QUARTER 2

Science G6
 Republic Act 8293, section 176 states that: No copyright
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The Editors

PIVOT 4A CALABARZON Science G6

PIVOT 4A Learner’s Material
Quarter 2
Second Edition, 2021

Science
Grade 6

Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead
Cecilia M. Cervantes, Marilou Ilano & Teresita N. Salcedo
Content Creator & Writer
Jhonathan S. Cadavido & Job S. Zape Jr.
Internal Reviewer & Editor
Ephraim L. Gibas & Sonny Bhoy Flores
Layout Artist & Illustrator
John Albert A. Rico & Melanie Mae N. Moreno
Graphic Artist & Cover Designer
Ephraim L. Gibas
IT & Logistics

Rubie Sajise, De La Salle University

External Reviewer & Language Editor

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Francis Cesar B. Bringas

PIVOT 4A CALABARZON Science G6

 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings

of the learners, to understand how the materials and activities are used in
the new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in Science as prescribed by the
Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed grade-
level knowledge, skills, attitude, and values at your own pace outside the
normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities in your notebook;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON Science G6

 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
knowledge as regards content and skills required
What is new for the lesson.

What I know This part presents activities, tasks and contents

of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

not know and what he/she wants to know and
What is in learn. Most of the activities and tasks simply and
directly revolve around the concepts of
developing mastery of the target skills or MELC/s.
What is it

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

him/her to real life situations/tasks that shall:
What I can do ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
him/her fully understand the target skills and
What else I can do concepts .

This part brings the learner to a process where

What I have learned he/she shall demonstrate ideas, interpretation,
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
part encourages him/her in creating conceptual
What I can achieve structures giving him/her the avenue to integrate
new and old learnings.

This module is a guide and a resource of information in understanding the

Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and through other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON Science G6

WEEKS Different Organs of the Body
1-2 Parts and Function
of Musculo-Skeletal System
Lesson
I
The skeletal system is the framework of the body. It is composed of
bones, bone marrow, joints, cartilage, and ligaments. The bones support
and give shape to the body. The bone marrow produces red blood cells.
The joint is a place where two bones meet. The cartilage covers the bones
with a fluid to make the movement easier. Ligaments are connective
tissues that holds the joints together.

The Musculo-Skeletal System is Cranium

like a frame. It gives your body shape Face
Skull

and support. It supports your body as

Clavicle (collar
you move. Some bones protect some Scapula
vital parts or internal organs of your Sternum
Ribs
body. Some bones enable the body to Humerus (“funny” bone)

make different movement. The bone Vertebrae

Coxal bone (hip)
forming the head is the skull or Ulna
Radius
cranium. It is like a built-in helmet Carpal bones (wrist)
made up of eight bones that have Metacarpal bones
Phalanges
grown together. The skull protects the
Femur
brain. It is hard and strong but it can
be cracked if it receives a severe blow. Patella (knee cap)

The jawbones support the teeth

Tibia
and gums enabling us to bite and chew Fibula
our food. The backbones or the spinal Tarsal bones (ankle)
column holds your head and body Metatarsal bones
straight. It consist of 26 separate bones Phalanges

called vertebrae with disk made of cartilage. The cartilage prevents these
bones from hitting each other when you move. The vertebrae protect the
spinal cord. There are 7 cervical, 12 thoracic, 5 lumbar 1 sacrum and 1
coccyx vertebrae. If you look closely at one vertebra you will see a hole in
its center through which the spinal cord passes. The vertebrae are
separated by cartilage which prevents these bones from hitting each other
when you move. The backbone protects the spinal cord. Your backbone is
your main support.
The vertebrae in your backbone let you move in different ways. The
skeletal system serves many important functions; it provides the shape and
form for the body, support and protection, allows bodily movement,
produces blood for the body, and stores minerals.

PIVOT 4A CALABARZON Science G6 6

 Humans are born with over 300 bones; however, many bones fuse
together between birth and maturity. As a result, an average adult skeleton
consists of 206 bones. The number of bones varies according to the method
used to derive the count. While some consider certain structures to be a
single bone with multiple parts, others may see it as a single part with
multiple bones.
There are five general classifications of bones. These are long bones,
short bones, flat bones, irregular bones, and sesamoid bones. The human
skeleton is composed of both fused and individual bones supported by
ligaments, tendons, muscles and cartilage. It is a complex structure with
two distinct divisions; the axial skeleton, which includes the vertebral
column, and the appendicular skeleton.

D
Learning Task 1: As you start exploring the subject, answer the
following questions. Write your answers on your answer sheet.
I 7
1 M
I M R 6
G U D N 4 8
N K
S 9 E V O S E E
O
2 R A C
M T
10 E P R C E
N
5 C L R T
A
3 S R Y

Across
2. Filters and eliminates liquid wastes; regulates water balance.
3. Enables gas exchange with the blood
5. Enables movement, maintains posture and can store energy.
9. Senses external environment and communicates with and activates
other parts of the body.
10. Produces gametes and supports development.
Down
1. Allows ingestion and breaks down food so that nutrients can be absorbed.
4. Provides mechanical support; stores minerals and produces red
blood cells.
6. Protects the body's internal environment and stores fat.
7. Enables the transport of nutrients, gasses and wastes to and from cells.
8. Secretes hormones into the bloodstream for regulation of cellular activities.

