St.

Ferdinand College
ELEMENTARY DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela
CURRICULUM MAP
SCIENCE VI
First to Fourth Quarter, SY 2022-2023

21st Century Activities /

Most Essential Learning Assessments PVMGO-CV
References and
Topics Content Standards Performance Standards Essential Questions Competencies and CG (Individual or Collaborative, Integration
Materials
Codes Digital Literacy, Critical Thinking,
Problem Solving)
FIRST QUARTER
Lesson 1 – Pure The learner The learners should be able to  What are pure substance? Classify pure substances  Classifying the following Science Links 6 Excellence and
Substance: Elements and demonstrates prepare beneficial and useful  What differentiates pure as to elements and substances if elements or Textbook, Teacher’s Service.
Compounds understanding of different mixtures such as drinks, food, substance and mixture? compounds based on their compounds. Resource Materials
types of mixtures and and herbal medicines.  How do elements and characteristics.  Give the following symbol of in Math, Curriculum
their characteristics. compounds differ? elements. Map, and MELC’s.
The learners should be able to  Identify the chemical formula of
separate desired materials compounds.
from common and local  Illustrate the following
products. compounds.
Lesson 2 – Classification The learner The learners should be able to  What are the properties of Differentiate metals,  Identifying the following elements Science Links 6 Excellence and
of Elements demonstrates prepare beneficial and useful metals, nonmetals and nonmetals and metalloids. to metals, nonmetals and Textbook, Teacher’s Service.
understanding of different mixtures such as drinks, food, metalloids? metalloids. Resource Materials
types of mixtures and and herbal medicines.  How exactly are elements  Locate the following metals, in Math, Curriculum
their characteristics. arranged on the periodic nonmetals and metalloids in the Map, and MELC’s.
The learners should be able to table of elements periodic table.
separate desired materials
from common and local
products.
Lesson 3 - Kinds of The learner The learners should be able to  What materials are acidic? Describe how elements  Performing experiments in Science Links 6 Excellence and
Compounds demonstrates prepare beneficial and useful  What materials are basic or form a compound and the Comparing Acids and Bases. Textbook, Teacher’s Service.
understanding of different mixtures such as drinks, food, alkaline? characteristics of  Identifying the elements either Resource Materials
types of mixtures and and herbal medicines.  How do acids and bases compounds. acids or bases. in Math, Curriculum
their characteristics. differ? Map, and MELC’s.
The learners should be able to
separate desired materials
from common and local
products.
Lesson 4 - Types of The learner The learners should be able to  What is heterogeneous and Describe the appearance  Giving 5 examples of Science Links 6 Excellence and
Mixtures demonstrates prepare beneficial and useful homogeneous mixture? and uses of homogeneous homogeneous and 5 examples of Textbook, Teacher’s Service.
understanding of different mixtures such as drinks, food, and heterogeneous Resource Materials
 types of mixtures and and herbal medicines.  How to form a mixture? mixtures. heterogeneous mixtures. in Math, Curriculum
their characteristics.  Classify mixtures as homogenous Map, and MELC’s.
(uniform) or heterogeneous (non-
uniform) mixtures.
 Performing an experiment on
Comparing Homogeneous and
Heterogeneous Mixture.
Lesson 5 - Kinds of The learner The learners should be able to  What are the different kinds Describe the appearance  Giving the difference of the three Science Links 6 Excellence and
Mixtures demonstrates prepare beneficial and useful of mixtures? and uses of colloids, kinds of mixture. Textbook, Teacher’s Service.
understanding of different mixtures such as drinks, food,  How does solution, colloid, solution and suspension.  Explaining what is Tyndall effect. Resource Materials
types of mixtures and and herbal medicines. and suspension differ?  Determine if the following in Math, Curriculum
their characteristics.  How are miscible and mixtures are solutions, colloids or Map, and MELC’s.
immiscible solutions suspensions.
formed?
Lesson 6 - Separating The learner The learners should be able to  What are the differences of Describe techniques in  Differentiating the three process Science Links 6 Excellence and
Mixtures-Hand Picking demonstrates separate desired materials hand picking, sifting and separating mixtures such of separating mixtures. Textbook, Teacher’s Service.
and Sifting or Sieving, understanding of different from common and local evaporation technique? as decantation,  Identifying what separation Resource Materials
Evaporation techniques to separate products.  How are components of evaporation, filtering, technique is needed to separate in Math, Curriculum
mixtures. mixtures separated? sieving and using magnet. the following mixtures. Map, and MELC’s.
