SCIENCE

GRADE 6

Key Stage 2 SLM

1 PIVOT 4A CALABARZON Science G6

 Republic Act 8293, section 176 states that: No copyright shall
subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this module are owned by
their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective
copyright owners. The publisher and the authors do not represent nor
claim ownership over them.

This module was carefully examined and revised in

accordance with the standards prescribed by the DepEd
Regional Office 4A and CLMD CALABARZON. All parts and
sections of the module are assured not to have violated any
rules stated in the Intellectual Property Rights for learning
standards.
The Editors

PIVOT 4A CALABARZON Science G6

PIVOT 4A Learner’s Material
Quarter 3
First Edition, 2021

Science
Grade 6

Job S. Zape, Jr.

PIVOT 4A SLMs Development Lead
Phil Christian A. Merino & Archie M. Condino
Content Creator & Writer
Job S. Zape, Jr.
Internal Reviewer & Editor
Carmela Ezcel A. Orogo, Jee-Ann O. Borines & Abner L. Pureza
SDO Reviewer
Archie M. Condino & Rolly J. Caño
Layout Artist & Illustrator
Jeweel L. Cabriga & Melanie Mae N. Moreno
Graphic Artist & Cover Designer

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.

This part presents activities, tasks and contents

What I know 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
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

and opportunities in building his/her knowledge,
What is more
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
he/she shall demonstrate ideas, interpretation,
What I have learned
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
What I can achieve part encourages him/her in creating conceptual
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
1-2 How Do Gravity and Friction Work?
Lesson

I
In this lesson, you are expected to infer how friction and gravity
affect movements of different objects. You will also understand that gravity
and friction are always present and have a big influence in our daily
activities as these forces are naturally occurring.

Both gravity and friction are kinds of forces. Gravity keeps

everything on Earth firmly on the ground while friction is a force that
resists the movement of an object sliding against another. Frictional force
keeps cars from slipping off roads and helps certain machineries function
properly.

Have you ever tried going down a slide like what the boy is doing in
the illustration below?

PIVOT 4A CALABARZON Science G6 6

 Slides can be on a pool or in a playground, you may have observed
that the more upright the slide is, the faster you fall downwards. The
downward force pulling you towards the ground when you slide, is
referred to as gravity. The slide’s smoothness or wetness also adds speed
when going down. When force between the surfaces of two objects in
contact, like the clothes you are wearing rubbing against the slide, is an
example of friction. It takes place when two objects rub against each
other.

Take for example whenever you comb your hair, friction takes place
as you rub your hair using the comb. Friction happens not just between
the comb and your hair strands, but also between the comb and your
fingers holding the comb. Friction keeps the comb to stay in your hands.

Gravity and friction are also present in our day to day activities like
walking, running, washing the dishes, and even when sleeping or
just standing on the ground. You naturally gravity and friction and these
help us with our daily life.

A stone thrown upward, will then go downwards or towards the

ground because the Earth is exerting force on the stone called gravity.
Without gravity, things will float on Earth’s surface

7 PIVOT 4A CALABARZON Science G6

 D
Learning Task 1: On your answer sheet, answer the following questions
based on the illustration below.

Sipa is one of Philippines national symbols. It is our Philippines

national game.

PIVOT 4A CALABARZON Science G6 8

Questions:

1. What would happen with the sipa if the boy did not catch it with his
foot? Do you think it will fall to the ground? Why or why not?

2. What kind of force acts on the object that makes it move

downward every time it is tossed upward?

3. Does friction act between the sipa and foot of the boy?

4. How does friction act on the movement or direction of the sipa?

5. How does gravity and friction affect the objects used in playing sipa?

Learning Task 2

Activity Title: Observing Gravity

Materials:

large tablecloth

stone of different masses

marbles and other round objects

Procedures:

1. Ask your family members to tightly hold the corners of a large table-
cloth or sheet.

2. Place the stone at the center of the cloth. (This makes the center of the
cloth bend downward)

3. Roll a marble so that it spins around the stone. Observe what will
happen.

4. Change the speed and the initial angle of the marble as you roll
the marble on the cloth. Record what you have observed.

