AR Benjie Manila 2017

Running Head: INTEGRATION OF SONGS IN TEACHING SCIENCE 6 1
Integration of Songs in Teaching Science 6:
Its Effectiveness in Science Concept Formation
Benjie Modelo Manila
Sto. Niño Biaan Elementary School/ Mariveles District
November, 2017
SCHOOLS DIVISION OF BATAAN

INTEGRATION OF SONGS IN TEACHING SCIENCE 6 2
Abstract
This action research aimed to determine the effectiveness of using songs in improving the
retention and recall of science concepts among the respondents. The study was conducted among
grade 6 pupils at Sto. Niño Biaan Elementary School, District of Mariveles, Bataan.
Quasi-Experimental design, particularly, the Matching-Only Pretest-Posttest Control
Group Design was utilized in this action research. The respondents were assigned to control and
experimental groups by using matching method. A pre-test was administered to both groups
before the study. After that, the experimental group was taught of the science lessons for a period
of four weeks (S6LT-IIa-b-1, S6LT-IIc-d-2) and science concept-based songs were integrated in
the instructions as supplemental activity. The control group received the same instructions,
however, science concept-based songs were not integrated. A posttest was administered to both
control and experimental groups in order to measure their level of performance after the study.
Statistical treatments employed were mean and standard deviation for descriptive data
and t-test for the inferential analysis of data. Major findings of the study showed that there was a
significant difference between the post-test scores of pupils in the control and experimental
group, thus, pupils in the experimental group performed better than pupils in the control group
after the study. Furthermore, the improvement in the level of performance of pupils in the
experimental group was significantly greater than the improvement in the control group.

Acknowledgement
In sincere appreciation and gratitude to the valuable support, the researcher wish to
acknowledge the following people who have been instrumental to the completion of my study:
Ma'am Mar-Elen Fe Guevara Reñosa, Senior Education Program Specialist for Planning
and Research, for her expertise, scholarly insights, untiring guidance and assistance in planning,
implementation and writing the final output.
Sir Ronaldo Punla and Sir Samuel Quiroz, for unselfishly sharing their knowledge in
statistics.
Ma'am Juliet Batallones, the researcher’s school head, for being so supportive and
understanding.
The participants, grade 6 pupils of Sto. Niño Biaan Elementary School, for their
participation and cooperation
To researcher’s loving wife, Anna and son, Liam Anton, who served as his inspiration in
this undertaking.
And above all, the researcher would like to praise and thank our Almighty God for his
guidance throughout this endeavor and in everything in my life.

Table of Contents
Page No.
Title Page ....................................................... 1
Abstract ....................................................... 2
Acknowledgement ....................................................... 3
Table of Contents ....................................................... 4
Context and Rationale …………………………………... 7
Research Questions …………………………………... 8
Hypotheses …………………………………... 8
Significance of the Study ....................................................... 9
Scope and Limitations ....................................................... 10
Method …………………………………... 11
Type of Research ....................................................... 11
Respondents ....................................................... 11
Sampling Method ....................................................... 11
Proposed Innovation/Intervention ....................................................... 11
Instrument/s ....................................................... 12
Data Collection Procedure ....................................................... 13
Ethical Considerations ....................................................... 13
Data Analysis ....................................................... 13
Discussion of Results ....................................................... 14
Conclusion ....................................................... 18
Recommendations ....................................................... 18
Plan for Dissemination and Utilization....................................................... 19

Action Plan ………………………………… 19
Financial Report ....................................................... 20
References ....................................................... 21
Appendices
A. Instrument/s
B. Consent Letters
C. Declaration of Anti-Plagiarism and Absence of Conflict of Interest
D. Science Concept-Based Songs
E. Lesson Plan

List of Tables
1 Normality Test of Data ....................................................... 14
2 Level of Performance of Control and

Experimental Groups in the Pre-test ....................................................... 14
3 Level of Performance of Control and

Experimental Groups in the Post-test ....................................................... 15
4 Difference between the Pretest Scores of

Control and Experimental Groups ....................................................... 15
5 Difference between the Posttest Scores of

6 Difference between the Gain Scores of


Context and Rationale
Music is one of the essential components to a child’s cognitive development (Jones,
2010). In the primary education, songs are used to introduce basic literacy in forms of children’s
songs, nursery rhymes and chants. According to Jones (2010) songs can be used to teach new
concepts and to introduce new vocabulary. In addition, Yee Pinn Tsin (2015) stated that songs
have demonstrated to be effective teaching and learning tools for young learners.
With this, the researcher came up into an idea of using songs in teaching science concepts
to his grade 6 pupils. Considering the Multiple Intelligences Theory (Gardner, 1999) that pupils
possess multiple types of intellectual strengths and there are multiple ways to learn, the
researcher presumes that this will be effective in helping his pupils improve their retention and
recall of science concepts or information.
Studies have shown that music can be an effective tool in teaching and learning.
According to Salcedo (2010), music has been shown to provide an early formation of listening
skills and language facility, suggesting that the rhythm can make the words memorable. The goal
of integrating music is to have improved learning, to help kids learn concepts, ideas, and facts
that are new to them (Lynch, 2007). Music can be used across the curriculum to teach or
reinforce basic facts and information and can be naturally integrated throughout all curricular
areas to develop and extend vocabulary and comprehension skills. In addition, music has also
been shown to improve listening and oral language skill development, improve attention and
memory, and enhance abstract thinking (Paquette & Rieg , 2008).

In this action research, the researcher attempted to find out if his pupils’ retention and
recall of science concepts will be improved by integrating science concept-based songs in
teaching science lessons.
Research Questions
This action research aimed to determine the effectiveness of using songs in improving the
retention and recall of science concepts among grade 6 pupils.
Specifically, it intended to answer the following questions:
1. What is the level of performance of pupils in the control and experimental groups
before the study?
2. What is the level of performance of pupils in the control and experimental groups after
the study?
3. Is there a significant difference in the level of performance of the control group and
experimental group in the pre-test?
4. I Is there a significant difference in the level of performance of the control group and
experimental group in the post-test?
5. Is there a significant difference in the mean gain scores between the experimental and
control group?
Hypotheses
The following null hypotheses were tested:
1. There is no significant difference in the level of performance of the control group and
experimental group in the pre-test.

2. There is no significant difference in the level of performance of the control group and
experimental group in the post-test.
3. There is no significant difference in the mean gain scores between the experimental and
control group.
Significance of the Study
The findings of this study may prove useful to the following:
Pupils. Since education is centered on the learners, any advancement or innovation to
improve classroom instruction will be beneficial to the pupils. Particularly, this study will be
helpful in improving their retention of the science concepts they learned in an enjoyable way.
This may lead to better enthusiasm in learning the science subject.
Teachers. This study may encourage teachers to integrate innovative and exciting
teaching methods and strategies for the improvement of instruction in science subject. This may
also be a motivating factor for them to take advantage of their talents and abilities and integrate
them in teaching different subject areas.
School Administrators and Supervisors. Result of this investigation may encourage
administrators and supervisors help their teachers upgrade their teaching performance by
encouraging them to use innovative and exciting methods that can be integrated in teaching.
Municipality of Mariveles. Any educational improvement will benefit the municipality of
Mariveles as it may contribute to the improvement of the quality of working force of the
municipality or the quality of life of the every Marivelean.
Curriculum Planners. The findings of this study may assists the planners in the proper
selection of methods, techniques, and strategies that need to be reinforced.

Researcher Himself. This may serve as inspiration in teaching his pupils above and
beyond his capacity and in trying to integrate more innovative methods in teaching.
Future researcher. The information and insights that will be gained from this study may
serve as guide for other researcher in framing their conceptual framework and design and at the
same time encourage them to conduct lateral studies within their area of preferences.
Scope and Limitations
The aim of this study was to verify the effectiveness of using science concept-based
songs in improving pupils’ retention and recall of science concepts. It was conducted at Sto.
Niño Biaan Elementary School during the second grading period of school year 2017-2018. The
participants were the selected grade 6 pupils for wherein the researcher is assigned to teach
science subject.
For the science concept-based songs that were used in this study, the researcher adopted
the tune of some popular music such as “I don’t wanna know by Marron 5”, “Live while we’re
young by One Direction”, “That what makes us beautiful by One Direction”, “Sidekick by
Dawin”, “Cheerleader by OMI”, and “Dessert by Dawin”. The lyrics of these songs were set into
science concepts based on the topics under human body system which were originally composed
by the researcher. Thus, this study was limited to contents of Musculoskeletal System,
Integumentary System, Digestive System, Respiratory System, Circulatory System and Nervous
system.

