Date:___________________

DETAILED LESSON PLAN IN SCIENCE

CONTENT STANDARDS: The learners demonstrate the understanding of how the

major organs of the human body work together to form
organ systems.

PERFORMANCE STANDARDS: The learners should be able to make chart showing

healthful habits that promote proper functioning of the
musculoskeletal, integumentary, digestive,
circulatory, excretory, respiratory, and nervous systems.
LEARNING COMPETENCY: The learners should be able to explain how the organs of
each system work together (S6LTIIa-b1)
I. Objectives:
At the end of the lesson, the pupils should be able to:
1. describe how the organs of musculoskeletal system work together.
2. demonstrate how the organs of musculoskeletal system work together.
3. take care of the muscles for good working system
II. Content:
Subject Matter: Musculoskeletal System
Science Concept: Musculoskeletal system is made up of bones and muscles
that make the body move and perform work.
Values Integration: Taking care of the muscles for good working system of the body
III. Learning Resources:
A. References:
K-12 Curriculum Guide page 85
Budget of Work page.3
Cyber Science pp. 41-51
Science and Health Grade 4, p. 54
B. Code: S6TIIa-b1
C. Science Processes: identifying, describing, inferring, and communicating
IV. Procedures:
1. Engagement
a. Review
Find many words that are related to our lesson yesterday about musculo-skeletal System
J M P S I M B L
O C U Y P U O S
I D R S L S D Y
N O K T C P Y S
T I P E K L C T
N K G M P D E E
P D F B O N E M
b. Motivation.
Show them the drawings of the pupils in a manila paper, then ask them to try the picture to stand by its own,
afterwards ask the following questions.
 Can the illustration stand alone?
 How can the illustration stand alone?
 Why the illustration cannot stand alone?
2. Exploration
1. Divide the class into 5 groups.
2. Introduce Lesson: Activity 1A-B “Describe how the organs of musculoskeletal
system work together.”
3. Check for the completeness of the materials brought by the pupils for the activity.
4. Make sure that the students were reminded to bring the materials prior to the
lesson or the teacher will be providing the materials which the pupils will use for
the activities.
5.The activity sheet must be distributed at the same time, manila paper and marking
pen should be prepared. Give other necessary instructions for doing the activity
(i.e. allotted time for the activity, the data table to be accomplished, group
presenter/member’s role/responsibility, precautionary measures to take, etc.).
6. Supervise the pupils while they are doing the activity.

3. Explanation
1. Have the pupils present their outputs.
2. Discuss the activity and check the pupil’s responses to the given guide questions.
3. Correct misconceptions if needed about how the organs of musculoskeletal system work
together.

4. Elaboration
a. Generalization:
*How do the organs of musculoskeletal system work together?

b. Valuing:
*If a muscle in an area of the body aches, does a person can still work? Why?
*How should we take care of our muscles?

5. Evaluation:
Read carefully, Choose the answer of the correct answer, write it on the blank:
1 .How are muscles attached to a bone?
A. By cartilage C. By ligaments
B. By tendons D. By joints
2. When does a muscle pull a bone?
A. When it relaxes C. When it expands
B. When it contracts D. When it bends
3. In which position of the arm do the biceps muscles shorten?
A. The left hand at the side of the body.
B. The left hand is placed obliquely across the body
C .The left hand is raised up in angle levelling elbow on the shoulder
D. The left hand is raised up sideward.
4. Why can you turn your head without turning in your body?
A. A ball -and-socket joint connects the skull to the neck
B. A hinge joint connects the skull to the neck.
C. A Gliding joint connects the skull to the neck.
D. A pivot joint connects the skull to the neck
5. Why red marrow in bones important?
A. It produces red blood cells.
B. It stores much fat.
C. It makes the bones strong.
D. It produces a red substance.

