Name HENRY C. BALABAL JR.

Subject SCIENCE 6
Grade VI- MALIKHAIN Date
I. OBJECTIVES
A. CONTENT STANDARDS (whole grading)
The learner demonstrate understanding of the different characteristics of vertebrates and
invertebrates
B. PERFORMANCE STANDARDS (whole grading)
The learners should be able to…
1. make an inventory of vertebrates and invertebrates that are commonly seen in the community
2. Practice ways of caring and protecting animals
C. LEARNING COMPETENCY (per lesson)
Determine the distinguishing characteristics of vertebrates and invertebrates
Code: S6FE-IIIa-c-1
D. UNPACKED COMPETENCY
Describe the characteristics of vertebrates and invertebrates.
Value focus: Take care and protect animals.
E. Integrated Subjects
Technology and Livelihood Education
Learning Competency: Identifies animal/s to be raised as an alternative source of income for the
family. (TLE6AG-Oi-12)

Edukasyon sa Pagpapakatao
Learning Competency: Lumalahok sa mga kampanya at programa para sa pagpapatupad ng batas
tulad ng pagbabawal sa paninigarilyo, pananakit sa hayop, at iba pa. (EsP6PPP- IIIh-i–40)

II. CONTENT
Differentiating Frictional forces from gravitational force.
III. LEARNING RESOURCES
REFERENCES - K-12 Curriculum Guide Science p. 90 of 203
OTHER LEARNING RESOURCES: Into the Future: Science and Health 6
MATERIALS - Chart, Graphic Organizers, milk / juice cartoon, straw, rubber bands, chair, books,
IV. PROCEDURE
A. Engagement
Motivation: Group the pupils into four, let them stay by group. Let them play the tug-off
war. (Read the standards to follow when doing an activity)
Before the activity proper Ask: How many members do we have in each group?
If 1 member is equivalent to 5 how many will we have if there are 5 members in each group?
If we have a total of 25 and we remove 5 how many will be left?
The winning group will then receive a total of 25 points, and the non winners will receive a
total of 20 points.
The game will be single elimination to be done in 4 minutes. The game is to be patterned
from the cultural game “ginuyguyudan” which will be played in 2 minutes per game.
B. Exploration
1. Presentation of the new lesson
What is the name of the game you played?
What did you apply in order to win the game?
How do your movement differ from the other group?
Today we will differentiate frictional force from gravitational force
 2. Group the pupils into four and distribute the activity cards to each group and perform the
assigned activity.

Activity I
Fill in the table using the following list of animals.

rabbit snail snake octopus dog crab

ant frog fish butterfly owl jellyfish spider
With backbone Without backbone
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Questions: 1. Into how many group did you classify these animals?
2. What is your basis for grouping them into that number?
Activity 2
Check the characteristics of the following animals.
Animals Characteristics
A. invertebrates With backbone Without backbone
1. octopus
2. Earthworm
3. spider
4. Starfish
5. jellyfish
B. vertebrates With backbone Without backbone
1. Fish
2. Cow
3. Dog
4. Cat
5. Lizard
Questions: 1. In which group of animals has backbone?
2. Which group of animals has no backbone?
Activity 3
Put letter V if the animal has a backbone and I if the animal do not have backbone.

Questions: 1. What have you noticed to the animals with V marks?

2. How about the animals with I marks?
Activity 4
List down 5 animals that are found in the community that can be raised as an
alternative source of income for the family.
 Questions: 1. which of the animals from the community have backbone?
2. How about the animals that do not have backbone?

C. Explanation:
1. Reporting of the groups output.
2. Analyzing and discussions of pupils answers.
3. Post the pupil’s answers on the board.
4. The teacher asks questions to develop critical thinking?
How did we group the animals? How many groups do we have?
What is the name of the first group? Can anyone define vertebrate?
What is the the name of the second group? Can anyone define invertebrate?
Describe the characteristics of vertebrate animals?
How about the characteristics of the invertebrate animals?

D. Elaboration:
1. Teaching part:
The teacher will discuss through PowerPoint Presentation.
Background information for teachers
Animals can be classified according to the presence and absence of backbone.
Animals without backbone are called invertebrates.
Worms, clams, jellyfish, flies, and spiders, are some example of invertebrates.
Animals that have backbones are called vertebrates. All vertebrates have left and right sides of
the body which are alike. Cat, mouse, dog, fish, frog, are some example of invertebrates.
Creative thinking
What are the activities that causes animals to be endangered?
What can you do to show that you care for animals?
How will you take care and protect animals?
Critical thinking
What can you say about the advantages of having a backbone?
How about the disadvantages of not having a backbone?
If you will become an animal which do you prefer vertebrate or invertebrate? Why?

2. Generalization:
Animals without backbone are called invertebrates.
Animals that have backbones are called vertebrates.

E. Evaluation

Fill in the blanks inside the box to complete the paragraph about vertebrate and invertebrate
animals. Pick the correct word from the box provided.

backbone invertebrates vertebrates clams lion

__________ canAnimals
be classified according spider
to the presence and absence of cat
__________.
Animals without backbone are called __________.
Worms, ________, jellyfish, flies, and __________, are some example of invertebrates.
Animals that have backbones are called ___________. All vertebrates have left and right sides of
the body which are alike. ______, mouse, dog, fish, _______, are some example of vertebrates.
 V. ASSIGNMENT
Draw 2 vertebrate animals and 2 invertebrate animals in your science notebook.
VI. REMARKS
______Re-teaching _____Transfer of lesson to the following day
______Lack of Time _____No class
______Achieved
VII. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up
with the lesson
D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can

help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Prepared By:

HENRY C. BALABAL JR.

Teacher I

Observed By:

FRANCISCA N. MADAPIN BELINA P. BANDIWAN

Master Teacher II Principal II