Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
SCHOOLS DIVISION OF ZAMBOANGA DEL SUR
UNPACKED MELC GRADE 6-ZDS
MELC GRADE 6-CHECKLIST
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Completed and Not started), WRITER AND DISTRICT ASSIGNED.
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Grade 6- SCIENCE
Quarter 1- MIXTURES and their CHARACTERISTICS
CONTENT
STANDARD:
The learners
demonstrate an
understanding of:
different types of
mixtures and their
characteristics
PERFORMANCE STANDARD:
The learners should be able to:
beneficial and useful mixtures such as drinks, food and herbal
medicines
MOST Essential Learning Competencies & Code
Describe the appearance and uses of homogeneous and heterogenous mixtures (No
Code)
Week 1
Consolidated UNPACKED LEARNING COMPETENCIES
Day 1
1. Define mixtures
Day 2
2. Describe uniform (homogeneous) and non-
STATUS
uniform (heterogeneous) mixtures
Day 3
3. Describe the appearance of homogeneous and
heterogeneous mixtures.
Day 4
4. Compare the characteristics of homogeneous
with heterogeneous mixtures.
Day 5
(Weekly Test)
Week 2
Day 1
5. Classify mixtures based on their characteristics.
Day 2
6. Describe solutions
Day 3
7. Differentiate solute from solvent
Day 4
8. Identify solutions in a given set of mixtures
Day 5
(Weekly Test)
Week 3
Day 1
STATUS
9. Cite examples of solutions
Day 2
Day 3
Day 4
Day 5
10. Describe the appearance of suspensions and
colloids.
11. Classify mixtures based on their characteristics
12. Tell the uses of homogeneous and
heterogeneous mixtures.
13. Make a chart classifying mixtures into uniform
and non-uniform using pictures.
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Completed and Not started), WRITER AND DISTRICT ASSIGNED.
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QUARTER 2 – LIVING THINGS AND ENVIRONMENT
I. PARTS AND FUNCTIONS
II. Human Body Systems
CONTENT STANDARDS
PERFORMANCE STANDARDS
The learner demonstrate
The learner should be able to make a chart
understanding of how the major organs showing healthful habits that promote proper
of the human body work together to
function of the musculo-skeletal,integumentary,
form organ system.
digestive, and nervous systems.
LEARNING COMPETENCIES
a. Explain how the organs of each system work together ( S6LT-IIa-b)
Explain how the different organ systems work together (S6LT-IIc-d-2)
WEEK 1
STATUS
1.Identify the major organs of musculo-skeletal system
2.Give the functions of the major organs (K)
3.Explain how the muscles and bones support each other for
movement (U)
4. Identify the major organs of the integumentary system (K)
5. Give the functions of the major organs (K)
6. Explain how the skin and nails protect the body from injury (U)
WEEK 2
STATUS
7. Identify the major organs of the digestive and circulatory
system
8.9. Explain how the nutrients are distributed to the different parts
of the body (U)
10. Identify the major organs of the respiratory system (K)
11. Give the functions of the major organs of the respiratory
system (K)
12. Trace the flow of oxygenated blood in the respiratory system
(U)
WEEK 3
STATUS
13. Identify the major organs of the nervous system (K)
14. Give the functions of the major organs of the nervous system
(U)
15. Trace the path of the message in the nervous system (U)
16.Make a graphic organizer showing the different major organ
systems and the
General function of each organ systems (D)
2. Animals
2.1 Vertebrates and Invertebrates
CONTENT STANDARDS
PERFORMANCE STANDARDS
1.make an inventory of vertebrates and invertebrates
The learner demonstrate understanding of the
that are commonly seen in the community.
different characteristics of vertebrates and
2.practice ways of caring and protecting animals
invertebrates
LEARNING COMPETENCY
b. Determine the distinguishing characteristics of vertebrates and invertebrates
(S6LT-IIe-f-3)
WEEK 4 )
STATUS
18. Describe general characteristics of vertebrates and invertebrates. (K)
19. Determine the distinguishing characteristics of the following
invertebrates : sponges, annelids ,echinoderms , mollusk and
arthropods .(U)
20. Classify invertebrates based from their distinguishing
characteristics. ( U )
21. Determine the distinguishing characteristics of the following
vertebrates : fish , birds , mammals , amphibians , reptiles .
( WEEK 5)
STATUS
22. Classify vertebrates based from their distinguishing
characteristics . ( U )
23. Identify the habitats of vertebrates and invertebrates. (K)
24. Make a scrapbook of different animals under vertebrates and
invertebrates.(D)
3.Plants
3.1 Reproduction of Non-Flowering Plants
CONTENT STANDARDS
PERFORMANCE STANDARDS
The learner demonstrate understanding how non- 1.Make a multi-media presentation on how
flowering plants reproduce
parts of the reproduction system of sporebearing and cone-bearing plants ensure their
survivals
2. Make a flyer on how plants can be
propagated vegetatively.
LEARNING COMPETENCY
Distinguish how spore-bearing and cone-bearing plants reproduce(S6MT-IIg-h-4)
( WEEK 6)
25. Give the general descriptions of spore-bearing plants and cone-bearing
plants. (K)
Give examples of spore-bearing and cone-bearing plants . ( K )
STATUS
26. Distinguish the distinct characteristics of spore-bearing and conebearing plants (U)
27. Compare the characteristics of spore-bearing and cone-bearing plants . (
U)
28. Distinguish how spore-bearing and cone –bearing plants reproduce. ( U )
29. Make a synopsis on the concepts they have learned about spore-bearing
and cone-bearing plants with pictures . ( D )
II.ECOSYSTEM
1. Interactions Among Living Things
2. Tropical rainforest
2.1 Coral reefs
2.2 Mangrove swamps
CONTENT STANDARDS
The learner demonstrate understanding the
interactions for survival among living and nonliving things that take place in tropical rainforest,
coral reefs, and mangrove swamps.
LEARNING COMPETENCY
PERFORMANCE STANDARDS
Form discussion groups to tackle issues
involving protection and conservation of
ecosystem that serve as nurseries, breeding
places, and habitats for economically important
plants and animals
c. Discuss the interactions among living things and non-living things in tropical Rain forest, coral
reefs and mangrove swamps (S6LT-IIi-j-5)
d. Explain the need to protect and conserve tropical rainforests, coral reefs and mangrove
swamps (S6LT-IIi-j-6)
WEEK 7
STATUS
30. Describe an ecosystem using the biotic ( living ) and abiotic (nonliving ) components. ( K )
31. Identify the abiotic and biotic components in an ecosystem like
a) tropical rain forest ,
b) coral reefs , and c) mangrove swamps ( K )
32. Explain how the abiotic components such as air, water, sunlight ,
soil , and minerals interact with the biotic components in the
tropical rain forest, coral reefs, and mangrove swamps
ecosystems for survival . ( U )
WEEK 8
33. Identify some conditions where the balance in three ecosystems
is disturbed . (U)
STATUS
34. Identify ways to protect and conserve the a) tropical rainforests , b)
coral reefs, and c) mangrove swamps ( U )
35. Explain the importance of protecting and conserving the a)
tropical rainforests , b) coral reefs , and c) mangrove swamps. ( U )
36. Develop campaign posters that show how certain events and
activities disturb the interrelationship in an ecosystem such as
a) climate change
b) natural calamities
c) overpopulation,
d) destructive practices (e.g. illegal logging, kaingin system,
quarrying) ( D)
Good Day Coordinators, Please fillout the remarks with STATUS (On-going,
Completed and Not started), WRITER AND DISTRICT ASSIGNED.
(example: COMPLETE- CABRALES- TUKURAN WEST)
Quarter 3 – FORCES, MOTION & ENERGY
Content :
Gravitation and Frictional Forces
Content standard:
The learners demonstrate understanding of gravity and friction that affect
movement of objects.
Performance standard:
The learners should be able to
produce an advertisement that
demonstrate road safety.
Learning competency
a.
Infer how friction and gravity affect movement of different objects.
(S6FE-IIIa-c-1)
WEEK 1
1. Define gravity; (K)
2. Describe the effect of gravity on an object; (U)
3. Identify conditions where the effect of gravity is greater. (U)
STATUS
4. Infer how gravity affects the movement of objects (U )
WEEK 2
STATUS
5. Describe friction; (K)
6. Explain the effect of friction on the motion of objects; (U)
7. Infer how friction affects movement of different objects ( U )
8. Identify factors that affect the movement of the objects based on
the given situation; (U)
9. Crate situations that show effect of gravity on objects ( D )
Content:
Energy transformation in simple machines
PERFORMANCE STANDARD:
The learners should be able to
The learners demonstrate understanding of how energy is transformed in create a marketing strategy
simple machines.
for a new product on
electricity or light efficiency.
Content standard:
Learning competency
Demonstrate how sound, heat, light and electricity can be transformed. (S6FE-IIId-f-2)
WEEK 3
10.
Identify forms of energy (K)
10.1 sound
10.2 heat
10.3 light
10.4 Electricity
WEEK 4
11.
12.
13.
14.
STATUS
Describe how sound energy is formed and used; (U)
Demonstrate how sound energy is transformed; (D)
Describe how heat energy is formed and used; (U)
Demonstrate how heat energy is transformed; (D)
WEEK 5
15.
16.
17.
18.
STATUS
STATUS
Describe how light energy is formed and used; (U)
Demonstrate how light energy is transformed; (D)
Describe how electrical energy is formed and used; (U)
Demonstrate how electrical energy is transformed; (D)
Learning competency :
Manipulate simple machines to describe their characteristics and uses. (S6FE-IIIg-i-3)
STATUS
WEEK 6
19.
Describe a simple machine. (SUMMARY)
20.
Describe the characteristics of lever. ( k)
Explain the use/uses of levers (U)
Manipulate simple levers . (d)
21.
Describe the characteristics of pulleys . (k)
Explain the use of pulleys .(u)
Manipulate simple pulleys ( D)
22.
Describe the characteristics of wheel and axle. (k)
Identify machines with wheel and axle. (k)
23.
Explain the use/uses of wheel and axle (u)
Manipulate wheel and axle machines. (d)
STATUS
WEEK 7
30.
Describe the characteristics of the screw. (u)
Explain the use/uses of screws (u)
31.
Manipulate simple screws.(d)
Describe the characteristics of an inclined plane. (k)
31.
Explain how an inclined plane makes work easier. (u)
Manipulate inclined planes . (d)
32.
Describe the characteristics of wedges. (k)
Differentiate the two kinds of wedges. (k)
33.
Explain the use/uses of wedges. (u)
Manipulate simple wedges. (d)
Learning Competency :
Demonstrate the practical and safe uses of simple machines. (S6FE-IIIj-4)
STATUS
WEEK 8
40. Discuss safety tips in using and storage of the different types of
simple machines. (k).
41. Suggest ways of proper handling of simple machines. (u)
42. Demonstrate practical and safe uses of simple machines. (d)
Good Day Coordinators, Please fillout the remarks with STATUS (On-going,
Completed and Not started), WRITER AND DISTRICT ASSIGNED.
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GRADE 6
QUARTER 4- Earth and Space
CONTENT
1. Forces that affect changes on the earth’s surface
1.1 Earthquake
1.2 Volcanic Eruption
CONTENT STANDARD
The learners demonstrate understanding of…
the effects of earthquakes and volcanic eruptions
PERFORMANCE STANDARD
The learners should …
Design an emergency and preparedness plan and
kit
Learning Competency
a.