 Doing an experiment on how to
separate mixtures using different
ways.
Lesson 7 - Separating The learner The learners should be able to  What are materials that can Describe techniques in  Investigate ways of separating Science Links 6 Excellence and
Mixtures-Sedimentation, demonstrates separate desired materials be separated through separating mixtures such mixtures into their individual Textbook, Teacher’s Service.
Decantation and Filtration understanding of different from common and local sedimentation, decantation as decantation, components. Resource Materials
techniques to separate products. and filtration? evaporation, filtering,  Identify what ways of separation in Math, Curriculum
mixtures.  Why is the separation of sieving and using magnet. techniques is used on the Map, and MELC’s.
mixtures essential? following mixtures.
Lesson 8 - Separating The learner The learners should be able to  Which mixtures can be Describe techniques in  List down mixtures that can be Science Links 6 Excellence and
Mixtures-Distillation and demonstrates separate desired materials separated by magnetic separating mixtures such separated by distillation and Textbook, Teacher’s Service.
Magnetic Separation understanding of different from common and local separation? as decantation, magnetic separation Resource Materials
techniques to separate products.  Which of the following evaporation, filtering,  Match the following ways of in Math, Curriculum
mixtures. mixtures cannot be sieving and using magnet. separating mixtures to its Map, and MELC’s.
separated by distillation? appropriate picture.
Lesson 9 - Separating The learner The learners should be able to  What type of mixture is Describe techniques in  Observe the following mixtures Science Links 6 Excellence and
Mixtures-Crystallization, demonstrates separate desired materials sublimation used to separating mixtures such and choose the best method of Textbook, Teacher’s Service.
Sublimation and understanding of different from common and local separate? as decantation, separating mixtures. Resource Materials
Chromatography techniques to separate products.  How do we separate evaporation, filtering,  Explain the method of in Math, Curriculum
mixtures. mixtures by crystallization sieving and using magnet. chromatography. Map, and MELC’s.
and Chromatography?
Lesson 10 - Benefits of The learner The learners should be able to  What are the benefits of Describe techniques in  Listing at least 3 benefits to Science Links 6 Excellence and
Separating Mixtures in the demonstrates separate desired materials separating mixtures in our separating mixtures such human or community of each Textbook, Teacher’s Service.
Community understanding of different from common and local daily lives? as decantation, process. Resource Materials
techniques to separate products.  How the methods of evaporation, filtering,  Draw activities observed in your in Math, Curriculum
mixtures. separating mixtures are sieving and using magnet. community where techniques in Map, and MELC’s.
used in everyday life? separating mixtures are observed.
 21st Century Activities /
Most Essential Learning Assessments PVMGO-CV
References and
Topics Content Standards Performance Standards Essential Questions Competencies and CG (Individual or Collaborative,
Materials
Integration
Codes Digital Literacy, Critical Thinking,
Problem Solving)
SECOND QUARTER
Lesson 1 – The learner The learners should be able to  Which body system that Explain how the organs of  Study the name of the bones Science Links 6 Excellence, Service
Musculoskeletal System demonstrates make a chart showing healthful protects the organs of the each organ system work inside the box. Classify them into Textbook, Teacher’s and Teamwork.
understanding of how the habits that promote proper body such as the heart, together. Axial or Appendicular. Resource Materials
major organs of the functioning of the lungs, and brain? S6LT-IIa-b-1  Explain briefly how the skeletal in Math, Curriculum
human body work musculoskeletal,  What are the classifications system works based on their Map, and MELC’s.
together to form organ integumentary, digestive, of bones? Explain how the different functions.
systems. circulatory, excretory,  How does the structure of organ systems work  Classifying the following types of
respiratory, and nervous the different parts of the together. muscles.
systems. musculoskeletal system S6LT-IIc-d-2
affect their functions?
