GRADE 1 to 12 School Grade Level 6

DAILY LESSON Teacher Learning Area SCIENCE

LOG Teaching Dates and Time Quarter FIRST

I. OBJECTIVES
A. Content Standard The learner demonstrate understanding of how the major
organs of the human body work together to form organ
systems.

B. Performance Standard The learners should be able to make a chart showing healthful
habits that promote proper functioning of the musculoskeletal,
integumentary, digestive, circulatory, excretory, respiratory
and nervous systems.

C. Learning Competency Explain how the organs of each organ system work together
(S6LT-lIa-b-1)

II. CONTENT Describe the structure and function of the parts of the skeletal
system

III. LEARNING RESOURCES Parts and functions of Musculoskeletal System

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal The New Science Links, pp. 104-113
B. Other Learning Resource
IV. PROCEDURES Science Worksheets, video clips
A. Reviewing previous lesson or presenting the new
lesson
B. Establishing a purpose for the lesson ENGAGEMENT: Have you observed how houses are built?
What will the construction worker do first? How will you
compare that to the human body? Is there a framework that
provides structure to the human body? What do you call this
framework? Activity # 1 Let the pupils connect the cut out
pictures of the human skeletal system.

C. Presenting examples/Instances of the new lesson 1.Skeleton dance

https://www.youtube.com/watch?v=e54m6XOpRgU
2. Label the parts:Group Work
D. Discussing new concepts and practicing new skills # 1 EXPLORATION: The teacher asks to the students “What is the
purpose of the human skeleton?”
1.Setting of standard/Safety tips
2.Activity #1: Examining Bone Structure
Problem: How do skeleton functions? Refer to The New
Science Links page 105

E. Discussing new concepts and practicing new skills # 2 EXPLANATION: What are the two division of the skeletal
system? What are the parts & functions of the axial skeleton?
The appendicular skeleton? What is the difference between
compact bone & spongy bone? Why is bone marrow
important?

F. Developing mastery (leads to Formative Assessment 3) Activity #2: Observing Movements of Joints
Problem: What are the different kinds of joints?
Refer to The New Science Links p. 109 ( Group Work)
Safety Tips: 1. Be careful in moving your body parts, especially
your neck and backbone.
2. Do not allow other persons to pull or twist your arm.

G. Finding practical application of concepts and skills in Mix and match activity: Parts and functions of Skeletal System
daily living Group work
Each group will be provided with parts (green) and function
(yellow) written in metacards.

H. Making generalizations and abstractions about the ELABORATION: Why should bones be strong? Why is it
lesson important to prevent falls and other accidents that could
injure the bones?
Why is it dangerous to move a person with spinal fracture?
How will you take care of your bones?

TRIVIA: Bones are alive. They are made of living cells capable
of growing and repairing themselves.

I. Evaluating learning What are the ideas did you learn in the lesson?
What are the parts and functions of the skeletal system?
Describe the potential consequences if all bone tissues in
humans were made of spongy bones & no compact bones.

J. Additional activities for application or remediation 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
2. Spinal column contains yellowish substance
3. Bones which manufactures blood cells
4. Hinge joint in the body.
5. Ball and socket b. protects the spinal cord
c. a rigid case that protects the
brain
d. allows movement in all
directions
e. allows movement in one
direction only
V. REMARKS How will you take care of your bones?

VI. REFLECTION
Re-teaching Transfer of lesson to the following day
Lack of Time
No class Achieved

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
 remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other teachers?

Prepared by: