Grade

School BLISS ELEMENTARY SCHOOL Level VI - ROSE

Learning
Teacher MARC CARLO T. MANSA Area SCIENCE
Teaching Date SECOND
November 20, 2024 Quarter
and Time QUARTER (Week 4)

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

B. Performance The learners should be able to make an inventory of vertebrates and invertebrates that
Standard commonly seen in the community

C. Learning At the end of the 60 minutes lesson, the learners are able to attain 75% level of
Competencies success on how to:

a. Determine the characteristics of vertebrates.

b. Give examples of vertebrates that are commonly seen in the community.
c. Practice taking good care of animals. S6MT-IIe-f-3
II. Content or Topic
Vertebrates
III. Learning
Resources
A. References

1. Teacher`s Guide Science-CG-Grade 6 page. 39

2. Learner`s Cyber Science by Myrna Q. Adduru pages. 135-171
Materials Pages
3. Other Learning PowerPoint Presentation, cut-out pictures, marker, and Visual Aids
Materials

IV. Procedures Teacher`s Activities Pupil`s Activities INDICATORS

A. Reviewing Preliminary Activities:

previous lesson/s or
presenting the new 1. Prayer
lesson Before we start our class today, (Stand up)
kindly stand up everyone for our
prayer. ( Call one pupil to lead the
prayer)
Let`s bow down our head
and close our eyes and
pray... Amen.
2. Greetings
Good afternoon grade 6!
Good afternoon! Teacher
Marc
How are you grade 6?
We are okay teacher
Okay, it`s good to hear that. But
before you sit down kindly pick up
some pieces of paper or trash under (Picking some trash and
 your chairs and arrange your chairs arranging the chairs
properly. properly)

If you are done you may sit down (pupils are sitting)
quietly.

3. Checking of attendance
Who are absent this afternoon?

Okay, Very good! None teacher

4. Classroom Rules
Everyone kindly read our classroom
rules.
Classroom Rules Indicator 4:
1. Sit properly Plan, managed
2. Raise your right and implement
(The learner’s are going to read the hand if you want to developmental
classroom rules) speak ly sequenced
3. Be quiet and listen teaching
when someone is learning
ELICIT speaking process to
4. Participate in any meet
class activities curriculum
5. Follow instructions requirements
Those are the rules that you should and varied
follow and obey in order for us to teaching
have a peace flow of discussion. Do
you understand grade 6?

5. Review
Class, can you recall our topic Yes, Teacher
yesterday?

Very good! Our topic yesterday was all

What is the function digestive about digestive system, sir.
system?

The function of digestive Indicator 1:

Very good! system is digestion and Apply
What is digestion? absorption. knowledge of
content within
and across
curriculum
Is the breakdown of food teaching areas.
Can you cite the different parts of into small molecules, which (Identifying
the digestive system? are then absorbed into the parts of the
body. digestive
system. S6LT-
IIa-b-1)
Very good! Mouth, Esophagus,
I will flash pictures on screen and I Stomach, Liver, Pancreas,
want you to tell me what part of Small Intestine, Large
digestive system is it. Intestine, Anus.
 (flash pictures of the digestive
system)

1.
1. Small Intestine

2.
2. Pancreas

3.
3. Mouth

4.
4. Large Intestine

5.

5. Liver

6.
6. Esophagus

7.
7. Stomach

B. Establishing a Motivation
purpose for the
/Motivation I have here different pictures of
animals inside the box. What you
are going to do is pick one and
classify it based on their habitat
 were they lived if it is found in land,
water or both water/land.
Indicator 3:
Applied a
range of
teaching
strategies to
develop
critical and
creative
1. thinking, as
1. Land well as other
higher-order
2. thinking skills.
2. Water
ENGAGE
3.

3. Both

4.
4. Land

5.
5. Water

6. 6. Water

7. 7. Land

8. 8. Both
]

9.
9. Water

10. 10. Both

Yes, Teacher
Did you enjoy our activity?

C. Presenting Before we dive into our new lesson.

examples/instances of I want to listen because we are going
the new lesson to read a short story.
 EXPLORE Indicator 2:
Used a range
of teaching
strategies that
enhance
learner
development
One day, Marc and his friend in literacy and
Jeefry visited a zoo. They bring a numeral skills
picnic basket full of yummy (Literacy skills:
sandwiches and fruits. First, they developing
went around the birds section. They fluency in
saw parrots, peacocks and eagles. reading)
Then they saw a cages of wild
animals like tigers , lions and
leopard. They also saw zebras,
bears, foxes, giraffes, and rhinos.
Marc ask his friend Jeefrey that they
are going to the pond. When they
arrive at the pond they saw many
swan swimming gracefully and a
tank of which contained small fishes
of fine colours. Marc and his friend
Jeefrey learn about animals and they
have great fun at the zoo.
It’s all about the journey of Indicator 1:
What the story all about? Marc and Jeefry at the zoo. Apply
knowledge of
The story happen is at the content within
zoo. and across
Where the story happen?
curriculum
teaching areas.
The characters of the story (Elements of
Who are the characters of the story? are Marc and his friend the story.
Jeefry. EN6RC-lg-2.24)

The animals being said in

What animals being said in the the are parrots, peacocks and
story? eagles.

