COLEGIO DE LA INMACULADA CONCEPCION

Hijas de Jesus
Tatak Hijas: Kapatid sa Kapwa

CURRICULUM MAP OF STANDARDS, LEARNING COMPETENCIES, ASSESSMENT AND LEARNING ACTIVITIES

SCIENCE 6

SUBJECT: SCIENCE 6 UNIT/CHAPTER: UNIT 4 – CHAPTER 8 - 11

GRADING PERIOD: FOURTH GRADING NUMBER OF MEETINGS: 40

STANDARDS COMPETENCIES HOW STUDENTS WILL DEMONSTRATE STRATEGIES/BEST RESOURCES TIME

CONTENT STANDARD The learners should be Strategic Questioning
Content Outline able to…
FORCE, MOTION AND ENERGY
Forces that affect changes on the 1.describe the changes
on the Earth’s surface as
earth’s surface
1.1 Earthquakes a result of earthquakes
and volcanic;
1.2 Volcanic Eruption
2. enumerate what to do
before, during and after
earthquake and volcanic
eruptions;
THEIR UNDERSTANDING PRACTICES USED FRAME
TO EPLICITLY
FORMATIVE SUMMATIVE TEACH THE SKILLS
ASSESSMENT ASSESSMENT
Core questions: Oral and Written exercises Cooperative learning/Round 21st Century 10 days
What are the effects of robin Science and
earthquakes and volcanic
Unit test Health 6 (De la
eruptions to earth Investigative activities Cruz et. Al.)
surface?
Periodical Tests
Group activities
Why is it necessary to Youtube links
practice safety measures Activity sheets (please refer to
during and after Performance Task course syllabus)
earthquake? The learners should be able Homeworks
to design an emergency Real-life science
Explain how faults occurs
and preparedness kit. Picture analysis 6 (Jovita M.
Name different Cupcupin)
volcanoes found in the
Essay Writing: Sharing
Philippines. experiences during an 10 days
earthquake.

ColoringActiities
Oral and Written exercises
2.Weather Patterns in the Unit test
Philippines Performing activities in
Role playing
2.1Weather patterns and Seasons in the 3. describe the different
Philippines. seasons in the
Philippines; Strategic Questioning
4. discuss appropriate
activities for specific
seasons of the
Philippines;
3.Motions of the Earth
3.1Rotation and revolution
5. demonstrate rotation
and revolution of the
Earth using a globe to
explain day and night
4.The Solar System and the sequence of
4.1Planets seasons;
6. compare the planets
of the solar system; and
7. construct a model of
the solar system showing
the relative sizes of the
planets and their relative
Content Standard distances from the Sun.
The learners demonstrate
understanding of…
the textbook. Periodical Tests
Brain storming
Core questions: Think-pair-share
What are the factors Performance Task
greatly affect wind Creating a brochure about Brochure making 10 days
pattern in our country? the seasons in the
Philippines and activities Collaborative activity
How are daily activities don in this season.
affected by changes in 10 days
season?
What are the effects of
movements of earth?
Do activity 13.1 Oral and Written exercises
13.2, 13.3 and TB page
283 Unit test
Periodical Tests Group sharing
Textbook activity
sheets Performance Task Recitation
The pupils should be able to
Demonstrating the build a model and Drawing activity on
movement of the earth demonstrate Earth’s movements of air during
to the sun. rotation and revolution. daytime and nighttime.
Creating a diagram of Cooperative learning
the positions of the
Earth during its Crowd buzz
revolution to the Sun.
Group presentation
Conducting recitation
about the length of the Quiz bee
day and night at poles
and equator. Paired activity
Discussing the seasons Writing an essay about a
experiences in the chosen planet.
 Philippines in relation to
1. the effects of earthquakes and its location near the
volcanic eruptions: equator.
2. weather patterns and seasons
in the Philippines ; Comparing the
3. of the earth’s rotation and terrestrial planets from
revolution the Jovian planets.
4. characteristics of planets in the
solar system.
Enduring Understanding
The learners demonstrate
understanding of…
1. other processes that may alter the
surface of the Earth: earthquakes
and volcanic eruptions;
2. gathering and reporting data on
earthquakes and volcanic eruptions
in their community or region;
3. interpreting the data and identify
the weather patterns in their
community;
4. comparing the different members
that make up the Solar System and
construct models to help them
visualize their relative sizes and
distances.

