School

GRADES 1 TO
12
DAILY LESSON

Teacher
Teaching Dates and
Time

CHUA ELEMENTARY SCHOOL

Grade
Level
Learning
Area
Quarter

IVY GRACE A. SANICO

July 11-15, 2016 /

THURSDAY

First

MONDAY

B. Performance
Standards

The learner will be able to identify, enumerate and describe the parts and explain how the nervous system works.

C. Learning
Competencies/
Objectives

Describe the structure of a

neuron and the function of
its parts.

Identify the parts and

functions of the spinal
cord

II.CONTENT

The Structure of Neurons

and the Function of its
Parts.

Parts and Functions of the

Spinal Cord

ELC 2.2.3

PELC I. 2.2.2
Lesson Plan in Science VI
p. 40-43

Exploring and Protecting

Our World p.32 -33

Exploring and Protecting

Our World p. 35
Module

4.Additional
Materials from

WEDNESDAY

Science

Week no: FIVE

I.OBJECTIVES
A. Content
Standards

III. LEARNING
RESOURCES
A. References
1.Teachers Guide
pages
2.Learners
Materials pages
3.Textbook pages

TUESDAY

Six

FRIDAY

The learner uses science process and thinking skills to understand the structure and function of the systems of the body.

Trace the path of

message from the time
the body receives it up to
the time that part of the
body reacts to the
message.
The path of message from
the time the body
receives it up to the time
that part of the body
reacts to the message

Tell what a reflex is.

Test ones response

time.

Reflex

Response Time

ELC 2.2.4

ELC 2.2.1

ELC 2.2.2,

MONDAY
Learning
Resource(LR)portal
B. Other Learning
Resources
IV.PROCEDURES
A. Reviewing
previous lesson or
presenting the new
lesson

B. Establishing a
purpose for the
lesson

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

1. Science Word: nerves

2. Drill: parts of the
nervous system
3. Review the five lobes of
the brain

See p. 40 under
preparatory activity,
letter A.

1. Science Word: impulses

2. Drill: parts of the
neurons
3. Review the functions of
each part of the neurons.

1. Science Word:
involuntary action
2. Drill: parts of the
neuron
3. Review the stimulusresponse reaction

1. Science Word:
stimulus
2. Drill: Arrange in
sequence how the
nervous system works
Motor nerves, brain,
spinal cord, sensory
nerves, spinal cord,
response
3. Review reflex action

Pinch yourself. What did

you feel? What part of the
nervous system is all over
the body? Imagine if there
are no nerves in our body.
What would happen?
Show a drawing of the
neuron and its parts.

See p. 40-41 under

preparatory activity,
letter B.

Have you played the

game Pass the
Message? How is it
played?
Play it for 2 minutes

Have you experienced

being pricked by a thorn
when you passed by the
thorny stem of the plant?
What was your reaction?

Play a game: If I say

Do- raise your right hand
re- raise your left hand
mi- stand up
fa- sit down
so- jump
la- cover your mouth
ti- turn around

Show a diagram of how

the impulse travels
through the nervous
system

Post the word REFLEX on

the board.
Reflex Action- an action
that a person does
without thinking
Activity: How does a
reflex action work?
a. Cross your legs
with one knee on top of
the other of your partner.
b. Using your
knuckles, tap the leg of
your partner just below
the knee.
c. Tell your partner to
hold the plastic before

How quick do you

respond to something?

C. Presenting
examples/ instances
of the new lesson
D. Discussion new
concepts and
practicing new
skills #1

Activity: What are the

functions and parts of the
neurons?
a. Identify the parts of the
neurons by completing the
puzzle
Across
4. short fibers, receivers
of the message
5. messages
6. long fibers, transmitters

See p. 41-42, Activity

Proper

Activity: How are

messages sent from one
part of the body to
another?
a. Have them test
their ability to recognize
objects using their sense
of touch.
b. Ask them to choose
a partner.
c. Using a paper bag,

Activity: Measuring your

response time
a. Let your partner
hold a ruler vertically
between your thumb
and forefinger. Your
finger should be about 2
inches from the upper
end of the ruler.
b. Be ready to catch
the ruler as soon as

MONDAY

TUESDAY

of messages
Down
1. organ that processes
the messages
2. neurotransmitters are
found in __________ endings
3. basic unit of the
nervous system

WEDNESDAY

THURSDAY

FRIDAY

ask their partner to close

their eyes and feel the
object inside the bag.
d. Record the
observations.

his eyes, covering his

face, while he looks
straight at you.
d. Throw a crumpled
sheet of paper against
the sheet towards his
eyes. Do this several
times.

your partner releases it.

c. Raise the ruler a
little bit higher for each
trial.
d. measure the
length at which you can
catch the ruler

Objec
t
1
2
3
4
5

Shape

Textur
e

Guess

E. Discussing new
concepts and
practicing new skill
#2

Based on the activity, ask

pupils to identify the parts
of the neurons and discuss
the functions.

