School: BANAOANG CENTRAL SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: MRS. SHARMAINE ANNE M. VINLUAN Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: JANUARY 18, 2024 Quarter: 2ND QUARTER
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the different characteristics of vertebrates and invertebrates
The learners should be able to make an inventory of vertebrates and invertebrates that are commonly seen in the
B. Performance community
Standards
C. Learning Determine the distinguishing characteristics of vertebrates and invertebrates. S6MT-IIe-f-3
Competencies/
Objectives Knowledge:-Identify the different classes of vertebrates
Write the LC code Skill: Group animals into 5 classes
for each Attitude: Participate actively in group activity
Group of Vertebrates
II. CONTENT
III. Material Used Science 6 Quarter 2 Module 2, pp. 8-16
PowerPoint Presentation, Picture of Zoo, Manila Paper, Pentel Pen, video clip
IV. PROCEDURES
A. Reviewing previous (Integration of positive and non-violent discipline) ANNOTATIONS:
lesson or presenting Presenting the classroom standards: This illustrates observable
the new lesson When you indicator # 1: Applied knowledge of
Enter this classroom content within and across
curriculum teaching areas.
Learning is Fun,
Cooperation is Expected &
Our Positive Attitude &
Mutual Respect are part of
Everything We Do and Say!
This illustrates observable
indicator # 2: Use a range of
Picture Analysis teaching strategies that enhance
learner achievement in literacy and
numeracy skills.
Have you already gone in a zoo?
What are the animals you see in the picture?
What is common to all of them?
B. Establishing a Arrange Me! This illustrates observable
purpose for the Unscramble the letters to derive from the correct word based on the given meaning. indicator # 1
Apply knowledge of content
lesson within and across
1. lammam- any animal of which the female feeds her young on milk from her own curriculum teaching areas.
body.
2. drib- a creature with feathes and wings, usually able to fly.
3. shif- cold-blooded animal that lives on water, breathes with gills, and has fins
and scales.
4. prelites- are animals that lay eggs.
5. phibiamans- animals that live on land and in water.
C. Presenting Watching video clip (Vertebrates) This illustrates observable
examples/instances indicator #3 Applied a
range of teaching strategies
of the new lesson to develop critical and
creative thinking, as well as
other higher-order thinking
skills
D. Discussing new Let’s find out about vertebrates. This illustrates observable
concepts and indicator #3 Applied a
Vertebratesnew
are animals range of teaching strategies
practicing skills that have a spinal column and a skeleton to develop critical and
formed
#1 from bones. The word comes from vertebrae, the bones that
creative thinking, as well as
make up spines. other higher-order thinking
The skeleton holds up and protects the body of an animal. skills
Vertebrates share some basic characteristics. A hollow backbone
and the cranium, or skull, protect the spinal cord and brain of most
vertebrates. All vertebrates reproduce by mating between males and
females.
QUESTIONS:
1. What are vertebrates?
2. Where do the word vertebrates come from?
3. What do vertebrate animals have in common?
4. What is the function of the skeleton in a vertebrate animal?
5. How do vertebrate animals reproduce?
E. Discussing new Directions: Find out the different characteristics of animals around you. Answer each This illustrate observable
concepts and indicator # 7- Established
riddle below. a learner learner centered-
practicing new skills culture by using teaching
#2 strategies that respond to
linguistic, cultural, socio-
economic and religious
backgrounds
__________1. I live in water and I have gills for breathing. My body is covered with
scales. I have fins that help me move and keep my balance. What am I?
__________2. I spend part of my life in water and part of my life on land. I have gills
for breathing but they will soon be replaced by a pair of lungs as I grow older. What am
I?
__________3. I have lungs as the main organ of respiration and I have dry scaly skin.
__________4. I have wings for flying. My skeleton is made up of strong but light
bones. I have legs for walking or running.
__________5. I eat grass. I feed my young with milk. I have lungs for respiration and
four legs for walking or running.
F. Developing mastery What are the group of vertebrates and its distinguishing characteristics?
(leads to Formative This illustrates observable
indicator #1
Assessment 3) Apply knowledge of content
within and across
curriculum teaching areas.
This illustrates observable
indicator #3 Applied a
range of teaching strategies
to develop critical and
creative thinking, as well as
other higher-order thinking
skills
G. Finding practical Can you describe me?
applications of The class will be divided into 5 groups This illustrates observable
indicator # 9- Used
concepts and skills in strategies for providing
daily living Directions: Read each short paragraph. After reading, answer the questions by timely, accurate and
completing the table below. Write your answer on your activity sheet. constructive feedback to
improve learner
1. What covers their body?
performance.
2. How do they move?
3. How do they breathe?
Group 1- Mr. Kangaroo
Group 2- Tweety
Group 3- Crocks
Group 4- Nemo
Group 5- Froggy
H. Making What is vertebrate? This illustrates observable
generalizations and What are the different groups of vertebrates? indicator # 9- Used
strategies for providing
abstractions about Give examples of animals for each group of vertebrates. timely, accurate and
the lesson constructive feedback to
improve learner
performance
I. Evaluating learning Directions: Identify the characteristics of the different vertebrates by completing the
Chart using the following descriptions. Write your answer on the
activity notebook. This illustrates observable
indicator # 9- Used
strategies for providing
Classification - fish, bird, reptiles, amphibians, mammals timely, accurate and
constructive feedback to
Body Covering - scales, hair, skin, feather improve learner
performance
Movement - swim, walk and run, hop or jump, fly, crawl
ANIMALS CLASSIFICATION BODY MOVEMENT
COVERING
1. Lizard
2. Toad
3. Bat
4. Maya
5. Yellow Fin Tuna
6. Crocodile
7. Horse
8. Carabao
9. Salamander
10. Chicken
J. Additional activities Cut pictures of different animals and identify them according to their group.
for 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
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?
Prepared by:
SHARMAINE ANNE M. VINLUAN, PhD
Teacher III
Observed by:
CAROLYN B. GUTIERREZ
Master Teacher II