Content

I. Learning Objectives
a. Understanding of gravity and friction affecting movements of object.
b. Produce an advertisement demonstrating road safety.
c. Infer how friction and gravity affect movements of different objects.

II. Subject-Matter
Differentiating Frictional forces from gravitational force.

Science Concept:

Have the pupils construct and express their own understanding? They should
be able to say/ understand that:

Force is a push or pull.

The four basic forces are nuclear force of an atom, gravity, magnetism and
electricity.
Earth’s gravity accelerates all falling objects downward at the same rate.
But an object cannot really fall freely. Friction between it and air called air
resistance, acts against the gravity.

Materials: Chart, Graphic Organizers, milk / juice cartoon, straw, rubber

bands, chair, books, etc.
References: Curriculum Guide 6
S6FE-IIIa-c-1
Into the Future: Science and Health 6
Process Skills: observing, describing, explaining
Value Integration: Be Cautious (protect oneself from accident)

III. Learning Task

A. Engagement

1. Review
2. Health Inspection
3. Science News

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 Motivation

What do the pictures show?

What are the children applying to win the game?
How do the children’s movement differ?

1. Divide the class into three groups.

2. Ask the pupils on the difference between frictional forces and
gravitational force.
3. Present the graphic organizer (Tree Diagram) for their answers.
Pupils can copy this on the manila paper.

Difference on frictional forces

from gravitational forces

Have the pupils present their graphic organizer

4. Present the topic.

Refer the pupils to their answers in the graphic organizer.

Do you think there is difference between frictional forces and

gravitational force?

B. Exploration
1.Divide the class into small groups.
2. Introduce the lesson.
3. Check for the completeness of materials brought by the pupils
for the activity. Distribute also the activity sheet, manila paper and
marking pen.
4. Give other necessary instructions in doing the activity, the data
table to be accomplished, group presenter/member’s role/
responsibility, precautionary measures to take etc.)
5. Supervise the pupils while they are doing the activity.

Activity 1
Name the way by which you move the materials/ object on the table.

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Activity 2

Go to your school ground. Form two groups with six members each to play tug-of-
war. At a signal, pull each other’s group to your side.

In which direction does your body move?

Activity 3

Materials: rubber bands, milk/juice carton,straw

What to do:

1. Make a long chain of rubber bands.

2. Loop the rubber band chain around the juice or milk carton.
3. Gently pull the rubber band chain. Did the carton move?
4. Gradually pull more strongly until the carton starts to slide.
5. What are the factors that enable or prevent the carton from moving?
6. Try pulling other objects using the rubber band, like books, chairs, etc.
7. Based on the activity, what can you say about the relation between
weight and friction?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
_________________________________________________.

C. Explanation
Have the group representative present the results of the activity.
Two- minutes may be given per group presentation.
Discuss the activity. Check the pupil’s responses to the activity
questions.
Clarify misconceptions when needed.
Help the pupils formulate their own ideas/concepts by asking:

What made objects move?

What caused objects to change velocity?
What affected the movements of the object?
What can force do?

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 D. Elaboration

Have the pupils construct and express their own understanding? They should be able
to say/ understand that:

E. Evaluation
Choose the letter of the correct answer.

1. If you push a boy heavier than you, what will you need?
a. Lesser force
b. Equal force
c. Greater force
d. Same force
2. How much force should be applied on a small object?
a. Moderate amount
b. Great amount
c. Small amount
d. No amount
3. Which affects the motion of an object?
a. Force
b. Speed
c. Distance
d. Motion
4. What causes an object to move or change its position?
a. Force
b. Speed
c. Acceleration
d. Deceleration
5. You see a flag on a pole. A force is acting on the flag. Where is
it coming from?
a. Wind
b. Water
c. Gravity
d. Magnet

IV. Assignment

Make a comic strip on frictional force and gravitational force.

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 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Baras

Third Quarter Lesson Plan in Science VI

Week 4
Day 2-3 (2 Days)

Content

I. Learning Objectives:
a. Demonstrate understanding of how energy is transformed in simple machine.
b. Create a marketing strategy for a new product on electrical or light efficiency.
c. Demonstrate how sound, heat, light and electricity can be transformed.

II. Subject- Matter

Energy Transformation in Simple Machines
Science Concept:
Energy has different form, namely: chemical, mechanical, sound, electrical,
radiant, thermal, and nuclear energy.

