Department of Education

Region IX, Zamboanga Peninsula

Division of Zamboanga City
RECODO ELEMENTARY SCHOOL
Ayala District
Zamboanga City

LESSON EXEMPLAR IN SCIENCE 6

Grades 6 SCHOOL RECODO ELEMENTARY SCHOOL GRADE LEVEL VI
DAILY LESSON TEACHER GISELLE E. BALBERDE LEARNING AREA SCIENCE
PLAN TEACHING DATES AND MARCH 20, 2024, QUARTER 3
TIME 7:50-8:40 BALBERDE
1:10-2:00 GATINAO

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC
INDICATORS TO BE
OBSERVED DURING THE
DEMONSTRATION
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
Competencies/ Describe how sound, heat, light and
Objectives electricity can be transformed (S6FEIIId-f-2)
Write the LC code
for each

Values Showing the value of conserving energy. INDICATOR # 1

Integration: Making efforts to save energy helps protect Applied knowledge of content
natural resources or environment. within and across curriculum
teaching areas
II. CONTENT Energy Transformation
III.LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Basic Education Curriculum Guide 4
pages p. 106
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
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

PRELIMINARY ACTIVITY
 Greetings
 Asking the pupils, the Classroom
Rules
 Present Call Backs
INDICATOR # 5
 Presenting Incentive Chart
Establish safe and secure learning
Integration of Values (positive and non- environments to enhance learning
violent discipline) through the consistent
1. Be kind, polite, and courteous to others. implementation of policies and
2. Keep your hands and feet to yourself. guidelines and procedure.
3. Be respectful of classmates, teachers,
and property. MOV---Ensured that there is a safe
4. Listen to the teacher and classmates, and secure learning environment
and follow directions. by establishing positive and non-
5. Work hard and always do your best. violent discipline.
6. Raise your hand when you would like
to speak in class, when leaving your
seat or if you need to leave the
classroom for a reason.

A. ELICIT 1. Review: INDICATOR #2

 Reviewing previous Present the following objects. Ask the pupils to
lesson or presenting identify the form of energy each object can Used a range of teaching
the new lesson produce when in use. (Note: In the absence of real strategies that enhance learner
objects, the teacher may use pictures achievement in literacy and
numeracy skills
1. battery
2. sun MOV---Literacy in reading and
3. a drum matching the words and the
4. a light bulb energy it possessed or produced.
5. boiling water
6. moving car
7. lamp
8. a radio INDICATOR #4
9. an electric stove
10. battery Displayed Proficient use of
Mother Tongue, Filipino and
English to facilitate teaching and
learning.

MOV---translating the name of

the object in Filipino “TAGALOG”
to facilitate pupils who cannot
identify the object in English
language.
 B. ENGAGE Show the pupils a mystery box. Ask the pupils to
 Establishing a choose one representative per group who is INDICATOR #3
purpose for good in drawing. Have the representative peek
the lesson inside the box and draw what’s inside on the -Applies a range of teaching
board. (Flashlight) After that, they will stand on strategies to develop critical
their assigned position. Upon the teacher’s and creative thinking, as well
signal, the representatives will draw what they as higher-order thinking skills.
have seen inside the mystery box and other
members of the group will guess what the is MOV---The questions presented
object inside. are arranged from lower level to
higher level thinking skills.
Comprehension Check: Pupils are challenge to think
1. What is the source of energy of the flashlight? creatively.
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?
Say: Today, we will find out more how an energy
is change from one form to another through our
group activity
 Presenting 1. Pre-laboratory Activity LITERACY SKILLS:
examples/instances
of the new lesson Using context clues INDICATOR #1

a. Unlocking of Difficulties -Applies knowledge of content

OK 1. The caterpillar transforms into butterfly.
A. Becomes the same
B. Crawl on the ground
C. Travel to other place
D. Change into other form
2. Plants uses photosynthesis to make
their own food from sunlight.
A. copy of usually printed material
B. a picture made using a camera
C. process by which a plant uses
the energy from the light of the
sun to make its own food
D. a brand name for a computer
program that allows you to make
changes to a digital image
3.. There are so many ways to conserve
resources and energy.
A.. the process in which we pay money
to rest
within and across curriculum
teaching areas.
MOV--- English learning
competency (Infer meaning of
borrowed words through
context clues: (EN6VIII-c 12.3.3)
INDICATOR #2
Used a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy skills
MOV---Literacy in giving and
understanding the meaning of
difficult words is shown during
the Unlocking of Difficulties.