7 PIVOT 4A CALABARZON Science G6

 E
Learning Task 2: Use the word below to identify parts of the skeleton.
Write your answers on your answer sheet.
J

A K

B
L

C M

D
O

Bone Vocabulary HUMAN SKELETON

1. Skull 9. Metatarsals/ Foot Bones

2. Femur/ Upper Leg Bone 10. Fibula
3. Shoulder Joint 11. Tibia
4. Rib Cage 12. Humerus/ Upper Arm Bone
5. Patella/ Knee Cap 13. Radius
6. Spine 14. Ulna
7. Clavicle/ Collar Bone 15. Metacarpals/ Hand Bones
8. Pelvis

A
Match the parts of the skeletal system in Column A with the functions in
Column B. Write your answers on your answer sheet.

Column A Column B
1. Skull A. the inner layer of the bone that contains yellowish
substance which manufacture blood cells in the body
2. Spinal column B. protects the spinal cord
3. Bone marrow C. a rigid case that protects the brain
4. Hinge joint D. allows movement in all direction
5. Ball and socket E. allows movement in one direction
PIVOT 4A CALABARZON Science G6 8
 Parts and Functions
of the Integumentary System
I Lesson

Integumentary is one of the systems which play an important role in

the body. It is made up of different organs that we cannot live without.
Objectives:
At the end of the lesson you should be able to:
Describe the fu n ct io n s of the in t egu men t a ry syst e m
Identify the parts of the integumentary system and its parts

The Integumentary is an organ system

consisting of different parts. It has a set of
important functions in the body. The
following are the important functions of this
organ system.
It acts as a barrier to protect the body from
the outside world.
It protects the body against diseases
It helps retain body fluids.
It eliminates waste products in the body in
the form of sweat, oil, and wax.
This system is also made up of different parts namely skin, hair, nails, and
endocrine glands.

SKIN
It is the largest organ of the body but only a few millimeters thick. It
forms body’s outer covering. It protects the body from chemicals, diseases,
ultraviolet rays of the sun and physical damages. It is the body’s first line
of defense.
It is divided into 3 sub-parts namely epidermis, dermis, and
hypodermis.
A. Epidermis. It is the outermost layer of the skin that covers almost
the entire body surface. It is the thinnest layer of the skin. It also
provides a waterproof barrier for the body and creates the skin tone.
It is made up of special cells called keratinocytes.
B. Dermis. It is a deeper layer of the skin found beneath the epidermis
and the thickest layer of the skin. It also gives the skin strength and
elasticity. It is made up of dense irregular connective tissue , nervous
tissue, blood, and blood vessels.
C. Hypodermis. It is the deepest layer of the skin. It is made up of fats
and connective tissues which attaches the skin from other parts.

HAIR. It is an accessory organ of the integumentary system. It aids in a

person’s social functioning. It is made up of columns of tightly packed dead
keratinocytes and is found and scattered all over the body. It is divided into
different parts namely hair follicle and hair bulb.
9 PIVOT 4A CALABARZON Science G6
 A. Hair follicle
It anchors the hair into the skin.
It regulates hair growth.
It opens the sebaceous glands.
It lets the oil and wax from the body to go out.
B. Hair bulb
It forms the base of the hair follicle.
It is made up of living cells that divide and grow to build the hair shaft.
It modifies hair growth and structure at different times of life.

NAILS. It covers the tips of the fingers and toes. It is also an accessory
organ of the integumentary system that is made up of sheets of hardened
keratinocytes. It protects the fingers and toes from environmental damage.
It is made up of several parts namely nail plate and nail cuticle.
A. Nail plate
It is the actual fingernail.
It is made up of translucent keratin.
B. Cuticle
It is a layer of clear skin located at the bottom edge of the fingers
and toes.
EXOCRINE GLANDS. It helps produce body sweat, oil and wax,
helps cool down the skin surface, helps protect the skin and
moisturizes the skin surface. It is divided into 2 parts namely
sebaceous gland and sweat gland.
A. Sebaceous gland
A small-oil producing gland found in the dermis.
It is attached to the hair follicles.
It produces oil ,sebum, and waxy substance.
B. Sweat Gland
It is a small tubular structure of the skin that produce sweat
found in the dermis and goes out of the skin pores.

D
Learning Task 1: Complete the sentences in the paragraph. Write your
answers on your answer sheet.

The ______________ is a part of the integumentary system which

covers almost the entire body. Another part of it is the ______ which is an
accessory organ that is made up of layers of dead keratinocytes. Another
accessory organ of the integumentary system is the _____________ which is
found at the end of the fingers and toes. The exocrine glands have 2 parts,
these are the ___________ glands and the _______________ which produces
the sweat and sebum respectively.
PIVOT 4A CALABARZON Science G6 10
E
Learning Task 2: Match Column A with Column B. Write your answers
on your answer sheet.
COLUMN A COLUMN B
1. Hair shaft A. The thickest layer of the skin
2. Cuticle B. Produces the sebum or oily
3. Dermis C. substance
4. Nail Matrix D. Seen above the scalp
5. Sebaceous Gland E. Protects the nails from bacteria
F. The area where nails start to grow

Learning Task 3: Fill in the crossword puzzle with the correct answers.
Use the given clues below. Write your answers on your answer sheet.

ACROSS
The outermost layer of the skin
It anchors the hair into the skin
DOWN
The innermost layer of the skin
The thickest layer of the skin
An accessory organ found at the tip of fingers and toes
The oily substance produce in the sebaceous glands

11 PIVOT 4A CALABARZON Science G6

 A
Answer the questions below. Write the letter of the correct answer
on your answer sheet.

