Republic of the Philippines

Department of Education
CARAGA Administrative Region
Schools Division of SIARGAO
Numancia West District

JAMOYAON ELEMENTARY SCHOOL

Jamoyaon, Del Carmen, Surigao, Del Norte

DETAILED LESSON PLAN IN SCIENCE 6

SECOND QUARTER

I. OBJECTIVES
At the end of the lesson, the learners will be able to
a) identify the major bones that make up the skeletal system;
b) enumerate the major functions of the bones that make up the human skeletal system;
c) describe the bones that protect the internal organs; and
d) demonstrate the different ways of taking care/protecting one’s skeletal system through a role-play
II. SUBJECT MATTER
A. The Human Skeletal System
B. References
 Marieb, E. N.(2003).Essentials of human anatomy & physiology.(7th ed.).San Francisco:Pearson
Education Inc.
 Vengcco, L.G., & Religioso, T.F.(2007).Science & health.(3rd ed.).Quezon City:Phoenix
Publishing House
C. Materials
 Pictures
 video clips
 Powerpoint Presentation
 Cartolinas
D. Values Integration
 Respect for one’s body
III. METHODOLOGIES

TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES

A. Preparation
“Good morning class!” “Good morning ma’am!”
“May we all stand up start the class with a prayer.” ((students stand up)
"Our Father who art in heaven, hallowed be Thy name; Thy
Kingdom come; Thy will be done on earth as it is in heaven.
Give us this day our daily bread; and forgive us our trespasses
as we forgive those who trespass against us; and lead us not
into temptation, but deliver us from evil. Amen."

“Okay, you may now all take your seats.”

(Checking of Attendance) (students say PRESENT as their names are called
“Say present as I call your name.” out)
“So, how are you all feeling today?” “We’re fine ma’am!”
“Did you enjoy your weekend?” “Yes we did!”
“That’s good to know!”
“Are you all excited to learn new things today?” “Yes ma’am!”

B. Motivation
“Before we start with our lesson let us first welcome our
little friend who is going to present a dance number for
us. Let us welcome Mr. Congga!”
(shows a dancing skeleton)
Now, I would like all of you to stand up and shake your (stands up, shakes their hands, rotates their
hands! Now rotate your shoulders! Wiggle your fingers shoulder, wiggles their finger and toes)
 and toes!
“Okay! Thank you for participating actively! Is anyone
still feeling sleepy?”
“You may now all take your seats.”
C. Presentation “No ma’am.”
“So can anyone guess what our lesson today is all (sits down)
about?”
“Yes that is correct!” “The Skeletal System ma’am.”
“We will be learning about our skeletal system.”
D. Unlocking of Difficulties
“Before we proceed with our discussion, let us first try
to define some difficult terms which we may encounter
as we go along.”
“I have here two boxes, a blue and a pink box. The
PINK box contains the keywords, while the BLUE box
contains their definitions.”
“I want each of you to pick one strip from one box
alternately. The 1st student will pick from the pink box, (students pick strips of papers from the box)
the 2nd student will then pick from the blue box and so
on.”
“Now I want you to check the back part of your paper,
there you’ll be able to see a colored shape or icon; I
want you to find your partner by matching the same (students find their partners)
shapes. Once you’ve found your partner, stick your
strips of paper beside each other on the board. Go!”
“Alright, let’s try to check if these are the right
definitions.”
“Who placed the first word?”
“Please read your word and its definition.” Pair 1: “Us ma’am.”

“Skeleton- a hard structure that supports and

“So now that we have defined the terms, we will now
proceed with our discussion.”
E. Discussion
“Class, I want to introduce all of you to our guest today.
He is very excited to meet all of you. Are you excited to
meet him too?”
(uncovers a human skeleton model in front of the class)
“Let us all say hello to Mr. Ghost Rider!”
“Mr. Ghost Rider has been kind enough to grant us his
time and assist us with our discussion today.”
“Let us take a look at Mr. Ghost Rider; he is an example
of an adult skeleton. And adult skeleton is composed of
206 bones, including the 3 bones inside the ear.”
“What do you think are the main functions of the
skeletal system? “ “Anyone?”
protects an animal’s body.”
Pair 2: “Skeletal system- framework of bones and
other bony parts that protect and support the body.”
Pair 3: “Cartilage- a soft, elastic, flexible
connective tissue that performs many functions.”
Pair 4: “Joint- point of contact between bones.”
Pair 5: “Appendicular Bones- consists of the upper
and lower limbs- the arms, legs, shoulders & hips.”
Pair 6: “Axial Bones- consist of the skull and the
bones from the neck to the chest.”
Pair 7: “Bone Marrow- soft tissue inside the center
of the bone.”
Pair 8: “Tendon-cord of dense regular connective
tissue attaching muscle to bone.”
(terms may not be in the same sequence)
“We are excited to meet him!”
“Hello Mr. Ghost Rider!”
 “Okay, besides contributing to body shape and form, our (student responds)
bones perform several important functions.
The Functions of the bones are
1. SUPPORT
How do the bones function as a support?
Bones form the internal framework that supports and (student responds)
anchors all soft organs. The bones of the legs act as
pillars to support the body trunk when we stand, and
the rib cage supports our thoracic wall.
2. PROTECTION
How do the bones protect our body?
Bones protect soft body organs like the brain, lungs, (student responds)
heart, and other vital organs of the body.
3. MOVEMENT
Skeletal muscles which are attached to the bones use
the bones as levers to move the body and its parts.
4. STORAGE
FAT is stored in the internal cavities of bones. Bone
itself serves as a storehouse for minerals.
Can you give me an example of a mineral which is
stored in the bones? (student responds)
Yes, CALCIUM. Another is PHOSPHORUS.
Calcium and Phosphorus are the most important
minerals stored in the bone.
5. BLOOD CELL FORMATION
Blood cell formation occurs within the marrow
cavities of certain bones.”

