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
S6ES-IVa-1 S6ES-IVa-1 S6ES-IVa-1 S6ES-IVa-1 The learner will be able to
Describe the changes on the Describe the changes on the Describe the changes on the Describe the changes on the answer the questions
be able to design an earth's surface as a result of earth's surface as a result of earth's surface as a result of earth's surface as a result of correctly and honestly with
emergency and earthquakes and volcanic 75% and above mastery
earthquakes and volcanic earthquakes and volcanic earthquakes and volcanic
preparedness plan and eruptions level
eruptions eruptions eruptions
kitC. Learning Describe the layers of the Identify the different crustal Describe the changes on the
Competencies/Objectives earth. plates. Illustrate how the three types of earth's surface as a result of
plate movements occur. earthquakes
-

II. CONTENT / Layers of the Earth The Different Crustal Movement of the Earth’s Earthquake: SUMMATIVE TEST
Plates Crust Differentiating Intensity
TOPIC and Magnitude

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
Science and Health Into the Developing Science Power Journey to Science 6 (Book 2)
3. Textbook pages Future pp. 196-198 Cyber Sci. pp. 236-241
pp.215-220 pp. 257-263
4. Additional materials Powerpoint Presentation, Powerpoint Presentation, Activity
from Activity Sheet Sheet
LRMDS portal
Avocado fruit, knife, World map, puzzle, clay Jigsaw puzzle, chart of Rossi-
Forel Scale and Ritcher Scale,
scidssor, basin/plate, boiled envelope with different
egg, modeling clay, pentel illustrations of the energy
B. Other Materials pen, strip of cartolina, Power released by an earthquake
Basket and effects of the earth’s
shaking on structure, people,
crops and land
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
What is the composition of the
interiors of the earth?
B. Establishing a purpose
for the lesson
C. Presenting examples/ Observe an avocado fruit that is
instances of the new sliced into half. The earth is like
lesson an avocado, It has skin, flesh
and seed.
 What do you think does
the skin of an avocado
reperesents? Flesh?
Kernel?
Ask learners questions about the
previous lesson (layers of the
earth).
crust
core
mantle
Learners read again the definition
friction
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.
5. Mix the rocks into it.
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.
Question of the day:
How do plates move?
Study the illustration about the
three types of plate movement.
Describe what movement is formed.
Explain how each movement
occurs.
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.
 How would you describe the
finished puzzle?
 How would you compare the
puzzle to earthquake?
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.
 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.

Laboratory activity The class will be grouped into four Materials: illustration board, clay Teacher may divide on
assigned to do the same (yellow, red and blue) how to distribute the
See activity sheet activity.Each group will be provided activities because there
with a World Map. are 18 illustrations to act
Activity 1:
ACTIVITY 1 – They’re Pulling Flatten the yellow clay between the it out.
Apart
Material: World Map
edges of the two boards. Then try
What to do: to push both ends of the clay Show the Rossi-Forel
Study the map at the right. Identify the
towards each other. Observe what Scale. Open the
seven large plates on the Earth’s crust.
Reproduce on a large paper each of the
happen. envelope and acted out
seven crustal plates. Cut each continental
Activity 2:
the illustrations before
D.plate
Discussing
and place themnewa longconcepts
bond paper
according to their location. posting them to their
and Flatten the red clay between the
Questions? proper places.
practicing new skills #1
1. What was the first supercontinent in the
edges of the two boards. Then try
world? to pull both ends of the clay and
2. Name the seven crustal plates.
3. Why does seven crustal plates formed? 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.

Group discussion What are two major plates on
Ask the pupils the ff. Earth?
 How many layers the Name the seven crustal plates.
earth has?
The two major plates on earth are
 Describe each layer. Continental or crustal plates and
Oceanic Plates. The seven crustal
plates are Eurasian , African ,
Pacific ,Indian , Australian ,
See activity sheet Antarctic and North and South
American Plates.
E. Discussing new concepts
and
practicing new skills #2
Describe what you have observed
to the three movements.
What movement did you do to the GROUP PRESENTATION/
yellow clay? (push both ends REPORTING
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)
F. Developing mastery Analyze and discuss the
(leads to formative outputs of the learners about
assessment ) the layers of the earth.
THE LAYERS
OF THE
EARTH ARE;
SYSTEM
CRUST CORE
MANTLE
Examine the cross-section of a
hard-boiled egg.
 How many layers do
G. Finding practical you see?
applications of concepts  Describe each layer
and skills in daily living as to its color and
thickness
Video presentation: Layers of
the Earth
H. Making generalization
and
abstraction about the
lesson
crust
core
mantle
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
Recapitulation of the lesson (Class-
Yes, Teach-Ok)
Teacher: Class
Pupils: Yes
Teacher: The seven crustal plates
are Eurasian , African ,Pacific,
Indian ,Australian ,Antarctic ,Americ
an ( North & South ).
Teacher: Teach!
Pupils: Ok!
Pupils with their partners will repeat
the concept one at a time
simultaneously.
If you will be given a chance to live
in any of the plates , what plate is it
and why?
The Seven Crustal Plates on
Earth are;
Eurasian, African, Pacific,
Indian, Australian, Antarctic,
American (North & South)
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
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?
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
In the diagram below,
write the differences of
intensity from magnitude.
EARTHQ
UAKE
INTEN MAGN
SITY ITUDE
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?
Through the use of Venn
Diagram, let the pupils
differentiate intensity and
magnitude.
Write I if the statement refers to SUMMATIVE TEST NO. 1
intensity and M if it refers to
magnitude.
__(I)_ 1. It refers to the
effect of earthquake on people,
ground and structures.
 and nickel b. seven d. nine of several plates that move on _(M)_ 2. It refers to the
4. It is composed of liquid iron liquid rock amount of energy released by an
and nickel. 2.Which of these are continents? d. Both a and b earthquake.
5. It is the layer where we live. a. Africa , Australia , Spain 2. Which part of the earth moves the __(I)_ 3. Characterized
crust?
b. China , Japan , Malaysia a. lithosphere
by the occurrence of fissures on
c. South America , North b. mantle the ground.
America , Antartica c. asthenosphere _(M)_ 4. It uses
d. Pacific , Africa , France d. core seismograph to detect
3. What plate movement occurs when earthquakes.
3.The motion of the plates causes two plates slide pass against each __(I)_ 5. There is
the formation of _____ and other? overturning of movable objects.
_________. a. convergent
a. Landscape and air b. divergent
c. transform
pressure d. both a and b
b. Landscape and seascape 4. What kind of plate tectonic occurs
c. Tsunami and earthquake when two plates move away from
d. Landscape and volcano each other?
a. convergent c. transform
4.The largest continent in the b. divergent d. both a and b
world is___________?
a. Pangaea c. Europe 5. What kind of plate movement occurs
b. Oceanic d. American Plate when two plates move towards each
other?
a. convergent c. transform
5.The two largest continents of the b. divergent d. both a and b
earth;
a. Plate tectonic plate and
oceanic plate
b. North and South American
c. Crustal and Oceanic Plate
d. West and East Plates

