School Grade Level 6

Teacher Learning Areas SCIENCE

Time and Date WEEK 6 ( Day 6) Quarter 2

I. Objectives
A. Content The learners demonstrate understanding of the different
Standards characteristics of vertebrates and invertebrates
B. Performance The learners should be able to make an inventory of
Standards vertebrates and invertebrates that are commonly seen in the
community and practice ways of caring and protecting
animals.
C. Learning Determine the distinguishing characteristics of vertebrates and
Competencies/ invertebrates. (S6MT-IIe-f-3)
Objectives
 Describe the characteristics of the following groups of
Write the invertebrates :
LC code - insects and spiders
for each
II. Content ANIMAL
- Vertebrates and Invertebrates
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3.Textbook
Pages
4. Additional - lrmds.deped.gov.ph/invertebrates
Materials
from the
Learning
Resources
(LR) Portal
5. Other
Learning
Resources
IV. Procedures A and B

ENGAGE
GUESS WHAT?

Direction: Fill in the blanks with words that can be found inside
the box in order to arrive with correct answer.

INSECT WINGS
APPENDAGES SPIDER
ANTENNAE
APPENDAGE

280
 1. These are structures that grow from the main body.
APPEND_ _ _
2. A structure used by insects to detect any stimulus,
ANTEN_ _ _

3. You can almost see this in your house especially in the

ceilings.
SPID_ _

4.These are small invertebrates and you can see this flying.
INSE_ _

5. They are used by insects in order to fly.

WIN_ _ _

Answers
1.APPENDAGES
2.ANTENNAE
3. SPIDER
4. INSECT
5. WINGS

EXPLORE  Divide the class into four groups.

 Remind the learners about the norms to be followed in
doing the activity.
 Do not eat or drink during activity.
 Keep your workplace clean.
 Cooperate with your groupmates.
 Seek the guidance of the teacher whenever in
trouble.
 Minimize your noise.
 Submit your output on time.
 Wash your hands after the activity.
 Distribute the activity sheet to each group. (See
appendix A)

ACTIVITY
FILL ME UP

LEARNING TARGET:

 At the end of the activity, I can describe the

characteristics of insects and spiders.

Materials:(to be provided by the teacher)

Activity sheet
Four pieces one – fourth manila paper
Marker

281
Procedure/s:

- Complete the chart below by identifying the characteristics

of the following animals.
- Note: The teacher has the option to choose other
arthropods.

Arthropods Classification Movement Number of

(Crawl/
(Insects/ Fly) Legs
Arachnids) (Six - Legged/
Eight Legged)

(arachnid) (crawl) (eight legged)

1. Spider

(Insect) (fly) (Six– legged)

2.
Grasshopper

(Insect) (fly) (six– legged)

3. Butterfly

Guide Questions:
1. What characteristics do insects have in common?
- insects have wings and they are six – legged animal.

2. What characteristics do arachnids have in common?

- Spiders don’t have wings and they are eight – legged
animal.

282
EXPLAIN  A representative from each group to present the results
of their activity. Scoring rubrics will be used in rating the
performance of each group.
(Please see attached scoring rubric. Appendix C)

ELABORATE  Process learners’ answers on the given activity.

 Ask the learners the following questions:

- What characteristics do insects have in common?

Insects have wings and they have six legs.

- What characteristics do arachnids have in common?

Spiders don’t have wings and they have eight
legs.

Elaborate more of the concepts about insects and spiders:

 Arthropoda or Arthropods are joint-legged animals.

 Their bodies and legs are made up of sections.
They have an outside shell called the exoskeleton.

 Examples of arthropods are insects and arachnids

or spiders.

 Insects are small, six-legged animals or have three

pairs of walking legs, one or two pairs of wings and
a pair of antennae.

 Their bodies are divided into three parts: the head,

the thorax, and the abdomen.
 Bees, ants, wasps, butterflies, cockroaches,
ladybugs, fireflies, termites, moths and
grasshoppers are insects.