1. What is the thinnest and outermost layer of the skin?

A. dermis
B. epidermis
C. sebaceous gland
D. sweat gland

2. Which of the following is the function of the integumentary system?

A. It serves as the barrier of the body from physical damage.
B. It protects the body against UV rays.
C. It is the body’s outer covering
D. All of the above

3. Which of the following is an accessory organ of the integumentary

system that is made up of columns of tightly packed dead keratinocytes
found all over of the body?
A. skin
B. hair
C. nails
D. exocrine glands

4. Which part of the integumentary system is an accessory organ that is

made up of sheets of hardened keratinocytes?
A. skin
B. hair
C. nails
D. exocrine glands

5. Which part of the integumentary system do the sweat, oil, and wax go out?
A. skin
B. hair
C. nails
D. exocrine glands

PIVOT 4A CALABARZON Science G6 12

 Parts and Function of Digestive System WEEK
3
Lesson
I
Digestion is the process of breaking down food into nutrients
which the body uses for energy, growth and cell repair. It consists
mainly of a long muscular tube called the digestive tract. This starts at
the mouth, continues via the esophagus and stomach, to the intestines
and ends at the anus.
The system also relies on the pancreas, liver and gall bladder to
help digest the foods.
Organs of Digestion

Mouth. It is the first part of the digestive system

composed of teeth and the tongue. The tongue and
the teeth are involved in the digestion of food in the
mouth. There are different kinds of teeth and they
perform different functions in the digestion process.
Incisors. The front teeth with sharp edges for
biting and cutting the food.
Canine. The pointed teeth which grip and tear the food.
Premolars. They crush and grind the food.
Molars. The flat teeth used for chewing the food.
Esophagus. It is a long muscular tube that connects the pharynx to the
throat then to the stomach. The walls of the esophagus is lined with
smooth muscles that contracts rhythmically to move the food through the
digestive system in the process of peristalsis.
Stomach. It is a large J-shaped organ at the end of the esophagus, on the
left side of the body. The capacity of the stomach is 50ml when empty and
can expand up to 2 to 4 liters when full. The end of the stomach has a
sphincter muscle that closes and opens to allow the flow of food from the
esophagus to the stomach.
Small intestine. It is the long-coiled tube connected from the stomach. If
it is stretched, it is about seven meters long. It has villi, small like finger
projection that protrude in the lining of the intestinal wall to increase the
absorptive area. The absorption of the nutrients occurs in the small
intestine with the help of villi.
There are three parts of the Small Intestine:
Duodenum. It is the upper part which measures 20 cm. connected to
the stomach
Jejunum. It is about 2.5 meters long.
Ileum. It is the longest part, half coiled through the abdominal cavity
The last 20 or 30 centimeters of the colon are called rectum.
Large intestine or colon. It is a large coiled tube attached to the end of
the small intestine. It is only about 1.5 meters long, which includes the
colon, rectum, and appendix and twice as wide as the small intestine. The
last 20 or 30 centimeters of the colon are called rectum.

13 PIVOT 4A CALABARZON Science G6

D
Learning Task 1: Identify the organs of digestion being described. Select
your answer from the list. Do this on your answer sheet.
mouth esophagus stomach
large intestine small intestine

_____ 1. a long coiled connected from the stomach.

______2. a long muscular tube that connects the pharynx to the throat to
the stomach.
______3. a large J-shaped organ at the end of the esophagus, on the left
side of the body.
______4. Is the first part in the digestive system composed of teeth and
the tongue.
______5. a large coiled tube attached to the end of the small intestine.

E
Learning Task 2: Place the events in the correct order. Number each
sentence 1-5.
___ 1. Food ends up in the small intestine.
___ 2. Food is chewed up.
___ 3. Food is in the large intestine.
___ 4. Food travels through the esophagus.
___ 5. Food waste leaves the body.

A
Choose the letter of the correct answer. Do this on your answer sheet.
1. Which moves the food from the esophagus to the stomach?
A. swallowing C. peristalsis
B. fluid D. digestion
2. It is the organ where digestion starts.
A. mouth C. stomach
B. small intestine D. large intestine
3. Which organ takes nutrients from your food and puts it in your
bloodstream?
A. stomach C. small intestine
B. esophagus D. large intestine
4. In which part of the digestive system are proteins digested completely?
A. stomach C. small intestine
B. large intestine D. esophagus
5. In which part of the digestive system does digestion end?
A. mouth C. stomach
B. small intestine D. large intestine
PIVOT 4A CALABARZON Science G6 14
 CIRCULATORY SYSTEM
The circulatory system plays an important role in the human body.

CIRCULATORY SYSTEM
It acts as the body’s transport system.
It carries blood throughout the body.
It delivers food, nutrients ,and oxygen to the body cells.
It helps eliminate carbon dioxide from the body cells.
It has 3 major parts namely; heart, blood ,and blood vessels with
each part having important function for the system.

Parts and Functions of the Major Parts:

Heart
It is a hollow muscular organ which serves as the body’s pump.
It pumps blood which carry oxygen and food nutrients to all
the parts of the body.
Blood
It is called the stream of life .
It is the only part that flows all over the body.
It is the part that carries oxygen, food nutrients, and carbon
dioxide.
It delivers oxygen and food nutrients from the body cells and
takes away carbon dioxide from it.
Blood vessel
It is a tube that serves as the passageway of the blood.
It is the only part of the body where blood flows.

15 PIVOT 4A CALABARZON Science G6

Learning Task 1: Label the parts of the circulatory system below.

Learning Task 2: Match column A with its description in column B

Column A Column B

_______1. Blood vessel a. Serve as body’s transport system.

_______2. Blood b. Serves as the passageway of the blood.

_______3. Heart c. Serves as the body’s pump.

_______4. Circulatory d. The only part that can flow all over the body.
system

Learning Task 3: Read the paragraph below. Fill in the blanks with the
correct answer. Choose the answers inside the box.
carbon dioxide blood
blood vessels transport
passageway heart
flow food nutrients
oxygen pumps

The circulatory system is an equally important system of the body.

