School: Grade Level: 6

GRADES 1 to 12 Teacher: Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and 2ND
Time: JANUARY 16-20, 2023 (WEEK 9) Quarter: 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
Standards economically important 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 given illustration.
b.Draw samples of living living things Appreciate the importance
things and non-living things
 Tropical of interdependence of food
found in a mini-ecosystem.
rainforests of living things.
c.Show concern in the
environment.  Coral reefs Construct food webs to
 Mangrove swamps show feeding relationships
Work harmoniously with the among living and non-living
group things in an ecosystem
* Tropical Rainforests
* Coral Reefs
* Mangrove Swamps
( S6LTIIi-j-5.5)
Living Things and Non-Living Ecosystems : Topical 1.Interactions Among Living
II. CONTENT Things rainforests Things (Food Chair) Food Web
Coral reefs 2.Tropical rainforests
Mangrove 2.1Coral reefs
swamps 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-
VI, p.83 Adduru, pp.175-179 p. 187 - 180
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/
Resource (LR) portal ecosystem/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
lesson or presenting of pupils by giving them Picture?
the new lesson jumbled letters to get the
word correctly.
(See attached activity
sheet # 1)
What do we have in 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

B. Establishing a purpose Present pictures of Living and In this lesson you will learn
for the lesson Non-Living Things found about tropical rainforest,
aroun What can you say about coral reefs and mangrove
the pictures ? Can you group swamps and their
them ? How ? components and how do
they differ from one
another.
(Teacher may have a video
presentation before the
activity)
C. Presenting Group the pupils into 5
examples/instances of Show video about Ecosystem and give the respective
the new lesson tasks for each 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
What are the organisms
present in the picture?
Why do living and non living
things
live in a specific
environment?
Group Activity
predators.
4. Producers break down
dead animals to smaller
pieces.
5. Consumers is the only
living thing that can
produce its own food.
GAME: Explain.
Get the envelope and In the jungle or wild there is
identify the picture organism always survival of the
inside the envelop..
fittest.
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
C. Activity in 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 animals found in each
forest category. Write as many as
Activity 3 you can for 5 minutes.
Food chain in mangrove Compare your list. Cross out
area the animals which both of
Activity 4 you have in the list. The one
Draw a food chain in who has the most number
tropical forest of animals left is the winner
Activity 5
What a Corals?
(through video presentation)
 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 Discussion of the lesson EXPLANATION Teacher’s Instruction
concepts and stations ) Please see Presentation of outputs. Based on the activity you have Picture Analysis
practicing new skills attachments. made, what are the food
#1
chain you made from tropical
rain forest? 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? 1. Can you name the food
Which happens to the amount chains in the picture above?
of stored energy as it 2. How many food chains
transferred from one did you see?
consumer to another? 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

E. Discussing new Process the output of the
concepts and pupils and discuss the type
practicing new skills of ecosystem as tropical
#2 rainforest, mangrove
swamp and coral reef
using the presentation
found in the web
(http./www.e-
learningforkids.org./ecosys
tem/)
swamps)
DIRECTIONS: Identify the Activity 1:
symbiosis Problem: What is a
relationship of the following food web?
situation
Study the illustration below
being described in each item.
Write
your answer on your answer
sheet.
1.Marie enjoyed snorkeling
during summer
vacation. She witnessed that
Sea
urchins eat corals. What
interaction in • Observation:
marine ecosystem does it 1. What is the
show? grasshopper’s
________________________
source of food?
________
2. Clownfish meets sea Ant’s?
anemone 2. What is the eagle’s
during his sea exploration. source of food?
They 3. What is the snake’s
became friend in the long source of food?
run. 4. How many food
Clownfish protects sea
chain are there in
anemone from
marine creature that the illustration?
immune on its Activity 2: Group
tentacles while sea Work
anemone serves as Procedures:
habitat of Clownfish .What 1. Identify the
interaction possible animals
in marine ecosystem does it
that may survive in
show?
________________________ the given pictures
_______ to your group.
 3. The reduction of sea 2. From the list of
urchin animals identified
population growth causes of construct a food
decreasing reproduction of
web to show the
corals. What does it show? feeding
______________________ relationship of
 4. Mark’s group dissected animals.
Tilapia
Group 1: Tropical
during their science
Rainforest
experiment.
They discovered that worms
lives
in the flesh of fish. If worm
harmed the fish, what does
it
depict?
________________________ Group 2:
__ Mangrove
Swamps
5. Barnacles and whales
were
friends. Barnacles
considered
as commensals while the
whales are host. What
interaction in marine
ecosystem does it show?

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 Individual Activity

(leads to Formative of each type of Construct a food chain in the
Assessment 3) ecosystem . 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 ground. After some time,
concepts and skills in ? Try to classify living from Where can we usually “ I Can Shout My Fate” tree. many organisms are floating
daily living non-living things. find or locate Tropical Prepare and present a rap Are you familiar to this tree?
on it including the worm,
rainforest, mangrove about the concept learned. Describe the tree. What tree
chicken, rat, frog, small
swamps and coral reefs? Group Powerful is this? Why this tree can
Competitors survive in this area? Is there ants, big ants flies and bird.
Title of the Activity: food chain can you make out Construct a food chain from
I Can Paint My Life of this habitat? ( State the the given situation.
Draw and present a food chain and explain your 2. Illegal logging is a serious
drawing showing answer) environmental problem our
An interaction about the
country is facing today.
concept learned
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 What are the different kinds What are the ideas did you • What is a food
generalizations and Fill up the concept map mapping/webbing give the of interaction learned in the lesson? web? Why is it
abstractions about the correctly. distinct description for in a rainforest? Mangrove A sequence of different important?
lesson each type of ecosystem swamp? Coral Reef?
feeding level of organism in
 an ecosystem is called food
Types of
chain.

Tropical Mangrove Swamps

Coral Reefs

I. Evaluating learning Directions: Select at least five EVALUATION Construct a food web from
Write LT if the things found pairs of organisms. A. Using the picture of the given living things
belong to living things and What relationships do they food web. Construct below then answer the
NLT if it belongs to non-living have?
5 food chains? questions that will follow.
things. For the organisms which are
Lion, hen , fox ,snake, wild
1. trees paired already,
2. table just write these organisms in cat, green plant,
3. cloud the data table and mouse,rabbit , goat. owl,
4. laptop give also the type of caterpillar
5. air relationship. Questions:
6. lion B. Assessment of the
7. sunlight Organisms Type of Interaction pupils activity using
1. Give one food
8. teacher Rubrics
9. water chain from the
10. ballpen illustration.
2. Which animals
feed 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.
for application or the living things and non-living Observe
remediation things you can see. and write at least three
interactions
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?