Test Items Grade 6

Subject: Science
Grade Level: 6
Quarter: I
Competency: Describe the appearance and uses of uniform and non-
uniform mixtures. (S6MT-Ia-c-1)
Multiple Choice
Directions: Read each item carefully and choose the letter that
corresponds to the correct answer.
1. All of the following statements about mixtures are correct

EXCEPT __________.
A. Two or more different substances combine to form
mixtures.
B. Substances chemically combine in mixtures.
C. Sugar solution is an example of a mixture.
2. Air is an example of a mixture of _____________.

A. gases
B. liquids
C. solids
3. Which of the following is an example of a solid mixture?
A. salt solution
B. mixed nuts
C. air
1
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Tel. No. (053) 323-8882/ depedleyte.net/ depedleytedivision@gmail.com
4. Which of the following substances will be added to sugar to
form a sugar solution?
A. mayonnaise
B. milk
C. water
5. Which type of mixture is exemplified by hot coffee with milk?
A. gas
B. liquid
C. solid
2
Subject: Science
Grade Level: 6
Quarter: I
Multiple Choice
Directions: Read each item carefully and choose the letter that
1. Which of the following statements best describe a homogeneous

mixture?
A. The components of the mixture are still recognizable.
B. The substances are uniformly mixed.
C. More than one phase is observed.
2. All of the following mixtures are examples of heterogeneous

mixtures EXCEPT__________.
A. iron filings in sand
B. sugar solution
C.fruit salad
3. Solutions are examples of ____________ mixtures.

A. colloid
B. heterogeneous
C. homogeneous
3
4. Which of the following statements is NOT true about
heterogeneous mixtures?
A. The components in heterogeneous mixtures are identifiable.
B. Halo-halo is an example of a heterogeneous mixture.
C. Solutions are heterogeneous mixtures.
5. What kind of mixture separates on standing?
A. colloid
B. solution
C. suspension
4
Subject: Science
Grade Level: 6
Quarter: I
Identification
Directions: Read the following examples of mixtures. Identify the mixture

as to homogeneous or heterogeneous. Write your answer on
the space before each number.
___________1. soy sauce
___________2. mixed nuts
___________3. fruit salad
___________4. sugar solution
___________5. calamansi juice
5
Subject: Science
Grade Level: 6
Quarter: I
Identification
Directions: Tell whether the property describes a solution, suspension or

colloid. Write your answer on the space before each
number.
___________1. have very large particles
___________2. exhibits Tyndall effect
___________3. particles are small
___________4. cannot be filtered
___________5. easily settles out
6
Subject: Science
Grade Level: 6
Quarter: I
Table Completion
Directions: Group the following mixtures accordingly by writing each

mixture under its proper column.
orange juice fog bottled antibiotic
mayonnaise muddy water brine
Solutions Suspensions Colloids
7
Subject: Science
Grade Level: 6
Quarter: I
uniform mixtures.( S6MT-Ia-c-1)
Identification
Directions: Read each situation carefully and give the final product that
can be obtained from the activities mentioned. Write your
answer on the space provided before each number.
_______1. Mother used a winnower to separate the rice grains from the
chaff and washed the rice thoroughly with water.
_______2. In water refilling stations, there are several separation
techniques used to purify the water.
_______3. Liza is busy sifting flour with baking powder. In another mixing
bowl, she creamed the butter, added eggs, sugar, milk and
the refined flour. The butter was then poured into a baking
pan and then placed in an oven.
Essay
Directions: Explain the importance of mixtures found at home. (5 points)
8
Subject: Science
Grade Level: 6
Quarter: I
Competency: Describe the appearance and uses uniform and non-
Sequencing Test
Directions: Arrange the following steps in making home-made

mayonnaise by using numbers 1-5.
_________ Place the home-made mayonnaise in a clean jar.
_________Add a small amount of calamansi juice.
_________Separate yolk from the egg white.
_________Store it in a cool place.
_________Mix the yolk and oil.
9
Subject: Science
Grade Level: 6
Quarter: I
Competency: Enumerate techniques in separating mixtures such as
decantation, evaporation, filtering, sieving and using
magnets. (S6MT-I-d-f-2)
True or False
Directions: Read each item carefully. Write TRUE if the statement
describes the separation technique correctly and FALSE if
it is not.
__________1. Decantation is based on the principle of density
differences in substances.
__________2. Insoluble substances in a liquid mixture can be separated
by filtration.
__________3. A sifter is used to separate oil and water.
__________4. Magnets can be used to separate nails from plastic paper
clips.
__________5. Sieving is done to separate salt and water in a brine.
10
Identification
Directions: Identify the method of separation for each mixture. Choose

the correct answer from the word bank.
Magnetic separation Evaporation Filtration
Sieving Decantation Winnowing
___________1. sand and pebbles
___________2. oil and water
___________3. hair pins and plastic buttons
___________4. salt dissolved in water
___________5. coconut meat and milk
11
Table Completion
Directions: Study the table below. Put a check mark (/) on the separation
techniques that can be used to separate each mixture.
Mixture Separation Techniques

Decantation Sieving Evaporation Magnetic Filtration
Separation
1. Plastic
paper
fasteners and
thumb tacks
2. Water and
sand mixture
3. Sand and
pebbles
4. Seawater
5. Fruit cocktail
12
Subject: Science
Grade Level: 6
Quarter: I
Competency: Enumerate techniques in separating mixtures such as
decantation, evaporation, filtering, sieving and using
magnets.(S6MT-I-d-f-2)
Diagram Completion
Directions: Complete the schematic diagram about separating
mixtures by supplying the correct answers from the word box.
evaporation magnetic separation water
decantation sand
13
Subject: Science
Grade Level: 6
Quarter: I
Competency: Tell the benefits of separating mixtures from products in
the community. (S6MT-Ig-j-3)
Alternative Response Test
Directions: Read each group of words. Write BE if the activity on

separating mixture has a useful effect. Put an NE if it has no
effect. Write your answer on the space provided before each
number.
______1. winnowing of rice
______2. sieving sand and pebbles
______3. picking up stones
______4. sifting flour
______5. extracting coconut milk
14
Matching Type
Directions: Match the separating mixture processes with the

corresponding useful products .Write the letter of your
choice on the space provided.
Separating Mixture Processes Useful Products
___1. fermenting coconut wine A. dishes like ginataang manok
___2. separating coconut milk B. baked products
from meat C. construction material
___3. refining flour D. cooked rice
___4. sieving sand and gravel E. vinegar
___5. winnowing F. juice
Essay
Directions: Read the question below and discuss your answer.
Cite an instance where you are able to separate mixtures at

home. Explain the benefits you can get from the activity.
15
Subject: Science
Grade/Year Level: 6
Quarter: II
Competency: Explain how the organs of each organ system work
together (S6LT-IIa-b-1)
Matching Type
Directions: Match the name of the bones with the appropriate pictures.
Bones Picture
____1. Pelvic bone A.
____ 2. Skull B.
_____3. Backbone C.
_____ 4. Radius and ulna D.
_____5. Humerus E.
Photo Credit: F.
https://www.google.com.ph/search?q=skeletal+system&dcr=0&source=
lnms&tbm=isch&sa=X&ved=0ahUKEwj0_6TL8c7XAhWJE7wKHbV6BuEQ_
AUICigB&biw=1366&bih=572
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Subject : Science
Grade/Year Level: 6
Quarter: II
Table Completion
Directions: Below are some of the organs of the body. Write the
particular bone that protects each organ.
Organs Bones
Heart 1.
Lungs 2.
Brain 3.
Eyes 4.
17
Subject : Science
Grade/Year Level: 6
Quarter: II
True or False
Directions: Read the following statements. Write TRUE if the statement is
correct about the musculoskeletal system and FALSE if it is

not.
_________1. Muscles always work in pairs.
_________2. Bones can move without muscles.
_________3. Tendons connect muscles to bones.
_________4. Skeletal muscles are involuntary muscles.
_________5. The skeleton serves as the framework of the body.
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Subject : Science
Grade/Year Level: 6
Quarter: II
Multiple Choice
Directions: Read each item carefully and encircle the letter that
1. All of these are parts of the integumentary system EXCEPT_______.

A. Hair
B. Muscles
C. Skin
2. All of the following statements about the skin are true EXCEPT_______.
A. It regulates body temperature.
B. It secretes hormones.
C. It protects the body.
3. The pigment of the skin is called ____________.

A. chlorophyll
B. keratin
C. melanin
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4. The external stimuli can be detected by the nervous and __________
systems.
A. circulatory
B. digestive
C. integumentary
5. A scab which is formed at the surface of the skin prevents the entry
of _____________.
A. fluids
B. microorganisms
C. parasites
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Subject : Science
Grade/Year Level: 6
Quarter: II
Enumeration
Directions: Read the statement below and supply the answer.
List down the organs under the integumentary system.
1.
3.
4.
21
Subject: Science
Grade/Year Level: 6
Quarter: II
Identification
Directions: Label the organs of the digestive system. Choose your
answer from the word box below.
large intestine rectum esophagus

stomach small intestine liver
Photo Credit:
https://www.google.com.ph/search?dcr=0&biw=1366&bih=572&tbm=isch&sa=1&ei=O7MTWsb
UJ8GG8wXmgZ_4CQ&q=digestive+system&oq=digestive+system&gs_l=psyab.3..0i67k1j0j0i67k1j
0l3j0i67k1l2j0l2.529848.533139.0.533836.16.10.0.6.6.0.169.1005.0j8.8.0....0...1c.1.64.psyab..2.14.106
4....0.ybW2gTw2Z6E#imgrc=iO6H0W6eds8WbM:
22
Subject: Science
Grade/Year Level: 6
Quarter: II
Identification
Directions: Write the name of the digestive organ being described.

Choose your answer from the word bank below.
______________1.stores undigested food
______________2. stores bile that is produced by the liver
______________3. passage of feces as it goes out of the body
______________4. site where the food is completely broken down
______________5. partially digests food with the aid of hydrochloric acid
23
Subject : Science
Grade/Year Level: 6
Quarter: II
Matching Type
Directions: Match the functions of the respiratory system with the

corresponding parts. Write the letter of the correct answer
on the space provided before the number.
Functions of the Respiratory System Parts
_____1. filters inhaled air A. Cilia
_____ 2. controls breathing B. Mucus
_____3. holds the voice box C. Larynx
_____ 4. branches into much smaller tubes D. Bronchi
______ 5. moistens air that enters the nose E. Pharynx
F. Diaphragm
24
Subject : Science
Grade/Year Level: 6
Quarter: II
together. (S6LT-IIa-b-1)
Sentence Completion
Directions: Supply the missing word to complete each sentence.

Choose your answer from the word bank below.
throat voice box bronchi
diaphragm bronchioles choking
1. The trachea branches into two cartilage-ringed tubes called
______________.
2. The large sheet of muscle below the ribs is ______________.
3. The epiglottis closes over the air tube when you swallow food to
avoid ______________.
4. The pharynx is also called _________________.
5. Bronchi subdivides into much smaller branches namely
_________________.
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Subject : Science
Grade/Year Level: 6
Quarter: II
Multiple Choice
1. Which group of organs belongs to the circulatory system?
A. heart, glands and blood

B. liver, blood vessels, and heart
C. heart, blood and blood vessels
2. What are the pumping chambers of the heart?
A. aorta
B. atria
C. ventricles
3. Which of the following statements is NOT true about the left

ventricle?
A. It pumps blood towards the aorta.
B. It has thinner walls than the right ventricle.
C. It is located at the lower chamber of the heart.
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4. The following statements about pulmonary circulation are true
EXCEPT_____________________________________________________.
A. poor-oxygen blood picks up oxygen as it passes the lungs

B. blood flows from the heart to the lungs and vice-versa
C. blood is distributed to all parts of the body
5. What are the receiving chambers of the heart?
A. atria
B. superior vena cava
C. ventricles
27
Subject: Science
Grade/Year Level: 6
Quarter: II
Identification
Directions: Read each description of the blood vessel. Identify the

type of blood vessel being described in each item. Write
the letter of your answer on the space provided before
each number.
A. Vein B. Artery C. Capillary
____1. carries blood from the different body tissues to the heart
____2. where the exchange of gases, foods, and nutrients occur
____3. carries oxygenated blood away from the heart
____4. composed of a single layer cell
____5. blood vessels with valves
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Subject: Science
Grade/Year Level: 6
Quarter: II
Table Completion
Directions: Complete the table by writing the missing information.
Blood Component Other Term Function
Red blood cell Erythrocytes 1.
White blood cell 2. Helps the body fight

infection
3. Thrombocytes 4.
Plasma - 5.
29
Subject : Science
Grade/Year Level: 6
Quarter: II
Diagram Completion
Directions: Complete the diagram by giving the major functions or

descriptions of the different parts of the brain. Choose from
the word box.
Biggest part of the brain Little brain
Controls involuntary activities
30
Subject: Science
Grade/Year Level: 6
Quarter: II
Table Completion
Directions: Complete the table about the different functions of the

lobes of the brain. Choose your answer from the group of
words inside the box.
Vision
Auditory and Olfactory senses

Sense of touch, temperature, texture, size and shape
Planning, speech, consciousness, memory and reasoning
Lobes of the brain Functions

1. Frontal
2. Occipital
3. Parietal
4.Temporal
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Subject: Science
Grade/Year Level: 6
Quarter: II
Paragraph Completion
Directions: Read the paragraph about the nervous system. Encircle the
word or phrase that will best complete the idea.
The communication center of the body is the 1. (circulatory,

nervous) system. A message is sent to the brain through the 2. (sensory,
motor) receptors and the brain sends its message to the 3.(spinal cord,
motor nerve cells) in order for the body to 4.(stop, move).
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Subject : Science
Grade/Year Level: 6
Quarter: II
Directions: Read each of the following items carefully. Put a check (/)
mark if it shows reflex action and a cross (x) mark if not.
_________1.sneezing
_________2.raising one’s hand
_________3.withdrawal of the hand from a hot object
_________4.blinking of the eye
_________5.walking to school
33
Subject : Science
Grade/Year Level: 6
Quarter: II
Competency: Explain how the organ systems work together
(S6LT-IIc-d-2)
Identification
Directions: Read each of the following functions carefully. Write S if the

function is for the skeletal system, M for muscular system and
B for both.
________1.serves as framework of the body
________2.helps the body to move
________3.supports the body
________4.give shape to the body
________5.blood cell formation
34
Subject : Science
Grade/Year Level: 6
Quarter: II
(S6LT-IIc-d-2)
Directions: Read each item carefully. Put a check (/) mark if the
statement indicates the function of the skin and a cross mark (x) if not.
________1. control of body temperature
________2. framework of the body
________3. protection of the body
________4. excretion of waste
________5. sensory response
35
Subject: Science
Grade/Year Level: 6
Quarter: II
(S6LT-IIc-d-2)
Directions: Supply the missing word to complete the path of food in the
digestive system. Choose your answer from the word bank.
large intestine esophagus rectum
liver large intestine stomach
The teeth, tongue, and saliva in the mouth do the mechanical

digestion of the food. It will then pass the _____ (1) _____to enter the
stomach through peristaltic movement. Hydrochloric acid and enzymes
in the stomach aid the _____ (2) ______ process. The partially digested
food passes through an opening that leads to the _____ (3) _____. In this
part, food is broken down completely through the aid of enzymes and
secretions such as the bile and pancreatic juices. The undigested food
enters the ______ (4)_______during defecation and becomes part of the
solid waste. The feces is eliminated through the _____ (5) _____ during
bowel movement.
36
Subject : Science
Grade/Year Level: 6
Quarter: II
(S6LT-IIc-d-2)
Directions: Supply the missing word to complete the path of air in the
respiratory system. Choose from the word bank.
bronchi taken in nose
voice box alveoli pharynx
As air enters the nose, it is filtered by the cilia and moistened by

the mucus. Then it passes into the _____(1)______ or throat. This is a
common passage for food and air. From this point, the air passes into the
larynx or _____(2)_____. Connected to the larynx is the trachea, an air
tube that ends with two smaller cartilage-ringed tubes called the
______(3)______.The air passes through these tubes and enters the lungs.
Air sacs or _____(4)______ are the sites where gas exchange takes place.
Oxygen is _________(5)________ in while carbon dioxide is given off.
37
Subject Area: Science
Grade/Year Level: 6
Quarter: II
(S6LT-IIc-d-2)
Table Completion
Directions: Complete the table by writing the missing information on its

appropriate column.
Types of Circulation Direction of Blood Kind of blood
1. 2. de-oxygenated
lungs to the heart 3.
Systemic 4. de-oxygenated
heart to body cells 5.
38
Subject: Science
Grade/Year Level: 6
Quarter: II
(S6LT-IIc-d-2)
Sequencing Events
Directions: Trace the path of a message from the sense organs to the
brain by sequencing the events below. Use numbers 1-5.
Write your answer on the space provided before each
letter.
______A. The sensory nerves of the nose bring the message to the brain.
______B. The brain instructs the motor nerves to move.
______C. The boy smells the food being cooked.
______D. The brain interprets the message.
______E. Mother is cooking adobo.
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Subject : Science
Grade/Year Level: 6
Quarter: II
Competency: Determine the distinguishing characteristics of
vertebrates (S6MT-IIe-f-3)
Matching Type
Directions: Match the characteristics of the animals with the

