Grade

GRADE VI School: BATANG II ELEMENTARY SCHOOL Level: VI

Learning
DAILY LESSON Teacher: MARGIE G. RIVERA Area: SCIENCE
LOG January 28, 2021
Teaching Thursday (Week 4)
Dates and Week: Quarter: 2nd

I. OBJECTIVE
A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
A. Reviewing previous lesson or
presenting the new lesson
The learners demonstrate understanding of the different
characteristics of invertebrates.
The learners should be able to make an inventory of
invertebrates that are commonly seen in the community.
The learners should be able to determine the distinguishing
characteristics of invertebrates.
Invertebrates
MELCs page 383
Self -Learning Modules
Powerpoint Presentation
What are invertebrate animals? How many groups of invertebrate
animals are there?
Identify some animals belong to the different group of invertebrate
animals fill the table below

INVERTEBRATE ANIMALS
Group Animals
Sponges
(Poriferans)
Mollusks
Cnidarians
(Stinging-
cell
Animals)
Arthropods
Echinoderm
s
Flatworms
Round
worms
(Nematods)
Segmented
worms
(Annelids)
B. Establishing a purpose for the PUZZLE:
lesson W-H-A-T --AM--I?
Here are some riddles. Choose your answer from the pictures
below. Write your answer on the blank after each statement
 I am flat, segmented and very long. My home is your intestine. We
eat the same foods together. What am I? __________
My home is wet soil. My body is segmented. My best friends are
farmers. What am I? __________

Do this:
Look for a slaughterhouse near your place and bring forceps or
gloves and bottles half-filled with 70% ethyl alcohol.
1. Ask the help of a butcher and collect the available worms in
the slaughterhouse using the forceps and place them in
your collecting bottles.
2. Take note of the part of the body where you got the worm.
3. Bring the specimens home and study them. Try to compare
them with the diagram below.
Which of these worms did
you collect in the slaughterhouse?

C. Presenting Examples/Instances of
new lesson Unlocking of Difficulties:
Match column A with the correct answer in column B

Column A Column B
1.endoskel Scientist
eton who
studies the
life cycle of
insects
their
behavior
and how to
control
them
2.Exoskelet Body parts
on connected
 to the
main part
of the
body
3. A series of
Appendag major
es changes
from larval
form to
adult form
4.Entomol An internal
ogist skeleton
that
provide
support
and
protection
and act as
a brace for
muscles to
pull
against
5.Metamor A system
phosis of fluid
closed
tubes
Water Outside
vascular shell
system composed
of bony or
horny
material
Present the problems to the pupils then let them give their
hypothesis.

What are the different characteristics of the following groups of

animals
a. Sponges
b. Mollusks
c. Echinoderms
d. Arthropods

Unlocking of Difficulties:
Choose from the boxes the correct definition of the words below

a. Segmented
b. Hermaphrodite
c. Parasite
d. Acoelomate

1. An animal without any body cavities

2. An organisms that harm other organism by living on or
sucking / taking their nutrients
3. An organism that has two sex organs
4. Made up of many similar section

Present the problems to the pupils then let them give their
hypothesis.
 What are the different characteristics of the following groups of
animals?
a. Flatworms
b. Segmented worms
c. Round worms

D. Discussing new concepts and E. Group pupils into 5

practicing new skills #1 Group Assign task
1 Sponges
2 Cnidarians
3 Echinoderms
4 Mollusks
5 Arthropods

