Detailed Lesson Plan in Science Vi

SAN AGUSTIN ELEMENTARY SCHOOL
SAN AGUSTIN, IRIGA CITY
DETAILED LESSON PLAN IN SCIENCE VI
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the
different characteristics of vertebrates and invertebrates.
B. Performance standards The learners should be able to make an inventory of
vertebrates and invertebrates that are commonly seen in
the community.
C. Learning The learners should be able to determine the
Competencies/objectives distinguishing characteristics of vertebrates and
invertebrates
(S6MT-IIe-f-3)
II. CONTENT Vertebrates and Invertebrates
III. LEARNING RESOURCES
A. Reference Science Beyond Boarders 6, pg. 93, 100

Science Links 6, pg. 133, 143
B. Materials Manila paper, markers, projector, PowerPoint
presentation, laptop, and pictures.
C. Process Skills Describing, Groupings

D. Values Integration Taking care and protecting animals.
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Preliminary Activities
1. Opening Prayer
In the Name of the Father, of the Son, of the Holy Spirit
Amen…….
2. Greetings
Good morning class!

Good morning teacher!
3. Energizer
Before we start let us first sing the

science song.
Scie scie nce nce
Science is the subject!
Interesting subject!
Let us know!
Let us grow!
4. Checking of Attendance
Ms. Secretary, who is absent today?

Teacher, there are no absences today.
5. Checking of Assignment
Did I give you an assignment?
Yes, Teacher!
Kindly pass it forward and later on, I will

check it.
(The student will pass their notebook.)
6. Review
Let us review our last topic I will

show you a picture and tell me what
is our lesson all about yesterday?
Our topic yesterday was all about the nervous system.

What is the nervous system?
The nervous system is a network of cells and tissue that
controls thoughts, movements, and life processes. It
controls all the other parts of our body.
Very well!
What is the control center of the

nervous system?
The control center of the nervous system is the brain.
Very good!
A. ENGAGE
1. DRILL: Encircle the animals that do not belong to
the group.
1. clam jellyfish sponge snail
2. ant spider housefly ladybug
3. whale dolphin seal fish
4. crab lobster mussel shrimp
5. alligator bear cat horse
6. earthworm leech millipede cow
7. scorpion cow dog goat
2. Presentation of the Lesson
Today we will describe the
animals according to their characteristics of
the vertebrates and invertebrates.
B. EXPLORATION
1. Group the class into 3 groups

2. Read the instructions and rules
during groupings.
3. Distribute the activity
cards/materials to each group
and perform the assigned
activity.
Group 1- Fill the table below
with the following list of animals.
Group 2- Describe the
characteristics of the following
animals.
Group 3- Put the letter V if the
animal is a vertebrate and I if it is
an invertebrate.
(The student will do their group activity.)
C. EXPLANATION
1. Reporting of the group’s outputs.

2. Analyzing and discussing pupils’
answers.
3. The teacher asks questions to
develop critical thinking.
 Based on the group

activity that you do. How
can you determine or
distinguish the
classification of animals?
(We can determine or distinguish the classification of
animals by the presence and absence of the backbone.)
 What do we call a group

of animals that has a
backbone?
(The animals that have backbone we call vertebrates.)
 How about the animals

that have no backbone?
(The animals that have no backbone we call
invertebrates.)
 Who can give examples of

vertebrates and
invertebrates animals?
(There is various answer from the students.)

D. ELABORATION
1. Teaching Part
The teacher will discuss more:

 Animals can be classified
according to the presence and
absence of a backbone.
 Animals without a backbone
are called invertebrates.
 Worms, jellyfish, clams, flies,
and spiders are some
examples of invertebrates.
 Animals that have a backbone
called vertebrates.
 All vertebrates have left and
right sides of the body which
are alike.
 Vertebrates have two pairs of
limbs.
 Amphibians, reptiles, birds,
and mammals are some
examples of vertebrates.
2. Generalization
 How are vertebrates and

invertebrates different from
one another?
(The vertebrates and invertebrates are different from one
another using the presence and absence of the
backbone.)
3. Valuing
 In our community we can see

different kinds of animals; we
have pets, farms, and even
wild animals. How will you
take good care of and protect
the animals?
(There is various answer from students.)
4. Application
 Let’s have another activity
kindly list down the animals
that are found in the
community according to the
absence and presence of
backbone.
VERTEBRATES INVERTEBRATES
ANIMALS ANIMALS
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
1. Describe the vertebrates and invertebrate
E. EVALUATION animals.
VERTEBRATES INVERTEBRATES
ANIMALS ANIMALS
2. Give examples of each group. Write it in the graphic

organizer.
V. ASSIGNMENT
Find the meaning of the following words:
1. Mammals
2. Birds
3. Reptiles
4. Amphibians
5. Fishes
PREPARED BY:
VANESSA A. PAMPARO
TEACHER 1 APPLICANT

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SAN AGUSTIN ELEMENTARY SCHOOL

SAN AGUSTIN, IRIGA CITY

DETAILED LESSON PLAN IN SCIENCE VI

III. LEARNING RESOURCES

A. Reference Science Beyond Boarders 6, pg. 93, 100

C. Process Skills Describing, Groupings

Good morning class!

Before we start let us first sing the

Ms. Secretary, who is absent today?

Kindly pass it forward and later on, I will

Let us review our last topic I will

Our topic yesterday was all about the nervous system.

What is the control center of the

1. Group the class into 3 groups

1. Reporting of the group’s outputs.

 Based on the group

 What do we call a group

 How about the animals

 Who can give examples of

(There is various answer from the students.)

The teacher will discuss more:

 How are vertebrates and

 In our community we can see

2. Give examples of each group. Write it in the graphic

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