Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
DIVISION OF BIÑAN CITY
School: MALABAN EAST ELEM. SCHOOL
Teacher: REYZHEN B. PONTIPEDRA
Teaching Dates and Time: MARCH 16,2022
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES:
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
Introduction
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Grade Level: VI
Learning Area: SCIENCE
Quarter: 3RD
The learners demonstrate understanding of gravity and friction
affect movement of objects
The learners should be able to produce an advertisement
demonstrate road safety
The learner should be able to infer how friction and gravity affect
movement of different objects.
S6FE-llla-c-1
Knowledge: Infer how friction affects movements of different objects.
- Define friction
- Identify the different kinds of friction
Skill: Demonstrate how friction work
Attitude: Work cooperatively with the group
Frictional Force
Science Links 6, p. 300 - 306
Chapter 7 Lesson 20 p. 68
Science Beyond Boarders p. 136
Science Beyond Boarders p. 136
www.lrmds.deped.gov.ph
Power point presentation, activity sheets
(Integration of positive and non-violent discipline)
Indicator 1. Apply Knowledge of content within and across curriculum
teaching areas.
Indicator 4. Establish safe and secure learning environments to
enhance learning through the consistent implementation of policies
and procedures.
Presenting the classroom standards;
To avoid Covid 19 we must:
1. Practice Social Distancing
2. Always wear your facemask
3. Be kind, polite, and courteous to others.
4. Keep your hands and feet to yourself.
5. Be respectful of classmates, teachers, and property.
6. Listen to the teacher and classmates, and follow directions.
7. Work hard and always do your best.
8. Be safe.
9. Raise your hand when you would like to speak in class, when
leaving your seat or if you need to leave the classroom for a
reason.
10. Be ready to take the consequences if you break the rules.
A. What is a force?
(refer to power point presentation/ visual aids )
Indicator 1. Apply Knowledge of content within and across curriculum
teaching areas.
 Indicator 2. Display proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning.
Indicator 3. Use effective verbal and non- verbal classroom
communication strategies to support learner understanding,
participation, engagement and achievement.
(Integration of Vocabulary Skills)
Direction:
Replace the numbers with the correspond letters to reveal the
correct answer related to the Force and Friction. (6 words)
1=A
2= E
3=I
4=O
5=U

F _ R C _ = the push or pull of an object

F R _ C T _ _ N =kind of force that causes a

moving object to slow down when it is
touching another object

F R _ C T _ _ N = rubbing of one body

against another

F R _ C T _ _ N = is greater on rough surface

(refer to visual presentation)
C. Presenting Examples/Instances of
new lesson
H _ _ T = produced by friction
Indicator 1. Apply Knowledge of content within and across curriculum
teaching areas.
Indicator 2. Display proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning.
Indicator 3. Use effective verbal and non- verbal classroom
communication strategies to support learner understanding,
participation, engagement and achievement.
(Integration of Vocabulary Skills)
(Integration of HOTS and Across subject areas like Expressing
ideas using descriptive words, phrases and sentences and
identifying proper heading)

Present/Ask:
The teacher will show the signage or road sign “Slippery when wet”.
The teacher asks why there is a need to be careful if the floor or road is
wet.
(Refer to Visual Presentation / PowerPoint Presentation (Slides)

Activity 1
The teacher will show a video about friction.
The students will watch sineskwela:“kulas madulas”, and they will reflect
base on the video presented.

Ask:
1. What can you say about the video?
2. What is the video all about?
(the teacher will use Singaporean Science method “chunk and chew”
method)

Activity 2

pupil with floor wax.
2. Which is easier to husk the floor with wax or without wax?
D. Discussing new concepts and
practicing new skills #1
_______10.It is easier to pull object with less friction.
E. Discussing new concepts and
practicing new skills #2
minutes.
1. Let the students try to polish the floor without floor wax and the other
Indicator 1. Apply Knowledge of content within and across curriculum
teaching areas.
Indicator 2. Display proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning.
Indicator 3. Use effective verbal and non- verbal classroom
communication strategies to support learner understanding,
participation, engagement and achievement.
(Integration of Vocabulary Skills)
(Integration of Literacy and Numeracy Skills, Health, and HOTS)
To further pupils understanding of the concept and skills, lead them with the
strategies on how friction works.
Ask:
1. How friction does affect the motion of objects?
Guided Practice: Distribute meta cards with
phrases and sentences. Say TRUE if it describes
friction and FALSE if not.
_______1. Friction is a force.
_______2. Friction is produced by rubbing or touching two surfaces.
_______3. Friction is energy stored.
_______4 Friction is greater on rough surfaces.
_______5.Friction is produced when object is in contact with each other.
_______6. Lighted candle produce friction.
_______7.Friction is produced by moving objects.
_______8.Friction is much present on rocky or rough road.
_______9.Heat is produced by friction.
Indicator 1. Apply Knowledge of content within and across curriculum
teaching areas.
Indicator 2. Display proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning.
Indicator 3. Use effective verbal and non- verbal classroom
communication strategies to support learner understanding,
participation, engagement and achievement.
(Integration of Vocabulary Skills)
(Integration of positive & non-violent discipline and Differentiated/Tiered Activity)
Group Activity-Directions:
1. Group yourselves.
2. Choose your leader.
3. The leader gets the activity sheets and the assessment card from the
teacher.
4. Go to your respective area assigned to you.
5. Begin doing the activity following the group standards.
6. Be mindful of the rubrics presented.
7. Finish in ten minutes, and then present your output in less than 3
Standards for the simple Science activity.
 Rubric in Assessing Group Performance in Simple Science Activity (Group-
Assessment)