V. Additional Activity:
Draw all t kinds of muscles and other parts of the skeletal system that work together.
Date:___________________

SEMI- DETAILED LESSON PLAN IN SCIENCE VI

Content Standards:
How the major organs of the human body work together to form organ system.
Performance Standard:
Make a chart showing habits that promote proper functioning of the musculo, skeletal, integumentary, digestive,
circulatory, excretory, respiratory and nervous sytem.
Learning Competency:
Explain how the organs of each organ system work together.
I. Objectives:
At the end of the lesson, the pupils should be able to:
1. identify the parts of the musculo-skeletal system
2. describe the functions of the organs of musculo-skeletal system
3. find pleasure in enumerating the parts of the musculo-skeletal system
II. Content:
Subject Matter: Parts and functions of the Musculo-Skeletal System
Science Concepts:
* Bone-is a tough structure in the body that is made up of connective
tissues surrounded by minerals
*Bone Marrow-a soft tissue that produces red blood cells
*Joint-is a place where two bones meet
*Ligaments-this is a connective tissues that can be stretched
*Muscles-allow the body to move and they are the force behind the
skeletal system
III. Learning Resources
A. References:
K to 12 Curriculum Guide in Grade VI Science 6 pp.103
Evelyn C. Padpad et.al (2016)
Cyber Science Worktext in Science and Technology pp.44-49
Myrna Q. Adduru and Nicetas G. Valencia (2015)
a. Code: S6L7 IIa-b-1
b. Other Learning Resources: Film showing, model of the musculo-skeletal
system, chart
c. Science Processes: identifying, communicating, inferring
IV. Procedures
1. Engagement:
A. Review: match Column A with Column B with their correct part.

A B

___ 1. The main control of the nervous a. Cerebrum

system
___ 2. The part of the brain that controls b. Brain
all voluntary acts and mental processes
___ 3. The part of the brain that c. Cerebellum
coordinates motor movements and
maintain body balance d. skeleton
 B. Motivation:
Rearrange the scrambled words. Tell us where to find it.
1. t i n o j –
2. o b e n –
3. s e l c s u m –
*Model of a musculo-skeletal system
2. Exploration:
1. Divide the class into 5 groups.
2. Introduce Lesson: LM Activity 1A- “Parts and Functions of Musculo-Skeletal
System”
3. Check for the completeness of the materials brought by the pupils for the
activity. Make sure that the students were reminded to bring the materials
prior to the lesson or the teacher will be providing the materials which the
pupils will use for the activities.
4. The activity sheet must be distributed at the same time, manila paper and
marking pen should be prepared
5. Give other necessary instructions for doing the activity (i.e. allotted time for the
activity, the data table to be accomplished, group presenter/member’s
role/responsibility, precautionary measures to take, etc.).
6. Supervise the pupils while they are doing the activity.
3. Explanation
a. Let the pupils present their outputs.
b. Discuss the activity and check the pupil’s responses.
c. Brainstorming or Discussion
*Explain the parts and functions of the musculo-skeletal system.
*. Bone- a tough structure in the body that is made up of connective
tissues surrounded by minerals
*. Bone marrow-a soft tissue that produces the red blood cells
*. Joint-a place where two bones meet
*. Muscles-they are the force behind the skeletal system and allow the
body to move.
* Tendon-allows the muscles and bones to work together
d. Correct misconceptions if needed.
4. Elaboration:
a. Answer the following questions:
a. Why is musculo-skeletal important to human body?
b. What are the parts of the musculo-skeletal system?
c. What is the function of each part of musculo-skeletal system?
 d. How do parts of the musculo-skeletal system work?

b. Valuing:
1. How can you make your bones and muscles strong?

5. Evaluation:
Identify the organs being described in the statements.
____ 1. A tough structure made up of connective tissues surrounded by
minerals. (Bones)
____ 2. The bone that protects the brain. (Skull)
____ 3. The place where two or more bones meet. (joint)
____ 4. Muscles of the heart. (cardiac muscles)
____ 5. They are the force behind the skeletal system. (muscles)
6. Enrichment/Additional Activity

Complete the graphic organizer

MUSCULO-SKELETAL SYETEM

A. PARTS B. FUNCTIONS

1. Bones 1. Gives ___ and shape to the

Body

2. _______ 2. Protect the ____ organs

3. tendons 3. Helps the body _____

4. _______ 4. Serves as the place for

5. muscles the production of________

and of fat and minerals

answers: A: 2. Cartilage 4. Ligaments

B: 1. support
2. soft tissues
3. muscles
4. RBC
5. storage
Date:___________________

SEMI-DETAILED LESSON PLAN IN SCIENCE 6

Content Standards:
 The learners demonstrate understanding of how the major organs of the human body work together to form organ
system.

Performance Standards:

 The learners should be able to make a chart showing healthful habits that promote proper functioning of the
musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems.

