Template 4.

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BUDGET OF WORK FOR BUDGET OF WORK FOR SCIENCE WITH IDENTIFIED ENABLING AND ENRICHMENT
COMPETENCIES

Instructions:
1. Supply the Content, Content Standards, Learning Competencies and Code taken from the curriculum guide.
2. Copy the identified pre-requisite skill (highlighted in yellow) from Template 3 and place it under the column for Enabling or Bridging
Skills.
3. Develop the Enrichment Skills whenever necessary.

Definition of Terms:
Enabling or Bridging Competencies – are pre-requisite skills, knowledge and values needed by students in learning/understanding the target
competencies.
Enrichment Competencies – are additional skills, knowledge and values that could enrich student understanding/learning.

GRADE 6

No. of
Content Learning Enabling or Bridging
Content Performance Standards Code Enrichment Skills Days
Standards Competencies Skills
Taught
Quarter 1
1. Mixture and their demonstrates is able to prepare beneficial and useful 1. Is able to S6MT 1.1. Describe the 1.10. Perform 15
Characteristics understanding of mixtures such as drinks, food, and describe the -Ia-c- appearance of experiments to show
1.1. Homogeneous and different types of herbal medicines. appearance and 1 mixtures formed factors affecting
Heterogeneous mixtures mixtures and their uses of uniform
from the solubility
characteristics. and non-uniform
mixtures.
combination of: - Nature of
-solid and Solvent
solid - Size of solute
-solid and -Manner of
liquid stirring
-solid and gas 1.11. Perform
1.2. Describe the experiments to show
appearance of factors affecting
mixtures formed solubility
from the - Amount of
combination of: solute
-liquid and - Temperature of
liquid solvent
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Content Learning Enabling or Bridging
Content Performance Standards Code Enrichment Skills Days
Standards Competencies Skills
Taught
-liquid and 1.12. Describe the
solid characteristics and
-liquid and gas uses of simple
1.3. Describe the colloids
appearance of 1.13. Classify the
mixtures formed different types of
from the colloids such as:
combination of: - Aerosols
-gas and gas - Foams
-gas and solid - Gel
-gas and liquid 1.14. Classify the
1.4. Describe the different types of
characteristics of colloids such as:
uniform mixtures - Sols
1.5. Describe the - Emulsions
characteristics of
non-uniform
mixtures
1.6. Describe
solution as a
uniform mixture
1.7. Describe the
characteristics and
uses of solutions
1.8. Infer that not all
solutes dissolve in
solvent

1.9. Describe the

characteristics and
uses of suspension

2. Separating Mixtures demonstrate Is able to separate desired materials 2.Is able to S6- 2.1. Separate the 13
understanding of from common and local products. enumerate MT- insoluble solid in an
different techniques in Id-f-2 liquid using
techniques to separating mixtures
decantation
separate mixtures such as
decantation,
2.2. Separate
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Content Performance Standards Code Enrichment Skills Days
Standards Competencies Skills
Taught
evaporation, immiscible liquids
filtering, sieving by using
and using magnet decantation
2.3. Demonstrate
how soluble solid is
separated from a
liquid using
evaporation
2.4. Separate
insoluble solid from
a liquid using
filtration.
2.5. Demonstrate
how simple
mixtures of fine and
coarse particles
solid materials are
separated
2.6. Separate the
components of
common solid
mixtures containing
magnetic and non-
magnetic materials.
3. Is able to tell S6MT 3.1. Identify the 3.5. Identify the 12
the benefits of -Ig-j-3 benefits of benefits of
separating separating mixtures separating mixtures
mixtures from from products in the from products in the
products in community through community through
community. sieving the use of magnets
3.2. Identify the 3.6. Describe /
benefits of Investigate the ways
separating mixtures where separating
from products in the mixtures benefit the
community through community:
decanting - Water Refilling
3.3. Identify the Station
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benefits of - Mining and
separating mixtures Quarrying
from products in the - Food (Canning
community through Industry/Cooking)
filtering - Salt Production
3.4. Identify the - Herbal Medicines
benefits of - Waste Segregation
separating mixtures
from products in the
community through
evaporating

