School: Bagacay Integrated School Grade Level: VI

GRADES 1 to 12 Teacher: Fidel A. Castro Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
Time: DECEMBER 4 - 8, 2023 (WEEK 5) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrate understanding of how the major organs of the human body work together to form organ systems
A. Content Standards
The learners should be able to make a chart showing healthful habits that promote proper functioning of the musculo-skeletal, integumentary, digestive ,circulatory excretory,
B. Performance Standards respiratory and nervous systems.

C. Learning Competencies/
Objectives Write the LC code
for each
II. CONTENT
Explain how the organs of each organ system work together (S6LT-IIc-d-2)
Describe the structure and functions Describe the structure and Identifies the parts of the Identifies the parts of the Identifies the circulatory
of the parts of the respiratory functions of the parts of the integumentary system. integumentary system. routes of the blood.
system digestive system.
Parts and functions of respiratory Parts and functions of Describes the functions of each Describes the functions of each part Traces the path of blood as it
system digestive system part of the integumentary of the integumentary system. flows from the heart to the
system. different parts of the body
and back using a model.

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
The New Science Links pp. 129-137
The Amazing World of Science
Charts and pictures
The New Science Links pp.
129-137 The Amazing World
of Science 6 pp. 77-82.
Charts and pictures
Cyber Science by Myrna Q.
Adduru, pp. 53-57
MISOSA 5. Module 6. The Urinary
System
Science Worksheets, power point
presentation.
Cyber Science by Myrna Q.
Adduru, pp. 53-57
MISOSA 5. Module 6. The Urinary
System
Science Worksheets, power point
presentation.
Cyber Science by Myrna Q.
Adduru, pp. 74-90
Science Learners Materials on
Circulatory System Dep Ed
Charts, Power Point
Presentation

IV. PROCEDURES

A. Reviewing previous ENGAGEMENT: ENGAGEMENT: ENGAGEMENT: Ask pupils to ENGAGEMENT: Ask pupils to ENGAGEMENT: Review the
lesson or presenting 1. Checking of assignment 1. Checking of Assignment. express what they learned from express what they learned from the digestive and respiratory
 the new lesson 2. Review on Digestive System
process.
Try to inhale and exhale. What
organs are involved in breathing?
Why do you breathe?
2. Review on how to take the the previous lesson through: the previous lesson through: system. Ask “What happens to
care of the musculo-skeletal Name an organ of the _____and Name an organ of the _____and the digested food that flowed
system. describe its function describe its function to the blood and that oxygen
3. Why do we eat food? If which entered the capillaries
you are hungry how you do in the lungs?”
feel? Have you ever
wondered what happened to
the food you have just
eaten? What processes it
undergoes until it becomes
the nutrients that will
nourish your body?