 Arachnids have four pairs of walking legs. They

have spinnerets with which they spin silk thread into
webs, cocoons
 Examples of arachnids are scorpions, mites, ticks
and spiders.

283
 EVALUATE Direction: Identify the animals being described in the following
sentences. Write I for INSECT and S for SPIDER on your
answer sheet.

1. It has eight legs.

2. It has six legs.
3. It has wings.
4. It doesn’t fly.
5. It has a head, thorax and
body.

ANSWERS:
1.S
2.I
3.I
4.S
5.I

V. Remarks ___Lesson carried. Move on to the next objective.

___Lesson not carried.

VI. Reflection
I. OTHERS
A. No. f
learners
who
earned
80% on
the
formative
assessm
ent
B. No. of
learners
who
require
additional
activities
for
remediati
on
C. Did the ____Yes _____No
remedial ____of learners who caught up the lesson of ______.
lessons ____of learners who caught up the lesson of ______.
work? ____of learners who caught up the lesson of ______.
No. of ____of learners who caught up the lesson of ______.
learners
who have
caught
up with
the
lesson.

284
D. No. of ____Yes _____No
learners ____of learners who caught up the lesson of ______.
who ____of learners who caught up the lesson of ______.
continue ____of learners who caught up the lesson of ______.
to require ____of learners who caught up the lesson of ______.
remediati
on.
E. Which of
my ____Socratic questioning ___use of visual
teaching presentation
strategies ____Game-based learning ___Pair work
worked ____Cooperative Learning ___Explicit Teaching
well? ____Group collaboration ___Differentiated instruction
Why did ____Discovery Method ___Lecture Method
it work? ____Manipulative tools ___Demonstration
____Models ___Interactive lecture demonstration
____Inquiry-based approach Why?
____Complete IMs ___Availability of materials
____Student’s eagerness to learn
____Group member’s collaboration/cooperation in doing their
tasks
____audio visual presentation of the lesson
F. What ___Bullying among students
difficultie ___Students’ behavior/attitude
s did I ___Colorful IMs
encounte ___Unavailable Technology
r which ___Science/ Computer/internet lab
my ___additional clerical works
principal
or
superviso
r can be
solve?
G. What ____contextualized/localized and indigenized IMs
innovatio ____localized video
n or ____Recycling of plastics to be used as IMs
localized
material/s
did I
use/disco
ver which
I wish to
share
with other
teachers
?

285
APPENDIX A
ACTIVITY
FILL ME UP
LEARNING TARGET:
 At the end of the activity, I can describe the characteristics of insects and
spiders.
Materials:(to be provided by the teacher)
Activity sheet
Four pieces one – fourth manila paper
Marker
Procedure/s:

- Complete the chart below by identifying the characteristics of the following

animals.
- Note: The teacher has the option to choose other arthropods.
-
Arthropods Classification Movement Number of Legs
(Insects/ (Crawl/ Fly) (Six - Legged/
Arachnids) Eight Legged)

1. spider

2. grasshopper

3. butterfly

Guide Questions:
- What characteristics do insects have in common?
- What characteristics do arachnids have in common?

286
APPENDIX B
Sample pictures

grasshopper

spider
tick

buttterfly

Source: DepEd BEAM, LRMDS (http://lrmds/invertebrates)

287
APPENDIX C

SCORING RUBRICS FOR THE ACTIVITY

CRITERIA (3) (2) (1)

Perform the
Perform the activity but
Perform the activity with keep on
activity by minimal asking to the
Performance following the questions to the teacher on
given procedures teacher on the the
on their own. given procedures
procedures. all throughout
the activity.
Finish the
Finish the activity
Finish the activity activity within
within 1-2
Promptness within the given 3-5 minutes
minutes after the
time. after the
given time.
given time.
Two (2) or
All members of At least one (1) more
Team
the group member of the members of
Work/Collaboratio
cooperated in the group did not the group did
n
activity. cooperate. not
cooperate.
With at least
At least one (1) two (2) or
Correctness of All answers are
answer in more
answer correct
incorrect. answers are
incorrect
The materials are
The materials are
organized and The working
organized but the
the working area area is messy
Workmanship working area is
is clean during all throughout
clean after the
and after the the activity.
activity.
activity.

