the Philippines is? Did you ever wonder why we don’t have snow in the Philippines? Why is it that other countries have four seasons while the Philippines have only two? Did you ever wonder why we don’t have snow in the Philippines? Why is it that other countries have four seasons while the Philippines have only two?  What’s the weather like today? weather will be like ahead of time? tomorrow? what you can do C. Presenting examples/ instances of the new lesson Philippines is located near the equator and lies between latitudes 13° 0' N, and longitudes 122° 00' E. The geographical and physical conditions affecr its climate. How? DO Activity on DLP pp 65-67/ Illustration on Into the Future Science And Health pp229-231 DO Activity on DLP pp 65-67/ Illustration on Into the Future Science And Health pp229-231 students already should be familiar with patterns. This lesson requires students to relate what they learn about weather to what they already know about patterns. Students first look at simple patterns in non-weather related phenomena. Then they identify and record several weather parameters to analyze for patterns. Part of the analysis is the construction of simple bar graphs. It is important that students be able to make a graph. D. Discussing new concepts and practicing new skills #1 Fill in the tables below using the climate map and political map. Identify the fine provinces in eact type of climate and factors that affect their climate. Climate Provinces Factors affecting Their The Philippines is located between 4° and 21° latitude North and 116° to 127° longitude South. An imaginary line divides the Earth into halves and it is said to be the zero degrees (0°) is called equator. Places above the equator are said to be in the Northern Hemisphere and these located The Philippines has two pronounced seasons, the wet and dry seasons, Harvesting is mostly done during dry season. In some places farmers cannot plant crops during dry season because they do not Look the weather at each day of the week. Decide which picture describes the daily weather. Paste it on your charts.
Climate Type 1 Type 2 Type 3 Type 4 below the equator are said to be in the Southern Hemisphere. Another imaginary line drawn from the North Pole down to the South Pole is called Meridian. The distance expressed in degrees is called longitude. Places from the prime meridian to the west are said to be the Western hemisphere and the opposite to be in the Eastern Hemisphere. have modern irrigation and the lack of water. Farmers usually plant their crops during wet season to ensure that it will grow because water is plenty. Sometimes too much rain may cause landslides, mudflows and erosion that may damage crops, lives and properties E. Discussing new concepts and practicing new skills #2 Why do climates vary in the different reagions in the Philippines? Describe the climate in the aerea where you live. The earth tilts on its axis at an angle of 23 ½ degrees. It rotates on its axis every 23 hours 56 minutes and 0.5 seconds or 24 hours. This rotation gives us day and night. As it rotates, it also revolves around the sun completing its journey every 365 ¼ days or I year. This movement of the earth around the sun gives us the 4 seasons (summer, autumn, winter, and spring), However, one region of the Earth has no marked change of season. This is the region around the equator, where it is hot all year round. Region around the equator is hot all year round because it round because it receives direct rays from the sun. Countries lying on or near the equatorial Complete the Table DRY SEASON Advantage Disadvantage WET SEASON Advantage Disadvantage After students have generally observed, graphed, and analyzed weather, ask them how they could make even better observations and how they think weather people on TV make observations. This conversation should eventually lead to the use of tools (e.g., rain gauges, weather vanes). Perhaps students used tools in the above observations too; if so, you could talk about those here.
region experience a climate characterized by distinct hot and rainy months. The Philippines is located in this region, this region provides the Philippines with two pronounced weather condition during the year which is wet season and dry season Seasonal Winds are called monsoons. The northeast monsoon known as Amihan, chills the Philippines from December to January. It passes from Siberia. From March to May Southeast monsoon known as Habagat bringing much rain throughout the country. It absorbs much moisture as it passes the surrounding bodies of water, when the vapor condenses it falls back as rain. F. Developing mastery (leads to formative assessment ) Describe the different types of climate in the Philippines Type 1 Type 2 Type 3 Encircle the letter that has the correct answer. 1. Some countries experienced four seasons. The Philippines has experienced only two distinct seasons. What are these two distinct seasons of the Philippines? a. wet and wet b. wet and dry c. dry and dry d. summer and winter 2. People living in Gusatbak are mostly farmers, at what particular time of the year they usually Select the correct answer. Write the letter on your answer sheet. 1. What are the two distinct seasons in the Philippines? a. hot and cold b. wet and dry c. hot and icy d. wet and icy 2. Tropical countries experience two distinct seasons. How many seasons do temperate countries experience? a. 4 b. 2 c. 3 d. 1 3. Which of the following primarily causes the four seasons of the world? a. Earths revolution b. Earth rotation Explain the importance of knowing the Weather Patterns and Seasons in the Philippines Group 1: Jingle Group 2: Poster Making Group 3: Collage Making Group 4: Debate
Type 4 plant their crops? a. wet season b. dry season c. winter season d. spring season To the Learner Let’s Try This Let’s Learn This 59 3. During what particular season do farmers usually harvest their crops? a. wet season b. dry season c. summer season d. winter season 4. What are some bad effects of too much rain? a. landslides b. mudflows c. erosion d. all of these 5. Which of the following shows bad effects of too much dry season? a. drought b. flooding c. erosion d. landslide c. Earths location d. Earths tilt 4. Which region around the Earth has no marked change of season? a. region around the pole b. region around the latitude c. region around the equator d. region around the longitude 5. All are factors that influence season. Which of the following brings much rain? I seasonal winds II Amount around the latitude III Location IV Bodies of water V Earth movement a. I, II b. II, IV c. I, IV d. II,V G. Finding practical applications of concepts and skills in daily living Collect and interpret weather reports for a month. Identify the weather pattern in your community. What do you think will happen to our crops if we have snow in the Philippines? When are we going to plant and harvest our crops? What activities we can do given only two seasons wet and dry? Why do you think we should not have the same season as the other counties? H. Making generalization and abstraction about the lesson What factors that determine the climate of the Philippines? What are the two seasons in the Philippines? The Philippines has two pronounced seasons, the wet and What causes the seasons in the Philippines? The Philippines has two distinct seasons, wet and dry season.