Grade 6 – Second Quarter

I. Parts and Functions The learners The learners should be able to make a The learners should S6LT- 1.1. Describe the 1.16.Construct a 9
demonstrate chart showing healthful habits that be able to: IIa-b- parts and functions model how the
understanding of promote proper functioning of the 1. Explain how the 1 of the Muscular organs of the
1. Human Body how the human musculo-skeletal, integumentary, organs of each System Muscular and
Systems body work digestive, organ system work
together to form circulatory,excretory,respiratory, and together
1.2. Explain how Skeletal System
1.1 Musculo-skeletal the organs of the work together
organ systems nervous systems.
1.2 Integumentary Muscular System
System work together
1.3. Describe the
1.3 Digestive System
parts and functions
1.4 Respiratory System
of the Skeletal
1.5 Circulatory System System
1.6 Nervous System 1.4. Explain how
the organs of the
Skeletal System
work together
1.5. Describe the
parts and functions
of the
Integumentary
System
1.6. Explain how
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Standards Competencies Skills
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the organs of the
Integumentary
System work
together
1.7. Describe the
parts and functions
of the Digestive
System
1.8. Explain how
the organs of the
Digestive System
work together
1.9. Describe the
parts and functions
of the Respiratory
System
1.10. Explain how
the organs of the
Respiratory System
work together
1.11. Describe the
parts and functions
of the Circulatory
System
1.12. Explain how
the organs of the
Circulatory System
work together
1.13. Explain how
the Respiratory and
Circulatory System
work together
1.14. Describe the
parts and functions
of the Nervous
System.
1.15. Explain how
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the organs of the
Nervous System
work together
2. Explain how S6LT- 2.1. Describe the 6
2.4. Make a chart
the different IIc-d- mechanism of how
showing healthful
organ systems 2 the major organs of
habits that promote
work together musculo-skeletal
proper functioning of
system and
musculo-skeletal,
integumentary
integumentary,
system work
digestive system,
together
respiratory system
2.2. Explain how
and circulatory
the major organs of
system
digestive,
respiratory, and
circulatory system
work together.
2.3. Analyze how
the major organs of
the nervous system
work with the
musculo-skeletal,
digestive,
respiratory, and
circulatory system

Animal The learners The learners should be able to : 3. Determine the S6MT 3.1. Recognize 3.7. Practice ways of 7
2.1 Vertebrates and Invertebrates demonstrate 1. make an inventory of vertebrates distinguishing -IIe-f- vertebrates and caring and protecting
understanding of and invertebrates that are commonly characteristics of 3 invertebrates that vertebrates and
the different seen in the community vertebrates and
are commonly seen invertebrates found
characteristics of 2. Practice ways of caring and invertebrates.
vertebrates and protecting animals.
in the community. in the environment
invertebrates. 3.2. Describe the
common
characteristics of
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Taught
vertebrates and
invertebrates
3.3. Describe the
distinguishing
characteristics of
each group of
vertebrates
3.4. Classify
vertebrates as
mammals, birds,
fishes, amphibians
and reptiles
3.5. Describe the
distinguishing
characteristics of
each group of
invertebrates
3.6. Classify
invertebrates as
Poriferans,
Coelenterates,
Platyhelminthes,
Nematodes,
Annelids, Mollusks,
Echinoderms,
Arthropods
Plants The learners The learners should be able to: 4.Distinguish S6MT 4.1. Describe the 4.7. Design a 9
3.1. Reproduction of Non- demonstrate 1. make a multimedia presentation on how spore- -IIg- characteristics of multimedia
Flowering Plants understanding of how parts of the reproductive system bearing and h-4 spore-bearing plants presentation or flyers
how non- of spore-bearing and cone-bearing
cone-bearing 4.2. Explain the life on how parts of the
flowering plants plants ensure their survival
reproduce 2. Make a flyer on how plants can be
plants reproduce. cycle of spore- reproductive system
propagated vegetatively. bearing plants of spore-bearing and
4.3. Discuss the cone-bearing plants.
mechanism of
reproduction among
spore-bearing plants
4.4. Describe the
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Standards Competencies Skills
Taught
characteristics of
cone-bearing plants
4.5. Explain the life
cycle of cone-
bearing plants
4.6. Discuss the
mechanism of
reproduction among
cone-bearing plants

II.Ecosystems The learners The learners should be able to form 5.Discuss the S6MT 5.1.Identify living 5
demonstrate discussion groups to tackle issues interactions -IIi-j- things and non-
1. Interactions Among Living understanding of involving protection and conservation among living 5 living things in
Things the interactions of ecosystems that serve as nurseries,
things and non- tropical rainforest,
for survival breeding places, and habitats for
2. Tropical rainforests among living and economically important plants and
living things in coral reefs and
non-living things animals tropical mangrove swamps
2.1 Coral reefs that take place in rainforest, coral
tropical reefs and 5.2.Identify
2.2 Mangrove swamps rainforests, coral mangrove interrelationships
reefs, and swamps that exist in tropical
mangrove rainforest, coral
swamps. reefs and mangrove
swamps

