School Grad Level VI

DAILY LESSON Learning

PLAN Teacher SCIENCE
Area
Date
MARCH 07, 2024 Quarter 3
&Time

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of how energy is
transformed
B. Performance Standards The learners should be able to create a marketing strategy for a
new product on electrical and light efficiency.
C. Learning Demonstrate how sound, heat, light and electricity can be
Competencies/Objectives transformed. (S6FEIIId-f-2)
Write the LC code for each  Trace energy transformation; and
 Realize the importance of the different
forms of energy in daily living.

II. CONTENT Energy Transformation

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science Beyond Borders Teacher’s Manual, page 74
2. Learner’s Material’s ADM-SCIENCE 6 QUARTER 3-Module 2: Energy Transformation
pages Page 11-19.
3. Textbook pages Science Beyond Borders 6 Textbook, page 148-152
4. Additional Materials CG pp.
from Learning Laptop, Television
Resources (LR) portal
5. Other Learning Charts, power point presentation, activity cards, Meta-cards, wall
Resources Clock, improvised alligator clips, batteries, flashlight, box, bulb,
timer or watch, Manila paper.
Pictures from www.googlesearch.com/

IV. PROCEDURE
A. Reviewing previous lesson INDICATOR 5 Managed learner behaviour constructively by
or presenting the new applying positive and non-violent discipline to ensure
lesson learning-focused environments.
Note: The learners must follow the classroom rules.
A. Setting of classroom standards.

INDICATOR 7 Planned, managed and implemented

developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied
teaching context.
INDICATOR 8 Selected, developed, organized and used
appropriate teaching and learning resources, including ICT,
to address learning goals.
Note The learner shall be able to recall the past lesson by
identifying the pictures the different forms of energy.
 B. Reviewing previous lesson
Identify the pictures if what form of energy is being shown

Mechanical Mechanical energy

Electrical energy Chemical energy

Sound energy

INDICATOR 3 Applied a range of teaching strategies to develop

critical and creative thinking, as well as other higher-order thinking
skills.
How do these materials help you?

B. Establishing a purpose for

the lesson
Show the pupils a mystery box. The pupils will guess what is
inside. Teacher will give some description on the object inside the
box.
Comprehension Check.
1. What is the source of energy of the toy car?
2. What energy is present in the battery of the toy car?
3. (turn on the toy car) What energy is shown when the toy
car was turned on?
4. How many energies were displayed by the toy car?
(Integration of Numeracy skills)
5. Which comes first mechanical energy or chemical energy?
Today, we will find more how an energy is change from one form to
another through our group activity. Come on and let’s discover the
wonderful world of energy transformation.

Objectives: Demonstrate how sound, heat, light and electricity can

be transformed.
 Trace energy transformation; and
 Realize the importance of the different forms
of energy in daily living.

C. Presenting INDICATOR 1 Applied a range of content within and across

examples/instances of the curriculum teaching areas.
 new lesson Note (Vocabulary skills)
a. Unlocking of Difficulty
1. The caterpillar transforms into butterfly.
a. A Becomes the same

b. Crawl on the ground

c. Travel to other place
d. Change into other form

b. Setting of standard for group activity

c. Presenting the rubrics
d. Activity proper
D. Discussing new concepts INDICATOR 6 Used differentiated, developmentally appropriate
and practicing new skills learning experiences to address learner’s gender, needs, strength,
#1 interests and environment
INDICATOR 4 Managed classroom structure to engage learner’s,
individually or in groups, in meaningful exploration, discovery and
hands-on activities within a range of physical learning environment.

Group I “Tick Tock on the Clock”

I. Problem: How energy transformed to
another form?
II. Materials: Battery, Clock, and Meta-cards
III. Procedures:
1. Attached 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?
6. Arrange the Meta-cards the correct
way of energy transformation.
CHEMICAL ENERGY MECHANICAL SOUND ENERGY
ENERGY

Group III- “Hot Jog”

 Problem: How is energy transformed to
another form?
I. Materials: Meta-cards
II. Procedures:
1. Jog in place for 5 minutes
III. 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
meta-cards the correct way of
energy transformation.

Group II- “Cool Me down”

I. Problem: How energy transformed to another form?
II. Materials: Electric Fan, Electrical source
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 electric fan.
IV. Questions:
1. What is the source of energy in the electric fan?
2. What energy is present when you plug in the electric fan?
3. What are the energies present when the blade of the
electric fan was moved?
4. What did your hand feel when you touch the back of the
electric fan after 5 minutes? What energy is it?
5. How did the energy change to another form when the
electric fan is turned on?
6. Arrange the Meta-cards the correct way of energy
transformation.

Group IV “Light Up My Life”

I. Problem: How is energy
transformed to another
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 light
up.
3. Touch it again after 5 minutes
4. Compare your first and second
observation 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.

E. Discussing new ideas, Presenting the output of the activity and check
concepts and practicing Discussion
new skills #2
What energy is present in the battery?
When we attached the battery into the clock, what will
happen?
Chemical energy converted into mechanical energy that make
the hands of the clock moved. When the hands of the clock
moved, can you hear something?
Chemical Mechanical sound
What Energy stored in our body that we used in different
activities? When we moved our body, What will happen to
chemical energy? After 5 minutes of jogging you will notice
that your body feels hot which make you sweat. What energy
is that? Chemical Mechanical heat
As we connect the battery and the light bulb using the
alligator clips, what will happen? And this electrical energy
 transformed into light energy and heat.
Chemical electrical light heat

F. Developing Mastery INDICATOR 2 Used a range of teaching strategies that enhance

(Leads to Formative learner achievement in literacy and numeracy skills.
Assessment 3) Write numbers 1 to 3 that demonstrate the correct way of energy
transformation.
1. Rice cooker 4. Florescent
___light ___heat
___electrical ___light
___heat ___electricity
2. Car 5. electric
___mechanical ___fan
___mechanical ___electrical
___Sound ___chemical
3. Television
___sound
___heat
___Electrical

G. Finding practical INDICATOR 3 Applied a range of teaching strategies to develop

applications of concepts critical and creative thinking, as well as other higher-order thinking
and skills in daily living. skills.
Present video clip
Do you think energy transformation is important? Why?
Cite some instances that you benefit from energy transformation in
your daily activities.
Present Video of Energy Transformation
H. Making Generalization and What is energy transformation?
abstractions about the -is a process of changing energy from one form to another.
lesson
I. Evaluating learning INDICATOR 9 Designed, selected, organized and used diagnostic,
formative and summative assessment strategies consistent with
curriculum requirements.
Choose and write the letter of the correct answer.
1. Chemical energy is useful when it transform to another usage of
energy. What is energy transformation?
A. When an energy has been created.
B. When an energy has been destroyed.
C. Change of form to another form of energy.
D. Change of form with the same form of energy.
2. From electrical energy, this energy takes place in the television
EXCEPT:
A. Chemical
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
J. Additional Activities for Look around your home. List down some devices or appliances;
application/ Remediation then describe the transformation or change of energy from one
form to another.

V. REMARKS Lesson to be continued :

Lesson done :
VI.REFLECTION

Prepared by:
LEAH H. CAMPOS
Teacher I
Observed by:

DR. BERNADITH B. VICTORIA

ESHT III