School: SAN RAFAEL (BBH) ELEMENTARY SCHOOL
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A.(Content Standards)
B. (Performance Standards)
C. ( Learning Competencies)
II. ( Content)
III. ( Learning Resources)
A. (References)
1. (Teacher’s Guide Pages)
2. (Learner’s Materials pages)
3. (Textbook Pages)
4. ( Additional Materials from LR
Portal)
B. (Other Learning Resources)
IV. (Procedures)
A. ( Review previous Lesson)
B. (Establishing purpose for the
lesson/ Motivation)
Grade Level: 6
Teacher: MARK ALLEN M. EVANGELISTA Learning Area: SCIENCE
Teaching Dates and JANUARY 3 – 5, 2023
Time: Quarter: 2ND QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The Learner demonstrate understanding of the different characteristics of vertebrates and invertebrates
1. The learners should be able to make an inventory of vertebrates and invertebrates that are commonly seen in the community
2. practice ways of caring and protecting animals
Describe the distinguishing characteristics of each group of Classify invertebrates as Poriferans, Practice ways of caring and Be able to answer 30 item
invertebrates. Coelenterates, Platyhelminthes, protecting vertebrates and test with accuracy ,honesty
S6LT-IIe-f- Nematodes, Annelids, Mollusks, invertebrates found in the and with 80% proficiency
Echinoderms, Arthropods environment.
S6LT-IIe-f-3 S6LT-IIe-f-3
Summative Assessment
EASE Module 17 Animals without Backbones
pp.1-40
The New Science Links 6 pp. 207- 233
K to 12 Basic Education Curriculum Guide 6 p. 90
Show me board, white board marker, eraser, LCD projector, netbook, Test Questionnaires, test
notebook, pen, e class
record, LCD projector, net
book
What classifications of animals have Review the previous lessons. Preparation of test
we discussed for the past two days, materials
Children? Recall their past lessons
Identify a group of animal then about vertebrates and
describe its characteristics and give invertebrate animals and
an example of it. how to care and protect
the vertebrates and
invertebrates animal.
Field Trip: (Around the school Present a picture of unhealthy, Setting of Standards in
premises) thin and unprotected animal, taking the test
Group the pupils into 4 then assign ask different question until you Distributions of test
 their destinations.
Let them list down animals they see
around and also the place where
they see the animal.
Give them 3-5 minutes.
come up with the word caring
and protecting
materials
Original File Submitted and
Formatted by DepEd Club
Member - visit
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Animal vertebra invertebr

s tes ates

Allow the pupils to fill up the table

using the animals they listed while
having a field trip. Table 1
Then tell them to classify the
invertebrate animals they listed in
the first table.
1 2 3 4 5 6 7 8 9

C. ( Presenting examples or
presentation/ instances of the new
lesson)
Legend:
1. Are the animals listed in the
table 1
2. Sponges animal
3. Cnidarians animal
4. Echinoderm animals
5. Flat worms
6. Segmented worms
7. Round worms
8. Mollusks
9. Arthropods
a. Checking of pupils’ output Show a pictures depicting caring Reading of test directions
Call on a pupil to read his/her and protecting animals,
output. Ask questions about it.

D. ( Discussing new concepts and
practicing new skills)
 How are we going to classify
animals?
What is our basis in classifying them?
Why is it important to classify
animals according to their
What are some ways to care
about vertebrates?
How about the invertebrates?
 characteristics? Why do we need to protect and
care for the vertebrates and
invertebrates animal?

E. ( Discussing new concepts &

practicing new skills #2)
F. Developing Mastery Classify the invertebrate animals List down ways of caring and Answering of the 30 item
(Leads to Formative Assessment 3) below according to their protecting vertebrate and test
characteristics. invertebrate animals.