288
School Grade Level 6
Teacher Learning Areas SCIENCE
Time and Date WEEK 6 ( Day 7) Quarter 2

I. Objectives
A. Content The different characteristics of vertebrates and invertebrates
Standards
B. Performance The learners should be able to make an inventory of
Standards vertebrates and invertebrates that are commonly seen in the
community and practice ways of caring and protecting
animals.
C. Learning LC 3. Determine the distinguishing characteristics of
Competencies/ vertebrates and invertebrates. (S6MT-IIe-f-3)
Objectives
 Describe the characteristics of the following groups of
Write the invertebrates :
LC code Worms, shellfish and snail
for each
II. Content Vertebrates and Invertebrates
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3.Textbook
Pages
4. Additional - Lrmds.deped.gov.ph/invertebrates
Materials
from the
Learning
Resources
(LR) Portal
5. Other
Learning
Resources
IV. Procedures A and B

ENGAGE FIX ME

Direction: Rearrange the words listed .

1. You can almost see this in the soil.

EARTHMOWR
2. These are soft bodied or shelled animals.
SHLLEFSIH
3. These are segmented animals.
WMOR
4.These are soft bodied or shelled animals.
SNLAI
5. These are parasites and can be found on intestines.

289
 TAPERMWO

EARTHWORMTAPEWORM
WORM
SHELLFISH
SNAIL

Answers:
1. Earthworm
2. Shellfish
3. Worm
4. Snail
5. Tapeworm

EXPLORE  Divide the class into four groups.

 Remind the learners about the norms to be followed in
doing the activity.
 Do not eat or drink during activity.
 Keep your workplace clean.
 Cooperate with your groupmates.
 Seek the guidance of the teacher whenever in
trouble.
 Minimize your noise.
 Submit your output on time.
 Wash your hands after the activity.
 Distribute the activity sheet to each group. (See
appendix A)

ACTIVITY
LET’S CHECK

LEARNING TARGET:

 At the end of the activity, I can describe the

characteristics of the following groups of invertebrates
:
Worms, shellfish and snail

Materials:(to be provided by the teacher)

Activity sheet
Four pieces one – fourth manila paper
Marker

Procedure/s:
1. Provide pictures of organisms to be identified by the
learners.
(see attached sample pictures. Appendix B)

290
 2. Choose the appropriate characteristics as label on the
table.

Worms
__Spiny
__Soft
__Segmented body
__Enclosed in a shell

Snails
__Spiny
__Soft
__Segmented body
__Enclosed in a shell

Shellfish
__Spiny
__Soft
__Segmented body
__Enclosed in a shell

Invertabrates
-worm -snail -shellfish
Characteristics (Soft) (Soft) (Soft)
(Segmente (Enclosed in (Enclosed in
d
Body)
a shell) a shell)

Guide Questions:
1. What characteristics do worms have in common?
Worms have soft and segmented body.

2. What characteristics do snails and shellfish have in

common?
Snails and shellfish have soft bodies enclosed in a
shell.

3. How do snails and shellfish differ from worm in terms of

body structure?
Snails and shellfish have soft bodies enclosed in a
shell
while worms have soft and segmented bodies.

291
EXPLAIN  A representative from each group to present the
results of their activity. Scoring rubrics will be used in
rating the performance of each group. (Please see
attached
scoring rubric. Appendix C)

ELABORATE  Process learners’ answers on the given activity.

 Ask the learners the following questions:

1. What characteristics do worms have in common?

Worms have soft and segmented body.

