Science 6 First Quarter

Date_________________
SCIENCE VI
FIRST QUARTER
I. Objective:
Describe the parts of the heart
II. Subject Matter:
Describing the parts of the heart
A. References: PELC 1.1,
Science and Health For a Changing Environment
Into The Future Science and Health 6
B. Science Processes:
Describing, Explaining, Inferring
C. Science Ideas:
The heart is the main part of circulatory system. It is enclosed in a small sac
called Pericardium.
It is divided into four chambers: The Right Atrium, The Left Atrium,
The Right Ventricle and The Left Ventricle.
The Right and Left Chamber of the Heart is separated by a thin walled called
Septum.
D. Integration: English
E. Value: Self discipline
III.
A. Motivation:
Games
Are you familiar of playing text twist? I am going to group you into four, each group
will get one box with scramble letters inside. Try to form as many words as you can
and find the longest word. The first one to guess the longest word and form more
words will be the winner. Are you ready?
M T S Y S E I R C U TO T R Y
L A C ( CIRCULATORY SYSTEM) is the longest
word.
B. Lesson Proper:
In what subject we are familiar in vocabulary development? (English)
1. Activity
Group 1.
Problem: What are the parts of the heart? Describe the parts of the heart.
Materials:
Cut out picture of the heart. Paper strips.
Procedures:
1. Join the cut outs picture inside the box.
2. What did you form? ( picture of the heart)
3. Label the parts of the picture according to the words written on a paper strips.
(RIGHT ATRIUM, RIGHT VENTRICLE, LEFT ATRIUM, LEFT VENTRICLE, SEPTUM,
PERICARDIUM, MYOCARDIUM, VALVE).
Conclusion:
The heart is a strong and hollow muscular organ, It is about the size
of the clenched fist.
It is divided into four chamber; the upper chambers; the right and left
atria and the lower chambers ;are the right and left ventricle.
Group 2
Problem:
What is the most important organ of the circulatory system? Describe

each parts:
Materials:
Picture of the heart.
Procedure: Study the picture of the heart. Then answer the questions that follows:
1. What is the shape of the heart?
2. There are four chambers inside the heart. What are these?
3. What is separates the right side from the left side of the heart?
4. What separates the upper chamber from the lower chamber?
5. What are some tubes connected to the heart?
6. The heart is made up of cardiac muscles. What happens when these muscles
contract?
Answers:
1. The heart shape is like a pear.
2. The four chambers of the heart are the right and left atrium, the right and left
ventricle.
The Atria are the thin chambers and the ventricles are the thick walled chambers.
3. The septum separates the right side from the left side of the heart.
4. The valve separates the upper from the lower chambers.
5. There are some tubes connected to the hearts. They are vena cava, pulmonary
veins,
aorta, pulmonary artery.
6. When the cardiac muscles contract and relax in harmony the blood moves
Group 3
Problem: What are the main parts of the heart?
Materials: Manila paper, pen
Procedure: Arrange the jumbles letter to form word that will fill on the description.
1. T H R E A
(HEART)_________ is at the center of your chest behind the
breastbone and between the lungs.
2. R I C A R D P E I U M (PERICARDIUM)___ COVERS THE HEART.
3. P U S T E M
(SEPTUM)_
a thin wall that separates the
chambers
On the right from the chambers on the left.
4. A Y U M D I U C A R M (MYOCARDIUM)
the muscular wall of the heart.
5. E V L A V
(VALVE)
separates the right atrium from
the right
Ventricle.
6. U M A R I T
(ATRIUM)
UPPER CHAMBERS OF THE HEART.
7. E N V I E L C T R (VENTRICLE)
lower chamber of the heart.
8. E R M A E C K P A
(PACEMAKER)
specialized region of the
cardiac muscles.
It makes cure the heart never skip a beat.
9. I M U D R A C A D E M (ENDOCARDIUM)
A tough membrane which lines
the interior of the four chambers of the heart.
Conclusion: What are the words formed all about?
The words are part of the heart. The upper chambers and the lower chambers of
the heart. The right and left atria are the upper chambers and the right and left
chambers
2. Analysis:
1. How are the muscular walls of the heart differ from the other muscular of the body?
Answer:
The muscular wall of the heart differ from other muscles of the body.
Because it has definite cycle of contraction and relaxation his makes the
heart beat of a
Person.
2. Where is the septum located? (between the right and left chambers of the heart.)
3. What part of the heart make sure the heart never skip beating? (Pacemaker)
4. Why is it important to take care of the heart?
5. What are the upper chambers of the heart? (Atrium)
3. Abstraction:
The human heart consist of the four chambers namely; the right atrium, left atrium, right
ventricle and the left ventricle.
Septum located between the left and the right chambers of the heart.
The valve between atrium and the ventricle prevent the back flow of the blood.
4. Application
Use the following words to form a concept map:
HEART, RIGHT ATRIUM, RIGHT VENTRICLE, LEFT ATRIUM, LEFT VENTRICLE, VALVE, SEPTUM,
THIN WALLED CHAMBERS, THICK WALLED CHAMBERS.
IV. Evaluation:
Fill in the blanks:
1. The ____________ is a hollow muscular organ that beats rhythmically to keep the
blood flowing in one direction throughout the body.
2. The muscular wall of the heat is called ________________________.
3. The two upper chamber of the heart is the ______________and the _____________
4. The lower chamber is called_________ and ___________________.
5. A thin walled called __________ separates the chambers in the right from the
chambers in the left.
Answers:
1. heart
4. Right ventricle and left ventricle
2
2. Myocardium
3. Right atrium and left atrium
V. Assignment:
Draw and label the parts of the heart.
5. septum
Date______________
SCIENCE VI
FIRST QUARTER
I. Objective:
Describe the function of the heart and its part.
II. Subject Matter:
Function of the heart and its main parts.
A. References:
PELC 1.2 Science and Health for a Changing Environment
Into The Future Science And Health
Science and Health For A better Life
Explaining, Describing
C. Science Ideas:
The heart pumps blood to all parts of the body.
The atria are the thin walled chambers that receives blood from the veins.
The ventricles are the thick walled chambers which pump blood out of the
heart through arteries.
The right atrium receives carbon dioxide-rich blood from the body while the
left atrium oxygen rich blood from the lungs.
Septum prevents the mixing of blood in your heart.
The valves prevent the back flow of the blood.
D. Integration:
ART
E. VALUE: COOPERATION
III. Lesson Proper:
A. Motivation
Why do you thick the blood flows?
How does the blood throughout the body?
B. Activity:
What should you observe when you perform the activity?
1. cooperation(2)
3. Content of the report- (3)
2. discipline(2)
4. Resourcefulness(3)
Group 1:
Problem: What is the function of the heart and its part?
Materials:
Chart
What to do:
1. Give the function of each part of the heart. Write you answer on the table
Parts of the Heart
function
Heart
Atria
Ventricle
Valve
Septum
Pericardium
Endocardium
Myocardium
Pacemaker
Receive blood from the veins.

Responsible for helping the blood moving in all parts of the body.
Prevents the mixing of blood in your heart.
Prevents the backflow of the blood.
Covers the heat and its fluid protects the heart and preventing the irritation
of the hear.
The contraction and relaxation cycle of this muscles makes the heartbeat of
a person feels.
Make sure the heart never skips a beat.
Group 2 Activity
Make some reading about the heart. Be sure to share your reading among your
members.
1. What are the function of the heart?
2. What part of the heart prevent the backflow of the blood?
3. Why blood in your heart does not mixed?
4. What pumps blood to all parts of the body?
5. What part of the heart responsible for the contraction relaxation cycle?
6. What part of the heart receives carbon dioxide rich food or deoxygenated blood
from the body?
2. Analysis
Why is the heart an important part of the circulatory system?
Why the blood does from the right chambers and the left chamber did not mix?
What protect the heart?
3. Abstraction
The heart is a hollow muscular organ that pumps blood to all parts of the
body.
The right atrium receives carbon-dioxide rich from the body and the left
atrium receives oxygenated blood from the lungs.
The septum prevents the blood from flowing back.
4. Application
Why is it important to take care of the heart?
What is the importance of the pericardium?
What part of the heat is responsible for helping blood moving in all parts of the
body?
IV. Evaluation
Match the function of each part of the heart.
A
B
____1. Heart
a. prevents the backflow of the blood.
____2. Right Atrium
b. Pump blood to all parts of the body.
____3. Valve
c. receive deoxygenated blood.
____4. Septum
d. Prevents the mixing of the blood.
____5. Ventricle
e. Pumps blood out of the heart through arteries.
V. Assignment
Make further reading about the function of the heart.
Prepared By:
________________
MARIA JENNETH V. SAYSE
INSPECTED:
_________________
Date_______________
SCIENCE VI
FIRST QUARTER
I. Objective:
Describe the main parts of circulatory System (The Blood)
II. Subject Matter:

Main Parts of circulatory System (The Blood)
A. References:
PELC 1.1
Science And Health 6 p. 27-31
Science and Health For A Changing Environment p. 22-24
Science Spectrum 6
Into The Future Science And Health 6
B. Science Ideas:
The Blood is the bodys only liquid tissue
The blood main components are the plasma, White Blood Cell, and the
platelets.
The liquid part of the blood is the plasma and the solid part is made up of the
blood cells and the platelets.
C. Science Processes:
Observing, Identifying, Describing
D. Integration: Art, English
E. Value: Cooperation
F. Materials:
Illustration of the red blood cells, white blood cells, composition of the
plasma..
III.
A. 1. Review the main parts of the Circulatory

2. Motivation
Loop a word contest
R
I
O
O
D
S
M
K
U
U
P
W
J
U
O
M
K
B
O
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E
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I
L
J
T
R
E
A
A
U
K
H
T
E
E
M
T
D
J
G
R
W
S
J
J
E
R
F
S
A
E
J
J
U
L
D
L
E
U
K
O
U
E
P
L
D
Y
J
J
I
S
H
E
M
O
G
L
O
B
R
C
H
J
J
J
O
F
B.1. Activity
Group 1
Study the illustration of the blood
White Blood Cells

Red Blood Cells
What does blood consist of?
What are the main components of the blood?
Describe the plasma
Compare Red Blood Cells from White Blood Cells.
Group 2
Identify and describe the components of blood.
Components of Blood
5
System
I
Q
S
W
H
I
T
E
D
I
G
M
A
R
R
O
W
Q
R
T
N
F
P
J
U
R
E
I
D
L
O
S
G
Platelets
Description
1.
2.
3.
4.
Plasma
Red Blood Cells
White Blood Cells
Platelets
2. Analysis
What are the components of the blood?
(Plasma, red blood cells or erythrocytes, white blood cells or leukocytes and the
platelets or the thrombocytes.)
3. Abstraction
Blood is made of solid and liquid parts.
Plasma is the liquid part comprises about 40 -50 % of the blood.
The solid part of the blood is made up of three kinds of cells: Red Blood Cells,
White Blood Cells and the Platelets.
4. Application
Inside the box are the components of the blood. Try to match the word that best
describe each components
Plasma
erythrocytes
leukocytes
Thrombocytes
Small concaves disc shaped cells, contain hemoglobin, liquid, solid, big
No regular shape red circular disc: Tiny cell fragment, Produce in the bone marrow
Colorless part of the blood
IV. Evaluation
Fill in blank with the correct answer.
1. The yellow-colored fluid which carries food and the solid parts to your body tissue is
Called______________________.
2. The red blood cells get their color from_________________.
3._____________ large than red blood cells and lessen in quantity.
4. ____________ rich in Hemoglobin which contains iron that makes the blood red.
5. ____________ produced in the bone marrow.
V. Assignment:
Draw the parts of the blood and let them describe each.
Prepared By:
________________
INSPECTED:
_________________
Date_______________
SCIENCE VI
FIRST QUARTER
I. Objective:
II. Subject Matter:
A. References:
B.
C.
D.
E.
III.
Describe the main parts of the circulatory system (the blood vessels)
The Main Parts of Circulatory System (The Blood Vessels)
PELC 1.1
Science And Health 6 p. 21-22
Science Processes: Observing, Describing, Identifying
Science Ideas:
Blood vessels are pathways of the blood.
Arteries, veins and capillaries are the three kinds of blood vessels.
Arteries carry oxygenated blood or oxygen-carrying blood and nutrients from
the heart to the different parts of the body.
Veins carry de oxygenated or carbon dioxide-carrying blood and body waste
to the different parts of the body to the heart then to the lungs for
oxygenation and then back to the heart.
Capillaries are the smallest blood vessels where exchange of oxygen and
nutrients-carrying blood and carbon dioxide and waste carrying blood takes
place.
Integration: English
Value: COOPERATION
A.1 Review The Blood and Its Components.