Method
Type of Research
Quasi- Experimental design, particularly, the Matching-Only Pretest-Posttest Control
Group Design, was utilized in this action research. According to Shadish (2002), quasi-
experimental design, like experimental design, aims to test causal hypotheses. However, unlike
the experimental design, it does not employ random sampling and assignment of participants to
control and experimental group is by means of self- selection. In this study, an intervention
which is the integration of content- based songs in teaching science was tested for how well it
achieves its objective of improving the level of performance of grade 6 pupils in science.
Respondents
A total of 32 pupils consisted of 21 girls and 11 boys were involved in this study. They
were selected by the researcher from two grade 6 classes in Sto. Niño Biaan Elementary School,
S.Y. 2017-2018.
Sampling Method
Selected pupils were assigned by the researcher to control and experimental groups by
using Matching Method. The researcher matched the respondents based on their score in a pre-
test given to them. This was done in order to ensure that participants in control and experimental
groups are as similar as possible. According to Shadish (2002), quasi-experimental designs
identify a comparison group (control group) that is as similar to the treatment group
(experimental group) in terms of baseline (pre-intervention) characteristics.
Proposed Innovation/Intervention/Strategy
The proposed intervention in this study was the integration of science concept-based
songs in teaching. The researcher adopted the tune of some popular music such as “I don’t

wanna know by Marron 5”, “Live while we’re young by One Direction”, “That what makes us
beautiful by One Direction”, “Sidekick by Dawin”, “Cheerleader by OMI”, and “Dessert by
Dawin”. The lyrics of these songs were set into science contents based on the topics under
human body system.
Concept-based music can be used as mnemonic device that helps pupils memorize or
recall ideas. Farnsworth (as cited by Bennett, 2002) states that when music is used as a
mnemonic device, it can facilitate learning. A recent study by Yee Pinn Tsin (2015) showed that
songs may enhance learning as they function as mnemonic devices to increase memorability. In
his research, songs based on the more difficult subtopics in Chemistry were composed,
encompassing many formulas, equations and facts to be remembered. It was found in this study
that students understood and retained key information better. In addition, songs added variety to
classroom learning experiences, lowered students’ stress levels, increased enjoyment and
engaged students more effectively by catering for students with different learning styles.
Instruments
Teacher-made pre-test and post- test was used as instrument of this study. To make the
instrument reliable, it was subjected to reliability measurement. Prior to the conduct of the study,
the instrument was administered to 20 pupils of other grade 6 class. The responses in each item
were checked for internal consistency using Cronbach Alpha. Based on the Cronbach Alpha of
.856, the instrument has a good internal consistency. Thus, the teacher-made pre-test and post-
test that was used in this study was reliable.

Data Collection Procedure
Pre-test was administered to both the experimental and control groups in order to find out
the prior knowledge of participants about the lessons and to measure their present performance
level.
After that, the experimental group was taught of the science lessons for a period of four
weeks (S6LT-IIa-b-1, S6LT-IIc-d-2) and science concept-based songs were integrated in the
instructions as supplemental activity. The control group received the same instructions, however,
science concept-based songs were not integrated. A posttest was administered to both control and
experimental groups in order to measure their level of performance after the study. Results of the
pretest and posttest were compared using statistical tools to test the hypotheses of the study.
Ethical Considerations
Prior to the implementation of the study, parental consents of participants were secured by
the researcher. Only those pupils with parent’s permission were allowed to participate in the study.
Data Analysis
The data were tested for normality using the Shapiro-Wilk Test for Normality. This was
done in order to determine if parametric test such as t-test can be used to treat the data. The table
1 below shows the results of normality test of data. As shown in the table, the p-values of .859,
3.73, 442, and .145 were greater than .05 level of significance. It means that the data do not
significantly deviate from the standard normal distribution. Thus, parametric test can be used to
statistically treat the data for this study.

Table 1
Test of Normality of Data
Shapiro-Wilk
Groups Test p-value Description
Control Group Pre-test .859 Normal
Post-test .373 Normal
Experimental Group Pre-test .44 Normal
Post-test .145 Normal
Independent Samples T-test was used to compare the pre-test and post-test scores of the
control group and experimental group. The same was used to determine the difference between
the performance (gain scores) of the control group and experimental group.
Discussion of Results
A. Level of Performance of Control and Experimental Group in the Pre-test

The table 2 shows the level of performance of Control and Experimental group in the pre-
test. The control group obtained a mean score of 12.81 with a standard deviation of 3.12 while
the experimental group got a mean score of 13.31 with a standard deviation of 3.38. The data
revealed that pupils from control and experimental group did not meet the expectations in the
pre-test.
Table 2
Level of Performance of Control and Experimental Group in the Pre-test
Groups Mean SD Description
Control 12.81 3.12 Did not meet expectations
Experimental 13.31 3.38 Did not meet expectations

B. Level of Performance of Control and Experimental Group in the Post-test
The table 2 presents the level of performance of Control and Experimental group in the
post-test. As shown in the table, the pupils in the control group had a fairly satisfactory level of
performance in the post-test with obtained mean score of 24.06 and standard deviation of 5.13.
On the other hand, pupils in the experimental group had a very satisfactory level of
performance in the post-test with obtained mean score of 32.35 and standard deviation of 3.92.
Table 3
Level of Performance of Control and Experimental Group in the Post-test
Groups Mean SD Description
Control 24.06 5.13 Fairly Satisfactory
Experimental 32.25 3.92 Very Satisfactory
C. Difference between the Pre-test Scores of Control Group and Experimental Group
Table 4
Difference between the Pre-test Scores of Control Group and Experimental Group
Groups Mean t-value p-value Decision Interpretation
Control 12.81 .434 .667 Accept Ho Not Significant

Experimental 13.31
Table 3 shows the difference between the pre-test scores of control group and
experimental group. This was conducted in order to determine if both groups of pupils have the
same level of performance before the conduct of the study.

As shown in the table, the control group obtained a pre-test mean score of 12.81 while the
experimental group had a pre-test mean score of 12.31.
Since the p-value of .667 was greater than the assumed level of significance of .05, the null
hypothesis was accepted. There was no significant difference between the pre-test scores of
control and experimental group. It can be concluded that pupils both in control and experimental
group have the same level of performance before the conduct of the study.
D. Difference between the Post-test scores of Control Group and Experimental Group
Table 5
Difference between the Post-test scores of Control Group and Experimental Group
Control 24.06 5.070 .000 Reject Ho Significant

Experimental 32.25
Table 4 presents the difference between the post-test scores of control group and
experimental group. This was conducted in order to determine effects of using the intervention
and the traditional approach in the level of performance of pupils in both groups.
As shown in the table, the control group obtained a post-test mean score of 24.06, while
the experimental group had a post-test mean score of 32.25.
Since the p-value of .000 was less than the assumed level of significance of .05, the null
hypothesis was rejected. Thus, there was a significant difference between the post-test scores of
control and experimental group.
As reflected in the obtained post-test scores, pupils in the experimental group performed
better than the control group. The higher post-test score of pupils in the experimental group can

be attributed to the effect of using concept-based songs in teaching. With the integration of songs
in the instruction, the teaching and learning process became more fun for pupils. As song can be
effectively used to improve attention and memory (Paquette & Rieg, 2008), it helped the pupils
to be highly motivated and recall the science concepts they learned.
E. Difference between the Gain Scores of Control Group and Experimental Group
Table 6
Difference between the Gain Scores of Control Group and Experimental Group
Control 11.25 5.38 .000 Reject Ho Significant

Experimental 18.93
Table 5 shows the difference between the gain scores of control group and experimental
group after the study. The mean gain score of the control group was 11.25 while mean gain score
of the experimental group was 18.93.
Since the p-value of .000 was less than the assumed level of significance of .05, the null
hypothesis was rejected. Thus, there was a significant difference between the gain scores of
control and experimental group after the study. It implies that the improvement in the level of
performance of pupils in the experimental group was significantly greater than the improvement
in the control group. It can be due to the integration of science concept-based songs in teaching.
According to Lynch (2007), integrating music in instructions has a goal of improving learning as
it helps kids learn concepts, ideas, and facts that are new to them.

Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. Pupils from both groups had a performance level of "did not meet the expectations" before the
study.
2. After the study, pupils in the control group performed "fairly satisfactory" while pupils in the
experimental group performed "very satisfactory".
3. There was no significant difference between the pre-test scores of pupils in the control and
experimental group, thus, pupils from both groups have the same level of performance before the
conduct of the study.
4. There was a significant difference between the post-test scores of pupils in the control and
experimental group, therefore, pupils in the experimental group performed better than pupils in
the control group after the study.
5. The improvement in the level of performance of pupils in the experimental group was
significantly greater than the improvement in the control group. With this, it can be concluded
that integrating science concept- based songs was effective in improving pupils’ retention and
recall of science concepts.
Recommendations
In view of the findings of the study, the following recommendations are given:
1. Since it was found out that the science concept-based songs that were used in this study were
effective in improving the level of performance of grade 6 pupils, teachers may utilize these

readily available science concept-based songs in teaching topics in science, specifically, the
human body system.
2. Since music helps pupils in recalling concepts they learned, teachers may also compose other
concept-based songs for different subject areas.
3. School Administrator should provide trainings-workshop for their teachers to utilize or
integrate other form of arts in teaching for this can capture pupils’ interest and make learning
more fun.
4. Similar study on the integration of music may be conducted for other subject areas and with a
larger number of participants to ascertain the validity of this study.
Plan for Dissemination and Utilization
A District Learning Action Cell (DLAC) will be conducted by the researcher in order to
disseminate the results of the study and distribute the science concept-based songs used in the
study. In addition, the researcher with the help of some music enthusiast teachers will conduct a
mini-workshop on composing concept-based songs for science and other subjects. This will help
teachers compose songs that they can use in teaching lessons in different subject areas.
Action Plan
Objectives Activities People Involved Target Date