Describe the following types of climate in the Philippines Type 1 Type 2 Type 3 Type 4 dry seasons, Harvesting is mostly done during dry season. In some places farmers cannot plant crops during dry season because they do not have modern irrigation and the lack of water. Farmers usually plant their crops during wet season to ensure that it will grow because water is plenty. Sometimes too much rain may cause landslides, mudflows and erosion that may damage crops, lives and properties It is influence or cause by the country’s location (latitude), bodies of water, wind system, amount of rainfall and earth’s movement I. Evaluating learning Given the provinces in the Philippines, identify to which type of climate do they belong. 1. Panay 2. Cebu 3. Bohol 4. Albay 5. Catanduanes 6. Masbate 7. Batanes 8. Camarines Norte 9. Eastern Palawan 10. Eastern Mindoro Choose the letter of the correct answer. 1. What are the two distinct seasons of the Philippines? a. dry and winter b. wet and dry c. summer and winter d. summer and spring 2. At what particular time of the year do farmers usually plant their crops? a. dry season b. wet season c. winter season d. summer season 3. When do farmers usually harvest their crops? a. dry season b. wet season c. winter season d. summer season 4. Too much rain will cause? a. landslide b. mudflows c. erosion d. all of the above 5. Dry season sometimes have Select the letter of the correct answer. Write your answer on the sheet provided. 1. Tropical countries experienced two distinct seasons. How many seasons do temperate countries experience? a. 4 b. 2 c. 3 d. 1 2. What are the two distinct seasons in the Philippines? a. hot and cold b. wet and dry c. hot and icy d. wet and icy 3. Which of the following primarily causes the four season of the world? a. Earth’s revolution b. Earth’s location c. Earth’s tilt d. Earth rotation 4. Which region around the earth has no marked change of season? a. region around the latitude b. region around the longitude c. region around the pole d. region around the equator 5. All the factors that influence season. Which of the following factors bring much rain? I amount of rainfall
bad effects. Which one is an ill effect of dry season? a. flooding b. drought c. erosion d. landslide II Location III Bodies of water IV Earth movement V seasonal Winds a. I and III b. II and V c. V and II d. II and IV J. Additional activities for application / remediation Activity 1 DLP page 61 1. What season in the Philippines is illustrated in picture A? 2. What makes it dry season? 3. What factor contributes to the existence of a rainforest shown in Picture B? 4. Do the Philippines receive enough rain throughout the year? 5. What do you call this season in the Philippines? 1. The earth is tilted on its axis in an angle of _________. a. 90 b. 180 c. 23 ½ d. 360 2. One complete revolution around the sun of the Earth is 1 year or _________. a. 365 days b. 365 ¼ days c. 356 ½ days d. 24 days 75 3. Which number represents the equator? a. 1 and 2 b. 3 and 4 c. 1 and 3 d. 2 and 4 4. The line starts from number 3 up to line 4. a. latitude b. longitude c. equator d. prime meridian 5. Which statement is correct? a. The earth rotates on its axis and at the same time revolves around the sun. b. The earth rotates around the sun and at the same time revolves on its axis. c. The earth rotates and revolves around the sun. V. REMARKS Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR
IAP GCS IAP GCS IAP GCS IAP GCS IAP GCS VI. REFLECTION A. No. of learners who earned 80% in the evaluation ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above B. No. of learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation C. Did the remedial lessons work ? No. of learners who have caught up with the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson D. No. of learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation E. Which of my teaching strategies worked well ? Why did this work ? Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey,a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books
___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson F. What difficulties did my principal or supervisor can help me solve ? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works G. What innovation or localized materials did I use/discover which I wish to share with Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos
other teachers ? views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
GRADE 6 SCHOOL TUNASAN ELEMENTARY SCHOOL GRADE LEVEL SIX DAILY LESSON TEACHER LEARNING AREA SCIENCE LOG TEACHING DATES AND TIME WEEK 4 QUARTER FOURTH I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards The learners demonstrate the understanding of the earth's rotation and revolution B. Performance Standards The learners should be able to design an emergency and preparedness plan and kit C. Learning Competencies/Objectives S6ES-IVe-f-5 Demonstrate rotation and revulotion of the Earth using a globe to explain day and night and the sequence of seasons Explain how the earth’s rotation affects the wind system S6ES-IVe-f-5 Demonstrate rotation and revulotion of the Earth using a globe to explain day and night a Explain how the earth’s rotation affects the wind system S6ES-IVe-f-5 Demonstrate rotation and revulotion of the Earth using a globe to explain day and night and the sequence of seasons What Causes Day and Night S6ES-IVe-f-5 Demonstrate rotation and revulotion of the Earth using a globe to explain day and night and the sequence of seasons What Causes Day and Night The learner will be able to answer the questions correctly and honestly with 75% and above mastery level II. CONTENT / TOPIC Earth’s Rotation Earth’s Rotation Earth’s Rotation Earth’s Rotation SUMMATIVE TEST III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages Science in Our World pp. 268- 273 Science in Our World pp. 268-27 Science in Our World pp. 268-27 Science in Our World pp. 268-27 4. Additional materials from LRMDS portal BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007 Science for Daily Use 5. Tan, Conchita T. 2012. p. BEAM 4. Unit 9. Distance Learning Modules. DLP 59. BEAM 4. Unit 9. Distance Learning Modules. DLP 60 EAM 4. Unit 9. Distance Learning Modules. DLP 59. BEAM 4. Unit 9. Distance Learning Modules. DLP 60 EAM 4. Unit 9. Distance Learning Modules. DLP 59. BEAM 4. Unit 9. Distance Learning Modules. DLP 60
243 B. Other Materials IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson CHECKING OF ASSIGNMETS How are winds formed? What are the different wind system? CHECKING OF ASSIGNMETS How are winds formed? What are the different wind system? Encircle the letter that has the correct answer. 1. Which of the following would happen if the Earth did not rotate? a. We would not have days and nights b. The sun would not shine an Earth. c. The Earth would fall in space. d. We would not have any new year. 2. Why do we have day and night? a. Because the earth revolves around the sun. b. Because the earth rotates on its axis. c. Because the earth tilts on its axis. d. options A and C 3. As the globe rotates, only half of it receives light so this side is bright. Places on this area experiences what time of the day. a. daytime b. nighttime c. dawn d. midnight Describe that the Earth’s axis is tilted 23.5 degrees from the perpendicular. Show that the Earth rotates in a counterclockwise direction as seen from the top of the North Pole. Encircle the letter that has the correct answer. 1. Which of the following would happen if the Earth did not rotate? a. We would not have days and nights b. The sun would not shine an Earth. c. The Earth would fall in space. d. We would not have any new year. 2. Why do we have day and night? a. Because the earth revolves around the sun. b. Because the earth rotates on its axis. c. Because the earth tilts on its axis. d. options A and C 3. As the globe rotates, only half of it receives light so this side is bright. Places on this area experiences what time of the day. a. daytime b. nighttime c. dawn d. midnight Describe that the Earth’s axis is tilted 23.5 degrees from the perpendicular. Show that the Earth rotates in a counterclockwise direction as seen from the top of the North Pole.
B. Establishing a purpose for the lesson How do winds move? What causes these winds to move that way? How do winds move? What causes these winds to move that way? Suppose there were only days and no nights on the earth, what do you think would happen? Study the drawing. Suppose there were only days and no nights on the earth, what do you think would happen? Study the drawing. C. Presenting examples/ instances of the new lesson Activity: A. Get a globe and place it on the table B. Let the learner/s Rotate the globe from west to east C. As the globe moves, ask a pupil to drop a piece of chalk from the North Polar Region D. Observe what happen to the chalk a. In what direction does the piece of chalk fall as the globe rotate from west to east? b. What do you think that chalk fell in that direction? Activity: A. Get a globe and place it on the table B. Let the learner/s Rotate the globe from west to east C. As the globe moves, ask a pupil to drop a piece of chalk from the North Polar Region D. Observe what happen to the chalk a. In what direction does the piece of chalk fall as the globe rotate from west to east? b. What do you think that chalk fell in that direction? Compare the movement of the hands of the clock and the rotation of the Earth. Compare the movement of the hands of the clock and the rotation of the Earth.
D. Discussing new concepts and practicing new skills #1 Air normally flow from areas of high atmospheric pressure to area of low atmospheric pressure. But because the Earth’s spins or rotates from west to east, the winds are bent or deflected to the right in the Northern Hemisphere. In the Southern Hemisphere the winds are deflected/bent to the left. This is because of the rotation of the Earth. This deflection of the moving air is called coriolis effect Air normally flow from areas of high atmospheric pressure to area of low atmospheric pressure. But because the Earth’s spins or rotates from west to east, the winds are bent or deflected to the right in the Northern Hemisphere. In the Southern Hemisphere the winds are deflected/bent to the left. This is because of the rotation of the Earth. This deflection of the moving air is called coriolis effect E. Discussing new concepts and practicing new skills #2 In the Philippines, cold winds from Siberia cool the air from December to February. The Coriolis Effect diverts the cold air direction and turns it to the right towards the Philippines from the northeast direction. It is called northeast monsoon or In the Philippines, cold winds from Siberia cool the air from December to February. The Coriolis Effect diverts the cold air direction and turns it to the right towards the Philippines from the northeast direction. It is called northeast monsoon or Amihan by Filipinos. Questions: 1. Did the whole globe/ball receive light from the flashlight? 2. When the other part receives light, what happens to the other part? 3. If the Philippines is facing the light source, what countries are on the side opposite the light Questions: 1. Did the whole globe/ball receive light from the flashlight? 2. When the other part receives light, what happens to the other part? 3. If the Philippines is facing the light source, what
Amihan by Filipinos. From March to May, the Philippine temperature is at its highest, warm air rises over the country as a result. Southeast monsoon or Habagat as termed by the Filipinos, visits the country from June to November and it brings much rain, which is starting of the rice planting season. The Earth’s rotation causes the winds to turn to the left or right instead of directly downward or upward in a straight path. From March to May, the Philippine temperature is at its highest, warm air rises over the country as a result. Southeast monsoon or Habagat as termed by the Filipinos, visits the country from June to November and it brings much rain, which is starting of the rice planting season. The Earth’s rotation causes the winds to turn to the left or right instead of directly downward or upward in a straight path. source? 4. Describe the portion of the globe: a. facing the light source. b. the side opposite the light source. countries are on the side opposite the light source? 4. Describe the portion of the globe: a. facing the light source. b. the side opposite the light source. F. Developing mastery (leads to formative assessment ) Answer these: 1. To what direction does the wind movement in the northern hemisphere deflected to? 2. To what direction does the wind movement in the southern Answer these: 1. To what direction does the wind movement in the northern hemisphere deflected to? 2. To what direction does the wind movement in the southern hemisphere deflected to?