Lesson 2 – Integumentary The learner The learners should be able to  What organ covers your Explain how the organs of  Describe the parts of the Science Links 6 Excellence, Service
System demonstrates make a chart showing healthful body? each organ system work integumentary system. Textbook, Teacher’s and Teamwork.
understanding of how the habits that promote proper  Why is the integumentary together.  Explain how the parts of Resource Materials
major organs of the functioning of the system important? S6LT-IIa-b-1 integumentary system work in Math, Curriculum
human body work musculoskeletal,  Why is the skin considered together. Map, and MELC’s.
together to form organ integumentary, digestive, as the first line of defense of Explain how the different  Complete the concept map of
systems. circulatory, excretory, our body against organ systems work Integumentary System.
respiratory, and nervous microorganisms? together.
systems.  How does it protect you? S6LT-IIc-d-2
Lesson 3 - Digestive The learner The learners should be able to  What will happen if one part Explain how the organs of  Encircle the parts of the digestive Science Links 6 Excellence, Service
System demonstrates make a chart showing healthful of the digestive system fails each organ system work system on the box. Textbook, Teacher’s and Teamwork.
understanding of how the habits that promote proper to function? together.  Identify the parts of the digestive Resource Materials
major organs of the functioning of the  Why do you need to chew S6LT-IIa-b-1 system. in Math, Curriculum
human body work musculoskeletal, the food well? Map, and MELC’s.
together to form organ integumentary, digestive, Explain how the different
systems. circulatory, excretory, organ systems work
respiratory, and nervous together.
systems. S6LT-IIc-d-2
Lesson 4 - The learner The learners should be able to  What are the main organ or Explain how the organs of  Arrange the organs in order to Science Links 6 Excellence, Service
Cardiorespiratory System demonstrates make a chart showing healthful cardiorespiratory system? each organ system work show how the air circulates in our Textbook, Teacher’s and Teamwork.
understanding of how the habits that promote proper  How does the respiratory together. body. Resource Materials
major organs of the functioning of the system help organisms S6LT-IIa-b-1  Explain how the organs of in Math, Curriculum
 human body work
together to form organ
systems.
Lesson 5 - Nervous The learner
System demonstrates
understanding of how the
major organs of the
human body work
together to form organ
systems.
Lesson 6 - Classifying The learner
Vertebrates and demonstrates
Invertebrates understanding of the
different characteristics of
vertebrates and
invertebrates.
Lesson 7 - Classification The learner
and Reproduction of demonstrates
Plants understanding of how
non-flowering plants
reproduce.
Lesson 8 - Interactions The learner
Among Living Things and demonstrates
Nonliving Things in understanding of the
Tropical Rainforests interactions for survival
among living and
nonliving things that take
place in tropical
rainforest, coral reefs,
and mangrove swamps.
musculoskeletal,
integumentary, digestive,
circulatory, excretory,
respiratory, and nervous
systems.
The learners should be able to
make a chart showing healthful
habits that promote proper
functioning of the
musculoskeletal,
integumentary, digestive,
circulatory, excretory,
respiratory, and nervous
systems.
The learners should be able to
make an inventory of
vertebrates and invertebrates
that are commonly seen in the
community.
The learners should be able to
practice ways of caring for and
protecting animals.
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.
The learners should be able to
make a flyer on how plants can
be propagated vegetatively.
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 for economically
important plants and animals.
meet their needs in life?
 How is the structure of the
respiratory system related
to its function?
 What is the functional unit
of the nervous system?
 What controls and
coordinates the activities of
the whole nervous system?
 How do sympathetic and
parasympathetic nerves
work?
 What physical
characteristics of vertebrate
and invertebrate animals do
they have?
 Why do we need to classify
vertebrates and
invertebrates?
 What is the importance of
vertebrae and
invertebrates?
 What are the different of
bryophytes and
tracheophytes?
 What do you think is the
reason why gymnosperms
have needle-like leaves?
 What is the difference
between sexual and
asexual reproduction?
 What are the general
characteristics of a tropical
rainforest?
 Why should we put the
highest value to our forest
ecosystem?
 How do living things react to
one another?
Explain how the different
organ systems work
together.
S6LT-IIc-d-2
Explain how the organs of
each organ system work
together.
S6LT-IIa-b-1
Explain how the different
organ systems work
together.
S6LT-IIc-d-2
Determine the
distinguishing
characteristics of
vertebrates and
invertebrates.
S6MT-IIe-f-3
Distinguish how spore-
bearing and cone-bearing
plants reproduce.
S6MT-IIg-h-4
Discuss the interactions
among living things and
nonliving things in tropical
rainforests.
S6MT-IIi-j-5
Explain the need to protect
and conserve tropical
rainforests, coral reefs and
mangrove swamps.
respiratory work together as a Map, and MELC’s.
System.
 Make an essay why
cardiorespiratory system is
important.