BONES THAT PROTECT BODY PARTS

Bone Box – contains pictures of the skull, rib cage, &
spine.
“I am going to pass the bone tray around and everyone
should pick one picture out from the box. In front is a (students pick pictures out from the tray and sticks
picture of a human body with the vital organs which are and matches it on the vital organs in front)
protected by specific bones. Those who were able to
pick pictures of bones, please stick and match the bone
on the organ which you think it protects.”
“Let us now check the illustration on the board. Do you
think the pictures match correctly?
Let’s first take a look at the skull. The skull protects the
brain and forms the shape of the face. The spinal cord, a
pathway for messages between the brain and the body, is
protected by the backbone, or spinal column. The ribs
form a cage that shelters the heart and lungs, and the
pelvis helps protect the bladder, part of the intestines,
and in women, the reproductive organs.
How can you protect your skeletal system? (students respond)
By eating healthy foods like vegetables. Drinking milk
and eating dairy products as they contain calcium and
Vitamin D which are important for bone development.
You also have to protect yourself from injuries by
wearing protective gears, e.g. helmet, knee and elbow
pads when riding a bicycle or motorcycle. And avoid
engaging in rough contact sports. ”

F. Generalization

Concept Mapping
“Class, I want you to look over your tables. Find a strip
of paper and hold on to it.” (students find strips of paper)
“In front is what we call a concept map. What you need
to do is to come in front and fill in the missing boxes
 with the words written on your strip of paper. Try to
analyze where the word should be correctly placed. You (students with strips of paper come in front and
can try to ask your classmates for help if you are not stick them on the missing boxes)
sure.” “Understood?” “Okay you can come in front
now.”

“Okay, good job! So, taking a look at our concept map,

this practically sums up the skeletal system. You can
make use of this to help you remember important details
regarding the skeletal system.”
(students proceed to their previous groups)
G. Application
“The same groupings apply in this activity. Each group will
perform a role-play showing the ways of taking care &
protecting your skeletal system.”
(students perform role-play)
“I will give you 5mins to plan your play and please
minimize your noise while doing so.”
“Thank you very much for that inspiring presentation!”
“I hope you all learned about our skeletal system and (student responds)
understood how it works.”
“Are there any clarifications or questions regarding what we
have just discussed?”
(answers question/s raised)

IV. EVALUATION

TEACHER’S ACTIVITIES STUDENT’S ACTIVITES

“Okay, now we will have a short quiz. Please take
one whole sheet of paper and answer the (students take out a piece of paper and answers the questions on
questions on the board.” the board)
A. Encircle the letter of the correct answer. A. Encircle the letter of the correct answer.
1. The soft material found inside the 1. The soft material found inside the center of the
center of the bone is called ________. bone is called ________.
A) cartilage C) ligament A) cartilage C) ligament
B) joint D)bone B) joint D)bone marrow
marrow 2. The skeletal system functions as
2. The skeletal system functions as ___________________.
___________________. A) Growth C) support and protection
A) Growth C) support B) Nutrition D) respiration
and protection 3. One of the minerals that make up bones is
B) Nutrition D) respiration ___________.
3. One of the minerals that make up A) Aluminum C) magnesium
bones is _____________. B) Calcium D) sodium
A) Aluminum C) 4. There are ____ bones in an adult human body.
magnesium A) 365 C) 639
B) Calcium D) sodium B) 206 D) 122
4. There are ____ bones in an adult 5. Skeletal system is composed of
human body. ____________________.
A) 365 C) 639 A) Blood and nerves
B) 206 D) 122 B) All the bones in the body which serves as its
5. Skeletal system is composed of framework
 _____________________________. C) Tissues and organs
A) Blood and nerves D) Lungs and alveoli
B) All the bones in the body which
serves as its framework
C) Tissues and organs
D) Lungs and alveoli

B. Put a ( / ) mark if the following bones

inside the box are in the skeletal system B. Put a ( / ) mark if the following bones inside the box
and cross ( X ) it out if not. are in the skeletal system and cross ( X ) it out if
not.
HEART RIB CAGE
BRAIN
SKULL PELVIC BONE
SPINE
KIDNEYS SHOULDER BLADE
LIVER FEMUR

V. AGREEMENT/ASSIGNMENT
1) Draw an illustration of the following body parts. Place each drawing on a separate sheet of short bond
paper.

-skull
-Spine
-Collarbone
-Ribs
-Pelvis
-Breast bone
-shoulder

2) Bring the following materials tomorrow.

1 cartolina
1 pencil
1 ruler
1 paste/glue
1 pair of scissors

Prepared by:

RESA C. MAGUSARA
Teacher I