School: PIMPILA ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: JELLY BETH D. RAFAEL Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: NOVEMBER 7 - 11, 2022 (WEEK 1) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

The learner demonstrates an understanding of how the major organs of the human body work together to form organ systems
A. Content Standards

The learners should be able to make a chart showing healthful habits that promote proper functioning of the musculoskeletal, integumentary, digestive, circulatory,
B. Performance excretory, respiratory, and nervous systems
Standards

C. Learning Explain how the organs of each organ system work together(S6LT-lIa-b-1)
Competencies/
Objectives
Write the LC code for
each
Describe the structure and Describe the structure and Discuss proper care of the Describe the structure and Be able to answer 10
function of the parts of the function of the parts of the muscular and skeletal system functions of the parts of the item test with
skeletal system muscular system digestive system. accuracy ,honesty and
with 80% proficiency
Parts and functions of Musculo- Parts and functions of musculo- Parts and functions of musculo- Parts and functions of digestive WEEKLY TEST
II. CONTENT skeletal system skeletal system skeletal system system

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages The New Science Links, pp. 104- The New Science Links,pp.114- The New Science Links pp. 119. The New Science Links pp. 129-
113 121 The Amazing World of Science 6 137 The Amazing World of
pp. 65-67 Science 6 pp. 77-82.
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Science Worksheets, video clips Worksheets, crossword puzzle Charts and pictures Charts and pictures Test Questionnaires,
Resources test notebook, pen, e-
class record
IV. PROCEDURES
A. Reviewing previous ENGAGEMENT: ENGAGEMENT: ENGAGEMENT: ENGAGEMENT: Preparation of test
lesson or presenting Have you observed how houses 1. Review on Skeletal System: 1. Checking of Assignments. / 1. Checking of Assignment. materials.
the new lesson are built? Crossword puzzle activity. Review about the muscular 2. Review on how to take care Recall their past lessons
What will the construction worker 2. Touch your cheek, legs, arms, system. of the musculo-skeletal system. about the Skeletal and
do first? palms, fingers, and stomach. 2. Have the pupils perform their 3. Why do we eat food? If you Digestive System and
How will you compare that to the exercise routine. are hungry how you do feel? how to care for and
human body? Can you feel the fleshy parts? Have you ever wondered what protect the Skeletal and
 Is there a framework that provides Then ask” How do you feel after happened to the food you have Digestive System.
structure to the human body? How do they feel? the exercise? Why do we need to just eaten? What processes it
What do you call this framework? exercise? What do you think will undergoes until it becomes the
Activity # 1 Let the pupils connect Are they hard or soft? happen to those people who do nutrients that will nourish your
the cut out pictures of the human not exercise? body?
skeletal system. Your bones are covered with
muscles. Can you imagine
yourself without the muscles that
cover your bones and other
internal organs?

B. Establishing a 1.Skeleton dance Four Pics, One Word. Guess the Why do we need to wear helmet Fill in the missing letters of Setting of Standards in
purpose for the https://www.youtube.com/watch? word by studying how the four when riding a motorcycle? fruits and vegetables to reveal taking the test
lesson v=e54m6XOpRgU pictures are related to each other. the magic word. (Show picture Distributions of test
2. Label the parts:Group Work Write the word in the box below. of the digestive system) materials.

