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Lesson 1
Musculo-Skeletal System
Quarter 2 – 2 days
Day 1
Duration: 1 day
I. Objective:
Explain how the organs of each organ system work together
(S6LT-IIa-b-1)
Value Focus: Being healthy is not all about keeping the body physical fit.
II. Subject Matter
A. Skill: Identifying, Observing, Explaining
B. Reference: Science for Daily Use Textbook in Grade 4 pp. 3-13
Ang Skeletal System
Musculo –Skeletal System
C. Pictures of a Muscolo-Skeletal System
III. Instructional Procedure:
A. Engagement:
1. Ask the pupils:
Have you ever made a kite with a
shape? What did you use as its
frame? Where did you paste the paper
to complete the kite? When the kite
was finished, did it have a shape
similar to its frame?
Have you see n a house being built?

What did the carpenters build first?
Does the framework make the house
stand? Does it also give a definite
form to the house?
How will you compare that to the human body?

Is there a framework that provides structure to the human
body?
2. Let the pupils connect the cut out pictures of the human
skeletal system and label the parts
B. Exploration
Group pupils into three. Each group will be given the following activity.
1. Observe the picture of Musculo-Skeletal System and Bone Structure
 Identify the different parts of Musculo-Skeletal System
 How do skeleton functions? Refer to Science for Daily Use pp.3-8
 
EXPLANATION:
Let each group post their work in the board.

Ask:
What are the parts & functions of the Musculo-Skeletal System?
Mix and match activity:
Identify the Parts and functions of Skeletal System using the picture (group work)
Each group will be provided with a metacard
For the parts use green color of metacard
For the function use yellow color of metacard
After writing the parts and function each group should present their output
Background information:
The Musculo-Skeletal System is like a frame. It gives your body shape and
support. It support your body as you move. Some bones protect some vital
parts or internal organs of your body. Some bones enable the body to make
different movement. The bones in the head. The bone forming the head is
the skull or cranium. It is like a built-in helmet is made up of eight bones that
have grown together. You have about 206 bones in your body. As a baby
you had more than 300 bones. The skull protects the brain. It is hard and
strong but it can be cracked if it receives a severe blow. The jawbones
support the teeth and gums enabling us to bite and chew our food. The
backbones or the spinal column holds your head and body straight. It
consist of 26 separate bones called vertebrae with disk made of cartilage.
The cartilage prevents these bones from hitting each other when you move.
The vertebrae protect the spinal cord. There are 7 cervical, 12 thoracic, 5
lumbar 1 sacrum and 1 coccyx vertebrae. If you look closely at one vertebra
you will see a hole in its center through which the spinal cord passes. The
vertebrae are separated by cartilage which prevents these bones from
hitting each other when you move. The backbone protects the spinal cord.
Your backbone is your main support. The vertebrae in your backbone let
you move in different ways. The skeletal system serves many important
functions; it provides the shape and form for the body, support and
protection, allows bodily movement, produces blood for the body, and
stores minerals.[5] The number of bones in the human skeletal system is a
ELABORATION:
controversial topic. Humans are born with over 300 bones; however, many
Assign
boneseachfuse group
together between birth and maturity. As a result, an average
adult 1skeleton
Group connect theconsists of parts,
different 206 bones. The number of bones varies
according to the method used to derive the count. While some consider
certain
Group structures
2 identify theto be a single
different parts,bone with multiple parts, others may see it
as a single part with multiple bones.[6] There are five general classifications
Group 3 explain
of bones. Thesethe different
are function
long bones, short bones, flat bones, irregular bones,
and sesamoid bones. The human skeleton is composed of both fused and
individual bones supported by ligaments, tendons, muscles and cartilage. It
is a complex structure with two distinct divisions; the axial skeleton, which
includes the vertebral column, and the appendicular skeleton
Valuing
How will you take care of your bones?
E. EVALUATION:
Matching type: Match the parts of the skeletal system in column A with the functions in
column B.
Column A Column B
1. Skull a. the inner layer of the bone that contains yellowish substance which
manufacture blood cells in the body.
2. Spinal column b. protects the spinal cord
3. Bones c. a rigid case that protects the brain
4. Hinge joint d. allows movement in all direction
5. Ball and socket e. allows movement in one direction
IV. ASSIGNMENT:
Draw and label the skeleton
Lesson 2
Musculo-Skeletal System
Q2, Week 1
Day 2
Duration: 1 day
I. Objective:
Expain how the organs of each organ system work together
(S6LT-IIa-b-1)
Value Focus: Learning to Value Health and Clean Surrounding
II. Subject Matter:
Explain how the organs of Musculo-Skeletal System work together
A. Skill: observe, identify,
B. Reference: Science for Daily Use Textbook in Grade 4 pp. 3-13
C. Pictures of a Muscolo-Skeletal System
A. Engagement :
1. Review on Skeletal System
2. Touch your cheek, legs, arms, palms, fingers, andstomach.
Can you feel the fleshy parts? How do they feel?
Are they hard or soft? Your bones are covered with muscles.
Can you imagine yourself without the muscles that cover your bonesand other internal
organs?
3. Rearrange the jumbled letters inside the box to from the correct word
being described by the group of words at the right.
Do it in your notebook.
1. H B O N S E I P – located just below the waist
2. S P I L A N C O M N L U – consists of 26 vertebrae
3. R B I G A C E – consists of 12 ribs on each side of the body

4. K U L S L – it is the top of the spine
B. EXPLORATION:
Group Activity
1. Setting of standards/Safety Tips
2. Activity #1: Observing Tendons of Muscles
Problem: How are the muscles connected to the bones?
Refer to Science Links page 150 /Science and Health 4 page 24
C. EXPLANATION:
How are muscles connected to bones?
What are the types of muscles?
Explain how the organs of Musculo-Skeletal System work together
Activity #2: Observing Movement of Muscles

Problem: How do muscles work? Refer to New Science Links p.116
Safety Tips: Do not overstretch your muscles.
Picture analysis: Group work.
The teacher show pictures of the different types of muscles maybe:

a. skeletal muscles
b. smooth muscles
c. cardiac muscles
Guide Questions:
1. What can you see/observe in the pictures given?
2. How do these muscles move or work?
3. Compare and contrast the three kinds of muscles:
Background Information for Teachers
The skeletal system serves as a framework for tissues and organs to

attach themselves to. This system acts as a protective structure for
vital organs. Major examples of this are the brain being protected by
the skull and the lungs being protected by the rib cage.
Located in long bones are two distinctions of bone marrow (yellow
and red). The yellow marrow has fatty connective tissue and is found
in the marrow cavity. During starvation, the body uses the fat in yellow
marrow for energy.[8] The red marrow of some bones is an important
site for blood cell production, approximately 2.6 million red blood
cells per second in order to replace existing cells that have been
destroyed by the liver.[5] Here all erythrocytes, platelets, and
most leukocytes form in adults. From the red marrow, erythrocytes,
platelets, and leukocytes migrate to the blood to do their special tasks.
Another function of bones is the storage of certain
minerals. Calcium and phosphorus are among the main minerals
being stored. The importance of this storage "device" helps to
regulate mineral balance in the bloodstream. When the fluctuation
of minerals is high, these minerals are stored in bone; when it is low it
will be withdrawn from the bone. A tendon is a tough, flexible band
of fibrous connective tissue that connects muscles to bones.[13] The extra-
cellular connective tissue between muscle fibers binds to tendons at the
distal and proximal ends, and the tendon binds to the periosteum of
individual bones at the muscle's origin and insertion. As muscles contract,
tendons transmit the forces to the relatively rigid bones, pulling on them and
causing movement. Tendons can stretch substantially, allowing them to
function as springs during locomotion, thereby saving energy.
D. ELABORATION:
1. Why don’t we overstretch our muscles?
If we do, what will happen?
2. Why handicapped person should be treated with kindness and respect?
3. Explain how the bones and muscles work together?
4. How will you know that a muscle is contracting?
5. Why do muscles need rest?
E. EVALUATION:
Completion Type.
Supply the missing words. Choose your answers in the box .
Muscles Smooth Muscular
Cardiac Pairs
The ______system consist of all muscles in the body. Muscles have three
kinds:______,______ and skeletal. Muscles always work in _____.If one muscle contracts the
opposite relaxes. _______help the body move and do work. Good food, exercise, rest, and
good posture are necessary to make muscles strong and healthy.
IV. Assignment:
Write SM if the statement pertains to smooth muscles, CA if cardiac muscles and SK if skeletal
muscles.
_____1. These are muscles found only in heart.
--------2. They are striated and involuntary.
--------3. They are striated and voluntary.
--------4. They are muscles of internal organs.
--------5. The muscle cell of this type contains only one nucleus.
Lesson 1.2
Integumentary System
Quarter 2, 2 days
Duration: 1 day
I. Objective:
(S6LT-IIa-b-1)
Value Focus: Giving Importance to one’s Health
II. Subject Matter:
A. Skill: Identify, observe,
B. Reference: Science for Daily Use Textbook in Grade 5 p.50
The Integumentary and Excretory System
C. Pictures of the organs integumentary System
A. ENGAGEMENT:
1. Checking of Assignments. / Review about the Musculo-Skeletals System.
2. Have the pupils perform their exercise routine.
Then ask” How do you feel after the exercise? Why do we need to exercise? What do you think
will happen to those people who do not exercise?
3. Try to do this simple activities. Get two oranges. One of them is peeled off while the other is
not. Throw and squeeze both of them. What might happen to each of the fruit?
B. EXPLORATION:
Picture analysis:
Showing pictures of the integumentary system
Question: look at the diagram
It is a cross-section of the skin. There are sweat gland
located in the
Subcutaneous tissue located in the inner skin. The sweat
ducks spiral
Up through the epidermis to the surface. That why your
sweat cango out through your pores
C. EXPLANATION:
 What are organs of integumentary system?
 What are their function?
Try to recall the parts of the skin as numbered below.
Our skin is next to the kidneys in importance as an organ of excretion. It eliminates fluid dailyin
the form of sweat or perspiration. Sweat is ninety-nine percent (99%) water. The remaining 1
percent is sodium chloride and a small amount of organic wastes, giving it a characteristic
smell.The sweat glands of the skin get rid of sweat as waste product. Each sweat gland has a
much-twisted section observed to be in close contact with the blood vessels. Wastes diffuse
from the capillaries into the sweat glands. Here they find their way out through the pores as
sweat.Sweat helps in the regulation of our body temperature. The body functions well at the
normal body temperature of 37C. Twenty percent (20%) of the excess body heat is lost as a
result of the evaporation of sweat.
Background information
There are five organs in the integumentary system. They are the hair, nails,
skin, sebaceous glands, and sudoriferous glands.
Skin
The skin is the largest organ in the human body and accounts for about
15% of your total body weight. The skin is made of three main layers, the
epidermis, the dermis, and subcutaneous tissue.
Integumentary system
Your body is like a factory, constantly building new materials and

producing waste products such as smoke, solid garbage, and dirty water.
Waste products must be removed if a factory is to continue operating
Your body makes and excretes waste products similar to those in a

factory. First, carbon dioxide waste is removed by the respiratory system.
Second, the solid waste, or feces, is excreted by the digestive system. It is
the third type of waste that is especially dangerous to the body--chemical
waste products. Most of the body’s chemical waste products come from the
chemical reactions of proteins. These waste products contain nitrogen.
Wastes with nitrogen in them are poisonous and must be removed from the
body as quickly as possible.
The epidermis is a thin outer layer and is made up of many small layers.
One of them is called the basale stratum and is the only one that can
complete a process called cell division. Cell division is when a already
existing cell divides into two new cells. The skin is always shedding dead
cells so it's important to always have new cells. The epidermis also contains
a pigment called melanin, which gives skin its colour. African Americans
contain more melanin in their skin than Caucasians. People with a disorder
call Albinism contain very little to none melanin in their skin giving them
almost pure white skin and very light blond hair. The epidermis is non-
vascular meaning it doesn't contain any blood vessels. There are many
different types of cells within the epidermis.

Squamous Cells- A squamous cell is one type of a epithelial cell that
covers almost everywhere. They are flat and scaly and are on the surface
of the skin.
Melanocytes- Produce melanin which is the pigment that gives skin its
color.
Langerhans Cells- Are created in bone marrow and move into the
epidermis and help protect the body against infection.
The dermis is the thicker inner layer of the skin. It contains blood vessels,
connective tissue, nerves, receptors, sebaceous and sudoriferous glands,
hair shafts and lymph vessels. There are two main layers of the dermis, the
upper papillary layer and the lower reticular layer. The upper papillary layer
consist of ridges that cause finger prints, and receptors that sense heat,
pain, pressure, cold, and touch. These communicate with the central
nervous system so that you can react to these feelings. Your fingertips and
your lips are more sensitive than other parts of your body because there are
more receptors in these parts. The reticular layer is made of connective
tissue and contains, hair follicles, certain glands and nerves.
The subcutaneous tissue is the lowest layer and is made mostly of fat and
stores nutrients.
Sebaceous Glands
The sebaceous gland is a very small gland that can only be seen under a
microscope. You can find it anywhere on your skin, but mainly where it's
hairy. It connects to the hair follicle on top of the skin and also helps protect
the skin. It stops any foreign objects from entering through a hair follicle.
The sebaceous gland also produces an oily secretion on hairs called
sebum. Sebum lubricates the hair and allows it to stay healthy and shiny,
but when large quantities of sebum are created, it protects the skin and hair
from water by reducing the growth of microorganisms. Sebum prevents skin
from cracking, turning dry, and brittle. The main function of the sebaceous
gland is to protect the skin.
Sudoriferous Glands
The sudoriferous gland is a scientific word for sweat gland. They have a
small tubular structure in and under the skin. It's located in the
subcutaneous tissue and under the dermis layer(skin). There are tiny
openings in your skin that allow the sweat to come up. One of its functions
is to produce sweat to regulate your body temperature. Sweat glands
(sudoriferous glands) collect water and waste in your bloodstream and
discharge or expel it through the epidermis pores. There are 2 types of
sudoriferous glands, the eccrine and apocrine gland. The eccrine
sudoriferous gland is spread across your entire body. The apocrine
sudoriferous gland is found in the armpit and other areas.The
glands produce mainly water and a variety of salts. Their main function is to
regulate the temperature of your body. They also cause odour in sweat
because of bacteria. Sweat produced from the glands, generally contain
mostly fatty materials.
Nails
Nails are created when epidermal tissues hardens because of a protein
called keratin.
They are made of keratinized

