Grades 6 School Grade Level VI

DAILY LESSON LOG Teacher Learning Area Science

Teaching Dates and Time Quarter 4

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS TO BE
OBSERVED DURING THE
DEMONSTRATION
A. Content Standards The learners demonstrate understanding of the
earth’s rotation and revolution.

B. Performance Standards The learners should be able to design an

emergency and prepared plan and kit.

C. Learning Competencies/ Objectives Demonstrate rotation and revolution of the PPST MODULE 7
Write the LC code for each earth using a globe to explain day and night KRA 3, OBJ. # 7
MT I-IV RUBRIC, INDICATOR 5
and the sequence of seasons (S6ES-IVe-f-5) -Plans, manages and implements
Knowledge: Define what is rotation developmentally sequenced teaching and
learning processes to meet curriculum
Explain the cause of day and night requirements through various contexts.
MOV--- Knowledge, skill and attitude or
Skill: Illustrate a model that shows day KSA is applied in lesson planning
and night objectives in order to meet curriculum
requirements based on the Curriculum
Attitude: Work cooperatively with the group Guide/CG. Parts of the DLP are based on
the PPST Modules.

II. CONTENT Rotation of the Earth

II. LEARNING RESOURCES
 A. References

1. Teacher’s Guide pages Not yet issued

2. Learner’s Materials pages

Not yet issued
3. Textbook pages The New Science Links page 434

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Activity sheets, assessment cards, pictures, improvised PPST MODULE 9
model of earth’s rotation, smart TV, laptop, power KRA 3, OBJ. # 9
point presentation, globe, flashlight -Selects, develops, organizes and uses
appropriate teaching and learning
You tube Video resources, including ICT, to address
Day and Night Explanation,Causes Science for learning goals.
Kids MOV---The lesson is delivered through the
https://www.youtube.com/watch?v=hWkKSkI3gkU use of power point presentation, laptop
and smart tv.
MOV---Printed materials like activity
sheets, assessment card are given on clear
sheets of cartolina/ meta cards for the
pupils to see and read clearly and the use
of representations like the globe and the
flashlight.
IV. PROCEDURES
A. Reviewing previous lesson or presenting the (Integration of positive and non-violent discipline) PPST MODULE 5
new lesson Presenting the classroom standards; KRA 2, OBJ. # 5
MT I-IV RUBRIC, INDICATOR 4
1. Be kind, polite, and courteous to others. -Manages learner behaviour constructively
2. Keep your hands and feet to yourself. by applying positive and non-violent
3. Be respectful of classmates, teachers, and discipline to ensure learning-focused
environment.
property.
MOV---To avoid and prevent
4. Listen to the teacher and classmates, and
misbehaviour, house rules/
 follow directions. standards/guidelines are set before the
5. Work hard and always do your best. class starts or before doing an activity.
6. Be safe.
7. Raise your hand when you would like to speak PPST MODULE 10
in class, when leaving your seat or if you need KRA 4, OBJ. 10
to leave the classroom for a reason. Designs, selects, organizes and uses
diagnostic, formative and summative
8. Be ready to take the consequences if you break
assessment strategies consistent with
the rules.
curriculum requirements.
Asking for diagnostic questions:
MOV—Diagnostic questions are raised to
1. What are the two movements of the earth? learners to diagnose if they have
2. Using the diagram below, how does the Earth background information about the topic of
rotate on its axis? the day.
3. Is it from east to west or west to east?
4. Is it clockwise or counterclockwise?
5. How many hours is one complete rotation or
one day?

(refer to power point presentation)

B. Establishing a purpose for the (Integration of Vocabulary Skills) PPST Module1

lesson/Motivation/Motive Questions Direction: KRA 1, OBJ. # 1
Find the words related to the movement of the earth MT I-IV RUBRIC, INDICATOR 1
 in the given cross word puzzle. (8 words) -Applies knowledge of content within and
across curriculum teaching areas.
MOV---Vocabulary skills is integrated
during the giving of cross word puzzle.