 Identify what major organs of the Science Links 6 Excellence, Service
brain are responsible in Textbook, Teacher’s and Teamwork.
controlling the following activities. Resource Materials
 Match the descriptions in Column in Math, Curriculum
A with the parts of the nervous Map, and MELC’s.
system in Column B.
 Label the parts of the brain.
 Classify vertebrates and Science Links 6 Excellence, Service
invertebrates based on their Textbook, Teacher’s and Teamwork.
characteristics. Resource Materials
 Group vertebrates and in Math, Curriculum
invertebrates according to their Map, and MELC’s.
characteristics (mammals,
reptiles, birds, fish and
amphibians).
 List down economic importance of
vertebrates and invertebrates.
 Classify plants based in Science Links 6 Excellence, Service
reproductive structures. Textbook, Teacher’s and Teamwork.
 Differentiate bryophytes from Resource Materials
tracheophytes. in Math, Curriculum
 Describe how non-flowering Map, and MELC’s.
plants (spore-bearing and cone-
bearing plants, ferns, and
mosses) reproduce.
 Describe the components and Science Links 6 Excellence, Service
physical conditions of tropical Textbook, Teacher’s and Teamwork.
forests. Resource Materials
 Give the importance of in Math, Curriculum
rainforests. Map, and MELC’s.
 Identify plants and animals found
in the ecosystem.
 S6MT-IIi-j-6
Lesson 9 - Interactions in The learner The learners should be able to  How do living things and Discuss the interactions  Give the importance of coral Science Links 6 Excellence, Service
Coral Reefs and demonstrates form discussion groups to nonliving things interact with among living things and reefs. Textbook, Teacher’s and Teamwork.
Mangroves Swamps understanding of the tackle issues involving each other in the coral nonliving things in tropical  Describe the interaction among Resource Materials
interactions for survival protection and conservation of reefs’ ecosystem? rainforests. organisms in the mangrove in Math, Curriculum
among living and ecosystems that serve as  How is food energy S6MT-IIi-j-5 swamp ecosystem. Map, and MELC’s.
nonliving things that take nurseries, breeding places, transferred from the  Describe the components and
place in tropical and habitats for economically producer to the different Explain the need to protect physical conditions of mangrove
rainforest, coral reefs, important plants and animals. consumers in the and conserve tropical swamps.
and mangrove swamps. ecosystem? rainforests, coral reefs and  List the importance of mangrove
 How do living and nonliving mangrove swamps. swamps.
things interact with each S6MT-IIi-j-6
other in the mangrove
swamp ecosystem?
Lesson 10 - Protection The learner The learners should be able to  Why should we conserve Discuss the interactions  Identify ways to conserve wildlife Science Links 6 Excellence, Service
and Conservation of demonstrates form discussion groups to the needs of different living among living things and ecosystem. Textbook, Teacher’s and Teamwork.
Ecosystems understanding of the tackle issues involving things? nonliving things in tropical  State five practices to promote Resource Materials
interactions for survival protection and conservation of  Why are recycling and rainforests. the conservation, protection, and in Math, Curriculum
among living and ecosystems that serve as reusing materials S6MT-IIi-j-5 rehabilitation of our ecosystems. Map, and MELC’s.
nonliving things that take nurseries, breeding places, important?
place in tropical and habitats for economically  How is environment Explain the need to protect
rainforest, coral reefs, important plants and animals. protection different from and conserve tropical
and mangrove swamps. environment rehabilitation? rainforests, coral reefs and
mangrove swamps.
S6MT-IIi-j-6
 21st Century Activities /
Most Essential Learning Assessments PVMGO-CV
References and
Topics Content Standards Performance Standards Essential Questions Competencies and CG (Individual or Collaborative,
Materials
Integration
Codes Digital Literacy, Critical Thinking,
Problem Solving)
THIRD QUARTER
Lesson 1 – Kinds of The learner The learners should be able to  How does gravitational Infer how friction and  Perform the Bottle Drop Science Links 6 Excellence
Forces demonstrates produce an advertisement force affect falling objects? gravity affect movements of Experiment. Textbook, Teacher’s
understanding of gravity demonstrating road safety.  What role do magnetic different objects.  Making Electromagnets. Resource Materials
and friction affect forces play in everyday life? S6FE-IIIa-c-1  Identify the weak and strong in Math, Curriculum
movement of objects.  How can we apply electric force. Map, and MELC’s.
force in our daily life?  Coin and Feather Experiment.