1. Improve the quality Studio Recording Researcher December 2017-
of science concept – March 2018
based songs used in Pupils
this study
2. Request for a Meeting Researcher March 2017
possible LAC session
with fellow teachers Presentation of Data Teachers
for sharing of the final
output School Head
3. Suggest district Discussion Researcher May 2018
wide presentation of

the final research Sharing Teachers

output
Presentation of Data
4. Request for the Discussion Researcher June 2018-

possible school use of March 2019
science concept- Teachers
based songs that were School Head
developed in this
study
5. Compose other Readings Researcher June 2018-
concept-based songs March 2019
for other subject areas Composing Fellow Teachers
6. Conceptualize Research Researcher June 2018-

another proposal that March 2019
will focus on the Readings
effects of integrating
other forms on arts in
teaching
Financial Report
Particulars Amount
A. Implementation of the Approved
Research Proposal
 Supplies and Materials for
P2,000.00
Conducting Research
 Local Transportation for
Validation/Pilot Testing of P1,000.00
Instrument and Gathering Data
 Communication P1000.00
 Reproduction of Research
P2,000.00
Instruments and Intervention
 Food Allowance P2,000.00
 Reproduction of Final Copy of
P2,000.00
Research Paper
B. Results Dissemination
 District/Cluster Research
P2,000.00
Congress/Colloquium
Grand Total P12, 000.00

References
Bennett, S. (2002). Musical Imagery Repetition (Masters Thesis). Cambridge University. Retrieved
February 21, 2017, from http://www.seanbennett.net/music/essays.html
Creswell, J. (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Los
Angeles, California: Sage.
DepEd. (2012). K to 12 Curriculum Guide- Science (Grade 3 to 10). Pasig City, Philippines.
Dimitroy, D. M., & Rumrill, P. D. (2003). Pretest-Posttest Designs and Measurement of Change. Work: A
Journal of Prevention, Assessment and Rehabilitation, 159-165.
Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (2007). Taking Science to School: Learning and
Teaching Science in Grades K-8. Washington DC: National Academic Press.
Gardner, H. (1999). Multiple Intelligences for the 21st Century. New York: NY: Basic Books (Perseus
Books Group).
Garner, A. (2009). Teaching Strategies for Audition in Children. Music Educatirs Journal, 46-50.
Jones, J. (2010). The Role of Music in Your Classroom. Music Curriculum.
Lynch, P. (2007). Making Meaning Many Ways: An Exploratory Look at Integrating the Arts with
Classroom Curriculum. Art Education Magazine, pp. 33-38.
Paquette, K., & Rieg , S. (2008). Using Music to Support the Literacy Development of Young English
Language Learners. Early Childhood Education Journal, 227-232.
Salcedo, C. S. (2010). The Effects of Songs in the Foriegn Language Classroom on Text Recall, Delayed
Text Recall and Involuntary Mental Rehearsal. Journal of College Teaching & Learning, 19-30.
Tsin, Y. P. (2015). Composing Songs for Teaching Science to College Students. Universal Journal of
Educational Research 3(10):, 724-726. Retrieved February 20, 2017, from http://www.hrpub.org
Yee Pinn Tsin, I. (2015). Composing Songs for Teaching Science to College Students. 10(3). Universal
Journal of Educational Research. doi:10.13189

Appendix A
“Instrument”
Pre-test
Table of Specification
Topic Item Placement Total Item Percentage

Musculo-Skeletal 14, 16, 17, 18, 24, 39 6 15%
System
Integumentary 19, 20, 21, 22, 23, 25 6 15%

System
Digestive System 31, 32, 33, 34, 36, 40 6 15%
Respiratory System 7, 8, 9, 10, 11, 12, 13, 8 20%

35
Circulatory System 6, 26, 27, 28, 29, 30 6 15%
Nervous System 1, 2, 3, 4, 5, 15, 37, 8 20%

38
TOTAL 40 100%
Instructions: Read each item carefully. Choose the letter that corresponds of your answer.
1. It is considered as the commander of all system, it controls our emotions and all our actions.
a. circulatory system
b. digestive system
c. nervous system
d. integumentary system
2. Part of the nervous system that consists of the brain and the spinal cords.
a. central nervous system
b. peripheral nervous system
c. brain
d. nerves
3. Part of the nervous system that consists of the nerves which send messages to your brain.
c. Sensory nerves

d. Motor nerves
4. It sends messages from the body to the brain.

c. Sensory nerves
d. Motor nerves
5. It sends messages from the brain to the body.

c. Sensory nerves
d. Motor nerves
6. What type of blood vessels carries blood away from the heart?
a. Veins
b. Arteries
c. Capillaries
d. Alveoli
7. This is the main organ of the respiratory system that delivers oxygen to blood and body parts.
a. Trachea
b. Lungs
c. Esophagus
d. Bronchioles
8. The gas exchange is taking place between__________ and __________.

a. Lungs- Trachea
b. Nose- Mouth
c. Alveoli- Bronchioles
d. Alveoli- Capillaries
9. The air enters your body through the __________.

a. Nasal Cavity
b. Nostrils
c. Trachea
d. Pharynx
10. What comes inside your body when you inhale?

a. Nitrogen
b. Carbon Dioxide
c. Oxygen
d. Carbon Monoxide

11. What do we breathe out when we exhale?

a. Nitrogen
b. Carbon Dioxide
c. Oxygen
d. Carbon Monoxide
12. This is where our vocal cords can be seen.

a. Pharynx
b. Epiglottis
c. Larynx
d. Trachea
13. Which is the correct pathway of air in the lungs?

a. Nostrils- Nasal Cavity- Pharynx- Larynx- Trachea- Bronchus-
Bronchiole- Alveoli
b. Nostrils- Pharynx- Nasal cavity- Larynx- Bronchus- Bronchiole-
Trachea- Alveoli
c. Nostrils- Larynx- Pharynx- Nasal Cavity- Trachea- Bronchiole-
Bronchus- Alveoli
d. Nasal Cavity- Pharynx- Larynx- Nostril- Bronchus- Pharynx- Nostril-
Larynx
14. What system of the human body allows us to move and gives our body support.
a. Digestive System
b. Musculoskeletal System
c. Nervous System
d. Circulatory System
15. This system protects our internal organs.

a. Skeletal System
b. Nervous System
c. Integumentary System
d. Digestive System
16. It keeps our bones in place and allows its movement.

a. skin
b. bones
c. muscles
d. nerves
17. __________ connect muscles to bones.

a. Ligaments
b. Cartilage
c. Nerves

d. Tendons
18. __________ connect bones to bones.

a. Ligaments
b. Cartilage
c. Nerves
d. Tendons
19. Layer of the skin where new cells are being born/ produced.
a. Epidermis
b. Dermis
c. Subcutaneous Fats
d. Melanin
20. The color of your skin depends on the amount __________ in your epidermis.
a. Hair Follicles
b. Melanin
c. Sweat Glands
d. Dead Cells
21. This layer of skin where blood vessels and nerve endings can be found.
a. Epidermis
b. Dermis
d. Melanin
22. This can be found in the dermis which produces sebum.

a. Hair Follicles
b. Melanin
c. Sweat Glands
d. Oil Glands
23. This can be found at the subcutaneous fats where hair starts to grow.
a. Hair Follicles
b. Melanin
c. Sweat Glands
d. Oil Glands
24. A muscle that can be found at the subcutaneous fats that causes our hair to stand or
Goosebumps.
a. Biceps
b. Tendons
c. Erector pili

d. Ligaments
25. This system makes up our skin and consists of three parts- epidermis, dermis and subcutaneous
fats.
a. Skeletal System
b. Nervous System
d. Digestive System
26. What is the circulatory system?

a. The body’s breathing system
b. the body’s system of nerves
c. the body’s food- processing system
d. the body’s blood- transporting system
27. What do red blood cells need?

a. Blood
b. Oxygen
c. Other cells
d. Carbon dioxide
28. What type of blood vessels carries blood back to the heart?
a. Veins
b. Arteries
c. Capillaries
d. Alveoli
29. What is the function of the blood vessels and capillaries?

a. They pump blood to the heart
b. They filter impurities from the blood
c. They carry blood to all body parts
d. They carry messages from the brain to the muscles
30. What is the organ of the circulatory system pumps blood all throughout the human body?
a. Heart
b. Veins
c. Arteries
d. Capillaries
31. It is the process of absorbing food.

a. ingestion
b. digestion
c. circulation

d. breaking
32. Digestion starts in your__________.

a. stomach
b. small intestine
c. large intestine
d. mouth
33. What is a digestive system?

