Republic of the Philippines

Department of Education
Region X
DIVISION OF EL SALVADOR CITY
Zone 3, Poblacion, El Salvador City
Telefax No: (088) 555-0475| Email Address: elsalvador.city@deped.gov.ph| Website: depedelsalvadorcity.net
EL SALVADOR CITY CENTRAL SCHOOL

GRADE 6 LEARNING COMPETENCIES

FIRST QUARTER: Matter

A. Content Standards The learners demonstrate understanding of different types of mixtures and their characteristics
B. Performance Standards The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and
herbal medicines.
C. Learning Competencies/ Objectives Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1
Sub-task Competencies
Day 1 Describe the three physical states of matter
W Day 2 Identify the kind of mixtures
E Day 3 Describe mixtures
E Day 4 Describe uniform and non-uniform mixtures
K Day 5 Describe the appearance of solutions such as :
 Liquid to liquid
1  Liquid to gas
 Gas to gas
 Solid to solid
 Gas to gas
Day 1 Describe the uses of solutions such as :
 Liquid to liquid
 Liquid to gas
 Gas to gas
 Solid to solid
 Gas to gas
 W Day 2 Differentiate solutes from solutions
E Day 3 Describe soluble and insoluble substance
E Day 4 Infer that not all solutes dissolve in all solvents
K Day 5 Perform experiment to show factors affecting solubility of solutes in a solvent
 Manner of stirring
2  Nature of the solute and solvent
 Temperature of the solvent
Day 1 Perform experiment to show factors affecting solubility of solutes in a solvent
W  Amount of the solute
E  Size of the solute particles
E  Miscibility of the substance
K Day 2 Describe the appearance and uses of suspensions
Day 3 Describe the appearance and uses of colloids
3 Day 4 Classify the types of colloids as:
 Sols
 Emulsions
 Forms
 Aerosols
 Gel
Day 5 Prepare beneficial and useful mixtures such as drinks, food and herbal medicines.
A. Content Standards The learners demonstrate understanding of different techniques to separate mixtures
B. Performance Standards The learners should be able to separate desired materials from common and local products

