Republic of the Philippines

Department of Education
REGION XI
DIVISION OF DAVAO DE ORO
NABUNTURAN WEST DISTRICT
SAN ROQUE ELEMENTARY SCHOOL

Lesson Plan in Grade 6

Teacher: FRITZ JOHN M. SALOMA Quarter: 1 Learning Area:
Date and Time of Teaching: January 9, 2024, 1:40-2:30 PM Week: 7 SCIENCE

I. OBJECTIVES
 The learners demonstrate understanding the different characteristics of vertebrates and
A. Content Standards invertebrates

 The learners should be able to make an inventory of vertebrates and invertebrates that are
B. Performance Standards commonly seen in the community, and practice ways of caring and protecting animals

Learning Competency:
Determine the distinguishing characteristics of vertebrates and invertebrates
Competency Code: S6MTIIe-f-3
C. Learning Objectives
(Write the LC code) Learning Objective:
At the end of the lesson, the learners should be able to:
Determine the distinguishing characteristics of vertebrates and invertebrates.
II. CONTENT VERTEBRATES AND INVERTEBRATES
III. LEARNING RESOURCES
A. References
Curriculum Guide in Science 6, MELCS Page 90
1. Teacher’s Guide pages
Science Beyond Borders 44-51
2. Learner’s Materials pages Science Beyond Borders 92-109
B. Other Learning Resources ADM / PIVOT 4A Modules
1. Materials Pictures, Laptop, Smart TV, Power Point Presentation, Activity Sheets
C. Integration ESP, MAPEH, ENGLISH, TLE-ICT
D. Strategies Inquiry-Based Approach, Group Collaboration, ICT presentation, Differentiated Instruction
IV. PROCEDURES
A. Reviewing previous lesson *Prayer and Greetings
*Checking of Attendance
*Setting of Classroom Rules

ELICIT
Review: Let the pupils review the past lesson through a PowerPoint presentation.
Drill 1:
Direction: Arrange the given letters to identify the following words
(Presenting the activity through PowerPoint presentation)
Integrate syllabic reading
1. HUMAN 3. SYSTEM 5. ENVIRONMENT
2. BODY 4. ORGAN
Drill 2:

B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
Direction: Identify the pictures following of animals.
ENGAGE
VIDEO ANALYSIS:
Direction: Answer the questions based on the video presented.
Questions:
1. What information can you get from the video?
2. What are the 2 group of animals? Provide 2 examples
3. Based on the video, how can we identify animals according to their
group?
EXPLORE
Activity # 1: Independent Practice
Direction: Identify the following animals into Vertebrate or Invertebrate.
Activity # 2: Group Work
Special Reminders: Pupils are given 10mins to answer the activity
Be polite by listening attentively with each other during the pair share activity.
Please be reminded that you have to be polite at all times when talking with your group
mates.
Directions: Group the pupils into three. Let them do the assigned activity for their group
Group I will answer Learning Activity A.
Group 2 will answer Learning Activity B.
Group 3 will answer Learning Activity C.
Learning Activity A: Animal Classification Game
Teaching Strategy: Cooperative Learning
Materials: Animal picture cards, chart paper, markers
Significance: Students will work together to classify animals as vertebrates or
invertebrates based on their characteristics.
Instructions:
1) Distribute animal picture cards to the group.
2) In their group, students will discuss and classify the animals as vertebrates or
invertebrates.
3) The group will then present their classification to the class and explain their
reasoning.
Rubric:
 - Correct classification: 2 pts
- Clear explanation: 2 pts
- Participation: 1 pt

Assessment Questions:
1) What are the characteristics of vertebrates?
2) Give an example of an invertebrate and explain why it is classified as such.