2. What characteristics do snails and shellfish have in

common?
Snails and shellfish have soft bodies enclosed in a
shell.

3. How do snails and shellfish differ from worm in terms of

body structure?
Snails and shellfish have soft bodies enclosed in a
shell
while worms have soft and segmented bodies.

Make the learners understand more of the concepts about

worm, snail and shellfish.

 Mollusca or 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.

 Worms have segmented bodies.

 These can be classified as annelids, nematodes and
Platyhelminthes.

292
EVALUATE Direction: Describe the characteristics of shellfish, snail and
worms by completing the table below.

INVERTEBRATES CHARACTERISTICS
Shellfish
Snail
Worms

ANSWERS:

Shellfish and snails have soft body and enclosed in a shell.

Worms have segmented bodies.

V. Remarks ___Lesson carried. Move on to the next objective.

___Lesson not carried.

VI. Reflection
VII. OTHERS
A. No. f
learners
who
earned
80% on
the
formative
assessme
nt
B. No. of
learners
who
require
additional
activities
for
remediatio
n
C. Did the ____Yes _____No
remedial ____of learners who caught up the lesson of ______.
lessons ____of learners who caught up the lesson of ______.
work? No. ____of learners who caught up the lesson of ______.
of learners ____of learners who caught up the lesson of ______.
who have
caught up
with the
lesson.
D. No. of ____Yes _____No
learners ____of learners who caught up the lesson of ______.
who ____of learners who caught up the lesson of ______.
continue ____of learners who caught up the lesson of ______.
to require ____of learners who caught up the lesson of ______.
remediatio

293
 n.
E. Which of
my ____Socratic questioning ___use of visual
teaching presentation
strategies ____Game-based learning ___Pair work
worked ____Cooperative Learning ___Explicit Teaching
well? Why ____Group collaboration ___Differentiated instruction
did it ____Discovery Method ___Lecture Method
work? ____Manipulative tools ___Demonstration
____Models ___Interactive lecture demonstration
____Inquiry-based approach Why?
____Complete IMs ___Availability of materials
____Student’s eagerness to learn
____Group member’s collaboration/cooperation in doing their
tasks
____audio visual presentation of the lesson
F. What ___Bullying among students
difficulties ___Students’ behavior/attitude
did I ___Colorful IMs
encounter ___Unavailable Technology
which my ___Science/ Computer/internet lab
principal ___additional clerical works
or
supervisor
can be
solve?
G. What ____contextualized/localized and indigenized IMs
innovation ____localized video
or ____Recycling of plastics to be used as IMs
localized
material/s
did I
use/discov
er which I
wish to
share with
other
teachers?

294
APPENDIX A
ACTIVITY
LET’S CHECK
LEARNING TARGET:
 At the end of the activity, I can describe the characteristics of the following
groups of invertebrates: Worms, shellfish and snail

Materials:(to be provided by the teacher)

Activity sheet
Four pieces one – fourth manila paper
Marker

Procedure/s:
- Provide pictures of organisms to be identified by the learners.
(see attached sample pictures. Appendix B)

- Choose the appropriate characteristics as label on the table.

Worms
__Spiny
__Soft
__Segmented body
__Enclosed in a shell

Snails
__Spiny
__Soft
__Segmented body
__Enclosed in a shell

Shellfish
__Spiny
__Soft
__Segmented body
__Enclosed in a shell

Invertabrates
-worm -snail -shellfish
Characteristics

Guide Questions:
- What characteristics do worms have in common?
- What characteristics do snails and shellfish have in common?
- How does snails and shellfish differ from worm? In terms of body structure?

