Republic of the Philippines

Department of Education
DIVISION OF ORIENTAL MINDORO
POLA DISTRICT

School: Maluanluan Elementary School Grade and Grade VI- A

Section:
Teacher: Chesee Ann G. Sopera Subject Area: Science
Teaching Date: February 19, 2020 Quarter: Fourth Quarter- week 6

Lesson Plan in Science 6

I.LAYUNIN
A. Pamantayang Pangnilalaman:
The learners demonstrates understanding of the Earth’s rotation and revolution

B. Pamantayan sa Pagganap :
The learners should be able to design an emergency and preparedness plan and kit.
C. Mga Kasanayan sa Pagkatuto:
The learner should be able to demonstrate rotation and revolution of the Earth to explain day and
night and the sequence of seasons. (S6ES-IVe-f-5)
Content: Earth’ Rotation: Causes Day and Night
Values: Taking care of oneself;
Keeping oneself safe at night by being cautious and prepared
II. NILALAMAN
III. KAGAMITANG PANTURO
A. Sanggunian
1. Mga Pahina ng Gabay ng Guro : Grade VI Curriculum Guide p. 94
2. Mga Pahina ng Kagamitang Pang Mag-aaral:
3. Mga Pahina sa Teksbuk: Cyber Science (page 307-315)
4. Karagdagang Kagamitan mula sa LRMDS: BEAM Module 59 & 60
B. Iba pang Kagamitang Panturo :
powerpoint presentation, chart, activity cards, worksheets, globe, flashlights, video:
https://www.youtube.com/watch?v=hWkKSkI3gkU
III. PAMAMARAAN
A. Preliminary Activities
1.Motivation:
Sing the song entitled “ It’s a Small World”

2. Balik-Aral sa nakaraang aralin at/o pagsisimula ng bagong aralin

Identify the following. Arrange the jumbled letters to get the correct answer.

1. He stated that the sun is the center of the universe and C PEORSNUIN
that planets move around the sun
2. It is the place where people, animals and plants live. HTARE
3. What is the shape of the Earth PERSHE
4. It is the star that is 93 million miles away from Earth and its main source NUS
of energy.
5. It is a model or representation of the Earth. LGBEO
B. Establishing a purpose for the lesson

 Play: 4 pic 1 word:

 Guess the word using the pictures as the clue.
1. EARTH 2. ROTATE 3. DAY 4. NIGHT 5. TIME

 Read the conversation below:

1.
Gem is doing her research work when she noticed a chat message from her cousin.

Crisel: Hi, Gem!

Gem: Hello, Crisel! How’s your life in France?
Crisel: We’re doing great here, cousin! What are you doing right now?
Gem: I’m doing my research work. It’s 8:30 in the evening and I will really stay late tonight to finish it.
Crisel: Oh! I’m sorry for disturbing you. It’s 26 minutes past 1 in the afternoon here in London. We
are having our break time and I saw you were online. I miss you all there in the Philippines.
Gem: It’s alright cousin. Thanks for sending a message. I miss you too!
Crisel: I have to go offline, cousin! We’re about to enter our room. Bye!
Gem: Bye! Thanks cousin. Give my regards to Tita.

Where are the two girls?

2. What time is it in the Philippines when Crisel chatted with Gem?
3. What is the time in France?
4. Why do you think the time in the Philippines is not the same in France?

C. Presenting examples/instances of the new lesson

Perform the activity for pupils to know why is it afternoon in London while it is evening in the Philippines

Activity: Observing Day and Night

1. Set the globe on the table.
2. Locate the Philippines on the globe. Mark it with a masking tape.
3. Locate London in the globe. Mark it with a masking tape.
4. Get a flashlight and place it directly toward the equator at the mark where the
Philippines is. The flashlight represents the sun.
5. Darken the room. Switch on the flashlight. Observe what places are lighted and which are
not.
6. Let a classmate rotate the globe and observe the places lighted and not lighted. Observe
closely London and Philippines as the globe rotates.

1. 1.When the flashlight is switched, did the whole globe receive light from the flashlight?
2. When the other part is lighted, what happens to the other part?
3. Is London lighted when the Philippines is lighted? Why?
4. Aside from France, give 9 other countries that are not lighted when the flashlight is focused in the area
where the Philippines is located.
5. When France is lighted, what happens to the Philippines and other countries near to its location?
6. What do you notice as Earth’s rotates?
7. What causes day and night?