2. Motivation
How does the blood travel through the different parts of your body?
B. Activity
Activity 1
What are the three kinds of Blood Vessels? Describe each.
Capillaries
Characteristics
Arteries
Characteristics
Veins
Characteristics
Activity 2
Make some readings on blood vessels to answer the questions follows.
1. What is a blood vessels?
2. What are the main kinds of blood vessels?
3. What are the characteristics of each kind
4. Draw and label the kinds of blood vessels.
3. Analysis
1. How does blood travel through the different parts of the body?
2. What is the largest artery?
3. What blood vessels have thick elastic wall?
4. What is the smallest blood vessels?
5. In what kind of blood vessels the exchange of gases takes place?
4. Abstraction
Blood vessels serves as the passageway of the blood.
The main kinds of blood vessels are the arteries veins and capillaries.
The arteries have different sizes: Capillaries are the smallest blood vessels.
7
5. Application:
Match column A with Column B
A
______1. Carry blood away from the heart
______2. Carry blood back to the heart
______3. It is where exchange of gases takes place
______4. These are the smallest arteries
______5. The blood passing through the arteries
______6. Color of the blood coming from the heart
______7. Waste materials that leave the cells of the body
______8. Materials that are carried to the cells of the body
______9. Acts as a color filler
B
a. arteries
b. arterioles
c. capillaries
d. veins
e. red
f. blue
g. skin
h. oxygenated blood
I. deoxygenated
Blood
IV. Evaluation:
Encircle the letter of the correct answer.
1. Why do arteries have thick layer?
a. They are big
c. They carry food and oxygen
b. They carry blood to the heart d. They easily damaged
2. Which is the tiniest blood vessel?
a. veins
c. capillaries
b. venules
d. arteries
3. Why it is not vey dangerous for a person if one of his veins is cut?
a. Blood in the veins is under very little pressure.
b. Blood in the veins is under very strong pressure.
c. blood in the veins carries nutrients.
d. Blood in the veins return to the heart.
4. In which blood vessels does the exchange of oxygen and food nutrient and waste
materials from the blood takes place?
a. in the arteries
c. in the veins
b. in the capillaries
d. in the heart
5. What is the color of the veins that are closer to the surface of the body?
a. Blue
c. green
b. red
d. white
V. Assignment
Illustrate the three kinds of blood vessels. Write a description under each.
Prepared By:
________________
INSPECTED:
_________________
Date________________
SCIENCE VI
FIRST QUARTER
I. Objective:
II. Subject Matter:
A. References:
Describe the function of the blood

Function of the Blood
PELC 1.2
Into The Future Science and Health 6 p. 28-30
Science and Health for a Changing Environment p. 22-23
B. Science Processes: Observing, describing, identifying.
C. Science Ideas
Blood is a red fluid that the heart pumps and circulates to different part of
the body through the blood vessels.
The blood is composed of the plasma, red blood cells, white blood cells and
the platelets.
Blood carries oxygen to all parts of the body and collect waste like carbon
dioxide for excretion.
It distributes vitamins and nutrients from digested foods.
It carries white blood cells that fight microorganisms.
It carries hormones and other chemical substances that stimulate body

processes.
It regulates the temperature in the different parts of the body by cooling the
busy parts and the active muscles such as the heat and warming the less
active part like the toes.
It protects the body in case of bleeding by forming blood cloths.
It regulates water in various parts of the body so that no part has too much or
too little water.
D. Integration: P.E.
F. Value: SELF-DISCIPLINE
A.1. Review
Describe the plasma
Compare the red blood cells from the white blood cells.
2. Motivation
Let the pupils run for two rounds.
What comes out to your body when you run?
Why do you perspire?
What do you want to know about it?
Lets fill up the table.
III.
Know
Body is a part of
circulatory system.
It has three main
components:
The Plasma, Red
Blood
Cells,
Platelets and the
White Blood Cells.
Plasma is the liquid
part of the blood.
Red
Blood
Cell
contains
hemoglobin
that
give the blood is
red color.
Want to know
The Function of the
blood:
Why
are
White
Blood
Cells
important to the
body?
What part of the
blood regulates the
body temperature?
What protects the
body in case of
bleeding?
Why is blood clot
important?
Learned
White blood cells

are
regular
in
shape.
Why is plasma an
important part of
the blood?
Teacher guides the pupils to formulate questions based to the subject matter?
We will answer want you want to know after the activity.
Make some reading about the blood and answer the questions above.
Group reporting on what they read about the topic
3. Analysis
What are the parts of the blood?
What are the functions of each part?
Why is the plasma important part of the blood?
Why is blood important?
What happens if there is an excessive growth of white blood cells?
Why are white blood cells irregular in shape?
Where are the red blood cells produced?
What gives the blood its red color?
What have you learned now in our activity? You can fill up the table now.
4. Abstraction
The blood is essential to human life. It has a several functions.
Blood carries oxygen to all parts of the body and collect waste like carbon
dioxide for excretion.
It distributes vitamins and nutrients from digested foods.
It carries white blood cells that fight microorganisms.
It carries hormones and other chemical substances that stimulate body

processes.
It regulates the temperature in the different parts of the body by cooling the
busy parts and the active muscles such as the heat and warming the less
active part like the toes.
It protects the body in case of bleeding by forming blood cloths.
It regulates water in various parts of the body so that no part has too much or
too little water.
5. Application
Tell what part of the body is responsible for the function
1. It helps the blood clotting.
2. Fight germs that enter the body.
3. Carries oxygen to be distributed to all parts of the body.
4. Give the blood its red color.
IV. Evaluation
Identify the components of the blood
1. _______________ fight harmful microorganisms.
2. _______________ help stop bleeding.
3. _______________ carries digested food and waste.
4. _______________ carries oxygen and carbon dioxide
5. _______________ produced the bone marrow.
V. Assignment
Fill up the table
Parts of the blood
Plasma
Red Blood Cells
White Blood Cells
Platelets
10
Characteristics
Function
Date____________
SCIENCE VI
FIRST QUARTER
I. Objective:
Describe the function of the blood vessels
II. Subject Matter:
Function of the blood Vessels
A. References: PELC 1.2
Science and Health For A Changing Environment p. 21-22
Into The Future p. 17-18
Observing, Describing, Identifying, Classifying
C. Science Ideas:
Blood Vessels are the passageway of the blood
There are three kinds of blood vessels: arteries , capillaries and veins.
Arteries carry blood away from the heart. They have thicker walls than veins.
The veins transport red blood from the lungs to the heart.
The capillaries carry oxygen and nutrients to the cells.
D. Integration: English
E. Value: Patience
III.
A.1. Motivation
Games:
Group the pupils into 5. Each member of the group will hold one
letter . Try to form a word from the jumbles letter that will give
meaning to the phrases. The group that give more correct answer will
be declared a winner.
D
V
L
O
O
B
E
E
S
S
L
V
S
1. Red river of life
blood
2. Passageway of the blood
blood vessels
3. Opposite of more
less
4. To ask God to show favor to or protect
bless
5. The soft lower part of the ear
lobe
6. A type of four winged, stinging insect,
Some species of which live in large
Groups and make honey
bees
7. A bird of the pigeon family
dove
8. A quantity of medicine taken at one time dose
9. Personality or a particular aspects of it.
self of selves
10. Small mouse like rodent
vole
What subject are these activity related?
English
B. 1. Activity
What are the three kinds of blood vessels?
What are functions of each?
What carry blood away from the heart?
What blood vessels carry bright red blood with oxygen from the lungs into the
heart?
How were you able to answer the question eagerly?
11
What important character traits develop in this activity?