__ __ __ __ __

C. Presenting EXPLORATION: EXPLORATION: EXPLORATION: EXPLORATION: Reading of test

examples/inst “What is the purpose of the Group Work Activity: Picture analysis: Group Work Activity directions
ances of the human skeleton?” How are the muscles connected Showing pictures of Common “Investigating Digestion of Food
new lesson 1.Setting of standard/Safety tips to the bones? injuries and diseases of the in the Mouth”
2.Activity #1: Examining Bone musculo-skeletal system. Problem: What processes
Structure Question: What have you happen when the food is in the
Problem: How do skeleton seen/observe in the picture mouth?
functions? given?
D. Discussing EXPLANATION: What are the EXPLANATION: How are muscles EXPLANATION: What are other EXPLANATION:
new concepts two division of the skeletal connected to bones? What are musculoskeletal system injuries What are the parts and
system? What are the parts & the types of muscles? and disorders? What are their functions of Digestive System?
functions of the axial skeleton? symptoms? How are they Mix and Match activity. Parts &
The appendicular skeleton? What treated? How can they Functions of the digestive
is the difference between compact prevented? system.
bone & spongy bone? Why is bone
marrow important?
E. Continuation Activity #2: Observing Activity #2: Observing Movement Activity #2 Carousel Activity#2 Group work
of the Movements of Joints of Muscles brainstorming. “Investigating Digestion of Food
discussion of Problem: What are the different Problem: How do muscles work? Each group will take turns in in the Stomach”
new concepts kinds of joints? Safety Tips: Do not overstretch writing their ideas on how to care Problem: What processes
(leads to your muscles. the musculo-skeletal system. happen when the food is in the
Formative Safety Tips: 1. Be careful in stomach?
Assessment 2) moving your body parts, especially Safety Tips: Be careful in
your neck and backbone. handling liquids like
2. Do not allow other persons to hydrochloric acid.
pull or twist your arm. Always wait for the teachers
instruction before performing
the activity
F. Developing Mix and match activity: Picture analysis: Group work. Create an exercise to: Chain of Events: Think of one Answering of the 10
mastery Parts and functions of Skeletal The teacher show pictures of the  Improve flexibility food item that you enjoy eating. item test
(leads to System (group work) different types of muscles maybe:  Improve physical Using the diagram below and
Formative a. smooth muscles describe the chain of events
 Assessment 3) Each group will be provided with b. cardiac muscles endurance that happens during the
parts(green) and function(yellow) c. skeletal muscles  Improve muscular digestion of your favorite food.
written in metacards. Guide Questions: strength Indicate all the structures that
1. What can you see/observe in are involved.
the pictures given?
2. How do these muscles move or
work?
3. Compare and contrast the
three kinds of muscles:

