Grades 6
DAILY LESSON LOG
School
Teacher
Teaching Dates and Time
PALAR INTEGRATED SCHOOL
JEAN RITA S. GARBO
March 2, 2023; Newton 9:0-9:50:00 a.m.
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
VI
SCIENCE
3
(ANNOTATIONS)
-PPST INDICATORS/ KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED DURING THE
DEMONSTRATION
I. OBJECTIVES
A. Content Standards
Grade Level
Learning Area
Quarter
The learner demonstrates an understanding of how energy is
transformed in simple machines.
The learners should be able to create a marketing strategy for a
new product on electrical and light efficiency.
Modeled effective applications of
content knowledge within and
across curriculum teaching areas.
(PPST 1.1.3)
Demonstrate how sound, heat, light, and electricity can be
transformed.
Supplementary Objective (Day 4)
Knowledge: - Describe light energy
Skill:
- Demonstrate how light energy is transformed
Attitude:
-Practice politeness during individual, and paired
activity
Strategy: Active Learning, Inquiry-based
Lesson Integration: TLE
II. CONTENT
LIGHT ENERGY
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
K to 12 Grade 6 Science Curriculum Guide pp. 107
The New Science Links Work text in science and
Technology pp.352-353
Hybrid Module Q3
Developed and applied effective
teaching strategies to promote
critical and creative thinking and
other higher-order thinking skills.
(PPST 1.5.3)
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
Smart TV, laptop, video clips, pictures, real objects, powerpoint
presentation
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
Review: CIPHER WHEEL
Decode the code using your cipher wheel to reveal the
hidden words
Unlocking of Difficult Words:
1. Light
2. Energy
3. Electromagnetic
4. Transformation
5. Conservation
a. ability/capacity to do work
b. conversion of one form of energy into another
c. form of electromagnetic radiation emitted by hot objects like
lasers, bulbs, and the sun
d. a wave of electric and magnetic fields propagating at the
speed of light
e. the effort to reduce wasteful energy consumption by using
fewer energy services
B. Establishing a purpose for the
lesson/Motivation/Motive Questions
Elicit: (Hidden Picture)
Developed and applied effective
teaching strategies to promote
critical and creative thinking and
other higher-order thinking skills.
(PPST 1.5.3)
1. What energy is present in the picture?
2. Why does this material help you see things in the dark?
C. Presenting examples/instances of the
new lesson
Engagement:
Choose the source of light. Use the link
https://wordwall.net/play/53224/169/466
D. Discussing new concepts and practicing
new skills #1
Exploration:
Watch the video about light energy using the link,
https://youtube.com/watch?v=wOpZz7NIgFY
E. Discussing new concepts and practicing
new skills #2
Explanation:
According to the law of conservation of energy, energy cannot be
created or destroyed, although it can be transformed from one
form to another.
F. Developing mastery (leads to Formative
Assessment 3)
Use the link, https://quizizz.com/join?gc=54971175 to answer the
questions about light energy.
G. Finding practical applications of concepts
and skills in daily living
. Elaboration:
*Differentiated Activity in five groups
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device.)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group
Exhibited effective and constructive
behavior management skills by
applying positive and non-violent
discipline to ensure learning-focused
environments.
(PPST 2.6.3)
Rubrics in Participation/Group Activities:
POINTS
5
INDICATORS
-Shows eagerness and cooperation to do the
the task, participate actively, do great help to the
Applied skills in the effective
communication of learner needs,
progress, and achievement to key
4
3
2
1
group
-Shows eagerness and cooperation to do the
the task, good followers only
-Participated but late, with teacher’s
supervision
-Activity was done but does not show
eagerness to participate or cooperate
-No interest in participating in the activities
stakeholders, including
parents/guardians. (PPST 5.4.3)
Special Reminders to pupils before doing the activity:
Be polite by listening attentively to each other
during the group activity.
Group Work
Group 1: Light it up!
Materials:
1.5-volt light bulb
Battery
A strip of aluminum foil
Procedure:
1. Hold the bulb on top of the positive end of the battery.
2. Connect one end of the foil to the negative end of the
battery
3. Observe the set-up.
What must be connected to the battery to light a bulb? ______
Group 2: Show it up!
Demonstrate the energy transformation that occurs in the
following materials.
Developed and applied effectively
strategies in the planning and
management of developmentally
sequenced teaching and learning
processes to meet curriculum
requirements and varied teaching
contexts. (PPST 4.1.3)
Chemical
Energy
Group 3: Sort it up!
Cut the pictures at the bottom. Sort them into the correct
column
Group 4: Fill it out!
Fill out the missing words to complete the sentence.
The ______________________, energy cannot be _________
or _________________, although it can be ______________
from one form to another.
Group 5: Sum it up!
Describe the light energy using this concept map.
Light
Energy
Group Presentations
-10 minutes only for group sharing and planning
- 3 minutes only for each group presentation
(Learners are given utmost recognition in the task they are
presented.)
H. Making generalizations and abstractions
about the lesson
I.
Evaluating learning
1.
2.
3.
4.
What is light energy?
Where does light energy come from?
In what way light energy can be transformed?
Why is the conservation of light energy important?
EVALUATION:
Directions: Read carefully, and then choose the correct answer
by writing the letter on your answer sheet.
1. How does light energy reach the earth?
A. It travels through electromagnetic waves
B. It travels through sound waves
C. It travels through a medium
D. It travels through temperature
2. Which shows that light energy is transformed and used?
A. A boy eating his lunch
B. The teacher plugs the electric fan.
C. The girl turns the lights on.
D. The baby cries loudly
3. How does solar panel work?
A. It converts the sun’s heat to electricity
B. It converts the sun’s light to electricity
Developed and applied effective
teaching strategies to promote
critical and creative thinking and
other higher-order thinking skills.
(PPST 1.5.3)
Interpreted collaboratively
monitoring and evaluation strategies
of attainment data to support
learner progress and achievement.
(PPST 5.5.3)
C. It converts light to chemical energy
D. It converts light to sound energy
4. What energy transformation occurs in a lamp?
A. Electrical to light
B. Light to chemical
C. Heat to light
D. Electrical to heat
5. Which is the major source of light on earth?
A. street lights
B. lamp
C. moon
D. sun
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
Extend:
Make an essay about the importance of light energy. Write it in
your notebook.
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 this 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?
ACTIVE LEARNING, INQUIRY-BASED
STABLE INTERNET CONNECTION
PPT/ INDIVIDUAL ACTIVITY SHEETS