Quarter 2 Science 6 DLL

School Grade Level 6
Teacher Learning Area Science

Teaching Date Quarter Second
and Time
WEEK 1 – DAY 1
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of
how major organs of the human body work
together to form organ systems
B. Performance The learners should be able to make a chart
Standards showing healthful habits that promote proper
functioning of the musculo-skeletal,
integumentary, digestive, circulatory,
excretory, respiratory, and nervous systems
C. Learning Explain how the organs of each organ system
Competencies work together
Write the LC code S6LT-II-a-b.1
D. Lesson Objective/s 1. Describe the parts and functions of the
Muscular System.
2. Explain how the organs of the Muscular
System work together
II. CONTENT Human Body System: Muscular System
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Pages
4. Additional EASE Module 10 –Musculo-Skeletal pp.12-15
Materials from
Learning
Resource
(LR)
portal
B. Other Learning https:m.youtube.com/watch?vC6u0u_59UDc ,
Resource Horizon in Learning Science 6 pp. 63-65 by
Regie R. Boniol et al, activity sheet
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson or Think-Pair-Share
presenting the new Face to Face
lesson Tell the pupils to find their partner and follow
teacher’s instructions.
Ask: Touch yourpartner’s face, is it soft or
hard? What is the hard thing you can feel?
1
How about the soft?. Can you imagine
yourself without the muscles that cover your
bones and other internal organs?
B. Establishing a ENGAGE
purpose for the Direction: Use the words in the Word Bank to
lesson unscramble the words related to the muscular
system.
Cardiac skeletal
Tendons involuntary
muscle
1. Tissue that causes movement and

shape in the body
CESUML
2. Thick bands of tissue that attach
muscles to bones.
NDONTSE
3. Muscles that move without being
controlled.
NUITRVALOYN
4. Type of striped muscle that the heart is
made of.
ARDICCA
5. Type of muscle that is striped and is
attached to the bones for movement.
ELELATSK
C. Presenting EXPLORE
examples
/instances of the Group Activity
new lesson Setting the standard
Approach: Inquiry Based
Strategy:Cyclic Inquiry Model & the Practical
Inquiry Model
I. Problem
Determine the strength of your arm
muscles.
Infer how muscles create movement
II. Materials:
Table, grocery bag or any container with
handle
Tape measure, 10 identical books,
weighing scale
2
III. Procedure
1. Place your arm on the surface of a
table.
2. Place your hand on top of your arm
between the shoulder and elbow.
Observe the movement by feeling the
muscle in your right arm.
3. Compare the movement of the
muscles on upper part of and the lower
part of the arm.
4. Have a partner use the tape measure
to measure the diameter of your arm
when bent and when it is straightened.
Record your measurements.
5. Now measure the strength of your arm
muscles by lifting the grocery bag
filled with books. First note the weight
of a book then put it on the bag. With
your palm, hold the handle of the bag
and lift it by bending your arm. In
doing so, make sure that your arm
rests on the table.
6. After lifting the bag, repeat procedure
number 5, but this time put another
books on the bag. Do this until your
limit has been reached.
7. Compute the maximum weight that
your arm muscle scan lift by
multiplying the maximum number of
books lifted to the weight of a single
book.
Questions:
1. How did your arm muscles move when
you straighten or bend your arm?
2. Based on the activity conducted, what
do you think is the function of the
muscle?
3. Why are there upper and lower
muscles in upper and lower part of the
arm? What is the maximum weight
your arm can lift?
IV.Conclusion:
D. Discussing new EXPLAIN

concepts and Presentation of group outputs. Let each
practicing new skill group present their work in class.
#1 Analysis and Discussion.
What did you feel while doing the activity?
3
What are the materials you used to do it?
E. Discussing new For a deeper understanding of the lesson, let
concepts and the pupils watch a video clip containing the
practicing new parts and functions of muscular system as
skills #2 well as how the organs work together.
Link:
https:m.youtube.com/watch?vC6u0u_59UDc
Ask: What are the parts of the muscular
system? How does each organ work? How
will you know that a muscle is contracting?
Why do muscles need rest?
F. Developing ELABORATE
mastery
(Leads to Label the parts of the muscular system.
Formative Choose your answer below.
Assessment 3)
Sartorius rectus abdominus

Deltoids brachioradialis
Pectorals triceps
Biceps external obliques
Quadriceps gastrocnemius
G. Finding practical Have you heard some news about athletes

applications of who get injured because of their torn
concepts and skills muscles? If you were an athlete what should
in daily living you do to make your muscles strong?
Valuing: Appreciate the importance of

muscles in performing daily activities
H. Making
generalization and BACKGROUND INFORMATION FOR
abstractions about TEACHERS
the lesson Muscle is a special kind of tissue that
4
brings about movement. The kind of
movement that muscles carry out depends on
where the muscles are located. Without
muscles your bones and joints will be
useless. Bones cannot move by themselves.
Moving, breathing and swallowing would be
impossible without muscles.
When muscles contract, they pull the
body parts to which they are attached. This
action usually causes some movement, as
when the joints of the legs are flexed and
extended during walking. At the other time,
muscular contraction resists motion, as when
they help the body parts in postural positions.
Muscles are also responsible for the
movement of the body fluids such as blood
and urine, and they function in heat
production that helps maintain body
temperature.
There are 600 muscles in the human body.

Most muscles are attached to bones and
extended from one bone to another. Each
end of the muscles is attached to a bone by a
strong connective tissue, a tendon. Bones of
the muscles move only when the muscles
attached to them pull.
I. Evaluating EVALUATE
Learning Direction: Choose the letter of your answer
and write it on your notebook.
1. Which of the following statements is NOT
true about muscles?
a. Muscles work alone to provide
movement.
b. Cardiac muscles are found only in
the heart.
c. When a muscles contracts it pulls
one bone toward another bone.
d. All muscles are connected to
bones.
2. What two muscles of the arms perform

bending or extending actions?
a. carpals and phalanges
b. . biceps and triceps
c. tarsals and phalanges
d. deltoid and brachialis
3. Which muscles are used to make fast and

precise movements?
5
a. cardiac
b. voluntary
c. involuntary
d. smooth
4. Muscle increases in size with use. The

statement is
a. correct
b. sometimes true
c. not correct
d. not known
5. The most abundant of the three types of

muscles in the human body are the
a. cardiac
b. ligaments
c. involuntary
d. voluntary
J. Additional activities EXPAND
for application or
remediation Assignment
Direction: Write a paragraph about the topic:
“How my muscles bones serve me”
Enrichment
Direction: Answer in a complete sentence.
1. How do your muscles help you?
2. What would life be like if you did not have
muscles?
3. 3. How does each organ system work
together?
4. 4. What injury would you likely suffer if your
muscles are overworked?
5. 5. Why muscles are important?
Remediation
Direction: Supply the missing words. Choose
your answers in the box below.
The ________ system consists of all
muscles in the body. Muscles have three
kinds: ________, _________, and skeletal.
Muscles always work in _______. If one
muscle contracts the opposite relaxes.
_________ help the body move and do work.
Good food, exercise, rest and good posture
are necessary to make muscles strong and
healthy.
Muscles smooth muscular
Cardiac pair
6
V. REMARKS
VI. REFLECTION
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 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 worked?
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?
7
and Time
WEEK 1 – DAY 2
I.OBJECTIVES
C. Learning Explain how the organs of each organ
Competencies system work together

Skeletal System.
2. Explain how the organs of the Skeletal
System work together.
II. CONTENT Human Body System: Skeletal System
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Pages
4. Additional MISOSA Science 4 pp.1-6
Materials from
Learning
Resource
(LR)
portal
B. Other Learning Investigating Life’s Wonders 6 p. 30, Science
Resource in our World 6 pp. 50-59
https://www.youtube.com/watch?v=IUP-
D4dKp14, Activity sheet
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson Direction: Rearrange the jumbled letters
or presenting the inside the box to from the correct word being
new lesson described by the group of words at the right.
Do it in your notebook.
8
1. H B O N S E I P – located just below the
waist
2. S P I L A N C O M N L U – consists of 26
vertebrae
3. R B I G A C E – consists of 12 ribs on
each side of the body
4. K U L S L – it is the top of the spine
D. Establishing a ENGAGE
purpose for the Have you ever made a kite with a shape?
lesson What did you use as its frame? Where did
you paste the paper to complete the kite?
When the kite was finished, did it have a
shape similar to its frame?
E. Presenting EXPLORE
examples /instances Group Activity
of the new lesson Setting the Standards
Approach:Constructivism
Strategy: Thinking Skill
I. Problem:What makes up skeletal

system?
II. Material : Model of the skeletal system
III. Procedure:
1. Examine the model of the skeletal

system.
2. Locate the following parts; skull, jaw
bones, ribs, spinal column and hip
bone.
3. This time, touch your own skull, jaw
bones, ribs, spinal column and hip
bone.
4. Record the function of each part
based on what you felt when you
touched these parts of your body.
Guided Questions
a. Imagine that you do not have a

skeletal system. What would you look
like?
b. Can you name the other bones that
make up the skeletal system/ What
are they?
IV. Conclusion
What are the parts that make up the skeletal
system?
F. Discussing new EXPLAIN
concepts and Group Reporting
practicing new skill Analysis and Discussion
#1 What makes skeletal system? What are the
9
parts of skeletal system? How does each
organs work? Is skeletal system important?
Why?
G. Discussing new Direction:Answer the following briefly.
concepts and Why should bones be strong? Why is it
practicing new skills important to prevent falls and other activities
#2 that could injure bones? Why is it dangerous
to move a person with spinal fracture? How
will you take your bones?
H. Developing mastery ELABORATE
(Leads to Formative Answer each question correctly. Do it in your
Assessment 3) notebook.
1. What do you think would happen if there
was no skull to protect the brain?
2. How does the rib cage protect the heart
and lungs?
3. What do you think would happen if there
no protective bones in your body?
I. Finding practical Direction: Answer each question/situation
applications of correctly and briefly. Do it in your notebook.
concepts and skills 1. Allan met a vehicular accident. The bone
in daily living in his left arm was hit. Which bone in his
body will now support his left arm?
2. What do you think will happen to the
human skeleton if you will wrap it in a
blanket? What shape will the blanket take?
Why?
J. Making BACKGROUND INFORMATION
generalization and In the human body, it is the skeletal system
abstractions about that forms a strong framework for body
the lesson support. Below is the chart showing some
and the support they provide.
BONES SUPPORT FUNCTION

Breastbone Anchorage for the
ribs in front
Femur Bears weight of
upper body
Pelvic girdle Supports spinal
column and legs
Spinal column Makes body
straight, supports
head
Shoulder girdle Supports arms
10
K. Evaluating Learning EVALUATE
Direction: Column A consists the names of
the bones and Column B tells the
supports they provide. Match the bones with
the supports they provide by writing the letter
of the correct answer. Do it in your notebook.
A. B.
1. Breastbone a. anchorage for the ribs
in front
2. Pelvic girdle b. supports shoulder
3. Femur c. makes body straight;
supports head
4. Shoulder girdle d. supports spinal
column and legs
5. Spinal column e. supports arms
f. protects brain
L. Additional activities EXPAND

for application or
remediation Assignment
Direction: Write True if the statement is

correct and False if it is incorrect. Do it in
your notebook.
1. The skeletal system provides body
support.
2. Without your bones, you cannot stand or
sit erect.
3. Not every part of the body has its shape.
4. The skeletal system does not support your
body weight.
5. The skeletal system gives shape to the
body.
Enrichment
Read each item carefully. Write your answer
on your notebook.
1. Which of the following is NOT a function of
the skeletal system?
a. it protects the delicate organs of the body.
b. It supports the body.
c. It transports food to different parts of the
body.
d. It enables the body to move.
2. Why do bones move in different ways?
a. The bones are connected at the joints.
b. The backbone is able to twist and bend.
c. The ligaments pull the bones in various
directions.
d. Cartilage is present in the bones.
11
3. What prevents bones from getting out of
place when they move?
a. cartilage
b. synovial fluid
c. ligament
d. tendon
4. Which of the following bones protect the
brain?
a. backbone
b. hipbones
c. ribs
d. skull
5. Which component of the skeletal system
holds two bones together?
a. cartilage
b. joint
c. ligament
d. tendon
Remediation
Direction: Choose the letter of your answer
and write it on your notebook.
1. What bone that enables us to stand
erect?
a. Pelvis
b. Ribs
c. Skull
d. Spine
2. How many bones does the human
body have?
a. 106
b. 216
c. 206
d. 306
3. Which of the following bones is flat?
a. Breastbone
b. Hipbone
c. Back
d. Shoulder bone
4. Long and large bones are found in the
following except ______.
a. Arms
b. Hips
c. Back
d. Legs
5. The framework of the body consists of
the ________.
a. Circulatory system
b. Muscular system
c. Nervous system
12
d. Skeletal system
V. REMARKS
VI. REFLECTION
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
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 worked?
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?
ACTIVITY
. Describe the parts and functions of the Skeletal System
I. Problem:What makes up skeletal system
II. Material : Model of the skeletal system
III. Procedure:
1. Examine the model of the skeletal system.
13
2. Locate the following parts; skull, jaw bones, ribs, spinal column and
hip bone.
3. This time, touch your own skull, jaw bones, ribs, spinal column and hip
bone.
4. Record the function of each part based on what you felt when you
touched these parts of your body.
Guided Questions
c. Imagine that you do not have a skeletal system. What would you look
like?
d. Can you name the other bones that make up the skeletal system/
What are they?
IV. Conclusion
What are the parts that make up the skeletal system?
14
and Time
WEEK 1 – DAY 3
I. OBJECTIVES
A. Content The learners demonstrate understanding of
Standards how major organs of the human body work
B. Performance The learners should be able to make a
Standards chart showing healthful habits that promote
proper functioning of the musculo-skeletal,
C. Learning Explain how the organs of each organ
Competencies system work together
D. Lesson Construct a model how the organs of the
Objective/s Muscular and Skeletal System work
together
II. CONTENT Human Body System: Musculo-Skeletal
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Pages
4. Additional MISOSA Science 4 pp.1-7
Materials from
Learning
Resource
(LR)
portal
B. Other Learning Activity sheet, Investigating Life Wonders
Resource Science 6 by Milagros S. Ignacio, et al
pp.56-63
IV. PROCEDURES
15
A. Reviewing ELICIT
previous lesson or Approach: Thinking Skills
presenting the Find the 10 words hidden in the maze
new lesson below. Write whether it pertains to the
muscular or skeletal system.
V O L U N T A R Y M U S C L E S
W C B Q R O Y W I M O P L E Z K
O T F W E R T Y I O Y K C G H U
N E K J W G L O V R T Y U B V L
C N R A E L G H A I J J K O H L
S D S C R M S T H B F E B N E F
G O J R T Y N G E S S C V E A A
Y N K O Z U J O W E A R I V R H
J S P E L V I C B O N E D G T L
I M O O J A W B O N E H V O K P
O L V J D I G H E R I O A S D Y
X N B R E A S T B O N E A X H R
I U Q D G W H T U W A S D F H K
purpose for the To proceed to the other parts of the lesson, you
lesson must first crack the secret password below. In each
set of words below, the missing letter has been
replaced by a shape. As you figure out what letter
each shape stands for, fill it in the bottom to break
the password. The first one has been done for you.
1. H a m
m
m oon
m
Ar m s
m
2. S t p
M nk
val
3. Ase
I y
Lo e
4. S t p
n t
gg
5. K ife
ever
sev e
16
6. P a s e
oy
cen
examples Group Activity
/instances of the Setting the Standards
new lesson Approach: Constructivism
Strategy: Activity Based
3A’s Activity
I. Problem
How do muscles move?
II. Materials
Muscle Maker Model, scissors,
fasteners.
III. Procedure
1. Copy the model below on a
bond paper and paste on a
hard cardboard
2. Cut out along the solid black

lines.
3. Cut open the slit along the
black line of the upper arm
piece. • Punch holes at the
four black dots using the tip of
the scissors or the fastener
4. Set the two arm pieces at right
angles to each other with the
lower arm on top.
5. Put the fastener through the
lower arm’s end hole, and the
upper arm’s hole as shown.
6. Put the muscle piece behind
17
the arm pieces.
7. Match up its hole to the other
hole of the lower arm and put
the second fastener through.
8. Slide the end of the muscle
labeled PULL through the slit.
9. Now you have an armbone
and muscle model.
10. Now try using the model.
Pull the PULL tab. Describe what happens.
How do you think this causes movement
IV. Conclusion
How do muscles work?
practicing new Analysis and Discussion
skill #1 What do you think would happen to us if our
body are all bones or all muscles? What do
you think would happen if the tendons that
hold the muscles to the bones are cut?
E. Discussing new Follow the directions below.
concepts and
practicing new 1. Tighten your abdominal muscles as
skills #2 though you are about to receive a blow there.
2. Hold them tight for 30 seconds and
relax.
3. Repeat several times.
You can do this exercise several times

during the day, for example, while combing
your hair or just walking down the street .
Valuing: Maintaining a healthy muscle

through regular exercise.
mastery Explain how muscles and bones work
(Leads to together when you
Formative - eat
Assessment 3) - hold a book
- walk
G. Finding practical How do you make use of your muscles in
applications of your daily activities?
concepts and
skills in daily living
H. Making BACKGROUND INFORMATION
generalization and When you are at work or at play, the
abstractions about parts of your body move in different ways.
the lesson In all these movements, bones and muscles
work in a coordinated way. When you eat
18
or sing the muscles in your face pull on the
bones to move your mouth. When you
jump or walk, the muscles in your legs pull
on the bones so that you can move. When
you sweep the floor, the muscles in your
hand move the bones so that you can hold
on to the broom. The muscles in your
upper arm move the bones so that you can
do the sweeping motion.
In everything you do your bones and
muscles work together
Learning Direction: Write the letter of the correct
answer.
_____ 1. Muscles always work in
a. threes b. solo c. pairs d. fours
_____ 2. How do muscles move?
a. by extraction b. by absorption
c. by contraction d. by relaxation
_____ 3. When one muscle is contracting
its partner is
a. bending b. relaxing
c. stretching d. pulling
_____ 4. Muscles can only move in _____
direction.
a. one b. three c. two d. four
_____ 5. How does walking show the
coordinated work of the skeletal and
muscular system?
a. the bones pull the muscles to move.
b. the muscles and bones pull against each
other.
c. the muscles push the bones.
d. the muscles pull the bones to move.
J. Additional EXPAND
activities for
application or Enrichment
remediation List three activities that show the
coordination of the bones and muscles.
Explain.
Remediation
Read and choose the letter of your
answer. Write your answer on your
notebook.
1. Which phrase describes a tendon?
a. Flexible and light
b. Loose and slender
c. Elastic band of muscle
d. Tight cord of muscle tissue
19
2. Which one has thicker muscle?
a. Arms
b. Fingers
c. Skull
d. Wrist
3. Muscles are attached to bones by
tough elastic tissue called
_________.
a. Biceps
b. Cartilage
c. Ligaments
d. Tendons
4. What happens when muscles relax?
a. They become thin and long.
b. They become thick and long.
c. They become thick and short.
d. They become thin and short
V. REMARKS
VI. REFLECTION
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 work?
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 worked?
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?
20
ACTIVITY
Construct a model how the organs of the Muscular and Skeletal System
work together
I. Problem
How do muscles move?
II. Materials
Muscle Maker Model, scissors, fasteners.
III. Procedure
1. Copy the model below on a bond paper and paste on a hard
cardboard
2. Cut out along the solid black lines.

3. Cut open the slit along the black line of the upper arm piece.
• Punch holes at the four black dots using the tip of the
scissors or the fastener
4. Set the two arm pieces at right angles to each other with the
lower arm on top.
5. Put the fastener through the lower arm’s end hole, and the
upper arm’s hole as shown.
6. Put the muscle piece behind the arm pieces.
7. Match up its hole to the other hole of the lower arm and put
the second fastener through.
8. Slide the end of the muscle labeled PULL through the slit.
9. Now you have an armbone and muscle model.
10. Now try using the model.
11. Pull the PULL tab. Describe what happens. How do you
think this causes movement?
IV. Conclusion
How do muscles work?
21
and Time
WEEK 1 – DAY 4
I.OBJECTIVES
integumentary, digestive, circulatory, excretory,
respiratory, and nervous systems
D. Lesson 1. Describe the parts and functions of the
Objective/s Integumentary System.
2. Explain how the organs of the Integumentary
II. CONTENT Human Body System: Integumentary System
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Pages Exploring Science & Health 6 p.34
4. Additional EASE Module 8 Integumentary and Excretory
Materials from System pp.2-8
Learning
Resource
(LR)
portal
B. Other Learning Science in our World by Norma M. Abracia, et
Resource al pp.78-85
https://www.youtube.com/watch?v=aMGgCxUy
XT8
activity sheet
C. PROCEDURES
22
D. Reviewing ELICIT
previous lesson or
presenting the Mystery Box
new lesson The pupils will pass the mystery box, when the
music stops the learner who holds it will pick a
strip of paper containing a question about how
muscles and bones work together.
E. Establishing a ENGAGE
purpose for the List some activities you do which makes you
lesson sweat and perspire much in the concept map.
Perspire
F. Presenting EXPLORE
examples
new lesson Setting the standard
Approach: Constructivism
Strategy: Thinking Skills
I. Problem
What is the role of the skin to the body?
II. Materials:
Ice, hot water, needle,handkerchief
III. Procedure
1. Blindfold a member of your group using
a handkerchief.
2. Let him/her feel the ice and the hot
water.
3. Prick him/her using the blunt end of the
needle.
Guide Questions:
1. What did your member feel when she/he
touched the ice and hot water?
2. What did your member feel when he/she
pricked with the blunt end of the needle?
IV. Conclusion
23
What does our skin do to our body? What are
the ways to take care of our skin?
G. Discussing new EXPLAIN
skill #1 What is the largest and visible organ of the
body? What do you call the outermost layer of
the skin? How about the innermost layer? What
is the importance of the skin to human and
animals?
H. Discussing new Let the pupils watch a video clip about how skin
concepts and works
practicing new https://www.youtube.com/watch?v=aMGgCxUy
skills #2 XT8
Have a deeper understanding about parts of
the skin and how it works. Call some pupils and
let them write their ideas on the board.
I. Developing ELABORATE
mastery Direction: Answer the questions correctly.
(Leads to 1. Explain why a person with oily skin is
Formative more prone to pimples than a person with dry
Assessment 3) skin.
2. It is said that one should be more
cautious when swimming on a cloudy day,
than swimming on a sunny day. Why is this
so?
J. Finding practical Considering the important role played by the
applications of skin, how would you take care of it?
concepts and
K. Making BACKGROUND INFORMATION
generalization and The skin is the largest and the most visible
abstractions about organ of your body. The skin has two main
the lesson layers sitting on top of a layer of fatty tissue.
The outer layer is called the EPIDERMIS. The
epidermis forms an outer covering that prevents
evaporation of body fluids. The epidermis also
protects the body from bacteria and other
foreign matter.Under the epidermis is a much
thicker layer of cells, the dermis. Located deep
in the dermis are the sweat glands. The
SWEAT GLANDS help the body excrete waste
and control body temperature.
L. Evaluating EVALUATE
Learning Direction: Choose the best answer and write it
on your notebook.
1. It is the outermost layer of the skin which
covers the entire body.
a. Dermis b. epidermis
b. Fatty tissue d. hypodermis
24
2. It is the visible external portion of the
nail.
a. Free edge b. nail root
b. Nail body d. nail shaft
3. Which of the following is NOT a function
of the skin?
a. Digestion b. regulation
b. Protection d. sensation
4. It is an accessory organ of the skin that
protects us from UV rays preventing
direct exposure to the sun.
a. Ceruminous gland b. nail
c. Hair d. sweat gland
5. It a secretion that lubricates the eardrum.
a. Cerumen b. sweat
c. sebum d. water
M.Additional EXPAND
activities for
application or Assignment
remediation
Direction: Complete the table below with the
correct answer.
The Three Major Types of Body Wastes
Type Example System used

Gaseous ___________ __________
wastes
Solid wastes __________ __________
Chemical __________ __________

wastes
Enrichment
Direction: Match the function of the skin with
the statement that meets it. Write the letter on
the blank before each number.
a. Excretion
b. Sensation
c. Protection
d. Heat regulation
e. filtration
_____1. It is the outermost barrier of the body
against injury and infection.
_____2. It contains receptors and nerve
25
endings so one can sense pain, heat, touch
and pressure.
_____3. The sweat glands releases water
through the pores when the temperature of a
person rises.
_____4. The cilia in the nose trap dust particles
in the inhaled air.
_____5. Excess salts and urea are taken out of
the system in the form of perspiration.
Remediation
Read each item carefully. Write your answer
on your notebook.
1. A major function of the integumentary
system is ______
a. protection of the internal body
systems
b. Distribution of nutrients
c. Digestion of food taken
d. Inhalation and exhalation
2. The outermost layer of the skin is the
_____.
a. Dermis
b. Epidermis
c. Glands
d. Subcutaneous layer
3. A person experiences goosebumps
when ________.
a. The skin bumps on a hard surface
b. He or she is surprised.
c. Someone has a phobia with geese
d. The small muscle in the skin pulls the
hair making it erect.
4. It is the layer of the skin that contains
fats for food and energy storage.
a. Epidermis
b. Dermis
c. Fatty layer
5. The kind of cells that are found in the
epidermis are ______.
a. Alive
b. Dividing
c. Keratinized
d. Sensitive
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
26
B. No. of learners
who require
additional
activities for
remediation who
scored below 80%
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 worked?
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?
ACTIVITY
Functions of the Integumentary System
I. Problem
What is the role of the skin to the body?
II. Materials:
Ice, hot water, needle, handkerchief
III. Procedure
1. Blindfold a member of your group using a handkerchief.

2. Let him/her feel the ice and the hot water.
3. Prick him/her using the blunt end of the needle.
27
Guide Questions:
1. What did your member feel when she/he touched the ice and hot
water?
2. What did your member feel when he/she pricked with the blunt end
of the needle?
IV. Conclusion
What does our skin do to our body?
28
and Time
WEEK 1 – DAY 5
I.OBJECTIVES
Objective/s Digestive System.
2. Explain how the organs of the Digestive
II. CONTENT Human Body System: Digestive System
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Exploring Science and Health 6 pp. 3-12
Pages
4. Additional DepEd-BEAM Module 14 pp. 79-90, Science
Materials from Learners’ Module Unit 4 Module 3 pp.1-9,
Learning MISOSA 4 pp.1-7
Resource
(LR)
portal
B. Other Learning http://www.youtube.com/watch?v=e3O1AdlC8bI
Resource
Investigating Life Wonders Science 6 by
Milagros S. Ignacio et al pp.70-77
C. PROCEDURES
29
D. Reviewing ELICIT
previous lesson or
presenting the LOOP-A-WORD
new lesson Find the kinds of muscle injuries in the
puzzle below. Look horizontally, vertically, and
diagonally. Write your answers in your
notebook.
S A B C C B A C K N M
K V O L U N T A R Y I
M S L M N O S R P Q G
H S M L P S L D Z M S
E P Q O O N I I A A R
A O I M O P M A C C E
R N E S Y T O C B H M
T L A I T N H R S N I
I N V O L U N T A R Y
E. Establishing a ENGAGE
purpose for the
lesson Group Activity
TDAR Activity
A gutsy game
Materials Needed:
game board
a piece of die
tokens or playing pieces
Procedures:
1. Find a classmate with whom you can play
the board game.
2. Choose a token for you and your

classmate; place the tokens on the board’s
starting line.
Q1. The game you are about to play is an
analogy of the digestive system. What do the
30
tokens represent?
3. Take turns rolling the die.
4. The number on the die determines how
many spaces you will move your token.
Q2. What do the spaces on the board game
represent?
5. Follow the directions -- if there is any -- on
the space you land your token.
Q3. What do the directions on some of the
spaces tell you about the digestive
system?
The player who first makes it all the way
through the digestive system and down to the
finish line wins the game
F. Presenting EXPLORE
examples
new lesson Setting the Standards
Approach: Inquiry Based

Strategy: Cyclic Inquiry Model and the practical
Inquiry Model
I. Problem
What is the digestive system and its major
parts?
II. Materials
Mirror, bread or biscuit, diagram of digestive
system
III. Procedure
A.
1. Get a piece of bread or biscuit. Take a
bite and chew it.
2. Notice any changes.
B.
1. Open your mouth wide.
2. With the use of mirror, examine your
tongue and your teeth.
C.
1. Observe closely the diagram of the
digestive system.
2. Locate the following organs of the
digestive system.
a. Mouth
b. Esophagus
c. Stomach
d. Small intestine
e. Large intestine
31
3. Label the drawing.
Guide Questions:
1. What did you observe in the chewed
biscuit?
2. What helped in chewing the biscuit?
3. What did your tongue do as the teeth
ground the biscuit?
IV. Conclusion:
How does digestive system function? What are
its parts?
G. Discussing new EXPLAIN

skill #1 What body part will you use in biting and
chewing? What do you think will happen to the
food in your mouth? From your mouth, where
do you think will the food go? Through which
body parts will it pass?. How many parts does
the digestive system have? What does each
part look like? What do you notice about the
different parts? What do you think are the
functions of each part?
H. Discussing new Individual Activity
concepts and The pupils will watch a video clip about the
practicing new Journey of the Digestive System
skills #2
Materials Needed:
Video clip: Journey of the digestive system
Link:
http://www.youtube.com/watch?v=e3O1AdlC8bI
Writing materials
Procedure:
1. Your teacher will show a movie clip titled,
32
Journey of the Digestive System.
2. Take down notes as you watch the movie
clip.
3. On a separate sheet of paper, answer the
following questions.
What does the movie clip say about the
digestion of food?What changes happened to
the food as it was moved through the digestive
tract?
I. Developing ELABORATE
mastery Study the illustration below. Identify the parts
(Leads to of the digestive system. Write the parts in your
Formative notebook.
Assessment 3)
J. Finding practical
applications of Direction: Read the situation and answer the
concepts and question.
skills in daily living Ten-ten used to play and talk while eating
because of these he isn’t able to chew his food
well. Are you doing the same thing? If your
answer is yes, what might happen if you are
doing this? If not, why?
K. Making
generalization and BACKGROUND INFORMATION
abstractions about
the lesson Digestion is the process by which food is
broken and dissolved so that it can be taken
into the blood to be used by the body.
The parts of the digestive system are the
mouth, esophagus, stomach, small intestine,
large intestine, rectum, and anus. Other parts
of the digestive system are the salivary glands,
liver, gall bladder, and pancreas that produce
fluids needed in the digestion of the food you
eat.
L. Evaluating EVALUATE
Learning Direction: Name the part of the digestive
33
system described in each sentence below.
Write the answer in your notebook.
1. This tube connects the mouth to the
stomach.
2. This is where digestion ends.
3. This is where the undigested food is
temporarily stored.
4. This is a long and narrow coiled tube where
digestion is completed.
5. This is where digestion begins
M.Additional EXPAND
activities for
remediation Direction: Cut out a human figure from a
colored magazine. Draw and cut out the
different parts of digestive system. Paste these
parts in their proper places
Enrichment
Direction: Choose the letter of the best answer.