B. Establishing a purpose Jumbled Letters Activity: Rearrange Fill in the missing letters of Let the pupils answer the puzzle- Let the pupils answer the puzzle- Complete the illustration by
for the lesson the letters to form the correct fruits and vegetables to arranging the letters to form the arranging the letters to form the drawing arrows inside the
words. reveal the magic word. correct word. correct word.
1.ENOS- (Show picture of the 1. K S I N 1. K S I N
2.PXNHARY- digestive system)Refer to 2. A H R I 2. A H R I
3.LRYANX- New Science Links 6 p. 129 3. I A N L S 3. I A N L S
4.ATCHRAE- 4. E R N S V E 4. E R N S V E
5.UNGLS-- Let the pupils describe each word Let the pupils describe each word
6.IBORHCN- they formed. they formed.
7.MDAPIHRGA-
What are these words?
loop to indicate blood flow.
C. Presenting EXPLORATION: Group Work
examples/instances of 1. Setting of standards/Safety Tips
the new lesson 2. Activity #1 “Investigating How the
Lungs Work”
Problem: How do lungs work? Refer
to New science Links pp. 140-141
D. Discussing new EXPLANATION:
concepts What are the main parts of the
respiratory system? Find your
Match Activity. (Using pictures of
the parts of the respiratory system
and metacards for its functions.
EXPLORATION: Group Work
1. Setting of
standards/Safety Tips
2. Activity “Investigating
Digestion of Food in the
Mouth”
Problem: What processes
happen when the food is in
the mouth? Refer to New
Science Links pp. 130-131
EXPLANATION:
What are the parts and
functions of Digestive
System? Mix and Match
activity. Parts & Functions of
the digestive system. Refer
to New science Links pp. 133
EXPLORATION:
Let the pupils answer ACTIVITY 9
Function or Not? Have a paired
discussion of the result of the
activity
Original File Submitted and
Formatted by DepEd Club
Member - visit depedclub.com
for more
EXPLANATION: (Power Point
Presentation)
The intergumentary system
consists of the skin, hair,
fingernails, glands and nerves.
The main function of the
intergumentary system is to act
as a barrier to protect the body
from the outside world. It also
functions to retain body fluids,
protect against diseases,
eliminate waste products and
regulate body temperature.
EXPLORATION:
Let the pupils answer ACTIVITY 9
Function or Not? Have a paired
discussion of the result of the
activity
Original File Submitted and
Formatted by DepEd Club Member
- visit depedclub.com for more
EXPLANATION: (Power Point
Presentation)
The intergumentary system consists
of the skin, hair, fingernails, glands
and nerves.
The main function of the
intergumentary system is to act as a
barrier to protect the body from
the outside world. It also functions
to retain body fluids, protect
against diseases, eliminate waste
products and regulate body
temperature.
Let them perform Process of
Blood Circulation.
Discuss the result of the
activity.
EXPLANATION: : (Power Point
Presentation)
1 Circulation is the movement
of blood as it delivers oxygen
and food nutrients to the cells
and removes waste materials
from the cells.
2 Circulation involves two
maor routes-pulmonary
circulation and Systemic
Circulation.
3 During pulmonary
circulation, the oxygen-poor
blood enters the right atrium
of the heart and flows to the
right ventricle, which pumps
the blood to the pulmonary
arteries.
4 During systemic circulation,
the left ventricle pumps the
oxygen-rich blood into aorta,
which branches out into the
arteries going to the upper
and lower part of the body.
E. Continuation of the Activity #2 “Observing the Effect of
discussion of new Strenuous Activity on Breathing”
concepts (leads to Problem: How does exercise affect
Formative Assessment breathing?
2) Safety Tips: Do not play with or
swallow the materials to be used.
Refer to New Science Links 6 pp.
144
F. Developing mastery Trace the path of air from the nose
(leads to Formative to the lungs. Write your illustration
Assessment 3) in your manila paper.
G. Finding practical ELABORATION: Is it important to
applications of maintain a clean environment to
concepts and skills in have a healthy respiratory system?
daily living Why? In what way do you think the
(reflective approach) amount of carbon dioxide affect the
speed or intensity of breathing?
Why do adolescent like you should
not try smoking even though you
see others doing it?
TRIVIA: A yawn is a signal of oxygen
shortage I the body. When we are
drowsy or sleepy, the lungs do not
take enough oxygen from the air.
This causes a shortage of oxygen
and sends a message that causes
you to take a deep long breath
called yawn.
Activity#2 Group work .Activity: How Does the .Activity: How Does the Activity: Complete the
“Investigating Digestion of Intergumentary System Work? Intergumentary System Work?
Food in the Stomach” Complete the graphic organizer: Complete the graphic organizer:
Problem: What processes
happen when the food is in
the stomach? Refer to New
Science Links pp. 134
Safety Tips: Be careful in
handling liquids like
hydrochloric acid.