295
APPENDIX B

Sample Pictures

Source: DepEd BEAM, LRMDS (http://lrmds/invertebrates)

296
APPENDIX C

SCORING RUBRICS FOR THE ACTIVITY

CRITERIA (3) (2) (1)

Perform the
Perform the activity but
Perform the activity with keep on
activity by minimal asking to the
Performance following the questions to the teacher on
given procedures teacher on the the
on their own. given procedures
procedures. all throughout
the activity.
Finish the
Finish the activity
Finish the activity activity within
within 1-2
Promptness within the given 3-5 minutes
minutes after the
time. after the
given time.
given time.
Two (2) or
All members of At least one (1) more
Team
the group member of the members of
Work/Collaboratio
cooperated in the group did not the group did
n
activity. cooperate. not
cooperate.
With at least
At least one (1) two (2) or
Correctness of All answers are
answer in more
answer correct
incorrect. answers are
incorrect
The materials are
The materials are
organized and The working
organized but the
the working area area is messy
Workmanship working area is
is clean during all throughout
clean after the
and after the the activity.
activity.
activity.

297
 School Grade Level 6
Teacher Learning Areas SCIENCE
Time and Date WEEK 6 Quarter 2
( Day 8 to 9)

I. Objectives
A. Content The different characteristics of vertebrates and invertebrates
Standards
B. The learners should be able to make an inventory of
Performance vertebrates and invertebrates that are commonly seen in the
Standards community and practice ways of caring and protecting
animals.
C. Learning LC 3. Determine the distinguishing characteristics of
Competencies/ vertebrates and invertebrates. (S6MT-IIe-f-3)
O Objectives
 Classify invertebrates into insects, spiders, worms,
Write the shellfish and snail.
LC code
for each
II. Content Vertebrates and Invertebrates
III. Learning
Resources
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3.Textbook
Pages
4. Additional - Lrmds.deped.gov.ph/invertebrates
Materials
from the
Learning
Resources
(LR) Portal
5. Other
Learning
Resources
IV. Procedures A and B

ENGAGE ACTIVITY: WHO AM I?

Direction: Identify the following. Choose your answer from the

names listed inside the box.

Insects Spiders
shellfish worms

298
 1.

I have segmented bodies.

Who am I?

2. I am a soft bodied or
shelled bodied animal.
I am a MOLLUSK
Who Am I?

I am an Arthropod. I
3.
have a three (3)pairs
of legs. I have wings
also. Who am I?

4.
I am an Arthropod. I
have a four (4)pairs of
legs.
Who am I?

Answers:
1. worms 3. Insects
2. shellfish 4. Spiders

EXPLORE 
Divide the class into four groups.

Remind the learners about the norms to be followed in
doing the activity.
 Do not eat or drink during activity.
 Keep your workplace clean.
 Cooperate with your group mates.
 Seek the guidance of the teacher whenever in
trouble.
 Minimize your noise.
 Submit your output on time.
 Wash your hands after the activity.
 Distribute the activity sheet to each group. (See
appendix A)
ACTIVITY
LET’S CLASSIFY
LEARNING TARGET:

 At the end of the activity, I can classify invertebrates

into insects, spiders, worms, shellfish and snail.

Materials:(to be provided by the teacher)

Activity sheet
Manila Paper
Marker

299
Procedure/s:

1. With the names of invertebrates listed in the box, classify

them as shellfish(mollusks), Annelid, Platyhelminthes,
Nematodes, insect and spider (Arachnids).

Know that insects and spiders belong to the same

group called Arthropods.

Clam Oyster
Earthworm Tapeworm
Roundworm Dragonfly
Flies Beetle
Tarantula Scorpion
Butterfly Grasshopper

(Mollus Annelid Platyhelmint Nematodes (Arachnid Insect

k) hes )
Shellfis Spider
h
(Clam (roun (tapewor (earthworm (tarantula (Flies)
) dwor m) ) )
(Butterfly)
(Scorpion
(Oyste m) )
r) (Dragonfly)

(Bettle)

(grass
hopper)

Guide Question:
1. What makes shellfish, worm, insect and spider different
from each other?

