MULTIGRADE [MG] DAILY LESSON PLAN
Grades 5and 6
Learning Area: SCIENCE
Quarter: 3
Week: 6
March 4-5, 2024, (2:00-4:05)
Grade Level
Content Standard
The learner demonstrates
understanding of
Performance Standard
The learner
Competencies
Day 1
Lesson Objectives
Grade 5
How different objects interact with light and sound,
heat and electricity
The effects of heat and electricity, light and sound on
people and objects
Relate the ability of the material to block, absorb or
transmit light to its use
S5FE-IIIe-5
To compare objects that are transparent, translucent and
opaque.
Process Skills: observing, comparing, describing,
Values Integration: cooperation, critical thinking
Subject Matter
Learning Resources
Transmission of Light
TM, TG, BOW, Reading materials, Pictures, Science and
Technology:Physics, Navaza, Delia C. p 417-419
Science and Technology IV: Physics Textbook 2009 p 26-27
Physical Science, Burdett, Silver et al. p 463
Grade 6
How energy is transformed in simple machines
Create a marketing strategy for a new product on
electrical or light efficiency
Demonstrate how electricity can be transformed
S6FE-IIIc- d-2
To demonstrate how electricity can be transformed
Process Skills: observing, describing, identifying,
analyzing, explaining, communicating, designing, and
implementing plans.
Values Integration:
Observe precautionary / safety measures in handling heat
objects
Energy Transformation and the Environment
BOW, CG, TG pp. 113 – 114, LM pp. activity sheets,
worksheet
Procedure
Grouping Structures (tick boxes):
 Whole Class
 Ability Groups
Use these letter icons to
Describe the parts of the lesson (for example the  Friendship Groups
show methodology and
introduction), where you may address all grade  Other (specify)
assessment activities.
levels as one group.
 Combination of Structures

Mixed
Ability
Groups
DT Direct Teaching
 Grade Groups
GW Group Work
Teaching, Learning and Assessment Activities
W
IL Independent Learning
A WHOLE CLASS ACTIVITY
Review of the concepts of light.
A Assessment
DT
Process the answers of the pupils.
Discuss further in class the concepts about transparent,
translucent and opaque materials.
GW



Divide the pupils into groups of four.
Provide instructions in doing the activity
(allotted time for the activity, the expected
output, members role, group presenter,
precautionary measures to take, etc.)
An example station to model for students to
ensure they know exactly what they should be
doing in the lab.
GW
W
Let pupils answer the following questions:
1. What are transparent, translucent, and opaque
objects? Give 5 examples of each material.
2. How are these objects affected by light?
IL
Activity 1. Pick-One- Which-One
Facilitate class discussion by asking the following
guide questions:
1. What do you notice about the observations that
were made for Station A/B/C/D and E?
2. What do you notice about the transformation
prediction that were made for Station A/B/C/D
and E?
3. Who can explain to the class the energy
transformation that occurs at Station A/B/C/D
and E?
IL
Can you think of another example of electrical
transformation that we did not explore today? Give at
least five.
DT
Appendix 4
A
A
Ask:
What are the differences between transparent,
translucent and opaque materials?
Direction: Answer the following questions on the space provided.
1. Why do you think that the hair dryer becomes hot?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What conclusions can you make about your observation in your activity?
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Remarks
Reflection
Day 2
Lesson Objectives
To describe which objects reflect, absorb of transmit
light.
Process Skills: observing, experimenting,
communicating
Values Integration: cooperation, critical thinking,
respect for others
To demonstrate how electricity can be transformed
To describe how energy transformation can affect the
environment
Process Skills: observing, describing, identifying,
analyzing, explaining, communicating, designing, and
implementing plans.
Subject Matter
Learning Resources
Reflection, Transmission, Absorption
Procedure
Grouping Structures (tick boxes):
TM, TG, BOW, Pictures, Science and Technology IV: Physics,
pp 378 – 379
Values Integration: cooperation, critical thinking,
respect for others
Energy Transformation and the Environment
BOW, CG, TG pp. 113 - 114, activity sheets, worksheet
Use these letter icons to
show methodology and
assessment activities.
 Whole Class
 Ability Groups
Describe the parts of the lesson (for example the  Friendship Groups
introduction), where you may address all grade  Other (specify)
levels as one group.
 Combination of Structures
DT Direct Teaching
 Mixed Ability Groups
GW Group Work
 Grade Groups
W
IL Independent Learning
Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITIES
A Assessment
Review of previous lesson.
DT
IL
Show pictures of transparent, translucent and opaque
objects or concrete materials to the class.
Ask: What happens to the light when it falls on the
surface of the object? (Withhold the pupils’ answer)
Discuss further the concepts on the ability of the
materials to block, absorb or transmits light to its use.
