Grade Level V and VI School BITUGAN E/S MULTIGRADE

Learning Area Science Teacher IKE B. SAMUEL CLASSES

Quarter 3rd Quarter Teaching Da
DAILY LESSON LOG
DAYS

Grade 5 Grade 6

Lesson Objectives a. Describe a. Define friction;

position of b. Describe effects of frictions to the motion/movements of an
an object; object; and
and c. Work on the module loyally.
b. Measure the
change in
position of
an object in
relation to its
reference
point.

A. CONTENT
STANDARD
The learners demonstrate understanding of friction affects
movement of an object.

B. PERFORMAN
CE
STANDARD

C. Learning Describe the motion Infer how friction affects movement of different objects.
Competencie of an object tracing
s/ Objectives and measuring its S6FE-IIIa-b-1
change in position
(distance travelled)
over a period of
time.

S5FE-IIIAa-1

II. CONTENT Position of an object, Friction – Effects to moving Objects

Change in Position of
an object
Domain/Strand FORCE AND MOTION FORCE AND MOTION

Process Skills: Measuring, Inferring, describing, observing,

Observing,
describing,
Values Integration:
LEARNING
RESOURCES

A. References

1. Teachers MG BOW, Science MG BOW, SCIENCE LINKS 6 pp. 111-112, pp. 116-117
Guide Beyond Borders 5

2. Learners
material

3. Textbook
Pages

Grouping Structures (tick boxes)

Whole Class (Preparatory &

Mixed
Friendship
Groups Groups
Elaboration Phase

(for example the introduction), where you Ability other

Groups(specify)
may address all grade levels as one group
Combination
GradeofGroups
structures

Teaching, Learning and Assessment

GRADE 5 GRADE 6

Procedure : Preparatory Activities

Use these letter icons
to show
methodology and
assessment activities.
T
1. Greetings
2. Do the motion dance (walking,hop,running, stop)
3. Present the behavioral chart

T
Direct Teaching

G
Group Activity

I
Individual

Activity

ELICITATION PHASE
T I
A
Assessment Elicitation

Show the compass Answer the activity “Do this” in your

rose.
Self-instructional module.

Direction: Relate to your experience or observations in your daily

activities. Write TRUE if the statement is correct and FALSE if not.

__1. A bicycle runs slowly in a very rough road.

__2. When you roll a ball on the newly-waxed floor, it slows down.

__3. A marble glide fast on the smooth table. ( for the continuation,
refer to module “ Do this”

Ask: Where can you

usually find this
picture? (in a map)
What is the purpose
of this picture in the
map? (used in
locating the direction
or position of a
country, sea or …)

In the picture, what

do N stands for?
(north) The S?
(south) the W?
(west) the E? (east)
How about the O?
(center/reference
point)

ENGAGEMENT PHASE
T G
Engagement

With the given Group the class into two groups and
picture, place a
clipart of a ball and a Do the group activity# 1 in the self-instructional module. Tell them to
assign each group a leader, secretary, reporter and material
book in a center
point. manager.
 (Individual Activity)

(Please refer to the attached SIM )

EXPLORATION PHASE

In your group, perform the group activity#2 in your module. Ask the
material manager to get the materials needed for the activity.

PROBLEM: Which surface does the box harder to pull? Easier to pull?

Materials needed:

Ask: What did I put in Shoebox

the compass rose?
(ball and a book) Stones
Where did I put
Strings
them? (at the center
of the compass Rough surface
rose).
Smooth surface

Now, move the ball

into opposite Procedure:
direction.
1. Fill shoebox with stones
2. Fasten string to one end of the box
3. Pull over the box on a rough surface
4. Then, in smooth surface. Observe and record your
observations
5. Answer the guide questions based on your observations
 Ask: Do the ball and
the book now
occupy the same
position? What is
now the position of
the book in
relation/relative to O
or the center? Or
Vice versa.

Does the position of

the book and the ball
changes, after I
moved it?

So today, we are
going to describe /
identify and measure
changes in the
position of an object
in relation to its
reference point.

Procedure : EXPLANATION PHASE

G T
Exploration Phase
Use these letter icons (Guided Exploration)
(REFLECTIVE ACTIVITY)
to show
1. Group the
methodology and
class in to
assessment activities.
three (3)
Ask the pupils to present their output and observations to the class.
groups.
T 2. Set
 Direct Teaching standards in
doing group
Ask:
activity.
G
Group Activity 3. Select a When is the box harder to pull?
leader,
assistant When is the box easier to pull?
I leader,
Individual Why do you think it’s harder to pull the box in rough surface? In
secretary,
Activity smooth surface? (because in rough surface the box is rubbed against
and reporter
the bumps and in the smooth surface, there were only small bumps
and material
and hollows causing it to just slip and move fast)
A manager.
Assessment 4. Distribute
Activity Card
#1 :

Activity # 1

Changes in Position

Objective: by doing this activity, you

should be able to describe changes
in the position of an object.