corresponding vertebrates. Write the letter of the correct
answer on the space provided before the number.
Characteristics Vertebrates
____1. has moist skin A. reptiles
____2. with feathers and wings B. mammals
____3.has gills, fins and scales C. arthropods
____4.dry and scaly skin, cold-bloodied D. fishes
____5. feed on milk, covered with hair or fur E. amphibian
F. birds
40
Subject: Science
Grade/Year Level: 6
Quarter: II
Classification
Directions: Group the following animals according to their common

characteristics. Write your answer under its proper column.
alligators people gold fish

bats salamander monkey
crocodile seahorse newt

eel shark penguin
frog tiger whales
Mammals Birds Fish Reptiles Amphibians
41
Subject: Science
Grade/Year Level: 6
Quarter: II
True or False
Directions: Read the following statements. Write TRUE if the statement is
correct about vertebrates and FALSE if it is not.
___________1. Amphibians have dry skin.
___________2. Dolphins are considered fishes.
___________3. Mammals feed their young with milk.
___________4. Mammals and birds are warm-blooded animals.
___________5. Alligators and crocodiles belong to the reptile family.
42
Subject: Science
Grade/Year Level: 6
Quarter: II
invertebrates (S6MT-IIe-f-3)
Multiple Choice
1. Animals without backbones are called _______.

A. insects
B. invertebrates
C. vertebrates
2. Identify the invertebrate from the list below.

A. lion
B. mouse
C. starfish
3. Crabs and crawfish are ______.

A. arachnids
B. crustaceans
C. rodents
4. The following are arthropods EXCEPT______.
A. crab
B. lobster
C. starfish
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5. Lizards blend with their environment in order to ____________.
A. attract males
B. avoid predators
C. cope with changing environment
44
Subject : Science
Grade/Year Level: 6
Quarter: II
Table Completion
Directions: Complete the table by writing the corresponding group of

invertebrate.
Invertebrates Invertebrate Groups
1.Cockroach
2.Earthworm
3.Jellyfish
4.Prawn
5.Sea urchin
6.Snail
7.Spider
45
Subject: Science
Grade/Year Level: 6
Quarter: II
Identification
Directions: Cross out the name of the animal that does not belong to
the group.
1. goat, rat, owl, dog
2. duck, fish, hen, turkey
3. alligator, bat, snake, turtle
4. crabs, insects , snails, spiders
5. carp, rays, shark, whale
46
Subject: Science
Grade/Year Level: 6
Quarter: II
Competency: Distinguish how spore-bearing and cone-bearing
plants reproduce (S6MT-IIg-h-4)
Multiple Choice
1. All of the following is a seedless plant EXCEPT_________.

A. fern
B. moss
C. orchid
2. The moss and fern plant differ from each other because moss is a
__________.
A. green plant while fern is a yellow plant
B. vascular plant while fern in a nonvascular plant.
C. nonvascular plant and fern is a vascular plant.
3. The hair-like structures in moss that function as a root is __________.

A. nonvascular
B. rhizoids
C. vascular
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4. The number of life cycle stages of moss and fern is ________.
A. one
B. two
C. three
5. The spore cases of ferns reside on ____________.

A. flower
B. leaves
C. roots
48
Subject: Science
Grade/Year Level: 6
Quarter: II
plants reproduce (S6MT-IIg-h-4)
Diagram Completion
Directions: Study the Venn Diagram to compare fern and moss. In the
outer circles, write their differences. In the center circle, write
things that are common to them. Choose your answer from
the box.
primitive plant do not produce flowers and seeds
produce through pores has true vascular system
has no vascular system
49
Subject: Science
Grade/Year Level: 6
Quarter: II
plants reproduce(S6MT-IIg-h-4)
Table Completion
Directions: Study and complete the table about spore-bearing plants.

Choose your answer from the word bank. The words/phrases
can be used more than once.
live in damp and shady places present produce spores
Spore-bearing Method of
plants Habitat Chlorophyll Reproduction
Fern 1. 2. Binary Fission

________ _______ _________
Moss 3. 4. 5
_______ _______ _________
50
Subject: Science
Grade/Year Level: 6
Quarter: II
Competency: Discuss the interactions among living things and

non-living things in tropical rainforests, coral reefs
and mangrove swamps(S6MT-II i-j-5)
Matching Type
Directions: Match the descriptions with the corresponding ecosystem

relationships. Write the letter of the correct answer.
Descriptions Type of Relationships
______ 1. a relationship in which one organism A. prey
competes for survival B. predation
______ 2. one organism kills smaller organisms C. parasitism
for food D. mutualism
______ 3. only one organism benefit while the other E. competition
is not benefitted or unharmed F. commensalism
______ 4. both organisms are benefitted
______ 5. a parasite obtains benefit from a host
51
Subject: Science
Grade/Year Level: 6
Quarter: II

and mangrove swamp (S6MT-II i-j-5)
Multiple Choice
1. The lion kills the deer before eating it. Which word refers to the lion?
A. parasite
B. predator
C. prey
2. Which is the primary consumer in the food chain:
A. penguin
B. small fish
C. whale
3. What do you call the relationship that exists between plants and
animals in an aquarium?
A. commensalism
B. mutualism
C. parasitism
52
4. Which food chain is possible in the forest?
5. Which pair of organisms show a mutualistic relationship?

A. butterflies and flowers
B. fleas and dogs
C. wood and termites
53
Subject: Science
Grade/Year Level: 6
Quarter: II
Multiple Choice
1. All of these birds are found in a mangrove EXCEPT__________.

A. heron
B. pelican
C. penguins
2. Near the water, heron feeds on fish, frogs, and insects. Which
term describes the situation?
A. ecosystem
B. community
C. population
3. Ecosystems have producers, consumers, and decomposers. A

plant is important because it __________.
A. produces food for consumers
B. provides food for other producers
C. breakdowns the remains of dead plants
54
4. An alligator lives in swamp with deer, birds, fish, trees, and other
plants. The alligator eats a bird that eats seeds and plants. What
is the original source of energy that the alligator gets from eating
the bird?
A. energy that the bird creates
B. heat from the air in the swamp
C. sunlight that the plants absorb
5. Which of the following relationships is similar to the relationship

between the mangrove trees and oyster?
A. African ants living in acacia tree feed on leaf eating insects
found on the tree.
B. Spider crabs are camouflaged by the green-brown algae
growing on their shells.
C. A whale is unaffected by the attached remora fish feeding on
whale’s leftover food.
55
Subject: Science
Grade/Year Level: 6
Quarter: II
and mangrove swamp(S6MT-II i-j-5)
True or False
Directions: Read each statement. Write TRUE if the statement is
correct and FALSE if it is not.
1. Parrot fish, sea urchin, and small invertebrates such as

polychaetes are all important reef herbivores.
2. Anemone fish can live safely within the tentacles of sea
anemones because they have specialized scales that are

immune to nematocyst stings.
3. Coral polyps feed on external food sources if they have
sufficient zooxanthellae.
4. Reefs are built by corals with both calcium carbonate skeletons
and hard protein skeletons.
5. Coral reef growth is highly dependent on nutrient recycling
between animals and algae.
56
Subject : Science
Grade/Year Level: 6
Quarter: II

Multiple Choice
1. What is a coral reef? It is ________________________________.

A. a terrestrial habitat composed of limestones and rocks
B. made from stony corals and discharged limestone skeletons
C. fossilized remnant of rainforests that were once above the
water
2. When polyps are joined together into a colony, what happens

to them?
A. They work together as a single colony.
B. They form larger working groups competing with the other
group.
C. Each polyp continues to operate individually from a
common location.
3. What is the name of the symbiotic organisms that live inside a

coral?
A. Cnidocytes
B. Gorgonia
C. Nematocytes
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4. What marine mammal has the majority of its population on the
Great Barrier Reef?
A. Dugong
B. sea lion
C. shark
5. What phenomenon occurs to coral reef when water

temperature, sunlight and salinity conditions change?
A. coral bleaching
B. coral breakdown
C. coralline Lethal Disease
58
Subject: Science
Grade/Year Level: 6
Quarter: II
Competency: Explain the need to protect and conserve tropical
rainforest,coral reefs and mangrove swamps

(S6MT-II i-j-6)
Diagram Completion
Directions: Think of the things you see or get from the forest and list
these in the word web below.
59
Subject: Science
Grade/Year Level: 6
Quarter: II
Competency: Explain the need to protect and conserve tropical
rainforest, coral reefs and mangrove swamps

(S6MT-II i-j-6)
Directions: Read each activity carefully. Draw a star ( ) if the

practice/activity helps protect and conserve our natural
resources and a cross (x) if it does not.
1. hunting wild life

2. planting new trees
3. recycling of old materials
4. construction near reef flats
5. dumping wastes in nearby river
6. joining environmental campaigns
7. collecting corals reefs for decorations
8. separating biodegradable from non-biodegradable
9. snorkelers and divers hitting the corals with their fins
10. converting agricultural land to commercial land for building
subdivisions
60
Subject: Science
Grade Level: 6
Quarter: III
Competency: Infer how friction and gravity affects movement of

different objects. (S6FE-III a-c-1)
Multiple Choice
Directions: Read each item carefully and encircle the letter of the
correct answer.
1. What force is mostly responsible for tides? It is the gravity that
comes from _____.
A. earth
B. moon
C. sun
2. Why is gravity so important?