34. When the food is done with our stomach it enters to a passage called __________ where it is
further being mixed with digestive juices.
a. stomach
b. small intestine
c. large intestine
d. mouth
35. What part of the respiratory system is known as the wind pipe?
a. Trachea
b. Lungs
c. Bronchial tubes
d. Bronchioles
36. Digestion is finally completed at what part of the body?

a. small intestine
b. stomach
c. pancreas
d. large intestine
37. Identify which among the following is an involuntary movement.

a. running
b. jumping
c. beating of the heart
d. talking
38. What is the largest part of the brain?

a. Cerebrum
b. Cerebellum
c. Medula Oblongata

d. Nerves
39. The integumentary system collects chemical wastes and excretes them as
a. amino acids
b. feces
c. sweat
d. urine
40. This is where undigested food is temporarily stored. It reabsorbs most of water and mineral
a. small intestine
b. stomach
c. pancreas
d. large intestine

Post-test
Table of Specification
Topic Item Placement Total Item Percentage

Musculo-Skeletal 14, 15, 16, 17, 18, 24 6 15%
System
Integumentary 4, 19, 20, 21, 30, 34, 6 15%

System 40
Digestive System 29, 31, 32, 33, 35, 37 6 15%
Respiratory System 2, 5, 9, 10, 11, 12, 13, 8 20%

36
Circulatory System 1, 23, 24, 26, 27, 28 6 15%
Nervous System 3, 6, 7, 8, 22, 38, 39 8 20%
TOTAL 40 100%
Instructions: Read each item carefully. Choose the letter that corresponds of your answer.
1. What type of blood vessels carries blood away from the heart?
a. Veins
b. Arteries
c. Capillaries
d. Alveoli
2. This is the main organ of the respiratory system that delivers oxygen to blood and body parts.
a. Trachea
b. Lungs
c. Esophagus
d. Bronchioles
3. It is considered as the commander of all system, it controls our emotions and all our actions.
a. circulatory system
b. digestive system
c. nervous system
d. integumentary system
4. This can be found at the subcutaneous fats where hair starts to grow.
a. Hair Follicles

b. Melanin
c. Sweat Glands
d. Oil Glands
5. The gas exchange is taking place between__________ and __________.

a. Lungs- Trachea
b. Nose- Mouth
c. Alveoli- Bronchioles
d. Alveoli- Capillaries
6. It sends messages from the body to the brain.

c. Sensory nerves
d. Motor nerves
7. It sends messages from the brain to the body.

c. Sensory nerves
d. Motor nerves
8. Part of the nervous system that consists of the nerves which send messages to your brain.
c. Sensory nerves
d. Motor nerves
9. The air enters your body through the __________.

a. Nasal Cavity
b. Nostrils
c. Trachea
d. Pharynx
10. What comes inside your body when you inhale?

a. Nitrogen
b. Carbon Dioxide
c. Oxygen
d. Carbon Monoxide
11. What do we breathe out when we exhale?

a. Nitrogen

b. Carbon Dioxide
c. Oxygen
d. Carbon Monoxide
12. This is where our vocal cords can be seen.

a. Pharynx
b. Epiglottis
c. Larynx
d. Trachea

a. Nostrils- Nasal Cavity- Pharynx- Larynx- Trachea- Bronchus-
Bronchiole- Alveoli
b. Nostrils- Pharynx- Nasal cavity- Larynx- Bronchus- Bronchiole-
Trachea- Alveoli
c. Nostrils- Larynx- Pharynx- Nasal Cavity- Trachea- Bronchiole-
Bronchus- Alveoli
d. Nasal Cavity- Pharynx- Larynx- Nostril- Bronchus- Pharynx- Nostril-
Larynx
14. This system protects our internal organs.

a. Skeletal System
b. Nervous System
d. Digestive System
15. It keeps our bones in place and allows its movement.

a. skin
b. bones
c. muscles
d. nerves
16. __________ connect muscles to bones.

a. Ligaments
b. Cartilage
c. Nerves
d. Tendons
17. A muscle that can be found at the subcutaneous fats that causes our hair to stand or
Goosebumps.
a. Biceps
b. Tendons
c. Erector pili
d. Ligaments

18. __________ connect bones to bones.

a. Ligaments
b. Cartilage
c. Nerves
d. Tendons
19. The color of your skin depends on the amount __________ in your epidermis.
a. Hair Follicles
b. Melanin
c. Sweat Glands
d. Dead Cells
20. This can be found in the dermis which produces sebum.

a. Hair Follicles
b. Melanin
c. Sweat Glands
d. Oil Glands
21. Layer of the skin where new cells are being born/ produced.
a. Epidermis
b. Dermis
d. Melanin
22. Part of the nervous system that consists of the brain and the spinal cords.
c. brain
d. nerves
23. What is the circulatory system?

24. What system of the human body allows us to move and gives our body support.
a. Digestive System
b. Musculoskeletal System
c. Nervous System

d. Circulatory System
25. What is the organ of the circulatory system pumps blood all throughout the human body?
a. Heart
b. Veins
c. Arteries
d. Capillaries
26. What type of blood vessels carries blood back to the heart?
a. Veins
b. Arteries
c. Capillaries
d. Alveoli
27. What is the function of the blood vessels and capillaries?

a. They pump blood to the heart
b. They filter impurities from the blood
c. They carry blood to all body parts
d. They carry messages from the brain to the muscles
28. What do red blood cells need?

a. Blood
b. Oxygen
c. Other cells
d. Carbon dioxide
29. It is the process of absorbing food.

a. ingestion
b. digestion
c. circulation
d. breaking
30. The integumentary system collects chemical wastes and excretes them as
a. amino acids
b. feces
c. sweat
d. urine
31. This is where undigested food is temporarily stored. It reabsorbs most of water and mineral
a. small intestine
b. stomach
c. pancreas
d. large intestine
32. Digestion starts in your__________.

a. stomach
b. small intestine
c. large intestine
d. mouth
33. What is a digestive system?

34. This system makes up our skin and consists of three parts- epidermis, dermis and subcutaneous
fats.
a. Skeletal System
b. Nervous System
d. Digestive System
35. When the food is done with our stomach it enters to a passage called __________ where it is
further being mixed with digestive juices.
a. stomach
b. small intestine
c. large intestine
d. mouth
36. What part of the respiratory system is known as the wind pipe?
a. Trachea
b. Lungs
c. Bronchial tubes
d. Bronchioles
37. Digestion is finally completed at what part of the body?

a. small intestine
b. stomach
c. pancreas
d. large intestine
38. Identify which among the following is an involuntary movement.

a. running
b. jumping

c. beating of the heart

d. talking
39. What is the largest part of the brain?

a. Cerebrum
b. Cerebellum
c. Medula Oblongata
d. Nerves
40. This layer of skin where blood vessels and nerve endings can be found.
a. Epidermis
b. Dermis
d. Melanin

Appendix B
“Consent Letters”
Petsa:___________________
Minamahal na Magulang;
Pagbati ng kapayapaan!
Ako po si G. Benjie M. Manila, guro ng inyong anak sa asignaturang Science sa ika-anim na
baitang. Ako po ngayon ay nag sasagawa ng isang pagaaral o action research tungkol sa epekto
ng paggamit ng Science Concept-Based Songs sa Performance ng mga magaaral sa ika-anim na
baitang ng ating Paaralan.
Isa po ang inyong anak sa mga napili na lumahok sa nasabing pag-aaral. Kayo po ay makatitiyak
na ang pagsali ng inyong anak sa pag-aaral na ito ay hindi makakaapekto sa iba pa niyang mga
asignatura at gawain sa paaralan.
Mangyari po lamang na pakisagutan ang Consent Form sa ibaba upang ipahayag ang inyong
pagsang-ayon o hindi pagsang-ayon sa pakikilahok ng inyong anak sa nasabing pananaliksik.
Lubos na Gumagalang,
BENJIE M. MANILA
Ako si ___________________________________, magulang ni _________________________

(Pakilagyan po ng tsek)
ay pumapayag
ay di- pumapayag
na sumali ang aking anak sa nasabing pag-aaral/pananaliksik na isinasagawa ni G. Benjie M.
Manila.
__________________
LAGDA NG MAGULANG

Appendix C
“Declaration of Anti-Plagiarism and Absence of Conflict of Interest”
DECLARATION OF ANTI-PLAGIARISM
1. I, BENJIE M. MANILA, understand that plagiarism is the act of taking and using another’s
ideas and works and passing them off as one’s own. This includes explicitly the whole work of
another person and/or using some parts of their works without proper acknowledgement and
referencing.
2. I hereby attest to the originality of the research proposal and has cited properly all the references
used. I further commit that all deliverables and the final research study emanating from this
proposal shall be of original content. I shall use appropriate citations in referencing other works
from various sources.
3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education (insert grant
mechanism)
PROPONENT:
____________________________________
PRINTED NAME: BENJIE M. MANILA
SIGNATURE: _______________________
DATE: _____________________________

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I, BENJIE M. MANILA, understand that conflict of interest refers to situations in which

financial or other personal considerations may compromise my judgment in evaluating,
conducting, or reporting research.
2. I hereby declare that I do not have any personal conflict of interest that may arise from the
application and submission of my research proposal. I understand that my research proposal may
be returned to me if found out that there is conflict of interest during the initial screening as per
(insert RMG provision).
3. Further, in case of any form of conflict of interest (possible or actual) which may inadvertently
emerge during the conduct of my research, I will duly report it to the research committee for
immediate action.
4. I understand that I may be held accountable by the Department of Education and (insert grant
mechanism) for any conflict of interest which I have intentionally concealed.
PROPONENT:
____________________________________
PRINTED NAME: BENJIE M. MANILA
SIGNATURE: _______________________
DATE: _____________________________

Appendix D
“Science Concept-Based Songs”
1. I Just Wanna Know (Musculoskeletal System)

Music: I Don’t Wanna Know- Maroon 5
Lyrics: Benjie M. Manila and Honeybert G. Dayanan
Chorus:
I Just wanna know know know know
What’s making me move move move move
And giving me form form form form
Musculoskeletal
What’s making me strong strong strong strong
And gives me support oh support
Musculoskeletal…. I just wanna know
Verse:
Muscles keeps the bones in place and guide it as it moves
Skeletal system protects internal organs
Phosphorus, calcium it stores.
Refrain:
Smooth, skeletal and cardiac muscles
Are the three main types of Muscular system
Smooth muscles are attached to our organs
Skeletal to bones, cardiac to our hearts
Chorus:
Musculoskeletal
Refrain:
Ligaments attach, bone to other bone
While tendons attach, muscle to the bones

To allow motion different bones connect

By the joints that are connected to other bones
Verse:
And every time I move, yeah
Cartilage and joint, muscles and bones, ligaments tendons, oohh
All working together to support and bind tissues and organs together.
Chorus:
Musculoskeletal
2. Your Skin Looking Young (Integumentary System)

