Grades 1 to 12 School MALIS ELEMENTARY Grade Level SSES-6

DAILY LESSON LOG Teacher RHODA P. LEMORINAS Learning Area Science

Teaching September 2-6, 2019 (WK4) Quarter Second Quarter
Dates and
Time
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
I. OBJECTIVES
A. Content Standards The interactions for survival among living and non-living things that take place in tropical rainforests, coral reefs, and mangrove swamps

B. Performance Standards Form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for
economically important plants and animals

C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
Discuss the interactions among living things and non-living things in tropical rainforests, coral reefs and mangrove
S6LT II i-j-5)
a.Identify living and non-living Construct food chains to
things in a mini-ecosystem. show feeding
b.Draw samples of living relationships among
things and non-living things living things
found in a mini-ecosystem.
c.Show concern in the  Tropical
environment. rainforests
 Coral reefs
 Mangrove
swamps
Work harmoniously with
the group
Living Things and Non-Living Ecosystems : Topical rainforests 1.Interactions Among Living
Things Coral reefs Things (Food Chair)
Mangrove swamps 2.Tropical rainforests
2.1Coral reefs
2.2 Mangrove swamps
swamps (
Identify the food web in
the given illustration.
Appreciate the
importance of
interdependence of food
of living things.
Construct food webs to
show feeding
relationships among living
and non-living things in
an ecosystem
* Tropical Rainforests
* Coral Reefs
* Mangrove Swamps
( S6LTIIi-j-5.5)
Food Web
 1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Vocabulary Development
A. Reviewing previous lesson or
presenting the new lesson
Exploring Science and Health VI,
p.83
Cyber Science 6, Myrna Sci-Tech Wonder 6 Cyber Science 6, pp.
Q. Adduru, pp.175-179 p. 187 - 175-180
The New Science Links 6
, Evelyn Castante—
Padpad, pp.269-274
www.google .com.ph
http/www.e-
learningforkids.org/ecosystem/trop
ical rainforest/mangrove
swamps/coral reefs/
https://www.yout
ube.com/watch?v
=biB39CSwj6M
producer
consumer
food chain
depend
Activate prior knowledge of pupils What do we have in ENGAGEMENT: Spot the error.
by giving them jumbled letters to the Picture? Picture Analysis 1. Plants depend on
get the word correctly.
The teacher show picture plant and other animals in
(See attached activity sheet # 1) of grass , chicken and order to survive.
snake. 2. Consumers can
How these three living survive without the
things related to each producers.
other? 3. Food chain consists of
producer, consumer and
predators.
4. Producers break down
dead animals to smaller
pieces.

B. Establishing a purpose for the Present pictures of Living and
lesson Non-Living Things found
aroun What can you say
about the pictures ? Can you
group them ? How ?
C. Presenting
examples/instances of the Show video about Ecosystem
new lesson
What are the 5. Consumers is the only
organisms present in living thing that can
the picture? produce its own food.
In this lesson you will learn about Why do living and non GAME: Explain.
tropical rainforest, coral reefs and living things In the jungle or wild there
mangrove swamps and their live in a specific Get the envelope is always survival of the
components and how do they environment? and identify the picture
differ from one another. fittest.
organism inside the
(Teacher may have a video envelop..
presentation before the activity) Make as simple habitat
from the different
organism you have
found inside the
envelop.
 Forest
 Coral reefs
 Mangrove area
Group the pupils into 5 and give Group Activity EXPLORATION: Dyads
the respective tasks for each A. Grouping of pupils Research on books or
group. Choose rapporteur to
B. Setting of standards in the internet on
present your output.
C. Activity animals found in the
Group 1 - The pupils will label the Activity 1
pictures and describe each.
following; a. tropical
Food chain in Coral
(Activity sheet # 2) rainforests b. coral
Reefs
reefs, c. mangrove
Group 2 - The pupils will fill up Activity 2
the table to show the different Food chain in tropical
swamps. Individually
component for each type of rain forest make a list of animals
ecosystem (Activity sheet # 3) found in each category.
Activity 3
Group 3 – The pupils will draw the Food chain in Write as many as you
tropical rainforest, mangrove mangrove area can for 5 minutes.
swamps and coral reef and label
Activity 4 Compare your list.
each. (Activity sheet # 4)
Draw a food chain in Cross out the animals
Group 4 – The pupils will act out tropical forest which both of you have
as Mr. Forest, Ms. Mangrove Activity 5
Swamp and in the list. The one who
What a Corals?

D. Discussing new concepts and
practicing new skills #1
Mrs. Coral Reef and introduce
their components.
Group 5 – The pupils will solve a
picture puzzle of forest , mangrove
swamp and
coral reef and name it after.
Group Activity ( by learning
stations ) Please see
Presentation of outputs.
attachments.
(through video has the most number of
presentation) animals left is the
winner
Discussion of the lesson EXPLANATION Teacher’s Instruction
Based on the activity you Picture Analysis
have made, what are the
food chain you made
from tropical rain forest?
mangrove? coral reefs?
Which are the primary
consumers? Secondary
consumers?
Can a secondary
consumer become a
primary consumer?
Why?
What is being transfer in 1. Can you name the
food chain? food chains in the
Which happens to the picture above?
amount of stored energy 2. How many food
as it transferred from one chains did you see?
consumer to another? 3. What do you think is
the basis of the
relationships in the
picture?
4. How many animals
feed in the plant?
( Teacher may also use
different pictures from

E. Discussing new concepts and
practicing new skills #2
tropical rainforest, coral
reefs and mangrove
swamps)
Process the output of the pupils DIRECTIONS: Identify Activity 1:
and discuss the type of ecosystem the symbiosis Problem: What is
as tropical rainforest, mangrove relationship of the a food web?
swamp and coral reef using the following situation
presentation found in the web Study the illustration
being described in below
(http./www.e-
learningforkids.org./ecosystem/) each item. Write
your answer on your
answer sheet.