A. It keeps us on earth.
B. It prevents us from falling into space.
C. Without it, we wouldn’t have an atmosphere.
3. Due to gravitational Force on Earth an object bears ______.

A. shape
B. size
C. shape
4. If we throw a ball upwards it will come to the ground by a force

called _______.
A. friction
B. gravity
C. magnetic
61
5. Earth orbits around the sun because there is ________?
A. gravitational push from the Sun on the Earth.
B. gravitational pull from the Sun on the Earth. The Earth is pulled
towards the sun, rather than going off in a straight line.
C. strong magnetic interaction between the Sun on the Earth.
The gravitational interaction between the Sun and the Earth is
small.
62
Subject: Science
Grade Level : 6
Quarter: III
Competency: Infer how friction and gravity affects movement of

different objects (S6FE-III a-c-1)
True or False
Directions: Read each statement carefully. Write TRUE if the statement

is correct and FALSE if not. Write your answer on the space
provided before the number.
_____ 1. Stairs shall be made rough.

_____ 2. We need friction to walk or run.
_____ 3. Vehicles can run better on a slippery road.
_____ 4. When friction helps one to move, increase it.
_____ 5. Basketball area should be smoothly cemented.
_____ 6. Shoes with spikes help the runners move faster.
_____ 7. When friction keeps one from moving, decrease it.
_____ 8. Tires with better grip on the road make cars run better.
_____ 9. Smooth soles of shoes make less friction between our
shoes and the ground.
_____ 10. We can walk better when the friction between our
shoes and the ground is great.
63
Subject: Science
Grade Level : 6
Quarter: III
Competency: Demonstrate how sound, heat, light, and electricity can

be transformed (S6FE-IIIa-c-1)
Matching Type
Directions: Match the descriptions with the corresponding light sources.

Write the letter of the correct answer in the space provided.
Descriptions Light Sources
_____1. Viewing a scenery A. X- ray

_____ 2. Listening to a radio B. Visible
_____ 3. Using a photocopier C. Gamma
_____ 4. Using a fax machine D. Infrared
_____ 5. Sunbathing to get a sunburn E. Ultraviolet
_____ 6. Heating a meal in a microwave oven F. Microwave
_____ 7. Seating near a bonfire to warm our body G. Radio waves
_____ 8. Putting pillows, mattresses, and mats under
the sun so that they will smell fresh and clean
64
Subject: Science
Grade Level : 6
Quarter: III
Competency: Demonstrate how heat can be transformed
(S6FE-IIIa-c-1)
Identification
Directions: The following phrases are evidences of heat transfer. Identify

the kind of transfer being described in each item. Choose
the letter of your answer from the words inside the box.
A. conduction
B. convection
C. radiation
1. bun being toasted
2. frying egg
3. drying of clothes
4. air heated in the atmosphere
5. rising warm air currents
65
Subject: Science
Grade Level : 6
Quarter: III
Competency: Demonstrate how heat can be transformed
(S6FE-IIIa-c-1)
Multiple Choice
1. The metal lid is stuck on a glass jar of jelly. Why does running hot
water over the lid help you get lid off?
A. The heat warms the jelly causing it to push the lid off the jar.
B. Thermal expansion causes the lid to expand making it easier to
remove.
C. The heat chemically changes the glue around the edge
releasing the lid from the jar.
2. When do you know the transfer of heat (thermal energy) has

ended?
A. when both objects reach the same temperature
B. when you can measure the amount of heat
C. when the substance that is receiving the heat reaches the
boiling point
66
3. What kind of heat transfer is shown in the picture?
A. conduction
B. convection
C. radiation
Photo credit:
https://www.google.com.ph/search?dcr=0&tbm=isch&sa=1&ei=DLkTWrv4IImm8AWBkov4DQ&q=con
duction+pictures&oq=conduction+pictures&gs_l=psyab.3..0l4j0i8i30k1l4.59233.63393.0.63688.13.13.
0.0.0.0.695.1697.0j3j1j1j0j1.6.0....0...1c.1.64.psy-ab..7.6.1691...0i67k1.0.8fZa7nXApnA
4. An expansion joint in a bridge allows it to __________.

A. raise for a boat that might be passing through
B. contract in cold weather and not break
C. expand in hot weather and not break
5. When you add hot water to cold water, the cold water warms up
because of _____.
A. conduction
B. convection
C. insulation
67
Subject: Science
Grade Level : 6
Quarter: III
Competency: Demonstrate how sound can be transformed

(S6FE-IIIa-c-1)
Multiple Choice
Directions. Read each item carefully and encircle the letter that
1. A student is playing a guitar. Some of the strings vibrate more quickly

than the others. The faster vibrating strings make ______________.
A. louder sound
B. lower sound
C. softer sound
2. Why does a trumpet produce sound when it is blown?

A. The trumpet heats the air.
B. The air in the trumpet is cooled.
C. There is vibration in the air column inside the trumpet.
3. Why is your eardrum compared to a drum?

A. It produces sound.
B. It is hollow.
C. It vibrates.
4. What is produced when the sound had been reflected many times?
A. echoes
B. ultrasonic waves
C. reverberation
68
5. What system is used to locate submarines, school of fish and objects
under water?
A. echo sounder
B. radar
C. sonar
Sequencing Test
Directions: Read the following events. Arrange it according to the order

of occurrence. Use the numbers 1-4.
________ a person nearby hears the wind chime
________ a breeze make a wind chime vibrate
________ gradually the chime sound weakens
________ sound waves race out from the wind chime
69
Subject: Science
Grade Level : 6
Quarter: III
Competency: Demonstrate how electricity can be transformed
(S6FE-IIIa-c-1)
True or False
Direction: Read each of the following statements carefully. Write TRUE if

the statement is correct and FALSE if not.
1. Electricity is produced when the electrons of a material flow in an

insulator.
2. Electrical energy causes the attraction or repulsion of charged
bodies.
3. Batteries/ dry cells get their electrical energy from chemical
substances.
4. Same electrical charges attract while unlike electrical charges repel.
5. The electrical field of force is the source of electrical energy.
6. Falling or flowing water possesses mechanical energy.
7. An atom is mainly made up of thousands of neutron.
8. Electrical energy is used in almost every home.
9. The flow of electrons is called electric current.
10. Mechanical energy is energy in motion.
70
Table Completion
Directions: Review the pictures below and decide what form of energy
is being described: Mechanical, Chemical, Electrical,
Sound, Light, or Heat Energy. Write your answer on its proper
column
71
Photo Credits
Picture No. 1
https://www.google.com.ph/search?dcr=0&tbm=isch&sa=1&ei=ydATWsihDIui8AXnjLeQBw&q=
electrical+socket&oq=electrical+socket&gs_l=psy-
ab.3..0l10.43231.49980.0.50353.23.13.3.7.7.0.204.1622.0j10j1.11.0....0...1c.1.64.psyab..2.21.1755...0i
67k1j0i10i67k1j0i10k1.0.CqEqtuR0g44#imgrc=xBCwJfeSTl7M-M:
Picture No. 2
https://www.google.com.ph/search?dcr=0&tbm=isch&sa=1&ei=_NATWp_8OIKX8wWi-
oWYBg&q=picture+of+candle&oq=picture+of+candle&gs_l=psy-
ab.3..0l10.398883.404557.0.404799.18.14.1.3.3.0.224.1468.0j9j1.10.0....0...1c.1.64.psy-
ab..4.14.1517...0i67k1.0.j5B5i9LBvDk#imgrc=kFe8FjEPKic2aM:
Picture No. 3
By Xiaphias, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=2587593
Picture No. 4
https://www.google.com.ph/search?dcr=0&tbm=isch&sa=1&ei=CtQTWrq7LsWQ8wWP3Y_ACg
&q=playing+guitar&oq=playing+guitar&gs_l=psy-
ab.3..0l10.171475.174214.0.174561.14.9.0.5.5.0.181.1082.0j8.8.0....0...1c.1.64.psy-
ab..1.13.1146...0i67k1.0.cmFI1Rp2FH0#imgrc=viohM3mENW_S8M:
Picture No. 5
http://www.fotosearch.com/print/CSP187/k1877078/
72
Table Completion
Directions: Complete the table by supplying the correct responses on

its appropriate column.
List one activity you What form of Why do you think

completed today. energy do you that form of
think it took to energy was used?
complete that
activity?
73
Subject: Science
Grade Level : 6
Quarter: III
Competency: Manipulate simple machines to describe their
characteristics and uses . (S6FEIIIg-i-3)
Table Completion
Directions. Describe the characteristics and uses of the following simple

machines. Write your answer under its proper column.
Photo Credits:
https://www.google.com.ph/search?dcr=0&tbm=isch&sa=1&ei=DcITWqbrIsi98QWk0rC4CQ&q=simple+ma
chines&oq=simple+machines&gs_l=psyab.3..0l10.51954.61380.0.61552.28.13.8.7.7.0.181.1687.0j12.12.0....0...1
c.1.64.psy-ab..1.27.1832...0i67k1.0.um-uwmXLhNs
74
Matching Type
Directions. Match the descriptions with the appropriate simple
machines. Write the letter before the number.
Descriptions Simple Machines
__1.a multiplying force between two objects a. inclined plane
__2.changes the angle of force to make work b. screw

easier
__3.multiplies the efforts and moves things c. pulley
easily with less force

