1
6
Science
Learner’s Activity Material




Mario P. Madriaga
Brenda B. Samson
Arlene A. Sioc
Joseph A. Villaralvo
This module is written in support of the K to 12 Basic Education Curriculum.
This is to assure that learners achieve the expected learning competencies
for the Grade Level.
3
WORKSHEETS IN SCIENCE 6
I.
Matter
Pre-Assessment
6

Solutions
11

Mixtures
16

Techniques in Separating Mixtures
20

Importance of Separating Mixtures
25

Colloids
29
Post-Assessment
II.
34
Living Things and Their Environment
Pre-Assessment
39

Musculoskeletal System
42

Digestive, Respiratory and Circulatory Systems
49

Nervous and Integumentary Systems
57

Nervous System and other Organ Systems
67
Post-Assessment
III.
78
Force, Motion, and Energy
Pre-Assessment
82

Friction
85

Forms of Energy
91

Energy Transformation
98

Simple Machines
105
Post-Assessment
111
4
IV.
Earth and Space
Pre-Assessment
116

Earthquake Changes the Earth’s Surface
118

Let’s get ready for an earthquake!
127

Motions of the Earth
133

Why Seasons Change
139
Post-Assessment
144
5
MATTER
6
PRE-ASSESSMENT
A. Multiple Choice
Read the following statements carefully and encircle the letter of the best
answer.
1. A mixture contains undissolved particles that are mixed evenly throughout
a liquid. What do you call this mixture?
a. colloid
b. pure substance
c. solution
d. suspension
2. Iron, nickel, and cobalt are materials that are magnetic. If you want to
separate nails from wood chips, which method of separating mixture will you
use?
a. Decantation
c. Magnetic separation
b. Evaporation
d. Sieving
3. A mixture is made when you combine two substances in such a way that no
new products are formed between the components. Banana con yelo is an
example of this kind of mixture. The following are the observable properties of
banana con yelo:
I. It has solid components
II. It has uniform appearance
III. It has liquid components
IV. It has no uniform appearance
Which of these properties shows that it is a heterogeneous mixture?
a. I,II and III
b. II, III, and IV
7
c. I, III, and IV
d, I, II, and IV
4. There are five types of solutions and all these types are homoeineous: sugar
in water, salt in water, and juice powder in water, Coffee in water are what type
of solutions?
a. Solid in liquid
c. Gas in liquid
b. Liquid in liquid
d. Solid in solid
5. Solute is a substance that dissolves in another substance while solvent is a
substance that dissolves a solute. In salt and water solution, which is solvent?
a. salt
b. water
c.salt and water
d. water and salt
6. A bottle of alcohol, mouthwash, smog, vinegar and air are all examples of
homogeneous mixture EXCEPT one. Which material is NOT a homogeneous
mixture?
a. a bottle of alcohol
b. air
c. smog
d. vinegar
7. Air is a very good example of gas in a gas solution. It is a mixture of several
gases. What are the three important gases present in air?
I. oxygen
II. nitrogen
III. helium
a. II, III, and IV
c. I, II, and III
b. I, II, and IV
d. I, III, and IV
IV. argon
For numbers 8-9
Given the following mixtures;
I. rock in sand
II. salt in water
III. mixed nuts
IV. powdered coffee in
hot water
8. Which of these mixtures are homogeneous?
a. I and II
b. II and III
c. II and IV
8
d. III and IV
9. Which of these mixtures are heterogeneous?
a. I and III
b. II and III
c. II and IV
d. III and IV
10. Heterogeneous mixtures can be separated by physical manipulation.
Undissolved solids in liquid can be separated by filtration. What method of
separating mixtures can be used to separate components of suspension?
a. Decantation
c. Evaporation
b. Distillation
d. Filtration
11. Which of the following pictures show decantation?
a.
b.
c.
d.
12. Which mixture will use a magnet to separate components from non
magnetic components?
a. salt and rocks
c. pebbles and water
b. paper clips and pieces of paper
d. pepper and vinegar
13. You are eating halo-halo but you do not like to eat the beans present in it,
how will you remove the beans from your halo-halo?
a. By using a magnet
c. By scooping
b. By sieving
d. By decanting
9
14. Combining sugar and water will form sugar solution or syrup. How will you
separate sugar from water?
a. By continuos mixing
c. By freezing the mixture
b. By heating the mixture
d. By filtering sugar solution
15. A given mixture exhibited the following characteristics:
I. Only one phase mixture is observed.
II. It is sticky and cloudy in appearance.
III. When light passes through it, the mixture is scattered.
IV. Components are moving in a zigzag motion as light passes through it.
Which of these characteristics describe a colloid?
a. I, II, and III
b. II, III, and IV
c. I, III, and IV
10
d. I, II, and IV
ACTIVITY SHEET NO. 1
Brief Introduction
A solution is a homogeneous mixture. Homogeneous mixture has the
same properties throughout the sample. It means that the substances mixed
thoroughly, after stirring, appeared as one substance. You can no longer
distinguish one component from the other. An example is a mixture of sugar in
water. When sugar dissolves in water, the two substances appear as one. The
sugar particles can no longer be identified. However, the taste of the water
proves that the sugar was not lost after mixing.
Objective:
At the end of this activity, learners should be able to describe the
appearance and uses of solutions such as solid and solid, solid and liquid,
and liquid and liquid.
Learning Competencies to be developed:

Describe the appearance and uses of uniform and non-uniform mixtures
(S6MT-Ia-c-1.1)
Let’s Recall
A. Given the two figures below:
1. Sugar in water
2. Sago and Gulaman
= Sago
= Gulaman
= Syrup
= Sugar
11
1. Which has a uniform appearance?
2. Which has a non-uniform appearance?
3. In your own words, describe uniform mixtures and non-uniform mixtures.
B. Tell whether the following mixtures are non-uniform or uniform.
Air
Soda
Water
___________________ ___________________ ___________________
Salt and Pepper
Sugar and Sand
___________________
___________________
Let’s Understand
There are five types of solutions. All these types are homogeneous.
1. Solid in liquid
A solid substance is dissolved in a liquid substance. Examples are sugar
in water, salt in water, juice powder in water, or coffee in water.
12
2. Liquid in liquid
A liquid substance can also be dissolved in another liquid and these two
substances can be mixed thoroughly. Examples of these are alcohol and water,
wine and soda water, concentrated fruit juice in water.
3. Gas in liquid
Certain liquids contain gaseous substances. Soft drinks appear as
liquid, but they actually contain carbon dioxide gas. This can be observed when
a bottle of soft drink is shaken or opened, bubbles appear and gas is released.
Oxygen is also present in water. Plants use them during the food –
making process.
4. Gas in gas
Air is a very good example of gas in a gas solution. It is a mixture of
several gases – oxygen (20.95%), nitrogen (78.09%), carbon dioxide (0.03%)
argon (0.93%), and several trace gases- water vapor, methane and ammonia.
5. Solid in solid
Steel, basically a solution of carbon atoms in a crystalline matrix of iron
atoms.
Alloys like bronze and many others.
Polymers containing plasticizers.
Let’s Apply
Complete the table by filling in the components and appearance of the
given types of solution.
Types of solution
Components
Liquid in liquid
Liquid in gas
Gas in liquid
Solid in solid
Gas in gas
13
Appearance
Let’s Analyze
A solution is formed when one substance is dissolved in another
substance. When a substance is dissolved, it breaks down into molecules.
These molecules mix with other molecules of another substance. Solutions
contain solute and solvents. When you look at a solution, it is not possible to
distinguish a solute from a solvent.
Solute is a substance that dissolves in another substance while a solvent
is a substance that dissolves a solute.
Example of
solution
Components
What is the
solute?
What is the
solvent?
Salt solution
Salt and water
Salt
Water
Let’s Evaluate
Complete the table below by giving the solute and the solvent of the
given types and examples of solution.
Types of
solution
Liquid dissolved
in liquid
Examples
Solute
vinegar
wine
Gas dissolved in
liquid
Soft drink
Dental amalgam
Solid dissolved
in liquid
Sugar solution
14
Solvent
Let’s Create
A. Mix dishwashing liquid, oil, and water in a bottle with a lid. Shake them and
let them stand for a while. Observe. What kind of mixture is formed? Why are
the different substances immiscible? Draw the mixture you formed. Label the
components of the mixtures.
B. Prepare a process flowchart in the preparation of a fruit flavored drinks at
home.
Materials needed:

Powdered juice

Water (cold or warm)

Spoon/stirrer

Glass
15
ACTIVITY SHEET NO. 2
Brief Introduction
When you combine two or more substances, you form a mixture.
Mixtures are different from compounds because the mixture doesn’t form a new
compound material when blended. The substances combined in a mixture can
be separated into pure elements. The two main categories of mixtures are
homogeneous and heterogeneous. Homogeneous mixtures have a unified or
same composition throughout, while heterogeneous mixtures have an uneven
composition.
Objective:
At the end of this activity, learners should be able to classify mixtures
into uniform (homogeneous) and non-uniform (heterogeneous).
Learning Competencies to be developed:
(S6MT-Ia-c-1.3)
Let’s Recall
Identify the mixture with uniform appearance by putting a check on the
blank before each number.
_____ 1. sand and water
_____ 2. baking soda and vinegar
_____ 3. salt and water
_____ 4. rock and soil
_____ 5. sugar and salt
16
Let’s Understand
Mixtures can be homogeneous. A mixture is homogeneous, or what is
commonly called as a solution, when the materials in the mixture cannot be
recognized from one another. You were able to identify the different
components that were mixed because they were not evenly distributed in the
mixture. The components retained their own characteristics. The mixture
produced in this activity is a coarse or heterogeneous mixture.
A heterogeneous mixture is not uniformly mixed. An example is muddy
water. In a mixture of mud and water, the heavier mud particles settle near the
bottom of the container, so the separation of the components is seen.
Figure A. Salt and water is
a homogenous mixture
Figure B. Mud and water is a
heterogeneous mixture.
Let’s Apply
Complete the table.
Mixture
Ingredients
Number of
Phases
Observed
Juice
Macaroni salad
Iced tea
Coffee
Lemonade
17
Kind of Mixture
Based on the ingredients of the two mixtures, how will you differentiate these
with respect to the number of phases observed?
Juice Drink
Macaroni Salad
Let’s Analyze
From the previous activity, you have learned that homogeneous
mixture refers to a substance that is consistent or uniform throughout its
volume. They consist of a single phase, be it liquid, gas, or solid. (Example, air
is considered a homogeneous mixture of gases.)
While heterogeneous mixture is a mixture having a non-uniform
appearance. The composition varies from one region to another, with at least
two phases that remain separate from each other, with clearly identifiable
properties. If you examine a sample of a heterogeneous mixture, you can see
the separate components.
Example banana con yelo.
18
Let’s Evaluate
Identify the kind of mixtures as to homogeneous or heterogeneous.
Mixture
Ingredients/components
Number of
Phase/s
Observed
Kind of
Mixture
Coffee
Buko juice
Halo-halo
Lemonade
Fruit salad
Let’s Create
Using the given materials below, prepare examples of uniform mixture
and non-uniform mixture.
Glass of water
Sugar
Crushed ice
Ripe mango
Note: You can use the materials given twice or more as needed.
19
ACTIVITY SHEET NO. 3
Brief Introduction
A mixture is made when you combine two substances in such a way that
no new products formed between the components and you can separate them
again.
Objective:
At the end of this activity, learners should be able to enumerate and
describe techniques in separating mixtures.
Learning Competencies to be developed:
(S6MT-Id-f-2.1)
Let’s Recall
Identify the following materials as homogeneous or heterogeneous
mixture.
_____ 1. pebbles and rocks
_____ 6. powdered juice and sugar
_____ 2. pizza with toppings
_____ 7. starch and soy sauce
_____ 3. chips and dips
_____ 8. cocoa powder and milk
_____ 4. gravel and sand
_____ 9. mixed nuts
_____ 5. coffee and hot water
_____ 10. flour and water
Let’s Understand
Using a pack of Dingdong snacks, separate each nut component
present in it using pieces of clean paper.
20
Let’s Apply
Do the following activities and answer the questions in your notebook.
A.
1. Get a glass of water and a scoop of sand.
2. Mix the water and the sand. Pass the mixture through a cheesecloth.
3. Observe what happens.
4. Record your observation in your notebook.
a. How did you separate the sand from the water?
B.
1. Get some iron filings.
2. Mix them with flour.
3. Hold a magnet over the mixture.
4. Observe and record what happens.
a. What happened?
b. Why do you think this happened?
C.
1. Get a candle, evaporating dish or foil formed into a box, old feeding
bottle tongs, and soft drinks.
2. Pour 10 ml of the soft drink into the evaporating dish or foil.
3. Gently heat it until most of the water has evaporated. (Be careful not
to burn it.)
4. Allow the dish to cool. Examine the substance remaining in the dish.
Describe the product left in the foil/dish. Where did the water go? What made
the water disappear?
a. What do you think is left in the evaporating disk/foil?
b. Where did the water go?
c. What made the water disappear?
21
Let’s Analyze
Some Ways of Separating Components of Mixtures
The ways of separating the substance that make up mixture depend on
the physical properties of the substances. Mixture made up of large particles
like rice and tiny stone maybe handpicked.
Filtration
A technique in which an insoluble solid is separated
from a liquid. It uses a filter like mesh cloth or a filter paper to
separate solid components from a liquid
Evaporation
A technique used in separating a soluble
solid from a liquid. It is used by people who
produce salt by evaporating sea water under the
sun.
Decantation
Decantation is a technique used in separating a
less-dense substance from a denser one. In the process
of decantation, the mixture is left undisturbed. Oil and
water could be removed using the decantation
technique.
22
Use of Magnets
Mixture of metals and nonmetals could be separated
using a magnet. Metals are attracted to the magnet while
nonmetals are not. In this way, the use of magnet is good in
separating metals from nonmetal.
Let’s Evaluate
Given the following set of mixtures, separate the components from the
other by using the appropriate technique. Look at the given example below.
Example:
Scrap iron and plastic
Separation technique
Picking
Plastic
Scrap iron
1. Avocado, mango, and chico seeds
2. Lime and water
3. sand and gravel
4. pebbles and water
5. Salt and water
23
Let’s Create
How will you get coconut milk from coconut meat? Show your
extraction through illustration or concept map.
24
ACTIVITY SHEET NO. 4
Brief Introduction
It is necessary to be aware of the different processes of separating
mixtures. It helped us in our daily activities. It would allow us to enjoy the
simple joys of our everyday lives. We have to observe the proper ways of
separating mixtures.
Objective:
At the end of this activity, learners should be able to describe the uses
and importance of the different methods of separating mixtures in our daily
lives.
Learning Competencies to be developed:
(S6MT-Id-f-2.10)
Let’s Recall
Identify how each mixture can be separated by choosing the right
answers on the words in the given box.
Decantation
Sieving
Evaporation
Magnet
Filtration
1. oil and water
2. pebbles and soil
3. screws and paper cuttings
4. iron fillings in sand
5. salt and water
25
Let’s Understand
We usually separate mixtures in the kitchen. By separating rice from the
palay using the process of sieving, we are
able to enjoy eating rice. We are also given
the chance to eat the meals we want and
discard those we do not want on our plate.
Children who play with their toys everyday don’t realize that they too are
separating mixtures. With the use of
manual separation, they are able to
separate the toys they like to play with and
to keep away those that they dislike.
Chromatography is a technique that separates the components of
mixtures that are based on the ability of each component to be drawn across
the surface of another material. Chromatography is good in separating
dissolved substances that have different colors, such as inks and plants dyes.
Distillation is a process of
separating liquids from a solution. The
separation technique is based on the
differences of the boiling point of the
substances in the mixture. Distillation is
used in producing pure water, distilled
water, or ethanol.
26
Let’s Apply
Where do you use each process in our daily like activities? Give
specific examples.
1.evaporation
2. filtration
3. decantation
4. magnetic separation
5. hand picking
Let’s Analyze
Making a mixture can be an easy task but to separate components in a
mixture is a totally different thing. First, you have to know the method you are
to use. Second, you have to consider the components involved in the mixture.
There are different ways of separating components of a mixture. Manual
separation, filtration, evaporation, decantation, freezing/cooling and magnetic
separation. If you have gravel and sand and you need only to have sand, how
will you remove it from the mixture? Why?
Let’s Evaluate
Read the following statements and choose the letter of the best answer.
1. If you want to separate sand from a mixture of sand and water, what method
of separation of mixtures you will use?
a. Filtration
b. Sieving
c. Hand picking
d. Evaporation
2. What technique is used in separating soluble solid from a liquid?
a. Sieving
b. Evaporation
c. Filtration
27
d. Decantation
3. How will you get pure water from the mixture of salt and water solution?
a. Distillation
b. Sieving
c. Use of magnet
d. Filtration
4. Oil is dissolved in water. Which separation technique can be used to
separate oil from water?
a. Distillation
b. Filtration
c. Sieving
d. Decantation
5. A mixture was made by combining salt, iron fillings and water. Which of the
following separation techniques can be utilized to remove one component
of mixture from one another?
I. Decantation
a. I and II
II. Evaporation
b. II and III
III. Filtration IV. Chromatography
c. I and III
d. III and IV
Let’s Create
Given the following materials (Lemon, glass, water, sugar, and spoon).
Prepare lemon juice drink and identify the proper way of separating the juice
from its seeds.
Rubrics
Indicator
If the pupils can perform the proper
way of separating the lemon juice
from its seeds with the given
materials.
Incomplete way of separating the
lemon juice from its seeds.
Lack of knowledge to separate the
lemon juice from its seeds.
Points
5
3
1
28
ACTIVITY SHEET NO. 5
Brief Introduction
Colloid is a special kind of mixture that contains very tiny particles that
cannot be seen by the naked eye. The tiny particles do not settle down. Instead,
they move rapidly and collide with or bump with each other known as Brownian
motion.
Brownian motion of the particle
In adding a powdered milk to a glass of warm water, you can form a
cloudy mixture but the milk particles do not settle down. The milk that you drink
everyday is called colloid.
Objective:
At the end of this activity, learners should be able to identify common
household colloids and their uses.
Learning Competencies to be developed:
S6MT-Ia-c-1.11
29
Let’s Recall
Complete the table.
Mixture
Kind of Mixture
Components
Solute
Solvent
Vinegar
Orange juice
Soft drink
Coffee
Sugar
solution
Let’s Understand
Colloid is a mixture composed of particles in a dispersing medium. A
colloid is defined by the size of the particles involved. If the particles in a mixture
are on the scale of individual molecules, around 1 nanometer, it is defined as
a solution. If the particles are larger than1,000 nanometers, it is a suspension.
Anything in between is a colloid. Some common characteristics of colloids are
the following:
a. Brownian Motion
No matter how long a colloid is left undisturbed, the particles in it never
fully rest. Instead they exhibit constant zigzagging movement at the
microscopic scale.
b. Tyndall Effect
When a beam of light shines through a colloid, the suspended particles
scatter the light, making it visible as a distinct column of illumination.
Scattering of light/Tindall Effect
30
c. Cloudy in appearance
Powdered milk mixed with water is an example of colloid with cloudy
appearance
Guide questions:
What is a colloid?
How do we know that a mixture is a colloid? Why?
Let’s Apply
Listed on the table are examples of colloids that we are using in our
daily living. Think of a particular activity where you can use the product/s and
write the use/s opposite each example of colloid. Study the given example.
Colloids
Shampoo
Activity
Taking a bath
Lotion
Dishwashing liquid
Butter
Mayonnaise
Hair gel
31
Uses
For cleaning the hair
Let’s Analyze
You and your mother brought the following items from the supermarket:
mayonnaise, butter, brown sugar, milk, oil, salt, detergent powder, shampoo,
canned goods, dishwashing liquid, toothpaste, vinegar, soy sauce, olive oil, and
ketchup.
Select the items that are colloids and describe their uses. Write your
answers on the table below:
Colloidal Materials
Uses of Colloids
32
Let’s Evaluate
Match the colloids materials in column A with its respective use in
column B.
Column A
Column B
1. Hair Gel


a. Condiment that enhances food flavor
2. Catsup


b. For application on the skin
3. Glue


c. To attach a picture on the paper
4. Ointment 

d. For hair styling


e. Binds materials like cloth / paper
5. Paste
Let’s Create
Prepare a write-up on edible colloid.
1. Group yourselves into three.
2. Have a research on the preparation of a colloid of your choice. Make a
write-up on the preparation of your colloid. Include the materials you
used.
A. Title
B. Materials
C. Write-up on the preparation of an edible colloid. Write also the
process involves in the preparation of edible colloid
33
POST-ASSESSMENT
A. Multiple Choice
Read the following statements carefully and encircle the letter of the best
answer.
1. A mixture contains undissolved particles that are mixed evenly throughout
a liquid. What do you call this mixture?
a. colloid
b. pure substance
c. solution
d. suspension
2. Iron, nickel, and cobalt are materials that are magnetic. If you want to
separate nails from wood chips, which method of separating mixture will you
use?
a. Decantation
c. Magnetic separation
b. Evaporation
d. Sieving
3. A mixture is made when you combine two substances in such a way that no
new products are formed between the components. Banana con yelo is an
example of this kind of mixture. The following are the observable properties of
banana con yelo:
I. It has solid components
II. It has uniform appearance
III. It has liquid components
IV. It has no uniform appearance
Which of these properties shows that it is a heterogeneous mixture?
a. I,II and III
b. II, III, and IV
34
c. I, III, and IV
d, I, II, and IV
4. There are five types of solutions and all these types are homoeineous: sugar
in water, salt in water, and juice powder in water, Coffee in water are what type
of solutions?
a. Solid in liquid
c. Gas in liquid
b. Liquid in liquid
d. Solid in solid
5. Solute is a substance that dissolves in another substance while solvent is a
substance that dissolves a solute. In salt and water solution, which is solvent?
a. salt
b. water
c.salt and water
d. water and salt
6. A bottle of alcohol, mouthwash, smog, vinegar and air are all examples of
homogeneous mixture EXCEPT one. Which material is NOT a homogeneous
mixture?
a. a bottle of alcohol
b. air
c. smog
d. vinegar
7. Air is a very good example of gas in a gas solution. It is a mixture of several
gases. What are the three important gases present in air?
I. oxygen
II. nitrogen
III. helium
a. II, III, and IV
c. I, II, and III
b. I, II, and IV
d. I, III, and IV
IV. argon
For numbers 8-9
Given the following mixtures;
I. rock in sand
II. salt in water
III. mixed nuts
IV. powdered coffee in
hot water
8. Which of these mixtures are homogeneous?
a. I and II
b. II and III
c. II and IV
35
d. III and IV
9. Which of these mixtures are heterogeneous?
a. I and III
b. II and III
c. II and IV
d. III and IV
10. Heterogeneous mixtures can be separated by physical manipulation.
Undissolved solids in liquid can be separated by filtration. What method of
separating mixtures can be used to separate components of suspension?
a. Decantation
c. Evaporation
b. Distillation
d. Filtration
11. Which of the following pictures show decantation?
a.
b.
c.
d.
12. Which mixture will use a magnet to separate components from non
magnetic components?
a. salt and rocks
c. pebbles and water
b. paper clips and pieces of paper
d. pepper and vinegar
13. You are eating halo-halo but you do not like to eat the beans present in it,
how will you remove the beans from your halo-halo?
a. By using a magnet
c. By scooping
b. By sieving
d. By decanting
36
14. Combining sugar and water will form sugar solution or syrup. How will you
separate sugar from water?
a. By continuos mixing
c. By freezing the mixture
b. By heating the mixture
d. By filtering sugar solution
15. A given mixture exhibited the following characteristics:
I. Only one phase mixture is observed.
II. It is sticky and cloudy in appearance.
III. When light passes through it, the mixture is scattered.
IV. Components are moving in a zigzag motion as light passes through it.
Which of these characteristics describe a colloid?
a. I, II, and III
b. II, III, and IV
IV
37
c. I, III, and IV
d. I, II, and
Living Things
and Their
Environment
38
PRE-ASSESSMENT
Read each item carefully. Encircle the letter of the correct answer.
1. Which of the following is NOT the function of the musculoskeletal system?
a. allowing motion
c. supporting the body
b. circulating blood
d. protecting vital organs
2. Given the following characteristics of muscles, which describes skeletal
muscles?
a. muscles found in the heart
b. muscles found in the stomach
c. tissues that connect muscle to another muscle
d. muscles which are attached to the bones and are responsible for movement.
3. How do muscles work?
a. they work according to order or sequence
b. they work by branches
c. they work in groups
d. they work in pairs
4. In movement, what happens with biceps when the triceps contract?
a. contract
c. relax
b. freeze
d. stretch
5. Which of the following sets of ideas tells that the digestive system do?
a. digest food, eat food, breaks up food.
b. digest food, absorb nutrients, and eliminate waste.
c. burns calories, eliminate waste, and helps one breath
d. makes nutrients, gets food into small particles, helps swallow food.
39
6. Which three (3) body systems work together for cellular respiration to
occur?
a. Respiratory, Circulatory, Digestive
b. Respiratory, Muscular, Circulatory
c. Respiratory, Skeletal, Circulatory
d. Respiratory, Circulatory, Endocrine
7. The lungs, trachea, diaphragm are structures found in the _______ system.
a. circulatory
b. respiratory
c. digestive
d. integumentary
8. Which of these body systems inhale oxygen and exhale carbon dioxide.
a. Respiratory System
b. Circulatory System
c. Digestive System
d. Musculoskeletal System
9. The __________ system transports oxygen to the body cells and pick up
carbon dioxide from the body cells to be exhaled out of the body.
a. Respiratory
c. Digestive
b. Circulatory
d. Musculoskeletal
10. The skin does all of these except:
a. helps keep our bodies at just the right temperature
b. helps the body absorb sugary food
c. allows us to have sense of touch
d. protects our bones
40
11. What tells you what you feel when touched or hurt?
a. dermis
c. nerve endings
b. brain
d. pores
12. What makes up the central nervous system (CNS)?
a. brain and heart
c. heart and spinal cord
b. brain and spinal cord
d. spinal cord and lungs
13. What are the nerve cells that relay signals from the central nervous
system to the other parts of the body?
a. messenger neurons.
c. motor neurons.
b. sensory neurons.
d. interneurons.
14. The blood vessels are muscular tubes that carry blood, sugar and oxygen
to the parts of the body. Nervous impulses cause these tubes to expand or
contract. In which body system do blood vessel belong to?
a. Nervous System
c. Digestive System
b. Muscular System
d. Circulatory System
15. Which body system is responsible for generating electrical impulses that
run the muscular system?
a. Circulatory System
b. Endocrine System
c. Muscular System
d. Nervous System
41
ACTIVITY SHEET NO. 1
Brief Introduction
The musculoskeletal system is made up of the body's bones (the
skeleton), muscles, cartilage, tendons, ligaments, joints, and other connective
tissue that supports and binds tissues and organs together. Its primary
functions include supporting the body, allowing motion, and protecting vital
organs. The musculoskeletal system provides form, support, stability, and
movement to the body.
The skeleton, muscles, cartilage, tendons, ligaments, joints, and other
connective tissues are all part of the musculoskeletal system, which work
together to provide the body with support, protection, and movement.
The bones of the skeletal system protect the body's internal organs,
support the weight of the body, and serve as the main storage system for
calcium and phosphorus.
The muscles of the muscular system keep bones in place; they assist
with movement by contracting and pulling on the bones.
To allow motion, different bones are connected by joints which are
connected to other bones and muscle fibers via connective tissues such as
tendons and ligaments.
Cartilage prevents the bone ends from rubbing directly on each other.
Malnutrition and arthritis are examples of disorders and diseases in the
body that can severely impair the function of the musculoskeletal system.
42
Objective:
At the end of this activity, learners should be able to identify and
describe the functions of the organs of the Musculoskeletal System.
Learning Competencies to be developed:

Explain how the organs of each organ system work together.
(S6LTIIa-b-1.1.1)
Let’s Recall
Fill in the blanks with the correct answer. Choose your answer from the
word bank. There are words may repeatedly be used as answer.
BONES AND MUSCLES
Our skeleton is very useful. They have three functions: ____________,
support and ____________. The ________________ protects our brain and
the ______________ protects our heart and lungs. Without ____________our
bodies would have collapsed. Bones are connected by ____________.
Likewise, knees are joints. Muscles are attached to the ____________ of our
skeleton. They allow our bones to _______________ by contracting and
______________. Muscles usually work in _______________. On the other
hand, cartilage protects the bones and facilitates _______________.
bones
move
easily
movement
expanding
protection
joints
tendons
ribs
skeleton
pairs
skull
43
Let’s Understand
Musculoskeletal system is entirely made up of bones, muscles, tendons,
ligaments, cartilages and joints. It provides a form of support, stability,
movement and protection to organs.
Parts and Functions of the Organs of the Musculoskeletal System
PARTS
FUNCTIONS
Bones
body support, vital organs protection, blood cell protection,
mechanical basis for movement
Muscles
produce movements, body support, joint stability, body heat
production
PARTS
Tendons
Ligament
Synovial
membrane
Joint capsule
FUNCTIONS
Soft Tissue Structure
bond of fibrous connective tissue that connect muscle to the
bone
bond of fibrous connective tissue that connects bone to the
bone
lines the synovial cavity, secretes synovial fluid that lubricates
the joint
dense fibrous connective tissue that encloses and protects the
joint
Additional hard tissue
Joints
two bones connected to each other
Cartilage
cushion between joints , not as rigid as bone, not as flexible as
muscle
A tendon is a band of tissue that connects
muscle to the bone. A ligament is an elastic band of
tissue that connects bone to bone and provides
stability to the joint. Cartilage is a soft, gel-like
padding between bones that protects joints and
facilitates movement.
44
Study how muscles work!
Muscles that move your bones work in pairs.When one contracts, the
other must relax. For example, your biceps must relax and lengthen when your
triceps contract and shorten.
Let’s Apply
Explain how the boys playing basketball use their musculoskeletal system.
Write your explanation on the space provided below.
___
45
Let’s Analyze
Fill in the missing spaces with the organ or function of the musculoskeletal
system.
PARTS
FUNCTION
Bones
-
-
produce movements, body support
stability, body heat production
Cartilage
-
Tendons
-
-
bond of fibrous connective tissue
that connects bone to bone
Joints
-
Let’s Evaluate
Read each item carefully. Encircle the letter of the correct answer.
1. Which of the following is NOT the function of the musculoskeletal system?
a. allowing motion
c. supporting the body
b. circulating blood
d. protecting vital organs
2. Given the following characteristics of muscles, which describes skeletal
muscles?
a. they are muscles found in the heart
b. they are muscles found in the brain
c. they are tissues that connect muscle to another muscle
d. they are muscles which are attached to the bones and are responsible for
movement.
46
3. Cartilage serves as a cushion to joints. Which of the following is/are the
function/s of cartilage?
I.
II.
III.
IV.
a. I and II
soft
gel-like padding
prevents movement
connects muscles to bones
b. II and III
c. I and IV
d. III and IV
4. How do muscles work?
a. they work by branches
b. they work in groups
c. they work according to order or sequence
d. they work in pairs
5. In movement, what happens with biceps when the triceps contract?
a. they contract
b. they freeze
c. they relax
d. they stretch
47
Let’s Create
Complete this table by giving the functions of the organs of
musculoskeletal system. Write your answers on the space provided.
Bones
____________________________
____________________________
____________________________
____________________________
Muscles
____________________________
____________________________
____________________________
____________________________
Functions of the organs
of
musculoskeletal system
Tendons
____________________________
____________________________
____________________________
____________________________
Ligaments
____________________________
____________________________
____________________________
____________________________
48
ACTIVITY SHEET NO. 2
Brief Introduction
The respiratory system carries oxygen to and removes carbon dioxide
from the blood. The circulatory system transports dissolved gases and nutrients
through the body. The digestive system breaks down food, absorbs nutrients,
and eliminates solid waste. Organ systems working together carry out
important tasks in the body.
Objective:
At the end of this activity, learners should be able to describe how the
organs of the digestive, respiratory and circulatory systems work together.
Learning Competencies to be developed:

Explain how the organs of each organ system work together.
(S6LTIIc-d-2.2)
Let’s Recall
A. Label the parts of the human digestive system. Choose your answer from
the word bank found below.
WORD BANK
Mouth
Stomach
Rectum
Anus
Bile
Pancreas
Liver
Gall bladder
Small intestine
Large intestine
49
B. Circle which organs are involved in Respiratory System.
Diaphragm
Mouth
Larynx
Bronchus
Alveoli
Rib cage
Arteries
Trachea
Bronchioles
Lungs
Heart
Esophagus
Stomach
Nose
Muscles
50
C. Match the description in column A with the parts of the Circulatory system
in column B. Write the letter of your answer on the space provided.
COLUMN A
COLUMN B
_____1. pumps blood all throughout the body.
_____2. receiving chambers of the heart.
_____3. pumping chambers of the heart
_____4. largest artery which distribute
oxygenated blood to the different parts of the
body
_____5. tubes where blood pass through
a. arteries
b. ventricles
c. atria
d. aorta
e. blood vessel
f. septum
Let’s Understand
How the organs of the digestive, respiratory and circulatory systems
work together?
a. Digestive system breaks down large molecules (e.g starch) into
simple molecules such as glucose. These are then transported to cells of the
body via the circulatory system.
51
Try this:
Arrange the following statements according to the process on how the
respiratory, digestive and circulatory system work together. Number each of
the steps according to the sequence it occurs. Use numbers. 1-5.
____ Water is absorbed.
____Food is broken into small pieces
____Nutrients pass through the blood stream
____Waste are removed from the body.
____Food is liquefied and digested into forms that cell can use.
b. The respiratory system
causes the diffusion of oxygen into
the blood and the diffusion of CO2 out
of the blood. This oxygen is then
transported to cells of the body via
the circulatory system.
How is
breathing different from respiration?
Try this:
Breathing is just the mechanical getting of air in and out of the lungs and
Respiration includes the reaction of oxygen with the glucose provided with the
food that we eat, which do you think is needed in gas exchange which gets
oxygen from the air into the blood and remove carbon dioxide?
What is the difference between BREATHING and RESPIRATION?
52
Circulatory and Respiratory Systems
Circulatory System
 Contains heart and all the blood vessels
 Responsible for movement of blood,
nutrients and gases
 Heart pumps blood to lungs to receive
oxygen and then to the rest of the body
Respiratory System
 Responsible for bringing in oxygen and
ridding our bodies of carbon dioxide
 Lungs, diaphragm and windpipe
 Oxygenates our entire body
c. When the cells have both oxygen and glucose they can respire to
release energy, producing water and carbon dioxide (the CO2 is carried
through the circulatory system to the lungs where it is removed through the
respiratory system.
53
Try this:
How can the circulatory system deliver the oxygen and nutrients
absorbed by the body?
Write your answer here:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Let’s Apply
Why do we eat food? If you are hungry how you do feel? Have you
ever wondered what happened to the food you have just eaten? What
processes it undergoes until it becomes the nutrients that will nourish your
body?
Chain of Events: Think of one food item that you enjoy eating. Using the
diagram below, describe the chain of events that happens during the
digestion of your favorite food.
Write your answers on the space provided below.
1.
2.
3.
4.
5.
6.
54
Let’s Analyze
The respiratory system carries oxygen to and removes carbon dioxide
from the blood. The circulatory system transports dissolved gases and
nutrients through the body. The digestive system breaks down food, absorbs
nutrients, and eliminates solid waste. Organ systems working together carry
out important tasks in the body. Cite through this diagram the function of the
Digestive, Respiratory and Circulatory System.
Digestive System
Respiratory
System
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_____
Body System
are working
together
55
Circulatory
System
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
Evaluate
Fill in the blanks with the correct answer. Choose your answer from the word
bank below.
The ______________carries oxygen to and ________________ carbon
dioxide from the blood. The _________________ transports dissolved gases
and nutrients through the body. The ______________ breaks down food,
absorbs nutrients, and _______solid waste. Organ systems _______________
together carry out important tasks in the body.
WORD BANK
circulatory system
distribute
eliminates
musculoskeletal system
digestive system
working
removes
nervous system
respiratory system
56
ACTIVITY SHEET NO. 3
Brief Introduction
The integumentary system reduces water loss, contains receptors that
respond to touch, regulates body temperature, and protects the inside of the
body from damage. Receptors in skin send sensory information to the brain.
The autonomic nervous system regulates peripheral blood flow and sweat
glands.
Skin and its appendages are part of integumentary system where
specialized sensory nerve ends are present. These sensory ends receive
stimuli and send impulses through sensory neuron to Central nervous system.
Objective:
At the end of this activity, learners should be able to describe how the
nervous and integumentary systems work together.
Learning Competencies to be developed:

Explain how the organs of each organ system work together.
(S6LTIIc-d-2.3)
Let’s Recall
Skin is more than a fleshy surface for pimples, tattoos and wrinkles. Skin
is the body's largest organ, and along with hair, nails, glands and nerves, is
part of the integumentary system.
57
Integumentary – Structures
Skin – mostly dead and made up of
layers

Epidermis

Dermis
 Fat Layer
Hair – helps keep you warm
Nails – give structures to the ends of
your fingers
Glands – release oils for moisture
and protection
Nerves – send and receive
messages to the brain
A. Study these jumbled letters about integumentary system. Rearrange
the letters to form a word. Describe the word formed.
1. K S I N - ______- __________________________________________
2. A H R I-_______- __________________________________________
3. I A N L S-______- __________________________________________
4. G N L D S A-________-______________________________________
5. E N R V S E- _______-______________________________________
B. Name the numbered parts of the nervous system on the image below.
The nervous system has two great divisions: the central nervous system
(CNS), which consists of the brain and the spinal cord, and the peripheral
nervous system (PNS), which consists of nerves and small concentrations of
58
gray matter called ganglia. The brain sends messages via the spinal cord to
the body's peripheral nerves, which control the muscles and internal organs.
Name My Parts
Name the numbered parts of the nervous system
Central Nervous System
1.
2.
3.
Peripheral Nervous System
4.
5.
Let’s Understand
How do the nervous and the integumentary systems work together?
Skin and its appendages are part of integumentary system where
specialized sensory nerve ends are present. These sensory ends receive
stimuli and send impulses through sensory neuron to Central nervous system.
59
We feel sensation of pain, pressure, temperature changes, etc because
of association of nervous system with integumentary system.
The nervous system consists of the nerves, spinal cord and the brain,
which work together as the control system of the body.
-The brain and the spinal cord make up the central nervous system, which
processes all incoming and outgoing messages in the body.
-All the nerves make up the peripheral nervous system.
-The sensory nerves gather information from the environment that they send
to the central nervous system.
-The motor nerves transmit impulses from the brain to the muscles and glands
of the body for proper reaction/action.
The body sends
two kinds of signals,
sensory and
motor.
Sensory signals help
you use your senses
to explore the world
around you. They tell
you when you touch,
see, fee, hear, or taste
something.
Neurons
carry sensory signals
from all around your
body
to
the
brain.
Motor signals go the opposite way. They go from the brain to your muscles.
They help you move or pick up objects.
60
Let’s Apply
Using this illustration, make your own flow diagram to demonstrate how
your nervous system coordinates your ability to drink when you are thirsty, it
happens because receptors in the skin send sensory information to the brain
and from the brain to the muscles and hand. Use the diagram found below.
Neurone:
Electrical impulse
Synapse: Chemical
transmission
Neurone: Electrical
impulse to brain
(BRAIN) makes
conscious
decision based on
feedback from
receptors in mouth
Skin cells in mouth
(oral mucosa)
Dry mouth
Neurone:
Electrical impulse
Muscles in the arm
and hand contract
to pick up a bottle
of water
61
• ________________________________________________________________________________________
• _
Skin in the
mouth
• _________________________________________________________________________________________
• ___________________________________________________________________________________________
Brain
• _
• ____________________________________________________________________________________________
• ___________________________________________________________________________________________
Muscles in the
arm and hand
• _
• ____________________________________________________________________________________________
Let’s Analyze
Your skin plays a vital role in your body as regards the sense of touch.
The nervous system depends on neurons embedded in your skin to sense the
outside world. It processes input from your senses, including touch, and
initiates actions based on those inputs.
62
Study the illustration. Sequence these correctly according to their occurrence.
Use numbers 1-5.
_____ when you stub your toe
_____nerve cells in the foot send signals up the leg,
_____through the spinal cord,
_____and up into the brain.
_____The nerve cell connections in the brain sense these signals as pain.
63
Let’s Evaluate: Encircle the letter of the correct answer.
1. The skin does all of these except:
a. protects our bones
b. helps keep our bodies at just the right temperature
c. helps the body absorb sugary food
d. allows us to have sense of touch
2. Which tells you what you feel when touched or hurt?
a. dermis
c. nerve endings
b. brain
d. pores
3.What makes up the central nervous system (CNS)?
a. brain and heart
c. heart and spinal cord
b. brain and spinal cord
d. spinal cord and lungs
4. What are the nerve cells that relay signals from the central nervous system
to the other parts of the body?
a. messenger neurons.
c. motor neurons.
b. sensory neurons.
d. interneurons.
5. What tells you whether you are feeling hot, cold or in pain?
a. nerves/neurons
c. brain
b. spinal cord
d. skin
64
Let’s Create
How the Nervous System Works?
The basic functioning of the nervous system depends a lot on tiny cells
called neurons. The brain has billions of them, and they have many specialized
jobs. For example, sensory neurons take information from the eyes, ears, nose,
tongue, and skin to the brain. Motor neurons carry messages away from the
brain and back to the rest of the body.
All neurons, however, relay information to each other through a complex
electrochemical process, making connections that affect the way we think,
learn, move, and behave.
Using the illustration below, think of another situation where the nervous
system coordinate and with the integumentary system, explain your answer in
3-5 sentences. Write your answer on the space provided below.
65
Write your answer here:
_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Rubrics:
Criteria
Excellent
Very satisfactory
Satisfactory
Poor
(4)
(3)
(2)
(1)
Information are
complete but
brief
Information
are missing
Presence
of All information All information are
required
are
present present
information or and
answer
demonstrate a
detailed
response
Quality of work
Evidence
effort
Honest,
Evidence
perceptive and thought
clever
observation
from personal
experience
some Responses
acceptable but
reveal little
Vague
and
confusing
of Answers are Significant answers Answers are
insightful and with
emerging made
with
probe to a understanding
minimal
greater
understanding
understanding
Answers do
not connect
to
task
presented
66
of
ACTIVITY SHEET NO. 4
Brief Introduction
If you think of the brain as a central computer that controls all bodily
functions, then the nervous system is like a network that relays messages back
and forth from the brain to different parts of the body. It does this via the spinal
cord, which runs from the brain down through the back and contains threadlike
nerves that branch out to every organ and body part.
The basic functioning of the nervous system depends a lot on tiny cells
called neurons. The brain has billions of them, and they have many specialized
jobs. For example, sensory neurons take information from the eyes, ears, nose,
tongue, and skin to the brain. Motor neurons carry messages away from the
brain and back to the rest of the body. All neurons, however, relay information
to each other through a complex electrochemical process, making connections
that affect the way we think, learn, move, and behave.
Objective:
At the end of this activity, learners should be able to describe how the
nervous controls all the organ systems of the body.
Learning Competencies to be developed:

Explain how the organs of each organ system work together.
(S6LTIIc-d-2.4)
67
Let’s Recall
Fill in the blanks with the correct parts of the nervous system. Use the
information given above.
1 _________receives information through the sense organ.
2 _________relays the impulse to the brain
3 _________receives, interprets the impulse and sends signals to the motor
neuron.
4 _________transmit the impulse to the muscles for proper action.
68
Let’s Understand
The nervous system consists of the nerves, spinal cord and the
brain, which work together as the control system of the body.
The brain and the spinal cord make up
Brain
the central nervous system, which processes all
incoming and outgoing messages in the body. All
the nerves make up the peripheral nervous
Spinal
Cord
system. The sensory nerves gather information
from the environment that they send to the central
nervous system. The motor nerves transmit
impulses from the brain to the muscles and glands
of the body for proper reaction/action.
The Central Nervous System
The Peripheral Nervous System




This is made up of the fibres
that run to and from the central
nervous system
It includes the fingers, toes,
ears, heart, lungs, stomach,
etc.
It connects and coordinates
systems between the sense
organs and the muscles and
the glands.
Pain happens, message sent to
and from brain via peripheral
system


This is made up of the brain
and spinal cord
Nerves in the brain and the
spinal cord are responsible
for receiving and sending
impulses to your body
Central Nervous System
Peripheral Nervous System
69
How the Nervous System Interacts with Other Body System
All of the systems within the body interact with one another to keep an
organism healthy. Although each system has specific functions, they are all
interconnected and dependent on one another. The nervous system controls
various organs of the body directly. The brain also receives information from
many organs of the body and adjusts signals to these organs to maintain
proper functioning.
SYSTEM

Skeletal System




Cardiovascular
System




Muscular
System



Endocrine
System



INTERACTION WITH THE NERVOUS SYSTEM
Bones provide calcium that is essential for the proper
functioning of the nervous system.
The skull protects the brain from injury.
The vertebrae protect the spinal cord from injury.
Sensory receptors in joints between bones send signals
about body position to the brain.
The brain regulates the position of bones by controlling
muscles.
Endothelial cells maintain the blood-brain barrier.
Baroreceptors send information to the brain about
blood pressure.
Cerebrospinal fluid drains into the venous blood
supply.
The brain regulates heart rate and blood pressure.
Receptors in muscles provide the brain with
information about body position and movement.
The brain controls the contraction of skeletal muscle.
The nervous system regulates the speed at which food
moves through the digestive tract.
Hormones provide feedback to the brain to affect
neural processing.
Reproductive hormones affect the development of the
nervous system.
The hypothalamus controls the pituitary gland and
other endocrine glands.
70
Lymphatic
System
Respiratory
System

The brain can stimulate defense mechanisms against
infection.

The brain monitors respiratory volume and blood gas
levels.
The brain regulates respiratory rate.

Digestive
System





Reproductive
System

Digestive processes provide the building blocks for
some neurotransmitters.
The autonomic nervous system controls the tone of the
digestive tract.
The brain controls drinking and feeding behavior.
The brain controls muscles for eating and elimination.
The digestive system sends sensory information to the
brain.

Reproductive hormones affect brain development and
sexual behavior.
The brain controls mating behavior.


The bladder sends sensory information to the brain.
The brain controls urination.

Receptors in skin send sensory information to the
brain.
The autonomic nervous system regulates peripheral
blood flow and sweat glands.
Nerves control muscles connected to hair follicles.
Urinary System
Integumentary
System


71
Guided by the table above which describes the connection of the
nervous system with other body systems. Complete this diagram showing the
relationship of the nervous system with other body systems such as the
Circulatory, Digestive, Respiratory and Musculoskeletal System. Write your
answer on the space provided.
Musculoskeletal System
______________________________
______________________________
Respiratory System
______________________________
_____________________________
Digestive System
_____________________________
_____________________________
Circulatory System
______________________________
_____________________________
Nervous System
72
Let’s Apply
Study and analyze:
How are responses coordinated?
When a stimulus is detected, your nervous system
sends an impulse along neurons to and from
different body parts of the body to coordinate a
response.
1. Specific receptors in a sense organ detect
a stimulus
2. An electrical impulse is sent to the brain
3. The brain processes the information
4. An electrical impulse is sent to an effector
(e.g. a muscle or gland).
5. The effector produces a response
Think of a situation in your daily life when your nervous system worked
to keep you safe from harm. Use the given information above to cite how your
body responded. Write your answer in paragraph form.
Write your answer here:
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
73
Rubrics:
Criteria
Excellent
Very satisfactory
Satisfactory
Poor
(4)
(3)
(2)
(1)
Information are
complete but
brief
Information
are missing
Presence
of All information All information are
required
are
present present
information or and
answer
demonstrate a
detailed
response
Quality of work
Evidence
effort
Honest,
Evidence
perceptive and thought
clever
observation
from personal
experience
of
some Responses
acceptable but
reveal little
Vague
and
confusing
of Answers are Significant answers Answers are
insightful and with
emerging made
with
probe to a understanding
minimal
greater
understanding
understanding
Answers do
not connect
to
task
presented
Let’s Analyze
The nervous system consists of the nerves, spinal cord and the brain,
which work together as the control system of the body.
-The brain and the spinal cord make up the central nervous system, which
processes all incoming and outgoing messages in the body.
-All the nerves make up the peripheral nervous system.
-The sensory nerves gather information from the environment that they send to
the central nervous system.
-The motor nerves transmit impulses from the brain to the muscles and glands
of the body for proper reaction/action.
How does a message reach the brain and how does the brain react to it?
74
Fill in the blank boxes with the correct word or phrase to complete the concept
map.
Nervous System
The control system of the body
Spinal Cord
Autonomic Nervous System
Somatic Nervous System
(Involuntary)
(Voluntary)
Relays information to cardiac
muscles, smooth muscles, and
glands
Relays information to the skeletal
muscles
Parasympathetic Nervous System
Controls organs in times of stress
Controls organs when body is at
rest
75
Let’s Evaluate
The human body has at least eleven organ systems and each has a
clear function that aids the body to work, as it should be. Do you have a clear
understanding of which organs belong to which system and their functions?
Read and analyze each item carefully. Choose and encircle the letter of the
correct answer.
1. In which body system does the skin belong?
a. Circulatory System
c. Muscular System
b. Integumentary System
d. Nervous System
2. To which body system do cartilages which connects bones together beong?
a. Integumentary System
c. Reproductive System
b. Muscular System
d. Respiratory System
3. The function of the _________ system is to break down food and convert it
to energy for the body.
a. circulatory
c. nervous
b. digestive
d. respiratory
4. The blood vessels are muscular tubes that carry blood, sugar and oxygen to
the parts of the body. Nervous impulses cause these tubes to expand or
contract. Which body system do the blood vessels belong?
a. Cardiovascular System
c. Muscular System
b. Nervous System
d. Digestive System
76
5. Which body system is responsible for generating electrical impulses that run
the muscular system?
a. Muscular System
c. Circulatory System
b. Nervous System
d. Endocrine System
Let’s Create
When a message comes into the brain from anywhere in the body, the
brain tells the body how to react. For example, if you accidentally touch a hot
stove, the nerves in your skin shoot a message of pain to your brain. The brain
then sends a message back telling the muscles in your hand to pull away.
Write in correct sequence the steps on how your nerves, spinal cord and
brain work together to react and respond to a hot object which you have
accidentally touched.
1.__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2.__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3.__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4.__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5.__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
77
Rubrics:
Criteria
Excellent
Very satisfactory
Satisfactory
Poor
(4)
(3)
(2)
(1)
Information are
complete but
brief
Information
are missing
Presence
of All information All information are
required
are
present present
information or and
answer
demonstrate a
detailed
response
Quality of work
Evidence
effort
Honest,
Evidence
perceptive and thought
clever
observation
from personal
experience
some Responses
acceptable but
reveal little
Vague
and
confusing
of Answers are Significant answers Answers are
insightful and with
emerging made
with
probe to a understanding
minimal
greater
understanding
understanding
Answers do
not connect
to
task
presented
78
of
POST-ASSESSMENT
Read each item carefully. Encircle the letter of the correct answer.
1. Which of the following is NOT the function of the musculoskeletal system?
a. allowing motion
c. supporting the body
b. circulating blood
d. protecting vital organs
2. Given the following characteristics of muscles, which describes skeletal
muscles?
a. muscles found in the heart
b. muscles found in the stomach
c. tissues that connect muscle to another muscle
d. muscles which are attached to the bones and are responsible for movement.
3. How do muscles work?
a. they work according to order or sequence
b. they work by branches
c. they work in groups
d. they work in pairs
4. In movement, what happens with biceps when the triceps contract?
a. contract
c. relax
b. freeze
d. stretch
5. Which of the following sets of ideas tells that the digestive system do?
a. digest food, eat food, breaks up food.
b. digest food, absorb nutrients, and eliminate waste.
c. burns calories, eliminate waste, and helps one breath
d. makes nutrients, gets food into small particles, helps swallow food.
79
6. Which three (3) body systems work together for cellular respiration to
occur?
a. Respiratory, Circulatory, Digestive
b. Respiratory, Muscular, Circulatory
c. Respiratory, Skeletal, Circulatory
d. Respiratory, Circulatory, Endocrine
7. The lungs, trachea, diaphragm are structures found in the _______ system.
a. circulatory
b. respiratory
c. digestive
d. integumentary
8. Which of these body systems inhale oxygen and exhale carbon dioxide.
a. Respiratory System
b. Circulatory System
c. Digestive System
d. Musculoskeletal System
9. The __________ system transports oxygen to the body cells and pick up
carbon dioxide from the body cells to be exhaled out of the body.
a. Respiratory
c. Digestive
b. Circulatory
d. Musculoskeletal
10. The skin does all of these except:
a. helps keep our bodies at just the right temperature
b. helps the body absorb sugary food
c. allows us to have sense of touch
d. protects our bones
80
11. What tells you what you feel when touched or hurt?
a. dermis
c. nerve endings
b. brain
d. pores
12. What makes up the central nervous system (CNS)?
a. brain and heart
c. heart and spinal cord
b. brain and spinal cord
d. spinal cord and lungs
13. What are the nerve cells that relay signals from the central nervous
system to the other parts of the body?
a. messenger neurons.
c. motor neurons.
b. sensory neurons.
d. interneurons.
14. The blood vessels are muscular tubes that carry blood, sugar and oxygen
to the parts of the body. Nervous impulses cause these tubes to expand or
contract. In which body system do blood vessel belong to?
a. Nervous System
c. Digestive System
b. Muscular System
d. Circulatory System
15. Which body system is responsible for generating electrical impulses that
run the muscular system?
a. Circulatory System
b. Endocrine System
c. Muscular System
d. Nervous System
81
Force, Motion,
and Energy
82
PRE-ASSESSMENT
Choose and encircle the letter of the best answer.
1. Which of the following statements best describes friction?
A. It is a force that occurs between solids.
B. It is force that occurs only on rough surfaces.
C. It is a force that occurs between solids and liquids.
D. It is a force occurs when surfaces touch each other.
2. Which of the following activities will show a rolling friction?
A
B
C
3. What friction occur on objects that roll over a surface?
A. Fluid friction B. Rolling friction
C. Sliding friction
D
D. Static friction
4. Fluid friction occurs in water. Which of these water activities shows fluid
friction?
I. In a swimmer swimming in water
II. In a boat traveling in water
III. In an airplane traveling in air
A. I and II
B. I and III C. II and III
D. I only
5. What is a force that opposes motion?
A. Density B. Electricity C. Friction
D. Gravity
6. In which way does thermal energy is produced?
A. by vibrating objects
C. by moving electrons
B. by traveling through empty space D. by the motion of molecules
7. How is electrical form of energy produced?
A. by vibrating objects
C. by moving electrons
B. by traveling through empty space D. by the motion of molecules
83
8. What form of energy is needed to run a washing machine?
A. Sound energy
C. Electrical energy
B. mechanical energy
D. Chemical energy
9. What form of energy is produced by turning and moving objects?
A. Sound energy
C. Light energy
B. Mechanical energy
D. Chemical energy
10. Which form of energy travels through empty space and radiates in all
directions?
A. Sound energy
C. Light energy
B. mechanical energy
D. Chemical energy
11. LRT and MRT are run by electricity. What are the energy transformations
does these trains shows?
I. Electrical to mechanical
II. Electrical to light
III. Electrical to sound
IV. Electrical to chemical
A. I only
B. I and II
C. I, II, and III
D. I,II,III, and IV
12. Which of the following illustrations show chemical to mechanical energy
transformation?
A.
B.
C.
D.
13. How does the chemical energy of the gasoline in the engine of the car
transform into mechanical energy?
I. when gasoline is combine with oxygen
II. When gasoline and oxygen is heated
III. when combined gasoline and oxygen is compressed and burn
A. I only
B. I and II
C. I, II, and III
D. II, and III
14. Which energy transformation occurs in an electric iron?
A. heat to light
C. heat to electricity
B. light to heat
D. electricity to heat
84
15. Which characteristics best describe a simple machine knife?
I has sloping surface
III. has thick base
II. has fulcrum or pivot point
IV. has sharp edge
A. I and II
B. II and IV
C. III and IV D. I and III
16. What simple machine is a see saw? Please refer to the illustration below.
A. inclined plane B. lever C. screw
D. wedge
17. To which characteristics does pulley and wheel & axle similar?
I. with wheel
III. with axle
II. with central shaft IV. with fulcrum
A. I and II
B. II and IV
C. III and IV D. I and III
18. What simple machine does ladder is describe?
A. an inclined plane B. a lever C. a screw D. a wedge
19. Which best describes the energy transformation of a lighting bulb?
A. Light energy is being transformed to heat energy.
B. Mechanical energy is being transformed into electrical energy.
C. Electrical energy is being transformed into light energy and heat energy.
D. Electrical energy is being transformed into heat energy and mechanical
energy.
20. What simple machine help people put two things together faster and
easier?
A. Inclined plane B. Lever C. Screw D. Wedge
85
ACTIVITY SHEET NO. 1
Brief Introduction
Life would be impossible without friction. We used friction in most of our
activities. You would be able to walk without slipping and falling with the help
of friction. Friction affects different objects, too. Without friction, you would not
be able to write because your pencil would slip off the surface of your paper
you are writing on.
Objective:
At the end of this activity, learners should be able to define and describe
friction.
Learning Competencies to be developed:

Infer how friction and gravity affect movements of different objects.
(S6FE-IIIa-c-1)
Let’s Recall
Unlock the hidden magic word. Take the underlined letters in each picture and
place it in each box provided below.

Feet
Rollers
Ink
Truck
Iron
Oven
Crack
The magic word is ________________________________ .
86
Net
Let’s Understand
Friction opposes motion. It causes an object that
moves along a surface to slow down and eventually stop.
When you drop a hammer and a feather at the same time, both objects
will respond to gravity. However, the hammer will reach the ground first
because there is another force that affects the feather. When objects move
through air, the force of friction opposes their motion.
Friction is a force that opposes
motion between two surfaces sticking
or touching together. Friction works in
the surface of the feather. Air friction
affects the motion of falling objects by
acting against the force of gravity. Friction is a force that resist or opposes the
sliding movement of surfaces in contact with one another.
A
moving
object
is
affected by friction. However, the
amount of friction may vary
depending on the type of surface
the object gets in contact with.
When an object roll over a
surface,
rolling
friction
is
produced.
When two objects rub or slide
against each other sliding friction is
produced. Fluid friction occurs in a swimmer
swimming in water, a boat traveling in
water, or an airplane in the air. Stationary
objects or objects at rest produce static
friction.
87
Let’s Apply
Given the following illustrations, look for the friction that exist in each by
choosing the correct letter of description in the box
A. Friction occurs between the tires and the road.
B
Air friction affects the falling object.
C. Friction occurs between the floor and the feet of the
furniture.
D. Static Friction occurs between the table and the book.
E. Fluid friction occurs in a sailing boat.
1. _________________ 2. _________________ 3. _________________
4. _________________
5. _________________
88
Let’s Analyze
A man was tasked to transfer 5 sacks of rice by pulling it on a surface
from point A to point B.
Point A
Point B
given A. plank of wood and B. floor mat as flat forms of carrying the sack of
rice, which of these two materials will help the man bring the 5 sacks of rice in
an easier manner? Why?
Let’s Evaluate
Choose and encircle the letter of the best answer.
1. What is a force that opposes motion?
A. Density
B. Electricity
C. Friction
D. Gravity
2. Which of the following activities will show a rolling friction?
A
B
C
89
D
3. What friction occur on objects that roll over a surface?
A. Fluid friction
B. Rolling friction
C. Sliding friction
D. Static friction
4. Fluid friction occurs in water. Which of these water activities shows fluid
friction?
I. In a swimmer swimming in water
II. In a boat traveling in water
III. In an airplane traveling in air
A. I and II
B. I and III
C. II and III
D. I only
5. Which of the following floor surface has the greatest friction?
A. Polish floor
B. Sandy floor
C. Tiled floor
90
D. rough floor
Let’s Create
Create a poster to encourage people/car owners to strictly observed Road Safety
Criteria
Excellent
Very satisfactory
Satisfactory
Poor
(4)
(3)
(2)
(1)
Content
Content is
precise and
all required
information is
presented in
a rational
order.
Content is
precise but
some required
information is
missing and/or
not presented in
a rational order,
but is still
generally easy to
follow.
Content is precise
but some required
information is
missing and/or not
presented in a
rational order,
making it difficult
to follow.
Content is
either
questionable
or
incomplete.
Information
is not
presented in
a rational
order,
making it
difficult to
follow.
Graphics Relevance
All graphics
are
connected to
the topic and
makes it
easier to
comprehend.
All graphics are
connected to the
topic and most
make it easier to
comprehend.
All graphics
connect to the
topic.
Graphics do
not connect
to the topic.
Grammar
There are no
grammatical
errors on the
poster.
There are 1-2
grammatical
errors on the
poster.
There are 3-4
grammatical errors
on the poster.
There are
more than 4
grammatical
errors on the
poster.
91
ACTIVITY SHEET NO. 2
Brief Introduction
You have learned that energy is the ability to do work. Work and energy
are closely related. When work is done on an object, energy is transferred to
that object. Energy is present everywhere. It is needed by organisms like us,
and machines to work. Light from the sun is the major source of energy in our
solar system because without it, Earth would have no life. Energy can be
transferred from one form to another to become useful.
Objectives
At the end of this activity, learners should be able to identify forms of
energy (sound, light, electrical, thermal or heat, mechanical, and chemical)
Learning Competencies to be developed

Demonstrate how sound, heat, light, and electricity can be transformed.

(S6FE-IIId-f-2)
Let’s Recall
The sun is the main source of energy on earth. Find out from the group of
words inside the box what sun can do and write it on the blank provided below.
1. for food production
2. for drying of clothes
3. for plant growth
4. for solar energy
5. for evaporation
6. for cooking food
92
Let’s Understand
Energy exist in different forms. The different forms of energy include
mechanical, electrical, radiant or light, sound, chemical, thermal or heat, and
nuclear energy. Find out the different forms of energy in different objects.
This
bicycle
has
mechanical
energy.
Mechanical energy is a form of energy possessed
by a moving object or energy stored in the structure
of the object due to its position. Compressed spring
and stretched bow are examples of stored
mechanical energy. Humans also have stored
mechanical energy. You do some activities like
running, dancing and doing simple exercises
because your muscles have mechanical energy.
Chemical energy is a type of energy stored in molecules. Chemical
reactions can either use or release chemical energy. The chemical energy
stored in a dry cell is turned into a usable form when put in appliances. Fuels
like coal, gasoline, and firewood contain chemical energy. When burned
chemical energy is released.
93
Radiant or light energy is a form of energy that travels through empty
space. Radiant energy radiates in all directions Radiant energy may be in form
of light, ultraviolet rays, X-rays, infrared radiation, radio waves, microwaves,
and radar.
Electrical energy are produced by moving electrons. It is the flow
of charge particles called electrons. An Atom is made up of electrons, protons
and neutrons. An electron is negatively charged, a proton has a positive
charge, and neutron has no charge. An atom holds its proton and neutron
tightly. But electrons can move more freely in their orbits.
Sound energy is the energy produced by vibrating objects. When
objects vibrate, sound waves are produced. Sound waves are able to carry
vibrations through a medium; this results in transfer in the energy collected in
the vibrations. The vibrations make a sound waves in the air. The air serves as
a medium that transmits sound.
94
Thermal or heat energy is a form of energy in everybody due to the
motion of molecules. The sun and the heat from volcano are examples of
thermal energy. Matter is made up of molecules that are moving. The source
of energy for this movement of these molecules is thermal energy. Heat flows
from a warmer object to a cooler object. It moves through conduction, radiation,
and convection.
Let’s Apply
Identify the form of energy being describe in each activities and
situations. Choose you answer from the words inside the box and write it in
the blank provided in each number.
Mechanical energy
Chemical energy
Radiant or light energy
Electrical energy
Thermal or heat energy Sound energy
_________________1. Receive from the sun that help us dry our clothes
_________________2. Produces when you plucked the string of a guitar
_________________3. Needed to see things around us at night
_________________4. Keeping an electric fan working
_________________5. Keeping a bicycle moving.
_________________6. Making sewing machine works
95
_________________7. Cooking food in the microwave oven
_________________8. Grilling barbecue
_________________9. Stored in firewood and gasoline
________________10. Plug in and turn on a radio
Let’s Analyze
Observe and identify the different forms of energy present in the
different materials.
Light a candle using the matchstick. Observe what happens. What form of
energy is present in the lighted candle? ________________
What form of energy is found at the end of the matchstick?
___________________
Tap a table. What energy is produced by tapping the table?
___________________
How did you produce this form of energy?
________________________________
96
Let’s Evaluate
Choose and encircle the letter of the best answer.
1. What form of energy is produced by turning and moving objects?
A. Sound energy
C. Light energy
B. mechanical energy
D. Chemical energy
2. Which form of energy that travels through empty space and radiates in all
directions?
A. Sound energy
C. Light energy
B. mechanical energy
D. Chemical energy
3. In which way does thermal energy is produced?
A. by vibrating objects
C. by moving electrons
B. by traveling through empty space D. by the motion of molecules
4. How does an electrical form of energy is produced?
A. by vibrating objects
C. by moving electrons
B. by traveling through empty space D. by the motion of molecules
5. What form of energy is needed to run a washing machine?
A. Sound energy
C. Electrical energy
B. mechanical energy
D. Chemical energy
97
Let’s Create
Create a pinwheel of your own design using a paper and other
materials available at home.
Criteria
Excellent
Very satisfactory
Satisfactory
Poor
(4)
(3)
(2)
(1)
Creativity
Pinwheel is
interesting,
appealing and
visually stimulating
Pinwheel is
appealing and
visually stimulating
Pinwheel is
visually
stimulating
Pinwheel is
not appealing
Neatness
Design is neat and
well put together.
Has no damages
or creases.
Design is neat but
not well put
together. Has little
damages or
creases.
Design is not
neat and has
creases.
Did not
accomplish
design.
Shape
Used all 8 paper
squares of the
same size to
produce design.
Folds are formed
accurately and
design is
consistent.
Used all 8 paper
squares of the
same size to
produce design.
Folds are formed a
little inaccurately
and design is
partially consistent.
Did not use all 8
paper squares
of the same
size to produce
design. Folds
are formed
inaccurately
and design is
not consistent.
Did not
complete
design.
Shape is not
an octagon
98
ACTIVITY SHEET NO. 3
Brief Introduction
The world population relies on energy of all forms. Energy appears in
different forms: heat, light, sound, and electricity. It can flow from one place to
another and it can be transformed from one form to another. Every day of
your life, you experience multiple energy transformations. For everything,
energy transformation is always involved.
Objective:
At the end of this activity, learners should be able to describe how
energy is transformed from one form to another.
Learning Competencies to be developed:

Demonstrate how sound, heat, light, and electricity can be transformed
(S6FE-IIId-f-2)
Let’s Recall
A. Identify the form of energy used in the following. Choose you answer from
the word bank below and write it on the blank before each number.
Word Bank
______________1. drying of clothes
Heat energy
______________2. boiling of water
Light energy
______________3. reading books at night
Sound energy
______________4. listening to music
Mechanical energy
______________5. running a washing
Electrical energy
machine
Chemical energy
Radiant energy
99
B. Label the illustration below.
Transformation of energy.
Let’s Understand
Energy transformation starts when radiant energy strikes the earth’s
surface. Some of this energy is transformed by photosynthesis into chemical
energy stored in the carbohydrate molecules in the plant. When human and
animals eat plants, the chemical energy in the plant is transferred and becomes
chemical energy in the human body. This chemical energy is then transformed
into mechanical energy when added oxygen in a process called respiration.
The energy that will power dancing, running, jumping, and other body activities
comes from the transformation of chemical energy to mechanical energy.
100
Energy transformation occurs in some objects that we used. When you
lighted a candle, the chemical energy of the candle is changed into light energy,
and at the same time, heat is produced.
Chemical energy
Light and heat energy
It is also similar to your toy car. Your toy car works because of the battery
in it. As you turn on your toy car, the chemical energy causes the machine to
move. This chemical energy is changed into mechanical energy.
Chemical energy
Mechanical energy
When you pluck the string of a guitar, the string vibrates, and sound is
produced. The mechanical energy possessed by the vibrating string is changed
to sound energy when you strum the guitar.
Mechanical energy
101
Sound energy
When you switch on the flashlight, the chemical energy stored in batteries
is converted into light and heat. Most of the energy is converted to light. Only
small percentage of the original energy in the battery is converted into heat.
Chemical energy
Light and heat energy
(Batteries)
Many appliances you used every day change electrical energy to other
forms. When you use a toaster, it changes electric energy into thermal or heat
energy. Electric motors change electrical energy into mechanical energy. When
firecrackers explode, the chemical potential energy of firecrackers is
transformed into light, heat and kinetic energy.
Let’s Apply
Below is a jumbled illustration of how electricity reached our homes.
Label each figure from 1 (as the beginning of the transformation) to 5 (as the
end of the energy transformation).
_____________________
________________________
________________________
___________________
________________________
102
Let’s Analyze
Answer the following questions briefly. Refer your answer from the
illustrations below.
A
B
Plucking Guitar
Pedaling a Bike
A. Why do you need to pluck the string of a guitar?
B. Why do you need to pedal a bike?
Fill in the boxes to determine the transformation of energy for A and B.
A.
B.
103
Let’s Evaluate
Choose and encircle the letter of the best answer.
1. What energy transformation does a lighted fluorescent lamp produced?
A. chemical to light energy transformation
B. electrical to light energy transformation
C. heat to light energy transformation
D. mechanical to light energy transformation
2. What energy transformation does this
illustration shows?
A. chemical to sound energy transformation
B. electrical to sound energy transformation
C. heat to sound energy transformation
D. mechanical to sound energy transformation
3. LRT and MRT are run by electricity. What are the energy transformations
does these trains shows?
I. Electrical to mechanical
III. Electrical to sound
A. I only
II. Electrical to light
IV. Electrical to chemical
B. I and II
C. I, II, and III
D. I,II,III, and IV
4. Which of the following illustrations shows a chemical to mechanical energy
transformation?
A.
B.
C.
104
D.
5. How does the chemical energy of the gasoline in the engine of the car
transform into mechanical energy?
I. when gasoline is combine with oxygen
II. When gasoline and oxygen is heated
III. when combined gasoline and oxygen is compressed and burn
A. I only
B. I and II
C. I, II, and III
D. II, and III
Let’s Create
We have a very large amount of heat coming from the sun. Can you develop
an instrument similar to a solar panel to utilize sun’s energy? The table below
shows how you will be rated in the material that you will create/develop.
Rubrics:
Criteria
Presence of
required
information
Quality of
work
Creativity
Excellent
(4)
All information
about the
instrument are
present and
demonstrated a
detailed
explanation
Instrument is
creative, useful
and easy to
develop
Instrument is
interesting,
engaging and
visually
stimulating
Very satisfactory
(3)
All information
about the
instrument are
present
Satisfactory
(2)
Information
about the
instrument
are complete
but brief
Poor
(1)
Information
about the
instrument
are missing
Instrument is
useful and easy
to develop
Instrument is
easy to
develop
Instrument
is not useful
at all
Instrument is
engaging and
visually
stimulating
Instrument is
visually
stimulating
Instrument
is not
appealing
105
ACTIVITY SHEET NO. 4
Brief Introduction
When you want to cut paper, open a bottle, or slice a piece of fruit,
what particular instrument will you use to perform each task? How do these
different materials you use help you? When you cut a paper, you use
scissors. When you want to slice fruit or vegetable, use knife. Everybody uses
machines every day. Schools, industries, and businesses use machines.
Clinic, hospitals, and laboratories use machines to serve people. It is difficult
working without machines. Machines, whether powered by engines or people,
make working on tasks faster and easier.
Objective:
At the end of this activity, learners should be able to describe the
different types of simple machines.
Learning Competencies to be developed:

Manipulate simple machines to describe their characteristics and uses.
(S6FE-IIIg-i-3)
106
Let’s Recall
Identify the machines below and write the name of this inside the box.
Pushcart
Tong
Ax
__________________
Scissors
Ramp
__________________
__________________
__________________
__________________
Let’s Understand
What are simple machines? Machines can transform, transfer energy,
multiply speed or force, and change the direction of the force. Simple machines
do work in one movement easing device. Simple machines are simple tools
that multiply the amount of force to make work faster and easier.
107
Simple Machines
Inclined Plane
The inclined plane is a simple machine that has a
sloping surface. It lessens the effort exerted over a
distance.
Lever
The lever is a device, which has fulcrum or pivot
point, the effort end where force is applied, and the
resistant end where the load is located.
Wedge
The wedge is a double inclined plane that is
sharpened to an end. It adds more force to the effort
as it goes through a longer distance.
Screw
The screw is a form of inclined plane that is
wrapped around a central shaft.
Pulley
The pulley is a modified wheel and axle. It is a
special type of wheel that has a rope sliding on the
groove of the wheel. The groove prevents the rope
from sliding.
Wheel and Axle
The wheel and axle ha the same appearance with a
pulley, but it has a wheel that is fixed to the axle, like
in the steering wheel of a car.
108
Let’s Apply
Match the items in column A with the kinds of machine they represent in
column B. Write the letter of the correct answer before the number.
_________ 1.
_________ 2.
_________ 3.
_________ 4.
_________ 5.
A
Ramp
Knife
Wheelbarrow
Bicycle gears
Flagpole
B
a. pulley
b. inclined plane
c. wedge
d. wheel and axle
e. lever
Let’s Analyze
How does the different simple machines work? Describe their
characteristics.
Machines
Scissors
How does it
work?
Ex. Cut paper
Characteristics
Ex. Sharp edge
Type of Simple
Machine
Ex. wedge
Doorknob
Screw
Stairs
Safety pins
Let’s Evaluate
Choose and encircle the letter of the best answer.
1. What simple machine help people put two things together faster and easier?
A. Inclined plane B. Lever C. Screw D. Wedge
2. Which characteristics best describe a simple machine knife?
I has sloping surface
III. has thick base
II. has fulcrum or pivot point
IV. has sharp edge
A. I and II
B. II and IV
C. III and IV D. I and III
109
3. What simple machine is a see saw?
A. an inclined plane B. a lever C. a screw
D. a wedge
4. To which characteristics does pulley and wheel & axle similar?
I. have wheel
III. have axle
II. have central shaft IV. have fulcrum
A. I and II
B. II and IV
C. III and IV D. I and III
5. What simple machine does ladder is describe?
A. an inclined plane B. a lever C. a screw D. a wedge
Let’s Create
You want to increase the speed of the bucket used for getting water in
the well. What will you do? Create a design using the different simple machines.
Illustrate your design.
110
Criteria
Excellent
Very satisfactory
Satisfactory
Poor
(4)
(3)
(2)
(1)
Composition
The artwork is
drafted carefully;
understanding of all
ideas and
instructions is
clearly indicated.
The artwork is
drafted carefully;
understanding of
most ideas and
instructions is
indicated.
The artwork
shows little
evidence of
understanding
the ideas and
indicated.
The artwork
shows no
understanding
of the ideas
and indicated.
Creativity
The artwork shows
a challenging level
of creation and
productivity as well
as outstanding
problem solving
capabilities.
The artwork
shows a
satisfactory level
of creation and
productivity as
well as logical
problem solving
capabilities.
The artwork
shows a basic
level of attention
to creation,
productivity, and
problem solving
capabilities.
The artwork
shows very
little attention
to creation,
productivity,
and problem
solving
capabilities.
Information
The artwork is
described properly
with all the labels
The artwork has
most of the
labeling done
properly.
The artwork has
some of the
labeling done.
The artwork
does not have
labeling done.
111
POST-ASSESSMENT
Choose and encircle the letter of the best answer.
1. Which of the following statements best describes friction?
A. It is a force that occurs between solids.
B. It is force that occurs only on rough surfaces.
C. It is a force that occurs between solids and liquids.
D. It is a force occurs when surfaces touch each other.
2. Which of the following activities will show a rolling friction?
A
B
C
3. What friction occur on objects that roll over a surface?
A. Fluid friction B. Rolling friction
C. Sliding friction
D
D. Static friction
4. Fluid friction occurs in water. Which of these water activities shows fluid
friction?
I. In a swimmer swimming in water
II. In a boat traveling in water
III. In an airplane traveling in air
A. I and II
B. I and III C. II and III
D. I only
5. What is a force that opposes motion?
A. Density B. Electricity C. Friction
D. Gravity
6. In which way does thermal energy is produced?
A. by vibrating objects
C. by moving electrons
B. by traveling through empty space D. by the motion of molecules
7. How is electrical form of energy produced?
A. by vibrating objects
C. by moving electrons
B. by traveling through empty space D. by the motion of molecules
112
8. What form of energy is needed to run a washing machine?
A. Sound energy
C. Electrical energy
B. mechanical energy
D. Chemical energy
9. What form of energy is produced by turning and moving objects?
A. Sound energy
C. Light energy
B. Mechanical energy
D. Chemical energy
10. Which form of energy travels through empty space and radiates in all
directions?
A. Sound energy
C. Light energy
B. mechanical energy
D. Chemical energy
11. LRT and MRT are run by electricity. What are the energy transformations
does these trains shows?
I. Electrical to mechanical
II. Electrical to light
III. Electrical to sound
IV. Electrical to chemical
A. I only
B. I and II
C. I, II, and III
D. I,II,III, and IV
12. Which of the following illustrations show chemical to mechanical energy
transformation?
A.
B.
C.
D.
13. How does the chemical energy of the gasoline in the engine of the car
transform into mechanical energy?
I. when gasoline is combine with oxygen
II. When gasoline and oxygen is heated
III. when combined gasoline and oxygen is compressed and burn
A. I only
B. I and II
C. I, II, and III
D. II, and III
14. Which energy transformation occurs in an electric iron?
A. heat to light
C. heat to electricity
B. light to heat
D. electricity to heat
113
15. Which characteristics best describe a simple machine knife?
I has sloping surface
III. has thick base
II. has fulcrum or pivot point
IV. has sharp edge
A. I and II
B. II and IV
C. III and IV D. I and III
16. What simple machine is a see saw? Please refer to the illustration below.
A. inclined plane B. lever C. screw
D. wedge
17. To which characteristics does pulley and wheel & axle similar?
I. with wheel
III. with axle
II. with central shaft IV. with fulcrum
A. I and II
B. II and IV
C. III and IV D. I and III
18. What simple machine does ladder is describe?
A. an inclined plane B. a lever C. a screw D. a wedge
19. Which best describes the energy transformation of a lighting bulb?
A. Light energy is being transformed to heat energy.
B. Mechanical energy is being transformed into electrical energy.
C. Electrical energy is being transformed into light energy and heat energy.
D. Electrical energy is being transformed into heat energy and mechanical
energy.
20. What simple machine help people put two things together faster and
easier?
A. Inclined plane B. Lever C. Screw D. Wedge
114
Earth and
Space
115
PRE – TEST
Choose the letter that corresponds to the correct answer.
1. What causes day and night?
A. Orbit of Earth
B. Rotation of Earth
C. Revolution of Earth
D. The inclination of Earth
2. How long does it take for the Earth to rotate around the sun?
A. 365 days
B. 365.5 days
C. 365 ¼ days
D. 365 ¾ days
3. When the Northern Hemisphere is pointing towards the sun, what is the
season in the Southern Hemisphere?
A. Winter
B. Spring
C. Summer
D. Fall
4. Why do we add an extra day to our calendar during a leap year?
A. Because the Earth takes 24 hours to rotate
B. Because the moon takes 27.3 days to orbit
C. Because the Earth takes 365 ¼ days to revolve
D. Because the moon takes 29.5 days to orbit
5. What do you call the spinning of the Earth on its axis?
A. Rotation
B. Revolution
C. Resolution
Precession
6. In what direction does the Earth rotate?
A. From West to East
B. From East to West
D.
C. From North to South
D. From South to North
7. Which happens in one year time?
A. The moon makes one complete revolution around the Earth.
B. Earth makes one completer revolution around the sun.
C. The sun makes one complete spin on its axis.
D. Earth makes one complete spin on its axis.
8. When an earthquake occurs on the ocean floor, which of the following is
most likely to happen?
A. Tsunami
C. Ground Rupture
B. Liquefaction
D. Surface wave
116
9. What instrument is used to study earthquake?
A. Barometer
B. Seismograph C. Thermometer
Anemometer
D.
10. Which of the following is NOT associated with earthquake destruction?
A. Fires
B. Storm
C. Landslide
D.
Ground Rupture
11. Where can we locate the epicenter of an earthquake?
A. Near the focus
C. Below the focus
B. Beside the focus
D. Directly above the focus
12. All of the following will improve safety factors during an earthquake
except:
A. Study an area’s earthquake history
B. Take heavy objects down from high places
C. Stand next to a glass window
D. Make sure heavy objects are held securely in place
13. Which of the following is NOT an important part of an emergency supply
kit?
A. Flashlight
B. Batteries
C. Water
D. Video Game
14. Which of the following is the cause of earthquake - related deaths and
injuries?
A. Tsunami
C. Ground Rupture
B. Liquefaction
D. Damage to buildings or other structures
15. Which of the following is the best way to protect yourself during an
earthquake?
A. Run as fast as you can
C. Go into the basement
B. Drop, cover, and hold
D. Stand under a tree
117
ACTIVITY SHEET NO. 1
Brief Introduction
Earthquake happens when two blocks of the earth suddenly slip past
one another. There are two types of earthquakes. Tectonic and volcanic
earthquake. Tectonic earthquakes occur because large blocks of the Earth’s
crust move suddenly and violently along a fault. Volcanic earthquakes are
caused by the movement of molten material or by gas pressure inside a
volcano.
The location below the earth’s surface where the movement starts is
called Focus or Hypocenter. The location directly above the focus is called
the Epicenter. Earthquake has Aftershocks. These are smaller earthquakes
that happen in the same place after the main shock.
Earthquakes occur without warning so people are caught unaware and
may suffer injury or death. Buildings, roads, and bridges may be damaged by
strong shocks. Over billions of years, forces within the earth produce
earthquakes have played an important role in shaping the planet’s surface.
Learning Competencies to be developed:
At the end of the activity, the learners should be able to:

describe changes on the earth’s surface as a result of an earthquake
(S6ESIVa-I.3)

Predict what will happen on the earth’s surface as a result of earthquake.
(S6ESIVa-I.4)
118
Let’s Recall
Identify the term each statement describes. Choose your answer from
the words given inside the box.
A. Aftershocks
B. Volcanic
D. Tectonic
C. Focus
E. Epicenter
_______1.
Earthquakes caused by movement of the earth’s crust.
_______2.
The point inside the earth where the breakage of rocks occurs.
_______3.
Earthquakes associated with volcanic eruptions.
_______4.
The surface point directly above a quake’s focus.
_______5.
Slight tremors happen after the main shock
Let’s Understand
Effects of Earthquake on People and Environment
Earthquakes destroy properties and infrastructures that may cause
death. On July 16, 1990 a magnitude 7.8 struck Luzon. The epicenter was near
the town of Rizal, Nueva Ecija. The strength of the earthquake can be recorded
using an instrument called Seismometer. It is an instrument that measures the
magnitude of an earthquake.
The primary effects of earthquakes are ground shaking, ground rupture,
landslides, tsunamis, and liquefaction. Fire is the secondary effect of
earthquakes. The table on the next page is the summary of the effects of
earthquake on people and environment.
119
Effects of Earthquake
Effects
Ground
Shaking
Definition
Ground shaking is the
primary cause of earthquake
damage
to
man-made
structures. When the ground
shakes strongly, buildings
can
be
damaged
or
destroyed
and
their
occupants may be injured or
killed.
(source:
https://earthquake.usgs.gov
/hazards/urban/sfbay/soiltyp
e/)
Ground
Rupture
Ground rupture is another
important
effect
of
earthquakes which occurs
when
the
earthquake
movement along a fault
actually breaks the Earth's
surface.
Source:https://topex.ucsd.e
du/es10/es10.1997/lectures
/lecture20/secs.with.pics/no
de10.html
Movement of rocks or
debris down a sloped
section of land.
Landslide
Example
Source:
https://www.naturalgeograp
hic.org
120
Damaged buildings
Tsunami
Large sea waves or series of
waves
that
can
be
generated
by
an
earthquake. Large tsunami
can completely devastate
low-lying coastal areas.
Source: uwiseismic.com
Liquefaction
This takes place when
loosely
packed,
water
logged- sediments at or near
the ground surface lose their
strength in response to
strong ground shaking.
Source:
https://www.usgs.gov
Let’s Apply
Picture Analysis: The following illustrations are effects of earthquake on
people and environment. Identify and describe the particular kind of
earthquake effect for each picture.
Effect:_______________________
____________________________
Description: _________________
____________________________
____________________________
____________________________
____________________________
source: https://www.conserve-energy-future.com
121
Effect:_______________________
____________________________
Description: _________________
____________________________
____________________________
____________________________
____________________________
source: uwiseismic.com
Effect:_______________________
____________________________
Description: _________________
____________________________
____________________________
____________________________
____________________________
source: https://www.usgs.gov
Effect:_______________________
____________________________
Description: _________________
____________________________
____________________________
____________________________
____________________________
source: https://www.google.com
122
Effect:_______________________
____________________________
Description: _________________
____________________________
____________________________
____________________________
source: http://www.abc.net.au/science/articles
____________________________
Let’s Analyze
Below is a picture of a barangay. Analyze and encircle the things that could
move, fall, break or cause a fire and damage during an earthquake.
123
Let’s Evaluate
Identify the term each statement describes. Choose your answer from
the words given inside the box.
A. Tsunami B. Ground Rapture
D. Liquefaction
C. Landslide
E. Ground Shaking
_______1. This refers to sliding down of rocks from a mountain or cliff.
_______2. A phenomenon in which the strength and stiffness of soil is reduced
by earthquake shaking.
_______3. Occurs when the earthquake movement along a fault actually
breaks the Earth’s surface.
_______4. Primary cause of earthquake damage to man-made structures.
Buildings can be damaged and their occupants may be injured or
killed.
_______5. Giant waves caused by earthquakes or volcanic eruptions under
the sea.
124
Let’s Create
Based on the record of deadliest earthquakes in the Philippines below,
create a bar graph to show the number of people killed in each earthquake. A
sample of a bar graph is given below.
Source: https://www.statista.com/statistics/263108/global-death-toll-due-to-earthquakes-since-2000/
Deadliest Recorded Earthquakes in the Philippines
Magnitude
Origin
Location
Date
Deaths
7.9
Tectonic
Moro Gulf
August16, 1976
4791
7.8
Tectonic
Luzon
July 16, 1990
1666
7.5
Tectonic
Luzon
November 30,
1645
More
than 600
7.3
Tectonic
Casiguran,
Aurora
August 2, 1968
271
7.2
Tectonic
Bohol
October 15, 2013
222
7.1
Tectonic
Mindoro
November 15,
1994
78
6.7
Tectonic
Negros
Oriental
February 6, 2012
51
source: https://www.phivolcs .dost.gov.ph
125
Scoring Key
Category
Title
Labels
4 points
3 points
2 points
Title clearly
relates to the
information being
graphed.
Title relates
to the
information
being
graphed.
Title is
presented.
No title
presented.
Labels are neat,
clear, and
accurately
describe the
information
presented.
Labels are
clear and
describe the
information
presented.
The labels
are present,
but did not
describe the
information.
Labels are
not
present.
Neat and
relatively
attractive.
Lines are
neatly drawn
but the graph
appears quite
plain.
Appears
messy.
Lines are
crooked.
Exceptionally well
designed, neat,
Neatness and attractive.
126
1 point
ACTIVITY SHEET NO. 2
Brief Introduction
Our country is susceptible to different disaster such as earthquake.
Therefore, it is a must for us to prepare and ensure our safety. There are
several things we can do before, during, and after an earthquake. These
include the following:
Before an Earthquake
It is essential for individuals, families, organizations,
and communities to know their risk, make a plan, create a
disaster kit, and remove, relocate, or secure anything that may
drop and hurt someone, tumble and block an exit, fall and
start a fire.
During an Earthquake
DROP to the ground; take COVER by getting
under a tough table or other piece of furniture; and
HOLD ON until the shaking stops. If there isn’t a table
or desk near you, cover your face and head with your arms and bend in an
inside corner of the building. Do not run out of the building during the shaking
as objects may fall off and may cause serious damages or death.
After an Earthquake
Safely vacate the area. Be reminded that aftershocks
could happen. These additional shaking events can be strong
enough to do additional damage to already weakened
structures and can occur in the first hours, days, weeks, or
even months after the main earthquake.
127
For more information, read and analyse the poster below.
Source: https://www.phivolcs.dost.gov
Learning Competencies to be developed:


At the end of the activity, the students should be able to:
enumerate what to do before, during, and after earthquake;
(S6ES-IVb-2.1)
demonstrate what to do before, during, and after earthquake;
(S6ES-IVb-2.2)
128
Let’s Recall
Read the statements carefully then write TRUE if the statement is correct and
FALSE, if the statement is wrong.
_______1.
It always good to stay calm and alert during an earthquake.
_______2.
Check yourself and others for injuries after an earthquake.
_______3.
Be prepared for aftershocks.
_______4.
During an earthquake and in an outdoor area, do not move to
an open area.
_______5.
Never participate in regular earthquake drill.
Let’s Understand:
I Am Ready
Have you heard the advertisement in the television “I am ready”?
Are you ready? If yes, what preparations are you doing? Here are some tips
you may consider:
Everyone should have personal disaster supplies kits. Keep them where
you spend most of your time, so they can be easily reached even if your building
is heavily damaged. Keep one kit in your home, another in your car, and a third
kit at work. Backpacks or other small bags are best for your disaster supplies
kits so you can take them with you if you evacuate.
Electrical, water, transportation, and other vital systems can be
disrupted for several days or much longer in some places after a large
earthquake.
Emergency response
agencies and hospitals could be
overwhelmed and unable to provide you with immediate assistance. Providing
first aid and having supplies will save lives, will make life more comfortable, and
will help you cope after the next earthquake.
Use and replace perishable items like water, food, medications and
batteries on a yearly basis.
129
Do a regular earthquake Drop, Cover, and Hold drills. Practice your plan
with anyone who may surround you, or be taking care of things for you, in
the event of an earthquake, such as family, friends, sitters, and neighbors.
Let’s Apply :
Prepare an emergency kit for the whole family. Decide what items
should be in your emergency kit and be ready to present this in the class. The
scoring key below will be used in assessing your kit.
Scoring Key
Category
Contents
(Survival
Items)
Labels
Uses
Kit
and
Neatness
5points
4 points
3 points
2 points
There are 10
necessary items
for survival.
There are 8
necessary items
for survival.
There are 6
necessary items
for survival.
There are 4
necessary items
for survival.
10 items are
labeled properly
and a reason for
each item is
stated.
8 items are
labeled properly
and a reason for
each item is
stated.
6 items are
labeled properly
and a reason for
each item is
stated.
4 items are
labeled properly
and a reason for
each item is
stated.
The
kit
is
organized and
properly
labeled.
The kit is done
well with some
organization
and labeling.
The kit is slightly
organized and
with
missing
labels.
The kit is not
organized and
no labels at all.
Let’s Analyze
WHAT TO DO BEFORE, DURING, AND AFTER AN EARTHQUAKE
Answer the following questions.
1. List the things you need to have in your disaster supplies kit.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
130
2. List your family meeting places.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Write five things you need to do before an earthquake.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
4. Write five things you need to do during an earthquake.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
5. Write five things you need to do after an earthquake.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Let’s Evaluate
Below are the things you need to do in case of an earthquake. Check (√) the
corresponding column if the statement tells you to do it before, during, or after
an earthquake.
Precautionary Measures
Before
Duck, Cover and Hold
Move away from glass windows ,
bookshelves, and cabinets
Check for injuries
Check for structural damage
Prepare an emergency kit
131
During
After
Prepare for aftershocks
Make a plan
Keep heavy objects on the lower
shelves so they do not tumble.
Stay away from damaged places or
structures
Stay away from buildings, streetlights,
and power posts.
Let’s Create
Create a poster on what to do before, during, and after an earthquake to help
disseminate information in your school or community. Check the criteria below to be
familiar on how you will be rated.
1. Relevance to the topic – 40%
2. Creativity and Presentation – 30%
3. Originality – 30%
132
ACTIVITY SHEET NO. 3
Brief Introduction
Motions of the Earth
The Earth is in constant motion, but it is somewhat difficult to detect such
movement. When riding in a car, one is in motion. One can see trees, buildings,
posts, or other fixed objects when moving. But there is no fixed reference point
or objects by which to detect the movement of the Earth. In the ancient time,
people thought the Earth was motionless.
Basically, the motion of the Earth can be classified into two ways:
Rotation and Revolution.
Rotation is the spinning of the Earth on its axis. The Earth’s axis is an
imaginary line that runs through Earth from the North Pole to the South Pole.
The Earth completes one rotation every 24 hours.
Revolution is the movement of the Earth around the Sun. The path
followed by the Earth around the Sun is called orbit. Earth completes one orbit
in on year or 365 days and about 6 hours. This six hour is responsible for our
leap year every four years.
Learning Competencies to be developed
At the end of the activity, the students should be able to:

construct a model of Sun-Earth-Moon to demonstrate the rotation and
revolution of the Earth; (S6ES-IVe-f-5.1)

describe the movement of the Earth;(S6ES-IVe-f-5.2)

explain the occurrence of day and night in relation to rotation using a
model/globe . (S6ES-IVe-f-5.4)
133
Let’s Recall
Match the definition in column A with the correct term in column B.
Column A
Column B
1. The motion of the Earth around the Sun.
A. Rotation
2. The movement of the Earth around its axis.
B. Revolution
3. The path followed by the Earth around the Sun.
C. 24 hours
4. One complete rotation of the Earth.
D. Orbit
5. The shape of the Earth
E. Oblate Spheroid
Let’s Understand
Rotation of the Earth
The movement of the Earth on its axis causes day and night. As the
Earth rotates, only one-half of the Earth faces the Sun at any given time. The
figure 1 shows the half facing the Sun (represented by arrows) is daytime and
the other half facing away from the Sun is nighttime.
Tropic of Circle
Tropic of Cancer
Equator
Tropic of Capricorn
Antarctic Circle
Figure 1 – Parts of Earth
experiencing day and night
Figure 2 – The Earth’s tilted axis
134
Revolution of the Earth
Aside from rotation, the Earth also travels around the Sun in a path
called orbit. The Earth’s orbit is not a perfect circle, it is slightly elliptical. The
time it takes for the Earth to complete one trip around the Sun is called period
of revolution.
Figure 3 – The Earth’s motion around the Sun
Let’s Apply
Complete the boxes below
Draw a diagram of a rotating Earth in this box and explain
why the Earth has day and night.
Explain:
____________________________________________________
____________________________________________________
____________________________________________________
135
Draw a diagram of a revolving earth around the sun in this
box and use arrow to represent the direction of its movement.
Let’s Analyze
Discussion Questions
1. Explain why it can be dark in Philippines and daytime in New York City
at the same point in time. Use the terms rotation, Sun, and Earth.
2. How does the earth move in space?
3. Why do we need to have a leap year once every four years?
136
Let’s Evaluate
Choose the letter that corresponds to the correct answer.
1. Which statement about Earth's rotation and its revolution is correct?
A. It takes Earth longer to rotate on its axis than revolve around the Sun.
B. It takes Earth longer revolve around the Sun than to rotate on its axis.
C. It takes Earth longer to rotate around the Sun than revolve on its axis.
D. It takes Earth longer revolve around the Sun than to revolve on its axis.
2. What causes the apparent movement of the Sun across the sky during the
day on Earth?
A. Location of Earth in space
B. Rotation of Earth on its axis
C. Revolution of Earth in its orbit
D. Objects are moving around the Earth.
3. How long does it take for Earth to rotate once on its axis?
A. 1 day
B. 1 year
C. 1 week
D. 1 month
4. Which best describes why Earth has day and night?
A. Earth rotates on an axis
B. The moon rotates on an axis
C. Earth revolves around the Sun
D. Earth revolves around the Sun
5. The Earth is tilted _____ degrees from the right –angled position.
A. 21 ½
B. 22 ½
C. 23 ½
D. 24
Let’s Create
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Complete the table below
Rotation
Drawing
Time to
complete the
motion
Effect
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Revolution
ACTIVITY SHEET NO. 4
Brief Introduction
Why Seasons Change
The Earth experiences seasonal change because its axis is tilted as it
moves around the sun, Earth’s axis is tilted at an angle of 23.50 from vertical. If
the Earth’s axis was not tilted, the Sun would always appear directly overhead
at the equator. Each point on the Earth’s surface would experience equal length
of daytime and nighttime all the time. However, the reality is the daily periods
of daylight and darkness change in the length throughout the year.
In addition, as the Earth revolves around the Sun, its axis always points
to the same direction. Therefore, as the earth travels around the Sun, different
parts of the Earth’s surface tilt toward the Sun at different times of the year.
Thus, seasons change depending on the amount of sunlight reaching the earth.
A common misconception most people have is that the seasons are
caused by the distance of the Earth from the Sun. Remember that the Earth’s
axis was tilted about 23.5 degrees. It is the tilt of the Earth’s axis and its
revolution cause seasons.
Learning Competencies to be developed
At the end of the activity, the learners should be able to:

Infer that seasons change due to Earth’s revolution (S6ES-IVe-f-5.6)

Explain the sequence of seasons in relation to revolution (S6ES-IV-f5.7)
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Let’s Recall
Explain why seasons occur.
Let’s Understand
Earth’s Seasons
Study the figure given below. It shows the spot of the Earth at
four different positions in its orbit. On June 21or 22, the Earth passes
through a point in its orbit known as the summer solstice. The Northern
hemisphere is tilted directly toward the Sun. At the same time, the Sun
appears overhead at the Tropic of Cancer (23.5 0N). It is the first day of
summer in the Northern Hemisphere. The Southern Hemisphere is
tilted directly away from the Sun at this time, it is the first day of winter
there.
March 21
Sun over equator
(spring begins in northern hemisphere)
Tropic of Cancer
June 21
Sun over
T. of Cancer
Tropic of Capricorn
Dec 21
Sun over
T. of Capricorn
Sept 21
Sun over equator
(autumn begins in northern hemisphere)
Figure 1 – The Earth at different positions showing the different seasons
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During summer, the Northern Hemisphere receives a maximum
energy from the Sun. The Sun appears high in the sky and takes a long
time to cross the sky from sunrise to sunset each day. Thus, at this
time of the year, daytime is longer and temperature is warm.
As the earth moves from the summer solstice, the Sun appears
lower in the sky each day and periods of daylight are shorter. On
December 21 or 22, the earth reaches the winter solstice. At this time,
the Northern Hemisphere is tilted away from the Sun, and the Sun
appears over the Tropic of Capricorn (23.50S).
During winter, the Sun appears low in the sky and takes only a
few hours to cross the sky. The Northern Hemisphere receives the
smallest energy from the Sun. Thus, daytime is short and temperature
is cold.
In addition to the solstices, the earth has two equinoxes, meaning
equal length of daytime and nighttime. Every March 21 or 22, we
experience spring equinox also known as vernal equinox, which marks
the start of the Spring in the Northern Hemisphere. On the other hand,
every September 21 or 22, we have autumnal equinox, marking the
start of autumn in the Northern Hemisphere.
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Let’s Apply
Label the diagram below based on how you understand the reasons for
the occurrence of seasons and include the following:
A.
B.
C.
D.
The name of each season
The date each season begins
The Earth’s axis, showing the tilt
Arrows to show the movement of the Earth around the Sun
Let’s Analyze
Below is an illustration which shows Earth at four different
positions as it revolves around the Sun. Note the letter assigned at
each position. Complete the table below the diagram by giving the
season and description for each.
D
C
A
B
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Position
Season
Description
A
B
C
D
Let’s Evaluate
Choose the letter of the correct answer.
1. Which of the following diagram correctly shows the direction of
Earth’s revolution and rotation?
A
B
C
D
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2. When the Northern Hemisphere is tilted toward the Sun, the Southern
Hemisphere is experiencing _______________
A. Autumn
B. Summer
C. Winter
D. Spring
3. It is a time of a year when the length of daytime and nighttime is equal.
A. Winter solstice
B. Summer solstice C. Equinox
D. Axis
Refer to the given diagram below to answer items 4 and 5.
4. In which diagram, would the person be experiencing summer?
Explain your answer.
5. In which diagram, would the person be experiencing winter?
Explain your answer.
Let’s Create
In the table below, draw the position of the Earth’s axis when it is
summer and winter in the Northern Hemisphere. (Note: Use arrows to
show the sunlight).
Summer
Winter
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POST TEST
Choose the letter that corresponds to the correct answer.
1. What type of earthquake is caused by the movement of magma beneath
volcanoes or by eruption?
A. Tectonic
B. Volcanic
C. Seismology
D. Focus
2. How long does it take for the Earth to go once around its axis?
A. 12 hours
B. 24 hours
C. 36 hours
D. 48
hours
3. In a leap year, February has how many days?
A. 27
B. 28
C. 29
D. 30
4. Which term describes the movement of the Earth around the sun?
A. Rotation
B. Revolution
C. Spinning
D. Precession
5. Based on the given diagram below, in which position do you think Earth’s
Northern Hemisphere is experiencing winter season?
A. A
B. B
C. C
D. D
6. Which of the following best describes why the Earth has four seasons?
A. The 23.5 0 tilt of the Earth and its rotation
B. The 23.5 0 tilt of the Earth and its revolution
C. The sun shines directly onto the equator all year long
D. The sun is closer to the Earth during summer and farther away during
winter.
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7. Which of the following is the best evidence to prove that the Earth spins
on its axis?
A. The occurrence of seasons
B. The occurrence of day and night
C. Changing phases of the moon
D. Changing constellations throughout the year.
8. Based on the diagram below, which motion of the Earth is represented by
the arrows?
A. Revolution B. Seasons
C. Rotation
D. Temperature
9. How do you stay safe during an earthquake?
A. If inside the room and shaking starts drop to the ground, cover, and
hold.
B. If outside, find a clear spot and drop to the ground
C. Stay away from glass windows and electrical wires.
D. All of the above
10. How does ground shaking cause soft sediments to liquefy?
A. It melts the sediments
B. It evaporates water in the pores of the sediment
C. It breaks the sediment particles into smaller pieces
D. It makes sediment particles fit more tightly together
11. What is one of the most important actions to take before an earthquake?
A. Move to higher ground.
B. Cover, duck, and hold
C. Locate safe spots in each room
D. Place heavy items in high places
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12. What is the meaning of PHILVOLCS?
A. Philippine Institute of Volcanology and Seismology
B. Philippine Institute for Volcanology and Seismology
C. Philippine Institute to Volcanology and Seismology
D. Philippine Institution of Volcanology and Seismology
13. Which term best describes about the location of the source of an
earthquake?
A. Epicenter
B. Focus
C. Fault
D.
Intensity
14. What is a tsunami?
A. A type of earthquake
B. A series of huge waves
C. A kind of volcano
D. A type of earth’s movement
15. Which refers to an earthquake that occurs shortly after a larger
earthquake?
A. Fault
B. Aftershocks
C. Foreshocks
D. Shockwave
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ACKNOWLEDGEMENT
HON. EDWIN L. OLIVAREZ
City Mayor
CONSULTANTS
MARIA MAGDALENA M. LIM, CESO V
Schools Division Superintendent
MARGARITO B. MATERUM, Ph.D.
Assistant Schools Division Superintendent
BERNARDO N. MASCARIÑA, Ed.D.
Chief - Curriculum Implementation Division
RODEL C. APOSTOL, Ed.D.
Education Program Supervisor, LRMDS
RODRIGO CONCEPCION MORALES, Ph.D.
Education Program Supervisor, English
EMMA R. CUNANAN, Ed.D.
Education Program Supervisor, Mathematics
EDWIN S. DORIA, Ph.D.
Education Program Supervisor, Filipino
CORAZON A. JAVIER, Ph.D.
Education Program Supervisor, Science
GREGORIO T. CAPIRAL, Ed.D.
Education Program Supervisor, Araling Panlipunan
ANTONIO L. LAYACAN, Ed.D.
Education Program Supervisor, EPP/TLE
ARLYN M. BRIGOLA,Ph.D.
Education Program Supervisor, ESP
GLENN O. DUCTA
Education Program Supervisor, MAPEH
ANGELICA A.LIBERA, Ed.D.
Education Program Supervisor, ALS
EMERSON O. SABADLAB
Education Program Specialist for ALS
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Illustrators
RALPH C. APOSTOL
MERVIN N. MEUDE
JHOMAR D. TAPEL
JENNIFER O. TURINGAN
ERICSON YOUNG VILLASOTO
Layout Artists
JORIZ O. MALASA
LORENA G. MANGUNE
RANILO M. PEREZ JR.
PILITA SANTOS
JERLITO M. TAYLO
RHENZ NORIEL T. YEE
Proofreaders (English)
Proofreaders (Filipino)
RITCHE G. BELOY
JOCELYN D. BUENAVISTA
JESSIE RINA L. BERROYA
CRISTINA S. GALACGAC
CLIFFORD N. BORDAJE
JENNIFER A. OLAZO
JENNIFER G. PANELO
SUSAN A. SEVILLA
KING VILLAUEVA
Learning Resource Elite Team
ANGELO P. ABUGA
KATREENA A. BALUYOT
DOMINIC S. PABICO
LEONIDA L. RADEN
MA. THERESA M. RAMOS
JERLITO M. TAYLO
JONATHAN D. VECINA
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