“A DETAILED LESSON PLAN IN SCIENCE GRADE 6”

I. Objectives:

After discussing the lesson for 45 minutes, 100% of the grade 6 pupils will be able to:Cognitive: Identify the feeding process that completes the food chain.Affective: Express the values they have learned in the lesson using their own words. Psychomotor: Interpret the pictures shown and give its specific symbiotic relationship.

Content Standard:Identify the living and non-living things in the tropical rainforest, coral reef and

mangrove swamps.

Performance Standard:Construct a model to demonstrate the interaction among living and non-living things in

tropical rainforests, coral reefs and mangrove swamps.

Learning Competencies:Describe the interaction among the living and non-living things in tropical rainforests,

coral reefs and mangrove swamps.

II. Learning Content:

Subject Matter: Science 6 – Food ChainSkill: Interpreting its specific symbiotic relationship as shown in the pictures.Instructional Strategy: Modeling

III. Learning Resources:

Reference: Into the Future: Science and Health 6 by Juanita M. Cruz, page: 60Materials: pictures, laptop, and activity sheetsValue: Balance, Preservation, and Cooperation

IV. Procedures:

Teacher’s Activity Student’s Activity

A. BEFORE THE LESSON:1. “Greetings”

Good Morning Class!

Okay. Class, please pick up pieces of trash and throw it in the trashcan. Then, arrange your seats properly.

Good Morning Teacher!

(The pupils will pick up pieces of trash and throw it in the trashcan .Then, they will arrange their

Now, let us all stand up for the prayer.

“Prayer”

(student’s will lead the prayer)

“Checking of Attendance”

Is there anyone absent today?

2. Motivation:Okay! So how are you all today class?

Good. Now, do you want to play a game?

Okay, that’s good to hear, let’s play jumbled words.

Good. But before we will start, let me inform you that the first one to raise a hand will be the one to solve the jumbled word and will be given 5 points for class participation. And one more thing, no coaching and no repeating of persons who already solved the jumbled word. We have to give chances to others. Is that clear?

Very good. Let’s start.

(The teacher will flash the 5 jumbled words each and the pupils will solve it)

1. T E M Y S E C O S

seats properly.)

(Sign of the cross) ……. Amen.

No! Teacher!

(Fine, Good Okay, etc.)

Yes, Ma’am

Yes, Ma’am.

Yes Ma’am.

(The pupils will play the game by group)

(Alex raised a hand) Me, Ma’am

Yes, Alex.Very Good Alex, you have 5 points.

2. D R O P U C E R S

Yes, Princess. What is your answer?

Correct! 5 points for you pretty girl.

3. M E S U R S C O N

Yes, Maria.

Very good! 5 points for you.

4. S P O D E O M C E R S

Yes, Drake.

Excellent Drake, 5 points for you.

5. M Y S I O B S I S

Yes, Liza. Do you have an answer?

Very good Liza. You have 5 points.

Okay, good. So, class, how’s the game?

Good to hear that.

Class, can you enumerate all the words we solved in the game?

It’s Ecosystem, Ma’am.

Thank you, Ma’am.

(Princess raised a hand) Ma’am!

It’s Producers, Ma’am.

Thank you, Ma’am.

(Maria raised a hand) Me, Ma’am.

It’s Consumers, Ma’am.

Thank you, Ma’am.

(Drake raised a hand) Ma’am.

It’s Decomposers, Ma’am.

Thank you, Ma’am.

(Liza raised a hand) Me, Ma’am.

Yes Ma’am. It’s Symbiosis.

Thank you, Ma’am.

(Fun, Exciting, Interesting, etc.)

Yes Ma’am. The words we solved are Ecosystem, Producers, Consumers, Decomposers, and Symbiosis.

Very Good. All these words will be tackled for our lesson today.

B. During the Lesson:

1. Presentation/Introduction

(Picture Analysis.)

Ma’am, the pictures show about the animals living in the forest and also fishes in the river.

Ma’am, there are living and non-living things in the forest and river.

The living things we see in the pictures are animals like the deer, cow, snake, frog, etc.

Class, describe the pictures.

Very good. What else can you say?

Correct. The pictures show an environment where both living and non-living things exists. Can you cite some living things you find in the pictures?

Good. How about Non-living things?

Very Good.

All the living things and non-living things you have mentioned share a relationship in the environment. Both of them cannot exist without one another. And the environment where they share and interact with is what we call the ecosystem.

Let’s find out some more things in our discussion today.

2. Modeling/Teaching

Say: Okay, brace yourselves because for this morning, we are going to tackle about Food Chain. We will find out how these living things fight for their survival in the

The non-living things are stones, water, sunlight, soil, air, etc.

(The pupils listen attentively.)

(The pupils listen attentively to their teacher.)

Yes Ma’am.

Ma’am, they get it from the sun.

ecosystem. Are you ready?

Say: Good. Okay, but first may I ask you a question. Class, how do trees and green plants get energy to live and grow?

