School: Grade Level: VI

GRADES 1 to 12 Teacher: 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 motion Describe how
Cite situation which show the Cite situation which show the gravity affects
presence of gravity S6FE-IIIa-c-1 presence of gravity S6FE-IIIa-c-1 motion.
Appreciate the importance of Appreciate the importance of the S6FE-IIIa-b-5
Infer how friction and
the awareness on gravity awareness on gravity -Show through
C. Learning gravity affect movements of
The learners should be able to group activity
different objects. S6FE-IIIa-c-
describe gravity. how gravity
Competencies/Objectives 1
affects motion
-Appreciate the
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 CG, pp 94
pages
2. Learner’s Materials Cyber Science 6
pages pp. 186-191
Science Links p.309-316 Science in Our World p. 189-193 The New Science Links 6 pp.
3. Textbook pages
309-316
http://www.kids-science- Test Papers
4. Additional materials experiments.com/
from http://www.sciencefair- Activity Sheet Activity Sheet CG, pp 94
LRMDS portal projects.org/physics-projects/
gravity-device.html
B. Other Materials Explore and Experience Science 6, Video clip Video clip https://
Mercado et.al., pp.218 - 221 https://www.youtube.com/watch? video.search.yaho
v=9gTfCgETDAw o.com/yhs/
 search?fr=yhs-
blp-
default&hsimp=y
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default&hspart=b
lp&p=video+how
+gravity+affects+
motion#id=1&vid
=
0b33064a785be3
e841f
IV. PROCEDURES
Roll the ball. Pupils will pass the Roll the ball. Pupils will pass the ball What is gravity? Review:
ball while the music is playing. while the music is playing. Games
As the music stops, the pupil As the music stops, the pupil holding Identify the ways
holding the ball will answer the the ball will answer the questions to to reduce friction
questions to be asked by the be asked by the teacher. by arranging the
teacher. Ask pupils about gravity. jumbled letter
Ask pupils about gravity. .
To a applying
A. Reviewing previous
surface lubricants
lesson or
Moving between
presenting the new
contact reducing
lesson
surfaces
Contact between
minimizing the
surfaces rough
Shapes using
aerodynamic

Find out students' ideas about Show a video clip of a child Show a video clip of a car in a steep When you throw two Motivation
gravity. Ask: climbing up a tree road and a car running on the normal objects with different Gravity Song
What is gravity? What can you say about the road weight, which will fall first? (video
B. Establishing a purpose Where is gravity? child? What can you say about the the two Does weight affect motion Presentation)
for the What does gravity do? What may happen to him? cars? (speed) of the falling object? Ask what is about
lesson Have you experienced climbing Which car runs fast? the song?
a tree? Have you experienced riding in a car Describe the
on o steep road? song in one word.

C. Presenting examples/ EXPLORATION Teacher gives initial instruction Teacher gives initial instruction Setting of Standards . Instruct one
instances of the new (COLLABORATIVE APPROACH) about the activity about the activity Small Group Activities pupil to throw the
lesson a. Setting of standard in performing See Activity Sheet Observing ball upward.
an activity Force of Gravity (Science Ask: What did the
b. Activity proper Links 6 pp. 310) boy do?
Original File Submitted and What
Activity 1. Materials: A Styrofoam Formatted by DepEd Club happened to the
cup, a pencil, water, and a bucket. Member - visit ball when it was
1. Poke a hole in the side of the cup depedclub.com for more thrown upward?
with the pencil. Make the hole What is the
about 2 inches above movement of the
the bottom of the cup. ball as it reaches
2. Cover the hole with your thumb the ground?
and fill the cup with water. The teacher
3. Hold the cup up high and will tell the pupils
uncover the hole. Make sure the about that the
water flows into the bucket or lesson is about
do this experiment outside. What How Gravity
happened to the water? Did it gush affects motion.
out of the cup? 1.Group the class
Cover the hole with your thumb into two. .Each
again and fill the cup. group will
4. Now make a hypothesis: If you perform
drop the cup into the bucket, differentiated
would the water flow more activity
quickly or more slowly out of the 2. Distributes the
hole in the cup? activity cards.
3. Recall the
5. Hold the cup high and drop it standards in
into the bucket. What happened to doing the activity.
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.