epidermal cells. Keratin is also
used to form hair and the top
layer of your skin. The place
where nails grow from is called
the "NAIL MATRIX", but are
located in nail beds. The nail root
is where the nail starts, which is hidden under your cuticle. Nails grow when
new cells are created at the root, which push the old cells out. At the same
time keratin hardens and flattens them. It moves across the nail bed (flat
part under nails) where you can see it. Nails protect the sensitive tips of our
fingers and toes and aid us when picking up objects, but cuticles (found
where your nail meets your skin) protect the new cells as it's growing out
from the nail bed.
Hair
Hair is an altered type of skin that grows everywhere on your body
except on your lips, eyelids, palms of your hands, and the soles of your
feet. Although, it grows faster in the summer and during the day, then at
night in the winter. Hair grows from follicles that are hair shafts and roots of
your hair. The base of your hair root is known as the hair bulb, which is
where nutrients are received and new cells are formed. Follicles are found
in the dermis. There are also tiny muscles that are attached to hair follicles
and in certain occasions tighten together to form "goose pimples" or "
goose bumps" and make the hair stand up straight. Hair contains 3
coverings: outer layer is overlapping keratin scales (cuticle), center layer is
keratinized protein fiber (cortex) and generally a central core of round cells
(medulla). Medulla is usually found in coarse hair, but not likely in natural
blonde hair and fine hair.
D. ELABORATION:
Function of the Integumentary System
 It protects the body’s internal living tissues and organs.
 It protects the body against microorganisms and invasion by infectious organisms.
 It protect the body from dehydration and against abrupt changes in temperature.
 It helps dispose of waste materials.
 It acts as a receptor for touch, pressure, pain, heat and cold.
 It stores water and fat.
 It help in the production of vitamin D.
Valuing: What is the purpose of our skin? What should we do to protect it?
E. EVALUATION:
Matching type: Match the parts of the Integumentary system in column A with the functions in
column B.
Column A Column B
1. Skin a. altered type of skin that grows everywhere on your body
2. Nails b. they are made of keratinized epidermal cells
3. Hair c. the largest organ in the human body
4. Melanocytes d. is one type of a epithelial cell that covers almost everywhere
5. Squamous cell e. produce melanin which is the pigment that gives skin its color
IV. Assignment:
Identify the organs of digestive system
Lesson 4
Integumentary System
Q2, Week 1
Day 2
Duration: 1 day
I. Objective:
(S6LT-IIa-b-1)
Value Focus: Patience and Perseverance in doing one’s work
II. Subject Matter:
A. Skill: Identify, observe,
B. Reference: Science for Daily Use Textbook in Grade 5 p.50
Science Links p.125, Science for Active Mindsp.144
The Integumentary and Excretory System
C. Pictures of the organs integumentary System
A. ENGAGEMENT:
Read the situation and Discuss
You and your friend are playing basketball. In your team you exerted more effort than the other
members.
Your teammates said “Your”re sweating a lot. You must be abnormal.”
Answer these
1. Do you think your friend are right? Why?
2. Is it natural for a person to perspire more when you exert much effort?
3. Do you agree that sweating helps cool your body when it is hot?
4. Does perspiring help the body stay heathy?
B. Explore:
Do these
Study the diagram of the skin. Look at the following parts of Integumentary System
Give the function of Integumentary System
Explain how the organs of integumentary System work together?
C. Explain
Organs that make up the human body work together harmoniously. Although located in
various parts of the boby, they function as one, thus sustaining the life of the organism. When
all organs function well, the body operates normally: however, when one organ is injured or
damages, the other organs can negatively affected.
An Organ system is group of organs that work together to perform one or more function.
Integumentary system (skin,nails hair, sweat glands ) protect the internal structures of the
Background
body from damages prevents Information
dehydration, forfat,
stores Teachers
serves as the first line of defense of the
body from the environment.
Skeletal
The system system
integumentary (bones)has
Supports
multipleand
rolesprotects the bodyAllwhile
in homeostasis. bodygiving
systems it shape
work inand
an form
interconnected manner to maintain the internal conditions essential to the function of the body.
TheMuscular
skin has system (Muscle)
an important job ofEnables movement
protecting through
the body and thethe
acts as contraction
body’s firstof muscle.
line of defense
against infection, temperature change, and other challenges to homeostasis. Functions include:
 Protect; the body’s internal living tissues and organs, against invasion by infectious
organisms, the body from dehydration, the body against abrupt changes in temperature
and protect the body against sunburns
 Help excrete waste materials through perspiration
 Act as a receptor for touch, pressure, pain, heat, and cold
 Generate vitamin D through exposure to ultraviolet light
 Store water, fat, glucose, and vitamin D
 Participate in temperature regulation
The integumentary system protects the body, regulates temperature and functions in water
transfer. It is also an important sensory organ that transmits information about the surrounding
world.
Organs that make up the human body work together harmoniously. Although located in various
parts of the boby, they function as one, thus sustaining the life of the organism. When all organs
function well, the body operates normally: however, when one organ is injured or damages, the
other organs can negatively affected.
Lesson 1. Integumentary system
Your body is like a factory, constantly building new materials and producing waste products such
as smoke, solid garbage, and dirty water. Waste products must be removed if a factory is to continue
operating
Your body makes and excretes waste products similar to those in a factory. First, carbon dioxide
waste is removed by the respiratory system. Second, the solid waste, or feces, is excreted by the
digestive system . It is the third type of waste that is especially dangerous to the body--chemical waste
products. Most of the body’s chemical waste products come from the chemical reactions of proteins.
These waste products contain nitrogen. Wastes with nitrogen in them are must be removed from the
body as quickly as possible.
What you will do

Self-Test 1.1
Complete the table below with the correct answer.
The Three Major Types of Body Wastes
Type Example System used

Gaseous wastes _______________ _______________
Solid wastes _______________ _______________
Chemical wastes _______________
The two major organs that remove chemical waste are the skin and the kidneys. The
skin is part of the integumentary system while the kidneys are part of the excretory system.
1. Name the three major types of body wastes

2. What kind of wastes result from the chemical reactions of protein?
3. Why must the body remove waste products?
4. Name the two major organs of excretion. To what systems do these organs belong?
Your First Impression

When you meet people for the first time, what do you notice? Chances are you notice
their appearance. You don’t just see their special features; you also see how they take care of
their skin, hair, nails, and teeth. You may also notice their clothes, facial expressions, and
posture. When others meet you, what impressions do they form about you? Do you make the
best impression about yourself?
Your Skin
Figure 1. The Human Skin

http://www.sirinet.net/~jgjohnso/skin.html
The skin is the largest and the most visible organ of your body. It measures over 19,
000 square centimeters (3,000 square inches). The condition of the skin is an important part of
your appearance. Do you know how to keep your skin looking its best? If you understand the
structure and function of the skin, then you can apply the basics of proper skin care.
Now, take a look at the structure of the skin and its importance.
The skin has two main layers sitting on top of a layer of fatty tissue. The outer layer is
called the EPIDERMIS. The epidermis forms an outer covering that prevents evaporation of
body fluids. The epidermis also protects the body from bacteria and other foreign matter.
Under the epidermis is a much thicker layer of cells, the dermis. Located deep in the
dermis are the sweat glands. The SWEAT GLANDS help the body excrete waste and control
body temperature. The sweat gland collects waste chemicals and mix them with a fluid made in
the gland. These chemicals are then secreted as SWEAT. Sweat travels up a twisting tube
and leaves the body through a pore.
The skin, together with its accessory organs, constitutes the integumentary system. It is
composed of different types of membranes – the serous membranes, mucous membranes, the
cutaneous membrane and the synovial membranes.
It functions as a protective covering, aids in regulating body temperature, houses

sensory receptor, synthesizes various chemicals, and excretes waste. The skin is composed of
an epidermis and a dermis, and has a subcutaneous layer beneath.
The skin is also called the integument, which means “covering” but it is much more than
external covering. It plays a key role in a number of body processes. It keeps water and other
precious molecules in the body from drying out. It also keeps water like perspiration out.
It is possible for an adult to lose half a liter of water each day through the skin without
noticing it.
Does this loss of water through the skin help the body? Yes, it does. This water loss is
one way for the body to cool itself. You usually sweat more when the weather is warm. Water
moving onto the skin from the sweat glands evaporates, which helps lower the body’s
temperature.
You may not think of your skin as a sense organ. It does, however, have many different
kinds of nerve cells that detect changes around the body. Each nerve cell detects a different
condition. The nerve cells detect pain, pressure, touch, heat and cold. Note that most nerve
cells are found in the dermis. Only nerve cells that detect pain are found in both the epidermis
and the dermis.
Like messages from other sense organs, messages from the nerve cells in the skin also
travel to the brain. There they are decoded as hot, cold, pain, pressure or touch messages.
The sense of touch is located on the skin. Many nerves end at the skin.
The skin provides people with information about their surroundings. The skin, hair, and
nails make up the integumentary system.
Try this:
Look at your forefinger. It will show you the marvelous wonders
in your body. Notice the flawless skin that covers it. What is
found at its tip? Observe the hard structure, the fingernails.
Your forefinger is a part of your hand where tiny hair grows out
of the skin.
Parts and Functions

The skin proper is composed of two main layers-the outer layer, called epidermis (an
outermost protective tissue), and an inner layer or dermis which is thicker subcutaneous region,
made up of fatty tissues. The dermis provides insulation and supports reserve of calories in
times of need. Both the epidermis and the dermis alert us to tissue injuries, and make us feel
the cold air and feel a hug.
Look at the cross section of the skin in Figure 1. Study it carefully and analyze its parts.
Can you relate these parts to the functions mentioned earlier?
Exposure of the skin to sunlight stimulates the production of more melanin pigment which
results in a tan. The melanin has a protective effect but excessive sun exposure damages the
skin, causing leathery skin or worse, skin cancer.
The Epidermis
The epidermis is the outer skin layer. The skin’s surface has many ridges and valleys.
The ridges are called papillae. The eye can detect small openings in the skin surface called the
pores. A pigment called melanin is made in the inner layer of the epidermis.
The Dermis
The dermis connects the epidermis to the underlying tissues. It is composed largely of
nerve endings, blood vessels and muscle fibers. Oil glands and sweat glands are found in the
dermis. The sebaceous glands found around the hair shafts secrete oil known as
sebum.Sebaceous glands are found almost everywhere on the surface of the body except on
the palms of the hands and the soles of the feet. Sebum moves up through the duct around the
hair shaft and out of the pore at the surface the skin. It coats and lubricates the carotene layer
of the epidermis and makes the skin more waterproof. It also helps prevent water loss from the
body. Cone-like elevations on the surface of the dermis, or papillae, are the structures that are
responsible for fingerprints.
Elastic fibers in the dermis allow for extensibility and elasticity of the skin. There are
considerably more elastic fibers in the dermis of the youth than an elderly person. This fact and
the disappearance of fat from the subcutaneous layer result in the characteristic wrinkled
appearance of the skin in elderly people.
The Subcutaneous layer
The deepest of the skin layer is the subcutaneous. It supplies fat to our body. It
insulates the body against heat and cold and also acts as an inner cushion to protect the body
against injuries.
What you will do

Activity 1.2
Do you eat pork chop? Which part do you eat? What do you notice about the outer
covering? Is it tough? Why it is so? Now, look at the diagram of the human skin and compare
its layers to those in the pork chop. Are there similarities?
The hair and nails are structures related to the skin. Both are made of keratin and grow
from the epidermal layer of skin.
Hair
Hair is a special structure of the skin. Look at the structure of the hair on the next page.
Hair is formed by epidermal cells that line a pocket called follicle, which lies deep within the
dermis. The outside layer of the hair and the skin are both composed of transparent keratin
cells. If you look at Figure 1, you will see these cells overlap like scales on a fish. When these
cells lie flat, they reflect light, giving hair its shine. The melanin pigments give hair as well as
skin its color. Whether hair is curly or straight depends on the angle of the hair follicle and the
shape of the hair shaft. Curly hair has a flat shaft; straight hair has a round one. Hair fullness
depends on the number of shafts and the diameter of each one.
Hair is present on most of the skin surfaces. However, it is most abundant on the scalp.
The hair grows from a follicle deep in the dermis. Because the hair that you see is not a living
tissue, cutting or shaving the hair has no effect on its growth.
Figure 2. Parts of the Hair

http://www.sirinet.net/~jgjohnso/skin.html
Nails
The nail is another special structure of the skin. To give you a clear idea of how the nail
looks like see the illustration below. The hard part of the nail is made of skin tissue. The nail
grows from the epidermal cells below it. The skin around the nail forms a hardened margin
called the cuticle.
Figure 3. The Parts of a Nail

Fingernails and toenails protect
the distal parts of http//www.sirinet.ml/~jgjohnso/biologyII.html your fingers and
toes. The nails are most firmly attached to the base of the nail. This crescent-shaped area is
called the lunula.
Teeth
Your teeth play an obvious role in appearance. They also have important functions.
Teeth are helpful for clear speech. Certain sounds cannot be pronounced without the front
teeth. Teeth are also important for grinding food into small particles.
Elaborate:
Organs that make up the human body work together harmoniously. Although located in various
parts of the body, they function as one, thus sustaining the life of the organism. When all organs
function well, the body operates normally: however, when one organ is injured or damages, the
other organs can negatively affected.
An Organ system is group of organs that work together to perform one or more function.
Integumentary system (skin,nails hair, sweat glands ) protect the internal structures of the body
from damages prevents dehydration, stores fat, serves as the first line of defense of the body
from the environment.
Evaluation:
Explain how organs of the Integumentary System work together?
Assignment:
Describe the functions of the Digestive System
Lesson No. 5 & 6

Organs of the Digestive System
Quarter 2- Week 1
Day 4
I. Objectives:
 Identify and describe the functions of the organs of the digestive system
 Explain how the organs of Digestive System work together.
S6LT-II-a-b-1
A. Materials :
Activity cards, video clip, chart, Manila Paper
B.References :
- The New Science Links – Evelyn CastantePadpad, pp. 129-138
- Science for Daily Use – Grade 4 pp.30 – 33
- The World of Science- 4 – pp. 27-33
- Science and Health – 4 – pp. 75 - 82
- https://youtu.be/_exsrs0STtU
- https://youtu.be/i5MH6ddyi74
C. Process Skills : Observing , describing ,demonstrating, inferring, performing
D. Values Integration:
 Importance of proper eating
II. Learning Tasks:

A. Engagement
1. Show a picture of the digestive system
Ask the following questions:
1. What is the picture about?

2. What are the organs you see?
3. What are the functions of these organs?
4. Are these organs play a great role to our daily life? How?
2. Get something to eat from your baon. Observe what you are doing and answer
the following questions below :
 What did you do with the food in your mouth?
 What changes occur in the mouth?
 Where does the food go from the mouth?
 Into what organ will the food go from the esophagus?
 What do you think will happen to the food in the stomach?
 From the stomach where do you think the food go?
 What do you think will be the changes of the food in the small
intestine?
B. Exploration:
1. Group Work: Pupils will be grouped into three. Give each group an
Activity Card.
Group I
Identify the organs of digestion being described. Select your
answer from the list.
Group II
Describe the
organs of Description
digestion by Org
writing the
function of
a long coiled connected from the stomach.
each organ at
the right a long muscular tube that connects the pharynx to the
column..throat to the stomach
Choose your
answer from a large J-shaped organ at the end of the esophagus, on
the list. the left side of the body
Organ Descri a Mouth
large J-shaped organ at the end of the esophagus,
esophagus stomachon
s the left
ption side of the body
Large intestine small intestine
Mout a large coiled tube attached to the end of the small
h
Esoph
agus
Stoma
ch
Small
intesti
ne
Large
intesti
ne
a. It tears and grind the food into pieces

b. Absorbed the food in its wall
c. Collect undigested food and form feces
d. A narrow tube that allows the food to push down to the stomach
e. Changed the food into chyme
Group II
Problem: Explain the function of the digestive system
Materials: Manila paper, pentel pen
Fill in the blanks with the right word
Digestion starts in the __________. The food is changed into ______ form. The __
___ softens the food. The partially digested food enters the _______. It then goes to
the _______ .The food is further changed into _______form in the ________ so that
the ______can carry it into the different parts of the body. Undigested parts of the
food are pushed into the _ __, where they remain until the feces are expelled by
a _ ____.
C. Explanation:
1. Reporting of Output

 What is digestion?
 What are the organs of digestive system?
 How does each organ differ from one another?
 What changes take place during digestion?
BACKGROUND INFORMATION FOR TEACHERS
Digestion –is the process of breaking down food into nutrients, which
the body usesfor energy, growth and cell repair. It consists mainly of a
long muscular tube called the digestive tract. This starts at the mouth,
continues via esophagus and stomach, to the intestines and ends at the
anus. The system also relies on the pancreas, liver and gall bladder to
help digest the food. .Accessory organs of the digestive system include
the teeth, tongue, salivary glands, liver, gallbladder and pancreas.
Organs of Digestion:
1. Mouth – it is the first part of the digestive system composed of teeth
and the tongue. The tongue and the teeth are involved in the digestion
of food in the mouth. There are different kinds of teeth and performs
different functions in the digestion
 Incisors – front teeth with sharp edges for biting and cutting the food.
 Canines – pointed teeth which grip and tear the food.
 Premolars – crush and grind the food
 Molars – flat teeth used for chewing the food.
2. Esophagus – is a long muscular tube that connects the pharynx to the

throat to the stomach. The walls of the esophagus is lined with smooth
muscles that contracts rhythmically to move the food through the
digestive system in the process of peristalsis.
3. Stomach – is a large J-shaped organ at the end of the esophagus, on the
left side of the body. The capacity of the stomach is 50ml when empty
and can expand up to 2 to 4 liters when full.The end of the stomach has
a sphincter muscle that closes and opens to allow the flow of from the
esophagus to the stomach.
4. Small intestine- is the long coiled connected from the stomach. If it is
stretched, it is about seven meters long.It has villi, small like finger
projections that protrude in the lining of the intestinal wall to increase
the absorptive area. The absorption of the nutrients occurs in the small
intestine with the help of villi.
There are three parts of the Small Intestine:
 Duodenum – the upper 20 cm. connected to the stomach
 Jejunum – is about 2.5 meters long.
 Ileum – is the longest half coiled through the abdominal cavity
 The last 20 or 30 centimeters of the colon are called rectum.
5. Large intestine or colon – is a large coiled tube attached to the end of the
small intestine. It is only about 1.5 meters long, which includes the colon,
rectum, and appendix and twice as wide as the small intestine. The last 20 or
30 centimeters of the colon are calledrectum.
Steps of Digestion Process:
1. The process of digestion begins when we put a morsel of food in our mouth.
2. The softened food is rolled into a ball called the bolus and is pushed by the
tongue into the throat.
3. Movement of the food occurs due to a wave-like contraction known as
peristalsis.
4. A sphincter known as the lower esophageal sphincter, relaxes and the food
enters the stomach.
5. The hydrochloric acid present in the stomach converts the food into chyme.
6. The chyme enters the part of the small intestine known as the duodenum.
7. The bile helps in breaking down fats and the pancreatic juice breaks down
other food particles.
8. Most of the nutrients from the food are absorbed in a part of the small
intestine known as the jejunem. The food particles are further broken down
inside the jejunem.
9. The larger food particles that cannot be absorbed move through the ileo-
cecal valve and enter the large intestine or colon.
10. The colon absorbs water, manufactures minerals and produces mucus. This
food is considered as waste formed into feces.
11. The waste or feces moves into the last part of the large intestine known as
the rectum
D. Elaborate:
Group 1
Paste the function or description in a sentence strip with the pictures of
each organ
It is compose of teeth and tongue
that tears the food into pieces
It pushes the food down to the

esophagus
It is a large coiled attached to the

small intestine
A narrow coiled tube about seven

meters long connected to the
stomach.
Forms and store feces
It is composed of duodenum, jejunum

and ileum
It makes digestion complete
It is the organ where digestion begins
Group 2
Arrange the following statements according to the process of digestion and

absorption in the body .number each of the steps according to the sequence it
occurs.
________ water is absorbed
________food is broken into smaller pieces

________ nutrients pass through the blood stream
________ waste are removed from the body
________ food is liquefied and digested into forms that cell can use
Group 3
Using the picture or chart of the digestive system. Explain the changes of food as it
passes from one organ to another.
1. Reporting of outputs:
 Name the different organs of digestive system
 Name the different food changes took place in each organ
E. Evaluation:
Multiple choice: Choose the letter of the correct answer
1. When is the body able to use the food it takes?

a. When it reaches the stomach
b. When it reaches the intestine
c. When it reaches the blood
d. When it reaches the cells
2. It is the organ where digestion starts
a. Mouth c, stomach
b. Small intestine d. large intestine
3. What happens to the food during digestion?
a. It is changed to liquid
b. It disappears
c. It is separated from water
d. It is removed from the body.
4. In which part of the digestive system are proteins digested completely?
a. Stomach c. small intestine
b. Large intestine d. esophagus
5. In which part of the digestion system does digestion end?
a. Mouth c. stomach
b. Small intestine d. large intestine
V. Assignment: Label each part and explain the process of digestion in 5 sentences
Lesson No. 7 & 8
Organs of the Respiratory System
Week 2 Quarter 2
Day 1
I. Objectives:
 Identify and describe the functions of the organs of the respiratory system
 Explain how the organs of Respiratory System work together.
S6LT – Iia – b -1
II. A. Materials :
Activity cards, video clip, chart, Manila Paper
https://youtu.be/gtt-aX5Y8HA
B.References :
- The New Science Links – Evelyn CastantePadpad, pp. 142-148

- The World of Science – 5 – pp. 19 – 27
- Integrated Science for Young Explorers – 5 – pp. 20 - 29
C. Process Skills : Observing , describing , demonstrating, inferring, performing

 Importance of breathing
 Appreciate proper care of the lungs
III. Learning Tasks:
A. Engagement
1. Let pupils perform inhale and exhale.
Ask the following questions;

 What organs are involved in breathing?
 Why do you breathe?
 What do you call the activity of breathing?
2. Rearrange the letters to form the correct words

a. ENOS -
b. PXNHARY -
c. LRYANX -
d. ATCHRAE -
e. UNGLS -
f. IBORHCN -
g. MDAPIHRGA -
B. Exploration
1. Video presentation
a. Group pupils into 3
b. Let them fill the chart after watching the video
2. Give each group an activity card and fill up the chart.
Group 1 Group 2 Group 3

Organs Description Function
C. Explanation
1. Reporting of output
a. What are the different organs of the respiratory system?
b. How does each organ distinct from the other?
c. what are the function of each organ in respiration?
2. Group pupils into three. Give each group an activity card.

Group 1: Path of air in the upper respiratory tract
Group 2: Path of air in the lungs
Group 3: Path of air in the blood
3. Reporting of output:
 What are the organs of the upper respiratory tract?
 Trace how the air in the upper respiratory tract travel.
 What are the organs found in the lungs which help in breathing
 Present the path of the air in the lungs using picture
 What happened to the air in the blood?
 What are the changes of air take place in the blood?
BACKGROUND INFORMATION FOR TEACHER
Respiration is the process of exchanging gases with the environment. It includes the intake of oxygen and its
delivery to the cells of the different parts of the body and its removal and release of carbon dioxide.
Main Parts of the Respiratory System
1. Nasal Cavity
The nostrils are the opening into the nasal passages that are lined with hairs called cilia. The cilia filter the dust
and other particles present in the air. They also protect the nasal passages and other regions of the respiratory
tract. The blood vessels inside the lining of the nose warms and humidifies the air.
2. Pharynx and Larynx
The pharynx is also called the throat. It is the common passageway for both food, water and air. Below the
epiglottis is the larynx or voice box. The larynx contain two vocal chords that vibrate when air passes by them.
With our tongue and lips, we convert these vibrations into speech. The larynx is the main site for sound
production. Two ligaments called vocal chords can be stretched in varying extents across the opening of the
larynx. To prevent food from entering the windpipe or trachea, the epiglottis closes the larynx when
swallowing. This prevents food and water to enter the passage.
3. Trachea- is known as windpipe. It is made up of muscles and elastic fibers with rings of cartilage lined with cilia.
The trachea filters the air we inhale and branches into the bronchi.
4. Bronchi- are two tubes that carry air into the lungs. Bronchial tubes also branch into smaller tubes called
bronchioles. Bronchioles branch off into alveoli. Alveoli are grape-like structures at the end of bronchioles. The
alveoli have thin walls that are surrounded by blood vessels. The bronchioles and the alveoli together make up
the lungs. The alveoli increase the surface of the lungs for greater exchange of gases to collect more oxygen. It
also protects the lungs from bacteria and other harmful microorganisms.
5. Lungs – the lungs are located in the chest cavity surrounded by the rib cage. The lungs are the main organ of
the respiratory system. This is where exchange of gases occurs. This is the site where oxygen is taken in and
carbon dioxide is expelled out. Each lung is covered with pleural membrane. This membrane produces slippery
fluid that allow the lungs to glide freely during breathing.
6. Diaphragm –is a dome shaped muscle that controls breathing, which located at the bottom of the lungs.
During respiration, the diaphragm flattens out and pulls upward, making more space for the lungs. When we
inhale or breathe in, the diaphragm contracts and pulls downward. This movement increases the space in the
lungs, which pulls air into it. When we exhale or breathe out, the diaphragm expands. This movement reduces
the amount of space for the lungs and forces air out.
The Path of Air

A. Air in the Upper Respiratory Tract
 As you inhale, air enters the nose or mouth. The air is filtered, warmed, and humidified in the
different parts of the upper respiratory tract.
 The air passes through the pharynx, larynx, then into the trachea and into the lungs.
B. Air in the Lungs
 Inside the lungs, air enters through the bronchial tubes and to the alveoli.
 When air goes into the air sacs, oxygen goes to the wall of the air sacs then through the walls of the blood
vessels and to the blood.
C. Air in the Blood
 Oxygen is now in the blood and the same time carbon dioxide carried by the blood goes through the
blood vessel walls and into the air sacs.
 The carbon dioxide in the blood is exchanged or traded with the oxygen in the air sacs.
 The blood then takes the oxygen to the rest of the body cells while carbon dioxide that passes in the
air sacs leaves the body when you exhale
D. Elaboration:
1. Perform the following activities by group:
Group A -------- Present the organs of respiration through asong-
Group B --------- Describe the functions of respiration using rap
Group C --------- Explain the flow of air in breathing using poem
2. Below is the step-by-step path of air through the respiratory system, but the
steps are not in correct sequence. Put them in order, numbering them from 1 to
8.
______ Air enters the alveoli.

______ Carbon dioxide passes out of the blood stream, and is eventually
exhaled.
______Cilia and mucus trap tiny particles found in the air, and warm and
moisten the air.
______ Air moves through smaller and smaller passageways called bronchi.
______ The trachea, or windpipe, then carries the air to the lungs.
______ Air enters the nose.
______ Oxygen passes into the blood stream.
______ Air moves down the throat, or pharynx.
IV. Evaluation:
Multiple choice: Choose the letter of the correct answer:
1. Contains two openings lined with cilia where air passes in and out of the body
a. Nose b. mouth c. diaphragm d. lungs
2. The organ where exchange of oxygen and carbon dioxide occur
a. diaphragm c. lungs
b. bronchial tubes d. trachea
3. It is also known as the voice box and is the main site for sound production
a. Pharynx b. larynx c. lungs d. trachea
4. It is located at the bottom of the lungs which expands when we exhale and contracts
when we inhale.
a. Lungs b. trachea c. diaphragm d. larynx
5. What system is responsible for the exchange of carbon dioxide between the
atmosphere and between the blood and the body cells.
a. Digestive system c. respiratory system
b. Circulatory system d. immune system
V. Assignment:
Group Pupils into three. Let each group make a lung model.
Lung Model Apparatus
Materials:
Clear plastic jar or big soft drink bottle
1 big round balloon
2 rubber bands
Glass or plastic tubing (empty ballpoint pen case)
2 small round balloons
Pair of scissors
Cutter
Procedure:
1. Make a hole at the bottom of the jar or plastic bottle.
2. Prepare two empty ballpoint pen cases. Insert a small balloon at one end of the plastic
tubing.
Fasten the balloon tightly using a rubber band. Push the plastic tubing halfway to the
hole. See to it that the small balloon will not touch the lid of the jar.
3. Seal the side of the plastic tubing with clay or plasticine so that the air can only enter
through the opening of plastic tubing.
4. Get the big balloon and cut a circular sheet to a size fitted to the opening of the jar or
bottle.
5. Stretch and fasten the balloon to the mouth of the bottle using the rubber bands.
6. When the model is ready, pull the balloon at the base of the bottle. Observe what
happens to the small balloons inside the bottle.
Lesson 9
The Circulatory System
Quarter 2 – WEEK 2
DAY 2
I. Objective :
Identify and describe the function of the organs of the circulatory system.
S6LT – IIa – b - 1
II. A. Materials :
Activity cards, charts, pictures, manila paper, pentel pen
B.References :
 Science 6 - p. 118
 Science Link (System of the Human Body )
 Into The Future : Science and Health – p. 2
 Facebook.com – CIRCULATORY SYSTEM
C. Process Skills :describing and identifying
 eating the right kind of food

A. Engagement
1. Arrange the jumble letter to form the correct word
(bearth ) 1. Respiratory system consist of organs that help us

__________
(lugsn ) 2. The ____________ are the main organ of the respiratory
system.
2. Arrange the pieces of puzzle to form the picture.

