School: DepEdClub.

com Grade Level: VI

GRADES 1 to 12 Teacher: File created by Ma'am MAYLENE M. TUBIG Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 14 – 18, 2019 (WEEK 10) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of the interactions for survival among living and non-living things that take place in tropical rainforests, coral reefs, and mangrove
Content Standards swamps

The learners should be able to form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats
Performance Standard for economically important plants and animals

Learning Competencies/ Explain the need to protect and conserve tropical rainforests, coral reefs and mangrove swamps. S6MTIIi-j-6
Objectives
Write the LC code for each
Explain the need to protect and Enumerate the ways in SECOND PERIODIC TEST SECOND
conserve tropical rainforest protecting and conserving coral PERIODIC TEST
Describe the conditions of a Appreciate the different ways in reefs
tropical rainforest. protecting and conserving Appreciate the ways in
Show concerns on tropical tropical rainforests protecting and conserving coral
rainforest through conservation. Identifying Ways on how to reefs
protect and conserve tropical Illustrate the ways in protecting
rainforests. and conserving coral reefs

II. CONTENT Conditions of Tropical Rainforest Ways on how to protect and Protection and Conservation of
conserve tropical rainforests. Coral Reefs

III. LEARNING RESOURCES

References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages SCIENCE JOURNEYS pp.167-173
Science Links 6 Teachers SCIENCE LINKS 6 pp.256-264
The New Science Links p. 85 Resource materials, pp. 103-105
Science Links 6, pp. 274-279

4. Additional Materials from

Learning Resource (LR) portal
Other Learning Resources Educator Guides Tropical www.rainforests.mongabay.com- Internet, laptop,
Rainforest: compiled by Kelly how to save rainforest
Drinnen

IV. PROCEDURES

Reviewing previous lesson or Teacher’s Instruction Show different pictures of coral

presenting the new lesson Name Game- Who am I? reefs destruction (thinking skills)
Guess the name of the animals or Ask: What can you say about the
plants in the picture. Fill the different pictures?
missing letters to complete the
name.
Establishing a purpose for the Question of the day: What are the things that you
lesson can do to protect and conserve
How can we conserve resources? our coral reefs?
Where do we find the world’s Think of the things you do at
tropical rainforest? Can you home, in school and in
name any? community to conserve our
natural resources.
Presenting examples/instances Teacher’s Instruction Spotting errors. Tell the correct
of the new lesson Activity 5.4 Conserving Resources answer.
Science links 6, p.275 The government should allow
Let the pupils watch a short
muro-ami fishing. Dump sewage
video about tropical rainforest.
(The teacher may provide the and garbage in water ways. Do
Encourage the pupils to record
activity sheets or let them write not use corals as decorations.
key bits of information as they
in their notebooks.) Quarrying in coral reefs should
watch.
be continued. Do not throw
garbage on the beach. Do not
report dumping activities.
Discussing new concepts and Group the pupils into 4. Teacher’s Instruction GROUP ATIVITY
practicing new skills #1 Let the pupils write their prior Interactive Lecture in Classroom DIFFERENTIATED ACTIVITIES
knowledge about a tropical Discussion. The teacher will Show different pictures about
rainforest discuss the previous activity and ways in protecting and
Let them share and discuss their input lesson through recitation. conserving coral reefs.
answers to the class. Original File Submitted and
Give appropriate feedbacks. Formatted by DepEd Club Group I: Explain in 2-3 sentences
Member - visit depedclub.com the ways in protecting and
for more conserving coral reefs

Group II: Show Me- Draw ways

in protecting and conserving the
coral reefs
 Group III. Camera Action- Act
out the ways in protecting and
conserving coral reefs