Write your answer on your notebook.
1. Which is not found in the mouth?
a. Pepsin b. ptyalin
C. saliva d. taste buds
2. The tube that connects the mouth and the
stomach is the ____________.
a. epiglottis b. esophagus
C. pancreas d. small intestine
3. The liver produces __________.
a. Bile b. acid
C. pepsin d. ptyalin
4. Solid wastes are eliminated through the
___________.
a. anusb. pancreas
C. liver d. rectum
5. Water is absorbed in the _________.
a. Large intestine
b. liver
C. pancreas
d. small intestine
Remediation
Identify the important roles of the following
in digestion:
1. Teeth
2. Stomach
3. Small intestine
4. Large intestine
34
V.REMARKS
VI.REFLECTION
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 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 worked?
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?
35
ACTIVITY
Digestive parts and function
I. Problem
What is the digestive system and its major parts?
II. Materials
Mirror, bread or biscuit, diagram of digestive system
III. Procedure
A.
1. Get a piece of bread or biscuit. Take a bite and chew it.
2. Notice any changes.
B.
1. Open your mouth wide.
2. With the use of mirror, examine your tongue and your teeth.
C.
1. Observe closely the diagram of the digestive system.
2. Locate the following organs of the digestive system.
a. Mouth
b. Esophagus
c. Stomach
d. Small intestine
e. Large intestine
3. Label the drawing.
Guide Questions:
1. What did you observe in the chewed biscuit?
2. What helped in chewing the biscuit?
3. What did your tongue do as the teeth ground the biscuit?
IV. Conclusion:
How does digestive system function? What are its parts
36
and Time
WEEK 2 – DAY 1
I.OBJECTIVES
A. Content The learners demonstrate understanding of how
Standards major organs of the human body work together to
form organ systems
Competencies work together S6LT-II-a-b-1
Write the LC
code
Objective/s Respiratory System
2. Explain how the organs of the Respiratory
System work together S6LT-IIa-b-1.6
II.CONTENT Parts and Function of the Respiratory System
III.LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Science For Daily Use 5 by Conchita T. Tan
Pages Revised Edition 2012 p.26
4. Additional
Materials from
Learning
Resource
(LR)
portal
B. Other Learning (URL:http://m.youtube.com/watch?v=UTR1lsX55dc)
Resource (URL:http://m.youtube.com/watch?v=FBxbPnkxE64)
DLP Distance Learning Program 5,DepEd-BEAM,
Module 6 pg. 40-46
Activity sheet, Human Torso
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson Let the pupils inhale and exhale
or presenting What organs are involved in breathing?
37
the new lesson Why do you breathe?
purpose for the Approach:Constructivism and Inquiry-Based
lesson Strategy: Thinking Skills
 Tell your students that today they will learn about
the respiratory system
 What do you What do you What have you
Know? Want to know? Learned?
examples Constructivism Approach
/instances of Direct Instruction Strategy
the new lesson
Before we start the activity, what are the
standards in doing group activity?
Group I: Dalubhasa
Riddle Time: Who am I?
Inhale these scrambled words. Exhale the
answers to the riddles.
_________1. I warm and clean the air you
breathe. SNOE
_______ 2. There are 300 millions of me in your
lungs. RAI SCAS
________3. I leave your body when you breathe

out. RONBAC DOXEIDI
______ 4. I am a long tube connecting your
mouth to your lungs. RATHCAE
_______ 5. I go through the air sacs and into the
blood. YXGONE __________
Group II: Mananaliksik
Jumbled Letters Activity: Read the information
written in the activity sheet. Rearrange the letters
to form the correct words. Then tell something
about this part of respiratory system
1.ENOS-
2.PXNHARY-
3.LRYANX-
4.ATCHRAE-
Group III: Manlalakbay
5.UNGLS--
(Panuorin Mo Ikwento Mo) Let the pupils watch
the video
38
(URL:http://m.youtube.com/watch?v=FBxbPnkxE
64)
Based from the video presented, how can you

protect your lungs?

concepts and A.Group reporting and presentation of outputs
practicing new B.Show the Human Torso, discuss the parts and
skill #1 functions of respiratory system and explain how
the organs work together
E. Discussing new Analysis and Discussion
concepts and
practicing new Based from the activities presented, can you
skills #2 describe the parts of respiratory system? How the
organs of the respiratory system work together?
Let the pupils watch a video clip about

Respiratory System
(URL:http://m.youtube.com/watch?v=UTR1lsX55dc)
Have a deeper understanding on the parts and
functions of respiratory system and how each
organ work together based from the video by
completing the semantic web. Call some pupils
and let them write their ideas on the board.
Approach:Constructivism
Strategy:Mind Mapping
Suggested Activity: Concept map (Punan Mo at
Ipaliwanag Mo)
Respiratory
System
mastery Inquiry-Based Approach
(Leads to Strategy: Knowledge Building
Formative Mix and match activity: Parts and functions of
Assessment 3) Respiratory System (group work)
Each group will be provided with parts(green) and
function(yellow) of respiratory system written in
metacards.
Nostrils Pharynx Larynx
39
The opening in the nose
Also called the voice box, contains the vocal

cords
A part of the throat located just behind the mouth
G. Finding Constructivism Approach

practical Thinking Skills Strategy
applications of
concepts and Let the pupils describe the parts and functions of
skills in daily respiratory system
living
(http://www.google.com/search?biw=imagerespir
Ask learners on how they will feel if they are

trapped in a place surrounded with smoke.
What will you do to protect your lungs? How
can you do it?
Value: Stay away from smoke. Encourage
elders to avoid smoking.
atory system)
H. Making Let us now fill up the KWL chart for the concept
generalization that we have learned.
and
What do you What do you What have you
abstractions Know? Want to know? Learned?
about the
lesson
What have you learned today? How the organs

of respiratory system work together?
Respiratory system consists of the organs that

help to breathe.
40
Your respiratory system is made of body parts
that help you breathe in oxygen and breathe out
carbon dioxide. It includes these organs: nasal
cavity, pharynx, larynx, trachea, bronchitis and
lungs. The main function of the nose and the nasal
cavity is to filter, warm, and moisten the air that enters
the body.
• The pharynx is a part of the throat located just
behind the mouth which serves as a passageway
for both and air.
• The larynx, also called the voice box, contains
the vocal cords. The vibration of the vocal cords
produces sound.
• The epiglottis is a flexible flap of tissue located
at the opening of the larynx. It closes the larynx.
It closes the larynx when you swallowing causes
choking.
• The nose, nasal cavity, pharynx, larynx, and
trachea serve as passageway of air getting into
the body.
Learning A. Mix and Match:
Directions: Describe the parts and functions of
respiratory system by matching its parts to
corresfunding functions
A B
1. A muscle that controls a. larynx

breathing. _____
b. trachea
2. The upper part of the
throat that carries air into c. pharynx
the respiratory tract. d. diaphragm
_____
e . nostrils
3. Opening in the nose.
_____
4. Upper end of the

trachea which is also
known as the voice box.
_____
5. A tube that goes down

the lungs and is also
known as the windpipe.
_____ B. Explain how the organs of respiratory
system work together?
41
____________________________________
____________________________________
____________________________________
activities for
application or ASSIGNMENT:
remediation Draw the respiratory system. Label the parts.
Explain how the organs work together.
ENRICHMENT:
1. Describe the parts of respiratory system
2. Explain how the organs work together.
REMEDIATION
Directions: Recall the parts of the respiratory system

which is being described to. Write the name of that
part before the number.
______________ 1. Closes over your larynx when
you swallow.
______________ 2. Two short branches at the end of
the trachea that carry air into the lungs.
______________ 3. Cluster of tiny thin walled sacs
found at the end of each bronchioles.
______________ 4. Substance produced by the
lining of the nasal cavity.
______________ 5. Tiny hair-like structures that trap
bacteria in the trachea.
______________ 6. A tube made up of C-shaped
rings of the cartilage.
______________ 7. Opening of the nose that leads
to the nasal cavity.
______________ 8. A tube-like passage for both
food and air.
______________ 9. Produces vocal sounds.
______________ 10. Compose of alveoli arranged in
grape-like clusters.
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
42
remediation
who scored
below 80%
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
worked?
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?
Activity Sheets:
EXPLORE
Group I: Dalubhasa
Riddle Time: Who am I?
Inhale these scrambled words. Exhale the answers to the riddles.
_________1. I warm and clean the air you breathe. SNOE
_________ 2. There are 300 millions of me in your lungs. RAI SCAS
_________3. I leave your body when you breathe out. RONBAC DOXEIDI
43
________ 4. I am a long tube connecting your mouth to your lungs.
RATHCAE
_______ 5. I go through the air sacs and into the blood. YXGONE
__________
Respiratory
System
Jumbled Letters Activity: Read the information written in the activity sheet.
Rearrange the letters to form the correct words. Then tell something about
this part of respiratory system
1.ENOS-
2.PXNHARY-
3.LRYANX-
4.ATCHRAE-
5.UNGLS--
(Panuorin Mo Ikwento Mo) Let the pupils watch the video
(URL:http://m.youtube.com/watch?v=FBxbPnkxE64)
Based from the video presented, how can you protect your lungs?
Concept map (Punan Mo at Ipaliwanag Mo)
ELABORATE
Inquiry-Based Approach
Strategy: Knowledge Building
Mix and match activity: Parts and functions of

Respiratory System (group work)
Each group will be provided with parts(green) and
function(yellow) of
system written in metacards.
44
Nostrils Pharynx Larynx
The opening in the nose
Also called the voice box, contains the vocal cords
A part of the throat located just behind the mouth
Constructivism Approach
Thinking Skills Strategy
Let the pupils describe the parts and functions of

respiratory system
(http://www.google.com/search?biw=imagerespiratory
system)
Ask learners on how they will feel if they are trapped in

a place surrounded with smoke.
What will you do to protect your lungs? How can you
do it?
Key to corrections:
Group I 1. Nose 2. Air sacs 3. Carbon dioxide 4. Trachea 5. Oxygen
Group II 1. Nose 2. Pharynx 3. Larynx 4. Trachea 5. Lungs
Evaluate:
1. g 3. f 4. i 7. a 9. b
Remediation:
45
1. alveoli 2. nostrils 3. mucus 4. pharynx 5. epiglottis 6. trachea 7. larynx 8. cilia
9. bronchioles 10.bronchi
46
and Time
WEEK 2 – DAY 2
I. OBJECTIVES
A. Content The learners demonstrate understanding of how
form organ systems
Competencies work together S6LT-IIa-b-1
Write the LC
code
Objective/s Circulatory System.
2. Explain how the organs of the Circulatory
System work together. S6LT-IIa-b-1.7
II. CONTENT Parts and Function of the Circulatory System
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Page
3. Textbook Into the Future: Science and Health 6 by Juanita
Pages M. Cruz et. al. pp 1-18
4. Additional
Materials
from
Learning
Resource
(LR)
portal
B. Other Learning www.cpalms.org/public/reviewresource
Resource lesson/46075
www.teacher planet.com/circulatory system
lesson
Activity sheet, Human torso
IV.PROCEDURES
A. Reviewing ELICIT
47
previous lesson
or presenting Check and discuss the assignment. Ask
the new lesson questions on some concepts
previouslylearned
Ask:
We need to eat food in order to survive. After we
chewed the food, where will it go? Do you have
an idea of what organs of the body are
responsible in delivering the nutrients that we
intake? What are those?
purpose for the Collaborative Approach
lesson Think-Pair-Share Strategy
Teacher passes out “The Me, I Can’t See”

pretest. Dig into your memories and show what
you already know about what’s inside your body
Pupils will continue with Think, Pair,Share by
showing their work to a partner and the pair will
share their notes with the class
What do you What do you What have

Know? Want to you Learned?
know?
Approach: Constructivism and Inquiry-Based

Strategy: KWL
 Tell your students that today they will learn about
the circulatory system
examples
/instances of Constructivism Approach
the new lesson Direct Instruction Strategy
Setting standards when doing group activity
Group I: Dalubhasa “Ang Aking Puso”

Direction: Examine the model of the heart.
Label the Chambers using words listed below
48
Right atrium
Left atrium
Right ventricle
Left ventricle
(http://www.google.com/search?biw=imageheart)
Group II: Mananaliksik “Nasa Dugo”

Directions: Read the given information about
blood. Then answer the questions that follows.
There is a network of small tubes that carries

blood through the body. These tubes are called
blood vessels. Do you know that if you were to
take out all your blood vessels and line them up
end to end, they would be able to go around the
earth twice?
There are three types of blood vessels in the
body: the arteries, veins and capillaries. Arteries
are what we call efferent vessels because they
carry blood away from the heart. Every time your
heart beats, blood is pumped into your arteries.
The walls of the arteries stretch as the blood
comes in. As it passes by, the walls relax. The
stretching and relaxation of the artery wall is the
pulse. You feel your pulse at your temples, neck
and wrists.
Lina has a big wound. After a few seconds, it

stops bleeding. Can you tell why? What will
happen if your body lacks red blood cells? Why
people die if they lose too much blood?

Directions: Read the situation and the
information about the Blood Vessels then answer
the questions that follows.
Imagine that you are inside the human
body. You travel throughout the body. Then you
saw illustration with information about the blood
vessels. You read it several times with
understanding.
How does blood travel throughout the body?
49
What are the types of blood vessels? Describe
the functions of them.

concepts and
practicing new Group reporting and presentation of outputs
skill #1 Show the human torso and let the children tell
the parts and tell something about the functions
of Circulatory System
E. Discussing new Analysis and Discussion

concepts and
practicing new Based from the activities presented, can you
skills #2 describe the parts of circulatory system? How the
organs of the circulatory system work together?

Circulatory System
(URL:http://www.youtube.com/watch?v=T22
MT cp2998)
Have a deeper understanding on the parts and

functions of circulatory system and how each
organs work together based from the video by
completing the semantic web. Call some pupils
and let them write their ideas on the board.
Individual Activity:
What Do I Already Know About My Body
Draw a picture of what is inside your body:
What parts are there? What do you think
they look like?
Where are they located?
How are they connected?
Draw in the parts you know and write their
names.
Show how do you think the parts are
connected
50
(http://www.google.com/search?biw=imageofhumanb
ody)
Describe the parts and functions of the
Circulatory System
Explain how the organs of the Circulatory
The circulatory system carries blood to all parts of

the body. This function allows cells to receive
oxygen, an important source of energy. It also
allows waste products to be removed from the
body.
The heart is a hollow muscular organ located
between the lungs. It is a tireless pump, which
provides pressure to propel blood through the
circulatory system.
The blood vessels are hollow tubes that serve as
passages for blood.
Arteries carry blood away from the heart. Veins
bring blood to the heart.
Capillaries are the smallest vessels of the
circulatory system.
mastery Mix and match activity:
(Leads to Parts and functions of Circulatory System (group
Formative work)
Assessment 3) Each group will be provided with parts(green) and
function(yellow) of circulatory system written in
metacards.
heart blood blood vessels
51
Hollow tubes that serve as passage for blood
The most important organ of circulatory system
Red river of life
G. Finding
practical Let the pupils describe the parts and
applications of function of circulatory system
concepts and
skills in daily What will you do to protect your heart? How
living can you do it? How does our body transport
food, oxygen, carbon dioxide and waste?
Value: Taking care of the circulatory system
Let us now fill up the KWL chart for the concept
H. Making that we have learned.
generalizati
on and What do you What do you What have
abstractions Know? Want to you Learned?
about the know?
lesson
What have you learned today? How the organs of
circulatory system work together?
The circulatory system carries blood to all parts of
the body. This function allows cells to receive
oxygen, an important source of energy. It also
allows waste products to be removed from the
body.
The heart is a hollow muscular organ located
between the lungs. It is a tireless pump, which
provides pressure to propel blood through the
circulatory system.
The blood vessels are hollow tubes that serve as
passages for blood.
Arteries carry blood away from the heart. Veins
bring blood to the heart.
Capillaries are the smallest vessels of the
circulatory system.
I. Evaluating
Learning EVALUATE
A. Mix and Match:
Directions: Describe the parts and functions of
circulatory system by matching its parts to
corresponding functions
A B
1. Heart a. The passage ways of

2. Blood the blood.
3. Blood
Vessels b. The liquid material
4. Arteries that circulates
52
5. Veins throughout the body.
It carries nutrients to
the cells.
B. Explain how the organs of
circulatory system work together?
________________________________
________________________________
________________________________
activities for
application or ASSIGNMENT
remediation Draw the circulatory system. Label the parts.
ENRICHMENT
1. Describe the parts and functions of the
circulatory system
2. Explain how the organs of the circulatory
system work together
REMEDIATION
Directions: Recall the parts and functions of
circulatory system. In the space provided before
each statement, write True if the statement is
correct. Write False if the statement is incorrect.
______ 1. The circulatory system is composed of
the heart, blood vessels and blood.
______ 2. Blood vessels are the fluids of the
body.
______ 3. Arteries bring blood to the heart.
______ 4. The heart pumps the blood to the
different parts of the body.
______5. Blood vessels are the passageways of
the blood
53
V. REMARKS
VI. REFLECTION
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 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
worked?
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?
54
WEEK 2 – DAY 3
I. OBJECTIVES
C. Learning Explain how the different organ systems
Competencies work together S6LT-IIc-d-2
Write the LC code
D. Lesson Objective/s Explain how the Respiratory and Circulatory

System work together S6LT-IIa-b-1.8
II. CONTENT Parts and Functions of Respiratory and
Circulatory System
III. LEARNING
RESOURCES
C. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Pages Into the Future: Science and Health 6 by
Juanita M. Cruz et. al. pp 1-32
4. Additional
Materials from
Learning
Resource
55
(LR)
Portal
5. Other Learning URLhttps://www.youtube.com/watch?v=URu9HuLv9R
Resource 0
Activity Sheet, Human Torso
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson Show model of Respiratory and Circulatory
or presenting the System
new lesson As the music stop pupil will tell one
part of the system and tell the
function.
How the parts of respiratory system

work together? What about the parts
of circulatory system, how they work
together?
purpose for the Approach: Contructivism and Inquiry-Based
lesson Strategy: Thinking Skills
Tell your students that today they will learn
about how the Respiratory and Circulatory
What do What do What have
you Know? you Want to you
know? Learned?
examples /instances Inquiry-Based Approach
of the new lesson Q and A Game Strategy
Setting Standards in doing group activity
Group I: RESPIRATORY GROUP

Direction: Composed 5 questions about
Circulatory System
Group II: CIRCULATORY GROUP

Direction: Composed 5 questions about
Respiratory System
Using the questions, have a Q&A game. The

group will ask the respiratory system group
questions composed by the circulatory
56
system group, and vice versa. Each question
will be worth 4 points. Add 4 points for
correct answers; subtract 2 for wrong
answers. Top score wins.
The group will answer these questions:

How do you find the activity?
Have you enjoyed the activity?
How do you feel?

concepts and
practicing new skill Group reporting and presentation of outputs.
#1
How does Respiratory and Circulatory
Respiratory system delivers the oxygen into

our body ( which we also needs to live) and
delivers the carbon dioxide throughout to our
bodies .
Circulatory system, circulates the blood that
carries the cells, molecules, oxygen, and any
other substances that our body needed.
Now to deliver the oxygen to all of our body
parts circulatory system, circulates it though
circulating the blood .
E. Discussing new
concepts and Based from the activities presented, Can you
practicing new skills explain how the Respiratory and Circulatory
#2 System work together?
Let the pupils watch a video clip about how
Respiratory and Circulatory System work
together
(https://www.youtube.com/watch?v=URu9Hu
Lv9R0)
Have a deeper understanding on how

respiratory and circulatory system work
together
Show a model of a human torso. Let the

pupils explain the connection of lungs with
the heart.
57
Ask: How can you protect your heart? What
can you do to make your lungs healthy?
Value: Take care your heart and lungs
F. Developing mastery
(Leads to Formative ELABORATE
Assessment 3) Collaborative Approach
Think-Pair-Share Strategy
Setting Standards in doing group activity
Mix and match activity:

Group I: Dalubhasa
Parts and functions of Respiratory System.
Each group will be provided with parts(red)
and function(blue) of respiratory system
written in metacards.
Parts and functions of Circulatory System.
Each group will be provided with
parts(yellow) and function(green) of
Circulatory System written in metacards.
They will exchange their work.
Then they will answer this
Explain how the Respiratory and Circulatory
___________________________________
___
___________________________________
___
G. Finding practical GO WITH THE FLOW

applications of Below are the steps involved in the
concepts and Respiratory and Circulatory system
skills in daily connected works but they are not in correct
living sequence. Put them in order, numbering
them from 1 to 8.
______ Oxygen-rich blood enters the left
atrium from the lungs.
______ Blood from the right ventricle goes to
the lungs to pick up oxygen.
______ At the same time, oxygen-poor
58
blood enters the right atrium.
______ Blood is squeezed into the
ventricles.
______ The ventricles contract.
______ The heart muscle relaxes.
______ At the same time, blood from the left
ventricle goes to the body to supply it with
oxygen.
______ The heart muscle contracts.
Answer this:
Mang Kanor is a smoker. As a pupil and

neighbor of Mang Kanor, how can you help
him to protect his heart and lungs? What will
you do?
H. Making
generalization Let us now fill up the KWL chart for the
and abstractions concept that we have learned.
about the lesson
know? Learned?
What have you learned today? How are the

organs of respiratory system and circulatory
I. Evaluating Learning
EVALUATE
Directions:Recall how the Respiratory and
Circulatory System work together. Complete
the statement. Select your answer inside the
box.
Circulatory System cells

Respiratory System blood
Oxygen Carbon Dioxide
The ______________provide the Oxygen

that the ______________ provides to the
cells.
Respiratory system delivers the _______
into our body ( which we also needs to
live) and delivers the _______ throughout to
our bodies .Circulatory system, circulates the
59
________that carries the cells, molecules,
oxygen, and any other substances that our
body needed.And to deliver the oxygen to all
of our body parts circulatory system,
circulates it though circulating the blood .

for application or
remediation ASSIGNMENT
Illustrate and explain how the Respiratory

and Circulatory System work together
ENRICHMENT
Explain how the Respiratory and
Circulatory System work together.
Write your answer on your notebook.
REMEDIATION
Recall how respiratory and circulatory

system work together
Place a T next to statements that are true,
and an F next to statements that are false.
1. ______ The primary passageway for air to
enter the body is the mouth.
2. ______ Your lungs are surrounded by
your ribs, and they sit on a dome of muscle
called the diaphragm.
3. ______ The epiglottis is the main
passageway or tube that carries air to and
from the lungs.
4. ______ The exchange of oxygen and
carbon dioxide between the respiratory and
circulatory systems happens in the alveoli of
the lungs.
5. ______ When you exhale, your
diaphragm moves downward, squeezing air
up through your windpipe.
6. ______ Blood transports oxygen, food
substances, waste products, and heat.
7. ______ Plasma is the fluid part of the
blood, and is made up of water, sugars, and
proteins.
8. ______ Blood pressure is the regular beat
of blood flow caused by the heart pumping
blood through the body.
9. ______ Blood is the body’s main defense
60
against disease.
10. ______ The products of cellular
respiration are oxygen and energy.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial
lessons work?
No. of learners who
have caught up with the
lesson
continue to require
remediation
encounter which my
can help me solve?
use/ discover which I
teachers?
61
and Time
WEEK 2 – DAY 4
I.OBJECTIVES
C. Learning
Competencies Explain how the organs of each organ
Write the LC code system work together. S6LT-II-a-b-1

Nervous System.
2. Explain how the organs of the Nervous
System work together. S6LT-II-a-b-1.9
II. CONTENT Parts and Function of the Nervous System
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
62
Guide Pages
2. Learner’s
Materials Page
3. Textbook Pages Into the Future: Science and Health 6 by
Juanita M. Cruz et. al. pp 42-43
4. Additional
Materials from
Learning
Resource
(LR)
portal
B. Other Learning http://www.hrmvideo.com/catalog/systems-
Resource of-the-body-the-nervous-system
ALS Accreditation and Equivalency Learning
Material pp. 1-55, Activity Sheet, Human
Torso
IV. PROCEDURES
A. Reviewing ELICIT:
previous lesson Inquiry-Based Approach
or presenting the Look at the picture below.
new lesson
(http://www.google.com/search?biw=image)
What does it show? Do you see how
well coordinated their muscles are?
What do you think is on the farmer’s
mind as they make all the difficult
moves?
purpose for the
lesson Approach: Contructivism and Inquiry-
Based
Strategy: Thinking Skills

 Tell the pupils that today they will learn

about the Nervous System
63
know? Learned?
C. Presenting examples EXPLORE

/instances of the new Integrative Approach
lesson Content-Based Instruction
Setting standards in doing group activity
Group I: Dalubhasa
Direction: Look at the picture
What is the girl doing? How
does she react while she was
performing? What particular
body system controls all her
actions?
(http://www.google.com/searchbiw=image)

Direction: Look at the children, What are the
things they pay attention to while laughing?
What body system that makes everything in
your body work?

Direction: Look at the picture
What is the girl doing? What she will do to
stop water from flowing? What particular
body system controls all her actions?
64

concepts and
practicing new skill Group reporting and presentation of
#1 outputs.
Discuss the parts of nervous system and
explain how the organs work together.
E. Discussing new Based from the activities presented, can you

concepts and describe the parts of nervous system? How
practicing new skills the organs of the nervous system work
#2 together?

Nervous System
(URL:http://www.hrmvideo.com/catalog/syst
ems-of-the-body-the-nervous-system)
Have a deeper understanding on the parts

and functions of nervous system and how
each organs work together based from the
video by completing the semantic web. Call
some pupils and let them write their ideas
on the board.
Individual Activity:
Let’s Try This
Put some personal belongings, such as a
comb, a piece of soap, a ball pen, a piece of
paper, etc. inside a bag. Open your bag and
get an object. Use your eyes and describe
what you are holding. What is its color?
What is it made of? You are able to describe
the object because of the external stimulus
that comes from the light which is sensed by
your eyes.
Now close your eyes and get another object
from inside your bag. Were you able to get
one? Now try to describe that object without
opening your eyes. How heavy is it? How
does it smell?
65
By closing your eyes, you allowed the
receptors of your other sense organs like
your skin, nose and hands to describe the
object. The sense organs sent signals to
your brain and the brain sent back signals to
determine your response. In a lot of ways,
the nervous system is constantly working
without us being aware of it.
Show the Human Torso

Discuss the parts and functions of the
Nervous System
Explain how the organs of the Nervous
F. Developing mastery ELABORATE
(Leads to Formative Inquiry-Based Approach
Assessment 3) Strategy: Knowledge Building
Mix and match activity: Parts and functions

of Nervous System (group work)
Each group will be provided with

parts(green) and function(yellow) of nervous
system written in metacards
Control center of the body

Carry messages from one part of the body
to another
Enable us to do things automatically
spinal cord
neuron
brain
G. Finding practical Let the pupils show and describe the parts
applications of and function of nervous system using the
concepts and skills in human torso.
daily living
Read and analyze:
Ana was riding a motorcycle without a

helmet. She fell off the motorcycle and hit
her head on the concrete ground. Ana was
immediately brought to a hospital. Doctors
told her parents that because she was not
wearing any helmet, she sustained a skull
fracture. Because of this, her brain was
badly damaged. Ana was comatose or
unconscious for several weeks.
He was unable to move for days and had to
wear a body brace. He wished that he had
66
been more careful in climbing the tree.
Carlo was brought to a hospital. The doctors
found out that one of his vertebrae was
fractured or broken.
Answer the following questions:

1. What caused Carlo’s and Ana’s
accidents?
2. Why is it important to protect the
vertebrae and the skull?
3. What should we do to protect the
brain while we are riding in
motorcycle?
Value: Use helmet when riding in motorcycle

H. Making Let us now fill up the KWL chart for the
generalization and concept that you have learned.
abstractions about
the lesson
know? Learned?
What have you learned today? How the

organs of nervous system work together?
How do we keep the nervous system
healthy?
I. Evaluating Learning EVALUATE
Directions: Describe the parts and functions
of nervous system by completing its parts to
corresponding functions. Write your answer
on the blank.
two brain; spinal cord peripheral
brain cerebral cortex covering
gyri; convolutions brain
balance medulla/medulla oblongata

1. There are _________ major divisions of
the nervous system.
2. The central nervous system is composed
of the __________ and the
_______________.
3. The nerves that branch off the brain and
the spinal cord make up the
_______________ nervous system.
4. The __________________ is the seat of
human intelligence.
67
5. The _____________________ forms the
outermost portion of the cerebrum.
6. The word cortex means
__________________.
7. The wrinkled folds of the brain are called
_____________ or ________________.
8. The _____________________________
control logic, memory, feelings and abilities.
9. The cerebellum controls muscle
coordination and ________________.
10. Heartbeat is controled by the
____________________.
B Explain how the organs of nervous
______________________________
______________________________
______________________________

for application or ASSIGNMENT
remediation
Draw the nervous system. Label the parts.
ENRICHMENT
3. Draw the Nervous System on your
notebook. Label and describe the
parts.
4. Explain how the organs of the
Circulatory System work together
REMEDIATION
Directions: Recall the parts and functions of

nervous system. Complete the information
in each sentences. Select your answer
inside the box.
brain external stimulus

spinal cord neuron
medulla nervous system
1. The seat of human intelligence is the

_____________.
2. The ________________ is the basic unit
of the nervous system.
68
3. The part of the brain responsible for basic
life functions such as breathing and
heartbeat is the _________________.
4. A signal from outside the body is called
______________.
5. The spinal column protects the
_________________.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work?
No. of learners who
have caught up with
the lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these worked?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/ discover
which I wish to
share with other
teachers?
Summative Test in Science

Second Quarter
Week2-Day 5
69
Code of Topics/Objectives No. of Item Placement as per
Learning Items Cognitive Processes
Competencies
REM UND APP ANA
S6LT-IIa-b-1.2 Describe the 5 1,3,4 2 5
parts and
functions of the
Skeletal System
S6LT-IIa-b-1.4 Describe the 5 8 6,7 9.10

parts and
functions of the
Integumentary
System
S6LT-IIa-b-1.5 Describe the 5 15 14 11,12,13

parts and
functions of the
Digestive
System
S6LT-IIa-b-1.6 Describe the 5 16 17 18 19,20

parts and
functions of the
Respiratory
System
S6LT-IIa-b-1.7 Explain how the 5 21-25
organs of the
Circulatory
System work
together. S6LT-
IIa-b-1.7
SUMMATIVE TEST
Second Quarter
Weak 2-Day 5
Directions: Read each item carefully. Answer the questions correctly.