Learners search the internet or
other references on how
scientists study about the
earth’s interior.
J. Additional activities for
application / remediation
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 Group the class into 4. Let them List two reasons why friction
Brainstorming. The teacher ask the make their own advertisement is important for you to
students what things they about the road safety. Remind function in your everyday life.
them that their advertisement
remember when they hear the word
should be related to the concept
“FRICTION”. The students will
of the effects of friction on the
write it in their notebooks then on motion of an objects
the board.

V. REMARKS Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :
Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML T

VI. REFLECTION
A. No. of learners who
earned
80% in the evaluation
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 teaching
strategies worked well ?
Why
did this work ?
MMR MMR MMR MMR MMR
IAP IAP IAP IAP IAP
GCS GCS GCS GCS GCS
______ of Learners who ______ of Learners who earned ______ of Learners who earned ______ of Learners who ______ of Learners who
earned 80% above 80% above 80% above earned 80% above earned 80% above
______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who ______ of Learners who
require additional activities additional activities for additional activities for require additional activities for require additional activities
for remediation remediation remediation remediation for remediation
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who ______ of Learners who caught ______ of Learners who caught ______ of Learners who ______ of Learners who
caught up the lesson up the lesson up the lesson caught up the lesson caught up the lesson
______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
continue to require continue to require remediation continue to require remediation continue to require continue to require
remediation remediation remediation
Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
well: ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning well:
___ Socratic Questioning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Socratic Questioning
___ Game-Based Learning ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Game-Based Learning
___ Interactive Lecture Demonstrations Demonstrations Demonstrations ___ Interactive Lecture
Demonstrations The activity can be a classroom The activity can be a classroom The activity can be a Demonstrations
The activity can be a experiment, a survey, a experiment, a survey, a classroom experiment, a The activity can be a
classroom experiment, a simulation or an analysis of simulation or an analysis of survey, a simulation or an classroom experiment, a
survey,a simulation or an secondary data. secondary data. analysis of secondary data. survey, a simulation or an
analysis of secondary data. ___Cooperative Learning ___Cooperative Learning ___Cooperative Learning analysis of secondary data.
___Cooperative Learning ___Jigsaws ___Jigsaws ___Jigsaws ___Cooperative Learning
___Jigsaws ___Gallery Walks ___Gallery Walks ___Gallery Walks ___Jigsaws
___Gallery Walks ___Fieldtrips ___Fieldtrips ___Fieldtrips ___Gallery Walks
___Fieldtrips ___Making notes from book ___Making notes from book ___Making notes from book ___Fieldtrips
___Making notes from book ___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from
___Use of internet/audio presentation presentation presentation book
visual presentation ___Text books ___Text books ___Text books ___Use of internet/audio
___Text books ___Investigations ___Investigations ___Investigations visual presentation
 ___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
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
F. What difficulties did my
__ Unavailable Technology
principal or supervisor
Equipment (AVR/LCD)
can help
__ Science/ Computer/
me solve ?
Internet Lab
__ Additional Clerical works
G. What innovation or Planned Innovations:
localized __Contextualized/ Localized
materials did I and Indigenized IM’s
use/discover __ Localized Videos
___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
doing their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
___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
in collaboration/cooperation
doing their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__Contextualized/ Localized and
Indigenized IM’s
__ Localized Videos
___Models ___Text books
___Demonstrations ___Investigations
Other Techniques and ___Models
Strategies used: ___Demonstrations
___Manipulative Tools Other Techniques and
___Pair Work Strategies used:
___ Explicit Teaching ___Manipulative Tools
___ Group collaboration ___Pair Work
___ Carousel ___ Explicit Teaching
___ Diads ___ Group collaboration
___ Differentiated Instruction ___ Carousel
___ Discovery Method ___ Diads
___ Lecture Method ___ Differentiated
Why? Instruction
___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Complete IMs
in collaboration/cooperation in ___ Availability of Materials
doing their tasks ___ Pupils’ eagerness to
___ Audio Visual Presentation learn
of the lesson ___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation of the lesson
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical
works
Planned Innovations: Planned Innovations:
__Contextualized/ Localized __Contextualized/
and Indigenized IM’s Localized and Indigenized
__ Localized Videos IM’s
 __ Making big books from
views of the locality
__ Recycling of plastics to
which I wish to share with be used as Instructional
other teachers ? Materials
__ local poetical composition
__ Making big books from
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
__ Making big books from __ Localized Videos
views of the locality __ Making big books from
__ Recycling of plastics to views of the locality
be used as Instructional __ Recycling of plastics to
Materials be used as Instructional
__ local poetical composition 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
S6ES-IVa-1 S6ES-IVa-1 S6ES-IVa-1 S6ES-IVb-2 The learner will be able to
Describe the changes on the Describe the changes on the Describe the changes on the Enumerate what to do before, answer the questions
earth's surface as a result of earth's surface as a result of earth's surface as a result of during, and after earthquake correctly and honestly with
be able to design an earthquakes and volcanic 75% and above mastery
emergency and earthquakes and volcanic earthquakes and volcanic and volcanic eruption
eruptions level
preparedness plan and eruptions eruptions
kitC. Learning Describe the effect of volcanic
Competencies/Objectives Describe how volcanic Differentiate inactive from active eruption.
eruption occurs. volcano