(answers may be presented in a form of a table as

presented below)

300
 Group Common Characteristics
name
Mollusk snails Soft body enclosed in a
shell.
Platy flatworm Flattened and
Helminthes segmented bodies.
Annelid earthworm Flattened and
segmented bodies.
Nematode roundworm Elongated and
unsegmented
Arthropod Insects Have three(3) pairs of
Spiders legs
(Arachnids) Have four(4) pairs of
legs.

EXPLAIN  A representative from each group to present the

results of their activity. Scoring rubrics will be used in
rating the performance of each group.
(Please see attached scoring rubric. Appendix C)

301
ELABORATE  Process learners’ answers on the given activity.
 Ask the learners the following questions:

1.What animals belong to mollusk? annelid?

Platyhelminthes? Nematode? Arthropod?

(Mollus Annelid Platyhelminth Nematode (Arachnid Insect

k) es s )
Shellfis Spider
h
clam roundwor Tapeworm earthworm tarantula Flies
oyster m scorpion bettle

2. What makes shellfish, worm, insect and spider

different from each other?

 Elaborate further concepts about worm, snail and

shellfish.

Group Common Characteristics

name
mollusk snails Soft body enclosed in
a shell.
Platy flatworm Flattened and
helminthes segmented bodies.

Annelid earthworm Flattened and

segmented bodies.

Nematode roundworm Elongated and

unsegmented

Arthropod Insects Have three (3) pairs of

Spiders legs
(Arachnids) Have four(4) pairs of
legs.

302
EVALUATE
Direction: Copy the name of invertebrates which does not belong
to the group.

1. worm tapeworm snail

2.spider tick grasshopper
3. flies spiders ticks
4. shellfish clam earthworm
5. dragonfly butterfly spider

ANSWERS:
1.snail
2 grasshopper
3.flies
4.earthworm
5.spider

V. Remarks ___Lesson carried. Move on to the next objective.

___Lesson not carried.

VI. Reflection

303
VII. OTHERS
A. No. f
learners
who
earned
80% on
the
formative
assessme
nt
B. No. of
learners
who
require
additional
activities
for
remediatio
n
C. Did the ____Yes _____No
remedial ____of learners who caught up the lesson of ______.
lessons ____of learners who caught up the lesson of ______.
work? No. ____of learners who caught up the lesson of ______.
of ____of learners who caught up the lesson of ______.
learners
who have
caught up
with the
lesson.
D. No. of ____Yes _____No
learners ____of learners who caught up the lesson of ______.
who ____of learners who caught up the lesson of ______.
continue ____of learners who caught up the lesson of ______.
to require ____of learners who caught up the lesson of ______.
remediatio
n.
E. Which of
my ____Socratic questioning ___use of visual
teaching presentation
strategies ____Game-based learning ___Pair work
worked ____Cooperative Learning ___Explicit Teaching
well? Why ____Group collaboration ___Differentiated instruction
did it ____Discovery Method ___Lecture Method
work? ____Manipulative tools ___Demonstration
____Models ___Interactive lecture demonstration
____Inquiry-based approach Why?
____Complete IMs ___Availability of materials
____Student’s eagerness to learn
____Group member’s collaboration/cooperation in doing their
tasks
____audio visual presentation of the lesson
F. What ___Bullying among students
difficulties ___Students’ behavior/attitude
did I ___Colorful IMs

304
 encounter ___Unavailable Technology
which my ___Science/ Computer/internet lab
principal ___additional clerical works
or
supervisor
can be
solve?
G. What ____contextualized/localized and indigenized IMs
innovation ____localized video
or ____Recycling of plastics to be used as IMs
localized
material/s
did I
use/disco
ver which
I wish to
share with
other
teachers?