Choose and encircle the letter of the correct answer.
1.The framework of the human body made up of bones. What do you call
with this framework of the body?
a. skeleton b. veins c. blood d. blood vessels
70
2.The group of bones that includes the skull, the backbone and the ribs.
What is this group?
a. Axial Skeleton b. tendon c. appendicular Skeleton d. joints
3.The groups of bones that includes the bones of the legs, arms , hands
and feet.
a. Axial skeleton b. ligament c. appendicular Skeleton d. 4. Muscle
4. It is the outer part of the bone that is made up of a hard material. What
is it?
a. Compact bone b. marrow c. tendon d. joints
5. What connects a muscle to a bone?
a. tendon b. ligament c. joint d. marrow
6. A major function of the integumentary system is ______

a. protection of the internal body systems b. Distribution of nutrients
c. Digestion of food taken d. Inhalation and

exhalation
7. The outermost layer of the skin is the _____.

a. Dermis
b. Epidermis
c. Glands
8. A person experiences goosebumps when ________.

a. The skin bumps on a hard surface
b. He or she is surprised.
c. Someone has a phobia with geese
d. The small muscle in the skin pulls the hair making it erect.
9. It is the layer of the skin that contains fats for food and energy
storage.
a. Epidermis
b. Dermis
c. Fatty layer
10. The kind of cells that are found in the epidermis are ______.
a. Alive
b. Dividing
c. Keratinized
71
e. Sensitive
11. What tube moves food from the back of your throat to the stomach?
a. epiglottis b. esophagus c. feeding tube d. pharynx
12. What happens when food reaches the stomach?
a. Nothing. No digestion occurs in the stomach.

b. The food moves quickly into the small intestine.
c. Juices mix with the food and stomach muscles squeeze
it.
d. The food is completely digested and is absorbed
by tiny blood vessels in the walls of the stomach.
13. The digestive system processes food into usable and unusable
materials. The usable materials are sent to the body's cells as food.
What happens to unusable materials?
a. It goes into the pancreas to await disposal.

b. It goes to the right ventricle to await disposal.
c. It goes into the large intestine to await disposal.
d. It goes into the small intestine to await disposal.
14. Digestion takes place in a long tube-like canal called the alimentary
canal, or the digestive tract. Food travels through these organs in
the following order:
a. Mouth, esophagus, stomach, small intestine,

large intestine and rectum
b. Mouth, esophagus, stomach, large intestine,
small intestine and rectum
c. Mouth, stomach, esophagus, small intestine,
d. Mouth, stomach, gullet, small intestine,
15. After processing of food in the stomach, it goes into what part of
digestive system?
a. Large intestine b. small intestine c. rectum d. anus
16. The two major organs of the respiratory system where the gas
exchange takes place and carbon dioxide is given off and oxygen taken in.
a. kidneys b. lungs c. intestines d. nose
17. It protects the lungs from outside harm.

a. cartilage b. rib cage c. tiny sacs d. diaphragm
72
18. Which statement best explains the function of the respiratory system?
a. Carries oxygen and nutrients to the cells of the body.
b. Carries waste materials away from the cells of the body.
c. Draws oxygen into the body and expels carbon dioxide from the
body.
d. Pump the blood
19. The organs of the respiratory system include all the following EXCEPT:
a. nose b. trachea c. lungs d. body tissues
20. The ______ is a long straight tube that carries air from the back of
the throat to the lungs.
a. larynx b. trachea c. epiglottis d.
pharynx
21. The blood is pumped to the lungs from the heart through the
_______
a. aorta b. pulmonary veins c. pulmonary arteries d. vena cava
22. Left atrium receives oxygenated blood from what part of the heart?
a. Left and right pulmonary veins b. left ventricle c. right ventricle d.

right atria
23. It is the blood vessel that carries deoxygenated blood from the body
to the right side of the heart.
a. pulmonary vein b. vena cava c. aorta d. pulmonary artery
24. It is a substance that gives color to the red blood cells.

a. Hemoglobin b. Platelets c. Glucose d. Plasma
25. When oxygen-rich blood leaves the lungs to the heart, it enters the
heart through the pulmonary vein into what part of the heart?
a. right atrium b. left atrium c. right ventricle d. left ventricle
Key to correction:
1. A
2. A
3. C
4. A
5. A
6. A
73
7. B
8. D
9. B
10. C
11. B
12. B
13. C
14. A
15. B
16. B
17. B
18. C
19. D
20. B
21. C
22. A
23. B
24. A
25. B
Teaching Date
Quarter Second
and Time
WEEK 3 – DAY 1
I.OBJECTIVES
C. Learning Explain how the different organ systems work
Competencies together S6LT-II-c-d-2
Write the LC code
D. Lesson Describe the mechanism of how the major

Objective/s organs of musculoskeletal system work
together
II.CONTENT Human Body System:
1.1 Musculo-Skeletal
III.LEARNING
RESOURCES
A. Reference
1. Teacher’s Guide
Pages
2.Learner’s
74
Materials
Page
3.Textbook
Pages
4.Additional Materials MISOSA 4. How muscles cause body
from Learning movement. 2010. pp. 1-7
Resource (LR) portal
B. Other Learning https://www.youtube.com/watch?v=X2rzjfLiU
Resource New Horizons in Learning Science 6, Regie
R. Boniol,p.38
IV. PROCEDU
RES
A. Reviewing
previous lesson or
presenting the
new lesson ELICIT
Direction: Arrange the jumbled letters in each
number then identify if it is a muscular or
skeletal system
1. kluls
2. epscib
3. oinjt
4. redloush nobe
5. gmarhpaid
purpose for the Recall the standards in doing the activity
lesson Let the pupils do the activity.
Please see the attached activity sheet
examples Setting standards before watching the
/instances of the video.
new lesson  Sit properly
 Focus your attention on the video
presented
 Watch and listen to the video
attentively
Value: Attentiveness
Learners watch the video and take note
important notes and details.
https://www.youtube.com/watch?v=X2MvrzjfL
iU
Activity:
1. Group the pupils into three.
2. Recall the standards in conducting the
group activity.
3. Distribute the activity cards to each
group and let them do the activity.
4. Supervise the pupils while doing the
activity.
75
Group I.
Make a short poem about what will
happen to our body if we don’t have muscles.
Group II
Make a song about what will happen to
our body if we don’t have bones.
Group III
Make an act that shows the importance
of bones and muscles.
D.Discussing new EXPLAIN
concepts and 1. Group reporting/presentation of the output
practicing new skill #1 2. Analysis and discussion of the activity
results of the pupils.
E.Discussing new Teacher discusses the content of the video
concepts and and asks essential questions to be answered
practicing new skills by the learners.
#2  What lies under our body that makes
the movement possible?
 Where does the power came from to
move the bones?
 Does the skeleton move without the
muscles? Why? Why not?
Let the pupils do the activity.
Activity
Problem: Describe the mechanism of how the
major organs ofmusculoskeletal system work
together
You will need: Muscle maker model, scissors,
fasteners
 Copy the model below on a board
paper and paste on a hard cardboard
Lower Arm Upper Arm
 Cut out along the solid black lines.

 Cut open the slit along the black line of
the upper arm piece.
 Punch holes at the four black dots
using the tip of the scissors or the
76
fastener.
 Set the two arm pieces at right angles
to each other with the lower arm on
top.
 Put the fastener through the lower
arm’s end hole, and the upper arm’s
hole as shown.
 Put the muscle piece behind the arm

pieces.
 Match up its hole to the other hole of
the lower arm and put the second
fastener through.
 Slide the end of the muscle labeled
PULL through the slit.
Now you have an armbone and
muscle model.
Now try using the model.
 Pull the PULL tab. Describe what
happens.
 How do you think this causes
movement?
F.Developing mastery ELABORATE
(Leads to Analyze and discuss by raising questions
Formative covering the activities done with the concepts
Assessment 3) of the major parts of the skeletal system.
 How many bones does the human
body have?
 What do you call to the formation of
two or more bones?
 Does the skeletal system important to
our body? Why/Why not?
G.Finding practical ELABORATE
applications of Brainstorming.
concepts and skills in Explain how muscles and bones work
daily living together when you
- eat
- hold a book
- walk
What do you think would happen to us if our
body are all bones or all muscles? Explain.
77
What do you think would happen if the
tendons that hold the muscles to the bones
are cut?
H.Making Background information of the teacher

generalization and Human beings have over 600 muscle groups
abstractions about the and more than 200 bone muscles are
lesson attached to the bones by tough cords called
tendons. Muscles and bones work together.
Every moving bone has at least two muscles
attached to it. One muscle contracts and
pulls a bone to get you into a certain position,
then its partner contracts to pull the bone
back and get you out of the position. Muscles
can only move in one direction, they only
contract (pull). When a muscle isn’t
contracting, its relaxing. Muscles have
different strengths and lengths and provide
different amounts of pull.
I.Evaluating Learning EVALUATE
Direction: Write the letter of the correct
answer on the space provided before the
number.
______1. Muscles always work in ___.
A. threes B. pairs
C. solo D. fours
______2. How do muscles move?
A. by extraction
B. by contraction
C. by absorption
D. by relaxation
______3. When one muscle is contracting its
partner is _________.
A. bending B. stretching
C. relaxing D. pulling
_______4. Muscles can only move in ______
direction.
A. one B. two
C. three D. four
_______5. How does walking show the
coordinated work of the skeletal and
muscular system?
A. the bones pull the muscles to
move
B. the muscles and bones pull
against each other
C. the muscles push the bones
D. the muscles pull the bones to
move
J.Additional activities EXPAND
78
for application or Enrichment
remediation Direction: List three activities that show the
coordination of the bones and muscles.
Explain.
V. REMARKS
VI. REFLECTION
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
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
worked?
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?
79
Activity Sheet
Week 3 Day 1
ENGAGE
Direction: Let the pupils find 10 hidden words in the maze below.
Write whether it pertains to muscular or skeletal system.
V O L U N T A R Y M U S C L E S
W C B Q R O Y W I M O P L E Z K
O T F W E R T Y I O Y K C G H U
N E K J W G L O V R T Y U B V L
C N R A E L G H A I J J K O H L
S D S R C M S T H B F E B N E F
G O J R T Y N G E S S C V E A A
Y N K O Z U J O W E A R I V R H
J S P E L V I C B O N E D G T L
I M O O J A W B O N E H V O K P
O L V J D I G H E R I O A S D Y
X N B R E A S T B O N E A X H R
I U Q D G W H T U W A S D F H K
Activity Sheet
Week 3 Day 1
Making Armbone and Muscle Model

Problem: Describe the mechanism of how the major organs of
musculoskeletal system work together
Materials Needed: Muscle Maker Model, scissors, fasteners.
80
Procedures: 1. Copy the model below on a bond paper and paste on a ha
cardboard
Lower Arm Upper Arm
 Cut out along the
solid black lines.
 Cut open the slit along the black line of the upper arm piece.
 Punch holes at the four black dots using the tip of the scissors or
the fastener
 Set the two arm pieces at right angles to each other with the lower
arm on top
 Put the fastener through the lower arm’s end hole, and the upper
arm’s hole as shown.
 P
u
t
t
h
e
m
u
s
c
l
e
piece
behind the arm pieces.

 Match up its hole to the other hole of the lower arm and put the
second fastener through.
 Slide the end of the muscle labeled PULL through the slit.
Now you have an armbone and muscle model.
Now try using the model.
Guided Questions
1. Pull the PULL tab. Describe what happens.
2. How do you think this causes movement?
Conclusions:
_______________________________________________
_______________________________________________
_______________________________________________
81
Teaching Date
Quarter Second
and Time
WEEK 3 – DAY 2
I.OBJECTIVES
B.Performance The learners should be able to make a chart
C.Learning Explain how the different organ systems
Competencies work together S6LT-II-c-d-2
Write the LC code
D.Lesson Objective/s 1. Describe the major parts/organs and

functions of the Integumentary
System.S6LT-II-c-d-2.1
2. Explain how the major parts/organs of the
Integumentary System work together with
musculo-skeletal system. S6LT-II-c-d-2.2
II. CONTENT Human Body System:
1.2Integumentary System
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
3. Learner’s
Materials
Page
4. Textbook
Pages
5. Additional BEAM 3. Science and Health. Parts of the
82
Materials Skin and their Functions. DLP. Module 7.
from pp. 1-8
Learning
Resource
(LR)portal
B. Other https://www.youtube.com/watch?v=AhbPPd-
Learning Resource YeiU
New Horizons in Learning Science 6, Regie
R. Boniol,p.43
IV.PROCEDURES
A. Reviewing ELICIT
previous lesson or Direction:Complete the table below by
presenting the new writing the characteristic of each object,
lesson whether it is smooth, rough, soft, hard, hot
or cold.
OBJECTS CHARACTERISTICS
________
Sandpaper
________
Glass ___________
______
Fire
___________
_______
83
__________________
Ice cubes
Table
________________
What sense organ do you use to tell if the

object is smooth, rough, hard, hot or cold?
B.Establishing a ENGAGE
purpose for the Direction: Name the following items
lesson described in each number. Each box
corresponds to one letter.
1. Lies under our body that makes the
movement possible.
2. It enables the bones to move.
3. Formation of two or more bones.
The teacher will tell the pupils to touch their

face, look at their arms and hands.
When you touch your face, what did you
feel?
When you look at your arms and hands,
what did you see?
What do call to the outer covering of our
body?
examples Recall the standards in watching the video.
/instances of (Explicit Teaching/Direct Instruction)
the new lesson Teacher explicitly discusses the parts of the
integumentary system and their functions
with the help of the video about it. Teacher
84
emphasizes the role of the skin in musculo-
skeletal system as shown in the video.
https://www.youtube.com/watch?v=AhbPPd-
YeiU
Value: Trust to other

Activity
Feel Your Skin
Problem: To observe the characteristics of
the skin
Materials: pen, coloring materials, paper,
handkerchief, magnifying glass, mystery
objects placed on individual box
Procedure:
1. Observe the external structure of
your skin by feeling it and pinching it using
your fingers.
2. Now, observe your skin using a
magnifying lens. Draw what you see on your
notebook.
3. With a partner, let him/her put a
blindfold on you.
4. Your partner will get the mystery
objects from your teacher then let you
partner feel these objects one by one.
5. Guess the objects as you feel them.
6. Remove your blindfold and see if you
were able to tell correctly the objects based
on what you felt.
Questions to answer:
1. Describe the surface of your skin
based on what you have observed using a
magnifying lens.
2. Is your skin elastic? Why do you say
so?
3. What do you think is the importance
or hair on your skin?
4. What makes you tell correctly the
mystery objects eventhough you were
blindfolded?
5. Infer the function of the skin based on
the activity you performed.
D. Discussing EXPLAIN
new concepts 1. Posting/reporting the result of the activity.
and practicing 2. Analysis and discussion of the answers of
new skill #1 the pupils on the questions in the given
activity.
85
E. Discussing Teacher together with the learners will work
new concepts on the following activities.
and practicing A. Label the parts of the skin.
new skills #2
B. Fill in each blank the correct word to tell

how the skin works. Choose your answer
from the box.
Brain Feeling
Dermis Nerve cells
Skin
The 1. ______________ is the
sense organ for touching and 2.
____________________. When
something touches your skin, the 3.
_________ found in the
4.________________ carry the
message to the brain. Then the 5.
______________ tells you what you
are feeling.
mastery Direction: Name the part of the skin as
(Leads to described.
Formative 1. The outer part of the skin.
Assessment 3) 2. The inner part of the skin.
3. The part of the skin that send message
to the brain.
4. Grows in the epidermis that traps dirt.
5. The tiny openings of the skinwhere sweat
comes out
G. Finding What will happen if muscle tissues in the
practical dermis will be damaged? Explain your
applications of answer briefly.
concepts and
skills in daily
living
86
H. Making Background information of the teacher
generalization Skin is the sense organ for touching
and and feeling. It is the largest sense organ
abstractions because it covers all the surface of your
about the body. The skin is divided into two main
lesson parts: the outer and the inner layers.
The outer part of the skin is called
epidermis. It has tiny openings called
sweat pores where sweat comes out.
Fine hairs grow in the epidermis. These
hairs trap the dirt and protect the body
from too much heat and cold. The
epidermis protects the lower layer, the
dermis.
The inner part of the skin is called
dermis. It has nerve cells which are
connected to the brain. The dermis also
contains oil glands, sweat glands and the
hair roots.
The skin has thousands of different
nerve cells. Some nerve cells are close
together, some are far apart. The parts of
the skin where the nerve cells are close
together are more sensitive. The nerve
cells help you fell anything that touches
your skin.
When something touches your skin,
the nerve cells quickly carry the message
to the brain. Then the brain tells you what
you are feeling.
Learning Direction: Describe the function of the parts
of the skin.Write your answer on a piece of
paper.
Nerve Epidermis
cell
Dermis
Explain briefly. How the skin works with the

musculoskeletal system?
activities for Enrichment
application or Direction: Name the part of the skin as
87
remediation described.
1. Grows in the epidermis that traps the dirt

and protects the body from too much heat
and cold. _______________________
2. The tiny openings of the skin where
sweat comes out. __________________
3. The part of the skin that send message to
the brain. _____________________
4. The outer part of the skin. ____________
5. The inner part of the skin. ____________
Remediation
Direction:Put a check mark ( √ ) if the
statement is correct. Put a cross mark
(×) if the statement is wrong.
__________ 1. The largest sense organ is
the skin.
__________ 2. The skin is the sense organ
for smelling.
__________ 3. Epidermis is the top layer of
the skin.
__________ 4. The tiny openings in skin are
called sweat pores.
__________ 5. The inner part of the skin is
called fatty layer.
__________ 6. Nerve cells in the dermis are
connected to the brain.
__________ 7. Nerve cells send messages
to the skin.
__________ 8. Fine hairs grow in the
dermis.
__________ 9. The parts of the skin where
nerve cells are close
together are more sensitive.
__________10. The brain tells you what you
feel or touch.
V.REMARKS
VI.REFLECTION
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
work?
88
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
worked?
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?
Activity Sheet
Week 3 Day 2
Feel Your Skin
Problem: To observe the characteristics of the skin
Materials: pen, coloring materials, paper, handkerchief, magnifying

glass, mystery objects placed on individual box
Procedure:
1. Observe the external structure of your skin by feeling it and
pinching it using your fingers.
2. Now, observe your skin using a magnifying lens. Draw what you
see on your notebook.
3. With a partner, let him/her put a blindfold on you.
4. Your partner will get the mystery objects from your teacher then
let you partner feel these objects one by one.
5. Guess the objects as you feel them.
89
6. Remove your blindfold and see if you were able to tell correctly
the objects based on what you felt.
Questions to answer:
1. Describe the surface of your skin based on what you have
observed using a magnifying lens.
2. Is your skin elastic? Why do you say so?
3. What do you think is the importance or hair on your skin?
4. What makes you tell correctly the mystery objects eventhough
you were blindfolded?
5. Infer the function of the skin based on the activity you performed.
Conclusion:
_____________________________________________________
_____________________________________________________
_____________________________________________________
90
Teaching Date
Quarter Second
and Time
WEEK 3 – DAY 5
I.OBJECTIVES
C. Performance The learners should be able to make a chart
D. Learning Explain how the different organ systems work
Competencies together S6LT-II-c-d-2
Write the LC
code
E. Lesson Explain how the major organs of Digestive,
Objective/s Respiratory and Circulatory System work
together
II. CONTENT Human Body System:
1.3Digestive System
1.4 Circulatory System
1.5 Respiratory System
III.LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
3. Learner’s
Materials
Page
4. Textbook
Pages
5. Additional Science 4 MIMOSA page 6
Materials MIMOSA 5 - The Mechanism of Breathing
from page 50
Learning Science and Technology II pages 101-103,
91
Resource 108-109
(LR)portal EASE Module II Energy Producing and
Distributing System pages 11, 16-17
The Circulatory System pages 19-22
C. Other Learning https://www.youtube.com/watch?v=Futnu_6Nm
Resource Qotlist=Plq5d_eDIEJB90v7OWpZJPE4UapMz
aN83A
New Horizons in Learning Science 6, Regie R.
Boniol,pp.47-48
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson or Direction:Classify the following body parts.
presenting the Write them in the correct column of the
new lesson table.
1. Stomach 6. Heart
2. Lungs 7. Diaphragm
3. Blood Vessels 8. Large
Intestine
4. Small Intestine 9. Blood
5. Mouth 10. Nostril
Digestive Respiratory Circulatory
System System System
purpose for the Introduce the lesson by asking:
lesson How do you eat?
How does our body digest the food we
eat?
Where do we get the oxygen that we
inhale?
How does our respiratory system
distribute the oxygen to the all parts of our
body?
What is the task of circulatory system?
Today we are going to explain how the
digestive, respiratory and circulatory system
work together.
examples Recall the standards in watching the video.
/instances of
the new lesson 1. Video presentation
View video presentation of how the
circulatory, respiratory, and the digestive
system work together. Click
https://www.youtube.com/watch?v=Futnu_6Nm
Qotlist=Plq5d_eDIEJB90v7OWpZJPE4UapMz
92
aN83A
Value: Cooperation and Teamwork
2. Activity
a. Group the pupils into three.
b. Recall standards in conducting the
group activity.
c.Distribute the activity cards to each
group and let them do the activity.
d. Supervise the pupils while doing the
activity.
Group I
Materials needed:
yarns of different colors (blue, green,
red yellow)
scissors
ruler
Procedures:
1. Cut pieces of yarns according to the
measurements provided below, but have an
extra length for each piece for tying.
2. Use different colors of yarn to represent
the different organs.
3. After the yarns have been cut, tie the
pieces together and measure again.
Blue … 25 cm
Green … 20 cm
Red …700 cm
Yellow …150 cm
895 cm

1. What is the longest measurement?
What does this represent?
2. What is the shortest measurement?
What does this represent?
3. What is the second to the shortest
measurement? What does this represent?
4. How will you compare the longest yarn
and the 2nd to the longest yarn?
5. What do you think is the reason why
93
food stays in the body for 8 hours?
Group II
Demonstration of Breathing
Procedures:
1. Close your mouth, then press your nose
2. Do it for a few seconds or for as long as
you can hold breathing.
1. How did you feel as you press your
nose with your mouth closed? Why?
2. What happens when the air cannot
enter the body?
3.What air do you inhale? What air do
you exhale?
Group III
The Pumping on the Heart
Materials: Plastic bottle (preferably white)
Water
Dye
Procedures:
1. Fill the plastic bottle with colored
water.
2. Observe the content closely. No
liquid is pushed out. The same is
true with the heart. If the heart
muscles don’t squeeze together, no
blood is pumped.
3. Squeeze the bottle with both hands
and observe what happens. When
the heart muscles squeeze together,
blood is pumped.
Answer the following questions.
1.What is the function of the circulatory
system?
2.Name the chambers through which
blood flows in the right order.
3. What does the blood pick up?
4. What kind of blood goes to the body?
new concepts 1. Posting/reporting the result of the
and practicing activity.
new skill #1 2. Analysis and discussion of the answers
of the pupils on the questions in the given
activity.
E. Discussing 1. Further discussion on how the digestive,
new concepts respiratory and digestive system work together.
and practicing 2. Site more examples on how they work.
new skills #2 3. Refer to other books for more explanation
94
and additional information
F. Developing
mastery
(Leads to ELABORATE
Formative 1. Recall standards in conducting the activity.
Assessment 3) 3. Distribute the activity cards and let them do
the activity.
4. Supervise the pupils while doing the activity.
Activity I
EXPLAINING HOW THE DIGESTIVE
ORGANS AND CIRCULATORY ORGANS
WORK TOGETHER
Problem: To explain how the digestive
organs and circulatory organs
work together
Materials:
Manila paper
Metacards
Paste
Pencil
Procedure:
1. Draw the illustration on the manila
paper.
Figure 1. Interaction of the organs of the

Nervous and Digestive Systems
2. Use your meta cards.Write how the
different organs of the digestive system
95
work with the circulatory system.
3. Paste them on the manila paper.
Connect them with the organ described.
Guide Questions:
1. Where does the blood that passes
through the liver come from?
2. What is delivered by the circulatory
system to the digestive system?
3. What does the blood get from the small
intestine?
4. What part of the circulatory system
delivers and collects from the organs of
the digestive system?
Evaluation:
Explain how the organs of the digestive system
and the circulatory system work together.
Activity II
EXPLAINING HOW THE RESPIRATORY
ORGANS AND CIRCULATORY ORGANS
WORK TOGETHER
Problem: To explain how the respiratory
work together
Materials:
Manila paper
Meta cards
Paste
Pencil
Procedures:
1. Draw the illustration on the manila
paper.
96
2. Use your meta cards.Write how the
different organs of the respiratory system
work with the circulatory system.
3. Paste them on the manila paper.
Connect them with the organ described.
Guide Questions:
1. From the heart, where does the blood go?
Why?
2. What is exchanged when the blood
reaches the alveoli?
3. What does the blood bring when it leaves
the lungs?
4. What happens to the oxygenated blood
after passing the lungs?
Evaluation:
Explain how the organs of the respiratory
system and the circulatory system work
together.
Activity III
Lesson Concept:
The teacher tells “The Story of Blake”to
the group. Use the story in The Circulatory
System pages 19-22.
Problem: To explain how the respiratory
work together by means of a story
97
Materials:
Illustration of the circulation of blood
Procedures:
1. The teacher tells the story.
2. Teacher stops at important points to ask
questions.
3. The teacher asks the pupils to post
pictures of Blake in the illustration to
show where he is.
Guide Questions:
1. Where did Blake go? Why?
2. What did Blake get in his expedition?
3. Where will Blake bring the treasure?
4. What part of the circulatory system is
Blake? Garbage? Treasure? Trap door?
Door? Sand? Shallow Water? Treasure
chest?
Evaluation:
Retell the story of how the organs of the
respiratory system and the circulatory system
work together by following the journey of Blake
in the illustration of the circulation of blood.
G. Finding Direction: Determine which organ system
practical works together in the following scenarios:
applications of 1. When you run, you begin to breathe
concepts and heavier and faster. Your heart beats more
skills in daily quickly, bringing more oxygen to your cells.
living What organ system are working together here?
2. When you finish exercises, you are hot,
tired and sweating. After a bottle of juice, you
feel a lot better. What organ systems are
working in this scenario?
98
H. Making Background information of the teacher
generalization Your body system work together to keep you
and alive. Each of these systems is made up of
abstractions organs with specific functions. The structure of
about the these organs and the cells of which they are
lesson made make them well suited to their function.
An important function of your body systems is
to supply your cells with energy and nutrients,
and to remove waste that are produced.
Food digested by the digestive
system and the oxygen that the respiratory
system obtained from the air must be
distributed to the body. Similarly, waste
products generated by the cell of the body
must be collected and delivered to the waste-
disposing organs. These complex tasks are
what the circulatory system performs to
ensure that the body gets what it needs and
eliminate what it doesn’t need
Learning Direction: Explain the diagram that shows how
the digestive, respiratory and circulatory
system work together.
+
Glucose oxygen
From digestive system from respiratory
system
carbon dioxide
+ +
to respiratory usable
system water energy
activities for Enrichment
application or Think two scenarios in which organ
remediation systems are working together.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
99
for remediation who
scored below 80%
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 worked?
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?
Activity Sheet
Week 3 Day 3
EXPLAINING HOW THE DIGESTIVE ORGANS AND CIRCULATORY

ORGANS WORK TOGETHER
Problem: To explain how the digestive organs and circulatory organs work
together
Materials:
Manila paper
Metacards
Paste
100
Pencil
Procedure:
1. Draw the illustration on the manila paper.
Figure 1. Interaction of the organs of the Nervous and Digestive Systems
2. Use your meta cards.Write how the different organs of the digestive
system work with the circulatory system.
3. Paste them on the manila paper. Connect them with the organ
described.
Guide Questions:
1. Where does the blood that passes through the liver come from?
2. What is delivered by the circulatory system to the digestive system?
3. What does the blood get from the small intestine?
4. What part of the circulatory system delivers and collects

from the organs of the digestive system?
Evaluation:
Explain how the organs of the digestive system and the circulatory system
work together.
101
Conclusion:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Activity Sheet
Week 3 Day 4
EXPLAINING HOW THE RESPIRATORY ORGANS AND CIRCULATORY

ORGANS WORK TOGETHER
Problem: To explain how the respiratory organs and circulatory organs

work together
Materials:
Manila paper
Meta cards
Paste
Pencil
Procedures:
1. Draw the illustration on the manila paper.
2. Use your meta cards.Write how

the different organs of the respiratory system work with the circulatory
system.
3. Paste them on the manila paper. Connect them with the organ
described.
Guide Questions:
1. From the heart, where does the blood go? Why?
2. What is exchanged when the blood reaches the alveoli?
3. What does the blood bring when it leaves the lungs?
102
4. What happens to the oxygenated blood after passing the lungs?
Evaluation:
Explain how the organs of the respiratory system and the circulatory
system work together.
Conclusion:
_____________________________________________________
_____________________________________________________
_____________________________________________________
Activity Sheet
Week 3 Day 5
EXPLAIN HOW THE RESPIRATORY ORGANS AND CIRCULATORY

ORGANS WORK TOGETHER BY MEANS OF A STORY
Problem: To explain how the respiratory organs and circulatory organs

work together by means of a story
Materials:
Illustration of the circulation of blood
Procedures:
1. The teacher tells the story.
2. Teacher stops at important points to ask questions.
3. The teacher asks the pupils to post pictures of Blake in the
illustration to show where he is.
Guide Questions:
1. Where did Blake go? Why?
2. What did Blake get in his expedition?
3. Where will Blake bring the treasure?
4. What part of the circulatory system is Blake? Garbage? Treasure?
Trap door? Door? Sand? Shallow Water? Treasure chest?
Evaluation:
103
Retell the story of how the organs of the respiratory system and the
circulatory system work together by following the journey of Blake in the
illustration of the circulation of blood.
Conclusion:
___________________________________________________
___________________________________________________
___________________________________________________
The Story of Blake
Once upon a time there was a pirate,who was the captain of the
ship, his name was Blake. Like all good pirates, Blae was looking for
treasure.He used his map to find out where to go. Sailed up to the
treasure. He ordered his men as much treasure as possible. The men
would also swap the garbage from the ship for the treasure. The men exit
the right side of the ship with their buckets full of garbage. Blake forces his
men to go down the trap door. They enter the bottom right floor. The trap
door above them closes and makes the sound lupp. Blake demands his
men to keep on moving. They go through the door in the upper right floor.
The door shuts with a dub. They exit on the right side of the ship and walk
on the sand. The mens’ buckets are full of garbage. The men carry their
garbage across the sand to the treasure chest.they unload their garbage.
They collect treasure. The men are now rich with treasure. They walk
through the shallow water to the left side of the ship. They enter the left
side. Blake forces his men down the left trap door. Now the men are in the
bottom left of the ship. The trap door makes the sound lupp when it closes.
Blake then demands that the men travel to the rest of the ship and unload
the treasure. The men go through the door. The door shuts with a dub as
someone closes it behind them. They travel to either the upper or lower
storage rooms. They store their treasure here and pick up garbage. From
here the cycle starts all over again.

