School

Learning
Grade Level SIX SCIENCE
Area:
Teacher Quarter: 4th QUARTER
6 DAILY Darwin 7:00 – 7:50
Teaching
LESSON JANUARY 31,
PLAN Date and Newton 12:30 - 1:20 Checked by:
2019
Time

THURSDAY
I. OBJECTIVE/S The learners demonstrate understanding of the effects of earthquakes and
A. Content Standards volcanic eruption.
The learners should design an emergency and preparedness plan and kit. ň
B. Performance Standards
The learners should be able to…
describe the changes on the Earth’s surface as a result of earthquakes and
volcanic eruptions;
6ES-IVa-1
C. Learning
Competencies/Objectives Unpacked Competencies:
Write the LC for each  Tell precautionary measures before, during and after an earthquake.
 Appreciate the importance of precautionary measures before, during
and after an earthquake.
 Make a poster on precautionary measures before, during and after an
earthquake.
II. CONTENT Precautionary measures before, during and after an earthquake
III. LEARNING RESOURCES
A. References
1. Teachers Guide pages K to 12 Curriculum Guide p. 99 of 203
Workbook on Science6-p.110-111(Practices Precautionary Measures before,
2. Learners Materials pages
during and after volcanic eruption)
Real Life Science 6 pp. 419 – 421
3. Textbook pages The New Science Links 6 pp. 400 -401
Cyber Science pp. 262-268
4. Additional Materials from http://www.geo.mtu.edu/UPSeis/bda.html
Learning Resource Portal
B. Other Learning Resources Pictures, videos and powerpoint presentation
IV. PROCEDURES

Review:
There are certain changes in the environment that brought good and bad
effects, right?
Let us identify if the following is a good or bad effect. Just say the word
“Hooray!” if it is a good effect and say, “Hip Hip!” if it is a bad effect.
1. Smoke from motor vehicles.
2. Radio, television and telephones that make individual in touch
3. Acid rain
4. Polluted air and water
5. Electricity which keep our environment bright at night.
A. Reviewing previous lesson or
presenting the new lesson
Elicit Drill: (Game)
Shake it…. Shake it… Action!
In each pair of rows, have a representative who will shake the box to
reveal the hidden word and pass it to their groupmates by making an
action. The last person will say the word by guessing the action.
Row 1: Drop
Row 2: Cover
Row 3: Hold
Row 4: Alert!
 ACROSS THE CURRICULUM (A.P.)
Class, do you still remember the places in the Philippines who have hit
by an earthquake?
Show pictures of different places in the Philippines that had experiences
earthquake.

B. Establishing a purpose for CASIGURAN Earthquake MORO GULF Earthquake BOHOL Earthquake
the lesson (1968) (1976) (2013)
Engage

LUZON Earthquake (1990)

- What happen to the life of the people in that place?

- How about the building and structures?
- So, what should we do to be safe if there is this kind of disaster happen
in our place?

C. Presenting Show different pictures of what to do before, during and after an earthquake.
examples/instances of the new
lesson
Engage

Questions:
1. What do these pictures tell us?
2. Why is there a need to perform an earthquake drill?

Before we proceed, what is meant by the word PRECAUTIONARY?

Precautionary means:
- A measure taken beforehand to prevent harm or secure
good.
D. Discussing new concepts Precautionary Measures:
and practicing new skills #1 What will you do before an earthquake occur?
Explore - Make sure you have a fire extinguisher, first aid kit, a
battery-powered radio, a flashlight, and extra batteries at
home.
- Learn first aid.
- Learn how to turn off the gas, water, and electricity.
- Make up a plan of where to meet your family after an
earthquake.
- Don't leave heavy objects on shelves (they'll fall during a
quake).
- Anchor heavy furniture, cupboards, and appliances to the
walls or floor.
- Learn the earthquake plan at your school or workplace.

What will you do during an earthquake?

- Stay calm! If you're indoors, stay inside. If you're outside,
stay outside.
- If you're indoors, stand against a wall near the center of the
building, stand in a doorway, or crawl under heavy
furniture (a desk or table). Stay away from windows and
outside doors.
- If you're outdoors, stay in the open away from power lines
or anything that might fall. Stay away from buildings (stuff
might fall off the building or the building could fall on
you).
- Don't use matches, candles, or any flame. Broken gas lines
and fire don't mix.
- If you're in a car, stop the car and stay inside the car until
the earthquake stops.
- Don't use elevators (they'll probably get stuck anyway).
What will you do after an earthquake?
- Check yourself and others for injuries. Provide first aid for
anyone who needs it.
- Check water, gas, and electric lines for damage. If any are
damaged, shut off the valves. Check for the smell of gas. If
you smell it, open all the windows and doors, leave
immediately, and report it to the authorities (use someone
else's phone).
- Turn on the radio.
- Stay out of damaged buildings.
- Be careful around broken glass and debris. Wear boots or
sturdy shoes to keep from cutting your feet.
- Be careful of chimneys.
- Stay away from beaches. Tsunamis and seiches sometimes
hit after the ground has stopped shaking.
- Stay away from damaged areas.
- If you're at school or work, follow the emergency plan or
the instructions of the person in charge.
- Expect aftershocks.

HOTS QUESTIONS:
1. What would you do if an earthquake occurs?
2. How can further loss of lives be prevented before, during, and
after volcanic eruptions?
3. What must you do when volcanic eruptions occur during and
 after they happen?
4. Why do some people ignore these precautionary measures?
5. How will you show your appreciation of having the knowledge
about precautionary measures before, during and after an earthquake?

