Date: December 6, 2018
School: Santolan Elementary School
DAILY LESSON PLAN
(DLP)
I.LEARNING
OBJECTIVE
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II.LEARNING CONTENT
(Subject Matter)
III.LEARNING RESOURCES
(Reference/s)
A. Teacher’s Guide pages
B. Learner’s materials pages
C. Textbook pages
D. Additional materials from
learning resource (LR) portal
E. Teaching Strategies
Value Focus:
IV.LEARNING PROCEDURE
A. Elicit
(Reviewing Previous Lesson/s
or presenting the new lesson)
B. Engage
(Establishing purpose for the
lesson)
Grade Level: Six
Teacher: Elizabeth D. Mendoza Learning Area: Science IV Quarter III
Section / Time : Checked by:
10:40-11:30 St. Jude Mr. Christopher Mendoza
12:00-12:50 St. Matthew Master Teacher In-Charge
12:50-1:40 St. Paul
The Learners should be able to demonstrate and understand how energy is
transformed in simple machines.
The learners should be able to construct simple machine
Manipulate simple machines to describe the characteristics and uses ( S6FE-IIIe-d-1)
Specific Objectives:
At the end of the teaching-learning activity, at least 75% of the learners should be able to:
 Identify the different types of simple machine
 Describe the different types of simple machines
 Appreciate the uses of simple machine
Different Kinds of Simple Machine
The New Science Links Work text in Science and Health 5, Evelyn et. al.,pp. 352- 353
Real- Life Science 6, San Pablo, J.H. 376-377
https://www.havefunteaching.com/product/worksheets/science-worksheets/energy-
worksheets/simple-machines-worksheet-1/
http://idahoptv.org/sciencetrek/topics/simple_machines/facts.cfm
real object, chart, power point, activity sheet
Chart, Power Point, Activity Sheet,
Show me Board, Video Clip Presentation,
Cooperative Group, Differentiated Activity, Constructivism Strategies
Cooperation
Teacher’s Activity Learners Activity
Look at different devices that form an
electrical and tell what other forms of Answer:
energy can convert 1. Mechanical- electrical
1. 2. Electrical- light
4. 3. Electrical-mechanical
4. Light- chemical
5. Mechanical-chemical
2.
5.
BINGO-MACHINES
Mechanics: Guide Questions:
1. The teacher group the class into four 1. What are those objects presented?
groups. Each group will be given a 2. What is a simple Machine?
Bingo cards with the different 3. What are the classifications of simple
pictures of tools and machines. machine?
2. The teacher will give the pattern
which the students need to complete.
3. Once the picture is shown in the
presentation the group who have
picture will be mark until such time
that the pattern presented are already
completed.
4. The group who able to complete will
say BINGO –MACHINES
 C. Explore
Presenting examples/ instances
of the new lesson
D. Explore
(Discussing new concepts and
practicing new skills #1)
This part is integrated to
Values. Group develops the
value of cooperation where
pupils given the opportunity
to interact with their peers.
E. Explain
(Discussing new concepts and
practicing new skills #2)
F. Developing Mastery
(Leads to Formative
Assessment)
G. Elaborate
(Finding Practical application
of concepts and skills in daily
living)
Group Activity: Each group will be given a
card to answer Guide Questions:
This activity talks about the different kinds of 1. What machines did Mendoza
simple machine that Mendoza family used to family use?
do in the household. 2. How the machines did make
the household easier?
1. My father is busy fixing the 3. What other simple machines
kitchen cabinets. He pulls out a do you commonly use in your
nail using a hammer. The hammer home?
is an example of a lever. 4. How do machines help you?
2. Mother is preparing lunch. She
slices the beef meat with a knife.
The knife is an example of a
wedge.
3. My brother is helping father. He
turns a screw using a screw driver.
The screw driver is an example of
wheel and axle.
4. My sister is gathering the toys.
She carries them to the children’s
room upstairs. The stairs are
example of an inclined plane.
Group Reporting/ Presentation of the Output
(Sharing of Result)
Guide Questions:
1. How do Machines help us?
2. How are machines important to
people?
Discovering Simple Machines
Instructions: Please fill in the table with the
needed information
INQUIRY BASED LEARNING APPROACH as a
method of instruction it starts by posing
questions, problems or scenarios—rather than
Group Reporting/ Presentation of the Output simply presenting established facts or
(Sharing of Result) portraying a smooth path to knowledge.
Write the kind of simple machine found in
each of the following:
1. Ferris wheel
2. Non-digital clock
What do you use when you want to cut paper,
open bottle, or slice a piece of fruit?
How do different materials you use help you?
 How do simple machines help you in
finishing tasks at home?