F. Distributes the materials

G. Setting of Standards/rubrics

Video viewing

group work/ teacher supervise

1. Discussing new concepts and Reporting of outputs
practicing new skills #2 The group reporter read their outputs and answer question if there
any query.
Discussion Proper:
What are sponges, cnidarians, echinoderms, arthropods and
mollusks?
What are the different characteristics of Cnidarians? Sponges?
Echinoderms? Mollusks? Arthropods?
What is the importance of the exoskeleton, jointed appendages, and
segmentation to arthropods?
2. Developing mastery Fill up the needed data in the given table
(Leads to Formative Assessment)
Group of Characteris
invertebrat tics
es
Sponges
Cnidarians
Mollusks
Echinoder
ms
Arthropod
s
3. Finding practical applications of Draw a happy face if the sentence tells a
concepts and skills in daily living correct idea about homonyms and a sad face if it
doesn’t.
_____1. Homonyms are words that sound alike but differ in
meaning and spelling.
_____2. Sheep and ship are homonyms.
_____3. Brake and break are homonyms.
_____4. Right and write are not homonyms.
_____5. Son and sun are not homonyms.
4. Making generalizations and Identify animals that belongs to sponges, Cnidarians,
abstractions about the lesson Echinoderms, mollusks and arthropods found in our community
 What should we do to protect these invertebrate animals found
in our locality? Why?
Allow the pupils to name some worms that are useful to us that
are found in the community.
Why should we kill the worms that cause injury to our body? To
whom are we going to seek advice if we are infested with
worms?
What is the economic importance of invertebrate animals?
 Insects contribute to the fertility of soil
 Insects help in pollination
 Some insects are source of food and medicines
 Crustaceans are used in aqua culture
 Many types of mollusks are sources of food for humans
 Shells from mollusks are used in various industries.

Graphic organizer:

INVERTEBRATES

SPONGES Round Worms

(Pore bearing animals)
No tissue, no organ
most have no symmetry
All sponges are aquatic most live
in salt water some in fresh water,
they differ in color, shape and
size
They have many types of skeleton
called Spicules
(Nematodes)
Are under segment that have long
thin round bodies pointed at both
ends covered with tough cuticle
Have muscles that run the length
of their bodies. These muscles
cause the worm body to move a
thrashing manner as one muscles
contracts and another relaxes

Segmented Worms
(Annelids)
Have body segments that allow
for specialization of tissues and
for efficient movement
Bodies are divided into segments
with a ringed appearance
Live almost anywhere except
Polar Regions
Have bilateral symmetry like
flatworms but have two openings
like round worms
Mollusks
(Soft Bodied Animals)
Coelomate animals with
bilateral symmetry, soft internal
body, a digestive tract with 2
openings and a muscular foot
and a mantle. Found in
aquatic(ocean & fresh water)
and moist land environment
They use a rasping structure
called radula to scrape food into
their mouth . some have open
and close circulatory system.

CNIDARIANS
(Coelenterates)
They have one body opening and most
have two layer cells
Outer layer- protecting the internal
body
Inner layer- for digestion
They are made of tissue and have
radical symmetry
Adapted to aquatic, floating, sessile
attachment to surfaces under the
water. With two general body forms
Polyps-cylindrical with mouth and
tentacles
Medusa – shaped like an upside down
bowl with mouth and tentacles facing
forward
Echinoderms
(Spiny-skinned animals)
Are marine animals with spiny
endoskeleton.
They have water vascular system,
tube feet and radical symmetry as
adult.
Madreporite is the strainer like
structure of an echinoderm
Almost all echinoderms have an
internal nskeleton that serves both
as support and protection. Spiny
projections on the plate stick out
of the skin.

5. Evaluating Learning
6. Additional activities for
application and remediation
V. Remarks
Flat worms:no digestive system, thin flat acoelomate animals
that can be freely living or parasitic, they are hermaphrodite
because they can produce eggs and sperm cells.
Arthropod
They make up the largest group in the animal kingdom
¾ of all known are arthropods
Characterisitcs:
Segmentation: segmented bodies allowing for efficient and complex
movement. Have three body parts 1. Head 2. Thorax 3. Abdomen
Exoskeleton: provides framework for support and protects soft body
tissue
Jointed appendages: adapted for feeding, sensing, walking, swimming and
mating
Feeding habits and Structure: mouthparts include a pair of appendages
called mandible is adapted for chewing and biting. Depending on their
feeding habits, mouth parts of other arthropods have feathery strainers,
sucking straws and stabbing needles
Direction: Read the problem then choose the letter of the correct
answer.
1. Which among the following animals has many pores or openings
in its body?
a. ascaris c. sponge
b. earthworm d. tapeworm
2. Mollusks with two valves are also called:
a. bivalves c. trivalves
b. gastropods d. univalves
3. Jellyfishes are noted for their powerful tentacles. What are their
tentacles for?
a. for excretion c. for reproduction
b. for digestion d. for capturing food and defense
Group the animals according to their characteristics
List down ways of caring for the invertebrate animals.
 VI. REFLECTIONS
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation who scored below
80%
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 this work?
F. What difficulties did I
encountered 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:

Margie G. Rivera
Grade VI Teacher

Checked by:

Goodwill C. Guintu
School Head