Learning Competency:

 The learners should be able to explain how the organs of each organ system work together.

I. Objectives:
At the end of the lesson, the pupils should be able to:
1. describe how the integumentary works
2. distinguish how the integumentary works
3. appreciate the importance of healthful habits that promote proper functioning
of the integumentary system

II. Content:
Subject Matter: Parts and Functions of the Integumentary System
Science Concepts:
The integumentary system is the bodies’ first line of the defense against
outside stimuli.
 Skin – The largest organ in a human’s body.
 Hair – is a slender, flexible structure found on the surface of the skin.
 Nails – they protect the tips of the fingers and toe[s from abrasion or injuries.
 Epidermis – is the outer layer of the skin.
 Regenerative layer – the deepest part of the epidermis.
 Sweat glands – cool the body
 Sebaceous glands – coat the hair with oil
III. Learning Resources:
A. References:
K to 12 Curriculum Guide in Grade 6 Science
Cyber Science pages 53-57 (2015)
The New Science Links pp. 122-128 (2016)
B. Code S6LT-IIa-b1
C. Other Learning Resources
D. Science Processes: Identifying, communicating, inferring
IV. Procedures:
1. Engagement
a. Review: (Before beginning to focus on the Integumentary System, teachers should introduce students to the
concept of organ system in general. Explain to students that each of the organ systems work together as whole to
keep the body functioning, but each organ system has its own specific function. Introduce the organ system as
listed below).
  Integumentary System
 Digestive System
 Cardiovascular System
 Lymphatic and Immune System
 Circulatory System
 Nervous System
 Respiratory System
b. Motivation: Arrange the given letters to form the correct body part. Write the
correct word in the boxes. Get a partner and discuss the function of each.

A. KSIN ---------
B. AHRI ---------
C. IANLS ---------
D. GALDSD -------
E. ERNSVE -------

2. Exploration
*(Introduce skin and the integumentary system by challenging the class with a question)
Ask: What is the largest organ in the human body?
Answer: skin – but students may be more likely to say an internal organ such as the stomach or
large intestine.
Ask: How do you know when you touch something hot?
Answer: Skin
Ask: There is always dust in the air. What keeps this dust from collecting in your eyes.
Answer: Hair
Ask: How and why do we sweat?

*As students discuss these questions, introduce them to the skin as well as the accessory organs which
make up the Integumentary system. The organs are listed below for your convenience).
A. Skin
B. Nails
C. Hair
D. Sweat glands
E. Sebaceous glands
*Show a video of Integumentary System

*Explain some of the functions of each part of the Integumentary System to your students. Ask them to come
up with some ideas of their own that explain how some parts of the system work.
 Skin – protecting underlying tissues
 Nails – protective covering
 Hair – external insulation
 Sweat Glands – cool the body
 Sebaceous glands – coat the hair with oil
*After discussing the various jobs of the integumentary system, ask students
to complete the worksheet with this lesson plan.
4. Elaboration
a. Ask the following questions:
1. What are the parts of the integumentary system?
2. What is the function of each part?
 3. How sweat is formed?
4. Why are we sweating?
b. Valuing:
1. Is the integumentary system important? Why?
2. How are you going to take care of the parts of your integumentary system?
5. Evaluation:
A. How Does the Integumentary System Work?
Complete the graphic organizer below.
Protects the body’s internal living tissues and ________________
________________ body temperature
Helps the body _____________ waste materials
Acts as a ____________ for touch, pressure, pain, heat and cold
Protects the body from ________________
Stores __________________and fat
B. Identify the organs described below.
____________1. Largest organ of the body and serves as a barrier of the body
against germs.
____________2. Produce oil that lubricates the skin and hair and enhance the barrier
function of the skin.
____________3. Produce perspiration which comes out and evaporates to increase
heat loss.
____________4. Traps more warmth when the body feels cold.
____________5. Layers of the skin that stores fat.

Additional Activity:
Answer the following questions.
 What can happen if a part of the body is not covered with skin?
 What can happen if your sweat glands do not produce perspiration?
 Why should you use an umbrella or other protective cover when walking under the sun?
 How can you protect your integumentary system from disorders? Give at least four ways.
 How does the integumentary system work with the nervous system?
Date:___________________

SEMI-DETAILED LESSON PLAN

Content Standards: The learner demonstrate understanding of how the major organs
of the human body work together to form organ system.
Performance Standards: The learner should be able to make a chart showing healthful
habits that promote proper functioning of the musculo-
skeletal, integumentary, digestive, circulatory, excretory,
respiratory, and nervous systems.
Learning Competency: The learners should be able to explain how the organ system
work together.