5.3.Discuss the
interaction between
living things and
non-living things in
tropical rainforest.
e.g. mutualism,
predation,
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Standards Competencies Skills
Taught
commensalism,
competition

5.4. Discuss the

interaction between
living thing and
non-living things in
coral reefs e.g.
mutualism,
commensalism

5.5. Discuss the

interaction between
living thing and
non-living things in
mangrove swamps
e.g. mutualism,
predation,
commensalism,
competition
6.Explain the S6MT 6.1. Enumerate and
need to protect -IIi-j- explain ways in
and conserve 6 protecting and
tropical conserving tropical
rainforests, coral rainforest
reefs and 6.2. Enumerate and
mangrove explain ways in
swamps. protecting and
conserving coral
reefs
6.3. Enumerate and
explain ways in
protecting and
conserving
mangrove
6.4.Practice ways in
protecting and
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Taught
conserving tropical
rainforests, coral
reefs and mangrove
swamps
The learners The learners should be able to produce The learners should S6FE- 1.1. Define friction 7
1. Gravitation and Frictional
demonstrate an advertisement demonstrates road be able to: IIIa-c- and identify the
Forces
understanding of safety. 1. infer how 1 different kinds of 1.6. Demonstrate the
gravity and friction and gravity effects of friction
friction
friction affect affect movements
1.2. Describe how and gravity on the
movement of of different objects.
objects. friction affects motion of an object
motion 1.7. Create an
1.3. Identify ways to advertisement that
reduce friction demonstrates road
1.4. Describe safety.
gravity. Cite
situations which
show the presence
of gravity
1.5. Describe how
gravity affects
motion

2. Energy The learners The learners should be able to create a 2.Demonstrate S6FE- 2.1. Describe 2.6. Demonstrate 15
2.1 Energy transformation in demonstrate marketing strategy for a new product how sound, heat, IIId-f- energy how energy is
simple machines understanding of on electrical or light efficiency. light and 2 transformation transformed into
how energy is
electricity can be 2.2. Describe the another form
transformed in
simple machines.
transformed. transformation of 2.7.Construct a
electrical energy to model on how
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Content Performance Standards Code Enrichment Skills Days
Standards Competencies Skills
Taught
sound energy in energy is
activities at homes transformed into
2.3. Describe how another form.
electrical energy is
transformed to light
energy
2.4.Describe how
electrical energy is
transformed to heat
energy
2.5.Describe how
sound energy is
transformed to heat
energy

3.Manipulate S6FE- 3.1. Identify the 14

simple machines IIIg-i- different types of
to describe their 3 simple machines
characteristics 3.2. Identify the
and uses different types of
wheel and axle
3.3. Identify the
different types of
inclined plane
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3.4. Identify the
different types of
wedge and lever
3.5. Identify the
different types of
pulley and screw
3.6. List the
different uses of
wheel and axle
3.7. List the
different uses of
inclined plane
3.8. List the
different uses of
wedge and lever
3.9. List the
different uses of
pulley and screw
3.10. Draw and
label the different
types of simple
machines
3.11. Demonstrate
how wheel and axle
work
3.12. Demonstrate
how inclined plane
works
3.13. Demonstrate
how wedge as well
as lever work
3.14. Demonstrate
how pulley as wells
as screw work
The learners The learners should be able to create a 4.Demonstrate S6FE- 4.1. Identify the 4.4. Design a 4
demonstrate marketing strategy for a new product the practical and IIIc-j- precautionary marketing strategy
understanding of on electrical or light efficiency. safe uses of 4 measures in using for a new product on
how energy is
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Standards Competencies Skills
Taught
transformed in simple machines. simple machines:
simple machines. - wheel and axle
- inclined plane
- wedge
- lever
- pulley
-screw
simple machines that
4.2. Explain
can be used at home,
importance of
school and others
practical and safe
use of simple
machines in real life
situations
- wheel and axle
- inclined plane
- wedge
- lever
- pulley
- screw
4.3. Demonstrate
precautionary
measures to be used
in manipulating
simple machines at
home, school and
others

