Republic of the Philippines

DEPARTMENT OF EDUCATION
DepEd Complex, Pasig

SCIENCE VI – BUDGET OF WORK/ CURRICULUM PLAN

Quarter:1 Domain: MATTER

Unit 1
Learning Competency: The learners should be able to….
describe the appearance and uses of uniform and non-uniform mixtures.
S6MT-1a-c-1 Day 1 Day 2 Day 3 Day 4 Day 5
Week 1 Describe the Describe the Classify mixtures
Mixture and Describe the appearance of appearance of appearance of into uniform
their the combination of: uniform non-uniform (homogeneous)
Characteristics -solid and solid, (homogeneous) (heterogeneous) and non-uniform
-solid and liquid mixtures. mixtures. (heterogeneous).
-liquid and liquid
Week 2 Identify the Identify Perform simple experiments to Describe
solute and common show the conditions on how suspension as a
solvent in a household materials are mixed non-uniform
solution. solutions -size of particles mixture.
and their -stirring
uses. -temperature

Infer that not all solids dissolve in

water
Week 3 Identify Infer that Identify Prepare Summative Test
common colloid is a common beneficial and
household non- household useful mixtures
suspensions uniform colloids and such as drinks,
and their mixture. their uses. food, and herbal
uses. medicines

ay 1 Day 2 Day 3 Day 4 Day 5

Quarter: 1 Domain: MATTER
Unit 2
Learning Competency: The learners should be able to….
Enumerate techniques in separating mixtures such as decantation, evaporation, filtering, sieving
and using magnet.
S6MT-1d-f-2 Day 1 Day 2 Day 3 Day 4 Day 5
Week 4 -Describe decantation -Describe evaporation Describe
as a process of separating as a process of separating filtration
mixtures mixtures as a process of
separating
mixtures
Week 5 -Describe -Describe sieving and as a -Describe using a magnet as a
filtration process of separating mixtures process of separating mixtures
as a process of
separating
mixtures

Week 6 -Perform a simple experiment -Separate desired materials Summative Test

using appropriate technique in from common and local
separating mixtures products

ay 1 Day 2 Day 3 Day 4 Day 5

Quarter: 1 Domain: MATTER
Unit 3
Learning Competency: The learners should be able to….
Tell the benefits of separating mixtures from products in community.
S6MT-1g-j-3 Day 1 Day 2 Day 3 Day 4 Day 5
Week 7 Cite instances wherein Cite instances wherein Cite instances
decantationas the process of evaporation as the process of wherein
separating mixtures is used to separating mixtures is used to filtration as the
produce products which are produce products which are process of
beneficial to the community. beneficial to the community. separating
mixtures is used
to produce
products which
are beneficial to
the community.
Week 8 Cite instances Cite instances wherein sieving Cite instances wherein using a
wherein as the process of separating magnet as the process of
filtration as the mixtures is used to produce separating mixtures is used to
process of products which are beneficial to produce products which are
separating the community. beneficial to the community.
mixtures is used
to produce
products which
are beneficial to
the community.
Week 9 Create a model showing decantation, evaporation, filtration, sieving and using a
magnet using recyclable materials which are beneficial to the community

Week 10 Present the outputs in class. -Summative Test -First Quarter -First Quarter
Test Test

SCIENCE VI – CURRICULUM PLAN –

Quarter: Domain: Living things and Their Environment
2
Unit: I Parts and Function
1. Human Body System
Learning Competency:
Explain how the organs of each organ system work togetherS6LT-IIa-b-1
Day 1 Day 2 Day 3 Day 4 Day 5
Week 1 Identify and Describe how  Identify and  Identify
describe the the organs of describe the and
functions of the Musculo- functions of describe
organs of Skeletal the organs of the
Musculo- System work Integumentar functions
Skeletal together y System of the
System  Describe how organs of
the organs of Digestive SUMMATIVE
Integumentar System TEST
y System  Describe
work together how the
organs of
Digestive
System
work
together
Week 2  Identify and  Identify and Identify and Describe how
describe the describe the describe the the organs of
functions of functions of functions of the Nervous
the organs the organs organs of System work
of of Nervous System together
Respiratory Circulatory
System System
 Describe  Describe SUMMATIVE
how the how the TEST
organs of organs of
Respiratory Circulatory
System System
work work
together together

Learning Competency:
Explain how the different organ systems work togetherS6LT-IIc-d-2
Week 3 Describe how Musculo-skeletal Describe how the organs of the SUMMATIVE
and Integumentary System work Digestive, Respiratory and TEST
together Circulatory Systems work together
Week 4 Describe how Describe how Discuss healthful Make a chart
the nervous the nervous habits that showing
and system controls promote proper healthful habits
integumentary all the organ functioning of all that promote SUMMATIVE
systems work systems of the the organs proper TEST
together body systems in the functioning of
body all the organs
systems in the
body
2. Animals
Learning Competency: Determine the Distinguishing Characteristics of Vertebrates and
InvertebratesS6MT-IIe-f-3
Week 5 Describe the Describe the Describe the Classify vertebrates into
 characteristics characteristics characteristics of mammals, birds, reptiles,
of vertebrates of reptiles, amphibians, and fishes
and mammals and amphibians, and
invertebrates. birds fishes