hemisphere deflected to? 3. What causes the deflection of the wind system? 4. How does the Earth’s rotation affect the wind movement? 5. What do we call the effects of the Earth’s rotation on the wind movement? 6. What is the wind system that visits the Philippines from December to January? 7. What is the wind system that visits the Philippines from June to November 3. What causes the deflection of the wind system? 4. How does the Earth’s rotation affect the wind movement? 5. What do we call the effects of the Earth’s rotation on the wind movement? 6. What is the wind system that visits the Philippines from December to January? 7. What is the wind system that visits the Philippines from June to November G. Finding practical applications of concepts and skills in daily living Do we experience the same wind system throughout the year? Why? Do we experience the same wind system throughout the year? Why? Answer Briefly. 1. What causes day and night? 2. Why is Earth’s rotation important? 3. In what direction does the earth rotate? Answer Briefly. 1. What causes day and night? 2. Why is Earth’s rotation important? 3. In what direction does the earth rotate?
H. Making generalization and abstraction about the lesson How does the earth’s rotation affects the wind system? The earth’s rotation affects the wind movement. In the Northern Hemisphere, the air that travels downward is deflected to the right and in the Southern Hemisphere, the air deflected to the left. This movement of the wind in a deflected path rather than in a straight line is called Coriolis Effect. Coriolis effect is due to Earth’s rotation How does the earth’s rotation affects the wind system? The earth’s rotation affects the wind movement. In the Northern Hemisphere, the air that travels downward is deflected to the right and in the Southern Hemisphere, the air deflected to the left. This movement of the wind in a deflected path rather than in a straight line is called Coriolis Effect. Coriolis effect is due to Earth’s rotation  the rotation of the earth causes day and night.  it is day on the part of the earth that is facing the sun.  It is night in the part of the earth that is not facing the sun.  the earth rotates in a counter-clockwise direction.  the rotation of the earth causes day and night.  it is day on the part of the earth that is facing the sun.  It is night in the part of the earth that is not facing the sun.  the earth rotates in a counter-clockwise direction. I. Evaluating learning Answer “Let’s Test Ourselves” DLP page 48 Charted Answer “Let’s Test Ourselves” DLP page 48 Charted Write the letter of the correct answer. 1. In what direction does the Earth rotate? a. from east to west c. from south to north b. from north to south d. from west to east 2. How long does it take for the Earth to make a complete rotation on its axis? a. one day Write the letter of the correct answer. 1. In what direction does the Earth rotate? a. from east to west c. from south to north b. from north to south d. from west to east 2. How long does it take for the Earth to make a complete rotation on its axis? a. one
b. one month c. one week d. one year 3. At what angle does the Earth tilt on its axis? a. 43 ½ degrees c. 33 ½ degrees b. 23 ½ degrees d. 53 ½ degrees 4. What do you call an imaginary line than runs through the Earth? a. axis b. taxis c. orbit d. faxis 5. The movement of the globe as it spins and reaches the point from where it started is called ? a. revolution c. rotation b. locomotion d. position day b. one month c. one week d. one year 3. At what angle does the Earth tilt on its axis? a. 43 ½ degrees c. 33 ½ degrees b. 23 ½ degrees d. 53 ½ degrees 4. What do you call an imaginary line than runs through the Earth? a. axis b. taxis c. orbit d. faxis 5. The movement of the globe as it spins and reaches the point from where it started is called ? a. revolution c. rotation b. locomotion d. position J. Additional activities for application / remediation V. REMARKS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS VI. REFLECTION A. No. of learners who earned 80% in the evaluation ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above
B. No. of learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation C. Did the remedial lessons work ? No. of learners who have caught up with the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson D. No. of learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation E. Which of my teaching strategies worked well ? Why did this work ? Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey,a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching
___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson F. What difficulties did my principal or supervisor can help me solve ? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works G. What innovation or localized materials did I use/discover which I wish to share with other teachers ? Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
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SCIENCE-FOURTH-QUARTER-Day 1-Day 5- .doc

  • 1.
    GRADE 6 SCHOOLTUNASAN ELEMENTARY SCHOOL GRADE LEVEL SIX DAILY LESSON TEACHER LEARNING AREA SCIENCE LOG TEACHING DATES AND TIME WEEK 1 QUARTER FOURTH I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards The learners demonstrate the understanding of the effects of earthquakes and volcanic eruptions B. Performance Standards The learners should be able to design an emergency and preparedness plan and kit C. Learning Competencies/Objectives S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Describe the layers of the earth. - S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Identify the different crustal plates. S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Illustrate how the three types of plate movements occur. S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Describe the changes on the earth's surface as a result of earthquakes The learner will be able to answer the questions correctly and honestly with 75% and above mastery level II. CONTENT / TOPIC Layers of the Earth The Different Crustal Plates Movement of the Earth’s Crust Earthquake: Differentiating Intensity and Magnitude SUMMATIVE TEST III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages Science and Health Into the Future pp. 196-198 Developing Science Power pp.215-220 Cyber Sci. pp. 236-241 Journey to Science 6 (Book 2) pp. 257-263 4. Additional materials from LRMDS portal Powerpoint Presentation, Activity Sheet Powerpoint Presentation, Activity Sheet B. Other Materials Avocado fruit, knife, scidssor, basin/plate, boiled egg, modeling clay, pentel pen, strip of cartolina, Power Basket World map, puzzle, clay Jigsaw puzzle, chart of Rossi- Forel Scale and Ritcher Scale, envelope with different illustrations of the energy released by an earthquake and effects of the earth’s shaking on structure, people, crops and land
  • 2.
    IV. PROCEDURES A. Reviewingprevious lesson or presenting the new lesson Ask learners questions about the previous lesson (layers of the earth). Each group will fit the pieces of jigsaw puzzle. First group to finish wins the game. What was formed in the puzzle? (World map) Name the different crustal plates. Teacher prepares 4 jigsaw puzzle and let the 4 groups compete to complete the puzzle. -The first group to finish the puzzle will be the winner. Note: The puzzle is all about the simple model of blocks of rocks that move along faults. B. Establishing a purpose for the lesson What is the composition of the interiors of the earth? Learners read again the definition friction Question of the day: How do plates move?  How would you describe the finished puzzle?  How would you compare the puzzle to earthquake? C. Presenting examples/ instances of the new lesson Observe an avocado fruit that is sliced into half. The earth is like an avocado, It has skin, flesh and seed.  What do you think does the skin of an avocado reperesents? Flesh? Kernel? ACTIVITY : Continental and Oceanic Plates: Their Movement Materials: gloves , basin , trowel , acetate , apron , water Procedure: 1. Put on your globes and apron. 2. Bring the trowel and basin to your school garden and collect soil samples just half – full of the basin. Collect some rocks also. 3. Bring the materials to your class. 4. Put water into the soil , then mix them. The water should only be enough to make the mixture sticky. Study the illustration about the three types of plate movement. Describe what movement is formed. Explain how each movement occurs. Ask all the students to stand up. Instruct several students in the middle of the room to jump up and down, while the rest of the students remain still. - Ask the students who were near the jumpers what they felt. - Ask the other students who were far away from the jumpers what they felt. - Tell them that their activity has something to do with their lesson. core mantle crust
  • 3.