It serves as the body’s ___________ system. It is tasked to deliver
____________ and ____________ to the different body cells. It also takes
away ____________ from the body cells so that it is released out of the
body. It has 3 major parts namely ____________, _____________ ,and
__________. The heart __________ the blood all over the body. The blood
vessel serves as the __________ of the blood. The blood is the only part of
the body that can __________ all throughout.

PIVOT 4A CALABARZON Science G6 16

 Parts and Function of Excretory System
and Nervous System
Lesson
I
At the end of this lesson you should be able to describe the
function of the excretory system and identify its parts.
Excretory System is the organ system that is responsible for
eliminating wastes from the body. Removal of these wastes from the body is
necessary because they become poisonous when they remain in the body
for long. The excretory system works with other system and organs in the
body. The lungs in the respiratory system eliminate water vapor and carbon
dioxide through exhalation. The digestive system removes
feces by defecation from the large intestine and out through the anus.
During perspiration, the skin, a part of the integumentary system, excretes
sweat from the sweat glands.
The Urinary System is a part of the excretory system that collects
and eliminates liquid waste. It consists of the left and right kidneys, the
ureters, the urinary bladder, and the urethra.
KIDNEYS are bean-shaped organs that are approximately 10cm long
and 5 cm wide each. They are found near your backbone, one on each side
of the body. They are the main excretory organs in the body. They eliminate
water, urea, and other waste products in the form of urine, a liquid waste
that passes from your body. It is 95% water, in which the waste products
are dissolved.
The kidneys should function properly to maintain a healthy life.
Blood carries waste products from the different parts of the body to the
kidneys through the renal arteries, the blood vessels leading to the kidneys.
Inside the kidneys, the blood passes through filtering units called
nephrons, where impurities such as urea, salts and other toxins are filtered
out. Other substances such as water, glucose and other nutrients, are
returned to the bloodstream through the renal veins, the blood vessels that
carry blood from the kidneys.
URETERS are the tubes that are approximately 45 cm long each.
They carry urine from the kidneys to the urinary bladder, a pear-shaped
muscular sac located in the pelvis, where urine is temporarily stored before
elimination from the body. It can hold more than 2 cups or 473 ml of
liquid. Urine flows to the urethra, a duct that is approximately 20cm long
in males and 5cm long in females. A ring-shaped muscle around the
urethra controls the flow of urine out of the body through contraction.

17 PIVOT 4A CALABARZON Science G6

 URINARY BLADDER is a temporary storage or reservoir for urine. It
is located in the pelvic cavity. The size and shape varies with the amount of
urine it contains and with the pressure it receives from the surrounding
organs.
URETHRA is a duct that transmits urine from the bladder to the
exterior of the body during urination. The muscular structure helps keep
urine until voiding occurs.

THE NERVOUS SYSTEM

Do you ever wonder how you could walk on a beam without losing
your balance? Why is it that when you touch something hot, you pull your
hand away even before you think about it? You will find the answers to
these questions as you read this lesson.
Living things have systems that control, regulate ,and coordinate
body processes. In this lesson, you will explore how the nervous system works.

The Nervous System and its Function

The Nervous System is the control unit of the body . Its function is
to integrate and coordinate bodily activities. It coordinates the activities
and communicates with the sense organs and the other body systems
through the wire-like nerve cells or neurons that transmits messages
passing through spinal cord to the brain and back to the nerve cells or
neurons for the interpretation of the senses .
The brain is an amazing organ that performs different functions
such as processing memory, judgement, and reasoning. It controls body
movement, emotions, feelings and vital sign of life such as breathing. The
brain has three main parts: cerebrum, cerebellum and the brainstem or
the medulla oblongata
Another organ in the nervous system is the spinal cord. It is a cord-
like material inside the backbone. It bridges impulse between the brain
and the body. This means all the signals that go to and from the brain
pass through the spinal cord and deliver it to the right muscles and
senses.
Neuron is also another organ in the nervous system. It is a wire like
organ that is found all over the body. Its main function is to deliver
messages within the nervous system and between other body system. It is
divided into three parts: axon, cell body and dendrites. Neurons can be
classified based on the direction in which they send information. These
can be sensory neurons, motor neuron and inter neuron.

PIVOT 4A CALABARZON Science G6 18

 D
Learning Task 1: Identify what is being described. Choose the letter of the
best answer and write it on your answer sheet
1. A muscular sac where urine is temporarily stored.
A. ureter
B. kidneys
C. urethra
D. urinary bladder
2. The filtering unit of the kidney.
A. ureter
B. urethra
C. bladder
D. nephron
3. The procedure by which the blood undergoes artificial filtering to
remove wastes.
A. defacation
B. exhalation
C. hemodialysis
D. urethra
4. The organ through which urine leaves your body.
A. anus
B. skin
C. kidney
D. urethra
5. The process by which wastes generally leave your body.
A. digestion
B. excretion
C. respiration
D. perspiration

Learning Task 2: On your answer sheet, write C if the statement if

correct. If it is incorrect, write the word that makes it correct and supply
the word to make it correct.
1. The cerebrum is the largest part of the brain.
2. The brain is the control center of the nervous system.
3. The brain is made up of the cerebrum, cerebellum ,and spinal
column.
4. The nervous system consists of the heart, brain, and spinal column.
5. The nerves interpret the meaning of what is perceived by the sense
organs.

19 PIVOT 4A CALABARZON Science G6

 E
Learning Task 3: Answer the questions by writing True or False. If it is
false, replace the underlined word with the correct word to make the
statement correct.
________1. The nervous system is the control system of the body.
________2. The nerve cells are the basic unit of the nervous system.
________3. The brain is found all over your body.
________4. The brain has three main parts : cerebrum , cerebellum and
the medulla oblongata.
________5. The spinal cord is a cord like material within the backbone .

