DEPARTMENT OF EDUCATION

DIVISION OF CALOOCAN
TALA ELEMENTARY SCHOOL

DEMONSTRATION LESSON PLAN

Subject SCIENCE Date NOVEMBER 10, 2023
Grade Level SIX Time 2:00 P.M. – 2:50 P.M.
Topic DIGESTIVE SYSTEM LC Code S6LT-IIa-b-1
Teacher RUBY ROSE C. DE GUZMAN Designation MASTER TEACHER I

I. LEARNING OBJECTIVES
Content Standard Performance Standard Learning Competency
The learners demonstrate an The learners should be able to make The learners should be able to
understanding of how the major a chart showing healthy habits that explain how the organs of the
organs of the human body work promote proper functioning of the digestive system work together.
together to form organ systems. digestive system.
Cognitive Identify and describe the organs that compose the
Specific Objectives digestive system; Explain how the
digestive system works;
Affective Recognize the importance of taking care of the
At the end of the lesson, the digestive system;
learners should be able to… Psychomotor Label the parts of the digestive system; and
present an analysis of the flow of food digestion in
the digestive system.
II. LEARNING CONTENT
Subject Matter Organs of the Digestive System and their Functions
Processes Identifying, describing, explaining, defining, illustrating
Values Focus “Health is Wealth”, Eating the right kind of foods
Curriculum Integration Comprehensive Sexuality Education (CSE)

Health: Proper ways in handwashing

III. LEARNING RESOURCES
Teacher’s Guide K to 12 MELC, page 382
Learner’s Materials/ Textbook
Science Links, pages 130-140
Learning Resource Portalhttps://youtu.be/Og5xAdC8EUI (Digestive System Video)
https://youtu.be/mKBfyOpqIrY (Digestive System Quiz Bee)
Teaching-Learning Aides Human Torso Model, PowerPoint Presentation, Video clips, Cartolina
Activity Sheets, Pictures, Bread Pan/ Bread Stick/ Crackers
IV. INSTRUCTIONAL STRATEGIES
Methods Discovery-Based Strategy, Inquiry-Based Method
Activities Game, Discussion, Illustrations, Drawing
MATERIALS AND
V. INSTRUCTIONAL PHASES
ASSESSMENT TOOL
ENTRY
• Opening Prayer (Daily Routine)
• Greetings
• Checking of Attendance • Attendance Checklist
• Setting of Standards • Class Rules Video Clip
• Setting the Mood
• Science News  Video
ELICIT
Fact or Bluff
Tell whether the statement is a FACT or BLUFF. PowerPoint Presentation
Game: Fact or Bluff

1.Skeletal System supports, protects and helps our body to move. Fact
2.Your skeletal system is made up of bones, joints, and connective Fact
tissue.
3.Osteoporosis is when a bone is pushed out of its joint. Bluff
4.The bones of your cranium protect your heart and lungs. Bluff
5.A baby’s skeleton consists of over 206 bones. Bluff
ENGAGE
Show different kinds of pictures:
Jumbled letters
Can you name the pictures/diagram below?
1. A S M O T H C T -STOMACH
1. 2.
2. H O M U T -MOUTH

3. S I N E T N I T E-INTESTINE

4. PUHSAEOS G
3 4. ESOPHAGUS

5. U N A S- ANUS

5.

The pictures I presented a while ago has something to do with our lesson Excellent! Our lesson for today is
for today. Can you guess our topic for today? all about Digestive System.
Do you have any idea about Digestive System?

The Digestive system is the one

Very Good, that is right. responsible for the food we eat.

Teacher asks: Based on these pictures, can you guess the body Printed pictures of body parts
parts and organs that composed the system involved in the and
digestion of your food? human organs
ACTIVITY: POST-IT
(Learners accomplish the Post-It Chart)

Green Cartolina (Post-It chart for

the body parts and organs that
composed the system involved
 in
the digestion of food)

Blue Cartolina (Post-It chart for

the body parts and organs that
are not included in the system
involved in the digestion of food)

PowerPoint Presentation of Key

Terms

The teacher presents the key terms for the digestive system:
mouth, tongue, teeth, salivary glands, esophagus, stomach,
gall bladder, pancreas, liver, small intestines, large intestines, Learners shall identify and show
rectum, and anus. the organs from the Human
Torso Model based on the term
Teacher asks: Who will come and identify the organ that is being flashed on the screen.
flashed on the screen out from the Human Torso Model?
(Repeat the process until all the key terms are identified.)
EXPLORE
(Presenting examples/ instances that provide learners with
common experience)

ACTIVITY: CRACKER IN THE MOUTH

Teacher gives each learner a piece of bread pan/ breadstick/ Bread pan/ breadstick/ cracker/
cracker and tells them to take a bite. Ask them not to chew the biscuit
cracker; just hold it in their mouth for 10 seconds. Then, chew later
if it’s difficult to swallow still. 10 seconds Timer

Ask the following questions: 1. What happened to the cracker

when it’s inside your mouth?
2. What does it feel like initially? What did you taste?
3. What does it feel after 10 seconds in your mouth?
4. Why did it start to get softer? What it feels like when you chew it?
5. Have you experienced difficulty in swallowing your food without
chewing it properly?
6. Why do you think Digestive System is important?

