Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________

ALTERNATIVE CLASSROOM OBSERVATION

Detailed Home Learning Plan
School Year 2021 – 2022

Name of Teacher / Master Teacher

School
District
SUBJECT / Grade Level SCIENCE 6
Changes On The Earth’s Surface
TOPIC / SIM Number 1. Describe the changes on the Earth’s surface as a result of
earthquakes and volcanic eruptions. (S6ES-IVa-1)

Date of Learning Delivery

Earthquake is the shaking of the surface of the Earth resulting from a

Science Concept sudden release of energy in the Earth’s lithosphere that creates seismic
waves. And a volcano is a mountain with openings in Earth’s crust.

Science Processes Identifying, Analyzing, Describing, Explaining

Value Infusion Teamwork and Cooperation

Integration
Solar System – Science 6 quarter 3 sim 8
within Learning Area

Interdisciplinary Content
ART, English – role playing
(across Learning Area)

LEARNING TASKS
Specify the point of utilization/implementation of INDICATORS 1, 2, 3, 4 & 5 in the SLM/SIM USED.

TASKS
Learning Material/s Utilized
Details (Expected Learner’s Activity)
Indicator 4 Establish safe and secure learning environments to enhance learning through
the consistent implementation of policies, guidelines and procedures.
Good morning class, before we’ll start our lesson proper, let us always keep in mind to follow the
required health protocols as you enter our school and our classroom. Don’t forget to do the
following:
 Write your name on the logbook using your own ballpen.
 Wash your hands thoroughly using soap and running water. Apply alcohol afterwards.
 Take your temperature and indicate it in the health declaration form.
 Follow the signage. Should your temperature be higher than 37.0 degrees, proceed to
the isolation area and take a rest for a while. Then take your body temperature again.
 Always wear your mask and maintain social distancing.

Indicator 1: Integration within the learning area

Indicator 2 Display proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning (Unlocking of difficulties) PowerPoint, worksheets, Tarpapel,
I. Elicit (Review of the previous lesson): SIM

Teacher will show pictures to the pupils. The pupils are then asked to reveal the hidden terms
through crashing the aliens. The aliens are letter x, y and z. The terms that will be revealed were
the terms from the previous lesson.
a. Xyexxayrzzth (Earth --- mao kini ang atong kalibutan)
b. rxyozzcxyksz (rocks --- mga bato)
c. xxpyxylaxynzxetzxys (planets --- mga planeta)
d. xxozrygaxyznyizszzmz (organisms --- mga organism o mga binuhat na nay kinabuhi)

II. Engage:

The class will be divided into 3 groups.

Indicator 4 Establish safe and secure learning environments to enhance learning through
the consistent implementation of policies, guidelines and procedures.

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 Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
Indicator 5 Maintain learning environments that promote fairness, respect and care to
encourage learning

Indicator 6 Maintain learning environments that nurture and inspire learners to

participate, cooperate and collaborate in continued learning.

During group activity, everyone should follow GROUPS

G – give thoughtful feedback
R – respect others and their thoughts
O – on task all the time
U – use soft voices. No shouting please
P – participate actively
S – stay within your group

Indicator 3 Use effective verbal and non-verbal classroom communication strategies to

support learner understanding, participation, engagement and achievement.

Should you have any questions regarding your activity, please raise your hand.

Activity: Modeling Plates

After performing the activity, the pupils will be able to:
1. Determine where earthquake usually occurs.
2. Explain how earthquake occurs.
3. Describe the changes on the Earth’s surface as a result of earthquakes.

Each group will have the following materials:

Large basin with water o palangganang dako na adunay tubig sulod
2 waterproof cards as plates o duha ka-baraha

Procedure:
Group 1:
1. Before testing the plate movements, describe what you think will happen when you pull
the plates (waterproof cards) apart.
2. Very slowly, push down and gently slide the two plates apart.
3. Record what happened on your worksheet.

Group 2:
1. Before testing the plate movements, describe what you think will happen when you push
one plate under the other.
2. Very slowly, push one plate down and under the other plate.
3. Record what happened on your worksheet.

Group 3:
1. Leave a small space between the plates.
2. Push down on the plates so a bit of magma comes up between.
3. Put a few small pebbles on the magma in between the plates.
4. Describe what you think will happen when you slide the plates in opposite directions
alongside each other.
5. Gently slide the plates in opposite directions alongside each other.
6. Record what happened on your worksheet.

Questions:
1. What happened to the waterproof cards as you move them?

Indicator 3 Use effective verbal and non-verbal classroom communication strategies to

support learner understanding, participation, engagement and achievement.

The teacher will call one representative from each group to share the group’s answer to the
question in the activity. Encourage them to give “isang bagsak” to each representative that
participated in the activity.

After all the groups have shared their answer, the teacher will do the processing of the activity.

III. Explore (Group Activity):

Indicator 4 Establish safe and secure learning environments to enhance learning through
the consistent implementation of policies, guidelines and procedures.