How Volcanic Eruption Enumerate what to do before,

II. CONTENT / Occurs Active and Inactive volcano Effect of Volcanic Eruption SUMMATIVE TEST
during, and after earthquake
TOPIC
and volcanic eruption

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
Exploring Science and Health Journey to Science 6 (Book 2) Science in our World 6 pp. 241-
3. Textbook pages pp. 224-226 Cyber Sci. pp. 236-241 245
pp. 257-263
4. Additional materials Powerpoint Presentation, Powerpoint Presentation, Activity
from Activity Sheet Sheet
LRMDS portal
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

IV. PROCEDURES
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
A. Reviewing previous
• Give examples on how
lesson or presenting the
we can prepare mentally and
new lesson
emotionally for an
earthquake.
• Give some
precautionary measures to
observe during earthquake.
• What have you
observed after an
earthquake?
Show the pictures/
illustrations showing the
striking volcanoes such as
Mt. Mayon, or Taal.
B. Establishing a purpose
for the lesson
Ask: What do you see or
observe about the picture?
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.
• 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?
land
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?
Which do you prefer to live near
the volcano or in a low land, why
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.
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.
 Show the illustration of active Show pictures damage by the Showing pictures of people,
and inactive volcano. volcanic eruption. 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
C. Presenting examples/ film showing.
instances of the new
lesson  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?

1. Giving of instruction 1. From the illustration how Giving standards in doing Laboratory activity
about the activity will you describe the volcano? ativity? See activity sheet

2. Things to remember in 2. How will you describe an Group activity. Activity 1 “Let’s Talk About It”
performing the activity. active volcano?
Materials:
Pentel pen, Manila paper, pictures of
3. Why did you say that the places, people before, during and
D. Discussing new concepts volcano is inactive? after earthquake
and
practicing new skills #1 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 Reporting Group Activity Reporting Showing the chart of warnings
and and instructions before, during
practicing new skills #2 Activity 1 and after earthquake.
- Comparing the work
  Study the map of of groups and the chart.
active volcanoes.  Are the warnings and
 Make a list of active instructions given by
volcanoes that PAG-ASA similar to what
erupted from year you wrote/did?
1464 to year 2000 in  Are the slogans that you
chronological order. made show/present
Questions: picture-out the
1. Which volcano is the precautionary measures
latest to erupt? before earthquake?
2. What year did it erupt? during earthquake? after
3. Where is the volcano earthquake?
located?  What can you say about
4. Do you live near an what you have drawn in
active volcano? your poster?
If so, name the volcano.  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?

What do you think people - Did you notice the steam that 1. What is an active volcano? 1. What is the most
will do to minimize the loss of come out of the cone? important source of energy?
lives and destruction of 2. Give examples of active
properties? - Where does the steam come volcanoes. 2. What is the source of
from? volcanic heat?
3. Describe an active volcano.
F. Developing mastery - Describe how volcanic 3. What do you call the
(leads to formative 4. How can you differentiate
eruption occurs. energy source of heat below
assessment ) active from inactive volcano? the earth’s surface?

4. Give some examples of

beneficial effect of volcanic
eruption.

