School: CANSUMALIG ES Grade Level: VI

GRADES 1 to 12 Teacher: NORIELOU LOVELY E. BUSAYONG Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
Time: DECEMBER 9 - 13, 2024 (WEEK 2) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of gravity and friction affect movement of objects.
A. Content Standards
B. Performance Standards The learners should be able to produce an advertisement demonstrates road safety
Describe gravity Describe gravity affects Describe how gravity
Cite situation which motion affects motion.
Infer how friction and
show the presence of Cite situation which show S6FE-IIIa-b-5
gravity affect
gravity S6FE-IIIa-c-1 the presence of gravity -Show through group
C. Learning The learners should be able to movements of
Appreciate the S6FE-IIIa-c-1 activity how gravity affects
Competencies/Objectives describe gravity. different objects. S6FE-
importance of the Appreciate the importance motion
IIIa-c-1
awareness on gravity of the awareness on -Appreciate the
gravity importance of gravity and
motion

II. CONTENT / TOPIC Gravity Gravity Gravity Gravitational Force How does Gravity Affects
Motion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages CG, pp 94
Cyber Science 6 pp. 186-
2. Learner’s Materials pages
191
Science Links p.309-316 Science in Our World p. The New Science Links
3. Textbook pages
189-193 6 pp. 309-316
http://www.kids-science- Test Papers
4. Additional materials from experiments.com/
LRMDS portal http://www.sciencefair-projects.org/ Activity Sheet Activity Sheet CG, pp 94
physics-projects/gravity-device.html
Explore and Experience Science 6, Video clip Video clip https://
Mercado et.al., pp.218 - 221 https://www.youtube.com video.search.yahoo.com/
/watch?v=9gTfCgETDAw yhs/search?fr=yhs-blp-
B. Other Materials default&hsimp=yhs-
default&hspart=blp&p=vid
eo+how+gravity+affects+
motion#id=1&vid=
0b33064a785be3e841f
IV. PROCEDURES
Roll the ball. Pupils will Roll the ball. Pupils will What is gravity? Review:
pass the ball while the pass the ball while the Games
music is playing. music is playing. Identify the ways to
As the music stops, the As the music stops, the reduce friction by
pupil holding the ball will pupil holding the ball will arranging the jumbled
answer the questions to answer the questions to letter
be asked by the teacher. be asked by the teacher. .
Ask pupils about gravity. Ask pupils about gravity. To a applying surface
A. Reviewing previous lesson or
lubricants
presenting the new lesson
Moving between contact
reducing surfaces
Contact between
minimizing the surfaces
rough
Shapes using aerodynamic

Find out students' ideas about gravity. Show a video clip of a Show a video clip of a car When you throw two Motivation
Ask: child climbing up a tree in a steep road and a car objects with different Gravity Song (video
What is gravity? What can you say about running on the normal weight, which will fall Presentation)
Where is gravity? the child? road first? Does weight Ask what is about the
B. Establishing a purpose for the What does gravity do? What may happen to What can you say about affect motion (speed) song?
lesson him? the the two cars? of the falling object? Describe the song in one
Have you experienced Which car runs fast? word.
climbing a tree? Have you experienced
riding in a car on o steep
road?
C. Presenting examples/ EXPLORATION Teacher gives initial Teacher gives initial Setting of Standards . Instruct one pupil to
instances of the new lesson (COLLABORATIVE APPROACH) instruction about the instruction about the Small Group Activities throw the ball upward.
a. Setting of standard in performing activity activity See Activity Sheet Ask: What did the boy do?
an activity Observing Force of What happened to
b. Activity proper Gravity (Science Links 6 the ball when it was
pp. 310) thrown upward?
Activity 1. Materials: A Styrofoam Original File Submitted What is the
cup, a pencil, water, and a bucket. and Formatted by movement of the ball as it
1. Poke a hole in the side of the cup DepEd Club Member - reaches the ground?
with the pencil. Make the hole about visit depedclub.com for The teacher will tell
2 inches above more the pupils about that the
the bottom of the cup. lesson is about
2. Cover the hole with your thumb How Gravity affects
and fill the cup with water. motion. 1.Group the class
3. Hold the cup up high and uncover into two. .Each group will
the hole. Make sure the water flows perform differentiated
into the bucket or activity
do this experiment outside. What 2. Distributes the activity
happened to the water? Did it gush cards.
out of the cup? 3. Recall the standards in
Cover the hole with your thumb again doing the activity.
and fill the cup.
4. Now make a hypothesis: If you
drop the cup into the bucket, would
the water flow more
quickly or more slowly out of the hole
in the cup?

