School Adriatico Memorial School Grade Level Six

Teacher Grace S. Manalo Learning Area Science

GRADE 1 TO 12 Teaching Dates and October 18, 2018 (8:00-8:50) Quarter 2nd Quarter
DAILY LESSON Time
PLAN

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning 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
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
The learners demonstrate understanding of the different characteristics of
vertebrates and invertebrates
The learners should be able to make an inventory of vertebrates and
invertebrates that are commonly seen in the community
Determine the distinguishing characteristics of vertebrates and
invertebrates. S6MT-IIe-f-3
Describe each group of vertebrates.
Classify animals according to classes of vertebrates.
Appreciate the value of animals.
Classes of Vertebrates
none yet
none yet
The New Science Links 6, pp.187-206
MISOSA 5 Module 8: Animals with Backbones - The Vertebrates
http://www.manilatimes.net/the-bleeding-heart-that-needs-our-help/271335/
https://www.youtube.com/watch?v=-aWXv8luYJ0
http://www.database.mbcfi.org.ph
Curriculum map for Grade 6 – PRIMALS
Huelgas, Lea, Ph.D. (2017) Mindoro Biodiversity from the MBCFI-DepEd
Strengthening Environmental Education for Development (unpublished)
Reading Science: The ‘Bleeding Heart’ that Needs Our Help
Comprehension Questions:
1. What species are being discussed in the article?
2. Why do they are called “Bleeding heart” pigeons?
3. Which of these birds are endemic to Mindoro island? Why do
they become the priority of the Haribon Foundation?
4. What causes the endangerment of the Mindoro bleeding heart
pigeon?
5. What step is being done by the Haribon Foundation to save
the Bleeding heart pigeons from endangerment?

Review: Present different animals and let the pupils classify whether they
are vertebrates or invertebrates.
B. Establishing a purpose for the lesson Motivation: Riddle
1. I live in water and I have gills for breathing. My body is covered with
scales and I have fins that help me move and keep my balance. Who
am I?
2. I spend part of my life in water and part of my life on land. I have
gills for breathing and they will soon be replaced by a pair of lungs
as I grow older. Who am I?
3. I have wings that enable me to fly. My skeleton is made up of strong
but light bones. I have legs for walking or running.
4. I am fond of eating grass. I feed my young with milk. I have lungs
for respiration and four legs for walking or running. I help in the
farm. Who am I?
5. People are afraid of me. I can live in both land and water. I have

C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to formative assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
lungs as the main organ of respiration and I have dry scaly skin. Who
am I?
The fish, frog, bird, carabao and and crocodile have backbones. All animals
with backbones are called VERTEBRATES. We will find out more about the
classes of vertebrates.
Activity 1. Describe Our Group
Materials: pictures of different vertebrates, activity sheets, pentel pen
Procedure: The pupils will describe the group of animals given to them.
Group Presentation/Reporting
Pupils finalize their outputs 3-5 minutes preparation and 2 minutes
presentation
Activity 2. Watch and Learn
Video clip viewing
(After watching the video, the pupils will now identify the class of animals
they have described in activity 1)
Discussion:
What are the distinctive characteristics of mammals? reptiles? amphibians?
birds? fishes?
Give examples for each group of vertebrates.
Activity 3. Game: Ms. Q and A
Mechanics: Each group will have one representative in each item. A picture
of an animal will be shown. The first representative who will reach the
microphone first will give three descriptions of the animal and then will
classify to which group the animal belongs. If the representative described
and classified the animal correctly, they will receive a point if not the other
group can answer. The group with the highest point will be declared as the
winner.
Most of the given examples of animals that you have classified are
endangered animals in our province. How can you help save the endangered
animals?
What are the classes of vertebrates? What are the distinctive characteristics
of each group?
Directions: Read carefully the following items. Write the letter of the correct
answer.
1. An animal with dry scaly skin, breathes through its lungs, and lays its egg
on land. What animal could this be?
A. fish C. reptile
B. mammal D. amphibian
For item number 2, study some physical characteristics of the three animals
below.
Animal Characteristics of the Animal
Body Covering With Wings Feet
1 Fur None Hooves
2 Fur None Paws with claws
3 Hair Yes Fingers with claws
2. To which group of animals do they belong?
A. birds C. mammals
B. reptiles D. amphibians
For item number 3, study the chart below. Then answer the question that
follows.
 Group Characteristics of Vertebrate
Distinct Structure Movement
1 Scales, gills, fins Swim
2 Moist skin, gill, lungs Leap mostly
3 Dry scaly skin, lungs Crawl
3. Vertebr
4 Feathers, wings Fly mostly
ates
5 Hairs, mammary gland Walk mostly are
Few fly and swim
classified into five (5) subgroups as shown in the chart. To which group
do bats and doves belong?
A. They belong to Group 4
B. They belong to Group 5
C. Bats belong to Group 4 while doves belong to Group 5
D. Bats belong to Group 5 while doves belong to Group 4