D. Discussing new concepts and practicing new skills #1

Watch a short video clip
“ What causes DAY and NIGHT?”

Answer the following questions:

1. What is the video about?
2. Where does the Earth rotates?
3. What is Earth’ axis? What is its purpose?
4. What do you call the movement of Earth as it spins
on its own axis.
5. In what direction does the Earth rotates?
6. How long does it take for the Earth to make one
complete rotation?
 7. What causes day and night?

Supplementary questions:
8. Does the change from day to night occur all at once?
9. What are the periods in between called?
10. Where does the sun rises?sets?
11. Does the sun really rise and set? Explain.

E. Discussing new concepts and practicing new skills #2

Group Activity
Standards for the activity:
1. Proceed to your respected group and activity area silently.
2. Work with your group actively and orderly.
3. Perform your group activity orderly.
4. Be ready to present your collaborative output.

Group 1: Lets Model !

1. Create a model of how the day and night happens using your bodies.
2. Present it to the class and explain what is happening.

Group 2: LetsDraw !
1. Create a diagram of how Earth’s rotation causes day and night.
2. Present it to the class and explain the diagram

Group 3. Let show!

1. Create a list of activities you do at daytime and nighttime.
2. Read your work in front of the class.

Group 4: Lets Find!

1. Using the globe and the flashlight, locate the countries in the list and opposite it, write names of
countries having nighttime.
2.Present it to the class and read your work.

Group Presentation : (3 min) * Give each group a round of applause for their performance.
Rubric on Assessing the Group Activity Performance
Criteria 5 points 3 points 1 point
Content/ Answer are correct and At least half of the answer No answers are correct
performance demonstrate targeted skills are correct and seldom and do not demonstrate
demons-trate target skills target skills
Time Management The group finish the task on The group finish the task The group was not able to
time but not on time do the task on time
Participation All members of the group Some members of the Only 1 or 2 members of
participate to accomplish group participate while the group do the task.
the task. others are doing nothing.
Presentation Output is presented in a clear Output presented is Output is not presented
voice, organize and creative partially organize and clear well
way.

F. Developing mastery

Write True if the statement is correct and False if it is incorrect.

1. The whole part of the Earth faces the sun at the same time
2. When the sun shines on the part of the Earth, that part is experiencing nighttime.
3. Different parts of the Earth experience day and night because the Earth is rotating on its axis.
4. The part of the Earth that is away from the sun is experiencing daytime.
5. The Earth rotates in a counterclockwise direction.

G. Finding practical applications of concepts and skills in daily living

Answer the questions:

 1. What effects Earth’s rotation bring to the people and other living organisms?
2. What do you think might happen if the Earth does not rotate? Suppose there were only days or nights
on the Philippines, what do you think would happen?
3. How many ours do you spend in school? at home?
4. How many hours do you sleep at night?
5. Is it good to stay awake during late at night? Why?
6. What is the right amount of sleeping hours do children need in order to be healthy? Why is sleeping in
the right number of hours important?
7. Why do establishments and offices are required to have emergency lights?
8. What should you do before and during a blackout or sudden power outages?
9. How will you keep yourself safe at night?

H. Making generalizations and abstractions about the lesson

1. What causes day and night?

2. What is Earth’s rotation?
3. How long does it take for the Earth to complete its rotation on its axis?

I.Evaluation
A. Illustrate the Earth’s rotation and fill in the blanks to explain how day and night occur.

1________________ of the Earth causes day and night. It takes 2_____

hours for the Earth to rotate completely on its own axis. It is 3________time
on the side of the Earth where the sun is shining. The part of the Earth that is
away from the sun is experiencing 4_____time. The Earth’s rotates in a
5______ direction.

J. Additional Activities for application or remediation

Describe what do you see when:

When the Philippines faces the sun. When the Philippines is away from the light.

IV. Remarks
V. Reflection
A.No. of learners who earned 80% on the formative assessment 34
B. No. of learners who require additional activities for 6
remediation.