Indicator 5 Maintain learning environments that promote fairness, respect and care to
encourage learning

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 Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
Indicator 6 Maintain learning environments that nurture and inspire learners to
participate, cooperate and collaborate in continued learning.

During group activity, everyone should follow GROUPS

G – give thoughtful feedback
R – respect others and their thoughts
O – on task all the time
U – use soft voices. No shouting please
P – participate actively
S – stay within your group

Activity: Lemon Volcanoes!

After performing the activity, the pupils will be able to:

1. Explain how volcanic eruption occurs.

Materials:

Lemon
Lemon juice (from 1 or 2 other lemons)
Baking soda
Popsicle stick
Tray or dish
Food coloring
Dish soap

Procedure:
1. Prepare the lemon by rolling it on the counter. This will help loosen the juice inside.
2. Have an adult cut off the bottom of the lemon to make it flat. This is so the lemon will
stand up without flopping over or rolling away. Try not to cut into the flesh of the lemon or you
may end up with a leaky volcano.
3. The adult will then cut into the top of the lemon to make a hole. This is now your
volcano.
4. Place your lemon volcano onto your tray. Use the popsicle stick to squish and squash
the lemon pulp to release the juice. Scrape the sides along the inside of the lemon, but try not to
puncture the bottom.
5. Squeeze a few drops of dish soap into your volcano. This isn’t necessary but will make
your volcano bubbly.
6. Add a few drops of food coloring to your volcano. This isn’t necessary either, but adds a
little extra pizzazz to the experiment.
7. Add a teaspoon of baking soda to the lemon to activate your volcano. Watch it foam up
and come to life!
8. Use your popsicle stick to mix the lemon juice up a little more. Sprinkle in more baking
soda once your volcano slows down.
9. Add in the extra lemon juice to reactivate your volcano after it settles down again. Have
fun experimenting with the lemon juice and baking soda, adding a little at a time.

Question:
1. How is you’re activity related to volcanic eruption?
2. What have you noticed after the volcano erupted?
3. How do you think will it affect the earth’s surface?

IV. Explain

Indicator 3 Use effective verbal and non-verbal classroom communication strategies to

support learner understanding, participation, engagement and achievement.

The teacher will call one representative from each group to share the group’s answer to the
question in the activity. Encourage them to give “isang bagsak” to each representative that
participated in the activity.

After all the groups have shared their answer, the teacher will give follow up discussion about
volcanic eruption and the changes on the earth’s surface after the eruption.

V. Elaborate (Generalization)

The teacher will give an additional input about the subject matter.

Indicator 3 Use effective verbal and non-verbal classroom communication strategies to

support learner understanding, participation, engagement and achievement.

Next, answer Activity 2 in a ¼ sheet of paper. Don’t hesitate to raise your hand if you have

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 Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________
questions regarding the activity.

VI. Evaluate (Role Playing)

Indicator 1: Integration across the learning area (interdisciplinary action)

Indicator 5 Maintain learning environments that promote fairness, respect and care to
encourage learning

Indicator 6 Maintain learning environments that nurture and inspire learners to

participate, cooperate and collaborate in continued learning.

Indicator 8 Design, adapt and implement teaching strategies that are responsive to
learners with disabilities, giftedness and talents

With the same group, each group will show different scenarios:
Group 1: Before and after earthquake happens.
Group 2: Before and after volcanic eruption happens.
Group 3: Easy Volcano Hat (for slow learners)

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 Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________

Materials:
 Paper plate
 Brown paint or brown colored paper
 Red and yellow colored paper
 Scissors
 Glue

1. Take your paper plate and cut straight up the middle, stopping at the center of the
plate. Then cut a 1 inch circle out of the center. Fold one edge of the plate over the
other, forming it into a wide cone. Place some glue along the edge, and glue it down to
secure.

2. Now take your scissors and trim off the excess plate from the inside, and gently push
the cone into a nice round shape.
3. Then twist a couple inches of one end of the strips together. Trim the loose ends of the
strips at different lengths. Then put the twisted end into the top of the volcano, so just
the loose ends are coming out. Flip it over to see the inside.
4. Place a line of glue down the inside, and glue down the twisted end. Flip it back over,
and you’ll see the tissue paper lava coming out of the top of the volcano!
5. And you’re all done!! You can even set a few pieces of extra red tissue paper around the
base to look like a lava pool.

Rubrics:
Content/Relevance- 50 pts.
Discipline- 25 pts.
Teamwork - 25 pts
Total - 20 pts.

VII. Extend

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 Republic of the Philippines
Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
_________________________________________________________________________________

Indicator 9 Adapt and use culturally appropriate teaching strategies to address the needs
of learners from indigenous groups

Assignment:

Our municipality is very rich in Subanen culture. Ask your Subanen family members or friends
about the Subanen term of the following:
1. Volcano
2. Earthquake
3. Land

NOTE: Use additional sheets if necessary)

NOTES:
1. Distribute a copy of this Detailed Home Learning Plan LEARNING TASKS to the learner.
2. Attached this to the SLM/LAS utilized for this lesson.

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