Grade 6 – Fourth Quarter

1. Forces that affect changes on the The learners The learners should be able to design The learners S6ES- 1.1. Explain how 4
earth’s surface demonstrate an emergency and preparedness plan should be able to: IVa-1 earthquake occurs
1.1 Earhquakes understanding of and kit 1. describe the 1.2. Describe the
1.2 Volcanic Eruption the effects of changes on the changes that occur
earthquakes and
volcanic
Earth’s surface as on the earth’s
eruptions. a result of surface as a result of
earthquakes and earthquake
volcanic 1.3. Explain how
eruptions volcanic eruptions
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occur
1.4. Describe the
changes that occur
on the earth’s
surface as a result of
volcanic eruptions

2. Enumerate S6ES- 2.1. Enumerate 5

2.5. Design an
what to do IVb-2 what to do before,
emergency
before, during during and after an
preparedness plan
and after earthquake
earthquake and 2.2. Practice
volcanic precautionary
eruptions. measures before,
during and after an
earthquake
2.3. Enumerate
what to do before,
during and after
volcanic eruptions
2.4. Practice
precautionary
measures before,
during and after
volcanic eruptions

2.Weather Patterns in the The learners 3.Describe the S6ES- 3.1. Describe what 4
Philippines demonstrate different seasons IVc-3 climate is.
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2.1 Weather Patterns and Seasons understanding of in the 3.2. Identify the
in the Philippines weather patterns Philippines. factors affecting the
and seasons in the climate in the
Philippines.
Philippines
3.3. Describe the
different weather
systems affecting
the Philippines
3.4. Describe the
two seasons in the
Philippines
3.5. Identify the
different
factors/causes
affecting the
seasons in the
Philippines

4.Discuss S6ES- 4.1.Describe

appropriate IVd-4 different activities 4
activities for during rainy /wet
specific seasons season
of the 4.2. Describe
Philippines. different activities
during dry season
4.3. Explain the
beneficial effects of
the occurrence of
seasons in the
Philippines
4.4. Explain the
harmful effects of
the occurrence of
seasons in the
Philippines
3. Motions of the Earth The learners 5.Demonstrate S6ES- 5.1. Describe the 6
3.1 Rotation and revolution demonstrate rotation and IVe-f- Earth's movement
understanding of
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Standards Competencies Skills
Taught
the earth’s revolution of the 5 on its axis
rotation and Earth using a 5.2. Explain how
revolution globe to explain the Earth's rotation
day and night causes day and
and the sequence night
of seasons. 5.3. Perform an
activity showing
how the Earth's
rotation on its axis
causes day and
night
5.4. Construct a
model of the sun-
earth showing how
the Earth's rotation
causes day and
night
5.5. Describe the
Earth's movement
around the sun
5.6. Explain how
the Earth's
revolution causes
the different seasons
5.7. Perform an
activity showing
how the Earth's
revolution causes
different seasons
4. The Solar System The learners 6.Compare the S6ES- 6.1. Identify the 9
4.1 Planets demonstrate planets of the IVg- planets of the Solar
understanding of solar system h-6 system
characteristics of 6.2. Describe the
planets in the
solar system.
distinct
characteristics of
the inner planets
6.3. Describe the
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characteristics of
the outer planets
6.4. Compare the
relative sizes of
each planet
6.5. Compare the
relative distances
and surface
temperature of each
planet from the sun
6.6. Compare the
planets based on
their period of
rotation
6.7. Compare the
planets based on
their period of
revolution
6.8. Compare the
planets based on
their relative masses
6.9. Compare the
planets as to the
presence of
satellites and rings
7.Construct a S6ES- 7.1. Construct a 10
model of the IVi-j- model of Mercury
solar system 7 with its distinct
showing the characteristics and
relative sizes of relative size
the planets and 7.2. Construct a
their relative model of Venus
distances from with its distinct
the Sun. characteristics and
relative size
7.3. Construct a
model of Earth with
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Taught
its distinct
characteristics and
relative size
7.4. Construct a
model of Mars with
its distinct
characteristics and
relative size
7.5. Construct a
model of Jupiter
with its distinct
characteristics and
relative size
7.6. Construct a
model of Saturn
with its distinct
characteristics and
relative size
7.7. Construct a
model of Uranus
with its distinct
characteristics and
relative size
7.8. Construct a
model of Neptune
with its distinct
characteristics and
relative size
7.9. Construct a
model of solar
system showing the
relative distance
from the sun
7.10.Display the
constructed model