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COT DLP Science 6 ENERGY TRANSFORMATION
COT DLP Science 6 ENERGY TRANSFORMATION
COT DLP Science 6 ENERGY TRANSFORMATION
(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED
DURING THE DEMONSTRATION
A. Content The learners demonstrate understanding of how
Standards energy is transformed
B. Performance The learners should be able to create a marketing
Standards strategy for a new product on electrical and light
efficiency.
C. Learning Demonstrate how sound, heat, light and electricity PPST MODULE 7
Competencies/ can be transformed (S6FEIIId-f-2) KRA 3, OBJ. # 7
Objectives -Plans, manages and implements
Write the LC code developmentally sequenced
for each teaching and learning processes
to meet curriculum requirements
through various contexts.
MOV--- Knowledge, skill and
attitude or KSA are 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.
II. CONTENT Energy transformation
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Basic Education Curriculum Guide 4 p. 106
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Television, charts, power point presentation, PPST MODULE 9
Resources activity cards, Meta-cards, Electric fan, batteries, KRA 3, OBJ. # 9
flashlight, box, bulb, timer or watch, manila paper, -Selects, develops, organizes and
marker uses appropriate teaching and
learning resources, including ICT,
to address learning goals.
MOV---The lesson is delivered
through the use of power point
presentation, laptop and smart tv.
MOV---Realia and printed
materials like activity cards are
given on clear sheets of cartolina
and meta cards for the pupils to
see and read clearly.
IV. PROCEDURES
PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and
uses appropriate teaching and
learning resources, including ICT,
to address learning goals.
MOV---Learners’ attention was
caught through an interactive
powerpoint presentation
B. Establishing a Show the students a mystery box. Ask the pupils PPST MODULE 5
purpose for the to choose one representative per group who is KRA 2, OBJ. # 5
lesson good in drawing. Have the representative’s peek MT I-IV RUBRIC, INDICATOR 4
(ENGAGE) inside the box and draw what’s inside on the -Manages learner behavior
board. (Flashlight) After that, they will stand on constructively by applying
their assigned position. Upon the teacher’s signal, positive and non-violent
the representatives will draw what they have seen discipline to ensure learning-
inside the mystery box and other members of the focused environment.
group will guess what the is object inside. MOV— Classroom management
was strengthened through
Comprehension Check: motivation
1. What is the source of energy of the flashlight?
2. What energy is present in the battery of the
flashlight? PPST MODULE 3
3. (Turn on the flashlight) What energy is shown KRA 1, OBJ. # 3
when the flashlight was turned on? MT I-IV RUBRIC, INDICATOR 2
4. How many energies were displayed by the -Applies a range of teaching
flashlight? strategies to develop critical and
5. Which comes first light energy or chemical creative thinking, as well as
energy? higher-order thinking skills.
Say: Today, we will find out more how an energy MOV---The questions presented
is change from one form to another through our are arranged from lower level to
group activity higher level thinking skills. Pupils
are challenge to think creatively.
C. Presenting 1. Pre-laboratory Activity PPST MODULE1
examples/instances a. Setting of Standards KRA 1, OBJ. # 1
of the new lesson b. Unlocking of Difficulties -Applies knowledge of content
(ENGAGE) Using context clues within and across curriculum
1. The caterpillar transforms into butterfly. teaching areas.
A. Becomes the same MOV--- English learning
B. Crawl on the ground competency (Infer meaning of
C. Travel to other place borrowed words through context
D. Change into other form clues: (EN6VIII-c 12.3.3)
2. Plants uses photosynthesis to make their
own food from sunlight. PPST MODULE 2
A. copy of usually printed material KRA 1, OBJ. # 2
B. a picture made using a camera -Applies a range of teaching
C. process by which a plant uses the strategies that enhance learner
energy from the light of the sun to achievement in literacy and
make its own food numeracy skills.
D. a brand name for a computer program MOV---Literacy in giving and
that allows you to make changes to a understanding the meaning of
digital image difficult words is shown during
c. Discussion of Procedures the Unlocking of Difficulties.
d. Checking of Materials
D. Discussing new ACTIVITY 1 PPST MODULE 4
concepts and “Tick Tock on the Clock” KRA 2, OBJ. # 4
practicing new skills ACTIVITY 2 T I-II RUBRIC, INDICATOR 3
#1 (EXPLORE) “Cool Me Down” -Manages classroom structure to
E. Discussing new ACTIVITY 3 engage learners, individually or
concepts and “Hot Jog” in groups in meaningful
practicing new skills ACTIVITY 4 exploration, discovery and hands-
#2 “Light Up My Life” on activities within a range of
(EXPLORE) physical learning environments.