Materials: EASE Physics Module 16

Chart, Pictures of:
Radio
A guitar/ukulele,
Toy Car
Matchstick
Television
Sun
Electric Fan
Realia, pin, pingpong ball, string, ruler

References: Curriculum Guide 6

Into the Future: Science and Health 6
Process Skills: observing, describing, investigating, explaining and communicating

Value: Appreciation of God’s Creation

III. Learning Task

A. Engagement
1. Science News
2. Weather Report
3. Health Inspection
4. Drill
Arrange the following letters in order to form a word.
1. Y ILE TICERCT –A stream of electrons made to flow in a conductor by
an electromotive force.
2. IWER- A piece of this is used for carrying electric current.
3. ODOCNUCTR- Something that conducts electricity
4. AEEGNROTR- a machine for changing mechanical energy into
electricity.

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 5. ROPWELPATN- these are also a falling and moving water used to
generate electricity.

Review:
What have you learned from our past lesson?

Developmental Activity
1. Motivation
Do you have electricity at home? How did you use it?

2. Presentation

Show pictures of different materials.

Present the word ENERGY.

What is energy?
Where do living things get their energy?

B. Exploration
1. Group the pupils.
2. Set the norms in performing the activities.
3. Perform the activities.
4. Supervise the pupils while performing the activity.

Activity 1
Materials:
Toy car, pin, ping pong ball, string and ruler
Procedure:
1. Wind up a toy and feel the spring coil gets tighter. Then release the toy.
Observe how the toy moves.

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 2. Prick the ping pong ball with a pin so you can tie it with a string. Tie one
end of the string to a ruler.
3. Now hold the ball to the farthest right and then release it. Observe its
movement.
Observartion:
 How did the toy car move after winding and releasing it?
 What caused it to move that way?
 What gave the ping pong ball energy to swing?

Activity 2

1. Strike a tuning fork hard against the edge of a wooden table several
times.
2. Observe what happens to the tuning fork.
 What was produced when the tuning fork struck the edge of the
table?
 Why do you think did this happen?

Activity 3
Turn on the switch of an electric fan.
 What makes the blades of the fan move?
 What energy does a moving thing move?
 Into what energy was the electrical change?

Activity 4
1. Light a matchstick.
2. Let it burn for a while.
 What kind of change occurred when the matchstick burned.
 What energy was given off by the burning matchstick?

(Note: The teacher will assign the materials to the pupilsa day before the
performance of the lesson.)
5.Appreciate the effort done by the pupils.
6. Ask a volunteer from each group to report their observations and the
answers to the guide questions.

C. Explanation
Ask:
a.What form of energy have you seen in the activities?
b.What are the ways by which we can produce sound?
c.How is electrical energy used in our homes?
d.Why heat energy is important?

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 D. Elaboration

Challenge yourself !

Have you seen a transfer of energy from one to another?

Electrical Energy
____________energy

____________energy

____________energy

IV. Evaluation

Choose the letter of the correct answer.

1. What form of energy is involved when you switch on the flashlight?

a. Light b. Chemical c. heat d. Nuclear
2. A dry cell is useless unless it is changed to____________
a. Electrical b. Nuclear c. Chemical d.
Potential
3. What iron is on, what energy changes are shown?
a. Electrical
b. Heat
c. Chemical
d. Potential
4. Which appliances below shows the transformation of electrical to heat
energy?
a. Electric stove
b. Sewing machine
c. Electric fan
d. Egg beater
5. What energy that makes us feel warm or hot.
a. Kinetic
b. Light
c. Heat
d. Sound

V. Assignment

Make a poster/drawings on different forms of energy.

60
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Baras

Third Quarter Lesson Plan in Science VI

Week 4
Day 4

Content

I. Learning Objectives:
a. Describe the uses of sound energy.
b. Create a sound vibration out the objects.
c. Demonstrate how sound beneficial to the people.

II. Subject- Matter

Sound Energy

Science Concept:

Sound energy is produced by a moving object.

Everything that can be heard is a sound. Anything that vibrates produces sound
energy.
Plucking, strumming, striking, blowing and hitting can produce vibrations.
Sound travel at different mediums. It travels faster in solids than liquids and gases.
Sound energy is very useful in radio, television, and alarms. And most importantly,
we can communicate and understand each other because of sound.

Materials:
Portable radio, guitar, tuning fork, whistle

References: Curriculum Guide VI

Into the future Science and Health 6
Process Skills: Observing, listening, explaining, demonstrating
Value integration: Appreciation of Sound Energy

III. Learning Tasks:

A. Engagement
1.Science News
2.Weather Report
3.Health Inspection

Motivation:

Do you love music?

Why do you enjoy listening music?
Do you have electricity at home? What instrument do you use to listen a
music?

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Present pictures to the class
.