Lobster snails,
earthworms, eel,
jellyfish,tapeworms,
crickets,octopus, spiders,
clams,starfish,centipides,
oysters, ants, squid,
moths, scorpions,
butterfly, shrimps,
hookworms, millipedes,
wasps, crabs, mussels,
cuttlefish, sea anemone,
hydras,flukes,planaria
filarial, hookworms,
medusa

Groups Animals
Sponges
Cnidarians
Mollusks
Echinoderms
Arthropods
Flatworms
Segmented
worms
Round worms
G. ( Finding to Practical Application of  What is the economic importance of Your adviser at the same time How to get a high score in a
concepts and skills in daily living/ invertebrate animals? your Yes – O Club teacher asks given test?
Valuing)  Insects contribute to the you to visit the pond near your Why should you past in any
fertility of soil school. When you are going given test?
 Insects help in pollination around you see some of the
 Some insects are source of eggs of snails and frog. How are

H. ( Making Generalization &
Abstraction about the lessons)
food and medicines you going to protect it from
 Crustaceans are used in danger?
aqua culture
 Many types of mollusks are
sources of food for humans
 Shells from mollusks are
used in various industries.
Graphic organizer: How are you going to care and Checking and recording of
protect vertebrates and test results
CNIDARIANS
INVERTEBRATES (Coelenterates)
invertebrates animal/
They have one body opening and most
have two layer cells
Round Worms Outer layer- protecting the internal
SPONGES (Nematodes) body
(Pore bearing animals) Are under segment that have long Inner layer- for digestion
No tissue, no organ thin round bodies pointed at both They are made of tissue and have
most have no symmetry ends covered with tough cuticle radical symmetry
All sponges are aquatic most live Have muscles that run the length Adapted to aquatic, floating, sessile
in salt water some in fresh water, of their bodies. These muscles attachment to surfaces under the
they differ in color, shape and water. With two general body forms
cause the worm body to move a
Polyps-cylindrical with mouth and
size thrashing manner as one muscles tentacles
They have many types of contracts and another relaxes Medusa – shaped like an upside down
skeleton called Spicules bowl with mouth and tentacles facing
Mollusks
forward
Segmented Worms (Soft Bodied Animals) Echinoderms
(Annelids) Coelomate animals with (Spiny-skinned animals)
Have body segments that allow bilateral symmetry, soft internal Are marine animals with spiny
for specialization of tissues and body, a digestive tract with 2 endoskeleton.
for efficient movement openings and a muscular foot They have water vascular system,
Bodies are divided into segments and a mantle. Found in tube feet and radical symmetry as
with a ringed appearance aquatic(ocean & fresh water) adult.
Live almost anywhere except and moist land environment Madreporite is the strainer like
Polar Regions They use a rasping structure structure of an echinoderm
Have bilateral symmetry like called radula to scrape food into Almost all echinoderms have an
flatworms but have two openings their mouth . some have open internal nskeleton that serves both
like round worms and close circulatory system. as support and protection. Spiny
Flat worms:no digestive system, thin flat acoelomate
Arthropodanimals projections on the plate stick out
that can be freely living or parasitic, they are hermaphrodite of the skin.
They make up the largest group in the animal kingdom
because they can produce eggs and sperm cells.
¾ of all known are arthropods
Characterisitcs:
Segmentation: segmented bodies allowing for efficient and complex movement. Have three body parts 1.
Head 2. Thorax 3. Abdomen
Exoskeleton: provides framework for support and protects soft body tissue
Jointed appendages: adapted for feeding, sensing, walking, swimming and mating
Feeding habits and Structure: mouthparts include a pair of appendages called mandible is adapted for
chewing and biting. Depending on their feeding habits, mouth parts of other arthropods have feathery
strainers, sucking straws and stabbing needles
 I. ( Evaluating Learning) Group the animals according to their Draw a poster with the theme Getting the frequency of
characteristics “Caring and protecting error/ test item analysis
vertebrates and invertebrates
animal.”
.

J. ( Additional activities for application List down ways of caring for the invertebrate
or remediation) animals
V. ( Remarks)
VI. ( Reflection)
A.( No. of learners who earned 80% in
the evaluation)
B.( No. of learners who requires
additional acts for remediation who
scored below 80%)
C.( Did the remedial instruction really
work? No of learners who caught up
with the lesson)
D.( No. of learners who continue to
require remediation)
E. (Which of the strategies work well?
Why did this work?
F. (What difficulties did I encounter
which my principal/ supervisor can
help me solve?)
G. (What innovations or localized
materials did I used/ discover which I
wish to share with other teacher?)

Prepared: Checked: Noted:

MARK ALLEN M. EVANGELISTA CENON C. DELA CRUZ URCESIO A. SEPE FRANCISCO M. POLICARPIO
Teacher I Master Teacher I Head Teacher V Principal IV