Fill out the table for your answer.
Capillaries
Arteries
Veins
Function
Function
Function
2. Analysis
Capillaries are very tiny. How does this help them perform their function?
Why are arteries buried deep inside the body?
What carry blood from the different parts of the body?
What blood vessels carry blood away from the heart?
3. Abstraction
What are the function of the blood vessels and its kind? (see Science concept)
4. Application
Name the blood vessels 1,2,3 in the simple diagram of the circulatory system
Below and give each function.
HEART
IV.
Evaluation:
True or False
____________1. The capillaries are the tiniest blood vessels which carry oxygen-rich
Rich blood to the different parts of the body.
____________2. Aortas are buried deep under the body to get more blood from the
Lungs.
____________3. The veins carry blood containing carbon dioxide away from the heart.
____________4. The arteries carry blood containing oxygen or de-oxygenated blood
From the heart to all parts of the body.
____________5. The color of the veins that are close to the surface of the body is blue
Because it lacks oxygen.
____________6. The actual exchange of gases takes place in the capillaries.
V. Assignment
Make some research about the description and function of the blood vessels.
Prepared By:
________________
12
INSPECTED:
_________________
Date_______________
SCIENCE VI
FIRST QUARTER
1. Objective
Trace the path of blood as it flows from the heart to the different parts of body and back
using a model.
II. Subject Matter
The path of blood as it flows from the heart to the different parts of the body & back using
a model.
A. Science Processes:
Observing, Describing, Comparing
B. Science Ideas:
p. 13 Teachers Manual Science and Health
C. Materials:
Illustration of the Circulatory System
III. A Review:
Main Parts of the Circulatory System
B. Motivation
Games: Arrange the words written in a strip to form a concept map
Circulatory System
Heart
Blood
Blood Vessels
S
LA
RBC
WB
PLATELE
ARTERIE
E
P
VALV
VALV
CAPILLARIE
T
E
E
S
U
RV
LV
VEIN
M
2. Activity 1
1. How does the path of the blood flows?
2. What to do: Follow the path of the blood by tracing the arrows from the right
Of the heart.
Questions:
1. In what chambers of the heart the blood forms the body centers?
2. What happen when the right atrium contracts?
3. When do the blood flows?
4. How does the blood carry fresh oxygen from the lungs return to the heart?
Activity-2
Act out the following of the blood from the body to the different parts of the heart,
explain how did it happen?
1. Why does the blood form the ventricle did not flow back to the atrium?
3. Analysis
Differentiate the blood enters from the body to the bloods that enters the heart.
1. What happens when the blood passes to the lungs?
4. Abstract
How does the flow of blood in the circulatory system follow a basic pulse?
5. Application
RA
13
Describe the food nutrients and oxygen are distributed to the different parts of the
body.
IV. Evaluation
True or False
1. The blood that contains CO2 and waste is transported by the veins to the
different parts of the body to the right side of the heart.
2. The blood from the lungs enters to the right atrium.
3. The valve opens & the blood flows to the ventricle.
4. The red blood cells replace the carbon dioxide w/ the blood that contains fresh
oxygen.
5. Waste product is collected by the blood.
V. Assignment
Illustrate how blood circulate in the body.
Date____________________
SCIENCE VI
FIRST QUARTER
I. Objective:
Trace the path of the blood and illustrate the three kinds of circulation.
II. Subject Matter:
How Blood Circulates the three kinds of Circulatory System, Pulmonary, Coronary
Circulation
A. Science Processes
Observing , Describing, Comparing
B. Science Ideas
The flow of the blood from the heart to lungs & back to the heart is called
pulmonary circulation. The pathway of the blood as it flows.
III. A. Review
How blood circulates?
2. Motivation
Puzzle
Cut out the illustration of the three kinds of circulation . What did you form?
B. Activity 1
1. Explain the pulmonary paths involved in the pulmonary circulation.
2. How does the pulmonary circuit transport blood between the heart & the lungs.?
3. What parts of the heart receives blood with better oxygen from the body?
4. What pumps blood to the lungs?
Activity 2.
Study the illustration and trace the movement of the blood from the heart to the
rest of the body. What kind of circulation of the flow of blood is between the heart
to the rest of the body? What kind of blood is received by the left atrium?
Activity 3
Trace the flow of blood from the pulmonary artery to the heart.
2. Analysis
What is the difference between the systems circulation; pulmonary circulation
and coronary circulation?
3. Abstraction
There are the three main pathways through which blood flows each time the heart
pumps namely; the pulmonary circulation, the coronary circulation & the systemic
circulation.
4. Application
What do you call the movement of the heart through the tissues of the heart?
IV. Evaluation
Fill in the blank with the correct word
1.
The flows of blood from the heart to the lungs and back to the heart is
called_____________
(Pulmonary circulation)
14
2.
The contraction of the right ventricle makes the blood go into
the___________( Pulmonary Artery)
3. When the blood goes to the lungs _____________is absorbed. (Oxygen)
4. In the systemic circulation blood flows from the heart to ____________( All parts of the
body)
5. The movement of the blood through the tissues of the heart is called_________(Coronary
Circulation)
V. Assignment Draw the three kinds of circulation & describe each.
Date________________
SCIENCE VI
FIRST QUARTER
I.
II.
Objective:
Describe some common ailments of the circulatory system
Subject Matter:
Common Ailments of the Circulatory System
A. Science Processes:
Describing, Inferring
B. Science Ideas:
The common ailments of the circulatory system are: heart attack, congenital
heart disease,
rheumatic heart fever, hypertension,
Stroke, anemia,
leukemia, hemophilia, arteriosclerosis.
C. Materials: Hear models, picture of healthy heart and a weak heart
D. References:
PELC 1.4
Science and Health 6 p. 37, 42
Into the Future p. 22-24
E. Value: Taking good care of the circulatory system
III. A. Review
What are the main components of the circulatory system?
1. Motivation
What are some causes of death in the Philippines
B. 1. Activity
Problem: What diseases affect our heart, blood and blood vessels?
What to do:
1. Classify the following ailments into the proper heading. Write your
answer on the table given below.
Hemophilia, stroke, arteriosclerosis, congenital heart disease,
rheumatic heart disease, anemia, leukemia, hypertension, heart
attack.
Heart
Activity 2
Problem:
Blood
Blood vessels
What are some diseases that affect the circulatory system?

What are their symptoms and causes?
What to do:
Rearrange the letters in each box to spell an ailment of the circulatory system.
Use the clues to help you.
15
NOCTANGIOLE RHATE
ESIDEAS
MAUTHRICE
EDSAIES
RYCONORA
EDSAEIS
THARE
ARHET
A M I L E K E U
M A I N E A
T H Y R E P S I N O
KCATTA
ARTHE
H
I P L E M O
I H
1. Any heart disorder already present when a baby

is born. (CONGENITAL HEART DISEASE)
2. A heart disorder that results from repeated

Rheumatic fever. ( RHEUMATIC HEART DISEASE)
3. A narrowing of the arteries that supply blood to
Heart. ( CORONARY HEART DISEASE)
______
4. A disease of the blood caused by overproduction
Of the white blood cells ( LEUKEMIA)
5. Disease of the blood caused by deficiency in the
Production of red blood cells. (ANEMIA)
6. High blood pressure.
( HYPERTENSION)
7. Arteries become blocked by a blood clot.
( HEART ATTACK)
.
8. hereditary blood disorder characterized by continues
bleeding Because blood clots very slowly( HEMOPHILIA)
9. Hardening of the walls of the blood vessels. This is

due
to
the
Presence
of
calcium
or
lime.
(ARTERIOSCLEROSIS)
* After the group work there would be group reporting.
What are some rules to observe when somebody is reporting?
2. Analysis
What are common ailments of the circulatory system?
What are their symptoms and causes?
LICORISARETOO
S S
Ailments
Rheumatic
Heart
Fever
Congenital
Disease
Coronary
Disease
Hear
Heart
Description
Inflamation of
the valves and
tissues
Causes
Streptococos
bacteria
Failure of the
heart to develop
normally, blue
baby syndrome
or cyanosis.
Obstruction of
adequate blood
flow through the
coronary
arteries.
Malnutrition,
smoking, infection
and German
measles.
Hypertension
The blood
pressure of the
person is
normally higher
then normal.
Stroke
Cerebrovascular
accident. It
involves
damage to the
brain because of
a blood clot.
16
Thickening and
hardening of the
artery walls by
deposits of fatty
materials of
cholesterol and
calcium.
Tiredness and
fatigue, nervous
tension and
hormonal change
in the kidneys.
Blood clot
Symptoms
Fever, painful
swelling of the
joints and rashes
last 2 weeks.
Blue coloration of
the skin due to the
abundance of un
oxygenated blood.
Chest discomfort.
Headache, redness
of the face,
tightening
sensation at the
base of the nape,
irritability and
dizziness,
sometimes
accompanied by
vomiting.
Sudden weakness
or numbness of the
face or limb on one
side of the body.
Lost of speech or
comprehension;
dizziness or loss of
vision, particularly
in one eye and
Anemia
Due to
deficiency in the
red blood cells.
Leukemia
or cancer of the
blood in which
abnormal white
blood cells
multiplies in an
uncontrolled
manner
The patient
develops
uncontrolled
bleeding
Hemophilia
Insufficient
production of the
red blood cells:
loss of blood: &/ or
excessive
destruction of the
red blood cells.
Genetic
abnormalities and
exposure to
radiation and toxic
and chemical
wastes.
unexplained
dizziness,
unsteadiness or a
sudden fall
The anemic person
is pale, moves
slowly and often
gets dizzy, & may
also have difficulty
in breathing.
Signs of leukemia
include repeated
infection, a lack of
functioning red
blood cells, and
frequent bleeding
Leaking blood
accumulates in
these areas putting
pressure on the
surrounding tissues
and cause swelling
and nausea
What are some common ailments of the circulatory system?
Which area has more cases of cardiovascular diseases city of rural
3. Abstraction:
4. Application:
areas?
IV Evaluation:
A. choose the letter of the correct answer.
__________1. Which of the following is a disease caused by lack of oxygen - carrying material in
the blood?
a. anemia
b. leukemia
c. hypertension
d. ischemia
__________2. Which of the following can lead to a rheumatic heart disease?
a. leukemia b. anemia
c. infection of the heart d. high blood pressure
__________3. Why are some babies born with congenital heart disease?
a. The father and mother are healthy b. The baby has bluish in color c.
The
baby
is
underweight
d. the mother of the baby might have taken some drugs during her
pregnancy
__________4. Which of the following disease is due to the build up cholesterol or calcium in the
artery.
__________5. It involves damage to the brain due to blood cloth.
a. hypertension
b. blot cloth
c. stroke
d. anemia
B. Write on the space provided before the number in which part of the circulatory system is
affected by the following disease.
_______________1. Hemophilia
______________6. Hypertension
_______________2. Arteriosclerosis
______________ 7. Coronary Heart Disease
_______________3. Anemia
______________ 8. Congenital Heart Disease
_______________4. Leukemia
______________ 9. Rheumatic Heart Disease
_______________5. Stroke
_____________10. Heart Attack
V. Assignment
Research more other disease of circulatory system
17
Date_______________LESSON PLAN IN SCIENCE VI

FIRST QUARTER
1. Objective:
Identify the main parts of the nervous system.
II. Subject matter

Main parts of the Nervous System.
A. References: PELC I. 22. 1 ( First Grading ) Science & Health 6 TX pp. 53-55
B. Materials: charts, pictures\illustration
Identifying
D. Science Ideas:
The nervous system is a network of nerve cells called neurons, that
coordinates and controls the various activities of the body, both voluntary
and involuntary.
The different parts of the nervous system are the brain, the spinal cord and
the nerves.
Brain, spinal cord and the nerves make up the nervous system.
III. Procedure
A. Activities:
1. Preparatory activities
a. Review Clap thrice (3X) if the practices written below are good for the
circulatory system and clap
1. Have a regular blood pressure check up.
6. Exercise regularly.
2. Avoid smoking.
7. Eat moderately.
3. Always feel relaxed
8. Smoke cigarettes three times a day.
4. Eat lots of fruits and vegetables.
9. Eat too much fats and salty foods.
5. Drink alcoholic beverages.
10. Avoid anxieties and worries.
18
b. Motivation
Imagine an orchestra without a conductor
actors without a director. What would happen?
2. Activity Proper:
a. Let the pupils perform the activity.
Let them study the illustration and identify the
main parts.
b. Each group will work on the activity.
c. Reporting
ACTIVITY 1
What are the main parts of the nervous system?
What to use: Illustration of the nervous system
What to do::
1. Study the diagram of the nervous system.
2. Identify and label the main parts.
Nervous System
The nervous system is made up of the brain, the spinal cord,
that connect the brain and spinal cord to the rest of the body.
sends messages through the rest of the nervous system to
body what to do.
or a group of
and nerves
The brain
tell your
What you have found out?

