LESSON School Grade Level 6

PLAN Teacher Learning Area Science

Teaching Date and Time Week 6 Quarter 4th

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the earth’s
rotation and revolution
B. Performance The Learners should be able to demonstrate the eath’s
Standards rotaion and revolution

C. Learning Differentiate between the rotation and revolution and

Competencies or describe the effects of the earth’s motions.
Objectives
a. Most Essential
Learning
Competencies Differentiate between the rotation and revolution and
(MELC) describe the effects of the earth’s motions.
(If available, write the
indicated MELC)
b. Enabling
Competencies
(If available, write the
attached enabling
competencies)
c. Enrichment
Competencies
(If available, write the
attached enrichment
competencies)

II. CONTENT

A. Topic: MOTIONS OF THE EARTH

MELC Science Grade 6, 4th quarter p. 510
B. Reference: The New Science Links: Worktext in Science and Technology
for Grade 6 pg. 432-437
a. Teacher’s Guide
Pages

b. Learner’s Material
Pages
 The New Science Links: Worktext in Science and Technology
c. Textbook Pages
for Grade 6 pg. 315- 319
d. Additional Materials
from Learning
Resources

C. List of Learning
Resources for PowerPoint Presentation, laptop, cellphone, ballpen,
Development and Learning Activity Sheet (LAS) and paper
Engagement Activities

D. Concepts Motion, rotation, revolution

E. Skills oral reading, communication, collaboration, critical

thinking, technological skills
F. Values Giving the importance of the earth’s motion

ANNOTATION
III. PROCEDURES

A. ENGAGE What can you say about the movement of the INDICATOR 1.
Apply knowledge of
following objects? content within and
across curriculum
teaching areas.
English- analyzing
pictures.

⮚ These are example of objects that

rotates.
⮚ Rotation means “to spin.”
 How about this picture?
What can you say about the car’ movement?

⮚ The car is moving around the tree

⮚ The car is revolving around the tree.
⮚ Revolution means “to go around
something.”

the learners into four. INDICATOR 1.

B. EXPLORE ∙ Distribute the activity sheets.
Apply knowledge of
content within and
♣ Remind the learners about the norms/standards to across curriculum
teaching areas.
be followed in doing the activity. Values- Values
- Read and understand the instructions properly. integration like
- Cooperate with your group. cooperating with
group mates,
- Do not disturb the other groups cleanliness and
- Maintain cleanliness in your workplace. Group practicing being on
- Seek the guidance of the teacher if needed. time.

- Minimize your noise

- Submit your output on time.
COT-RPMS
♣ Present the scoring rubric to be used for group Indicator 4. Manage
activity. classroom structure
to engage learners,
individually or in
ACTIVITY 10.1 groups, in
Demonstrating Rotation and Revolution meaningful
exploration,
discovery and
Problem: hands-on activities
What is the difference between the rotation and the within a range of
physical learning
revolution of the earth? environments.

What you need:

Globe Indicator 6. Use
Wide area or space differentiated,
developmentally
Flashlight appropriate learning
experiences to
What you need to do: address learners’
gender, needs,
strength, interest
and experiences.
 1. Draw a circle to serve as the orbit of earth.
Let one person in the group go to the center.
He/she will represent the sun.
2. Let one person hold the globe and spin it
evenly counter clockwise not too fast, while
he/she walks completely around the person
at the center of the circle. (As it revolves Indicator 3. Applied
a range of teaching
around the sun, north end of the earth’s axis strategies to
continues to point toward a relatively develop critical and
creative thinking, as
stationery object. In the sky, it is called the well as other higher-
order thinking skills.
North Star.) The person at the center is
revolving around him/her.
3. Notice the part lighted by the flashlight when
the earth rotates sand revolves around the
sun.
What have you found out?

1. Do all parts of Earth receive light as it

rotate on its axis? Why?
2. What is the effect of Earth’s rotation?
3. What have you noticed about the amount
of light received by Earth as it revolves
around the sun?
4. What do you think are the occurences
when Earth revolves around the sun?
Conclusion:

Make a conclusion based from the given problem.

One representative from each group will present their
C. EXPLAIN output. A scoring rubric will be used in rating the group
output. (Please see attached scoring rubrics on
appendix A and B.)

⮚ Process the output of every group.