For item number 4, refer to the vertebrate animals below.

Crocodile frog salamander

I I II III

turtle monkey bat

IV V VI
4. Which among the animals are amphibians?
A. I and IV C. II and IV
B. II and III D. V and VI

5. Which statement best describes the characteristics of fishes?

A. They live on land and in water.
B. They live in water and they have scales, fins and gills.
C. Their bodies are covered with dry scales and they crawl.
D. Their bodies have feathers and wings to keep them warm.

J. Additional activities for application or Draw 5 different animals found in your surrounding and name the class of
remediation vertebrates they belong.
V. REMARKS To be filled out after the class period.
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 lesson work?
No. of learners who caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
work 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?

Prepared by:
GRACE S. MANALO
Teacher III of Adriatico Memorial School
 The ‘Bleeding Heart’ that needs our help
BY THE MANILA TIMES ON JULY 3, 2016

The Mindoro Bleeding Heart, one of the few species of pigeon that is found only in the Philippines, has
long been on the endangered species list.

With only 400 of this bird remaining, it is rarely seen even in the wild.

There are five known Bleeding Heart species—Luzon Bleeding Heart, Mindoro Bleeding Heart, Negros
Bleeding Heart, Sulu Bleeding Heart and Mindanao Bleeding Heart, all named after where they are
found. The species are all identically the same,  varying only in numbers and first names.
The Mindoro Bleeding heart

The bird’s name is Mindoro Bleeding-heart (Gallicolumba platanae). Its heart, however, as its
name implies, is not really bleeding. It was named rather for a small, yet distinct, orange-red
patch on its white breast that appears like a bleeding heart.

The Mindoro Bleeding Heart or Puñalada, as locals call it, is endemic to Mindoro Island and is the rarest
bird of all the five known species. With only a few hundred remaining, the critically endangered pigeon
is one of the top priorities of the Haribon Foundation.
“
As this bird is mostly seen on the ground, deforestation plays a major part in making the species
endangered.” Maria Belinda dela Paz, chief operating officer of Haribon Foundation told The Sunday
Times Magazine. “We [The Haribon Foundation] have been working on conserving the Mindoro Bleeding
Heart since year 2000.”

The foundation has worked with local government units as well as the Department of Environment and
Natural Resources to preserve and develop not just the Bleeding Heart’s habitat but all habitats for
animal life.

With the Local Government Code or Republic Act 9147 (An act providing for the conservation and
protection of wildlife resources and their habitats, appropriating funds therefor and for other purposes),
Haribon believes that sustaining the natural habitat of all species can be achieved.

“There are very few Mindoro Bleeding Heart birds left, and with that we can use it as an icon to indicate
the habitat in which it resides. We can calculate the health of the habitat by the numbers. Seeing it
incline or decline can help us observe if the habitat is getting better,” dela Paz said.

Species are said to have been vanishing at a much faster rate for about a century because of human
factors such as pollution, commercial overexploitation, poaching and deforestation.