    5. Mix therocks into it. 6. Place the acetate on the table and pour the mixture. Observe. 7. Tap the table to use the movements of rocks in the mixture. Questions: 1.What happened to water and rocks when you tapped the table? ( they separated from each other ) 2. Why do you it happened? ( due to its pressure below and the movement that occurred causing them to separate.) Do you think this could be the main reason why crustal plates separate? We explore about the occurrence of crustal plates on earth. D. Discussing new concepts and practicing new skills #1 Laboratory activity See activity sheet The class will be grouped into four assigned to do the same activity.Each group will be provided with a World Map. Materials: illustration board, clay (yellow, red and blue) Activity 1: Flatten the yellow clay between the edges of the two boards. Then try to push both ends of the clay towards each other. Observe what happen. Activity 2: Flatten the red clay between the edges of the two boards. Then try to pull both ends of the clay and separate each other. Observe what happen. Activity 3: Flatten the blue clay between the edges of the two boards. Then slide both ends of the board, one moving forward and the other backwards. Teacher may divide on how to distribute the activities because there are 18 illustrations to act it out. Show the Rossi-Forel Scale. Open the envelope and acted out the illustrations before posting them to their proper places. ACTIVITY 1 – They’re Pulling Apart Material: World Map What to do: Study the map at the right. Identify the seven large plates on the Earth’s crust. Reproduce on a large paper each of the seven crustal plates. Cut each continental plate and place them a long bond paper according to their location. Questions? 1. What was the first supercontinent in the world? 2. Name the seven crustal plates. 3. Why does seven crustal plates formed?
  • 4.
    Describe what youhave observed to the three movements. E. Discussing new concepts and practicing new skills #2 Group discussion Ask the pupils the ff.  How many layers the earth has?  Describe each layer. See activity sheet What are two major plates on Earth? Name the seven crustal plates. The two major plates on earth are Continental or crustal plates and Oceanic Plates. The seven crustal plates are Eurasian , African , Pacific ,Indian , Australian , Antarctic and North and South American Plates. What movement did you do to the yellow clay? (push both ends towards each other) What do you call that type of movement? (CONVERGENT boundary) What landforms may have caused this type of movement? (mountains and hills) What movement did you do to the red clay? (pull both ends separating each other) What do you call that type of movement? (DIVERGENT boundary) What landforms may have caused this type of movement? (ridges and trenches) What movement did you do to the blue clay? (slide both ends of the board, one moving forward and the other backwards) What do you call that type of movement? (TRANSFORM boundary) What landforms may have caused this type of movement? (faults) GROUP PRESENTATION/ REPORTING
  • 5.
    F. Developing mastery (leadsto formative assessment ) Analyze and discuss the outputs of the learners about the layers of the earth. Recapitulation of the lesson (Class- Yes, Teach-Ok) Teacher: Class Pupils: Yes Teacher: The seven crustal plates are Eurasian , African ,Pacific, Indian ,Australian ,Antarctic ,American ( North & South ). Teacher: Teach! Pupils: Ok! Pupils with their partners will repeat the concept one at a time simultaneously. In the diagram below, write the differences of intensity from magnitude. G. Finding practical applications of concepts and skills in daily living Examine the cross-section of a hard-boiled egg.  How many layers do you see?  Describe each layer as to its color and thickness If you will be given a chance to live in any of the plates , what plate is it and why? What will you think the appearance of the earth’s surface if there are NO palte movements? Do you think it will be the same? Why or why not? Pretend that there was a time when a friend asked you if you were aware of an earthquake that occurred the night before. You immediately answered no because you didn’t feel the shock. How would you describe the intensity of such an earthquake? H. Making generalization and abstraction about the lesson Video presentation: Layers of the Earth Through the use of Venn Diagram, let the pupils differentiate intensity and magnitude. I. Evaluating learning Identify what layer of the earth is being described. 1. The outermost layer of the earth. 2. composed of hot and molten rocks. 3. It is composed of solid iron Directions: Choose the letter of the correct answer. 1. The theory of plate tectonic holds that the earth’s crust is made of ______ large continents. a. six c. eight Write the letter of the correct answer. 1.Why do the crustal plates move? a.Because it is made up of solid rocks b.Because it is made up of solid iron and nickel c.Because the earth’s crust is made Write I if the statement refers to intensity and M if it refers to magnitude. __(I)_ 1. It refers to the effect of earthquake on people, ground and structures. SUMMATIVE TEST NO. 1 THE LAYERS OF THE EARTH ARE; SYSTEM CRUST MANTLE CORE The Seven Crustal Plates on Earth are; Eurasian, African, Pacific, Indian, Australian, Antarctic, American (North & South) cor e mantl e crus t EARTHQ UAKE INTEN SITY MAGN ITUDE
  • 6.
    and nickel 4. Itis composed of liquid iron and nickel. 5. It is the layer where we live. b. seven d. nine 2.Which of these are continents? a. Africa , Australia , Spain b. China , Japan , Malaysia c. South America , North America , Antartica d. Pacific , Africa , France 3.The motion of the plates causes the formation of _____ and _________. a. Landscape and air pressure b. Landscape and seascape c. Tsunami and earthquake d. Landscape and volcano 4.The largest continent in the world is___________? a. Pangaea c. Europe b. Oceanic d. American Plate 5.The two largest continents of the earth; a. Plate tectonic plate and oceanic plate b. North and South American c. Crustal and Oceanic Plate d. West and East Plates of several plates that move on liquid rock d.Both a and b 2.Which part of the earth moves the crust? a.lithosphere b. mantle c.asthenosphere d. core 3. What plate movement occurs when two plates slide pass against each other? a. convergent b. divergent c. transform d. both a and b 4.What kind of plate tectonic occurs when two plates move away from each other? a. convergent c. transform b. divergent d. both a and b 5.What kind of plate movement occurs when two plates move towards each other? a. convergent c. transform b. divergent d. both a and b _(M)_ 2. It refers to the amount of energy released by an earthquake. __(I)_ 3. Characterized by the occurrence of fissures on the ground. _(M)_ 4. It uses seismograph to detect earthquakes. __(I)_ 5. There is overturning of movable objects. J. Additional activities for application / remediation Learners search the internet or other references on how scientists study about the earth’s interior. 1.Make a collage of the seven crustal plates. 2. Gather information about the seven crustal plates. 3. Do a research about earthquakes Teacher’s Instruction Brainstorming. The teacher ask the students what things they remember when they hear the word “FRICTION”. The students will write it in their notebooks then on the board. Group the class into 4. Let them make their own advertisement about the road safety. Remind them that their advertisement should be related to the concept of the effects of friction on the motion of an objects List two reasons why friction is important for you to function in your everyday life. V. REMARKS Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR
  • 7.
    IAP GCS IAP GCS IAP GCS IAP GCS IAP GCS VI. REFLECTION A. No.of learners who earned 80% in the evaluation ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above B. No. of learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation C. Did the remedial lessons work ? No. of learners who have caught up with the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson D. No. of learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation E. Which of my teaching strategies worked well ? Why did this work ? Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey,a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books
  • 8.
    ___Models ___Demonstrations Other Techniques and Strategiesused: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson F. What difficulties did my principal or supervisor can help me solve ? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works G. What innovation or localized materials did I use/discover which I wish to share with Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos
  • 9.
    other teachers ?views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
  • 10.
    GRADE 6 SCHOOLTUNASAN ELEMENTARY SCHOOL GRADE LEVEL SIX DAILY LESSON TEACHER LEARNING AREA SCIENCE LOG TEACHING DATES AND TIME WEEK 2 QUARTER FOURTH I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards The learners demonstrate the understanding of the effects of earthquakes and volcanic eruptions B. Performance Standards The learners should be able to design an emergency and preparedness plan and kit C. Learning Competencies/Objectives S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Describe how volcanic eruption occurs. S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Differentiate inactive from active volcano S6ES-IVa-1 Describe the changes on the earth's surface as a result of earthquakes and volcanic eruptions Describe the effect of volcanic eruption. S6ES-IVb-2 Enumerate what to do before, during, and after earthquake and volcanic eruption The learner will be able to answer the questions correctly and honestly with 75% and above mastery level II. CONTENT / TOPIC How Volcanic Eruption Occurs Active and Inactive volcano Effect of Volcanic Eruption Enumerate what to do before, during, and after earthquake and volcanic eruption SUMMATIVE TEST III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages Exploring Science and Health pp. 224-226 Cyber Sci. pp. 236-241 Journey to Science 6 (Book 2) pp. 257-263 Science in our World 6 pp. 241- 245 4. Additional materials from LRMDS portal Powerpoint Presentation, Activity Sheet Powerpoint Presentation, Activity Sheet B. Other Materials World map, puzzle, clay Jigsaw puzzle, chart of Rossi- Forel Scale and Ritcher Scale, envelope with different illustrations of the energy released by an earthquake and effects of the earth’s shaking on structure, people, crops and
  • 11.
