Detailed Lesson Plan in Science VI

School Grade Level VI

Teacher Learning Area Science
Date Quarter 3rd

I. Objectives
A. Content
Standards
B. Performance Standards
C. Learning Infer how friction and gravity affect movements of different
Competencies/Objectives objects. (LC:S6FE-IIIa-b-1)

A. Describe friction and its kind.

B. Recognize the importance of friction in our daily lives.
C. Perform the experiment activity properly and accurately.
II. Content FRICTION AND ITS KIND
III. Learning Resources
A. References The New Science Links: Worktext in Science and Technology for
Grade 6 pg. 309 – -316.
B. Other Learning Integrated Physics and Chemistry
Resources
IV. Procedure A B
ENGAGE Use the POE Approach (Predict-Observe-Explain)
PREDICT:
What will happen when we rub our hands together quickly?
- Our hands will get warm.

OBSERVE:
Lets’ see what will happen.
*Let the students rub their own hands*

EXPLAIN:
Based on your observations, why did your hands get warm?
- Because our hands rubbed
against each other.
That is right! That Phenomenon is called “Friction”.
Today, we will learn about friction and its kinds.
Are you excited?
Yes Sir!
The teacher will let the students watch a video about friction.

- Ask the following questions.

ELICIT Before we start our lesson for today, lets’ have a knowledge
check.
*The teacher will present a picture*
Can you guess what is being shown in the picture?
 Yes, Jona.
- The picture shows “Force”
You are right! Force is the push or pull upon an object. Our topic
for today, “Friction” is a type of force. Next picture.
*The teacher presents the 2nd picture*
What is being shown in the picture?
Yes, Cathy.
- The picture shows motion.
Correct! In our every motion, there is friction.
Friction is a force that opposes motion. It is the resistance of
motion when one object rubs against another.
EXPLORE Now, lets’ have a group activity.
*Group the learners into 3. *
*Remind the learners about the norms*
*Present the scoring rubric for the group activity*
*Distribute activity sheet to each group.

ACTIVITY
INSEPARABLE BOOKS
1. Place the notebooks on a flat surface with the bindings
facing inward.
2. Make sure the covers completely overlap with each
other.
3. Alternate pages from each notebook placing one over the
last, continuing until the notebooks are entirely
intertwined.
4. Holding the books just inside the binding pull as hard as
you can. Go ahead and have a friend pull on one of the
notebooks while you pull the other.

Guide Questions:
1. What do you think is the reason why the books are not
separating?
2. What do you think will happen when you put fewer pages
together?
3. What can you conclude from this activity?

EXPLAIN *One representative from each group will present their output, to
be rated using the scoring rubric. *
ELABORATE *Process the output of each group*
*Rate the groups*
Lets’ go back to the definition of Friction.

Friction works against the against the motion and acts in the
opposite direction. when we pull the books, where is the
direction of motion? Yes Alex.
- To the left and right.
That is right! The direction of the friction is the opposite of the
direction of motion.
Now that you have grasped the basics of friction, lets proceed to
the different kinds of friction.

As you can see from the diagram, the there are 4 kinds of friction,
these are Static, Sliding, Rolling and Fluid.
Lets’ start with Static friction.

Static friction acts on objects when they are resting on a surface.

We say that friction acts in the opposite direction of the motion.
In static friction, the motion is going upwards. In what direction
the friction force is going? Yes, Cherry Lyn.
- The friction force is going
downwards.
Here in our classroom, can you see an example of static friction?
Yes, Amy.
- The computers have static
friction.
Very good! The computers are resting on the table and friction is
acting on it.
Now, let us proceed to sliding friction.
Sliding friction is the type of friction that acts on objects when
they are sliding over a surface. On what kind of surface is it
usually seen? Yes, Richelle.
- It is usually seen in smooth
surfaces.
That is right! And just like other kinds of friction, it opposes the
motion of an object. Ok, lets’ move on to rolling friction.
Rolling friction acts on objects when they are rolling over a
surface. What is the shape of the object that exhibits rolling
friction?
Yes, Jona.
- It is usually seen in circular or
spherical objects.
Very good! Since they are circular or spherical, they tend to roll to
the direction of motion and the friction opposes it. That’s why we
can’t throw a ball that rolls for eternity. It will eventually stop due
to friction. Ok, next is fluid friction.
Fluid friction acts on objects that are moving through a fluid.
When we say fluid, it refers to liquid and gas.
Are you experiencing fluid friction every day?
- Yes.
In what way do we experience fluid friction?
Yes, Alex.
- When we take a bath and when
we ride a vehicle.
Excellent!
EXTEND Now that we are done with the types of friction, Let’s recall what
we have discussed today.
So how many kinds of friction do we have?
- Four.
That is right! What are those 4 kinds?
- Static, Sliding, Rolling and Fluid.
- The students will describe each
type.
Very good! What do you think will happen if there is no friction?
- Answers may vary.
Correct! Will we be able to walk if there is no friction?
- No.
What will happen to the cars if there is no friction?
- The cars may not be able to
start. The moving cars may get
in an accident.
That is right! What will happen to you if there is no friction?
- Answers may vary.
That is how important friction is in our daily lives. We need to
know and learn about friction because everything that we do in
our daily life, there is friction involved.
Now, get ready because I will test your knowledge about what we
have discussed today.
EVALUATE Identify what kind of friction is in the picture. Choose between
static, sliding, rolling and fluid friction.
1.

2.

3.

4.
 5.

V. REMARKS ___Lesson carried. Move on to the next objective.

___Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons ____Yes _____No

work? No. of Learners who ____of learners who caught up the lesson of ______.
have caught up with the ____of learners who caught up the lesson of ______.
lesson ____of learners who caught up the lesson of ______.
____of learners who caught up the lesson of ______.
D. No. of learners who ____Yes _____No
continue to require ____of learners who caught up the lesson of ______.
remediation. ____of learners who caught up the lesson of ______.
____of learners who caught up the lesson of ______.
____of learners who caught up the lesson of ______.
E. Which of my teaching _____socratic questioning
strategies work well? Why _____use of visual presentation
did _____game-based learning
these work? _____Pair work
_____cooperative Learning
_____Explicit Teaching
_____group collaboration
_____Differentiated instruction
_____Discovery Method
_____Lecture Method
 _____Manipulative tools
_____Demonstration
_____Models
_____interactive lecture demonstration
_____inquiry-based approach Why?
_____complete IMs
_____Availability of materials
_____student’s eagerness to learn
_____group member’scollaboration/cooperation in doing
their tasks
_____audio visual presentation of the lesson
G. What innovation or ___contextualized/localized and indigenized IMs
localized materials did I ____localized video
use/discover which I wish to ____Recycling of plastics to be used as IMs
share with other teachers?

ACTIVITY
INSEPARABLE BOOKS

1. Place the notebooks on a flat surface with the bindings facing inward.
2. Make sure the covers completely overlap with each other.
3. Alternate pages from each notebook placing one over the last, continuing until the notebooks
are entirely intertwined.
4. Holding the notebooks just inside the binding pull as hard as you can. Go ahead and have a
friend pull on one of the notebooks while you pull the other.

Guide Questions:
1. What do you think is the reason why the books are not separating?

2. What do you think will happen when you put fewer pages together?

3. What can you conclude from this activity?