School: Paniagan ES Grade Level: VI

GRADES 1 to 12 Teacher: Edd Zapanta Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
Time: JANUARY 16-20, 2023 (WEEK 9) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The interactions for survival among living and non-living things that take place in tropical rainforests, coral reefs, and mangrove swamps

B. Performance Form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important
Standards plants and animals

C. Learning Discuss the interactions among living things and non-living things in tropical rainforests, coral reefs and mangrove swamps ( S6LT II i-j-5)
Competencies/
Objectives
Write the LC code for
each
a.Identify living and non-living Construct food chains to show Identify the food web in the
things in a mini-ecosystem. feeding relationships among living given illustration.
b.Draw samples of living things Appreciate the importance of
things and non-living things
 Tropical rainforests interdependence of food of
found in a mini-ecosystem.
 Coral reefs living things.
c.Show concern in the
environment.  Mangrove swamps Construct food webs to show
Work harmoniously with the feeding relationships among
group living and non-living things in
an ecosystem
* Tropical Rainforests
* Coral Reefs
* Mangrove Swamps
( S6LTIIi-j-5.5)
Living Things and Non-Living Ecosystems : Topical rainforests 1.Interactions Among Living Things
II. CONTENT Things Coral reefs (Food Chair) Food Web
Mangrove swamps 2.Tropical rainforests
2.1Coral reefs
2.2 Mangrove swamps

III. LEARNING RESOURCES

A. References
 1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Exploring Science and Health Cyber Science 6, Myrna Q. Sci-Tech Wonder 6 Cyber Science 6, pp. 175-180
VI, p.83 Adduru, pp.175-179 p. 187 -
The New Science Links 6 , Evelyn
Castante—Padpad, pp.269-274
www.google .com.ph

4. Additional Materials http/www.e-

from Learning learningforkids.org/ecosystem/
Resource (LR) portal tropical rainforest/mangrove
swamps/coral reefs/
B. Other Learning https://
Resources www.youtube.com/
watch?v=biB39CSwj6M

IV. PROCEDURES

Vocabulary producer
Development consumer
food chain
depend

A. Reviewing previous Activate prior knowledge of
lesson or presenting pupils by giving them jumbled
the new lesson letters to get the word correctly.
(See attached activity sheet # 1)
organisms present in the picture?
What do we have in the Picture?
What are the
ENGAGEMENT:
Picture Analysis
The teacher show picture of grass ,
chicken and snake.
How these three living things
related to each other?
Spot the error.
1. Plants depend on plant and
other animals in order to
survive.
2. Consumers can survive
without the producers.
3. Food chain consists of
producer, consumer and
predators.
4. Producers break down dead
animals to smaller pieces.
5. Consumers is the only living
thing that can produce its own
food.
B. Establishing a purpose Present pictures of Living and In this lesson you will learn about
for the lesson Non-Living Things found tropical rainforest, coral reefs
aroun What can you say about and mangrove swamps and their
the pictures ? Can you group components and how do they
them ? How ? differ from one another.
(Teacher may have a video
presentation before the activity)
C. Presenting Group the pupils into 5 and give
examples/instances of Show video about Ecosystem the respective tasks for each
the new lesson group. Choose rapporteur to
present your output.
Group 1 - The pupils will label
the pictures and describe each.
(Activity sheet # 2)
Group 2 - The pupils will fill up
the table to show the different
component for each type of
ecosystem (Activity sheet # 3)
Group 3 – The pupils will draw
the tropical rainforest, mangrove
swamps and coral reef and label
each. (Activity sheet # 4)
Group 4 – The pupils will act out
as Mr. Forest, Ms. Mangrove
Swamp and
Mrs. Coral Reef and introduce
their components.
Group 5 – The pupils will solve a
picture puzzle of forest ,
mangrove swamp and
coral reef and name it after.
D. Discussing new Group Activity ( by learning
concepts and stations ) Please see Presentation of outputs.
practicing new skills attachments.
#1
Why do living and non living things
live in a specific environment?
Group Activity
Discussion of the lesson
GAME: Explain.
Get the envelope and identify In the jungle or wild there is
the picture organism inside the always survival of the fittest.
envelop..
Make as simple habitat from the
different organism you have
found inside the envelop.
 Forest
 Coral reefs
 Mangrove area
EXPLORATION: Dyads
A. Grouping of pupils Research on books or in the
B. Setting of standards internet on animals found in
C. Activity the following; a. tropical
Activity 1 rainforests b. coral reefs, c.
Food chain in Coral Reefs mangrove swamps.
Activity 2 Individually make a list of
Food chain in tropical rain forest animals found in each
Activity 3 category. Write as many as
Food chain in mangrove area you can for 5 minutes.
Activity 4 Compare your list. Cross out
Draw a food chain in tropical the animals which both of you
forest have in the list. The one who
Activity 5 has the most number of
What a Corals? animals left is the winner
(through video presentation)
EXPLANATION Teacher’s Instruction
Based on the activity you have Picture Analysis
made, what are the food chain you
made from tropical rain forest?