1. Do all parts of Earth receive light as it rotate
on its axis? Why?
● No. The “fixed” tilt means that, during our Indicator 3. Applied
a range of teaching
orbit around our Sun each year, different strategies to
parts of Earth receive sunlight for develop critical and
creative thinking, as
different lengths of time. It also means well as other higher-
that the angle at which sunlight strikes order thinking skills.
different parts of Earth's surface changes
through the year.
2. What is the effect of Earth’s rotation?
● The spinning of the Earth causes day to
turn to night
 3. What have you noticed about the amount of
light received by Earth as it revolves around
the sun?
● As the earth revolves around the sun,
the place where light shines the
brightest changes. This motion gives
us the different seasons. For
instance, the poles receive less light
than does the equator because of the
angle that the land around the poles
receive the sun's light.
4. What do you think are the occurrences when
Earth revolves around the sun?
● The Earth is constantly in motion,
revolving around the Sun and rotating on
its axis. These motions account for many
of the phenomenon we see as normal
occurrences: night and day, changing
of the seasons, and different climates
in different regions.

Show a video of Earth’s rotation and revolution. COT-RPMS

D. ELABORAT Indicator
INDICATOR 1.
E Discuss: Apply knowledge of
content within and
across curriculum
Rotation- is the movement of earth on its axis. Earth teaching areas.
roates from west to east. It is clockwise as seen above ICT- letting the
pupils to learn by
the North Pole and Counter Clockwise as seen above viewing through the
South Pole. The period of one complete rotation is use of gadgets.
defined as a day and takes 23 hours, 56 minutes, and
4.2 seconds. Earth’s rotation is inclined or tilted 23.5
degrees relative to its plane of revolution around the
sub. The sun, moon, planets, and stars do not orbit
around Earth everyday. It appears that the way to us
because we observe the sky from a planet that rorates
once every day, or 15 degrees per hour. COT-RPMS
Indicator 2. Used a
range of teaching
strategies to
Results from Earth’s Rotation develop learner
⮚ The occurrence of day and night. Places achievement in
literacy and
facing the sun experience daytime while those numeracy skill.
facing away from the sun experience nighttime.
_Spelling science
The length of daytime and nighttime varies as terms during
Earth revolves around the sun. discussions.
⮚ The daily rising and setting of the sun, stars
and the moon are the pattern of motion
visible in the sky. The sun rises in the east and
sets in the west, as do the moon, planets, and
 the stars. These daily motions are the result from
the earth’s rotation.
⮚ Earth’s rotation affects the flow of air and
water on earth. Flowing air and water are
diverted from north-south direction to an east-
west direction because of Earth’s rotation. The
diversion of direction is called the Coriolis effect.

Revolution is the movement of an object around the

bigger object. Earth revolves around the sun. Its orbit
around the sun is in the form of a slightly flattened cirle
called an ellipse. The sun is hot at the center of the
orbit, but is slightly off to one side. This explains why
Earth’s distance from the sun varies. It is closest to the
sun at 147 million kilometers when it is in its orbit’s
perihelion. It is farthest from the sun at 152 million
kilometers when it is in its orbit’s aphelion.

Earth revolves around the sun as it roates, or spins, on

its axis. The period of one revolution around the sun is
defined as a year. One complete revolution of earth is
365.24 solar days or 365 days, 5 hours, 48 minutes,
and 46 seconds. Earth’s axis is tilted. As it orbits the
sun, Earth’s axis remains fixed in space so that at one
poinr, the northern hemisphere of earth is tilted.

Results from Earth’s Revolution

Occurrence of Seasonal Changes

The seasons change through the year; the length
of days varies; and the temperature may range
from cold to hot depending on the latitude where
you live. The annual changes are the result of
Earth’s orbital motion around the sun is called a
revolution. Our seasons are created by this orbit tilt
and by Earth’s orbital motion around the sun.

E. EVALUATE Identify the words being referred to. Choose your

answer from the words below.

Aphelion rotation perihelion

Axis orbit

_______1. Earth’s motion around the sun.

_______2. Imaginary line describing earth’s tilt
 _______3.Earth’s path around the sun
_______4. Earth’s orbit closest to the sun
_______5. Earth’s orbit farthest from the sun

6-10. Give five effects of earth’s rotation and

revolution

IV. ADDITIONAL Essay. Write your answer in an ½ sheet of paper. INDICATOR 1.

Apply knowledge of
ACTIVTY 1. Explain the occurrence of the different content within and
across curriculum
seasons. teaching areas.
English-Writing an
essay, organizing
ideas, and
expressing thoughts
in English language

IV. REFLECTION ____ ML

___Lesson carried. Move on to the next objective.
___Lesson not carried.
(Reflection on the
Type of Formative
Assessment Used
for This Particular
Lesson)

Prepared by: Checked by:

MA. FE L. MARCALIÑAS MARILOU P. LANAYON

Teacher III Head Teacher I