D. Discussing new EXPLANATION See Activity Sheet Answer questions “What

concepts and (CONSTRUCTIVISM APPROACH) have you find out: (1-5)
practicing new skills #1
a. Presentation/Reporting of Pupils
output

Students present their output on See Activity Sheet

 the activity. The teacher will give
feedback about the result.
 What happened to the Group reporting or allow the pupils
water in activity 1? Did it presentation of their to share their
gush out of the cup? outputs through understanding on
differentiated activities. what is gravity
 If you drop the cup into G I-Newscasting and motion
G II- Interview
the bucket, would the
G III-Rap Let them describe
water flow more quickly
G. IV- Advertisement how gravity
or more slowly out of the affects motion of
hole in the cup? a falling object?
 What happened to the
water coming out of Let them give
 the hole? some more
examples of an
 Which direction do the
object that falls
paperclips point? down. And how
 What happens if you tilt this is affected by
the stick? motion.
E. Discussing new  Why the paperclips were
concepts and not going up into the air
practicing new skills #2
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 Have kids pair off and make Have the pupils
 predictions about what will happen strengthen their
when they drop various objects: understanding
pencils, erasers, or any items that about the
are safe to drop. They can write concepts by
their predictions in a science answering the
notebook or they can make a data following
chart with two columns: question
predictions and results. Then ask
students to drop these items. One What pulls the
kid in each pair should do the object to the
dropping and the other should ground?
observe. Then they can switch.
How do the
object falls
assessment ) towards the
ground?

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 ?

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

What is gravity? Teacher will ask pupils to make Teacher will ask pupils to make a Generalization:
Gravity is a force that tries to pull a generalization about today’s generalization about today’s lesson
two objects toward each other. lesson Describe how
H. Making generalization
Earth’s gravity is what keeps you does gravity
and How does gravity affects
on the ground, what causes objects affects motion by
abstraction about the motion ?
to fall, and is why the objects fall making a concept
lesson
down rather than up! map.

QUIZ NO. 4 / GRAVITY QUIZ NO. 5 / GRAVITY QUIZ NO. 6 / GRAVITY QUIZ NO. 8 /
I. Evaluating learning QUIZ NO. 7 / GRAVITY
GRAVITY
J. Additional activities for
Make a research about situations Make a poster on how
application /
which show the presence of gravity affects motion.
remediation
gravity.
Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be continued : Lesson to be
Lesson done : Lesson done : Lesson done : Lesson done : continued :
Lesson done :
Pa Fail ML T Pa Fail ML T Pa Fail ML T Pa Fail ML T
sse ed sse ed sse ed sse ed Pa Fail
d d d d sse ed
V. REMARKS M M M M d
MR MR MR MR M
IAP IAP IAP IAP MR
GC GC GC GC IAP
S S S S GC
S

VI. REFLECTION
______ of Learners who earned ______ of Learners who earned ______ of Learners who earned 80% ______ of Learners who ______ of
A. No. of learners who 80% above 80% above above earned 80% above Learners who
earned earned 80%
80% in the evaluation above