(You may use the picture below as the puzzle)
3. Ask the following Questions:

 What organs of the body is shown in the puzzle?
 What system do you think these organs belong?
 Do you have any idea about this body system?
 Can you give a brief description on the body system?
B. Exploration
A . Look at the multimedia compare the picture on the slide with the puzzle
that you have . What system is the one in the puzzle and the slide.
1. Arrange the letter to form the name of the organ of the circulatory system.
EVESSELS BLDOO
EAHT
DLOOB
2. By looking at the organ choose the sentence on the strip charts that best
describe the organs of the circulatory system.
HEART BLOOD BLOOD VESSEL
1.The red fluid that flows all through a human body .

2.The organ that pumps blood to the different parts of the body.
3.It is the road and highway systems of the blood .
4.It transports gases , nutrient and other substances different parts of
the body.
5. It is the called the “, river of life”.
6. The tubular passageways of the blood .
7. It beats 70 – 80 times per minute so as to distribute blood to the
different parts of the body .
8. It has an alternating contraction and relaxation movement to send
blood to all parts of the body .
9. They are classified as vien , capillary and artery .
C. Explanation:
1. Allow the pupils to post their work on the board.
2. Let them present their answers.
3. Teacher will process the pupils output.
Follow – up questions:
 What are the major organs of a circulatory system?
 What are the functions of each organ? Describe.
D. Elaboration:
Group activity
Group I & II
Fill in with the correct word to complete the dialogue .
Heart : Hello , everyone ! I am your dearest heart , I pump b_______ into the
different parts of your b______
How are you blood vessel?

Blood vessel : I am fine my dear heart. I work every now and then because I am the
p_______way of the blood.
I am a t______organ of the body.
Blood : Yes , b________ vessel I am always thankful of you for making a way for me
every minute and every second all through out.
Blood vessel : You’re welcome blood. Is it true that you are called the r_______ of
life?
Blood : Yes , I am ! And we are the organs of the c__________ system.
Group III & IV
Fill in with the correct word to form the concept of the selection
Circulatory ___________
The __________system is made up of the _________ the blood and

the__________vessels . The _________ is a pear – shaped muscular organ that
pumps __________ to the different parts of the body. The __________ is a red fluids
that flows through the blood ___________so as to reach to the different part.

1. What are the different organs of the circulatory system?
2. What is the main function of the circulatory system?
3. How is it important in our body?
4. What do you think will happen if one organ of the circulatory system will not be
functional?
5. How are we going to take care of our organs?
6. What kind of food should we take in so that we will have a healthy body
systems?
The Circulatory System is composed of three powerful organs which

are the heart , blood and blood vessels .
It is a system that is responsible in the distribution of oxygen, water

and food nutrient needed by the body One, organ that in the
Circulatory System is the heart. It is a pear – shaped like organ that
pumps blood to the different parts of the body. Its alternating and
contracting movement causes the blood to circulate in the body. This
also makes the beating of 70 – 80 per minute. Another , organ is the red
fluid that flows all through the body and as such it called the ,” the river
of life .” And another organ that comprise the Circulatory System is the
blood vessels. Blood vessels are tube like highways and roads that
serve as the passageways of the blood.
E. Evaluation
Identify what organ is being describe
________1 . The tubes through which the blood flows.
________2 . The red fluid that flows inside the blood vessels .
________3. The organ that pumps blood to the different parts of thebody
________4. The three major organs of the circulatory system.
________5. Known as the transport system of the body.
Assignment
Draw the circulatory system and label each part.
Lesson 10
How Circulatory System Works
DAY 3
IV. Objective :
Explain how the organs of the circulatory system work together.
S6LT – IIa – b - 1
V. A. Materials :
chart , pictures , multi media
B.References :
Into The Future : Science and Health – p. 6
SCIENCELINK , Science 6 – p. 119
FACEBOOK – Human Circulatory System (Farkon Education )
C. Process Skills :explaining and demonstrating

 proper care for the circulatory system
VI. Learning Tasks:

F. Engagement
1. Read the following sentences.
 They are the tubular passageways of the blood.
 They circulate around the body.
 It pumps blood to the different parts of the body.
2. Identify and describe the organs of the circulatory system.
_________________________
__________________________
__________________________
G. Exploration
A . RESEARCH ACTIVITY
Let pupils use the textbook in Science pages 6-18.
Fill in with the correct word to complete the form the concept of the selection
Group I
HEART
The________ is a hollow muscular organ .Its size is the
same as your _______ and located in middle of the chest cavity.
It contracts so as to push________ out of the heart to every
parts of the body.
The heart is a powerful organ of the __________ system .
It continues pumping blood as long as the person is alive.
It pumps _______ passing through its passageway called
the blood __________.
Group II
BLOOD
The ________ is the red liquid substance that flows out of a cut in the
body whenever one is wounded . The ________ carries substance
which help regulate body function . Without the pumping action of the
_________ the blood would not be able to reach the different parts of the
__________. Thus, it passes through the blood __________ for
circulation.
Group III
BLOOD VESSELS
The _________ vessels are the passageways of the
_________ . They are all found all over the body of a person. There are three
kinds blood vessels in the body these are the _________ , the veins and the
_________.
The arteries carry blood away from the _________ . The veins are
blood ________ that carry bright red blood with oxygen from the lungs into
the _______ .The _________ are the smallest blood ________ which is
responsible in the exchange of water , gases , _________ and waste
materials that takes place between the _________ and the tissues ..
H. Explanation:
 What are the major organs of a circulatory system?
 How does each organ works? The heart? The blood? The blood vessels?
 How do organs of the circulatory system work together? Explain.
I. Elaboration:
Activity 1
Group I & II
Make a short poem telling how organs in the circulatory system work together.
Group III & IV

Make a short song composition about how organs in the circulatory system work
together . Use the tune of a song that is familiar to you .
Activity 2
Using the picture, let pupils explain how the organs in the circulatory system work
together.
BACKGROUD INFORMATION FOR TEACHERS

Ask:
The circulatory system is an important system .It comprises the
heart , blood and blood vessels
Does our circulatory
.Each organssystem playsrelatedly
function a vital role
so in
asour body?
to help
each other in working responsibly
How do we.The careorgans
for our work
circulatory
like a system?
team work .It means
that without the other , part the body would not be able to survive.
The blood depends on the heart so it could circulate and could
reach to the different parts of the body . The blood vessels likewise becomes the
road or the passageway of the blood .And without the heart the blood would not
be purified , eventually the body parts will not get the needed oxygen and
nutrients.
Evaluation
Explain in a short paragraph how the organs in the circulatory system work
together. ( 5 POINTS )
RUBRICS:
5 - well – explained ,with correct grammar and spelling
4 - well – explained , with misspelled words and with mistakes in grammar
3 - poorly - explained , more than ten misspelled and wrong grammars
2 - attempted to explains
Assignment
Group pupils into three.
Choose from the three selection presented a while ago and present it in a rap song
tomorrow.
.
Lesson 11 & 12
The Nervous System Parts and Functions
DAY 4
VII. Objective :
 Identify and describe the function of the organs of the Nervous System .
 Explain the how the organs of the Nervous System work together.
S6LT – IIa – b - 1
VIII. A. Materials :
chart , multimedia , picture
B.References :
Into The Future : Science and Health – p. 6
SCIENCELINK , Science 6 – p. 119
FACEBOOK – Human Circulatory System (Farkon Education )
C. Process Skills :describing , identifying

 proper care for the circulatory system
IX. Learning Tasks:

J. Engagement
3. Form the correct word by replacing the number with the corresponding letter .
This a brain game.
r–1 n–2 a–3 b–4 e–5
1. The control system of the body .4 1 3 i 2

2. It is also called the nerve cells .2 e u 1 o 2
3. The system that enables the body to coordinate bodily activities .2 5 1 v
o66y6t5
4. Presentation of the assignment.
K. Exploration
a. Guessing Game
Group pupils into three. Each group will be given the same activity.
Label the parts of the Nervous

System
b. Group Work
Group pupils into three. Each group will do the activity given.
Fill in the table with information needed. Use your book in gathering
information.
PARTS DESCRIBE FUNCTIONS
Brain
Spinal Cord
Nerve Cells
L. Explanation:
9. Let them compare their answers.
 What are the major organs of the nervous system?
 What is the function of each organ?
 How do organs of the nervous system work together? Explain.
M. Elaboration:
Activity 1
Give each pupil the selection and let them answer the follow-up questions.
The Nervous System and its Function
The Nervous System is the control unit of the
body . Its function is to integrate and coordinate bodily activities. It
coordinates the activities and communicates with the sense organs and
the other body systems through the wire like nerve cells or neurons that
transmits messages passing through spinal cord to the brain and back to
the nerve cells or neurons for the interpretation of the senses .
The brain is an amazing organ that performs
different functions such as processing memory , judgement , and
reasoning. It controls body movement, emotions , feelings and vital sign
of life such as breathing. The brain has three main parts : cerebrum ,
cerebellum and the brainstem or the medulla oblongata
Another organ in the nervous system is the spinal cord . It
a cord like material inside the backbone . It bridges impulse between the
brain and the body .This means all the signals that go to and from the
brain pass through the spinal cord and deliver it to the right muscles and
senses .
Neuron is also another organ in the nervous system . It is
a wire like organ that is found all over the body. Its main function is to
deliver messages within the nervous system and between other body
system .It is divided into three parts : axon , cell body and dendrites
.Neurons can be classified based on the direction in which they send
information .These can be sensory neurons , motor neuron and inter
neuron .
Follow up questions:
o What is a nervous system?
o What is the function of the nervous system?
o What are the organs in the nervous system?
o How does the spinal cord, brain and nerve cells work ?
o How does each organs act and work with the other?
Activity 2
Answer with true or false . If it is false replace the underlined word with the correct word to
make the statement correct . Discuss the answers while checking .
__________1. The nervous system is the control system of the body.
_________ 2. The spinal cord is responsible for the breathing and controlling our speech .
_________ 3. The nerve cellsis the basic unit of the nervous system.
_________ 4. The brain is found all over your body .
_________ 5. The brain has three main parts : cerebrum , cerebellum and the medulla
oblongata
_________6. The spinal cord is a cord like material within the backbone .
_________7. The spinal cord serves as the bridge that connects the brain and the neuron .
_________8. The spinal cord is divided into three parts – axon , cell body and dendrite .
BACKGROUD INFORMATION FOR TEACHERS
The nervous system is the coordinating system of the body . It
consist of the brain , neurons or the nerve cells and the spinal cord .
The brain is responsible for the different vital activities such as
memory , speech and learning . It also coordinates muscle movements of
the heart , stomach diaphragm and esophagus .Without which the one
cannot maintain one ‘s sense of balance .
The nerve cells or neurons carry stimuli and impulse to the
different parts of the body . Nerve cells are found all throughout body to
carry impulses and commands from one part of the body to another.
The spinal cord is a cord like material in the backbone that carry
the messages from the nerve cells to the brain for interpretation and sends
back again passing again through this cord to the nerve cells again for
impulses.
Evaluation
Identify the correct answer that describes and explains the function of the organs in the
circulatory system . Encircle the correct letter .
1. The __________system is composed of the brain , neurons and the spinal cord .
a. circulatory b. nervous c. respiratory
2. What organ in the nervous system controls the bodily activities such as breathing ,
moving , walking and talking /
a. brain b. spinal cord c. neurons
3. What is the usual path of the messages received by the body from the environment ?
a. brain ::::::::> nerves::::::::> spinal cord ::::::::::> sense organ
b. spinal cord::::::::::::> sense organ ::::::::::::> brain ::::::::::::> nerves
c. sense organ :::::::::::> nerves ::::::::::> spinal cord :::::::::::> brain
4. Why is the spinal cord an important part of the nervous system ?
a. It protects the sense organ .
b. It receives and relay messages to the different parts of the body
c. It controls the movement and the action of the human body .
5. The ________ consist of dendrites , axon and cell body .
a. neurons b. brain c .spinal cord
X. Assignment
Copy the selection about the Nervous System in your notebook.
Try to study it at home.Tomorrow be ready because you will relay it orally through your
own understanding.
Lesson 13
Human Body Systems Working Together
Week 3,
Day 1 and 2
Duration: 2 days
Day 1
I. Objective: Explain how the Musculo-Skeletal System and Integumentary System work
together
S6LT-llc-d-2
II. A. Materials: Multimedia (optional), Manila paper, pentel pen
B. References:
- Science for Active Learning, pp. 68-71
- Science Links 6, pp.
-
https://www.youtube.com/watch?v=Futnu_6NmQo&list=PLq5d_eDIEJB90v7DWpZJ
PE4UapMzaN83A
C. Process Skills: Observing, inferring, identifying, differentiating, performing,
communicating, explaining
D. Value Integration:
 Engage in healthy physical activities

 Respecting one’s view
III. Learning Tasks
A. Engagement
1. Let pupils view “Skeletal, Muscular, and Integumentary Systems”.

a. How does the Integumentary System help the Skeletal System?
b. What protects the Skeletal System?
2. Let pupils walk around the oval for 3-5 minutes(if multimedia is not available).
a. How do you feel?
b. What organs of the body work together as you walked in the
oval?
c. What system protects another system?
d. What other physical activities help make our body healthy?
Today, we are going to study how the Musculo-Skeletal System and Integumentary
System work together.
B. Exploration
Group the class into three. Give each group Activity Card.
Remind the pupils on the standards before, during, and after in doing any activity.
Activity Card
Problem : Identify physical activity that involves Musculoskeletal and Integumentary

Systems
Materials :
Manila paper, pentel pen
Procedure :
1. Gather in a group. Think of a physical activity that requires

involvement of Musculoskeletal and Integumentary Systems.
2. Perform the said activity.
Questions :
1. What physical activity did your group identify?

