Republic of the Philippines

DEPARTMENT OF EDUCATION
DepEd Complex, Pasig

SCIENCE VI – BUDGET OF WORK/ CURRICULUM PLAN

Quarter:1 Domain: MATTER

Unit 1
Learning Competency: The learners should be able to….
describe the appearance and uses of uniform and non-uniform mixtures.
S6MT-1a-c-1 Day 1 Day 2 Day 3 Day 4 Day 5
Week 1 Describe the Describe the Classify mixtures
Mixture and their Describe the appearance of the combination of: appearance of appearance of non- into uniform
Characteristics -solid and solid, uniform uniform (homogeneous) and
-solid and liquid (homogeneous) (heterogeneous) non-uniform
-liquid and liquid mixtures. mixtures. (heterogeneous).

Week 2 Identify the solute and Identify common Perform simple experiments to show the Describe suspension
solvent in a solution. household solutions conditions on how materials are mixed as a non-uniform
and their uses. -size of particles mixture.
-stirring
-temperature

Infer that not all solids dissolve in water

Week 3 Identify common Infer that colloid is a Identify common Prepare beneficial Summative Test
household non-uniform mixture. household colloids and useful mixtures
suspensions and their and their uses. such as drinks, food,
uses. and herbal
medicines
 ay 1 Day 2 Day 3 Day 4 Day 5
Quarter: 1 Domain: MATTER
Unit 2
Learning Competency: The learners should be able to….
Enumerate techniques in separating mixtures such as decantation, evaporation, filtering, sieving and using magnet.
S6MT-1d-f-2 Day 1 Day 2 Day 3 Day 4 Day 5
Week 4 -Describe decantation -Describe evaporation Describe filtration
as a process of separating mixtures as a process of separating mixtures as a process of
separating mixtures

Week 5 -Describe filtration -Describe sieving and as a process of -Describe using a magnet as a process of
as a process of separating mixtures separating mixtures
separating mixtures

Week 6 -Perform a simple experiment using appropriate -Separate desired materials from common Summative Test
technique in separating mixtures and local products

ay 1 Day 2 Day 3 Day 4 Day 5

Quarter: 1 Domain: MATTER
Unit 3
Learning Competency: The learners should be able to….
Tell the benefits of separating mixtures from products in community.
S6MT-1g-j-3 Day 1 Day 2 Day 3 Day 4 Day 5
Week 7 Cite instances wherein decantationas the Cite instances wherein evaporation as the Cite instances
process of separating mixtures is used to process of separating mixtures is used to wherein filtration as
produce products which are beneficial to the produce products which are beneficial to the the process of
community. community. separating mixtures
is used to produce
products which are
beneficial to the
community.

Week 8 Cite instances wherein Cite instances wherein sieving as the process of Cite instances wherein using a magnet as
filtration as the separating mixtures is used to produce the process of separating mixtures is used
process of separating products which are beneficial to the to produce products which are beneficial to
mixtures is used to community. the community.
produce products
which are beneficial to
the community.
Week 9 Create a model showing decantation, evaporation, filtration, sieving and using a magnet using recyclable materials
which are beneficial to the community

Week 10 Present the outputs in class. -Summative Test -First Quarter Test -First Quarter Test
 SCIENCE VI – CURRICULUM PLAN – (Luzon cluster 2)

Quarter: 2 Domain: Living things and Their Environment

Unit: I Parts and Function
1. Human Body System
Learning Competency:
Explain how the organs of each organ system work togetherS6LT-IIa-b-1
Day 1 Day 2 Day 3 Day 4 Day 5
Week 1 Identify and describe Describe how the  Identify and  Identify and
the functions of the organs of Musculo- describe the describe the
organs of Musculo- Skeletal System work functions of the functions of the
Skeletal System together organs of organs of
Integumentary Digestive
System System SUMMATIVE TEST
 Describe how the  Describe how
organs of the organs of
Integumentary Digestive
System work System work
together together
Week 2  Identify and  Identify and Identify and describe Describe how the
describe the describe the the functions of the organs of Nervous
functions of the functions of the organs of Nervous System work
organs of organs of System together
Respiratory Circulatory System
System  Describe how the
 Describe how the organs of SUMMATIVE TEST
organs of Circulatory
Respiratory System work
System work together
together
Learning Competency:
Explain how the different organ systems work togetherS6LT-IIc-d-2
Week 3 Describe how Musculo-skeletal and Describe how the organs of the Digestive,
SUMMATIVE TEST
Integumentary System work together Respiratory and Circulatory Systems work
together
Week 4 Describe how the Describe how the Discuss healthful Make a chart
nervous and nervous system habits that promote showing healthful
integumentary controls all the organ proper functioning of habits that promote SUMMATIVE TEST
systems work together systems of the body all the organs systems proper functioning
in the body of all the organs
systems in the body
2. Animals
Learning Competency: Determine the Distinguishing Characteristics of Vertebrates and InvertebratesS6MT-IIe-f-3
Week 5 Describe the Describe the Describe the Classify vertebrates into mammals, birds,
characteristics of characteristics of characteristics of reptiles, amphibians, and fishes
vertebrates and mammals and birds reptiles, amphibians,
invertebrates. and fishes

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

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

Infer how friction and gravity affect movements of different object

Day 1 Day 2 Day 3 Day 4 Day 5

Week a Infer why an object Describe what friction is and its kinds. Investigate factors affecting frictional
moving along a surface force.
eventually slows down
and stops. Describe how friction affects the
movement of an object.
*Teacher draws out Explain the effects of friction.
responses from a
demonstration done
Week b Identify the desirable and Make an advertisement to demonstrate 1.Infer how gravity affects movements of
undesirable effects of road safety. objects and people.
friction to object and 2. Describe how the motion of an object
people. is affected by gravity.
Week c 1. Infer the effects of gravity on objects and
people
2. Show that external conditions affect the
movement of objects and people
Cite practical benefits and applications of
gravity.
Summative Test
* e.g. reducing motion like in the use of
parachute, people will float in the air,
blood will move up the head, rain

Unit II – Energy
Learning Competency:

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

Day 1 Day 2 Day 3 Day 4 Day 5

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

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

Quarter: 3 Domain: FORCE, MOTION AND ENERGY

Unit III
Learning Competency:

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

Day 1 Day 2 Day 3 Day 4 Day 5

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

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

Day 1 Day 2 Day 3 Day 4 Day 5

Week j Identify precautionary Demonstrate the CULMINATING
measures using simple practical and safe ACTIVITY: Quarterly Test
machines uses of simple
machines
 Day 1 Day 2 Day 3 Day 4 Day 5

Fourth Quarter EARTH AND SPACE

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

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

Week 1 Describe the changes on the earth’s surface as a Describe the changes on the earth’s surface as *SUMMATIVE TEST
result of earthquakes a result of volcanic eruptions
Earthquake and
Volcanic eruptions

Enumerate what to do before, during, and after earthquake and volcanic eruptions

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

Unit II. WEATHER PATTERNS IN THE PHILIPPINES

Learning Competency: Describe the different seasons in the Philippines (S6ES-IVc-3)

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

Discuss appropriate activities for specific seasons in the Philippines

Week 4 *Discuss activities *Discuss activities *Describe appropriate *Draw a picture *Summative Test for
appropriate for the dry appropriate for the activities for the depicting how your Unit 2
season wet season specific seasons family has coped with
through creative the seasons of the
outputs community they live
in
- jingle/song

- poster

Unit III. MOTIONS OF THE EARTH

Learning Competency:

Demonstrate rotation and revolution of the Earth using a globe to explain day and night and the sequence of seasons (S6ES-IVe-f 5)

Week 5 Describe the rotation Explain that the Earth Construct a model to demonstrate the Explain day and night
of the earth rotates in counter rotation of the earth on its axis in relation to in relation to rotation
clockwise direction day and night using the constructed
model/globe

Week 6 Describe the Demonstrate how the Describe the Construct a model to Summative Test
movement of the Earth earth’s revolution and sequence of the show the rotation of
around the sun the position of earth seasons experienced the earth and its
on its axis causes by other countries revolution around
different seasons in the sun
other countries
Unit IV. THE SOLAR SYSTEM

Learning Competency: Compare the planets of the solar system (S6ES-IVg-h -6)

Week 7 Identify the planets of the solar system Characterize the planets according to their composition and their
movements in the solar system

Identify the sizes of the planets in the solar system

Identify the relative distances of the planets from the sun and other
planets

Week 8 Identify the terrestrial planets and the gaseous planets with emphasis on Compare Earth with Summative test
Earth the other planets
which makes it livable

Learning Competency: Construct a model of the solar system showing the relative sizes of the planets and their relative distance from the
sun (S6ES-IVi-j-7)

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

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