Music: Live While We’re Young- One Direction
Lyrics: Benjie M. Manila and Honeybert G. Dayanan
Verse:
Your skin has three layers, has three layers
C’mon and let me tour you out
Hey, new cells are being born, cells are being born
At the bottom all the time
Yeah, it is called Epidermis like a skin cell factory, now you know it too.
Yeah, and it slowly going up, going up to the top, then they’ll die
Chorus 1:
The skin lightens or darkens coz of melanin
The more of melanin your skin, your skin gets dark
The less of melanin, your skin will get lighter
And this melanin protects you from sun
Verse:
Dermis has blood vessels and nerve ending
Messages sent to the brain
It also ha-s oil glands/ produces sebum it makes you sti-cky and sweat
oh, all Sweat glands make up sweat. It travels out from holes, called pores
Chorus 2:
Subcutaneous Fats protect your bo-nes and organs

It also helps to ma-ke o-ur body warm
Hair follicles are found where hair will grow
erector pili that gives you Goosebumps
Bridge:
And oh, you and I is covered by skin – dark or light
Integumentary system, Integumentary system!
Chorus 3:
Integumentary system that makes up our skin
Dermis, epidermis, subcutaneous Fats
The-se thre-e la-yers are the parts
From sun protect it, so you can look young!
3. That What Makes Us Living (Respiratory System)

Music: That What Makes You Beautiful
Lyrics: Benjie M. Manila
Verse:
From the Nostrils, the air enters
Then it goes to the nasal cavity
Then to pharynx and to larynx
This is where vocal cords can be seen
Ref: everyday we breathe but we can’t see it
We breathe in oxygen
Chorus:
Respiratory system’s main organ is the lung
Delivers oxygen to blood and body parts
When we exhale we breathe out carbon dioxide
You now know o-oh
Respiratory system 0-oh
That what makes us living
Verse:
Then the windpipe, the trachea
Is divided to two bronchial tubes
Each narrows to smaller tubes
The bronchioles that hold the alveoli
Ref: the gas exchange is taking place
Between capillaries and alveoli
Chorus:
Respiratory system’s main organ is the lungs

Delivers oxygen to blood and body parts

When we exhale we breathe out carbon dioxide
You now know o-oh
Respiratory system 0-oh
That what makes us living
4. Pump It (Circulatory System)

Music: Sidekick- (Dawin)
Lyrics: Benjie M. Manila, Ryan Gimena and Jerome M. Manila
Verse:
I’m a red-blood cell
Heading for the heart
Inferior vena cava where my journey starts
My oxygen’s level’s low ‘cause it’s been used
Not only when you move oh
Refrain:
Let’s go to right atrium
Called the chamber number one
For deoxygenated blood
Now to the right ventricle
Called the chamber number two
Pulmonary arteries I’ll go
Chorus:
My heart continues pumping,
Pumping, pumping
Come on let’s cheer up
Pump it, pump it, pump it
‘cause it turns up your spirit,
Spirit, spirit
The process just repeated,
repeated, repeated
repeat this process pump up
Instrumental

Pumping, pumping


Spirit, spirit
repeated, repeated
yeah we pump this thing up
Verse
From smaller arteries to lung capillary
Where CO2 goes out and O2 enters me
My path back to the heart is pulmonary vein
Left atrium I’m in oh
Refrain:
Then to the left ventricle
Called the chamber number 4
That will send me to aorta
From there to any artery
And to all capillaries
‘cause circulation is heart’s mission
Chorus:
Pumping, pumping
Spirit, spirit
repeated, repeated
Instrumental

Pumping, pumping
Spirit, spirit
repeated, repeated

Verse:
And now you must know
The heart is important
That everything you eat affects it very much
By eating healthy foods and daily exercise
Will make your heart….
Chorus:
Pumping, pumping
Spirit, spirit
repeated, repeated
Instrumental

Pumping, pumping
Spirit, spirit
repeated, repeated
5. Digestion Leader (Digestive System)

Music: Cheerleader- Omi
Verse:
Do you know
what digestion is?
The process of absorbing
Food’s nut-rition yeah yeah
Well it starts in our mouth

When the food is being chewed

Then it travels to the pharynx

And then right next to the path
Esophagus
Refrain:
Then to stomach
Food are chummed and mixed up
Do you feel more like of eating
‘Cause I’m full
Now so,, really cause
Chorus:
Oh I think now on how
Digestive System Works
It absorbs all the food’s nutrition
Verse:
When the food’s
Done with stomach
It enters to a passage called
Small intestine yeah yeah
Where it’s further being mixed

With our digestive juices
All the nutrients absorbed
By testine walls
As the strength of body
Refrain:
Foods that are left
Is passed through large intestine
Where the water is absorbed back to body
And the waste goes out
Chorus

Instrumental
Verse:
Oh digestive parts are the best
We must love and care for it
it’s the only system that
Will give us nutrition
Do not let yourself starve

Make the right selection
Of the things you eat
Oh healthy food would be the best yeah
Chorus
6. The Brain (Nervous System)

Music: Dessert-Dawin
Verse:
Let’s talk about Nervous System
Commander of all systems
Controls our emotion. Our balance and all actions
It’s composed of two main parts
Peripheral and the central
It’s composed of two main parts
Peripheral and the central
Verse:
The central nervous system
Consists of brain and spinal cord
Controls involuntary
and voluntary moves

Refrain
Cerebrum for senses
Cerebellum do what’s best
Let medulla work, take rest
Part of brain that tells you
What you gonna
What you gonna do the brain will tell
Chorus:
Do that thi-thi-think that, do do do that- 3x
What you gonna
What you gonna do
The brain will tell
Instrumental
Verse:
Let’s talk about Peripheral
Nervous system that carry messages
Information they receive
carried to the brain by sensory nerves
like when you taste something

messages will be sent to your brain
like when you touch something
messages will be sent to your brain
Verse:
Next one’s called the motor nerves
they carry instructions
From your brain to the body
It tells the body to action
Sensory sends messages
From the body to the brain
Motor nerves send messages
From the brain to the body
Bonus Track: Let it Flow (Urinary System)

Music: Frozen OST
Lyrics: Benjie Manila
Verse:

My blood flows down to my kidneys tonight

To be filtered, be urine
Kidneys are bean shaped organs, with tiny Nephrons filtering
Each nephron surrounds capillaries- glomerulus
Then narrows into a long coiled tubule
Ref: don’t let them in, don’t let them see

Or else sphinc-ter muscles will control
Urination, it will not flow
And know I know
Chorus:
Let it flow
Let it flow
bladder can’t hold my urine no more
Let it flow
Let it flow
Fluid wastes need to go
Urinary System, Excretory System
Let my pee rage on
The smell never bothered me anyway
Verse 2
The wastes and extra water, will combine to make urine
Then it enters two small tubes, these are called the ureters
It’s time to see, where it will flow

Ureters then urinary bladder
When it is full, it’s time to flow
Urethra
Chorus:
Let it flow
Let it flow
Let it flow
Let it flow
Let my pee rage on
(Instrumentals)
Bridge:
Drink plenty of water to keep you hydrated
But if you don’t you’ll be dehydrated and that not good

Eat healthy food and not junk foods and salty foods
I’m drinking fluids, and it makes my bladder full
Finale:
Let it flow
Let it flow
Let it flow
Let it flow
Let my pee rage on
The smell never bothered me anyway

Appendix E
“Lesson Plan”
Lesson Plan for Musculo-Skeletal System

Objectives:
- explain how the organs of each organ system work together
(S6LT-IIa-b-1)
-explain how the different organ system work together
(S6LT-IIc-d-2)
Subject Matter (Lesson 1):

The Skeletal System (Parts and its function)
A. Science Concepts
-Bones protect the vital organs inside the body
-Bones provide anchor or support to the muscles.
-Bones Produce blood cells.
Values: The skeleton is the framework of the body in some ways as population is the
framework of a nation. When the framework is strong, the nation is strong. It is
important that each individual that composes a nation must be strong
B. Materials:
A model of a human skeletal system (if available) or enlarged picture of the human
skeletal system.
Musculo-Skeletal System Song
References:
Project EASE Module 10 (Musculo-Skeletal System)- Downloaded from the LRMDS
Procedure:
A. Preparatory Activities:
1. Show a picture of carpenters/ builders building a house.

(Why do builders put up a wood/steel frame for a house? Why are there aluminum frames in an
umbrella? The wood/steel frame supports the walls and roof of a house just as the aluminum frame
supports the umbrella. These frames which provide support are also known as framework.
Animals have a framework similar to the framework of a home. The framework in animals is called the
skeleton. In animals, the framework has muscles attached to it instead of walls or roof.)
B. Presentation and Activities
1. Let the Pupils do this activity
Knowing the Functions of the Bones

Prepare the following materials:
Paper doll
Piece of wire as tall as the paper doll
Masking or adhesive tape
Procedure:
1. Cut a paper doll and make it stand on the table.
2. Attach the paper doll to the wire using the adhesive tape.
3. Bend the wire in different directions and observe what happens to the paper doll.
Answer the following questions:
a. Did the paper doll stand on its own?
b. Did the paper doll stand when it was attached to the wire? Why or why not?
c. What function did the wire play in relation to the paper doll?
d. What happened when you bent the wire in different directions?
e. What part of the body can be compared to the wire in this activity?
f. What help does the backbone offer in bending?
2. Present the Musculo-Skeletal System Song
Concept Formation:
a. Teacher will present the parts of skeletal system using a chart.
Generalization:
What does the skeletal system made of?
What are the functions of skeletal system?