__4.has a rope and a load attached to d. wedge
the end of the other rope e.lever
__5.a threaded metal rod used f. wheel and axle

with a nut to hold parts together
75
Identification
Directions: Identify the following simple machines.
lever wheel and axle inclined plane
pulley wedge screw
_______1.
_______2.
_______3.
_______4.
_______5.
Photo Credits:
https://www.google.com.ph/search?dcr=0&tbm=isch&sa=1&ei=DcITWqbrIsi98QWk0rC4CQ&q=simple+machines&oq=simple+
machines&gs_l=psy-ab.3..0l10.51954.61380.0.61552.28.13.8.7.7.0.181.1687.0j12.12.0....0...1c.1.64.psy-
ab..1.27.1832...0i67k1.0.um-uwmXLhNs
76
Subject: SCIENCE
Grade Level: 6
Quarter: III
Competency: Demonstrate the practical and safe uses of simple
machines (S6FEIIIc-j-4)
Identification
Directions: Write the name or part of the simple machine that is being
described . Choose your answer from the box.
wheel & axle pulley axle
screw inclined plane wedge
_____________1. These two parts act as one simple machine. They roll
and are found on cars, bikes and wheelbarrows.
_____________2. This simple machine can be used to lift a weight. It

has a fulcrum, or pivot point, which can be located
in the center, near the end or at the end.
____________3. Examples of this simple machine are used to hold

things together. It is made up of an inclined plane
wrapped around cylinder.
_____________4. A heavy object could be rolled up using this kind of

simple machine.
_____________5. A rod attached to the center of a wheel
77
Essay
Directions: Read the statement below and write your answer.
Make a comic strip about the proper and safe use of simple
machines in your daily life.
Directions: Read each statement carefully. Put a check mark ( √ ) if the

statement shows practical and safe use of simple machines
and cross (X) mark if not.
______1. Exercise caution in using simple machines with sharp edges.
______2. Leave the machines where you use them.
______3. Make sure you checked the condition of a machine before
using it.
______4. Use water in cleaning the machine after using it.
______5. Arrange the machines in the storage area.
Essay
Directions: Read the statement below and write your answer.
Create a jingle showing the practical and safe uses of simple

machines.
78
Subject: SCIENCE
Grade Level: 6
Quarter: IV
Competency: Describe the changes on the Earth’s surface as a result
of earthquakes and volcanic eruption. (S6ESIVa-1)
Identification
Directions. Read each of the following changes on the earth’s surface.

Write E if the change is due to earthquakes, V if it is due to
volcanic eruptions or EV for both.
____1. massive landslides in hilly and mountainous areas
____2. destruction to properties and houses
____3. wiping out of coastal communities due to the generated
tsunami
____4. spewing out of boulders that may smash the things they fall on
____5. clogging of river outlets/passages due to lahar flows
79
Enumeration
Directions: List down five (5) changes on the earth’s surface as a result
of earthquakes and volcanic eruptions.
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
4. _________________________________________________________
5. _________________________________________________________
Essay
Directions: Read the statement carefully and write your answer.
Create a jingle describing the changes on the earth’s

surface due to earthquakes and volcanic eruptions.
80
Subject: SCIENCE
Grade Level: 6
Quarter: IV
Competency: Enumerate what to do before, during and after an
earthquake. (S6ESIVb-2)
Identification
Directions: Read each of the statements carefully as to whether it is done

BEFORE, DURING, or AFTER an earthquake. Write your answer
on the space provided before the number.
________1.Fix furniture to the wall.
________2.Stay calm and don’t panic when the shaking starts.
________3. Call for help in case of emergency.
________4. Watch out for broken pieces of glass.
________5. Make a plan on what to do during an earthquake and
discuss it with your family.
_______6. Make sure you have non-perishable food, water, flashlight,
battery-operated radio and first aid kit in a place you can
easily access after an earthquake.
________7. Utilize the radio to get information.
________8. Bear in mind of the possibility of aftershocks which could be
stronger than the previous shaking.
81
_________9. If you are indoor, the best thing to do is take cover under a
durable object such as table or desk.
_________10. Protect yourself wherever you are. Stay calm and don’t
panic.
Enumeration
Directions: List down five (5) things that you can do in preparing for an
earthquake.
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
Enumeration
Directions: List down five (5) things to do during an earthquake.
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
82
Identification
Directions: Write the things to be done BEFORE, DURING and AFTER

volcanic eruptions. Choose from the answers below the
table. Write your answer on the appropriate space provided.
THINGS TO DO BEFORE, DURING AND AFTER VOLCANIC ERUPTIONS
BEFORE 1.
2.
DURING 1.
2.
AFTER 1.
2.
Bring your emergency survival kit to the evacuation center.
Remain calm and do not stay in crowded areas. Stay away from posts
and power lines.
Consider all precautionary measures for your safety.
Listen to the radio broadcast for crucial information or warnings about

the eruption.
Never attempt to cross bridges that appear to be damaged.
Do not go home until authorities allow it.
Enumeration
83
Directions: List down five (5) things to do during volcanic eruption.
1. ________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
4. _________________________________________________________
5. _________________________________________________________
Enumeration
Directions: List down five (5) things to do after a volcanic eruption.
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
4. _________________________________________________________
5. _________________________________________________________
84
Subject: SCIENCE
Grade Level: 6
Quarter: IV
Competency: Describe the different seasons in the Philippines.
( S6ESIVc-3 )
Multiple Choice
1. What are the seasons in the Philippines?

A. dry and wet
B. hot and cold
C. summer and winter
D. summer and spring
2. Why does Philippines have a tropical climate?

A. latitude
B. altitude
C. wind belt
D. bodies of water
3. Which of the following factors explain why Baguio has a colder

climate than Tacloban?
A. altitude
B. latitude
C. wind belt
D. bodies of water
85
4. Which wind system blows in the Philippines from July to
September?
A. doldrums
B. trade winds
C. Northeast Monsoon
D. Southwest Monsoon
5. Which of the following is the climate type of Eastern Leyte?

A. type 1
B. type 2
C. type 3
D. type 4
Identification
Directions: Identify the kind of season being described in each item.

Write DRY SEASON or WET SEASON on the space provided.
______________1. This season starts in November and ends in May.
______________ 2. The type of season that starts in June and

lasts until October.
______________ 3. This is time when the sky is at its bluest and

the water is at its clearest.
______________4. A lot of flooding happens in this season.
_______________5. This type of season causes the rice fields to

dry up and affects crops.
86
Essay
Directions: Read the statement carefully and write you answer.
Compose a poem describing the different seasons in the Philippines.
______________________
(Title)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________.
87
Subject: SCIENCE
Grade Level: 6
Quarter: IV
Competency: Discuss appropriate activities for specific seasons of the
Philippines. (S6ESIVd-4)
Classification
Directions: Classify the following activities whether they are done during
WET SEASON or DRY SEASON. Write each activity under its
proper column.
WET SEASON DRY SEASON
1. hiking
2. boating
3. manual drying of rice
4. surfing
5. planting of rice
88
Multiple Choice.
1. What factor affects the season in the Philippines? It is /has__________.

A. located near the equator
B. a small country in Asia
C. has many faults and volcanoes
D. known for its beautiful coastlines
2. What imaginary line divides the Earth from the equator to the North
Pole or South Pole?
A. latitude
B. longitude
C. Prime Meridian
D. equator
3. The tropical areas of the earth receive direct sunshine resulting in

_________________________.
A. the occurrence of four seasons
B. warm temperature throughout the year
C. low temperature throughout the year
D. the occurrence of strong typhoons
4. How does the monsoon affect the Philippine climate?

