SEMI_DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
6 _____4th________ _W5, Day 1_ 1

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (write the code)
D. Unpacked Competency
E. Topic
F. Materials
G. Process Skills
H. Values Integration
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
(ANNOTATIONS)
-PPST INDICATORS/
KRA
OBJECTIVES/RUBRI
C INDICATORS TO
BE OBSERVED
DURING THE
DEMONSTRATION
The Earth’s Rotation and Revolution
Differentiate between rotation and revolution and describe
the effects of the Earth’s motions
PPST MODULE 7
KRA 3, OBJ. # 7
T I-III RUBRIC,
INDICATOR 5
-Plans, manages and
implements
developmentally
sequenced teaching
and learning
processes to meet
curriculum
Knowledge- Describe the earth’s movement on its axis.
requirements
Skills- Demonstrate how the earth rotates on its axis using a
through various
globe.
contexts.
Attitude- Choose the right activity that can be done during the
MOV--- Knowledge,
day and night.
skill and attitude or
KSA is applied in
lesson planning
objectives in order
to meet curriculum
requirements based
on the Curriculum
Guide/CG. Parts of
the DLP are based
on the PPST
Modules
The Effect of Earth’s Rotation on its Axis
Video about the rotation of the earth, puzzle,flashlight,globe
Describing,Demonstrating, Choosing
Choosing the right activity to be done during the day and night
The Earth’s Rotation
TG Grade 6 Pages 1-13
 SEMI_DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
6 _____4th________ _W5, Day 1_ 2

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 ENGAGE
or presenting the new lesson
A. 1. Drill:
B. Establishing a purpose for
the lesson Answer the riddles below.
a. I am the king of the solar system. I have my eight
C. Presenting slaves that surround and never leave me. I share to
examples/instances of the them my heat and light. What am I?
new lesson
b. I am a straight imaginary line. The Earth spins on
me. What am I?

2. Review:
Cross out the name of the animal that does not belong to

B. Show pictures of animals. Which of the following

animals have no backbone?
Today, we will learn the different characteristics of
animals without backbone or invertebrate.

D. Discussing new concepts EXPLORE PPST MODULE 5

and practicing new skills #1 D. 1. Group Activity KRA 2, OBJ. # 5 T I-
2. Recall the standards to follow when doing an activity. III RUBRIC,
3. Distribute the Activity Cards. INDICATOR 4
4. Present the rubrics -Manages learner
CRITERIA EXCELLENT GOOD AVERAGE POOR behaviour
10 pts. 9- 8 7-6 pts. 5& constructively by
pts. below applying positive
Perform the and non-violent
activity in discipline to ensure
collaborative learning-focused
way. environment.
Follow the MOV---To avoid and
directions prevent
stated. misbehaviour, house
E. Discussing new concepts Report outputs rules/
and practicing new skills #2 within the time standards/guidelines
given are set before the
class starts or before
doing an activity.
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GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
6 _____4th________ _W5, Day 1_ 3

F. Developing mastery (leads EXPLAIN PPST MODULE 3

to Formative Assessment 3) KRA 1, OBJ. # 3
1.Reporting of output
2.Analysis and discussion of pupils answer T I-III RUBRIC,
INDICATOR 2
3.The teacher asks questions to develop critical thinking.
-Applies a range of
a. What is the distinguishing pictures cnidarians,echinoderm, teaching strategies
mollusk,porifera? to develop critical
and creative
b.Do invertebrate helpful in the environment? How?For thinking, as well as
example the snail,is it helpful or destructive?Why? higher-order thinking
The teacher tells the pupils that God made all things skills.
MOV---The
beautiful.Nothing God created has no value. They played an
questions presented
important part in the food web. to check pupils’
Give other invertebrate that is helpful to the environment. comprehension
presented are
arranged from lower
level to higher level
thinking skills. Pupils
are challenge to
think creatively
PPST Module1
KRA 1, OBJ. # 1
T I-III RUBRIC,
INDICATOR 1
-Applies knowledge
of content within
and across
curriculum teaching
areas.
MOV—Values is
integrated during
analysis of output
 SEMI_DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
6 _____4th________ _W5, Day 1_ 4