Always wait for the teachers
concept map
instruction before
performing the activity
Chain of Events: Think of Answer the question:
one food item that you enjoy Answer the following questions: Answer the following questions: 1 What happen when the
eating. Using the diagram 1 What can happen if a part of 1 What can happen if a part of the path of blood circulation is
below and describe the chain the body is not covered with body is not covered with skin? blocked?
of events that happens skin? 2 What can happen if your sweat 2 What happens when the
during the digestion of your 2 What can happen if your sweat glands do not produce circulatory system cannot
favorite food. Indicate all the glands do not produce perspiration? transport the substances
structures that are involved. perspiration? needed by the body cells and
Refer to New Science Links p.
cannot carry wastes from the
82
cells?
ELABORATION: Why is Show pictures of person with skin Show pictures of person with skin disorder. Ask ‘Why do you think
breakfast considered as the disorder. Ask ‘Why do you think this person suffers such?”
most important meal of the this person suffers such?”
day?
TRIVIA: Borborygmus
Borborygmus is the rumbling
sound in the stomach. When
you hear your stomach
rumbling, it is the signal from
your brain that the stomach
has begun the digestion.
H. Making generalizations What are the parts and functions of
and abstractions about the respiratory system?
the lesson
I. Evaluating learning EVALUATION:
Multiple Choice: Read each item
carefully.Circle the letter of the
correct answer.
1. Tiny hairs lined inside the nose
prepare air for the lungs by ______.
a. cleaning it
b. drying it
c. moistening it
d. warming it
2. How does the body use the
energy released in its cells?
a. to rest the body
b. to lower body temperature.
c. for making oxygen
d. for muscles to move
3. When you exhale, the diaphragm
helps air leave the body by _____
a. expanding the lungs
b. making the chest larger
What are the parts of the
digestive system? How does
the digestive system work?
EVALUATION:
Arranging Sequence of
Events: Arrange The New
Science Links pp. 129-137
The Amazing World of
Science the following
statements according to the
process of digestion and
absorption in the body.
Number each of the steps
according to the sequence it
occurs.
____ Water is absorbed.
____Food is broken into
small pieces
____Nutrients pass through
the blood stream
____Waste are removed
from the body.
____Food is liquefied and
The Intergumentary system
consists of the skin, hair,
fingernails, glands and nerves.
The main function of the
intergumentary system is to act as
a barrier to protect the body from
the outside world. It also functions
to retain body fluids, protect
against diseases, eliminate waste
products and regulate body
temperature.
Encourage pupils to ask question
about the lesson.
EVALUATION:
Answer the question;
Why should you use umbrella or
other protective cover when
walking under the sun?
The Intergumentary system
consists of the skin, hair,
fingernails, glands and nerves.
The main function of the
intergumentary system is to act as
a barrier to protect the body from
the outside world. It also functions
to retain body fluids, protect
against diseases, eliminate waste
products and regulate body
temperature.
Encourage pupils to ask question
about the lesson.
EVALUATION:
Answer the question;
Why should you use umbrella or other protective cover when
walking under the sun?
1 Circulation is the movement
of blood as it delivers oxygen
and food nutrients to the cells
and removes waste materials
from the cells.
2 Circulation involves two
maor routes-pulmonary
circulation and Systemic
Circulation.
3 During pulmonary
circulation, the oxygen-poor
blood enters the right atrium
of the heart and flows to the
right ventricle, which pumps
the blood to the pulmonary
arteries.
4 During systemic circulation,
the left ventricle pumps the
oxygen-rich blood into aorta,
which branches out into the
arteries going to the upper
and lower part of the body.
Encourage pupils to ask
question about the lesson..
 c. pushing air in the lungs digested into forms that cell
d. making the chest smaller can use.
4. The body’s cells use oxygen to
break sugar into _____.
a. oxygen and water
b. carbohydrates and water
c. protein and water
d. carbon dioxide and water
5. What happens when you breathe
in air?
a. The diaphragm expands and the
ribcage contracts.
b. the diaphragm contracts and the
ribcage expands.
c. the diaphragm expands and the
rib cage collapses.
d. The diaphragm contracts and the
ribcage remain the same.

J. Additional activities for Assignment: . .

application or The digestive system
remediation provides nourishment for all
the cells of our body. What
are good habits that will
keep our digestive system
healthy?

V. REMARKS

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
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 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?