 Why nuclear force is the  Identify the type of force that acts
strongest force in the on the different activities.
universe?
 What causes frictional
force?
 How do different kinds of
forces affect motion?
Lesson 2 – Gravitational The learner The learners should be able to  How does gravitational Infer how friction and  Determine if gravity is acting on Science Links 6 Excellence
Force demonstrates produce an advertisement force affect falling objects? gravity affect movements of the object from the pictures. Textbook, Teacher’s
understanding of gravity demonstrating road safety.  How air and mass affect different objects.  Perform the “The Fall” Resource Materials
and friction affect falling objects? S6FE-IIIa-c-1 Experiment. in Math, Curriculum
movement of objects.  How does gravity affect the  Examine the following pictures. Map, and MELC’s.
motion of an object? Write Against if the picture
 How is mass different from illustrates moving against gravity
weight? and Towards, otherwise.
 What will happen if there is  Solve the weight in different
no gravity on earth? heavenly bodies gravity.
 Draw a simple illustration of what
will happen around us if there is
no gravity.
Lesson 3 – Frictional The learner The learners should be able to  What would life be without Infer how friction and  Perform the activity “Roll and Science Links 6 Excellence
Force demonstrates produce an advertisement friction? gravity affect movements of Stop” and answer the guided Textbook, Teacher’s
understanding of gravity demonstrating road safety.  How does friction affect us? different objects. questions. Resource Materials
 and friction affect  How does friction affect the
movement of objects. movement of objects with
big or small surface areas?
 What is a real life example
of fluid and static friction?
 What are the effects of
friction?
 What are the ways to
reduce friction?
Lesson 4 – Types and The learner The learners should be able to  What is the importance of
Forms of Energy demonstrates create a marketing strategy for energy?
understanding of the a new product on electrical or  Why is it Bataan Nuclear
different forms and uses light efficiency. Power Plant was closed
of energy. down?
 What is the main source of
radiant or light energy?
 What would life without
electricity and heat?
 What is the source of
mechanical energy?
Lesson 5 – The learner The learners should be  What is energy
Transformation of Energy demonstrates able to manipulate objects to transformation?
understanding of the describe energy  How is energy transformed
different forms and uses transformation. from one form to another?
of energy.  What are the forms of
energy presented in the
following pictures?
 What would be the
consequences of using
those other (alternative)
sources of energy?
 How do you conserve
energy?
Lesson 6 – Energy The learner The learners should be able to  What are simple machine?
Transformation in Simple demonstrates create a marketing strategy for  Which simple machine is
Machine understanding of how a new product on electrical or more efficient? How
S6FE-IIIa-c-1
Demonstrate how sound,
heat, light and electricity
can be transformed.
S6FE-IIId-f-2
Demonstrate how sound,
heat, light and electricity
can be transformed.
S6FE-IIId-f-2
Manipulate simple
machines to describe their
characteristics and uses
 Perform the activity “Rolling and in Math, Curriculum
Sliding” and answer the guided Map, and MELC’s.
questions.
 Enumerate examples of fluid and
static friction.
 Identify which effects is desirable
or undesirable effects.
 Suggest another ways to
overcome or reduce friction.
 Explain why energy is important. Science Links 6 Excellence
 Cite examples of chemical and Textbook, Teacher’s
elastic energy in our daily life. Resource Materials
 Differentiate nuclear and in Math, Curriculum
gravitational energy. Map, and MELC’s.
 Differentiate kinetic energy from
potential energy.
 Perform or demonstrate the use
of radiant and sound energy in
the class.
 Give the uses of thermal/heat and
electrical energy.
 Identify the forms of energy
needed in the following activities.
 Illustrate how energy is Science Links 6 Excellence
transformed in the following Textbook, Teacher’s
materials. Resource Materials
 Perform the activity “Investigating in Math, Curriculum
Transformation of Energy” and Map, and MELC’s.
answer the guided questions.
 Arrange the pictures in the correct
order to show energy
transformation. Write numbers 1
to 3.
 Draw your vision of an alternative
energy source of electrical
energy.
 Put a check on the items below
which show (/) the different ways
to conserve energy and (x) to
those that do not.
 Describing simple machine. Science Links 6 Excellence
 Identify the different classes of Textbook, Teacher’s
lever. Resource Materials
 energy is transformed in light efficiency. simple machines make life
simple machines. easier?
 Do simple machines save
energy?
 How do we use simple
machines in our daily life
and how can you identify
them?
