School M. V.

Duque Elementary School Grade Level VI

Teacher Evangeline L. Dumawat Learning Area Science
Teaching Dates and May 4, 2022 Quarter 4
Time

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

B. Performance -
Standards

C. Learning Knowledge: INDICATOR 5

Competencies/ Differentiate rotation and revolution of the -Displayed proficient use of
Objectives earth and describe the effects of the Mother tongue, Filipino, and
Write the LC Earth’s motions. English to facilitate teaching and
code for each learning
Skill: MOV--- The teacher uses the
Illustrate a model that shows day and English medium of instruction,
night and translate other terms in
Attitude: Filipino for further
Work cooperatively with the group understanding.
Show self esteem by following the health
and safety protocols
Shows respect to others (Makatao)
II. CONTENT The earth’s rotation and revolution
II. LEARNING
RESOURCES

A. References K to 12 MELC, Science VI,p.384

1. Teacher’s Guide
pages
2. Learner’s
Materials pages ADM Science VI, 4th Quarter, Module 14
(Week 5-6)
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Activity sheets, assessment cards, pictures,
Resources improvised model of earth’s rotation, smart -Selects, develops, organizes
TV, laptop, power point presentation, globe, and uses appropriate teaching
flashlight and learning resources,
including ICT, to address
You tube Video: learning goals.
MOV---The lesson is delivered
The Rotation and Revolution through the 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 7E MODEL INQUIRY WITH INTEGRATION
OF 4A,s
(Integration of positive and non-violent Indicator 4
discipline) -Establish safe and secure
Presenting the classroom standards; learning environments to
R-aise your hand if you like to speak , when learning through consistent
leaving your seat or if you need necessities implementation of policies,
O-bserve physical distancing with your guidelines and procedures.
classmate MOV---To avoid and prevent
misbehaviour, house rules/
T-ake part in your group activity
standards/guidelines are set
A-lways put on your facemask
before the class starts or before
ELICIT T-ry your best to come up with a good output doing an activity.
A. Reviewing previous in your activity
lesson or presenting E-njoy and do your activities with enthusiasm Indicator 3
the new lesson -Use effective verbal and non-
Asmotive questions: verbal classroom
1. What are the two movements of the communication strategies to
earth? support learner understanding,
2. Using the diagram below, how does participation, engagement and
the Earth rotate on its axis? achievement.
3. How many hours is one complete MOV—motive questions are
rotation? raised to learners to assess if
4. How long does the earth takes to they have background
complete one revolution? information about the topic of
the day.
5. What are the effects of the movement
of the earth?

(refer to power point presentation)

(Integration of Vocabulary Skills) INDICATOR 1

Direction: -Applies knowledge of content
ENGAGE Find the words related to the movement of within and across curriculum
B. Establishing a the earth in the given cross word puzzle. (8 teaching areas.
purpose for the words) MOV---Vocabulary skills is
lesson/Motivation/Mo integrated during the giving of
tive Questions cross word puzzle.
 -let pupils use the words in a sentence.

(Integration of HOTS and Across subject

areas like Expressing ideas using -Applies a range of teaching
descriptive words, phrases and strategies to develop critical and
sentences and identifying proper creative thinking, as well as
heading) higher-order thinking skills.
MOV---The questions presented
Present/Ask: to check pupils’ comprehension
on pictures and video clip
Describe what the people are doing in the
presented are arranged from
pictures.
lower level to higher level
Can you give the proper heading for each thinking skills. Pupils are
set of pictures? challenge to think creatively.
(Refer to power point presentation)

Day Time Activities

EXPLORE

C. Presenting
examples/instances
of the new lesson
 Night Time Activities

INDICATOR 4
Establish safe and secure
learning environment to
enhance learning through the
consistent implementation of
policies,guidelines and
procedures.
MOV---To avoid and prevent
misbehaviour, house rules/
standards/guidelines are set
before watching a video clip.

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?
 Indicator 3
-Use effective verbal and non-
verbal classroom
communication strategies to
support learner understanding,
participation, engagement and
achievement.
MOV-Teacher asks questions to
learners to assess if they have
understand what they watch in
the video and if the learner can
relate to the topic presented.
Video Presentation
The Eath’s Rotation and Revolution
Standards in viewing a video
presentation.