G. Finding practical When you hear a radio 1. Volcano that releases Which do you think has the What do you think people will
applications of concepts broadcast that a volcano magma. greater effect, the beneficial or do to minimize the loss of lives
 near your place will erupt.
What will you do?
and skills in daily living
Describe how magma comes
H. Making generalization
out from a volcano?
and
abstraction about the
lesson
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.
2. Volcano that smokes every
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
How can you differentiate active
from inactive volcano?
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.
harmful effect? Why? and destruction of properties?
What are some examples of Earthquakes frequently
beneficial effect of volcanic happen in Japan. Why are
eruption. there very few casualties
during strong earthquake?
Directions: Encircle the letter of Why should we strictly follow
the correct answer. precautions before, during and
after earthquake?
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

J. Additional activities for
application / remediation
V. REMARKS
VI. REFLECTION
c. when it changes the c. Both active and inactive need
landscape. volcano releases hot gases. d. both b & c
d. when it bring damages to d. Both active and inactive 4. – 5. Which tell about volcanic
plants, properties and volcano is not erupted for eruption?
people. 600years. a. volcanic eruption releases a
4. When the molten rocks 3. What kinds of materials are huge amount of energy
are spread out into the air being released by an active b. it changes the landscape
with thunderous explosions volcano? c. it preserve and conserve our
and earthquakes, what kind a. magma natural resources
of volcanic eruption it is? b. hot gases d. it does not harm people and
a. quiet eruption c. smokes environment
b. violent eruption d. all of the above
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
Why are earthquake drills Make your own illustration Draw active and inactive Write 5 precautionary
important? What will you tell showing how magma comes out volcano, and differentiate the measures before & after the
to your friend who make fear from a volcano. two. volcanic eruptions.
during earthquake drills?
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :
Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML T
MMR MMR MMR MMR MMR
IAP IAP IAP IAP IAP
GCS GCS GCS GCS GCS
A. No. of learners who
earned
80% in the evaluation
B. No. of learners who
require
additional activities for
remediation
______ of Learners who ______ of Learners who earned ______ of Learners who earned ______ of Learners who ______ of Learners who
earned 80% above 80% above 80% above earned 80% above earned 80% above
______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who ______ of Learners who
require additional activities additional activities for additional activities for require additional activities for require additional activities
for remediation remediation remediation remediation 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 teaching
strategies worked well ?
Why
did this work ?
______Yes ______No ______Yes ______No
______ of Learners who ______ of Learners who caught
caught up the lesson up the lesson
______ of Learners who
continue to require
remediation
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
______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who caught ______ of Learners who ______ of Learners who
up the lesson caught up the lesson caught up the lesson
______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
continue to require remediation continue to require remediation continue to require continue to require
remediation remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning well:
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Socratic Questioning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Game-Based Learning
Demonstrations Demonstrations Demonstrations ___ Interactive Lecture
The activity can be a classroom The activity can be a classroom The activity can be a Demonstrations
experiment, a survey, a experiment, a survey, a classroom experiment, a The activity can be a
simulation or an analysis of simulation or an analysis of survey, a simulation or an classroom experiment, a
secondary data. secondary data. analysis of secondary data. survey, a simulation or an
___Cooperative Learning ___Cooperative Learning ___Cooperative Learning analysis of secondary data.
___Jigsaws ___Jigsaws ___Jigsaws ___Cooperative Learning
___Gallery Walks ___Gallery Walks ___Gallery Walks ___Jigsaws
___Fieldtrips ___Fieldtrips ___Fieldtrips ___Gallery Walks
___Making notes from book ___Making notes from book ___Making notes from book ___Fieldtrips
___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from
presentation presentation presentation book
___Text books ___Text books ___Text books ___Use of internet/audio
___Investigations ___Investigations ___Investigations visual presentation
___Models ___Models ___Models ___Text books
___Demonstrations ___Demonstrations ___Demonstrations ___Investigations
Other Techniques and Other Techniques and Other Techniques and ___Models
Strategies used: Strategies used: Strategies used: ___Demonstrations
___Manipulative Tools ___Manipulative Tools ___Manipulative Tools Other Techniques and
___Pair Work ___Pair Work ___Pair Work Strategies used:
 ___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
__ Bullying among pupils
__ Pupils’ behavior/attitude
F. What difficulties did my __ Colorful IMs
principal or supervisor __ Unavailable Technology
can help Equipment (AVR/LCD)
me solve ? __ Science/ Computer/
Internet Lab
__ Additional Clerical works
G. What innovation or Planned Innovations:
localized __Contextualized/ Localized __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized __Contextualized/
materials did I and Indigenized IM’s
use/discover __ Localized Videos
which I wish to share with __ Making big books from
other teachers ? views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition __ local poetical composition
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___Manipulative Tools
___ Group collaboration ___ Group collaboration ___ Group collaboration ___Pair Work
___ Carousel ___ Carousel ___ Carousel ___ Explicit Teaching
___ Diads ___ Diads ___ Diads ___ Group collaboration
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Diads
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Differentiated
Why? Why? Why? Instruction
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Group member’s ___ Group member’s ___ Complete IMs
collaboration/cooperation in collaboration/cooperation in collaboration/cooperation in ___ Availability of Materials
doing their tasks doing their tasks doing their tasks ___ Pupils’ eagerness to
___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Audio Visual Presentation learn
the lesson the lesson of the lesson ___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation of the lesson
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
__ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
__ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__ Additional Clerical
works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
Indigenized IM’s Indigenized IM’s and Indigenized IM’s Localized and Indigenized
__ Localized Videos __ Localized Videos __ Localized Videos IM’s
__ Making big books from __ Making big books from __ Making big books from __ Localized Videos
views of the locality views of the locality views of the locality __ Making big books from
__ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to views of the locality
be used as Instructional be used as Instructional be used as Instructional __ Recycling of plastics to
Materials Materials Materials be used as Instructional
__ local poetical composition __ local poetical composition 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
S6ES-IVc-3 S6ES-IVc-3 S6ES-IVc-3 S6ES-IVc-3 The learner will be able to
be able to design an Describe the different Describe the different seasons Describe the different seasons Describe the different seasons answer the questions
emergency and seasons in the Philippines in the Philippines in the Philippines in the Philippines correctly and honestly with
preparedness plan and 75% and above mastery
kitC. Learning Infer the weather pattern in Describe the seasons in the Determine the occurence of wet Explain the importance of level
Competencies/Objectives the Philippines using Philippines and dry season in the knowing the Weather Patterns
weather data Philippines using a graph and Seasons in the Philippines