(refer to power point presentation)

C. Presenting examples/instances of the new (Integration of HOTS and Across subject areas like PPST MODULE 3
lesson Expressing ideas using descriptive words, phrases KRA 1, OBJ. # 3
and sentences and identifying proper heading) MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies to
Present/Ask: develop critical and creative thinking, as
Describe what the people are doing in the pictures. well as higher-order thinking skills.
MOV---The questions presented to check
Can you give the proper heading for each set of
pupils’ comprehension on pictures and
pictures?
video clip presented are arranged from
(Refer to power point presentation)
lower level to higher level thinking skills.
Pupils are challenge to think creatively.
Day Time Activities
 Night Time Activities

Ask:
Why are people more active during day time than
night time?
What makes day and night?
What makes our activities vary or change during day
time and night time?
What do you think is our lesson today base on the
diagram below?

PPST MODULE 5
KRA 2, OBJ. # 5
MT I-IV RUBRIC, INDICATOR 4
-Manages learner behaviour constructively
by applying positive and non-violent
Video Presentation
discipline to ensure learning-focused
Day and Night Explanation,Causes Science for
environment.
Kids
https://www.youtube.com/watch?v=hWkKSkI3gkU MOV---To avoid and prevent
misbehaviour, house rules/
Standards in viewing a video presentation.
standards/guidelines are set before
watching a video clip.

Follow up questions about the video clip presented:

1. What is the video about?
 2. Who are the characters in the video?
3. What are they doing in the first part?
4. Why do we wake up when it’s daylight?
5. What do you call the earth’s representation?
6. Can anybody locate the axis of the earth?
7. What is an axis?
8. What do you call the movement of the earth
on its axis?
9. How long does it take for the earth to make
one complete revolution?
10. What causes day and night?

(refer to power point presentation)

D. Discussing new concepts and practicing new (Integration of Literacy and Numeracy Skills, Health, and PPST MODULE 2
skills #1 HOTS) MT I-IV RUBRIC, INDICATOR 2
-Applies a range of teaching strategies that
To further pupils understanding of the concept and skills, lead enhance learner achievement in literacy
them to demonstrate how earth’s rotation affects day and and numeracy skills.
night through the use of improvised set up. MOV---Literacy and numeracy in giving
(Prepare the globe and the flashlight ahead of time.) and understanding the meaning of difficult
words is shown during the discussion of
Say: new concept and practicing new skills.
1. We have here a globe and a flashlight.
(unlock the word globe) PPST Module1
2. We need three volunteers to illustrate to us the KRA 1, OBJ. # 1
following: MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
1. Show us the correct direction on across curriculum teaching areas.
how the earth rotates on its axis. MOV---Health is being integrated in the
2. Explain what causes day and night. questions presented about the topic.
3. What makes day ?
4. What makes night? PPST MODULE 3
Ask further: KRA 1, OBJ. # 3
 1. How many hours are there in one complete rotation MT I-IV RUBRIC, INDICATOR 2
or one day? -Applies a range of teaching strategies to
2. How many hours do you spend in school? develop critical and creative thinking, as
3. How many hours do you spend at home? well as higher-order thinking skills.
4. How many hours do you spend sleeping? MOV---The questions presented are
5. What is the right amount of sleeping hours do arranged from lower level to higher level
children need in order to be healthy? thinking skills. Pupils are challenge to think
6. Is it good to stay awake during late night? Why? creatively.
7. Why is sleeping in the right number of hours
important?
E. Discussing new concepts and practicing new (Integration of positive & non-violent discipline and PPST MODULE 6
skills #2 Differentiated/Tiered Activity) KRA 2, OBJ. # 6
-Uses differentiated, developmentally
Group Activity-Directions: appropriate learning experiences to
1. Group yourselves into four. address learners’ gender, needs,
2. Choose your leader. strengths, interests and experiences.
3. The leader gets the activity sheets and the MOV---The learners are given
assessment card from the teacher. differentiated/tiered activities according
4. Go to your respective area assigned to you. to their strengths and interests.
5. Begin doing the activity following the group MOV---By applying differentiated activities
standards. with rubrics, learners are ensured of their
6. Be mindful of the rubrics presented. active participation.
7. Finish in ten minutes, and then present your output in
less than 3 minutes. PPST MODULE 5
KRA 2, OBJ. # 5
MT I-IV RUBRIC, INDICATOR 4
-Manages learner behaviour constructively
Standards for the simple Science activity. by applying positive and non-violent
discipline to ensure learning-focused
environment.
MOV---To avoid and prevent
misbehaviour, house rules/
standards/guidelines are set before doing
the activity.
MOV---Learners are given positive
 feedback after each group sharing.