A
Number the sentence from 1-5 to show the direction of the information to
reach the desired response to the given stimulus. Write the numbers on
your answer sheet.

1. The sensory nerves send the impulse to the brain through the spinal
cord.
2. The receptors (eyes) receive information from the environment.
3. The motor nerves carry the impulse to the effectors.
4. The brain interprets the impulse.
5. The message goes back to the spinal cord to the motor nerves.

PIVOT 4A CALABARZON Science G6 20

 Respiratory System
I Lesson

The respiratory system plays a vital role in the human body. At the
end of the lesson you should be able to identify the major parts of the
respiratory system and explain the functions of the respiratory system.

RESPIRATORY SYSTEM
The respiratory system is an equally important system of the body that we
cannot live without.
It is a system which takes charge of the breathing process.
It is made up of several organs which is responsible for gas exchange in the body.
The organs help for taking in oxygen and expelling carbon dioxide from the body.
It is made up of several parts with different functions namely.

1. Nose
It is an organ of the respiratory system found protruding between the eyes.
It is the part where the air that we inhale enters and carries out the air
that we exhale.
2. Nasal cavity
It is the part found inside thee nose .
It is also lined with mucous membrane that helps keep the nose moist.
It is also lined with hairlike structures called cilia which helps trapped
dirt entering the nose.
3. Mouth
It is a hollow cavity that allows food and air to enter the body.
4. Throat (Pharynx)
It is a muscular tube that runs from the back of your nose down into
your neck .It is the passageway of the air entering the nasal cavity up to
the esophagus and larynx.
5. Voice Box (Larynx)
It serves as the passageway of air between the pharynx above and
trachea below. It plays an essential role in human speech.
6. Windpipe (Trachea)
It is a tube that is about 4 inches long. It is found just under the larynx
or voice box and then divides into 2 smaller tubes called bronchi.
7. Bronchial tubes or Bronchi
These are tubes which serves as the main passageway of the air
entering the lungs.

21 PIVOT 4A CALABARZON Science G6

8. Bronchioles
These are passages that branched off from the bronchi. These are tubes
that hold the air sacs or alveoli.
9. Air sacs or Alveoli
These are tiny sacs inside the lungs. It is the part where the exchange of
gas takes place. It is the part where oxygen is taken in and carbon
dioxide is carried out.
10. Lungs
These are pair of spongy, air-filled organs located on either side of the
chest or thorax.
11. Diaphragm
It is a thin skeletal muscle that sits at the base of the chest and
separates the abdomen from the chest. It contracts and flattens when
you inhale. It creates a vacuum effect that pulls air into the lungs. It
relaxes when you exhale.

D
Learning Task 1: Match the parts of the respiratory system in Column A
with its description in column B. Write only the letters on your answer sheet.
Column A Column B

1. Nose A. It plays an essential role in human speech.

2. Mouth B. These are tubes that holds the air sacs.

3. Throat C. The part where air enters the body.

4. Voice box D. Contracts and relaxes when we inhale and exhale.

5. Windpipe E. The part where the exchange of gas takes place.

6. Bronchi F. A part that allows food and air to enter the body.

7. Bronchioles G. A tube that is found under the larynx.

8. Air sacs H. A pair of spongy, air-filled organ.

I. A tube that serves as the main

9. Lungs
passageway of air.
10. Diaphragm J. A tube that runs from your nose down to the neck.
PIVOT 4A CALABARZON Science G6 22
 E
Learning Task 2: Study the picture of the respiratory system below. Label
the parts correctly. Do this on your answer sheet.

1.
2. 7.

3.

8.
4.

5.
9.

10.

6. 11.

A
List down activities that you observe at home that shows the value or use
of your respiratory system. Write this in your notebook.

23 PIVOT 4A CALABARZON Science G6

 The Distinguishing
WEEKS Characteristics of Vertebrates
4-5 and Invertebrates
I Lesson

Different animals share our planet with us. Many are alike and
many are different. Scientist classify them based on characteristics, their
similarities and dissimilarities. As you go through this lesson, you should
be able to describe the characteristics of vertebrates and invertebrates
and practice ways of caring and protecting the animals.

What are invertebrates? What are vertebrates?

What are their distinguishing characteristics?
Let us find out.

Vertebrates
Animals that have backbones are called vertebrates. The
vertebrates are classified into five classes; namely, mammals, birds, fish,
reptiles, and amphibians. Most mammals do not lay eggs. They give birth
to their young. They feed their young with milk produced by the
mammary glands. Examples of mammals found in our community are
dogs, cats, carabaos, cows, goats, and pigs. Birds are covered by feathers.
They lay eggs. Birds possess one pair of legs and one pair of wings.
Example of birds are hens, hawk, and owls. Reptiles have bodies that are
covered with scales or plates. They lay their eggs on land. They can live
both on land and water. Crocodiles and turtles are some examples of
reptiles. Amphibians such as frogs and salamanders live a double life.
They live part of their lives in water while they are young. When they
mature, they live on land to survive. All amphibians lay eggs on water, for
example frogs lay eggs on water which hatched into
tadpoles. These tadpoles swim around and breathe with gills. As they
grow older, they change. They develop legs and lungs and begin to live on
land. Most fishes are covered with scales. Some are egg layers; others are
live bearers. They spend all their lives in water. Fish have gills which are
used for breathing.

Invertebrates
Invertebrates are animals that don’t have backbones. The vertebral
column is another name for the backbone. Over 90% of all species on
Earth are invertebrates. Different species have been found in the fossil
record as far back as 600 million years ago. Molecular biology
studies suggest that all invertebrates evolved from a single invertebrate
group.