The pupils will report their

observations and finding
from their group activity.

Reporting: What is the

shape of each object?
Which objects are rough?
Smooth? How fast did you
recognize the shape and
texture of each object?
Why? When you touch the
objects, what does it
represent? What is in our
hands that help us
recognize the objects?

Call some pupils to tell

their observation or
experience about the
activity.
Discussion: What
happens to the leg of
your partner? Can he
consciously control the
reaction? How did your
partner react to the
paper? How many times
did your partner blink his
eyes?

Discussion: Can you

catch the ruler at the
first trial? After how
many trials were you
able to catch it? Haw far
from the top of the ruler
were you able to catch
it? Compare your
responses with your
other classmates.

F. Developing
mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills
in daily living

Discussion: Parts and

functions of neurons

See p. 42, Analysis and

Discussion

Discuss the stimulusresponse reaction.

Discuss the pathway on

how reflex action occurs.

Ask: What can you infer

from these
observations?
Discussion

What would happen if our

nerves were damaged?
Would we be able to use
our senses?

See p. 42, Application

a. Give three examples of

stimulus to which you
usually respond. Trace the
path that will be taken by
each impulse.

Why are reflex actions

important?
Does it help us in our
daily living?

If you compare your

response time with an
adult like your
grandmother, what do
you think will be the
result? Who will have a
quicker response time?
What affects ones
response time?
Concept Formation: The
time it takes the
muscles to respond

b. Play the game Pass

the Message

H. Making
generalizations and
abstractions about

Ask: What is a neuron?

What are its parts? How
would you describe a cell

Pupils will state the

science concepts.

Ask: What is stimulusresponse reaction?

Ask: What is reflex?

Concept Formation: A
reflex is an involuntary

MONDAY
the lesson

body? What are axons?

What are dendrites?
Concept Formation: Nerve
cells are neurons. They are
the basic unit of the
nervous system. They
carry impulses, or signals
from every single part of
the body to the brain and
back. They consist of cell
body, an axon and
dendrites.

I.Evaluating
learning

J. Additional
learning

V.REMARKS

Identification:
1. It carries impulses away from
the cell body.
2. They carry impulses or signals
to the cell body.
3. The gap between two neurons
are called __________.
4. It contains the protoplasm and
the nucleus of the neuron.
5. They are called the basic unit of
the nervous system.

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Science Concept p. 40,

Science Idea

Concept Formation:
Sensory nerves receive
the impulse. Sensory
nerves send the message
to the brain through the
spinal cord. The brain
interprets the message.
The brain sends the
message to the motor
neurons through the
spinal cord. Motor
neurons bring information
to the muscles and
glands.

action that originates

from the spinal cord and
not from the brain.

from the time the nerve

is started is called the
response time.

Arrange the steps using

letters A, B, C, D, and E.
_____ The brain interprets
the message
_____ Sensory nerves send
the message to the brain
through the spinal cord.
_____ Motor neurons bring
information to the muscles
and glands.
_____ Sensory nerves receive
the impulse.
_____ The brain sends the
message to the motor
neurons through the spinal
cord

Put a check if the following

actions are reflex or not.
_____ 1. blinking of the eye
_____ 2. hiccupping
_____ 3. sneezing
_____ 4. running
_____ 5. answering a
question
_____ 6. jumping high
_____ 7. running after a dog
_____ 8. jerking of the arm
_____ 9. listening to the
radio
_____ 10. dancing with the
music

Play other games that

will test ones response
time. Example Bring
Me

Illustrate the stimulusresponse reaction on a

typewriting paper.

Write a short paragraph

about how reflex action
works.

Do the same activity

with your mother,
father, brothers and
sisters. Record your
observations in your
notebook.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

VI. REFLECTION
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 solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared:

Checked:
_________________________
IVY GRACE A. SANICO
Teacher

____________________________
SELINA C. LINA
Master Teacher I
Checked/Noted:
___________________________
MA. JOSEPHINE C. PLENOS

MONDAY

TUESDAY

WEDNESDAY
Head Teacher

THURSDAY

FRIDAY