A. It brings hot summer months.
B. It causes lot of rainfall.
C. It causes the occurrence of typhoons.
D. It brings a lot of destruction to properties and infrastructures.
89
5. Which of the following activities is done during wet season in the
Philippines?
A. Families go together to enjoy the resort and beaches.
B. Children are seen playing on parks and playgrounds.
C. Farmers and vegetable growers are preparing their plot for
planting.
D. Street food and food cart businesses have increased in sales in
public areas.
True or false
Directions: Read each of the following statements. Write TRUE if the

statement is correct, FALSE if it is not. Write your answer on the
space provided before the number.
_____1. The Philippines is a country located near the equator.
_____2. Places near the equator are warmer than those far from it.
_____3. People living near the equator experience warm climate.
_____4. Places near the poles experience mild warm temperature.
_____5. Our country has a generally warm temperature throughout

the year.
90
Subject: SCIENCE
Grade Level: 6
Quarter: IV
Competency: Demonstrate rotation and revolution of the Earth using a

globe to explain day and night and the sequence of
seasons. (S6ESIVe-f-5)
Multiple Choice
1. Which of the following supports the statement? The Earth rotates

on its axis.
A. variations in the atmospheric density
B. changes in the position of sunspots in the Sun
C. changes in the constellations throughout the year
D. the apparent movement of the Sun throughout the day
2. The movement of the earth around the sun in a fixed path or

orbit is called ____________.
A. rotation
B. resolution
C. revolution
D. circular cycle
91
3. Which of the following does NOT explain why it is always warm at
the equator?
It is closer to the sun than the poles.
A. The atmosphere is thicker around the equator.
B. The equator always faces the sun, despite the axis tilt.
C. The equator gets hit with a high angle of radiation from the
sun.
D. The equator gets hit with a high angle of radiation from the
sun.
4. Which of the following is NOT a factor affecting the earth’s

seasons and climate?
A. earth’s axis tilt
B. earth’s distance from the sun
C. earth’s orbital revolution around the sun
D. earth’s wind and ocean current patterns
5. What causes daytime and nighttime?

A. earth’s rotation
B. earth’s molten core
C. earth’s round shape
D. earth’s orbital revolution
92
True or False
Directions: Read each of the following statements. Write TRUE if the

statement is correct, FALSE if it is not. Write your answer on the
space provided before the number.
_____1. The whole part of Earth faces the sun at the same time.
_____2.When the sun shines on the part of Earth, that part is

experiencing night time.
_____3.Different parts of Earth experience days and nights

because Earth rotates on its axis.
_____4.The part of Earth that is away from the sun experiences

night time.
_____5.The Earth rotates in a counter-clockwise direction.
Fill In the Blank
Directions: Read each incomplete statement carefully. Fill in the blank

with the correct word to complete the idea of the sentence.
1. The turning of Earth around the sun is __________.
2. A __________occurs every four years.
3. The earth rotates in its own _________.
93
4. The path the earth takes as it revolves around the sun is
called _________.
5. The rotation of the earth causes __________.
94
Subject: SCIENCE
Grade Level: 6
Quarter: IV
Competency: Compare the planets of the solar system. (S6ESIVg-h-6)
Table Completion
Directions: Make a comparison between the Terrestrial and Jovian

planets by filling in the table with the correct answers.
BASES OF COMPARISON TERRESTRIAL JOVIAN
name of planets
location
presence of rings
size
composition
Diagram Completion
Directions: Make a Venn Diagram about terrestrial and Jovian planets
Terrestrial Jovian
95
Short Answer Test
Directions: Study the information about the distances of the inner planets
from the sun. Answer the questions correctly by giving the
appropriate information on the space provided.
Planets Distance from Sun (km.)
Mercury 58 million
Venus 108 million
Earth 150 million
Mars 228 million
Jupiter 778 million
Saturn 1,427 million
Uranus 2,869 million
Neptune 4,486 million
_____1. Which planet is nearest to the sun?
_____2. What is the third farthest planet from the sun?
_____3. Which planet is next to Mercury?
_____4. What is the distance from Mars to the sun?
_____5. What is the farthest planet from the sun?
96
Subject: SCIENCE
Grade Level: 6
Quarter: IV
Competency: Construct a model of the solar system showing the
relative sizes of the planets and their relative distances
from the Sun. (S6ESIVi-j-7)
Essay
Directions: Read the statement carefully and write your answer.
Make a sketch of what you think how a model of the solar system looks
like. Consider the relative sizes of the planets and their relative distances
from the Sun.
97
Labeling
Directions: Study the picture carefully and label the members of the
solar system properly according to their relative sizes and
distances from the Sun.
Photo Credit:
https://www.google.com.ph/search?dcr=0&tbm=isch&sa=1&ei=CMQTWpnIG4WB8gWgwKCQ
Cw&q=enchanted+learning+solar+system+model&oq=enchanted+learning+solar+&gs_l=psy-
ab.1.2.0i24k1l3.2909.4795.0.6687.7.5.0.2.2.0.199.575.0j4.4.0....0...1c.1.64.psy-
ab..1.6.586...0.0.63QGoy6HZcw#imgrc=j9MqlSkRldgYjM:
98
Identification
Directions: Study the illustration of the solar system. Name the planets by
rearranging the letters below the illustration. Write your
answer on the space provided before the number.
PhotoCredits:https://www.google.com.ph/search?dcr=0&tbm=isch&sa=1&ei=5MQTWv
i0EcKA8QXQz4PABg&q=enchanted+learning+solar+system+model&oq=enchanted+le
arning+solar&gs_l=psyab.1.2.0i24k1l3.16165.20964.0.23575.24.16.0.8.8.0.176.1506.0j12.12.
0....0...1c.1.64.psy-ab..4.20.1577...0j0i67k1.0.fW9E4YKEprg
________1. REMUCYR
________2. SUNEV
________3. ATRHE
________4. SRMA
________5. TERPIUJ
________6. RUTNSA
________7. RUSUNA
________8. PUTENEN
99
ANSWER KEY
QUARTER I
Code: S6MT- Ia-c-1-pp.1-2

Multiple Choice
1. B
2. A
3. B
4. C
5. B
Code: S6MT-Ia-c-1-pp.3-4
Multiple Choice
1. B
2. B
3. C
4. C
5. C
Code: S6MT-Ia-c-1-p.5
Identification
1. homogeneous
2. heterogeneous
3. heterogeneous
4. homogeneous
5. homogeneous
100
Identification
1. Suspension
2. Colloid
3. Solution
4. Solution
5. Suspension
Table Completion
Solutions Suspensions Colloids
Brine Muddy Water Fog

Orange Bottled Mayonnaise
Juice Antibiotic
Code: S6MT-Ia-c-1
Identification-p.8
1. Cooked rice
2. Mineral or purified water
3. Cake
Essay-p.8
Mixtures like detergents are used in sanitizing the different areas

and facilities at home. (Answers may vary)
101
Sequencing Test
4 Place the home-made
mayonnaise in a clean jar
3 Add a small amount of
calamansi juice
1 Separate yolk from the egg
white
5 Store it in a cool place
2 Mix the yolk and oil
Code: S6MT-I-d-f-2
True or False –p.10
1. True
2. True
3. False
4. True
5. False
Identification-p.11
1. Sieving
2. Decantation
3. Magnetic Separation
4. Evaporation
5. Filtration
102
Table Completion-p.12
Code: S6MT-I-d-f-2
Diagram Completion-p.13
103
Code: S6MT-Ig-j-3
Alternative Response Test –p.14
1. BE- Chaff is separated from
the rice grain therefore it is
ready for cooking.
2. BE- The materials can now be
used in constructing building
and houses.
3. NE
4. BE- The refined flour is ready
for baking purposes.
5. BE- Coconut milk is readily
available for cooking
purposes.
Matching Type-p.15
1. E
2. A
3. B
4. C
5. D
Essay-p.15
Hand picking stones from rice in a winnower is usually done at home.
Through this process, the cooked rice being served is clean and safe to
eat.
(Answers may vary)
104
QUARTER II
Code: S6LT-IIa-b-1
Matching Type-p.16
1.B
2.A
3.E.
4.C
5.D
Table Completion Key-p.17
1.rib cage
2.rib cage
3.skull
4.skull
True or False-p.18
1. True
2.False
3.True
4.False
5.True
105
Code: S6LT-IIa-b-1
Multiple Choice-pp. 19-20
1.B
2.B
3.C
4.C
5.B
Enumeration-p.21
1.Skin
2.Nail
3.Hair follicles
4.Glands
Code: S6LT-IIa-b-1
Identification-p.22
1.Esophagus
2.Stomach
3.Small Intestine
4.Large Intestine
5.Rectum
Identification-p.23
1.Large Intestine
2. Gall bladder
3.Rectum
4.Small Intestine
5.Stomach
106
Code: S6LT-IIa-b-1
Matching Type-p.24
1.A
2.F
3.C
4.D
5.B
Sentence Completion-p. 25
1.bronchi
2.diaphragm
3.choking
4.throat
5.bronchioles
Code: S6LT-IIa-b-1
Multiple Choice-pp. 26-27
1.C
2.C
3.B
4.C
5.A
Identification-p.28
1.A
2.C
3.B
4.C
5.A
107
Table Completion –p.29
1.Picks up oxygen
2.Leukocyte
3.Platelet
4.Clots blood
5.Holds the other blood components
Code: S6LT-IIa-b-1
Diagram Completion –p.30
1. little brain
2. biggest part of the brain
3. controls involuntary movement