5. Hold the cup high and drop it into

the bucket. What happened to the
water coming out of
the hole?

Activity 2:
Materials:
Small dowel or stick
String
Paperclips
Scissors
Tape
Strong magnets (Use either
neodymium magnets .5 inch or bigger
or ceramic magnets .75 inch or larger.
Regular craft magnets won’t work.)
Metal ruler (or wooden ruler with
tape)
Blocks, books, or other material for
stacking

1. Start by tying some paperclips to

pieces of string. Then tie the string
onto a small dowel rod or stick.
gravity experiment using paperclips

2. Lift up the dowel rod so the

paperclips hang from the string.
 Which direction do the paperclips
point?
What happens if you tilt the stick?

3. Place three magnets along a metal

ruler. (If you’re using a wooden ruler,
you can tape the magnets to the top.)
Suspend the ruler from two stacks of
blocks, books, or other materials. Be
sure the magnets are facing down.

4. Take the paper clips and string off

your dowel rod.
Take one paperclip and hold it until
it’s just suspended below the first
magnet. Tape the string in place onto
the table (or whatever surface your
activity is on). Do this with the other
two paperclips.

EXPLANATION Answer questions

(CONSTRUCTIVISM APPROACH) “What have you find
out: (1-5)
a. Presentation/Reporting of Pupils
D. Discussing new concepts and
output See Activity Sheet
practicing new skills #1
Students present their output on the See Activity Sheet
activity. The teacher will give
feedback about the result.
E. Discussing new concepts and  What happened to the water Group reporting or allow the pupils to share
practicing new skills #2 in activity 1? Did it gush out presentation of their their understanding on
of the cup? outputs through what is gravity and motion
differentiated
 If you drop the cup into the activities. Let them describe how
G I-Newscasting gravity affects motion of a
bucket, would the water
G II- Interview falling object?
flow more quickly or more
G III-Rap
slowly out of the hole in the G. IV- Advertisement Let them give some more
cup? examples of an object
 What happened to the water that falls down. And how
coming out of this is affected by motion.
 the hole?
  Which direction do the
paperclips point?
 What happens if you tilt the
stick?
 Why the paperclips were not
going up into the air after we
removed the magnets.
 What things fall?
 What happened to each of
the objects as
they fell?
 Why do you think that
happened?
 Why is the statement “What
goes up, must come down”
usually true?
 What caused the paper to
fall downward?
 Why is gravity invisible?
 What causes gravity?
 Do all things have gravity?
F. Developing mastery ACTIVITY – PAIR OFF
(leads to formative assessment ) Have kids pair off and make Have the pupils strengthen
predictions about what will happen their understanding about
when they drop various objects: the concepts by
pencils, erasers, or any items that are answering the following
safe to drop. They can write their question
predictions in a science notebook or
they can make a data chart with two What pulls the object to
columns: predictions and results. the ground?
Then ask students to drop these
items. One kid in each pair should do How do the object falls
the dropping and the other should towards the ground?
observe. Then they can switch.
Why it is difficult to
upward a hill or to an
elevated placethan going
down?
 How do air resistance
affects movement of a
falling object ?

How would you make How would you make use

Imagine you throw a ball upward. use of your knowledge of your knowledge about Valuing
What happened to the ball? Why do about gravity on your gravity on your everyday To ensure safety at
you think this happened? everyday lives? lives? home especially during
G. Finding practical applications earthquake,
of concepts and skills in daily What precautionary
living measure shall we follow
using our knowledge
About how gravity
affects motion?

