DAILY School Mamburao Central School Grade Level VI

LESSON
PLAN Teacher John Carl M. Sare Learning area Science

Date May 14, 2024 Quarter IV

Time 10:00am – 11:00am Checked by: Emelita C. Dela Rosa,

EdD, DHum

I. OBJECTIVES
The learners demonstrate understanding of the effects of earthquakes and
A. Content Standard volcanic eruption.
The learners should be able to design an emergency and preparedness plan
B. Performance Standard
and kit.
C. Learning Competencies/ Enumerate what to do before, during, and after an earthquake.
Objectives S6ES - IVb – 2
(Write the LC Code for
each)
II. CONTENT Precautionary measures before, during, and after an earthquake
III. LEARNING K TO 12 MELC 2020
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
Pages
3. Textbook Pages

https://youtu.be/5Na5GOIgpq8?si=d9ENbGWtKLQv6pUX
https://youtu.be/d3K_5ZSyEBA?si=j0zgXCKJB4fced-H
4. Additional Materials https://qph.cf2.quoracdn.net/main-qimg-
from Learning Resource 56fe5ca204d878119b88d4197d89dc5f-pjlq
(LR) Portal https://qph.cf2.quoracdn.net/main-qimg-
2692341bc801a40ad2c2edad7172cb33
https://s3.india.com/wp-content/uploads/2023/03/Safety-new.jpg

B. Other Learning Resources Visual aids, PowerPoint Presentation, Pictures, Video Presentation
IV. PROCEDURES TEACHER’S ACTIVITY
Preliminary Activities
 Prayer - Before we start, may I request everyone to please stand for our
prayer? Arabella, will you please lead the prayer?
- Good morning, class!
 Greetings
- You may now be seated.
 Checking of Attendance - I will check your attendance, say present as I call your name.
- I have here some classroom rules while the class in ongoing.
First, sit properly.
Second, avoid talking with your seatmate unless necessary.
Third, raise your hand if you have any questions or if you want to
 Classroom management
answer.
Lastly, listen attentively while someone is talking here in front.
- Are the rules clear?

A. Reviewing previous lesson

or presenting the new lesson I have here pictures. You are going to put these pictures on its proper
column if you think the statement expresses things to de done before,
during, or after an earthquake.

Directions: Put the pictures to its proper column.

 Before During After
Earthquake Earthquake Earthquake

Prepare potable Prepare for first Prepare radio and

water, and food Aid kit flashlight

https://s3.india.com/wp-content/uploads/2023/03/Safety-new.jpg

B. Establishing a purpose for I have here pictures, take a look and observe each picture.
the lesson
OUR LADY OF LIGHT PARISH IN
BOHOL
(before)

OUR LADY OF LIGHT PARISH IN

BOHOL
(after)

HOUSE IN BOHOL ROAD

 https://qph.cf2.quoracdn.net/main-qimg-56fe5ca204d878119b88d4197d89dc5f-pjlq

What have you noticed in the pictures?

What causes the destruction of the buildings and the road?
Do you think we can prevent earthquake?
Do you know what to do if ever there is an earthquake?
What do you think are the precautionary measures if there is an
earthquake? Can you guess some?

Our lesson for today is about Precautionary measures before, during, and
after an earthquake.

I have here a video clip. As you watch it, you write down some important
details because later you will be answering questions.

While watching it, please observe the following.

 Sit properly
 Eyes and ears must be on video alone
 Keep quiet and notes important details in the video

(Show a video in the class.)

https://youtu.be/5Na5GOIgpq8?si=d9ENbGWtKLQv6pUX

C. Presenting examples/
instances TRIVIA TIME!
of the new lesson

Did You Know

that…

There are about 50 to 55 earthquakes per day and 200,000

earthquakes per year all over the world. Some earthquake
have huge impacts and can be felt while some earthquakes
cannot be felt and only instrument (seismograph) can
detect and record that there is already an earthquake.