2. Are the Musculoskeletal and Integumentary Systems involved? How?
3. What are its steps?
4. Explain.
C. Explanation
1. How does each system complement each other?
2. Why are these systems important to the body?
3. What are we going to do to keep these systems healthy?
Day 2
D. Elaboration
1. Let each group compose the following on the coordination of Musculoskeletal

and Integumentary Systems.
A -------------------- Song
B -------------------- Hugot Lines
C -------------------- Poem
D--------------------- Poster Making
2. Group presentation
3. Ask: How do Musculo-Skeletal and Integumentary Systems work in the human

body?
Background Information for Teachers
The Skeletal System and Interrelationships with the Muscular, and Integumentary

Systems
Our skeleton supports us, protects our “innards” (the protection our brain gets from
the skull is indispensable), gives us stature (for some reason, tall people get more
respect), contributes to our shape (women are shaped differently than men), and
allows us to move. Obviously, the skeletal system has important interactions with
many other body systems, not the least of which are the endocrine and
integumentary systems. However, its most intimate and mutually beneficial
relationship is with the muscular system, so we will consider that first.
E. Evaluation
Explain in three to five sentences how the Musculo-Skeletal System and Integumentary
System work together in the human body.
Scoring Guide
Points Description
Written 3-5 sentences with correct grammar and concept

5
is emphasized.
4 Written 3-5 sentences with error in grammar, but

concept is emphasized.
3 Written 1-2 sentences with error in grammar and

concept is
not clear.
F. Extend (Assignment)
How could a runner manifest coordination of Musculo-skeletal and Integumentary
Systems as he/she runs?
Lesson 14
Human Body System Working Together
Week 3,
Day 3 and 4
Duration: 2 days
Day 1
I. Objective: Explain how the Digestive System, Respiratory System and Circulatory System
work together
S6LT-llc-d-2
II. A. Materials: Multimedia, Manila paper, pentel pen
B. References:
- Science for Active Learning 6, pp. 87-136
- Science Links 6, pp.
- https://www.enkimd.com/how-do-the-digestive-respiratory-and-
circulatory-work-together.html
- https://www.youtube.com/watch?
v=Futnu_6NmQo&list=PLq5d_eDIEJB90v7DWpZJPE4UapMzaN83A
 Practice healthy physical activities

III. Learning Tasks
A. Engagement
1. Let pupils view “They Might Be Giants.”

https://www.youtube.com/watch?
v=Futnu_6NmQo&list=PLq5d_eDIEJB90v7DWpZJPE4UapMzaN83A
 How do the Digestive, Respiratory, and Circulatory Systems work together?
 What daily activities involve the three systems?
2. Let pupils run across the plaza 3-5 minutes (If multimedia is not available).
a. How do you feel?
b. What systems of the body work together as you ran?
c. What other physical activities help make our body healthy?
Today, we are going to study how the Digestive System, Respiratory System and
Circulatory System work together.
B. Exploration
Group the class into three. Give each group Activity Card.
Activity Card
Problem : Identify physical activities which involve Digestive, Respiratory, and

Circulatory Systems
Materials :
Procedure :
1. Gather in group. Think of a physical activity which requires involvement of

the Digestive, Respiratory, and Circulatory Systems.
2. Perform the activity.
Questions :
1. What physical activity did your group identify?
2. Are the Digestive, Respiratory, and Circulatory Systems involved? How?
4. Explain.
C. Explanation
1. Let each group report their findings.
Ask: How important are the systems in the body?
Day 2
D. Elaboration
1. With the same grouping, let each use their report or findings for the following activities.
I. Poster Making
II. Rap
III. Song
IV. Poem
2. Presentation
Background Information
How Do the Digestive, Respiratory and Circulatory Work Together?
https://www.enkimd.com/how-do-the-digestive-respiratory-and-circulatory-work-together.html
The human body is designed to function in a manner that every part works cooperatively.
In fact, no organ or body system is superior over the others, and each system just supports one
another to keep you healthy. Circulatory system, respiratory system, digestive system,
excretory system, immune system…so many systems are there and you may be wondering
how they work together. Well, how the digestive, respiratory, and circulatory work together will
be mainly discussed here to help understand your body better.
Digestive and Respiratory Systems

Your digestive system is responsible for breaking down food to allow your body to absorb the
nutrients from what you ate. During the process of digestion, your body breaks down nutrient
molecules, which will then be absorbed by your intestines then into the bloodstream. These
molecules will not only help in building new ones but also provide you the energy you need to
function.
On the other hand, your respiratory system is responsible for taking in and circulating oxygen
into your bloodstream and to the rest of your cells. Circulatory system is also responsible for
picking up carbon dioxide waste and helps you exhale these wastes.
How are these two systems related?
Your digestive tract needs smooth muscles to break down food into liquid and for better
contractions to help move them throughout your system. Oxygen helps maintain the
smoothness of muscles and to make sure that your digestive tract is in tiptop condition.
Consequently, your respiratory system cannot function well without the nutrients broken down
by your digestive system. You use respiratory muscles including intercostal muscles and
diaphragm to inhale. These muscles need nutrients in the form of fat and carbohydrates to
contract and allow you to breathe properly.
In other words, your digestive system metabolizes food to provide your body with nutrients and
at the same time, fuel your respiratory system so that it can produce enough oxygen in your
body. This keeps you energized too.
Respiratory and Circulatory Systems

Now you know how your body’s ability to digest food helps you breathe properly. That's just part
of answer to question "How do the digestive, respiratory and circulatory work together". Here’s
the next question: how does the breathing process affect your circulatory system?
First, you need to understand the difference between the two.
Keep in mind that the circular system is composed of your heart and blood vessels, which are
also divided into veins, arteries, and capillaries. The primary role of the heart is to pump blood
throughout your blood vessels. In return, the blood vessels, which are divided into four
chambers, move highly oxygenated blood into your body through your arteries. This oxygenated
blood is responsible for supplying your body’s tissues with oxygen.
As to your respiratory system, this system is composed of airways, your lungs, and other
structures that move air in and out of your lungs. Breathing starts with your nose or mouth and
then goes down to through you throat then head straight to the bronchi. Apart from this
mechanism, your respiratory system also uses muscles, specifically intercostal muscles
between your ribs, causing your lungs to contract and expand.
How are the two systems related?
In fact, your circular and respiratory systems work for the same goal: to provide oxygen to your
tissues and get rid of carbon dioxide in your body.
The respiratory system supplies oxygen to your blood and help remove carbon dioxide. Every
time your heart receives low oxygen blood, it starts to pump to the lungs through pulmonary
arteries. As a result, your lungs expand to get fresh air, thereby transferring oxygen into low
oxygenated blood. This gives your blood fresh oxygen once again, which then returns to your
heart, and your heart will pump again.
Digestive and Circulatory Systems

For the question "How do the digestive, respiratory and circulatory work together", here is the
last relationship needed to be discussed.
The primary role of digestive system is to break down the food you ate and absorb all the
nutrients your body needs to function properly as mentioned above. On the other hand, your
cardiovascular system moves oxygen and other important compounds throughout your body.
How are the two systems related?
When it comes to digestive and circulatory systems, they both process and transport essential
nutrients your cells need to fuel your body.
After you eat, your digestive system breaks carbohydrates into simple sugars like glucose. The
bloodstream absorbs glucose, which your circulatory system distributes throughout the body.
This provides your body enough energy then.
That’s not all. When it comes to fats digested, the circulatory system carries them all over your
body to make them available. The fats will be converted into energy, which can help you last
longer during workouts. When combined with the right kind of carbohydrates, this could power
your muscles as well.
Protein, another food sources broken down by your digestive tract, helps in maintaining your
cells and tissues’ health. The digestive system breaks them down into amino acids, which cells
and tissues use to make new and healthy cellular proteins. This will be used for energy to help
you get through the day, especially if you are not getting enough calories, fats, and
carbohydrates.
The next time someone asks you, “how do the digestive,
respiratory and circulatory work together?” you know the answer.
And now you know the human body works in amazing ways that
keep every system related and supportive of each other. In fact,
one system cannot exist alone, as evidenced by the relationship
among digestive, circulatory, and respiratory systems.
E. Evaluation
How do Digestive, Respiratory, and Circulatory Systems work together? Give your
answer through an example of a physical activity (in 3-5 sentences) showing coordination of the
three systems.
Points Description
 Identified a physical activity (3-5 sentences) F. Extend
with a clear concept on the coordination of the
(Assignment)
5 three systems.
 Correct grammar Make/ Write a
 Identified a physical activity (3-5 sentences) feature story of
with a not so clear concept on the coordination how the
4 of the three systems. digestive,
 2-3 errors in grammar
respiratory, and
circulatory
 Identified a physical activity (2-3 sentences) systems work
with a not so clear concept on the coordination together of your
3 of the three systems. typical day at
 More than 3 errors in grammar home.
2  Had started but not able to finish
Lesson 15
Human Body Systems
Q2, Week 4
Day 1
Duration: 1 day
I. Objective: Explain how the major organs of the nervous system work with the musculo-
skeletal, digestive, respiratory, and circulatory system.
S6LT-llc-d-2
II. A. Materials: Multimedia, flash drive, speaker, piece of chocolate, Worksheet, chocolate,
B. References:
- Science for Active Learning 6, pp. 87-136
- Science Links 6, pp. 130-168
- http://anatomyandphysiologyi.com/human-body-organ-systems-an-orientation/
- http://science.jrank.org/pages/4908/Organs-Organ-Systems.html
- http://www.studyvillage.com/attachments/Resources/3028-9839-solution-
human-body.jpg.pdf
 Performing healthy physical activities

III. Learning Tasks
A. Engagement
1. Let pupils view “They Might Body Systems: The 11 Champions”

http://anatomyandphysiologyi.com/human-body-organ-systems-an-orientation/
https://wordmint.com/public_puzzles/228308
https://wordmint.com/public_puzzles/147980

 What system controls all body activities?
 If one system malfunctions, what would happen?
2. (If multimedia is not available) Let the pupils open the wrapper of their
chocolate. “Close your eyes as you chew the piece of chocolate. Feel the process
of digestion as you chew the chocolate and undergo changes…
a. What did you observe?
b. Where does the chocolate go from the mouth?
3. Let them stand and dance with the music.
a. Feel your heartbeat. What did you observe? Why?
b. How about the way you inhale and exhale? What did you notice?
c. What systems of the body were involved when you danced?
Today, we are going to study how the major organs of the Nervous system work with the
Musculo-skeletal, digestive, respiratory, and circulatory systems.
B. Exploration
Group the class into four. Give each group Activity Card.
Activity Card
Problem : Identify any activity that requires involvement of the nervous

system with the musculo-skeletal, digestive, respiratory, and circulatory
systems.
Materials :
Cellphone (music), Manila paper, pentel pen
Procedure :
1. Gather in group. Think of a physical activity which requires involvement of

the nervous system with the musculo-skeletal, digestive, respiratory, and
circulatory systems.
2. Perform the activity.
Questions :
1. What physical activity did your group perform?

3. Are the Nervous, Digestive, Respiratory, and Circulatory Systems involved?
How?
4. Explain.
C. Explanation
1. Let each group report their findings and observations.
Ask: How important are the systems in the body?
D. Elaboration
Let each group answer the puzzle.
Group I
Human Body Organ Systems
I C7
1D M A
I M R I6
G U D N S4 E8
E N I T K N
S N9 E R V O U S E E D
T V G L O
I U2 R I N A R Y U E C
V S M T R
R11 E P R O D U C T I V E A I
U N L N
M5 U S C U L A R T E
A A
R3 E S P I R A T O R Y
Across
2. Filters and eliminates liquid wastes; regulates water balance.
3. Enables gas exchange with the blood.
5. Enables movement, maintains posture and can store energy.
9. Senses external environment and communicates with and activates other parts of the body.
11. Produces gametes and supports development.
Down
1. Allows ingestion and breaks down food so that nutrients can be absorbed.
4. Provides mechanical support; stores minerals and produces red blood cells.
6. Protects the body's internal environment and stores fat.
7. Enables the transport of nutrients, gasses and wastes to and from cells.
8. Secretes hormones into the bloodstream for regulation of cellular activities.
Group II
Human Body Organ Systems
R8
E10X O C R I N E
U12 P
P3 A R A T H Y R O I D E11
E O N
F13 H17A I R A4 D R E N A L D P5
A U U O A
L T7 E S T I C L E S C N
L O6 T P1 R C
O V N18A I L S9 I I R
P A V K T N E
I P14R O S T A T E I16M M U N E A
A I N I S
N E T
S S19 A
W R
T2 H Y R O I D L20E U K O C Y T E S
A
L15 Y M P H A T I C
Across
2. a large ductless gland in the neck that makes hormones to regulate growth &
development through the rate of metabolism.
3. glands that control the calcium in our bodies
4. located on top of each kidney, produce hormones that you can't live without, including
sex hormones and cortisol.
7. male gametes
10. Pertaining to the secretion of a substance out through a duct
14. walnut-sized gland located between the bladder and the penis, it secretes fluid that
nourishes and protects sperm
15. a vital part of the immune system, comprising a network of vessels that carry a clear
fluid called lymph
16. the body's system that defends against disease causing agents
17. grows from follicles found in the dermis
18. protects fingers and toes, made of a tough protective protein called keratin.
20. white blood cells that are part of the immune system that protect the body against
disease and invaders
Down
1. pea-sized gland attached to the base of the brain, important in controlling growth and
development & the functioning
5. makes insulin to help digest and use glucose
6. female gametes
8. Body system that required for production of offspring
9. largest organ of the human body
11. refers to the secretion of a substance (a hormone) into the bloodstream.
Group III
Human Body Systems Crossword Puzzle

M12U S C U L A R S Y S T E M
C5 D15 S8
I I K D4
E6 X C R E T O R Y G M2 E I
C E U L G
M3U S C U L A R S Y S T E M E E10
N9 L T C T S X
E A I U A T C
R T V L L I R
V O S11K E L E T A L V E
O R S R E T
U Y Y S S O
S N1E R V O U S S Y S T E M Y R
T S S Y
I14 N T E G U M E N T A R Y T
M E E
D13I G E S T I V E M M
R7 E S P I R A T O R Y S Y S T E M
Across
1. System that consists of nerves, brain and spinal cord
3. system that contains voluntary and involuntary muscles
6. disposing of the body's waste
7. brings air into the body and removes carbon dioxide
11. includes bone, cartilages, ligaments
12. skeletal muscles, smooth muscles, cardiac muscles
13. Breaks down food
14. skin, hair, regulates temperature
Down
2. helps movement of the body, maintaining posture, and circulating blood throughout the body
4. this system starts in the mouth
5. the heart and blood vessels that circulate blood throughout the body
8. system that protects major internal organs and provides overall support
9. system that transmits signals from the body to the brain
10. this is also known as the urinary system
15. esophagus, stomach, intestines
Ask: How are the words related to each other? Are they interdependent of each other?
Why are they important to us?
E. Evaluation
How does coordination of the Nervous System with Musculoskeletal, Digestive,
Respiratory, and Circulatory Systems important? Explain in 3-5 sentences.
Scoring Guide
Points Description
 Had written 3-5 sentences with correct
5 answer/concept
 Subject-verb agreement is evident
 Had written 3-5 sentences with correct answer/
4 concept
 With 1-3 errors in grammar
 Had written 1-3 sentences
3  Concept is not clear
 With more than 3 errors in grammar
2  Had started but not able to finish
F. Extend (Assignment)
Make a Concept Map explaining thehow the major organs of the nervous system work
with the musculo-skeletal, digestive, respiratory, and circulatory system.
Lesson 16
Nervous System
Q2 Week 4
Day 2
Duration: 1 Day
Objective :
Describe how the Nervous System controls all the organs system of the body.
S6LT – IIc-d – 2
A. Materials :
Activity cards, cartolina, manila paper, pentel pen, pictures, 2x2x8 lumber
B.References :
- RBEC Lesson Guide Science Grade 6, pp.18-20
- Into the Future Science and Health 6 pp. 30-43
- Science Links 6 pp 165-177
- https://faculty.washington.edu/chudler/organ.html
C. Process Skills : Observing , describing , demonstrating, inferring

 Taking good care of the nervous system
Learning Tasks:
Engagement
1. Show the picture to the pupils
The human nervous system

1. What can you say about the picture?
2. What are the parts of the nervous system?
3. Why do you think are the functions of these parts?
4. Are they related to other body organs?
2. Let pupils observe the images

Ask:
1. What are the organ systems represented by the pictures?

