School: Narciso R.

Ramos Elementary School SPED Center Grade Level: VI

GRADES 1 to 12 Teacher: APRIL MAE C. SISON Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: MARCH 13 – 17, 2023 (WEEK 5) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of how energy is transformed
B. Performance Standards The learners should be able to create a marketing strategy for new product on electrical or light efficiency
Demonstrate how sound , heat, Describe how electrical
light and electricity can be Identify the activities at home energy is transformed into
Demonstrate how sound, heat,
transformed. where electrical energy are light energy.
light and electricity can be
(S6FE-IIId-f-2) transformed into sound energy
transformed: S6FE-IIId-f-2
Investigate how energy is
C. Learning Imitate things that shows energy
-Define energy transformation Describe the transformation of transformed into another
Competencies/Objectives transformation.
electrical energy to sound energy form.
-Manipulate objects to describe in activities at homes
Appreciate the importance of
energy transformation Appreciate the importance of
energy transformation.
Appreciate the value of energy energy transformation from
transformation electrical to light energy.
ELECTRICAL ENERGY TO SOUND ELECTRICAL ENERGY TO SOUND ELECTRICAL ENERGY TO LIGHT
II. CONTENT / TOPIC ENERGY TRANSFORMATION Weekly Test
ENERGY ENERGY ENERGY
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages

2. Learner’s Materials pages

Explore & Experience Science 6 The Science Connection 5
3. Textbook pages Science Links 6 p.335-336 pp 248-251 pages 163-164

4. Additional materials from Manila Paper , lamp shade,

LRMDS portal outlet
B. Other Materials 1. EASE Physics. Module 16.
2. OHSP. Module 16. 3. BEAM IV.
Unit 3. And there was Light.
Activities 3.1B and 3.4A. August
2009.
4. BEAM IV. Unit 4. 9 Electrical
Energy Generation. Electrical
Energy. September 2008.
 5. BEAM 5. Unit 5. 11 Electric
Circuits. Distance Learning
Modules. DLP 35. 6. BEAM 5. Unit 5.
11 Electric Circuits. Distance
Learning Modules. DLP 34. 7.
Science and Technology IV:
6. Science Links 6. p.51-54
6. Sci-Tech Wonders 6 p.206
IV. PROCEDURES
The Teacher asks How does friction Review: Put a check (/) on the
affects the movement of different Define what is transformation of materials that undergo
objects? energy. Give examples of electrical to sound energy and
transformation of energy. cross (X) if they are not.
A. Reviewing previous lesson or What are the different forms of 1.turning on the radio
presenting the new lesson energy? 2.hitting the cymbals
3.plucking of electric guitar
4.blowing of trumpet
5.turning on electric fan

The teacher asks: Do you have television at home ? How do we use electrical
B. Establishing a purpose for the What are the forms of energy? How is energy transform from one How will you operate the energy everyday?
lesson What is energy transformation form to another? television ?

The teacher will show a video clip Setting the Standards in doing the Group Activity
C. Presenting examples/ showing different appliances that Activity Group Reporting
instances of the new lesson uses electricity. Group Activity
Group Reporting
D. Discussing new concepts and Do the activity Questions: 1. What happen when
practicing new skills #1 Observe how energy is transformed What are the appliances you see? you plug-in the
in the different objects when they How do they work? lampshade into the
work; How do they produce sounds?
outlet?
a. television
2. What is produced?
b. oven toaster
c. door bell 3. How does light
d. washing machine produced in the
electric fan activity?
4. Does light have any
relation to electrical
energy?
5. What have happened
in terms of energy
transformation in the
 activity?
6. How is light created
and produced?
7. How does energy
transformation affect
our life?
8. How important is
electrical energy in
our life?
9. How do we benefit
from energy
transformation?

Students present their output on Group Activity:

the activity. The teacher will give The students will be grouped into
E. Discussing new concepts and
feedback about the result. 5 and each group are assign to
practicing new skills #2
imitate an appliances that uses
electricity and produces sounds.
F. Developing mastery Answer the Guide Questions. Guide questions: When you plug-in the TV set to
(leads to formative assessment ) How electrical energy transformed an electrical outlet, what energy
What is energy transformation? into sound energy. transformation is this?

What is produced?

How is sound produced in the

activity?

When your cellular phone rang

what energy transformation does
it produced?
How is sounds produced?

How does transformation of

sounds affects your daily living ?

How important is sound energy

to us?

What activities at home needs

transformation of electrical
energy to sound energy?
 What are the materials that
undergo electrical energy to
sound energy transformation?

