SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________

Activity 1 – COMPLETE ME

Directions: Solve the crossword puzzle by filling it out with the word described in each
item.

L
WORD BANK
Skeletal System
Axial
D Appendicular
Skull
Ribs
L
Joints
Tendon
Ligaments
Calcium
Bone Marrow
M

Across
1. protects the brain
3. provides support and protection for the brain, the spinal cord, and many of the internal
organs
4. it permits movement of our body
5. attaches one bone to another
9. connects muscles to bones
10. protects the heart and lungs
Down
2. makes the bones strong
6. framework of the body
7. part of the bones that makes blood cells
8. where two bones meet

1
 SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________

Activity 2 – MATCH ME

Directions: Match each item with its correct description. Write the letter of the correct
answer on the space before each item.

_____1. Muscles a. muscle not under one’s control

_____2. Smooth muscles
_____3. Cardiac muscles
_____4. Skeletal muscles
_____5. Involuntary muscle
_____6. Triceps
_____7. Biceps
_____8. Voluntary muscle
_____9. Tongue
_____10. Thigh muscles
b. maintains body posture
c. consists of fibrous tissues that promote
movement
d. muscle that allows the heart to
contract rhythmically
e. muscles of the hollow internal
organs except the heart
f. muscles on the front of the upper arm
g. muscles on the back of the arm
h. strongest muscle in the body
i. largest muscle in the body
j. muscle under one’s control
k. strongest and thickest tendon

2
 SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________

Activity 3 – SEARCH ME

Directions: Below is a word puzzle composed of different words describe in each item.
Search for these words to complete the sentences. Write your answer on the space
provided. The answers may be found horizontally, vertically or diagonally.

1. The system that acts as a barrier from the outside environment is called
__________.
2. The __________ absorbs light energy which protects inner cells from damaging
effect of ultraviolet rays from the sun.
3. The outer layer of the skin is the __________. It protects our body from harmful
things like bacteria and harmful rays of the sun.
4. The __________ is the second layer of the skin. It contains fibers that give skin its
strength and elasticity.
5. The structure in the nerve cell that receive information from the outside
environment is called __________.
6. Skin responds to exposure to ultraviolet rays from the sun by producing
__________.
7. In order to regulate body temperature, the person produces ____________.

3
 8. The dermis consists of __________ tissues that prevent the skin from tearing and
enables the skin to return to its normal state after being stretched.
9. The __________ is the main organ of the integumentary system.
10. The epidermis is consist of __________ tissues that covers the body surface.
SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________

FILL ME

Directions: Supply The missing words to complete the following sentences.

1. Digestion starts in t the

2. The food is carried to the stomach through the p u

m
3. The J -shaped organ at the end of the esophagus.

4. Food nutrients move through the and

a t
through
the wall of the blood vessels into the blood.

5. Digestion is completed when the undigested materials enter the

6. t is the process by which food is broken down into

simple absorbable form.

7. The makes saliva that make

l
your food g
wet and easy to swallow.

8. Bile is stored in the a

b , it breaks down fats
into fatty acids.

c
9. The secretes pancreatic juice that digest
carbohydrates, fats, and proteins.

4
 v
10. is the largest gland in the body that secrets bile.

SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________

Activity 4B. Directions: Using the illustration of the digestive system trace the path of
food
in theillustration and
by filling in the boxes with the correct sequence of the digestive
organs.

1. 2.
FOOD

3.

4. 5.
ANUS

5
 SCIENCE 6
Name: _______________________________________ Grade:
___________________ Date: ________________________________________ Score:
___________________

Activity 5 – NAME ME

Activity 5ADirections: Label the parts of the respiratory system.

Activity 5B Directions: Arrange the following statements according to the process of

respiration in the body. Number each of the steps according to the sequence it occurs.
Write your answer inside the box.

6
 The blood then takes the oxygen to the rest of the body cells while carbon
dioxide leaves the body when you exhale.

In the lungs, air enters through bronchial tube to bronchioles and to the alveoli.

When air goes into the air sac, oxygen goes to the wall of the air sacs then through the
walls of the blood vessels and to the blood.

As you inhale, air enters the nose or mouth. It is then filtered, warmed and humidified in
the different parts of the upper respiratory tract.

The air passes through the pharynx, larynx, then into the trachea and into the lungs.

SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________

SEQUENCE ME

Directions: Starting from and ending with the right atrium, trace the flow of blood through
the pulmonary circulation. Write A to J on the space provided.

____right ventricle ____aorta

____left ventricle ____right atrium
____pulmonary veins ____left atrium
____vena cava ____lungs
____body cells ____pulmonary artery

Activity 6B. Directions: Arrange the jumbled letters to form the correct word that tells the
function of the blood.
7
 ( dbolo ) 1. __________ transports oxygen and nutrients to the
different parts of the body.
( teltpaels ) 2. __________ help stop bleeding.
( erd bodol slecl ) 3. __________ pick
up oxygen in the lungs and transport it to
all the body cells.
( hitwe bodol slecl ) 4. __________ fight
invading bacteria, viruses, fungi and
parasites that causes infection.
( maplas ) 5. __________ is the liquid part of the blood.

SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________

Direction: Select the answer from the words inside the box.

Veins Arteries Capillaries

Valves Aorta

1. The blood vessel that carry oxygen-rich blood away from the heart is called
__________.
2. The blood vessel that carry oxygen-poor blood back to the heart is called
__________.
3. The blood vessel that serve as connection between arteries and veins is called
__________
4. The largest artery is the __________.
5. The __________ keep the blood moving in one direction.

8
 SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________

Activity 7 – LABEL ME

9
Activity 7A. Directions: Label the parts of the Neurons.

Activity 7B. Direction: Label the parts of the Nervous System.

Activity 7C. Direction: Label the parts of the brain.

10
 SCIENCE 6
Name: _______________________________________ Grade:
___________________ Date: ________________________________________ Score:
___________________

TRACE ME
Direction: Arrange the following by putting the word inside the box in order to show how
sense organs coordinate with the nervous system in giving body responses.

Sensory Neurons Information Receptor cell of a sense organ

Motor Neuron
Impulse or Signal
Brain
Message Body Parts
Response

11
Reflection:
In this activity, I learned that___________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

I enjoyed most on____________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

I want to learn more on _______________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

12
References:

1. Curriculum Guide in Science 6

2. Most Essential Learning Competency in Science 6
3. Balatbat, Fides P. The New Science Links 4 Worktext in Science and
Technology. Manila. Rex Book Store, Inc. 2013
4. Padpad, Evelyn C. The New Science Links 6 Worktext in Science and
Technology. Manila. Rex Book Store, Inc. 2015
5. https://www.khanacademy.org/science/high-school-biology/hs-human-
bodysystems
6. https://www.sciencelearn.org.nz/resources/1885-body-systems
7. https://socratic.org/questions/what-are-the-different-body-systems-in-
humanbody-and-what-are-their-functions
8. https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Boo
k%3A_General_Biology_(Boundless)/38%3A_The_Musculoskeletal_System/
38.4%3A_Muscle_Contraction_and_Locomotion/38.4A%3A_Structure_and_F
unction_of_the_Muscular_System#:~:text=The%20muscular%20system%20is
%20made,food%20through%20the%20digestive%20system.
9. https://my.clevelandclinic.org/health/articles/21205-
respiratorysystem#:~:text=Your%20respiratory%20system%20is
%20the,carbon%20dioxi de%2C%20from%20your%20blood.

Answer Key:

Activity 1 – SOLVE ME

13
Activity 2 – MATCH ME

1. c
2. e
3. d
4. b
5. a
6. g
7. f
8. j
9. h
10. i

14
Activity 3 WORD SEARCH

1. Integumentary
2. Melanin
3. Epidermis
4. Dermis
5. Receptor
6. Vitamin D
7. Sweats
8. Connective
9. Skin
10. Epithelial

Activity 4 – FILL ME

Activity 4A

15
Activity 4B

FOOD 1. Mouth 2 . Esophagus

3. Stomach

4. Small 5. Large
Intestine Intestine FECES

Activity 5 – NAME ME

Activity 5A

NOSTRILS PHARYNX

TRACHEA

BRONCHI

ALVEOLI

Activity 5B

5 The blood then takes the oxygen to the rest of the body cells while carbon dioxide
leaves the body when you exhale.

In the lungs, air enters through bronchial tube to bronchioles and to the alveoli.
3

4 When air goes into the air sac, oxygen goes to the wall of the air sacs then through
the walls of the blood vessels and to the blood.

. 16
 1 As you inhale, air enters the nose or mouth. It is then filtered, warmed and
humidified in the different parts of the upper respiratory tract.

2 The air passes through the pharynx, larynx, then into the trachea and into the lungs.

Activity 6 SEQUENCE ME

Activity 6A

B right ventricle H aorta

G left ventricle A right atrium
E pulmonary veins F left atrium
J vena cava D lungs
I body cells C pulmonary artery

Activity 6B

1. blood
2. platelets
3. white blood cells
4. red blood cells
5. plasma

Activity 6C

1. artery
2. vein
3. capillaries
4. aorta
5. valve

Activity 7 – LABEL ME

17
Activity 7A

DENDRITES

CELL BODY
AXON

Activity 7B

BRAIN

SPINAL CORD

NERVES

. 18
Activity 7C

CEREBRUM

CEREBELLUM

BRAIN STEM

Activity 8 TRACE ME

Information Receptor cell

of a sense

Sensory Impulse or
Neuron signal

Brain Motor
Message
Neuron

Response Body Parts

19
 SCIENCE 6
Name: _______________________________________ Grade: _____________________
Date: ________________________________________ Score: _____________________

Activity 1. Hunt Me!

Directions: Hunt the major organ systems found in the word puzzle.