MOV--- Room structuring
arrangement for group activity
purposes is observed.
PPST MODULE 1
KRA 1, OBJ. # 1
-Applies knowledge of content
within and across curriculum
teaching areas.
MOV--- Activity 3 “Hot Jog”
showed an activity that measures
learner’s physical fitness which is
done in Physical Education
Subject.
PPST MODULE 9
KRA 3, OBJ. # 9
-Selects, develops, organizes and
uses appropriate teaching and
learning resources, including ICT,
to address learning goals.
MOV---Developed and organized
learning resource like activity
sheets
F. Developing mastery a. Group Reporting and Publication of Data PPST MODULE 3
(EXPLAIN) b. Discussion and Analysis (EXPLANATION) KRA 1, OBJ. # 3
(Based on the publication of data) -Applies a range of teaching
Ask the following questions strategies to develop critical and
1. What energy change occurs in: creative thinking, as well as
A. Functioning clock higher-order thinking skills.
Answer: chemical→ mechanical→ sound MOV---The questions presented
B. Running electric fan to check pupils’ comprehension
Answer: electrical→ mechanical →wind→ are arranged from lower level to
heat higher level thinking skills
C. Jogging in place
Answer: chemical→ mechanical→ heat
D. Lighted bulb
Answer: Chemical→ electrical→ light→ .
heat
2. Based on your group activities, what can you
say about energy?
*Energy can change from one form of energy
into another. This is called ENERGY
TRANSFORMATION.
The teacher will show picture of a pineapple
(main product of Calauan, Laguna) that
undergoes photosynthesis.
Ask: What energy transformation is shown in
the picture?
3. Is energy transformation important? Why?
*Energy is useful when it is used to do work.
Some forms of energy have to be changed
into other forms before they can do work or
function.
G. Finding practical Write numbers 1-3 on the space provided. PPST MODULE 2
applications of Alarm clock -Applies a range of teaching
concepts and skills in _____Mechanical strategies that enhance learner
daily living _____Sound achievement in literacy and
ELABORATE _____Chemical numeracy skills.
Washing Machine MOV---Numeracy Skill was
_____Mechanical applied by writing numbers
_____Sound according to their proper
_____Electrical sequence
Flat Iron
_____Mechanical
_____Sound
_____Electrical
H. Making What is energy transformation?
generalizations and
abstractions about
the lesson
ELABORATE
I. Evaluating learning EVALUATION: PPST MODULE 3
EVALUATE Choose and write the letter of the correct answer. KRA 1, OBJ. # 3
1. What is energy transformation? -Applies a range of teaching
A. When an energy has been created. strategies to develop critical and
B. When an energy has been destroyed. creative thinking, as well as
C. Change of form to another form of energy. higher-order thinking skills.
D. Change of form with the same form of MOV---The questions presented
energy. to check pupils’ comprehension
are arranged from lower level to
2. From electrical energy, this energy takes place
higher level thinking skills
in the television EXCEPT:
A. Chemical PPST MODULE 10
B. Heat KRA 4, OBJ. 10
C. Light -Designs, selects, organizes and
D. Sound uses diagnostic, formative and
3. You have notice that flashlight lighted after summative assessment strategies
putting the battery and switching it on. Which consistent with curriculum
energy transformation occurs? requirements.
A. Chemical to light MOV---The use of formative
B. Chemical to heat assessment consistent with
C. Chemical to sound curriculum requirements is
D. Chemical to mechanical followed in order to interpret the
4. How is energy changed when you pluck the result of the learners’ progress.
strings of guitar?
A. Light to heat energy
B. Chemical to sound energy
C. Mechanical to sound energy
D. Radiant to mechanical energy
5. Why is energy needed to be transformed into
another form?
A. for the animals to multiply
B. to produce more equipment
C. so that plants & animals survive
D. It has to be changed into usable form
VI. REFLECTION
Prepared by:
ISRAEL E. VENIEGAS
Teacher III
MELANIE S. CAPILI
Head Teacher III
ACTIVITY 1
Tick Tock on the Clock
→ →
V. Conclusion:
______________________________________________________________.
ACTIVITY 2
Cool Me Down
V. Conclusion:
______________________________________________________________.
ACTIVITY 3
Hot Jog
V. Conclusion:
______________________________________________________________.
ACTIVITY 4
Light Up My Life
V. Conclusion:
______________________________________________________________.
PUBLICATION OF DATA
Guide Questions:
1. What energy change occurs in:
A. Functioning clock
C. Jogging in place
D. Lighted bulb