PERFORMANCE STANDARD
The learners should be able to design
an emergency preparedness plan and
kit.

FORMATION STANDARDS
The learner will be should be able
to:
1. protect and conserve life forms;
2. execute preparedness for
 earthquake and volcanic
eruptions;
3. follow safety measures during
and after an earthquake and
volcanic eruptions;
4. Safety during bad weather;
5. Preparedness for seasonal
change and plan activities
according to weather;
6. Be a good follower; and
7. Show gratitude for beautiful
creation.

TRANSFER GOAL
The pupils will be able to independently
use their learning to prepare for the
effects of earthquakes and volcanic
eruptions by designing an emergency
preparedness plan and kit.

COLEGIO DE LA INMACULADA CONCEPCION

Hijas de Jesus
Tatak Hijas: Kapatid sa Kapwa
 CURRICULUM MAP OF STANDARDS, LEARNING COMPETENCIES, ASSESSMENT AND LEARNING ACTIVITIES
SCIENCE 6

SUBJECT: SCIENCE 6 UNIT/CHAPTER:

GRADING PERIOD: FIRST GRADING NUMBER OF MEETINGS:

CONTENT CONTENT STANDARD PERFORMANCE FORMATION TRANSFER GOAL COMPETENCIES Resources Time Frame
(Topic Outline) (Students will know or STANDARD STANDARD (Combined content, (Skills)
understand) (Students will do or (Students will be or performance and
be able to perform) become) formation standards)
The pupils The pupils will be able
demonstrate to…
I. MATTER understanding of…

1. Mixture and The pupils will be The pupils identify Describe the
their different types of prepare beneficial and able to identify the the different types of appearance and uses
21st Century Science
characteristics mixtures and their useful mixtures such different types of mixtures and their of homogenous and
and Health 6 (De la
(Homogenous and characteristics as food and drinks mixtures that are characteristics and heterogeneous
Heterogeneous) beneficial to one’s the ways to separate mixtures Cruz et. Al.)
health and be them, so that in the
2. Separating demonstrate the cautious of the long run, they will be Differentiate
Mixtures different techniques different techniques in harmful ones. able to prepare useful techniques in Youtube links (please
to separate mixtures separating mixtures mixtures such as food separating mixtures
refer to course
and drinks and apply such as decantation,
syllabus)
the principle of evaporation, filtering,
separating mixtures sieving and using
in segregating magnet
garbage at home, in Real-life science 6
school and in the Tell the benefits of (Jovita M. Cupcupin)
community. separating mixtures
from products in the
community

II. LIVING how the major organs enumerate healthful

THINGS AND of the human body habits that promote The pupils will be The pupils explain
THEIR work together to form proper functioning of able to take care of how the major Explain how the
ENVIRONMENT organ systems the musculo-skeletal, their own body organs of the human organs of each organ
integumentary, systems by body work together system work together
Parts and digestive, circulatory, practicing healthy and to make the body
Functions excretory, respiratory habits. function properly, so Explain how the
and nervous systems. that in the long run, different organ
Human body they will value their systems work together
systems (Musculo- body by observing
skeletal, healthy habits.
integumentary,
digestive,
respiratory,
circulatory and
nervous system)

SCIENCE CURRICULUM MAP-GRADE SIX

SUBJECT: SCIENCE 6 UNIT/CHAPTER:

GRADING PERIOD: SECOND GRADING NUMBER OF MEETINGS:

CONTENT CONTENT STANDARD PERFORMANCE FORMATION TRANSFER GOAL COMPETENCIES Resources Time Frame
(Topic Outline) (Students will know or STANDARD STANDARD (Combined content, (Skills)
understand) (Students will do or (Students will be or performance and
be able to perform) become) formation standards)