the weather pattern in the Wet and Dry season in the Importance of knowing the
II. CONTENT / Philippines Seasons in the Philippines SUMMATIVE TEST
Philippines Weather Patterns and
TOPIC
Seasons in the Philippines

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
Science in Our World pp. 268- Science in Our World pp. 268-27 Science in Our World pp. 268-27 Science in Our World pp. 268-27
3. Textbook pages 273
BEAM 3. Unit 6. Learning BEAM 3. Unit 6. Learning Guide. BEAM 3. Unit 6. Learning Guide. BEAM 3. Unit 6. Learning
Guide. Wearther we like it or Wearther we like it or not. Wearther we like it or not. Guide. Wearther we like it or
4. Additional materials
not. Module 5. July 2007 Module 5. July 2007 Module 5. July 2007 not. Module 5. July 2007
from
LRMDS portal
Science for Daily Use 5. Tan, Science for Daily Use 5. Tan, Science for Daily Use 5. Tan, Science for Daily Use 5. Tan,
Conchita T. 2012. p. 243 Conchita T. 2012. p. 243 Conchita T. 2012. p. 243 Conchita T. 2012. p. 243
B. Other Materials
IV. PROCEDURES
A. Reviewing previous What are the two seasons in the What are the two seasons in the
lesson or presenting the Philippines? Philippines?
new lesson

Look at the world map. Can
you locate where the
Philippines is?
B. Establishing a purpose
for the lesson
Philippines is located near
the equator and lies between
latitudes 13° 0' N, and
longitudes 122° 00' E. The
geographical and physical
C. Presenting examples/ conditions affecr its climate.
instances of the new
lesson How?
D. Discussing new concepts Fill in the tables below using
and the climate map and political
practicing new skills #1
map.
Identify the fine
provinces in eact type of
climate and factors that
affect their climate.
Climate Provinces Factors
What useful activity will you do
during the wet season?
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?
DO Activity on DLP pp 65-67/
Illustration on Into the Future
Science And Health pp229-231
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
What useful activity will you do
during the wet season?
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?
DO Activity on DLP pp 65-67/
Illustration on Into the Future
Science And Health pp229-231
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
 What’s the weather like
today?
 What was it like yesterday?
 How can you find out what the
weather will be like ahead of
time?
 Do you know what it will be like
tomorrow?
 Does the weather ever affect
what you can do 
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. 
Look the weather at each day of
the week. Decide which picture
describes the daily weather.
Paste it on your charts.
 affecting Hemisphere and these located do not
Their
below the
Climate
equator are said to be in the have modern irrigation and the
Type Southern Hemisphere. lack of water. Farmers usually
Another imaginary line drawn plant
1
from the North Pole down to the
South Pole is called Meridian. their crops during wet season to
Type
The distance expressed in ensure that it will grow because
2 degrees is
water
called longitude. Places from the
Type prime meridian to the west are
3 is plenty. Sometimes too much
said to
rain may cause landslides,
be the Western hemisphere and
Type the opposite to be in the Eastern mudflows
4 Hemisphere.
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.
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 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
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.

