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Cot Q3 W6 D4 Science DLL

The lesson concludes with students describing energy transformation processes in examples like flashlights, toy cars, and batteries, and inventing new devices that utilize heat, sound, or light energy transformations.

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cherkarlo
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667 views4 pages

Cot Q3 W6 D4 Science DLL

The lesson concludes with students describing energy transformation processes in examples like flashlights, toy cars, and batteries, and inventing new devices that utilize heat, sound, or light energy transformations.

Uploaded by

cherkarlo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School: KABALUTAN ELEMENTARY SCHOOL Grade Level: 6

GRADES 1 to 12 Teacher: KARLO D. VILLANUEVA Learning Area: SCIENCE


DETAILED Teaching
LESSON 3RD
Dates and DECEMBER 4, 2019 (WEEK 6)
PLAN QUARTER
Time: 9:40-10:30 Quarter:

Wednesday
I. OBJECTIVES

A. Content Standard The learners demonstrate understanding on how the


energy is transformed into another form.
B. Performance Standard The learners should be able to demonstrate how energy
is transformed to another form.
Day 4
C. Learning Competencies / K- Describe how energy is transformed from one form to KRA 1, Objective 7
Objectives another. * Plans, manages and
S- Manipulate objects to describe energy transformation. implements developmentally
sequenced teaching and
A- Show cooperation in a group work.
learning processes to meet
(9S6FE-IIId-F-2)
curriculum requirements and
varied teaching contexts.

II. CONTENT
TRANSFORMATION OF ENERGY

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages Into the Future: Science & Health 6; pp.104-105
2. Learner’s Materials
pages
3. Textbook pages The New Science Links pp. 351-353
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning Power point presentation, cut-out pictures
Resources
IV. PROCEDURES

A. Reviewing previous What are the uses of each form of energy:


lesson or 1. Sound energy
presenting the new 2. Electrical energy
lesson
3. Mechanical energy
B. Establishing a Picture Study: KRA 1, Objective 2
purpose for the * Uses a range of teaching
lesson strategies that enhance
learner achievement in
literacy and numeracy skills.

What does the picture show?


KRA 1, Objective 3
Show the pictures of flashlight, electric fan and radio. Let
the pupils describe the pictures. *Applies a range of teaching
C. Presenting strategies to develop critical
Examples/Instance and creative thinking, as well
s of new lesson If you turn on the flashlight, what did you observed? as higher-order thinking skills
When you open the electric fan, what did you observed? (HOTS).
What did you noticed when you open the radio?
KRA 1, Objective 4 & 5
Group Activity (Collaborative Approach)
*Manages classroom
Group 1- Light me up!
structure to engage learners,
Group II- Move the toy car individually or in groups, in
Group III- Pluck the guitar meaningful exploration,
discovery and hands-on
D. Discussing new What are the standards of group work? activities within a range of
concepts and
practicing new skills physical learning
#1 environments

*Manages learner behavior


constructively by applying
positive and non-violent
discipline to ensure learning-
focused environment

KRA 1, Objective 1
E. Discussing new Discuss the output of the students. Let the student report
*Applies knowledge and
concepts and in the class.
content within across
practicing new skills
#2 curriculum teaching area
What form of energy is present in the candle, guitar and
toy car?
KRA 1, Objective 1
What is energy transformation?
*Applies knowledge and
How is this energy changed when it is placed in a toy
content within across
car? curriculum teaching area
F. Developing mastery What form of energy is present in the battery?

(Leads to
Formative
Assessment)
What are the different examples of transformation of
energy?

G. Finding practical How did the energy change to another form when the
applications of candle was lighted?
concepts and skills
in daily living

Group Activity KRA 1, Objective 6


Group I-Poster Making-Choose one energy
* Uses differentiated,
transformation. Illustrate and Label it.
developmentally appropriate
Group II-Mind Mapping- Energy Transformation learning experiences to
Group III- Think and Pair Share address learners' gender,
H. Making A. Chemical to light needs, strengths, interests
generalizations and
abstractions about
B. Chemical to Sound and experiences.
the lesson C. Chemical to Mechanical

Why does energy need to transform from one form to


another?
How can you use transformation of energy in our daily
lives?

Describe how energy is transformed in the following:

Flashlight
I. Evaluating Learning Toy car
Battery-operated radio
Electric fan
Flat iron

KRA 1, Objective 3
Think of three inventions that you would like to create. It
must have to do with heat energy, sound energy and *Applies a range of teaching
J. Additional activities strategies to develop critical
light energy. Draw a picture of each. Draw or illustrate
for application and and creative thinking, as well
remediation
the design of your invention. Describe your invention and
as higher-order thinking skills
how it can help people. (HOTS).

V. REMARKS

VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encountered which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared:

KARLO D. VILLANUEVA
Teacher I

Noted:

DANAH MAE D. DE PADUA


Head Teacher III

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