What is gravity? Teacher will ask pupils to Teacher will ask pupils to Generalization:
Gravity is a force that tries to pull two make a generalization make a generalization
objects toward each other. Earth’s about today’s lesson about today’s lesson Describe how does gravity
H. Making generalization and How does gravity
gravity is what keeps you on the affects motion by making a
abstraction about the lesson affects motion ?
ground, what causes objects to fall, concept map.
and is why the objects fall down
rather than up!
I. Evaluating learning QUIZ NO. 4 / GRAVITY QUIZ NO. 5 / GRAVITY QUIZ NO. 6 / GRAVITY QUIZ NO. 7 / GRAVITY QUIZ NO. 8 / GRAVITY
J. Additional activities for Make a poster on how
Make a research about situations
application / remediation gravity affects motion.
which show the presence of gravity.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued Lesson to be continued :
Lesson done : Lesson done : Lesson done : : Lesson done :
Lesson done :
Pa Fail ML T Pa Fail ML Pa Fail ML T Pa Fail ML T
sse ed sse ed sse ed Pa Fail ML sse ed
d d d sse ed d
V. REMARKS
M M M d M
MR MR MR M MR
IAP IAP IAP MR IAP
GC GC GC IAP GC
S S S GC S
S

VI. REFLECTION
A. No. of learners who earned ______ of Learners who earned 80% ______ of Learners who ______ of Learners who ______ of Learners ______ of Learners who
 above earned 80% above earned 80% above who earned 80% above earned 80% above
80% in the evaluation
______ of Learners who require ______ of Learners who ______ of Learners who ______ of Learners ______ of Learners who
B. No. of learners who require
additional activities for remediation require additional require additional who require additional require additional
additional activities for
activities for activities for remediation activities for activities for remediation
remediation
remediation remediation
______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
C. Did the remedial lessons work
______ of Learners who caught up ______ of Learners who ______ of Learners who ______ of Learners ______ of Learners who
? No. of learners who have
the lesson caught up the lesson caught up the lesson who caught up the caught up the lesson
caught up with the lesson
lesson
______ of Learners who continue to ______ of Learners who ______ of Learners who ______ of Learners ______ of Learners who
D. No. of learners who continue
require remediation continue to require continue to require who continue to continue to require
to require remediation
remediation remediation require remediation remediation
E. Which of my teaching Strategies used that work well: Strategies used that Strategies used that work Strategies used that Strategies used that work
strategies worked well ? Why ___ Socratic Questioning work well: well: work well: well:
did this work ? ___ Game-Based Learning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic ___ Socratic Questioning
___ Interactive Lecture ___ Game-Based ___ Game-Based Learning Questioning ___ Game-Based Learning
Demonstrations Learning ___ Interactive Lecture ___ Game-Based ___ Interactive Lecture
The activity can be a classroom ___ Interactive Lecture Demonstrations Learning Demonstrations
experiment, a survey,a simulation or Demonstrations The activity can be a ___ Interactive Lecture The activity can be a
an analysis of secondary data. The activity can be a classroom experiment, a Demonstrations classroom experiment, a
___Cooperative Learning classroom experiment, a survey, a simulation or an The activity can be a survey, a simulation or an
___Jigsaws survey, a simulation or analysis of secondary data. classroom experiment, analysis of secondary data.
___Gallery Walks an analysis of secondary ___Cooperative Learning a survey, a simulation ___Cooperative Learning
___Fieldtrips data. ___Jigsaws or an analysis of ___Jigsaws
___Making notes from book ___Cooperative Learning ___Gallery Walks secondary data. ___Gallery Walks
___Use of internet/audio visual ___Jigsaws ___Fieldtrips ___Cooperative ___Fieldtrips
presentation ___Gallery Walks ___Making notes from Learning ___Making notes from
___Text books ___Fieldtrips book ___Jigsaws book
___Investigations ___Making notes from ___Use of internet/audio ___Gallery Walks ___Use of internet/audio
___Models book visual presentation ___Fieldtrips visual presentation
___Demonstrations ___Use of ___Text books ___Making notes from ___Text books
Other Techniques and Strategies used: internet/audio visual ___Investigations book ___Investigations