Tigers , lions, leopards,

What else? zebras, bears, foxes,
giraffes, rhinos, swan and
fishes.

Very good!
All the animals that you’ve said all
connected to our new lesson today.

So, our new lesson in this morning is

all about Vertebrates

D. Discussing new Animals are classified into two

concepts and groups the Vertebrates and
practicing new skill #1 Invertebrates.
 But in this morning we will know
first what is vertebrates.

I will show you a video about

vertebrates. Are you ready?
Yes, Teacher.
EXPLAIN
Vertebrates – are animals with
backbones. These are called
vertebra. Indicator 4:
Plan, managed
What are the example of a Cow and implement
Vertebrates? Dog developmental
Fish ly sequenced
Birds teaching
Crocodile learning
process to
Very good! meet
Those animals are example of a curriculum
vertebrates. requirements
and varied
Vertebrates are group into 5 teaching

1. Amphibians – are cold-blooded

vertebrates. Which means that their
body temperature changes according
to the temperature of their
surroundings.
Examples: Frogs and Salamander

2. Reptiles – are animals that have

rough, scaly, dry skin. Their skin
protects from the weather and
prevents water loss from their
bodies. They lay eggs on land.
Examples: Crocodiles, Snakes and
Turtles

3. Fish – are vertebrates animals

that are well adapted to fresh and
salt water environment. They are
covered with scales that maybe
slimy or rough. They use their gills
to breath.
Examples: Milkfish and Shark
Gold Fish
Okay give me an example of a fish? Piranha
Salmon

Very good!

4. Mammals – are vertebrates that

 gives birth to their young. They have
a mammary glands where milk
comes from to feed their young.
Example: Lion, Dolphins, Whales,
Elephant and Dogs Yes, teacher

Do you think human is a mammal?Because humans give birth

and have a mammary glands Indicator 3:
Why? where milk comes from. Applied
arrange of
teaching
strategies to
develop
Very good! critical and
Who can give an example of an Cats creative
mammal that we may seen in our Monkey thinking, as
community? Goat well as other
Hamster higher-order
Sheep thinking skills.

Very good!

5. Birds – are animals with feather

and are usually capable of flying.
They use their beaks to get food and
they lay egss.
- some birds are flightless
such us penguins, ostriches and
chicken.
Parrot
Who can give an example of a birds? Eagle
Owl
Crow

Those are the vertebrates animals

and their groups.

Vertebrates are animals with

So again, What is a vertabrates? backbones.

Very good!
Amphibians
Reptiles
What are the 5 groups of Fish
Vertebrates? Mammals
Birds

Very good!
E. Discussing new Guided Practices
concepts and
practicing new skills Okay, I want everyone to
participate.
#2
 The title of this activity is called
WHO AM I?
Directions: I will flash some
question on screen. All you have to
do is to guess the correct groups of
vertebrates.

If you know the answer you can

raise your right hand.
Yes, Teacher!
Do you understand?

1. Vertebrates
1. I am an animal who has a
backbone. Who am I? Indicator 4:
Plan, managed
Very good! and implement
2. I am a vertebrates and I have 2. Birds developmental
feather and are usually capable of ly sequenced
flying. Who am I?
teaching
Very good! learning
3. I am vertebrates and I gave birth. I process to
3. Mammals
have a mammary glads where milk meet
comes from to feed my youngs. curriculum
Who am I? requirements
and varied
Very good!
teaching
4. Are vertebrates that are well
adapted to fresh and salt water
environment. They are covered with
scales that maybe slimy or rough. 4. Fish
They use their gills to breath. Who
am I?

Very good!
5. Are animals that have rough, 5. Reptiles
scaly, dry skin. Their skin protects
from the weather and prevents water
loss from their bodies. They lay eggs
on land. Who am I?

Very good!
6. Are cold-blooded vertebrates. 6. Amphibians
Which means that their body
temperature changes according to
the temperature of their
surroundings.

Very good! (The pupils are performing

Let’s give a nice clap to everyone the clap)

F. Developing Independent Practices

Mastery/Independent
Practice Let’s have an activity, I will flash
different animals in the screen all
you need to do is to say
Amphibians, Reptiles, Fish,
Mammals, Birds.
 Class, remember our classroom rule
no. 2
Are you ready?
Yes, teacher!
Clap once if you are ready.
(pupils are clapping once)
Clap twice if you are ready.
(pupils are clapping twice)
Clap thrice if you are ready.
(pupils are clapping thrice)
Okay, it seems that you are all
ready.
Indicator 5:
1. Mammals Design, select,
1. organize and
use diagnostic,
2. Fish formative and
2. summative
3. Birds assessment
3. strategies
consistent with
ELABORATE 4. Amphibians curriculum
4. requirements.