Group IV: Make me a Song-

On how to protect and conserve
the coral reefs

Group V; Complete Me- I

promise to help save coral reefs
by ________________
_
_______________________
Discussing new concepts and Group I: Create a tropical Activity Exploration Explain by pair the different
practicing new skills #2 rainforest layer using assorted ways in protecting and
construction papers conserving our coral reefs
Group II: Role play: pupils will Quarrying in coral reefs should
show how the Earth’s exposure be stopped.
to the Sun affects the Use of chemicals in farming
temperature in the tropical should be avoided
rainforest.
(follow the procedures given in
the activity sheet)
Group 3: Create a Creature
Let the pupils design their own
rainforest creatures using cut-
outs.
Then allow them to explain how
their creatures adapt in the
tropical rainforest.
Group 4: Create a tropical
rainforest rap using the physical
conditions as lyrics.
Developing mastery (leads to Teacher’s Instruction Can you save the coral reefs?
Formative Assessment 3) Check (/) your answers.
The teacher will discuss the ___1. Use chemical for fishing.
Discuss the different conditions lesson through powerpoint ___2. Keep waterways clean.
of a tropical rainforest. presentation. ___3. Protect young fishes.
___4. Report dumping garbage.
___5. Use corals as decors or
jewels.
Finding practical applications of Have the pupils develop an Let’s do this! In your own ways, how can you
concepts and skills in daily living advertising campaign aimed at Draw a star if the help protecting and conserving
 encouraging sustainable practice/activity helps restore the our coral reefs?
conservation of tropical balance of nature. Put X if it
rainforest. doesn’t
Making generalizations and Teacher’s Instruction Give at least five ways in
abstractions about the lesson protecting and conserving our
The teacher will ask question and coral reefs
How do conditions affect the
let the pupils to generalize using
existence of tropical rainforest?
guide question.
How are we going to preserve
our rainforest?
Why should we conserve the
needs of the living things?

Evaluating learning DIRECTION: Write the letter that Answer the following questions. Choose the letter of the correct
corresponds your answer. Questions are presented through answer.
1. Which area has probably PowerPoint presentation. How can we help protect our
most rain? Why? coral reefs?
Forest, because there are plenty Collect corals
of trees that will release Clean coral reefs
moisture to the atmosphere. Prevent dynamite fishing
Not forest, because there are no Throw oil into waterways
wild animals. How can we save coral reefs?
Grassy place because their roots Use chemicals for fishing
help hold water. Throw garbage into rivers
Bare areas, because it is good Use chemicals for fishing
for planting root crops. Prevent water pollution
Where are the tallest trees in Mang Ingo used muro –ami in
the rainforest found? fishing. What will you do?
In the emergent layer I will ignore it
In the canopy I will encourage him to continue
In the shrub layer the practice
In the ground floor I will inform the government
What is one reason why the about it
rainforests are so important? I will join him
They give out carbon dioxide. Mining companies are required
They provide us with oil. to put up silt deposition. Why?
They are a source of medicines. to produce more coral reefs
They give warmth to living to protect the habitat of the
things. fishes
Why are vines creeping up to to destroy the coral reefs
tall trees? to pollute the bodies of water
To get food. Quarrying in coral reefs should
To absorb oxygen. be stopped because-
To receive a little amount of It will destroy the habitat of
sunlight. fishes
 It will increase the number of
To escape from the rainforest.
marine life
What prevents plant growth
It will produce more coral reefs
beneath the trees in a thick
It will make the coral reefs clean
forest?
The following are ways in
A small amount of water
protecting and conserving our
reaches the ground under the
coral reefs except
trees.
Use of chemicals in farming
The roots of the trees make it
should be avoided
difficult for plants to grow.
Do not dump sewage and
The trees limit the amount of
garbage in waterways
sunlight that can reach the
The government should stop
ground.
muro-ami fishing
The temperature of the soil
Use of sodium cyanide and
under the trees does not allow
other poisoning substances in
plants to grow.
fishing
KEY TO CORRECTION:
A, B, C, C, C
Additional activities for Make a paragraph on how to
application or remediation protect and conserve coral
reefs.

V. REMARKs

VI. REFLECTION
No. of learners who earned 80% ___ of Learners who earned ___ of Learners who earned 80% ___ of Learners who earned
in the evaluation 80% above above 80% above
No. of learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation
Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who have caught ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
up with the lesson the lesson the lesson the lesson
No. of learners who continue to ___ of Learners who continue ___ of Learners who continue to ___ of Learners who continue
require remediation to require remediation require remediation to require remediation
Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these ___ Group collaboration ___ Group collaboration ___ Group collaboration
work? ___ Games ___ Games ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises
___ Carousel ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Think-Pair-Share (TPS) ___ Differentiated Instruction ___ Role Playing/Drama
 ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method
___ Role Playing/Drama ___ Discovery Method ___ Lecture Method
___ Discovery Method ___ Lecture Method Why?
___ Lecture Method Why? ___ Complete IMs
Why? ___ Complete IMs ___ Availability of Materials
___ Complete Ims ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s
___ Pupils’ eagerness to learn ___ Group member’s Cooperation in
___ Group member’s Cooperation in doing their tasks doing their tasks
Cooperation in doing their
tasks
What difficulties did I encounter __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
which my principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __ Localized Videos __ Localized Videos __ Localized Videos
which I wish to share with other __ Making big books from __ Making big books from __ Making big books from
teachers? views of the locality views of the locality views of the locality
__ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be
used as Instructional Materials used as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition