Republic of the Philippines

Department of Education
Region I
Schools Division Office
San Carlos City, Pangasinan

DAILY LESSON LOG School: SUPO ELEMENTARY SCHOOL Grade Level 6

K-12 Teacher: ALPHA MAY TAMBALGUE KANGAH Learning Area SCIENCE

Teaching Dates and Time November , 2023 (Week 1) Quarter 2nd

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard How the major organs of the human body work together to form organ systems.

B. Performance Standard Make a chart showing healthful habits that promote proper functioning of the musculoskeletal, integumentary, digestive, circulatory, excretory, respiratory,
and nervous systems

C. Learning Competencies / Explain how the organs of each organ system work together
Objectives
Code: S6LT-IIa-b-1

II. CONTENT Describe the structure and
function of the parts of the
skeletal system
Parts and Functions of the
Musculo-skeletal System
Describe the structure and
function of the parts of the
muscular system
Parts and Functions of the
Discuss proper care of the Describe the structure and Describe the
muscular and skeletal system functions of the parts of the structure and
DIgestive system. functions of the
parts of the
Integumentary
Parts and Functions of the System
Parts and Functions of the Digestive System
Musculo-skeletal System
 Musculo-skeletal System

Parts and Functions

of the Integumentary
System

III. LEARNING RESOURCES

A. References

1.Teacher’s Guide pages Kto12 Curriculum Guide Kto12 Curriculum Guide Kto12 Curriculum Guide Kto12 Curriculum Guide Kto12 Curriculum
Guide
Kto12 MELCS pp. Kto12 MELCS pp. Kto12 MELCS pp. Kto12 MELCS pp.
Kto12 MELCS pp.

2.Learner’s Materials pages

3.Textbook pages Science Beyond Borders 6 Science Beyond Borders 6 Science Beyond Borders 6 Science Beyond Borders 6 Science Beyond
Borders 6 pp.50-53
pp. 46-48 pp. 43-45 pp. 46-48 pp. 56-59

4.Additional Materials from Science Grade 6

Learning Resource (LR) Module
Portal Science Grade 6 Module Science Grade 6 Module Science Grade 6 Module Science Grade 6 Module

B. Other Learning Resources The New Science Link 6s, pp. 104- The New Science Links 6 The New Science Links 6pp. 119. The New Science Links6 pp. The New Science
113 pp.114-121 129-137 Links 6 pp. 123-126

https://www.youtube.com/watch?
v=e54m6XOpRgU

IV. PROCEDURES
A. Reviewing the previous
lesson or presenting the
new lesson
Science IM-Human Body
Brainstorming: Have you observed
how houses are built? What will
the construction worker do first?
How will you compare that to the
human body? Is there a
framework that provides structure
to the human body? What do you
call this framework?
Activity # 1 Let the pupils connect
the cutout pictures of the human
skeletal system.
Science IM-Human Body
ENGAGEMENT: Vocabulary
1. Review on Skeletal System:
Crossword puzzle activity.
2. Activity
Touch your cheek, legs, arms,
palms, fingers, and stomach.
Can you feel the fleshy parts?
How do they feel? Are they
hard or soft? Your bones are
covered with muscles. Can
you imagine yourself without
the muscles that cover your
bones and other internal
organs?
(Sharing of Ideas)
Science IM-Human Body
1. Checking of Assignments.
Review the muscular system.
2. Have the pupils perform their
exercise routine.
Then ask” How do you feel after
the exercise? Why do we need to
exercise? What do you think will
happen to those people who do not
exercise?
Science IM-Human
Science IM-Human Body
Body
1. Checking of Assignment. ENGAGEMENT:
Review on how to take care of
the musculoskeletal system. 1. Checking of
assignment
3. Why do we eat food? If you are
hungry how do you feel? Have 2. Review on
you ever wondered what Digestive System
happened to the food you have process.
just eaten?
3. What processes does it
undergo until it becomes the Let the pupils draw
nutrients that will nourish your
their left and right
body?
hand on the box and
identify the common
structures present in
the hands.