Lesson 7 – Mechanical The learner The learners should be able to  What is the mechanical
Advantage and Safe Use demonstrates create a marketing strategy for advantage of machines?
of Simple Machines understanding of how a new product on electrical or  Why is it important to
energy is transformed in light efficiency. handle simple machines in
simple machines. a safe manner?
 How does mechanical
advantage help in doing
work?
 How do you find the
mechanical advantage of a
lever?
 How simple machine helps
us to do work?
S6FE-IIIg-i-3  Classify the following simple in Math, Curriculum
machines listed inside the box Map, and MELC’s.
according to its type.
 Identify the type of simple
machine shown on each
illustration.
 Cite at least five (5) activities at
home using simple machines.
Identify the simple machine/s
used.
Demonstrate the practical  Match the tools needed to do the Science Links 6 Excellence
and safe uses of simple task in Column A with the objects Textbook, Teacher’s
machines. in Column B. Resource Materials
S6FE-IIIc-j-4  Choose the correct characteristic in Math, Curriculum
and use of each simple machine. Map, and MELC’s.
 Classify the following simple
machines listed inside the box
according to its type.
 Perform calculations involving the
mechanical advantage of simple
machines.
 Cite at least five (5) activities at
home using simple machines.
Identify the simple machine/s
used.
 21st Century Activities /
Most Essential Learning Assessments PVMGO-CV
References and
Topics Content Standards Performance Standards Essential Questions Competencies and CG (Individual or Collaborative,
Materials
Integration
Codes Digital Literacy, Critical
Thinking, Problem Solving)
FOURTH QUARTER
Lesson 1 – Earthquakes: The learners should The learners should be  What is an earthquake? Describe the changes on  Differentiate tectonic and volcanic Science Links 6 Excellence
Their Causes And demonstrate practice precautionary  How do earthquakes occur? the Earth’s surface as a eruption. Textbook, Teacher’s
Hazardous Effect understanding of the measures before, during and  Why is the Philippines result of earthquakes.  Share experience about Resource Materials
effects of earthquakes. after an earthquake. considered as an S6ES-IVa-1 earthquakes in the class. in Math, Curriculum
earthquake-prone area?  Write a reflection paper on how to Map, and MELC’s.
 How are earthquakes Enumerate what to do help the victims of earthquake.
measured? before, during and after  Group discussion on the effects of
 What are the effects of earthquake. earthquake using graphic
earthquake? S6ES-IVb-2 organizer.
 How do we protect  Write an essay about an
ourselves during an experience on what to do during
earthquake? and after an earthquake.
Lesson 2 – Volcanoes and The learners should The learners should be  What is a volcano? Describe the changes on  Identify the kinds of volcanoes Science Links 6 Excellence
the Different Volcanic demonstrate practice precautionary  What are the requirements the Earth’s surface as a according to shape and Textbook, Teacher’s
Activities understanding of the measures before, during and for a landform to be result of volcanic eruptions. composition of the cone and Resource Materials
effects of volcanic after volcanic eruptions. classified as a volcano? S6ES-IVa-1 according to activity. in Math, Curriculum
eruptions.  How does the shape of the  Distinguish the different types of Map, and MELC’s.
volcano affect its eruption? Enumerate what to do Volcanic eruptions.
 Why are precautionary before, during and after  Perform an experiment in
measures observed on volcanic eruptions. Simulating Volcanic Eruptions.
volcanic eruptions? S6ES-IVb-2  Shade the box before the things
that you must do to keep you safe
during a volcanic eruption.
Lesson 3 – Seasons in the The learners The learners should be  What are the seasons of the Describe the different  Describe dry and wet seasons in Science Links 6 Excellence
Philippines demonstrate able to design an emergency Philippines? seasons in the Philippines. the Philippines. Textbook, Teacher’s
understanding of and preparedness plan and kit.  How do seasons affects S6ES-IVc-3  Identify the following activities Resource Materials

Lesson 4 – Weather
Patterns in the Philippines
Lesson 5 – Motions of the
Earth
Lesson 6 – THE SOLAR
SYSTEM : The Inner
seasons in the activities of people and
Philippines. animals?
 Why do we have only wet
and dry seasons in the
Philippines?
 Why is the study of seasons
important to our life?
The learners The learners should be  What is the different
demonstrate able to design an emergency between weather and
understanding of weather and preparedness plan and kit. climate?
patterns in the  How does weather affect us
Philippines. our daily activities?