B.. this is to keep and protect from waste,

loss or damage
C.. an action of damaging materials
around us.
D.. this is buying the things that you
want.
C. EXPLORE
 Discussing new 1. Group-Instruction Differentiated INDICATOR #3
concepts and Activity
practicing new skills. -Applies a range of teaching
Allow 10 minutes for the group activity. strategies to develop critical
2. Teacher Task: and creative thinking, as well
What to do: as higher-order thinking skills.
 Group the pupils into 5 groups
MOV---The differentiated activity
 Release the prepared materials by presented are arranged from lower
group. level to higher level thinking skills.
 Remind the pupils about the things Pupils are challenge to think
that they should do while performing creatively.
the activity.
 The teacher now will distribute the
activity cards to each group and the
materials to be used for the activity
( assign Material Managers)
INDICATOR #5
3. Standards for the simple Science
activity. Establish safe and secure learning
environments that promotes
fairness, respect and care to
1. Listen and understand the
encourage learning.
instruction of your teacher.
2. Work on your seat silently.
3. Perform your group activity MOV---Setting standards and
orderly. safety reminders before executing
4. Be careful in using the given the differentiated activity.
materials.
The presented activity is graded
5. Be ready to present your through the use of RUBRICS to
output when called. promote fairness in rating.
6.
4. Present rubrics to the class

5. Discussion of Procedures of the activity

 Explaining the different mechanics
of the differentiated activity.

PREPARED ACTIVITIES

ACTIVITY 1
Indicator #1
“Tick Tock on the Clock”
-Applies knowledge of content
ACTIVITY 2
within and across curriculum
“Cool Me Down”
teaching areas.
ACTIVITY 3
“Hot Jog” MOV--- Activity 3 “Hot Jog”
showed an activity that measures
ACTIVITY 4 learner’s physical fitness which is
“Light Up My Life” done in Physical Education
Subject.


 D. EXPLAIN 1. Group Reporting and Publication of Data INDICATOR #3
2. Discussion and Analysis
 Developing (EXPLANATION) (Based on the -Applies a range of teaching
mastery publication of data) strategies to develop critical
Ask the following questions and creative thinking, as well
1. What energy change occurs in: as higher-order thinking skills.
A. Functioning clock
Answer: chemical→ mechanical→ sound MOV---The questions presented
B. Running electric fan to check pupils’ comprehension
Answer: electrical→ mechanical →wind→ are arranged from lower level to
heat higher level thinking skills
C. Jogging in place
Answer: chemical→ mechanical→ heat
D. Lighted bulb
Answer: Chemical→ electrical→ light→ .
heat
2.Based on your group activities, what can
you say about energy?
*Energy can change from one form of energy
into another. This is called ENERGY
TRANSFORMATION.

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.

E. ELABORATE 1. Watch a 2 minute video about energy

 Finding transformation.
practical
applications of
concepts and
skills in daily
living.

2. ACTIVITY: Write numbers 1-3 on the space NUMERACY SKILLS:

provided.
INDICATOR #2
a. Alarm clock
_Mechanical Used a range of teaching strategies
_____Sound that enhance learner achievement
_Chemical in literacy and numeracy skills
b. Washing
Machine
Mechanical MOV---Numeracy Skill was
Sound applied by writing numbers
Electri according to their proper
c.Flat Iron sequence
Mechanical
Heat
Electrical
 Making What is energy transformation?
generalizations and
abstractions about the Energy transformation is the process of changing
lesson energy from one form to another.
 F. EVALUATION EVALUATION:
Choose and write the letter of the correct answer. INDICATOR #3
 Evaluating 1. What is energy transformation?
Learning A. When an energy has been created. -Applies a range of teaching
B. When an energy has been destroyed. strategies to develop critical
C. Change of form to another form of and creative thinking, as well as
energy. higher-order thinking skills.
D. Change of form with the same form
of energy. MOV---The questions presented to
2. From electrical energy, this energy takes check pupils’ comprehension are
place in the television EXCEPT: arranged from lower level to
A. Chemical higher level thinking skills
B. Heat
C. Light
D. Sound
3. You have notice that flashlight lighted after
putting the battery and switching it on.
Which energy transformation occurs?
A. Chemical to light
B. Chemical to heat
C. Chemical to sound
D. Chemical to mechanical
4. How is energy changed when you pluck
the strings of guitar?
A. Light to heat energy
B. Chemical to sound energy
C. Mechanical to sound energy
D. Radiant to mechanical energy
5. Why is energy needed to be transformed
into another form?
A. for the animals to multiply
B. to produce more equipment
C. so that plants & animals survive
D. It has to be changed into usable form
Extend: INDICATOR #1
G. EXTEND 1. Look around your home. List down
some devices or appliances; then -Applies knowledge of content
 Additional describe the transformation or change within and across curriculum
activities for of energy from one form to another. teaching areas.
application You may draw or paste pictures in a
or short bond paper. MOV---ESP/Values is integrated.
remediation 2. As a student how can you help in  Showing the value of
minimizing electrical energy conserving energy.
consumption in your own house?  Making efforts to save
energy helps protect
natural resources or
environment.
V. REMARKS Re-teaching Transfer of lesson to
the Lack of Time following day
No class Achieved

