Grades 6 School Baroy Elementary School Grade Level VI

DAILY LESSON LOG Teacher Joshua M. Requeron Learning Area Science

Teaching Dates and Time June 11, 2021 8:30-9:20 AM Quarter 4

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA
OBJECTIVES/RUBRIC INDICATORS TO BE
OBSERVED DURING THE DEMONSTRATION
A. Content Standards The learners demonstrate understanding of the earth’s
rotation and revolution.

B. Performance Standards The learners should be able to design an emergency and

prepared plan and kit.

C. Learning Competencies/ Objectives Demonstrate rotation and revolution of the earth using a PPST MODULE 7
Write the LC code for each globe to explain day and night and the sequence of seasons KRA 3, OBJ. # 7
(S6ES-IVe-f-5) MT I-IV RUBRIC, INDICATOR 5
-Plans, manages and implements
Knowledge: Define what is rotation developmentally sequenced teaching and
learning processes to meet curriculum
Explain the cause of day and night requirements through various contexts.
MOV--- Knowledge, skill and attitude or KSA
Skill: Illustrate a model that shows day and night is applied in lesson planning objectives in
Attitude: Work cooperatively with the group order to meet curriculum requirements
based on the Curriculum Guide/CG. Parts of
the DLP are based on the PPST Modules.

II. CONTENT Rotation of the Earth

II. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Not yet issued

2. Learner’s Materials pages

Not yet issued
 3. Textbook pages The New Science Links page 434

4. Additional Materials from Learning

Resource (LR) portal
B. Other Learning Resources Activity sheets, assessment cards, pictures, improvised model PPST MODULE 9
of earth’s rotation, smart TV, laptop, power point presentation, KRA 3, OBJ. # 9
globe, flashlight -Selects, develops, organizes and uses
appropriate teaching and learning resources,
You tube Video including ICT, to address learning goals.
Day and Night Explanation,Causes MOV---The lesson is delivered through the
https://www.youtube.com/watch?v=qiXRYtmoSwg&t=10 use of power point presentation, laptop and
smart tv.
MOV---Printed materials like activity sheets,
assessment card are given on clear sheets of
cartolina/ meta cards for the pupils to see
and read clearly and the use of
representations like the globe and the
flashlight.
IV. PROCEDURES
A. Reviewing previous lesson or presenting the PPST MODULE 3
new lesson Asking for diagnostic questions: KRA 1, OBJ. # 3

-Applies a range of teaching strategies to

develop critical and creative thinking, as well
as higher-order thinking skills.

MOV---The questions presented to check

pupils’ comprehension on pictures and video
clip presented are arranged from lower level
to higher level thinking skills. Pupils are
challenge to think creatively.
 PPST MODULE 3
KRA 1, OBJ. # 3

-Applies a range of teaching strategies to

develop critical and creative thinking, as well
as higher-order thinking skills.

MOV---The questions presented to check

pupils’ comprehension on pictures and video
clip presented are arranged from lower level
to higher level thinking skills. Pupils are
challenge to think creatively.

Asking HOTS questions:

1. How does earth movement affect the lives of people?
2. What will happen if the earth doesn’t rotate?

(refer to power point presentation)

B. Establishing a purpose for the The teacher will show a video about the earth and how does it KRA 1, OBJ. # 2
lesson/Motivation/Motive Questions rotates around the sun. https://www.youtube.com/watch? - Ensure the positive use of ICT to facilitate the
teaching and learning process.
v=qiXRYtmoSwg&t=10

MOV--
 The teacher uses his own made video lesson
about the topic.

C. Presenting examples/instances of the new (Integration of HOTS and Across subject areas like Expressing
lesson ideas using descriptive words, phrases and sentences and KRA 1, OBJ. # 3
identifying proper heading) -Applies a range of teaching strategies to
Present/Ask: develop critical and creative thinking, as well
Describe what the people are doing in the pictures. as higher-order thinking skills.
Can you give the proper heading for each set of pictures?
(Refer to power point presentation) MOV---The questions presented to check
pupils’ comprehension on pictures and video
clip presented are arranged from lower level
Day Time Activities
to higher level thinking skills. Pupils are
challenge to think creatively.
 Night Time Activities

Ask:
Why are people more active during day time than night time?
What makes day and night?
What makes our activities vary or change during day time and
night time?
What do you think is our lesson today base on the diagram
below?
D. Discussing new concepts and practicing new (Integration of Literacy and Numeracy Skills, Health, and HOTS)
skills #1 KRA 1, OBJ. # 1
To further pupils understanding of the concept and skills, lead them to -Applies knowledge of content within and
demonstrate how earth’s rotation affects day and night through the use across curriculum teaching areas.
of improvised set up.
(Prepare the globe and the flashlight ahead of time.) MOV---Health is being integrated in the
questions presented about the topic.
Say:
1. We have here a globe and a flashlight.
(unlock the word globe)
2. We need three volunteers to illustrate to us the following:

1. Show us the correct direction on

how the earth rotates on its axis.
2. Explain what causes day and night.
3. What makes day ?
4. What makes night?
Ask further: KRA 1, OBJ. # 3
1. How many hours are there in one complete rotation or one -Applies a range of teaching strategies to
day? develop critical and creative thinking, as well
2. How many hours do you spend in school? as higher-order thinking skills.
3. How many hours do you spend at home?
4. How many hours do you spend sleeping? MOV---The questions presented are
5. What is the right amount of sleeping hours do children need in arranged from lower level to higher level
order to be healthy? thinking skills. Pupils are challenge to think
6. Is it good to stay awake during late night? Why? creatively.
7. Why is sleeping in the right number of hours important?
E. Discussing new concepts and practicing new (Integration of positive & non-violent discipline and Differentiated/Tiered PPST MODULE 6
skills #2 Activity) KRA 2, OBJ. # 6
-Uses differentiated, developmentally
Group Activity-Directions: appropriate learning experiences to address
1. Group yourselves into four. learners’ gender, needs, strengths, interests
2. Choose your leader. and experiences.
3. The leader gets the activity sheets and the assessment card MOV---The learners are given
from the teacher. differentiated/tiered activities according to
4. Go to your respective area assigned to you. their strengths and interests.
5. Begin doing the activity following the group standards. MOV---By applying differentiated activities
 6. Be mindful of the rubrics presented. with rubrics, learners are ensured of their
7. Finish in ten minutes, and then present your output in less active participation.
than 3 minutes.

Standards for the simple Science activity.

PPST MODULE 5
KRA 2, OBJ. # 5
MT I-IV RUBRIC, INDICATOR 4
-Manages learner behaviour constructively
by applying positive and non-violent
discipline to ensure learning-focused
environment.
MOV---To avoid and prevent misbehaviour,
house rules/ standards/guidelines are set
before doing the activity.
MOV---Learners are given positive feedback
after each group sharing.

Rubric in Assessing Group Performance in Simple Science Activity

(Group-Assessment)

Direction: Assess your performance in accomplishing the task

provided.
Group 2 – Earth’s Rotation Causes Day and Night
KRA 3, OBJ. # 7
-Selects, develops, organizes and uses
appropriate teaching and learning resources,
including ICT, to address learning goals.
MOV---The difficult words and their
meanings, pictures, video and selections are
presented clearly through power point
presentation.

MOV---Realia and printed materials like

activity cards are given on clear sheets of
cartolina and meta cards for the pupils to
see and read clearly.

Group 3 – Differences between Day and Night

Group 4 – Day and Night Activities

 (refer to power point presentation)
F. Developing mastery (leads to Formative (Integration of Contextualization, Localization and Gender-Fair)
Assessment 3) KRA 1, OBJ. # 1
Group Presentation/Reporting -Applies knowledge of content within and
(Learners are given utmost recognition in the task they are across curriculum teaching areas.
presented.)
MOV--- Contextualization, localization and
Self-Assessment of the Group Activity gender fair are properly observed in the
(Each group presents their group output rating by presenting their Self- manner of grouping, and in the choice of
Assessment Card.) instructional materials. Through the
accomplished simple activities, pupils relate the
rotation of the earth to the varied activities of
people during day and night.

(refer to the video lesson made by the teacher)

G. Finding practical applications of concepts and (Integration of HOTS, Predicting Outcomes & Identifying Cause & KRA 4, OBJ. # 10
skills in daily living Effect relationship) Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
 MOV--- Formative questions are raised to
learners to diagnose how far they have
learned or if the objectives of the lesson are
carried.

KRA 2, OBJ. # 4
- Established a learner- centered culture by using
teaching strategies that respond to their linguistic,
cultural, socio-economic, and religious
1. What are the things you do during going to church at backgrounds.
daytime and nighttime?
2. What will farmers do during nighttime? MOV---
3. Give related activities done in your church during nighttime. The teacher ask question which leads to their
linguistic, cultural, socio-economic, and religious
backgrounds.

H. Making generalizations and abstractions about Ask: KRA 4, OBJ. 10

the lesson 1. What is rotation? Designs, selects, organizes and uses
2. What causes day and night? diagnostic, formative and summative
3. Did you cooperate with your group in the activity? assessment strategies consistent with
4. Why is cooperation important in a group activity? curriculum requirements.

MOV—Formative questions are raised to

learners to diagnose how far they have
learned or if the objectives of the lesson are
carried.

I. Evaluating learning Evaluation: FormMe Game Quiz (OneMinuteToWinIt) KRA 4, OBJ. 10

(refer to video presentation) -Designs, selects, organizes and uses
diagnostic, formative and summative
assessment strategies consistent with
 curriculum requirements.
MOV---The use of formative assessment
consistent with curriculum requirements is
followed in order to interpret the result of
the learners’ progress.

KRA 3, OBJ. # 7
- Selected, developed, organized and used
appropriate teaching and learning resources,
including ICT, to address learning goals.

MOV--
The teacher uses ICT integration like
innovating “One Minute To Win It” to
address learning goals.

J. Additional activities for application or Assignment:

remediation Direction: Watch the following in You Tube, then describe in 3
sentences how the earth revolves around the sun.

Title: Revolution of Earth

https://www.youtube.com/watch?v=nmRovZP7G2w

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional activities
for remediation
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 these 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?