Rubric in Assessing Group Performance in Simple Science

Activity (Group-Assessment)

Direction: Assess your group performance in accomplishing

the task provided.
Group 1 – Explaining the Cause of Day and Night
EXPLAIN THE CAUSE OF DAY AND NIGHT

1. Fill in the blank.

The light comes from the _______.
The light shines on our planet _______________.
Every day the earth _________ around its __________.
When the sun shines on us it is _________________.
When we face away from the sun it is _________________________.

Earth sun axis daytime

rotates/spins night time

2. Label and color the picture to show where it is day and where it is night.

Group 2 – Earth’s Rotation Causes Day and Night

 Group 3 – Differences between Day and Night

Group 4 – Day and Night Activities

(refer to power point presentation)

F. Developing mastery (leads to Formative (Integration of Contextualization, Localization and Gender- PPST Module1
Assessment 3) Fair) KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
Group Presentation/Reporting -Applies knowledge of content within and
 (Learners are given utmost recognition in the task they across curriculum teaching areas.
are presented.) MOV--- Contextualization, localization and
gender fair are properly observed in the
Self-Assessment of the Group Activity manner of grouping, and in the choice of
(Each group presents their group output rating by presenting instructional materials. Through the
their Self-Assessment Card.) accomplished simple activities, pupils relate the
rotation of the earth to the varied activities of
(refer to power point presentation) people during day and night.

G. Finding practical applications of concepts and (Integration of HOTS, Predicting Outcomes & Identifying PPST MODULE 3
skills in daily living Cause & Effect relationship) KRA 1, OBJ. # 3
MT I-IV RUBRIC, INDICATOR 2
Ask: -Applies a range of teaching strategies to
1. What might happen if the earth does not rotate? develop critical and creative thinking, as
2. What effects might it bring to the earth itself, to the well as higher-order thinking skills.
people and other living organism on it, to the MOV---The questions presented challenge
temperature, etc. the pupils to think critically.

PPST Module1
KRA 1, OBJ. # 1
MT I-IV RUBRIC, INDICATOR 1
-Applies knowledge of content within and
across curriculum teaching areas.
MOV--- Integration across learning areas
like predicting outcomes and identifying
cause and effect are observed effectively.

H. Making generalizations and abstractions Ask: PPST MODULE 10

about the lesson 1. What is rotation? KRA 4, OBJ. 10
2. What causes day and night? Designs, selects, organizes and uses
3. Did you cooperate with your group in the activity? diagnostic, formative and summative
4. Why is cooperation important in a group activity? assessment strategies consistent with
curriculum requirements.
MOV—Formative questions are raised to
learners to diagnose how far they have
 learned or if the objectives of the lesson
are carried.

I. Evaluating learning Evaluation: Identifying true and false statements (1-5) PPST MODULE 10
(refer to power point presentation) KRA 4, OBJ. 10
-Designs, selects, organizes and uses
Direction: diagnostic, formative and summative
In a ¼ sheet of paper, write TRUE if the statement is assessment strategies consistent with
correct and FALSE if it is wrong. curriculum requirements.
  MOV---The use of formative assessment
1. Rotation of the Earth causes night and day. consistent with curriculum requirements is
2. It takes one year or 365 & ¼ days for the Earth to followed in order to interpret the result of
rotate completely on its axis. the learners’ progress.
3. Different parts of the Earth experience day and
night because the Earth is rotating on its axis. PPST MODULE 11
4. When the sun shines on the part of the Earth, that KRA 4, OBJ. 11
part is night time. Monitors and evaluates learners’ progress
5. The activities of people on the different parts of the and achievement using learners’
Earth differ during day time and night time. attainment data.
MOV—Results of evaluation are
Monitoring and recording of scores monitored and reflected on the Learners’
How many got 5?__, 4?__, 3?__, 2?__, 1?__ Data in order to support and assess
Out of ___ pupils, ___ got 80% of the test. learners’ progress and achievement.
Out of ___ pupils __ got below 80% of the test.

J. Additional activities for application or Assignment:

remediation Direction: Watch the following in You Tube, then describe in
3 sentences how the earth revolves around the sun.

Title: Revolution of Earth

https://www.youtube.com/watch?v=nmRovZP7G2w

V. REMARKS
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?
F. What difficulties did I encounter 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?