    land IV. PROCEDURES A. Reviewingprevious lesson or presenting the new lesson 1. Science Trivia: Why the core is said to be the hottest part of the earth? (The center or core is said to be the hottest part because of the magma released from volcanoes) Drill / Review • Give examples on how we can prepare mentally and emotionally for an earthquake. • Give some precautionary measures to observe during earthquake. • What have you observed after an earthquake? Drill: Find and encircle the name of volcano (see slides) Trivia: Did you know that Phil. has about 220 volcanoes? Twenty-two of these volcanoes are considered active. Trivia: Which volcano remained inactive for more than 600 years and erupted only in 1991 which released dust particles throughout the country? ( Mt. Pinatubo) Review:What is the difference between the inactive and active volcano? Put (√) if the statement is correct and (X) if not. _(√)_1.Landslides can also cause deaths and destruction of properties. _(√)_2.A tsunami acts like a bulldozer sweeping off people, trees and animals and everything in its path. _(X)_3.A tsunami is caused by earthquake over the land. _(√)_4.Most deaths and injuries are caused by damage to buildings and other structures. _(√)_5.Earthquakes can also cause fire. B. Establishing a purpose for the lesson Show the pictures/ illustrations showing the striking volcanoes such as Mt. Mayon, or Taal. Ask: What do you see or observe about the picture? • Have the pupils create a form of volcano with the use of clay or mud. • How do you feel after creating a volcano? • Describe how volcano is formed? Which do you prefer to live near the volcano or in a low land, why Show pictures of destruction caused by earthquake. (Baguio, Dagupan, Haiti) Show picture of tsunami last December 2000 in Southeast Asia. Have you ever experienced or seen pictures of destruction caused by earthquakes? Share what you experienced or saw.
  • 12.
    C. Presenting examples/ instancesof the new lesson Show the illustration of active and inactive volcano. Show pictures damage by the volcanic eruption. Showing pictures of people, places during earthquake. Note: The teacher can use other pictures for additional information. The teacher can also use over- head projector for the picture slides. Use tapes/VCD if available for film showing.  What can you see in the pictures?  What natural phenomena occur or hit the place?  What provinces in our country experienced this kind of phenomena?  What are their experiences? D. Discussing new concepts and practicing new skills #1 1. Giving of instruction about the activity 2. Things to remember in performing the activity. 1. From the illustration how will you describe the volcano? 2. How will you describe an active volcano? 3. Why did you say that the volcano is inactive? Giving standards in doing ativity? Group activity. Laboratory activity See activity sheet Activity 1 “Let’s Talk About It” Materials: Pentel pen, Manila paper, pictures of places, people before, during and after earthquake Procedure: 1. Talk about experiences during earthquake. 2. Share the ideas that your have read, heard about earthquake. 3. Study the pictures. 4. Write some precautionary measures to be followed. E. Discussing new concepts and practicing new skills #2 Reporting Group Activity Activity 1  Study the map of active Reporting Showing the chart of warnings and instructions before, during and after earthquake. - Comparing the work of groups and the chart.
  • 13.
    volcanoes.  Make alist of active volcanoes that erupted from year 1464 to year 2000 in chronological order. Questions: 1. Which volcano is the latest to erupt? 2. What year did it erupt? 3. Where is the volcano located? 4. Do you live near an active volcano? If so, name the volcano.  Are the warnings and instructions given by PAG-ASA similar to what you wrote/did?  Are the slogans that you made show/present picture-out the precautionary measures before earthquake? during earthquake? after earthquake?  What can you say about what you have drawn in your poster?  Is the message depicted in your poster the same on with the warnings and instructions of PAG-ASA?  Should we impose more restrictions to the design of buildings particularly schools? Why? F. Developing mastery (leads to formative assessment ) What do you think people will do to minimize the loss of lives and destruction of properties? - Did you notice the steam that come out of the cone? - Where does the steam come from? - Describe how volcanic eruption occurs. 1. What is an active volcano? 2. Give examples of active volcanoes. 3. Describe an active volcano. 4. How can you differentiate active from inactive volcano? 1. What is the most important source of energy? 2. What is the source of volcanic heat? 3. What do you call the energy source of heat below the earth’s surface? 4. Give some examples of beneficial effect of volcanic eruption. G. Finding practical applications of concepts and skills in daily living When you hear a radio broadcast that a volcano near your place will erupt. 1. Volcano that releases magma. 2. Volcano that smokes every Which do you think has the greater effect, the beneficial or What do you think people will do to minimize the loss of lives and destruction of properties?
  • 14.
    What will youdo? now and then. 3. Volcano that has not erupted for more than 600 years 4. Volcano that do not release hot gases 5. Volcano that has erupted with in 600 years harmful effect? Why? H. Making generalization and abstraction about the lesson Describe how magma comes out from a volcano? How can you differentiate active from inactive volcano? What are some examples of beneficial effect of volcanic eruption. Earthquakes frequently happen in Japan. Why are there very few casualties during strong earthquake? I. Evaluating learning Directions: Select the letter of the correct answer: 1. What do you call the openings at the earth’s surface were molten materials from beneath flow? a. volcano b. magma c. tectonic plates d. crustal plates 2. Which of the following is the molten material that comes out of the volcano which is either quietly or violently? a. volcano b. magma c. tectonic plates d. crustal plates 3. When do we say that volcano erupts violently? a. When molten rocks are spread out into the air with thunderous explosion and earthquakes. b. When magma comes out of the volcano without accompanying explosions or earthquake. c. when it changes the Directions: Select the letter of the correct answer: l. How does active volcano differ from active volcano? a. Active volcano releases magma & hot gases while inactive is not. b. Active volcano always erupts while inactive volcano erupts once. c. Both active and inactive volcano releases hot gases. d. all of the above. 2. Which statement is true about the difference between active and inactive volcano? a. Active volcano are those that erupted or shown signs of activity for the past 600 years while inactive volcano are those that have not erupted for 600 years or more. b. Inactive volcano are those that erupted or shown signs of activity for the past 600 years while active volcano are those that have not erupted for 600 years or more. c. Both active and inactive Directions: Encircle the letter of the correct answer. 1. Which is true about the volcanic eruption? a. Volcanic eruption brings beneficial and harmful effect to people. b. It does not erupt quickly and violently. c. It build houses and not destroy life and properties d. both b & c 2. All statements are beneficial effects EXCEPT one a. enrichment of the soil b. rocks are used in building construction c. build new landforms d. houses, buildings, trees, crops and roads are buried by the flowing lava 3. Which statements show harmful effect? a. poisonous gases are release during volcanic eruption b. fertility of the soil c. bring materials that plants need Why should we strictly follow precautions before, during and after earthquake?
  • 15.
    landscape. d. when itbring damages to plants, properties and people. 4. When the molten rocks are spread out into the air with thunderous explosions and earthquakes, what kind of volcanic eruption it is? a. quiet eruption b. violent eruption c. active eruption d. inactive eruption 5. If you were living in the place where volcanic eruptions occur, what will you do with lava that comes out of the volcano? a. throw them away b. use them as fertilizer c. mix with water d. both a & c volcano releases hot gases. d. Both active and inactive volcano is not erupted for 600years. 3. What kinds of materials are being released by an active volcano? a. magma b. hot gases c. smokes d. all of the above d. both b & c 4. – 5. Which tell about volcanic eruption? a. volcanic eruption releases a huge amount of energy b. it changes the landscape c. it preserve and conserve our natural resources d. it does not harm people and environment J. Additional activities for application / remediation Why are earthquake drills important? What will you tell to your friend who make fear during earthquake drills? Make your own illustration showing how magma comes out from a volcano. Draw active and inactive volcano, and differentiate the two. Write 5 precautionary measures before & after the volcanic eruptions. V. REMARKS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS VI. REFLECTION A. No. of learners who ______ of Learners who ______ of Learners who earned ______ of Learners who earned ______ of Learners who ______ of Learners who
  • 16.
    earned 80% in theevaluation earned 80% above 80% above 80% above earned 80% above earned 80% above B. No. of learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation C. Did the remedial lessons work ? No. of learners who have caught up with the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson D. No. of learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation E. Which of my teaching strategies worked well ? Why did this work ? Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey,a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools
  • 17.