PIVOT 4A CALABARZON Science G6 24

Characteristics of Invertebrates
In addition to not having a backbone, invertebrates have soft bodies
because they don’t have an internal skeleton (endoskeleton) for support.
Instead, many have structures on the outside (exoskeleton) that provide
support and protection. Most invertebrates are cold-blooded,
meaning they can’t regulate their body temperature, so it changes
depending on the environment.

Types of Invertebrates
 Protozoans – single-celled organisms such as amoebas and paramecia
 Annelids – earthworms, leeches
 Echinoderms – starfish, sea urchins, sea cucumbers
 Mollusks – snails, octopus, squid, snails, clams
 Arthropods – insects, spiders, crustaceans such as shrimp, crabs,
lobsters

D
Learning Task 1: Choose the correct answer. Write your answers on your
answer sheet.

1. Birds are able to fly because:

A. They have colorful feathers.
B. They have light and hollow bones.
C. They are able to control air currents.
D. They have scales all over their bodies.
2. Which of the following is not considered a worm?
A. ascaris
B. fluke
C. planaria
D. millipede
3. Which of the following animal is an invertebrate?
A. frog
B. birds
C. reptiles
D. insects
4. Which of the following animal is an vertebrate?
A. worms
B. snakes
C. snail
D. jellyfish
5. Between 90%-95% of all animals on earth can be classified as_______
A. invertebrates
B. vertebrates
C. reptiles
D. mammals

25 PIVOT 4A CALABARZON Science G6

Learning Task 2: Fill in the table using the list of animals below.

Centipedes Dolphin Tamaraw

Monkey Mosquito
Beetle Bat Mouse
Rabbit Ant

With Backbone Without Backbone

What is your basis for grouping them into two?

Learning Task 3: Put a letter V if the animal is a Vertebrate and I if
Invertebrates. Write your answer in your notebook.

PIVOT 4A CALABARZON Science G6 26

 E
Learning Task 4: Identify the animals describe below. Choose your
answer from the box below. Do this on your answer sheet.

Mammals Birds Reptiles

Fishes Amphibians

______1. Their bodies are covered with feathers. They have wings and two
legs for running.
______2. Their unique characteristic is the presence of the mammary
glands. They bring forth their young alive. They feed their young
with their milk from the mammary glands. Their bodies are
covered with hair and fur.

______3. They live in water, their bodies are usually covered with scales.
They are able to breath in water because they have gills. They
used their fins to be able to swim in water.
_____4. Animals that live their life both in water and land. They have
smooth, moist and scale less skin.
_____5. They are terrestrial animals. They have dry scaly skin.

A
Draw 2 animals familiar to you. List their distinguishing
characteristics.

27 PIVOT 4A CALABARZON Science G6

WEEK Tropical Rainforest, Coral Reefs
6 and Mangrove Swaps
I Lesson

Have you been ever to swamp or grassland or beach, a reef or

mangrove ?What kind of plants can you find there ? What kind of animals
live in there?
The organism that thrives in one place depend on their environ-
ment. They form relationship with other organism and with the non-living
things in their habitat in order to survive. Together, they form ecosystem.
Scientist known as Ecologist study these relationships to know about
each organism and the ecosystem.
In this lesson you will learn the components of an ecosystem, the
important roles, and relationships between organism in each ecosystem.

TROPICAL RAIN FOREST

Tropical Rainforest are woodlands composed mostly of all tall trees

and extensive foliage cover. They are regions with year round warmth and
abundant rainfall, and occupy 6 to 7 percent of earth surface. They
produce a large percentage of the needed oxygen on earth.
Rainforests are also estimated to house more than half of the world’s
plant and animal species, most of them still undiscovered. Rain forest
grow in four major layers:
1) The canopy or the top layers
2.) the subcanopy which is a layer of trees below the canopy
3.) the understory which is the shady lower and
4.) the floor forest.
More than 70% of the organism in the forest live in the canopy and
subcanopy. the shady understory mostly has small palms, young trees,
and non woody plants. The floor of the forest has a thin layer of fallen
leaves and branches as well as scattered seeds and fruits that some
animals gather and eat. Several varieties of fishes, amphibians, reptiles,
birds, and mammals abound in the rainforest and its rivers.

PIVOT 4A CALABARZON Science G6 28

However, insects are the most populous among the animals sometimes
with about 40 kinds of ants in just one tree or 1200 kinds of beetles in just
19 individual in tree crowns. A study has shown that there are possibly
over 30 million insects dwelling in the canopies of tropical rainforest.
Because of the great diversity of life in them, rainforest are ranked as the
most complex on land.
The Philippines used to have about 70% of its rainforest a hundred
years ago. Presently, only less than 8% of the country rainforests are
untouched by deforestation and urbanization. If deforestation does not
stop, there might be no more rainforests in the Philippines after 15 years.

CORAL REEFS

Coral reefs are also one of the most biologically diverse ecosystem on
earth, and are “called the rainforest of the sea”. They are mostly found in
shallow tropical seas. Coral reefs are made up of limestones which is
secreted by corals and deposited in a period of thousands to millions of
years. They can be of three types: Fringing reefs, barrier reefs, and atolls.
Fringing reefs are underwater stands of living coral animals that grow fairly
close to the shore. Barrier reefs occur farther offshore and are separated
from the shoreline by channels called lagoons. Atolls are roughly circular
reef systems that surround a deep or large lagoon. Coral reefs are formed
when coral polyps absorb limestone and calcium from sea water. Reefs are
not only made of hard and soft coral but also
sponges, crustaceans ,jellyfishes, sea anemones, Mollusks, sea turtles, reef
sharks, dolphins, various fishes and much more .They provide homes for
marine animals, which makes marine food chains active and continuous.
Because of its great diversity, competition may arise among the organisms
in the coral reefs as they compete over food and space. Since they are
dependent and interrelated to each other, variation in one species can
severely affect other species. Other than that, calamities like storms,
volcanic eruptions, and hurricanes as well as human activities may greatly
affect the type of organisms and their relationships within the reefs.