Learning Activity B; Vertebrate and Invertebrate Collage

Teaching Strategy: Artistic Expression

Materials: Magazines, scissors, glue, large construction paper
Significance: Students will create collages to visually represent the distinguishing
characteristics of vertebrates and invertebrates.
Instructions:
1) Provide them with cut out pictures of animals.
2) In their collage, students will separate the pictures into two sections: vertebrates
and invertebrates.
3) Students will then label each section and add descriptive words or phrases to
highlight the distinguishing characteristics.

Rubric:
- Clear separation of vertebrates and invertebrates: 3 pts
- Creativity and craftsmanship: 1 pt
- Active participation in the discussion: 1 pt

Assessment Questions:
1) What characteristics did you consider when sorting the pictures into vertebrates
and invertebrates?

Learning Activity C: Venn Diagram Comparison

Materials: Venn diagram template, animal cards (both vertebrates and

invertebrates)
Significance: Students will compare and contrast the characteristics of vertebrates
and invertebrates using a Venn diagram.
Instructions:
1) Provide the group with a Venn diagram template.
2) Compare and contrast two different animals based on their characteristics.

Rubric:
- Correct placement of animals in the Venn diagram: 3 pts
- Clear and logical justification: 1 pt
- Active participation in the discussion: 1 pt

Assessment Questions:
1) What characteristics do all vertebrates share?
2) What characteristics do all invertebrates share?
3) What similar traits do these animals have in common?

E. Developing mastery (leads

to Formative Assessment) EXPLAIN
 Presenting the topic through PowerPoint presentation.

Animals can be classified according to the presence and absence of backbone.

1. Animals with backbone are called VERTEBRATES.
Animals that have backbones are called vertebrates. Vertebrates have two
pairs of limbs. Amphibians, reptiles, birds, and mammals are some
examples of vertebrates.
2. Animals without backbone are called INVERTEBRATES.
Worms, clams, jellyfish, flies, and spiders, are some examples of
invertebrates.

F. Finding practical
applications of concepts ELABORATE
and skills in daily living
Activity 3: Identify Me!
Question: To what group of animals does the picture belongs?

Activity 4: Remember Me!

You have learned in your English discussion that the Philippine Eagle is one
of the endangered animals in the Philippines, and you know someone from a
community that hunts this majestic bird, how will you help this people be
aware of this issue?

G. Making generalizations and

abstractions about the
lesson

Trivia: Obu Manuvu Tribe of the Philippines culturally consider

The Philippine Eagle as Pusaka or Sacred.
- The Unified Obu Manuvu Tribal Council, 2017
Generalization;

(Reflective Approach)
(The learners consolidated their learning ideas about the lesson)
1. What are the two group of animals?
2. Describe the distinguish characteristics of vertebrates
Give 2 examples
3. Describe the distinguish characteristics of invertebrates
Give 3 examples
 EVALUATE
Pupils are given 10mins to answer the activity

Directions: Read each item carefully. Choose the letter of the best answer.
H. Evaluating learning
_______ 1. To what group of animals does the picture belongs?
a. vertebrates c. invertebrates
b. mammals d. insects
_________2. Which group of animals is vertebrate?
a. frog, mosquito, cat c. earthworm, bee, bug
b. bird, snail, chicken d. fish, snake, dog
_________3. Snail, butterfly, bee, and clam are examples of invertebrates. This means that these
animals possess this distinguishing characteristic.
a. presence of backbone c. lack of food
b. absence of backbone d. presence of vision
_________4. Which is the distinguishing characteristic of vertebrates?
a. They have backbones. c. They have no backbones.
b. They have segmented bodies d. They have brain.
_________5. Which is the distinguishing characteristic of invertebrates?
a. They have backbones. c. They have no backbones.
b. They have spinal cord. d. They have brain.

EXTEND
Make an inventory of vertebrates and invertebrates that are commonly seen
I. Additional activities for in the community, and practice ways of caring and protecting animals
application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation

Prepared by: Checked and Observed by

FRITZ JOHN M. SALOMA EVANGELINE A. REPONTE

Teacher I Master Teacher I