C. Learning Competencies/ Objectives
W Day 1
E Day 2
E Day 3
K Day 4
Day 5
4
Enumerate techniques in separating mixtures such as picking, sifting/sieving, threshing and
winnowing, filtering, through funnel, through magnet, through sedimentation, decanting and
centrifuging S6MT-Id-f-2
Describe how to separate mixtures through picking
Describe how to separate mixtures through sifting or sieving
Describe how to separate mixtures through threshing or winnowing
Describe how to separate solid-liquid mixtures through filtering
Describe how to separate mixtures through funnel
 W Day 1
E Day 2
E Day 3
K Day 4
Day 5
5
Day 1
Day 2
Day 3
W  Threshing/winnowing
E Day 4
E  Filtering
K  Through funnel
6
Day 5
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
W Day 1
E Day 2
E Day 3
K Day 4
7 Day 5
Describe the process of separating mixtures through magnet
Describe the process of separating mixtures through evaporation
Describe the process of separating mixtures through sedimentation
Describe the process of separating mixtures through decantation
Describe the process of separating mixtures through centrifuging
Explain the importance of separating mixtures in our everyday life
Explain the importance of separating mixtures in our everyday life
Perform the appropriate technique to separate a given mixture
 Picking
 Sifting/sieving
Perform the appropriate technique to separate a given mixture
 Through magnet
Perform the appropriate technique to separate a given mixture
 Evaporation
 Sedimentation
 Decantation & centrifuging
The learners demonstrate understanding of different techniques to separate mixtures
The learners should be able to separate desired materials from common and local products
Tell the benefits of separating mixtures from products in the community (S6MT-Ig-j-3)
Enumerate and describe the benefits of separating mixtures through picking at home
Enumerate and describe the benefits of separating mixtures through picking in the community
Enumerate and describe the benefits of separating mixtures through sieving/sifting at home
Enumerate and describe the benefits of separating mixtures through sieving/sifting in the
community
Enumerate and describe the benefits of separating mixtures through threshing/winnowing at
home
 W Day 1
E the community
E Day 2
K Day 3
Day 4
8 Day 5
W Day 1
E Day 2
E Day 3
K Day 4
9 Day 5
W Day 1
E community
E Day 2
K centrifuging at home
Day 3
10
Day 4
Day 5
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
W Day 1
E Day 2
E Day 3
K Day 4
Day 5
1
Enumerate and describe the benefits of separating mixtures through threshing/winnowing in
Enumerate and describe the benefits of separating mixtures through filtering at home
Enumerate and describe the benefits of separating mixtures through filtering in the community
Enumerate and describe the benefits of separating mixtures through funnel at home
Enumerate and describe the benefits of separating mixtures through funnel in the community
Enumerate and describe the benefits of separating mixtures through magnets at home
Enumerate and describe the benefits of separating mixtures through magnets in the community
Enumerate and describe the benefits of separating mixtures through evaporation at home
Enumerate and describe the benefits of separating mixtures through evaporation in the
community
Enumerate and describe the benefits of separating mixtures through sedimentation at home
Enumerate and describe the benefits of separating mixtures through sedimentation in the
Enumerate and describe the benefits of separating mixtures through decanting and
Enumerate and describe the benefits of separating mixtures through decanting and
centrifuging in the community
1st Periodical Test
1st Periodical Test
SECOND QUARTER: Living Things
The learners demonstrate how the major organs from the human body work together to form
organ system
The learners should be able to make a chart showing healthful habits that promote proper
functions of the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory
and nervous system
Explain how the organ of each organ system work together (S6LT-IIa-b-1)
Identify the parts and describe functions of the musculo-skeletal system
Identify the parts and describe functions of the integumentary system
Identify the parts and describe functions of the digestive system
Identify the parts and describe functions of the circulatory system
Assessment / Formative Test
 W Day 1
E Day 2
E Day 3
K Day 4
Day 5
2
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
W Day 1
E Day 2
E Day 3
K Day 4
Day 5
3
Day 1
W  Circulatory system
E Day 2
E  Respiratory system
K  Excretory system
4
Day 3
Day 4
Day 5
A. Content Standards
B. Performance Standards
Identify the parts and describe functions of the excretory system
Identify the parts and describe functions of the respiratory system
Identify the parts and describe functions of the nervous system (Central Nervous System)
Identify the parts and describe functions of the nervous system (Peripheral Nervous System)
Assessment / Formative Test
The learners demonstrate how the major organs from the human body work together to form
organ system
The learners should be able to make a chart showing healthful habits that promote proper
functions of the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory
and nervous system
Explain how the different organ system work together (S6LT-IIc-d-2)
Explain how the musculo-skeletal and digestive systems work together
Explain how the digestive and circulatory systems work together
Explain how the circulatory and respiratory systems work together
Explain how the respiratory and excretory and integumentary systems work together
Assessment / Formative
Explain how the nervous system controls all the organ systems of the body
 Musculo-skeletal system
 Digestive system
Explain how the nervous system controls all the organ systems of the body
 Integumentary system
Discuss healthful habits that promote proper functioning of all the organ systems
Make a chart showing healthful habits that promote proper functioning of all the organ systems
in the body.
Assessment / Formative
The learners demonstrate the different characteristics of vertebrates and invertebrates
The learners should be able to:
  Make an inventory of vertebrates and invertebrates that are commonly seen in the
community; and
 Practice ways of caring and protecting animals
C. Learning Competencies/ Objectives Determine the distinguishing characteristics of vertebrates and invertebrates (S6LT-IIe-f-3)