Follow up questions about the video clip

presented:
( teacher use balloons to motivate
learners to answer questions.
Mechanics:let pupils pick balloons in the
basket and answer question attached to
it. )
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 you 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?
11. How does the movement of the earth
affects our activities?
a. Rotation
b. revolution

(refer to power point presentation)

EXPLAIN (Integration of Literacy and Numeracy INDICATOR 3

D. Discussing new Skills, Health, and HOTS) -Use effective verbal and non-
concepts and verbal classroom strategies to
practicing new skills To further pupils understanding of the support learner understanding,
#1 concept and skills, lead them to demonstrate participation, engagement and
how earth’s rotation affects day and night achievement.
through the use of improvised set up. MOV---The questions presented
are arranged from lower level to
(Prepare the globe and the flashlight ahead
higher level thinking skills.
of time.)
Pupils are challenge to think
creatively.
Say:
1. We have here a globe and a INDICATOR 1
flashlight. -Applies knowledge of content
(unlock the word globe) within and across curriculum
2. We need three volunteers to show to teaching areas.
us the following: MOV---Health is being
integrated in the questions
A). Show us the correct presented about the topic.
direction on
how the earth rotates on its INDICATOR 3
axis. -Use effective verbal and non-
verbal classroom strategies to
support learner understanding,
Ask further:
participation, engagement and
1. What causes day and night?
achievement.
2. How many hours are there in one MOV---The questions presented
complete rotation or one day? are arranged from lower level to
3. How many hours do you spend in higher level thinking skills.
school? Pupils are challenge to think
4. How many hours do you spend at creatively.
home?
5. How many hours do you spend
sleeping?
6. What is the right amount of sleeping
hours do children need in order to be
healthy? Is it important to stay
healthy?
7. Is it good to stay awake during late
night? Why?
B) Show the movement
of the earth as it
revolves around the
sun.
Ask further:
1. What do you think is the effect of the
earth’s revolution?
2. Do we experience these seasons in
our country?
3. How many months does one season
takes to change to another season.
 4. What are the activities usually done
during summer? Winter ? autum?
Spring?

(Integration of positive & non-violent Indicator 7

discipline and Differentiated/Tiered -Apply a range of successful
Activity) strategies that maintain learning
environments that motivates
ELABORATE Group Activity-Directions: learners to work productivity by
E. Discussing new 1. Teacher assigned groupings ahead of assuming responsibility for their
concepts and time according to learner’s ability own learning
practicing new skills MOV---The learners are given
2. Choose your leader.
#2 differentiated/tiered activities
3. The leader gets the activity sheets
according to their strengths and
and the assessment card from the interests.
teacher. MOV---By applying
4. Go to your respective area assigned differentiated activities with
to you. rubrics, learners are ensured of
5. Begin doing the activity following the their active participation.

INDICATOR 4
Establish safe and secure
learning environment to
enhance learning through the
consistent implementation of
policies,guidelines and
procedures.

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 and fairness in
group standards.
giving points through the use of
6. Be mindful of the rubrics presented.
rubrics.
7. Finish in five minutes, and then
present your output in less than 3
minutes. INDICATOR 4
Maintain learning environments
(Give Standards for the simple Science that nurture and inspire learners
activity.) to participate, cooperate and
collaborate in continued
learning.
Rubric in Assessing Group Performance MOV---Learners provide
in Simple Science Activity (Group- learning opportunities which are
Assessment) aligned with the learner’s
individual and group needs., and
engage learners to participate ,
cooperate and collaborate in
Group 1 – (Slow learner)SORT ME
continued learning.
Differences between 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 _________________.

Group 2When – weDRAW AND TELL

face away from the sun it is _________________________.

Illustrate and rotates/spins

explain
Earth sun
how
axis
thedaytime
night time
earth’s
rotation causes of Day and Night, and
2. Label and color the picture to show where it is day and where it is night.
different seasons.

Group 3 – Explain the Difference of

rotation and revolution by modeling it.

Indicator 8
Design and adapt implement
teaching strategies that are
responsive to learners with
disabilities,gifted and talents

MOV-The teacher instructional

strategies respond to individual
and group of
learners’background,thus
creating an environment where
learners feel equally involved.
F. Developing mastery (Integration of Contextualization, INDICATOR 1
(leads to Formative Localization and Gender-Fair) -Applies knowledge of content
Assessment 3) within and across curriculum
Group Presentation/Reporting teaching areas.
(Learners are given utmost recognition in the MOV--- Contextualization,
task they are presented.) localization and gender fair are
properly observed in the manner
Self-Assessment of the Group Activity of grouping, and in the choice of
(Each group presents their group output instructional materials. Through
rating by presenting their Self-Assessment the accomplished simple
Card.) activities, pupils relate the
rotation of the earth to the varied
activities of people during day
and night and lastly the effects
 of revolutions of the earth.

