School: KIBALUS ELEMENTARY SCHOOL Grade Level: SIX
Teacher: RAPUNZEL MEA D. ABAO Learning Area: SCIENCE
Teaching Dates/Time: JANUARY 9, 2023/10:05– 10:45 A.M. Quarter: 2nd
I. OBJECTIVES RPMS KRA’s &
Objectives
A. Content The learners demonstrate understanding of the interactions for survival
Standards
among living and non – living things that take place in tropical rainforests,
coral reefs and mangrove swamps.
B. Performance The learner should be able to form discussion groups to tackle issues
Standards
involving protection and conservation of ecosystems that serve as nurseries,
breeding places, and habitats for economically important plants and
animals.
C. Learning Discuss the interactions among living things and non – living things in
Competencies
tropical rainforests, coral reefs and mangrove swamps.
S6MT – IIi -j - 5
II. CONTENT Invertebrates
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s EASE Module 17 Animals without Backbones
Material
pages pp.1-40
3. Textbook The New Science Links 6 pp. 207- 233
pages
4. Additional K to 12 Basic Education Curriculum Guide 6 p. 90
Materials
from
LRMDS
B. Other Self - Learning Modules (SLM’s), power point presentation
Learning
Resources
IV. PROCEDURES
A. Reviewing past Presenting the virtual class rules: KRA 2 – Objective 5:
lesson or Established safe and
presenting the secure learning
new lesson 1. Be on time. environments to enhance
learning through the
2. Turn on your video. consistent
3. Turn off your mic implementation of
policies, guidelines and
4. No eating during class
procedures
5. Eyes and ears on the teacher
KRA 2 - Objective 6:
6. Raise your hand to talk. Maintained learning
Environments that
promote fairness, respect
and care to encourage
What are vertebrates?
Can you recall the animals that belong to vertebrates? learning.
KRA 2 - Objective 7:
Maintained learning
environments that
nurture and inspire
learners to participate,
cooperate and
collaborate in continued
learning
B. Establishing a The teacher will present the slide with puzzle in it to class. KRA 1 - Objective 1:
purpose of the Applied knowledge of
content within and across
new lesson Activity 2: Can You Find Me?
curriculum teaching
(Motivation) areas.
Word Search Puzzle
Directions: Find the words listed in the word search puzzle by boxing
it. Write your answer in the attached Activity Sheet no. 2
WORD LIST:
ARTHROPODS MOLLUSKS
POREFIRANS
NEMATODES ECHINODERMS
CNIDARIANS
C. Presenting
examples/ Activity 1 What are invertebrates? KRA 1 - Objective 1:
instances of the Applied knowledge of
new lesson content within and across
curriculum teaching
areas.
Read and study figure 2, then answer the questions below.
D. Discussing new ACTIVITY 3 KRA 1 - Objective 1:
concepts and Applied knowledge of
Classification of Invertebrates and Its Distinguishing content within and across
practicing new
curriculum teaching
skills no. 1 Characteristics areas.
Directions: Read and study the paragraphs & figure 3, then
answer the
questions below.
Poriferans, Cnidarians, Annelids, Mollusks,
Echinoderms, Nematodes, Platyhelminthes and
Arthopods
. are grouped into eight broader classes of
invertebrates. Each of which has some functions.
Four different characteristics are expressed by
invertebrates:
They have no backbone at all.
They are multicellular. In holding the animal
safe, all the cells have multiple roles.
Similar like many other species, they have no
cell walls.
They replicate by putting together two
reproductive cells, or gametes, to create a new
organism of their type.
E. Discussing new KRA 1 - Objective 3:
concepts and Displayed proficient use
of Mother Tongue,
practicing new -two body openings
Filipino and English to
skills no. 2 I -simple nervous system facilitate teaching and
learning.
-examples: earthworms and leeches
ANNELIDS
N
-jointed legs
-more than one body section
-exoskeleton
CNIDARIANS
-tentacles with stinging cells
-one body opening
-live in water
V ARTHROPODS
E -bodies are in 5 parts
-covered in spikes or spines
-external skeleton made of lime
R ECHINODERMS
-soft-bodied with external or
T internal shells
-have a foot or tentacles
-most have shells
E MOLLUSKS
B -no body openings
-no muscles, nerves or organs
-live in water
R PORIFERANS
A -have bodies like ribbons
-no space inside
-no digestive system
F. Developing INDIVIDUAL ACTIVITY
Mastery (Leads The teacher presents the slides of different figures.
