Science · Key Stage 2

Week Planner — Grade 6 — Science 6

All 33 weeks of the year, with the curriculum guide competency for each.

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33weeks
37competencies
4Quarters
1Built in full

The week numbers are this repository’s proposal, not DepEd’s. A school’s approved Budget of Work replaces every one of them. The competency text and the quarter it belongs to are the guide’s own.

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Term 1 June – September

Quarter 1 ◆ Materials — what this quarter is driving toward
Content standards
1. Diagrams and flowcharts demonstrate processes involving heat energy and changes of state. 2. Changes in materials can be either reversible or irreversible. 3. Mixtures and the products of their separation techniques are very useful in our daily lives. 4. Scientific investigations need to satisfy the features of a fair test and use accurate and reliable measurements.
Performance standard
By the end of the Quarter, learners demonstrate an understanding of the benefits of various separation techniques. They use diagrams and flowcharts to describe changes of state. They use the words reversible and irreversible to describe changes to materials. They demonstrate skills in the use of equipment. They recognize and apply their understanding of the features of a fair test.
Performance task (from the guide)
A. Apply an appropriate separation technique to solve a local or household problem. B. Plan and conduct a simple scientific investigation involving a physical change, such as *"Does sugar dissolve faster in hot or cold water?"* Use your understanding of a fair test to answer the question.
1Week

Melting, evaporation, freezing, condensation — as a flowchart

Quarter 1 ◆ Materials Q1 · 1

Curriculum guide competency

  • 1. describe changes of state for solids, liquids, and gases as melting, evaporation, freezing, condensation using diagrams and flowcharts

Competency placed; teaching materials not built

2Week

What heat energy does in each of them

Quarter 1 ◆ Materials Q1 · 2

Curriculum guide competency

  • 2. explain the role of heat energy in change of state processes

Competency placed; teaching materials not built

4Week

Uniform and non-uniform mixtures and air as a mixture

Quarter 1 ◆ Materials Q1 · 4–5

Curriculum guide competencies

  • 4. describe useful everyday examples of uniform and non-uniform mixtures, such as solutions and suspensions
  • 5. describe air as a mixture of oxygen, carbon dioxide, nitrogen, and water vapor

Competency placed; teaching materials not built

5Week

Eight separation techniques, demonstrated

Quarter 1 ◆ Materials Q1 · 6

Curriculum guide competency

  • 6. demonstrate various techniques in separating mixtures, such as decantation, winnowing, scooping, picking, evaporation, filtering, sieving, and using magnets

Competency placed; teaching materials not built

6Week

Which technique for which product, and why

Quarter 1 ◆ Materials Q1 · 7

Curriculum guide competency

  • 7. explain the benefits of each mixture separation technique in preparing useful products

Competency placed; teaching materials not built

7Week

The three features of a fair test and three trials, measured accurately

Quarter 1 ◆ Materials Q1 · 8–9

Curriculum guide competencies

  • 8. apply the features of a fair test: a. change one factor, b. measure one factor, and c. keep all other factors the same; and
  • 9. recognize the features of a fair test and that scientific investigations also involve a) doing at least three trials, or use replication, and b) observing, measuring, and recording accurately

Competency placed; teaching materials not built

8Week

Quarter 1 performance task — a separation technique for a household problem, or the hot-and-cold sugar investigation

Quarter 1 ◆ Materials Performance task Q1 · PT

Competency placed; teaching materials not built

Quarter 2 ● Living Things — what this quarter is driving toward
Content standards
1. Animals have systems that help them grow, respond, and reproduce. 2. There are several modes of reproduction in plants. 3. To be valid and reliable, scientific investigations need to include fair tests and multiple trials. 4. Animals can be grouped as vertebrates or invertebrates. 5. Producers, consumers, scavengers, and decomposers have important roles in food webs. 6. Interactions within an ecosystem can have important impacts on the living things within it.
Performance standard
By the end of the Quarter, learners demonstrate an understanding of the different ways that plants reproduce. Plan a simple scientific investigation to determine which method works best in a given habitat. They describe and provide examples of vertebrates and invertebrates. They design an example of a food web showing the role of consumers, producers, scavengers, and decomposers. They identify the technical terms biotic and abiotic.
Performance task (from the guide)
A. Apply the features of a fair test to investigate how much water is needed to grow a common garden plant from a seed. B. Select an appropriate medium to design an example of a food web in a local ecosystem.
9Week