Week 6 Describe the Describe the Classify invertebrates into insects, Make an
characteristics characteristics spiders, worms, shellfish and snail inventory of
of the following of the following vertebrates
groups of groups of and
invertebrates: invertebrates: invertebrates
-insects and -worms , that are
spiders shellfish and commonly
snail seen in the
 Localize the community
terms
depending Practice ways
on the of caring and
available protecting
resources these animals

3. Plants
Learning Competency: Distinguish how spore-bearing and cone-bearing plants reproduce S6Mt-IIg-h-4
Week 7 Identify and Discuss how spore-bearing plants Make a multimedia presentation
describe reproduce on how spore-bearing plants
common ensure their survival
examples of
spore-bearing
plants
Week 8 Identify and Discuss how Differentiate how Make a flyer on SUMMATIVE
describe core-bearing spore-bearing how spore- TEST
common plants and cone-bearing bearing and
examples of reproduce plants reproduce cone-bearing
cone-bearing plants can be
plants propagated
vegetatively
Unit II Ecosystem
Learning Competency:
Discuss the interactions among living and non-living things in tropical rainforests, coral reefs and
mangrove swamps.S6LT-IIi-j-5
Week 9  Identify the Explain the  Identify the  Identify the SUMMATIVE
living and Interactions living and non- living and TEST
non-living among living living things in non-living
things in and non- coral reefs things in
tropical living things  Describe how mangrove
rainforests in a tropical tropical coral swamps
 Describe the rainforest in reefs appear.  Describe
appearance terms of:  Explain the how
of tropical a. harmful Interactions mangrove
rain forests and among living swamps
beneficial and non-living appear.
interactions things in coral  Explain the
b. Effects of reefs in terms Interactions
interaction of: among living
a. harmful and and non-
 beneficial living things
interactions in mangrove
b. Effects of swamps in
interaction terms of:
a. harmful
and
beneficial
interactions
b. Effects of
interaction
Learning Competency:
Explain the need to protect and conserve tropical rainforests, coral reefs and mangrove swamps.
S6LT-IIi-j-6
Week 10 Enumerate Discuss the Performance
ways on how to harmful effects Tasks
protect and and (by group)
conserve implications to The students
Tropical communities, should be able to
rainforests, environments discuss specific
coral reefs and and human issues involving
mangrove beings if protection and
swamps. Tropical conservation of
rainforests, ecosystems that
coral reefs and serve as SUMMATIVE QUARTERLY
mangrove nurseries, TEST TEST
swamps are not breeding places
protected and and habitats for
conserved. economically
important plant
and animals.
(Teachers will
provide
contextualized
ecosystems for
each group)
Quarter: Domain: FORCE, MOTION AND ENERGY
3
Unit I – Gravitation and Frictional Forces
Learning Competency:

Infer how friction and gravity affect movements of different object

Day 1 Day 2 Day 3 Day 4 Day 5

Week a Infer why an Describe what friction is and its Investigate factors affecting
object moving kinds. frictional force.
along a surface
eventually Describe how friction affects
slows down and the movement of an object.
stops. Explain the effects of friction.

*Teacher draws
out responses
from a
demonstration
done
Week b Identify the Make an advertisement to 1.Infer how gravity affects
desirable and demonstrate road safety. movements of objects and
undesirable people.
effects of 2. Describe how the motion
friction to object of an object is affected by
and people. gravity.

Week c 1. Infer the effects of gravity on Cite practical benefits and

objects and people
2. Show that external conditions
affect the movement of objects
and people
applications of gravity.
Summative
* e.g. reducing motion like in Test
the use of parachute, people
will float in the air, blood will
move up the head, rain

Unit II – Energy
Learning Competency:

Demonstrate how sound, heat, light, and electricity can be transformed (S6FE-IIId-
f-2)

Day 1 Day 2 Day 3 Day 4 Day 5

Week d
Identify forms of Describe how Describe how Describe how Describe how
energy (sound, sound energy is heat is light energy is electrical
heat, light and produced produced produced energy is
electricity) produced
Give examples of Give examples Give examples Give examples
materials that of materials of materials of materials
produce sound that produce that produce that produce
energy heat light energy electrical
 energy
Week e
Infer that energy Demonstrate Demonstrate Demonstrate Demonstrate
can be how heat can be how light how electrical how electrical
transformed transformed into energy can be energy can be energy can be
from one form to light energy. transformed transformed transformed
another. into heat into sound into heat
Demonstrate energy
how electricity
can be
transformed into
light to heat

Week f
Infer how Construct a Differentiated Differentiated Summative
electricity can be diagram showing Performance Performance Test
transformed into energy Tasks Tasks
sound to heat transformations (Tips to (Create a
 Electricity- conserve marketing
light-heat energy) strategy for a
 Electricity- new product
sound-heat on electricity
or light
efficiency)