W Day 1 Describe the different characteristics of vertebrates

E Day 2 Describe the characteristics of vertebrates
E  Mammals
K  Birds
Day 3 Describe the characteristics of vertebrates
5  Reptiles
 Amphibians
 Fishes
Day 4 Classify vertebrates into Mammals, Birds, Reptiles, Amphibians, and Fishes
Day 5 Assessment / Formative Test
W Day 1 Describe the different characteristics of invertebrates
E Day 2 Describe the characteristics of invertebrates
E  Porifera
K  Cnidarian
 Echinoderm
6  Mollusk
Day 3 Describe the characteristics of invertebrates: Worms
 Platyhelminthes
 Annelids
 Nematodes
Day 4 Describe the characteristics of invertebrates: Arthropods
 Insects
 Crustaceans
 Arachnids
 Myriapods
Day 5 Assessment / Formative Test
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
W Day 1
E Day 2
E Day 3
K Day 4
Day 5
7
W Day 1
E Day 2
E Day 3
K cone bearing plants ensure their survival
Day 4
8 Day 5
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
W Day 1
The learners demonstrate how non-flowering plants reproduce
The learners should be able to:
 Make a multimedia presentation on how parts of the reproductive system of spore
bearing and cone bearing plants ensure their survival
 Make a flyer on how plants can be propagated vegetatively
Distinguish how spore bearing plants and cone baring plants reproduce (S6LT-IIe-f-3)
Describe the characteristics of non-flowering plants
Describe the characteristics of spore-bearing plants
Explain the life cycle of spore bearing plants : Ferns
Explain the life cycle of spore bearing plants : Mosses
Assessment / Formative Test
Describe the characteristics of cone-bearing plants
Explain the life cycle of cone bearing plants
Make a multimedia presentation on how parts of the reproductive system of spore bearing and
Make a flyer on how plants can be propagated vegetatively
Assessment / Formative Test
The learners demonstrate the interactions for survival among living and non-living things that
take place in tropical rainforests, coral reefs, and mangrove swamps.
The learners should be able to from discussion group to tackle issues involving protection and
conservation of ecosystem, that serve as nurseries, breeding places, and habitats for
economically important plants and animals
 Discuss the interaction among living things and non-living things in tropical rainforests,
coral reefs, and mangrove swamps; and
 Explain the need to conserve and protect the tropical rainforests, coral reefs, and
mangrove swamps (S6LT-IIi-j-3)
Identify the components of a tropical rainforest ecosystem
 E  Biotic component
E  Abiotic component
K Day 2 Describe the feeding relationship in the rainforest ecosystem
 Food chain
9  Food web
Day 3 Explain the importance of tropical rainforest
Day 4 Enumerate ways to protect and conserve the tropical rainforest.
Day 5 Identify the components of coral reefs and mangrove swamps ecosystem
 Biotic component
 Abiotic component
W Day 1 Describe the feeding relationship in coral reefs and mangrove swamps ecosystem
E  Food chain
E  Food web
K Day 2 Explain the importance of coral reefs and mangrove swamps
Day 3 Illustrate ways to protect and conserve the coral reefs and mangrove swamps
10 Day 4 2nd Periodical Test
Day 5 2nd Periodical Test
THIRD QUARTER: Force, Motion and Energy
A. Content Standards The learners demonstrate understanding of gravity and friction affect movement of objects
B. Performance Standards The learners should be able to produce an advertisement demonstrating road safety

C. Learning Competencies/ Objectives
W Day 1
E Day 2
E Day 3
K Day 4
Day 5
1
W Day 1
E Day 2
E surfaces)
K Day 3
Infer how friction and gravity affect movements of different objects (S6FE-IIIa-c-1)
Describe gravity
Cite situation which show the presence of gravity
Describe how gravity affects motion
Enumerate importance of gravity in daily activities
Perform a role play showing how gravity affects motion and its importance
Define friction
Identify conditions when friction seems to resist motion (Compare how objects move in different
Describe the different kinds of friction
  Static friction
2  Sliding
Day 4 Describe the different kinds of friction
 Rolling friction
 Fluid friction
Day 5 Demonstrate ways on how friction affects motion
W Day 1 Identify ways to reduce friction
E Day 2 Infer how reducing friction wastes matter as well as energy
E Day 3 Cite importance of reducing friction in daily life
K Day 4 Produce an advertisement showing demonstrating road safety
Day 5 Assessment / Formative Test
3
A. Content Standards The learners demonstrate understanding of how energy is transformed in simple machine
B. Performance Standards The learners should be able to create a marketing strategy for a new product on electrical or
light energy
C. Learning Competencies/ Objectives Demonstrate how sound, heat, light, and electricity can be transformed (S6FE-IIId-f-3)
W Day 1 Differentiate potential energy from kinetic energy
E Day 2 Describe the different forms of energy
E  Mechanical energy
K  Chemical energy
 Electrical energy
4 Day 3 Describe the different forms of energy
 Sound energy
 Radiant energy
 Heat energy
 Nuclear energy
Day 4 Enumerate the uses of the different forms of energy
Day 5 Assessment / Formative Test
W Day 1 Describe how electrical energy is transformed into sound energy in activities at home and in
E school
E Day 2 Describe how electrical energy is transformed into light energy in activities at home and in
K school
 Day 3
5 Day 4
Day 5
W Day 1
E Day 2
E Day 3
K Day 4
Day 5
6