What is the video all about?

Based on the video that you have watched, what are the things that you
should do before an earthquake?
What about during an earthquake?
What about after an earthquake?

D. Discussing new concepts Let us have an activity.

and practicing new skills #1 I have here a set of strips of precautionary measures and you are going to
paste it on its proper column.

Directions: Given the set of strips of precautionary measures, paste it on

its proper column.
 Before During After
Earthquake Earthquake Earthquake

Secure your space Drop, Cover, and Hold Check for injuries

Prepare an emergency kit Stay calm Check for hazards

Stock some food packed, Stay away from windows Listen to authorities
potable water, and flashlight

If outdoors, move to an open Inspect your home

Practice drills area

If in a vehicle, stop in safe

Evaluate the structural Be aware on the after shocks
place
soundness of the house

E. Discussing new concepts

and practicing new skills #2 It’s nice that you already know the precautionary measures of Before,
During, and After an Earthquake.
Since we’re done discussing the Precautionary Measures of Before,
During, and After an Earthquake, I will group you into three groups.

Group 1:
Directions: Make a simple map of your home or school. Using arrows
draw a path from the exit point of a building to the designated evacuation
area taking the shortest possible period of time after an earthquake

Group 2:
Directions: Draw a situation that demonstrates what to do during an
earthquake.

Group 3:
Directions: Draw a situation that demonstrates what to do after an
earthquake.
 Give them 5 minutes to prepare.
Criteria Excellent (4) Very Good (3) Good (2) Fair (1)
Content Highly original Shows Lack of depth, Lack of
and creative originality in originality or originality,
concept, concept, but complexity. concept is
demonstrates lacks of depth uninspired.
unique vision or complexity.
and imagination.
Artistry The idea or The idea or The idea or Lack of concept
concept behind concept shows concept is and creativity.
the drawing is creativity and somewhat
creative, originality and creative.
original, and somewhat
shows unique unique.
perspective and
interpretation.
Relativeness The idea or The idea or The idea or The idea or
concept shows concept concept is lack concept is not
relativeness on somewhat of relativeness relative to the
the topic. shows on the topic. topic at all.
relativeness on
the topic.
Creativity and Used own ideas Used own Lack of Did not use
Originality and imagination. ideas most of creativity and own ideas or
the time. imagination. imagination

Group Presentation

Individual Activity:
Now class, you will be having an individual activity. You are going to
enumerate the things that you should do before, during, and after an
earthquake.

Directions: Enumerate what to do before, during, and after an

earthquake.
F. Developing mastery (leads
EARTHQUAKE PRECAUTIONARY MEASURES
to Formative Assessment 3) BEFORE DURING AFTER
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

Give them 5 minutes to answer the activity.

G. Finding practical
applications of concepts and ROLE PLAYING:
skills in daily living Each group leader will pick a scene that they’re going to act.

Scene – present a 1 minute scene that shows what to do before an

earthquake.
Scene – present a 1 minute scene that shows what to do during an
earthquake.
Scene – present a 1 minute scene that shows what to do after an
earthquake.

Give them 5 minutes to prepare.