305
APPENDIX A
ACTIVITY
LET’S CLASSIFY

LEARNING TARGET:
 At the end of the activity, I can classify invertebrates into insects, spiders,
worms, shellfish and snail.
Materials:(to be provided by the teacher)
Activity sheet
Manila Paper
Marker

Procedure/s:

1. With the names of invertebrates listed in the box, classify

them as shellfish(mollusks), Annelid, Platyhelmintes,
Nematodes, insect and spider (Arachnids).

Know that insects and spiders belong to the same group called Arthropods.

Clam Oyster
Earthworm Tapeworm
Roundworm Dragonfly
Flies Beetle
Tarantula Scorpion
Butterfly Grasshopper

(Mollusk) Annelid Platyhelmint Nematodes (Arachnid) Insect

Shellfish hes Spider

Guide Question:
1. What makes shellfish, worm, insect and spider different from each other?

306
APPENDIX B
Sample pictures

grasshopper

SPIDER
BUUTTERFLY

TICK

307
APPENDIX C

SCORING RUBRICS FOR THE ACTIVITY

CRITERIA (3) (2) (1)

Perform the
Perform the
Perform the activity but
activity with
activity by keep on
minimal
following the asking to the
Performance questions to the
given teacher on the
teacher on the
procedures on procedures all
given
their own. throughout the
procedures.
activity.
Finish the
Finish the activity
Finish the activity within
within 1-2
Promptness activity within 3-5 minutes
minutes after the
the given time. after the given
given time.
time.
Two (2) or
All members of At least one (1)
more
Team the group member of the
members of
Work/Collaboration cooperated in group did not
the group did
the activity. cooperate.
not cooperate.
With at least
At least one (1)
Correctness of All answers are two (2) or
answer in
answer correct more answers
incorrect.
are incorrect
The materials
The materials are
are organized The working
organized but the
and the working area is messy
Workmanship working area is
area is clean all throughout
clean after the
during and after the activity.
activity.
the activity.

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 School Grade Level 6
Teacher Learning Areas SCIENCE
Time and Date WEEK 6 ( Day 10) Quarter 2

I. Objectives
A. Content The different characteristics of vertebrates and invertebrates
Standards
B. The learners should be able to make an inventory of
Performance vertebrates and invertebrates that are commonly seen in the
Standards community and practice ways of caring and protecting
animals.
C. Learning LC 3. Determine the distinguishing characteristics of
vertebrates and invertebrates. (S6MT-IIe-f-3)
Competencies
Objectives  Make an inventory of vertebrates and invertebrates
that are commonly seen in the community.
Write the  Practice ways of caring and protecting animals.
LC code
for each
II. Content Vertebrates and Invertebrates
III. Learning
Resources
A. References
1. Teacher’s
Guide
Pages
2. Learner’s
Materials
Pages
3.Textbook
Pages
4. Additional - Lrmds.deped.gov.ph/invertebrates
Materials - EASE Module 17, Animals Without Backbone page
from the 28.
Learning
Resources
(LR) Portal
5. Other
Learning
Resources
IV. Procedures A and B

ENGAGE Ask the following questions:

1.What are the animals found in the zoo, farm, fish pond, sea,
forest?

2. Which of these animals are vertebrates? Invertebrates?

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EXPLORE  Divide the class into four groups.
 Remind the learners about the norms to be followed in
doing the activity.
 Do not eat or drink during activity.
 Keep your workplace clean.
 Cooperate with your group mates.
 Seek the guidance of the teacher whenever in
trouble.
 Minimize your noise.
 Submit your output on time.
 Wash your hands after the activity.

ACTIVITY: LETS ENUMERATE

LEARNING TARGET:

 At the end of the activity, I can make an inventory of

vertebrates and invertebrates that are commonly seen
in the community.