9 PIVOT 4A CALABARZON Science G6

5. Replace the heavy stone with a lighter stone at the center of
the tablecloth and roll the marble again. Observe the movement of
the object and compare it with the previous
observations.
6. Replace the marble with other round objects like table tennis balls,
small ball bearings and the like. Observe the movement.
7. Record your observation on the table.

Observations on the movement

Object use at the
center of the cloth
Marble other round object

Heavy stone

Lighter stone

PIVOT 4A CALABARZON Science G6 10

Guide questions:
Write your answers on your answer sheet.

1. How do the speed and angle of the marble rolled on the cloth affect the
path and movement of the rolling marble?
2. What have you observed to the movement of the marble rolled when
the heavy stone is replaced?
3. What have you observed to the movement of the objects replacing the
marble when rolled?
4. How does the tablecloth activity demonstrate the effect of gravity on
the movement of objects?

Learning Task 3: Study more about friction by watching the video from
youtube https://youtu.be/5G6Giehk5SM and answer the following
questions.

1. What is resistance?

2. What is the result or effect of friction when two objects are rubbed?

3. Which has less friction, rough surfaces, or smooth surfaces?

4. How do textures of objects affect the friction produced when two

objects are in contact with each other?

5. Explain how friction helps you to write using your pen. What do you

think will happen if there is no friction between your pen and paper?

11 PIVOT 4A CALABARZON Science G6

 E
Learning Task 4: Copy the table below on your answer sheet, then list
the things that might happen if there is no gravity and friction.

What might happen if there is no…

Situation GRAVITY FRICTION

Car travelling on
steep road

Boy riding a
skateboard

biking uphill

washing dishes

painting the wall

PIVOT 4A CALABARZON Science G6 12

Learning Task 5: Create a poster advertisement that demonstrates
road safety. Use a white cartolina for this project-based output.

Guide for critiquing the poster advertisement

YES NO
Assessment Criteria
(5) (1)

• Information on road safety is shown.

• Measures to prevent road accidents are highlighted.

• Pictures or illustrations used are appropriate for the

content.

• Text is easy to read and understand

• Execution is neat and clear

Learning Task 6: Study the following situations and answer the question
for each. Write your explanations on your answer sheet.

1. A book is placed on top of a table. Why does the book stay in place and
not fall?

2. A rolling marble on top of a leveled surface gradually stops. How did it

happen?

3.A block of wood was pushed and slid on the plank. How did gravity and
friction affect the movement of the wood?

13 PIVOT 4A CALABARZON Science G6

Learning Task 7:
A. Read the questions carefully. Choose the letter of the best answer and
write it on your answer sheet.

1. Where is gravitational force directed as you stand on the floor?

A. upward C. backward
B. forward D. downward

2. Which of the following shows the presence of friction?

A. cars continuously roll down hills
B. things fall off on smooth surfaces
C. people stay in place as they move
D. cars stop when the driver steps on the brakes

3. What is the direction of the frictional force that acts on an object

moving to the left?
A. upward C. to the right
B. downward D. to the left

4. Which of the following statements is not true about friction?

A. it acts upward opposing the pull of gravity
B. it prevents things from sliding off surfaces
C. it keeps things that are in contact with each other
D. it holds objects that are separated by the great distance

5. A delivery man uses a wooden ramp when he delivers thus, packages do

not slide off easily making his work take longer. What would be the
best way to make the packages slide easily?
A. make his wooden ramp wider
B. use water on his wooden ramp
C. use a sandpaper to polish and smoothen his ramp
D. make his wooden ramp narrower

B. Identify what kind of force is acting on the object described in each

situation.
1. A fruit falling from a tree.
2. A ball rolling on the floor.
3. A jeepney moving on a sloping road.
4. A meteor falling through the Earth’s atmosphere.
5. Raindrops falling from the sky.

A
Remember that the two different forces discussed in this lesson are:

▪ Gravity is a force of attraction of two bodies because of their masses.

▪ Friction is a force that opposes movement. It is always opposite to
the direction of the motion.

PIVOT 4A CALABARZON Science G6 14

 WEEKS
3-5
Transformation of Energy
Lesson
I
From your previous lesson, you have learned that there are forces
that affect the movements of different objects. In this lesson, you will
understand that forms of energy like sound, heat, light, and electricity can
be transformed. You will be able to demonstrate these energy
transformations.

Through the observation on the movements of smaller objects,

transformation of energy like sound, heat, light, and electricity can be
explained.

Sound is a form of energy produced by hitting two objects together or

by vibrating objects, like strings of guitar. When you speak, sing or hum,
your vocal cords vibrate. Without any medium, sound cannot travel.

Heat or thermal energy is the energy from the moving molecules or

tiny particles in matter. It is transferred from bodies of higher temperature
to the bodies of lower temperature.

Light is an energy that is transported and produced by vibrations

of exceedingly small particles in matter through electromagnetic (EM)
waves. The sun’s energy travels as a visible light, the only EM wave that
can be seen by the naked eyes.

Electricity is an energy when electrons move from one atom to

another. Atoms are basic building blocks of matter that make up
everything. Electrons are small particles that spin around the center of the
atom holding a negative (-) charge while protons are particles in the center
of an atom that hold a positive (+) charge.

15 PIVOT 4A CALABARZON Science G6

 Energy is constantly changing from one type into another. This is
happening around and throughout the universe.

This process of change of energy from one type to another

is called energy transformation. Whether the energy is transferred or
transformed, the total amount of energy doesn’t change and this is
implicated in the Law of Conservation of Energy, which states that energy
cannot be created or destroyed.

Learning Task 1: Write the energy transformation that happens on the

different items below.

1. burning wood

Chemical⇨_________ ⇨___________

2. radio

Electrical ⇨ ____________ ⇨ ____________

PIVOT 4A CALABARZON Science G6 16

3. television

Electrical ⇨ ______________ ⇨ __________________

4. Electric Fan

Electrical ⇨ _______________ ⇨ __________________

5. Solar panel

Light ⇨ __________________

17 PIVOT 4A CALABARZON Science G6

 Have you ever wondered how a phone call transfers the voice of the
caller to the receiver from the other end of the line? In this activity, you
will demonstrate how sound is transformed by making an improvised
telephone.

Learning Task 2

Activity Title: Makeshift Telephone

Materials:

2 disposable cups or empty clean tin cans,

Long string or thread
2 matchsticks

Procedures:

1. Punch a hole on each end of empty tin cans. Ask help from an
older member of the family for your safety.

2. Using the long string or thread, make a knot to the matchsticks at

the outside part of the empty tin cans or disposable cups.

3. Try talking on the other end while one of your family members will
listen on the other end with the string tightly pulled. Did he/she
hear a sound?

PIVOT 4A CALABARZON Science G6 18

 Draw or paste the picture of the makeshift telephone you have made. Label
the materials you used in the activity.

Guide Questions:

Answer the following questions on your answer sheet.

1. What happened to the sound you produced from one of the empty cans
of your makeshift telephone?
2. Did the sound you produce travel from one end to the other?
3. Try to shorten the long string and talk once again with one of your
family members, how did the length of the string affect the quality of
sound produced?
4. Try to use different types and thickness of strings, what happened to
the sound produced if you used different types and thickness of string?
5. What components or material/s of your gadget affect the transfer
of sounds you produced in your makeshift telephone?

19 PIVOT 4A CALABARZON Science G6

 E
Learning Task 3: Create a concept map or a mind map to represent
transformation of energy. Do it on a separate sheet of paper. ( you may
draw, use cut pictures or downloaded images)

MIND MAP
TRANSFORMATION OF ENERGY

PIVOT 4A CALABARZON Science G6 20

 Rubric for the Output

Criteria 5 4 3 2 1

Presentation Neat, text Neat, text Neat, text are Information The output
are readable are readable readable and are not neat was not neat
and all the and most of some enough to to
information the information understand understand
are easy to information are difficult to
understand are easy to understand
understand

Use of All images Most images Some images Some images Some images
images used are used are used are used are used are
appropriate, appropriate, appropriate, appropriate, appropriate,
categorized categorized categorized categorized uncategorized
topics, color topics, color topics, color topics topics
combination combination combinations
s are s are are pleasing
pleasing to pleasing to to the eye
the eye the eye

Understanding Demonstrate Demonstrate Demonstrate Demonstrate The output

thorough very good some little was not
understandi understandi understandin understandin demonstrate
ng about the ng about the g about the g about the understanding
topic topic topic topic the topic
presented presented presented presented presented

Timeliness Submitted Submitted 2 Submitted a Submitted 2 Submitted 3

on the target days late on week late on weeks late on weeks late on
date the target the target the target the target date
date date date

21 PIVOT 4A CALABARZON Science G6

 A
Learning Task 4: Present the transformation of energy in one of the
power plants listed below. (Choose only one)

Note: You may present your output as drawing, flowchart, mind map, video,
comics, poem, or any creative way possible.