2. Do you know their functions?
3. Are they related to one another?
Exploration
Group the class into three. Each group will be given activity to perform.
Give pupils the standards/measures in doing the activity.
Activity 1
Interpret a picture
1. What does the picture show?

2. Do you see how well coordinated her muscles are?
3. What do you think is on the girl’s mind while doing the activity?
4. What organs are working in this picture?
5. What controls their movement?
Activity 2
Acting out
Scenario:
It is a rainy Sunday and the family is staying home for bonding. Mother requested
Alma to cook champoradofor snacks. When it is already boiling she constantly stirs it to
produce a soft yummy one. She accidentally touch the pot. She shouted “ouch”.
1. What do you think happened to Alma?

2. What system tells her to respond like that?
3. What particular system is affected when she touch the hot pot?
Activity 3
The Role of the Nervous System
Problem:
How do you keep your balance?
What you need:
Balance beam
What you need to do:
1. Find a long secured 2x2 board that you can walk across. Make sure that when you
are walking on is not wider than your foot. If no board is available draw a line on
the ground as your balance beam.
2. Try walking along your balance beam, slowly at first and then try walking quickly .If
you are using a line on the ground, try walking just along the line.
What have you found out?
1. What are some of the things you have to watch out for on a balance beam?
2. What kind of adjustments did you make to keep yourself balance?
3. What body system makes adjustments in controlling you’re your body parts?
4. What is the role of your nervous system in doing the activity?
Conclusion:
Make a conclusion based from the given problem.

Explanation
1. Let each group report the outcome of their activities by following the standard.
a. Describe how they perform the activity
b. Present their answers on the questions given.
2. Let them give examples on how the nervous system works in their day to day
life.
Elaboration
1. Group them into three. Give pupils the following differentiated activities.
Group 1
Describe how the nervous system controls the circulatory system

through drawing
Group 2
Describe how the nervous system controls the muscular system
through dance
Group 3
Describe how the nervous system controls the skeletal system through
a poem or song.
2. Ask the following questions:

 How the nervous system controls the different organ system in our body?
 Why is it necessary that the nervous system controls these systems in our
body?
 What will happen if the nervous system will not control other body
systems?
 What will you do to take care of your nervous system?
\
 All of the systems within the body interact with one another to keep an
organism healthy. Although each system has specific functions, they
are all interconnected and dependent on one another. The nervous
system controls various organs of the body directly. The brain also
receives information from many organs of the body and adjusts
signals to these organs to maintain proper functioning.
 The brain regulates the position of bones by controlling muscles
 The brain regulates heart rate and blood pressure.
 The brain controls the contraction of skeletal muscle.
 The nervous system regulates the speed at which food moves
through the digestive tract.
 The hypothalamus controls the pituitary gland and other endocrine
glands.
 The brain monitors respiratory volume and blood gas levels.
 The brain regulates respiratory rate.
 The autonomic nervous system controls the tone of the digestive tract.
 The brain controls drinking and feeding behavior.
 The brain controls muscles for eating and elimination.
 The brain controls mating behavior.
 The brain controls urination.
 Nerves control muscles connected to hair follicles.
Evaluation
1. Describe in 5 sentences how the nervous system controls the other organ
system of the body.
Scoring Guide
Points Description
Written five (5) sentences with correct
5 grammar and concept emphasized.
Written four (4) sentences with error in
4 grammar, but
Written (3) sentences with error in grammar

3 but concept is
emphasized.
2 Written (2) sentences with error in grammar
and concept not emphasized.
1 Written only 1 sentence with error in
grammar and concept not emphasized.
XI. Extend
Describe how the nervous system controls the following system
1. digestive system
2. respiratory system
3. muscular system
Lesson 17
Health Habits
Q2 Week 4
Day 3
I. Objective: Discuss healthful habits that promote proper functioning of all the organ systems
in the body.
S6LT-IIc-d-2
II. A. Materials: pictures, Manila paper, pentel pen, cartolina
B. References:
- RBEC Lesson Guide Science Grade 6, pages 12-13,24,251
- Science and Health 4 pages 45-49,67-68,88-89,
- Science for Active Learning 6 pages 65-66,76,98-99,128,157-158,
- www.google.com
C. Process Skills: Observing, inferring, communicating
 Proper care for the body
III. Learning Tasks

A. Engagement
1. Show a picture of healthy habits.

a. What can you say about the pictures?
b. How these activities help our body systems?
b. What benefits do we get from doing these activities?
Today, we are going to study the health habits for our body systems
B. Exploration
Group the class into three. Basic group will be given rolled cartolina with 2 body
systems and healthy habits respectively written on it then they will choose the healthy habits
suited for the system. Average group will be given cartolina with 2 body systems written on it
and a short description of each system, let them give the healthy habits. Fast group will be
given names of 2 body systems and let them think of the healthy habits for each system. After
brainstorming, each group will fill in the needed information on the appropriate column of the
Manila paper. Then, post their output on the board. Finally, the reporter in each group will
share.
Group ____ HEALTH HABITS
Remind on the standards before, during, and after in doing any activity.
C. Explanation
1. What healthy habits that are common for all the body systems?
2. Why do we need to observe these healthy habits?
 It is important to keep our body systems working at its best. Because

every now and then we are using them in our daily activities and to think
that they are working together as a team in our body. If one of them is
not in good condition, others are also affected.
PROPER CARE FOR THE BODY SYSTEMS
 Exercise regularly-(all body systems)
 Adequate sleep- (all body systems)
 Eat proper kind of foods- (all body systems)
 Proper hygiene- ( all body systems)
 Monitor your toilet habits- ( digestive system)
 Do not smoke – ( respiratory system)
 Be free from stress- ( Circulatory system)
 Avoid eating food high in fats, cholesterol and salt-( circulatory)
 Avoid drugs and alcohol- (nervous system)
 Proper skin protection- ( integumentary)
 Staying indoors- ( integumentary)
 Wear proper equipment when playing a game or riding a bike-
(skeletal & nervous )
 Eat food rich in calcium and vitamin D- (skeletal system)
 Breath fresh air-( respiratory system)
 Live in a clean environment- (Circulatory system)
 Have positive outlook in life-( circulatory)
 Avoid inhaling poisonous fumes such as those from glue or paint-
(Nervous)
D. Elaboration
1. Each group will present about the health habits (teacher may modify the activity
depends on the level of the pupil)
Group A--------------- Musculoskeletal system (song)
Group B---------------Digestive System (poem)
Group C--------------- Respiratory System (rap)
Group D--------------- Nervous System (jingle)
2. Group Presentation
E. Evaluation
Write at least three health habits for each body system and discuss briefly.
Scoring Guide
Points Description
Written three (3) sentences with correct grammar
5 and concept emphasized.
Written three (3) sentences with error in grammar,
4 but
Written 1-2 sentences with error in grammar and

3 concept is
not clear.
IV. Assignment
Explain why it is important to take care of our body systems.
Lesson 18
Nervous System
Q2 Week 4
Day 4
Duration: 1 Day
I. Objective :
Make a chart showing healthful habits that promote proper functioning of all the organ
systems in the body.
S6LT – IIc-d - 2
II. A. Materials :
Charts, pictures, Manila paper, cartolina strips
B.References:
- RBEC Lesson Guide Science Grade 6, Pages 12-13,24,251
- Integrative Science for young Explorers 5 pages 33
- Science and Health 4 pages 45-49,67-68,88-89,
- Science for Active Learning 6 pages 65-66, 76, 98-99,128,157-158,
- www.google.com
C. Process Skills : Observing , describing , classifying, communicating.
 Caring for the body
 Precautionary measures in doing the activity.

A. Engagement
1. Arrange the jumbled letters to form a word for the body systems
a. Sourven
b. Vestigide
c. Yortaculic
d. Ratrisporey
e. Tatenemugrayt
f. Lamucoslekeluts

1. Can you say something about each system?
2. How about its function?
3. What should you do to keep them healthy?
B. Exploration
Group the class into three groups. Each group will be given activity to perform.
Give pupils the standards/measures in doing an experiment.
Activity 1
The pupils are grouped into 6, they will be given manila paper and meta
cards:
1. they will get manila paper with body system in it
2. they will write in the meta card the healthy habits and post in in the
manila paper
3. they will present it creatively
Explanation
1. Presentation of output.
2. Each group will be asked by the following questions.
 W
Body System Healthy Habits

 Exercise regularly
 Adequate sleep
 Eat proper kind of foods
 Proper hygiene
1.Muscu-eskeletal
System  Wear proper equipment when playing a game or riding a bike-
 Eat food rich in calcium and vitamin D
 Monitor your toilet habits
 Adequate sleep
2.Digestive  Eat proper kind of foods
system
 Proper hygiene
 Do not smoke
 Breath fresh air
 Adequate sleep
3.Respiratory
 Proper hygiene
 Avoid eating food high in fats, cholesterol and salt
 Be free from stress
 Live in a clean environment
 Have positive outlook in life
4.
Circulatory  Adequate sleep
 Proper hygiene
 Avoid drugs and alcohol
 Wear proper equipment when playing a game or riding a bike-(
 Avoid inhaling poisonous fumes such as those from glue or paint-
5.Nervous  Exercise regularly
 Adequate sleep
 Proper hygiene
6. Integumentary  Proper skin protection-
 Staying indoors
 What were your thoughts about the activity?
 How did you do it?
 What were your techniques in doing the activity easier and faster?
 Why do we have to follow the healthy habits for our body systems?
Evaluation
Make a chart showing healthful habits that promote proper functioning of all the
organs system in the body.
Rubrics:
5 points – A chart is complete, legibly written and neatly made
4 points – A chart lacks 1 healthy habit, legibly written
3 points – A chart lacks 2 healthy habits and not legibly written
2 points – A chart lacks 3 healthy habits and not legibly written
1 point – Only few healthy habits are written and not legibly written
IV. Extend
Make an advertisement showing healthful habits.
Lesson 19
Vertebrates and Invertebrates
Q2 Week 5
Day1
I. Objective:
Describe the characteristics of vertebrates and invertebrates.
S6LT-IIe-f-3
Value focus: Take care and protect animals.
II. Subject matter:

Topic: characteristics of vertebrates and invertebrates.
Skill: Describing, Grouping
Reference: BEAM5 module 16 & 17, science for daily use 5 unit II animals pp. 75-77
A. Engagement
1. Drill: Encircle the animal that does not belong to each group.
a. clam jellyfish sponge snail
b. whale dolphin seal fish
c. ant spider housefly ladybug
d. crab lobster mussel shrimp
e. earthworm leech millipede planaria
f. alligator bear cat horse
g. human dog lion kangaroo
2. Presentation of the new lesson
Today we will describe the animals according to theircharacteristics the
vertebrates and invertebrates.
B. Exploration
1. Group the class into 3.
2. Read the standards to follow when doing an activity.
3. Distribute the activity cards to each group and perform the assigned
activity.
Activity I
Fill in the table below of the following list of animals.
Centipedes Dolphin Tamaraw Monkey Mosquito
Beetle Bat Mouse Rabbit Ant
With backbone Without backbone

1.
2. 2.
3. 3.
4. 4.
5. 5.
Questions:
1. Into how many group did you classify these animals?
2. What is your basis for grouping them into two?
Activity 2
Describe the characteristics of the following animals.
Animals Characteristics
A.
1. Snails
2. Earthworm
3. Lobster
4. Starfish
5. jellyfish
B.
1. Fish
2. Cow
3. Dog
4. Cat
5. Lizard
Questions:
1. In which group of animals has backbone?
2. Which group of animals has no backbone?
Activity 3
Put letter V if the animal is vertebrates and I if Invertebrates.
Questions:
1. What have you noticed to vertebrate animals?
2. How about Invertebrate animals
C. Explanation:
1. Reporting of the groups output.
2. Analysing and discussions of pupils answers.
3. Outline the pupil’s answers on the board.
4. The teacher asks questions to develop critical thinking.
D. Elaboration:
1. Teaching part:
The teacher will discuss more.
Background information for teachers
Animals can be classified according to the presence and absence of
backbone.
Animals without backbone are called invertebrates.
Worms, clams, jellyfish, flies, and spiders, are some example of
invertebrates.
Animals that have backbones called vertebrates. All vertebrates have
left and right sides of the body which are alike. Vertebrates have two
pairs of limbs. Amphibians, reptiles, birds, and mammals are some
examples of vertebrates.
2. Generalization:
Describe the characteristics of vertebrates.
Describe the characteristics of invertebrates.
3. Valuing:
How will you take care and protect animals?
4. Application:
List down the animals that are found in the community.
Vertebrates
1.
2.
3.
4.
5.
Invertebrates
1.
2.
3.
4.
5.
E. Evaluation:
Encircle the picture of the animals that have backbone or vertebrates.
IV. Assessment:
1. Describe vertebrates animals
Give 3 examples
2. Describe invertebrates animals
Give 3 examples
V. Assignment:
Find the meaning of the ff: mammals, birds, reptiles, amphibians, and fishes.
Lesson 20
Characteristics of Vertebrates
Q2 Week 5
Day2
I. Objective:
Describe the characteristics of mammals, birds, reptiles, amphibians and fishes
(S6 LT-IIe-f-3)
Value focus: Love your animals at home.
II. Subject Matter:

