DEPARTMENT OF EDUCATION

Division of City Schools of Muntinlupa

K to 12 BASIC EDUCATION CURRICULUM SCIENCE VI

SECOND GRADING
LEARNING
DAY SKILL OF THE DAY REMARKS
CONTENT STANDARDS PERFORMANCE STANDARDS COMPETENCIES
Identify and describe the functions of the organs of Musculo-skeletal
1 system

Describe how the organs of Musculo-skeletal system work together

2

*Identify and describe the functions of the organs of Integumentary

system
3 *Describe how the organs of Integumentary system work together

WEEK 1
*Identify and describe the functions of the organs of Digestive system
*Describe how the
4 organs of Digestive system work together
The learners should be able to
make a chart showing healthful S6LT-IIa-b-1
I. 1. The learners demonstrate The learner will be able to answer the questions correctly and honestly
habits that promote proper The 5 with 75% and above mastery level
understanding of how the major
functioning of the musculo- learners should be able to
organs of the human body work
skeletal, integumentary, digestive, explain the organs of each *Identify and describe the functions of the organs of Respiratory system
together to form organ systems
circulatory, excretory, respiratory, organ system work together *Describe how the organs of
and nervous systems. 1 Respiratory system work together

*Identify and describe the functions of the organs of Circulatory system

*Describe how the organs of
2 Circulatory system work together
WEEK 2

Identify and describe the functions of the organs of Nervous system

3
Describe how the organs of Nervous System work together
4
The learner will be able to answer the questions correctly and honestly
5 with 75% and above mastery level
 Describe how Musculo-Skeletal System and Integumentary System work
together
1-2

Describe how Digestive, Respiratory and Circulatory System work

WEEK3
together
3-4

The learner will be able to answer the questions correctly and honestly
with 75% and above mastery level
5

Describe how Nervous and Integumentary System work together

The learners should be able to
make a chart showing healthful S6LT-IIc-d-2 1
I. 1. The learners demonstrate
habits that promote proper The learners
understanding of how the major
functioning of the musculo- should be able to explain how
organs of the human body work Describe how the nervous system controls all organ systems of the
skeletal, integumentary, digestive, the different organ systems
together to form organ systems body
circulatory, excretory, respiratory, work together 2
and nervous systems.
Discuss healthful habits that promote proper functioning of all the organ

WEEK 4
systems of the body
3

Make a chart showing healthful habits that promote proper functioning of

all the organ systems of the body
4

The learner will be able to answer the questions correctly and honestly
with 75% and above mastery level
5
 Describe the characteristics of vertebrates and invertebrates
1

Describe the characteristics of mammals and birds

2

WEEK 5
Describe the characteristics of reptiles, amphibians and fishes
3

Classify vertebrates into mammals, birds, reptiles, amphibians and fishes

4-5
S6LT-IIe-f-3
I. 2. The learners demonstrate The learners should be able to
The learners should be able Describe the characteristics of the ff. groups of invertebrates: spiders and
understanding of the different make inventory of vertebrates and
to determine the distinguishing 1 insects *Localize the terms depending on the available resources
characteristics of vertebrates invertebrates that are commonly
characteristics of vertebrates
and invertebrates seen in the community
and invertebrates
Describe the characteristics of the ff. groups of invertebrates: worms,
2 shellfish and snails

WEEK 6
Classify invertebrates into insects, spiders, worms, shellfish and snail
3-4

Make an inventory of vertebrates and invertebrates that are commonly

seen in the community
5 Practice ways of protecting and caring these animals

Identify and describe common examples of spore-bearing plants

1

WEEK 7
Discuss how spore-bearing plants reproduce.
2-3

Make a multimedia presentation on how spore-bearing plants ensure

The learners should be able to 4-5 their survival
1.
S6LT-IIg-h-4
make a multimedia presentation Identify and describe common examples of Cone-bearing plants
The 1
I. 3. The learners demonstrate on how parts of the reproductive
learners should be able to
understanding of how non-- system of spore-bearing and cone-
distinguish how spore-bearing Discuss how spore-bearing plants reproduce.
flowering plants reproduce bearing plants ensure their survival 2
and cone-bearing plants
2. make a
reproduce
WEEK 8

flyer on how plants can be Differentiate how spore-bearing and cone-bearing plants reproduce
propagated vegetatively 3

Make a flyer on how spore-bearing and cone-bearing plants can be

4 propagated vegetatively
 The learner will be able to answer the questions correctly and honestly
5 with 75% and above mastery level

Identify the living and non-living things in tropical rainforests

Describe the appearance of tropical rainforests
1

2 Explain the interactions among living and non living things in tropical
rainforests in terms of: 1.
harmful and beneficial interactions
2. Effects of interaction
S6LT-IIi-j-5
The 3 Identify the living and non living things in coral reef
learners should be able to Describe how tropical coral reefs appear.

WEEK 9
discuss the interactions among Explain the interactions among living and non living things in coral reefs
living and non-living things in in terms of: 1. harmful and beneficial interactions 2. Effects of interaction
tropical rainforests, coral reefs
and mangrove swamps.
4 Identify the living and non-living things in mangrove swamps
Describe how tropical mangrove
The learners should be able to swamps appear. Explain the interactions among living
II. The learners demonstrate and non living things in mangrove swamps in terms of: 1. harmful and
form discussion groups to tackle
understanding of the beneficial interactions 2. Effects of interaction
issues involving protection and
interactions for survival among
conservation of ecosystems that
living and non-living that take
serve as nurseries, breeding The learner will be able to answer the questions correctly and honestly
place in tropical rainforests, 5
places, and habitats for with 75% and above mastery level
coral reefs, and mangrove
economically important plants and
swamps. 1 Enumerate ways on how to protectand conserve Tropical rainforests,
animals.
coral reefs and mangrove swamps
2 Discuss the harmful effects and implications to communities,
environments and communities if tropical rainforests, coral reefs and
mangrove swamps are not protected and conserved
S6LT-IIi-j-6 3 Performance Task (by group) The students should be able to discuss
The issues involving protection and conservation of ecosystems that serve as
learners should be able to WEEK 10 nurseries, breeding places, and habitats for economically important
explain the need to protect and plants and animals. (the teacher will provide contextualized ecosystems
conserve tropical rainforest, for each group)
coral reefs and mangrove
swamps.

The learner will be able to answer the questions correctly and honestly
4 with 75% and above mastery level
 The learner will be able to answer the questions correctly and honestly
5 with 75% and above mastery level