29 PIVOT 4A CALABARZON Science G6

MANGROVE SWAMPS

Mangroves are trees that grow along the coast. They are usually
found in shallow waters along the mouths of bays, lagoons and river,
Mangroves can tolerate salty water because their roots can filter out the
salts before absorbing water into the plant. They can also store salts in
their bark or old leaves and shed them periodically to get rid of the salts.
Mangrove roots form breeding grounds or nurseries for many fishes and
marine organism. Their interwind roots protect the larvae and young
animals from predators and act as home to rich communities of
marine invertebrates and algae. They also provide shelter to seasonal
visitors like egrets and migratory birds. These birds also receive
nourishment by eating shrimps, crabs, and other mollusks around the
mangroves. Mangroves also stabilize the shoreline. they have stilt like roots
that catch particles of silt, dirt and sand that build up shorelines. They
also remove large quantities of inorganic nutrients and sediments to
maintain quality of coastal waters.

D
Learning Task 1: Answer the following questions. Write your answer in
your notebook.

1. What is an ecosystem? What are examples of diverse ecosystem?

2. What is a rainforest? Why is the rain forest known as the lungs of
the earth?
3. What are the major parts of the rainforest? Describe each.
4. What are coral reefs? Where are they found? Why are they important
to marine lives?
5.What are the different types of coral reefs. Describe each.

PIVOT 4A CALABARZON Science G6 30

Learning Task 2: Fill in the blanks. Write your answers on a separate
sheet.

Breeding ground Aquatic roots of the sea coastal marine

If there are no mangrove forests, then the sea will have no meaning.
It is having a tree with no roots, for the mangroves are the
1.____Mangrove swamp are found along the 2._______area They are
important to 3.________life. They are serve as 4. _____ground for fishes
and marine organism. They protect the 5. ___from erosion and effects of
storms.

E
Learning Task 3: Complete the chart. Copy this in your answer sheet.

RAINFOREST LAYER BRIEF DESCRIPTION

1.canopy
2.sub-canopy
3.understory
4. floor of the forest

TYPES OF CORAL REEFS BRIEF DESCRIPTION

1.fringing reefs
2. barriers reefs
3. atolls
4. mangrove swamps

A
Answer the following questions in your answer sheet.
1. What are the living (biotic) and non-living (abiotic) things in tropical
rainforests, coral reefs, and in the mangrove swamps?
2. Explain the interactions among living things in tropical rainforest,
coral reefs and mangrove.

31 PIVOT 4A CALABARZON Science G6

WEEKS
7-8
Protection and Conservation of Tropical
Rainforest, Coral Reefs
and Mangrove Swamps
Lesson

I
As we live everyday, we encounter different organism whether living
or non-living things. As we do our tasks or works daily, we interact with
them. In this lesson, you will learn the physical conditions of tropical
rainforests ,coral reefs, and mangrove swamps. plants and animals, Also,
we will learn the feeding relationship and how the ecosystem function, the
need to protect them.

TROPICAL RAIN FOREST

Rainforests are often called the lungs of the planet for their role in
absorbing carbon dioxide, a greenhouse gas, and increasing local
humidity. Rainforests also stabilize climate, house incredible amounts of
plants and wildlife, and produce nourishing rainfall all around the planet.
They make much of the oxygen humans and animals depend on. Without
them, there would be less air to breathe! Rainforests also help maintain
Earth's climate. By taking in carbon dioxide, they help to reduce the
greenhouse effect. They help stabilize the world’s climate; provide a home
to many plants and animals; maintain the water cycle protect against
flood, drought, and erosion; are a source for medicines and foods; support
tribal people; and are an interesting place to visit.
We need the rain forests to produce oxygen and clean the
atmosphere to help us breathe. We also know that the earth's climate can
be affected, as well as the water cycle. Rainforests also provide us with
many valuable medicinal plants, and may be a source of a cure from some
deadly diseases.

PIVOT 4A CALABARZON Science G6 32

 CORAL REEFS
Coral ecosystems are a source of food for millions; protect coastlines
from storms and erosion; provide habitat, spawning and nursery grounds
for economically important fish species; provide jobs and income to local
economies from fishing, recreation, and tourism; are a source of new
medicines, There are ways to protect the reefs such as discouraging people
from collecting coral for ornamental purposes, illegal dynamite fishing,
dumping of garbage into the sea.

MANGROVE SWAMPS
Mangroves are the first line of defense for coastal communities. They
stabilize shorelines by slowing erosion and provide natural barriers
protecting coastal communities from increased storm surge, flooding, and
hurricane. Mangrove forests are home to a large variety of fish, crab,
shrimp, and mollusk species. These fisheries form an essential source of
food for thousands of coastal communities around the world. This helps
stabilizes the coastline and prevents erosion from waves and storms.
Mangroves, seagrass beds, and coral reefs work as a single system that
keeps coastal zones healthy. Mangroves provide essential habitat for
thousands of species.
It would be hard to do without mangroves. Creating land ideal for
coastal development, these trees die from subsequent population stresses.
Their abundance of sea creatures leads to overfishing. without mangroves,
“red tide” algae blooms in the water, kills sea life, and shuts down beaches.
Questions:
1. What are the different types of rainforest?
2. How can we protect the rainforest, coral reefs and the mangroves?
3. What are the ways of conserving them?
4. Why do we need to protect them?
5. How can we help in our own little way to protect and
conserve them?