What happens to the car’s electric fan’s motor after
running for a while? Why does the change/
transformation happened?
Background Information
DT
Discuss the effects of waste products dumped by
electric power plants and other factories to the nearby
lakes and rivers. Ask: What do you think will happen to
the bodies of water where waste products from power
plants are thrown into?
To draw out the generalization, ask: What is the effect
of energy transformation and transfer to the
environment?
IL
GW
W
Have the pupils accomplish their activity write-up.
 Divide the pupils into small groups.
 Provide instructions in doing the activity
(allotted time for the activity, the expected
output, members role, group presenter,
precautionary measures to take, etc.)
 Distribute the activity sheets.
A
A
(Consider the activity output and or the pupils’ participation
during the discussion/group activity.
Participation on group activity serve’s as assessment.
Remarks
Reflection
Prepared by:
Checked by:
RICHELLE G. EDLOY
T-I
MYREL A. MODINA
School Head
REFERENCES
GRADE
http://www.sciencekids.co.nz/experiments/lightcolorheat.html
http://www.physicsclassroom.com/class/light/Lesson-2/LightAbsorption,-Reflection,-and-Transmission
Navaza, Delia C., et al, Science and Technology-Physics
Prepared by:
PRECIOUS GAYLE L. ASIRIT, RN
Teacher 1/Baggao North District
GRADE
Into the Future: Science and Health TM by Juanita M. Cruz, et. al.
Checked by:
ROWEL T. RONQUILLO
T-III/TIC
Validated by:
JOSE M. MATAMMU
EPS – Filipino/MG Coordinator
APPENDICES
Prepared by:
PRECIOUS GAYLE L. ASIRIT,RN
Teacher 1
Malisi E/S
Baggao North District
Appendix 1
Day 1 Grade 5
SCIENCE 56/Q3/W6
Objects vary in how they transmit light.
 Transparent objects allow light to travel through them. Materials like air,
water, and clear glass are called transparent. When light encounters
transparent materials, almost all of it passes directly through them.
Glass, for example, is transparent to all visible light.
 Translucent objects allow some light to travel through them. Materials
like frosted glass and some plastics are called translucent. When light
strikes translucent materials, only some of the light passes through them.
The light does not pass directly through the materials. It changes
direction many times and is scattered as it passes through. Therefore,
we cannot see clearly through them and objects on the other side of a
translucent object appear fuzzy and unclear. Examples of translucent
objects are wax paper, frosted glass of light bulb and some plastics.
 Opaque objects block light from traveling through them. Most of the
light is either reflected by the object or absorbed and converted to
thermal energy. Materials such as wood, stone, and metals are
opaque to visible light. Bricks, wood and metal are opaque.
Appendix 2
Day 1 Grade 6
SCIENCE 56/Q3/Wk6
1. The teacher will divide the class into groups of four.
2. These are your groups for the remainder of the lab.
3. The teams of four will choose amongst themselves who is the
4.
5.
6.
7.
8.
Experimenter, Discussion Facilitator, Reader, and Recorder for the first
station. Students need to switch jobs at each station so very team member
gets a chance to complete each job.
The teacher will assign groups to their first station. At each station the
Reader needs to read through the Procedures, the Experimenter needs to
complete the hands on activity, the Discussion Facilitator needs to lead a
group discussion about observations and conclusions, and the Recorder
needs to record all of the team findings on the Lab Report.
After a specified amount of time the teacher will ask the teams to clean up
their station and after all stations are neat, organized, and ready for the
next team; all groups will move clockwise to their next station.
This pattern will continue until all students have worked their way
through Station A, B, C, D, and E.
When groups have completed all the stations, the class will come together
to discuss the findings, observations, and conclusions of each group.
Explain the Sample Model: Waffle Iron on the next page.
Example Station: Waffle Iron
Appendix 2.1
Day 1 Grade 6
SCIENCE 56/Q3/Wk6
Station A: Lamp
Experimenter
Question:
(What do you want
Discussion Facilitator
Reader
Recorder
What forms of energy can electrical energy be transformed into?
_________________________________________________________
to find out about?)
Hypothesis:
(You must use an
“If, Then, Because”
to have a complete
hypothesis.)
Observations:
(Summarize your
team’s observations
from the station.)
Conclusion:
(Make sure to state
if your hypotesis
was supported or
not supported and
why.)
Appendix 2.2
Day 1 Grade 6
If electrical energy is _________________________________, then
the electrical energy will be transformed into
____________________ energy because _____________________
__________________________________________________________.
Observations about the electrical energy in the hair dryer:
Observations about the transformation of electrical energy:
After completing the experiment we found that our hypothesis of
____________________________________________________________
____________________________________________________________
Supported by the data. It was supported through ______________
___________________________________________________________.
SCIENCE 56/Q3/Wk6
Station A: Toaster
Experimenter
Question:
(What do you want
Discussion Facilitator
Reader
Recorder
What forms of energy can electrical energy be transformed into?
_________________________________________________________
to find out about?)
Hypothesis:
(You must use an
“If, Then, Because”
to have a complete
hypothesis.)
Observations:
(Summarize your
If electrical energy is _________________________________, then
the electrical energy will be transformed into
____________________ energy because _____________________
__________________________________________________________.
Observations about the electrical energy in the hair dryer:
team’s observations
from the station.)
Observations about the transformation of electrical energy:
Conclusion:
(Make sure to state
if your hypotesis
was supported or
not supported and
why.)
After completing the experiment we found that our hypothesis of
____________________________________________________________
____________________________________________________________
Supported by the data. It was supported through ______________
___________________________________________________________.
Appendix 2.3
Day 1 Grade 6
Station C: Radio
Experimenter
SCIENCE 56/Q3/Wk6
Discussion Facilitator
Reader
Recorder
Question:
(What do you want
What forms of energy can electrical energy be transformed into?
_________________________________________________________
to find out about?)
Hypothesis:
(You must use an
“If, Then, Because”
to have a complete
hypothesis.)
Observations:
(Summarize your
If electrical energy is _________________________________, then
the electrical energy will be transformed into
____________________ energy because _____________________
__________________________________________________________.
Observations about the electrical energy in the hair dryer:
team’s observations
from the station.)
Observations about the transformation of electrical energy:
Conclusion:
(Make sure to state
if your hypotesis
was supported or
not supported and
why.)
Appendix 2.4
Day 1 Grade 6
After completing the experiment we found that our hypothesis of
____________________________________________________________
____________________________________________________________
Supported by the data. It was supported through ______________
___________________________________________________________.
Station C: Flashlight
Experimenter
Question:
(What do you want
Discussion Facilitator
Reader
Recorder
What forms of energy can electrical energy be transformed into?
_________________________________________________________
to find out about?)
Hypothesis:
(You must use an
“If, Then, Because”
to have a complete
hypothesis.)
Observations:
(Summarize your
If electrical energy is _________________________________, then
the electrical energy will be transformed into
____________________ energy because _____________________
__________________________________________________________.
Observations about the electrical energy in the hair dryer:
team’s observations
from the station.)
Observations about the transformation of electrical energy:
Conclusion:
(Make sure to state
if your hypotesis
was supported or
not supported and
why.)
Appendix 2.5
Day 1 Grade 6
After completing the experiment we found that our hypothesis of
____________________________________________________________
____________________________________________________________
Supported by the data. It was supported through ______________
___________________________________________________________.
SCIENCE 56/Q3/Wk6
Station E: Hair Dryer
Experimenter
Question:
(What do you want
Discussion Facilitator
Reader
Recorder
What forms of energy can electrical energy be transformed into?
_________________________________________________________
to find out about?)
Hypothesis:
(You must use an
“If, Then, Because”
to have a complete
hypothesis.)
Observations:
(Summarize your
If electrical energy is _________________________________, then
the electrical energy will be transformed into
____________________ energy because _____________________
__________________________________________________________.
Observations about the electrical energy in the hair dryer:
team’s observations
from the station.)
Observations about the transformation of electrical energy:
Conclusion:
(Make sure to state
if your hypotesis
was supported or
not supported and
why.)
After completing the experiment we found that our hypothesis of
____________________________________________________________
____________________________________________________________
Supported by the data. It was supported through ______________
___________________________________________________________.
Appendix 3
Day 1, Grade 5
SCIENCE5-6/Q3/W6
Activity 1 Pick-One-Which-One
Materials:
flashlights, wax paper, aluminum foil, white copy paper, colored
construction paper, balloons, pieces of cloth, reading glasses, plastic
wrap, light bulb, transparent plastic, sunglasses, notebook paper ,
glass, a lampshade, vegetable oil, book, upholstery fabric, spoons,
loose leaf paper
What to do:
1. Different materials are set up in the bag or box (by the teacher).
2. Pick one and predict if the object is transparent, translucent, or opaque
until
all the objects are picked off.
3. Explore the various materials using the flashlight.
4. Complete the activity sheet with your observations on the table below.
Table 1. Transparent, Translucent, Opaque
Materials
Appendix 4
Day 1 Grade 6
Prediction
Observation
Explanation
SCIENCE 56/Q3/Wk6
Name: __________________________________________________
Direction: Answer the following questions on the space provided.
1. Why do you think that the hair dryer becomes hot?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What conclusions can you make about your observation in your activity?