to Formative The teacher then calls the pupils one by one. KRA 2 – Objective 5:
Established safe and
Assessment)
secure learning
Identify the characteristics of the different invertebrates by environments to enhance
completing the chart using the following descriptions. Write your learning through the
answers in the attached activity sheet no. 4. consistent
implementation of
policies, guidelines and
Classification - arthropods, mollusks, echinoderms, procedures
cnidarians
Movement - fly, crawl, swim KRA 2 - Objective 7
Maintained learning
Description - with an exoskeleton, spiny skin, soft and environments that
nurture and inspire
segmented body, enclosed in a shell, hollow-body stinging learners to participate,
cells or tentacles cooperate and
collaborate in continued
learning
ANIMALS CLASSIFICA MOVEMENT DESCRIPTIO
TION N
1. Snails KRA 2 - Objective 8:
Applied a range of
Successful strategies that
[Link] maintain learning
environments that
motivate learners to work
3. Lobsters productively by assuming
responsibility for their
4. Starfish own learning
5. Jellyfish
G. Finding Directions:ACTIVITY 6: Fill
Use the word bankMe
andUpletter clues to name each of the KRA 1 - Objective 4: Used
Practical effective verbal and non-
different
Application of types of invertebrates describe here, then find one verbal classroom
communication strategies
conceptsexample
and for each category. Write your answer in the Activity to support learner
skills in daily understanding,
living. Sheet No. 6. participation,
engagement and
1. A __ __ __ R __ __ __ __ __ achievement
Have limbs with joints that allow them to move
Example: __________________
2. __ O __ __ __S__ __
Most have a soft skin- like organ covered by a hard shell.
Some live on land while others live in water
Example: ___________________
3. __ C__ __N__ __ __ __ __ __
Live in the ocean. Have arms or spines that radiate from the center
H. Making KRA 1 - Objective 1:
ANNELIDS Applied knowledge of
Generalization The teacher present the slides.
content within and across
and abstraction ACTIVITY 5 curriculum teaching
about the lesson ..
CNIDARIAN Fill in the graphic organizer by writing the specificareas.
S characteristics of each classification of invertebrates
Select your answer inside the box below. Write your
ARTHROP
ODS answer in the attached activity sheet no. 5.
ECHINODE
RMS
MOLLUSK
S
PORIFERA
NS
PLATYHELMI
NTHES
NEMATOD
ES
*Have joint legs *Soft bodied with
external or internal shells
*More than one body section *Have a foot or
tentacles
*No body openings *Bodies in five parts
*No muscles , nerves or organs *Covered in spikes or
spines
*body divided into segments *Have one body
opening
*have two 0penings *Stinging- cell animal
*Have bodies like ribbon * Long , thin, round
* No digestive system *Pointed at one both
ends
I. Evaluating Let the pupils open their SLM and answer the Evaluation. KRA 2 - Objective 8:
learning Applied a range of
Successful strategies that
maintain learning
Directions: Choose the letter of the correct answer. Write your answer environments that
in Activity Sheet no. 7 motivate learners to work
Directions: Encircle the letter of the correct answer. productively by assuming
responsibility for their
own learning
1. Which of these animals is a mollusk?
a. squid b. corals c. spiders d. lobsters
2. All of these are arthropods EXCEPT ___________.
a. ant b. clam c. butterfly d. centipede
3. To which group do sea urchins and starfish belong?
a. Porifera b. Arthropods c. Cnidarians d. Echinoderm
4. Cnidarians are animals with __________.
a. bilateral symmetry [Link] bones c. appendages d. stinging cell
5. Mollusks have shells.
a. true b. some do, some don’t c. false d. only bivalves do
6. The name echinoderm means
a. double life b. two shells c. spiney skin d. ringed body
7. The number of body segments Arachnids have
a. two b. three c. four d. one
8. Which arthropods have six legs?
a. crustaceans b. spiders c. insects d. arachnids
9. To which set of animals do corals belong?
a. parrots and ducks c. starfish and sea urchin
b. jellyfish and hydra d. earthworms and leeches
10. How do snails and clams differ from grasshoppers and
dragonflies?
a. Snails and clams have hard shells while grasshoppers and
dragonflies have none.
b. Snails and clams have soft spines while grasshoppers and
dragonflies have none.
c. Snails and clams have segmented bodies while grasshoppers and
dragonflies have none.
d. Snails and clams have the same characteristics as grasshoppers
and dragonflies.
J. Additional RUBRICS KRA 2 - Objective 8:
activities for Applied a range of
Successful strategies that
application and
maintain learning
remediation. environments that
1 2 3 4 5 motivate learners to work
Content, Absenc Presented Some Provided Provide in productively by assuming
Scientific e of a few informatio more details the responsibility for their
Language informati pieces of ns are informatio content own learning
, Clarity of on, no informatio missing n but not applying the
thoughts scientific n, applying complete scientific
and languag mentione scientifc applying language all
Grammar e d one language scientific the time
applied, scientific sometime language where
and language, s with few in most of thoughts are
faulty and thoughts the arranged
gramma presented are explainati properly with
r and few presented on and correct
spelling. thoughts with faulty thoughts grammar and
with faulty spelling are spelling.
spelling and presented
and grammar. with few
grammar. faulty
spelling
and
grammar.
IV. REMARKS
V. REFLECTIO
N
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities
for
remediation
who scored
below 80%.
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 solved?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?
Prepared by: Checked by:
RAPUNZEL MEA D. ABAO KAIRUZ DEMSON G. AQUILAM
Teacher 1 SIC
