Grades 1 to 12 School KAYPAABA ELEMENTARY SCHOOL Grade Level Grade VI

DAILY LESSON Teacher ALONA C. REYES Learning Area Science

LOG Teaching OCT 9-13,2017 (WK9) Quarter Second Quarter
Dates and
Time
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
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
Standards habitats for economically important plants and animals

C. Learning Discuss the interactions among living things and non-living things in tropical rainforests, coral reefs and mangrove
Competencies/ swamps ( S6LT II i-j-5)
Objectives
Write the LC code
for each
a.Identify living and non- Construct food Identify the food web in
living things in a mini- chains to show the given illustration.
ecosystem. feeding relationships Appreciate the
b.Draw samples of living among living things importance of
things and non-living
things found in a mini-  Tropical interdependence of food
ecosystem. rainforests of living things.
c.Show concern in the  Coral reefs Construct food webs to
environment.  Mangrove show feeding
swamps relationships among living
Work harmoniously and non-living things in
with the group an ecosystem
* Tropical Rainforests
* Coral Reefs
* Mangrove Swamps
( S6LTIIi-j-5.5)
Living Things and Non-Living Ecosystems : Topical rainforests 1.Interactions Among
II. CONTENT Things Coral reefs Living Things (Food Food Web
Mangrove swamps Chair)
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 Sci-Tech Wonder 6 Cyber Science 6, pp.
VI, p.83 Q. Adduru, pp.175-179 p. 187 - 175-180
The New Science Links 6
, Evelyn Castante—
Padpad, pp.269-274
www.google .com.ph

4. Additional Materials http/www.e-learningforkids.org/

from Learning ecosystem/tropical
Resource (LR) rainforest/mangrove swamps/coral
portal reefs/
B. Other Learning https://
Resources www.youtube
.com/watch?
v=biB39CSwj6
M

IV. PROCEDURES
Vocabulary producer
Development consumer
food chain
depend

A. Reviewing previous Activate prior knowledge of pupils What do we have in ENGAGEMENT: Spot the error.
lesson or by giving them jumbled letters to the Picture? Picture Analysis 1. Plants depend on
presenting the new get the word correctly. The teacher show plant and other animals in
lesson picture of grass ,
(See attached activity sheet # 1) order to survive.
 chicken and snake. 2. Consumers can
How these three survive without the
living things related producers.
to each other? 3. Food chain consists of
producer, consumer and
predators.
4. Producers break down
What are the dead animals to smaller
organisms present in pieces.
the picture? 5. Consumers is the only
living thing that can
produce its own food.

B. Establishing a Present pictures of Living In this lesson you will learn about Why do living and non GAME: Explain.
purpose for the and Non-Living Things tropical rainforest, coral reefs and living things In the jungle or wild there
lesson found aroun What can you mangrove swamps and their live in a specific Get the envelope is always survival of the
say about the pictures ? components and how do they environment? and identify the
differ from one another.
fittest.
Can you group them ? picture organism
How ? inside the envelop..
(Teacher may have a video
presentation before the activity) Make as simple
habitat from the
different organism
you have found
inside the envelop.
 Forest
 Coral reefs
 Mangrove
area