What is sound energy? How is it formed and used?

B. Exploration
1. Give specific instructions to the pupils.
2. Monitor the pupils while they are performing the activity.
3. Activity

Activity 1
1. Strike a tuning fork hard against the edge of a wooden table several times.
2. Observe what happens to the tuning fork.
What was produced when the tuning fork stuck the edge of the table.
Why do you think did this happen?

Activity 2
Materials:
A small shoe box, rubber bands of different thickness

Do the following.

1 from thickest to thinnest and stretch

1. Arrange the rubber bands
them around an empty shoe box. Pluck them one at a time.
 Describe what happened to the rubber band.
 How was sound produced?
 Were the sounds produced the same? Why or why
not?

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 Activity 3
Materials:

One length of PVC ( 2 !/2 inches or 8 cm in diameter by 1 ½ feet or 50 cm)

Procedure:
Hold the pipe vertically in the middle with one hand and tap the top end with the flat
palm firmly, holding it against the tube. Ask students to listen carefully for the tone
that is produced.
1. Tap the end of the pipe again with the flat of your
hand, but this time release your hand immediately
after contact with the tube.
A different tune will be produced.
2. Keep alternating the kinds of tap.
 What are the different sounds that you
heard?
 Why did it happen?

3.Wrap up the materials used after the activity?

4. Organize the answers for the presentation of outputs.

C. Explanation

What are the ways by which we can produce sounds.

What are the mediums used to make the sound travel?
What are the uses of sound energy?

D. Elaboration

Challenge the pupils on how the sound energy beneficial to every life.

E. Evaluation

Identification. Choose the best answer from the box below.

Sonar solid gas

Sound energy whistle

_________1. An energy produced by a vibrating object.

_________2. A medium in which sound travels poorly.
_________3. An object which can produce sound and used to give a warning
or signal.
_________4. A state of matter in which sound travels the fastest.
_________5. An echo-sounding device used to locate sunken ships, school of
flashes and other solid objects underwater.

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IV. Assignment

List down 5 examples of sound. Tell how each help/benefits us.

Sound Benefit
Ex. Orchestra music Music appreciation and
entertainment.

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 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Rizal
District of Baras
Third Quarter Lesson Plan in Science VI
Week 4
Day 5

Content

I. Learning Objectives:
a. Demonstrate how sound energy transformed to another form of energy.
b. Create a marketing strategy for a new product on electrical or light efficiency.

II. Subject- Matter

Sound Energy to Other Forms of Energy

Science Concept:
There are different forms of energy. Energy transformation takes place when
it was used. Examples: a cellphone will produce sound when it is opened but the
energy also transformed to light or heat energy

Materials:
Pictures, Chart, real objects(cellphone, laptop)

References: Curriculum Guide VI

Into the future Science and Health 6
Process Skills: Observing, listening, explaining, demonstrating
Value integration: Appreciation of Different Forms of Energy

III. Learning Tasks:

A. Engagement
1.Science News
2.Weather Report
3.Health Inspection
Review
What have you learned from yesterday’s lesson?

Motivation:

65
 How do sound energy give value to these materials?
Why it is important?
Do we need that sound energy aside from the other?

B. Exploration
1. Give specific instructions to the pupils.
2. Monitor the pupils while they are performing the activity.

3.Activity

Activity 1
1.Turn the computer. Watch a video presentation.
2.Observe what energy transformation takes place.
What was produced when the computer was turned on.
Why do you think did this happen?

Activity 2
Materials:
A cellphone.

Do the following.

2. Turn on your cellphone 1and try to make a call to your classmate.

 Describe what energy is released when it is on.
 How was sound produced?
 Were the sounds produced the same? Why or why
not?
 What energy transformation takes place while it is
used?

3.Wrap up the materials used after the activity?

4. Organize the answers for the presentation of outputs.

C. Explanation

Why do sound energy transformed to other form?

How it was done?
Do you think they are all important?

D. Elaboration

Make a comic strip showing energy transformation. (sound energy- other form of
energy).

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E. Evaluation

Make a short essay on the importance of energy transformation from

sound to other form of energy.

IV. Assignment

Make a short drama or skit showing the proper use of cellphone/computer

as a pupil,
Note: The teacher will emphasize the importance of energy transformation.(sound-
another form of energy)
Prepared by:

ALVIN B. DIGAL
Teacher I, Pinugay ES
Baras District
Checked by:

RICHARD Y. BIANES
HT III - Baras District Science Consultant

NOTED:

DR. AILEEN E.VOCAL

EPS I, Division Science Coordinator
Division of Rizal

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