G. Finding ELABORATION: Why should ELABORATION: 1. Why don’t we ELABORATION: Why is it that ELABORATION: Why is How to get a high score
practical bones be strong? Why is it overstretch our muscles? If we some schools, hospitals, and breakfast considered as the in a given test?
applications important to prevent falls and do, what will happen? 2. Why department stores have designed most important meal of the Why should you past in
of concepts other accidents that could injure handicapped person should be ramps for disabled persons? day? any given test?
and skills in the bones? treated with kindness and
daily living Why is it dangerous to move a respect? TRIVIA: Borborygmus
(reflective approach) person with spinal fracture? Borborygmus is the rumbling
How will you take care of your TRIVIA: Don’t you know that your sound in the stomach. When
bones? face has 50 muscles? You use 17 you hear your stomach
muscles to smile but more than rumbling, it is the signal from
TRIVIA: Bones are alive. They are 46 muscles to frown. So from now your brain that the stomach has
made of living cells capable of on what will you do? begun the digestion.
growing and repairing themselves.
H. Making What are the ideas did you learn in 1. Explain how the bones and Why do we need to take care of What are the parts of the Checking and recording
generalization the lesson? muscles work together? our musculo-skeletal system? digestive system? How does the of test results
s and What are the parts and functions 2. How will you know that a digestive system work?
abstractions of the skeletal system? muscle is contracting?
about the Describe the potential 3. Why do muscles need rest?
lesson consequences if all bone tissues in
humans were made of spongy
bones & no compact bones.
I. Evaluating EVALUATION: Matching type: EVALUATION: Completion Type. EVALUATION: Group Activity EVALUATION: Getting the frequency of
learning Match the parts of the skeletal Supply the missing words. Choose Make a chart showing healthful Arranging Sequence of Events: error/ test item analysis
system in column A with the your answers in the box below. habits that promote the proper Arrange The New Science Links
functions in column B. The ______system consist of all functioning of the musculo- pp. 129-137 The Amazing World
Column A Column B muscles in the body. Muscles skeletal system.(Use rubrics in of Science the following
1. Skull a. the have three kinds:______,______ and assessing their work) statements according to the
inner layer of the bone that skeletal. Muscles always work in Healthful Habits process of digestion and
2. Spinal column _____.If one muscle contracts the absorption in the body. Number
contains yellowish substance opposite relaxes. _______help the each of the steps according to
3. Bones which body move and do work. Good the sequence it occurs.
manufactures blood cells food, exercise, rest, and good ____ Water is absorbed.
4. Hinge joint in the posture are necessary to make ____Food is broken into small
body. muscles strong and healthy. pieces
5. Ball and socket b. Muscles Smooth Muscular ____Nutrients pass through the
protects the spinal cord Cardiac Pairs blood stream
c. a ____Waste are removed from
rigid case that protects the the body.
brain ____Food is liquefied and
d. digested into forms that cell can
allows movement in all use.
directions
e.
 allows movement in one
direction only
J. Additional activities How will you take care of your Assignment: Assignment: Assignment:
for application or bones? Write SM if the statement Write a short paragraph about the The digestive system provides
remediation pertains to smooth muscles, CA if need for calcium for the musculo- nourishment for all the cells of
cardiac muscles and SK if skeletal skeletal system to function well. our body. What are good habits
muscles. that will keep our digestive
_____1. These are muscles found system healthy?
only in heart.
--------2. They are striated and
involuntary.
--------3. They are striated and
voluntary.
--------4. They are muscles of
internal organs.
--------5. The muscle cell of this
type contains only one nucleus.
V. REMARKS
VI. REFLECTION
A. No. of learners who ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move
earned 80% in the next objective. next objective. next objective. the next objective. on to the next objective.
evaluation ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
mastery mastery mastery mastery 80% mastery
B. No. of learners who ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find
require additional answering their lesson. answering their lesson. answering their lesson. in answering their lesson. difficulties in answering
activities for ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties in their lesson.
remediation answering their lesson. answering their lesson. answering their lesson. answering their lesson. ___Pupils found
___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the difficulties in answering
because of lack of knowledge, because of lack of knowledge, because of lack of knowledge, lesson because of lack of their lesson.
skills and interest about the skills and interest about the skills and interest about the knowledge, skills and interest ___Pupils did not enjoy
lesson. lesson. lesson. about the lesson. the lesson because of
___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on lack of knowledge,
lesson, despite of some difficulties lesson, despite of some lesson, despite of some the lesson, despite of some skills and interest about
encountered in answering the difficulties encountered in difficulties encountered in difficulties encountered in the lesson.
questions asked by the teacher. answering the questions asked by answering the questions asked by answering the questions asked ___Pupils were
___Pupils mastered the lesson the teacher. the teacher. by the teacher. interested on the
despite of limited resources used ___Pupils mastered the lesson ___Pupils mastered the lesson ___Pupils mastered the lesson lesson, despite of some
by the teacher. despite of limited resources used despite of limited resources used despite of limited resources difficulties encountered
___Majority of the pupils finished by the teacher. by the teacher. used by the teacher. in answering the
their work on time. ___Majority of the pupils finished ___Majority of the pupils finished ___Majority of the pupils finished questions asked by the
___Some pupils did not finish their their work on time. their work on time. their work on time. teacher.
work on time due to unnecessary ___Some pupils did not finish their ___Some pupils did not finish their ___Some pupils did not finish ___Pupils mastered the