Topic: Characteristics of mammals, birds, reptiles, amphibians and fishes.
Skill: Describing, Writing, Selecting
References: BEAM 5 module 16 and 17, Science for daily use 5 limits II, Animals pp. 75-77.
The new science links pp. 191-203.
III. Instructional procedure:
A. Engagement :
1. Drill: Rearrange the jumbled letter to form the correct word.
SFSIHE SNAIBIHPAM SLAMAMM SDRIB PERSELIT
2. Review: What are the characteristics of vertebrates animals? How about invertebrates
animals? Give some examples.
3. Presentation of the new lesson.
Normally, vertebrates are classified into five smaller groups: mammals, birds, fish, reptiles, and
amphibians. In this lesson you will learn the characteristics of each classification.
B. Exploration:
1. Group the class into 3.
2. Recall the standards to follow when doing an activity.
3. Distribute the activity cards to each group and perform the assigned activity.
Activity 1
Complete the chart about the characteristics of animals.
How their How they
Animals Habitat Body young move from
covering develop born one place to
alive or another
hatched from place?
eggs?
1.
TUNA
2.
TOAD
3.
CROCODILE
4.
PARROT
5.
MONKEY
Activity 2
Identiy the animals describe below. Choose your answer from the box below.
____1. Bodies are covered with feathers. Have wings and two legs for running.
____2. The unique characteristics is the presence of the mammary glands.They bring forth their
young alive. They feed their young with their milk from the mammary glands.
Their bodies are covered with hair and fur.
____3. They live in water, their bodies are usually covered with scales. They are able to breath
in water because they have gills. They used their fins to be able to swim in
water.
____4. Animals that spend their life both in water and land. They have smooth, moist and scale
less skin.
____5. Are terrestrial animals, they have dry scaly skin.
Snake birds Crocodile Salamander Cat

Monkey Fishes Toad Dog
Activity 3
Encircle the animal that does not belong to the group.
1. Kangaroo Cat bat fish
2. Alligator toad frog salamander
3. Parrot dog duck swan
4. Skate shark tuna lizard
5. Turtle alligator snake duck
Questions:
1. What animal that does not belong to number 1 group? Why?
2. How about no. 2, 3, 4, and 5?
C. Explanation:
1. Reporting of group outputs.
2. Analysis and discussion of pupils answer.
3. The teacher ask questions to develop critical thinking.
D. Elaboration:
1. Teacher gives more information about the lesson
Background info for Teachers

Animals that have backbones are called vertebrates. The vertebrates are classified into
five classes; namely, mammals, birds, fish, reptiles, and amphibians. Most mammals do not lay eggs.
They give birth to their young. They feed their young with milk produced by the mammary glands.
Examples of mammals found in our community are dogs, cats, carabaos, cows, goats, and pigs.
Birds are covered by feathers. They lay eggs that have hard shells all birds possess one pair of legs
and one pair of wings. Example of birds are hens, hawk, and owls. Reptiles have bodies that are
covered with scales or plates. They lay their eggs on land. They can leave on land and on water.
Crocodiles and turtles are some example of reptiles.
Amphibians such as frogs, salamanders live a double life. They live part of their lives in water
while they are young. When they mature, they live on land to survive. All amphibians lay eggs on
water for example a frog lays eggs on water which hatched into tadpoles. These tadpoles swim
around and breathe with gills. As they grow older, they change. They develop legs and lungs and
begin to live on land. Most fish are covered with scales. Some are egg layers; other are live bearers.
They spend all their lives in water. Fish have gills which are used for breathing.
3. Generalization:
 What are the five classification of vertebrates animals?

 Describe each.
3. Valuing: How will you love your animals at home?
4. Application:
Match column A with column B. write the letter of the answer on the space
provided before each number.
A B
_______ 1. Has a beak and is well adapted to flight. A. mammal
_______ 2. Has gills, fins, and lateral line. B. reptile
_______ 3. Has dry scaly skin. C. amphibian
_______ 4. Warm-blooded animals with fur and mammary glands. D. fish
_______ 5. Has moist skin and live on land and water. E. bird
E. Evaluation:
Identify the characteristics of the different vertebrates by completing the chart using the
following description.
 Classification: - fish, bird, reptiles, amphibians, mammals
 Body covering: - scales, hair, skin, feather
 Movement: - swim, walk, and run, hop and jump, fly, crawl
Animals Classification Body covering Movement
1. Lizard
2. Toad
3. Bat
4. Maya
5. Yellow fin tuna
6. crocodile
7. Horse
8. Carabao
9. Salamander
10. Chicken
V. Assessment:
Choose the letter of the correct answer
1. Which of these animal is a mammal?
a. Ape b. Chicken c. Parrot d. Ostrich
2. Which statement best describe the characteristics of fishes?

a. They live on land and on water.
b. They live in water and they have scales, fins, and gills.
c. Their bodies are covered with dry scales and they crawl.
d. Their bodies have feathers and wings to keep them warm .
4. To which group do chicken and ducks belong?
a. fish b. Reptiles c. birds d. amphibians
4. Why do whales belong to the group of mammals?
a. Whales have moist for breathing.
b. whales have lungs and mammary glands.
c. Whales have feathers and wings for flying.
d. Whales have gills and fins for swimming.
5. Snakes, turtles and lizards belong to reptiles because they have dry scales and they lay
eggs from which their offspring are hatched. Does a dog belong to this group?
a. dogs belong to this group?

b. No, because it has smooth, moist and scaleless skins.
c. Yes, because it has dry scales, it laid eggs and crawl.
d. Yes, because it breathe through their lungs and crawl.
V. Assignment:
List down some more animals that belong to:
Reptiles
Fish
Birds
Amphibians Mammals
Lesson 21
Classifying Vertebrate Animals
Q2 Week-5
Day3
I. Objective:
Classify vertebrates into mammals, birds, reptiles, amphibians and fishes. (S6LT-IIe-f-3)
Value Focus: Wildlife Conservation
II. Subject Matter:

Topic: Classification of vertebrates: Mammals, birds, reptiles, amphibians and
fishes Skill: Classifying, listing.
References: The New Science Links pp.191-203,
Science for Active Minds pp. 167-169
Science for Daily use 5 pp.75-77
Beam 5 Module169.17
III. Instructional Procedures:

A. Engagement:
1. Drill: Read science words
2. Review: Check assignment
3. Presentation: Look at this figure. What is this? Today you will learn more
on classification of vertebrates.
Classification of Vertebrates Cl
Amphibians
Mammals Reptiles ss Birds Fishes
Vertebrates are further divided into five classes namely: mammals, reptiles, amphibians, birds
and fishes.
B. Exploration:
1. Group the pupils into three.
2. Distribute activity cards to each group and let them do the activity
ACTIVITY 1
Write M if the animal in the picture is a mammal, A if amphibian, B if birds, R if reptiles, and F if
fishes.
2____________ 1.___________
3._____________ 4.__________
5.______________ 6. _________
Activity 2
CClassify the pictures of animals according to its classification:
Mammals Reptiles Amphibians Birds Fishes
3ACTIVI
T Y3
Classify these animals according to the group they belong:

Monkey human hawk goat owl
Tadpole duck earthworm turtle rabbit
Whale tamaraw cat bat dolphin
Mammals Reptiles Amphibians Fishes Birds
1. 1. 1. 1. 1.
2. 2. 2. 2. 2.
3. 3. 3. 3. 3.
4. 4. 4. 4. 4.
5. 5. 5. 5. 5.
Question: How did you classify the animals?
C. Explanation:
1. Reporting of group outputs.
2. Analysis and discussions of pupils answer.
3. The teacher asks questions to develop critical thinking.
D. Elaboration:
Generalization:
What are the classification of vertebrates?
Valuing:
In your daily life situation, how will you help conserve wildlife?
Application:
Identify the classification of the following vertebrates. Write A if it is amphibian, B if it is a bird,

M if it is a mammal and F if it is fish.
_______1. Owl _______6. Ducks
_______2. Salamander _______7. Whale
_______3. Dolphin _______8. Pelican
_______4. Snake _______9. Alligator
_______5. Goldfish _______10. Frog
IV. Assessment:
Choose the letter of the correct answer.
1. Which of these animals is a mammal?
A. Ape B. Duck C. Parrot D. Goldfish
2. To which group do pigeon and ducks belong?
A. Fish B. Reptiles C. Birds D. Amphibians
3. Salamander, caecilian, and toad belong to
A. Amphibians B. Reptiles C. Birds D. Fish
4. To which group do tilapia , milkfish and goldfish belong?
A. Fishes B. Amphibians C. Reptiles D. Birds
5. Which of these animal is a reptiles?
A. Tortoise B. Lion C. Parrot D. Squirrel
V. Assignment:
Find the meaning of the following:
1. Porifera 2. Cnidaria 3. Echinoderms 4. Mollusk
Lesson 22
Characteristics of Invertebrate Animals
Q2 Week 5
Day 4
I. Objective:
Describe the characteristics of the following groups of invertebrate: Porifera, Cnidarian or

Coelenterates, Echinoderms, Mollusks (S6LT-IIe-f-3)
Value Focus: Conservation of different sea

organism
II. Subject Matter:

Topic: The characteristics of the following Invertebrates: Porifera, Cnidarian or Coelenterates,
Echinoderms, Mollusks.
Skill: Describing, selecting & inferring
Reference: The new Science links pp. 191-203, Science for Active Minds pp. 167-169, Science
For Daily Use 5 pp. 75-77, BEAM 5 Module 16 & 17
III. Instructional Procedures:

A. Engagement:
1. Drill: Read Science words: Porifera, Cnidarian, Coelenterates, Echinoderms,
Mollusks.
2. Review:
Cross out the name of the animal that does not belong to the group.
a. goat , rat, owl, dog
b. hen, goose, duck, fish,
c. snake, turtle, bat, alligator
d. tadpole, mouse, frog, toad
e. whale, rays, shark, carp
3. Presentation of the new lesson:
Today we will describe another characteristics of animals. The classification of Invertebrates

which are: Porifera, Cnidarian or Coelenterates, Echinoderms, and Mollusks.
B. Exploration:
1. Group the class into 3
2. Distribute the activity cards
3. Recall the standards in doing the activity
Activity 1
Picture –Word Connection
Use the pictures to identify the classification of invertebrates. Rearrange the letters to form the
word.
CAIDNRIAN MKLLUSORAFIRIPO ECMIONDERH
Activity 2
1. Study the picture of the different groups of Invertebrates.
2. Find out distinguishing characteristics of each group.
3. Enter you observation in a table below.
A. Porifera
B. Cnidaria
C. Mollusks
D. Echinoderms
Invertebrate Distinguishing Characteristics

Groups
1. Porifera
2. Cnidaria
3. Mollusks
4. Echinoderms
Activity 3
Match column A with Column B
A B
a.Spiny- sinned sea animal

b. Soft body animal
c.Hollow-body or soft-body animal
d.Full of pores or holes. These holes serve as
passage for water which carries nutrient and
gases.
C. Explanation:
1. Reporting of group outputs

2. Analysis and discussion of pupils answer
3. The teacher ask questions
D. Elaboration:
1. Teacher gives more information about the lesson.
Background information for Teachers
1. Porifera
The Poriferans are marine animals full of pores or holes. These holes serve
as passage for water which carries nutrients and gases. Sponges or pore-
bearing animals belong to this group.
2. Coelenterata / Cnidaria
The Coelenterate or Cnidaria are hollow-bodied or soft-bodied animals.
Their bodies are made up of two layers of cells which form a hollow tube.
Examples of animals in this group are the fresh water hydras, hydroids,
jellyfish, sea fans, sea anemones, and corals.
3. Mollusks
Mollusks are soft-bodied or shelled animals. Snails, slugs, clams,
mussels, oysters, squids and octopuses, are mollusks. Most animals like
the clams, oysters and snails have shells that protect their soft bodies.
4. Echinoderms
Echinoderms are spiny-skinned sea animals. They have hard shells covered
with prickly spines or needles. Starfish, sand dollars, sea urchins, and sea
cucumber are the most common examples of this group.
2.
Generalization:
What are the four classification of Invertebrates that we learned?
1. Porifera
2. Cnidaria
3. Echinoderms
4. Mollusks
3. Valuing:
How will you love your pet animal at home?
4. Application:
Underline the correct example of a given group of Invertebrates.
1. Mollusks (octopus, sea lilies, jellyfish)

2. Echinoderms (sea star, snails, hydras)
3. Cnidarian (corals, sea cucumber, squids)
4. Porifera (Bath sponge, sea anemone, oyster)
E. Evaluation:
Match column A with column B. Write the letter of the correct answer.
A B
1. Are hollow-bodied or soft-bodied animals. a. Porifera
2. Marine animals full of pores or holes b. Coelenterate
3. Are soft-bodied or shelled animals. c. Mollusks
4. Are spiny-skinned sea animals. They have shells d. Echinoderms
covered with prickly spines or needles.
IV. Assessment:
Describe the Characteristics of Invertebrates by completing the chart using the
following descriptions.
Classification - porifera, cnidarian, echinoderms, mollusks

Movement - crawl, swim
Description - soft-bodied, spiny skin, pores or holes, shelled animals
Animals Classification Movement Description
1. Octopus
2. Sea star
3. Corals
4. Bath sponge
V. Assignment:
List down some animals that belong to coelenterate, mollusks, cnidarian and
echinoderms.
Lesson 23
Characteristics of Invertebrates
Quarter 2 Week 6
Day 1 & 2
Duration: 2 days
Day 1
I. Describe the characteristics of the following group:
(Platyhelminthes, annelids, nematodes)
S6LT-IIe-f-3
II. A. Materials:
ascaris of humans or animals earthworm leech
lens manila paper pentel pen
B. References:
- RBEC Lesson Guide Science 5 pp. 79-81
- Science Links pp. 217 - 219
- https://youtu.be/mMexgObr4fs
C. Process Skills: identifying, inferring, describing

appreciate the importance of worms to the plants
A. Engagement:
1. Look at the pictures.
A B C