I. Objectives:

At the end of the lesson, the pupils should be able to:

a. identify the parts and functions of the digestive system
b. describe the different parts of the digestive system
c. promote healthful habits for the proper functioning of the digestive system.
II. Content
A. Subject Matter: Parts and Functions of the Digestive System
B. Science Concepts:
1. Mouth-receives the food you eat. Inside the mouth are the tongue and teeth
where food is cut and broken down into smaller pieces by the teeth, saliva and
tongue.
2. Esophagus-where food travels through peristalsis going to the stomach.
3. Stomach-where food is digested through the aid of the gastric juice and
peristalsis until it becomes a thick, soupy mixtures.
4. Small Intestines-where final digestion takes place through the digestive juices
from the liver and pancreas until it becomes a thin soluble substance that
passes through the villi.
5. Large intestine-where undigested foods stay temporarily and is eliminated
through the anus.
C. Values Integration: Promote healthful habits.
III. Learning Resources
Science and Health 4, pp.74-82
K to 12 Curriculum Guide in Grade 6 Science p.31
Science and Technology, Quezon City, Rex Bookstore, Inc.,pp.58-64
The New Science Links Worktext in Science and Technology VI: Evelyn Cascante-
Padpad
Cyber Science Worktext in Science and Technology,Quezon City, pp.58-64
Exploring and protecting our world 5 p.59-60
Science Wonders 6 p.62-69
Code: S6LT II a-b-1
Other Learning Resources:
Science Processes: identifying, inferring, communicating

IV. Procedures
1. Engagement
A. Review: Rearrange the jumbled words and tell its function in our body.

1. S E S E L V S L O B O D = BLOOD VESSELS
2. L O D O B - BLOOD
3. T A L Y O R I C C U R T S Y S E M- CIRCULATORY SYSTEM
4. R A E H T- HEART
B. Motivation
*GAME: RIDDLE
 CLUE: All answers are food

1. It looks green, it opens red. What you eat is red, but what you spit out is black.
Ans. Watermelon
2. What do snowmen eat for breakfast?
Ans. Snowflakes
3. What has no beginning, end, or middle?
Ans. A doughnut
4. When does an Indian Potato change its nationality?
Ans. When it becomes French fries.
* Have the pupils watch a video clip on Digestion of Food.
2. Exploration
1. Divide the class into 5 groups.
2. Introduce Lesson: Activity 1A-B “Identifying parts and functions of the
Digestive System”
3. Check for the completeness of the materials brought by the pupils for the
activity.
4. Make sure that the students were reminded to bring the materials prior to the
lesson or the teacher will be providing the materials which the pupils will use
for the activities.
5. The activity sheet must be distributed at the same time, manila paper and
marking pen should be prepared. Give other necessary instructions for doing
the activity (i.e. allotted time for the activity, the data table to be
accomplished, group presenter/member’s role/responsibility, precautionary
measures to take, etc.).
6. Supervise the pupils while they are doing the activity.

3. Explanation

1. Have the pupils present their outputs.

2. Discuss the activity and check the pupil’s responses to the given guide
questions
3. Correct misconceptions if needed about the parts and functions of digestive
system.
4. Elaboration
a. 1. What are the parts of the digestive system?
2. Where does first digestion take place?
3. Where does final digestion take place?
4. What happens to the undigested foods?
b. Valuing
1. Is it important to have a digestive system? Why?
2. How are you going to take care of the parts of your digestive system?