Describe the changes on the Earth’s Surface as a Result of Earthquakes and Volcanic Eruptions
(S6ES-Iva-1)
( WEEK 1 )
1. Describe the characteristics of the earth’s surface`(K)
2. Differentiate tectonic earthquake from volcanic earthquake.(U)
3. Describe the changes on the earth’s surface as a result of
earthquakes.(U)
4. Describe the changes on the earth’s surface as a result of volcanic
eruption.(U)
CONTENT
Forces that affect changes on the earth’s surface
1. Forces that affect changes on the earth’s surface
1.1 Earthquake
1.2 Volcanic Eruption
CONTENT STANDARD
The learners demonstrate understanding of…
STATUS
PERFORMANCE STANDARD
the effects of earthquakes and volcanic eruptions
Learning Competency
Enumerate what to do before, during and after an earthquake and volcanic eruptions (S6ES-IVb-2)
WEEK 2
STATUS
5. Enumerate precautionary measures before, during and after an
earthquake. (K)
6. Enumerate precautionary measures before, during and after
volcanic eruptions. (K)
7. Design an emergency and preparedness plan. (D)
CONTENT
2. Weather Patterns in the Philippines
2.1 Weather patterns and Seasons in the Philippines
CONTENT STANDARD
The learners demonstrate understanding of…
PERFORMANCE STANDARD
weather patterns and seasons in the Philippines
Learning Competency
c. Describe the different seasons in the Philippines (S6ES-IVc-3)
WEEK 3.1
STATUS
8. Identify the different seasons in the Philippines. (K)
Identify places in the Philippines that experience different type of
seasons/climate. (K)
9. Describe the two seasons in the Philippines. (U)
Explain the factors that affect the seasons/climate in the
Philippines.(U)
CONTENT
2. Weather Patterns in the Philippines
2.1 Weather patterns and Seasons in the Philippines
CONTENT STANDARD
The learners demonstrate understanding of…
PERFORMANCE
STANDARD
weather patterns and seasons in the Philippines
Learning Competency
d. Discuss appropriate activities for specific seasons of the Philippines (S6ES-IVd-4)
WEEK 3.2
STATUS
10. 1 Identify the appropriate activities for specific seasons of the Philippines.
(K)
10.2 Discuss the appropriate activities for specific seasons of the Philippines.(U)
11. 1 Suggest appropriate activities during wet and dry seasons that can be
done by family and community (U)
11.2 Perform activities/games/tasks that is appropriate for dry /wet
season.(D)
CONTENT
3. Motions of the Earth
3.1 Rotation and Revolution
CONTENT STANDARD
PERFORMANCE
The learners demonstrate understanding of…
STANDARD
the earth’s rotation and revolution
Learning Competency
e. 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 4
12. Describe how earth rotates on its axis. (K)
13. Explain what causes day and night.(U)
14. Demonstrate rotation of the Earth using a globe to explain day and night .(D)
15.Demonstrate how the earth revolves around the sun. (D)
WEEK 5
16. Describe the 4 seasons in other countries. (K)
17. Explain the factors that influence the 4 seasons.(U)
STATUS
STATUS
18. Demonstrate revolution of the Earth using a globe to explain the sequence of
seasons.(D)
CONTENT
4. The Solar System
4.1 Planets
CONTENT STANDARD
The learners demonstrate understanding of…
PERFORMANCE
STANDARD
characteristics of planets in the solar system
Learning Competency
f. Compare the planets of the solar system (S6ES-IVg-h-6)
WEEK 6
STATUS
19. Describe the characteristics of inner planets.( Mercury, Venus, Earth,
Mars) (K)
20. Describe the characteristics of outer planets.(Saturn, Jupiter, Uranus,
Neptune) (K)
21. Compare the relative sizes and composition of the inner and outer
planets.(U)
22. Compare the relative distances of each planets. (U)
23. Compare the distinct characteristics of planets in the solar system.(U)
 No. of satellites
 No. of rings
 Surface temperature
 Mass
 Density
 Atmosphere
 Rotation
CONTENT
4. The Solar System
4.1 Planets
CONTENT STANDARD
The learners demonstrate understanding of…
characteristics of planets in the solar system
PERFORMANCE
STANDARD
Learning Competency
g. Construct a model of the solar system showing the relative sizes of the planets and their relative
distances from the Sun. (S6ES-IVi-j-7)
Unpacked Learning Competencies (WEEK 7)
24. Describe the relative sizes of the planets of the solar system. ( U )
25. Describe the relative distances of the planets of the solar system. ( U )
26.Construct/improvised a model of the solar system showing the relative sizes of
the planets and their relative distance from the sun. (D)
STATUS