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Appendix 5
Day 2, Grade 5
SCIENCE 5-6/Q3/W6
Light from a source travels in all directions. This decreases the amount
of light that falls on a certain area. When light strikes the surface of an object,
several things may happen. If the radiation is turned back by the surface
without entering the object, the light is said to be reflected. Most of the things
around you are not emitters of light but instead act as reflectors of light. The
surface of smooth water makes a good mirror. Well-polished metals make
good reflectors.
To prevent the spreading out of light and minimize its effect, reflectors
are used to direct the light in only one direction and increase its intensity.
Flashlights and car headlights locate their bulbs in the principal focus of a
conical reflector so that all light from the bulb is reflected in one direction
and leaves the lamp in parallel rays. Searchlights, which were very common
during the Second World War in locating enemy planes at night and
spotlights, used to highlight a performer on the stage, have reflectors like
those of a flashlight and car headlight.
Some of the light that falls on an object maybe absorbed. The radiant
energy is transformed into molecular motion which warms the object. All
objects that absorb light experience a rise in the temperature.
Objects which allow light to pass through are said to transmit light and
are considered as transparent. This is made possible by their intermolecular
spaces. Clear water, air, and glass are transparent objects. Some other
substances can transmit light but allow the light to scatter or diffuse, making it
difficult to distinguish objects that are behind them. Such substances are
translucent. Frosted glass bulbs, fluorescent tubes, and parchment lamp
shades are common examples of translucent materials.
Substances that do not transmit light at all, like stones and wood, are
classified as opaque objects.
Appendix 6
Day 2, Grade 5
SCIENCE5-6/Q3/W6
Activity 2 Feel Me!!!
What to Do:
1. Place a black object and a light - colored object under the sun at the
same time. After about 3 minutes, feel which object is warmer. Why do you
think the object is warmer than the other?
2. Fill a glass with clear water and another glass with a cola drink. Expose both
to the sun. After 3 minutes, take a temperature of the both. Which is warmer?
Does the result of this activity agree with your conclusion in the first one?
3. Take two ice cubes of about the same size. Cover one with a black piece
of cloth and the other with a white piece of cloth. Place them under the sun
at the same time. Time the melting process of both. Which ice cube
completely melted first? What general statement can you make regarding
heat absorbed by dark – colored and light – colored objects?
Answers:
1. _________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. _________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3._________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Appendix 7
Day 2 Grade 6
SCIENCE 56/Q3/Wk6
Activity: Say Something About Me
Materials Needed
½ white cartolina
Pentel pen
Ruler
Crayon
What to Do
1. On your group, choose a leader and a presenter.
2. Make a slogan or a poster with the theme, “ Energy Transformation and
Transfer, Its Effect to the Environment”
Specification
For Slogan:
8 – 10 words
Unlimited color
With border
Any medium (English, Filipino, Iloko)
Landscape
Criteria
5 points
For Poster:
without any word
unlimited color
without border
landscape
Rubrics for Scoring
3 points
Creativity
Demonstrates
creative thinking
Content and
organization
Concepts
presented are
very substantive
and wellorganized and
conveyed very
clear message
Teamwork
Cooperation
among group
members were
very evident. 75%100% of the
members of the
group work
collaboratively
Demonstrates
moderate
creative thinking
Concepts
presented are
moderately
substantive and
well-organized
and conveyed
ambiguous
message
Cooperation
among group
members were
moderately
evident. 50%-75%
of the members
of the group work
collaboratively
1 point
Score
Lack
imaginative
thinking
Both concepts
presented and
message are not
organized and
ambiguous.
Cooperation
among group
members is not
evident. Less
than 50% of the
members of the
group work
collaboratively.
Total Score
Appendix 8
Day 3, Grade 5
SCIENCE5-6/Q3/W6
Name:____________________________________________
A. Supply the missing word in the table below.
B. Enumerate three (3) materials that:
 Absorb Light
1. ______________________________________
2. ______________________________________
3. ______________________________________
 Transmit Light
1. ______________________________________
2. ______________________________________
3. ______________________________________
 Reflect Light
1. ______________________________________
2. ______________________________________
3. ______________________________________
Appendix 9
Day 3 Grade 6
SCIENCE 56/Q3/Wk6
Name: ____________________________________________
1. Draw a picture of an object that
you explored this week in class
that uses electrical energy.
2. Explain what energy
transformation occurs when you
use this object. Be sure to use a
complete sentence, details, and
information to thoroughly
explain your answer.
3. Draw a picture of an object that
you did not explore today in
class that uses electrical energy.
4. Explain what energy
transformation occurs when you
use this object. Be sure to use a
complete sentence, details, and
information to thoroughly
explain your answer.