The pupils demonstrate The pupils will be

understanding of… able to…

I. Living Things
and Their
Environment
1. Animals the different The pupils will The pupils recognize Determine the
Vertebrates and characteristics of make an inventory of demonstrate the economic distinguishing
Invertebrates vertebrates and vertebrates and different ways of importance and characteristics of
invertebrates invertebrates that are taking care of the characteristics of vertebrates and
commonly seen in the animals around vertebrates and invertebrates
the classification of community and them. invertebrates, so that
vertebrates and practice ways of in the long run, they Identify some
invertebrates caring and protecting The pupils will will be able to show economic importance
animals. identify ways of respect to the of vertebrates and
preventing animal animals around them invertebrates
 cruelty by promoting
2. Plants Anti-Cruelty
Reproduction of Campaign
Non-flowering make a multimedia The pupils distinguish
Plants How non-flowering presentation on how the different ways by Distinguish how spore-
plants reproduce parts of the which non-flowering bearing and cone-
reproductive system The pupils will take plants reproduce so bearing plants
of spore-bearing and care of the plants that in the long run, reproduce
cone-bearing plants and propagate them. they will be able to
ensure their survival show proper care of Classify plants based
The pupils will help them in their own on reproductive
make a flyer on how preserve the community. structures
plants can be treasures of nature
propagated through collaboration
vegetatively and cooperation of
different people.

II. Ecosystems

1.Interactions
Among Living
Things
2. Tropical The interaction for The pupils describe
Rainforests, survival among living form discussion the interactions
Coral Reefs and and non-living things groups to tackle among living in Discuss the interactions
Mangrove that take place in issues involving The pupils will tropical rainforests, among living things
Swamps tropical rainforests, protection and recognize the coral reefs and and non-living things in
coral reefs and conservation of beneficial and mangrove swamps to tropical rainforests
mangrove swamps ecosystems that serve harmful effects of ensure harmony so
as nurseries, breeding forces and energy that in the long run, Explain the need to
places, and habitats and be responsible in they will be able to protect and conserve
for using their force and share responsibility tropical rainforests,
III. Forces, energy. for collaborative work coral reefs and
Motion and economically and value the mangrove swamps
Energy important plants and individual
1. Gravitation animals contribution of a
and Frictional person
Forces

Gravity and friction

2. Energy affect movement of infers how friction and
objects The pupils determine gravity affect
- Energy forms Enumerate ways on how forces and movements of different
and observing road safety energy affect the objects
transformation in demonstrates movement of an
simple machines understanding of manipulate simple object, so that in the Demonstrates how
energy forms and machines to do long run they will be sound, heat, light and
transformations, kinds certain tasks in daily able to practice electricity can be
of simple machines and life activities safety precautions transformed
their importance in when applying force
daily life activities practice safety in and energy on an Demonstrates practical
handling tools or object. and safe use of simple
simple machines machines
found in school, at
home and in the Manipulate simple
community machines to describe
their characteristics
manipulate simple and uses
machines to do
certain tasks in daily
life activities

practice safety
precautions in
handling tools or
simple machines
found in school, at
home and in the
community.

SCIENCE CURRICULUM MAP-GRADE SIX

SUBJECT: SCIENCE 6 UNIT/CHAPTER:

GRADING PERIOD: THIRD GRADING NUMBER OF MEETINGS:
 CONTENT CONTENT STANDARD PERFORMANCE STANDARD FORMATION STANDARD TRANSFER GOAL COMPETENCIES
(Topic Outline) (Students will know or (Students will do or be able (Students will be or become) (Combined content, (Skills)
understand) to perform) performance and formation
standards)
The students demonstrate The students will be able
Earth and Space understanding of… to…

1. Forces that affect The effects of earthquakes Design an emergency and The pupils apply skills on The pupils identify the Describe the changes on the
changes on the and volcanic eruptions preparedness plan and kit disaster preparedness effects of earthquakes and Earth’s surface as a result of
Earth’s surface before, during or after a volcanic eruptions, Earth’s earthquakes and volcanic
disaster happens. rotation and revolution and eruptions
a. Earthquakes the planets in the Solar
b. Volcanic Eruption System so that in the long
run they will be aware and
prepared for any calamities
that may happen.
2. Weather Patterns Weather patterns and The pupils exhibit
in the Philippines seasons in the Philippines compassion to the victims of
a. Weather patterns calamities especially those
and seasons in the who need special assistance.
Philippines

3. Motions of the Movements of the Earth Demonstrate the Demonstrate rotation and
Earth movements of the Earth revolution of the Earth using a
a. rotation and using the planetarium globe to explain day and night
revolution . and the sequence of the
seasons
4. The Solar System Characteristics of planets in Enumerate additional
a. Planets the solar system information on the planets Compare the planets of the
in the solar system solar system