Teaching Date Quarter SECOND
and Time
WEEK 4– DAY 1
I. OBJECTIVES
104
A. Content The learners demonstrate understanding of how the
form organ systems
functioning of the musculoskeletal, integumentary,
digestive, circulatory, excretory, respiratory, and
nervous systems
Competencies together. S6LT-II-c-d-2
Write the LC
code
D. Lesson Analyze how the major organs of the nervous
Objective/s system works with the musculoskeletal system
II. CONTENT How nervous system works with musculoskeletal
system?
II. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Into the Future: Science and Health 6 by Juanita M.
Pages Cruz et. al. pp 42-43
4. Additional
Materials
from Learning
Resource
(LR)portal
B. Other https://m.youtube.com/watch?v=uPFHH2U5F2A
Learning
Resource
IV.PROCEDURES
A. Reviewing ELICIT
previous lesson or Learners answer questions on how digestive,
presenting the new respiratory and circulatory systems
lesson
B. Establishing ENGAGE
a purpose for the Picture Analysis
lesson Show picture of a girl and a boy performing
gymnastics (Localize the photo)
examples EXPLORE
/instances of the Activity 4.1Game: Following Directions
new lesson The teacher uses game to give the learners idea
about the new lesson
The teacher will give the command then the pupils
105
will do what the teacher asked them to do.
Ex. Walk five steps forward then stop.
Sway your hips three times then turn around.
Hop jump and hop again three times then stop.
Bend your knees then stretch your arms upward
Etc.
new concepts and Analysis and Discussion
practicing new Ask questions on what are involved in the movement
skill #1 of the body from the head, trunks and limbs down to
the toes (answer can be muscles and bones or
muscular and skeletal systems).
Ask questions on why they stop moving when they
heard the word stop.
Ask questions why they can bend and stretch the
parts of their body
E. Discussing For further understanding the learners watch video
new concepts and on the interactions of muscular and skeletal and
practicing new nervous systems
skills #2 https://m.youtube.com/watch?v=uPFHH2U5F2A
Discuss the relationship of the nervous system to the
muscular and skeletal systems and how they are
work together
mastery
(Leads to Ask learners to list 10 daily activities in which
Formative musculo-skeletal system works with the nervous
Assessment 3) system.
G. Finding Group Activities: Role Playing
practical Perform different activities that show how the
applications of nervous system work together withmusculo-skeletal
concepts and system.
skills in daily living Values: What have you learned from the situations?
H. Making Ask learners how skeletal, muscular, and nervous
generalization and systems work together.
abstractions about
the lesson  The brain regulates the position of bones by
controlling muscles
 The brain controls the contraction of skeletal
muscle
 Receptors in muscles provide the brain with
information about body position and
movements
Learning Directions: Read the situation below then number
the situation in correct order
MangKardo is a farmer. Everyday he goes to his
farm and attends to its needs. One time when he
pulled the weeds around the plants his knees got
injured and suffered from intense pain then he
106
couldn’t walk anymore.
Based from the situation above number the
statement below in the correct order to show how
MangKardo feel the pain of his broken knees
____The brain decodes the signals as a sight, sound
, smell, taste,
touch, or pain
____The message travels along the axon as an elect
rical impulse
____Messages move from the brain through nerves
and out to the body
____A message enters the neuron through the dend
rites and goes directly to the cell body.
____The message continues as an electrical impuls
e from one neuron to the next carrying the
information to the brain.
____Then MangKardo feels pain in his knees.
activities for
Assignment:
application
or Perform Activity 1.9 Into The Future: Science and
remediation Health 6 p. 42.
V. REMARKS
VI. REFLECTI
ON
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
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
107
strategies
worked well?
Why did these
worked?
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?

Teaching Date Quarter SECOND
and Time
WEEK 4 – DAY 2
I.OBJECTIVES
108
form organ systems
functioning of the musculo-skeletal, integumentary,
nervous systems
Write the LC code
D. Lesson Analyze how the major organs of the nervous
Objective/s system work with digestive, system.
II. CONTENT How nervous system works with digestive system?

III.LEARNING
RESOURCES
A. Reference
1. 1. Teacher’s
Guide Pages
2. Learner’s
Materials
Page
3. Textbook
Pages
4. Additional
Materials
from Learning
Resource
(LR)portal
B. Other New Science Links pp. 129-139 pp. 165-180
Learning file:///C:/Users/DepED/Downloads/Nervous+System
Resource +Activity+Sheet
IV.PROCEDURES
A. Reviewing ELICIT
previous lesson or
Recall concepts about how nervous system works
presenting the with the musculo-skeletal system.
new lesson Unlock difficult words to be encountered by the
learners in the lesson.
purpose for Learners share their experience when they feel that
the lesson they are hungry. Ask them how they know if they
are hungry.
examples Show the detailed parts of the brain and let the
/instances of learners identify the parts that control hunger,
the new lesson appetite, metabolism and digestion.
See Activity Sheet 4.2
Draw an outline of the human body showing
connections of the major parts of the digestive
109
system to the nervous system.
D. Discussing
new concepts
Group Reporting
and practicing
new skill #1
E. Discussing EXPLAIN
new concepts Analyze and discuss the major parts of the brain or
and practicing nervous system which deals with digestion and
new skills #2 other processes involving digestive system
mastery
(Leads to Learners answer questions on the importance of
Formative nervous system to digestive system
Assessment
3) .
G. Finding Give situations that shows on how the two systems
practical work together and how they affect each other
applications of Ex. Harold was taking a test that day. He did not eat
concepts and a good breakfast that morning so he felt hungry and
skills in daily his stomach was aching. He was not able to answer
living the test because he couldn’t think well. As a result,
he got failed score.
(The teacher provides more situations)
What lesson have you learned?
What should you do every morning to be active in
school?
H. Making Learners summarize the lesson by formulating the
generalization generalized concept about the relationship of the
and nervous system with the digestive system.
abstractions  The digestive system sends sensory
about the information to the brain
lesson  The brain stem controls digestive activities
 Digestive processes provide the building
blocks for some neuro transmitters.
Learning Direction: Choose and write the letter of the correct
answer.
1. What two body systems are most useful in
getting nutrients from the food you eat to
your brain?
a. Muscular and endocrine system
b. Digestive and nervous system
c. Nervous and circulatory system
d. Digestive and endocrine system
2. The brain controls actions that we choose to
do. It also automatically controls actions
without being told in what action does
digestion belongs?
a. Voluntary action
110
b. Involuntary action
c. Both voluntary and involuntary
d. Half voluntary and half involuntary
3. Which of the following is the direct interaction
of the digestive and nervous systems?
a. Hunger c. temperature
b. Joy d. Hatred
4. Which specific part of the brain has
something to do with the regulation of
hunger, appetite, and metabolism?
a. Cerebellum c. Cerebrum
b. Brain stem d. Hypothalamus
5. Mouth, esophagus and intestines are parts of
the____________ while central and
peripheral are parts of ______________
a. circulatory and digestive systems
b. nervous and digestive systems
c. digestive and nervous systems
d. nervous and circulatory systems
activities for Assignment:
application or
remediation Learners trace the flow on how information of
hunger or process of digestion goes to the nervous
system specifically the brain.
V.REMARKS
VI.REFLECTION
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
work?
No. of
learners who
have caught
up with the
lesson
D. No. of
learners who
111
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did
these
worked?
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?

Teaching Date Quarter First
and Time
WEEK 4 – DAY 3
I.OBJECTIVES
112
A Content The learners demonstrate understanding of how the
form organ systems
B Performance The learners should be able to make a chart
nervous systems
C Learning Explain how the different organ systems work
Competencie together. S6LT-II-c-d-2
s
D Write the LC
code
E Lesson Analyze how the major organs of the nervous
Objective/s system work with the respiratory and circulatory
systems
II.CONTENT How nervous system works with respiratory and
circulatory systems?
III.LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
3. Materials
Page
4. Textbook
Pages
5. Additional
6. Materials
from Learning
7. Resource
(LR)portal
B. Other
The new Science Links p.145 and pp161-162
Learning
http://m.youtube.com/watch?v=euOPzQ3kp_l
Resource
IV.PROCEDURES
A. Reviewing ELICIT
previous
lesson or Learners recall how digestive system works with the
presenting nervous system.
the new
lesson
purpose for Ask learners to give examples of voluntary and
the lesson involuntary actions of the body emphasizing actions
pertaining to respiratory and circulatory systems.
Learners discuss why we breathe, why the heart
beats and blood flows continuously without being
113
controlled or without being aware of it
examples Learners identify different processes involving
/instances of respiratory and circulatory systems in relation with
the new the autonomic or involuntary functions of the
lesson nervous system such as breathing and beating of
heart
new concepts Analyze and discuss how nervous system works
and practicing with the parts of the respiratory and circulatory
new skill #1 systems. Discuss the guide questions on the
Activity Sheet.
E. Discussing Video presentation showing the interactions of
new concepts respiratory and circulatory systems with the nervous
and practicing system.
new skills #2 http://m.youtube.com/watch?v=euOPzQ3kp_l
mastery Learners answer question on the importance of
(Leads to nervous system to digestive system based on the
Formative video presented
Assessment
3)
G. Finding Learners give situations in which nervous system is
practical important to respiratory system’s breathing and
applications circulatory system’s beating of the heart and blood
of concepts flow.
and skills in Values:
daily living What have you learned today?
What should you do to make this systems work
well?
H. Making Learners generalize the concept on how organs of
generalization respiratory and circulatory systems work with the
and major organs/parts of the nervous system.
abstractions  The brain regulates the heart rate and blood
about the pressure, regulates respiratory rates and
lesson monitors respiratory volume and blood gas
levels
 The respiratory and circulatory systems are
responsible in the exchange of gasses from
deoxygenated blood to oxygenated blood
that our body needs including the parts of the
nervous system
Learning Directions: Choose the letter of the correct answer.
1. The three systems that work together to
control the activities of the lungs to keep
breathing and the heart to keep beating are:
a. Nervous system, muscular system and
114
skeletal
b. Nervous system, excretory system and
endocrine system
c. Nervous system, digestive system and sense
organs
d. Nervous system, reproductive system and
endocrine system
2. Nervous system is the control center of the
body. This system works with the other
systems helping to keep breathing and keep
the heart beating. Into what other systems can
we associate it?
a. Respiratory and circulatory systems
b. Digestive and reproductive systems
c. Circulatory and muscular system
d. Respiratory and skeletal system
3. The part of the brain responsible for
involuntary actions such as breathing and
beating of the heart is ___________
a. Cerebellum
b. Brainstem
c. Cerebrum
d. Spinal Cord
4. Which of the following is a direct interaction of
the nervous, respiratory and circulatory
systems?
a. One can feel chest pain and
couldn’t breathe
b. One can feel restless leg
syndrome and muscle cramps
c. One can feel bloated stomach and
indigestion
d. One can feel throat problem and
couldn’t eat
5. What would likely to happen when the human
heart failed to supply oxygenated blood to the
brain?
a. The person will be unconscious
and his heart will stop pumping
blood.
b. The person will become comatose
and his brain will not be able to
function.
c. The brain will continue to function
but the heart will stop to beat.
d. The person will become forgetful
and hard to recognize things
around him.
activities for Learners trace the flow on how information of
115
application or breathing, beating of the heart and blood flow goes
remediation to the nervous system specifically the brain.
See attached Rubric
V.REMARKS
VI.REFLECTION
A. 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
work?
a. No. of
learner
s 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
worked?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
116
G. What
innovation or
localized
materials did I
use/ discover
which I wish
to share with
other
teachers?

and Time
WEEK 4 – DAY 4
I. OBJECTIVES
117
form organ systems
nervous systems
D. Write the LC
code
E. Lesson Make a chart showing healthful habits that promote
Objective/s proper functioning of musculo-skeletal,
integumentary, digestive system, respiratory system
and circulatory system.
II. CONTENT Healthful habits to promote proper functioning of
the body systems
III.LEARNING
RESOURCES
A. Reference
Pages
2. Learner’s
Materials Page
3. Textbook
Pages
4. Additional
Materials from Learning
Resource (LR)portal
B. Other Magazines
Learning https://m.youtube.com/watch?v=y5rita8a9_E
Resource
IV.PROCEDURES
A. Reviewing
previous lesson or ELICIT
presenting the new
lesson Learners recall on how nervous system works with
musculo-skeletal, digestive, respiratory and
circulatory systems
B.Establishing a ENGAGE
purpose for the Show a picture of a sick child. (Localize the photo.
lesson Use instances in the school if
any)
118
Learners give ideas on why a person becomes ill
C. Presenting
EXPLORE
examples
/instances of
Watching video about the story of the Organs
the new
https://m.youtube.com/watch?v=y5rita8a9_E
lesson
new concepts Discuss and make a chart showing healthful habits
and practicing that promote proper functioning of musculoskeletal
new skill #1 and integumentary systems. See Rubric
E. Discussing Discuss and make a chart showing healthful habits

new concepts that promote proper functioning of digestive system,
and practicing respiratory system and circulatory system. See
new skills #2 Rubric
mastery Analyze and discuss the outputs of the learners
(Leads to through questions of the teacher
Formative
Assessment
3)
G. Finding Directions: Make a Dos and Don’ts Chart that
practical promote proper functioning of the body systems
applications
of concepts Dos Don’ts
and skills in 1 1
daily living 2 2
3 3
4 4
5 5
H. Making Learners summarize the concepts about healthful
generalization habits that promote proper functioning of digestive
and system, respiratory system and circulatory system.
abstractions
about the
lesson Healthful
Habits
Learning Learners make their own plan of simple everyday
activities to make the body healthy.
See Rubrics
119
activities for Poster Making on the topic:
application or “Healthy Habits for Healthy Body Systems”
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 who
scored below
80%
C. Did the
remedial
lessons work?
a. 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
worked?
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
120
teachers?
Test Blue Print in Science

Summative Test
Second Quarter
Week4-Day 5
Code of Topics/Objectives No.of Item Placement as per

Learning Items Cognitive Processes
Competencies
REM UND APP ANA
SGLT-ll-c-d- How major 5 1,3,4 2 5
2 organs of
musculoskeletal
System work?
SGLT-ll-c-d- How Digestive, 5 8 6,7 9.10
2 Respiratory and
Circulatory
Work?
S6LT-II-c-d-2 How the major 6 15.16 14 11,12,13
organs of the
nervous system
works with the
musculoskeletal
system
S6LT-II-c-d-2 How the major 4 19,20
organs of the
nervous system
work with
digestive,
system.
S6LT-II-c-d-2 How nervous 4 21-24

system works
with respiratory
and circulatory
systems
S6LT-II-c-d-2 Healthful habits 6 25-30
to promote
proper
functioning of
the body
systems
30
SUMMATIVE TEST
121
Second Quarter
Weak 4-Day 5
Directions: Read each item carefully. Answer the questions correctly.
Choose and write the letter of the correct answer.

1. How is musculoskeletal system called?
a. Circulation system
b. Excretion system
c. Locomotor system
d. Respiratory system
2. Which does not describe the musculoskeletal system?
a. It gives shape to the body
b. It supports the body
c. It protects the internal organs of the body
d. It transports food and oxygen to the body cells
3. Which of these connect muscles to the bones?
a. Joints b. cartilage c. ligaments d. tendons
4. Which allows the person to move and have specific range of
motion?
a. Joints b. cartilage c. ligaments d. tendons
5. Mr. Juan Dela Cruz works in a construction company. One day he
fell from the top of the 3-storey building. Mr. Dela Cruz was not able
to go to his work for a month. What do you think happen to him?
a. Mr. dela Cruz suffered from respiratory problem
b. Mr. dela Cruz decided to stop working
c. Mr. dela Cruz suffered from musculoskeletal problem
d. Mr. dela Cruz got heart ailment
6. Which two body systems interact with each other to send oxygen
throughout the body?
a. Integumentary and skeletal systems
b. Muscular and nervous systems
c. Respiratory and circulatory systems
d. Circulatory and digestive systems
7. Which organ system are responsible for supplying the body with
energy from food molecules?
a. Circulatory and digestive systems
b. Skeletal and circulatory systems
c. Digestive and nervous system
d. Muscular and skeletal systems
8. What two gasses are exchanged between the respiratory system
and the circulatory system?
a. Carbon dioxide and hydrogen
b. Oxygen and helium
122
c. Nitrogen and carbon dioxide
d. Oxygen and carbon dioxide
9. What will happen to your digestive system if your circulatory system
failed?
a. A person might feel weak because the glucose and nutrients
from the digestive system cannot be transported to the cells of
the body
b. A person might experience loose bowel movement when
circulatory system failed to function
c. A person might suffer from constipation when circulatory
problems occurred
d. A person might suffer insomnia when circulatory problem
happened
10. In what way the respiratory system helps the digestive system?
a. It gives carbon dioxide to the digestive system
b. It gives nutrients to the digestive system
c. It gives oxygen to the digestive system
d. It gives glucose to the digestive system
11. Which of the following shows importance of skeletal system to
nervous system?
a. The skull protects the brain and the vertebrae protects the spinal
cord.
b. The rib cage protects the heart and the lungs.
c. The bones and muscles are responsible for locomotor activities.
d. The bones and muscles give signal to the brain.
12. Which of the following is a direct interaction of the skeletal,
muscular and nervous system?
a. Increased production of hormones
b. Lifting of heavy objects
c. Improved vision
d. Healthy digestion
13. Which three systems of the human body function together to move
and control body parts?
a. Skeletal, respiratory and muscular
b. Muscular, skeletal and nervous
c. Respiratory, circulatory and digestive
d. Endocrine, excretory and integumentary
14. Which human body systems are directly involved in the reflex
actions such as blinking, knee jerking and jumping when startled?
a. Skeletal and nervous
b. Muscular and nervous
c. Digestive and nervous
d. Circulatory and nervous
123
15. Breathing, heart beating and food digesting are example of
activities using ___________ type of muscles
a. Striated
b. Voluntary
c. Cardiac
d. Involuntary
16. Walking, running and dancing involve using _______ type of
muscles.
a. Involuntary
b. Voluntary
c. Cardiac
d. Striated
17. Which part of the brain controls digestion?
a. Cerebrum
b. Cerebellum
c. Brain stem
d. Spinal cord
18. What body systems are most useful in getting nutrients from food to
eat to your brain
a. Muscular and integumentary
b. Nervous and digestive
c. Nervous and circulatory
d. Circulatory and digestive
Modify true or false. If the answer is false then write the correct answer on
the space provided
19. The brains controls eating behavior. ___________________
20. When we eat candies it is the tongue that says it is sweet.
______________________
21. The brain regulates heart rate and blood pressure.
______________
22. Digestive interacts with digestive system in the exchange of
gasses. ____________________
23. The circulatory system works with the respiratory system to make
sure that the oxygen-rich blood can flow through the body.
______________________
24. Breathing and beating of the heart is controlled by the cerebrum.
_____________________
25-27 Give at least three activities to make our body systems healthy
28-30. Make an advertisement depicting the topic.
“Live a Healthy Lifestyle for a HealthyBody”
124
Teacher Learning Science
Area
and Time
WEEK 5– DAY 1
I. OBJECTIVES
A. Content The learners demonstrate understanding of the
Standards different characteristics of vertebrates and
invertebrates
B. Performance The learners demonstrate understanding of the
invertebrates
C. Learning Determine the distinguishing characteristics of
Competencies vertebrates and invertebrates. S6LT-II-e-f-3
D. Write the LC
125
code
E. Lesson Recognize vertebrates and invertebrates that
Objective/s are commonly seen in the community. S6LT-IIe-
f-3.1
II. CONTENT Vertebrates and Invertebrates
III.LEARNING
RESOURCES
A. Reference
B. Teacher’s
a. Guide
Pages
C. Learner’s
a. Materials
Page
D. Textbook Pages Science for Daily Use 5 by Conchita T. Tan pp.
75-78
E. Additional
a. Materials Activity sheets
from
b. Learning
c. Resource
d. (LR)
e. portal
B. Other Learning https://www.youtube.com/watch?v=zxFTrktN
Resource 1c&t=112s
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson 1. Unlocking of difficulties
or presenting the Show atleast five pictures and ask them
new lesson if it has backbone or none then tell them
to paste each picture on the correct
column.
With backbone Without backbone
purpose for the Ask: Who among you have pets at home?
lesson Let them to share their experiences with their
pet/pets?
Ask them further if they recognize the
importance of animals in the community and
why?
examples Approach: Inquiry based
/instances of the Strategy: Activity-based
new lesson Activity: Group Activity
I.Problem: What are the common aninals in the
community?
126
II. Materials: coored paper, scissor, manila
paper, paste/glue
III. Procedure:
1. Form a group of 5
2. Cut – out common animals in the
community.
3. Paste them on manila paper abd label
whether hey are animals with backbones
or without backbones.
D. Discussing new
concepts and Group reporting and presentation of data chart
practicing new
skill #1
E. Discussing new EXPLAIN
concepts and Analysis and Discussion
practicing new What is vertebrate animal?
skills #2 What is invertebrate animal?
mastery Direction:Write V if the animal is vertebrate and
a. (Leads to Iv if it is invertebrate.Write you answer on the
Formative space provided.
Assessm 1. mice _______
ent 3) 2. spider _______
3. lizard _______
4. tadpole ______
5. rat __________
G. Finding practical Ask: What animal you like most? Why? How do
applications of you take care of it?
concepts and (Value Integration) Love for animals
skills in daily
living
H. Making How can you recognize vertebrate and
generalization invertebrate animals?
and abstractions Backgroud Information for the Teacher
about the lesson
Vertebrate are animals with backbone while
invertebrate are animals without backbone.
Learning Direction:Write V if the animal is vertebrate and
Iv it it is invertebrate.
1.
127
2.
3.
4.
5.
activities for REMEDIATION
application or
remediation Direction: Recognize whether the following list of
animals are vertebrate or invertebrate. Write
your answers on their proper column.
Vertebrate Invertebrate
goat starfish
jellyfish leeches
earthworm squid
butterfly mice
snail hawk
Enrichment
Direction:List down other vertebrate and
invertebrate in the community which are not
mentioned in the lesson
Assignment:
Direction: Make a research about the common
characteristics of vertebrate.
V. REMARKS
VI. REFLECTIO
N
A. No. of learners
128
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation
who scored below
80%
C. Did the remedial
lessons work?
a. 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 worked?
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?

Area
and Time
WEEK 5– DAY 2
I. OBJECTIVES
the different characteristics of vertebrates and
invertebrates
B. Performance The learners demonstrate understanding of
129
Standards the different characteristics of vertebrates and
invertebrates
D. Write the LC code
E. Lesson Objective/s Describe the common characteristics of
vertebrates and invertebrates. S6LT-IIe-f-3.2

III. LEARNING
RESOURCES
A. Reference
Pages
2. Learner’s
Materials Page
3. Textbook Pages Science for Daily Use 5 by Conchita T. Tan
pp. 75-78
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Activity sheets
Resource
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson or Group the class into two.Let the first group
presenting the new shows pictures of an animal while the second
lesson group will classify whether they are
vertebrates or invertebrates
purpose for the lesson Ask learners about their experiences of seeing
different animals in the zoo or community
examples /instances 1.Divide the class into ideal number of groups
of the new lesson 2.Ask standards for viewing
3. Watch video clip describing characteristics
of vertebrates and invertebrates.
4.Let them do/follow the activity sheet
provided by the teacher (See Activity Sheet
5.1)
D. Discussing new
concepts and Group reporting and presentation of data chart
practicing new skill #1
practicing new skills
130
#2 How will you describe the common
characteristics of vertebrates?
-Some animals have internal bones .They are

called vertebrates.
- All vertebrates are bilaterally symmetrical. It
meansthat the left and right sides of their body
are alike
.-The body is usually divided into head and
neck.
-They have two pairs of limbs.
How will you describe the common

characteristics of invertebrates?
-Some animals are without internal backbones

-They are called invertebrates.Some have
hollow- bodied or soft –bodied animals while
others have a hard outer covering.
-There bodies are made up of two layers of
cells which form a hollow tube.
mastery Direction:Carefully examine each animal.
a. (Leads to Group together animals with internal bones
Formative and animals with no internal bones or they
Assessment 3) have hard outer covering.
Butterfly fish
Clam frog
Earthworm squid
Fish pig
Bird jellyfish
G. Finding practical Ask: Your neighbor has a dog but he let it

applications of roaming around the compound resulting to
concepts and skills in unpleasant odor because of wastes. If you are
daily living one of his nearest neighbor,what will you do?
Why? As a pet owner what must we do?
(Value Integration) Be a responsible pet
owner
H. Making What are the common characteristics of

generalization and vertebrates?invertebrates?
abstractions about the
lesson Backgroud Information for the Teacher
-Some animals have internal bones .They are

called
vertebrates.
131
- All vertebrates are bilaterally symmetrical. It
meansthat the left and right sides of their body
are alike
.-The body is usually divided into head and
neck.
-They have two pairs of limbs.
-Some animals are without internal backbones
-They are called invertebrates.Some have
hollow- bodied or soft –bodied animals while
others have a hard outer covering.
-There bodies are made up of two layers of
Learning Direction:Study the sets of animals in the
chart. Put a check (/) on which group they are
belong and write down the common
characteristic of each.
Animal Vertebrate Invertebrate Characteristic
worm
seashell
salamander
whale
bat
activities for REMEDIATION
application or Direction: Read and study the given list of
remediation characteristics of vertebrates and
invertebrates. Write them on the proper
column below.
1. Some animals have internal bones .

2. They are bilaterally symmetrical meaning
that the left and right sides of their body are
alike
3. The body is usually divided into head and
neck.
4. They have two pairs of limbs.
5. They do not have backbones
6. Some have hollow-bodied or soft –bodied
animals
7. There bodies are made up of two layers of
8. Some soft-bodied animals are covered with
a
Shell
Characteristics of Characteristics of
Vertebrates Invertebrates
132
Enrichment
Direction:List down animals as many as you
can and give each characteristic
Assignment:
Direction: Study the lists of characteristics
below. Tell whether if they are for vertebrate
or invertebrate.Write your answers on your
notebook.
1. Some soft-bodied animals are covered with
a shell
2. They are bilaterally symmetrical meaning
that the left and right sides of their body are
alike
3. There bodies are made up of two layers of
4. .The body is usually divided into head and
neck
5. They do not have backbones
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work?
a. 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
these worked?
did I encounter which
my principal or
supervisor can help
me solve?
localized materials did
133
wish to share with
other teachers?

Area
and Time
WEEK 5– DAY 3
I. OBJECTIVES
invertebrates
134
Standards the different characteristics of vertebrates and
invertebrates
E. Lesson Objective/s Describe the distinguishing characteristics of
each group of vertebrates.

III. LEARNING
RESOURCES
A. Reference
B. Teacher’s Guide
Pages
C. Learner’s Materials
Page
D. Textbook Pages Science Spectrum 5 by Rebecca R. Fallaria,
et al. pp.96-102
E. Additional
Materials from
Learning Resource
(LR) portal
Resource
IV. PROCEDURES
A. Reviewing previous ELICIT
lesson or presenting Learners recall on the characteristics of
the new lesson vertebrates and invertebrates.
purpose for the lesson Guessing Game
Procedure:
Group the learners according to ideal number
of class
Give each group an envelope containing
different pictures of animals and a chart with
group of vertebrates.
Let them paste each picture on the correct
group
Fis Bir Reptile Amphibian Mammal
h d s s s
C. Presenting Let them write down the physical
examples /instances of characteristics of birds,fish,reptiles,
the new lesson amphibians and mammals.
D. Discussing new
concepts and Let the leader of the group present and
135
practicing new skill #1 discuss their output
practicing new skills What are the physical characteristics of fish?
#2 Fishes are covered with scaled. They are able
to breathe in water because they have gills.
What are the characteristics of birds?
Birds are covered with feathers.All birds
have wings although some birds do not fly.
They have two legs
What are the characteristics of reptiles?
Reptiles are covered with dry scales They
breathe by means of lungs.
What are the characteristics of amphibians?
Amphibians are covered with smooth and
scaleless skin. Young amphibians breathe
through their gills, as they grow order their
gills disappear and lungs take their place.
What are the characteristics of mammals?
Mammals are covered with hair or fur. They
have a muscle called diaphragm that helps
them to breathe. They feed their young with
their milk from the mammary glands.
F. Developing Direction: Fill in the chart below

mastery Animals Vertebrate Physical
a. (Leads to Group Characteristics
Formative Assessment hawk
3) milkfish
alligator
toad
cow
G. Finding practical You are living in a coastal area and fishing is

applications of the primary source of income in the
concepts and skills in community.You saw one day a group of
daily living fishermen using dynamite in fishing.You
learned in your Science class that it destroys
the environment. At your age, what will you do
to protect our natural resources and the
environment?
Value Integration: Love for the
environment/Be a responsible
H. Making What are the physical characteristics of each
generalization and group of vertebrates?
The vertebrate animals maybe grouped based
136
on their external features:
Fishes are covered with scaled. They are

able to breathe in water because they have
gills.
Birds are covered with feathers. All birds
have wings although some birds do not fly.
They have two legs
Mammals are covered with hair or fur. They
have a muscle called diaphragm that helps
them to breathe. They feed their young with
their milk from the mammary glands.
Learning Direction Match a group of animals in column
A with their characteristics in Column B. Write
the letter on the space provided before the
number.
A B
____1.chicken a. covered with hair
____2.salamander b. covered with wet
scales.
____3.carabao c. covered with dry
scales.
____4.tuna d. covered with
feathers
____5.cocodile e. covered with wet/
Slimy skin

for application or REMEDIATION
remediation Direction: Do the attached Activity 5.2
Write down atleast five animals for each
group of vertebrates based on their external
characteristics
ENRICHMENT
Direction: Do Activity 4.3 of textbook (Science
Spectrum 5) p.96
Fill in the chart.
K. Assignment:
Direction: Make a research of additional
characterisctics of vertebrates. Write them on
your notebook and share your output the next
day.
V. REMARKS
137
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work?
a. No. of learners who
have caught up with
the lesson
continue to require
remediation
E. Which of my
teaching strategies
these worked?
I encounter which my
can help me solve?
localized materials did
wish to share with
other teachers?

Area
and Time
WEEK 5– DAY 4
I. OBJECTIVES
the different characteristics of vertebrates
and invertebrates
138
Standards the different characteristics of vertebrates
and invertebrates
C. Learning Determine the distinguishing characteristics
Competencies of vertebrates and invertebrates. S6LT-II-e-f-
D. Write the LC code 3
E. Lesson Objective/s Describe the distinguishing characteristics of
each group of vertebrates.S6LT-IIe-f-3.3
(reptiles and amphibians)

III. LEARNING
RESOURCES
A. Reference
Pages
2. Learner’s
Materials Page
3. Textbook Pages Science Spectrum 5 by Rebecca R. Fallaria,
et al. pp.96-102
4. Additional
Materials from
5. Learning
Resource (LR)
portal
Resource
IV. PROCEDURES
lesson or presenting the Learners recall on the characteristics of
new lesson vertebrates and invertebrates.
purpose for the lesson Guessing Game
Procedure:
Group the learners according to ideal
number of class
Give each group an envelope containing
different pictures of animals and a chart with
group of vertebrates.
Let them paste each picture on the correct
group
Fish Bird Reptiles Amphibians Mammals
C. Presenting examples Let them write down the physical
/instances of the new characteristics of birds,fish,reptiles,
lesson amphibians and mammals.
D. Discussing new
139
concepts and practicing Let the leader of the group present and
new skill #1 discuss their output
concepts and practicing Analysis and Discussion
new skills #2 What are the characteristics of reptiles?
What are the characteristics of amphibians?
F. Developing mastery Direction: Fill in the chart below
a. (Leads to Formative Animals Vertebrate Physical
Assessment 3) Group Characteristics
tadpole
lizard
crocodile
toad
tortoise
G. Finding practical You are playing near the seashore when

applications of concepts you saw a tilapia that is almost dying.What
and skills in daily living will you do and why?
Value Integration: Love for animals
H. Making What are the physical characteristics of
generalization and reptile? Amphibians?
The vertebrate animals maybe grouped

based on their external features:


Direction Choose from the choices in
column B the external characteristics of sets
of animals in Column A.. Write the letter on
the space provided before the number.
A B
____1.tortoise a. covered with hair
140
____2.salamander b. covered with wet
scales.
____3.alligator c. covered with dry
scales.
____4.lizard d. covered with
feathers
____5.cocodile e. covered with wet/
Slimy skin

for application or REMEDIATION
remediation Direction: Do the attached Activity 5.2
Write down atleast five animals for each
group of vertebrates based on their external
characteristics
ENRICHMENT
Direction: Do Activity 4.3 of textbook
(Science Spectrum 5) p.96
Fill in the chart.
K. Assignment:
Direction: Make a research of additional
characterisctics of reptiles and
amphibians.Write them on your notebook
and share your output the next day.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial
lessons work?
lesson
continue to require
remediation
E. Which of my
teaching strategies
these worked?
encounter which my
can help me solve?
141
teachers?