H. Making Generalizations Guide Questions: *Students share their answers orally.

and abstractions about the 1. What are simple machines?
lesson
2. How do you describe simple
machine?
Background Information of the Teacher
 Machines are used to
transform, transfer energy,
multiply speed or force, and
change the direction of the
force.
 Simple machines do work in
one movement or a one-type-
of work easing device.
Machines can be classified as
simple machines and
compound or complex
machines. Simple machines
are simple are simple tools that
multiply the amount of force
to make work easier.
Compound machines consist
of two or more simple
machines. Bicycles and sewing
machines are examples of
compound machine.
I. (Evaluating Learning) Direction: Unscramble the letter to form a
word describing simple machines This part integrates ENGLISH as it focus on
VEREL the comprehension level of the learners.
1. It is a straight bar that is used to push, pull
and lift thing.
LLYEUP Answer:
2. It is a kind of wheel that is generally used 1. LEVER
to change the direction or point of application 2. PULLEY
to increase the applied force. 3. SCREW
WSCER 4. WEDGE
3. It is a form of inclined plane that is 5. INCLINED PLANE
wrapped around a central shaft. 6. WHEEL AND AXLE
EDGWE
4. It is a double inclined plane that is
sharpened to an end.
CINLNDE AINLP
5. It is a simple machine that has a sloping
surface.

EEWHL LXAE
6.It has the same appearance with a pulley,
but it has a wheel that is fixed to the axle.

Evaluation 2 Analyze the questions. Choose the Best Answer:

answer. 1. C
2. B
1. When you pull down the rope of a flag, 3. C
the flag goes up the pole. What does a 4. A
pulley do? 5. C
A. It reduces friction
B. It increases speed
C. It changes the direction of force
D. It lessens effort
 2. What kind of simple machine is a
bicycle?
A. Lever
B. wheel and axle
C. Inclined plane
D. wedge
3. Which is described as a wheel with a
rope moving over it?
A. Screw
B. Wedges
C. Wheel and axle
D. pulley
4. Which mechanic tool is a screw?
A. Bolt and nut
B. block and tackle
C. Needle and thread
D. push cart
5. In which part of the wheel and axle do
you apply the effort?
A. Wheel
B. Fulcrum
C. Axle
D. knob

1. Extend Enhancement
(Additional List down simple machines use at home,
activity/homework)
categorize according to kinds of simple
machines
Reinforcement
Make a simple inventions using the concept of
simple machines
Remediation
Make a brochure of the simple machines used
in our daily activity
Remarks

Reflection

No. of learners who earned 80% in ________# of learners who earned 80% and above
the evaluation
No of learners who require
additional activities for remediation ________# of learners who require additional activities for remediation
who scored below 80%
Did the remedial lesson work? No ________ Yes ________ No
of learners who have caught up ________# of learners who caught up the lesson
with the lesson?
No of learners who continue to ________# of learners who continue to require remediation
require remediation.
Which of my teaching strategies ___Experiment ___Role Play ___Collaborative Learning
work well? Why did these work? ___Lecture ___Discovery Why?____________________Complete IMs
What difficulties did I encounter ___Bullying among pupils ___Pupils’ behavior/attitude
which my principal or supervisor ___Colorful/Ms ___Unavailable technology equipment (AVR/LCD)
can help me solve? ___Science/Computer/Internet lab
What innovation or localize ___Localized videos ___Making big books from views of the locality
materials did I use/discover which I ___Recycling of plastics for contemporary arts
wish to share with other teachers? ___Local music composition
Prepared by: ELIZABETH D. MENDOZA
Science Teacher
 (For KRA 3, Objective 7)

The teacher planned, managed and implemented

developmentally sequenced teaching and learning
process to meet the curriculum requirements and
varied teaching context.

The teachers used the unpacked learning

competencies given by the Division of Pasig City.
As stated, the concept is within the scope of Force
and Motion covering the Third Quarter.

As stated in the unpacked competencies anchored

with DepEd mandated K-12 Curriculum. The
teacher discussed the concepts as the learners are
expected to manipulate simple machines to
describe their characteristics and uses.

The teacher used power point

presentation which is a simple integration of
ICT. Activities presented on the slides were
also integrated in other learning areas.
A manipulative material was utilized to
develop intensive learning towards the
concept presented.
 (For KRA 3, Objective 8)
After the delivery of the lesson to the
learners, Master Teacher in-charge conducted a
post conference and evaluation on the delivery
of the instruction. Discussion on the good
points and for improvements are presented.
Affirmation to the teacher was also
manifested. It is evident that teaching is a two
way process, that to be able to make it effective
there should have acceptance for the concepts
that needed to improve. Enrichment of teaching
practice was discussed for the effective delivery
of the lesson.