SCIENCE VI

Date: ____________
I.

Objective:
Cite evidences when energy transfer occurs.
Values:

Changing of attitudes from good to bad

II. Subject Matter:

Energy Transfer
A. Science Concepts/Ideas:
Potential energy can, be transformed to kinetic energy and vice versa. This can be
demonstrated with the loop-the-loop there reversible transformation of energy. This loop-theloop demonstrates how the roller coaster works.
B. Science Processes:
Observing, describing, identifying, inferring
C. Materials:
Aluminum base and stand, I-beam, glass marble, steel ball
References:
Philippine Elementary Learning Competencies p. 34;
Manual of Enhancement Activities and Experiments pp. 82-83;
Teacher's Module in Science and Health 6 pp. 41-42
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
Complete the Diagram.
Lead-acid storage cell:
Charging; __________ energy to ____________ energy; Discharging; from ___________ to
____________ energy to ____________ energy, to __________ , to ____________ or to
_______________.
B. Developmental Activities:
1. Motivation:
Have you ridden on a roller coaster? Why don't you fall from your seat?
2. Presentation:
Activity:
a. Construct the loop-the-loop by bending one end of a 3.5 ft. long I-beam into a - circular
loop. Mount the loop like an inclined #6 on a stand.
b. Release the marble _ from different heights along ,the inclined track of the loop-the-loop.
Find the minimum height from where the marble can loop-the loop.
Analysis/Discussion:

a. Can the marble loop-the-loop when released from a height lower than the crest of the
loop? Higher than the crest?
b. What kind of energy is gained at certain height? What kind of energy is lost?
c. Trace the energy transformation as the marble loop-the-Ioop.
b. How is this demonstration related to the roller coaster?
3. Concept Formation:
Cite evidences where energy is transformed.
4. Application:
a. What happens to a top after a along spin?
b. What energy is gained as it begins to spin?
c. What energy is lost as it stops to spin?
IV. Evaluation:
Answer with True or False.
1. A flowing matter can lost its energy after sometime.
2. A rolling marble possesses energy.
3. Wind has no energy because it can not move things.
4. The sun's energy can be transferred to the plants.
5. Energy can be lost and gained.
V. Assignment:
Name activities at home that shows the transformation of potential energy to kinetic energy.

SCIENCE VI
Date: ____________
I.

Objective:
Observes that heat is always produced when energy transformation occurs
Values:

Orderliness; handling materials with care

II. Subject Matter:

Energy Transformation
A. Science Concepts/Ideas:
When fuels burns, their chemical energy is converted to heat. This conversion is a form of
chemical reaction known as combustion a rapid form of oxidation.
Explosions of gunpowder, pyrotechnics, and other explosive mixtures are also examples of
transformation of chemical energy to thermal or heat energy.
B. Science Processes:
Observing, describing, identifying, inferring
C. Materials:
Sugar, potassium, chlorate, concentrated sulfuric acid, enameled dish tube, test tube, hydrogen
peroxide, 3% potassium permanganate solution, bamboo splinter
References:
Philippine Elementary Learning Competencies p. 34;
Manual of Enhancement Activities and Experiments p. 79;
Teachers' Module in Science and Health 6 p. 43
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
What kind of energy do spoon and fork have? How can you transform them to kinetic?
When you are seated on a chair, what kind of energy do you possess? When do you have
kinetic energy?
B. Developmental Activities:
1. Motivation:
What do you do with the stove before you cook? What is needed to produce fire?
2. Presentation:
Activity:
a. Mix a small amount of potassium chlorate and sugar. Form the mixture into a small heap
in an enameled dish. Add a drop of concentrated sulfuric acid to the mixture.
b. Fill one-third of a test tube with potassium permanganate solution. Burn the tip of a
bamboo stick and blow off the flame. Add a few drops of hydrogen peroxide "to the
potassium permanganate solution and then quickly insert the glowing splinter into the

mouth of the test tube without dipping it into the liquid.