4. Evaluation
Read each item carefully. Choose the correct answer.
1. Which of the following is NOT a main part of the digestive system?
A. mouth C. stomach
B. esophagus D. liver
2. What part of the digestive system cuts the foods into smaller pieces?
A. mouth C. stomach
B. esophagus D. small intestine
3. Where food is finally digested into soluble substances?
A. Stomach C. large intestine
B. Small intestine D. rectum
 4. Why is saliva important?
A. It cuts the foods into pieces C. It squeezes foods into tiny particles
B. It helps digest starch D. It helps digest protein and fats
5. Where final digestion takes place?
A. Mouth B. Small Intestine C. Large Intestine D. stomach

Additional Activities:
I. Arrange the Sequence of Events:
Arrange the following statements according to the process of digestion and absorption
of the body.
Number each of the steps according to the sequence it occurs using numbers 1-5.
______Water is absorbed
______Food is broken down into smaller pieces
______Nutrients pass through the blood stream
______Wastes are removed from the body.
______Food is liquefied and digested into forms that cell can use.
II. How the body works.
Match the pictures of the organs of the digestive system with their function/description and paste it on the board.
Date:___________________

SEMI-DETAILED LESSON PLAN IN SCIENCE 6

Content Standards: The learners demonstrate understanding of how the major organs of the human body work together to
form organ system.

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

Learning Competency 1: The learners should be able to explain how the organs of each organ system work together.

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Identify the parts of circulatory system.
2. Describe the functions of the parts of circulatory system
3. Promote healthful habits for the proper functioning of the circulatory system

II. CONTENT
A. Subject Matter: Parts and Functions of the Circulatory system.
B. Science Concepts:
Circulatory system – is considered as the main transport system of the body.
Heart- is a specialized muscular organ located in the middle of the chest with it its
apex is tilted to the left side. It is called the pumping organ of the body.
It includes the four chambers the right and left atria and ventricles that
separates by the valves.
Blood - is a protein-rich fluid circulating in the body. It also delivers the nutrients to
The cells and picks up the wastes from the cells.
It Includes the white blood cells, red blood cells, and the platelets.
Blood Vessels –They are the hollow tubes that permit the blood to flow the heart to
the body cells and then back to the heart. It includes the arteries, veins and
capillaries.The passageway of the blood.
C. Values Integration:
Promoting healthful habits for the proper functioning of the circulatory system

III. LEARNING RESOURCES

A. References: Cyber Science Worktext in Science & Technology p.74-90
Into the future: Science and Health p. 2
Developing Science Power p.3-4
Science: A Field of Wonder p.94-95
B. Other Learning Resources: www. Pinterest.com,www.geniusbaby.com
C. Science Processes: Identifying, Describing, Communicating

IV. PROCEDURES
A. Before the Lesson
1. Engagement:
1.1 Science Song
1.2 Drill:
Rearrange the jumble letters and form a word that will identify the drawing.

1.__________ 2. _________ 3.___________

1.5 Review:
What was the topic that we have discussed yesterday?
 What are the common diseases and disorder of the musculo-skeletal system?
1.4 Motivation
Watching video clip about parts and functions of circulatory system.
What can you say about the video?
B. During the Lesson
2. Exploration
1. Divide the class into 3 groups.
2. Introduce Lesson: Activity 1A-“Identifying and Describing Parts and functions of
Circulatory System”
3. Check for the completeness of the materials brought by the pupils for the
activity. Make sure that the students were reminded to bring the materials prior to the
lesson or the teacher will be providing the materials which the pupils will use for the
activities.
4. The activity sheet must be distributed at the same time, manila paper and marking pen
should be prepared.
5. Give other necessary instructions for doing the activity (i.e. allotted time for the
activity, the data table to be accomplished, group presenter/member’s
role/responsibility, precautionary measures to take, etc.).
6. Supervise the pupils while they are doing the activity.
3. Explanation
1.Have the pupils present their outputs.
2.Discuss the activity and check the pupil’s responses to the given guide
questions
3. Correct misconceptions if needed about the parts and functions of circulatory
System.

4. Elaboration
a. Generalization

*What are the parts of the circulatory system?

*What is the function of each part of the circulatory system?

b. Application
What should you do if one of your brother or sister got a wound or cut and saw blood spurting from it.
c. Valuing:
1. How are we going to show that we are taking care our circulatory
system?

C. After the Lesson

5. Evaluation
Match Column A with Column B to link the parts to their respective functions.
Write the letter on the blank.

COLUMN A COLUMN B

__1. Heart a. Deliver nutrients to the cells and picks up cell wastes

__2. Blood Vessels b. Pumping organ of the body

__3.Circulatory System c. Passageway of the blood

__4. Blood d. Main transport system of the body

__5. Circulation e. Process by which blood transported throughout the body.

6. Assignment
In a short band paper draw the circulatory system and label its main parts.