E D R G E R T I V E I T E Y W M R R
R D I E E J K F D J N E R V O U S Q
Y J Y G S H L D S Y Q O F F G S A S
E X S R E P O R Y U T Q E E H C J P
Y O K P P S I U Q A A W G N M U H I
G I S F I I T R R K L G K L O L K Q
F L W R U R O I A N M B C B T A U A
D I G E S T I V E T B V H Y U R K T
S N A U U S D T G E O G Y I O P E Z
F M F H E B E T Y Q Q R Y D F G H R
C I R C U L A T O R Y L Y W E Q W Y

. 20
 SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________

RIGHT SYSTEMS
Directions: Complete the table below by filling up the organ systems that interact
together to function.
INTERACTION ORGAN SYSTEM/s
1. Production of blood cells in bone marrow.
2. Lungs supply oxygen in the blood to cells of
the body.
3. Kidneys remove waste from blood and pass
it to the cells of the body.
4. Nutrients absorbs in the intestines through
the blood vessels to the cells.

5. Chewing and swallowing food down to the

esophagus to the stomach.

6. Blood vessels carry nutrients and oxygen to

the muscle cells that need them.
Blood vessels take away carbon dioxide
and waste from muscle cells.
7. The brain checks up on the amount of carbon
dioxide in the blood and adjusts the rate of
breathing. The brain communicates with
lungs using nerves from the brain to lungs.

8. Nerves send messages to muscles to tell

them how and where to move. Nerves
check up on the body’s need for oxygen in
the muscles and adjust breathing rate and
heart rate as needed.
9. The brain tells the stomach, intestines, and
liver when to be active and when to rest.
Messages to and from the brain decide
when it’s time to process food.
10. What two systems provide a framework
and support movement.

21
 SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________
Fill in the blank
Directions: Draw the correct organ on the blank provided to complete the
function.
1. The circulatory system carries the waste material throughout the body to
the
________________system which takes care of excreting the waste from the
body.
2. Carbon dioxide from cells is delivered by the circulatory system back to the
___________________system so it can exit to the body.
3. The nervous and the _________________ system interact to deliver
coordinate movement.
4. The respiratory system provides oxygen to the __________system to be
delivered to the different cells of the body.
5. The _______________system relies on the circulatory system to deliver the
nutrients to the entire body.

Activity 4: Fun System Run!

Directions: Write which organ system will be used in the following situations. Write your
answer on the space provided.
muscularskeletal urinary digestive respiratory
circulatory nervous
_______________1. You have to go to the bathroom because you drank too much water
before the run.
_______________2. You are about to go for a 5 km run, eat more carbohydrates like rice
to give you more energy.
_______________3. From a 5 km run, your breath gets faster and faster.
_______________4. Oh! You accidentally hit the hollow blocks and hurt your toe.
_______________5. Your heart is pumping so fast when you stop from a 15 minutes
jogging.

. 22
 SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________

Activity 5. “Oh My Gland”

Direction: Read the selection and answer the following question. Write your
answer on the space provided.
Glands are organs of the endocrine system. Hormones are chemical signals that
influence cell’s activities produced by glands, travels through the circulatory system that
affects cells with matching receptors. The eye contributes to vision. Photoreceptors sense
of light. Two photoreceptors work together: rod cells and cone cells. The ear contributes to
hearing. Mechanoreceptors called hair cells, bend in response to vibrations. Taste and
smell use chemoreceptors, Taste uses tongue, and smell uses nose. Chemoreceptors detect
chemicals dissolved in fluid. The skin senses touch. Mechanoreceptors detect pressure.
Pain receptors detect damaged tissue. Thermoreceptors detect temperature.
These receptors which are connected to the sense organs are the one who sends
message to the brain where it is process and interprets and send back to the motor senses
for the response.

Questions:
____1. The different glands in the body are found in what system of the body?
a. Integumentary system b. Endocrine system
c. Urinary system d. Digestive system

____2. This is a chemical signal that influence cell’s activities produced by glands.
a. Hormones b. Cells c. Senses d. Tissues ____3.
These are cells in the retina that respond to light.
a. Photoreceptors b. Chemoreceptors c. Mechanoreceptors d. Thermoreceptors
____4. This receptor uses tongue for tasting and nose smelling.
a. Photoreceptors b. Chemoreceptors c. Mechanoreceptors d. Thermoreceptors
____5. Stimuli that detects pressure, touch, vibration, and sound from the internal and
external environment.
a. Photoreceptors b. Chemoreceptors c. Mechanoreceptors d. Thermoreceptors

23
 SCIENCE 6
Name: _______________________________________ Grade:
___________________ Date: ________________________________________ Score:
___________________

Activity 6. “Modify Me”

Direction: Write TRUE if the statement is correct and if it is FALSE, underline the word
that makes it wrong and write the correct word on the blank provided.
________________________ 1. The heart plays a role in digestion, as well as hormone
production. Hormones produced by the pancreas include
insulin and glucagon, which regulate levels of blood sugar.
________________________ 2. The endocrine system can change the activity of many of
the organ systems in the body.
________________________ 3. Endocrine and nervous systems work together to send
messages to organs and other parts of the body.
________________________ 4. The respiratory and circulatory system work together to
provide your cells with oxygen, and to get rid of
gaseous waste products like carbon dioxide?
________________________ 5. Our respiratory system relies on our urinary system to
remove waste produced by bone cells; in return, the
bones of our skeleton create structure that protects the
bladder and other urinary system organs.

