SCI6Q2-L4

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HELIUM|6:00 AM-6:40 AM ALUMINUM|6:40 AM-7:20 AM

GOLD|8:00 AM-8:40 NICKEL|9:00 AM-9:40 AM
MAGNESIUM|9:40 AM-10:20 AM SODIUM|11:00 AM-11:40 AM
Date: OCTOBER 4, 2024 (FRIDAY) Grade level: SIX

Teacher: JONALVIN A. KE Learning Area: SCIENCE
CONTENT STANDARDS: The learners demonstrate the understanding of how the major
organs of the human body work together to form organ systems.
PERFORMANCE STANDARDS: The learners should be able to make chart showing healthful
habits that promote proper functioning of the musculoskeletal, integumentary, digestive,
circulatory, excretory, respiratory, and nervous systems.
LEARNING COMPETENCY: The learners should be able to explain how the organ of each
system works together (S6LTIIa-b1)
I. Objectives:
At the end of the lesson, the pupils should be able to:
1. Explain the functions of the organs of the Integumentary System and how it works
together.
2. Understand how the organs of the system work together to protect and regulate the
body.
3. Find pleasure in enumerating the parts of the Integumentary System.
II. Content:
Subject Matter: Integumentary System
Science Concept: Integumentary system is made up of bones and muscles that make the
body move and perform work.
Values Integration: Taking care of the muscles for good working system of the body.
III. Learning Resources:

A. References: K to 12 Curriculum Guide in Grade VI Science 6 pp.103 Evelyn C.
Padpad et.al (2016) Cyber Science Worktext in Science and Technology pp.44-49
Myrna Q. Adduru and Nicetas G. Valencia (2015)
B. Other Learning Resources: Video Lesson
C. Science Processes: identifying, communicating, inferring
IV. Procedures:
1. Engagement
Show students a close-up image of skin (e.g., under a microscope) and ask, "What do
you think this is?"
Ask students questions like:
"What do you think your skin does for you?"
"How does your skin help protect you from the sun or cuts?"
Discuss briefly what happens when we get sunburned, cut, or feel hot, emphasizing how
the skin reacts.
2. Exploration
A. Whole Class Observation:

 Provide each student with a magnifying glass.
 Ask students to closely examine their own skin, hair, and nails. Have them look at:
o Skin: Texture, color, pores, small bumps.
o Hair: Thickness, color, direction of growth.
o Nails: Shape, smoothness, ridges, or grooves.
B. Guided Class Discussion:
Ask questions to guide their observations, such as:
o "What do you notice about your skin when you look closely?"
o "Can you see small hairs on your skin? What do they look like?"
o "How do your nails feel? Are they smooth or bumpy?"
Allow students to touch their skin and nails to notice differences in feel (soft, rough,
etc.).
C. Share Observations:
 After a few minutes, encourage students to share what they’ve observed with the
class.
 Write some of their observations on the board to highlight similarities and
differences in their skin, hair, and nails.
3. Explanation
A. Presentation: How Muscles Work Together

 Use a diagram of the skin and its layers to explain the epidermis, dermis, and
subcutaneous layer.
 Explain the roles of the sweat glands, sebaceous (oil) glands, hair, and nails
using visuals.
 Introduce the key functions: protection, regulation, sensation, and excretion.
 Have students fill out a worksheet where they label the parts of the
integumentary system and write one sentence describing each part’s function.
B. Class Discussion:
 Ask: "What would happen if muscles didn’t work correctly or if they became
weak?"
 Relate this to real-world examples like muscle cramps or tiredness after running.
4. Elaboration
 Show a short video on how the integumentary system responds to a cut or a

sunburn.
 Ask students to discuss in pairs how the system helps protect the body in these
situations.
 Have students come up with an explanation of what happens when the body gets
too hot (sweating) or too cold (goosebumps, hair standing up).
5. Evaluation:
1. The three layers of the skin are the epidermis, dermis, and subcutaneous layer.
Answer: True
2. The function of sweat glands is to cool the body by producing sweat.
Answer: True
3. Nails are important because they help the skin grow back after an injury.
Answer: False
Nails protect the tips of fingers and toes and help with picking up objects.
4. When you get a cut, the skin forms a clot to stop bleeding and protects the body
from germs.
Answer: True
5. Hair helps protect the scalp from UV rays and helps keep the body warm.
Answer: True
V. Additional Activity:
Assign students to research how animals use their skin, fur, or feathers for
protection and bring examples to class.

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________________________________________________________________________

HELIUM|6:00 AM-6:40 AM ALUMINUM|6:40 AM-7:20 AM

Date: OCTOBER 4, 2024 (FRIDAY) Grade level: SIX

III. Learning Resources:

A. Whole Class Observation:

A. Presentation: How Muscles Work Together

 Show a short video on how the integumentary system responds to a cut or a

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