1. Planning, speech, consciousness, memory and reasoning

2. Vision
3. Sense of touch, temperature, texture,size and shape
4. Auditory and Olfactory senses

Paragraph Completion-p.32
1.nervous
2. sensory
3. motor
4. move
Alternative Response Test-p.33
1./
2.x
3./
4./
5.x
108
Code:S6LT-IIc-d-2-p.34
Identification
1. S
2. B
3. S
4. M
5. S
Code: S6LT-IIc-d-2-p.35
1. /
2. x
3. /
4. /
5. /
1. Esophagus
2. Digestion
3. Small intestine
4. Large intestine
5. Rectum
109
Code:S6LT-IIc-d-2
Paragraph Completion-p.37
1. Pharynx
2. Voice box
3. Bronchi
4. Alveoli
5. Taken
Code:S6LT-IIc-d-2- p.38
Table Completion
1. Pulmonary
2. Heart to lungs
3. Oxygenated
4. Body cells to heart
5. Oxygenated
Sequencing Events
1. E
2. C
3. A
4. D
5. B
110
Code:S6MT-IIe-f-3
Matching Type-p.40
1.E
2.F
3.D
4.A
5.B
Classification-p.41
Mammals Birds Fish Reptiles Amphibians

Monkey Penguins Eel crocodile Frog
Tiger seahorse alligator Newt
Bat shark salamander

People goldfish
Whale
True or False-p.42
1.False
2. False
3. True
4. True
5. True
111
Code:S6MT-IIe-f-3
Multiple Choice-. 43-44
1.B
2.C
3.B
4.C
5.B
1.Arthropods
2.Annelids
3.Coelenterate
4.Arthropods
5.Echinoderm
6.Mollusk
7.Arthropods
Identification-p. 46
1.Owl
2.Fish
3.Bat
4.Snails
5.Whale
112
Code:S6MT-IIg-h-4
Multiple Choice-p.47
1.C
2.C
3.B
4.C
5.B
Diagram Completion –p.49
Similarities between fern and moss

primitive plant, do not
produce flowers and
seeds, produce through spores
Difference between fern and moss
Fern has true vascular system
Moss has no vascular system

1.live in damp and shady places
2.present
3.live in damp and shady places
4.present
5.produce spores
113
Code:S6MT-II i-j-5
Matching Type-p.51
1. E
2..B
3.F
4.D
5.C
Multiple Choice-p.52-53
1.B
2.B
3.B
4.C
5.A
Code:S6MT-II i-j-5-p.54-55
Multiple Choice
1.C
2.A
3.A
4.C
5.C
Code: S6MT-II i-j-5-p.56

True or False
1.TRUE
2.TRUE
3.TRUE
4.FALSE
5.FALSE
114
Code:S6MT-II i-j-5-p.57-58
Multiple Choice
1.B
2.B
3.A
4.A
5.A
Code:S6MT-II i-j-6
Provide food and shelter for animals and humans
Produce oxygen which humans and animals need
Provide raw materials for clothing
Balance our climate
Trap harmful gases
Help maintain the balance of nature
Alternative Response Test-p.60
115
QUARTER III
Third Grading
Code: S6FE-III a –c-1-pp.61-62
Multiple Choice
1. B
2. B
3. C
4. B
5. B
Code: S6FE-III a-c-1-p.63

True or False
1. TRUE
2. TRUE
3. TRUE
4. FALSE
5. FALSE
6. FALSE
7. TRUE
8. TRUE
9. TRUE
10. TRUE
116
Code: S6FE-IIIa-c-1-p.64
Matching Type
1. B
2. G
3. A
4. C
5. E
6. B
7. A
8. C
Code: S6FE-IIIa-c-1
Identification-p.65
1. C
2. A
3. C
4. B
5. B
Multiple Choice-p. 66-67
1. B
2. A
3. A
4. C
5. B
117
Code:S6FE-IIIa-c-1
Multiple Choice p. 68-69
1. A
2. C
3. C
4. C
5. C
Sequencing Events p. 69
1.A breeze make the wind chime vibrate.
2.Sound wave race out from the wind chime.
3.A person nearby hears the wind chime.
4.Gradually, the chime sound weakens.
Code:S6FE-IIIa-c-1
True or False-p.70
1. FALSE
2.TRUE
3.TRUE
4.TRUE
5.TRUE
6.TRUE
7.FALSE
8.TRUE
9.TRUE
10.FALSE
118
(Explanations may vary)
1.Electrical
2. Appliances at home are run by electricity.
3. Light/ Heat
4. A lighted candle can give heat and light.
5. Mechanical
6. A bowling ball rolls when thrown by the player.

7. Sound Energy
8. A guitar produces sound if the strings are plucked.
9. Heat
10. Cooking food requires heat.
(Answer may vary)
119
Code: S6FEIIIg-i-3
120
Matching Type-p.75
1. d
2. a
3. e
4. c
5. b
Identification-p.76
1. lever
2. inclined plane
3. wedge
4. wheel and axle
5. screw
Code:S6FEIIIc-j-4
Identification-p.77
1. wheel and axle
2. pulley
3. screw
4. inclined plane
5. axle
121
Essay-p.78
Illustrations may vary
Rubrics
1 2 3 4 5
Quality of There is There are There are at There is an There is an
Illustrations no few drawn least four illustration for illustration for
colored and colored pictures of all simple all simple
illustration illustrations the simple machines. machines.
of each of each of machines. Ilustrations are Ilustrations are
of the the simple Most neatly done creatively
samples machines. drawings and arranged done and
of simple are neatly appropriately arranged
machines done. on the pages. appropriately
. on the pages.
Effort This This project This project This project This project
project was rushed was done to was was
was done through meet the completed in completed in
with very quickly. standards a timely a timely
little There is a set by the fashion and fashion and
effort. lack of teacher and meets then goes above
neatness this can be standard. This the teacher's
and seen by the project expectations.
pictures. quanity of consists of the This project
pictures and appropriate consists of
neatness. number of many pictures
pictures and is and is very
neat and neat and
organized. organized.
Explanation No Very few All simple All simple All simple
explana- definitions or machines machines had machines had
tion given explanation had definition and exceptional
for simple s given for definition. explanation definitions
machines simple Some of how the and
. machine explanation simple explanations
s of how the machine of how the
simple could be simple
machine used. machine
could be could be
used were used was
missing. explained in
detail.
122
APA: iRubric: Simple Machine mini-books rubric - W6C3W4: RCampus. (n.d.). Retrieved
from http://www.rcampus.com/rubricshowc.cfm?code=W6C3W4&sp=true&
Alternative Response Key-p.78

1. √
2. X
3. √
4. X
5. √
Essay-p.78
Answers may vary
Source:
http://www.rcampus.com/rubricshowc.cfm?code=A586CW&sp=yes&
123
QUARTER IV
Code: S6EIVa-1
Identification-p.79
1. E
2. EV
3. E
4. V
5. V
Enumeration-p.80
1.Massive landslides in hilly and mountainous areas
2. Destruction to properties and houses
3. Wiping out of coastal communities due to the generated