    ___ Explicit Teaching ___Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson F. What difficulties did my principal or supervisor can help me solve ? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works G. What innovation or localized materials did I use/discover which I wish to share with other teachers ? Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
  • 18.
    GRADE 6 SCHOOLTUNASAN ELEMENTARY SCHOOL GRADE LEVEL SIX DAILY LESSON TEACHER LEARNING AREA SCIENCE LOG TEACHING DATES AND TIME WEEK 3 QUARTER FOURTH I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards The learners demonstrate the understanding of the weather patterns and seasons in the Philippines B. Performance Standards The learners should be able to design an emergency and preparedness plan and kit C. Learning Competencies/Objectives S6ES-IVc-3 Describe the different seasons in the Philippines Infer the weather pattern in the Philippines using weather data S6ES-IVc-3 Describe the different seasons in the Philippines Describe the seasons in the Philippines S6ES-IVc-3 Describe the different seasons in the Philippines Determine the occurence of wet and dry season in the Philippines using a graph S6ES-IVc-3 Describe the different seasons in the Philippines Explain the importance of knowing the Weather Patterns and Seasons in the Philippines The learner will be able to answer the questions correctly and honestly with 75% and above mastery level II. CONTENT / TOPIC the weather pattern in the Philippines Seasons in the Philippines Wet and Dry season in the Philippines Importance of knowing the Weather Patterns and Seasons in the Philippines SUMMATIVE TEST III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages Science in Our World pp. 268- 273 Science in Our World pp. 268-27 Science in Our World pp. 268-27 Science in Our World pp. 268-27 4. Additional materials from LRMDS portal BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007 Science for Daily Use 5. Tan, Conchita T. 2012. p. 243 BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007 Science for Daily Use 5. Tan, Conchita T. 2012. p. 243 BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007 Science for Daily Use 5. Tan, Conchita T. 2012. p. 243 BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007 Science for Daily Use 5. Tan, Conchita T. 2012. p. 243 B. Other Materials IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson What are the two seasons in the Philippines? What are the two seasons in the Philippines?
  • 19.
    What useful activitywill you do during the wet season? What useful activity will you do during the wet season? B. Establishing a purpose for the lesson Look at the world map. Can you locate where the Philippines is? Did you ever wonder why we don’t have snow in the Philippines? Why is it that other countries have four seasons while the Philippines have only two? Did you ever wonder why we don’t have snow in the Philippines? Why is it that other countries have four seasons while the Philippines have only two?  What’s the weather like today? weather will be like ahead of time? tomorrow? what you can do C. Presenting examples/ instances of the new lesson Philippines is located near the equator and lies between latitudes 13° 0' N, and longitudes 122° 00' E. The geographical and physical conditions affecr its climate. How? DO Activity on DLP pp 65-67/ Illustration on Into the Future Science And Health pp229-231 DO Activity on DLP pp 65-67/ Illustration on Into the Future Science And Health pp229-231 students already should be familiar with patterns. This lesson requires students to relate what they learn about weather to what they already know about patterns. Students first look at simple patterns in non-weather related phenomena. Then they identify and record several weather parameters to analyze for patterns. Part of the analysis is the construction of simple bar graphs. It is important that students be able to make a graph. D. Discussing new concepts and practicing new skills #1 Fill in the tables below using the climate map and political map. Identify the fine provinces in eact type of climate and factors that affect their climate. Climate Provinces Factors affecting Their The Philippines is located between 4° and 21° latitude North and 116° to 127° longitude South. An imaginary line divides the Earth into halves and it is said to be the zero degrees (0°) is called equator. Places above the equator are said to be in the Northern Hemisphere and these located The Philippines has two pronounced seasons, the wet and dry seasons, Harvesting is mostly done during dry season. In some places farmers cannot plant crops during dry season because they do not Look the weather at each day of the week. Decide which picture describes the daily weather. Paste it on your charts.
  • 20.
    Climate Type 1 Type 2 Type 3 Type 4 below the equator aresaid to be in the Southern Hemisphere. Another imaginary line drawn from the North Pole down to the South Pole is called Meridian. The distance expressed in degrees is called longitude. Places from the prime meridian to the west are said to be the Western hemisphere and the opposite to be in the Eastern Hemisphere. have modern irrigation and the lack of water. Farmers usually plant their crops during wet season to ensure that it will grow because water is plenty. Sometimes too much rain may cause landslides, mudflows and erosion that may damage crops, lives and properties E. Discussing new concepts and practicing new skills #2 Why do climates vary in the different reagions in the Philippines? Describe the climate in the aerea where you live. The earth tilts on its axis at an angle of 23 ½ degrees. It rotates on its axis every 23 hours 56 minutes and 0.5 seconds or 24 hours. This rotation gives us day and night. As it rotates, it also revolves around the sun completing its journey every 365 ¼ days or I year. This movement of the earth around the sun gives us the 4 seasons (summer, autumn, winter, and spring), However, one region of the Earth has no marked change of season. This is the region around the equator, where it is hot all year round. Region around the equator is hot all year round because it round because it receives direct rays from the sun. Countries lying on or near the equatorial Complete the Table DRY SEASON Advantage Disadvantage WET SEASON Advantage Disadvantage After students have generally observed, graphed, and analyzed weather, ask them how they could make even better observations and how they think weather people on TV make observations. This conversation should eventually lead to the use of tools (e.g., rain gauges, weather vanes). Perhaps students used tools in the above observations too; if so, you could talk about those here.
  • 21.
    region experience aclimate characterized by distinct hot and rainy months. The Philippines is located in this region, this region provides the Philippines with two pronounced weather condition during the year which is wet season and dry season Seasonal Winds are called monsoons. The northeast monsoon known as Amihan, chills the Philippines from December to January. It passes from Siberia. From March to May Southeast monsoon known as Habagat bringing much rain throughout the country. It absorbs much moisture as it passes the surrounding bodies of water, when the vapor condenses it falls back as rain. F. Developing mastery (leads to formative assessment ) Describe the different types of climate in the Philippines Type 1 Type 2 Type 3 Encircle the letter that has the correct answer. 1. Some countries experienced four seasons. The Philippines has experienced only two distinct seasons. What are these two distinct seasons of the Philippines? a. wet and wet b. wet and dry c. dry and dry d. summer and winter 2. People living in Gusatbak are mostly farmers, at what particular time of the year they usually Select the correct answer. Write the letter on your answer sheet. 1. What are the two distinct seasons in the Philippines? a. hot and cold b. wet and dry c. hot and icy d. wet and icy 2. Tropical countries experience two distinct seasons. How many seasons do temperate countries experience? a. 4 b. 2 c. 3 d. 1 3. Which of the following primarily causes the four seasons of the world? a. Earths revolution b. Earth rotation Explain the importance of knowing the Weather Patterns and Seasons in the Philippines Group 1: Jingle Group 2: Poster Making Group 3: Collage Making Group 4: Debate
  • 22.
    Type 4 planttheir crops? a. wet season b. dry season c. winter season d. spring season To the Learner Let’s Try This Let’s Learn This 59 3. During what particular season do farmers usually harvest their crops? a. wet season b. dry season c. summer season d. winter season 4. What are some bad effects of too much rain? a. landslides b. mudflows c. erosion d. all of these 5. Which of the following shows bad effects of too much dry season? a. drought b. flooding c. erosion d. landslide c. Earths location d. Earths tilt 4. Which region around the Earth has no marked change of season? a. region around the pole b. region around the latitude c. region around the equator d. region around the longitude 5. All are factors that influence season. Which of the following brings much rain? I seasonal winds II Amount around the latitude III Location IV Bodies of water V Earth movement a. I, II b. II, IV c. I, IV d. II,V G. Finding practical applications of concepts and skills in daily living Collect and interpret weather reports for a month. Identify the weather pattern in your community. What do you think will happen to our crops if we have snow in the Philippines? When are we going to plant and harvest our crops? What activities we can do given only two seasons wet and dry? Why do you think we should not have the same season as the other counties? H. Making generalization and abstraction about the lesson What factors that determine the climate of the Philippines? What are the two seasons in the Philippines? The Philippines has two pronounced seasons, the wet and What causes the seasons in the Philippines? The Philippines has two distinct seasons, wet and dry season.
  • 23.