Differentiated Activity:

The teacher will divide the class into 4 groups and show them some “Standards
for Group Work”.
House Rules/Standards/Guidelines:
(Follow the mnemonic/memory device)
G- Give thoughtful feedback
R- Respect others & their thoughts
O- On task all the time
U- Use soft voices
P- Participate actively
S- Stay with your group

Rubrics in Participation/Group Activities:

POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
task, good followers only
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities

Instruction:
E. Discussing new concepts and You will be given only 5 minutes to do the task. Group leaders please get your
practicing new skills #2 materials in front.
Explore
ACTIVITY
I. Objective: Enumerate what to do before, during and after earthquake
II. Problem: What to do before, during and after earthquake?
III. Materials: activity sheet, manila paper, pentel pen
IV. Procedures:
a. Group pupils into four groups.
d. Distribute the activity cards.
e. Answering the activity cards.
Group 1-Draw the things needed to be prepared before an earthquake
happens.
Group 2- Role play what you are going to do during an earthquake.
Group 3- Using a graphic organizer, present what you are going to do after an
earthquake.
Group 4- Make a song about being ready and prepared for an earthquake.

f. Group presentation.
(Not to exceed 2 minutes for each group presentation)
V. Conclusion:
Is it good that one should practice these precautionary
measures?
Why is there a need to be always prepared?

F. Developing mastery (Leads ACROSS THE CURRICULUM (Health),

to formative assessment) LITERACY AND NUMERACY
Explain
- Show samples of mask.
 - Do you buy these materials?
- How much is each of this?
- What is the use of these?
- How important are these during/ after volcanic eruption
VALUE FORMATION:
--What should you do if you are giving warnings during calamities?

Relevant Issue: Can we really prepare for the “Big One”?

According to the Metropolitan Manila Earthquake Impact Reduction
G. Finding practical Study (MMEIRS), a 7.2-magnitude earthquake from the west valley
applications of concepts and fault will result in the collapse of 170,000 residential hoses and death of
skills about the lesson 34,000 people.
Elaborate To help people be aware on this issue, design a poster about being
ready and prepared for the “Big One”. Take a picture of your work and
upload it later on facebook.
- When the news says that there is a sign of an earthquake, what must we
practice before, during and after an earthquake?
Write your answer in the box provided below.
H. Making generalizations and
abstractions about the lesson Before During After
Elaborate

Choose the letter of the correct answer.

1. Who of the following practices precautionary measures DURING the
occurrence of an earthquake?
a. Mang Carlo go fishing.
b. Aling Amparo stay under the strong table
c. Aling Cristine use elevator to go outside the building
2. Which of the following activities practices precautionary measures
BEFORE an earthquake occur?
a. Mang Rey anchor heavy furniture, cupboards, and appliances to the
walls or floor using bolts
b. Nena puts all heavy thing in her cabinet.
c. Mommy Ella leave the LPG tank open after cooking food.
3. After the occurrence of an earthquake, which precautionary measures
should be taken?
I. Evaluating Learning
a. Gerald play hide and seek with his friends at the tall building
Evaluation
b. Mico stops her car under the electric post
c. Dominic and his friends follow the instructions of the person in
charge.
4. Your family planned an out of town trip. On your way you and your
family feel the sudden shaking of the road. What should you do?
a. Your family stops the car in an open area that is free from falling
things.
b. Your family proceeds to your destination.
c. Your family go to a hotel.
5. What can best help minimize the effects of an earthquake?
a. Forest
b. An earthquake preparedness
c. Seismograph

J. Additional activities for Cut –off reports about an earthquake that happen in our country, paste it on a
application or remediation bond paper.
Extend
Re-teaching Transfer of
Lack of Time lesson to the
V. REMARKS following day
No class Achieved

VI. REFLECTION THURSDAY

A. No. of learners who earned Darwin: ______of learners who earned 80% above
80% in the evaluation. Newton: _______of learners who earned 80% above
B .No. of learners who scored
Darwin: ______ of learners who require additional activities for remediation
below 80% ( needs
Newton: ______ of learners who require additional activities for remediation
remediation)
Darwin: ___Yes ___No
C. No. of learners who have ____ of learners who caught up the lesson
caught up with the lesson Newton: ___Yes ___No
____ of learners who caught up the lesson

Darwin ______ of learners who continue to require remediation

D. No of learners who continue Newton: ______ of learners who continue to require remediation
to require remediation
Strategies used that work well:
___Metacognitive Development: Examples: Self-assessments, note taking and studying
techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and
projects.
___Contextualization: 
Examples: Demonstrations, media, manipulatives, repetition, and local opportunities.
___Text Representation: 
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students
to use, and providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
E. Which of my teaching ___ Group collaboration
strategies work well? Why? ___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
collaboration/cooperation
in doing their tasks
___ Audio Visual Presentation
of the lesson
___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson.
F. What difficulties did I ___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the
lesson.
encounter which my
___Pupils were interested on the lesson, despite of some difficulties encountered in answering
principal /supervisor can help the questions asked by the teacher.
me solve? ___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.
Planned Innovations:
G. What innovation or localized __Contextualized/Localized and Indigenized IM’s
__ Localized Videos
materials did I use/discover
__ Making big books from
which I wish to share w/other views of the locality
teacher? __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
JANUARY 31, 2019
PERCENTAGE MASTERY Sections Frequency MPS Remarks
1 2 3 4 5 Proceed Enrich Other
 Darwin
Newton
Prepared By:

Ms. Sarah Jane O. Pelos

Checked By:

Science Dept. Coordinator

Noted By:

Lucia M. Llego
Principal