Analysis/Discussion:
a. What happens to the mixture of potassium chlorate and sugar when acted upon by
sulfuric acid?
b. What happens to the splinter when inserted into the test tube of potassium permanganate
and hydrogen peroxide?
c. What energy transformation has taken place in both investigations?
3. Concept Formation:
What transformation of energy did you observe from the activity? What is produced
when transformation of energy occurs?
4. Application:
What things in the room can produce heat?
IV. Evaluation:
Give the different energy transformation that require heat, or make use of heat.
V. Assignment:
Cite some evidences that heat is produced during an energy transformation.

SCIENCE VI
Date: ____________
I.

Objective:
Cite evidences that energy is neither created nor destroyed but only transformed from one form to
another
Values:

Education can transform a person to a better one

II. Subject Matter:

Conservation of energy
A. Science Concepts/Ideas:
The Law of Conservation of Energy states that energy cannot be created nor destroyed but
only changed from one form to another.
Energy cannot be derived from nothing, nor can lose a portion of it.
Energy can be converted into various form sand yet the total amount remains the same.
B. Science Processes:
Observing, describing, identifying, inferring
C. Materials:
Mounting shaft, aluminum base and stand, bob (washer or marble) stop watch, cotton string or
thread, arbitrary calibrated scale
References:
Module: Conservation of Energy
Manual of Enhancement Activities and Experiments p. 85;
Teachers' Module in Science and Health 6 p. 43
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
What is produced when bulb lights? What is produced when a convection turbine moves?
B. Developmental Activities:
1. Motivation:
Can energy be destroyed? Can energy be lost? Let's find it out.
2. Presentation:
Activity:
a. Improvise a simple pendulum by suspending a washer/marble with a cotton string thread
from a lateral pin of a mounting shaft.
b. Raise the bob to one end of the scale and release it. Observe how far, how high the bob
reaches to the other end of the scale. Let it oscillate in short arcs, about 50 on either side
of the vertical.
c. Hold a pencil directly below and parallel to the lateral pin of the mounting shaft at a

point about one-half the length of the pendulum. Raise the bob to the same height as the
pencil and then release it. Observe what happens.
d. Lower the position of the pencil and release the bob from a position higher than the level
of the pencil. Observe what happens.
Analysis/Discussion:
a. How far does the bob reach other side of the scale when released from a certain height?
b. What happens to the oscillating pendulum after sometime?
c. What do these observations indicate?
c. What happens as the pendulum strikes the pencil? When the bob was released from the
same height as the pencil?
3. Concept Formation:
State the Law of Conservation of Energy. How can we make energy useful? How can we
conserve it?
4. Application:
a. How is electrical energy transformed to another form?
b. What happens to the former energy? Is it lost?
c. Cite other evidences that energy is conserved.
IV. Evaluation:
a. Prove that a ball has energy. What happens when its kinetic energy stops?
b. How is the energy of a battery transformed?
c. Cite other examples to prove that energy is not created nor destroyed:
V. Assignment:
Improvise your own pendulum.

SCIENCE VI
Date: ____________
I.

Objective:
Cite evidences that heat produced during energy transformation/transfer goes to the environment
Values:

Aim high and hit the mark

II. Subject Matter:

Conservation of Energy
A. Science Concepts/Ideas:
The second law of conservation of energy is the Law of Entropy. Entropy means decreasing
or diminishing.
Law of Entropy states that the amount of available energy diminishing or decreasing each
time an energy transformation takes place. No energy is lost in any transformation. Energy is
converted into heat that goes out in the system.
B. Science Processes:
Observing, identifying, describing and Inferring
C. Materials:
Ping-pong ball, aluminum base and stand, magnetic yoyo
References:
Manual of Enhancement Activities and Experiments p. 87;
Teachers' Module in Science and Health 6 p. 43
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
What is the first law of conservation of energy? Give examples to explain this law.
B. Developmental Activities:
1. Motivation:
What happens if you drop a ball at a certain height? What happens to the energy of the
ball when it stops bouncing?
2. Presentation:
Activity:
a. Drop a ping-pong ball and observe how it bounces up and down until it stops.
b. Improvise a Maxwell's Pendulum or Law Entropy Apparatus by mounting vertically the
track of the magnetic yoyo on an aluminum base and stand. Allow the yoyo to roll down
and up repeatedly along the vertical track.
Analysis/Discussion:
a. What energy transformation are taking place in a bouncing ping pong ball?
b. Does the ball reach the same height every time it bounces back?

c.
d.
e.
f.