The circulatory system

Quarter 2 ● Living Things Q2 · 1

Curriculum guide competency

  • 1. identify from pictures and diagrams the parts of the circulatory system as heart, blood, and blood vessels, and describe how they work

Competency placed; teaching materials not built

10Week

How plants reproduce

Quarter 2 ● Living Things Q2 · 2

Curriculum guide competency

  • 2. describe the different ways that plants reproduce, such as pollination, seed production, and plant propagation

Competency placed; teaching materials not built

11Week

Planning the propagation fair test

Quarter 2 ● Living Things Q2 · 3

Curriculum guide competency

  • 3. plan a simple scientific investigation that includes the features of a fair test, replication, and accurate measurement to determine which type of plant propagation — cutting, budding, layering, grafting — works best for garden plants

Competency placed; teaching materials not built

Term 2 September – December

Quarter 2 ● Living Things — what this quarter is driving toward
Content standards
1. Animals have systems that help them grow, respond, and reproduce. 2. There are several modes of reproduction in plants. 3. To be valid and reliable, scientific investigations need to include fair tests and multiple trials. 4. Animals can be grouped as vertebrates or invertebrates. 5. Producers, consumers, scavengers, and decomposers have important roles in food webs. 6. Interactions within an ecosystem can have important impacts on the living things within it.
Performance standard
By the end of the Quarter, learners demonstrate an understanding of the different ways that plants reproduce. Plan a simple scientific investigation to determine which method works best in a given habitat. They describe and provide examples of vertebrates and invertebrates. They design an example of a food web showing the role of consumers, producers, scavengers, and decomposers. They identify the technical terms biotic and abiotic.
Performance task (from the guide)
A. Apply the features of a fair test to investigate how much water is needed to grow a common garden plant from a seed. B. Select an appropriate medium to design an example of a food web in a local ecosystem.
12Week

Vertebrates and invertebrates, with local examples

Quarter 2 ● Living Things Q2 · 4

Curriculum guide competency

  • 4. describe the differences between animals with a backbone (vertebrates) and animals without backbones (invertebrates) by using common local examples

Competency placed; teaching materials not built

13Week

Producers, consumers, scavengers, decomposers

Quarter 2 ● Living Things Q2 · 5

Curriculum guide competency

  • 5. describe the roles of producers, consumers, scavengers, and decomposers in a food web

Competency placed; teaching materials not built

14Week

Competition and predation

Quarter 2 ● Living Things Q2 · 6

Curriculum guide competency

  • 6. use information from secondary sources to describe that living things interact with each other in the natural environment, such as through competition, or predation

Competency placed; teaching materials not built

15Week

Biotic and abiotic factors and interactions that help or harm

Quarter 2 ● Living Things Q2 · 7–8

Curriculum guide competencies

  • 7. describe living things as biotic factors and light, water, temperature, and soil type as abiotic factors of an ecosystem; and
  • 8. explain how interaction between living things and interactions between living and non-living things may bring good or harm to the living things involved

Competency placed; teaching materials not built

16Week

Quarter 2 performance task — the seed-and-water fair test, or a local food web

Quarter 2 ● Living Things Performance task Q2 · PT

Competency placed; teaching materials not built

Quarter 3 ▶ Force, Motion, and Energy — what this quarter is driving toward
Content standards
1. Simple machines allow people to change the direction and size of forces. 2. Waves transfer energy between source and receiver. 3. Science processes and concepts help solve everyday problems.
Performance standard
By the end of the Quarter, learners demonstrate objective inquiry by carrying out investigations to critically observe patterns and systems scientifically. They support their observations and conclusions using secondary sources to explain occurrences and concepts using technical scientific language. They use critical thinking skills and creativity to make models and other devices to communicate their understanding to other people.
Performance task (from the guide)
A. Develop an information poster explaining how musical instruments utilize the properties of sound waves. B. Design and propose or improve the design of a simple machine that can be used at home, in school, or in the community, with name, purpose, description, materials, sketch and benefits. C. Utilize the concept of motion and gravity to write a creative story, poem, or any written art.
17Week