 RUBRIC:
Criteria Excellent (4) Good (3) Fair (2) Poor (1)
Understanding of Role Demonstrates a thorough Shows a clear Displays some Lacks understanding of the
understanding of the understanding of the understanding of the assigned role. Frequently
assigned role. Consistently assigned role. Generally assigned role. deviates from character or
stays in character and stays in character and Occasionally deviates fails to convey the role's traits,
effectively portrays the role's portrays the role's traits, from character or perspectives, and motivations.
traits, perspectives, and perspectives, and struggles to convey the
motivations. motivations. role's traits,
Engagement and Immersion Fully engages in the role- Engages in the role-play Demonstrates some Shows little to no engagement
play and maintains and maintains immersion engagement in the role- in the role-play, breaking
immersion throughout. most of the time. play but may break immersion frequently.
immersion
occasionally.
Collaboration and Interaction Collaborates effectively with Collaborates well with Demonstrates some Fails to collaborate effectively
others and contributes others and generally collaboration with with others, negatively
positively to group contributes positively to others but may struggle impacting group dynamics.
dynamics. group dynamics. Listens to contribute positively Communication and
attentively, communicates to group dynamics. cooperation with team
effectively, and cooperates members are lacking or
with team members. disruptive.
Presentation and Delivery Presents ideas and arguments Presents ideas and Presents ideas and Presents ideas and arguments
clearly, coherently, and arguments with clarity and arguments with some with little to no clarity,
persuasively. Uses coherence. Language, clarity but may lack coherence, or persuasiveness.
appropriate language, tone, tone, and body language coherence or Language, tone, and body
and body language to are generally appropriate persuasiveness at times. language are ineffective or
enhance communication and and contribute to effective Language, tone, or body distracting.
engagement. communication. language may be
somewhat ineffective.
Overall Impact Role-play makes a Role-play makes a Role-play makes some Role-play has little to no
significant impact, positive impact, impact but may struggle impact, failing to convey the
effectively conveying the conveying the role's to effectively convey role's perspectives or
role's perspectives and perspectives and the role's perspectives contribute meaningfully to the
contributing meaningfully to contributing to the overall or contribute to the overall simulation.
the overall simulation. simulation. overall simulation.

Earthquake can occur anytime and it’s dangerous. It is important to know

what to do before, during, and after an earthquake. That is why safety
precautions should be observed to help lessen its destructive effects to
people and properties.

Here’s what you should do:

Before an earthquake:
 Evaluate the structural soundness of the house or building where
you frequently stay.
 Master the way out of your building.
 Prepare for an emergency plan. Secure fire extinguishers, and first
aid kits.
 Stock some food packed, potable water, spare clothes, flashlights,
radio batteries and some other useful things just in case for safe
evacuation.
 Conduct and participate in regular earthquake drills.
H. Making generalizations and
abstractions about the
During an earthquake:
lesson
 Stay calm.
 Do not panic
 Do the Drop, Cover, and Hold and go under a table or desk where
you may hide and protect yourself.
 If you are outside, stay away from buildings or electric posts or
anything that might fall.
 When you are residing near a coastal place, be aware of tsunamis
that may occur.

After an earthquake:
 Go to the nearest emergency exit and find a safe place.
 Be aware on the aftershocks.
 Check members of the family
 If you are in school, follow and listen to the instructions of your
teacher.
 Bridges and overpasses may have been damaged so do not attempt
to cross it or use it.

I. Evaluating Learning Get ½ piece of paper and answer this.

Directions: Classify the following statements if it happens before, during,

or after an earthquake. Write B for before, D for during and an A for
after.
 _____1. Don't panic. Duck under a table and hold on to it, protect your
head with your arms.
_____2. Participate in earthquake drills conducted in your school.
_____3. Be calm. Stay away from glass windows and falling objects.
_____4. Prepare emergency supply kit with first aid kit, food, water, cell
phone and clothing.
_____5. Check yourself and others for injuries. Apply first aid to the
victims.
_____6. Be alert to the possible aftershocks that might occur.
_____7. Do not enter damage building.
_____8. Have always identified the safe areas and emergency exits in your
home, school or workplace.
_____9. Know how to turn off water, gas and electricity. Check electrical
sockets.
_____10. If you are driving or you are inside the car, stop in a safe place.
For your assignment, get your notebook in science and copy your
assignment.
J. Additional activities for
Assignment:
application or remediation
On a one whole sheet of paper, compose a paragraph containing your
personal experience about an earthquake.

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 lesson
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?

Prepared by:
JOHN CARL M. SARE
Teacher Applicant

Checked by:

EMELITA C. DELA ROSA, EdD, DHum

Principal III