1. Solar Organic Farm in Amadeo, Cavite

2. Windmill farm in Pililla, Rizal
3. Solar farm in Calatagan, Batangas
4. Hydroelectric Power Plant, Majayjay, Laguna
5. CBK Hydroelectric Power Plant, Kalayaan, Laguna
6. Makban Geothermal Power Plant, Laguna

TRANSFORMATION OF ENERGY

PIVOT 4A CALABARZON Science G6 22

 Rubric for the Output

Criteria 5 4 3 2 1

Presentation Neat, and all Neat, and most Neat, Information The output
the of the and some are not was not neat
information information information discussed to
are dis- are discussed are enough to understand
cussed and and easy to discussed understand
easy to un- understand but difficult
derstand to
understand

Creativity The The The The The

presentation presentation is presentation presentation presentation
is creative creative but is creative is creative is just a
and less but not copy
coherent coherent coherent

Understanding Demonstrate Demonstrate Demonstrate Demonstrate The output

thorough very good some little under- was not
Under- Under- Under- standing demonstrate
standing standing about standing about the under-
about the the topic about the topic standing the
topic presented topic presented topic
presented presented presented

Timeliness Submitted Submitted 2 Submitted a Submitted 2 Submitted 3

on the target days late on week late on weeks late weeks late
date the target date the target on the target on the target
date date date

23 PIVOT 4A CALABARZON Science G6

WEEKS
6-8 Simple Machines
Lesson
I
Some products have safety
symbols used to give precautions on
the danger when the product is not
used properly. Moreover, there are
also symbols on highways and
streets that must be observed for
safety purposes. These symbols
must be understood and be
followed to avoid accidents.

The symbol shown on the right side for instance means that the
road is slippery for vehicles with tires or wheels.
Simple machines include a lever which is a straight or curved rigid
bar that is free to turn about a fixed point. All levers have fulcrum or fixed
point, point of effort, and the load which is being moved.

Levers are of three classes.

Class 1 lever has a fulcrum between effort and load;

PIVOT 4A CALABARZON Science G6 24

Class 2 lever has the load between effort and fulcrum; and

Class 3 lever has the effort between the load and the fulcrum.

25 PIVOT 4A CALABARZON Science G6

 Another kind of simple ma-
chine is pulley. A pulley is a
grooved wheel that turns around
an axle which is held in place by a
mounting bracket.

A rope or wire moves along

the wheel’s circumference. Pulley
has three points of interest name-
ly: fulcrum, point of effort at one
end of the rope, and the resistance
or load to be lifted.

An inclined plane is another kind of simple machine. It is a plane

tilted at an angle with one end higher than the other.

PIVOT 4A CALABARZON Science G6 26

 One of the simple machines also includes screws. Screw is a spiral
inclined plane. It is composed of a cylindrical body with a spiral ridge
called thread. The thread surrounds from the tip to the head. On the other
hand, an inclined plane or two inclined planes that meet each other to
form a sharp edge is called a wedge. Wedges are typically good for cutting
and piercing. Examples of wedges are knives, axes, pins, and nails.

Screw

Wedge

27 PIVOT 4A CALABARZON Science G6

 The last kind of simple machine is called wheel and axle. It is a
simple machine that has a small disk or shaft called an axle that is
attached to a wheel. The wheel may be a complete wheel or a crank that
turns like a wheel. Examples of wheel and axle with complete wheels are
doorknobs and vehicle wheels while wheel and axle with a crank instead of
wheel are pencil sharpeners and meat grinders, among others.

Axle

Wheel

PIVOT 4A CALABARZON Science G6 28

 D
Learning Task 1: Make a list of safety precautions a person must take
when using the following simple machines. Do this on your answer sheet.

Precautionary measures when using…

Scissors Ax Hammer Staple

1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.

4. 4. 4. 4.

5. 5. 5. 5.