B. Establishing a purpose for
the lesson
1. Perform the Skeleton Dance
https://www.youtube.com/watch?
v=e54m6XOpRgU
Use of Sheltered Instruction
Game:
Use of Sheltered Instruction
The teacher will ask a question:
Why do we need to wear helmets
Ask:
Have you noticed
nails and hair on it?
Why are skin, nails,
and hairs important
to our body?
Divide the class into 5 groups
then let them answer the
word hunt in manila paper. Fill
in the missing letters of fruits
and vegetables to reveal the
magic word
Use of Sheltered Instruction Use of Sheltered
Instruction
The teacher will ask a question:
Why do we need to wear helmets
2 Using the meta cards with
labelled parts, try to name the
different bones in the skeleton
you’ve formed.
Four Pics, One Word. Guess
the word by studying how the
four pictures are related to
each other. Write the word in
the box below.
__ ___
when riding a motorcycle?
The learner will share their
ideas.
(Learner will say…)
I need to use my helmet when
riding a motorcycle to/
because
_________________________
_________________________
_________________________
when riding a motorcycle? Observe your body
from head to tie.
Learners will share their ideas.
What organ covers
your entire body?
How does it protect
you?
https://www.biologyonline.com/
dictionary/integumentary-system
C. Presenting Performing Activity 3.1 Group Activity
Examples/Instances
“Examining Bone Structure” 1. Setting of standards/Safety
of new lesson
Tips
Science Links 6 p.105
2. Activity #1: Observing
Tendons of Muscles
Problem: How are the muscles
connected to the bones?
Refer to Science Links page
150
Refer to Science Beyond
Borders 6 p.47
Picture analysis: Group Work Group Work
Showing pictures of Common 1. Setting of standards/Safety Tips 1. Setting of
injuries and diseases of the standards/Safety Tips
musculoskeletal system. 2. Activity “Investigating Digestion
of Food in the Mouth” 2. Activity – Examining
The teacher will ask a question. and comparing Skin
Problem: What processes happen
when the food is in the mouth? Ref: The New Science
Refer to Science Beyond Borders Links 6 p. 124
What have you seen/observed in pp. 59
the picture given? I-Problem- How is
Chicken Skin Similar to
Ask: What do you feel when you Human Skin?
have these injuries or diseases?
II- Materials
Chicken wing
Dissecting kit
Disposable gloves
III- Procedure (Refer to
SL6 p. 124
Guide Questions:
1. What are the parts
of the chicken skin?
2. Human skin
contains hair
follicles. what type of
hair follicles might
you find on chicken
skin?
 3. Why is it
important for the
skin to be strong and
elastic?

D. Discussing new concepts Metacognition for Stating Metacognition for Stating Metacognition for Stating What are the parts and functions What are the
and practicing new skills Knowledge Knowledge Knowledge of Digestive System? Mix and different layers of
#1 Match activity. Parts & Functions the skin?
What are the two divisions of the How are muscles connected What are other musculoskeletal of the digestive system. Refer to
skeletal system? What are the to bones? What are the types system injuries and disorders? Refer to Science Beyond Borders  Epidermis
parts & functions of the axial of muscles? What are their symptoms? pp. 57-58  Dermis
skeleton? The appendicular How are they treated?  Subcutaneou
 Skeletal  Mouth
skeleton? What is the difference  Esophagus s layer
between compact bone & spongy  Smooth How can they be prevented?
 Stomach  Melanin
bone? Why is bone marrow  Cardiac
 Pancreas
important? Why is hair
 Small Intestine
 Large Intestine important to us?
 Rectum and Anus
 Keratin
( Show picture of a Digestive  Hair follicle
System)  Scalp

Why are nails

important?

What are the

different glands of
our body?

 Sweat glands
 Oil glands
  Sebaceous
gland

E. Discussing new concepts Direct Instruction
and practicing new skills
Activity #2: Observing
#2
Movements of Joints
Problem: What are the different
kinds of joints?
Refer to The New Science Links p.
109
(Group Work)
Safety Tips: 1. Be careful in
moving your body parts, especially
your neck and backbone.
2. Do not allow other persons to
pull or twist your arm.
Direct Instruction Direct Instruction
Activity #2: Observing Carousel brainstorming.
Movement of Muscles
Each group will take turns in writing How can you take care of the
Problem: How do muscles their ideas on how to care for the
musculoskeletal system.
work? Refer to New Science
Links p.116
Graphic Organizer
Create a simple graphic
organizer showing/ stating taking
care of our muscles.
Musical
Compose a song or jingle
about muscoskeletal system.
Digestive system is very The skin has
important because it provides several functions
nourishment to all body parts. too:
digestive system?
Refer to Science Boarders 6 p. 1. It protects the
59) body’s internal living
tissues and organs.
2. It protects the
Vocabulary body against
microorganisms and
1. enzyme- a chemical that invasion
by
speeds up digestion infectious organisms.
2. nutrient- material that your
3. It protects the
body gets from the food to use
body from
for energy, growth, and repair.
dehydration and
3. peristalsis- the rhythmic against abrupt
movement of the digestive changes in
tract temperature.

4. defecation- a process of 4. It helps dispose of

eliminating feces waste materials.