Direction: Assess your group performance in accomplishing the task provided.

The learners will show how friction works.

PROBLEM:
HOW FRICTION WORKS?

WHAT DO YOU NEED:

TOY CAR
RAMP
WAX PAPER
SAND PAPER
BLOCKS OF WOOD

WHAT DO YOU NEED TO DO?

1. SET THE RAMP WITH ONE SIDE HIGHER.
2. COVER ONE SIDE WITH WAX PAPER. THIS IS YOUR
SMOOTH SURFACE
3. COVER THE OTHER SIDE WITH SAND PAPER. (THIS IS
YOUR ROUGH SURFACE)
4. HAVE THE PUPILS ROLL THE TOY CAR DOWN THE RAMP.

WHAT HAVE YOU FOUND OUT?

1. In which surface does the toy car move faster? Why?
2. Which surface registered a greater friction? Why?
3. How does friction affect the motion of the objects?

CONCLUSION:
Make a conclusion based on the given problem.
How friction works?
(refer to power point presentation)
F. Developing mastery Indicator 1. Apply Knowledge of content within and across curriculum
(Leads to Formative Assessment) teaching areas.
Indicator 5. Maintain learning environments that promote fairness,
respect and care to encourage learning.

(Integration of Vocabulary Skills)

(Integration of Contextualization, Localization and Gender-Fair)

Group Presentation/Reporting
(Learners are given utmost recognition in the task they are presented.)

Self-Assessment of the Group Activity

(Each group presents their group output rating by presenting their Self-
Assessment Card.)
G. Finding practical applications of Indicator 1. Apply Knowledge of content within and across curriculum
 concepts and skills in daily living
1. What might happen if there will be no friction applied into the objects?
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application and remediation
V. REMARKS
VI. REFLECTIONS
teaching areas.
Indicator 2. Display proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning.
(Integration of Vocabulary Skills)
(Integration of HOTS, Predicting Outcomes & Identifying Cause & Effect
relationship)
Ask:
Indicator 1. Apply Knowledge of content within and across curriculum
teaching areas.
Indicator 2. Display proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning.
Indicator 3. Use effective verbal and non- verbal classroom
communication strategies to support learner understanding,
participation, engagement and achievement.
(Integration of Vocabulary Skills)
Ask:
1. What is friction?
2. Complete the web on what you know about friction
FRIC
TION
Evaluation:
(refer to visual presentation)
Direction:
Choose the correct answer to the ff. questions.
1) Which of the following best describes friction?
a. It is a force that occurs between solids?
b. It is a force that occurs only on rough surfaces
c. It is a force that occurs between solids and liquids
d. It is a force that occurs when surfaces touch each other
2. ) Which has the least friction?
A. polished floor
B. sandy floor
C. rough floor
D. rubberized floor
3) Friction is ___________.
A. gravity
B. matter
C. work and motion
D. force that resists motion
4) Which of the following is true?
I. Friction slows down a moving object.
II. Smooth surface has more friction.
III. Objects move slowly on a rough surface.
IV. Friction is not present in a smooth surface.
A. I,II C. I,III
B. II,III D.I,III,IV
5) What do rubbing two surfaces produce?
A. force
B. energy
C. work
D. friction
Assignment:
Direction:
Cut pictures showing friction.
 A. No. of learners who earned
mastery level on the formative
assessment.
B. No. of learners who require
additional activities for
remediation who scored below
80%
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 teaching strategies
worked well? Why did this work?

F. What difficulties did I

encountered which my principal
or supervisor can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

Prepared by:

REYZHEN B. PONTIPEDRA
Teacher 1

Checked by:

HIYASMIN D. CAPELO
Master Teacher 1

Noted by:

ELSA M. MANALO
Head Teacher 1