29 PIVOT 4A CALABARZON Science G6

Learning Task 2: Draw/cut and paste symbols/signs or pictures that
show precautionary measures when using simple machines. Indicate the
precautions that the symbols tell. Do these on your answer sheets.

Symbols of Some Precautionary Measures Used

SYMBOL NAME

PIVOT 4A CALABARZON Science G6 30

Learning Task 3: Put a (✔) check mark on the object that is an example of
a simple machine and a (x) cross on the object that is not a simple
machine. Do these on your answer sheet.

1. RAMP

2. SAW

3. FLOWER

4. CLOUDS

5. BURNING FIRE

31 PIVOT 4A CALABARZON Science G6

 6. BUBBLES

7. WHEEL BARROW

8. SHOVEL

9. FORK

10. HATCHET

PIVOT 4A CALABARZON Science G6 32

Learning Task 4: Perform this activity on your answer sheet.

Activity Title: Constructing Simple Machine

Materials:
A - 1-foot ruler
pencil
paperweight
B – paper
Pencil

Procedures:
A.
1. Tape a pencil on your tabletop. Let this be the fulcrum.
2. Let a hard 1-foot ruler rest on top of the pencil, with the 6-inch mark
right on the fulcrum.
3. Place the rectangular paperweight at the 5-inch mark.
4. Lift the weight by pressing your finger on points at the other side of the
fulcrum.
5. Observe where it will take less effort to lift the load—at points closer to
or farther away from the fulcrum?

B.
1. Cut a piece of paper into a triangle.
2. Wrap the paper around a pencil. See that the inclined plane “ramp” of
the paper is now spiraled around the length of the pencil. You
now have a paper model of a screw.
3. Starting from the end of your pencil, trace the thread of the screw with
your finger. See how your finger spirals its way up to the top of the
pencil.

33 PIVOT 4A CALABARZON Science G6

Questions:
Answer the following on your answer sheet.

1. What would happen if you used a triangle with a steeper inclination?

2. What would happen if the triangle had a less steep inclination?
3. How will new screws compare with the original screws?

A
Remember that simple machines discussed in this lesson are:

• Simple machines are simple tools that make work easier and
faster.

• Simple machines can be categorized as: inclined plane, lever,

pulley, screw, wedge, and wheel and axle.

• Simple machines help us lift, pull, change the direction of the

force, split, cut or fasten things.

• We all use simple machines everyday: to open a door, to turn on

the water faucet, to tie up our shoelaces, to go up or down a
flight of stairs, or even just to eat.

PIVOT 4A CALABARZON Science G6 34

 E
Learning Task 5: Answer the following questions. Do these on your answer
sheet.

1. Why are simple machines important? Cite everyday activities where

simple machines are used.

My everyday activities using simple machines

35 PIVOT 4A CALABARZON Science G6

2. Knowing the nature of simple machines, would you consider some parts
of the human body as simple machines? Why or why not? Also, give
examples of parts of the human body that you think are like simple
machines.

Parts of the human body that are like simple machines.

PIVOT 4A CALABARZON Science G6 36

PIVOT 4A CALABARZON Science G6 37
Week 1-2 LT 7
1. 1. D B. 1. gravity Week 6-8 LT 3
2. D 2. friction 1. ✓ 6. x
3. C 3. friction 2. ✓ 7. ✓
4. D 4. gravity 3. x 8. ✓
5. C 5. gravity 4. x 9. ✓
5. x 10. ✓
Week 3-5 LT 1
1. Chemical⇨light⇨thermal
2. Electrical⇨sound⇨heat
3. Electrical⇨light⇨heat
Electrical⇨sound⇨heat
4. Electrical⇨mechanical⇨heat
5. Light⇨electrical
Answer Key
 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 3

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, i.e. 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 Curriculum and Instruction Strand.

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.

https://lrmds.deped.gov.ph/create/detail/521
https://lrmds.deped.gov.ph/create/detail/456
https://lrmds.deped.gov.ph/create/detail/624
https://lrmds.deped.gov.ph/detail/7826
https://lrmds.deped.gov.ph/create/detail/516
https://lrmds.deped.gov.ph/create/detail/277
https://lrmds.deped.gov.ph/create/detail/106
https://lrmds.deped.gov.ph/detail/7186
https://lrmds.deped.gov.ph/pdf-view/1726
https://lrmds.deped.gov.ph/detail/1506

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