Simple machines at home, at school, in the barangay

Quarter 3 ▶ Force, Motion, and Energy Q3 · 1

Curriculum guide competency

  • 1. observe and describe examples and uses of simple machines found at home, at school, and in the community

Competency placed; teaching materials not built

18Week

What a simple machine can and cannot do

Quarter 3 ▶ Force, Motion, and Energy Q3 · 2

Curriculum guide competency

  • 2. demonstrate through guided investigation the advantages and limitations of simple machines such as inclined planes, wedges, levers, and pulleys

Competency placed; teaching materials not built

19Week

The lever fair test

Quarter 3 ▶ Force, Motion, and Energy Q3 · 3

Curriculum guide competency

  • 3. carry out fair tests to show how levers can be used to change the magnitude and direction of a force

Competency placed; teaching materials not built

20Week

Waves carry energy and the improvised ripple tank

Quarter 3 ▶ Force, Motion, and Energy Q3 · 4–5

Curriculum guide competencies

  • 4. identify that waves carry energy from a source to a receiver
  • 5. carry out investigations with water waves in a ripple tank, a big tub of water or improvised ripple tank and describe the features of the waves including their shape, size, and patterns of movement

Competency placed; teaching materials not built

21Week

Amplitude, frequency, wavelength, velocity

Quarter 3 ▶ Force, Motion, and Energy Q3 · 6

Curriculum guide competency

  • 6. research using secondary sources to identify how the properties of waves are described using scientific terms such as amplitude, frequency, wavelength, and velocity

Competency placed; teaching materials not built

22Week

Longitudinal and transverse and modelling both

Quarter 3 ▶ Force, Motion, and Energy Q3 · 7–8

Curriculum guide competencies

  • 7. identify differences and similarities between longitudinal waves and transverse waves
  • 8. demonstrate using simple models how longitudinal waves and transverse waves carry energy

Competency placed; teaching materials not built

Term 3 January – April

Quarter 3 ▶ Force, Motion, and Energy — what this quarter is driving toward
Content standards
1. Simple machines allow people to change the direction and size of forces. 2. Waves transfer energy between source and receiver. 3. Science processes and concepts help solve everyday problems.
Performance standard
By the end of the Quarter, learners demonstrate objective inquiry by carrying out investigations to critically observe patterns and systems scientifically. They support their observations and conclusions using secondary sources to explain occurrences and concepts using technical scientific language. They use critical thinking skills and creativity to make models and other devices to communicate their understanding to other people.
Performance task (from the guide)
A. Develop an information poster explaining how musical instruments utilize the properties of sound waves. B. Design and propose or improve the design of a simple machine that can be used at home, in school, or in the community, with name, purpose, description, materials, sketch and benefits. C. Utilize the concept of motion and gravity to write a creative story, poem, or any written art.
23Week

Examples of each kind of wave and how sound changes when things move

Quarter 3 ▶ Force, Motion, and Energy Q3 · 9–10

Curriculum guide competencies

  • 9. identify some examples of longitudinal waves, and transverse waves; and
  • 10. describe and explain how sound changes when the source or the receiver are moving

Competency placed; teaching materials not built

24Week

Quarter 3 performance task — sound-wave poster, simple-machine design, or creative writing

