Daily Lesson Log in Science 6

VERTEBRATES AND INVERTEBRATES

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I. Objectives
A. Content Standards The different characteristics of vertebrates and invertebrates.
B. Performance Standards 1. Make an inventory of vertebrates and invertebrates that
are commonly seen in the community
2. Practice ways of caring and protecting animals
C. Learning Competencies Determine the distinguishing characteristics of vertebrates and
invertebrates. S6MT-IIe-f-3

Knowledge: define vertebrates and invertebrates

Skill: differentiate vertebrates from invertebrates
Attitude: Work collaboratively with the group
II. Content Vertebrates and Invertebrates
III. Learning Resources
A. References
1. Learning Resource Vertebrates and their characteristics
Portal https://lrmds.deped.gov.ph/detail/16226
Invertebrates
https://lrmds.deped.gov.ph/detail/6359
2. Other Learning YouTube Video
resources Vertebrate and invertebrate animals -
Educational videos for kids
https://www.youtube.com/watch?v=Old4GnP8x8Y

Laptop, Projector, PowerPoint Presentation, Activity Sheets

IV. Procedures
A. Reviewing previous (Integration of positive and non-violent discipline)
lesson or presenting the Presenting classroom standards
new lesson 1. Be kind, polite and courteous to others.
2. Keep your hands and feet to yourself
3. Be respectful to everybody
4. Listen to the teacher and classmates, and follow
directions promptly
5. Work hard and do your best.
6. Be safe when handling objects.
7. Raise your hand when you would like to speak in class,
when leaving our seat or when you need to leave the
classroom for certain reasons.
8. Apologize if you make mistakes and strive to do better.

Show the different pictures of animals (refer to the PowerPoint

presentation)

B. Establishing a purpose for (Integration of Vocabulary skills)

the Direction:
lesson/Motivation/Motiv Find the words related to vertebrates and invertebrates. (25
e Question words)
C. Presenting Present/Ask:
examples/instances of Describe the animals below. Can distinguish the similarities and
the lesson differences?

Ask:
1. Which animals have backbones?
2. Which animals have no backbones?

Video Presentation
Vertebrate and invertebrate animals -
Educational videos for kids
https://www.youtube.com/watch?v=Old4GnP8x8Y

Standards in viewing a video presentation

1. Be quiet and stay on your seat when watching the video
2. Remember all the important details shown in the video.
3. Be prepared to share your insights or understanding
about the presented video.

Follow up questions about the video clip presented.

1. What is the video about?
2. What are the different groups of vertebrates?
3. What are the different groups of invertebrates?

D. Discussing new concepts Integration of HOTS and across subject areas

and practicing new skills To further develop the pupils understanding of the concept and
#1 skills, lead them to identify the different characteristics of
vertebrates and invertebrates. Present the chart of vertebrates
and invertebrates.
 Say:
1. Which of these animals have backbones?
2. Which of these animals have no backbones?
3. Some animals have no backbones, they are either
softbodied animals or they have an exoskeleton. (unlock
the word exoskeleton)
4. Why are these animals called vertebrates?
5. Why are these animals called invertebrates?
6. Man is an animal by nature, among these 2 classifications
which one are you? Explain why.

E. Discussing new concepts Integration of positive & non-violent discipline and

and practicing new skills differentiated/tiered activity
#2 Group Activity
Directions
1. Group yourselves into four
2. Choose a leader
3. The leader gets the activity sheets and assessment card
form the teacher.
4. Go to your respective area assigned to you.
5. Do the acvity following the group standards
6. Be mindful of the rubrics presented.
7. Finish in ten minutes, and then present your output in
less than 3 minutes.
Rubric in Assessing Group Performance
Description Ratings
1. All members in the
group took part in 1 2 3 4 5
the activity
2. Members agree and
1 2 3 4 5
support each other.
3. Group members
keep on the assigned 1 2 3 4 5
task
4. Group members
practice collaborative 1 2 3 4 5
work
5. Group members
perform well as a 1 2 3 4 5
whole
 1 – Major Difficulty 2 – Requires improvement
3 - Good 4 – Very Good 5 – Exemplary

Group 1 – Vertebrates in the community

Directions:
1. Draw all the vertebrates that can be seen in your
community
2. Determine what they do in your community
3. Discuss and share ways on how can you show care for
these animals

Group 2 – Invertebrates in the community

Directions:
1. Draw all the invertebrates that can be seen in your
community
2. Determine what they do in your community
3. Discuss and share ways on how can you show care for
these animals

Group 3 – Comparison
Directions:
1. Draw a pair of vertebrate and invertebrate.
2. Compare their similarities and differences
3. Are they important animals? Explain.

F. Developing Mastery (Integration of Contextualization, Localization and Gender-Fair)

Group Presentation/Reporting
Learners are given utmost recognition in the task they presented
Self-Assessment of the group activity
Each group assesses their own group output rating
G. Finding practical Ask:
applications of concepts 1. Why is it important to keep our bones healthy and
and skills in daily living. strong?
2. Why does a carabao need to have a strong backbone
while an earworm doesn’t?

H. Making generalizations Ask:

and abstractions about 1. What are vertebrates?
the lesson 2. What are invertebrates?
3. How do vertebrates and invertebrates differ from each
other?
4. How can you show care for the animals around you?
5. Why is it important to take care of one’s health?
I. Evaluating Learning

J. Additional activities for Assignment

application or Watch the video based on the link below and write a short
remediation narrative report on what you understood after watching the
video about living things and non-living things.
https://www.youtube.com/watch?v=p51FiPO2_kQ