Area
and Time
WEEK 5– DAY 5
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding
of the different characteristics of
vertebrates and invertebrates
B. Performance The learners demonstrate understanding
Standards of the different characteristics of
142
C. Learning Determine the distinguishing
Competencies characteristics of vertebrates and
D. Write the LC code invertebrates. S6LT-II-e-f-3
E. Lesson Objective/s Classify vertebrates as mammals, birds,
fishes, amphibians and reptiles
S6LT-IIe-f-3.4
III. LEARNING
RESOURCES
A. Reference
Pages
2. Learner’s Materials
Page
3. Textbook Pages Science Spectrum 5 by Rebeca R.
Fallaria,et al. pp.96-102
4. Additional Materials MISOSA 4. Module 8. Animals with
from Learning Backbones: The Vertebrates pp. 1-10
Resource (LR)
portal
Resource
IV. PROCEDURES
lesson or presenting the Direction: Give the external characteristics
new lesson of the following group of vertebrates
1. Birds
2. Fishes
3. Mammals
4. Amphibians
5. Reptiles
purpose for the lesson Ask: If you will ask to group sets of
animals,how will you group them?
(Write pupils answers on the board)
/instances of the new Activity
lesson Procedure
1.Group the class according to their
favorite animal
2.Give each group activity sheets to work
on.(Please see attached activity sheet)
D. Discussing new Let each group presents and reports their
concepts and practicing output
new skill #1
concepts and practicing Analysis and Discussion
new skills #2 How do each group classify sets of
143
animals?

a. (Leads to Formative Direction: Classify each pair of animals
Assessment 3) according to their group.
1. Bats and owls
2. Ostrich and rooster
3. Dolphins and whale
4. Milkfish and tuna
5. Pig and cow
G. Finding practical Ask:
applications of concepts Animals are special too. Each kind has a
and skills in daily living special function to do to help the
environment. As a pupil,What must you do
for them to multiply in an ecosystem?
Value Integration: Love for animals
H. Making generalization What are the five groups of vertebrates?
and abstractions about How do we classify each group?
the lesson
Backgroud Information for the Teacher
Vertebrates has five groups namely;
Birds, Fishes, Reptiles, Amphibians and
Mammals.
We can classify each group based on their
external characteristics.
-

Direction:Fill in the below below..
Animal Vertebrate Characteristics
Group
1.blue
whale
2.monkey
3.water
monitor
lizard
4.pelicans
5.tadpole
J. Additional activities for EXPAND

application or remediation REMEDIATION
Direction: Discuss with the group the
external characterisics of five groups of
vertebrates.
ENRICHMENT
Direction: Write down atleast five animals
for each group that is not yet mentioned
during the lesson and give their common
external characteristics.
144
K. Assignment:
Direction: Make a research about the sub-
group of mammals and explain
them..Share your answers the next day.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial
lessons work?
lesson
continue to require
remediation
encounter which my
can help me solve?
teachers?
CLASSIFYING VERTEBRATES AND INVERTEBRATES

BASED ON THEIR COMMON CHARACTERISTICS
Activity 5.2
Day 5
Lesson Concept: Vertebrates can be classified based on their common

characteristics.
Duration: 10 minutes
145
Materials:
Paper
Pen
Procedures:
1. Identify and classify vertebrates as to their common characteristics with
the use of the following template.
Table 1. Classification of vertebrates based on their common characteristics

With hair or With feathers Bodies with Bodies are Bodies are
fur, with and wings scales and slimy and can covered with
mammary plates live in both scales and
glands land and fins
water

and Time
WEEK 6 – DAY 1
I. OBJECTIVES
thedifferent characteristics of vertebrates and
invertebrates
B. Performance The learners should be able to:
146
Standards 1. Make an inventory of vertebrates and
invertebrates that are commonly seen in
the community
2.2. Practice ways of caring and protecting
animals
C. Learning Describe the distinguishing characteristics of
Competencies each group of invertebrates.
Write the LC code S6LT-IIe-f-3.5
D. Lesson Objective/s Determine the distinguishing characteristics
of vertebrates and invertebrates. S6LT-II-e-f-
3
II. CONTENT Distinguishing characteristics of each group
of invertebrates in the community
III. LEARNING
RESOURCES
A. Reference
Pages
Page
3. Textbook Pages Science for Daily Use 5 by Conchita T. Tan,
pp. 79-82
Science Spectrum 5 by Rebecca R. Fallaria,
et.al, pp. 87-94
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning Pictures of each group of invertebrates,
Resource videoclips, activity sheets
K12 Curriculum Guide in Science 2.1, p.90
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson 1. Conduct a game that will catch pupils’
or presenting the attention and participation. The game is
new lesson “EsepIsip”
2. The whole class will sing the
“Vertebrate Song”
https://www.youtube.com/watch?v=3mP-
2WpmCkA
while passing on the teacher’s pen to the
next pupil. Once the music stops, the pupil
who holds the pen and the one seated on
the right side will act out a vertebrate
commonly seen in their community.
3. The teacher then points on anyone
from the class to answer. (Repeat the
procedure)
147
Guide Questions:
1. What are the different vertebrates
acted upon by your classmates?
2. Which of them are mammals?
amphibians? reptiles?fish? birds?
A. Establishing a ENGAGE
purpose for the Sing “ The Invertebrate Song”
lesson https://www.youtube.com/watch?v=WVsUkV
TjZyg
Invertebrates don’t have a backbone

They walk, swim, crawl and fly
They don’t have a shell or exoskeleton
and can be many different sizes
Lots of different invertebrates to identify
These invertebrates have six legs
and some of them can fly
Bodies divided into three parts
These invertebrates are…

These invertebrates have tentacles
and at the end of these is an eye
Soft bodies and a shell

These invertebrates have eight legs,
And most of them have eight eyes
Bodies divided into two parts

These invertebrates have ten legs,
But they only have two eyes
A thick exoskeleton
148
and can be many different sizes.
Guide Questions:
1. What group of animals is mentioned in
the song?
2. Which tells about invertebrates?
B. Presenting EXPLORE
examples /instances
of the new lesson Approach: Inquiry Based
Suggested Activity: Group Activity
Directions: Do the activity with your

groupmates. Be able to share your ideas and
work well with them.
A. Activity
“ The Invertebrates”`
I. Problem: What are the distinguishing
characteristics of each group of
invertebrates.?
II. Materials: Activity sheet, pictures of
each group of invertebrates
III. Procedure:
1. Examine the chart below.
2. Have a group discussion.
3. Answer the questions.
Groups of Invertebrates Distinguishing

Characteristics
of Invertebrates
A
B
C
D
Guided Questions:
1. How does the internal part of the
animals in set A look like?
2. What kind of legs do the animals in
set B have?
149
3. What type of body do the animals in
set C have?
4. What is common on the outer
covering of the animals in set D?
C. Discussing new EXPLAIN
concepts and A. Group reporting and presentation of
practicing new skill outputs.
#1 B. Analysis and Discussion.
a. What are the distinguishing
characteristics of the invertebrates in set A?
set B? set C? set D?
D. Discussing new Directions: Let the pupils watch a video clip
concepts and about invertebrates. Follow the proper
practicing new skills guidelines in watching the video clip.
#2
“Invertebrates: The Dr. Binoc’s Show”
https://www.youtube.com/watch?v=Sr_T4skB
YNo
Complete the graphic organizer with the ideas

you gained from the video.
E. Developing mastery ELABORATE

a. (Leads to Directions: Do the activity with your
Formative groupmates. Be able to share your ideas and
Assessment work well with them.
3)
Group 1- Coelenterates: Study the given set
of pictures. Tell something about their
characteristics.
Group 2 –Echinoderms: Make a rhyme
about the set of pictures given.
Group 3- Mollusks: Write a two-point stanza
poem about it.
Group 4- Arthropods: Act out certain
examples of this invertebrates to show
their distinguishing features.
F. Finding practical What invertebrates do you usually see in

applications of your school garden?
150
concepts and skills To which group of invertebrates do they
in daily living belong?
Background Information for Teacher

Classifications Distinguishing
Of Invertebrates Characteristics
Mollusks - Soft bodied animals
Bivalve- with two

shells
Ex.Clams, oysters,
mussels
Univalve- with one
shell
Ex.snail, nautilus
Cephalopod- No
shellEx. octopus,
squids,slugs
Arthropods -Joint-legged animals
Crustacean- have
hard outer covering
called exoskeleton
- mostly edible and
aquatic
Ex. Shrimps, lobster,
crabs
Insect-has 3 pairs of
legs
Ex. Cricket, bees,
butterfly,
Ants, fly
Arachnid-has 4 pairs
of legs
Ex. Spider, scorpion
Myriapods-with legs in
each body segment
Crabs
Ex. Millipede,
centipede
Coelentererates - Hollow bodied
animals
-with stinging cells
Ex. Sea Anemone,
Jellyfish
Echinoderms -spiny skinned sea
animals
Ex. Starfish, brittle star,
sea urchin, sand dollar
151
G. Making What have you learned today?
generalization and What is the basis of classifying an animal as
abstractions about an invertebrate?
the lesson What remarkable characteristics do each
group of invertebrates possess?
H. Evaluating Learning EVALUATE

Directions: With the knowledge gained from
today’s lesson, tell something about the
distinguishing characteristics of the following
invertebrates.
1.
2.
3.
4.
5.
I. Additional activities EXPAND

for application or
remediation Roam around the vicinity of your garden at
home or nearby vacant lot. List down the
invertebrates you see. Group them
accordingly and describe their remarkable
features.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
152
lessons work?
No. of learners who
lesson
continue to require
remediation
E. Which of my
teaching strategies
these worked?
can help me solve?
localized materials
did I use/ discover
which I wish to
share with other
teachers?

and Time
WEEK 6 – DAY 2
I. OBJECTIVES
Standards thedifferent characteristics of vertebrates and
invertebrates
invertebrates that are commonly seen in the
153
community
2.Practice ways of caring and protecting animals
C. Learning
Describe the distinguishing characteristics of each
Competencies
group of invertebrates.
D. Write the LC
S6LT-IIe-f-3.5
code
E. Lesson Determine the distinguishing characteristics of
Objective/s vertebrates and invertebrates. S6LT-II-e-f-3
II. CONTENT Distinguishing characteristics of each group of
invertebrates in the community
III.LEARNING
RESOURCES
A. Reference
A. Teacher’s
Guide Pages
B. Learner’s
Materials Page
C. Textbook Science for Daily Use 5 by Conchita T. Tan, pp.
Pages 79-82
Science Spectrum 5 by Rebecca R. Fallaria, et.al,
pp. 87-94
D. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Pictures of each group of invertebrates, videoclips,
Resource activity sheets
IV. PROCEDURE
S
A. Reviewing ELICIT
previous Instructions:
lesson or 1. Conduct a guessing game that will
presenting stimulate pupils’ interest. The game is
the new “EsepIsip”
lesson 2. The whole class will sing the
3. “ Vertebrate Song”
4. https://www.youtube.com/watch?v=Cz9hc
32-dDk
5. while passing on a handkerchief to the
next pupil. Once the music stops, the
pupil who holds the handkerchief and the
one seated next to him/her will act out an
invertebrate learned from yesterday’s
lesson.
6. The teacher then points on anyone from
the class to give the distinguishing
characteristic of the animal portrayed.
154
(Repeat the procedure)
Guide Questions:
1. What are the different invertebrates acted
upon by your classmates?
2. What are the remarkable features of these
animals?
B. Establishin ENGAGE
ga Sing “ The Invertebrate Song”
purpose for https://www.youtube.com/watch?v=WVsUkVTjZyg
the lesson
These invertebrates have six legs
and some of them can fly
Bodies divided into three parts

These invertebrates have tentacles
and at the end of these is an eye
Soft bodies and a shell

These invertebrates have eight legs,
And most of them have eight eyes
Bodies divided into two parts

These invertebrates have ten legs,
But they only have two eyes
A thick exoskeleton
155

and can be many different sizes.
Guide Questions:
1. What group of invertebrates are described
in the first paragraph of the song? second
paragraph? third paragraph? fourth
paragraph?
2. What characteristics do they have?
examples
/instances Approach: Inquiry Based
of the new Strategy: Activity Based
lesson Suggested Activity: Group Activity
Directions: Do the activity with your groupmates.

Be able to share your ideas and work well with
them.
A. Activity
“ The Invertebrates”
I. Problem: What are the distinguishing
characteristics of each group of
invertebrates.?
II. Materials: Activity sheet, pictures of each
group of invertebrates
III. Procedure:
1. Examine the chart below.

Characteristics of
Invertebrates
A
Guided Questions:
1.What are present on the body of the animals in
156
set E ?
2.Describe the body of the worms in set F.
3.What are present on the body of the worms in
set G?
4.Describe the body of the worms in set H.
A.new Group reporting and presentation of outputs.
concepts B. Analysis and Discussion.
and b. What are the distinguishing
practicing characteristics of the invertebrates in set E? set
new skill #1 F? set G? set H?
E. Discussing Directions: Observe the proper guidelines in
new concepts watching the video clip.Complete the graphic
and practicing organizer with the ideas you gained from the
new skills #2 video.
“Invertebrate Animals | Educational Video for Kids”

https://www.youtube.com/watch?v=rzxFTrktN1c
mastery Directions: Do the activity with your groupmates.
(Leads to Be able to share your ideas and work well with
Formative them.
Assessment 3)
Do what is asked to show the distinguishing
characteristics.
Group 1-Poriferans: Write a two-point stanza
poem
Group 2- Platyhelminthes: Compose a rap
Group 3 –Nematodes: Write a rhyme
Group 4- Annelids: Compose a jingle
G. Finding The soil in your garden needs to be cultivated
practical regularly. Some small organisms contribute to the
applications of growth of plants. They help in the decomposition
concepts and of matter in the soil. Which invertebrates do this
skills in daily task?
living
In working in your garden during your
Agriculture class, what must you do to keep
yourself free from harmful worms?
157
H. Making What have you learned today?
generalization What are remarkable characteristics of each
and group of invertebrates that you have just studied?
abstractions
about the Background Information for the Teacher
lesson Classifications Distinguishing
Of Invertebrates Characteristics
Poriferans/ Sponges -pore-bearing
animals
-have bodies filled
with pores
Ex.Venus flower
basket
Platyhelminthes - flatworms
-have flat body,
others are parasitic
Ex. Tapeworm, liver
fluke, planaria
Nematodes -roundworms
-have thin, round and
pointed body
-parasitic
Ex. Hookworm,
ascaris, vinegar eel
Annelids -segmented worms
-bodies are divided
into segments like
ring
Ex. Earthworm,
leeches
Learning With the knowledge gained from today’s
lesson, tell something about the distinguishing
characteristics of the following invertebrates.
1.
1 2
3 4
activities for Make an album of the invertebrates. Label it
application or properly and include a short description of their
remediation characteristics.
V.REMARKS
158
VI.REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation who
scored below 80%
C. Did the
remedial lessons
work?
a. 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
these worked?
my principal or
supervisor can help
me solve?
G. What
innovation or
localized materials
did I use/ discover

and Time
WEEK 6 – DAY 3
I. OBJECTIVES
invertebrates
159
invertebrates that are commonly seen in
the community
C. Learning Classify invertebrates as Poriferans,
Competencies Coelenterates, Platyhelminthes, Nematodes,
D. Write the LC code Annelids, Mollusks, Echinoderms, Arthropods
S6LT-IIe-f-3.6
E. Lesson Objective/s Classifying invertebrates as Poriferans,
Coelenterates, Platyhelminthes, Nematodes,
Annelids, Mollusks, Echinoderms, Arthropods
II. CONTENT Classification of invertebrates in the
community
III. LEARNING
RESOURCES
A. Reference
Pages
2. Learner’s
Materials Page
3. Textbook Pages Science for Daily Use 5 by Conchita T. Tan,
pp. 79-82
Science Spectrum 5 by Rebecca R. Fallaria,
et.al, pp. 87-94
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Pictures of each group of invertebrates,
https://www.youtube.com/watch?v=WVsUkVTj
Zyg
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson or Instructions:
presenting the new 1. Conduct a game that will increase
lesson pupils’ participation. The game is “Act Me
Now!”
2. Choose a partner. Each pair will get a
picture of invertebrate in the box.
3. The pair will act out the chosen
invertebrate.
4. The first pair to raise their hand will give
the answer by giving the distinguishing
characteristic of it.
Guide Questions:
1. What invertebrates are mentioned in
the game?
160
2. What distinguishing characteristic do
they possess?
purpose for the lesson Directions: Follow the proper guidelines in
watching the video clip.
Let the pupils watch the video clip

“Vertebrates and Invertebrates- Brent
School”
https://www.youtube.com/watch?v=WVsUkVTj
Zyg
Guide Questions:
1. What is meant by the word classify
according to the video?
2. Based from the video, how do we
classify animals?
3. What are different groups of
invertebrates named in the video?
examples /instances Approach: Inquiry Based
of the new lesson Strategy: Activity Based
Directions: Do the activity with your

groupmates. Be able to share your ideas and
work well with them.
Activity
“ Classifying Invertebrates”
I. Problem: Classify invertebrates as
Poriferans, Coelenterates, Platyhelminthes,
Nematodes, Annelids, Mollusks,
Echinoderms, Arthropods
II. S6LT-IIe-f-3.6.
III. Materials: Activity sheet, pictures of
each group of invertebrates
IV. Procedures:
1. Classify the given pictures of
invertebrates accordingly. Analyze
the pictures well.
Groups of Distinguishing
Invertebrates Characteristics
Arthropods Joint-legged
animals
161
Coelenterates Hollow- bodied
animals
Echinoderms Spiny-skinned
animals
Mollusks Soft-bodied
animals
Poriferans Pore-bearing
animals
Platyhelminthes Flatworms
Nematodes Roundworms
Annelids Segmented
worms
Guided Questions:
1. Which animals are Arthropods or joint-
legged animals?
2. Which animals are considered as
Coelenterates or hollow- bodied animals?
3. Which are Echinoderms or spiny-skinned
animals?
4. Which animals are Mollusks or soft-
bodied animals?
5. Which are Poriferans or pore-bearing
animals?
6. Which worms belong to the group of
Platyhelminthes or flatworms?
7. Which worms are known as Nematodes
or roundworms?
8. Which worms are considered as Annelids
or segmented worms?
162
practicing new skill #1 outputs.
B. Analysis and Discussion
a. What are the classifications of
invertebrates?
D. Discussing new Activity: Fieldtrip

concepts and Let the pupils have a field trip in the school
practicing new skills GPP garden. Observe proper behavior in
#2 doing your outdoor activity.
List down the invertebrates present there and
be able to classify them accordingly.
E. Developing ELABORATE
mastery
(Leads to Formative Complete the graphic organizer provided for in
Assessment 3) each group.
Report the output to the class.
F. Finding practical Have you tried going to the wet market with
applications of your mother?
concepts and skills in What group of invertebrates are commonly
daily living seen there?
Which are frequently bought by your mother to
cook?
Which among them is your favorite? Why?
G. Making What have you learned today?

generalization and What are the classifications of invertebrates?
lesson Background Information for the Teacher
Classifications Examples
of Invertebrates
Mollusks Clams, oysters, mussels,
snail, nautilus, octopus,
squids,slugs
Arthropods Shrimps, lobster, crabs
cricket, bees, butterfly,
ants, fly, spider, scorpion
millipede, centipede,
grasshopper,
Coelentererates Sea Anemone, Jellyfish
Echinoderms Starfish, brittle star, sea
urchin, sand dollar
Poriferans/ Venus flower basket
Sponges
Platyhelminthes Tapeworm, liver fluke,
planaria
163
Nematodes Hookworm, ascaris,
vinegar eel
Annelids Earthworm, leeches
H. Evaluating EVALUATE
Learning
Classify the following invertebrates to the
group they belong.
A. Write if it is Coelenterates, Mollusks,

Echinoderms or Arthropods.
1.
2.
3.
4.
5.
B. Write if it is Poriferans, Platyhelminthes,

Nematodes or Annelids,
6.
164
7.
8.
9.
10.
I. Additional EXPAND
activities for Visit a nearby farm in your community.
application or Draw the invertebrates that you would see
remediation from there. Be able to group them accordingly.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in the
evaluation
B. No. of learners
activities for
remediation who scored
below 80%
C. Did the remedial
lessons work?
a. No. of learners
who have caught up
with the lesson
D. No. of learners
remediation
E. Which of my
teaching strategies
these worked?
165
my principal or
supervisor can help me
solve?
teachers?

and Time
WEEK 6 – DAY 4
I. OBJECTIVES
invertebrates
166
invertebrates that are commonly seen in the
community
C. Learning Practice ways of caring and protecting
Competencies vertebrates and invertebrates found in the
D. Write the LC environment.
code S6LT-IIe-f-3.7
E. Lesson Practice ways of caring and protecting animals
Objective/s
II. CONTENT Ways of Caring and Protecting Vertebrates and
Invertebrates
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B.Other Learning Pictures of each group of invertebrates,
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson or Instructions:
presenting the new 1. Conduct a game that will increase pupils’
lesson participation. The game is “Act Me Now!”
2. Choose a partner. Each pair will get a
picture of invertebrate in the box.
3. The pair will act out the chosen
invertebrate.
4. The first pair to raise their hand will give
the answer by giving the distinguishing
characteristic of it.
Guide Questions:
1. What invertebrates are mentioned in the
game?
167
2. What distinguishing characteristic do they
possess?
purpose for the
lesson Directions: Observe the proper guidelines in
watching the video clip.
“The Devastating Effects of Dynamite Fishing “

https://www.youtube.com/watch?v=P_L5YVNQZ
Nw
Guide Questions:
1. What is greatly affected by dynamite
fishing?
2. What kind of animals depend on the coral
reefs for survival?
3. Name the marine vertebrates and marine
invertebrates that live in coral reefs?
4. What should fishermen do to help save
marine animals?
examples /instances
of the new lesson Approach: Inquiry Based
Directions: Do the activity with your groupmates.

Be able to share your ideas and work well with
them.
Activity
“ Ways of Caring and Protecting Vertebrates and
Invertebrates ”
A. Problem: What are theways of caring and

protecting vertebrates and invertebrates found in
the environment?
B. Materials: Activity sheets, pictures of

C. Procedures:
1. Name some ways which you can
practice to help protect vertebrates
and invertebrates found in the
environment . Place the picture in
the proper column.
168
Vertebrate Invertebrate Ways of
Caring and
Protecting
Guided Questions:
1. What do some children sometimes do to
spider and dragonfly? Is it good to play with
spider and dragonfly? Why not?
2. How can you protect marine animals like
turtles?
3. Why is there a need to protect the
earthworms?
4. How can you show your care and concern
to the grasshopper, butterfly and bee?
concepts and 1. Group reporting and presentation of
#1 2. \Analysis and Discussion.
3. What are the proper ways of caring and
protecting vertebrates and invertebrates found
in the environment?
4. What ways can you do to help protect
animals used as pets?
E. Discussing new Directions: Follow the proper guidelines in

concepts and watching the video clip.
practicing new skills
#2 “Netizens, ikinagalit ang bagong animal crush
video
169
“https://www.youtube.com/watch?v=M9ufcbXq78
s
1. What was shown in the video?

2. How is the proper treatment of domesticated
animals like dogs and cats?
3. Which agency prevent animal cruelty and
provides animal shelter for abused animals?
4. What moral lesson did you learn from the
video?
Value: Like humans, animals need proper

treatment too.
mastery
(Leads to Formative Directions: Follow the proper guidelines in
Assessment 3) watching the video clip.
“The Effects of Water Pollution on Marine

Life”https://www.youtube.com/watch?v=Ku5dgUt
XcLo
1. Which animals are greatly affected by

water pollution?
2. What might happen if this activity
continues to happen?
3. What can you do as a young citizen to help
prevent water pollution from killing marine
vertebrates and invertebrates?
G. Finding Do you have a pet at home? What is it?

practical applications What do you usually do to show your care to it?
of concepts and
skills in daily living Value: Pets bring joy to the owners so they must
be well-taken cared of.
H. Making What have you learned today?
generalization and a. What ways can you practice to
abstractions about show the proper care and protection of
the lesson vertebrates and invertebrates found in the our
environment?
Background Information for the Teacher

Here are some suggested ways to show
proper care and protection of vertebrates and
invertebrates found in the our environment
a. Plant more trees that will serve as habitat
for birds and other animals.
b. Plant more flowering plants for the benefit
of insects like bees and butterflies.
c. Never engage in dynamite fishing.
170
d. Do not throw wastes in bodies of water.
e. Do not play with insects like bugs,
dragonflies and spiders.
f. Stop hunting wild animals.
g. Treat domesticated animals like dogs and
cats properly.
h. Leave animals like snails and earthworms
in their natural habitat.
Learning
Directions: What can you do to protect the
following vertebrates and invertebrates?
1.
2.
3.
4.
5.
activities for
application or Make a list of vertebrates and invertebrates
remediation found in your place and write down ways you can
do to show your concern to them.
V.REMARKS
VI.REFLECTION
earned 80% in the
171
evaluation
B.No. of learners who
require additional
activities for
remediation who
scored below 80%
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 worked?
did I encounter
which my principal or
supervisor can help
me solve?
G. What
innovation or
localized materials
did I use/ discover
Summative Assessment
Table of Specification
2ND QUARTER
Week 6- Day5
172
Content No. % No Re Un Ap An Ev Cr TO
of
Day of . of me de plyi aly alu eat TA
s Ti Ite mb rst ng zin ati ing L
me ms eri an g ng
ng din
Q2-Week 6 g
Describe the 2 50 10 1-- 4-5 10
distinguishing 3 11-
characteristics 15
of each group of
invertebrates.
S6LT-IIe-f-3.5
Classify 1 25 5 6- 5
invertebrates as 10
Poriferans,
Coelenterates,
Platyhelminthes,
Nematodes,
Annelids,
Mollusks,
Echinoderms,
Arthropods
S6LT-IIe-f-3.6
Practice ways of 1 25 5 16- 19- 5
caring and 18 20
protecting
vertebrates and
invertebrates
found in the
environment.
S6LT-IIe-f-3.7
4 100 20 5 3 3 9 20
Summative Assessment
2ND QUARTER
Week 6- Day5
173
I. Direction: Analyze each item carefully then choose the correct
answer.
1. Which of the following tells about the distinguishing

characteristic of this invertebrate?
A. it is an insect with 3 pairs of legs
B. it has wings for flying
C. it is a joint legged animal
D. it is a herbivorous animal
2. Which of the animals below possesses a hard covering on their body
known asexoskeleton?
A. B. C. D.
3. Deworming is regularly done in depressed areas where the number of
infested children is high. Which among the following worms are considered
highly parasitic to children?
A. B. D. D.
4. Everyone loves seafoods like shrimps, lobsters, clams and crabs

because of its nutrient content. But industrialization greatly affects the
continuous survival of this marine animals. How can you help protect these
animals?
A. Catch on the bigger ones
B. Avoid eating too much seafood
C. Dispose industrial wastes properly
D. Buy imported seafoods instead
174
5. Global warming contributes to coral bleaching which gradually kills the
coral reef. Which groups of invertebrates might be greatly affected? Why?
A. Coelenterates, Echinoderms and Poriferans because coral reefs serve
as their natural habitat for food and reproduction.
B. Mollusks, Arthropods and Annelids because coral reefs are their
breeding place.
C. Platyhelminthes, Annelids and Nematodes because they infest marine
animals for food and reproduction.
D. Echinoderms, Mollusks and Coelenterates because all their species
depend on coral reefs for survival.
II. A. Classify the following animals as toCoelenterates, Mollusks,
Echinoderms,Arthropods or Poriferan.
6.
7.
8.
9.
10.
175
B. Describe the following invertebrates as to their distinguishing features.
11.
12.
13.
14.
15.
C. How can you protect the following animals found in our environment?
16.
176
17.
18.
III. Answer the following questions briefly.

19. Your pet dog Spot loves playing with you. He does all the tricks you
teach him. You feel happy every time you spend time together. What can
you do in return to Spot?
20. You noticed that your neighbor hates cats. He yells upon hearing cats
making a noise. He throws rocks every time he sees a cat passing by their
premises. What can you do to stop this kind of animal cruelty?
Lesson 1- Activity 1
Describing the Distinguishing Characteristics of Each Group of

Invertebrates
Problem:What are the distinguishing characteristics of each group of

invertebrates.?
177
Materials:pictures of each group of invertebrates
Procedure:
1. Examine the chart below. Analyze carefully the given invertebrates
and fill in the needed information .
2. Have a group discussion to come up with the most appropriate
answer.
3. Be able to answer the given questions.