Materials:
(to be provided by the teacher)

Sample flyer
(see attached sample flyer below)

Procedure:

1. Go outside the room.

2. Interview the teacher and the students about the
animals found in the community that belong to vertebrate
and invertebrate.
3. Make an inventory on these animals by listing them
down.
4. Write down ways on how to protect these animals in the
community.
5. Present your answers in a form of flyers. (see attached
sample flyer below)

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 vertebrates invertebrates Ways on protecting
animals

EXPLAIN  A representative from each group to present the

results of their activity. Scoring rubrics will be used in
rating the performance of each group.
(Please see attached scoring rubric. Appendix A)

 Process learners’ answers on the given activity.

ELABORATE  Ask the learners the following questions:

1. What are the vertebrate animals found in the

community?
2. What are the invertebrate animals found in the
community?

Name of Name of
Invertebrates vertebrates
1. SPIDER 1.dog
2. CLAM 2.lizard
3. EARTHWORM 3.eagle
4.BUTTERFLY 4.frog
5. TICK 5.milkfish

3. What are the ways to protect these animals?

Possible Answers
1.Protect their habitat
2. if you have pets have it vaccinated.
3. provide shelter and food

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  Make the learners understand the variety of names
depending upon their locality.

 The flyers containing the vertebrate and

EVALUATE invertebrate animals in the community and the
ways on how to protect them will serve as their
evaluation.

V. Remarks ___Lesson carried. Move on to the next objective.

___Lesson not carried.

VI. Reflection
VII. OTHERS
A. No. of
learners
who
earned
80% on
the
formative
assessme
nt
B. No. of
learners
who
require
additional
activities
for
remediatio
n
C. Did the ____Yes _____No
remedial ____of learners who caught up the lesson of ______.
lessons ____of learners who caught up the lesson of ______.
work? No. ____of learners who caught up the lesson of ______.
of learners ____of learners who caught up the lesson of ______.
who have
caught up
with the
lesson.

D. No. of ____Yes _____No

learners ____of learners who caught up the lesson of ______.
who ____of learners who caught up the lesson of ______.
continue ____of learners who caught up the lesson of ______.

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 to require ____of learners who caught up the lesson of ______.
remediatio
n.
E. Which of
my ____Socratic questioning ___use of visual
teaching presentation
strategies ____Game-based learning ___Pair work
worked ____Cooperative Learning ___Explicit Teaching
well? Why ____Group collaboration ___Differentiated instruction
id it work? ____Discovery Method ___Lecture Method
____Manipulative tools ___Demonstration
____Models ___Interactive lecture demonstration
____Inquiry-based approach Why?
____Complete IMs ___Availability of materials
____Student’s eagerness to learn
____Group member’s collaboration/cooperation in doing their
tasks
____audio visual presentation of the lesson
F. What ___Bullying among students
difficulties ___Students’ behavior/attitude
did I ___Colorful IMs
encounter ___Unavailable Technology
which my ___Science/ Computer/internet lab
principal ___additional clerical works
or
supervisor
can be
solve?
G. What ____contextualized/localized and indigenized IMs
innovation ____localized video
or ____Recycling of plastics to be used as IMs
localized
material/s
did I
use/discov
er which I
wish to
share with
other
teachers?

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APPENDIX A

SCORING RUBRICS FOR THE ACTIVITY

CRITERIA (3) (2) (1)

Perform the
Perform the activity but
Perform the activity with keep on
activity by minimal asking to the
Performance following the questions to the teacher on
given procedures teacher on the the
on their own. given procedures all
procedures. throughout
the activity.
Finish the
Finish the activity
Finish the activity activity within
within 1-2
Promptness within the given 3-5 minutes
minutes after the
time. after the given
given time.
time.
Two (2) or
All members of At least one (1) more
Team
the group member of the members of
Work/Collaboratio
cooperated in the group did not the group did
n
activity. cooperate. not
cooperate.
With at least
At least one (1)
Correctness of All answers are two (2) or
answer in
answer correct more answers
incorrect.
are incorrect
The materials are
The materials are
organized and The working
organized but the
the working area area is messy
Workmanship working area is
is clean during all throughout
clean after the
and after the the activity.
activity.
activity.

314