C. Presenting Group the pupils into 5 and give Group Activity EXPLORATION: Dyads
examples/instance Show video about the respective tasks for each A. Grouping of pupils Research on books or
s of the new lesson Ecosystem group. Choose rapporteur to
B. Setting of in the internet on
present your output.
standards animals found in the
Group 1 - The pupils will label the C. Activity following; a. tropical
pictures and describe each. Activity 1
(Activity sheet # 2) rainforests b. coral
Food chain in Coral
 Group 2 - The pupils will fill up the Reefs reefs, c. mangrove
table to show the different Activity 2 swamps. Individually
component for each type of
Food chain in make a list of animals
ecosystem (Activity sheet # 3)
tropical rain forest found in each category.
Group 3 – The pupils will draw the Activity 3
tropical rainforest, mangrove Write as many as you
Food chain in
swamps and coral reef and label can for 5 minutes.
mangrove area
each. (Activity sheet # 4) Compare your list.
Activity 4
Group 4 – The pupils will act out Draw a food chain Cross out the animals
as Mr. Forest, Ms. Mangrove in tropical forest which both of you have
Swamp and in the list. The one who
Activity 5
Mrs. Coral Reef and introduce What a Corals? has the most number of
their components. (through video animals left is the
Group 5 – The pupils will solve a presentation) winner
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 Based on the activity Picture Analysis
Presentation of outputs.
practicing new attachments. you have made, what
skills #1
are the food chain
you made from
tropical rain forest?
mangrove? coral
reefs?
Which are the
primary consumers?
Secondary
consumers?
Can a secondary
consumer become a 1. Can you name the
primary consumer? food chains in the
 Why? picture above?
What is being 2. How many food
transfer in food chains did you see?
chain? 3. What do you think is
Which happens to
the basis of the
the amount of stored
relationships in the
energy as it
transferred from one picture?
consumer to 4. How many animals
another? feed in the plant?
( Teacher may also use
different pictures from
tropical rainforest, coral
reefs and mangrove
swamps)
E. Discussing new Process the output of the pupils DIRECTIONS: Identify Activity 1:
concepts and and discuss the type of ecosystem the symbiosis Problem: What is
practicing new as tropical rainforest, mangrove relationship of the a food web?
skills #2 swamp and coral reef using the following situation
presentation found in the web
Study the illustration
being described in below
(http./www.e-learningforkids.org./e
cosystem/)
each item. Write
your answer on your
answer sheet.

1.Marie enjoyed
snorkeling during
summer
vacation. She
witnessed that Sea
urchins eat corals. • Observation:
What interaction in 1. What is the
marine ecosystem grasshopper’s
does it show? source of food?
__________________ Ant’s?
______________ 2. What is the
2. Clownfish meets sea eagle’s source of
anemone
during his sea food?
exploration. They 3. What is the
became friend in the snake’s source of
long run. food?
Clownfish protects sea 4. How many food
anemone from chain are there in
marine creature that the illustration?
immune on its
Activity 2:
tentacles while sea
Group Work
anemone serves as
Procedures:
habitat of
Clownfish .What 1. Identify the
interaction possible animals
in marine ecosystem that may survive
does it show? in the given
__________________ pictures to your
_____________ group.
3. The reduction of 2. From the list of
sea urchin animals identified
population growth construct a food
causes of web to show the
decreasing feeding
reproduction of relationship of
corals. What does it animals.
show?
Group 1:
__________________
Tropical
____
Rainforest
4. Mark’s group
dissected Tilapia
during their science
experiment.
They discovered that
worms lives
in the flesh of fish. If Group 2:
worm Mangrove
harmed the fish, what Swamps
does it
depict?
__________________
________

5. Barnacles and
whales were
friends. Barnacles
considered
as commensals while
the
whales are host. What
interaction in marine Group 3: Coral
ecosystem does it Reefs
show?

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 Describe the component of each Individual Activity

mastery (leads to type of ecosystem .
Formative Construct a food
Assessment 3) chain in the 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 Differentiate each type of Group Great ELABORATION 1. A ripe papaya fell on
applications of in a swamp pond and in a ecosystem: Parasites Show picture of a the ground. After some
concepts and skills desert ? Try to classify living mangrove tree. time, many organisms are
Where can we usually find or Title of the activity:
in daily living from non-living things. Are you familiar to
locate Tropical rainforest, floating on it including the
mangrove swamps and coral “ I Can Shout My Fate” this tree? Describe worm, chicken, rat, frog,
reefs? the tree. What tree is small ants, big ants flies
Prepare and present this? Why this tree
a rap about the and bird. Construct a food
can survive in this
concept learned. chain from the given
area? Is there food
situation.
Group Powerful chain can you make
2. Illegal logging is a
Competitors out of this habitat?
serious environmental
( State the food chain
Title of the Activity: problem our country is
and explain your
facing today. How does
I Can Paint My Life answer)
illegal logging affects the
Draw and food relationships (food
present a drawing chain and food web)
showing among the different
organisms? (the plants
An interaction about
and animals in the forest
the concept learned
ecosystem) (Valuing)

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

I. Evaluating learning Directions: Select at EVALUATION Construct a food web

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

for application or down the living things and Observe
remediation non-living things you can and write at least three
see. 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?