1.Marie enjoyed
snorkeling during
summer
vacation. She
witnessed that Sea
urchins eat corals. • Observation:
What interaction in 1. What is the
marine ecosystem grasshopper’s
does it show? source of food?
__________________ Ant’s?
______________ 2. What is the
2. Clownfish meets sea eagle’s source of
anemone food?
during his sea 3. What is the
exploration. They snake’s source of
became friend in the
food?
long run.
4. How many food
Clownfish protects sea
chain are there in
anemone from
marine creature that the illustration?
immune on its Activity 2:
tentacles while sea Group Work
anemone serves as Procedures:
habitat of Clownfish 1. Identify the
.What interaction possible animals
in marine ecosystem that may survive
does it show? in the given
__________________ pictures to your
_____________ group.
3. The reduction of 2. From the list of
sea urchin animals identified
population growth construct a food
causes of web to show the
decreasing
feeding
reproduction of
relationship of
corals. What does it
animals.
show?
__________________ Group 1:
____ Tropical
4. Mark’s group Rainforest
dissected Tilapia
during their science
experiment.
They discovered that
worms lives
in the flesh of fish. If Group 2:
worm Mangrove
harmed the fish, what
Swamps
does it
depict?
__________________
________

5. Barnacles and
whales were
friends. Barnacles
considered
as commensals while
the
whales are host. What Group 3: Coral
interaction in marine Reefs
ecosystem does it
show?
From the food web you
constructed, answer the
following:
1. What is the first
link in the food
web?
2. In the food web
you have
constructed, what
are the
herbivores?
carnivores?
3. In every food
chain/food web
what is
considered as the
final consumer?
4. Are
decomposers
important? Why?
F. Developing mastery (leads to Describe the component of each Individual Activity
Formative Assessment 3) type of ecosystem .
Construct a food chain in
the following places.
Choose only one
habitat? Be able to
explain your work?

1. How many food

chains are there in
the illustration?
2. Which organisms
are the first order
consumers?
Second order
consumers? Third
order consumers?
3. If plants are
destroyed which
organisms have
the greatest
chance of
survival? Why?
4. Which organisms
would be affected
if first order
consumers were
destroyed?
5. Are decomposers
important in food
web?

G. Finding practical applications What do you expect to see in a Differentiate each type of Group Great ELABORATION 1. A ripe papaya fell on
of concepts and skills in daily swamp pond and in a desert ? ecosystem: Parasites Show picture of a the ground. After some
living mangrove tree. time, many organisms are

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Try to classify living from non- Where can we usually find or
living things. locate Tropical rainforest,
mangrove swamps and coral
reefs?
Using concept mapping/webbing
Fill up the concept map give the distinct description for
correctly. each type of ecosystem
Types of Ecosystem
EcosystemEcosystem
Tropical Rainforest Mangrove Swamps
Coral Reefs
Title of the activity: Are you familiar to this floating on it including the
tree? Describe the tree. worm, chicken, rat, frog,
“ I Can Shout My Fate”
What tree is this? Why small ants, big ants flies
this tree can survive in
Prepare and present and bird. Construct a food
a rap about the this area? Is there food chain from the given
concept learned. chain can you make out situation.
of this habitat? ( State the 2. Illegal logging is a
Group Powerful food chain and explain
Competitors serious environmental
your answer) problem our country is
Title of the Activity: facing today. How does
I Can Paint My Life illegal logging affects the
food relationships (food
Draw and chain and food web)
present a drawing among the different
showing
organisms? (the plants
An interaction about and animals in the forest
the concept learned ecosystem) (Valuing)
What are the different What are the ideas did • What is a food
kinds of interaction you learned in the web? Why is it
lesson? important?
in a rainforest?
Mangrove swamp? A sequence of different
Coral Reef? feeding level of organism
in an ecosystem is called
food chain.
Directions: Select at EVALUATION Construct a food web
least five pairs of A. Using the picture from the given living
organisms. of food web. things below then answer
 Write LT if the things found What relationships do Construct 5 food the questions that will
belong to living things and NLT they have? chains? follow.
if it belongs to non-living things. For the organisms Lion, hen , fox ,snake,
1. trees which are paired wild cat, green plant,
2. table already, mouse,rabbit , goat. owl,
3. cloud just write these caterpillar
4. laptop organisms in the data
B. Assessment of Questions:
5. air table and
6. lion give also the type of the pupils activity
7. sunlight using Rubrics 1. Give one food
relationship.
8. teacher chain from the
9. water illustration.
10. ballpen Organisms Type of 2. Which animals
Interaction feed on the green
plant?
3. If green plant
were destroyed
which organisms
have greatest
chance of
survival?
4. What would
happen if lion and
kite were killed?
5. What does food
web suggest?
a. Interdependence
b. Energy pathway
c. Material cycle
d. All of these

J. Additional activities for On your way home, list down Visit your community.
application or remediation the living things and non-living Observe
things you can see. and write at least three
interactions
among living things that
you could
 find. Prepare your
observation as
shown below.

Organisms Type of Interaction

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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?