COT DLP Science 6- Energy Transformation

Bachelor of Elementary Education (BEED)

 Grades 6 SCHOOL CALANTIPAY ES GRADE VI
DAILY LEVEL
LESSON TEACHER MA. CRISTINA C. DIEGO LEARNING SCIENCE
LOG AREA
TEACHING DATES QUARTER 3
AND TIME

KRA OBJECTIVES and

I. OBJECTIVES ANNOTATIONS

A. Content The learners demonstrate understanding of

Standards how energy is transformed
B. Performance The learners should be able to create a
Standards marketing strategy for a new product on
electrical and light efficiency.
C. Learning Demonstrate how sound, heat, light and
Competencies/ electricity can be transformed (S6FEIIId-f-2)
Objectives
Write the LC
code for each
II. CONTENT Energy transformation
II. LEARNING
RESOURCES

A. References
1. Teacher’s
Guide pages
2. Learner’s Quarter 3-SLM Module 2
Materials pages
3. Textbook pages
4. Additional https://www.youtube.com/watch?
Materials from v=PkFoQ_L8llc
Learning
Resource (LR)
portal
B. Other Learning Television, charts, power point presentation,
Resources activity cards, Meta-cards, Electric fan,
batteries, flashlight, box, bulb, timer or
watch, manila paper, marker

IV. PROCEDURES

A. Reviewing Interactive PowerPoint Presentation: 4 pics KRA 1: Objective 4

previous lesson or one word (Types of Energy) Used effective verbal and
presenting the new Expected answers: Sound, electrical, non-verbal classroom
lesson (ELICIT) chemical and Light communication strategies to
How do different materials you use help support learner
you? understanding, participation,
engagement and
achievement
MOV---Ensured learning-
focused environments
through learner’s active
participation

B. Establishing a Show the pupils a mystery box. The pupils KRA 1: Objective 4
purpose for the will guess what is inside. The teacher will Used effective verbal and
lesson give some descriptions on the object inside non-verbal classroom
(ENGAGE) the box. (Flashlight) communication strategies to
 support learner
understanding, participation,
engagement and
Upon the teacher’s signal, pupils will draw achievement
what they have guess is inside the mystery MOV— Classroom
box. management and
communication was
Comprehension Check: strengthened through
1. What is the source of energy of the motivation
flashlight?
2. What energy is present in the battery of
the flashlight? .
3. (Turn on the flashlight) What energy is
shown when the flashlight was turned on?
4. How many energies were displayed by
the flashlight?
5. Which comes first light energy or
chemical energy?
Today, we will find out more how an energy KRA 2 Objective 6
is change from one form to another Maintained learning
through our group activity. Come on and environments that promote
let’s discover the wonderful world of fairness, respect and to
energy transformation. encourage learning.
MOV---The teacher displayed
care and encourage learners
to

C. Presenting 1. Pre-laboratory Activity KRA 2 Objective 5

examples/instance a. Setting of Standards Established safe and secure
s of the new b. Unlocking of Difficulties learning environments to
lesson Using context clues enhance learning through the
(ENGAGE) 1. The caterpillar transforms into consistent implementation of
butterfly. policies, guidelines and
A. Becomes the same procedures
B. Crawl on the ground MOV---The procedure of the
C. Travel to other place activities were evident in the
D. Change into other form discussion.
2. Plants uses photosynthesis to make
their own food from sunlight. KRA 1, Objective 3
A. copy of usually printed material - Displayed proficient use of
B. a picture made using a camera mother Tongue, Filipino and
C. process by which a plant uses the English to facilitate teaching
energy from the light of the sun to and learning
make its own food MOV---Literacy in giving and
D. a brand name for a computer understanding the meaning of
program that allows you to make difficult words is shown during
changes to a digital image the Unlocking of Difficulties.
c. Discussion of Procedures of the
Activity
d. Checking of Materials
D. Discussing new ACTIVITY 1 KRA 2 Objective 7
concepts and “Tick Tock on the Clock” Maintained learning
practicing new ACTIVITY 2 environment that nurture and
skills #1 “Cool Me Down” inspire learners to participate,
(EXPLORE) cooperate and collaborate in
E. Discussing new ACTIVITY 3 continued learning.
concepts and “Hot Jog” MOV--- Collaboration of ideas
practicing new ACTIVITY 4 during presentation of outputs
skills #2 “Light Up My Life” is observed.
(EXPLORE)
KRA 1, Objective 1
-Applies knowledge of content