FOURTH QUARTER: Earth and Space

A. CONTENT STANDARDS The learners demonstrate understanding of the effects of earthquakes and volcanic eruptions.

B. PERFORMANCE STANDARDS The learners should design an emergency and preparedness plan and kit.
C. LEARNING COMPETENCIES The learners should be able to describe the changes on the Earth’s surface as a result of
earthquakes and volcanic. S6ESIVa-1
W Day 1 Overview on the Earth’s Surface.
 E Day 2 Introduction to Earthquakes.
E Day 3 Describe how earthquakes occur and its effects.
K Day 4 Introduction to Volcanic Eruption.
Day 5 Describe how volcanic eruption occur and its effects.
2
LEARNING COMPETENCIES The learners should be able to describe the changes on the Earth’s surface as a result of
earthquakes and volcanic. S6ESIVb-2
W Day 1 Enumerate and demonstrate what to do before, during and after an earthquake and its
E precautionary measures
E Day 2 Enumerate and demonstrate what to do before, during and after an volcanic eruption and its
K precautionary measures
Day 3 Design an emergency and preparedness plan and kit
2 Day 4 Apply an emergency and preparedness plan and kit when there is a disaster
Day 5 ASSESSMENT/ FORMATIVE TEST
A. CONTENT STANDARDS The learners demonstrate understanding of weather patterns and seasons in the Philippines
B. PERFORMANCE STANDARDS The learners should design an emergency and preparedness plan and kit
C. LEARNING COMPETENCIES The learners should describe the different seasons in the Philippines. S6ESIVc-3
W Day 1 Describe the weather patterns
E Day 2 Describe weather elements
E Day 3 Read and analyze weather reports
K Day 4 Enumerate and describe the different seasons in the Philippines
Day 5 ASSESSMENT/ FORMATIVE TEST
3
D. LEARNING COMPETENCIES The learners discuss appropriate activities for specific seasons of the Philippines. S6ES-IVd-4
W Day 1 Infer why there are two seasons in the Philippines
E Day 2 Discuss the activities during wet season
E Day 3 Discuss the activities during dry season
K Day 4 Enumerate and discuss the four types of climates
 Type 1
4  Type 2
 Type 3
 Type 4
 Day 5 Perform a role play on emergency and preparedness plan during wet and dry season

A. CONTENT STANDARDS The learners demonstrate understanding of earth’s rotation and revolution

B. PERFORMANCE STANDARDS The learners be able to design an emergency and preparedness plan and kit.

C. LEARNING COMPETENCIES Demonstrate rotation and revolution of the earth using a globe to explain day and night and the
sequence of seasons. S6ESIVe-f-5
W Day 1 Describe the earth’s movement around the sun
E
E Day 2 Show through a model that earth rotates in counter clockwise
K
Day 3 Create a model that shows that earth rotates in counter clockwise
5
Day 4 Describe the revolution of the earth

Day 5 Demonstrate the rotation and revolution of the earth using a globe to explain day and night

W Day 1 Infer what causes day and night

E
E Day 2 Demonstrate the rotation and revolution of the earth using a globe to explain the sequence of
K seasons
Day 3 Explain how the earth’s rotation affects the wind system
6
Day 4 Explain the effects of earths motion

Day 5 ASSESSMENT/ FORMATIVE TEST