Quarter Domain: FORCE, MOTION AND ENERGY

:3
Unit III
Learning Competency:

Manipulate simple machines and describe their characteristics and uses (IIIg-i-3)

Day 1 Day 2 Day 3 Day 4 Day 5

Week g Describe what a  Describe the  Describe the
machine does and give characteristics and characteristicsand
its function functions of a lever functions of an inclined
 Classify lever plane
Identify the different according to the  Demonstrate the uses of
kinds of simples position of the parts an inclined plane
machines  Give the uses of lever  Manipulate an inclined
 Manipulate how a plane.
lever can lift an
object.
Week h  Describe the characteristics  Describe the  Describe
and functions of a wedge characteristics and the
 Give the uses of a wedge functions of a characteristi
 Manipulate a wedge screw cs and
 Demonstrate the functions of
uses of screw using a pulley
appropriate tools  Identify the
 Manipulate a types of
screw pulley
 Give the
uses of the
types of
 pulley
Week i  Describe the Construct
characteristics  Describe the a model of Summative Test
and functions characteristicsand simple
of a pulley function of wheel machines
 Identify the and axle using
types of pulley  Demonstrate the indigenou
 Manipulate a uses of wheel and s
pulley. axle materials.
 Manipulate a wheel
and axle

Quarter
:3 Domain: FORCE, MOTION AND ENERGY
Unit III
Learning Competency: Demonstrate the practical and safe uses of simple machines

Day 1 Day 2 Day 3 Day 4 Day 5

Week j Identify precautionary CULMINATIN
measures using simple Demonstrat G ACTIVITY: Quarterly Test
machines e the
practical and
safe uses of
simple
machines

Day 1 Day 2 Day 3 Day 4 Day 5

Fourth EARTH AND SPACE

Quarter
Unit I. FORCES THAT AFFECT CHANGES ON THE EARTH’S SURFACE

Learning Competency: Describe the changes on the earth’s surface as a result of earthquakes and
volcanic eruptions (S6ES-IVa-1)
Week 1 Describe the changes on the earth’s Describe the changes on the *SUMMATIVE
surface as a result of earthquakes earth’s surface as a result of TEST
Earthquake
volcanic eruptions
and Volcanic
eruptions

Enumerate what to do before, during, and after earthquake and volcanic eruptions
Week 2 *Demonstrate *Demonstrate *Design an emergency SUMMATIVE
precautionary precautionary preparedness plan and kit on TEST
Earthquake
measures measures earthquake and volcanic
and Volcanic
before, during before, during eruptions
eruptions
and after and after
earthquakes volcanic
eruptions

Unit II. WEATHER PATTERNS IN THE PHILIPPINES

Learning Competency: Describe the different seasons in the Philippines (S6ES-IVc-3)
Week 3 *Infer the *Describe the *Determine the *Determine the *Explain the
weather pattern seasons in the occurrence of occurrence of importance of
in the Philippines dry season in the wet season knowing the
Philippines using the Philippines in the weather
weather data using a graph Philippines patterns and
using a graph seasons in the
Philippines

Learning Competency:

Discuss appropriate activities for specific seasons in the Philippines

Week 4 *Discuss *Discuss *Describe *Draw a picture *Summative

activities activities appropriate depicting how Test for Unit 2
appropriate for appropriate for activities for your family has
the dry season the wet season the specific coped with the
seasons seasons of the
through community
creative they live in
outputs

- jingle/song

- poster

-
Unit III. MOTIONS OF THE EARTH

Learning Competency:

Demonstrate rotation and revolution of the Earth using a globe to explain day and night and the
sequence of seasons (S6ES-IVe-f 5)
Week 5 Describe the Explain that the Construct a model to Explain day and
rotation of the Earth rotates in demonstrate the rotation of the night in
earth counter earth on its axis in relation to day relation to
clockwise and night rotation using
direction the
constructed
model/globe

Week 6 Describe the Demonstrate Describe the Construct a Summative

movement of how the earth’s sequence of the model to show Test
the Earth revolution and seasons the rotation of
around the sun the position of experienced by the earth and
earth on its axis other countries its revolution
causes different around the sun
seasons in other
countries

Unit IV. THE SOLAR SYSTEM

Learning Competency: Compare the planets of the solar system (S6ES-IVg-h -6)
Week 7 Identify the planets of the solar Characterize the planets according to their
system composition and their movements in the solar
system

Identify the sizes of the planets in the solar system

Identify the relative distances of the planets from

the sun and other planets

Week 8 Identify the terrestrial planets and the gaseous Compare Earth Summative
planets with emphasis on Earth with the other test
planets which
makes it
liveable
Learning Competency: Construct a model of the solar system showing the relative sizes of the planets
and their relative distance from the sun (S6ES-IVi-j-7)

Week 9 Draw the Sun Construct a model of the Solar System showing the relative size of the
and the planets planets and their relative distance from the sun
surrounding it

Week 10 Construct a model of the Solar System showing the Fourth Quarterly Examination
relative size of the planets and their relative distance
from the sun