Prepared by: Observed by:

CHESEE ANN G. SOPERA MONCHITO O. VIRAY

Teacher I Principal I
 Indicators Shown
Indicator 1
Apply knowledge of content
within and across curriculum
teaching areas
Indicator 2
Uses a range of teaching
strategies that enhance
learner achievement in
literacy and numeracy
Indicator 3
Apply a range of teaching
strategies to develop critical
and creative thinking , as well
as higher order thinking skills
Indicator 4
Annotation
MOV-- the teacher uses the learner’s prior knowledge as
springboard to start the new lesson. (SCIENCE)
MOV--pupils apply listening skills and noting details from the
vido clip listened to. (ENGLISH)
- predicting outcomes and identifying cause and effect are
observed effectively in the “APPLICATION “part of the lesson.
(ENGLISH)
MOV- pupils apply their knowledge in Geography when
locating the different countries around the world.
(GEOGRAPHY/AP)
MOV- teacher integrated some Health concepts in the
application part of the lesson (HEALTH)
MOV- the teacher presents the lesson in the context of the
real life situations, localize the content and uses the pupils
social context in their community. (CONTEXTUALIZATION)
MOV- pupils relate the rotation of the earth to the varied
activities of people during day and night as well as in making
emergency plan when there will be power outages
(CONTEXTUALIZATION)
MOV- the teacher instructs pupils to use flashlight to
represent the sun and a globe to represent the Earth in the
activity. Likewise, teacher suggests other alternatives
emergency lights that can be used when there is a sudden
power outages in the community. (LOCALIZATION)
MOV- Reading a short dialogue using the correct intonations
and answering questions orally enhances pupils literacy in
reading and speaking. The playing the guessing game
“4pic1word” also develop their vocabulary. (LITERACY)
MOV- pupils skills in numeracy are enhance by giving
questions that involves mathematical concepts. (NUMERACY)
MOV- the teacher raise questions and give learners a variety
of situations through pictures/videos prompt learners to infer
and make judgments that develop their critical thinking.
MOV- learners write reflective statements to state their mind
and reason out to nurture critical thinking skills
MOV- -teachers presented questions that are arranged from
lower level to higher level thinking skills questions to check
pupils’ comprehension on pictures and video clip.
MOV- In the activities given, pupils are challenge to think
creatively and apply it to their work.
MOV--To avoid and prevent misbehaviour, house rules/
Manages classroom structure
to engage learners,
individually or in groups, in
meaningful exploration,
discovery and hands on
activities within a range of
physical learning
environments.
ssIndicator 5
Manages learner’s behavior
constructively by applying
positive and non-violent
discipline to ensure learning
focused- environments
Indicator 6
Uses differentiated
developmentally appropriate
learning experiences to
address learner’s gender,
needs, strengths, interests
and experiences.
Indicator 7
Plans, manages and
implements developmentally
sequenced teaching and
learning processes to meet
curriculum requirement and
varied teaching contexts.
Indicator 8
Selects, develops, organizes
and uses appropriate teaching
and learning resources,
including ICT, to address
learning goals.
Indicator 9
Designs, selects, organizes
and uses diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements.
standards/guidelines are set before doing an activity.
MOV--the teacher allows pupils to work on activities
collaboratively and constructively inside the classroom
MOV- the teacher uses the inquiry- based/discovery learning
approach.
MOV- teacher provided the necessary materials for the
activities.
MOV---To avoid and prevent misbehaviour, house rules/
standards/guidelines are set before the class starts or before
doing an activity.
MOV---Learners are given positive feedback when they
answer/response to a question and after each group sharing.
MOV---the teacher uses interactive activities to gain pupils
interests in the lesson
MOV---The learners are given differentiated/tiered activities
according to their strengths and interests.
MOV--By applying differentiated activities with rubrics,
learners are ensured of their active participation.
MOV---Some of activities given are based from pupils
experiences and level of knowledge
MOV--- Knowledge, skill and attitude is applied in lesson
planning objectives in order to meet curriculum requirements
based on the Curriculum Guide/CG. Parts of the DLP are based
on the PPST Modules.
MOV---The lesson is delivered through the use of power point
presentation, laptop and tv.
MOV---Printed materials like activity sheets, assessment card
are given on clear sheets of cartolina/ meta cards for the
pupils to see and read clearly and the use of representations
like the globe and the flashlight.
MOV- pictures and videoclips used in the lesson are taken
from various websites. Teacher also used references from
LRDMDS.
MOV--Diagnostic questions are raised to learners to diagnose
if they have background information about the topic of the
day
MOV--Formative questions are raised to learners to diagnose
how far they have learned or if the objectives of the lesson are
carried.
MOV--the use of formative assessment consistent with
curriculum requirements is followed in order to interpret the
result of the learners’ progress.
S