Quarter 3 ▶ Force, Motion, and Energy Performance task Q3 · PT

Competency placed; teaching materials not built

Quarter 4 ■ Earth and Space — what this quarter is driving toward
Content standards
1. Volcanoes are vents from which molten rock from Earth's crust erupts onto the surface releasing pressure and gases. 2. The Philippine volcanoes can violently and unpredictably erupt lava, ash, and ballistic projectiles. 3. Weather and climate have predictable patterns throughout the year, which affect human activities. 4. The revolution and the rotation of the Earth demonstrate observable patterns. 5. Constellations are patterns of stars in the sky.
Performance standard
By the end of the Quarter, learners appreciate that volcanoes can have unexpected and severe impacts on communities and that the uncertainty can be offset by understanding and following alerts from authorities. Learners appreciate weather patterns that produce seasons, and use models to describe natural processes and timing. They exhibit respect for cultures and interpretations of natural phenomena by indigenous people over generations and balance that with respect for explaining phenomena using scientific inquiry and objectivity.
Performance task (from the guide)
A. Design and describe an evacuation plan for a house or school in the event of a nearby and intensifying volcanic eruption, with the reasoning behind the planned actions. B. Select a constellation that can be seen from the Philippines and describe its features, and explain its practical and cultural significance for Filipino people in the past and present.
25Week

What volcanoes are and how they form

Quarter 4 ■ Earth and Space Q4 · 1

Curriculum guide competency

  • 1. explain what volcanoes are and how they are formed

Competency placed; teaching materials not built

26Week

The nearest active volcano and the risk and a hundred years of eruptions

Quarter 4 ■ Earth and Space Q4 · 2–3

Curriculum guide competencies

  • 2. use local information or other reliable sources to identify where the nearest active and inactive volcanoes are located and assess the risk of impacts from eruptions to their local community
  • 3. discuss the patterns of volcanic eruptions in the Philippines over the last 100 years with family and community members

Competency placed; teaching materials not built

27Week

Lava, ash and ballistic projectiles

Quarter 4 ■ Earth and Space Q4 · 4

Curriculum guide competency

  • 4. identify and describe some of the materials formed during volcanic eruptions in the Philippines

Competency placed; teaching materials not built

28Week

PHIVOLCS Alert Levels, and what to do at each

Quarter 4 ■ Earth and Space Q4 · 5

Curriculum guide competency

  • 5. interpret PHIVOLCS Volcano Monitoring (Alert Levels) to demonstrate what to do before, during, and after a volcanic eruption

Competency placed; teaching materials not built

29Week

The Philippine seasons and what they are good for

Quarter 4 ■ Earth and Space Q4 · 6

Curriculum guide competency

  • 6. describe the different seasons in the Philippines and suggest activities that are appropriate for each season

Competency placed; teaching materials not built

30Week

Rotation, and why there is day and night

Quarter 4 ■ Earth and Space Q4 · 7

Curriculum guide competency

  • 7. demonstrate the rotation of the Earth on its axis using a globe to explain day and night

Competency placed; teaching materials not built

31Week

A Sun–Earth–Moon model: seasons, stars and eclipses

Quarter 4 ■ Earth and Space Q4 · 8

Curriculum guide competency

  • 8. make a Sun-Earth-Moon system model to demonstrate and explain the observable effects of predictable patterns and events including changes in seasons, changes in the patterns of visible stars over a year, and solar and lunar eclipses

Competency placed; teaching materials not built

32Week

Constellations for direction and season and Philippine indigenous astronomy

Quarter 4 ■ Earth and Space Q4 · 9–10

Curriculum guide competencies

  • 9. explain why ancient human cultures relied on constellations to indicate directions and verify seasons; and
  • 10. gather information from local indigenous community members or from reliable secondary sources to investigate ways that indigenous people of the Philippines represented and communicated understandings of the predictability of solar and lunar eclipses, and patterns in the night sky and their use for tracking time

Competency placed; teaching materials not built

33Week

Quarter 4 performance task — an evacuation plan, or a constellation and its cultural significance

Quarter 4 ■ Earth and Space Performance task Q4 · PT

Competency placed; teaching materials not built

No week matches that filter.