Prepared by:

GISELLE E. BALBERDE
Teacher III
Checked by:
RIZALINA D. INFANTE
Master Teacher II Observed by:

ALEXANDER V DAMASO
Principal I
 ACTIVITY 1
Tick Tock on the Clock

I. Problem: How is energy transformed to another form?

II. Materials:
Battery
Clock
Meta-cards
III. Procedures:
1. Attach the battery into the clock.
2. Draw your ears close to the clock.
3. Observe.
IV. Questions:
1. What energy is present in the battery of the clock?
2. What happen to the hands of the clock when the battery was attached on it?
3. What energy is displayed when the hands of clock moved?
4. What energy is present when you hear something from the clock?
5. How did the energy change to another form when the battery is attached at the back of the
clock? Present it using the meta-cards. Refer to the diagram.

→ →
 ACTIVITY 2
Cool Me Down

I. Problem: How is energy transformed to another form?

II. Materials:
Electric Fan
Meta-cards
III. Procedures:
1. Plug in the electric fan.
2. Turn on the fan.
3. Observe what happen.
4. Wait for 5 minutes.
5. Touch the back of the fan
IV. Questions:
1. What is the source of energy in the electric fan?
2. What energy is present when you plug in the fan?
3. What are the energies present when the blade of the fan moved?
4. How did your hands feel when you touch the back of the fan after 5 minutes? What energy is it?
5. How did the energy change to another form when electric fan is turned on? Present it using
the meta-cards. Refer to the diagram.
→ → →
 ACTIVITY 3
Hot Jog

I. Problem: How is energy transformed to another form?

II. Materials:
Meta-cards
III. Procedures:
1. Jog in place for 5 minutes.
IV. Questions:
1. What is the energy stored in your body that you used to jog in place?
2. What energy is present when you moved your body?
3. How do you feel after jogging for 5 minutes? What energy is it?
4. How did the energy change to another form when you jog in place for 5 minutes? Present it
using the meta-cards. Refer to the diagram.
→ →
 ACTIVITY 4
Light Up My Life

I. Problem: How is energy transformed to another form?

II. Materials:
bulb
battery
alligator
clips meta-
cards
III. Procedures:
1. Connect the battery and the light bulb using the alligator clips.
2. Touch the bulb as soon as it lights up.
3. Touch it again after 5 minutes.
4. Compare your first and second observations about how you feel when you hold the bulb.
IV. Questions:
1. What is the energy stored in the battery?
2. What energy flows in the wire of the alligator clips when you connect it to the battery?
3. What happened when you connect the battery to the bulb using alligator clips?
4. What energy is shown when the bulb was lighted?
5. How does it feel when you touch the bulb after 5 minutes? What energy is released?
6. How did the energy change to another form when the bulb was lighted? Present it using the
meta- cards. Refer to the diagram.
→ → →
 PUBLICATION OF DATA

ACTIVITY CHANGE OF ENERGY

1. Functioning clock Chemical→ Mechanical→ Sound
2. Running electric fan Electrical→ Mechanical →Wind→ Heat
3. Jogging in place Chemical→ Mechanical→ Heat
4. Lighted bulb Chemical→ Electrical→ Light→ Heat

Guide Questions:
7. What energy change occurs in:

A. Functioning clock

B. Running electric fan

C. Jogging in place

D. Lighted bulb

8. What can you say about energy?

9. Is it important for the energy to be changed or transformed? Why?