SEMI-DETAILED LESSON PLAN IN GRADE 6 SCIENCE

Date: December 6, 2022 Quarter/Lesson #: 2nd /1

Grade: 6

Most Essential Learning Competency:

CONTENT STANDARD: The learners demonstrate understanding of how the
major organs of the human body work together to form
organ systems.
PERFORMANCE STANDARD: The learners should be able to make a chart showing
healthful habits that promote proper functioning of the
musculo-skeletal, integumentary, digestive, circulatory,
excretory, respiratory, and nervous systems
LEARNING COMPETENCY: The learner should be able to explain how the different
organs systems work together. (S6LT-IIa-b-1)
I - OBJECTIVES:
At the end of the lesson, the pupils should be able to:
a) Identify and describe the parts and functions of the digestive system
b) Explain how each part of the digestive system works together thru digestion
c) Promote healthful habits for the proper functioning of the digestive system.
II – CONTENT:
A. SUBJECT MATTER: The Digestive System
B. SCIENCE CONCEPTS:
1. Digestive System consists of the parts of the body, working together that help turn the
food and liquids into the building blocks and fuel the body needs.
2. Digestion is the process by which food is changed into simpler substances that can be
used by the body cells to produce energy.
3. Mouth-receives the food you eat. Inside the mouth are the tongue and teeth
where food is cut and broken down into smaller pieces by the teeth, saliva
and tongue.
4. Esophagus-where food travels through peristalsis going to the stomach.
5. Stomach-where food is digested through the aid of the gastric juice and peristalsis until
it becomes a thick, soupy mixtures.
6. Large intestine- where undigested foods stay temporarily and, a temporary storage of
water.
7. Small Intestines- a 7-meter coiled long tube in the lower abdomen where food is finally
digested and absorbed nutrients.
8. Rectum- stores this waste until it is eliminated through the anus.

C. LEARNING RESOURCES:
1. DepEd Science 6-Quarter 2 Module 1
2. MELC: pg. 382-(S6LT-IIa-b-1)
3. LRMDS.deped.gp.ph. Science
4. Human Model/Torso
5. Website:
Google Search: Different Picture
D. Science Processes:
Identifying, Observing, Inferring, Explaining
E. Integration:
English- Sentences and Fiction Story:
“The Amazing Adventure of Jolly Jellybean and Chuy Chewing Gum”
EsP and Health- Care of the Digestive System

III – PROCEDURE:
1. Elicit:
a. Checking the attendance.
b. Energizer: Puzzle Game: Skin, Hair, and Nails
 - What do you call the given puzzle?
- How do we take care of our integumentary system?
c. Review of the previous Lesson:
GAME: WHAT FOOD I AM?
Teacher will describe an object they must guess the name of the object.

1. I am a fruit that is color yellow, and I make your bone strong.

2. I am color orange, and I am good for the eyes and nourishes your skin. What food I am?

3. I’m a food that consist of a white or brown hard shell, and yellow soft inside.
What food I am that gives nutrients to your bones?

4. I’m soft and color red, sometimes I am sour or sweet. They always put me on their eyes
but most of the time I am used to keep your skin smooth. What food I am?

- From the drill what have you observe?

-
- What have you notice from sentence number 1-4?
- How can we get the nutrients from the food?
- What part of our body we used to eat? What is happening with the food is inside us
mouth?
- What do you call the process of chewing and making the food in tiny pieces inside us
mouth?
- Aside from the mouth what other parts you know that helps in digestion of the food?
2. Engage:
-Arrange the jumbled letters to form the names of the Parts of the Digestive System. Raise
your hand if you want to answer.

a. H T M U O= MOUTH

b. E P S G O U H A= ESOPHAGUS

c. M S A H T O C= STOMACH

d. L A M S L S E N I T S T E N I = SMALL INTESTINE

e. R G A L E T E T I N E S S E N I = LARGE INTESTINE

f. M R T E C= RECTUM

3. Explore:
-Using the Human Body Torso Teacher will present the parts of the digestive system.
Let the pupils name the parts.
1. Group Activity: Each group will have different activities
 Group 1: Fiction Story about Digestive System
Group 2: Crossword Puzzle
Group 3: Label the Parts of the Digestive System
Group 4: Function of the Parts of Digestive System (Matching Pictures)
Group 5: Process or flow of food digestion
2. Each group Swill be given 5mins.to discuss the following based from their acquired
knowledge from the discussion.
3. After their groupings one of the group members may present or discuss their report.
4. Each group will be given 3-5 mins.to present their report.

4. Explain:
Activity: Name and explain the different parts of the digestive system base from the
process of digestion.

1.

2.

3.

4.

5.

5. Elaborate:
a. Generalization:
-Let the students complete the statement below: Give them ample time to complete this
statement in a sheet of paper.
I have learned that…
Complete the statement below. Choose your answer from the word.

small intestine large intestine stomach rectum anus

esophagus mouth digestion

The process of breaking down the food that can be absorbed for the use of the body is called
_________.
Digestion starts in the _________then when the food swallowed it enters the ____________.
The food then travels to the _________where it is broken down into smaller pieces.
The food goes to the ________, a 7-meter coiled long tube in the lower abdomen where final
digestion takes place. Undigested food goes to the_________.
The _____________ stores this waste until it is eliminated through the __________.

b. Values Integration:

- Is it important to have a digestive system? Why?

- How are you going to take care of the parts of your digestive system?
 6. Evaluate:
Learners A:
Read the statement carefully. Choose the letter of the correct answer.
__________1. Which of the following statements best describes the function of the digestive
system?
a. It releases acids and mixes food.
b. It aids in absorption of nutrients from food.
c. It carries food from stomach to the intestine.
d. It breaks down food so that the body can absorb food nutrients.
__________2. Which shows the correct order of food travelling through the digestive system
after it is swallowed?
a. stomach, esophagus, large intestine, small intestine
b. small intestine, large intestine, esophagus, stomach
c. esophagus, stomach, large intestine, small intestine
d. esophagus, stomach, small intestine, large intestine
__________3. What do you call the process of breaking down the food into a form that can be
absorbed for use by the body?
a. Digestion
b. Integumentary system
c. Skeletal system
d. Respiratory system
_________4. What system is composed of the mouth, esophagus, stomach, small intestine, and
large intestine?
a. Digestive System
b. Respiratory System
c. Circulatory System
d. Excretory System
__________5. Where does first digestion take place?
a. small intestine
b. large intestine
c. esophagus
d. mouth

Learners B: Arrange the flow of food .in our digestive system by writing 1-5.

_______1.

_______2.

_______3.

_______4.

_______5.

7. Extend:
A. Application:

Create a slogan or poster on how you are going to Promote healthful habits for the proper
functioning of the digestive system specially this time of pandemic and gatherings are
already allowed which people leads to eating and drinking party.
Category
10 pts. 8 pts. 6 pts. 4 pts.

Coverage of The poster/slogan The poster/slogan The poster/slogan needs The poster/slogan
the topic captures the captures the important more information to has nothing to do
important information information about the further understand it. with the topic
about the topic topic but need more
information to fully
understand it.

Organization All information is 1 information is not 2 information are not 3 or more information
organized well organized well organized well are not organized
well

Layout & All information on the Most of the information on Some of the information Most of the
Design poster can be clearly the poster can be clearly on the poster can be information on the
identified identified clearly identified poster are not easy
to understand

Mechanics No spelling or Almost no spelling or A few spellings and Many spellings and
punctuation error punctuation error punctuation error punctuation error

Prepared by:

EDEN W. BORJA
Teacher II