School TARTARIA ELEMENTARY SCHOOL Grade 6

DETAILED Level
LESSON Teacher LORAINE S. CARDILLO Learning Mathematics
PLAN Area
Teaching Date and Time Week 7 Quarter Third

I. OBJECTIVES
A. Content Standards

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

prepared plan and kit.
C. Learning Competencies or Objectives Demonstrate rotation and revolution of the earth using a globe to
explain day and night and the sequence of seasons (S6ES-IVe-f-5)
Knowledge: Define what is rotation
Explain the cause of day and night
II. CONTENT

A. Topic: Reads and interprets electric and water meter readings

B. Reference:

a. Teacher’s Guide Pages

Laptop, worksheet
b. Learner’s Material Pages
The New Science Links page 434
c. Textbook Pages

d. Additional Materials from Learning

Resources

C. List of Learning Resources for PowerPoint Presentation, laptop, cellphone, ballpen, Learning Activity
Development and Engagement Activities Sheet (LAS) and paper

D. Concepts

E. Skills Illustrate a model that shows day and night

F. Values Appreciate how things work in real life

INTEGRATION Geographical location of the Philippines

Approach and Strategies Constructivism under Hands on Activity

III. PROCEDURES
A. Reviewing (Integration of positive and non-violent discipline)
previous lesson or Presenting the classroom standards;
presenting the new
lesson 1. Be kind, polite, and courteous to others.
2. Keep your hands and feet to yourself.
3. Be respectful of classmates, teachers, and property.
 4. Listen to the teacher and classmates, and follow directions.
5. Work hard and always do your best.
6. Be safe.
7. 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.
8. Be ready to take the consequences if you break the rules.
Asking for diagnostic questions:
1. What are the two movements of the earth?
2. Using the diagram below, how does the Earth rotate on its axis?
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 (Integration of Vocabulary Skills)

purpose for the Direction:
lesson Find the words related to the movement of the earth in the given cross word puzzle. (8
words)

(Integration of HOTS and Across subject areas like Expressing ideas using descriptive words,
C. Presenting phrases and sentences and identifying proper heading)
examples instances
of the new lesson Present/Ask:
Describe what the people are doing in the pictures.
Can you give the proper heading for each set of pictures?
(Refer to power point presentation)

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?

Video Presentation
Day and Night Explanation,Causes Science for Kids
https://www.youtube.com/watch?v=hWkKSkI3gkU
Standards in viewing a video presentation.
 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?

D. Discussing new (Integration of Literacy and Numeracy Skills, Health, and HOTS)
concepts and
practicing new skills To further pupils understanding of the concept and skills, lead them to demonstrate how earth’s
#1 rotation affects day and night through the use of improvised set up.
(Prepare the globe and the flashlight ahead of time.)

Say:
1. We have here a globe and a flashlight.
(unlock the word globe)
2. We need three volunteers to illustrate to us the following:

1. Show us the correct direction on

how the earth rotates on its axis.
2. Explain what causes day and night.
3. What makes day ?
4. What makes night?
Ask further:
1. How many hours are there in one complete rotation or one day?
2. How many hours do you spend in school?
3. How many hours do you spend at home?
4. How many hours do you spend sleeping?
5. What is the right amount of sleeping hours do children need in order to be healthy?
6. Is it good to stay awake during late night? Why?

Why is sleeping in the right number of hours important?

E. Discussing new (Integration of positive & non-violent discipline and Differentiated/Tiered Activity)
concepts and
practicing new skills Group Activity-Directions:
#2 1. Group yourselves into four.
2. Choose your leader.
 3. The leader gets the activity sheets and the assessment card from the teacher.
4. Go to your respective area assigned to you.
5. Begin doing the activity following the group standards.
6. Be mindful of the rubrics presented.
7. Finish in ten minutes, and then present your output in less than 3 minutes.

Standards for the simple Science activity.

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

(Integration of Contextualization, Localization and Gender-Fair)

F. Developing
mastery (leads to Group Presentation/Reporting
formulate (Learners are given utmost recognition in the task they are presented.)
Assessment 3)
 Self-Assessment of the Group Activity
(Each group presents their group output rating by presenting their Self-Assessment Card.)

(refer to power point presentation)

G. Finding practical Ask:

application of 1. What might happen if the earth does not rotate?
concepts and skills in 2. What effects might it bring to the earth itself, to the people and other living organism on it, to
daily living the temperature, etc.

H. Making What are the three different kind of ecosystem?

generalizations and What is Biotic Factors?
abstractions about What is Abiotic factors?
the lesson What are the Biotic factors that seen in Tropical Rainforest, Coral Reefs and Mangrove
Swamps?

I. Evaluating learning Evaluation: Identifying true and false statements (1-5)

(refer to power point presentation)

Direction:
In a ¼ sheet of paper, write TRUE if the statement is correct and FALSE if it is wrong.

1. Rotation of the Earth causes night and day.

2. It takes one year or 365 & ¼ days for the Earth to rotate completely on its axis.
3. Different parts of the Earth experience day and night because the Earth is rotating on
its axis.
4. When the sun shines on the part of the Earth, that part is night time.
5. The activities of people on the different parts of the Earth differ during day time and
night time.

J. Additional Assignment:
Activities for Direction: Watch the following in You Tube, then describe in 3 sentences how the earth revolves
application or around the sun.
Remediation
Title: Revolution of Earth
https://www.youtube.com/watch?v=nmRovZP7G2w

IV. REFLECTION
(Reflection on the
Type of Formative
Assessment Used for
This Particular
Lesson)
Prepared by: Checked by:

LORAINE S. CARDILLO SHIRLY U. AURE

Teacher I Principal III