Characteristics of
Invertebrates
A
Guide Questions:
1. How does the internal part of the animals in set A look like?
___________________________________________________________
2. What kind of legs do the animals in set B have?
___________________________________________________________
3. What type of body do the animals in set C have?
___________________________________________________________
4. What is common on the outer covering of the animals in set D?
___________________________________________________________
Conclusion:
Group 1
178
Group 2
Group 3
179
Group 1- Coelenterates
________________________
180
________________________
Group 2 –Echinoderms
________________________
181
Group 3- Mollusks
______________________________________________
Group 4- Arthropods
______________________________________________
______________________________________________
Describing the Distinguishing Characteristics of Each Group of

Invertebrates
Problem:What are the distinguishing characteristics of each group of

invertebrates.?
Materials:pictures of each group of invertebrates
Procedure:
1. Examine the chart below. Analyze carefully the given invertebrates
and fill in the needed information .
answer.
182
Groups of Invertebrates Distinguishing Characteristics of
Invertebrates
A
Guide Questions:
1. What are present on the body of the animals in set A ?
___________________________________________________________
2. Describe the body of the worms in set B.
___________________________________________________________
3. What are present on the body of the worms in set C?
___________________________________________________________
4. Describe the body of the worms in set D
___________________________________________________________
Conclusion:
Group 1
183
Group 2
Group 3
Group 1- Poriferans : Write a two-point stanza poem
184
Group 2- Platyhelminthes: Compose a rap
Group 3 –Nematodes
Group 4- Annelids
185
Practicing Ways of Caring and Protecting Vertebrates and

Invertebrates Found in the Environment
Problem: What are the ways of caring and protecting vertebrates and
invertebrates found in the environment?
Materials:pictures of vertebrates and invertebrates

Procedure:
1. Name some ways which you can practice to help protect
vertebrates and invertebrates found in the environment . Place the picture
in the proper column.
answer.
Vertebrate Invertebrate Ways of Caring and Protecting
Guide Questions:
1. What do some children sometimes do to spider and dragonfly? Is
it good to play with spider and dragonfly? Why not?
_______________________________________________________
2. How can you protect marine animals like turtles?
_______________________________________________________
3. Why is there a need to protect the earthworms?
_______________________________________________________
4. How can you show your care and concern to the grasshopper,
butterfly and bee?
186
and Time
WEEK 7 – DAY 1
I.OBJECTIVES
how non flowering plants reproduce.
Standards multimedia presentation on how parts of
the reproductive system of spore bearing
and cone-bearing plants ensure their
survival.
C. Learning Distinguish how spore bearing and non-
Competencies cone bearing plants reproduceS6LT-IIg-h-4
E. Lesson Objective/s Describe the characteristics of Spore-
bearing plantsS6LT-IIg-h-4.1
II. CONTENT Plants: 3.1 Reproduction of Non-Flowering
Plants
III.LEARNING
RESOURCES
A. Reference
Pages
Page
3. Textbook Pages
4. Additional K to 12 Basic Education Curriculum 6 p.91

Materials from
Learning Resource
(LR) portal
B.Other Learning The New Science Links 6 by Evelyn
Resource Castante- Padpad pp.226-234
Power point presentation, LCD Projector,
Show me board, marking pen, pictures,
sample cone, actual moss and fern
https://www.youtube.com/watch?v=bpYshQ7Ym_I,
https://www.youtube.com/watch?v=eZ40LDWt678,
https://www.youtube.com/watch?v=bYNiqAAuMnc,
https://www.youtube.com/watch?v=jlOPquKF4Mk,
https://www.youtube.com/watch?v=TdiibRXXJ6g
IV.PROCEDURES
lesson or presenting the Approach: Inquiry-Based
new lesson 1. What are vertebrate animals?
Invertebrate animals?
187
2. What are the different groups of
vertebrate animals? Invertebrate animals?
3.Give examples of animals that belong to
each group.
B.Establishing a purpose ENGAGE
for the lesson
1. Have you visited a garden farm or a
forest?
2.What do you see in these places?
/instances of the new Present different kinds of plants.Use real
lesson objects such as ferns and moss.

concepts and Directions: Read and answer the following
practicing new skill questions.
#1 1.What are common in each group of
plants?
2.What do we call these plants that do not
make seeds and flowers?
E. Discussing new Unlocking of Science Vocabulary words:
concepts and The teacher willuse the words in
practicing new skills sentences then pupils choose the correct
#2 meaning from the given definition.
Chooses from options A and B.
1.RhizomeA) Mosses grow closes to the
ground to take in water and nutrients
through their cell wall of rhizome.
B) Rhizomes are also called
creeping rootstack.
2.Bryophytes A)Bryophytes are large and
vascular.
B) Examples of Bryophytes
are mosses.
3.Spore A) Spore-bearing plants are plants
that produce spores instead of seeds.
B) Spores are also seeds.
4.Seedless A) Grapes that are seedless
are sweet.
B) Spore-bearing plants are seedless
plants that can reproduce.
(Leads to The teacher will set the rules and
Formative regulations when viewing a video.
Assessment 3) Video Viewing:
https://www.youtube.com/watch?v=bYNiqA
AuMnc
1.What are spore-bearing plants?
2.What are the different examples of plants
that belong to spore-bearing plants?
188
3.What do we call the mature fern leaf?
4.What are its characteristics?
5.What are known as terrestrial plants?
6.Describe mosses and give samples.
G. Finding practical How are we going to help in the National
applications of Greening Program of the Government in
concepts and skills in protecting seedless plants or spore-bearing
daily living plants?
H. Making Identify the group of spore-bearing plants
generalization and and describe its characteristics.
abstractions about Ferns
the lesson It has roots, leaves, and stem
It has split leaves called fronts
Young ferns grow from an
underground stem
Spore procuding from underside of
the leaves
Grow in shady places
Do not produce seeds
Mosses
 No true roots No conducting tubes
 They grow closes to the ground to
take in water and nutrients through
their cell wall of rhizoids
 Mostly found growing in a damp log
or along streams
 Present of leaves and stem
 Plants usually present in tufts
 Average height 1-5cms
 Produces spores
 Do not produce seeds
Direction: Fill up the squares in the cross-

word puzzle with the correct letters to give
the correct answer of the different
questions.
Across:
1. Mature fern leaf
2. Rows of brown spots underside the
fern fronds
3. Seedless plants
4. Spore-bearing plants do not
produce ____
Down:
1. Sporophyte stage of a fertilized egg
2. Ferns reproduce through a____?
2
1
189
1
Answers:
Across
1. Fronds
2. Spore Cases
3. Ferns
4. Seeds
Down
1. Zygote
2. Spores
for application or Research about the life cycle of spore-
remediation bearing plant.
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
C. Did the remedial
lessons work?
caught up with the
lesson
D. No. of learners
remediation
E. Which of my
teaching strategies
these worked?
did I encounter which my
can help me solve?
teachers?
190
and Time
WEEK 7 – DAY 2
I. OBJECTIVES
survival.
C. Learning Distinguish How spore bearing and non-
Write the LC code
D. Lesson Objective/s Explain the life cycle of spore-bearing
plantsS6LT-IIg-h-4.2
Plants
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Pages
Materials from
Learning
Resource
(LR)
portal
B. Other Learning The New Science Links 6 by Evelyn
IV. PROCEDURES
A. Reviewing ELICIT
191
previous lesson or Approach: Inquiry-Based
presenting the new 1.What are spore-bearing plants?
lesson 2.Give the characteristics of spore-bearing
plants.
3.Identify examples of spore-bearing
plants.
purpose for the The teacher will use the following words in
lesson a spelling contest.
Unlocking of Difficulties:
1.Sporophyte - In aplant’s life cycle, the
spore-producing phase is called
sporophyte.
2.Gametophyte - A gametophyte is a stage
in the life cycle of plants and algae that
undergo alternation of generations.
3.Archegonium- Archegonium is the female
reproductive organ in ferns and mosses.
4. Antheridium - Antheridium is the male
reproductive organ in ferns and mosses.
examples /instances
of the new lesson Value: Cooperation
Approach : Cooperative Learning

Cooperative Grouping (Differentiated
instruction)
Group the class into four groups.
Group 1 – Explain the life cycle of a fern
Group 2 – Find a fern.Draw andidentify the
parts.
Group 3 - – Explain the life cycle of a moss
Group 4 – Find a moss and draw the parts.
concepts and Approach: Cooperative Learning
practicing new skill Group Activity
#1 Each group will perform their assign task
as the teacher supervises.
Reporting of Group outputs
The reporter of the group reads their
outputs.
1. What is your activity all about?
2. What is a life cycle?
E. Discussing new Approach: Inquiry - Based
concepts and Direction: Read and answer the following
practicing new skills questions.
#2 1.How do ferns and mosses multiply?
2.What are fronds? Fiddleheads?
3.What is the first stage in the life cycle of
192
mosses?
4.How about the ferns?
5.What is form when the sperm fertilizes
the egg in a typical moss?
mastery Allow the pupils to study the life cycle of a
(Leads to fern/moss using the actual materials,
Formative pictures and through video viewing
Assessment 3) https://www.youtube.com/watch?v=bpYsh
Q7Ym_I
https://www.youtube.com/watch?v=eZ40L
DWt678
G. Finding practical Direction: Read and answer the following
applications of questions.
concepts and skills in 1. We know that some ferns can be serving
daily living as a viand. How can we let them multiply?
2. Aside from source of food, what are the
other importance of spore-bearing plants?
H. Making Describe spore - bearings plants. Give
generalization and some examples.
abstractions about
the lesson
Learning Direction: Choose the letter of the correct
answer.
Use the concept map to answer number 1
question
Mosses
Seedless
Liverworts
plants Hornworts
1. Which term correctly completes the

concept map above?
a. Flowering
b. Vascular
c. Nonvascular
d. Seed-producing
2. Which is not a part of a fern
sporophyte?
a. Frond
b. Rhizomes
c. Rhizoid
d. Surus
3. What do we call the young ferns
stem?
a. Fiddleheads
b. Prothallus
c. Sporangium
d. Sori
193
for application or Enrichment Activity
remediation Draw life cycle of the moss and write
simple explanation about how they
reproduce.
V. REMARKS
IV. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation who
scored below 80%
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 worked?
my principal or
supervisor can help
me solve?
G. What innovation
or localized materials
did I use/ discover
194
and Time
WEEK 7 – DAY 3
I. OBJECTIVES
survival.
Write the LC code
D.Lesson Objective/s Discuss the mechanism of reproduction
among spore-bearing plantsS6LT-IIg-h-4.3
Plants
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Pages The New Science Links 6 by Evelyn
Castante- Padpad pp.226-234
Materials from
Learning
Resource
(LR)
portal
sample cone, actual moss and fern, activity
sheets
IV. PROCEDURES
A. Reviewing ELICIT
195
previous lesson or Who among in the class can explain briefly
presenting the new the life cycle of a fern?
lesson
purpose for the Present plants such as ferns and moss.
lesson Use real objects.
How does this plant produce itself?
examples /instances The teacher will remind the learners on the
of the new lesson do’s and no’s when watching videos.
Video watching:
https://www.youtube.com/watch?v=jlOPqu
KF4Mk
Approach: Inquiry-Based
What is the video all about?
concepts and Approach: Inquiry-Based
practicing new skill Direction: Read and answer the following
#1 questions.
1. What are the different mechanisms in
reproducing spore-bearing plants?
2. What is asexual reproduction?
3. How do they do it?
4. What other plants can be reproduce
using asexual reproduction?
concepts and Brain Storming
practicing new skills What are the mechanisms of reproduction
#2 among spore-bearing plants?Describe.
Giving of hypothesis
Maybe the mechanism of reproduction
among spore-bearing plants are
__________________________________
__________________________________
mastery Let the pupils/learners draw the method of
(Leads to asexual reproduction.
Formative
Assessment 3)
G. Finding practical
applications of Value: Love for Nature
concepts and skills in
daily living You have some potatoes at home, how
can you reproduce some of it in your
backyard?
H. Making Explain the mechanism of reproducing
generalization and spore-bearing plants.
abstractions about
196
the lesson
Learning Differentiate the following:
1. Vegetative reproduction
2. Naturally vegetative reproduction
3. Directed vegetative reproduction
for application or Bring the following:
remediation 1.Malunggay cutting
2. sweet potato
3.onion bulb
4. toothpick or barbeque stick
5.2 glass jar
6. pot with soil
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation who
scored below 80%
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 worked?
my principal or
supervisor can help
me solve?
G. What innovation
did I use/ discover
197
and Time
WEEK 7 – DAY 4
I. OBJECTIVES
how non flowering plants reproduce
survival.
Write the LC code
D.Lesson Objective/s Discuss the mechanism of reproduction
among spore-bearing plantsS6LT-IIg-h-4.3
Plants
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Pages The New Science Links 6 by Evelyn
Castante- Padpad pp.226-234
Materials from
Learning
Resource
(LR)
portal
sample cone, actual moss and fern, activity
sheets
198
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson or Approach: Inquiry - Based
presenting the new What are the mechanism in producing
lesson spore-bearing plants?
Ask the pupils if they bring the materials
assigned to them.
purpose for the Ask the pupils to describe the plants they
lesson brought such as:
A. malunggay
B. gumamela
C. sweet potato
D. onion
Do they have seeds? How do you think

they reproduce their own kind?
examples /instances Approach: Inquiry-Based
of the new lesson Distribute to them the Activity cards.
Activity No.1
Problem:
How do plants reproduce without using
seeds?
Materials:
mature stem cutting of malunggay or
gumamela
sweet potato
onion
toothpick
glass jar
pot with soil
Procedure:
1. Prepare the different materials.
Label the jar A, B and the pot of soil C
2. Have a fresh stem of malunggay
plant it in pot C
3. Insert toothpick to the sweet potato
place tip in the mouth of the jar with water
be sure that the tip reach the water jar A
4. Half fill jar B with water Place the
onion bulb in the jar use a stick to support
the bulb.
5. Observe the set up every day and
write your observation
Observation:
1. In which plant part does a new plant
grow?
__________________________________
199
2. What are the ways of reproducing
plants without using seeds?
__________________________________
3. The activity is an example of
vegetative propagation. How will you
describe it?
__________________________________
Conclusion:
Make your conclusion based from the
given problem.
__________________________________
concepts and Have pupils write their own hypotheses on
practicing new skill what do they think will happen to the plants
#1 involved in their activity.
E. Discussing new The teacher will discuss the rules and
concepts and regulations during video showing.
practicing new skills Video viewing:
#2 https://www.youtube.com/watch?v=TdiibR
XXJ6g
Direction: Read and answer the following
questions.
What does the video show to us?
Can you follow the steps shown in the
video?
mastery Name some plants using these steps in
(Leads to asexual propagation.
Formative
Assessment 3)
G. Finding practical How can you help propagate more plants
applications of at home?
concepts and skills in
daily living
H. Making What is Asexual propagation?
generalization and Give ways on how this propagation will
abstractions about help you grow plants and vegetables at
the lesson home.
Learning Read and answer the following.
1.Explain what is asexual propagation.
2. List down 5 samples of plants that can
be grown from asexual propagation.
remediation What are cone-bearing plants? List at least
five cone-bearing plants in your Science
notebook. Provide with real objects or
pictures if possible.
V. REMARKS
200
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation who
scored below 80%
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 worked?
my principal or
supervisor can help
me solve?
G. What innovation
did I use/ discover
201
and Time
WEEK 7 – DAY 5
I. OBJECTIVES
survival.
C. Learning Distinguish how spore bearing and non-
Write the LC code
D.Lesson Objective/s Describe the characteristics of cone-
bearing plantsS6LT-IIg-h-4.4
Plants
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Pages
Materials from
Learning
Resource
(LR)
portal
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson or How spore-bearing plants are
presenting the new reproducing?
202
lesson
purpose for the 1. Present /show a picture of a pine tree.
lesson 2. Where do you usually see this tree?
Why?
3. What is produce by this tree when it
grows old?
Let the pupils describe this plant. Until you
come up with the term cone-bearing
plants.
examples /instances Approach:Collaborative Learning
of the new lesson Think Pair Share:
Allow each pair of learner to identify
one(1) cone-bearing plant and try to
describe its characteristics.
concepts and Reporting:
practicing new skill Sharing of the learners about their output.
#1
concepts and 1. What are cone-bearing plants?Identify
practicing new skills some samples.
#2 2. Why seeds of conifers are called “Naked
Seeds?”
3.What are the different characteristics of
cone-bearing plants?
mastery The teacher will remind the pupils of the
(Leads to rules and regulations during video viewing.
Formative Video viewing:
Assessment 3) https://www.youtube.com/watch?v=TdiibR
XXJ6g
1. What is the video all about?
2. What can you say about cone-bearing
plants?
3. Let the pupils identify the characteristics
of cone-bearing plants.
4.Why are cone bearing plants important?
G. Finding practical
applications of Value:
You haveCreativity
pine tree and Resourcefulness
at home with lots of
concepts and skills in cone produce and it’s nearly Christmas
daily living season and you don’t have money to buy
decoration to submit to your teacher for
your project in Arts.
What are you going to do with it to save
money?
H. Making Approach:Constructivism
generalization and Let the learners fill up the semantic
abstractions about webbing about the characteristics of cone-
203
the lesson bearing plants.
Characteristics of Cone- bearing Plants
Cone-
bearing
Plants
Learning Direction: Read and answer the
following.
1. Identify the different characteristic of
cone-bearing plants.
2. Name 5 samples of cone-bearing
plants.
remediation Make / create an interactive board game. It
can be a jigsaw puzzle, word search,
snake and ladder, and others, use the
concepts you learned in the classifications
of plants and animals.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation who
scored below 80%
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 worked?
204
my principal or
supervisor can help
me solve?
G. What innovation
did I use/ discover
205
and Time
WEEK 8 – DAY 1
I.OBJECTIVES
A. Content The learner demonstrate understanding of how non
Standards flowering plants reproduce
B. Performance The learners should be able to
Standards
1.Make a multimedia presentation on how parts of
the reproductive system of spore-bearing and cone-
bearing plants ensure their survival
2.Male a flyer on how plants can be propagated

vegetatively
C. Learning The learner should be able to distinguish how spore-
Competencie bearing and cone-bearing plants reproduce
s S6LT-IIg-h-4
D. Write the LC
code
E. Lesson Explain the life cycle of cone-bearing plants.
Objective/s S6LT-IIg-h-4.5
II.CONTENT
Reproduction of Non-flowering Plants
III.LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook Science Spectrum 5, Rebecca R. Fallaria, Nenita A.
Pages Apolinario, Jesse D. Ronquillo, p. 143
4. Additional
Materials from
Learning
Resource (LR)
portal
B.Other Learning https://www.quora.com/What-are-some-
Resource characteristics-of-cone-bearing-plants
https://kids.britannica.com/students/assembly/view/1
71827
https://www.youtube.com/watch?v=752YhVLYWro
Activity Sheets
IV.PROCEDURES
206
A. Reviewing ELICIT
previous lesson or Approach: Inquiry Based
presenting the new Strategy: Thinking Skills
lesson
Ask the pupils the following questions to recall the
idea/concept about spore bearing plants:
1. What are spore bearing plants?
2. What is the difference of spore bearing plants

from other plants?
a purpose for the Approach:Collaborative
lesson Strategy:Think Pair Share
GAME: Word Constellation

Choose a partner (can be the pupil’s seatmate)
Instruct them to connect the letters to reveal the
mystery word.
r* o* e*
e* r* d* n*
p* u* e* c* s*
c* o*
f* l* o* p* r*
n* w* n* i* t*
o * e* i* n* e* e*
n* r* g* e*
The first partner who decoded the words right will go

in front and let them share ideas about the hidden
word.
(Hidden Words: nonflowering, pine tree, cones,
reproduce)
C. Presenting EXLORE
examples
/instances of the The teacher presents/ shows pictures of cone
new lesson bearing plants.
207
Ask: Where can you find pine trees?
Can you describe the different pine trees
that you have seen?
The teacher gives some information about the

characteristics of cone bearing plants.After these
have the pupils formulate inquiries about cone
bearing plants.
new concepts and
practicing new Approach:Inquiry-Based Approach
skill #1 Strategy: Video
Presentationhttps://www.youtube.com/watch?v=752Y
hVLYWro
Group Activity
1. Divide the class into small groups.
2.Orient them that during the video presentation

they should take note of what the video is about so
as to answer the inquiries make by the class.
Setting of Standard before Viewing/ Rubrics for
208
the Group Activity
E. Discussing
new concepts and Reporting
practicing new
skills #2 Help the pupils formulate a generalization by asking
questions.
a. When does cones determine if they
have male or female spores?
b. How does male cones transfer sperms
to female cones?
c. These sperms are also called as?
d. After pollination the females cones
begin to produce seed and where
does these seeds goes to?
Ask the pupils if they have anything to add up with
how cone bearing plants reproduce.
mastery Approach: Collaborative Approach
(Leads to Strategy: Peer Teaching
Formative Activity: Differentiated Activity
Assessment 3)
Deepen pupils’ understanding by having the pupils
do activities such as:
I.Rhyme
II. Jingle
III. Illustrate
IV. Rap
about the life cycle of cone- bearing plants.
G. Finding
practical Your mother bought a wall decor with pine tree
applications of cones. Your younger brother then asks what these
concepts and cones are and how did they come to be?
H. Making .To generalize, post on the board the questions
generalization and a. What did you learn about cone bearing
abstractions about plants?
the lesson b. What stages does it undergo in its life cycle?
Cone-bearing plants undergo sporophyte stage to
gametophyte stage wherein the cone is
determined as to male or female. The male then
releases pollen with the help of the wind which is
called wind pollination. The sperm/pollen unites
with the egg cell of the female cones and is
fertilized, this fertilization stage. Fertilization
produces seeds. Mature seeds fall onto the ground
through the help of the wind again. This seeds in
contact with the soil grows into a new conifer plant.
209
Learning Direction: Complete the paragraph below with the
terms given in the box to show the life cycle of cone
bearing plants.
__________ belongs to the vascular seed plants

that belongs to the gymnosperms. These conifers
have two types which are pollen cones, the male
gametophyte and ___________ , the female
gametophyte. Eventhough these plants do not have
flowers, _____________ takes place and produces
_________. These seeds that fall onto the ground
_____________ and become young conifers.
germinate seed cone
conifers
pollination seeds
activities for Assignment
application or
remediation Make an album of the different conifer or cone
bearing plants.
V.REMARKS
VI.REFLECTION
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
work?
D. No. of
learners who have
caught up with the
lesson
E. No. of
learners who
continue to require
210
remediation
F. Which of my
teaching strategies
worked well? Why
did these worked?
G. What
difficulties did I
encounter which my
principal or
supervisor can help
me solve?
H. What
innovation or
localized materials
did I use/ discover
which I wish to
share with other
teachers?
211
and Time
WEEK 8 – DAY 2
I. OBJECTI
VES
B. Performan The learners should be able to
ce
Standards 1.Make a multimedia presentation on how parts of the
reproductive system of spore-bearing and cone-

vegetatively
Competen bearing and cone-bearing plants reproduce
cies S6LT-IIg-h-4
D. Write the
LC code
E. Lesson Discuss the mechanism of reproduction among cone-
Objective/ bearing plants.
s S6LT-IIg-h-4.6
II.CONTENT
III.LEARNING
RESOURCES
A.References
1. Teacher’s
2. Guide
Pages
3. Learner’s
Materials
Page
4. Textbook Science Spectrum 5, Rebecca R. Fallaria, Nenita A.
Pages Apolinario, Jesse D. Ronquillo, p. 143
5. Additional
Materials
from
K to 12 Basic Education Curriculum 6 p.91
Learning
Resource
(LR) portal
B.Other Learning Power point presentation, LCD Projector, Show me
Resource board, marking pen, laptop/netbook, Knowledge
212
Channel Package/ Science Modules, Activity Sheets
IV.PROCEDURE
S
A. Reviewing ELICIT
previous lesson Approach: Inquiry Based
or presenting Strategy: Thinking Skills
the new lesson
Ask the pupils :
1. What are cone-bearing plants?
2. Explain the life cycle of cone-bearing plants.

B. Establishi ENGAGE
ng a purpose for Approach: Collaborative
the lesson Strategy: Game
Activity: Group Activity
Group the class into five. Have the group connect the
picture puzzles given to them. After connecting t say
something about it.
C. Presentin Approach: Collaborative
g examples Strategy: Observation
/instances of the Activity: Think , Pair and Share
new lesson
Problem:
1. What are the mechanisms of reproduction among
Describe.
Giving of hypothesis
Maybe the mechanism of reproduction among cone-
bearing plants are
____________________________________________
______________________
Setting of standards before viewing/Rubrics for
group activity
-Note down important details
-Keep quite
-Share your ideas
Video watching
Have the pupils group into four, Let them analyse and
formulate answers to the quiry given on a chart.
What is the video all about?

What are the different mechanisms in reproducing
Why does the seeds of conifers have wing-like parts?.
………….
213
D. Discussin EXPLAIN
g new concepts Approach: Inquiry Based
and practicing Strategy: Thinking Skills
new skill #1 Activity: Group Activity
Reporting
E. Discussin
g new concepts The teacher discusses to the learners that the
and practicing conifers have wing-like structure because this is used
new skills #2 for their reproduction…………
F. Developin ELABORATE
g mastery Approach: Collaborative Approach
G. (Leads to Strategy: Game
Formative
Assessment 3) Let the pupils rearrange jumbled letters on a metacard,
and then answer the question at the back of it. Other
pupils may answer the question.
ssthppeyoor
teesamg
dinw
ecggelsl
oscroermip
H. Finding
practical
applications of Why shouldn’t we chop down trees in our forests?
concepts and What other important purpose do they serve?
skills in daily
living
I. Making
generalization Reproduction of cone-bearing plants
and abstractionsThe mature plant produces reproductive structures
about the lessoncalled cones.Sperm and egg in the cones fuse to
produce a seed.This seed will grow into a mature cone
bearing plan.
J. Evaluating Direction: Read the sentences then choose the letter
Learning of the correct answer
1. Which part contains a material that a conifer uses to
reproduce?
a. Bulbs
b. Flowers
c. Cones
d. Needles
2. Which is the primary pollinator of conifers?
a. Birds
214
b. Insects
c. Water
d. Wind
3. Which statement proves that pines trees are
gymnosperms while mango trees are angiosperms?
a. Pine trees grow tall while mango trees grow short
b.Pine trees have needle-like leaves while mango
plants have round leaves
c.Pine trees grow in cold climate while mango trees
grow in tropical climate
d. Pine trees are cone-bearing plants while mango
trees are flowering plants
4. Among conifer plants is____________.
a. olive
b. star-apple
c. string-beans
d. mosses
5. When the pollen/sperm of a conifer drops on a
female cone, the egg cell is then __________ by the
sperm.
a. destroyed
b. revived
c. fertilized
d. enriched
K. Additional EXPAND
application or Make three to five riddles about cone bearing plants
remediation
Enrichment Activities
Browse the internet for more infos about cone bearing
plants.
Remediation Activities
The pupils will interview teachers about the cone-
bearing plants and report it to the class.
V.REMARKS
VI.REFLECTION
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
work?
215
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
worked?
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?
Rubrics for Group Activities:
5- members are cooperative, well organized output
4- members are cooperative, not well organized output
3- members are not cooperative, well organized output
2- members are not cooperative, not well organized output
1-did not finish the task
216
and Time
WEEK 8 – DAY 3
I. OBJECTIVES
A. Content The learner demonstrate understanding of how

Standards non flowering plants reproduce
Standards
the reproductive system of spore-bearing and
cone-bearing plants ensure their survival

vegetatively
C. Learning The learner should be able to distinguish how
Competencies spore-bearing and cone-bearing plants reproduce
Write the LC code S6LT-IIg-h-4
D. Lesson Discuss the mechanism of reproduction among

Objective/s cone-bearing plants.
S6LT-IIg-h-4.6
II.CONTENT
III.LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook
4. Pages
Materials from
Learning
Resource
(LR) Portal
B.Other Learning Power point presentation, LCD Projector, Show
Resource me board, marking pen, laptop/netbook,
Knowledge Channel Package/ Science Modules
IV.PROCEDURES
A.Reviewing previous ELICIT
217
lesson or presenting Approach: Inquiry Based
the new lesson Strategy: Thinking Skills
Distribute metacards containing words and

meanings in the form of riddle from the previous
lesson. Have the pupils read aloud and match
them correctly.
Sample Riddles:
A.I am green
I am small
But oftently
I am tall.
I don’t have a flower,
But I am a cone bearer.
I am_____________
B. Whether it rain or shine , I am okay

I stood tall looking fine.
_______________
6. Establishing a ENGAGE
purpose for the Approach:Collaborative
Activity: Group Activity
Group the class into trios. Have them answer the

crossword puzzle on the screen.
Cross Word Puzzle

Across:
1. Vascular Tissue System

2. the primary pollinator of conifers
3. plants that do not produce flowers and
spores instead ____.
Down:
1. produce by cone-bearing plants ”naked___”

2. plants that do not produce flowers
3. sample of a cone-bearing tree.
1
1
218
2 2
B.Presenting EXPLORE
examples /instances Approach: Inquiry Based
of the new lesson Strategy: Thinking Skills
The teacher presents a short video about plants

propagation.
What are the different types of propagating plants?
Which method can we use to propagate cone-
bearing plants?
Is it applicable to cone-bearing plants? Why?
C.Discussing new EXPLAIN

concepts and
practicing new skill Approach:Inquiry-Based Approach
#1 Strategy: Video Presentation
Group Activity
1. Divide the class into small groups. Have them

draw lots among the different types of conifers that
they would be focusing on the video presentation.
2.Orient them that during the video presentation

they should take note/ focus on the type of conifer
they have drawn of what the video is about so as
to answer the inquiries make by the class.
Before the video presentation, have the pupils

formulate inquiries about their types of cone-
bearing plants.
Standard for viewing and rubrics for the group

activity should be set.
Reporting after the group activity.
219
D.Discussing new
concepts and A. Guide the pupils in formulating a
practicing new skills generalization by answering thefollowing
#2 questions.
e. What again are the different types of
conifers?
f. How does these conifers differ?
g. Are there anyprominent
characteristics of each of these
h. How do they multiply/ propagate?