Say: Very good. All the living things depended so much from our sun to have energy. Green plants store solar energy through the process of photosynthesis. Let’s find out what is their role and importance in the food chain.

(Powerpoint Presentation)

Defining Food Chain- A food chain is the transfer of energy

from the producers to consumers through the eating process.

- It is composed of animals eating greenplants and animals being eaten by other organisms.

Say: These three illustrations are all called a food chain. But how they’re called? Let’s define some more terms.

OTHER TERMS:

PRODUCERS- These are organisms that make or

(The pupils listen attentively to their teacher.)

produce their own food. - Plants are called producers. They are

autotrophic, meaning they self-feed through the photosynthesis.

CONSUMERS- These are animals that eats plants or

other animal.- Consumers categorized into three

groups: primary consumers, secondary consumers, and tertiary consumers. Primary consumers are animals that feed on plants. Secondary consumers are animals that eat on primary consumers. And tertiary consumers are animals that feed on secondary consumers.

Say: Now, let’s go back to our first picture.

(Jay raised a hand) Ma’am.

Ma’am, the producer in the first food chain is the corn.

(Rose raised a hand) Me, Ma’am.

It is called a producer because corn is a plant and plants make their own food.

(Rey raised a hand) Ma’am.

Ma’am, the consumers are the rat and the owl.

(Alex raised a hand) Ma’am.

They are called consumers because they feed on plants and other animal.

(Felix raised a hand.)

The primary consumer is the

Say: Class, look closely in the first picture. Can you tell me the producer in the first food chain?

Yes, Jay.

Say: Very good, Jay. Thank you for your answer. You may now take you seat.

Say: And why is it that the corn is called a producer?

Say: Yes, Rose.

Say: Correct. Very good, Rose. Thank you for your answer. You may now take you seat. Class, how about the consumers in the first food chain?

Say: Yes, Rey.

Say: Very good, Rey. Thank you for your answer. You may now take you seat.

Okay, why they are called consumers?

Say: Yes, Alex.

Say: Very good Alex. Thank you for your answer. Okay. Class, tell me the primary, secondary, and tertiary consumers in the first food chain. Then answer why they are called primary, secondary, and tertiary consumers.

The primary consumer is the rat because it feeds on corn and the secondary consumer is the owl because it feeds on the primary consumer which is the rat. And there is no tertiary consumer in the first food chain because there is no animal that eats on secondary consumer which is the owl.

The producers are the corn and the grass.

The consumers are the rabbit, fox, and lion.

Answer:

Rabbit is the primary consumer, fox is the secondary consumer, and the lion is the third consumer.

Ma’am, the consumers are grasshopper, frog, snake, and the eagle or hawk.

Ma’am, the grasshopper is the primary or first consumer, frog is the second, snake is the third, and the eagle or hawk is the fourth.

Yes, Felix.

Say: Excellent, Felix. You really did listen well to our discussion. Thank you for your answer. You may now take your seat.

Say: So class, tell me the producers in the second and third food chain.

Very good. How about the consumers in the second food chain?

Correct. What about their level or category as consumers?

Very good.

How about the last food chain. What are the consumers there that you have seen?

Good, tell me all their level or category as consumers.

Very good Class. But there are only three categories of consumers; the primar, secondary, and tertiary. In the picture Class, the grasshopper is the primary consumer. For the secondary consumer, it’s either the frog or snake because frogs are insectivore meaning they eat only insects while snake can also eat insects like grasshopper.

C. AFTER THE LESSON:

1. Generalization:

Say: when we say Preposition, it tells the location of something or someone. And the on, in, under, between, outside are examples of preposition.

C.

C.

2. Guided Practice:

Refer to LM – Activity 327.

Instruction: Answer directly. Study the pictures. Complete the sentences about the pictures using the appropriate prepositions: on, in, under, between, outside. Do this in your notebook.

1. The coins are ___ my wallet.

2. The ball is __ the bed.

3. The cake is __ the table.

4. My pen is __ the book and

the paper.

5. My dog is __ the house.

3. Independent Practice

Refer to LM – Activity 328.

Instruction: Study the pictures. Complete the

sentence about the pictures using the

A.

C.

appropriate prepositions: on, in, under,

outside, between.

1. The books are ___ my bag.

2. Partia is hiding __ the table.

3. One umbrella is __ the chair.

4. Pat, the cat is __ the mouse

and the dog.

5. The ball is __ the table.

4. Assignment:

Copy and Answer. Put your answers in a

1 whole sheet of paper. Encircle the letter

that best fit the test item.

1. The apple is __ my book.

A. inB. on C. between

2. There’s a dog __ the dog house.

A. underB. outsideC. in

3. The cat is __ the window.

A. onB. inC. outside

4. The rag is __ the chair.

A. underB. betweenC. in

5. A box of milk is __ two glasses.

A. in B. underC. between

V. Remarks:________________________________________________________________________________________________________________________________________________________________________________________________________________________

VI. Reflection:________________________________________________________________________________________________________________________________________________________________________________________________________________________

Prepared By:Ivy F. Pantolla

BEEd – IV (SPUS)