Describe the different types of Encircle the letter that has the
climate in the Philippines correct answer.
1. Some countries experienced
Type 1 four seasons. The Philippines
Type 2
has
Type 3
experienced only two distinct
F. Developing mastery seasons. What are these two
(leads to formative distinct seasons of the
assessment ) 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
Select the correct answer. Write the Explain the importance of
letter on your answer sheet.
1. What are the two distinct seasons in knowing the Weather Patterns
the Philippines? and Seasons in the Philippines
a. hot and cold
b. wet and dry Group 1: Jingle
c. hot and icy
d. wet and icy
2. Tropical countries experience two Group 2: Poster Making
distinct seasons. How many
seasons do temperate countries Group 3: Collage Making
experience?
a. 4
Group 4: Debate
b. 2
c. 3
d. 1
3. Which of the following primarily
causes the four seasons of the
 Type 4
Collect and interpret weather
reports for a month. Identify
G. Finding practical the weather pattern in your
applications of concepts
community.
and skills in daily living
H. Making generalization What factors that determine
and
the climate of the
abstraction about the
particular world?
time of the year they usually a. Earths revolution
b. Earth rotation
plant their crops? c. Earths location
a. wet season d. Earths tilt
b. dry season 4. Which region around the Earth has
c. winter season no marked change of season?
a. region around the pole
d. spring season b. region around the latitude
To the Learner c. region around the equator
Let’s Try This d. region around the longitude
Let’s Learn This 5. All are factors that influence season.
59 Which of the following
brings much rain?
3. During what particular season I seasonal winds
do farmers usually harvest their II Amount around the latitude
crops? III Location
a. wet season IV Bodies of water
V Earth movement
b. dry season a. I, II
c. summer season b. II, IV
d. winter season c. I, IV
4. What are some bad effects of d. II,V
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
What do you think will happen to Why do you think we should not have
our crops if we have snow in the the same season as the other
Philippines? counties?
When are we going to plant and
harvest our crops?
What activities we can do given
only two seasons wet and dry?
What are the two seasons in the What causes the seasons in the
Philippines? Philippines?
 Philippines? The Philippines has two The Philippines has two distinct
pronounced seasons, the wet and seasons, wet and dry
dry season.
Describe the following types
seasons, Harvesting is mostly done
of climate in the Philippines It is influence or cause by the country’s
during dry season. In some places location
farmers cannot plant crops during (latitude), bodies of water, wind system,
Type 1 dry season because they do not amount of rainfall
have modern irrigation and the lack and earth’s movement
lesson Type 2 of water. Farmers usually plant
their crops during wet season to
Type 3 ensure that it will grow because
water
Type 4 is plenty. Sometimes too much rain
may cause landslides, mudflows
and erosion that may damage
crops, lives and properties
I. Evaluating learning Given the provinces in the Choose the letter of the correct Select the letter of the correct answer.
Philippines, identify to which answer. Write your answer on the
sheet provided.
type of climate do they 1. What are the two distinct 1. Tropical countries experienced two
belong. seasons of the Philippines? distinct seasons. How many
1. Panay a. dry and winter seasons do temperate countries
2. Cebu b. wet and dry experience?
a. 4
3. Bohol c. summer and winter b. 2
4. Albay d. summer and spring c. 3
5. Catanduanes 2. At what particular time of the d. 1
6. Masbate year do farmers usually plant 2. What are the two distinct seasons in
7. Batanes their the Philippines?
a. hot and cold
8. Camarines Norte crops? b. wet and dry
9. Eastern Palawan a. dry season c. hot and icy
10. Eastern Mindoro b. wet season d. wet and icy
c. winter season 3. Which of the following primarily
causes the four season of the
d. summer season world?
3. When do farmers usually a. Earth’s revolution
harvest their crops? b. Earth’s location
a. dry season c. Earth’s tilt
b. wet season d. Earth rotation
4. Which region around the earth has
c. winter season no marked change of season?
d. summer season a. region around the latitude
4. Too much rain will cause? b. region around the longitude
a. landslide c. region around the pole
d. region around the equator
b. mudflows 5. All the factors that influence season.
c. erosion Which of the following
 d. all of the above factors bring much rain?
5. Dry season sometimes have I amount of rainfall
II Location
bad effects. Which one is an ill III Bodies of water
effect IV Earth movement
of dry season? V seasonal Winds
a. flooding a. I and III
b. II and V
b. drought c. V and II
c. erosion d. II and IV
d. landslide
Activity 1 DLP page 61 1. The earth is tilted on its axis in an
angle of _________.
a. 90
1. What season in the b. 180
Philippines is illustrated in c. 23 ½
picture A? d. 360
2. What makes it dry season? 2. One complete revolution around the
sun of the Earth is 1 year or
3. What factor contributes to the _________.
existence of a rainforest shown a. 365 days
in Picture B? b. 365 ¼ days
4. Do the Philippines receive c. 356 ½ days
enough rain throughout the d. 24 days
75
year? 3. Which number represents the
5. What do you call this season equator?
in the Philippines? a. 1 and 2
J. Additional activities for b. 3 and 4
application / remediation 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 to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :
 Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML T

MMR MMR MMR MMR MMR

IAP IAP IAP IAP IAP
GCS GCS GCS GCS 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 earned 80% above 80% above 80% above earned 80% above earned 80% above
80% in the evaluation
______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who ______ of Learners who
B. No. of learners who require additional activities additional activities for additional activities for require additional activities for require additional activities
require for remediation remediation remediation remediation for remediation
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 teaching
strategies worked well ?
Why
did this work ?
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who ______ of Learners who caught ______ of Learners who caught ______ of Learners who ______ of Learners who
caught up the lesson up the lesson up the lesson caught up the lesson caught up the lesson
______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
continue to require continue to require remediation continue to require remediation continue to require continue to require
remediation remediation remediation
Strategies used that work Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
well: ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning well:
___ Socratic Questioning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Socratic Questioning
___ Game-Based Learning ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Game-Based Learning
___ Interactive Lecture Demonstrations Demonstrations Demonstrations ___ Interactive Lecture
Demonstrations The activity can be a classroom The activity can be a classroom The activity can be a Demonstrations
The activity can be a experiment, a survey, a experiment, a survey, a classroom experiment, a The activity can be a
classroom experiment, a simulation or an analysis of simulation or an analysis of survey, a simulation or an classroom experiment, a
survey,a simulation or an secondary data. secondary data. analysis of secondary data. survey, a simulation or an
analysis of secondary data. ___Cooperative Learning ___Cooperative Learning ___Cooperative Learning analysis of secondary data.
___Cooperative Learning ___Jigsaws ___Jigsaws ___Jigsaws ___Cooperative Learning
___Jigsaws ___Gallery Walks ___Gallery Walks ___Gallery Walks ___Jigsaws
___Gallery Walks ___Fieldtrips ___Fieldtrips ___Fieldtrips ___Gallery Walks
___Fieldtrips ___Making notes from book ___Making notes from book ___Making notes from book ___Fieldtrips
___Making notes from book ___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from
___Use of internet/audio presentation presentation presentation book
visual presentation ___Text books ___Text books ___Text books ___Use of internet/audio