. 24
References:
Curriculum Guide Science 6
Most Essential Learning Competency
Science and Health 6 My
World of Science 6
www.science-
teachers.com
Cyber Science.rev 6 https://reverehealth.com/live-better/how-body-systems-
connected/ https://bio.libretexts.org/Bookshelves/Human_Biology/Book
%3A_Human_Biology
_(Wakim_and_Grewal)/10%3A_Introduction_to_the_Human_Body/10.6%3A_Inte
raction_of_Organ_Systems
http://www.lamission.edu/lifesciences/lecturenote/aliphysio1/digestion.pdf
ANSWER KEY:
Activity 1:
EDRGERTIVEITEYWMRRRDIEEJKFDJNERVOUSQ YJ
YGSHLDSYQOFFGSAS EX S RE P O R Y U T
Q E E H C J PYO K P P S I
UQAA WGN MU H I GISFIITRRKLGKLOLKQF
LWRUROIANMBCBTAUA DI G E S TI V E
TB V HY U R K T S N A UUS D T G
EO G YI O P E Z
F MF HE BE TYQQ R YD F G H R
CI R CULATORY L YWE Q WY

Activity 2:
1. Circulatory
2. Respiratory and Circulatory
3. Excretory and circulatory
4. Digestive and circulatory
5. Muscular and digestive
6. Circulatory- respiratory
7. Nervous – respiratory
8. Nervous – muscular
9. Nervous - digestive
10. Skeletal – muscular

25
Activity 3.
1. Excretory
2. Digestive
3. Muscular
4. Circulatory
5. Digestive
Activity 4
1. Urinary
2. Muscular
3. Respiratory
4. Nervous
5. Circulatory
Activity 5:
1. b
2. a
3. a
4. b
5. c Activity 6
1. False-pancreas
2. True 3. True
4. True
5. False-skeletal

Reflection:
Answers may Vary

Prepared by:

RONA P. FLESTADO
Writer

. 26
 SCIENCE 6
Name: _________________________________________ Grade: _________________

Section: _______________________________________ Date: __________________

Activity 1. Describing the Characteristics of Vertebrates

A. Directions: Match the column A with column B. Write the letter of the answer on the
space provided before each number.

A B
1. They have hair/fur and produce milk. a. Mammals
They are warm-blooded.

2. They can swim, live in water and they are b. Reptiles

covered with scales.
3. They have dry skin, covered either with c. Birds
scales or horny plates.
4. They have smooth, moist and scale less d. Fishes
skins.
5. They have with wings and feathers. e. Amphibians

B. Complete the chart about the characteristics of each kind of vertebrates

Animals Body Breathing Movement Food Getting Mode of Body

Covering Reproduction Temperature
1.carabao

2.frog
3.snake

4.pigeon
5.milk fish

27
 SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________
Activity 2. Describe the Characteristics of Mammals and Birds

A. Directions: Encircle the animal that does not belong to the group.

1.

2.

3.

4.

5.

B. Directions: Identify the animals described and classify what group of animals
they belong. Choose your answers from the box below.

Cats Dove Bats Carabaos Dolphins

Description Name Classification

1. They are covered with feathers and they lay eggs.

2. They are the only flying mammal.

. 28
 3. They are warm blooded sea animal that produces milk to
feed their young.
4. They feed their young with their milk. They are the rats
dangerous enemy.
5. They are four-legged animals, have hoofs and horns.

SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________

Activity 3. Describe the Characteristics of Reptiles, Amphibians, and

Fishes
A. Directions: Find and color the names of animals you can form in the “Animal Hunt.”
Reptile-yellow
Amphibian – green
Fishes -orange
ANIMAL HUNT

S A L A M A N D E R O S

O M I L K F I S H E S A

C E Z R I S N A K E O L

T O A D T E E L S T S A

H D R F U Z O M M A A I

A U D C R O C O D I L E

R A C H T O R N J A A N

L R A T L D G N E D M O

O D L A E Y U L I U A C

B. Directions: Write the name of the animals that you found in the “Animal Hunt” and
classify them as Reptiles, Amphibians, or Fishes.

Animal Classification
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.

29
 7. 7.
8. 8.
9. 9.
10. 10.
SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________
Activity 4. Classify Vertebrates into Mammals, Birds, Amphibians,
Reptiles, and Fishes

A. Directions: Classify the vertebrates base on their characteristics. Write the animals
under their corresponding classifications.