Materials:

Explanation Phase T/G

I
Refer to the module “try this!”

Ask the group

reporter to present
the

group output in front

of the class.

(Reflective Activity)

Ask: After pushing

the recycled toy car
 from the reference
point, what is now
the new position of
the toy car? Was
there motion/
movement/ change
of position
happened? Why?

What is the
measurement /
distance of the
position of an object
from point O/
reference point?

(whole class instruction) through powerpoint presentation

T
Elaboration Phase

Motion is movement from one place to another.

Example: back and forth in the swing

Up and down of the n in the seesaw

Force can cause object to be in motion or move causing it to move in different positions.
Procedure :
Force can be push or pull.

Use these letter icons

to show Example: pushing the toy car away, pulling the towards you
methodology and
assessment activities.
When you push the toy car away from you, the position of the object changes.

T One way to describe positions of object is by using the words/directions NORTH, SOUTH,
Direct Teaching
WEST and EAST.

G
Group Activity
To measure the changes in position of an object, we must identify the reference point of an
object before it move or travel.
I
Individual
Activity
An object is in motion when it changes position in relation to reference point.

A
Assessment
REFERENCE POINT

---Measurement of change in position--------

Distribute the The teacher continues to elaborate
I T
worksheet.
Friction through powerpoint

presentation while the pupils refer to the module “Read this”

Direction: What is
the distance/
measurement of the
position of an object
in relation to its
reference point.

1.

Generalization:

Ask: what is friction?

NEW POSITION: How friction is produced?

________________
How does friction affect the motion of the object?

DISTANCE:
_________________
_ mm.

(see attached
worksheet for the
continuation)

Checking of the On your module, answer “test your understandings!”

T A
Individual
worksheets.
 Direction: Read the selection carefully and choose only the letter of
the correct answer.
Generalization

Ask: How can we

describe position of
an object? (by using
the different
directions NORTH,
SOUTH, EAST, WEST)

What causes object

to change in position
or move? (force)

How will we know

that object has
changes its position
or move? (when its
away from its
reference point)

Evaluation Phase
A A

Set A. Direction:
describe position of
an object.

Set B. Measure the

change of position
of an object
(motion) relative to
its reference point.

Extension Phase EXTENSION PHASE

G G

Later, when you are In a group, complete the retrieval chart below.
going to play
“kitcha” outside,
measure the change
of position of the
first runner from the FRICTION
 base to the 1st base. ADVANTAGES DISADVANTAGES t
Use a meter stick
(meter) in measuring
the changes in
position.

2. 1st base to the

second base.
3. 2nd base to 3rd
base

Ask: Does your home

base to 1st base
measure the same
distance from 1st
base to 2nd base?

IV. REMARKS

V. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment

B. No. of learners who

require additional
activities for remediation

C. Did the remedial lessons

work? No. of learners
who have caught up
with the lesson.

D. No. of learners who

continue to require
remediation

E. Which of my Strategies used that worked well: Strategies used that worked well:
teaching strategies
worked well? Why __group collaboration __group collaboration
did these work?
__games __games

__solving puzzles/jigsaw __solving puzzles/jigsaw

__answering preliminary __answering preliminary

__carousel __carousel
 __diads __diads

__Think-pair-share (TPS) __Think-pair-share (TPS)

__Rereading of Paragraphs/ Poems/ __Rereading of Paragraphs/ Poems/ Stories

Stories
__Differentiated Instruction
__Differentiated Instruction
__Role Playing/ drama
__Role Playing/ drama
__Discovery Method
__Discovery Method
__Lecture Method
__Lecture Method
Why?
Why?
__Complete IM’s
__Complete IM’s
__Availability of Materials
__Availability of Materials
__Pupil’s Eagerness to learn
__Pupil’s Eagerness to learn
__Group member’s cooperation in doing their tasks
__Group member’s cooperation in
doing their tasks

F. What difficulties did I __bullying among pupils __bullying among pupils

__pupils’ behavior/ attitude __pupils’ behavior/ attitude
encounter which my
__colorful IM’s __colorful IM’s
principal or __Unavailable Technology Equipment __Unavailable Technology Equipment (AVR/LCD)
supervisor can help (AVR/LCD) __Science/computer/internet lab
__Science/computer/internet lab __additional clerical works
me solve?
__additional clerical works Planned Innovations
Planned Innovations __localized videos
__localized videos __making big books from views of the locality
__making big books from views of the __recycling of plastics to be used as Instructional Materials
locality __local poetical composition
__recycling of plastics to be used as
Instructional Materials
__local poetical composition

Prepared by:
IKE B. SAMUEL
Teacher -1

Noted by:
GLADYS U. LACANDAZO ALMA D. TIBLANI
District Multi-grade Classes Coordinator Master Teacher - I
Supervising Head