F. What difficulties did my
principal or supervisor
can help
me solve ?
G. What innovation or
localized
materials did I
___Text books
___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
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations: Planned Innovations:
__Contextualized/ Localized __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized __Contextualized/
and Indigenized IM’s Indigenized IM’s
___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
doing their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
Indigenized IM’s
___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
in collaboration/cooperation
doing their tasks
___ Audio Visual Presentation of
the lesson
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
and Indigenized IM’s
___Investigations visual presentation
___Models ___Text books
___Demonstrations ___Investigations
Other Techniques and ___Models
Strategies used: ___Demonstrations
___Manipulative Tools Other Techniques and
___Pair Work Strategies used:
___ Explicit Teaching ___Manipulative Tools
___ Group collaboration ___Pair Work
___ Carousel ___ Explicit Teaching
___ Diads ___ Group collaboration
___ Differentiated Instruction ___ Carousel
___ Discovery Method ___ Diads
___ Lecture Method ___ Differentiated
Why? Instruction
___ Complete IMs ___ Discovery Method
___ Availability of Materials ___ Lecture Method
___ Pupils’ eagerness to learn Why?
___ Group member’s ___ Complete IMs
in collaboration/cooperation in ___ Availability of Materials
doing their tasks ___ Pupils’ eagerness to
___ Audio Visual Presentation learn
of the lesson ___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual
Presentation of the lesson
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical
works
Planned Innovations:
Localized and Indigenized
 __ Localized Videos
__ Making big books from
views of the locality
use/discover __ Recycling of plastics to
which I wish to share with be used as Instructional
other teachers ? Materials
__ local poetical composition
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
__ Localized Videos IM’s
__ Making big books from __ Localized Videos
views of the locality __ Making big books from
__ Recycling of plastics to views of the locality
be used as Instructional __ Recycling of plastics to
Materials be used as Instructional
__ local poetical composition Materials
__ local poetical
composition
 GRADE 6 SCHOOL
DAILY LESSON TEACHER
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
be able to design an
emergency and
preparedness plan and
kitC. Learning
Competencies/Objectives
TUNASAN ELEMENTARY SCHOOL GRADE LEVEL SIX
LEARNING AREA SCIENCE
TEACHING DATES AND TIME WEEK 4 QUARTER FOURTH
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learners demonstrate the understanding of the earth's rotation and revolution
The learners should be able to design an emergency and preparedness plan and kit
S6ES-IVe-f-5 S6ES-IVe-f-5 S6ES-IVe-f-5 S6ES-IVe-f-5 The learner will be able to
Demonstrate rotation and Demonstrate rotation and Demonstrate rotation and Demonstrate rotation and answer the questions
revulotion of the Earth using revulotion of the Earth using a revulotion of the Earth using a revulotion of the Earth using a correctly and honestly with
a globe to explain day and globe to explain day and night globe to explain day and night 75% and above mastery
globe to explain day and night a
night and the sequence of and the sequence of seasons and the sequence of seasons level
seasons Explain how the earth’s rotation
What Causes Day and Night What Causes Day and Night
affects the wind system
Explain how the earth’s
rotation affects the wind
system

Earth’s Rotation Earth’s Rotation Earth’s Rotation

II. CONTENT / Earth’s Rotation SUMMATIVE TEST
TOPIC

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
Science in Our World pp. 268- Science in Our World pp. 268-27 Science in Our World pp. 268-27 Science in Our World pp. 268-27
3. Textbook pages 273
4. Additional materials BEAM 3. Unit 6. Learning BEAM 4. Unit 9. Distance EAM 4. Unit 9. Distance EAM 4. Unit 9. Distance
from Guide. Wearther we like it or Learning Modules. DLP 59. Learning Modules. DLP 59. Learning Modules. DLP 59.
LRMDS portal not. Module 5. July 2007 BEAM 4. Unit 9. Distance BEAM 4. Unit 9. Distance BEAM 4. Unit 9. Distance
Learning Modules. DLP 60
 Science for Daily Use 5. Tan,
Conchita T. 2012. p. 243
B. Other Materials
IV. PROCEDURES
A. Reviewing previous CHECKING OF ASSIGNMETS
lesson or presenting the
new lesson How are winds formed?
What are the different wind
system?
CHECKING OF ASSIGNMETS
How are winds formed?
What are the different wind system?
Learning Modules. DLP 60
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.
Learning Modules. DLP 60
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

How do winds move?
What causes these winds to
move that way?
B. Establishing a purpose
for the lesson
C. Presenting examples/ Activity:
instances of the new
lesson 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?
Pole.
How do winds move? Suppose there were only days Suppose there were only days
and no nights on the earth, what and no nights on the earth,
What causes these winds to move
do you think would happen? what do you think would
that way?
Study the drawing. happen? Study the drawing.
Activity: Compare the movement of the Compare the movement of the
hands of the clock and the hands of the clock and the
A. Get a globe and place it
on the table rotation of the Earth. rotation of the Earth.
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?