5. It acts as a
receptor for touch,
pressure, pain, heat,
and cold.
 6. It stores water
and fat

7. It helps in the
production of
vitamin D

Vocabulary

1.acne- inflammation
of the sebaceous
gland

2. white heads-
white small bumps
that usually appear
in the nose

F. Developing mastery Use of Sheltered Instruction Use of Sheltered Instruction Use of Sheltered Instruction Use of Sheltered Instruction Use of Sheltered
Instruction
(Leads to Formative Make a table comparing the
Assessment) three types of muscles
Mix and match activity: Create an exercise to: Complete the table below.
according to:
Explain the
Parts and functions of the Skeletal  Improve flexibility Structure Primary
a. Appearance differences between
System (group work)  Improve physical Function
b. Type of movement the terms
endurance and improve Mouth
Each group will be provided with c. Location
muscular strength Esophagus
parts(green) and functions d. Examples Stomach
(yellow) written in metacards. Small 1. Dermis and
Intestine Epidermis
Large
Guide Questions:
Intestine 2. Keratin and
Guide Questions: Colon
1. What can you see/observe Melanin
in the pictures given?
 2. How do these muscles 1. Why do we need to take good 3. Hair Follicles and
move or work? care of our muscles? sebaceous glands

2. Why can’t you control the

action of our muscles?

G. Finding practical Why should bones be strong? Why 1. Why don’t we overstretch Why is it that some schools, Why is breakfast considered as Why do commercials
applications of concepts is it important to prevent falls and our muscles? If we do, what hospitals, and department stores the most important meal of the on TVs promote skin
and skills in daily living other accidents that could injure will happen? 2. Why a have designed ramps for disabled day? lotions with a high
persons?
the bones? handicapped person should Sunscreen Protection
be treated with kindness and Factor?
Why is it dangerous to move a respect? TRIVIA: Borborygmus
person with spinal fracture?
TRIVIA: Don’t you know that Borborygmus is the rumbling
How will you take care of your your face has 50 muscles? You sound in the stomach. When you
bones? hear your stomach rumbling, it is
use 17 muscles to smile but
the signal from your brain that
more than 46 muscles to
the stomach has begun digestion.
frown. So from now on what
TRIVIA: Bones are alive. They are will you do?
made of living cells capable of
growing and repairing themselves.

H. Making generalizations What are the ideas did you learn in Metacognition for Stating Why do we need to take care What are the different parts/ What makes up our
and abstractions about the lesson? Knowledge of our musculo-skeletal structures of the digestive Integumentary
the lesson system? system? What are their system?
What are the parts and functions primary functions? How does
of the skeletal system? the digestive system work?
Explain how the bones and
Describe the potential muscles work together? Make a simple promise card on What are the
consequences if all bone tissues in how you are going to take different layers of
humans were made of spongy 2. How will you know that a good care of your Musculo- the skin?
bones & no compact bones. muscle is contracting?
 3. Why do muscles need rest? skeletal system.

Why are hair follicles

important?

I. Evaluating Learning EVALUATION: EVALUATION: EVALUATION: EVALUATION: EVALUATION:

Matching type: Match the parts of Completion Type.
the skeletal system in column A
with the functions in column B. Supply the missing words.
Choose your answers in the
Column A box below.
Column B The ______system consists of
all muscles in the body.
1. Skull a. the
Muscles have three kinds:
inner layer ______,______ and skeletal.
Muscles always work in
of the bone that _____.
contains yellowish If one muscle contracts the
opposite relaxes. _______help
substance which
the body move and do work.
manufactures Good food, exercise, rest, and
good posture are necessary to
blood cells
make muscles strong and
healthy.
Muscles Smooth Muscular
2. Spinal column
Cardiac Pairs
b. protects
the spinal cord
Group Activity: Make a chart
showing healthful habits that
promote the proper functioning of
the musculoskeletal system. (Use
rubrics in assessing their work)
Healthful Habits
Arranging Sequence of Events: A Multiple Choice:
Arrange the following statements Choose the letter of
according to the process of
your correct answer.
digestion and absorption in the
body. Number each of the steps (Science Borders 6 p.
according to the sequence it 54)
occurs.
1. Which of the
____ Water is absorbed.
following secretes
____Food is broken into small sebum?
pieces
a. dermis
____Nutrients pass through the
blood stream b. epidermis
c. nails
____Waste are removed from the
body.
d. oil gland
____Food is liquefied and
digested into forms that cell can 2. Which of the
use. following is the
function of the hairs
in the nose and ears?
a. reduce the skin’s
exposure to UV rays
b. filter dust particles
 in the body. c. protect the head
and the skull from
abrasion
3. Bones c. a rigid d. helps in sensations
case that like touch, pain, heat
, and pressure.
protects

the brain

4. Hinge joint d. allows

movement

in all

directions

5. Ball and socket

e. allows

movement

in one

direction only

J. Additional activities for Concept Mapping Write SM if the statement Write a short paragraph about the The digestive system Enumerate ways on
application and pertains to smooth muscles, CA if need for calcium for the provides nourishment for all how to take care of
remediation Write the parts and functions cardiac muscles, and SK if skeletal musculoskeletal system to the cells of our body. Using your integumentary
of the Skeletal system. muscles. function well. the concept map below,
system in the table
write at least 3 ways of good
_____1. These are muscles found below.
habits that will keep our
only in heart. digestive system healthy. Skin Hair Nail
 --------2. They are striated and
involuntary. 1

--------3. They are striated and 2 5

voluntary.