1. What are the main part of the nervous
system?
2. What do you think are the function of the
nervous system? How does it work?
B. Analysis and
discussion
What is the bodys communication network? ( nervous system)
What are main parts of the nervous system? ( brain, spinal cord, nerves)
What makes up the central nervous system? (brain and spinal cord)
What makes up peripheral nervous system? (nerves)
What is the control center of the body?(brain)
What is the part of the nervous system that is known also as the extension of
the brain?
( Spinal cord)
What is the basic unit of the nervous system? (nerve cells) also known as
neurons.
C. Abstraction
(Pupils state the main idea)
D. Application
Ask: When you are active or under emotional stress, what system speeds up your
heartbeat and prepares the body for fight and fight? (Sympathetic System)
What do you think will happen to the different internal organs such as lungs, heart,
glands, urinary bladder. (Life will become impossibly complicated)
How important is the skull in relation with the brain?
How important is the spinal column in relation with the spinal cord?
IV. Evaluation
A. Label the parts of the nervous system
19
B. Answer the following questions:

1. It is the most complex of all system in the
a. circulatory
c. nervous
b. excretory
d. digestive
body.
2. It is a mass of nerve cells located in the head

a. brain
c. nerves
b. spinal cord
d. none of these
3. It extends to the brain and branches out to
The different nerves of the body.
a. nerves
c. spinal cord
b. brain
d. all of the above
4. They are found in all parts of the body.
a. spinal cord
c. brain
b. nerve
d. all of the above
5. Which of the statement is not a function of the nervous system?
a. Regulates the functions of the other system.
b. Controls the beating of the heart.
c. Receives information from the environments.
d. Distributes food nutrients to all parts of the body.
V. Assignment
In an illustration board, draw and label the main parts of the nervous system.
Date_________________
SCIENCE VI
FIRST QUARTER
I. Objective:
Identify the parts of the brain
Describe the function of the brain
II. Subject Matter:
Parts of the Brain
A. References:
PELC 1.2.2.1 (First Grading)
Science & Health 6 txt pp. 53-55
B. Materials:
charts, pictures/illustration
Identifying Describing Observing
D. Science Ideas:
The brain is the control center of the body.
The main parts of the brain are cerebrum, cerebellum, and the medulla
oblongata.
Cerebrum controls thought and action.
It receives and interprets the
messages of the brain.
Cerebellum coordinates movements of the muscles.
Brainstem controls involuntary actions.
The main parts of the brainstem are the medulla oblongata, midbrain and
pons.
20
The brain gets information from the surroundings through the nerve cells in
the different sense organ.
KBI: Appreciation and awareness on the work of the brain.
III. Procedure
A. Activities
1. Preparatory Activities
a. Review The following scrambled letters are parts of the nervous system.
Arrange them in order to form the words.
P
R
A
S
L
O
N
D
I
S
( SPINAL CORD)
S
(NERVES)
R
N
A
B
I
(BRAIN)
b. Motivation
Show an apple. Without any warning, through the ball. Did somebody
Catch it on time? Why?
2. Activity Proper
Let the pupils perform the activity. Let them study the illustration and
identify the main parts.
a. Each group will work on the activity
b. Reporting
ACTIVITY 1
1. Study the illustration: ( brain)

2. Identify the parts of the brain as indicated by each number
Cerebrum
Brain
stem
1. What are the parts of the brain?
2. Which is the largest part?
3. Which is the second largest part of the brain?
4. Which is found at the base of the brain?
AVTIVITY
5. What2are the function of the brain?
Cerebellu
m
Look at the illustration. (Brain)

1. Describe how the brain looks.
2. List the parts of the brain and the work of each.
3. Why the brain is called the control center of the body?
ACTIVITY 3
Look at the different areas of the brain receive and send messages through the sense
organs.
( Functional areas of the brain )
1. What are the different areas which receive and send messages through the sense
organs?
2. When you look at a gumamela flower, what part of the brain receives the message
about it?
What message about the flower will this area send to you?
3. When you eat barbecue, what part of the brain receives the message about it?
What message about the barbecue will this area send to your noise and tongue?
4. You are watching a TV show, What parts of the brain receive messages? How can you
tell that your eyes and ears are receiving messages from the brain at the same time?
5. Why can you see, hear ,feel, smell and taste all at the same time?
21
B.
1.
2.
3.
4.
organs?
5.
Analysis and Discussion:

What are the parts of the brain?
Which is the largest part? Which is found at the base of the brain?
What are the function of each?
What are the different areas which receive and send messages through the sense
Why the brain is called the central center of the body?
C. Abstraction
Pupils state the Science concept
D. Application
Here are some characteristics of your classmates. Identify whether your classmates is
using more of the right or left brain by raising the right hand for the left brain and left
hand for the right brain.
1. He is a very good painter.
2. She can write stories and poems.
3. He is left handed.
4. She can solve difficult Math problems.
5. he is a good violinist
6. She can play the piano well.
7. She is right handed.
What will happens if the brain has been damage?
IV. Evaluation
Supply the missing words below.
Brain is divided mainly into (1)____________,(2)_____________and (3)_______________.
Cerebrum controls thoughts and (4) _______________, (5)_____________ coordinates
movements of the muscles. (6)________________controls involuntary CTIONS. The
brainstem is divided into (7)______________
(8)________________, pons. (9)_______________regulates reflex responses controlling
heartbeat, breathing, etc. Midbrain controls movements of the eyes. Pons relay impulses
between different parts of the (10)_____________________.
V. Assignment
In an illustration board draw and label the parts of the brain. Be able to explain each
function.
Date______________
SCIENCE VI
FIRST QUARTER
I. Objective:
Identify the parts of the spinal cord.
Describe the functions of the Spinal cord
II. Subject Matter:
A. References:
Parts and Functions of the Spinal Cord

PELC 2.2.1; 2.2 (First Grading)
B. Materials:
charts, illustration, pictures
Identifying, Describing, Observing
D. Science Ideas:
The Spinal cord is the extension of the brain.
22
III.
It is the channel through which messages travel from the nerves in the different
parts of the body to the brain at the back.
The spinal cord receives messages from the different parts of the body through the
sensory nerves
The spinal cord is located inside the backbone
The backbone protects the spinal cord
KBI: taking care of the spinal cord
PRODECTURE
A. ACTIVITIES
1. PREPARATORY ACTIVITIES
1. Review: What are the parts of the brain?
Why is the brain enclosed in the skull?
(for protection)
2. Motivation
What will happen to you if you fell from the stairs? Or from high
places?
3. Activity proper
Let the pupils perform the activity. Let them study the
illustration and identify the main parts
a. Each group will work on the activity
b. Reporting
ACTIVITY 1
Picture Puzzle
1. Try to form a figure out of a picture puzzle
2. Label each part using the following words ( central canal, association neuron,
white matter, motor neuron, sensory ganglion, gray matter, sensory neuron.
ACTIVITY 2
What is the function of the spinal cord?
1. What do you do when :
a. You suddenly touch a hot object?
b. You prick your finger with a sharp needle?
c. A drop of burning candle suddenly falls on your finger?
d. A dust reaches your eyes?
2. What do you think does the spinal cord do when these things happen?
B. Analysis and Discussion

1. What are the main parts of the spinal cord?
2. What are the function of the spinal cord?
C. Abstraction
Pupils will state the Science concept
D. Application
What will happen if you will see and smell your favorite food?
What reflex will help protect your eyes from objects flying through the air toward
you?
IV. Evaluation
Put a (/) opposite to the statement if it is correctly describes the spinal cord and its
function. Put a cross (X) if it does not.
________ 1. The spinal cord is a bundle of nerves that runs down the middle of the spine
from the brain.
_________2. The spinal cord prevents us from doing things automatically.
_________3. The spinal cord is protected by the skull.
_________4. The spinal cord transfers messages between the different parts of the body
and the brain.
_________5. The spinal cord is responsible for reflex action.
_________6. A reflex happens automatically without action from the brain.
_________7. A motor reflex happens automatically without action from the brain.
_________8. The spinal cord is an extension of the brain.
_________9. Reflex actions protect you from HARM.
23
_________10. Conditioned reflexes remain the same from one person to another.
V.
Assignment:
A. Draw the parts of the spinal cord and label each part.
B. Site examples of reflex action.
Prepared By:
________________
INSPECTED:
_________________
Date___________________
SCIENCE VI
FIRST QUARTER
I. Objective:
Identify the parts of a nerve cell.
II. Subject Matter: Nerve Cell
A. References:
PELC 1.2.2.1; 2.2 (first Grading), Science & Health 6 txt pp. 62-66
B. Materials:
Identifying, Describing, Observing
D. Science Ideas:
The basic unit of the nervous system is the neuron. It is commonly called a nerve
cell. It carry nerve impulses from one part of the body to another.
The principal parts of a neuron are dendrite, body cell and axons.
24
Dendrite carry signals toward the cell body.

Cell body contains the nucleus.
Axons are long root like fibers that take care of messages going out to the body.
The different types of nerve cells are sensory motor and connector nerve cells.
KBI: Taking care of the nerve cells.

III. Procedure
A. Activities
a. Review
What are the parts of the spinal cord?
What protects the spinal cord?
What are the function of each part?
b. Motivation
Say,
Brush a feather across a persons cheek. Hold a bottle of soft
drink from the refrigerator. Touch a pot of boiling water. All these
activities will make you feel different sensations. Aside from feeling
these objects, you are able to identify what they are and explain why
these sensations are produced.
How do all these happen?
2. Activity Proper:
a. Let the pupils perform the activity. Let them study the illustration
and identify the main parts.
c. Reporting
Activity 1
What are the parts of the nerve cell?
What to use: diagram of neuron
What to do:
1. Study the diagram of the nerve cell carefully.
2. Identify and label the parts using the glues below.
a. dendrite
D
N
R
T
b. axons
A
O
S
c. body cell
B
D
C
L
Diagram of a neuron
What you have found out:

1. What do you call the slender nerve fiber?
2. What do you call the thick nerve fiber?
3. What about the part that contains the nucleus and other cellular
structures?
4. What are the parts of the nerve cell?
Activity 2
Kinds of Nerve Cells.
There are three kinds of nerve cells according to the direction of the nerve
impulse being transmitted.
25
TYPES OF NERVE CELLS

Type
Location
What They Do
1. Sensory
Muscles, glands
Carry messages from
sense organ through
the spinal cord to the
brain.
2. Motor
Sense organ,
Carry messages from
muscles, joints
the central nervous
system to the
muscles and glands.
3. Connector
Brain, spinal cord Link sensory nerve
cells with motor
nerve cells so that
you can make
decisions.
Messages are passed on from one nerve cell to another in form
of a chemical
areapassed
on toand
axon
as electric
signals.
A.and
Draw
nerve cells
label
each parts:
B. List the three types of nerve cells and their work.

1.
2.

1.What is the basic unit of the nervous system?
2. What is the function of the nerves?
3. What are the principal parts of the nerves?
4. What is the function of each part?
5. What are the different types of nerve cells?
C. Abstraction
(Pupils will state the Science Concept)
D. Application
When you touch a ice cube, the neurons that sense cold will send the message to
your brain.
What do you think will be your next action.
IV. Evaluation
A. Label the parts of the nerve cells. (1-3)
B. Write true if the statement is true. If it is false change the underline word that
makes it
Correct.
_______4. The nerve cells carry impulses from one part of the body to another.
_______5 . A cell body contains the nucleus.
_______6. The neuron in the brain consists of the cell body, the axon and the
dendrites.
_______7. The axon is a nerve fiber that looks like a tiny tree.
_______8. Body cells are thick nerve fibers.
_______9. Synapses control the overloading of messages sent to the brain.
_______10. Axon receive impulses and send them to the cell body.
V. Assignment:
Draw the nerve cell in an illustration board and label the parts.
Date______________________
Science VI
26
First Quarter
I.
Objective:
Practice Health Habits to prevent ailments of the circulatory system. (coping with
anger, grief and anxiety about ones problem to parents, siblings and friends).
II. Subject Matter:
Health Habits to Prevent Ailments of the Circulatory System
A. References:
PELC 2.2.5 (First Grading)
Science & Health txt pp. 62-66
B. Materials:
Describing, Observing, Inferring,
communicating
D. Science Ideas:
Health is the general condition of both body and mind.
We have emotional needs. It should be taken care of the ensure healthy
stable individual.
Loving and warm relationship with family and friends are essential for a
persons physical, mental , social and emotional growth.
Open communication is necessary to create a positive environment that will
lead to a happy and worry, free relationship among the members of the
family and friends as well.
KBI: Promoting love and warm relationship with family and friends having
a positive attitude to stay healthy.
III. Procedure
A. Activities
a. Review
1. What is the basic unit of the nervous system?
2. What is the function of the nerves?
3. What are the principal parts of the nerves?
4. What is the function of each part?
5. What are the different types of nerve cells?
b. Motivation
Ask: Who do you think will be able to finish assembling a puzzle at the
earliest time, one person or a group of three members? Why?
2. Activity Proper
b. Each group will work on the activity
c. Reporting
Activity 1:
Buzz sessions
Coping with anger, grief and anxiety.
Activity2:
Buzz sessions
Talking about ones problem to parents, siblings and
friends.
Activity 3:
Dramatization
Dramatize the following Topics
A. Coping with anger, grief and anxiety.
B. Talking about ones problem to parents, siblings and friends.
B. Analysis and discussion
1. What are the common causes of nervous breakdown?
2. What are the common causes of anger, grief and anxiety?
3. How can a person deal with his emotions?
4. What are the common problems of parents and children nowadays?
5. Why do people need friends? How can they contribute to your social and
as well as mental well being?
emotional
C. Abstraction
( Pupils will state the Science concept )
D. Application
Assess your own interpersonal relationship. Are they contributing or damaging
To your health? Explain you answer.
27
IV. Evaluation
Put a check mark ( / ) if the statement tells the proper thing to do, and ( X ) mark if not.
_____ 1. Alfredo has a bad temper. He always quarrels with his classmates.
_____ 2. Rowena often locks her room to sulk. She does not speak to anybody.
_____ 3. Marco is always being scolded by his parents. Sometimes he is even hurt
Physically.
_____ 4. Gina ha no brothers and sisters . She often plays alone.
_____ 5. Maria usually listens to her friends problems and help them solve their
Problems.
V. Assignment
What problem might a child from a broken home experience? How can he or she
overcome these?
Why do people need friends? How can they contribute to your social and emotional
as well as mental well being?
Explain the saying? Man is an Island
Prepared By:
________________
INSPECTED:
_________________
Date__________________
SCIENCE VI
28
FIRST QUARTER
I.
Objective:
Describe the common ailments that affect the nervous system
II. Subject Matter

Common Ailments that Affect the Nervous System
A. References:
PELC 1.2.2.4 (First Grading)
B. Materials:
Charts, pictures/illustration
Describing Observing comparing communicating
D. Science Ideas:
There are common ailments that affect the nervous system.
Epilepsy, Polio and Meningitis, Cerebral Palsy, Brain Tumor, Encephalitis and
Paralysis are some common ailments that affect the nervous system.
We must practice ways of maintaining ones health by preventing common
ailments.
Injuries to any part of the nervous system may lead to permanent disability.
III.
Procedure
A. Activities
a. Review Path of the message to and from the nervous system
b. Motivation
Show pictures of the following:
a. Person with polio
b. A paralysis man
c. A person with cerebral palsy
Ask: What do you call these ailments?
2. Activity Proper
c. Reporting
ACTIVITY 1
The following are some ailments affecting the brain, the spinal cord and the
nerves. They are jumbled words. Unscramble them to answer the following
questions.
P E S L P I Y E
It is the disorder of the brain, people suffer from this have regular
convulsions.
G
N I S I T I N E M
It is an inflammation of the covering of the brain and the spinal cord .
It is caused by virus or bacteria
L A R E B C E L / S Y L A P
It is caused by damage to the brain. Sometimes, this is caused by
premature birth.
ACTIVITY 2
Common Ailments of the Nervous System
1. Brain Tumor
2. Polio
3. Encephalitis
4. Paralysis
What is the brain tumor? How can you remove it?
What is Polio? What is the best way to control it?
What do you mean by Encephalitis? What will happen to a person with this
disorder?
What is paralysis? What are the different types of paralysis.? Explain briefly.
What are the common ailments of the nervous system.
29
C. Abstraction
( Pupils state the Science Idea )
D. Application
Ask: Given a chance to be with persons with disorder of the nervous system,
How are you going to show your love, care and affection to them?
IV. Evaluation
A. Match Column A with Column B. Write the letter of the correct answer
only.
Column A
Column B
____1. An inflammation of the covering of
a.
The brain and the spinal cord.
____ 2. It is caused by premature birth
b.
____ 3. A germ caused disorder which may
Caused a person to be sleepy all the time c.
____ 4. Caused by a viral infection which destroys d.
____ 5. Condition manifested by convulsions.
f. polio
B. True or False
____
____
____
____
____
brain tumor
cerebral palsy
encephalitis
epilepsy
e. meningitis
1. A person suffering from a brain tumor feels severe headache.

2. Cerebral palsy is caused by a surge of electrical activity in the brain.
3. Accidents can damage the nervous system.
4. An injury to the spinal cord may cause permanent paralysis.
5. Polio is also called sleeping sickness.
V. Assignment:
Do some research regarding other disorder of the nervous system. Explain briefly.
Prepared By:
________________
30
INSPECTED:
_________________
Date___________________
SCIENCE VI
FIRST QUARTER
I.
Identify The components of an Ecosystem.
II.
Components of Ecosystem
Living components (biotic);
Non-living components ( a biotic )
PELC II.I.I Science and Health 6 p. 141-142
Workbook Science and Health 6 p. 37
Picture of Forest Ecosystem
KBI: Love and concern in the environment
Science Concept: Forest is an ecosystem. Ecosystem refers to the relationship or
interaction between the biotic components and the abiotic or physical
Components in a given place.
Biotic environment includes the living things.
Abiotic or physical environment refers to condition existing around
the
Living organism such as temperature, water, sunlight and atmosphere.
Processes: Identifying, Describing, Inferring
III.
A. Developmental Activity
1. Checking of Assignment
2. Review
What are the Health Habits and Proper care of the Nervous System?
3. Motivation
The forest is a very good place to see interdependence. This time lets
look at the interdependence between living and non-living things in the
forest ecosystem>
What are the living things you see?
What are the non-living things you see?
B. Activity Proper
1. Make a trip in your school or home garden.
2. Observe and Identify the living things (biotic environment) in the forest.
3. Identify also those non-living things that may affect the growth and survival of
the living things in it.
Valuing:
IV.
Knowing that people are not the only living things on Earth, how will
you show your love and concern to the different ecosystem in our
environment.
Evaluation
Write A if the word is a biotic environment and B if it not abiotic environment.
_____
_____
_____
_____
_____
1.
2.
3.
4.
5.
Carbon dioxide
Trees
Sunlight
Topography
Coconut
_____ 6. Temperature
_____ 7. Horse
_____ 8. Orchids
_____ 9. whale
_____10. Atmosphere
V. Assignment
Draw an ecosystem with biotic and abiotic factors.
Prepared By:
________________
31
INSPECTED:
_________________
Date_______________
SCIENCE VI
FIRST QUARTER
I. Construct Food Chain, food web to illustrate feeding relationship.
II.
Food
Chain
and
Food
web
PELC II.1.2.2 TM 6 p. 35 Science and Health 6 pp. 110-118

Science Spectrum 6 p. 84 Workbook in Science and Health 6 p. 38
Picture of different plants and Animals
KBI: Caring for plants and animals
Science Concept: Food chain is the transfer of food from the producer to a series
Of consumers. Producers are organism that produce food for
other organisms. Consumers are organism that depend on
other organism for food.
Herbivores are animals or and/human beings who eat plants
only. Carnivores are animals or and/human beings who eat
animal only. Omnivores are those organisms that eat both
plants and animals.
Processes: Identifying, Describing, Interpreting, Constructing
III.
A. Developmental Activity
2. Review
In what ways do plants, animals and man interact with one another?
3. Motivation
Look at these animals. What do they eat in order to live? Animals cannot
make
Their own food. They depend on plants or other animals food. The carabao,
horse, and goat eat plants. Chickens eat corn and worms. What about us,
human beings? Can we make our own food? What do we do when we feel
hungry? What foods do we eat? Where do you think these food come from?
How much of these foods come from animals? From plants?
B. Activity Proper
Analyze the eating activity that occur in a community.
1. Rice
Rat
Grasshopper
Snake
Crocodile
bird
eagle
2. grass
Rat
cat
frog
man
Snake
Worm
chicken
crocodile
C. Analysis
1. 1. What organism provide food for the eaters?
2. What do you call the organisms that manufacture food?
3. Which is the direct consumer?
4. How do you call the direct consumer?
5. Which organism is the secondary consumer?
6. What is a food chain?
2. 1. What is the main source of food of the organism in the illustration?
2. What organisms food directly on plants?
3. What are the second order consumers in the food web?
4. What are the third order consumers in the food web?
5. How many food chains can you construct
from the food web?
6. What is a food web?
D. Abstraction
State the concept
32
E. Application
1.
Construct a food chain that you have observed in the school garden, pond or
in your backyard.
Producer
1st order consumer 2nd order consumer 3rd order consumer
2. Indicate the different food chain found in the food web.
Wolf
lion
Snake
rabbit
rat
grasshopper
grass
a.__________
b.__________
c. __________
eagle
__________
__________
__________
_________
_________
_________
cat
dove
_________
_________
_________
Valuing
Plants are the producers which is the start of the food chain. What
will you do so that the food chain will not be disrupted?
IV. Evaluation
a. construct a food chain
b. construct a food web
V. Assignment
Explain the plants and animals in a forest are dependent on one another.
Prepared By:
________________
33
INSPECTED:
_________________
Date______________
SCIENCE VI
FIRST QUARTER
I. Identify the kinds of Interrelationship among the living organism.
II. Kinds of Interrelationship among the Living organism
PELC II. 1.2.2
Science and Health 6 pp. 134-140
Into the Future Science and Health 6
KBI: Caring for animals
Concept:
The relationship that exist between organism are:
Mutualism,
Commensalism, Parasitism, Predation . Mutualism is a relationship where
organism benefits from each other. Commensalism is a relationship where one
organism benefits while the other is an affected nor harmed. Parasitism is a
relationship where one organism benefits from another organism. The other
organism is affected or harmed and does not benefits from the relationship.
Predation is a relationship where one organism, the predator kill another organism
for food. The organism that is killed is called the prey.
Processes: Identifying Observing Describing Inferring
III.
A. Developmental Activities
2. Review
What is a food chain? Give example
What is a food web? Give example
3. Motivation
Recall your observation, experiences and relationship in your
a. family
b. schoolmates
c. neighborhood
In what way is completion good? When it is not good?
B. Activity Proper
1. Go to your school garden then look for the following:
a. butterfly and flowers
d. potted plants living together
b. birds in a tree
e. orchids on a tree trunk
c. aphids and roses
2. Observe the relationship existing between these organism cited in the table.
Organism
Observations
Kinds of
Relationship
1. butterflies and flowers

2. birds eating a worm
3. aphids and roses
4. potted plants living
together
5.
orchids on a tree
trunk
C. Analysis
1. What kind of relationship exist among the pairs of organisms cited in the table?
2. Which organism is/are useful? Why?
3. Which relationship is/are harmful? Why?
D. Abstraction
State the concept
E. Application
Find the eight words found in the puzzle related to the relationship that exist among
organisms.
Valuing:
Many kinds of relationship exist in the organism. They are not only
applicable to plants and animals. Which of these are applicable to us and our
34
family and on school? Give situations at home or in school in which this relationship
is clearly shown.
IV. Evaluation
Identify the kind of relationship exist between the organism.
__________1. Shark and remora fish
____________6. Termites and tiny flagellates
__________2. Weeds and pechay
____________ 7. Children in the contest
__________3. Frog and mosquito
____________ 8. Lion and deer
__________4. Grass in the rice field
____________ 9. Dog and round worm
__________5. Aphids and ants
____10. Orchids and coconut tree
V. Assignment
What would happen if plants and animals are not closely related and
dependent upon another? Do you think the partnership between plants and
animals is beneficial to both relationship ? Why?
35
Date:____________________
SCIENCE VI
FIRST GRADING
I. Illustrate the oxygen-carbon dioxide cycle
II. Oxygen-Carbon dioxide cycle
PELC II.2.3 TM txt p.40-44
Into The Future Science and Health 6
Workbook in Science and Health 6 p.
40
Diagram showing oxygen-carbon dioxide cycle
KBI:
Participating in the preservation of plants.
Concept:
The continuous exchange of oxygen and carbon dioxide by plants and
animals
Including human is called oxygen-carbon dioxide cycle. Oxygen is released us by a
product of photosynthesis. It is cycled in the environment. Carbon dioxide is released
when decomposition occurs. Oxygen is released by plants. It is taken in by animals.
Carbon dioxide is taken in the plants for photosynthesis.
Processes: Observing, Identifying, Describing, Inferring
III. A. Developmental Activity
2. Review
What are
the
kind
of
interrelationship
that
exist
among
organisms?
3. Motivation
We
breath in order to live.
Breathing
is the process of taking
in oxygen
and giving off
carbon
dioxide.
Living things use oxygen
to release
energy from food. Then,
they give
off carbon dioxide as by
product.
B. Activity Proper
Study the picture
C. Analysis
1. What organism are in the aquarium?
2. What do the fish and snails get from the plants?
3. What do the plants get from the fish and snails?
4. Suppose all the plants were removed from the aquarium, what would happen to
the
Fish and snails? Why?
5. Explain the oxygen-carbon dioxide cycle?
D. Abstraction
What have you learned in our lesson for today?
(State Science concept)
E. Application
Interpret the diagram of the oxygen-carbon dioxide cycle.
oxygen
36
Photosynthesis
Plan
ts
People
and
animals
Carbon-dioxide
Respiration
1. Which gas is a by-product of photosynthesis?

2. What gas is given off by man and animals?
3. Why is the oxygen-carbon dioxide cycle very important for survival of living
things?
Valuing:
The give and take relationship is clearly shown in the oxygen carbon
dioxide cycle. We really say that plants are very important in our daily life. Without
them no men and animals will survive. We ready have to preserve plants. As a
grade 6 pupils cite ways on how we help in the preservation of plants in the
environment.
IV. Evaluation
Make an illustration to show the oxygen-carbon dioxide cycle that occurs in each place.
IV. Assignment
Which environment would you like to live, an environment with tree or without
trees? Why?
Prepared By:
________________
37
INSPECTED:
_________________
Date________________
Time frame: 2 days session
Science VI
FIRST QUARTER
1- Objectives: 1. Define ecosystem operationally
2. Design a model of an ecosystem
II. Subject Matter:
Ecosystem
A. PELC II. 1.3
B. References:
Science Spectrum VI pp. 80-82
Workbook in Science and Health VI p. 37
C. Vocabularyecosystem,
Abiotic environment,
biotic
environment
D. Processes:
Observing,
Inferring,
Identifying, Predicting
E. Science Idea:
Ecosystem- the relationship
between the biotic and abiotic
environment.
Biotic environmentorganism living in a

particular area.
F. Materials: pictures of any ecosystem
Abiotioc environmentare non-living things in a

particular area.
III. Procedure:
A. Activities
a. Preparatory
1. Review- explain how oxygen-carbon dioxide cycle takes place in an aquarium.
2. Motivation
Our whole environment is made up of all living and non-living things with which an
organism interacts. What are the living things that you see around you?
B. Analysis
Plants, animals, fungi and bacteria live in different places. These organisms affect
One another in some ways. Do these organism interact with one another? How do the
condition in the environment affect them?
C. Abstraction
State in Science Idea
D. Application
Look for some decaying logs in the garden. Try to identify the living and non-living things
found in the decayed logs.
IV. Evaluation
1. Direction. Read each questions carefully. Then encircle the letters of the correct
answer.
1. Why are people parts of the ecosystem?
a. They are intelligent.
b. They take care of plants and animals.
38
c. They interact with living things and non-living things. d. They produce chemical and other
non-living things.
2. Which of the following shows concern for a more beautiful environment?
a. Burning all kind of garbage.
b.
Throwing away biodegradable garbage into
canals.
c. Burying plastic and bottles in the ground. d. Participating in tree planting projects.
3. What would happen if there were more fish than plants in an aquarium?
a. The plants would grow healthy.
b. The plants would make more food.
c. The water would become dirty.
d. The water would be rich in minerals.
4. Which of the following compose an ecosystem?
a. animals and plants
c. temperature, soil, water
b. water, air, sunlight
d. living things and non-living things
5. A pond was thickly covered with algae. It was observed that many fishes were dead. Which
statement most probably explains the death of the fishes?
a. The fish did not get enough sunlight .
b. The water become poisonous .
c. There were too much oxygen in the water. d. There was less oxygen that dissolved in the air.
II. Essay: Explain how abiotic environment interact in the ecosystem. (5 pts.)
V. Assignment
1. Draw/ Design a model of an ecosystem. illustration board. Make it colorful and realistic.
2. Write/ cut news , articles that show disruption of an ecosystem. (it will be used in our next
lesson.
Date___________________
Time Frame: 3 days session
Science VI
First Quarter
I. Objective: Explain how certain events and activities like overpopulation disturb the
ecosystem.
interrelationship
II. Subject Matter: Activities that Disturb the Ecosystem

A. PELC II.2.1
B. References:
Science Spectrum 6 pp. 100-102
Workbook in Science and Health 6 p. 43
C. Vocabulary:
Dynamite fishing,
muro-ami,
deforestation, kaingin system,
Wildlife hunting, overgrazing,
mining
D. Processes: Observing,
Inferring,
Identifying,
predicting
E. Science Idea:
Human Activities that disturb the
How they disturb the ecosystem?
ecosystem
A. Marine and Coastal Ecosystem
A practice that kills young fish and
1. Dynamite fishing
destroys their natural habitat. Divers go down
and make noise at the coral reefs by knocking
on them.
2. Muro-ami fishing
The noise making and banging on the
coral reefs usually kills the live corals and
destroy the cemented remains of old corals.
3. Oil-spills
This prevents sunlight from reaching the
algae cannot make their food and eventually
die. Fish and other aquatic animals cannot
4. Improper waste disposal
breath in it.
Corals die when the water becomes
polluted, the natural nursery and hatchery of
5. Intensive fish culture
aquatic animals is lost.
Applying more fertilizers putting more
fish in the fish pens and supply much to the
fish with overpopulation of fish the amount of
oxygen in water is decreased, the fish will
begin to die.
The use of chemicals that poison the other
39
in
an
aquatic animals, the toxin chemicals retain in

their bodies. When people eat these aquatic
food, they ingest the poison, soon they get sick.
Some people die.
B. Ecosystem Forest
1. Deforestation
2. Kaingin system
3. wildlife hunting
4. Intensive farming
C. Urban ecosystem
Improper waste disposal (land)
D. Low land/ Agricultural ecosystem
1. Overgrazing
2. Mining
3.Conversion of fertile land into

subdivision
Is the denudation of forest. It results in

flash floods, global warming, loss of soil
fertility, loss of oxygen in the air and drought.
Burning of the trees to give us to cash
crops.
Hunters shoot/ killed wild/ endangered
animals.
Farmers overuse pesticides and artificial
fertilizers that destroy soil organisms.
Illegal disposal and waste materials that
made a piles of garbage that serve as the
breeding places of germs that spread diseases.
Too many animals, grazing will out
everything over the roots and underground
stems of plants, the land will becomes barren
and turns into desert.
Open-pit mining removes the fertile
topsoil because of contaminated poisonous
chemicals. The microorganism in the soil will
die and the place become totally barren and
unproductive.
More and more farm land are used for
housing purpose, thi would affect local food
production supply.
b. Activity ECOSYSTEM
Study this picture
A. List the living and non-living things you see in the picture. Use the table below.
Living Things
Non-living things
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
B. Answer These
The picture above are example of an ecosystem
1. Describe an ecosystem
_____________________________________________________________________________________
__________________________________________________________.
2. Is your school garden an ecosystem? Why or why not?
_____________________________________________________________________________________
_______________________________________________.
Activity 2
What are the activities that disrupt the ecosystem?
Study each picture below:
40
What you have found out:

What are some of the activities of human beings that disrupt our ecosystem.?
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________.
B. Analysis
What are the destructive activities that affect our ecosystem? In what ways that man disturb the
ecosystem?
C. Abstraction
D. Application
Go to the nearest river or stream in your place. Record your observation.
IV. Evaluation
Check ( /) the activities of human beings that disrupt our ecosystem and cross out
(X) those that do not.
________1. Tree planting
_________6. Kaingin farming
________2. Dynamite fishing
_________7. Segregating solid waste
________3. Harvesting coral reefs
_________8. Recycling
________4. Hunting wild animals
_________9. Muro- ami fishing
________5. Dumping of garbage in rivers
________10. Joining anti-polution campaign
V. Assignment
1. List down certain human activities that disrupt our ecosystem in your barangay.
2. Bring the following materials
Surgical mask
plastic bag
rubber
prepared map
Gloves,
paper
colored pens
41
Date_____________________
SCIENCE VI
FIRST QUARTER
I. Objective:
Explain hoe destructive practices including all types of pollution disturb the
Interrelationship in an ecosystem.
I.. Subject Matter:

Pollution Due to Overpopulation
A. PELC II.2.2
B. References:
Science and Health 6 pp. 170 171
www. Encarta encyclopedia Types of Pollution
C. Vocabulary:
pollution, air pollution, water pollution, soil pollution, solid waste, hazardous waste
and noise pollution.
D. Processes:
Inferring,
Observing
E. Science Idea:
Pollution- a contamination of earths environment with
materials that interfere with human health, the quality of life or
the natural functioning of ecosystem. ( Living organism and the
physical surroundings.)
TYPES OF POLLUTION
42
Air
PollutionIs result in
smog-dirty
or result
from too
many fuels
being
burned
from
factories.
Water
PollutionDirty water
caused by
chemical
waste from
factories,
insecticides,
detergents,
oil spill from
Hazardous
wasteSolid, liquid or
gas waste that
can cause
death, illness
or injury to
people or
destruction of
the
environment if
improperly
treated stored,
transported or
discarded.
Noise
pollutionIs the worst
in
Done city
Populated
areas It can
cause
hearing loss,
stress, high
blood
pressure,
Soil PollutionIs a build up of

toxic chemical
compounds,
salts, pathogens
disease causing
organism or
radioactive
materials that
can affect plant
Solid wasteAre unwanted

solid
materials
such as
garbage,
paper plastic
and other
F. Materials: Pictures show the different types of pollution, Activity materials such as surgical mask,
plastic bag, rubber, gloves, paper, colored pens, prepared map
III. Procedures
A. Activities
a. Preparatory
1. Review:
Site the different human activities that disrupt the ecosystem.
2. Motivation
What is the connection of overpopulation to pollution?
b. Activity
Trash Buster
Materials:
Surgical mask, plastic bag, rubber, gloves, paper, colored pens, prepared map
Procedure:
1. Group yourselves into five. Your teacher will assign you to different sites of your community.
2. Draw a map of your study area marking any landmark (gasoline station, restaurant, mall, etc.)
That you see.
3. Walk through a 500 meter area in your assign site.
4. Using your rubber gloves, pick up the pieces of litter as you walk and place them inside the
Plastic bag.
5. On your map, mark the place where you found the litter and the number of pieces of litter.
Also include any trash can and litter hot spots in your map.
6. Write a brief report of your findings and present it to the class by answering the questions.
Questions:
1. Define pollution.
2. What is the relationship between landmark and hot spots.
3. How do major establishments contribute pollution?
4. What are some of the concrete ways to lessen these destructive practices in all types of
pollution in an ecosystem?
B. Analysis
What will happen if we are not responsible enough to take care of our ecosystem?
C. Abstraction
Classroom is near to the high-way were different cars passing by, different sound produce from
the people outside and horns of cars. What will happen to students and teacher ?
What kind of pollution produces?
IV. Evaluation
Read each question carefully then choose the correct answer.
1. A big population need more vehicles for transportation. What problem can this bring about?
a. air pollution
b. water pollution
c. noise pollution
2. What happen when there is too much carbon dioxide in the air?
a. People can breath a clean air
b. Plants can produce more food
c. Heat will be trapped and the earth will be warm
43
3. Why is the increase in motorized vehicle a caused of air pollution.?

a. They burn oxygen
b. They burn fossil fuels
c. They burn air
4. What happens with the air when there are many factories and vehicles producing smoke?
a. The air will be polluted
b. The air will be fresher and cleaner
c. air is filtered
5. Which of these activities help prevent air pollution?

a. help produce and sell gas mask.
C. throw garbage in bodies of water
b. fix smoke-belching vehicles and participate in the anti-smoking campaign of the government.
6. How an a pollution be controlled?
a. plant more trees
b. raise cattles
c. filter the air
7. What will happen if garbage is thrown into the river?

a. water will become polluted causing river to stink and stagnate
b. the surroundings will be beautiful
c. air will be fresher.
8. What happen to bodies of water if there is oil spill from ships/ tankers?
a. air is polluted
c. bountiful marine life
b. water is contaminated with poisonous chemicals and thereby polluting it.
9. Which of the following can pollute ocean?
a. animal waste
b. decayed matter
c. chemical waste
10. Which of the following would decrease air pollution?

a. burning all kinds of garbage
b. participating in the tree planting projects
c. increase the number of motor vehicles
Answers:
1. A
2. C
3. B
4. A
5. B
6. A
7. A
8. B
9. C
10. B
V. Assignment:
Write news/ articles related to weather forecasting
Prepared By:
________________
44
INSPECTED:
_________________
Date__________________
Science VI
First Quarter
I. Objective: Explain how certain events and activities, like natural calamities, disturb the
interrelationship in an Ecosystem.
II. Subject Matter: Natural Calamities
A. PELC II.2.3
B. Reference: www. Britannica . com
C. Vocabulary: Natural Calamities, volcanic eruption , earthquake, floods, landslide,
fires, winds, tropical cyclone / typhoon
D. Processes: Identifying, Inferring
Tropical
E. Science Idea:
Volcani
c
eruptio
nExpandi
ng
Gases
cause
explosio
45
Earthquake
Sudden
shaking of
the ground
caused by a
disruption
deeper
within the
crust of the
earth.
Natural Calamities- are

occurrences, events, on
phenomenon that happen
In nature of their own accord.
FloodsHigh water
stage in
Which
water
overflows
its natural
or artificial
banks onto
normally
dry land;
such as a
river
inundating
its
floodplain.
Landslide
the
movement
down
slope of a
mass of
rocks,
Fires-rapid
Burning of
combustibl
e
Materials
with the
evolution
of heat and
usually
accompani
ed
By flame
spontaneo
us tree
limbs
falling.
cyclone/typh
oon- an
intense
circulate storm
that originates
over warm
tropical oceans
Wind- that
is
Strong
enough to
cause at
least
Light
damage to
trees ad
buildings
and may
not be
accompani
ed by
precipitatio
n.
F. Materials: Activity card

III. Procedure
A. Activity
a. Preliminary
1. Review
What are the different types of pollution? Kindly give an example of each.
2. Motivation :
Following direction through actions
If you heard the following words make a sound of it.
rain
wind
thunder
One day Cathy heard news that there will be a typhoon coming but she has an important
thing to do out side their home. She is going to buy a new dress that she will use for
tomorrows event. When she is walking home, she stops because of the lightning and
strong thunder. As she looks up at the sky sees dark clouds oh its going to rain ! I have
to rush home, she said so she runs. But then, the wind start to blow harder followed by a
thunder. Then rains, thunder wind. . . rains. Finally Carol reaches home safely.
b. Activity
Group 1
Group 11
Group 111
Group IV
Perform a pantomime describing that theres an earthquake happening in

our place.
Presentation of a 4 broadcaster that there is typhoon coming.
List all the changes in our surroundings when theres a floods
approaching. Present in manila paper.
Create a poem/ song about the volcanic eruption.
B. Analysis
What were the changes of our environment if those natural calamities happened?
C. Abstraction
D. Application
Your family plans to have an outing for the beach tomorrow in a far place. The day
before the event news was heard from the radio that the place your family want to go suffered
from an earthquake. Many trees fall down to the high-way, different families loosen their homes
and love ones and they are preparing for the after shock that passed by. What should you do?
IV. Evaluation
Direction: Put a check mark ( / ) before the letter of the correct answer. Which of the
following situations describes the condition of the environment when it is suffer from
different natural calamities.?
___________ a.
___________ b.
___________ c.
___________ d.
___________ e.
46
Many families looses their homes and love ones.

Trees are fall down.
Animals died
Forest are fired.
People and animals have a good shelter.
V. Assignment
What will you do it before, during and after calamities . Give at least three situation or its example.
Prepared By:
Prepared By:
________________
INSPECTED:
_________________
Population Education
Responsible
Parenthood
Improving food supply
Improving water supply

Date___________________
SCIENCE VI
FIRST QUARTER
I. Objective:
Enumerate
to the environment.
II.
Improving Housing
facilities
Improving Health
Services
ways of controlling preventing harmful effects of human activities
Subject
Matter:
Coping With Overpopulation
A. PELC II- 3.1
B.
References:
Science and Health VI pages 176-179
Science Spectrum VI pp. 107-111
C. Vocabulary: Population education, Responsible Parenthood, Improving food and water supply,
Improving Housing and facilities, Improving Health Services, improve / conserve wildlife ecosystem.
Sustainability through resource conservation, recycling
D. Processes:
Inferring, Observing
Health workers teach workers
E. Science Idea:
especially young mothers about
family planning and birth spacing.
Married couples should plan for their
Childrens health happiness and
future.
Ways of
controllin
g/
preventin
g harmful
effects of
human
activities
to the
environm
47
Food production be increased in

order to feed more people and to fed
the children adequately.
Private water farms install bigger
water pipes and put more water
pipes in areas without safe sources
of water.
Low cost of houses are constructed
by the government or private
agencies.
Health centers nationwide gives
lectures, or health practices, proper
diet, family planning and how to
avoid illnesses.
Habitat restoration or rehabilitation,

management of specific projects and
protected areas.
We need to conserve because the
earth has
Limited supplies of natural
resources.
Empty bottles, tin cans, old toys,
cardboard,
Boxes, old magazines, and
newspapers are
part of the recyclable materials in
F. Materials:
Concept map of Science Idea
III. Procedure:
A. Activities
a. Preparatory
1. Review:
Give the examples of natural calamities
2. Motivation
How can we control the harmful effects of human activities to the environment
b. Activity
COPING WITH THE HARMFUL EFFECTS OF HUMAN ACTIVITES TO THE ENVIRONMENT
The population in the Philippines is increasing rapidly. This increase affect not only the health of the people but also
housing facilities, food and water supply. The government is doing its best to help the people cope with the problems that accompany
the harmful effects of human activities to the environment.
Answer these:
1. How does the government lessen the problem of housing in cities?
__________________________________________________________________________________.
2. What help does the barangay health center in your community offer to the people?
____________________________________________________________________________________.
Improve/conserve
3.
Before being
issued a marriage license , a couple has to attend a seminar on
Wildlife ecosystem
family planning . Do
you
think this is
important? Why or Why not?
Sustainability through
Resource conservation
recycling
_____________________________________________________________________________________.
B. Analysis
Are there measures done by the government to minimize or control the harmful effects of human
Activities to the environment?
C. Abstraction
State in Science Idea.
D. Application
What help will you contribute to control harmful effects of human activities to the environment.
IV. Evaluation
A. Check ( /) the activities that are done by the government to help solve overpopulated problems. Cross
48
Out (X) those that dont.

______1. Giving the immunization against measles.
______2. Constructing low cost houses which are paid on cash basis.
______3. Conducting the lectures on sanitation and disease controls.
______4. Building artesian well in areas without safe water supply.
______5. Installing bigger water pipes.
B. Multiple choices. Choose the letter of the correct answer.
______6. Why children should be given vaccination?
a. so their bodies can fight disease and germs.
b. so they were grow last.
c. so they will not die.
d. so they will not get sick anymore.
______7. How can the spread of contagious diseases in a community can be prevented?
a. by sterilization of kitchen utensils
b. by vaccination of all people.
c. by using antiseptic
d. by practicing good sanitation
______8. The water supply in a community is brownish instead of clear. What should be done to make it
safe drinking?
a. Filter the water
b. mix alum (tawas) with the water.
c. Boil the water
d. mix bleach to the water
______9. How can rapid population growth can be controlled?
a. population information and dissemination
b. family planning
c. death rate increase
d. both a and b
______10.
a.
b.
c.
d.
What will happen to wildlife if deforestation will continue?

There will be a relocation of people in the city.
animals will be dislocated.
wildlife population will increase
It makes wood
smugglers wealthy
V. Assignment
What are the ways of controlling/
environment done in your
GOVERNMENTS
CAMPAIGNS AND
PROJECTS
preventing harmful effects of human activities to the

barangay.
Date___________________
SCIENCE VI
FIRST QUARTER
I. Objective: Participate in campaigns and activities for improving/ managing ones environment.
II. Subject Matter: GOVERNMENTS CAMPAIGN AND PROJECTS
A. PELC II- 3.2
B. References:
Into the Future Science and Health VI pp. 106-107
C. Vocabulary: DENR, Sanctuaries
D. Processes: Identifying, Describing
E. Science Idea
DENR- (Department of Environment and Natural Resources)
Is the government agency task to address issues related to the environment.
Sanctuaries
are places where hunting and fishing are prohibited.

Massive campaigns have been
launched to encourage citizens
to plant trees.
49
Sagip-Pasig a
campaign to help
clean the Pasig
River and restore it
to its former
ecological status.
Clean and Green

Project
Aims to make the
public aware of
proper garbage
disposal to stop or
minimize water and
air pollution.
Save the earth

Recycling the
movement
Garbage Project
Aims to conserve our
encourages people
forest and our
to reuse items such
endangered wildlife
as paper, bottles,
species. It also
cans and wrappers
campaigns against
in order to conserve
nuclear bomb testing
natural resources.
in our oceans and the
F. Materials: Concept map of government campaign and projects.
III. Procedure
A. Activities
a. Preparation
1. Review
Site ways of controlling/ preventing harmful effects of human activities to the
environment.
2. Motivation
How do your community members help prevent the further destruction of the environment.?
b. Activity
Community Clean Up
Note: Do these activity one week before class discussion
1. Ask your community members to adopt an area. You will help develop of maintaining ecological balance in
this area. It may be a community park, estero or pond and join community members to clean up and beatify
the area.
2. Encourage your community members to sort out their waste, separating biodegradable from non
biodegradable. Segregate the waste materials in different containers. The wood, leaves, water plants ,kitchen
refuse, and other biodegradable materials can be put together in one container. Place the other waste materials in
other container. Waste can be further segregated into dry and wet.
3. Dig a compost pit for the biodegradable waste away from the river bank or any source of water. Research on
how to make a compost pit. Check on how non biodegradable materials can be properly disposed of.
4. Put signs near river banks or other bodies of water. This signs should warn other people from throwing wastes
into the water.
B. Analysis
What will happen to our future if the air, water, and land are polluted?
C. Abstraction
D. Application
What are the different organizations you have in your barangay that help improving our
environment.?
IV. Evaluation
Choose the letter of the correct answer
1. Which of the following is concerned with conserving the endangered wildlife species?
a. the clean and green project
c. World wide fund
b. Piso para sa ilog Pasig
d. Recycling the garbage project
50
2. Why was Sagip Pasig Launched?

a. To educate the people in recycling garbage.
b. To inform the public of the dangers in CFCs
c. To clean up the Pasig River and restore it to its former ecological stability.
d. To make Pasig River a source of geothermal energy.
3. The DENR established ________________to help endangered animal species.
a. government agencies
c. reforestation programs
b. sanctuaries
d. fund raising campaign
Essay (4-6)
Why should we preserve ecological balance at present?

___________________________________________________________.
Essay (7-10)
If you will join any of the campaign, which would you choose? And why did you choose it?
What are the benefits of joining these campaign?
________________________________________________________________.
V. Assignment:
Make a slogan related to the improvement and managing environment.
Conserving
our natural
resources
Date________________
SCIENCE VI
FIRST QUARTER
I. Objective: Apply Practical ways of protecting the environment at home and in the community.
II. Subject Matter: Restoring The Balance Of Nature
A. PELC III. 3.3
B. Reference: Science and Health 6 p. 182- 184
C. Processes: Identifying,
Inferring
D. Science Idea
Recycling waste from our
kitchens.
Finding new uses for things that were once
throw-away.
Preventing things from getting
spoiled.
Walking instead of riding a jeepney or car to the
next block.
Using vacant lots or used cans in raising
vegetables.
Turning off lights and electric appliances that are not
needed anymore.
51
Burying biodegradable
materials.
Separating biodegradable from non-biodegradable

waste materials.
Compostin
g.
Closing leaking
faucet.
Preventing dumping of solid wastes into rivers,
lakes or seas.
Using corals without destroying their source in a
lot more.
E. Materials:
Drawing Materials
III. Procedure
A. Activities
a. Preparatory
1. Review
Give the example of natural resources.
2. Motivation
How can you make the environment a better and a pleasant place to live in?
b. Activity
How do you conserve our natural resources?
What to use:
Drawing materials
What to do:
1. Think of the things you do at home, in school and in your community to conserve
Our natural resources.
2. Draw how you conserve them in the space provided below.
What you have found out :

How do you conserve our natural resources?
______________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________.
B. Analysis
What are the things we should conserve? How we conserve them?
C. Abstraction
52
D. application
As a student how can you conserve our environment?
IV. Evaluation:
Draw a star
if the practice/ activity help restore the balance of nature. Put a cross X if it doesnt.
_____ 1. Dumping wastes in a nearby river.

_____ 2. Planting new trees.
_____ 3. Picked out small garbage in the classroom.
_____ 4. Joining environmental campaigns.
_____ 5. Destroying coral reefs.
_____ 6. Turning off the appliances that are not in use.
_____ 7. Separating biodegradable from non-biodegradable materials.
_____ 8. Throwing candy wrappers and fruit peeling anywhere.
_____ 9. Saving water.
_____ 1o. Recycling old magazines.
V. Assignment:
Give another ways on how to conserve our natural resources.
Prepared By:
________________
INSPECTED:
_________________
Date_________________
SCIENCE VI
FIRST QUARTER
I. Objective: Demonstrate commitment and concern in preserving / conserving the balance in the ecosystem/.
II. Subject Matter: Restoring the Balance Of Nature
A. PELC III. 4
B. References: Science and Health 6 pp. 182-184
C. Vocabulary:
Recycling
D. Processes: Describing, Identifying
E. Science Idea
Preserving /
conserving the
balance of life
in the
ecosystem.
Recyclin
gsorting
of waste
material.
53
Reusingmethod of
making
used
products
beneficial
for the
same or
new
purpose.
Reducingchoosing
and buying
reusable
recyclable
and
biodegrada
ble
F. Materials: Old Newspaper, blender (optional 25 cm x 30 cm wooden frame, nylon fly screening, hot
water, large plastic basin, sponge, kitchen cloth, staple and bleach.
III. Procedure
A. Activities
a. Preparatory
1. Review
What are the ways of conserving our natural resources?
2. Motivation
Ask the student what they do to the garbage at home?
b. Activity
How to make a recyclable Paper
Materials:
Old newspaper, scrap paper, blender (optional 25 x 30 cm wooden frame, nylon fly
Screening, hot water, large plastic basin, sponge. Kitchen cloth, staples and bleach.
Procedure:
1. Make a mold by stapling the nylon screening tightly to the nylon screening tightly to
Wooden frame.
2. Make a drying pad by folding newspapers and slacking them to about 4 cm. thick.
Then cover with kitchen cloth.
3. Tear crap paper and old newspaper into small pieces and soak in hot water for about
30 minutes.
4. Mash a blend paper with warm water until it has a mushy consistency. (If you like
To whiten the paper, add a few drops of bleach.)
5. Using a mixture of 80% to 20% pulp fill a large plastic basin add the pulp while
Stirring.
6. Dip the mold in the water from the back and bring it down so that it is under the
water. With a scooping motion gently, lift the mold out of the water.
7. Allow the water to drain and carefully turn the mold over into the drying pad (screen
on top), Use a sponge to absorb excess water. The pulp should become dry enough to
separate from the mold. Lift the pulp off the mold and allow the sheet of newspaper
to dry thoroughly.
8. Press with low heat to create a smooth finish.
B. Analysis
In what other ways can you help conserve / preserve the balance of life in the
Ecosystem?
C. Abstraction
D. Application
Try to go to the nearest junk shops in your community. Ask them what are severalitems
they buy to help you generate extra money. This will help lessen your garbage in your
home and make money out of garbage.
IV. Evaluation
Discuss how the three Rs can be applied in school and at home.
1. Replace
2. Recycle
3. Reuse
Possible answer:
1. a. Use reusable plastic bag or basket when buying things.
54
b. Use refillable ball pens.

c. Use rechargeable batteries.
2. a. Make recycled paper
b. plastic bottles, old newspapers, scrap paper can be used as materials for artworks
and Science activities.
3. a. Reuse plastic bags from groceries and department stores.
b. Reuse plastic bottles and jars as containers.
V. Assignment
List the things in your home that can be reuse, reduce and recycling that can help to conserve / preserve
the life in the ecosystem.
Prepared By:
________________
55
INSPECTED:
_________________
Photosynthesis
Plants make their own food in a process called photosynthesis.
Photosynthesis takes place inside plant cells called chloroplasts.
Chloroplasts change sunlight, water, and carbon dioxide (a gas in the air)
into sugars, a type of food used by the plant to grow. Photosynthesis also
makes oxygen, which is released into the air.
56

Science 6 First Quarter

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Date_________________

L A C ( CIRCULATORY SYSTEM) is the longest

What is the most important organ of the circulatory system? Describe

Receive blood from the veins.

Describe the main parts of circulatory System (The Blood)

II. Subject Matter:

A. 1. Review the main parts of the Circulatory

White Blood Cells

A.1 Review The Blood and Its Components.

What are the three kinds of Blood Vessels? Describe each.

Describe the function of the blood

It carries hormones and other chemical substances that stimulate body

White blood cells

It carries hormones and other chemical substances that stimulate body

What important character traits develop in this activity?

What are some diseases that affect the circulatory system?

1. Any heart disorder already present when a baby

2. A heart disorder that results from repeated

9. Hardening of the walls of the blood vessels. This is

Date_______________LESSON PLAN IN SCIENCE VI

Identify the main parts of the nervous system.

II. Subject matter

What you have found out?

B. Answer the following questions:

2. It is a mass of nerve cells located in the head

1. Study the illustration: ( brain)

Look at the illustration. (Brain)

Analysis and Discussion:

Parts and Functions of the Spinal Cord

B. Analysis and Discussion

Dendrite carry signals toward the cell body.

KBI: Taking care of the nerve cells.

What you have found out:

TYPES OF NERVE CELLS

B. List the three types of nerve cells and their work.

B. Analysis and Discussion

II. Subject Matter

1. A person suffering from a brain tumor feels severe headache.

Identify The components of an Ecosystem.

PELC II.1.2.2 TM 6 p. 35 Science and Health 6 pp. 110-118

1. butterflies and flowers

1. Which gas is a by-product of photosynthesis?

Biotic environmentorganism living in a

Abiotioc environmentare non-living things in a

II. Subject Matter: Activities that Disturb the Ecosystem

aquatic animals, the toxin chemicals retain in

3.Conversion of fertile land into

Is the denudation of forest. It results in

What you have found out:

I.. Subject Matter:

Soil PollutionIs a build up of

Solid wasteAre unwanted

3. Why is the increase in motorized vehicle a caused of air pollution.?

c. They burn air

5. Which of these activities help prevent air pollution?

c. filter the air

7. What will happen if garbage is thrown into the river?

10. Which of the following would decrease air pollution?

Natural Calamities- are

F. Materials: Activity card

Perform a pantomime describing that theres an earthquake happening in

Many families looses their homes and love ones.

Improving water supply