School: BAYABAO CENTRAL ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: SOMAYA P. SOLAIMAN Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
Time: (WEEK 2) Quarter: 3RD QUARTER

SUNNDAY MONDAY TUESDAY WEDNESDAY THURSDAY

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 CATCH-UP FRIDAY
Cite situation which show the Cite situation which show the
presence of gravity S6FE-IIIa-c-1 presence of gravity S6FE-IIIa-c-1
Infer how friction and gravity
Appreciate the importance of the Appreciate the importance of the READING ACTIVITIES
C. Learning The learners should be able to affect movements of different
awareness on gravity awareness on gravity (Enhancement &
Competencies/Objectives describe gravity. objects. S6FE-IIIa-c-1
Intervention)

VALUES, PEACE, AND

HEALTH EDUCATION

II. CONTENT / TOPIC Gravity Gravity Gravity Gravitational Force

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages CG, pp 94
2. Learner’s Materials pages
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-
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
B. Other Materials
Mercado et.al., pp.218 - 221 https://www.youtube.com/watch
?v=9gTfCgETDAw
IV. PROCEDURES
A. Reviewing previous lesson or Roll the ball. Pupils will pass the Roll the ball. Pupils will pass the What is gravity?
presenting the new lesson ball while the music is playing. ball while the music is playing.
As the music stops, the pupil As the music stops, the pupil
 holding the ball will answer the holding the ball will answer the
questions to be asked by the questions to be asked by the
teacher. teacher.
Ask pupils about gravity. Ask pupils about gravity.
Find out students' ideas about gravity. Show a video clip of a child Show a video clip of a car in a When you throw two objects
Ask: climbing up a tree steep road and a car running on with different weight, which will
What is gravity? What can you say about the child? the normal road fall first? Does weight affect
B. Establishing a purpose for the Where is gravity? What may happen to him? What can you say about the the motion (speed) of the falling
lesson What does gravity do? Have you experienced climbing a two cars? object?
tree? Which car runs fast?
Have you experienced riding in a
car on o steep road?
C. Presenting examples/ EXPLORATION Teacher gives initial instruction Teacher gives initial instruction Setting of Standards
instances of the new lesson (COLLABORATIVE APPROACH) about the activity about the activity Small Group Activities
a. Setting of standard in performing See Activity Sheet Observing
an activity Force of Gravity (Science Links 6
b. Activity proper pp. 310)

Activity 1. Materials: A Styrofoam

cup, a pencil, water, and a bucket.
1. Poke a hole in the side of the cup
with the pencil. Make the hole about
2 inches above
the bottom of the cup.
2. Cover the hole with your thumb
and fill the cup with water.
3. Hold the cup up high and uncover
the hole. Make sure the water flows
into the bucket or
do this experiment outside. What
happened to the water? Did it gush
out of the cup?
Cover the hole with your thumb again
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 “What have
(CONSTRUCTIVISM APPROACH) 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 presentation
practicing new skills #2 in activity 1? Did it gush out of their outputs through
of the cup? differentiated activities.
G I-Newscasting
 If you drop the cup into the G II- Interview
G III-Rap
bucket, would the water
G. IV- Advertisement
flow more quickly or more
slowly out of the hole in the
cup?
 What happened to the water
coming out of
 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?
ACTIVITY – PAIR OFF
Have kids pair off and make
predictions about what will happen
when they drop various objects:
pencils, erasers, or any items that are
safe to drop. They can write their
F. Developing mastery
predictions in a science notebook or
(leads to formative assessment )
they can make a data chart with two
columns: predictions and results.
Then ask students to drop these
items. One kid in each pair should do
the dropping and the other should
observe. Then they can switch.
How would you make use of your How would you make use of your
G. Finding practical applications
Imagine you throw a ball upward. knowledge about gravity on your knowledge about gravity on your
of concepts and skills in daily
What happened to the ball? Why do everyday lives? everyday lives?
living
you think this happened?
What is gravity? Teacher will ask pupils to make a Teacher will ask pupils to make a
Gravity is a force that tries to pull two generalization about today’s generalization about today’s
objects toward each other. Earth’s lesson lesson
H. Making generalization and How does gravity affects motion
gravity is what keeps you on the
abstraction about the lesson ?
ground, what causes objects to fall,
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 gravity
Make a research about situations
application / remediation 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 T Pa Fail ML T Pa Fail ML T Pa Fail ML T

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

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

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