If you are given a chance to

transform electrical energy to
sound energy. What materials is
it and why?
Is energy transformation When a microphone converts When electricity flows through
G. Finding practical applications important? Why? Enumerate 5 things you see in our sound into electrical signals and a single wire that is very close
of concepts and skills in daily Barangay that uses electricity and send them to the amplifier. Can it to a second wire, separate
living being transformed into sounds. produce sounds and why? wire, you may visually see a
spark . Why?
Teacher asks what students learn Based on your answer, what are How is electrical energy How is electrical energy
H. Making generalization and about the activity. the things that uses electricity and transformed to sound energy? converted to light energy ?
abstraction about the lesson being transformed into sounds?
How did it happen?
I. Evaluating learning
The Teacher asks How does friction Answer the following questions:
affects the movement of different
objects? What energy transformation is
produced when you turn on the
J. Additional activities for
light lampshade?
application / remediation
Give at least 5 examples of
energy transformation from
electrical to light energy
V. REMARKS
VI. REFLECTION
______ of Learners who earned ______ of Learners who earned ______ of Learners who earned ______ of Learners who ______ of Learners who earned
A. No. of learners who earned
80% above 80% above 80% above earned 80% above 80% above
80% in the evaluation
______ of Learners who require ______ of Learners who require ______ of Learners who require ______ of Learners who ______ of Learners who require
B. No. of learners who require
additional activities for remediation additional activities for additional activities for require additional activities for additional activities for remediation
additional activities for
remediation remediation 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
caught up with the lesson the lesson the lesson up the lesson up the lesson the lesson
______ of Learners who continue to ______ of Learners who continue ______ of Learners who continue ______ of Learners who ______ of Learners who continue to
D. No. of learners who continue
require remediation to require remediation to require remediation continue to require require remediation
to require remediation
remediation
 Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning
___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture ___ Interactive Lecture
Demonstrations Demonstrations Demonstrations Demonstrations Demonstrations
The activity can be a classroom The activity can be a classroom The activity can be a classroom The activity can be a classroom The activity can be a classroom
experiment, a survey,a simulation experiment, a survey, a simulation experiment, a survey, a experiment, a survey, a experiment, a survey, a simulation
or an analysis of secondary data. or an analysis of secondary data. simulation or an analysis of simulation or an analysis of or an analysis of secondary data.
___Cooperative Learning ___Cooperative Learning secondary data. secondary data. ___Cooperative Learning
___Jigsaws ___Jigsaws ___Cooperative Learning ___Cooperative Learning ___Jigsaws
___Gallery Walks ___Gallery Walks ___Jigsaws ___Jigsaws ___Gallery Walks
___Fieldtrips ___Fieldtrips ___Gallery Walks ___Gallery Walks ___Fieldtrips
___Making notes from book ___Making notes from book ___Fieldtrips ___Fieldtrips ___Making notes from book
___Use of internet/audio visual ___Use of internet/audio visual ___Making notes from book ___Making notes from book ___Use of internet/audio visual
presentation presentation ___Use of internet/audio visual ___Use of internet/audio visual presentation
___Text books ___Text books presentation presentation ___Text books
___Investigations ___Investigations ___Text books ___Text books ___Investigations
___Models ___Models ___Investigations ___Investigations ___Models
___Demonstrations ___Demonstrations ___Models ___Models ___Demonstrations
E. Which of my teaching
Other Techniques and Strategies Other Techniques and Strategies ___Demonstrations ___Demonstrations Other Techniques and Strategies
strategies worked well ? Why
used: used: Other Techniques and Strategies Other Techniques and used:
did this work ?
___Manipulative Tools ___Manipulative Tools used: Strategies used: ___Manipulative Tools
___Pair Work ___Pair Work ___Manipulative Tools ___Manipulative Tools ___Pair Work
___ Explicit Teaching ___ Explicit Teaching ___Pair Work ___Pair Work ___ Explicit Teaching
___ Group collaboration ___ Group collaboration ___ Explicit Teaching ___ Explicit Teaching ___ Group collaboration
___ Carousel ___ Carousel ___ Group collaboration ___ Group collaboration ___ Carousel
___ Diads ___ Diads ___ Carousel ___ Carousel ___ Diads
___ Differentiated Instruction ___ Differentiated Instruction ___ Diads ___ Diads ___ Differentiated Instruction
___ Discovery Method ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Discovery Method ___ Discovery Method ___ Lecture Method
Why? Why? ___ Lecture Method ___ Lecture Method Why?
___ Complete IMs ___ Complete IMs Why? Why? ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Complete IMs ___ Complete IMs ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Group member’s
collaboration/cooperation in doing collaboration/cooperation in doing ___ Group member’s ___ Group member’s collaboration/cooperation in doing
their tasks their tasks collaboration/cooperation in collaboration/cooperation in their tasks
___ Audio Visual Presentation of ___ Audio Visual Presentation of doing their tasks doing their tasks ___ Audio Visual Presentation of
the lesson the lesson ___ Audio Visual Presentation of ___ Audio Visual Presentation the lesson
the lesson of the lesson
F. What difficulties did my
principal or supervisor can help __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
me solve ? __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
 __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

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