School: Grade Level: VI

GRADES 1 to 12 Teacher: Credit to the author of this file Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: JANUARY 15-19, 2024 (WEEK 9) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards The interactions for survival among living and non-living things that take place in tropical rainforests, coral reefs, and mangrove swamps

B. Performance Form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important
Standards plants and animals

C. Learning Discuss the interactions among living things and non-living things in tropical rainforests, coral reefs and mangrove swamps ( S6LT II i-j-5)
Competencies/
Objectives
Write the LC code for
each
a.Identify living and non-living Construct food chains to show CATCH-UP FRIDAY
things in a mini-ecosystem. feeding relationships among living
b.Draw samples of living things
things and non-living things
 Tropical rainforests
found in a mini-ecosystem.
 Coral reefs
c.Show concern in the
environment.  Mangrove swamps
Work harmoniously with the
group
Living Things and Non-Living Ecosystems : Topical rainforests 1.Interactions Among Living Things
II. CONTENT Things Coral reefs (Food Chair)
Mangrove swamps 2.Tropical rainforests
2.1Coral reefs
2.2 Mangrove swamps

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages Exploring Science and Health Cyber Science 6, Myrna Q. Sci-Tech Wonder 6
VI, p.83 Adduru, pp.175-179 p. 187 -
 The New Science Links 6 , Evelyn
Castante—Padpad, pp.269-274
www.google .com.ph

4. Additional Materials http/www.e-

from Learning learningforkids.org/ecosystem/
Resource (LR) portal tropical rainforest/mangrove
swamps/coral reefs/
B. Other Learning https://
Resources www.youtube.com/
watch?v=biB39CSwj6M

IV. PROCEDURES

Vocabulary producer
Development consumer
food chain
depend

A. Reviewing previous Activate prior knowledge of What do we ENGAGEMENT:

lesson or presenting pupils by giving them jumbled have in the Picture Analysis
the new lesson letters to get the word correctly. Picture? The teacher show picture of grass ,
(See attached activity sheet # 1) chicken and snake.
How these three living things
related to each other?

What are the organisms present in

the picture?
B. Establishing a purpose Present pictures of Living and In this lesson you will learn about Why do living and non living things GAME:
for the lesson Non-Living Things found tropical rainforest, coral reefs live in a specific environment? Get the envelope and identify
aroun What can you say about and mangrove swamps and their the picture organism inside the
the pictures ? Can you group components and how do they envelop..
them ? How ? differ from one another. Make as simple habitat from the
(Teacher may have a video different organism you have
presentation before the activity) found inside the envelop.
 Forest
 Coral reefs
  Mangrove area

C. Presenting Group the pupils into 5 and give Group Activity EXPLORATION:
examples/instances of Show video about Ecosystem the respective tasks for each A. Grouping of pupils
the new lesson group. Choose rapporteur to B. Setting of standards
present your output.
C. Activity
Group 1 - The pupils will label
Activity 1
the pictures and describe each.
(Activity sheet # 2) Food chain in Coral Reefs
Group 2 - The pupils will fill up Activity 2
the table to show the different Food chain in tropical rain forest
component for each type of Activity 3
ecosystem (Activity sheet # 3) Food chain in mangrove area
Group 3 – The pupils will draw
Activity 4
the tropical rainforest, mangrove
swamps and coral reef and label Draw a food chain in tropical
each. (Activity sheet # 4) forest
Group 4 – The pupils will act out Activity 5
as Mr. Forest, Ms. Mangrove What a Corals?
Swamp and (through video presentation)
Mrs. Coral Reef and introduce
their components.
Group 5 – The pupils will solve a
picture puzzle of forest ,
mangrove swamp and
coral reef and name it after.

D. Discussing new Group Activity ( by learning Discussion of the lesson EXPLANATION

concepts and stations ) Please see Presentation of outputs. Based on the activity you have
practicing new skills attachments. made, what are the food chain you
#1
made from tropical rain forest?
mangrove? coral reefs?
Which are the primary
consumers? Secondary
consumers?
Can a secondary consumer
become a primary consumer?
Why?
What is being transfer in food
chain?
 Which happens to the amount of
stored energy as it transferred
from one consumer to another?
E. Discussing new Process the output of the pupils DIRECTIONS: Identify the symbiosis
concepts and and discuss the type of relationship of the following
practicing new skills ecosystem as tropical rainforest, situation
#2 mangrove swamp and coral reef being described in each item. Write
using the presentation found in your answer on your answer sheet.
the web (http./www.e-
learningforkids.org./ecosystem/) 1.Marie enjoyed snorkeling during
summer
vacation. She witnessed that Sea
urchins eat corals. What interaction
in
marine ecosystem does it show?
______________________________
__
2. Clownfish meets sea anemone
during his sea exploration. They
became friend in the long run.
Clownfish protects sea anemone
from
marine creature that immune on its
tentacles while sea anemone serves
as
habitat of Clownfish .What
interaction
in marine ecosystem does it show?
______________________________
_
3. The reduction of sea urchin
population growth causes of
decreasing reproduction of
corals. What does it show?
______________________
4. Mark’s group dissected Tilapia
during their science experiment.
They discovered that worms lives
in the flesh of fish. If worm
harmed the fish, what does it
depict?
__________________________
 5. Barnacles and whales were
friends. Barnacles considered
as commensals while the
whales are host. What
interaction in marine
ecosystem does it show?

F. Developing mastery Describe the component of each Individual Activity

(leads to Formative type of ecosystem . Construct a food chain in the
Assessment 3) following places.
Choose only one habitat? Be able
to explain your work?
G. Finding practical What do you expect to see in Differentiate each type of Group Great Parasites ELABORATION
applications of a swamp pond and in a desert ecosystem: Title of the activity: Show picture of a mangrove tree.
concepts and skills in ? Try to classify living from Where can we usually find or “ I Can Shout My Fate” Are you familiar to this tree?
daily living non-living things. locate Tropical rainforest, Prepare and present a rap about Describe the tree. What tree is
mangrove swamps and coral the concept learned. this? Why this tree can survive in
reefs? Group Powerful Competitors this area? Is there food chain can
Title of the Activity: you make out of this habitat?
I Can Paint My Life ( State the food chain and explain
Draw and present a drawing your answer)
showing
An interaction about the concept
learned
H. Making Using concept mapping/webbing What are the different kinds of What are the ideas did you
generalizations and Fill up the concept map give the distinct description for interaction learned in the lesson?
abstractions about the correctly. each type of ecosystem in a rainforest? Mangrove swamp? A sequence of different feeding
lesson Coral Reef?
Types of level of organism in an ecosystem
Ecosystem is called food chain.
Tropical Mangrove Swamps

Coral Reefs

I. Evaluating learning Directions: Select at least five pairs EVALUATION

Write LT if the things found of organisms. A. Using the picture of food
belong to living things and What relationships do they have?
 NLT if it belongs to non-living For the organisms which are paired web. Construct 5 food
things. already, chains?
1. trees just write these organisms in the
2. table data table and
3. cloud give also the type of relationship.
4. laptop
5. air Organisms Type of Interaction
6. lion B. Assessment of the pupils
7. sunlight
activity using Rubrics
8. teacher
9. water
10. ballpen
J. Additional activities On your way home, list down Visit your community. Observe
for application or the living things and non- and write at least three interactions
remediation living things you can see. among living things that you could
find. Prepare your observation as
shown below.

Organisms Type of Interaction

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?