tsunami
4. Spewing out of boulders that may smash the things they fall on
5. Clogging of river ways due to lahar flows
Essay-p.80
Answers will vary
Rubric
Source: http://www.rcampus.com/rubricshowc.cfm?code=A586CW&sp=yes&
124
Code: (S6ESIVb-2)
Identification-p.81
1. BEFORE
2. DURING
3. AFTER
4. AFTER
5. BEFORE
6. BEFORE
7. AFTER
8. AFTER
9. DURING
10. DURING
Enumeration-p.82
1. Make sure you have a fire extinguisher, first aid kit, a battery –
powered radio, a flashlight, and extra batteries at home.
2. Learn first aid.
3. Learn how to turn off the gas, water, and electricity.
4. Make up a plan of where to meet your family after an
earthquake.
5. Don’t leave heavy objects on shelves (they’ll fall during a
quake).
6. Anchor heavy furniture, cupboards, and appliances to the
walls or floor.
7. Learn the earthquake plan at your school and workplace.
Source: www.geo.mtu.edu/UPSeis/bda.html
125
Enumeration-p.82
1. DROP to the ground; take COVER by getting under a sturdy table or other
piece of furniture; and HOLD ON until the shaking stops. If there isn’t a
table or desk near you, cover your face and head with your arms and
crouch in an inside corner of the building.
2. Stay away from glass, windows, outside doors and walls, and anything that
could fall, such as lighting fixtures or furniture.
3. Stay in bed if you are there when the earthquake strikes. Hold on and
protect your head with a pillow, unless you are under a heavy light
fixture that could fall. In that case, move to the nearest safe place.
4. Do not use a doorway except if you know it is a strongly supported,
load-bearing doorway and it is close to you. Many inside doorways are
lightly constructed and do not offer protection.
5. Stay inside until the shaking stops and it is safe to go outside. Do not
exit a building during the shaking. Research has shown that most
injuries occur when people inside buildings attempt to move to a
different location inside the building or try to leave.
6. DO NOT use the elevators.
7. Be aware that the electricity may go out or the sprinkler systems or fire
alarms may turn on.
Source: westliberty.edu/health-and-safety/emergency-procedures/what-to-
do-during-an-earthquake/
Code: (S6ESIVb-2)
Identification-p.83
BEFORE
Bring your emergency survival kit to the evacuation center.
Listen to the radio broadcast for crucial information or warnings

about the eruption.
DURING
Remain calm and do not stay in crowded areas. Stay away from
posts and power lines.
Never attempt to cross bridges that appear to e damaged.
126
AFTER
Consider all precautionary measures for your safety.
Do not return to your home until authorities allow it.
Enumeration-p.84
( Answers will vary )
Enumeration –p.84
( Answers will vary )
Code:S6EIVc-3
Multiple Choice-p. 85
1. A
2. A
3. A
4. D
5. B
Identification-p.86
1. dry season
2. wet season
3. dry season
4. wet season
5. dry season
127
Essay
(Answers will vary)
Story Writing : Poem Writing Rubric
128
Classification-p.88
WET SEASON DRY SEASON
boating hiking
surfing manual drying of rice
planting of rice
NOTE: Fast learners may fill the chart without the given answers.
Multiple Choice-p.89
1. A
2. D
3. B
4. B
5. C
True or false –p.90
1. TRUE
2. TRUE
3. TRUE
4. FALSE
5. TRUE
129
Code: S6ESIVe-f-5
Multiple Choice-p.91-92
1. D
2. C
3. A
4. B
5. A
True or False-p.93
1. FALSE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
Fill in the Blank-pp.93-94
1. revolution
2. leap year
3. axis
4. orbit
5. day and night
.
Code: (S6EIVg-h-6)
Table Completion -p.95
130
Differences (Terrestrial)
inner planets
rocky
small
within the asteroid belt
Differences (Jovian)
outer planets
gaseous
massive
beyond the asteroid belt
Similarities
both orbit around the sun
both are heavenly bodies
Short Answer Test–p. 96
1. MERCURY
2.EARTH
3.VENUS
4.228 million
5.NEPTUNE
131
Code: S6ESIVi-j-7
Essay- p.97
(illustrations may vary)
SAMPLE ANSWER
https://www.google.com.ph/search?q=solar+system+model+illustration&dcr=0&sourc
e=lnms&tbm=isch&sa=X&ved=0ahUKEwiBtOCnz8zXAhXLkZQKHfaYCAoQ_AUICigB&bi
w=1366&bih=621#imgrc=vPK7IYjoSqbEnM:
132
Labeling-p.98
Identification-p.99
1. MERCURY
2. VENUS
3. EARTH
4. MARS
5. JUPITER
6. SATURN
7. URANUS
8. NEPTUNE
133
References
Abracia, N.M., Joaban, G. B., & Ramos, G. G. ( 2013 ). Science in Our

World ( 3rd ed. ) Quezon City, Philippines: Vibal Publishing House, Inc..
Cunningham, R. ( 2017, August 10 ). The Seasons of the Weather in the

Philippines – Either Dry or Rainy. Retrieved April 2017, from
https://www.rtcx.net/seasons-weather-philippines.html.
Lucas, J. ( 2014 ). 6 Simple Machines: Making Work Easier. Retrieved

April 2017, from http://www.livescience.com/49106-simple-
machines.html.
Rosana Balangue – Tarriel, & Galvez, E. R. ( 2013 ). Science Made Easy

(1st ed. ).Manila, Philippines: FUSE Philippines. ( Original work
published 2013).
Shaw, E. (2017, April 24). How Do Volcanoes Affect

Landforms?. Retrieved April 2017, from
https://sciencing.com/volcanoes-affect-landforms-12328327.html
UPSeis. (2007). What Should I Do Before, During, And After An
Earthquake?. Retrieved April 2017, from
http://www.geo.mtu.edu/UPSeis/bda.html
Valencia, N. g., & Villona, H. M. (2015). Cyber Science 5.

Manila, Philippines: Rex Bookstore, Inc..
Zimmermann, K. A. (2016, March 11). Skeletal System: Facts, Function &

Diseases. Retrieved April 2017, from
https://www.livescience.com/22537-skeletal-system.html
134
LIST OF WRITERS, EDITORS AND DIVISION FOCAL PERSONS
WRITERS EDITORS
Vera Leonora B. Balasanos Evangeline G. Catayoc

Alangalang 1 Central School Palo NHS – Pawing Annex
Diana Rose C. Garrido Caren C. Ozoa

Mag-aso Elementary School Burauen South Central School
Luzviminda L. Lulo Chona A. Kierulf

Pagsulhugon E.S. Tanauan National High School
DIVISION FOCAL PERSONS
SOCORRO B. AUSA
Division Science Coordinator
FELICIDAD T. ESPINOSA
Chief - Division Curriculum Implementation Division
RONELO AL K. FIRMO, Ph.D., CESO-V

Schools Division Superintendent
135

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Subject: Science

uniform mixtures. (S6MT-Ia-c-1)

1. All of the following statements about mixtures are correct

2. Air is an example of a mixture of _____________.

3. Which of the following is an example of a solid mixture?

5. Which type of mixture is exemplified by hot coffee with milk?

uniform mixtures. (S6MT-Ia-c-1)

1. Which of the following statements best describe a homogeneous

2. All of the following mixtures are examples of heterogeneous

3. Solutions are examples of ____________ mixtures.

A. The components in heterogeneous mixtures are identifiable.

B. Halo-halo is an example of a heterogeneous mixture.

C. Solutions are heterogeneous mixtures.

5. What kind of mixture separates on standing?

uniform mixtures. (S6MT-Ia-c-1)

Directions: Read the following examples of mixtures. Identify the mixture

___________1. soy sauce

___________2. mixed nuts

___________3. fruit salad

___________4. sugar solution

___________5. calamansi juice

uniform mixtures. (S6MT-Ia-c-1)

Directions: Tell whether the property describes a solution, suspension or

___________1. have very large particles

___________2. exhibits Tyndall effect

___________3. particles are small

___________4. cannot be filtered

___________5. easily settles out

uniform mixtures. (S6MT-Ia-c-1)

Directions: Group the following mixtures accordingly by writing each

orange juice fog bottled antibiotic

mayonnaise muddy water brine

Solutions Suspensions Colloids

uniform mixtures.( S6MT-Ia-c-1)

chaff and washed the rice thoroughly with water.

_______2. In water refilling stations, there are several separation

techniques used to purify the water.

pan and then placed in an oven.

Directions: Explain the importance of mixtures found at home. (5 points)

uniform mixtures. (S6MT-Ia-c-1)

Directions: Arrange the following steps in making home-made

_________ Place the home-made mayonnaise in a clean jar.

_________Add a small amount of calamansi juice.

_________Separate yolk from the egg white.

_________Store it in a cool place.

_________Mix the yolk and oil.

decantation, evaporation, filtering, sieving and using

__________1. Decantation is based on the principle of density

__________2. Insoluble substances in a liquid mixture can be separated

__________3. A sifter is used to separate oil and water.

__________4. Magnets can be used to separate nails from plastic paper

__________5. Sieving is done to separate salt and water in a brine.

Directions: Identify the method of separation for each mixture. Choose

Magnetic separation Evaporation Filtration

Sieving Decantation Winnowing

___________1. sand and pebbles

___________2. oil and water

___________3. hair pins and plastic buttons

___________4. salt dissolved in water

___________5. coconut meat and milk

Mixture Separation Techniques

decantation, evaporation, filtering, sieving and using

Directions: Complete the schematic diagram about separating

mixtures by supplying the correct answers from the word box.