School: PLTMES Grade Level: VI

GRADES Teacher: ROCHELLE U. CENIZAL Learning Area: SCIENCE

1 to 12 Teaching
DAILY Dates
LESSON LOG and
Time: November 19, 2019 Quarter: 3RD QUARTER

I. OBJECTIVES
The learners demonstrate understanding how energy is
A. Content Standards transformed
The learners should be able to create a marketing strategy for a
B. Performance Standards new product on electrical or light efficiency
C. Learning Competencies/ The learner should be able to demonstrate how sound, heat, light
Objectives and electricity can be transformed
Write the LC code for each
II. CONTENT
ENERGY TRANSFORMATION
S6FEIIId-f-2

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
Pass the ball. When the music stops, pupils will get pictures in
the box and tell what type of energy is that.
Show a picture of a man moving
1. What can you say about the picture?
2. What makes a man moving?
3. Where do we get this energy?
4. How long does your food digest in your stomach and used as
energy? If you eat at 6 in the morning, what time does the food is
fully digested?
4. What do you call this kind of process?
Set up a student centered station lab and allow the pupils to
explore energy transformations.

Station 1: Watch it – At this station, pupils will be watching a

short video explaining energy. Pupils will then answer questions
related to the video.
Station 2: Illustrate it – Pupils are to draw their knowledge of
energy transformations
Station 3: Organize it – Pupils will match the sets of cards.

D. Discussing new concepts
E. Continuation of the discussion of
new concepts (leads to Formative
Assessment 2)
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Cards include objects and energy transformations that the pupils
will work to determine which would be much
Station 4: Read it –This station will provide pupils with a one
page reading about energy transformations. There are follow up
questions that the pupils will answer to show reading
comprehension of the subject
Station 5: Manipulate it – Pupils will be given different object
to operate and answer related questions
1. Based on the activity, what do you mean by energy
transformation?
2. What are the different types of energy that can be converted?
3. What is an example of potential energy being transformed into
kinetic energy?
4. What is the usual product of energy transformation?
5. How does energy transformation happen?
6. Why do you think energy transformation is important?
Energy Flows
How can you use the energy in sunshine to make music?
Put the correct objects in sequence to make the energy flow
What is energy transformation?
Choose the letter of the best answer.
1. Which of the following show that the electrical energy
transformed into heat energy?
a. light candle b. glue gun c. flashlight d. telephone
2. Which of the following shows the mechanical- sound energy
change?
a. rice cooker b. alarm clock c. flat iron d. oven toaster
3. What energy transformation is present in microwave oven?
a. electric energy to chemical energy
b. electric energy to nuclear energy
c. electrical energy to mechanical energy
d. electrical energy to heat energy
4. Which of the following is a by-product of energy
transformation
a. heat b. light c. sound d. electricity
5. When does a form of energy become useful to us?
a. when it is a conserved or saved
b. when it is stored in chemical energy
c. when it is changed into another form
 d. when it is released into the atmosphere

J. Additional activities for List 5 objects and tell how energy transform
application or remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?