F. Developing a. Presentation and Publication of Data
mastery b. Discussion and Analysis
(EXPLAIN) (EXPLANATION)
(Based on the publication of data)
Ask the following questions
1. What energy change occurs in:
A. Functioning clock
Answer: chemical→ mechanical→
sound
B. Running electric fan
Answer: electrical→ mechanical
→wind→ heat
C. Jogging in place
Answer: chemical→ mechanical→
heat
D. Lighted bulb
Answer: Chemical→ electrical→
light→ heat
2. Based on the above activities, what can
you say about energy?
*Energy can change from one form of
energy into another. This is called
ENERGY TRANSFORMATION.
The teacher will show picture of a
pineapple (main product of Bukidnon
Province and the hometown of tribes
like Manobo, Higanon and Talaandig)
that undergoes photosynthesis.
Ask: What energy transformation is
shown in the picture?
3. Is energy transformation important?
Why?
*Energy is useful when it is used to do
work. Some forms of energy have to be
changed into other forms before they
can do work or function.
G. Finding practical Write numbers 1-3 on the space provided to
applications of demonstrate energy transformation of the
concepts and skills following objects:
within and across curriculum
teaching areas.
MOV---Physical Education
subject was integrated in
Activity 3 “Hot Jog”
KRA 3, Objective 9
-Designed, adapted and
implemented teaching
strategies that are responsive
to learners with disabilities,
giftedness and talents.
MOV---Activity 3 “Hot Jog”
showed an activity that
measures learner’s physical
fitness which is done in
Physical Education Subject.
KRA 2, Objective 8
-Applied a range of
successful strategies that
maintain learning
environment that motivate
learners to work productively
by assuming responsibility for
their own learning.
MOV---The questions
presented to check pupils’
comprehension are arranged
from lower level to higher
level thinking skills
KRA 3, Objective 10
-Adapted and used culturally
appropriate teaching
strategies to address of
learners from indigenous
groups
MOV---The sample picture is
a native product of an
indigenous groups.
.
KRA 1, Objective 2
-Used research-based
knowledge and principles of
in daily living teaching and learning to
 ELABORATE Alarm clock enhance professional
_____Mechanical practice.
_____Sound MOV---The teacher applied
_____Chemical one of the principles of
Washing Machine teaching and learning-to
_____Mechanical check pupils’ understanding
_____Sound of the task.
_____Electrical
Flat Iron
_____Mechanical
_____Sound
_____Electrical
H. Making What is energy transformation?
generalizations
and abstractions
about the lesson
ELABORATE
I. Evaluating learning EVALUATION: KRA 2, Objective 8
EVALUATE Draw a if the given number -Applied a range of
demonstrate a correct way of energy successful strategies that
transformation and if not. maintain learning
environment that motivate
___1. lampshade= electrical sound learners to work productively
___2. flat iron=electrical heat by assuming responsibility for
___3. washing machine=electrical their own learning.
mechanical MOV--- The questions
___4. Hair dryer=electrical sound presented to check pupils’
Heat comprehension are arranged
from lower level to higher
___5. functioning clock=chemical level thinking skills
mechanical sound

J. Additional activities Extend: KRA 1, Objective 1

for application or 1. Look around your home. List down -Applies knowledge of content
remediation some devices or appliances; then within and across curriculum
EXTEND describe the transformation or teaching areas.
change of energy from one form to MOV---ESP/Values is
another. You may draw or paste integrated.
pictures in a short bond paper.
2. As a pupil, how can you help in
minimizing electrical energy
consumption in your own house?

Prepared by:

MA. CRISTINA C. DIEGO

Teacher III

Reviewed by:

CORAZON C. YAMBAO
Master Teacher I

Noted:

JESSIE S. SANTOS
Principal I