    Describe the followingtypes of climate in the Philippines Type 1 Type 2 Type 3 Type 4 dry seasons, Harvesting is mostly done during dry season. In some places farmers cannot plant crops during dry season because they do not have modern irrigation and the lack of water. Farmers usually plant their crops during wet season to ensure that it will grow because water is plenty. Sometimes too much rain may cause landslides, mudflows and erosion that may damage crops, lives and properties It is influence or cause by the country’s location (latitude), bodies of water, wind system, amount of rainfall and earth’s movement I. Evaluating learning Given the provinces in the Philippines, identify to which type of climate do they belong. 1. Panay 2. Cebu 3. Bohol 4. Albay 5. Catanduanes 6. Masbate 7. Batanes 8. Camarines Norte 9. Eastern Palawan 10. Eastern Mindoro Choose the letter of the correct answer. 1. What are the two distinct seasons of the Philippines? a. dry and winter b. wet and dry c. summer and winter d. summer and spring 2. At what particular time of the year do farmers usually plant their crops? a. dry season b. wet season c. winter season d. summer season 3. When do farmers usually harvest their crops? a. dry season b. wet season c. winter season d. summer season 4. Too much rain will cause? a. landslide b. mudflows c. erosion d. all of the above 5. Dry season sometimes have Select the letter of the correct answer. Write your answer on the sheet provided. 1. Tropical countries experienced two distinct seasons. How many seasons do temperate countries experience? a. 4 b. 2 c. 3 d. 1 2. What are the two distinct seasons in the Philippines? a. hot and cold b. wet and dry c. hot and icy d. wet and icy 3. Which of the following primarily causes the four season of the world? a. Earth’s revolution b. Earth’s location c. Earth’s tilt d. Earth rotation 4. Which region around the earth has no marked change of season? a. region around the latitude b. region around the longitude c. region around the pole d. region around the equator 5. All the factors that influence season. Which of the following factors bring much rain? I amount of rainfall
  • 24.
    bad effects. Whichone is an ill effect of dry season? a. flooding b. drought c. erosion d. landslide II Location III Bodies of water IV Earth movement V seasonal Winds a. I and III b. II and V c. V and II d. II and IV J. Additional activities for application / remediation Activity 1 DLP page 61 1. What season in the Philippines is illustrated in picture A? 2. What makes it dry season? 3. What factor contributes to the existence of a rainforest shown in Picture B? 4. Do the Philippines receive enough rain throughout the year? 5. What do you call this season in the Philippines? 1. The earth is tilted on its axis in an angle of _________. a. 90 b. 180 c. 23 ½ d. 360 2. One complete revolution around the sun of the Earth is 1 year or _________. a. 365 days b. 365 ¼ days c. 356 ½ days d. 24 days 75 3. Which number represents the equator? a. 1 and 2 b. 3 and 4 c. 1 and 3 d. 2 and 4 4. The line starts from number 3 up to line 4. a. latitude b. longitude c. equator d. prime meridian 5. Which statement is correct? a. The earth rotates on its axis and at the same time revolves around the sun. b. The earth rotates around the sun and at the same time revolves on its axis. c. The earth rotates and revolves around the sun. V. REMARKS Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR Lesson to be continued : Lesson done : Passed Failed ML T MMR
  • 25.
    IAP GCS IAP GCS IAP GCS IAP GCS IAP GCS VI. REFLECTION A. No.of learners who earned 80% in the evaluation ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above B. No. of learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation C. Did the remedial lessons work ? No. of learners who have caught up with the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson D. No. of learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation E. Which of my teaching strategies worked well ? Why did this work ? Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey,a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books
  • 26.
    ___Models ___Demonstrations Other Techniques and Strategiesused: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson F. What difficulties did my principal or supervisor can help me solve ? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works G. What innovation or localized materials did I use/discover which I wish to share with Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos
  • 27.
    other teachers ?views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition
  • 28.
    GRADE 6 SCHOOLTUNASAN ELEMENTARY SCHOOL GRADE LEVEL SIX DAILY LESSON TEACHER LEARNING AREA SCIENCE LOG TEACHING DATES AND TIME WEEK 4 QUARTER FOURTH I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY A. Content Standards The learners demonstrate the understanding of the earth's rotation and revolution B. Performance Standards The learners should be able to design an emergency and preparedness plan and kit C. Learning Competencies/Objectives S6ES-IVe-f-5 Demonstrate rotation and revulotion of the Earth using a globe to explain day and night and the sequence of seasons Explain how the earth’s rotation affects the wind system S6ES-IVe-f-5 Demonstrate rotation and revulotion of the Earth using a globe to explain day and night a Explain how the earth’s rotation affects the wind system S6ES-IVe-f-5 Demonstrate rotation and revulotion of the Earth using a globe to explain day and night and the sequence of seasons What Causes Day and Night S6ES-IVe-f-5 Demonstrate rotation and revulotion of the Earth using a globe to explain day and night and the sequence of seasons What Causes Day and Night The learner will be able to answer the questions correctly and honestly with 75% and above mastery level II. CONTENT / TOPIC Earth’s Rotation Earth’s Rotation Earth’s Rotation Earth’s Rotation SUMMATIVE TEST III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages Science in Our World pp. 268- 273 Science in Our World pp. 268-27 Science in Our World pp. 268-27 Science in Our World pp. 268-27 4. Additional materials from LRMDS portal BEAM 3. Unit 6. Learning Guide. Wearther we like it or not. Module 5. July 2007 Science for Daily Use 5. Tan, Conchita T. 2012. p. BEAM 4. Unit 9. Distance Learning Modules. DLP 59. BEAM 4. Unit 9. Distance Learning Modules. DLP 60 EAM 4. Unit 9. Distance Learning Modules. DLP 59. BEAM 4. Unit 9. Distance Learning Modules. DLP 60 EAM 4. Unit 9. Distance Learning Modules. DLP 59. BEAM 4. Unit 9. Distance Learning Modules. DLP 60
  • 29.
    243 B. Other Materials IV.PROCEDURES A. Reviewing previous lesson or presenting the new lesson CHECKING OF ASSIGNMETS How are winds formed? What are the different wind system? CHECKING OF ASSIGNMETS How are winds formed? What are the different wind system? Encircle the letter that has the correct answer. 1. Which of the following would happen if the Earth did not rotate? a. We would not have days and nights b. The sun would not shine an Earth. c. The Earth would fall in space. d. We would not have any new year. 2. Why do we have day and night? a. Because the earth revolves around the sun. b. Because the earth rotates on its axis. c. Because the earth tilts on its axis. d. options A and C 3. As the globe rotates, only half of it receives light so this side is bright. Places on this area experiences what time of the day. a. daytime b. nighttime c. dawn d. midnight Describe that the Earth’s axis is tilted 23.5 degrees from the perpendicular. Show that the Earth rotates in a counterclockwise direction as seen from the top of the North Pole. Encircle the letter that has the correct answer. 1. Which of the following would happen if the Earth did not rotate? a. We would not have days and nights b. The sun would not shine an Earth. c. The Earth would fall in space. d. We would not have any new year. 2. Why do we have day and night? a. Because the earth revolves around the sun. b. Because the earth rotates on its axis. c. Because the earth tilts on its axis. d. options A and C 3. As the globe rotates, only half of it receives light so this side is bright. Places on this area experiences what time of the day. a. daytime b. nighttime c. dawn d. midnight Describe that the Earth’s axis is tilted 23.5 degrees from the perpendicular. Show that the Earth rotates in a counterclockwise direction as seen from the top of the North Pole.
  • 30.
    B. Establishing apurpose for the lesson How do winds move? What causes these winds to move that way? How do winds move? What causes these winds to move that way? Suppose there were only days and no nights on the earth, what do you think would happen? Study the drawing. Suppose there were only days and no nights on the earth, what do you think would happen? Study the drawing. C. Presenting examples/ instances of the new lesson Activity: A. Get a globe and place it on the table B. Let the learner/s Rotate the globe from west to east C. As the globe moves, ask a pupil to drop a piece of chalk from the North Polar Region D. Observe what happen to the chalk a. In what direction does the piece of chalk fall as the globe rotate from west to east? b. What do you think that chalk fell in that direction? Activity: A. Get a globe and place it on the table B. Let the learner/s Rotate the globe from west to east C. As the globe moves, ask a pupil to drop a piece of chalk from the North Polar Region D. Observe what happen to the chalk a. In what direction does the piece of chalk fall as the globe rotate from west to east? b. What do you think that chalk fell in that direction? Compare the movement of the hands of the clock and the rotation of the Earth. Compare the movement of the hands of the clock and the rotation of the Earth.