1. What does each picture tell about?
2. How does they look like?
or watch the video using the link https://youtu.be/mMexgObr4fs
B. Explore:
Group activity.
Distribute activity sheets.
Set standards for grouping.
I : Problem: What are the characteristics of the three

groups of worms?
II. Materials:
earthworm ascaris of human or animals
leech planaria magnifying lens
pentel pen manila paper
III. Procedure:
1. Study the worms by using a magnifying glass
2. Describe what you observed.
3. Write the characteristics of each animal that you
observed.
Name of Animal Classification Characteristics

1. ascaris
2. earthworm
3. planaria
4. leech
C. Explain
1. Each group will present its findings based on their activity.
2. Ask: What are the characteristics of each group of worms?
3. How are they similar? Different?
Day 2
D. Elaboration
Group 1
Compose a one stanza song describing the characteristics
of Platyhelminthes, annelids and nematodes
Group 2
Compose a one stanza poem describing the
characteristics of Platyhelminthes, annelids and nematodes
Give a short description of the following group of invertebrates
Group 3
Platyhelminthes Nematodes
_____________ _____________
Worm
Facts
Annelids
__________________
________________
Pupils will present their output

Ask: What are the common characteristics among the group of worms?
How important are worms to the growth of plants?
All worms have bilateral symmetry. An organism which has bilateral

symmetry can be divided into two parts that are alike. Some worms are
free living while others are parasitic. They live in a bodies of other animals
and people such as flukes, tapeworms and ascaris.
Platyhelminthes ( flatworms ) –have bodies that look like
ribbons.
 They have a thin flat body that resembles a ribbon and
have a definite head region and body organs.
 They have no space inside so they have no digestive
system.
 A layer of outer cells or epidermis covers the animal’s
body. An inner layer of cells forms an intestine.
 Most flatworms are parasites living in the body of a
variety of animals but some are freely living in marine,
freshwater, or moist land habitat
Flatworms have three major groups: planaria, tapeworm
and fluke
Nematodes - consist of animals called roundworms.
 Roundworms are unsegmented worms that have long,
thin, round bodies pointed at both ends and are
covered by a tough cuticle
 Have muscles that run the length of their body. These
muscles cause the worms’ body to move in a thrashing
manner as one muscle contracts and another relaxes
 Roundworms are both found in marine and fresh
water habitat and on land. Some are parasites and
attaches to plants or animals. Most roundworms are
harmless. Some of them are also parasites. The
ascaris lives in the intestines of the human beings. The
hookworm, another parasite, enters the human body
by boring through the skin in the feet.
Annelids Animals belong to this group are segmented worms.
 They live in salt water, fresh water and in the soil. They
are the most complex among the worms. Their bodies
are divided into segments. Examples of the animals in
this group are the earthworms and leeches. The
earthworm has no respiratory system but absorbs
oxygen and gives off carbon dioxide through its thin
skin, which must be keep moist.
E. Evaluation
Describe the characteristics of Platyhelminthes, annelids and nematodes
by filling in
the table.
Invertebrates Characteristics
IV. Assignment
Cut out picture of the three groups of worms and write a
short description.
Lesson 24
Arthropods
Q2 Week 6
Day 3
Duration: 1 Day
XII. Objective :
Describe the characteristics of the following groups of invertebrates
Arthropods ( insects, crustaceans, arachnids and myriapods)
S6LT – IIe-f-3
XIII. A. Materials :
Activity cards, pictures, live or preserved animals

ants spider shrimp centipedes
millipedes lens
B.References :
- RBEC Lesson Guide Science 5
- Science Links pp. 210 - 213
https://youtu.be/6wvIWXyOWgw
C. Process Skills: Observing , describing , analyzing
cooperation
XIV. Learning Tasks:

N. Engagement
Describing Arthropods
Problem:
How are arthropods classified
What What
Ask: you need:
are these animals?What characteristics do these animals have in common
live or preserved animals
Explorationants spider shrimp
centipedes millipedes lens
What to do:
1. Observe and write down the characteristics of each
animal.
2. Identify the pair of legs in column one, the body
sections present such as head, abdomen, or thorax in column two; and
write with antennae under column three
Animals Pair of legs Body Section Presence/absence

of Antennae
Ants
Spider
Shrimp
Centipede
Millipede
Explanation
1. Let each group report the outcome of their work
Present their answers on the questions given.
2. What do all these animals have in common?
In what ways do these animals differ
Elaboration
Group them into three. Give pupils the following differentiated activities.
Group 1
What do you know about Arthropods Word Bank
1. Insects have __________ legs. Crustaceans

many legs
2. _________ have wings and three pairs Insects
of walking legs. Arachnids
3. Myriapods are animals with _________ 3 pairs of legs
4. __________
Group have
2 no antennae 2 pairs of legs
5. __________ are mostly sea creatures
Group 2
Given are the description of invertebrates. Write it down under its correct
column
have antennae 5 pairs of leg protect themselves by curling up

can hunt food in total darkness using their antennae
4 pairs of walking legs possess spinnerets many legs
3 pairs of legs no antennae
Myriapods Crustaceans Arachnids Insects
Group 3
Describe the characteristics of arthropods by filling in the table.
Arthropods Characteristics
Crustaceans
Insects
arachnids
Myriapods
Presentation of output by groups

Ask: What characteristics of arthropod differ from other invertebrate?
Arthropods are joint-legged animals. They make up the largest group in

the animal kingdom. Their legs are jointed. Their bodies and legs are made
up of sections. They have an outside shell called the exoskeleton.
There are four groups of animals in this group. These are:
a. Crustaceans have a hard outer body covering divided into sections.
Have five pairs legs for swimming and walking. They are characterized by
the presence of antennae located on the head. The antennae are organs
that touch,taste and smell food. They can hunt food in total darkness using
theantennae. Crabs, lobsters and shrimps belong to this group.
b. Insects are small, six-legged animals or have three pairs of walking
legs, one or twopairs of wings and a pair of antennae. Their bodies are
divided into three parts: the head, the thorax, and the abdomen. They
change their form as they grow. They are the most numerous animals on
earth.
Bees, ants, wasps, butterflies, cockroaches, ladybugs, fireflies,
termites,moths and grasshopper are insects.
c. Arachnids have four pairs of walking legs. Have two body segments
and no antennae. They have possess spinnerets with which they spin silk
thread into webs, cocoons and nests. Most arachnids live on land and a
few live on water Examples of arachnids are scorpions, mites, ticks and
spiders.
d. Myriapods are animals with many legs. They are the millipedes
(diplopods) which have two pairs of legs in every segment of their body
and the centipedes (chilopods) which have one pair of legs in every
segment of their body.
Centipede means “hundred feet” while millipede means “thousand feet”
Evaluation
Complete the description by supplying the correct word from the

word bank.
____________ are jointed legs. There are four groups of animals in this group.
Crustaceans have a hard outer ___________ divided into sections. _________
have three pairs of walking legs, one or two pairs of wings and a pair of antennae.
__________ possess spinnerets which they spin threads into webs. Myriapods are
the animals with __________.
Insects Arthropods body covering
Arachnids many legs myriapods
XV. Assignment
Collect some insect and arachnids. Preserve the in a glass jar with
cotton and naphthalene balls.
Lesson 25
Classifying Invertebrates
Quarter 2 Week 6
Day 4
Duration: 1 Day
XVI. Objective :
Classify invertebrate animals into porifera, cnidarian, Platyhelminthes,
annelids, mollusks, nematodes, arthropods and echinoderms
S6LT – IIe-f-3
XVII. A. Materials :
Activity cards, multimedia, Manila paper, pentel pen
live or preserved animals:
ants or butterflies snails starfish
earthworms jellyfish lens
B. References:
- RBEC Lesson Guide Science Grade 5, pages 76-78
- Science Links, pages 207-210
- http://images.seach.yahoo.com
C. Process Skills: Classifying, Observing

 accepting individual differences
 Awareness
XVIII. Learning Tasks:

O. Engagement
1. Rearrange the letters to form the word
MKLLUSO EOHTWARM NESITC

P. Exploration
Groupings. Giving of
instructions.
Give
pupils the standards/measures in ECMIONDERH doing SNOPGE
the activity.
Classifying Invertebrate Animals
Problem: How are invertebrates classified?
What you need:
live or preserved animals:
ants or butterflies snails starfish

earthworms jellyfish lens
Animals Characteristic Classification Other

s Example
Ants/butterfly
Snails
Starfish
Earthworm
jellyfish
Q. Explanation
3. Let each group report the outcome of their work by following the
standard.
4. Ask: What do all these animals have in common? How do they
differ?
R. Elaboration
1. Group the pupils into three. Give pupils the standards/measures in
doing the activity.
2. Let the pupils do the following differentiated activities.
Group 1
Direction: Match the description in column A to the terms in column B
A B
1. Multi-legged with segmented bodies, their a. Coelenterates

skeleton is located outside their bodies b. Echinoderms
2. Hollow-bodied animals and have stinging c. Porifera
cells or tentacles d. Annelids
3. Soft-bodied and are enclosed in a shell e. Invertebrates
4. Spiny skinned sea animals f. Platyhelminthes
5. Have soft, long, slender and segmented bodies g. Arthropods
6. Pore-bearing animals h. Mollusks
7. They have flatworms and have no digestive system
Group 2
Use the word bank and letter clues to name each of the different types of
invertebrates described. Choose your answer from the words inside the box.
A_ _ _ R _ _ _ _ _ Have limbs with joints that allow them to

move
_O___S__ Most have a soft, skin-like organ covered by
a hard shell. Some live on land while others
live in water.
_C__N______ Live in the ocean. Have arms or spines that radiate
from the letter of the body.
__O__Z__ Single celled animals, microscopic in size
A _ _ _ L_ _ _ Have segmented bodies, but no limbs
Protozoa Echinoderms Arthropods

Mollusks Annelids
Group 3
Classify into different types of invertebrates.
beetle leech hookworm octopus liverfluke
snails star fish sea anemone tapeworm jellyfish
Nematode Annelid Platyhel- Arthropod Mollusk Porifera Cnidaria Echino-

s s minthes s n derms
Ask: How are these animals classified?
Invertebrates are animals without backbones. They have economic importance. They
are sources of food, medicine, source for trade and industry. Invertebrates are
classified into poriferans, coelenterates, echinoderms, mollusks, annelids,
platyhelminthes , nematodes and arthropods.
Poriferans are marine animals full of pores or holes. Its body is a hollow tube with
many pores or openings. These holes serve as passage for water which carries nutrients
and gases. The wall of the body is made of two walls. Sponges or pore-bearing animals
belong to this group.
Coelenterate/ Cnidarian are hollow-bodied or soft-bodied animals. Their bodies are
made up of two layers of cells which form a hollow tube. Examples of animals in this
group are the fresh water hydras, hydroids, jellyfish, sea fans, sea anemones, and
corals.
Platyhelminthes have bodies that look like ribbons. They have no space inside so they
have no digestive system. Flatworms belong to this group.
Nematoda or Nematodes consist of animals called roundworms. They are long,
thin, round, and pointed at one or both ends. Some of them are also parasites.
Annelids are segmented worms. They are the most complex among the worms. Their
bodies are divided into segments.
Mollusca or Mollusks are softbodied or shelled animals. Snails, slugs, clams,
mussels, oysters, squids and octopuses are mollusks. Most animals like the clams,
oysters and snails have shells that protect their soft bodies.
Echinodermata or Echinoderms are spiny-skinned sea animals. They have hard shells
covered with prickly spines or needles. Starfish, sand dollars, sea urchins, and sea
cucumber are the most common examples of this group.
Arthropoda or Arthropods are joint-legged animals. They make up the largest group in
the animal kingdom. Their legs are jointed. Their bodies and legs are made up of
sections. They have an outside shell called the exoskeleton.
Evaluation
Classify the following animals. Write each animal under the column they belong.
ascaris jellyfish sponges earthworm

clams sea urchin grasshopper leech
starfish scorpion planaria snail
hydra shrimp
Anneli Porifer Cnidaria Platyhelminthes Nematodes Echinoderm Mollus Arthropods

d a n s k
Assignment
What are the mollusk that we use as food?

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Lesson 1

Have you see n a house being built?

How will you compare that to the human body?

Let each group post their work in the board.

1. H B O N S E I P – located just below the waist

3. R B I G A C E – consists of 12 ribs on each side of the body

Activity #2: Observing Movement of Muscles

The teacher show pictures of the different types of muscles maybe:

Background Information for Teachers

The skeletal system serves as a framework for tissues and organs to

Try to recall the parts of the skin as numbered below.

Your body is like a factory, constantly building new materials and

Your body makes and excretes waste products similar to those in a

They are made of keratinized

What you will do

Complete the table below with the correct answer.

The Three Major Types of Body Wastes

Type Example System used

1. Name the three major types of body wastes

Your First Impression

Figure 1. The Human Skin

It functions as a protective covering, aids in regulating body temperature, houses

Look at your forefinger. It will show you the marvelous wonders

found at its tip? Observe the hard structure, the fingernails.

Parts and Functions

What you will do

Figure 2. Parts of the Hair

Figure 3. The Parts of a Nail

Lesson No. 5 & 6

C. Process Skills : Observing , describing ,demonstrating, inferring, performing

II. Learning Tasks:

Ask the following questions:

1. What is the picture about?

a. It tears and grind the food into pieces

Problem: Explain the function of the digestive system

Materials: Manila paper, pentel pen

Fill in the blanks with the right word

Ask the following questions:

2. Esophagus – is a long muscular tube that connects the pharynx to the

Steps of Digestion Process:

It pushes the food down to the

It is a large coiled attached to the

A narrow coiled tube about seven

It is composed of duodenum, jejunum

It makes digestion complete

It is the organ where digestion begins

Arrange the following statements according to the process of digestion and

________food is broken into smaller pieces

1. When is the body able to use the food it takes?

- The New Science Links – Evelyn CastantePadpad, pp. 142-148

C. Process Skills : Observing , describing , demonstrating, inferring, performing

Ask the following questions;

2. Rearrange the letters to form the correct words

Group 1 Group 2 Group 3

2. Group pupils into three. Give each group an activity card.

The Path of Air

______ Air enters the alveoli.

Lung Model Apparatus

C. Process Skills :describing and identifying

III. Learning Tasks:

(bearth ) 1. Respiratory system consist of organs that help us

2. Arrange the pieces of puzzle to form the picture.

3. Ask the following Questions:

The __system is made up of the _ the blood and