Teacher says: All the systems in the body need energy to work. It is
important that the body gets all the nutrients it needs to
function well. They get this energy from food. However, the
body cannot use food in the form in which it enters the body.
So, it has to be broken down and changed into liquid form.
This is in the process of digestion. The organs of the
digestive system work together to accomplish this process.

GROUP ACTIVITY
GROUP ACTIVITY

ELABORATE

(Practical applications of concepts and skills)

The learners will arrange and tell the parts and functions of the
human digestive system using the Human Torso Model.

Let the pupils give precautionary measures to maintain a healthy

body.

(Guided Practice) Integration

Teacher says: What are best foods to eat to protect our Digestive The best foods to eat are the fruits,
System? vegetables and other nutritious
foods.

How about the medicines, are they good to our body and to our digestive If it is prescribed by the doctor, yes.
system? But self medication is not good for
the health

Are you familiar with the contraceptives? Contraceptives or Birth control

(contraception) is any method, medicine, or device used to
prevent pregnancy. What are the contraceptives that you
know? Do you think is it good for one’s health?

GENERALIZATION:
What are the different organs of the digestive system?
How do these organs work in the digestion of foods?
What do you think will happen if one part is not well-functioning?
ENFORCE

Take it or leave it.

Questions:
1. Can you name the major organs involved in the The major organs of the
digestive system? digestive system include the
mouth, esophagus, stomach,
small intestine, large
intestine, pancreas, liver, and
gallbladder.
2. What is the role of the mouth in the digestive process?
The mouth is where digestion
begins. It mechanically
breaks down food through
chewing,
3. What are the functions of the rectum and anus in the
digestive system?
The rectum stores feces, and
 the anus is the opening
through which feces are
eliminated from the body.

EVALUATE

Directions: Label the parts of the digestive system.

EXTEND

(Deepen conceptual understanding through use in a new

context)
Teacher says: Research at least three (3) digestive system Graphic Organizer
disorders. Write down the causes and their effects on the
human body. Then, list down ways how to treat them. Use
the graphic organizer (Concept Mapping: Horizontal Flow
Chart).

VI. TEACHER’S REFLECTION

A. Number of learners who earned _____ of the pupils got 80%
80% of the evaluation mastery
B. Number of learners who require _____ of learners require additional activities for
additional activities for remediation remediation
who scored below 80%
C. Did the remedial lesson work?
Number of learners who have caught ____Yes ____No
up with the lesson
____ of learners who caught up with the lesson
D. Number of learners who continue
to require remediation ____ learners who continue to require remediation
E. Which of my teaching strategies Strategies used that work well:
worked well? Why did it work? ___ Answering Drill exercises ___ Interdisciplinary
___ Blended Learning ___ Inquiry-Based
___ Brainstorming ___ Lecture Method
___ Carousel ___ Media Literacy
___ Case Method ___ Modelling/ Demonstration/ Guided Activity
 ___ Classroom Technology ___ Project-based
___ Diads ___ Reciprocal Questioning
___ Differentiated Instruction ___ Rereading of Texts
___ Discovery Method ___ Response to Intervention (RTI)
___ Discussion ___ Role Playing/Drama
___ Experimentation ___ Service Learning
___ Flexible Seating ___ Solving Puzzles/Jigsaw
___ Formative Assessment ___ Think-Pair-Share (TPS)
___ Games/ Gamification ___ Universal Design for Learning (UDL)
___ Group collaboration ___ Using Graphic Organizer
Others: _________________________________________________________
Why?
___ Complete IMs ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Group member’s Cooperation
Others: _________________________________________________________
F. What difficulties did I ___ Additional Clerical works ___ Bullying among pupils
encounter that my principal or ___ Colorful IMs ___ Pupils’ behavior/attitude
supervisor can help me ___ Teaching Strategy used ___ Glitches of Technology Equipment
solve?
___ Teaching method ___ Environment Interruptions
___Reading Readiness ___ Internet Glitches
___Lack of Interest of pupils ___ Classroom Structure
___Science/ Computer Internet Lab /Resources Availability
Others: _________________________________________________________
G. What innovation or localized Planned Innovations:
materials did I use/ discover __ Localized Videos
that I wish to share with other __ Making use of big books from views of the locality
teachers? __ Recycling of plastics to be used as Instructional Materials
__ Local poetical composition
__Flashcards
__e-SIM/ SIM
Others: _________________________________________________________

Prepared by:

RUBY ROSE C. DE GUZMAN

MASTER TEACHER I