___Manipulative Tools presentation ___Models ___Use of ___Models
___Pair Work ___Text books ___Demonstrations internet/audio visual ___Demonstrations
___ Explicit Teaching ___Investigations Other Techniques and presentation Other Techniques and
___ Group collaboration ___Models Strategies used: ___Text books Strategies used:
___ Carousel ___Demonstrations ___Manipulative Tools ___Investigations ___Manipulative Tools
___ Diads Other Techniques and ___Pair Work ___Models ___Pair Work
___ Differentiated Instruction Strategies used: ___ Explicit Teaching ___Demonstrations ___ Explicit Teaching
___ Discovery Method ___Manipulative Tools ___ Group collaboration Other Techniques and ___ Group collaboration
___ Lecture Method ___Pair Work ___ Carousel Strategies used: ___ Carousel
 Why? ___ Explicit Teaching ___ Diads ___Manipulative Tools ___ Diads
___ Complete IMs ___ Group collaboration ___ Differentiated ___Pair Work ___ Differentiated
___ Availability of Materials ___ Carousel Instruction ___ Explicit Teaching Instruction
___ Pupils’ eagerness to learn ___ Diads ___ Discovery Method ___ Group ___ Discovery Method
___ Group member’s ___ Differentiated ___ Lecture Method collaboration ___ Lecture Method
collaboration/cooperation in doing Instruction Why? ___ Carousel Why?
their tasks ___ Discovery Method ___ Complete IMs ___ Diads ___ Complete IMs
___ Audio Visual Presentation of the ___ Lecture Method ___ Availability of ___ Differentiated ___ Availability of
lesson Why? Materials Instruction Materials
___ Complete IMs ___ Pupils’ eagerness to ___ Discovery Method ___ Pupils’ eagerness to
___ Availability of learn ___ Lecture Method learn
Materials ___ Group member’s Why? ___ Group member’s
___ Pupils’ eagerness to collaboration/cooperation ___ Complete IMs collaboration/cooperation
learn in doing their tasks ___ Availability of in doing their tasks
___ Group member’s ___ Audio Visual Materials ___ Audio Visual
collaboration/cooperatio Presentation of the lesson ___ Pupils’ eagerness Presentation of the lesson
n in doing their tasks to learn
___ Audio Visual ___ Group member’s
Presentation of the collaboration/coopera
lesson tion in doing their
tasks
___ Audio Visual
Presentation of the
lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ __ Pupils’ pupils __ Pupils’
__ Colorful IMs behavior/attitude behavior/attitude __ Pupils’ behavior/attitude
__ Unavailable Technology __ Colorful IMs __ Colorful IMs behavior/attitude __ Colorful IMs
Equipment (AVR/LCD) __ Unavailable __ Unavailable Technology __ Colorful IMs __ Unavailable Technology
F. What difficulties did my __ Science/ Computer/ Technology Equipment (AVR/LCD) __ Unavailable Equipment (AVR/LCD)
principal or supervisor can help Internet Lab Equipment __ Science/ Computer/ Technology __ Science/ Computer/
me solve ? __ Additional Clerical works (AVR/LCD) Internet Lab Equipment Internet Lab
__ Science/ Computer/ __ Additional Clerical (AVR/LCD) __ Additional Clerical
Internet Lab works __ Science/ Computer/ works
__ Additional Clerical Internet Lab
works __ Additional Clerical
works

G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __Contextualized/ Localized and __Contextualized/ __Contextualized/ __Contextualized/ __Contextualized/
which I wish to share with Indigenized IM’s Localized and Localized and Indigenized Localized and Localized and Indigenized
 __ Localized Videos Indigenized IM’s IM’s Indigenized IM’s IM’s
__ Making big books from __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
views of the locality __ Making big books __ Making big books from __ Making big books __ Making big books from
__ Recycling of plastics to from views of the locality from views of the locality
be used as Instructional Materials views of the locality __ Recycling of plastics to views of the locality __ Recycling of plastics to
other teachers ? __ local poetical composition __ Recycling of plastics be used as Instructional __ Recycling of plastics be used as Instructional
to Materials to Materials
be used as __ local poetical be used as __ local poetical
Instructional Materials composition Instructional Materials composition
__ local poetical __ local poetical
composition composition