G. Finding practical applications ELABORATE PPST MODULE 9

of concepts and skills in daily KRA 3, OBJ. # 9
1.Teaching part
living T I-III
H. Making generalizations and Invertebrate are animals without backbone.Some of the
abstractions about the invertebrate are the following: -Selects, develops,
lesson 1. Porifera organizes and uses
The Poriferans are marine animals full of pores or holes. appropriate teaching
These holes serve as passage for water which carries and learning
nutrients and gases. Sponges or pore-bearing animals resources, including
belong to this group. ICT, to address
2. Coelenterata / Cnidaria learning goals.
The Coelenterate or Cnidaria are hollow- MOV-Printed
bodied or soft-bodied animals. Their bodies are made up materials are use in
of two layers of cells which form a hollow tube. Examples order for the pupils
of animals in this group are the fresh water hydras, to see them clearly.
hydroids, jellyfish, sea fans, sea anemones, and corals.
3. Mollusks
Mollusks are soft-bodied or shelled animals.
Snails, slugs, clams, mussels, oysters, squids and
octopuses, are mollusks. Most animals like the clams,
oysters and snails have shells that protect their soft
bodies.
4. Echinoderms
Echinoderms are spiny-skinned sea animals.
They have hard shells covered with prickly spines or
needles. Starfish, sand dollars, sea urchins, and sea
cucumber are the most common examples of this group.

2. Generalization: PPST MODULE 10

 What is an invertebrate?What are the kinds of invertebrate KRA 4, OBJ. 10
that you have learned? Describe each kind. Designs, selects,
organizes and uses
3. Application: diagnostic, formative
Choose the characteristics of the following vertebrate from and summative
the box and write it opposite to its name. assessment
strategies consistent
a.Echinoderms-___________________________ with curriculum
b.Mollusk-_______________________________ requirements.
c.Porifera-_______________________________ MOV—Formative
d.Cnidaria-______________________________ questions are raised
*Are marine animals full of pores or holes to learners to
*are hollow-bodied or soft-bodied animals diagnose how far
*are soft-bodied or shelled animals they have learned or
*are spiny-skinned sea animals if the objectives of
the lesson are
carried.
 SEMI_DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
6 _____4th________ _W5, Day 1_ 5

Valuing:
How will you show your love to animals?

EVALUATE PPST MODULE 10

Match column A with column B. Write the letter of the correct KRA 4, OBJ. 10
answer. -Designs, selects,
organizes and uses
A
diagnostic, formative
I. Evaluating Learning 1. Are hollow-bodied or soft-bodied animals. a. Porifera
2. Marine animals full of pores or holes b. Coelenterate and summative
3. Are soft-bodied or shelled animals. c.echinoderms assessment
strategies consistent
4. Are spiny-skinned sea animals. d.mollusks with curriculum
They have shells covered with prickly spines or needles. requirements.
MOV---The use of
formative
J. Additional activities for assessment
application or remediation consistent with
curriculum
requirements is
followed in order to
interpret the result
of the learners’
V. REMARKS progress.
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation 13
B. No. of learners who require additional activities for remediation 10
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
YES
D. No. of learners who continue to require remediation 2
E. Which of my teaching strategies worked well? Why did these work? Showing of pictures
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
Provide materials
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?
VII ASSIGNMENT
PREPARED BY:

SHARON L. RICAFORTE Noted:

Grade 6 Teacher MARY EVANGELINE D. SINGSON
School Principal
 SEMI_DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
6 _____4th________ _W5, Day 1_ 6

ACTIVITY SHEETS

Activity 1
Picture –Word Connection
Use the pictures to identify the classification of invertebrates. Rearrange the letters to form the
word.

CAIDNRIAN MKLLUSO RAFIRIPO ECMIONDERH

Activity 2 “Describe Me”

1. Study the picture of the different groups of Invertebrates.
2. Find out distinguishing characteristics of each group.
3. Enter you observation in a table below.

A. Porifera

B. Cnidaria
 SEMI_DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
6 _____4th________ _W5, Day 1_ 7

C. Mollusks

D. Echinoderms

Invertebrate Groups Distinguishing Characteristics

1. Porifera

2. Cnidaria

3. Mollusks

4. Echinoderms
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GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
6 _____4th________ _W5, Day 1_ 8

Activity 3 “Match Me”

Match column A with Column B
A B

A. Spiny- sinned sea animal

B.Soft body animal

C.Hollow-body or soft-body animal

D.Full of pores or holes. These holes serve as passage for

water which carries nutrient and gases.