5. Reptiles
5.

6. Fish
6.

7. Reptiles
7.
8. Birds
8.

Group Activity

Now, I want you to group yourself

into four groups. Group yourself (The pupils will be grouped
according to the color of your name according to their name
tags. And you select a leader in your tags)
group.
(The pupils are on their
Go to your respective groups now. group mates)

Before we start our group activity,

this will your rubrics for your group
activity.
Did you understand your rubrics for
your group acivity? Yes, Teacher!

Okay good

I will only give you five minutes to

do your group activity.

Group 1: CROSSWORD PUZZLE

Directions: Use the clues/description
the I gave to fill in the crossword
puzzle with the correct words.

Indicator 5:
Design, select,
organize and
use diagnostic,
formative and
Group 2: MATCH IT summative
Direction: Match column A with assessment
column B. strategies
consistent with
curriculum
requirements.

Group 3
List down 5 vertebrates
(1 each group) that are commonly (possible answers)
found in your community and
identify what group of vertebrates it
 belong.

VERTEBRATES VERTEBRATES
Group of Group of
Name of Animals vertebrates they Name of vertebrates
belong Animals they belong
1. 1. 1. Frog 1. Amphibians
2. 2. 2. Crocodile 2. Reptiles
3. 3. 3. Milkfish 3. Fish
4. 4. 4. Dog 4.Mammals
5. 5. 5. Parrot 5. Birds

(After they finish their activity they

will present it in front by group)
(learners are presenting their
work)
(Checking of their work)

Let’s give a hand to everyone for a

great job well done.

G. Making What is a Vertebrates?

Generalizations and Vertebrates are animals with
Abstractions about the backbones. These are called
lesson /Generalization vertebra, which forms part
of the nervous system.
Very good! Indicator 4:
What are the 5 groups of Plan,
vertebrates? Amphibians managed, and
Reptiles implement
Fish developmental
Mammals ly sequence
Birds teaching
learning
Very good! process to
meet
In your opinion, do you think these (possible answer) curriculum
animals are important in our daily requirements
and varied
lives? This animals are important teaching.
to our daily lives because
some animals are raised in
farm to supply food.

H. Finding practical 1. How do you take good care of the

application of animals in your place or
concepts and skills in enviroment? By giving them a food and Indicator 3:
daily living water. Applied
arrange of
2. Do you have pets in your house? teaching
strategies to
How do you take good care of them? Yes, I take good care of my
develop
pets by giving them a safe critical and
shelter. creative
3. Is taking good care of the animals thinking, as
and the place they live is important? well as other
Yes, because animals also higher-order
needs love and care. thinking skills.
 4.What will happen if we will not
take good care of the animals?
The animals might get sick
and die.
5. What will happen to us when all
of the animals from land, water and
air are gone? We will not have enough
food to eat like meat, we
cannot get milk and there
are lots of grass grown
around us.

I. Evaluating Okay, kindly get ½ crosswise and

learning/Evaluation answer your quiz silently.

Test I
Direction: Choose the letter of the
correct answer.
Answers
1. These are the animals with
EVALUATE backbones that are called vertebra. 1. A

A. Vertebrates
B. Worms
C. Invertebrates
D. Arthropods Indicator 5:
Design, select,
2. These are vertebrates that give 2. C organize and
birth to their young. They have use diagnostic,
mammary glads where milk come formative and
from to feed their young. summative
assessment
A. Birds
B. Reptiles strategies
C. Mammals consistent with
D. Amphibians curriculum
requirements.
3. The following vertebrates are 3. B
mammals except one.

A. Horse
B. Turtle
C. Whales
D. Tiger

4. These are vertebrates with feather 4. D

and are usually capable of flying.

A. Reptiles
B. Mammals
C. Fish
D. Birds
5. The following vertebrates are 5.C
birds except one.

A. Chicken
B. Ostrich
C. Bats
D. Eagle
 6.Are vertebrates that are well 6. B
adapted to fresh and salt water
enviroments. They are covered with
scales that maybe slimy or rough.

A. Reptiles
B. Fish
C. Mammals
D. Amphibians

7. The following vertebrates are fish 7. B

except one.

A. Milkfish
B. Dolphin
C. Shark
D. Piranha

8. Are animals that have rough, 8.A

scaly, dry skin. Their skin protects
from the weather and prevents water
loss from their bodies.

A. Reptiles
B. Mammals
C. Fish
D. Amphibians

9. Are cold-blooded vertebrates.

Which means that their body 9. C
temperature changes according to
the temperature of their
surroundings.

A. Mammals
B. Birds
C. Amphibians
D. Fish
10. B
10.The following animals are
vertebrates except one.

A. Elephant
B. Crabs
C. Frog
D. Snake
V. Additional Assignment
activities for
application or Cut pictures of different vertebrates
remediation and identify them according to their
group, paste it in your notebook.
EXTEND

Prepared by:

MARC CARLO T. MANSA

Student Teacher