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    D. Discussing newconcepts and practicing new skills #1 Air normally flow from areas of high atmospheric pressure to area of low atmospheric pressure. But because the Earth’s spins or rotates from west to east, the winds are bent or deflected to the right in the Northern Hemisphere. In the Southern Hemisphere the winds are deflected/bent to the left. This is because of the rotation of the Earth. This deflection of the moving air is called coriolis effect Air normally flow from areas of high atmospheric pressure to area of low atmospheric pressure. But because the Earth’s spins or rotates from west to east, the winds are bent or deflected to the right in the Northern Hemisphere. In the Southern Hemisphere the winds are deflected/bent to the left. This is because of the rotation of the Earth. This deflection of the moving air is called coriolis effect E. Discussing new concepts and practicing new skills #2 In the Philippines, cold winds from Siberia cool the air from December to February. The Coriolis Effect diverts the cold air direction and turns it to the right towards the Philippines from the northeast direction. It is called northeast monsoon or In the Philippines, cold winds from Siberia cool the air from December to February. The Coriolis Effect diverts the cold air direction and turns it to the right towards the Philippines from the northeast direction. It is called northeast monsoon or Amihan by Filipinos. Questions: 1. Did the whole globe/ball receive light from the flashlight? 2. When the other part receives light, what happens to the other part? 3. If the Philippines is facing the light source, what countries are on the side opposite the light Questions: 1. Did the whole globe/ball receive light from the flashlight? 2. When the other part receives light, what happens to the other part? 3. If the Philippines is facing the light source, what
  • 32.
    Amihan by Filipinos. FromMarch to May, the Philippine temperature is at its highest, warm air rises over the country as a result. Southeast monsoon or Habagat as termed by the Filipinos, visits the country from June to November and it brings much rain, which is starting of the rice planting season. The Earth’s rotation causes the winds to turn to the left or right instead of directly downward or upward in a straight path. From March to May, the Philippine temperature is at its highest, warm air rises over the country as a result. Southeast monsoon or Habagat as termed by the Filipinos, visits the country from June to November and it brings much rain, which is starting of the rice planting season. The Earth’s rotation causes the winds to turn to the left or right instead of directly downward or upward in a straight path. source? 4. Describe the portion of the globe: a. facing the light source. b. the side opposite the light source. countries are on the side opposite the light source? 4. Describe the portion of the globe: a. facing the light source. b. the side opposite the light source. F. Developing mastery (leads to formative assessment ) Answer these: 1. To what direction does the wind movement in the northern hemisphere deflected to? 2. To what direction does the wind movement in the southern Answer these: 1. To what direction does the wind movement in the northern hemisphere deflected to? 2. To what direction does the wind movement in the southern hemisphere deflected to?
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    hemisphere deflected to? 3.What causes the deflection of the wind system? 4. How does the Earth’s rotation affect the wind movement? 5. What do we call the effects of the Earth’s rotation on the wind movement? 6. What is the wind system that visits the Philippines from December to January? 7. What is the wind system that visits the Philippines from June to November 3. What causes the deflection of the wind system? 4. How does the Earth’s rotation affect the wind movement? 5. What do we call the effects of the Earth’s rotation on the wind movement? 6. What is the wind system that visits the Philippines from December to January? 7. What is the wind system that visits the Philippines from June to November G. Finding practical applications of concepts and skills in daily living Do we experience the same wind system throughout the year? Why? Do we experience the same wind system throughout the year? Why? Answer Briefly. 1. What causes day and night? 2. Why is Earth’s rotation important? 3. In what direction does the earth rotate? Answer Briefly. 1. What causes day and night? 2. Why is Earth’s rotation important? 3. In what direction does the earth rotate?
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    H. Making generalization and abstractionabout the lesson How does the earth’s rotation affects the wind system? The earth’s rotation affects the wind movement. In the Northern Hemisphere, the air that travels downward is deflected to the right and in the Southern Hemisphere, the air deflected to the left. This movement of the wind in a deflected path rather than in a straight line is called Coriolis Effect. Coriolis effect is due to Earth’s rotation How does the earth’s rotation affects the wind system? The earth’s rotation affects the wind movement. In the Northern Hemisphere, the air that travels downward is deflected to the right and in the Southern Hemisphere, the air deflected to the left. This movement of the wind in a deflected path rather than in a straight line is called Coriolis Effect. Coriolis effect is due to Earth’s rotation  the rotation of the earth causes day and night.  it is day on the part of the earth that is facing the sun.  It is night in the part of the earth that is not facing the sun.  the earth rotates in a counter-clockwise direction.  the rotation of the earth causes day and night.  it is day on the part of the earth that is facing the sun.  It is night in the part of the earth that is not facing the sun.  the earth rotates in a counter-clockwise direction. I. Evaluating learning Answer “Let’s Test Ourselves” DLP page 48 Charted Answer “Let’s Test Ourselves” DLP page 48 Charted Write the letter of the correct answer. 1. In what direction does the Earth rotate? a. from east to west c. from south to north b. from north to south d. from west to east 2. How long does it take for the Earth to make a complete rotation on its axis? a. one day Write the letter of the correct answer. 1. In what direction does the Earth rotate? a. from east to west c. from south to north b. from north to south d. from west to east 2. How long does it take for the Earth to make a complete rotation on its axis? a. one
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    b. one monthc. one week d. one year 3. At what angle does the Earth tilt on its axis? a. 43 ½ degrees c. 33 ½ degrees b. 23 ½ degrees d. 53 ½ degrees 4. What do you call an imaginary line than runs through the Earth? a. axis b. taxis c. orbit d. faxis 5. The movement of the globe as it spins and reaches the point from where it started is called ? a. revolution c. rotation b. locomotion d. position day b. one month c. one week d. one year 3. At what angle does the Earth tilt on its axis? a. 43 ½ degrees c. 33 ½ degrees b. 23 ½ degrees d. 53 ½ degrees 4. What do you call an imaginary line than runs through the Earth? a. axis b. taxis c. orbit d. faxis 5. The movement of the globe as it spins and reaches the point from where it started is called ? a. revolution c. rotation b. locomotion d. position J. Additional activities for application / remediation V. REMARKS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS Lesson to be continued : Lesson done : Passed Failed ML T MMR IAP GCS VI. REFLECTION A. No. of learners who earned 80% in the evaluation ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above ______ of Learners who earned 80% above
  • 36.
    B. No. oflearners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation ______ of Learners who require additional activities for remediation C. Did the remedial lessons work ? No. of learners who have caught up with the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson ______Yes ______No ______ of Learners who caught up the lesson D. No. of learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation ______ of Learners who continue to require remediation E. Which of my teaching strategies worked well ? Why did this work ? Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey,a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching ___ Group collaboration ___ Carousel Strategies used that work well: ___ Socratic Questioning ___ Game-Based Learning ___ Interactive Lecture Demonstrations The activity can be a classroom experiment, a survey, a simulation or an analysis of secondary data. ___Cooperative Learning ___Jigsaws ___Gallery Walks ___Fieldtrips ___Making notes from book ___Use of internet/audio visual presentation ___Text books ___Investigations ___Models ___Demonstrations Other Techniques and Strategies used: ___Manipulative Tools ___Pair Work ___ Explicit Teaching
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    ___ Carousel ___ Diads ___Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson ___ Group collaboration ___ Carousel ___ Diads ___ Differentiated Instruction ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s collaboration/cooperation in doing their tasks ___ Audio Visual Presentation of the lesson F. What difficulties did my principal or supervisor can help me solve ? __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works __ Bullying among pupils __ Pupils’ behavior/attitude __ Colorful IMs __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/ Internet Lab __ Additional Clerical works G. What innovation or localized materials did I use/discover which I wish to share with other teachers ? Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition Planned Innovations: __Contextualized/ Localized and Indigenized IM’s __ Localized Videos __ Making big books from views of the locality __ Recycling of plastics to be used as Instructional Materials __ local poetical composition