I. Objectives: Grade Level Quarter Semester Region Learning Area Teaching Date Teachers Department Head

Grade
Six Quarter 1st

Level
Semester 1st Region NCR
Learning Teaching August 25, 2018,
Science 6
Area Date Saturday
MR. FERMIN CLORADO
Department
Teachers MR. NICHOLIN G. GONZALES DR. LEVI ELIPANE
Head
MS. RHODELIZA D.L. TIOTANGCO
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:

1. the digestive system and its interaction with the circulatory, respiratory, and excretory
systems in providing the body with nutrients for energy
2. define the function of the digestive system operationally;
3. classify the types of digestion;
4. enumerate the main organs and accessory organs of the digestive system
B. Performance The learners should be able to: make their own model of the digestive system using
Standards recycled materials.
C. Learning LC:
The learners should be able to…
Competencies/ 1. explain the parts and mechanisms of the digestive system
Objectives LC
S6LT-IVa13
Write the LC code Code:
for each Specific Objective: The student should be able to;
a. The digestive system is a group of organs working together to convert food into
energy and basic nutrients to feed the entire body.
b. Types of Digestion : Mechanical and Chemical
c. Organs: Stomach, liver, esophagus, mouth, pancreas, small / large intestine
rectum, anus
II. CONTENT Activity 2 Home Made Digestive System Mechanism
III. LEARNING
RESOURCES
D. References https://www.google.com.ph/url?sa=i&source=images&cd=&ved=2ahUKEwi4h6mlgvfcAhWL
QY8KHT1-
CQcQjhx6BAgBEAM&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.pinterest.com%2Fpin%2F560064903641
473539%2F&psig=AOvVaw2-a8EEeS9xNtMZ8-cuWNWI&ust=1534695974478110
1. Teacher’s Guide pages 4-5
2. Learner’s Materials 7-9
pages
3. Textbook pages pp. 28-39
4. Additional Materials  LCD projector
from Learning Resource  laptop
(LR) portal
5.Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous - What is the digestive system?

lesson or presenting - What are the parts of the digestive system?
the new lesson
(ELICIT)
B. Establishing a purpose The students shall be grouped and they shall prepare the following materials:
for the lesson  small dish (large enough to use masher in)
(ENGAGE)
 biscuit or bread
 small amount of water
 1/2 cup milk
 scissors
 masher
 funnel (optional)
 quart size Ziploc bag
 clear soda
 knee high pantyhose, or a leg cut off of child’s tights
 large bowl or basin
 red food color
C. Presenting After following the procedures the students will come up with this digestive system
examples/instances of mechanism:
the new lesson
(ENGAGE)
D. Discussing new Q1. What does each part of the constructed digestion model represent?
concepts and practicing Q2. What did you learn when you mash all the bits of food in a mixing bowl?
new skills #1 Q3. What happens when you put the mixture inside the pantyhose and squeezes it?
(EXPLORE) Q4. How does the experiment help you in grasping the processes in food digestion?
E. Discussing new The students shall share their findings about the activity through oral demonstration.
concepts and practicing
new skills #2
(EXPLORE)
F. Developing mastery The processes of digestion include six activities: ingestion, propulsion, mechanical or
(leads to Formative physical digestion, chemical digestion, absorption, and defecation.
Assessment 3)
(EXPLAIN) The first of these processes, ingestion, refers to the entry of food into the alimentary canal
through the mouth. There, the food is chewed and mixed with saliva, which contains
enzymes that begin breaking down the carbohydrates in the food plus some lipid digestion
via lingual lipase. Chewing increases the surface area of the food and allows an
appropriately sized bolus to be produced.
Food leaves the mouth when the tongue and pharyngeal muscles propel it into the
esophagus. This act of swallowing, the last voluntary act until defecation, is an example
of propulsion, which refers to the movement of food through the digestive tract. It includes
both the voluntary process of swallowing and the involuntary process of
peristalsis. Peristalsis consists of sequential, alternating waves of contraction and
relaxation of alimentary wall smooth muscles, which act to propel food. These waves also
play a role in mixing food with digestive juices. Peristalsis is so powerful that foods and
liquids you swallow enter your stomach even if you are standing on your head.
Digestion includes both mechanical and chemical processes. Mechanical digestion is a

purely physical process that does not change the chemical nature of the food. Instead, it
makes the food smaller to increase both surface area and mobility. It includes mastication,
or chewing, as well as tongue movements that help break food into smaller bits and mix
food with saliva. Although there may be a tendency to think that mechanical digestion is
limited to the first steps of the digestive process, it occurs after the food leaves the mouth,
as well. The mechanical churning of food in the stomach serves to further break it apart and
expose more of its surface area to digestive juices, creating an acidic “soup”
called chyme. Segmentation, which occurs mainly in the small intestine, consists of
localized contractions of circular muscle of the muscularis layer of the alimentary canal.
These contractions isolate small sections of the intestine, moving their contents back and
forth while continuously subdividing, breaking up, and mixing the contents. By moving food
back and forth in the intestinal lumen, segmentation mixes food with digestive juices and
facilitates absorption.
In chemical digestion, starting in the mouth, digestive secretions break down complex
food molecules into their chemical building blocks (for example, proteins into separate
amino acids). These secretions vary in composition, but typically contain water, various
enzymes, acids, and salts. The process is completed in the small intestine.
Food that has been broken down is of no value to the body unless it enters the bloodstream
and its nutrients are put to work. This occurs through the process of absorption, which
takes place primarily within the small intestine. There, most nutrients are absorbed from the
lumen of the alimentary canal into the bloodstream through the epithelial cells that make up
the mucosa. Lipids are absorbed into lacteals and are transported via the lymphatic vessels
to the bloodstream (the subclavian veins near the heart). The details of these processes will
be discussed later.
In defecation, the final step in digestion, undigested materials are removed from the body
as feces.
G. Finding practical The students shall identify what will happen to the food they have eaten through the
applications of process of digestion.
concepts and skills in
daily living
(ELABORATE)
H. Making generalizations
and abstractions about
the lesson
(ELABORATE)
I. Evaluating learning a. The students shall pass their answers about the activity.
(EVALUATE)
J. Additional activities for Frog dissection activity. (please see the attached dissection manual).
application or
remediation (EXTEND)
V. REMARKS
VI. REFLECTION
A. No. of learners who

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

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Grade

Six Quarter 1st

A. Content Standards The learners demonstrate an understanding of:

A. Reviewing previous - What is the digestive system?

Digestion includes both mechanical and chemical processes. Mechanical digestion is a

A. No. of learners who

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