E.Developing ELABORATE
mastery
(Leads to Formative Approach: Collaborative Approach
Assessment 3) Strategy: Peer Teaching
Activity: “SKETCH US IN A FRAME
Pupils will draw the conifer palnts or fruit and tell

how these different types of conifers propagate.
F.Finding practical Activity: Field trip/ Find me

applications of
concepts and skills in Allow the pupils to look for a cone-bearing seed
daily living outside the classroom.( If there is no cone bearing
plant in your surrounding , then the teacher
provides the cone bearibg seed but they have to
look for it in the classroom)
Let them study and describe the cone sample they
found.
Ask: How can you help them propagate?
G.Making Background Information for the Teacher
generalization and
abstractions about Cone-bearing plants have different types such as
the lesson fir , spruce, ginkgo, juniper, yew, cypress, and
cedar. These conifers may have characteristic
differences but are propagating in a common way.
They undergo sporophyte stage, gametophyte
stage, pollination, fertilization and germination
stage.
H.Evaluating EVALUATE
Learning Make an organization chart of the
mechanism/ways of reproduction/propagation
among cone bearing plants.
Rubrics for the organization chart.
(See attached Rubrics)

I.Additional activities EXPAND
220
for application or Assignment
remediation In advance group the class for the next days
activity. Have each of the group bring a laptop.
RemediationActivities
V.REMARKS
VI.REFLECTION
A.No. of learners who
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
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
these worked?
F.What difficulties did
principal or
supervisor can help
me solve?
F.What innovation or
localized materials
did I use/ discover
221
Rubrics for Group Activities:
5- members are cooperative, well organized output
4- members are cooperative, not well organized output
3- members are not cooperative, well organized output
2- members are not cooperative, not well organized output
1-did not finish the task
Rubrics for the organization chart.:
5- informative, well illustrated
4- informative, not so well illustrated
3- not so informative, well illustrated
2- not so informative, not so informative
1- did not finish the task
222
Teaching Quarter Second
Date and
Time
WEEK 8 – DAY 4
I. OBJECTIVES
Standards
the reproductive system of spore-bearing and cone-

vegetatively
Competencies bearing and cone-bearing plants reproduce
Write the LC code S6LT-IIg-h-4
D. Lesson Design a multimedia presentation or flyers on how

Objective/s parts of the reproductive system of spore-bearing
and cone-bearing plants reproduce.
S6LT-IIg-h-4.7
II.CONTENT
III.LEARNING
RESOURCES
A.Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook
Pages
Materials from
Learning Resource
(LR) portal
B.Other Learning Slide deck presentation, LCD Projector, Show me
Channel Package/ Science Modules
IV.PROCEDURES
A. Reviewing ELICIT
previous lesson or Approach: Inquiry Based
presenting the new Strategy: Thinking Skills
223
lesson What is the difference between a spore-bearing
plant and a cone-bearing plant?
Give samples of a spore bearing plants, spore-
bearing plants.
What are the characteristics of ferns? Mosses?
Cone-bearing plants?
a purpose for the If you are going to present your work to the class, in
lesson what ways can you present it?
Unlocking of Difficulties
1. multimedia
2. flyers
3. experiment
4. model
5. brochure
6. design
C.Presenting EXLORE
examples Present some samples of a multimedia presentation,
/instances of the flyers or brochure, seed model and story about seed
new lesson Ask questions regarding the topic or samples
presented.
https://tewt.org/multimedia-presentations/
Ask: Where can you find pine trees?
Can you describe the different pine trees
that you have seen?
The teacher gives some information about the
characteristics of cone bearing plants.After these
224
have the pupils formulate inquiries about cone
bearing plants.
D.Discussing new EXPLAIN
concepts and
practicing new skill Approach: Collaborative Approach
#1 Strategy: Peer Teaching
Collaborative work
1. group the pupils into 4
2. let them dr4aw lots on the topic or task that
they will do
Task
Make a multimedia presentation on
how parts of spore-bearing plants and
cone-bearing plants ensure their
survival and propagation.
Make a multimedia presentationon
the different types of conifer plants and
their characteristics.
Make a flyer or brochure about the
different types of conifer plants and their
characteristics.
Make a flyer or brochure on how
plants can be propagated vegetatively.
E.Discussing new Hands On!
concepts and
practicing new Teacher reminds the pupils the steps in using the
skills #2 MS Publisher and MS Power point in creating their
flyers/brochures.
Allow them to work in group and decide or plan what

to do with the task given to them.
F.Developing
mastery(Leads to
Formative
Assessment 3)
F.Finding practical
applications of What is the importance of using
concepts and skills multimedia/flyers/brochure to our daily life?
in daily living
G.Making
generalization and
abstractions about
the lesson
H.Evaluating EVALUATE
Learning Check the work of the learners if they are doing the
225
proper way of performing their task
Rubrics for the multimedia presentation/ flyers:

5- informative, well designed
4- informative, not so well designed
3- not so informative, well designed
2- not so informative, not so well designed
1- did not finish the task
I.Additional EXPAND
application or Continue working on the presentation to be reported
remediation next day.
Visit google comfor more designs and information
about making a multimedia presentation.
Ask your Highschool brothers or sister to assist you
on you task.
V.REMARKS
VI.REFLECTION
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
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 worked?
F.What difficulties
did I encounter
226
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?
227
Teaching Quarter Second
Date and
Time
WEEK 8 – DAY 5
I.OBJECTIVES
A. Content The learner demonstrate understanding of how
Standards non flowering plants reproduce
Standards
the reproductive system of spore-bearing and
cone-bearing plants ensure their survival

vegetatively
C. Learning The learner should be able to distinguish how
Competencies spore-bearing and cone-bearing plants reproduce
D. Write the LC S6LT-IIg-h-4
code
E. Lesson Design a multimedia presentation or flyers on how
Objective/s parts of the reproductive system of spore-bearing
and cone-bearing plantsreproduce.
S6LT-IIg-h-4.7
II.CONTENT
III.LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Page
3. Textbook
Pages
Materials
from
Learning
Resource
(LR)
Portal
B.Other Learning Slide deck presentation, LCD Projector, Show me
Channel Package/ Science Modules ,Activity
228
Sheets
IV.PROCEDURES
A. Reviewing ELICIT
previous lesson or Follow up if the task of each group is already done.
presenting the
new lesson
purpose for the Teacher supervises the groups while making their
lesson hands on activity on the task they choose
C. Presenting EXLORE
examples Use the rest of the time for designing and putting
/instances of the animations on the Multimedia presentation/ flyers.
new lesson
new concepts and
practicing new skill Showcase of multimedia presentation and flyers.
#1
E. Discussing
new concepts and Discussion of the group outputs.
practicing new
skills #2
F. Developing Let the learners answer the group-check questions
mastery Basis Yes Partly Needs more
(Leads to information
Formative and mastery
Assessment 3) of lesson
We can
classify plants
into
bryophytes
and
tracheophytes
We can
describe the
characterisitcs
of the
bryophytes
and
tracheophytes
We can show
how spore
and cone
bearing plants
reproduce
We can
illustrate ways
of
propagating
229
plants
G. Finding
practical
What is the importance of using
applications of
multimedia/flyers/brochure to our daily life?
concepts and skills
in daily living
H. Making
generalization and
abstractions about
the lesson
Learning Let the learners answer the self-check questions
Basis Agre Disagre I
e e Don’
t
Kno
w
I was able to
determine the
class/groups of
bryophytes and
tracheophytes
I can
differentiatetracheophyt
es and bryophytes
I can list down how to
reproduce/ propagate
spore and cone bearing
plants
I can illustrate ways of
propagating plants
activities for
remediation Make a slide deck presentation of the of the
different plants in your yard.
Visit google comfor more designs and
information about making a multimedia
presentation.
Go back on the video presentation your group
made and list down the informations that you have
230
noted
V.REMARKS
VI.REFLECTION
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 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
worked?
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?
231
and Time
WEEK 9 – Day 1
I.OBJECTIVES
Standards interactions for survival among living and non-living
things that take place in tropical rainforests, coral
reefs, and mangrove swamps.
B. Performance The learners should be able to Identify
Standards interrelationships that exist in tropical rainforest,
coral reefs and mangrove swamps.
C. Learning Discuss the interaction among living things and

Competencies non-living things in tropical rainforest, coral reefs
Write the LC and mangrove swamps. S6LT-II-i-j-5
code
D. Lesson Identify living things and non-living things in tropical
Objective/s rainforest, coral reefs and mangrove swamps
S6LT-II-i-j-5.1
II.CONTENT Interactions Among Living Things
III.LEARNING
RESOURCES
A.Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook
Pages Exploring Science and Health VI, p.83
4. Additional
Materials from
Learning Resource
(LR) portal
B.Other Learning http/www.e-learningforkids.org/ecosystem/tropical
Resource rainforest/mangrove swamps/coral reefs/
(URL:http://m.youtube.com/watch?v=p51FiPO_kQ)
For the teacher: video clips & slide decks
For the learners: activity sheets
IV.PROCEDURES
A. Reviewing ELICIT
previous 1.) Approach: Collaborative
lesson or Strategy: Think Pair Share
presenting Suggested Activity:2D-2M
232
the new Game:” Pinoy Henyo”
lesson Values: Preciseness in following instructions &
Environmental Awareness
Instructions:
A game entitled “Pinoy Henyo” will be played to
arouse the pupils’ interest to the lesson and to
recall the knowledge they had from their previous
lesson.
1. Find a partner. Inside the box are pictures of
plants, animals, human and different materials that
can be found in the surroundings.
2. The game is played by picking picture inside
the box and putting the picture on the pupil’s
forehead. The partner will guess the word by asking
questions that could help her/him guess the word.
The class can only respond with yes, no, and
maybe. Put the pictures on the board after a pupil
already guessed it.
Guide Questions:
A. What are the different pictures revealed from
the game?
B. Choose a picture from the board.
Ask: Does it move? grow? breathe? need food? or
move by itself? reproduce?
C. What are the two factors that are found in the
environment?
2.) Showing pictures of different ecosystems to
the pupils letting them identify each one. (Emphasis
will be placed on the tropical rain forest, mangrove
swamps & coral reef ecosystems).
A. Which of those ecosystems are found on

land? in water? or on air?
B. What do you observe about the present
condition of these ecosystems?
purpose for the Recite the poem.
lesson Things Around Us
Look up, look up
What are above?
233
Sun, moon, stars and clouds.
Look down, look down
What have you found?
Rocks, soil, creatures, small and round
Look around, look around
What do you see?
Plants and animals
Objects made, for you and me.
By: Jennifer M. Rojo
Guide Questions:
1. What are the things around us?
2. Do you know which are living things? non-
living things?
Let the pupils fill the KWLH Chart below.
Strategy: Graphic Organizer
Suggested Activity: KWLH Chart
What I What I What I How can I

KNOW WANT to LEARNE LEARN
KNOW D MORE
examples A. Activity
/instances of the
new lesson Values: Showing care and concern to the
environment
“Explore: The Living and Non -Living Things”

I. Problem: What are the living and non- living
things in a tropical rainforest, coral reefs and
mangrove swamps?
II. Materials: Manila paper, pentel pen, chart
having pictures of living and non -living things &
pictures of the tropical rainforest, coral reefs and
mangrove swamps
III. Procedure:
234
1. Examine each picture of ecosystem.
2. Have a group discussion on what living and
non-living things are found in each ecosystem.
3. Fill in the table that follow with your answers.
ECOSYSTEMS LIVING NON-

LIVING
TROPICAL RAIN FOREST

https://www.alamy.com/stock-phot
o-malabsay-falls-surrounded-by-
tropical-rainforest-on-mt-isarog-
bicol-3250379.html
CORAL REEFS
http://www.manilaoceanparkblog.c
om/ Philippine-coral-reefs/
MANGROVE SWAMPS
philippines.com/mangrove-
forests.html
Guided Questions:
1. What ecosystems are shown in the pictures?
2. What living and non-living things are found in
each ecosystem?
3. What do you think help the living things to
live and survive in these kinds of ecosystems?
4. At present, what do you observe about the
condition of these ecosystems? Why?
5. How can you help to restore our
235
environment?
new concepts A. Group reporting and presentation of outputs.
and practicing B. Analysis and Discussion.
new skill #1 a. How do you describe a tropical rainforest? coral
reefs? mangrove swamps?
1. What are the living and non-living things in the
tropical rainforest ecosystem? Coral reefs? &
mangrove swamps?
2. What are the importance of these ecosystems to
the living and non-living things found in them or
vice-versa?
E. Discussing Let the pupils watch a video clip about living and
new concepts non- living things.
and practicing (URL:http://m.youtube.com/watch?v=p51FiPO_kQ)
new skills #2 Having a deeper understanding on the importance
of the living and non- living things and their
ecosystems based from the video by completing
the semantic web. Call some pupils and let them
write their ideas on the board.
Strategy: Mind Mapping
Suggested Activity: Concept map
mastery Group 1- Your group will be given pictures of living
(Leads to and non-living things. Each member will pick out a
Formative picture and post it to the ecosystem where it is
Assessment found or living. Group 2 – Each
3) member will pick out a picture from the given sets
of pictures then he/she will identify if it is a living or
non-living thing.
Group 3- Write a two -stanza poem citing
examples of living and non- living things.
G. Finding Values: Realizing the significance of the natural
practical resources.
applications
of concepts Consider the things you have at home or in the
and skills in surroundings. Cite examples of living and non-
daily living living things and describe how you value them.
As a Grade VI learner, explain briefly the
importance of the tropical rainforest, coral reefs and
mangrove swamps ecosystems.
H. Making Let us now fill up the KWLH chart for the concept
and What have you learned today?
abstractions
about the The Ecosystems and their Components
lesson The environment is composed of different
kinds of ecosystems. Examples of these are
236
tropical rain forests, coral reefs and mangrove
swamps. Abound in these kinds of ecosystems are
the two components or factors, the living or biotic or
the non-living or abiotic. Both components are
important of their existence.
Learning Identify the kind of ecosystem where the living or
non-living thing shown in each picture is found. (1-
10 item written formative test will be administered.
application or Give 5 examples each of living and non-living
remediation things found in the tropical rain forests, coral reefs,
and mangrove swamps ecosystems. Tabulate your
answers following the given format. (See format in
slide decks).
Enrichment Activities:
Draw the three different kinds of ecosystems we
studied about and the living and non-living things
found or that live in these ecosystems.
Remediation Activities:
Fill out the table with the correct answers.
Directions: Write check (√) if the factor is living and
cross (X) if non-living and write the name of the
ecosystem where each thing is found.
V.REMARKS
VI.REFLECTION
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
work?
No. of learners
who have caught
up with the
lesson
D. No. of
237
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
worked?
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?
238
and Time
WEEK 9 – Day 2
I. OBJECTIVES
B. Performance The learners should be able to Identify

code
D. Lesson Identify interrelationships that exist in tropical
Objective/s rainforest, coral reefs and mangrove swamps
S6LT-II-i-j-5.2
II. CONTENT Interactions Among Living Things
III. LEARNING
RESOURC
ES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Page
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resource
(LR)
portal
B. Other Learning Cyber Science 6, Myrna Q. Adduru, pp.175-179
Resources The New Science Links 6 , Evelyn Castante—
Padpad, pp.269-274
Into the Future: Science and Health 6 by Juanita
M. Cruz, et. al., pp. 57-63
Science Spectrum 6 by Rebecca R. Falla, et.al.,
pp. 75-80
www.google .com.ph
http/www.e-learningforkids.org/ecosystem/tropical
239
rainforest/mangrove swamps/coral reefs/
For the teacher: video clips & slide decks
For the learners: activity sheets
B. PROCEDURES
A. Reviewing ELICIT
previous lesson What could help you understand well the words
or presenting we will come across this lesson?
the new lesson
1. Unlocking of difficult terms– (through
definition, pictures & giving examples)
a. interactions – connections; relations;

exchanges; contacts
b. survival – existence; persistence;
endurance
b. mutual – given and received in equal
amount; shared in common
c. commensal – one that benefits from the
relationships
d. host – a living plant or animal in or on
which a parasite exists
e. parasite – organism that lives on the body
of the host where it depends for food
f. ectoparasites – parasites that live outside
the body of a host
g. endoparasites – parasites that live inside
the body of the host
h. aphid – louse that lives on plants and
sucks their juices
i. predator – animal that eats or kills other
animals for food
j. prey – animal that is killed or eaten by a
predator
k. competitors – organisms that compete
each other for their needs
l. epiphytes – plants that live in air
environment
2. Approach: Constructivism Approach

Strategy: Activity-based
Values: Developing symbiotic relationship
Suggested Activity: Mind Mapping

Instructions: Box the different relationships that
you can form out of the letters in the boxes. You
may go horizontally, vertically or diagonally.
(See boxes of letters illustrated on a cartolina).
• What different kinds of relationships have
you formed?
240
• How does each kind of relationship take
place among living organisms in different
ecosystems?
 Which among the five kinds of

interrelationships is the most beneficial?
Why?
purpose for the Study closely the pictures and answer the
lesson questions that follow.
A.
https://www.alamy.com/stock-photo-filipino-farmers-drive-carabaos-while-
working-to-level-a-rice-field-62353215.html
 How do the farmer and his carabao
interact with each other?
 What interrelationship exists between
them?
https://www.creatingsustainablelandscapes.com/native-plants/
 How do the two organisms in the picture

interact with each other?
 Which organism is the predator? The
prey?
 What interrelationship exists between
them?
 Why do organisms need to interact with
each other?
241
 What is developed as a result of these
interactions?
examples B. Activity
/instances of the
new lesson Values: Showing care and concern to the
environment
“Explore: “The Interrelationships that Exist in

Tropical rainforest, Coral reefs and Mangrove
swamps”
I. Problem: What interrelationships exist in
tropical rainforest, coral reefs and mangrove
swamps?
II. Materials: Manila paper, pentel pen, chart
having pictures of living and non -living things &
pictures of the tropical rainforest, coral reefs and
mangrove swamps
III. Procedure:
1. Examine each picture of ecosystem
closely.
TROPICAL RAINFOREST
https://biome2swimmergirl.weebly.com/works-cited-page.html
CORAL REEF
http://www.gmanetwork.com/news/story/585333/scitech/science/d
ying-but-not-dead-the-great-barrier-reef-can-still-be-saved
242
MANGROVE SWAMP
http://www.bbc.co.uk/nature/habitats/Mangrove
2. Have a group discussion on what

organisms live in these ecosystems
and what interrelationships exist among
them.
3.Fill in the table that follow with your answers.

ECOSYSTEM PAIRS OF INTERACTION KIND OF
ORGANISM INTERRELATIONSHIP
Guided Questions:
1. What are the different ecosystems?
2. What pairs of organisms are found in each
ecosystem?
3. What do you think help the living things to
live and survive in these kinds of ecosystems?
4. How does each pair of organism interact in the
ecosystem they live?
5. What is developed from these interactions?
6. What kinds of interrelationships are developed
between each pair of organism?
4. How do you describe each kind of
interrelationship?
5. How can these interrelationships among
living organisms in these ecosystems continue?
6. What contribution can you give to our
environment to be able to provide the needs of its
inhabitants?
#1 B. Analysis and Discussion.
1. What interrelationships exist in the tropical
rainforest, coral reef, and mangrove ecosystems?
243
2. In which kind of interrelationship, the pairs of
organism benefit from each other?
3. What kind of interrelationship exists if only one
benefits from the relationship while the other does
not nor harmed?
4. What interrelationship exist between organisms
when the predator kills its prey for food?
5. What relationship is developed when one
organism, the parasite benefits from the
relationship while the host is harmed?
6. What relationship is there among organisms
when all of them compete for their needs such as
food, shelter, water, space, sunlight and nutrients
in order to live and survive?
7. Which interrelationship is/are destructive?
Why?
E. Discussing new Let the pupils watch video clips about the
concepts and interrelationships in the three different
practicing new ecosystems:
skills #2 A. Exploring Ecosystem: Coral Reef
https://www.youtube.com/watch?v=-
EUUEPinEcQ&index=14&list=PLBSdX9PKjbwm2m5a
TqGjUjMJO1LWF9mQg
(URL:http://m.youtube.com/watch?v=p51FiPO_kQ)
B. Exploring Ecosystem: TROPICAL RAIN
FOREST
https://study.com/academy/lesson/biomes-desert-
tropical-rainforest-savanna-coral-reefs-more.html
C. Exploring Ecosystem: MANGROVE
SWAMPS
https://study.com/academy/lesson/abiotic-biotic-
factors-of-swamps.html
(Each group will identify pairs of organisms based
on the video clips and tell the interrelationships
that exist between them).
mastery (Each group will describe the interrelationships
(Leads to that exist in each ecosystem based on the video
Formative clips).
Assessment 3)
G. Finding practical Values: Realizing the significance of the natural
applications of resources.
concepts and skills Nowadays, the conditions of the different
in daily living ecosystems are quite alarming due to the harmful
activities of man. Now, as a Grade Six pupil, how
could you help to solve this problem?
H. Making Let us now fill up the KWLH chart for the concept
and What have you learned today?
244
abstractions
about the What I What I What I How can I
lesson KNOW WANT to LEARNED LEARN
KNOW MORE
The Interdependence of the Biotic and Abiotic

Components of the Environment
The biotic and abiotic components of

ecosystems are equally important. One kind of
organism needs to interact with another organism
for its needs and survival. As a result of this
interactions, interrelationships exist among them.
Five kinds of interrelationships are
developed. These are mutualism, commensalism,
parasitism, predation and competition.
Learning Identify the kind of interrelationship of each pair of
organism based on the given description. (1-5
item test will be administered to the pupils).
1. Both the organism benefit from the
relationship.
2. One organism benefits from the
relationship, the other doesn’t nor affected.
3. One organism, the parasite that lives in the
body of the host benefits from the
partnership while the host does not and is
even harmed.
4. One organism the predator kills its prey for
foods.
5. All the organisms compete for their needs
such as foods, water, space, sunlight and
nutrients in order to live and survive.
application or Directions: Give 5 pairs of organisms found in the
remediation tropical rainforest, coral reef and mangrove
swamps and identify their interrelationships.
245
List down 10 pairs of organisms and the
ecosystems where they thrive then describe the
interrelationships that exist between them.
Give the interrelationship that exist on each pair
of organisms in the pictures.
V. REMARKS
VI. REFLECTION
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 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
worked?
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?
246
( Material to use under ELICIT)
2. Approach: Constructivism Approach
Strategy: Activity-based
Suggested Activity: Mind Mapping
Instructions: Box the different relationships that you can form out of the letters in
the boxes. You may go horizontally, vertically or diagonally.
(Prepare this material on a white cartolina).
C L A R G E M A G E L L C P L O U D S B H J N
O A C G H K N K L U H V L R O U Y T T F C V M
M N N N E B U L A M K L F E Y T R E W I G H U
M K L D U Y T R E D S A N D V G F D R E D L T
E J U Y R L K M N B V C R A D S A E F C X D U
N K G D E O K M N B V C F T J H D F R K B C A
S L P I U R M I L K Y W K I C X Z Y T F G V L
A T R E W I Q E K L I N Z O W Q J G C H A I
L I R C U L A R D J O N Z N F A B I A N A R S
I I Y T R E W I L A N H T P A R A S I T I S M
S P A N G G O Y F E R N E Z J H G T R F K L I
M B C X Z S D F H K L I B C X P L O I R F Q G
C O M P E T I T I O N Z I D J K I L O V I C A
247
and Time
WEEK 9 – Day 3
I. OBJECTIVES
Standards interaction between living and non-living things in
tropical rainforest
B. Performance The learners should be able to form discussion
Standards groups to tackle issues involving protection and
conservation of ecosystems that serve as
nurseries, breeding places, and habitats for
economically important plants and animals
code
D. Lesson Discuss the interaction between living things and
Objective/s non-living things in tropical rainforest.
e.g. mutualism, predation, commensalism,
competition S6LT-II-i-j-5.3
II. CONTENT Interactions Among Living Things in aTropical
Rainforest
III. LEARNING
RESOURC
ES
A. Reference
1. Teacher’s
Guide
Pages
2. Learner’s
Materials
Page
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resource
(LR)
portal
B. Other Learning Science and Health 6 by Prado & Marilou M.
Resource Ubina, pp. 140-151; Science Spectrum 6 by
Rebecca R. Fallaria, et. al., pp. 88-94;
Into the Future: Science and Health 6 by Juanito
M. Cruz, et.al, pp. 57-63
248
Video clips, slide decks, activity worksheets
C. PROCEDURES
A. Reviewing ELICIT
previous How familiar are you of the following words?
lesson or 1. Unlocking of difficult terms through pictures,
presenting the realia, situation, and definitions.
new lesson How well do you the following terms?
1. autotroph- (a picture of a green plant will be
shown) – uses sunlight to make food or
energy; producers
2. heterotrophs – pictures of a human being
and animals will be shown)- consume
producers and other heterotrophs for
food/energy; consumers
3. decomposers- organisms that have the
ability to decompose/breakdown dead
bodies of plants and animals (pictures of
maggots and mold and realia of yeast will
be shown).
4. bacteria – decomposer that decomposes
dead bodies of animals
5. fungi- decomposer that decays dead
bodies of plants
6. primary consumer- first to eat
7. secondary consumer- second to eat, etc. (
a diagram of a Food Chain will be shown to
identify the series of consumers according
to their distance from the producer).
8. hervivore - plant eating consumer
9. carnivore- meat-eating consumer
10. omnivore- consumer that eats both plants
and animals.
11. interact – when your teacher asks
questions about the lesson or gives an
activity to work on, what do you do?
a purpose for Collaborative Approach: Activity: Think-Pair and
the lesson Share
Values: Realizing the significance of symbiotic

relationship.
Who are the people living in your home?
The people living in your home are your family
members. Your family is your immediate
surroundings/environment. How well can you
describe your family?
Instructions: Group yourselves into three then find

a partner. Share to him or her how each member
249
in his/her family interacts with each other.
How do you describe the relationship in a family
when all the members cooperate, intermingle or
support each other to do things or even to solve
problems? (The values of the activity will be
integrated).
examples /instances Constructivism Approach: Activity-based
of the new lesson Activity:
Materials: activity sheets
Procedure:
1. Observe closely the tropical rain forests in
the slide player and the different living and
non-living things that abound in them.
2. Make a list of living and non-living things in
this kind of ecosystem.
3. Discuss with your groups how these things
interact with each other.
4. Describe and identify the relationships
developed from their interactions.
http://slideplayer.com/slide/4291473/

concepts and 1. Group reporting
practicing new skill #1 2. Analysis/Discussion
A. What kind of ecosystem did you
250
observe in the slide player?
B. What living and non-living things
abound in this kind of ecosystem?
C. How do the living organisms manage to
live and survive in this ecosystem?
D. How do the living things interact with
each other in their habitat?
E. What relationships are developed as a
result of these interactions? Enumerate
them.
E. Discussing new Group Activity: Collaborative Approach

concepts and Each group will illustrate 5 pairs of organisms,
practicing new skills describe how each pair interacts and identify the
#2 relationship that exist between each pair.
mastery Group Activity: Collaborative Approach
(Leads to Group I - From all the things that abound in a
Formative tropical rain forest, classify them as to living or
Assessment 3) non-living, producer, consumer and decomposer.
Group 2 – Make a diagram/chain showing the
cycle of interactions. Post it on the board.
Group 3 – From the diagram of the second group,
identify the different relationships that are
developed with their interactions.
G. Finding practical Interactions of all the living and non-living things in
applications of the environment is very much significant. One
concepts and skills in organism cannot exist without interdependence
daily living with others. As a Grade Six-pupil like you, how
would you interact in your home? In school? In
your community?
H. Making What different relationships are developed in a
generalization and tropical rainforest as a result of the interactions of
abstractions about the the living and non-living things that abound on it?
lesson How do you describe mutualism?
Commensalism? Parasitism? Predation? And
Competition relationships?
Why are interactions among the living and non-
living things important?
Tropical Rainforest and Interactions

The Tropical Rainforest is a forest occurring
in tropical areas of heavy rainfall. It is abundant
with many species of wildlife and vegetation.
Rainforests cover less than two percent of the
Earth's surface. They are home to some 50 to 70
percent of all life forms on our planet.
The diverse organisms living in the coral
reef ecosystem interact with each other in order to
live and survive. Their interaction lead to the
251
development of different interrelationships such as
mutualism wherein both organism benefit from
their relationship. Others develop commensalism
wherein only one benefits while the other does not
nor is affected. Parasitism relationship takes place
between the host and the parasites. The host is
affected as the parasites are living in it.These
depend from the host for foods and harm its
organs/body parts. Predation exists between the
predator and its prey. And competition occurs
when organisms compete for their needs to live
and survive
Directions: Give that relationship that exist
between each pair of organism in the pictures.
1.
Clown fish and sea anemone
2.
Flower and butterfly
3.
Rose plant and aphids
4.
large number of fishes and small amount of foods
252
5.
frog and insect
for application or Assignment:
remediation Directions: Give illustrations of 5 pairs of living or
non-living things found in a tropical rain forest,
describe how they interact with each other and
determine the relationship that are developed
between them.
Group Activity: Draw on illustration board a
tropical rainforest found in the Philippines then
write below it a composition expressing the
importance of the living and non-living things that
abound in it and how they interact with each other.
Directions: Describe the five kinds of relationships
developed among living and non-living things as a
result of their interactions.
V. REMARKS
VI. REFLECTION
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 work?
No. of
learners who
have caught
up with the
lesson
D. No. of
learners who
continue to
require
253
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
worked?
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?
254
and Time
WEEK 9 – DAY 4
I. OBJECTIV
ES
Standards the interaction between living and non-living
things in coral reefs
B. Performance The learners should be able to form
Standards discussion groups to tackle issues involving
protection and conservation of ecosystems
that serve as nurseries, breeding places, and
habitats for economically important plants and
animals
C. Learning Discuss the interaction between living thing
Competencies and non-living things in tropical rainforest,
D. Write the LC coral reefs and mangrove swamps
code e.g. mutualism, commensalism
S6LT-II-i-j-5.
E. Lesson Discuss the interaction between living things
Objective/s and non-living things in coral reefs e.g.
mutualism, commensalism S6LT-II-i-j-5.4
II. CONTENT Interactions between Living Thing and Non-
living Things in Coral Reef
III. LEARNING
RESOURC
ES
A.Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook
Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B.Other Learning https://www.youtube.com/watch?v=biB39CSwj
Resource 6M; activity worksheets, slide decks, pictures
IV. PROCEDURES
A. Reviewing ELICIT
previous lesson Unlocking of Science vocabulary words:
or presenting The teacher will ask the pupils to use the
255
the new lesson following words in sentences after they have
seen pictures and known the meaning of the
terms below.
1. algae
2. coral reef
3. aquatic animals
4. solar energy
purpose for the Approach: Constructivism
lesson Activity: Picture Analysis
The teacher shows pictures of aquatic plants,
animals and corals.
 Where do these living things
usually abound? What do we call their
ecosystem?
examples Approach: Constructivism: Performing
/instances of activities
the new lesson Activity: “The CORAL REEFS ECOSYSTEM”
Problem: How do the living and non-living
things interact in the coral reef ecosystem?
Materials: pictures of coral reef ecosystem
http://slideplayer.com/slide/5935172/
Procedure:
1. Study closely the ecosystem in the pictures.
2. Identify the living and non-living things that
thrive in this ecosystem.
3. Observe how they interact with each other
and infer the relationships that may be
developed as a result of their interactions.
256
practicing new 2. Analysis/Discussion
skill #1 Approach: Inquiry – based
Values: Awareness on the condition of
the marine life and aquatic ecosystem
like the coral reefs
1. What ecosystem was shown in the picture?

2. What is a coral reef? Describe it.
2. What living and non-living things usually live
in the coral reefs?
3. How do they live in this kind of ecosystem?
4. What interactions did you observe among
the components of the coral reef ecosystem?
5. Are there relationships developed as a
result of their interactions? Enumerate them
and describe how each relationship transpires.
6. Do you think the needs of consumers in the
coral reefs ecosystem are still abundant
nowadays? Why?
7. What programs of the government are now
existing that aim to preserve the coral reef
ecosystem?
E. Discussing new Approach : Collaborative Learning
concepts and Group Great Parasites
practicing new Title of the activity:
skills #2 “ I Can Shout My Fate”
Prepare and present a rap about the concept
learned.
Group Powerful Competitors
Title of the Activity:
I Can Paint My Life
Draw and present a drawing showing
interactions of living and non-living things in a
coral reef ecosystem
mastery Directions: Identify the symbiosis
a. (Leads relationship of the following situation
to being described in each item. Write
Formativ your answer on your answer sheet.
e
Assess 1.Marie enjoyed snorkeling during summer
ment 3) vacation. She witnessed that Sea
urchins eat corals. What interaction in
marine ecosystem does it show?
________________________________
2. Clownfish meets sea anemone
during his sea exploration. They
became friend in the long run.
257
Clownfish protects sea anemone from
marine creature that immune on its
tentacles while sea anemone serves as
habitat of Clownfish. What interaction
in marine ecosystem does it show?
_______________________________
3. The reduction of sea urchin
population growth causes of
decreasing reproduction of
corals. What does it show?
______________________
4. Mark’s group dissected Tilapia
during their science experiment.
They discovered that worms live
in the flesh of fish. If worm
harmed the fish, what does it
depict?
__________________________
5. Barnacles and whales were

friends. Barnacles considered
as commensals while the
whales are host. What
interaction in marine
ecosystem does it show?
G. Finding How are we going to help in the balance of

practical the components in the different ecosystems?
applications of
concepts and
skills in daily
living
H. Making Name the different interactions in the coral
generalization reef ecosystem and describe each.
and A Coral Reef Ecosystem and Interactions
abstractions of the living and Non-living Things
about the Coral reefs are diverse underwater
lesson ecosystems held together by calcium
carbonate structures secreted by corals.
Coral reefs are built by colonies of tiny
animals found in marine water that contain
few nutrients. Most coral reefs are built
from stony corals, which in turn consist of
polyps that cluster in groups.
The diverse organisms living in the
coral reef ecosystem interact with each
other in order to live and survive. Their
interaction lead to the development of
different interrelationships such as
mutualism wherein both organism benefit
258
from their relationship. Others develop
commensalism wherein only one benefits
while the other does not nor affected.
Parasitism relationship takes place
between the host and the parasite. The
host is affected as the parasites living in
eat depends for foods harm its
organs/body parts. Predation exist
between the predator and it’s prey. Ad
competition occurs when organisms
compete for their needs to live and survive.
Learning
Directions: Select five pairs of organisms from
the given sets of pictures and identify the
relationships they have?
(See pictures of the sets of organisms in slide
decks).
Organisms Type of
Interaction
application or Directions: Cite 5 examples of pairs of
remediation organisms and their relationships.
Enrichment Activity:
Directions: Visit your community. Observe

and write at least three interactions
among living things that you could
find. Prepare your observation as
shown below.
Organisms Type of
Interaction
Remediation:
Directions: List down pairs of organisms found
in a coral reef ecosystem then give their
relationship based on their interactions.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
259
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
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
worked?
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?
260
and Time
WEEK 9 – Day 5
I. OBJECTIVES
Standards interaction between living and non-living things in
mangrove swamps
B. Performance The learners should be able to form discussion
Standards groups to tackle issues involving protection and
conservation of ecosystems that serve as
nurseries, breeding places, and habitats for
economically important plants and animals
C. Learning Discuss the interaction between living thing and
Competencies non-living things in mangrove swamps.
Write the LC e.g. mutualism, predation, commensalism,
code competition
S6LT-II-i-j-5
D. Lesson Discuss the interaction between living things and
Objective/s non-living things in mangrove swamps
e.g. mutualism, predation, commensalism,
competition S6LT-II-i-j-5.5
II. CONTENT Interactions between Living Thing and Non-living
Things in Mangrove swamps
III. LEARNING
RESOURC
ES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Page
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resource
(LR)
portal
B. Other Learning http://ocean.si.edu/slideshow/mangroves-photos-
Resource plants-and-animals
Video clips, slide decks, activity worksheets
IV. PROCEDU
261
RE
A. Reviewing ELICIT
previous lesson 1. How familiar are you of the following
or presenting terms?
the new lesson Vocabulary development:
a. ecology- (definition& situation) the branch
of biology that deals with the relations of
organisms to one another and to their
physical surroundings.
b. niche - (illustration & meaning) the function
of an organism or the role it plays in a
habitat.
c. Mangrove swamps- (picture & definition)
are coastal wetlands found in tropical and
subtropical regions characterized by
halophytic (salt loving) trees, shrubs and
other plants growing in brackish to saline
tidal waters
d. Saprophytism- picture and meaning) living
and feeding on dead organic matter
2. Approach: Constructivism – Thinking

Activity
Can you name different ecosystems/ habitats
where living and non-living exist?
What is your idea about mangroves swamps?
a purpose for Inquiry-based Approach: Activity: Diagram
the lesson Analysis
Values: Realizing the significance of interacting

with one another
Study closely the diagram and try to say

something about it.
262
What does the diagram show? Where do these
series of interrelationships occur?
Is interaction important? Why?
examples /instances Approach: Inquiry-based: Activity: Watch,
of the new lesson Observe & Tell
Values: Appreciating the significance of the

Philippine natural resources
Activity:
Materials: a video showing mangrove swamp/
forest of Pagbilao (Quezon povince, Philippines),a
video showing about the significance of
mangroves & activity sheets
1. https://www.youtube.com/watch?v=5Ybz6
Di08UQ
2. https://www.youtube.com/watch?v=4SY7X
9zdZ-U
Procedure:
1. Watch closely the two different videos
which will be shown one at a time.
2. Take note of the living and non-living
components in this ecosystem and how
they interact.
3. Discuss with your group the
interrelationships developed brought about
by these interactions.
4. Make a list of these pairs of organisms and
identify their relationships.
5. Write the observations you have inquired
from the first video in a tabulated form
following the given format.
Ecosystem Pairs of Interactions Kind of
Organisms Relationship
2. Find out what the second video wants to

emphasize about mangrove swamp/forest
ecosystem and discuss it with your group.
3. Express your ideas through a dialogue.

practicing new skill #1 2. Analysis/Discussion
263
F. What kind of ecosystem did you
observe in the videos?
G. What living and non-living things
abound in a mangrove swamp/forest?
H. How do the living organism manage to
live and survive in this ecosystem?
I. How do the living things interact with
each other?
J. What relationships are developed as a
result of these interactions? Enumerate
them.
K. What does the second video want to
emphasize about the mangrove
swamp/forest?
L. What are the benefits of the mangrove
swamps/forests?
E. Discussing new Group Activity: Collaborative Approach
concepts and Each group will illustrate 5 pairs of organisms
practicing new skills found in a mangrove swamp/forest and describe
#2 how each pair interacts and identify the
relationship that exist between each pair.
(Leads to Group Activity: Collaborative Approach
Formative Group I & II will illustrate interactions of the living
Assessment 3) and non-living things in a mangrove swamp/forest
ecosystem through a food chain or food web
diagrams.
Group III will describe the interactions they see
and name the relationships developed.
G. Finding practical Interactions of all the living and non-living things
applications of in the environment is very much significant. One
concepts and skills in organism cannot exist without interdependence
daily living with each other. Just like in your activities today.
How did you come up with good outputs?
H. Making What different relationships are developed in a
generalization and mangrove swamp/forest ecosystem as a result of
abstractions about the the interactions of the living and non-living things
lesson that abound on it? Describe each.
How important is this kind of ecosystem to its
components?
The Mangrove Swamps/Forest Ecosystem

Mangrove swamps are coastal wetlands
found in tropical and subtropical regions. They are
characterized by halophytic (salt loving) trees,
shrubs and other plants growing in brackish to
saline tidal waters.
A wide diversity of animals are found in
mangrove swamps. Since these estuarine
swamps are constantly replenished with nutrients
264
transported by fresh water runoff from the land
and flushed by the ebb and flow of the tides, they
support a bursting population of bacteria and
other decomposers and filter feeders. These
ecosystems sustain billions of worms, protozoa,
barnacles (Balanus spp.), oysters (Crassostrea
spp.), and other invertebrates. These organisms
in turn feed fish and shrimp, which support
wading birds, pelicans, and the endangered
Crocodile. These interactions result to
development of different relationships.
I. Evaluating Learning Directions: Make a diagram of Food Web
illustrating living and non-living things that abound
in a mangrove swamp/forest ecosystem then
describe the relationships formed in a paragraph
form. (5t points) A Rubric will be used to rate the
individual work of the learner)
for application or Assignment:
remediation Directions: Give illustrations of 5 pairs of living or
non-living things found in mangrove swamp,
describe how they interact with each other and
determine the relationship that are developed
between them.
Group Activity: Draw on illustration board a
tropical mangrove swamp/forest found in the
Philippines then write below it a composition in a
form of a poem, verse or story expressing the
importance of the living and non-living things that
abound in it.
Directions: Describe the five kinds of relationships
developed among living and non-living things as a
result of their interactions in a mangrove swamp
ecosystem.
V. REMARKS
VI. REFLECTION
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
265
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
worked?
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?
266
and Time
WEEK 10 – DAY 1
I.OBJECTIVES
Standards interactions among living and non-living things that
take place in tropical rainforests, coral reefs, and
mangrove swamps
B. Performance The learners should be able to tackle issues
Standards involving protection and conservation of ecosystems
animals
C. Learning Explain the need to protect and conserve tropical
Competencie rainforests, coral reefs and mangrove swamps.
s S6LT-Iii-j-6
Write the LC
code
D. Lesson Enumerate and explain ways in protecting and
Objective/s conserving tropical rainforest.S6MT-IIi-j-6.1
II.CONTENT Tropical Rainforests
III.LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook
Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B.Other Learning https://kids.mongabay.com/elementary/601.html
Resource ppt, Activity Sheets
The New Science Links Worktext in Science and
Technology by Evelyn Castante-Padpad
et.al.pp.279-280
Open Sesama Genius Unfold 6 by Reyet Paunan
et.al. pp.84-85
IV.PROCEDURES
A. Reviewing ELICIT
previous Approach:Constructivism
lesson or Strategy: Thinking Skills
267
presenting the Have a game.
new lesson Let the pupils use Response Cards for their quick
response.
Identify the kind of feeding relationship that exists
in the following
1. The tapeworm gets food from its host.
2. Orchids attached to a tree
3. Anabaena living with Azolla
4. Snake eating a rat
purpose for Approach:Collaborative
the lesson Strategy:Think Pair Share
Name Game-Who Am I?
Guess the name of animals or plants in the picture.
Fill in the missing letters to complete the name.
1. T _ M _ _ _ W
2. T _ _ S _ _ _
3. PHILIPPINE _ _ _ _ _
What is the condition of these animals in the
ecosystem they belong?
examples Give the reminders in doing group activity.
/instances of Let the pupils do the Activity: Conserving Resources
the new Activity 1
lesson I. Problem:
How can we conserve our tropical rainforest?
II. Materials: 5 aluminum pans, potting soil,
ruler, grass, water, newspaper, 500ml
beaker, pebbles
III. Procedure:
1. Fill the pans with soil to within 1cm of
their rims. Level the soil of each pan.
Pat the soil down until the soil is
firm.100ml of water in each pan and
allow the water to soak before going to
step 2.
2. Set one of the pan aside. This will be
setup 1, your control setup.
3. Set up the following techniques in
each of the remaining pans.
Set up 2. Cover the pan surface with a
thin layer of leaves or grass.
(Mulching)
Set up 3. Tear a sheet of paper. Lay
the strips across the surface of the
pan, leaving 5mm between each strip.
( Artificial soil cover)
Set up 4. Use pebbles to build two
268
small stonewalls stretching across the
surface of the soil. (Terracing)
Set up 5. Use your fingers to make
shallow, 1-cm deep parallel grooves
covering the surface of the soil.
(Contour plowing)
4. Tilt the control set up. Pour 200 ml of
water on the elevated part of the pie
pan. The water should run across the
soil and into the aluminum pan.
5. Collect the water runoff. Pour it into the
beaker. Measure the amount of soil
and water that went into the aluminum
pan. Record your data.
6. Repeat steps 4 and 5 in the four steps.
Guide Questions:
1. What were the controlled variables in
the experiment?
2. What were the uncontrolled variables
in the experiment?
3. In which set up showed best technique
at preventing soil from being carried
away by water?
IV. Conclusion:
What does the experiment show?
new concepts Group reporting and presentation of outputs
and practicing Analysis and Discussion:
new skill #1 1. What techniques in preventing soil from
carried away by water were used in the
experiment?
E. Discussing Process pupils’ responses to come up with the

new concepts correct ideas/concepts.
and practicing 1. Rank the conservation techniques from 1-5.
new skills #2 Number 1 is the technique that allows the
least amount of soil erosion, and number 5
allows the most soil to erode.
Ranking:
_____ flattened soil
_____ artificial soil cover
_____ contour plowing
_____ mulching
_____ terracing
269
(Leads to Direction: Use your response cards.
Formative Which shows rainforest conservation?
Assessment 1. Soil conservation
3) 2. Reforestation
3. Agricultural soil management
4. Timber management
5. Strip or block cutting
G. Finding Suggested Activities:

practical Consider a species of bird that lives in a rainforest.
applications The bird eats insects and builds its nests in trees.
of concepts Describe three things that could make this species
and skills in of bird become extinct.
daily living
H. Making What are the different ways of protecting and
generalization conserving tropical rainforest?
and Background Information:
abstractions Some steps for saving rainforests and, on a broader
about the scale, ecosystems around the world can be
lesson abbreviated as TREES:
 Teach others about the importance of the
environment and how they can help save
rainforests.
 Restore damaged ecosystems by planting
trees on land where forests have been cut
down.
 Encourage people to live in a way that
doesn't hurt the environment
 Establish parks to protect rainforests and
wildlife
 Support companies that operate in ways
that minimize damage to the environment
Learning Direction: Read and analyze each question. Choose
and write the letter of the correct answer.
1. Which of the following is a conservation
activity?
A. Reforestation
B. Dynamite fishing
C. Illegal mining
D. Limitation
2. This is the resource that would affect greatly
on the quantity and quality of our plant
products.
270
A. forest
B. human
C. soil
D. water
3. Strip or block cutting is a part of
A. illegal mining
B. reforestation
C. timber management
D. vegetation
4. Which of the following conditions could help
in forest formation?
A. Sufficient moisture
B. Strong winds
C. Reforestation
D. Wildlife preservation
5. Some ecosystems are declared by the
government as protected areas wherein
cutting of trees and hunting are not allowed.
What is the goal of the government?
A. control the extinction of animals
B. expand the protected areas
C. increase the population of trees
D. maintain the biodiversity of the area
application or Form group to tackle issues involving protection and
remediation conservation of rainforest ecosystem.
Enrichment:
Write an article stating the effect of forest
conversion into a subdivision and farmland.
Remediation:
Make a poster that encourages people to be
involved in the protection and conservation of
ecosystem.
V.REMARKS
VI.REFLECTION
A. No. of
learners who
earned 80%
in the
evaluation
B. No. of
learners who
require
additional
activities for
271
remediation
who scored
below 80%
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
worked?
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?
272
and Time
WEEK 10 – DAY 2
I.OBJECTIVES
Standards interactions among living and non-living things
that take place in tropical rainforests, coral
reefs, and mangrove swamps
Standards involving protection and conservation of
ecosystems that serve as nurseries, breeding
places, and habitats for economically important
plants and animals
C. Learning Explain the need to protect and conserve
Competencies tropical rainforests, coral reefs and mangrove
Write the LC code swamps. S6LT-Iii-j-6
Objective/s conserving coral reefs.
S6MT-IIi-j-6.2
II.CONTENT 2.1 Coral Reefs
III.LEARNING
RESOURCES
A. Reference
Pages
2. Learner’s
Materials Page
3. Textbook Pages Science For Daily Use 5 TX by Conchita T.Tan
pp. 91-93
4. Additional
Materials from
Learning
Resource (LR)
portal
B.Other Learning https://kids.mongabay.com/elementary/601.html
Resource ppt, Activity Sheets
The New Science Links Worktext in Science
and Technology by Evelyn Castante-Padpad
et.al.pp.279-280
IV.PROCEDURES
A. Reviewing ELICIT
previous lesson or Approach:Constructivism
presenting the Strategy: Thinking Skills
new lesson Have a game.
Let the pupils use Response Cards for their
273
quick response.
What are the different ways of conserving and
protecting rainforest?
Show picture of coral reefs
The coral reefs are important to our country’s
fisheries. Unfortunately, we continue to
destroy them. Coral reefs are sources of
materials to sustain life. How can we conserve
and preserve them?
/instances of the Let the pupils do the Activity: Saving the Coral
new lesson Reefs
Activity 1
I. Problem:
How can we conserve coral reefs?
II. Materials: a diagram showing ways
of conserving and saving the coral
reefs
III. Procedure:
1. Study the diagram showing ways
of saving the coral reefs.
Good
fishing
practices
Agricultural Saving the Industrial

Waste wastes
control
coral reef control
Reforestati
on
Guide Questions:
1. Discuss how each of these ways helps
save the coral reefs.
a. Good fishing activities
b. Industrial waste control
c. Agricultural waste control
d. reforestation
IV. Conclusion:
274
What are the ways of conserving the coral
reefs?
concepts and Group reporting and presentation of outputs
practicing new skill Analysis and Discussion:
#1 1. How does good fishing method help
conserve the coral reefs?
2. In what ways, do industrial and
agricultural waste control help in
conserving the coral reefs?
3. How can you relate reforestation in
conserving the coral reefs?
E. Discussing new Process pupils’ responses to come up with the

concepts and correct ideas/concepts.
practicing new 1. Why do blast fishing, muro-ami and
skills #2 the use of poisons have lasting
negative impact on the coral reefs?
2. What government agency is
responsible for the conservation of
the coral reefs?
Formative Name the ways to save the coral reefs. Explain
Assessment 3) how each of these help save them.
Ways to save the How they help save
coral reefs the coral reefs
1.
2.
3.
G. Finding practical Suggested Activities:

applications of Complete the statement.
concepts and skills I will participate actively in any campaign to
in daily living save coral reefs because
____________________________________.

generalization and conserving the coral reefs?
abstractions about Background Information:
the lesson  Coral reefs can be saved through the
following ways: a. sea grass bed
protection; b. controlled logging
activities; c. industrial/agricultural
wastes control; d. siltation control; e.
275
reforestation; and f. good fishing
activities
Learning Direction: Read and analyze each question.
Choose and write the letter of the correct
answer.
1. Which of the following is a conservation
activity?
A. Reforestation
B. Dynamite fishing
C. Illegal mining
D. Limitation
2. Which of the following destroys marine
ecosystem?
A. Constructing man made sanctuaries
B. Dynamite fishing
C. fishponds
D. reclamation
3. These are culprits in marine destruction
EXCEPT
A. dynamite fishing
B. industrial waste
C. human wastes
D. wild life preservation
4. How does good fishing activity help
conserve the coral reefs?
A. allows more fish production
B. allows coral reefs as breeding
grounds for fishes
C. controls siltation
D. controls pollution
5. Some ecosystems are declared by the
government as protected areas wherein
cutting of trees and hunting are not
allowed. What is the goal of the
government?
A. control the extinction of animals
B. expand the protected areas
C. increase the population of trees
D. maintain the biodiversity of the area
application or Form group to tackle issues involving protection
remediation and conservation of coral reefs ecosystem.
276
Enrichment:
Read about researches undertaken to help
save the coral reefs.
Remediation:
Make a poster that encourages people to be
coral reef ecosystem.
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
for remediation
who scored below
80%
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 worked?
did I encounter
which my principal
or supervisor can
help me solve?
localized materials
did I use/ discover
which I wish to
share with other
teachers?
277
and Time
WEEK 10 – DAY 3
I.OBJECTIVES
mangrove swamps
plants and animals
Competencies rainforests, coral reefs and mangrove swamps.
Write the LC S6LT-Iii-j-6
code
Objective/s conserving mangrove swamps. S6MT-II i-j-6.
II.CONTENT 2.2 Mangrove swamps
III.LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
E. Other Learning https://www.researchgate.net/publication/
Resource 258925724_Philippines'_Mangrove_Ecosystem_
Status_Threats_and_Conservation
ppt, Activity Sheets
The New Science Links Worktext in Science and
Technology by Evelyn Castante-Padpad
et.al.pp.272-273, 283
IV.PROCEDURES
A. Reviewing ELICIT
previous lesson Approach:Constructivism
278
the new lesson Have a game.
Let the pupils use Response Cards for their
quick response.
How important are mangroves for the animals
living in the mangrove swamp ecosystem?
FACT or BLUFF
1. Mangroves serve as breeding places of
different species.
2. Mangrove are important habitats of different
organisms.
3. Mangroves act as natural barrier.
4. Mangroves pollute marine ecosystem.
5. Mangroves act as flood defense.
Show picture of mangrove swamps.
Human impact on mangroves has been severe in
many places. Dredging, filling, oil spills, runoff of
human waste and herbicides and some coastal
development result to the total loss of habitat.
How can we conserve and preserve them? What
are the different ways of rehabilitating
mangroves?
/instances of Let the pupils do the Activity: Saving the Mangrove
the new lesson Swamps
Activity 1
I. Problem:
How can we conserve and protect
mangrove swamps?
II. Materials: a diagram showing ways of
conserving and saving the coral reefs
III. Procedure:
1. Study the graphic organizer showing
ways of saving the mangrove
swamps.
279
Saving themangrove
swamps
Reforestation
Mangrove rehabilitation
1. Cancellation of existing fishponds

2. Establishments of greenbelt sites
3. Establishment of eco-tourism sites
Guide Questions:
2. Discuss how each of these ways helps save
the coral mangrove swamps.
a. Reforestation
b. Mangrove rehabilitation
IV. Conclusion:
What are the ways of conserving the
mangrove swamps?
concepts and Group reporting and presentation of outputs
practicing new Analysis and Discussion:
skill #1 1. How does reforestation help conserve the
mangrove swamps?
2. In what ways, rehabilitation help in
conserving the mangrove swamps?
E. Discussing new Process pupils’ responses to come up with the

concepts and correct ideas/concepts.
practicing new 1. Why do need to conserve and protect
skills #2 mangrove swamps?
2. What government agency is responsible
for the conservation of the mangrove
swamps?
Formative Name the ways to save the mangrove swamps.
280
Assessment 3) Explain how each of these help save them.
Ways to save the How they help save
mangrove swamps the mangrove
swamps
1.
2.
3.
G. Finding Suggested Activities:

practical In your own ways, how you help conserve and
applications of protest mangrove swamps?
concepts and
skills in daily
living
generalization conserving the mangrove swamps?
abstractions Mangroves provide breeding and nesting
about the grounds and shelter. They also act as a natural
lesson barrier and flood defense and as a source of
livelihood for people.
Human impact on mangroves has been severe
in many places.
Knowing the importance of mangrove swamps,
they should be conserved and protected.
Protecting mangrove swamps through:
Reforestation and mangrove rehabilitation: a.
cancellation of existing fishpond lease
agreement on abandoned fishponds and
obtaining the rights for coastal communities; b.
establishments of greenbelt sites for mangroves
by planting mangrove seedlings
; c. establishment of eco-tourism sites to
generate income for the community and help
restore mangrove forest
Learning Direction: Read and analyze each question.
Choose and write the letter of the correct answer.
1. What does conservation mean?
A. Use of natural resources
B. Maintaining life in the ecosystem
C. Wise use and preservation of resources
D. Utilizing earth’s resources to meet the
needs of the present generation
2. Which of the following destroys the marine
ecosystem?
281
A. Constructing man made sanctuaries
B. Dynamite fishing
C. Fishponds
D. Reclamation
3. The following are the ways of conserving
mangrove ecosystem EXCEPT
A. cancellation of existing fishpond
B. establishments of greenbelt sites
C. establishment of eco-tourism sites
D. establishments of more fishponds
4. How does reforestation help conserve the
mangrove ecosystem?
I. restore the mangrove swamps
II. restore the marine life
III. restore vegetation
A. I only
B. I and II only
C. I and III only
D. I, II and III
5. Why should mangrove swamps be
conserved?
Because conservation leads to
A. economic disaster
B. lower productivity
C. starvation
D. sustainable development
application or Form group to tackle issues involving protection
remediation and conservation of mangrove ecosystem.
Enrichment:
Read about government projects and activities on
protecting mangrove swamps.
Remediation:
Make slogan that encourages people to be
mangrove swamps ecosystem.
V.REMARKS
VI.REFLECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
282
below 80%
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
worked?
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?
283
and Time
WEEK 10 – DAY 4
I.OBJECTIVES
mangrove swamps
plants and animals
Competencies rainforests, coral reefs and mangrove swamps.
D. Write the LC S6LT-Iii-j-6
code
E. Lesson Practice ways in protecting and conserving tropical
Objective/s rainforests, coral reefs and mangrove
swamps.S6MT-II i-j-6
II.CONTENT 1. Tropical rainforest
III.LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook
Pages
4. Additional
Materials from
Learning Resource
(LR) portal
H. Other Learning https://www.google.com.ph/search?
Resource biw=1517&bih=681&tbm=isch&q
=activity+on+reforestation&chips
=q:activity+on+reforestation,
online_chips:reforestation+project&sa
=X&ved=0ahUKEwjMr8bCi5HbA
IV.PROCEDURES
A. Reviewing ELICIT
previous lesson Approach:Constructivism
the new lesson Have a game.
284
Let the pupils use Response Cards for their quick
response.
What are the different ways of conserving the
rainforest?
B. ENGAGE
Approach:Collaborative
Strategy:Think Pair Share
Show a picture of children/people conducting
reforestation and mangrove rehabilitation. Ask
questions about the things done.
examples Present some ways of conserving and protecting
/instances of rainforests.
the new lesson Show video presentation.

concepts and Presentation of scenario or problem to be solved
practicing new by the learners (Problem-Based Learning)
skill #1 Problem: You are the officers of the YES-O in your
school. One of the organization’s project is tree
planting activity to restore vegetation in denuded
places in your barangay? How would you practice
or do planting activity properly?
E. Discussing new
concepts and
practicing new
skills #2
(Leads to Let the pupils conduct a group discussion about
Formative the given problem and call one from each group to
Assessment 3) share their group understanding.
G. Finding
practical
applications of
concepts and
skills in daily
living
generalization conserving tropical rainforest?
abstractions Some steps for saving rainforests and, on a
about the broader scale, ecosystems around the world can
lesson be abbreviated as TREES:
285
rainforests.
down.
wildlife
 Support companies that operate in ways
that minimize damage to the environment
Learning
application or Learners will have time to prepare output for
remediation Project TREES through interview and asking
permission from the concern authorities like
Barangay Official and PTA Officers.
V.REMARKS
VI.REFLECTION
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 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?
286
Why did these
worked?
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?
287
and Time
WEEK 10 – DAY 5
I.OBJECTIVES
mangrove swamps
Standards involving protection and conservation of ecosystems
animals
Competencie rainforests, coral reefs and mangrove swamps.
s S6LT-Iii-j-6
Write the LC
code
D. Lesson Practice ways in protecting and conserving tropical
Objective/s rainforests, coral reefs and mangrove
swamps.S6MT-II i-j-6
II.CONTENT 2. Tropical rainforest
III.LEARNING
RESOURCES
A. Reference
1. Teacher’s
Guide Pages
2. Learner’s
Materials Page
3. Textbook
Pages
4. Additional
Materials from
Learning Resource
(LR) portal
B.Other Learning https://www.google.com.ph/search?
Resource biw=1517&bih=681&tbm=isch&q
=activity+on+reforestation&chips
=q:activity+on+reforestation,
online_chips:reforestation+project&sa
=X&ved=0ahUKEwjMr8bCi5HbA
IV.PROCEDURES
A. Reviewing ELICIT
previous Approach:Constructivism
lesson or Strategy: Thinking Skills
presenting Learners will review on the previous activities done
288
the new by the group about the problem given
lesson
B. ENGAGE
Approach:Collaborative
Strategy:Think Pair Share
Elicit responses on experiences of learners about
their interview and request done by themselves
about the assignment given
examples Suggested Activity: M I
/instances Learners meet the team again to analyze more of the
of the new problem given to them and infusing ideas gained
lesson from the interview.
Activity: Project TREES
I. Problem:
How can you help conserve and protect
the rainforests?
II. Materials:
Art materials
III. Procedure:
1. Form a group of five.
2. Show or demonstrate a good practice
of conserving and protecting the
rainforests.
Group 1 T - Teach others about the importance of

the environment and how they can help save
rainforests.
Group 2 R- Restore damaged ecosystems by

planting trees on land where forests have been cut
down.
Group 3 E- Encourage people to live in a way that

Group 4 E- Establish parks to protect rainforests

and wildlife
Group 5 S - Support companies that operate in

ways that minimize damage to the environment
Guide Questions:
What are the different ways of conserving the
rainforests?
new Group Reporting and presentation of outputs
concepts
and
289
practicing
new skill #1
E. Discussing
new
concepts
and
practicing
new skills
#2
(Leads to What is Project TREES?
Formative T - ________
Assessment R - ________
3) E - _________
E -_________
S - _________
G. Finding
practical
applications
of concepts
and skills in
daily living
generalizati conserving tropical rainforests?
on and Background Information:
abstractions Some steps for saving rainforests and, on a broader
about the scale, ecosystems around the world can be
lesson abbreviated as TREES:
rainforests.
down.
wildlife
 Support companies that operate in ways that
minimize damage to the environment
Learning Evaluate pupils’ performance in the group activity
using Rubrics.
Rubrics
Rating
290
Criteri 4 3 2 1
a
Informatio Informatio Informatio Information
Presentation 40%
n about n about n about about the
the the the presentatio
presentati presentati presentati n is
on is on is on is presented
presented presented presented in
in a well- in an only in disorganiz
organized organized partially ed way
way way organized
way
The The The The
Uniqueness 40%
presentati presentati presentati presentatio
on is well on is on is n not
creatively creatively somewhat creatively
done and done and creatively done and
visually visually done and visually
organized organized visually organized
organized
The The The The
20%
Audience Impact
audience audience audience audience is

is captured read some is not not
by parts of interested. convinced.
presentati the
on and is presentati
convinced on which
by it. they are
found
informative
.
application Practice Project TREES.
or Study and be ready for the Second Quarterly Test.
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
who scored
below 80%
291
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
worked?
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?
292
293
ACTIVITY SHEET
Explain how the organs of the Muscular System work together
294
I. Problem
Determine the strength of your arm muscles.
Infer how muscles create movement
II. Materials:
Table, grocery bag or any container with handle
Tape measure, 10 identical books, weighing scale
III. Procedure
1. Place your arm on the surface of a table.
2. Place your hand on top of your arm between the shoulder and
elbow. Observe the movement by feeling the muscle in your right
arm.
3. Compare the movement of the muscles on upper part of and the
lower part of the arm.
4. Have a partner use the tape measure to measure the diameter of
your arm when bent and when it is straightened. Record your
measurements.
5. Now measure the strength of your arm muscles by lifting the
grocery bag filled with books. First note the weight of a book then
put it on the bag. With your palm, hold the handle of the bag and lift
it by bending your arm. In doing so, make sure that your arm rests
on the table.
6. After lifting the bag, repeat procedure number 5, but this time put
another books on the bag. Do this until your limit has been
reached.
7. Compute the maximum weight that your arm muscle scan lift by
multiplying the maximum number of books lifted to the weight of a
single book.
Questions:
1. How did your arm muscles move when you straighten or bend your
arm?
2. Based on the activity conducted, what do you think is the function of
the muscle?
3. Why are there upper and lower muscles in upper and lower part of
the arm? What is the maximum weight your arm can lift?
295
IV. Conclusion:
296

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School Grade Level 6

Teacher Learning Area Science

1. Tissue that causes movement and

D. Discussing new EXPLAIN

Sartorius rectus abdominus

G. Finding practical Have you heard some news about athletes

Valuing: Appreciate the importance of

There are 600 muscles in the human body.

2. What two muscles of the arms perform

3. Which muscles are used to make fast and

4. Muscle increases in size with use. The

5. The most abundant of the three types of

D. Lesson Objective/s 1. Describe the parts and functions of the

I. Problem:What makes up skeletal

II. Material : Model of the skeletal system

1. Examine the model of the skeletal

a. Imagine that you do not have a

BONES SUPPORT FUNCTION

L. Additional activities EXPAND

Direction: Write True if the statement is

. Describe the parts and functions of the Skeletal System

I. Problem:What makes up skeletal system

II. Material : Model of the skeletal system

1. Examine the model of the skeletal system.

2. Cut out along the solid black

You can do this exercise several times

Valuing: Maintaining a healthy muscle

2. Cut out along the solid black lines.

How do muscles work?

Type Example System used

Solid wastes __________ __________

Chemical __________ __________

Functions of the Integumentary System

1. Blindfold a member of your group using a handkerchief.

2. Choose a token for you and your

Approach: Inquiry Based

G. Discussing new EXPLAIN

Direction: Choose the letter of the best answer.

Digestive parts and function

3. Label the drawing.

________3. I leave your body when you breathe

Based from the video presented, how can you

D. Discussing new EXPLAIN

Let the pupils watch a video clip about

Nostrils Pharynx Larynx

Also called the voice box, contains the vocal

A part of the throat located just behind the mouth

G. Finding Constructivism Approach

Ask learners on how they will feel if they are

What have you learned today? How the organs

Respiratory system consists of the organs that

1. A muscle that controls a. larynx

4. Upper end of the

5. A tube that goes down

Directions: Recall the parts of the respiratory system

Riddle Time: Who am I?

Inhale these scrambled words. Exhale the answers to the riddles.

_________1. I warm and clean the air you breathe. SNOE

Solid wastes

Chemical