Detailed Lesson Plan in Science VI School Teacher Date Grade Level Learning Area Quarter VI Science 3rd I. Objectives A. Content Standards B. Performance Standards C. Learning Infer how friction and gravity affect movements of different Competencies/Objectives objects. (LC:S6FE-IIIa-b-1) II. Content III. Learning Resources A. References B. Other Learning Resources IV. Procedure ENGAGE A. Describe friction and its kind. B. Recognize the importance of friction in our daily lives. C. Perform the experiment activity properly and accurately. FRICTION AND ITS KIND The New Science Links: Worktext in Science and Technology for Grade 6 pg. 309 – -316. Integrated Physics and Chemistry A B Use the POE Approach (Predict-Observe-Explain) PREDICT: What will happen when we rub our hands together quickly? - Our hands will get warm. OBSERVE: Lets’ see what will happen. *Let the students rub their own hands* EXPLAIN: Based on your observations, why did your hands get warm? Because our hands rubbed against each other. That is right! That Phenomenon is called “Friction”. Today, we will learn about friction and its kinds. Are you excited? Yes Sir! The teacher will let the students watch a video about friction. ELICIT - Ask the following questions. Before we start our lesson for today, lets’ have a knowledge check. *The teacher will present a picture* Can you guess what is being shown in the picture? Yes, Jona. EXPLORE - The picture shows “Force” You are right! Force is the push or pull upon an object. Our topic for today, “Friction” is a type of force. Next picture. *The teacher presents the 2nd picture* What is being shown in the picture? Yes, Cathy. - The picture shows motion. Correct! In our every motion, there is friction. Friction is a force that opposes motion. It is the resistance of motion when one object rubs against another. Now, lets’ have a group activity. *Group the learners into 3. * *Remind the learners about the norms* *Present the scoring rubric for the group activity* *Distribute activity sheet to each group. 1. 2. 3. 4. ACTIVITY INSEPARABLE BOOKS Place the notebooks on a flat surface with the bindings facing inward. Make sure the covers completely overlap with each other. Alternate pages from each notebook placing one over the last, continuing until the notebooks are entirely intertwined. Holding the books just inside the binding pull as hard as you can. Go ahead and have a friend pull on one of the notebooks while you pull the other. Guide Questions: 1. What do you think is the reason why the books are not separating? 2. What do you think will happen when you put fewer pages together? 3. What can you conclude from this activity? EXPLAIN ELABORATE *One representative from each group will present their output, to be rated using the scoring rubric. * *Process the output of each group* *Rate the groups* Lets’ go back to the definition of Friction. Friction works against the against the motion and acts in the opposite direction. when we pull the books, where is the direction of motion? Yes Alex. - To the left and right. That is right! The direction of the friction is the opposite of the direction of motion. Now that you have grasped the basics of friction, lets proceed to the different kinds of friction. As you can see from the diagram, the there are 4 kinds of friction, these are Static, Sliding, Rolling and Fluid. Lets’ start with Static friction. Static friction acts on objects when they are resting on a surface. We say that friction acts in the opposite direction of the motion. In static friction, the motion is going upwards. In what direction the friction force is going? Yes, Cherry Lyn. - The friction force is going downwards. Here in our classroom, can you see an example of static friction? Yes, Amy. - The computers have static friction. Very good! The computers are resting on the table and friction is acting on it. Now, let us proceed to sliding friction. Sliding friction is the type of friction that acts on objects when they are sliding over a surface. On what kind of surface is it usually seen? Yes, Richelle. - It is usually seen in smooth surfaces. That is right! And just like other kinds of friction, it opposes the motion of an object. Ok, lets’ move on to rolling friction. Rolling friction acts on objects when they are rolling over a surface. What is the shape of the object that exhibits rolling friction? Yes, Jona. - It is usually seen in circular or spherical objects. Very good! Since they are circular or spherical, they tend to roll to the direction of motion and the friction opposes it. That’s why we can’t throw a ball that rolls for eternity. It will eventually stop due to friction. Ok, next is fluid friction. Fluid friction acts on objects that are moving through a fluid. When we say fluid, it refers to liquid and gas. Are you experiencing fluid friction every day? - Yes. In what way do we experience fluid friction? Yes, Alex. - When we take a bath and when we ride a vehicle. Excellent! EXTEND EVALUATE Now that we are done with the types of friction, Let’s recall what we have discussed today. So how many kinds of friction do we have? - Four. That is right! What are those 4 kinds? - Static, Sliding, Rolling and Fluid. - The students will describe each type. Very good! What do you think will happen if there is no friction? - Answers may vary. Correct! Will we be able to walk if there is no friction? - No. What will happen to the cars if there is no friction? - The cars may not be able to start. The moving cars may get in an accident. That is right! What will happen to you if there is no friction? - Answers may vary. That is how important friction is in our daily lives. We need to know and learn about friction because everything that we do in our daily life, there is friction involved. Now, get ready because I will test your knowledge about what we have discussed today. Identify what kind of friction is in the picture. Choose between static, sliding, rolling and fluid friction. 1. 2. 3. 4. 5. V. REMARKS ___Lesson carried. Move on to the next objective. ___Lesson not carried. VI. REFLECTION VII. OTHERS A. No. of learners who earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who scored below 80% 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 work well? Why did these work? ____Yes _____No ____of learners who caught up the lesson of ______. ____of learners who caught up the lesson of ______. ____of learners who caught up the lesson of ______. ____of learners who caught up the lesson of ______. ____Yes _____No ____of learners who caught up the lesson of ______. ____of learners who caught up the lesson of ______. ____of learners who caught up the lesson of ______. ____of learners who caught up the lesson of ______. _____socratic questioning _____use of visual presentation _____game-based learning _____Pair work _____cooperative Learning _____Explicit Teaching _____group collaboration _____Differentiated instruction _____Discovery Method _____Lecture Method G. What innovation or localized materials did I use/discover which I wish to share with other teachers? _____Manipulative tools _____Demonstration _____Models _____interactive lecture demonstration _____inquiry-based approach Why? _____complete IMs _____Availability of materials _____student’s eagerness to learn _____group member’scollaboration/cooperation in doing their tasks _____audio visual presentation of the lesson ___contextualized/localized and indigenized IMs ____localized video ____Recycling of plastics to be used as IMs ACTIVITY INSEPARABLE BOOKS 1. Place the notebooks on a flat surface with the bindings facing inward. 2. Make sure the covers completely overlap with each other. 3. Alternate pages from each notebook placing one over the last, continuing until the notebooks are entirely intertwined. 4. Holding the notebooks just inside the binding pull as hard as you can. Go ahead and have a friend pull on one of the notebooks while you pull the other. Guide Questions: 1. What do you think is the reason why the books are not separating? 2. What do you think will happen when you put fewer pages together? 3. What can you conclude from this activity?