(The skeletal system provides form and support to the body. Without a skeleton you would not
be able to walk, talk, or lift objects. There would be little protection to your brain and internal organs. In
fact, without bones you would be a formless being. Bones serve the following functions: Protect the vital
organs inside the body, provide anchor or support to the muscles, produce blood cells).
Play the Musculo-Skeletal Song and ask the pupils to sing along with it.
Evaluation:
Answer the questions with the group mates.
1. Why do we have a skeleton?
2. How do we take good care of our skeletal system?

The Skeletal System (Parts and its function)
A. Science Concept/Idea:
-Skeletal system enables you to move
- A joint is an area where one bone meets another bone.
- Kinds of Joints
Values: The strength of a chain is in its weakest link. This implies that we must protect all the
joints in our body, because if one of them is weak, the whole body is affected.
B. Materials:
Enlarged pictures of the different kinds of bones and skeletal system
References:
Procedure:
 Review
What do you call the framework of the body?
What are the two parts of the human skeletal system?
- Motivation
Ask the pupils to stand and let them do the different movements.

Play the musculo-skeletal song and let them sing along with it.
B. Presentation:
a. Show them the enlarged picture or model of the skeletal system. Let them observe the
bones.
b. Show the pictures of the different kind of joints and their names. Let the pupils move
their parts of the body where certain joint is found.
Concept Formation:
a. Teacher explains the various joints, the location and the movements of the joints.
b. Prepare a chart by group to summarize the learning about how the skeletal moves the
body and how the bones are connected to each other.
c. Presentation per group regarding the chart
Generalization:
Based on the activity, how does the skeleton move?
Application:
Imagine that your arms are made up of a long bone without joint. Stretch your arms
this time and fold them. Can you do that without the joints? Why?
The class will sing the song -Musculo-skeletal system song
Evaluation:
Identify the joint which allows the following movements:
_____ 1. A girl turns her head to the left without turning her body.
_____ 2. The dancers sway their hips around as they perform their number.
_____ 3. Myrna wiggles her thumb. It tilts in different directions.
Assignment:
Construct a model of leg or arm by a hinge joint, using cardboard and a round fastener.
Demonstrate how it moves.

Muscular System (Kinds of Muscle)
-Muscles are attached to bones
- Types of Muscles
a. Voluntary Muscles
b. Involuntary Muscles
c. Cardiac Muscles

Values: Like muscles, there are happenings in our lives that we can and cannot control. We
can only be accountable for those that we can control; but we must be ready to accept
those that we cannot.
B. Materials:
Picture of the different muscle cells/ kinds of muscles
References:
Procedure:
 Review
What do bones protect?
 Checking of Assignment
 Motivation
Introduce the lesson by showing the picture of a muscleman. Ask, what are the
bulges you see in his arms and legs?
Show a picture of a muscle. Identify some important parts of it and its function.
Presentation:
a. Relate the motivation to the lesson
c. Group them and let them draw the muscles
d. Each group reporter will describe the muscles.
Concept Formation:
a. Teacher will discuss the different types of muscles.
Generalization:
Describe the different types of muscles.
Let the pupils sing the Musculo-Skeletal System Song.
Application:
Put your right hand on the center of your chest and feel your heart beat. Do you think
you can control the beating of your heart? What type of muscle does the heart have?
Evaluation:
Enumerated below are various bodily functions and activities. Using your own body,
observe and name the type of muscle or muscles involved in each function/activity. The
muscles can either be voluntarily or involuntarily or both.
Bodily Function/Activity Type of Muscle
1. Jumping, running, jogging
2. Winking of the eye
3. Breathing
4. Speaking

Assignment:
Identify the kind of muscle in each of the following.
_____ 1. leg muscles
_____ 2. heart muscles
_____ 3. small intestine
_____ 4. blood vessel
_____ 5. arm muscle

Muscular System (Muscles are connected to bones)
- Muscles work in pairs
- The contraction of one muscle bends a joint, while it pair is relaxed
- The muscle that bends a joint is called a flexor
- The muscle that straightens a joint is called an extensor
Values: Muscles can only produce the desired motion of the body when they act in opposition.
This is the essence of true democracy.
B. Science Processes:
Observing, demonstrating and communicating
C. Materials:
Arm model or a leg model (How Do Muscles Cause Body Movements)
References:
Procedure:
 Review
What are muscles?
Name and describe each type of muscles
 Sing Musculo-Skeletal System Song
 Motivation
Refer to the picture of the muscleman. Call someone to do the pose done by the
muscleman in the picture.

Ask the pupil about their observation in the arms of the volunteer pupil.
Presentation:
a. Request everyone to stand and do the pose of the muscle man in the picture
b. Let them feel the contraction of muscles in their arms, then legs.
c. Teacher discusses how muscles are connected to bones and how they work.
d. Group them and let them create gracious movements of their body and explain how
muscles work.
Concept Formation:
a. Let the pupils describe the relationship of the following terms:
Contract – Relax
Flexor - Extensor
Generalization:
How do muscles cause body movements?
Let the pupils sing Musculo-Skeletal System Song
Application:
Everybody please place your hands at the back of your nape. Bow your head slowly,
what can you say about the muscles you can feel with you hands at the back of your nape?
Evaluation:
Write five examples of activities to show that the skeletal and muscular systems work
together
1.
2.
3.
4.
5.
Assignment:
Explain how muscles make bones move.

Lesson Plan for Integumentary System

Objectives:
(S6LT-IIa-b-1)
(S6LT-IIc-d-2)
Subject Matter:
Integumentary System
A. Science Concepts
- The skin, together with its accessory organs, constitutes the integumentary system. It is
composed of different types of membranes – the serous membranes, mucous membranes,
the cutaneous membrane and the synovial membranes
B. Materials:
A model of integumentary System
Video of Integumentary System
Integumentary System Song
References:

Project EASE Module 8 (Integumentary System)- Downloaded from the LRMDS
Procedure:
1. Show a picture of a factory. Ask the pupils: what is a factory? What is happening inside
a factory?
Relate the factory to integumentary system.
Your body is like a factory, constantly building new materials and producing waste products such as
smoke, solid garbage, and dirty water. Waste products must be removed if a factory is to continue
operating
Your body makes and excretes waste products similar to those in a factory. First, carbon dioxide waste is
removed by the respiratory system. Second, the solid waste, or feces, is excreted by the digestive system.
It is the third type of waste that is especially dangerous to the body--chemical waste products. Most of
the body’s chemical waste products contain nitrogen. Wastes with nitrogen in them are poisonous and
must be removed from the body as quickly as possible.
B. Presentation and Activities
1. Let the Pupils watch a video presentation about the integumentary system.
Ask the following questions:
-What is the main function of the integumentary system?
-What are the parts of the integumentary system? (Describe and give its function)
2. Present the Musculo-Skeletal System Song
Generalization:
What does the integumentary system made of?
What are the functions of the integumentary system?
Activities:
Do you eat pork chop? Which part do you eat? What do you notice about the outer covering? Is it
tough? Why it is so? Now, look at the diagram of the human skin and compare its layers to those in the
pork chop. Are there similarities?

Complete the table below with the correct answer.
The Three Major Types of Body Wastes
Type Example System used

Gaseous wastes _______________ _______________
Solid wastes _______________ _______________
Chemical wastes _______________
Evaluation
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. 3.The waste that comes out of our skin after playing hard is
g. carbon dioxide c. perspiration
h. feces d. urine
2. When we get wet by the rain, we find droplets of rainwater on our skin. This effect is made
possible by this gland.
a. oil c. subcutaneous
b. sebaceous d. sweat
3. Which of the following is an important function of the evaporation of perspiration in our body?
a. responds to body temperature c. responds to sensation to touch
b. responds to pressure d. responds to various stimuli
4. When you cut your nails you don’t feel pain. This shows that it is
a. attached to the skin c. a part of the skin
b. a dead cell d. a living cell
5. When you pull a strand of your hair from your head it is painful. Why?
a. The dead part of the hair is found at its tip.
b. Hair strand secretes oil.
i. Layers of new hair cells are being pulled
j. Nerve endings and capillaries are part of the base of the hair.

Assignment:
Draw and label the parts of the integumentary system.
Lesson Plan for Digestive System

Objectives:
(S6LT-IIa-b-1)
(S6LT-IIc-d-2)
Subject Matter:
The Human Digestive System

- The digestive system is the body system in charge of changing the food we eat into a form
that can be used in the body.
- The mouth, esophagus, stomach, small and large intestine, rectum and anus are the parts
of digestive system.
- Accessory organs of the digestive system are the salivary glands, liver, gall bladder and
pancreas.
- The mouth is the start of the process of digestion.
- All parts of the digestive system help in the conversion of the foods into basic substances
that can be either absorbed in the bloodstream as nutrients or passed out of the body
wastes.
Values: A system is made up of individual parts that work together as a team.
Materials:
Model of a human torso or enlarge illustration of the parts of the digestive system
Picture of popular basketball players
Picture of different foods
References:
DLP Module 14 Downloaded from the LRMDS
The New Illustrated Family Medical and Health Guide pp. 228-230
Digestive System Song
Procedure:
 Motivation
Show the children the picture of different foods. Ask them:
1. Name the foods you see. What is your favorite food from the picture and why?
2. What do foods give us?
Presentation:
1. Show the pupil the model or pictures of the digestive system.
2. Let the class see and name all picture of digestive system.
Concept Formation:
1. Present the Digestive System Song and ask:
1. How digestive system works? What is the main function of digestive system?
2. What parts of the digestive system are mentioned in the song?
2. The teacher identifies the digestive system and informs the pupils about its importance.
Generalization:
What are the parts of the digestive system?
What are the function of digestive system?
Let the pupils sing the digestive system song.

Application:
Show the class a picture of the popular basketball players in the country today. Ask
them the following questions.
1. Who are the persons in the picture?
2. Are they popular? Why?
Relate this situation to the lesson by telling that the digestive system is composed
of different parts that work together, just like basketball players who work as a team to
win. So in every group work, the participation of each member is really necessary.
Evaluation:
Identify and describe the main organs of the digestive system.

Lesson Plan for Respiratory System

Objectives:
(S6LT-IIa-b-1)
(S6LT-IIc-d-2)

Respiratory System (Parts and Functions)
A. Science Concepts:
- The respiratory system is composed of the body parts for inhaling and exhaling air.
- The main organs of the respiratory system are the nasal cavity, pharynx,
larynx, trachea, bronchi, and lungs.
B. References:
Science for Daily Use, pp. 23-27
Science for Daily Use, Teacher’s Manual, pp. 10-11
C. Materials:
A diagram of respiratory system
Stopwatch or wrist watch with a second hand
Audio- visual of Respiratory song
Learning Activities
A. Motivation
Have the pupils inhale and exhale. Have them observe the movements of
their chest.
Ask: Does your breast expand when air comes inside while inhaling?
Does the breast return to its normal size when the air goes outside
while exhaling?
B. Presentation
1. Have the pupils measure their breathing rate
- Place your hand on your chest. Observe your breathing.
- Take a deep breath. Observe the movement of your chest.
- Count your breathing rate for fifteen (15) seconds using your
stopwatch. To count one
breath, consider upward and downward movement of your chest.
- To determine your breathing rate for one minute, multiply your
breathing rate for 15
seconds by four (4).
- Place your index finger under your nose as you breathe in and
breathe out.

- Press your nose and inhale. Release your hand immediately.

Ask:
- How does your chest move as you breathe?
- Compare the behavior of your chest during normal and deep
breathing.
- Is there something given off when you exhale? What is it? What do
we get when we
inhale? (Carbon Dioxide when we exhale and oxygen when we breath
out)
- What happens when you close the passage of air by pressing your
nose? Does your
chest move? Why?
- What is one breathing cycle?
2. Have the pupils identify the parts and functions of the respiratory system and describe
their functions.
- Examine the parts of the respiratory system as shown in the diagram
- Referring in their textbook, have them label the parts of the respiratory system
- Divide the class into three and have each group label the table below with the
appropriate data.
Part Function
- Let them present their output.
3. Generalization
a. What comes inside our body when we breathe in?
b. What is being released out of our body when we breathe out?
c. What are the major parts of the respiratory system?
d. What is the function of each part?
- Present the Respiratory Song, let the pupils have a copy of the lyrics and sing along
with it.

Application
Now you know that the respiratory system takes care of our breathing. Air is very
important for our respiratory system to function. How can we have a clean air to exhale?
Evaluation:
Labeling the parts of the respiratory system
Assignment:
Draw the organs of the respiratory system in your notebook and label its parts.

Mechanism of Breathing
Science Ideas:
Air is taken in and pushed out by the ribs and the diaphragm.
The diaphragm is an organ that aids in breathing. It is a muscular organ
located across
the bottom of the chest.
Science Process Skills: Observing, communicating, inferring, making model
References:
Science for Daily Use, pp. 28-30
Science for Daily Use, Teacher’s Manual, pp. 11-13
Materials:
Materials in Making Respiratory system Model
Diagram of respiratory system and gas exchange
Audio- visual of respiratory song
Learning Activities
A. Review
Ask the pupils to name the parts of the respiratory system.
B. Checking of Assignment
C. Motivation:
Instruct the pupil to close their lips tightly and pinch their nose so that no air can enter
the lungs. Then instruct them to breathe in and out. Have them feel the lower part of
their ribs.
Ask: "Can you feel diaphragm going up and down?"
Tell them that they will find out how air is forced in and out of their lungs.
D. Presentation
1. Divide the class into four groups
2. Have the pupils construct a model of respiratory system

3. Let them do and answer the activity below.
What you need
An empty drink bottle (clear, without sport cap)
Drinking straw
Balloon
Water Balloon (or another normal size balloon)
Scissors
Tape
Small piece of blu-tac or plasticine
Instructions
Step 1
Rinse out your bottle with clean water and remove the label. With
help from an adult cut off the bottom 1/4 to 1/3 of your bottle.
Ask your adult to make a hole in the centre of the lid.

This can be done in a couple of ways either by being very careful
with a pair of sharp scissors, or by using a drill.
Step 2
Carefully tape the water balloon over one end of the straw and try to
make sure that no air can escape between them. Feed the straw
through the lid of the bottle and screw the lid on. It is also a good
idea to put some blutac or plasticine around the hole where the straw

goes in to make a seal.

Now cut off the top of your other balloon and discard the top part.
Step 3
Now you need to stretch your balloon over the bottom of your bottle
tightly. For this you might need someone to help you by holding the
bottle. Once the balloon is stretched tightly, tape it in place sealing
the edge.
Your model lung is now complete!
Step 4
To see your model lung work you need to pull down on the balloon
at the bottom and if you watch the water balloon you can see it
inflate. If you let go of the balloon or push it back in you can see it
deflate.
Questions:
1. What happens to the balloon inside the bottle as you pull down the balloon at the bottom?
2. What happens to the balloon inside the bottle as you let go or push back the balloon at the
bottom?
3. What does the balloon at the bottom represent?
4. What does the balloon inside the bottle represent?
Conclusion:
We therefore conclude that_______________________________
4. Let them present their works.

5. Present a diagram and ask the pupils to trace the path of inhaled air inside the body
6. Show a diagram showing where and how gas exchange takes place.
3. Generalization
a. What happens to our lungs when we breathe in? breath out?
b. What happens to our diaphragm when we breathe in? breathe out?
c. What is the pathway of inhaled air inside our body?
d. What is gas exchange and where does it take place?
- Play the Respiratory song and let the pupils sing along with it.

Application
Now that the pupils have made their lung model, have them explain the mechanism of
breathing.
Have them display their chest-lung model.
Evaluation:
Choose the letter of the best answer.
1. What happens to your diaphragm when you exhale?

a. it relaxes
b. it relaxes and contracts
c. it contracts
d. it absorb air
2. What happens to your diaphragm when you inhale?

a. it relaxes
b. it relaxes and contracts
c. it contracts
d. it absorb air
3. When does your rib cage move downward?

a. during inhalation
b. during exhalation
c. during inhalation and exhalation
d. during expectoration

a. nostrils- nasal cavity- pharynx- larynx- trachea- bronchus- bronchiole- alveoli
b. nostrils- pharynx- nasal cavity- larynx- bronchus- bronchiole- trachea- alveoli
c. nostrils- larynx- pharynx- nasal cavity- trachea- bronchiole- bronchus- alveoli
d. nasal cavity- pharynx- larynx- nostril- bronchus- pharynx- nostril- larynx
Assignment:
Draw the respiratory system, draw arrows to trace the movement of air as one inhales and
exhales.

Lesson Plan for Circulatory System

Objectives:
(S6LT-IIa-b-1)
(S6LT-IIc-d-2)
Subject Matter:
Functions of the Circulatory System
A. Science Concepts/Ideas:
- Specific functions of the circulatory system are:
 Carry oxygen and digested food to all cells of the body
 Carry carbon dioxide, water and other wastes to the respective excretory organs
 Permits white blood cells and anti-bodies to travel to places where they are needed to
fight off foreign bodies/ invaders
 Helps regulate and maintains body temperature
- The organs of the circulatory system are: heart, blood, blood vessels, lymphatic system.
Values: Appreciation of the works of the circulatory system.
B. Materials:
Chart of the circulatory system; Cut-out pictures
Circulatory System Song
References:
Teacher's Module
Science & Health 6 by Jessie A. Villegas
Procedure:
A. Preparatory Activity:
1. Review:
Describe what a body system is.
B. Developmental Activities:
1. Present the digestive system
What are the parts? Give the function of each part.
2. Presentation
Activity:
Divide the class into three groups. Provide each group with cut parts of the
circulatory system and strip of papers with written function of each part of the system.
Let the pupils do these:

1. Examine the drawing/pictures.
2. Put them together to form a body system.

a. What body system was formed?
b. What organs are found in the body system that you formed?
3. Read the statements on the strips of paper and infer the function of each body organ
by matching the strips with the drawing.
What is the relationship of these organs to the body system?
4. Write answers on a sheet of paper.
5. Check your inferences with answers found in the module.
3. Concept Formation
 Class will come up with their definition or circulation.
 Give parts of the circulatory system
 Give the function of the organs of the circulatory system
 Sing the Circulatory System Song
Evaluation:
Match the function with the part.
1. heart a. carry oxygenated blood to the body tissues
2. blood b. transport medium of the body
3. blood vessels c. pumping organ
4. lymphatic system d. responsible in introducing anti-bodies into the blood stream
Assignment:
What causes blood to circulate?

Lesson Plan for Nervous System

Objectives:
(S6LT-IIa-b-1)
(S6LT-IIc-d-2)

Organs of the Human Nervous System
 The human nervous system has three major parts: the brain, the spinal cord, and the
nerves.
 The brain and the spinal cord make up the central nervous system.
 The brain is located in the cranium or skull, is responsible for the processing, sending
and receiving the signals that control the body.
 The spinal cord in the spinal column serves as the main highway for these signals.
 The network of nerves all over the body makes up the peripheral nervous system.
Values:Parts are as important as a whole
B. Materials:
Big illustration of the nervous system showing the three major parts
References:
ALS Accreditation and Equivalency Learning Material- Nervous System Downloaded
from LRMDS
Procedure:
1. Review
What are the different systems of the body?
What does each system have?
What system regulates all other systems?
1. Motivational Activity
When you eat, why can you tell the taste of the food you're eating?
What tells your tongue the taste?
Why can you tell the color or shape of a certain object?
Presentation
Activity 1
Group the pupils.

Give each group jigsaw puzzle of the nervous system with the parts.
In the form of a contest, let the pupils arrange the jigsaw puzzle of the nervous
system.
Activity 2
Read the following.
The human body is made up of cells, tissues, and organs that perform numerous,
complex, but well-coordinated tasks, such as voluntary and involuntary movements,
thinking, memory and speech. It is obvious that the body must have some kind of
central communication network to control, regulate and coordinate all these activities.
Present the Nervous System Song and let the pupils sing along with it.
Concept Formation
 What is the communication network of our body?
 What are the three main parts of the nervous system?
 Where is the brain found?
 What is the function of the brain?
Evaluation:
Identify where each part of the nervous system is located.
1. Brain
2. Spinal Cord
3. Nerves
Assignment:
Draw in your drawing booklet the nervous system.
Write 2 to 3 sentences about it.

Parts of the Human Brain
 Man is supreme over all living things primarily because of his brain.
 The brain enables him to see, hear, feel, smell and taste. It is the seat of all thoughts,
emotions, imaginations, and intelligence.
 The brain enables man to perform all conscious and sub-conscious tasks; to experience
all unconscious acts, such as breathing, digesting food, perspiring, dreaming, etc.
 The human brain has a very complex structure. Its three major parts are: the cerebrum,
the cerebellum, and the medulla oblongata.
 The cerebrum is the largest portion of the brain.
 The cerebrum is divided into: the right hemisphere and the left hemisphere.

 The cerebrum controls mental processes such as thinking, memorizing and decision-
making.
 The cerebellum is also known as the little brain.
 The medulla oblongata is located at the base of the skull in front of the cerebellum.
Values:Respecting others; Being grateful for having a brain
B. Materials:
Drawing of the human brain showing its parts
Nervous System Song
References:
from LRMDS
Procedure:
1. Checking of assignment
2. Review:
Name Game
It is found in the skull.
It is protected by the spinal column. It is all over the body.
Make up the central nervous system. It is the main highway of all signals.
It is responsible for processing, sending, and receiving the signals that control the
body.
Memory Game
Show some pictures to the class. Then remove. Let them name the pictures they
remember.
How many pictures did you remember?
What makes you remember them?
2. Presentation
Activity 1
Show the illustration of the human brain.
Show also the sample brain of a pig. Let them describe the sample.
a. How big is the brain?
b. What covers the brain?
Touch the surface of the brain. How, does it feel?
Cut the brain crosswise.
Compare the brain with the illustration.
Read the following:
Man is supreme over all living things primarily because of his brain. The brain
enables him to see, hear, smell, feel and taste. It is the seat of all thoughts, emotions,

imaginations, and intelligence. It enables him to perform all conscious and

subconscious tasks; to experience all unconscious acts, such as breathing, digesting
food, perspiring, dreaming, etc. The human brain has a very complex structure. Its three
major parts are: the cerebrum, the cerebellum, and the medulla oblongata.
Sing the Nervous System Song and ask the following:
What are the parts of the brain?
Where is the cerebrum found?
What are the functions of the cerebrum?
What is the cerebellum?
4. Application
What makes you remember the names of people, events, and places?
What gives you the ability to solve problems?
What controls the vital functions of the heart, stomach, diaphragm and esophagus?
Evaluation:
Craw the picture of the brain. Color the cerebrum red, the cerebellum green, and the
medulla blue. Write the functions of each part opposite label.

How the nervous system works
 Nerve impulse is actually a combination of chemical and electrical changes that start
from a stimulus at the end of a nerve fiber.
 A stimulus can be a light, heat pressure, chemical substance or a sound that canbe
perceived by any of the senses.
 The nerves that carry nerve impulses from the organs of the body to the brain and spinal
cord are called afferent or sensory nerves.
 The nerves that carry messages from the brain back to the organs of the body via the
spinal cord are called efferent of motor nerves.
B. Materials:
Flashcards, Pictures and Nervous System Song
References:
from LRMDS
Procedure:

1. Sing the Nervous System Song and ask some questions about the parts and functions
of the Nervous System
Ask pupils to get a partner. Then let them pinch each other. Then ask.
What did you feel? Why did you feel it? Where did the pain come from?
2. Presentation
Activity 1
Read the following
Nerve impulse is actually a combination of chemical and electrical changes that
start from a stimulus at the end of a nerve fiber. A stimulus can be a light, heat pressure,
chemical substance, or sound that can be perceived by any of the senses. The impulse
travels from one neuron to another over the length of the nerve fiber. When the
dendrites are stimulated, the neuron becomes positively charged inside and negatively
charged outside. This difference in electrical charge causes a movement of ions through
the cell membrane and travels through the length of the nerve cell as a wave. As the
signal reaches the end of an axon, it causes the axon to release the substance called
neurotransmitters. This substance diffuses through synapse to the dendrites of the next
neuron and begins a new impulse through that neuron... and so on from one neuron to
another.
Activity 2
Sing the Nervous System Song and show how the Nervous System Works
a. Sensory nerves receive impulses.
b. Sensory nerves send the messages to the brain through the spinal cord.
c. Brain interprets the message.
What is a nerve impulse?
Give examples of stimulus?
What nerves receive the impulse?
What sends it to the brain for interpretation?
Evaluation:
Rearrange the following steps how the nervous system works.
_____ Brain interprets the message.
_____ Sensory nerves send the message to the rain through the spinal cord
_____ Motor nerves bring the information back to the muscles and glands.
_____ Motor nerves receive the impulse.
_____ Brain sends the message to the motor nerves through the spinal cord.
Assignment:
How the nervous system works?

Note: Same lesson plan will be used for the control group. However, science content-based songs
will not be integrated in the instructions.

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Running Head: INTEGRATION OF SONGS IN TEACHING SCIENCE 6 1

Integration of Songs in Teaching Science 6:

Its Effectiveness in Science Concept Formation

Benjie Modelo Manila

Sto. Niño Biaan Elementary School/ Mariveles District

SCHOOLS DIVISION OF BATAAN

Quasi-Experimental design, particularly, the Matching-Only Pretest-Posttest Control

SCHOOLS DIVISION OF BATAAN

implementation and writing the final output.

participation and cooperation

guidance throughout this endeavor and in everything in my life.

SCHOOLS DIVISION OF BATAAN

Title Page ....................................................... 1

Table of Contents ....................................................... 4

Context and Rationale …………………………………... 7

Research Questions …………………………………... 8

Significance of the Study ....................................................... 9

Scope and Limitations ....................................................... 10

Type of Research ....................................................... 11

Sampling Method ....................................................... 11

Proposed Innovation/Intervention ....................................................... 11

Data Collection Procedure ....................................................... 13

Ethical Considerations ....................................................... 13

Data Analysis ....................................................... 13

Discussion of Results ....................................................... 14

Plan for Dissemination and Utilization....................................................... 19

SCHOOLS DIVISION OF BATAAN

Action Plan ………………………………… 19

Financial Report ....................................................... 20

C. Declaration of Anti-Plagiarism and Absence of Conflict of Interest

D. Science Concept-Based Songs

SCHOOLS DIVISION OF BATAAN

1 Normality Test of Data ....................................................... 14

2 Level of Performance of Control and

3 Level of Performance of Control and

4 Difference between the Pretest Scores of

5 Difference between the Posttest Scores of

6 Difference between the Gain Scores of

SCHOOLS DIVISION OF BATAAN

Context and Rationale

Music is one of the essential components to a child’s cognitive development (Jones,

recall of science concepts or information.

memory, and enhance abstract thinking (Paquette & Rieg , 2008).

SCHOOLS DIVISION OF BATAAN

recall of science concepts will be improved by integrating science concept-based songs in

teaching science lessons.

retention and recall of science concepts among grade 6 pupils.

Specifically, it intended to answer the following questions:

before the study?

experimental group in the pre-test?

experimental group in the post-test?

The following null hypotheses were tested:

experimental group in the pre-test.

SCHOOLS DIVISION OF BATAAN

experimental group in the post-test.

Significance of the Study

The findings of this study may prove useful to the following:

Pupils. Since education is centered on the learners, any advancement or innovation to

This may lead to better enthusiasm in learning the science subject.

them in teaching different subject areas.

School Administrators and Supervisors. Result of this investigation may encourage

Municipality of Mariveles. Any educational improvement will benefit the municipality of

municipality or the quality of life of the every Marivelean.

selection of methods, techniques, and strategies that need to be reinforced.

8. The gas exchange is taking place between and .