 What was the weather
when the barometer was
low? High?
 What does pressure change
tell about the weather?
 How are clouds formed?
 What are the factors that
contribute to the changes of
weather?
The learners The learners should be able to  What is the difference
demonstrate illustrate the effects of Earth’s between the rotation and
understanding of the rotation and revolution using the revolution of the earth?
earth’s rotation and the models.  What causes of day and
evolution. night?
 What are the different
effects of Earth’s rotation?
 What are the evidences that
the Earth is indeed
travelling around the sun?
 What are the differences
between Earth’s rotation
from revolution?
 How many days does
rotation and revolution
occur?
The learners The learners should be able to  What the inner planets?
demonstrate compare the different planets  What are the compositions
Discuss appropriate
activities for specific
seasons of the Philippines.
S6ES-IVd-4
Describe the different
weather patterns in the
Philippines.
S6ES-IVc-3
Discuss appropriate
activities for specific
weather of the
Philippines.
S6ES-IVd-4
Demonstrate rotation and
revolution of the Earth
using a globe to explain
day and night and the
sequence of seasons.
S6ES-IVe-f-5
Compare the planets of the
solar system.
done during dry and wet seasons. in Math, Curriculum
 Explain the factors affecting the Map, and MELC’s.
seasons of the Philippines.
 Study the rainfall graph and
answer the guided questions.
 Draw the two weather condition in Science Links 6 Excellence
the Philippines. Textbook, Teacher’s
 List down the activities for specific Resource Materials
weather of the Philippines. in Math, Curriculum
 Observing how air pressure Map, and MELC’s.
change by performing an
experiment using an improvised
barometer.
 Observing how rain is formed by
performing an experiment.
 Identify the factors affecting
weather patterns in the
Philippines.
 Differentiate rotations to Science Links 6 Excellence
revolution. Textbook, Teacher’s
 Draw/illustrate the Earth’s Resource Materials
movement on its axis. Then, write in Math, Curriculum
three (3) effects of Earth’s rotation Map, and MELC’s.
below.
 Write ( ✔ ) if the picture shows
the effect of Earth’s movement on
its axis and ( x ) if it’s not.
 Demonstrate how the Earth
revolves around the sun by
performing an experiment.
 Create a concept map that shows
the difference of rotation and
revolution.
 Determine if the phrase is
describing the rotation or
revolution of the Earth. Color the
bubble yellow if it describes
revolution and green if it is
rotation.
 Identify the planets and write their Science Links 6 Excellence
names in the box then answer the Textbook, Teacher’s
Planets understanding of in the solar system using the of the planets?
characteristics of planets models.  What are the four
in the solar system. characteristics of the inner
planets?
 Why is Venus called the
hottest planet?
 Which planet do you think
can support life? Why?
Lesson 7 – THE SOLAR The learners The learners should be able to  What are the outer planets?
SYSTEM : The Outer demonstrate compare the different planets  What are the characteristics
Planets understanding of in the solar system using the of Jovian or outer planets?
characteristics of planets models.  Where did each planet get
in the solar system. its name?
 Why does Jupiter have
ring?
 What is the biggest factor
that caused the difference
between the inner and outer
planets?
Submitted by: Checked by:
ANGELIE MAE R. BATALLONES, LPT ANGELIE MAE R. BATALLONES, LPT
Subject Teacher Subject Area Coordinator
S6ES-IVg-h-6 questions that follow. Resource Materials
 Compare and contrast the in Math, Curriculum
characteristics of the inner Map, and MELC’s.
planets.
 Fill out the important information
about the inner planets.
Rotation:
Revolution:
Planet’s Surface:
 Identify what planets is being
describe in the sentence.
 Make a poster that shows your
appreciation of the planet Earth to
support life and how to take care
of it.
Compare the planets of the  Identify what planets is being Science Links 6 Excellence
solar system. describe in the sentence. Textbook, Teacher’s
S6ES-IVg-h-6  Cut out the pictures and sort them Resource Materials
in the appropriate column. in Math, Curriculum
 Write the important facts about Map, and MELC’s.
each of the outer planets.
 Fill out the important information
about the outer planets.
Rotation:
Revolution:
Planet’s Surface:
 Use the Venn diagram to
compare the inner and outer
planets.
Approved by:
JOSEPHINE MARIE L. DELA CRUZ, MA Ed.
OIC - Principal