Duck Chicken Pig Goat Frog

Salamander Snake Crocodile
Mudfish Tilapia

Mammals Reptiles Amphibians Fishes Birds

B. Guessing Game!
Directions: Identify the classification of vertebrates being describe.
1. I live in water and I have gills for breathing. My body is covered with scales and
have fins that help me move. What am I? ________________
2. I am a warm-blooded animal covered with hair. I feed my young with my milk.
What am I? ______________
3. I am the only animal with feather, I lay eggs with shells. What am I?
______________
4. I am known to be cold-blooded animal and have a dry scaly skin. I use my feet
for locomotion. What am I? _____________
5. I spend part of my life in water and part on land. I have smooth, moist and scale
less skin. I breathe through my gills when I am young and lungs when
I grow old. What am I? _____________

. 30
Reflection:
In this activity, I learned that__________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
I enjoyed most on__________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
I want to learn more on______________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

References:

1. Curriculum Guide in Science 6

2. Most Essential Learning Competency in Science 6
3. Padpad, Evelyn C. The New Science Links Worktext in Science and
Technology. Manila. Rex Book Store, Inc, 2015
4. https://i.pinimg.com/originals/43/a5/b8/43a5b8fb5cacde2a6646c
d2bd69f1eb2.jpg
5. https://www.teacherspayteachers.com/Product/AnimalCharacteristics-A-
Guide-to-Vertebrate-and-InvertebrateAnimals-3336914

ANSWER KEY:

Activity 1. Describing the Characteristics of Vertebrates

A.
1. a
2. d
3. b
4. e
5. c

C. (Expected answers)

31
 Animals Body Breathing Movement Food Getting Mode of Body
Covering Reproduction Temperature
1.carabao hair lungs feet mouth Born alive Warm
blooded
2.frog Moist skin lungs Hind legs Long sticky Lay egg Cold
tongue blooded
3.snake scales lungs body mouth Lay egg Cold
blooded
4.pigeon feathers lungs Feet/wing beak Lay egg Warm
s blooded
5.milk fish scales gills Fins/ mouth Lay egg Cold
blooded

Activity 2. Describe the Characteristics of Mammals and Birds

A.

1.

2.

3.

4.

5.

Questions:

1. Pigeon (answer may vary)

2. Duck, Bat, Ostrich, Dove (answers may vary)

. 32
B.
Description Name Classification
1. They are covered with feathers and they lay eggs. Dove Birds

2. They are the only flying mammal. Bat Mammals

3. They are warm blooded sea animal that produces milk to Dolphin Mammals
feed their young.
4. They feed their young with their milk. They are the rats Cat Mammals
dangerous enemy.
5. They are four-legged animals, have hoofs and horns. Carabao Mammals

Activity 3. Describe the Characteristics of Reptiles,

Amphibians, and Fishes
A.
ANIMAL HUNT

S A L A M A N D E R O S

O M I L K F I S H E S A

C E Z R I S N A K E O L

T O A D T E E L S T S A

H D R F U Z O M M A A I

A U D C R O C O D I L E

R A C H T O R N J A A N

L R A T L D G N E D M O

O D L A E Y U L I U A C

B. (Answers may vary)

Animal Classification
1. Milkfish 1. Fishes
2. Eel 2. Fishes
3. Salmon 3. Fishes
4. Crocodile 4. Reptiles
5. Snake 5. Reptiles
6. Lizard 6. Reptiles
7. Turtle 7. Reptiles

33
 8. Toad 8. Amphibians
9. Frog 9. Amphibians
10. Salamander 10. Amphibians

Activity 4. Classify Vertebrates into Mammals, Birds,

Amphibians, Reptiles, and Fishes

A.
Mammals Reptiles Amphibians Fishes Birds
Pig Crocodile Frog Mudfish Chicken
Goat Snake Salamander Tilapia Duck

B.
1. Fishes
2. Mammals
3. Birds
4. Reptiles
5. Amphibians

. 34
 SCIENCE 6
Name: ____________________________________________ Grade: ___________
Date: ____________________________________________ Score: ___________

Activity 1. Finding Partner!

A. Directions: Match the animals in column B to its corresponding animal
classification in column A. Write the letter of the correct answer on the space
provided before each number.
A B
______1. Pore-bearing animals a. tapeworms
______2. Nettled animals b. snails
______3. Flatworms c. sponges
______4. Segmented worms d. jellyfishes
______5. Soft-bodies/shelled animals e. 4earthworms

Activity 2.Fill Me In!

Directions: Classify the following animals. Write each animal under the column they
belong.
Ascaris jellyfish sponges earthworm clams
Sea urchin grasshopper leech starfish scorpion
Planaria snail hydra shrimp

Annelid Porifera Cnidarian Platyhelminthes Nematodes echinoderms Mollusk Arthropods

35
 SCIENCE 6

Name: _______________________________________ Grade:

___________________ Date: ________________________________________ Score:
___________________
Activity 3. Perfect Description!
Directions: complete the description by supplying the correct word from the
word bank.
echinoderms annelids poriferans mollusks cnidarians

______1. Marine animals full of pores or holes.

______2. Hollow-bodied animals and have stinging cells or tentacles.
______3. Soft-bodied and are enclosed in a shell.
______4. Have segmented bodies, but no limbs.
______5. Spiny-skinned sea animals.

. 36
Activity 4. Invertebrates in land and water
Directions: Study the different invertebrates in the box. Give the names of these
animals, write the distinguishing characteristics and classify based on its characteristics.

Invertebrates Characteristics Classification

37
Express Your Learnings

Think of your answer to each question about the activity. Then write it on the lines.

1. Did you find it difficult to classify the animals? Why?

________________________________________________________________
________________________________________________________________
________________________________________________________________

2. How did you classify the different invertebrates? What were your bases in
classifying them?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. What characteristics do invertebrates have in common?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Rubrics for scoring:

Traits/Score 100-90 89-80 79-70

Ideas All on topic with Mostly on topic Off topic with fuzzy
excellent details with good details details

Organization Easy to read, Well organized, No beginning or

smooth transitions good transitions and ending and difficult
and an awesome a clear conclusion. to read out loud
conclusion.

. 38
 Word choice Excellent use of Used some strong Boring word
energetic verbs, verbs, a sense of choices with
colourful words. trying out new misused words, not
words. very descriptive

Sentence fluency Sentence are and Sentences have sentences are

vary in length, very varying lengths and choppy difficult to
easy to read a loud. are somewhat easy read a loud
to read aloud

Conventions Correct Only a few errors Many errors with no

spelling, with an attempt at paragraphing.
punctuation and paragraphing.
capitalization with
paragraphs.

Reflection:

In this activity, I learned that

____________________________________________

______________________________________________________________
_______________________________________________________________________________

_______________________________________________________________________________

References:
Real - Life Science by: Jovita H. Pablo and Rosalinda M. Cupcupin,
Science Links by:EvelynCastantePadpad

39
ANSWER KEY
ACTIVITY 1
1. c
2. d 3. a
4. e
5. b

ACTIVITY 2
Annelid Porifera Cnidarian Nematodes echinoderms Mollusk Arthropods
Platyhel
minthes

leech sponges jellyfish planaria ascaris starfish clams scorpion

earthworm hydra Sea urchin snails shrimp

grasshopper

ACTIVITY 3
1. PORIFERANS
2. CNIDARIANS
3. MOLLUSKS
4. ANNELIDS
5. ECHINODERMS

Prepared by:

Evelyn T. Gorospe Writer

. 40
 SCIENCE 6
Name: ____________________________________________ Grade: ___________
Date: ____________________________________________ Score: ___________

LEARNING ACTIVITY SHEET Interactions among

Living Things and Nonliving Things in Tropical
Rainforests

Background Information for Learners

An ecosystem is composed of living things (biotic) and nonliving things (abiotic)

interacting with each other. The living part of an ecosystem is consists of different species
or organisms.
A tropical rainforest is very dense, warm, and wet, located in the band of
equatormostly in the area of Tropic of Cancer. It has different layers such as forest floor,
understory, canopy, and emergent, and each layer has plants and animals living on it.
Coral reefs are part of marine biome and sometime called “rainforest of the sea. They are
built by millions of tiny animals called coral polyps. A mangrove swamp ecosystem has
plants (mostly mangrove trees) and animals like crustaceans, fishes, and migratory birds.
Mangrove provide breeding and nesting grounds, and shelter. They also act as natural
barriers and flood defenses and sources of livelihood for people.

Learning Competency: Discuss the interactions among living things and nonliving
things in tropical rainforests, coral reefs, and mangrove swamps (S6MT-lli-j-5)

Activity 1. SUPPLY THE MISSING WORD!

Directions: Read each item carefully. Choose the correct answer in the box
below.

Plants fungi food chain consumer

Decomposers autotrophs food web
Bacteria mold herbivores
Soil mushrooms carnivores
Food Food nutrient cycle omnivores

1. Green plants can manufacture their own ____________.

41
 2. The transfer of food from the producer to a series of consumer is called
__________.
3. Mushroom is an example of ________________.
4. The flesh of a dead animal is decomposed by __________________.
5. Producers or _________ are organisms that produce food for other organisms.
6. The process by which nutrients are passed from living things to non-living things is
a continuous cycle called ___________________________.
7. Animals that only eat the flesh of other animals are called ______________.
8. Substances of dead plants and animals are put back into the _______ by
decomposers.
9. The flesh of a dead plant is acted upon by __________________.
10. An organism that grows on bread is ___________.
11. The system of overlapping food transfer is called _____________.
12. A decomposer that usually grows on dead logs are ________________.
13. Animals and ________________ cannot make their own food.
14. Organisms that act on dead plants and animals are called _____________.
15. Animals that eat mainly plants are called __________.

Activity 2. Sharpen Your Skills

Directions: Write TRUE if the statement is correct and FALSE if it is not. If
the statement is FALSE, underline the word(s) that make it wrong.
_______1. Tropical rainforests offer shelter and living conditions to animals.
_______ 2. Mangroves do not grow in the tropics and subtropics.
_______ 3. Animals that eat only plants are called herbivores.
_______ 4. Coral reef is one of the youngest ecosystems on earth.
_______ 5. Plants and animals can make their own food.
_______ 6. A coral reef is made up of millions of coral polyps stuck together.
_______ 7. Most of the animals in tropical rain forest live in the forest floor.
_______ 8. Mangrove can live in saltwater.
_______ 9. Animals that eat plants and animal flesh are called carnivores.
_______ 10. Mangroves provide foods for animals such as worms, snails, mussels and etc.

Activity 3. Let’s Explore

Directions: Use the clues and hints to complete the crossword puzzle below.

. 42
 1

DOWN:
1. A relationship in which both organism benefit from each other

3. A relationship in which one organism benefits while the other is not benefitted nor
unharmed
4. A relationship in which two organisms compete for survival
ACROSS:
2. A relationship in which one organism kills smaller organisms for food.

5. A relationship in which one organism benefits from the relationship while the other
is harmed.

Activity 4. Check Your Understanding

1. How should organisms interact in a rain forest?
Give one example and explain your answer.
_______________________________________________________
_______________________________________________________
_______________________________________________________

2. How does the government protect the interaction of organisms in tropical rain
forests coral reefs, and mangrove swamps?
_______________________________________________________
_______________________________________________________
_______________________________________________________

43
 3. How can you help protect and conserve the living and non-living things in tropical
rainforests, coral reefs, and mangrove swamps?
_______________________________________________________
_______________________________________________________
_______________________________________________________

4. What would happen if there is imbalance in the ecosystem?

_______________________________________________________
_______________________________________________________
_______________________________________________________

Reflection:
In this activity, I learned that……

______________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

References:

Real - Life Science by: Jovita H. Pablo and Rosalinda M. Cupcupin, The New Science
Links by Evelyn Castante Padpad
http://www.epa.gov/owow/wetlands/types/magrove.html
www.coralsea.net www.nature.org www.sciencedaily.com www.reefsaltwataquarium.com

ANSWER KEY
ACTIVITY 1

1. Food 6. Food nutrient cycle 11. Food web

2. Food chain 7. Carnivores 12. Mushrooms
3. Fungi 8. Soil 13. Plants
4. Bacteria 9. Fungi 14. Decomposers
5. Autotrophs 10. Mold 15. Herbivores

. 44
ACTIVITY 2
1. TRUE 6. TRUE
2. FALSE- 7. TRUE
3. TRUE 8. FALSE-Cannot
4. FALSE-Oldest 9. FALSE-Omnivores
5. FALSE-Cannot 10. TRUE

ACTIVITY 3
Across: Down:
2. Predation 1. Mutualism
5. Parasitism 3. Commensalism
4. Competition
Activity 4
Answers may vary

Prepared by:

Ruth Anne M. Cardona

Writer

SCIENCE 6
Name: ______________________________ Grade: _______________

45
Date: ______________________ Score: _______________
LEARNING ACTIVITY SHEET Explain the Need to
Protect the Tropical Rainforest, Coral Reefs and
Mangrove Swamps

Background Information for Learners

Tropical rainforest is a rainforest with a high amount of rainfall and no dry season that grows in a
tropical region. Tropical regions and therefore tropical rainforests – are found near the Equator,
an imaginary line that circles the globe and divides the northern and southern hemispheres.
Rainforests are home of several species of wildlife and vegetation. An example is the famous
Amazon rainforest in Brazil.
Coral reefs are ecosystem of rock formation that was formed out deposit and growth of corals.
Most of these reefs where inhabited by different kinds of fishes. An example of a coral reef is the
Tubbataha reef found in Palawan which was declared in 1993 as a UNESCO World Heritage site.
Mangrove swamps are trees that are salt-tolerant that adapted to salt and brackish waters (mixture
of fresh and seawater). According to www.gaiadiscovery.com, recent satellite images analyses
indicate that Mindanao has the most mangrove area in the country (29 percent of the country’s
total) while Luzon and Mindoro had the least.
The dense root systems of mangrove forests trap sediments flowing down rivers and off the land.
This helps stabilizes the coastline and prevents erosion from waves and storms. By filtering out
sediments, the forests also protect coral reefs and seagrass meadows from being smothered in
sediment.
In general, the different landforms and water forms not only serve as tourists destinations but also
provide habitats, foods and protection for several life forms including humans. Humans, as the
highest form of animals being able to think, have the responsibility to protect and take care these
environments.

Learning Competency
Explain the need to protect the tropical rainforest, coral reefs and mangrove swamps-
(S6MT-IIi-j-6)

Activity 1. Is It a Yes or a NO?

Directions: Write the word YES if the statement shows care and protection for our tropical
rainforest, mangrove swamps and coral reefs and NO if it doesn’t.

______________1. We must dump our industrial waste along rivers and seas.
______________2. Volunteer on cleaning the coral reefs through water waste management.

. 46
______________3. Retaining protective mangrove buffers along coastline and rivers to
prevent soil erosion.
______________4. When diving or swimming in beaches or coastal areas, destroy the coral
reefs that can be seen.
______________5. Restore damaged rainforest by planting seedlings from the one’s been cut
down.
______________6. Carelessly cut down trees and destroy trees when visiting rainforests.
______________7. When at the beach, scatter plastics or other litter along the ocean.
______________8. Use dynamites while fishing.
______________9. Avoiding biking, driving or walking through saltmarsh areas.
_____________10. Contact the government or agencies when you saw people destroying the
rainforest.

Activity 2. Picture Perfect!

Directions: Illustrate ways on how to protect the rainforest by making a poster. Use the box
below.

47
Here is the rubric for this activity.

Standards Score

Finished the task on time, have made a poster explaining on how to protect the
tropical rainforest in an artistic and creative way. 10

Have made a poster explaining on how to protect the tropical rainforest in an artistic
and creative way but have not finished on time. 7

Have made a poster in an artistic and creative way but lacks explanation on how to
protect the tropical rainforest. 4

Have made a poster but lacks explanation on how to protect the tropical rainforest
2
and not in a very artistic way.
Didn’t accomplish anything.
0

Activity 3. Write What is Right!

Directions: Using the box below, make a slogan to explain how to protect the coral reefs.

Note: Practice Personal Hygiene protocols at all time. 48

Here is the rubric for this activity.

Standards Score

Finished the task on time, have made a slogan explaining on how to protect the
coral reefs in an artistic and creative way. 10

Have made a slogan explaining on how to protect the coral reefs in an artistic and
creative way but have not finished on time. 7

Have made a slogan in an artistic and creative way but lacks explanation on how to
protect the coral reefs. 4

Have made a slogan but lacks explanation on how to protect the coral reefs and not
2
in a very artistic way.
Didn’t accomplish anything. 0

Activity 4. Show Me How!

Directions: Use the cartoon box below and make a cartoon illustration explaining how to protect
mangrove swamps.

Note: Practice Personal Hygiene protocols at all time. 49

Here is the rubric for this activity.

Standards Score

Finished the task on time, have drawn a cartoon explaining on how to protect the
mangrove swamps in an artistic and creative way. 10

Have drawn a cartoon explaining on how to protect the mangrove swamps in an

artistic and creative way but have not finished on time. 7

Have drawn a cartoon in an artistic and creative way but lacks explanation on how
to protect the mangrove swamps. 4

Have made cartoon but lacks explanation on how to protect the mangrove swamps
2
and not in a very artistic way.
Didn’t accomplish anything. 0

Activity 5 Sing It!

Directions: Choose a tune of a music then write a short jingle explaining how to protect the
tropical rainforest, coral reefs and mangrove swamps.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Here is the rubric for this activity.

Standards Score

Finished the task on time, have written a jingle explaining how to protect the
tropical rainforest, coral reefs and mangrove swamps and have tuned it in within 10
the chosen music.
Have written a jingle explaining how to protect the tropical rainforest, coral reefs
and mangrove swamps and have tuned it in within the chosen music but have not 7
finished on time.
Have written a jingle but haven’t explained how to protect the tropical rainforest,
coral reefs and mangrove swamps and have tuned it in within the chosen music 4

Have written a jingle but haven’t explained how to protect the tropical rainforest,
2
coral reefs and mangrove swamps and haven’t tuned it in within the chosen music
Didn’t accomplish anything. 0

Note: Practice Personal Hygiene protocols at all time. 50

Here is the rubric for this activity.

Note: Practice Personal Hygiene protocols at all time. 51

Activity 6
Directions: Write a 4-paragraph essay explaining how to protect the tropical rainforest, coral reefs
and mangrove swamps.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

Here is the rubric for this activity.

Standards Score

Finished the task on time, have written a 4-paragraph essay explaining how to
protect the tropical rainforest, coral reefs and mangrove swamps. 10

Have only written a 3-paragraph essay explaining how to protect the tropical
rainforest, coral reefs and mangrove swamps. 7

Have only written a 2-paragraph essay explaining how to protect the tropical
rainforest, coral reefs and mangrove swamps. 4

Have written 2-4 paragraph essay but lacks explanation on how to protect tropical
2
rainforest, coral reefs and mangrove swamps.
Didn’t accomplish anything. 0

Reflection:

Complete this statement:

In this activity, I learned that __________________________________________
__________________________________________________________________
__________________________________________________________________

References:
MELC Week 7 Curriculum
Guide
www.gaiadiscovery.com,

Note: Practice Personal Hygiene protocols at all time. 52

 Answer Key:

. Yes 10 . No 8 . No 6 . No 4 Yes. 2
. Yes 9 . No 7 . Yes 5 . Yes 3 . No 1
Activity 1

Prepared by:

SHEILA MICAH T. YAO

Writer

Note: Practice Personal Hygiene protocols at all time. 53