behavior. work on time due to unnecessary work on time due to unnecessary their work on time due to lesson despite of limited
behavior. behavior. unnecessary behavior. resources used by the
teacher.
___Majority of the pupils
finished their work on
time.
___Some pupils did not
finish their work on time
due to unnecessary
behavior.
C. Did the remedial ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who
lessons work? No. of above above above above earned 80% above
 learners who have
caught up with the
lesson
D. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
continue to require additional activities for additional activities for additional activities for additional activities for require additional
remediation remediation remediation remediation remediation activities for
remediation
E. Which of my ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
teaching strategies ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who
worked well? Why the lesson the lesson the lesson the lesson caught up the lesson
did these work?
F. What difficulties did I ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who
encounter that my require remediation require remediation require remediation require remediation continue to require
principal or remediation
supervisor can help
me solve?
G. What innovation or Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that
localized materials ___Metacognitive ___Metacognitive ___Metacognitive ___Metacognitive work well:
did I use/discover Development: Examples: Self Development: Examples: Self Development: Examples: Self Development: Examples: Self ___Metacognitive
that I wish to share assessments, note taking and assessments, note taking and assessments, note taking and assessments, note taking and Development:
with other teachers? studying techniques, and studying techniques, and studying techniques, and studying techniques, and Examples: Self
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. assessments, note
___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- ___Bridging: Examples: Think- taking and studying
pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and pair-share, quick-writes, and techniques, and
anticipatory charts. anticipatory charts. anticipatory charts. anticipatory charts. vocabulary
assignments.
___Schema-Building: Examples: ___Schema-Building: ___Schema-Building: ___Schema-Building:
___Bridging:
Compare and contrast, jigsaw Examples: Compare and Examples: Compare and Examples: Compare and
learning, peer teaching, and contrast, jigsaw learning, peer contrast, jigsaw learning, peer contrast, jigsaw learning, peer Examples: Think-pair-
projects. teaching, and projects. teaching, and projects. teaching, and projects. share, quick-writes, and
anticipatory charts.
___Contextualization: ___Contextualization: ___Contextualization: ___Contextualization:
___Schema-Building:
Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Demonstrations, Examples: Compare
media, manipulatives, repetition, media, manipulatives, repetition, media, manipulatives, repetition, media, manipulatives, and contrast, jigsaw
and local opportunities. and local opportunities. and local opportunities. repetition, and local learning, peer teaching,
___Text Representation: ___Text Representation: ___Text Representation: opportunities. and projects.
Examples: Student created Examples: Student created Examples: Student created ___Text Representation: ___Contextualization:
drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. Examples: Student created Examples:
___Modeling: Examples: ___Modeling: Examples: ___Modeling: Examples: drawings, videos, and games. Demonstrations, media,
Speaking slowly and clearly, Speaking slowly and clearly, Speaking slowly and clearly, ___Modeling: Examples: manipulatives,
modeling the language you want modeling the language you want modeling the language you want Speaking slowly and clearly, repetition, and local
students to use, and providing students to use, and providing students to use, and providing modeling the language you opportunities.
samples of student work. samples of student work. samples of student work. want students to use, and ___Text
Other Techniques and Other Techniques and Other Techniques and providing samples of student Representation:
Strategies used: Strategies used: Strategies used: work.
Examples: Student
___ Explicit Teaching ___ Explicit Teaching ___ Explicit Teaching Other Techniques and
___ Group collaboration ___ Group collaboration ___ Group collaboration Strategies used: created drawings,
___Gamification/Learning throuh ___Gamification/Learning throuh ___Gamification/Learning throuh ___ Explicit Teaching videos, and games.
play play play ___ Group collaboration ___Modeling: Example
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___Gamification/Learning throuh s: Speaking slowly and
activities/exercises activities/exercises activities/exercises play clearly, modeling the
___ Carousel ___ Carousel ___ Carousel ___ Answering preliminary language you want
___ Diads ___ Diads ___ Diads activities/exercises students to use, and
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Carousel providing samples of
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Diads student work.
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Differentiated Instruction Other Techniques
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Role Playing/Drama and Strategies used:
Why? Why? Why? ___ Discovery Method ___ Explicit Teaching
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Lecture Method ___ Group collaboration
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials Why? ___Gamification/
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Complete IMs Learning throuh play
___ Group member’s ___ Group member’s ___ Group member’s ___ Availability of Materials ___ Answering
collaboration/cooperation in collaboration/cooperation collaboration/cooperation ___ Pupils’ eagerness to learn preliminary
doing their tasks in doing their tasks in doing their tasks ___ Group member’s activities/exercises
___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Audio Visual Presentation collaboration/cooperation ___ Carousel
the lesson the lesson of the lesson in doing their tasks ___ Diads
___ Audio Visual Presentation ___ Differentiated
of the lesson Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of
Materials
___ Pupils’ eagerness to
learn
___ Group member’s
collaboration/coope
ration
in doing their
tasks
___ Audio Visual
Presentation
of the lesson