E. Discussing new Process the output of the pupils
concepts and and discuss the type of
practicing new skills ecosystem as tropical rainforest,
#2 mangrove swamp and coral reef
using the presentation found in
the web (http./www.e-
learningforkids.org./ecosystem/)
mangrove? coral reefs?
Which are the primary
consumers? Secondary
consumers?
Can a secondary consumer
become a primary consumer?
Why?
What is being transfer in food
chain?
Which happens to the amount of
stored energy as it transferred
from one consumer to another? 1. Can you name the food
chains in the picture above?
2. How many food chains did
you see?
3. What do you think is the
basis of the relationships in
the picture?
4. How many animals feed in
the plant?
( Teacher may also use
different pictures from
tropical rainforest, coral reefs
and mangrove swamps)
DIRECTIONS: Identify the symbiosis Activity 1:
relationship of the following Problem: What is a
situation food web?
being described in each item. Write
Study the illustration below
your answer on your answer sheet.
1.Marie enjoyed snorkeling during
summer
vacation. She witnessed that Sea
urchins eat corals. What interaction
in
marine ecosystem does it show?
______________________________
__
2. Clownfish meets sea anemone • Observation:
during his sea exploration. They 1. What is the
 became friend in the long run. grasshopper’s source
Clownfish protects sea anemone of food? Ant’s?
from 2. What is the eagle’s
marine creature that immune on its
source of food?
tentacles while sea anemone serves
3. What is the snake’s
as
habitat of Clownfish .What source of food?
interaction 4. How many food
in marine ecosystem does it show? chain are there in the
______________________________ illustration?
_ Activity 2: Group
 3. The reduction of sea urchin
Work
population growth causes of
decreasing reproduction of Procedures:
corals. What does it show? 1. Identify the
______________________ possible animals that
 4. Mark’s group dissected Tilapia may survive in the
during their science experiment. given pictures to
They discovered that worms lives your group.
in the flesh of fish. If worm
2. From the list of
harmed the fish, what does it
depict? animals identified
__________________________ construct a food web
to show the feeding
5. Barnacles and whales were relationship of
friends. Barnacles considered animals.
as commensals while the Group 1: Tropical
whales are host. What
Rainforest
interaction in marine
ecosystem does it show?

Group 2: Mangrove
Swamps
 Group 3: Coral Reefs

From the food web you

constructed, answer the
following:
1. What is the first link
in the food web?
2. In the food web you
have constructed,
what are the
herbivores?
carnivores?
3. In every food
chain/food web what
is considered as the
final consumer?
4. Are decomposers
important? Why?
F. Developing mastery Describe the component of each Individual Activity
(leads to Formative type of ecosystem . Construct a food chain in the
Assessment 3) following places.
Choose only one habitat? Be able
to explain your work?

1. How many food

chains are there in
the illustration?
2. Which organisms are
the first order
consumers? Second
order consumers?
Third order
consumers?
3. If plants are
destroyed which
organisms have the
greatest chance of
survival? Why?
4. Which organisms
would be affected if
first order consumers
were destroyed?
5. Are decomposers
important in food
web?

G. Finding practical What do you expect to see in Differentiate each type of Group Great Parasites ELABORATION 1. A ripe papaya fell on the
applications of a swamp pond and in a desert ecosystem: Title of the activity: Show picture of a mangrove tree. ground. After some time,
concepts and skills in ? Try to classify living from Where can we usually find or “ I Can Shout My Fate” Are you familiar to this tree? many organisms are floating
daily living non-living things. locate Tropical rainforest, Prepare and present a rap about Describe the tree. What tree is
on it including the worm,
mangrove swamps and coral the concept learned. this? Why this tree can survive in
chicken, rat, frog, small ants,
reefs? Group Powerful Competitors this area? Is there food chain can
Title of the Activity: you make out of this habitat? big ants flies and bird.
 I Can Paint My Life ( State the food chain and explain Construct a food chain from
Draw and present a drawing your answer) the given situation.
showing 2. Illegal logging is a serious
An interaction about the concept
environmental problem our
learned
country is facing today. How
does illegal logging affects the
food relationships (food chain
and food web) among the
different organisms? (the
plants and animals in the
forest ecosystem) (Valuing)

H. Making Using concept mapping/webbing What are the different kinds of What are the ideas did you • What is a food web?
generalizations and Fill up the concept map give the distinct description for interaction learned in the lesson? Why is it important?
abstractions about the correctly. each type of ecosystem in a rainforest? Mangrove swamp? A sequence of different feeding
lesson Coral Reef?
Types of level of organism in an ecosystem
is called food chain.
Tropical Mangrove Swamps

Coral Reefs

I. Evaluating learning Directions: Select at least five pairs EVALUATION Construct a food web from
Write LT if the things found of organisms. A. Using the picture of food the given living things below
belong to living things and What relationships do they have? web. Construct 5 food then answer the questions
NLT if it belongs to non-living For the organisms which are paired
chains? that will follow.
things. already,
Lion, hen , fox ,snake, wild cat,
1. trees just write these organisms in the
2. table data table and green plant, mouse,rabbit ,
3. cloud give also the type of relationship. goat. owl, caterpillar
4. laptop Questions:
5. air Organisms Type of Interaction
6. lion B. Assessment of the pupils
1. Give one food chain
7. sunlight activity using Rubrics
from the illustration.
8. teacher
9. water 2. Which animals feed
10. ballpen on the green plant?
3. If green plant were
destroyed which
organisms have
 greatest chance of
survival?
4. What would happen
if lion and kite were
killed?
5. What does food web
suggest?
a. Interdependence
b. Energy pathway
c. Material cycle
d. All of these

J. Additional activities On your way home, list down Visit your community. Observe
for application or the living things and non- and write at least three interactions
remediation living things you can see. among living things that you could
find. Prepare your observation as
shown below.

Organisms Type of Interaction

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
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?