G. Finding practical (Integration of HOTS, Predicting INDICATOR 3

applications of Outcomes & Identifying Cause & Effect -Use effective verbal and non-
concepts and skills in relationship, ) verbal classroom
daily living communication strategies to
Ask: support learner understanding,
1. What might happen if the earth does participation,engagement and
not rotate? achievement.
2. What effects might it bring to the earth
MOV---The questions presented
itself, to the people and other living
challenge the pupils to think
organism on it, to the temperature, critically.
etc.
3. Show picture of people in Indicator 1
Baguio/Benguet province. Say: due to -Applies knowledge of content
the different climate and seasons within and across curriculum
brought by the movement of the teaching areas.
earth, some places are cooler through MOV--- Integration across
out the year, thus people in that place learning areas like predicting
are used to wear thick clothes and outcomes and identifying cause
jackets and have fear of cold water to and effect are observed
bath. Ask: Do you find people like effectively.
them in your community or in school? Indicator 5
Do you laugh at them or make fun of Maintain learning environments
that promote fairness, respect
them? How do you treat them?
and care to encourage learning.
( if it happens that there is a learner
MOV-The teacher promotes a
who belong to the IP group, let them supportive and nurturing
share their activities/experiences in learning environment where
their community with regards to the learners feel
different season. This will help them accepted,encourage to learn,
gain self-confidence. and free to take learning risks.

Indicator 9
Adapt and use the culturally
appropriate teaching strategies
to address the needs of learners
from indigenous groups
MOV---The teacher provides
diverse learners with
opportunities to actively engage
in various learning activities.
H. Making Ask: Designs, selects, organizes and
generalizations and 1. What is the difference between rotation uses diagnostic, formative and
abstractions about and revolution? summative assessment
the lesson 2. What is the effects of the earth’s rotation strategies consistent with
and the earth’s revolution around the curriculum requirements.
sun? MOV—Formative questions are
( use Venn Diagram) raised to learners to diagnose
how far they have learned or if
the objectives of the lesson are
carried.
 The Effects of Rotation and Revolution

I. Evaluating learning Evaluation: Identifying true and false

statements (1-5) -Designs, selects, organizes and
(refer to power point presentation) uses diagnostic, formative and
(Slow learners) summative assessment
Fill in the blanks to complete the sentence. strategies consistent with
Choose your answer from the box below. curriculum requirements.
1. The rotation of the earth makes MOV---The use of formative
d _ y and n_g_t. assessment consistent with
2. Everyday the earth rotates on its curriculum requirements is
_x_s. followed in order to interpret the
3. The movements of the earth around result of the learners’ progress
the sun is called r_v_l_ti_ _
4. The revoltution of the earth around
the creates the four s_ _ s_n.
5. One complete rotation of the earth on
its axis is equal to ____ day.
( Average learner)
Direction:
Write TRUE if the statement is correct and Monitors and evaluates learners’
FALSE if it is wrong. progress and achievement using
learners’ attainment data.
1. Rotation of the Earth causes night and MOV—Results of evaluation are
day. monitored and reflected on the
2. It takes one year or 365 & ¼ days for the Learners’ Data in order to
Earth to make one complete revolution. support and assess learners’
3. One season last for one year. progress and achievement.
4. The sun shines on the part of the Earth,
where there is no moon to shine.
5. The activities of people on the different
parts of the Earth differ during day time and
night time.

(Fast Learners)
Write a 5-sentence paragraph about the
earth’s rotation and revolution and its effects.

Monitoring and recording of scores

How many got 5?__, 4?__, 3?__, 2?__, 1?__
.

J. Additional activities Assignment:

for application or Direction: Watch the following in You Tube,
remediation then describe the planets of the solar system.

Title: The Planet of the Solar System

https://www.youtube.com/watch?
v=lcZTcfdZ3Ow
V. REMARKS Positive Reinforcement- The learners were
 encourage to participate actively in the
Researched-Based learning process by giving praises and
Strategies awards.
Technology-Based Learning- The lesson
became more interesting and fun through the
use of ICT-based learning resources.

Philosophy-based Progressivism- The learners are active

strategy participants in the learning process. They
engage in different learning situations and
thus learn by doing. The teacher acts as the
facilitator and provide different opportunities
for them to learn.
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 these 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?

Prepared by:

EVANGELINE L. DUMAWAT
Teacher III

Checked and Observed by:

REYMA M. CASARENO
ESHT-I