D. Discussing new concepts
and
practicing new skills #1
E. Discussing new concepts
and
practicing new skills #2
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
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
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
In the Philippines, cold winds Questions: Questions:
from Siberia cool the air from
1. Did the whole globe/ball 1. Did the whole globe/ball
December to February. The receive light from the flashlight? receive light from the
Coriolis Effect diverts the cold flashlight?
air direction 2. When the other part receives
light, what happens to the other 2. When the other part
and turns it to the right towards part? receives light, what happens to
the Philippines from the the other part?
northeast
direction. It is called northeast 3. If the Philippines is facing the
light source, what countries are 3. If the Philippines is facing
 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.
F. Developing mastery Answer these:
(leads to formative
assessment ) 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
monsoon or Amihan by Filipinos. on the side opposite the light the light source, what
source? countries are on the side
From March to May, the opposite the light source?
Philippine temperature is at its 4. Describe the portion of the
highest, globe: a. facing the light source. 4. Describe the portion of the
b. the side opposite the light globe: a. facing the light
warm air rises over the country source. source. b. the side
as a result. Southeast monsoon opposite the light source.
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.
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?
3. What causes the deflection of
 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
Do we experience the same
wind system throughout the
year? Why?
G. Finding practical
applications of concepts
and skills in daily living
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
Do we experience the same Answer Briefly. Answer Briefly.
wind system throughout the
year? Why? 1. What causes day and night? 1. What causes day and
night?
2. Why is Earth’s rotation
important? 2. Why is Earth’s rotation
important?
3. In what direction does the
earth rotate? 3. In what direction does the
earth rotate?
 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
H. Making generalization
and
to the right and in the
abstraction about the
lesson 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
I. Evaluating learning Answer “Let’s Test
Ourselves”
DLP page 48
Charted
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
Answer “Let’s Test Ourselves”
DLP page 48
Charted
 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.
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
 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.
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. day b. one month c. one week
one year d. one year

3. At what angle does the Earth 3. At what angle does the

tilt on its axis? a. 43 ½ degrees Earth tilt on its axis? a. 43 ½
c. 33 ½ degrees b. 23 ½ degrees c. 33 ½ degrees b.
degrees d. 53 ½ degrees 23 ½ degrees d. 53 ½
degrees
4. What do you call an imaginary
line than runs through the 4. What do you call an
Earth? a. axis b. taxis c. orbit imaginary line than runs
d. faxis through the Earth? a. axis b.
taxis c. orbit d. faxis
5. The movement of the globe
as it spins and reaches the point 5. The movement of the globe
from where it started is called ? as it spins and reaches the
a. revolution c. rotation b. point from where it started is
locomotion d. position called ? a. revolution c.
rotation b. locomotion d.
position

J. Additional activities for

application / remediation
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued :
Lesson done : Lesson done : Lesson done : Lesson done : Lesson done :
Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML T Passed Failed ML T

V. REMARKS MMR MMR MMR MMR MMR

IAP IAP IAP IAP IAP
GCS GCS GCS GCS 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 earned 80% above 80% above 80% above earned 80% above earned 80% above
80% in the evaluation
 ______ of Learners who ______ of Learners who require ______ of Learners who require ______ of Learners who ______ of Learners who
B. No. of learners who require additional activities additional activities for additional activities for require additional activities for require additional activities
require for remediation remediation remediation remediation for remediation
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 teaching
strategies worked well ?
Why
did this work ?
______Yes ______No ______Yes ______No
______ of Learners who ______ of Learners who caught
caught up the lesson up the lesson
______ of Learners who
continue to require
remediation
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
______Yes ______No ______Yes ______No ______Yes ______No
______ of Learners who caught ______ of Learners who ______ of Learners who
up the lesson caught up the lesson caught up the lesson
______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
continue to require remediation continue to require remediation continue to require continue to require
remediation remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning well:
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Socratic Questioning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Game-Based Learning
Demonstrations Demonstrations Demonstrations ___ Interactive Lecture
The activity can be a classroom The activity can be a classroom The activity can be a Demonstrations
experiment, a survey, a experiment, a survey, a classroom experiment, a The activity can be a
simulation or an analysis of simulation or an analysis of survey, a simulation or an classroom experiment, a
secondary data. secondary data. analysis of secondary data. survey, a simulation or an
___Cooperative Learning ___Cooperative Learning ___Cooperative Learning analysis of secondary data.
___Jigsaws ___Jigsaws ___Jigsaws ___Cooperative Learning
___Gallery Walks ___Gallery Walks ___Gallery Walks ___Jigsaws
___Fieldtrips ___Fieldtrips ___Fieldtrips ___Gallery Walks
___Making notes from book ___Making notes from book ___Making notes from book ___Fieldtrips
___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from
presentation presentation presentation book
___Text books ___Text books ___Text books ___Use of internet/audio
___Investigations ___Investigations ___Investigations visual presentation
___Models ___Models ___Models ___Text books
___Demonstrations ___Demonstrations ___Demonstrations ___Investigations
Other Techniques and Other Techniques and Other Techniques and ___Models
Strategies used: Strategies used: Strategies used: ___Demonstrations
___Manipulative Tools ___Manipulative Tools ___Manipulative Tools Other Techniques and
___Pair Work ___Pair Work ___Pair Work Strategies used:
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___Manipulative Tools
___ Group collaboration ___ Group collaboration ___ Group collaboration ___Pair Work
___ Carousel ___ Carousel ___ Carousel ___ Explicit Teaching

F. What difficulties did 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 ?
___ 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
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
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
___ 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
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
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
___ 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
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
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
___ 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
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
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
___ 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
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical
works
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