GRADES 1 TO 12 School
Teacher
DAILY LESSON LOG
I.OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II.CONTENT
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages
Sampaguita Elementary
MYLA T. MAGDATO
Teaching Dates and Time
MONDAY
Explain how other body wastes
are removed e.g. solid waste
through the digestive system,
gaseous waste through the
respiratory system and some
liquid waste through the skin –
integumentary system. Identify
other body system involved in the
excretion of waste products
Appreciate the importance of
elimination of the waste products
in our body
The learners demonstrate understanding of how the major organs of the human body work together to form organ systems.
The learner should be able to make a chart showing healthful habits that promote proper functioning of the musculo-skeletal, integumentary, digestive, circulatory, excretory,
respiratory and nervous systems.
Explain how the organs of each
organ system work together
(S6LT-Ia-b-1)
How other body wastes are
removed e.g. solid waste through
the digestive system,
gaseous waste through the
respiratory system and
some liquid waste through the
skin – integumentary system
CG 0p. 84 – 89
Science PLP p 108 - 112
Grade Level
Learning Area Science
September 2-6,2019 ( VI-C 1:50-2:40 VI-S 3:30-4:20 VI-B 5:00-5:50) Quarter
TUESDAY WEDNESDAY THURSDAY
Describe the effects of physical,
Explain how the nervous system works with the other organ systems. mental, emotional and social
state to one’s health.
Give examples of activities in which nervous systems interact
Identify activities that promote
together with other organ system
physical, mental, emotional and
social state to one’s health.
Trace the path of message from the time the body receives it up to
the time that part reacts Appreciate the importance of
being healthy physically,
mentally, emotionally, and
socially.
Explain how the organs of each
Explain how the organs of each organ system work together
(S6LT-Ia-b-1)
organ system work together
(S6LT-Ia-b-1)
Effects of physical, mental,
How the nervous system works with the other organ systems emotional and social state to
one’s health
CG p.84 - 89 CG, p. 84 – 89
Science PLP, p. 116 - 125 Science PLP, p. 126 - 131
Six
Second
FRIDAY
Draw a poster showing healthful
habits that promote proper
functioning of the organ
systems.
Identify activities that promote
proper functioning of the organ
systems
Appreciate the importance of
healthful habits that promote
proper functioning of the organ
systems.
Explain how the organs of each
organ system work together
(S6LT-Ia-b-1)
Make a visual presentation
showing healthful habits that
promote proper
functioning of the organ
systems
See PLP p. 132 - 136
3.Textbook pages
4.Additional Materials from
Learning
Resource(LR)portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
https://www.boundless.com/
physiology/textbooks/boundless-
anatomy-andphysiology-
textbook/urinary-system-25/
urine-transport-storage-and-
http://lessonplanspage.com/ https://www.youtube.com/ https://www.youtube.com/
elimination242/waste-
scienceciinteractingsystemshumanbody24-htm/ watch?v=CrZFhRr7dKs watch?v=CrZFhRr7dKs
management-in-other-body-
systems-1187-5109/
http://www.cyh.com/HealthTopi
cs/HealthTopicDetailsKids.aspx?
p=335&np=152&id= 2283
Tell the pupils that they will play
“Charade” let them work in
4 groups. A player representative
for each group draws a phrase slip
from basket. After he/she has
had a short time to review the slip, Let the pupils watch a short
Pairs is a memory game where video clip from the movie
the timekeeper (teacher) notes
you need to match pairs of tiles. Inside Out (Inside Out - What are the healthy habits that
the time and tells the player to
Playing is very simple - you
start. Each representative then
turn over one tile and then try to
Meet Your Emotions - Joy, promote proper functioning of
has three minutes to guess the Sadness, Anger, Disgust, Fear) the organs system?
find a matching tile. (Category:
phrase. If they figure it out, the https://www.youtube.com/watc
Body System)
timekeeper records how long it h?v=2WpKGqYAClk
took. If they do not figure it out in
three minutes, the timekeeper
announces that the time is up, and
records a time of three minutes.
(Category: Body System)
It is necessary for the nervous
system to obtain information Who among you eat nutritious
Let the pupils sing “The Excretory about what is happening in the foods and do exercise? Do you Look at the picture. What can
System” environment before it can have friends? Do you you say about it?
https://www.youtube.com/watch? respond accordingly. How does love your families? Why is it
v=z0uF9atEDV4 the nervous system get important to mingle with See p. 133
information about events taking other people?
place in the environment? Let
 them watch the following video
clips “Once Upon a Time…Life
–the Brain”
https://www.youtube.com/watch
?v=Xmah1wUiGuU
https://www.youtube.com/watch
?v=M4CFFrGrylc
https://www.youtube.com/watch
?v=56N2R0VsTWI
C. Presenting examples/ Activity Proper Activity Proper Activity Proper Activity Proper
instances of the new lesson See p. 109 See p. 117 See p. 126 See p. 133
D. Discussion new concepts Reporting Results Reporting Results Reporting Results Reporting Results
and practicing new skills #1 See p. 109 See p. 117 See p. 126 See p. 133
E. Discussing new concepts
and practicing new skill # 2
F. Developing mastery Discussion, Analysis and Data Discussion, Analysis and Data Discussion, Analysis and Data Discussion, Analysis and Data
(Leads to Formative Interpretation Interpretation Interpretation Interpretation
Assessment #1) See p. 109 See p. 117 See p. 126 See p. 133
The class forms a circle. The
students cup hands. Teacher
drops a message on a note card
into one student's hands. The
student passes the message to the
Tic-tac-toe (also known as noughts student on the right without
and crosses or Xs and Os) is a paper- reading the message, he will You are one of the school
and-pencil game for two players, X pass it to his right, and so on. What will you do in these players. You have to exercises
G. Finding practical
and O, who take turns marking the The teacher will tap a student on situations? regularly but you keep on
applications of concepts spaces in a 3×3 grid. The player who the head to stop the message sleeping instead of exercising.
and skills in daily living succeeds in placing three of their (representing the brain). The See p. 126 What do you think will happen
marks in a horizontal, vertical, or student will read the message, to your body?
diagonal row wins the game. which gives a command such as
"touch your nose," or "stand on
one leg." The (brain) student will
pass the message back to the
original student to perform the
task on the card.
H. Making generalizations How the nervous system does What are the effects of What are the healthy habits that
and abstractions about the How is body waste eliminated? works? Describe the pathway it physical, mental, emotional and promote proper functioning of
lesson follows social state to one’s health? the organ system?
I. Evaluating learning Choose the letter of the correct Complete the diagram below to Describe the effects that may Rubrics for Poster Making
answer. show the path of message in the happen to your physical, See p. 134

J. Additional learning
mental, emotional and social
nervous system.
See pp. 110 – 111. health with the following
See p. 119
activities:
Write a short essay about how
your habit helps proper
functioning of the organ
system
Make a list of possible harmful Write a short essay about your
List down several activities that
effects of not eliminating body
require emergency action. family relationshi
waste

V.REMARKS

VI. REFLECTION
A.No. of learners who earned 80%
in the evaluation
B. No of learners who 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
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?