--------4. They are muscles of 3 4

internal organs.

--------5. The muscle cell of this

type contains only one nucleus.

V. REMARKS

VI. REFLECTIONS

A. No. of learners who

earned 80% on the
formative assessment

B. No. of learners who

require additional
activities 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 used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
strategies worked well? work well:
___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning ___ Socratic Questioning
Why did this work?
___ Socratic
___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning ___ Game-Based Learning Questioning

___Interactive Lecture ___Interactive Lecture ___Interactive Lecture ___Interactive Lecture ___ Game-Based
Demonstrations Demonstrations Demonstrations Demonstrations Learning

The activity can be a classroom The activity can be a classroom The activity can be a classroom The activity can be a classroom ___Interactive Lecture
experiment, a survey,a simulation or experiment, a survey,a experiment, a survey,a simulation experiment, a survey,a simulation Demonstrations
an analysis of secondary data. simulation or an analysis of or an analysis of secondary data. or an analysis of secondary data.
secondary data. The activity can be a
___Cooperative Learning ___Cooperative Learning ___Cooperative Learning classroom experiment,
___Cooperative Learning a survey,a simulation
___Jigsaws ___Jigsaws ___Jigsaws
or an analysis of
___Jigsaws
___Gallery Walks ___Gallery Walks ___Gallery Walks secondary data.
___Gallery Walks
___Fieldtrips ___Fieldtrips ___Fieldtrips ___Cooperative
___Fieldtrips Learning
___Making notes from book ___Making notes from book ___Making notes from book
___Making notes from book ___Jigsaws
___Use of internet/audio visual ___Use of internet/audio visual ___Use of internet/audio visual
presentation ___Use of internet/audio visual presentation presentation ___Gallery Walks
presentation
___Text books ___Text books ___Text books ___Fieldtrips
___Text books
___Investigations ___Investigations ___Investigations ___Making notes from
___Investigations book
___Models ___Models ___Models
___Models ___Use of
___Demonstrations ___Demonstrations ___Demonstrations internet/audio visual
___Demonstrations presentation
Other Techniques and Strategies used: Other Techniques and Strategies Other Techniques and Strategies
Other Techniques and Strategies used: used: ___Text books
used:
___Manipulative Tools ___Manipulative Tools ___Manipulative Tools ___Manipulative Tools ___Investigations

___Pair Work ___Pair Work ___Pair Work ___Pair Work ___Models

___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching ___Demonstrations

___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration Other Techniques and
Strategies used:
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___Manipulative Tools
___ Diads ___ Diads ___ Diads ___ Diads
___Pair Work
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Explicit Teaching
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Group
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method collaboration

Why? Why? Why? Why? ___ Carousel

___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Diads

___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Differentiated
Instruction
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Discovery Method
___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
collaboration/cooperation in doing collaboration/cooperation in collaboration/cooperation in collaboration/cooperation in ___ Lecture Method
their tasks doing their tasks doing their tasks doing their tasks
Why?
___ Audio Visual Presentation of the ___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Audio Visual Presentation of
lesson the lesson the lesson the lesson ___ Complete IMs

___ Availability of
Materials

___ Pupils’ eagerness

to learn
 ___ Group member’s
collaboration/coopera
tion in doing their
tasks

___ Audio Visual

Presentation of the
lesson

F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among
encounter that my pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor can
__ Pupils’
help me solve? __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude

__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs

Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable

__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Technology
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Equipment
Internet Lab Internet Lab Internet Lab
(AVR/LCD)
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__ Science/ Computer/

Internet Lab

__ Additional Clerical
works

G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I
__Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/ Localized and __Contextualized/
use/discover that I wish to
Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Localized and
share with other teachers? Indigenized IM’s
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional Materials
__ local poetical composition
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to
be used as Instructional
Materials
__ local poetical composition
__ Localized Videos
__ Making big books
from
views of the locality
__ Recycling of plastics
to
be used as
Instructional Materials
__ local poetical
composit
(Use TAHOMA 11 po)
Prepared by: Checked by: Approved:

ALPHA MAY TAMBALGUE KANGAH JESUSA V. MACAM EdD. EDITHA R. PRIDAS PhD.
Master Teacher 2 EPS-Science CID Chief