33 PIVOT 4A CALABARZON Science G6

 D
Learning Task 1: True or False .Write TRUE if the statement is correct
and FALSE if it is incorrect. Write your answers on a separate sheet.

_______1. Corals are living organisms.

_______2. Ecosystem can be destroyed by human activities.
_______3. Mangroves, coral reefs, and rainforest are examples of
ecosystem.
_______4. Destroying the ecosystem can harm humans and other forms of
organism
_______5. If there are no mangroves forest, then the sea will have no
meaning.

E
Learning Task 2: Complete the sentences. Write your answer in your
notebook.
1.Coral reefs are endangered by __________?
a. Climate change
b. overfishing
c. pollution
d. all of the above
2. Coral reefs provide_____for a small fish.
a. food and shelter
b. friends
c. sewage
d. all of the above
3. What does endangered mean?
a. no longer existing
b. habitat
c. resources
d. shelter
4. No longer existing, as an animal species
a. Habitat
b. Extinct
c. Resources
d. Conservation
5. Which of the following is a threat to coral reefs?
a. oil spills
b. pesticides
c. sewage
d. All of the above
PIVOT 4A CALABARZON Science G6 34
 A
Complete the paragraph below. Choose your answers from the box. Do
this on your answer sheet.

_____________ are often called the _________ of the planet for their role
in absorbing carbon dioxide, a greenhouse gas, and increasing local
humidity. Rainforests also stabilize climate, house incredible amounts of
plants and wildlife, and produce nourishing rainfall all around the planet.
They make much of the oxygen humans and animals depend on. Without
them, there would be less air to breathe! Rainforests also help maintain
Earth's climate. By taking in carbon dioxide, they help to reduce the green-
house effect. They help stabilize the world’s ____________; provide a home to
many plants and animals; maintain the water cycle protect against flood,
drought, and erosion; are a source for _____________ and foods; support
tribal people; and are an interesting place to visit.

lungs rainforests climate medicines

35 PIVOT 4A CALABARZON Science G6

 36 PIVOT 4A CALABARZON Science G6
Learning Task Learning Task Learning Task Learning Task
1 2 3 4
1. Skin 1. C Across 1. B
2. Hair 2. D 1. Epider- 2. D
3. Nails 3. A mis 3. B
4. Sweat 4. C 2. Hair Fol- 4. C
5. Seba- 5. B licle 5. A
ceous Down
1. Hypoder-
mis
2. Dermis
3. Nails
4. Sebum
Weeks 1-2
Learning Task 3 Learning Task 2 Learning Task 1
1. C A. Clavicle/ Collar 1. digestive
2. B Bone 2. Urinary
3. A B. Humerus / Upper 3. Respiratory
4. E Arm Bone 4. Skeletal
5. D C. Radius 5. Muscular
D. Ulna 6. Integumentary
E. Femur/ Upper 7. Cardiovascular
Leg Bone 8. Endocrine
F. Patela/ Knee Cap 9. Nervous
G. Tibia 10.Reproductive
H. Fibula
I. Metatarsal
J. Skull
K. Shoulder Joint
L. Rib Cage
M. Spine
N. Pelvis
O. Metatarsal/ Hand
Bone
Weeks 1-2
Key to Correction
 PIVOT 4A CALABARZON Science G6 37
Learning Task 1 Learning Task 2 Learning Task 2
1. True 1. D 1. roots of the sea
2. True 2. A 2. Coastal
3. True 3. A 3. Aquatic
4. True 4. B 4. Breeding Ground
5. True 5. D 5. Marine
Week 7-8 Week 6
Learning Task Learning Task 2 Learning Task Learning Task 4
1 With Backbone 3 1. Birds
1. B Dolphin, Rabbit, I - Jellyfish 2. Mammals
2. D Tamaraw, Mouse, V - Fish, Worm, 3. Fish
3. D Monkey, Bat Snake, Chicken 4. Amphibians
4. B Without Backbone 5. Reptiles
5. A Centipede, Beetle,
Mosquito, Ant
Week 4-5
Learning Task 1 Learning Learning Learning Learning
1. B Task 1 Task 2 Task 3 Task 4
2. A
3. D
1. D 1. C 1. True 1. 2
4. F 2. D 2. C 2. True 2. 1
5. E 3. C 3. Spinal 3. False- 3. 4
4. C Column Nerves 4. 3
Learning Task 2 5. B - brain 4. True 5. 5
1 stem 5. True
4 4. Heart -
6 nerves
8
11 5. Nerves -
brain
Learning Task 1 Learning Task 2 Learning Task 3
1. Small Intestine 3 1. C
2. Esophagus 1 2. A
3. Stomach 4 3. C
4. Mouth 2 4. C
5. Large Intestine 5 5. B
Week 3
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.

PIVOT 4A CALABARZON Science G6 38

 References

Department of Education. (2020). K to 12 Most Essential Learning

Competencies with Corresponding CG Codes. Pasig City: Department
of Education.

Department of Education Region 4A CALABARZON. (2020). PIVOT 4A

Budget of Work in all Learning Areas in Key Stages 1-4: Version 2.0.
Cainta, Rizal: Department of Education Region 4A CALABARZON.

Department of Education. Science for Daily Use 5: Unit II Animals BEAM 5

Modules 16 & 17. Pasig City: Department of Education.

39 PIVOT 4A CALABARZON Science G6

For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, locals 420/421

https://tinyurl.com/Concerns-on-PIVOT4A-SLMs