______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who ______ of
B. No. of learners who
additional activities for remediation additional activities for additional activities for remediation require additional activities Learners who
require
remediation for remediation require additional
additional activities for
activities for
remediation
remediation
C. Did the remedial ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes
lessons work ______ of Learners who caught up ______ of Learners who caught ______ of Learners who caught up ______ of Learners who ______No
? No. of learners who the lesson up the lesson the lesson caught up the lesson ______ of
have Learners who
caught up with the caught up the
lesson lesson
______ of Learners who continue ______ of Learners who ______ of Learners who continue to ______ of Learners who ______ of
D. No. of learners who to require remediation continue to require remediation require remediation continue to require Learners who
continue remediation continue to
to require remediation require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used
strategies worked well ? ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning well: that work well:
Why ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Socratic Questioning ___ Socratic
did this work ? ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Game-Based Learning Questioning
Demonstrations Demonstrations Demonstrations ___ Interactive Lecture ___ Game-Based
The activity can be a classroom The activity can be a classroom The activity can be a classroom Demonstrations Learning
experiment, a survey,a simulation experiment, a survey, a experiment, a survey, a simulation or The activity can be a ___ Interactive
or an analysis of secondary data. simulation or an analysis of an analysis of secondary data. classroom experiment, a Lecture
___Cooperative Learning secondary data. ___Cooperative Learning survey, a simulation or an Demonstrations
___Jigsaws ___Cooperative Learning ___Jigsaws analysis of secondary data. The activity can
___Gallery Walks ___Jigsaws ___Gallery Walks ___Cooperative Learning be a classroom
___Fieldtrips ___Gallery Walks ___Fieldtrips ___Jigsaws experiment, a
___Making notes from book ___Fieldtrips ___Making notes from book ___Gallery Walks survey, a
___Use of internet/audio visual ___Making notes from book ___Use of internet/audio visual ___Fieldtrips simulation or an
presentation ___Use of internet/audio visual presentation ___Making notes from book analysis of
___Text books presentation ___Text books ___Use of internet/audio secondary data.
___Investigations ___Text books ___Investigations visual presentation ___Cooperative
___Models ___Investigations ___Models ___Text books Learning
___Demonstrations ___Models ___Demonstrations ___Investigations ___Jigsaws
Other Techniques and Strategies ___Demonstrations Other Techniques and Strategies ___Models ___Gallery Walks
used: Other Techniques and used: ___Demonstrations ___Fieldtrips
___Manipulative Tools Strategies used: ___Manipulative Tools Other Techniques and ___Making notes
___Pair Work ___Manipulative Tools ___Pair Work Strategies used: from book
___ Explicit Teaching ___Pair Work ___ Explicit Teaching ___Manipulative Tools ___Use of
___ Group collaboration ___ Explicit Teaching ___ Group collaboration ___Pair Work internet/audio
___ Carousel ___ Group collaboration ___ Carousel ___ Explicit Teaching visual
___ Diads ___ Carousel ___ Diads ___ Group collaboration presentation
___ Differentiated Instruction ___ Diads ___ Differentiated Instruction ___ Carousel ___Text books
___ Discovery Method ___ Differentiated Instruction ___ Discovery Method ___ Diads ___Investigations
___ Lecture Method ___ Discovery Method ___ Lecture Method ___ Differentiated ___Models
Why? ___ Lecture Method Why? Instruction ___Demonstratio
 ___ Complete IMs Why? ___ Complete IMs ___ Discovery Method ns
___ Availability of Materials ___ Complete IMs ___ Availability of Materials ___ Lecture Method Other Techniques
___ Pupils’ eagerness to learn ___ Availability of Materials ___ Pupils’ eagerness to learn Why? and Strategies
___ Group member’s ___ Pupils’ eagerness to learn ___ Group member’s ___ Complete IMs used:
collaboration/cooperation in doing ___ Group member’s collaboration/cooperation in doing ___ Availability of Materials ___Manipulative
their tasks collaboration/cooperation in their tasks ___ Pupils’ eagerness to Tools
___ Audio Visual Presentation of doing their tasks ___ Audio Visual Presentation of the learn ___Pair Work
the lesson ___ Audio Visual Presentation lesson ___ Group member’s ___ Explicit
of the lesson collaboration/cooperation Teaching
in doing their tasks ___ Group
___ Audio Visual collaboration
Presentation of the lesson ___ Carousel
___ Diads
___ Differentiated
Instruction
___ Discovery
Method
___ Lecture
Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’
eagerness to
learn
___ Group
member’s
collaboration/coo
peration in doing
their tasks
___ Audio Visual
Presentation of
the lesson
F. What difficulties did my
principal or supervisor __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying
can help __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude among pupils
me solve ? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Pupils’
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology behavior/attitude
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Colorful IMs
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Unavailable
Internet Lab Internet Lab Internet Lab Internet Lab Technology
 __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Equipment
(AVR/LCD)
__ Science/
Computer/
Internet Lab
__ Additional
Clerical works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned

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