What energy transformation take place as the yoyo is rolling down the track?
What happens as the yoyo reaches the bottom of the track?
What energy transformation takes place? As the yoyo is ascending the track?
Describe the height of the yoyo every time it makes a climb.

3. Concept Formation:
How is heat produced in the entropy apparatus? What happens to the heat?
4. Application:
What does the body use when it works?
What does the body feel while working? .Where does heat go?
IV. Evaluation:
Answer the following question:
1. What energy transformation takes place in a volcanic eruption? Complete the diagram.
Chemical energy to __________________to _________________
2. What is given off in the transformation?
3. Where does heat go?
2. Give other examples of energy transformation where heat is produced.
V. Assignment:
Play with a yoyo at home. Observe its movement.

SCIENCE VI
Date: ____________
I.

Objective:
Demonstrate that heat. energy can be transferred
Values:

Handling materials with care; cooperation

II. Subject Matter:

Heat Transfer
A. Science Concepts/Ideas:
The molecules of liquid and gas are farther apart and could easily around at random. Thus
heat is transferred by individual molecules from one place to another.
The method of heat is called convection. When a liquid or gas is heated, the molecules at the
heated spot move farther apart. The warmer liquid/gas becomes lighter and is pushed up by
the colder liquid/gas. The process repeats and convection current is produced.
B. Science Processes:
Demonstrating, observing, inferring, identifying.
C. Materials:
Base and stand, safety pin pivot, brass, pinwheel, candle, convection and conduction apparatuses.
References:
Manual of Enhancement Activities and Experiments p.80
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
How does a yoyo move in the string? What does it indicate?
B. Developmental Activities:
1. Motivation:
What happens to gas when heated? What makes it rise?
2. Presentation:
Activity:
a. Improvise a convection turbine by balancing horizontally a brass pinwheel on top of a
safety pin pivot. The pinwheel is mounted on a chimney directly above a lighted candle.
b. Observe hat happens to the pinwh'3el as the air is heated by the candle.
c. What happens to the brass pinwheel as' heated air rises?
d. How can this transformation of energy be used to do useful work?
3. Concept Formation:
Can heat energy be transferred? Cite evidences.

4. Application:
Why do big factories use convection turbine?
IV. Evaluation:
Answer the following questions.
1. What happens to air when heated? When cooled?
2. What air rises? What are sinks?
3. What do you call this movement of air?
4. What is generated in a convection current?
V. Assignment:
How are big factories ventilated?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

SCIENCE VI
Date: ____________
I.

Objective:
Meassure the speed of an object.
Values:

Accuracy

II. Subject Matter:

Speed
A. Science Concepts/Ideas:
There are two ways of describing motion.

On way is by describing its speed. ~ is the rate of motion. It is the measure of the distance (d)
covered by a moving body in a given length of time (t).

It describes how fast the body changes its position with respect to its surrounding. During
their motion, they sometimes speed up or slow down. The speed of the body at any particular
time or distance is called its instantaneous speed. The speed of the same body over a period of
time or distance is called its average speed; it is the total distance that the body has traveled
divided by the total time of travel.

b. Science Processes:
Observing, describing
C. Materials:
Conductometer, real objects
References:
Teacher's Module in Science and Health into the Future:
Science and Health, pp. 166-169
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
What is meant by convection? How is convection current formed?
B. Developmental Activities:
1. Motivation:
What do you feel if you stay under the sun? Why does mother use a pot holder when
cooking?
2. Presentation:
Activity:
4.10 Method of Heat Transfer
Into the Future: Science and Health 6, pp. 167-168
3. Concept Formation:

What are the three ways by which heat is transferred? Describe each. Give example of each.
4. Application:
Find out why heat is transferred in a rock exposed to sunlight.
IV. Evaluation:
Match column A with column B.
A.
B
1. Radiation
a. It is the transfer of heat through a substance b direct contact
2. Convection
b. It is the transfer of energy in waves through space
3. Conduction
c. It is the transfer of heat by the movement of liquids and ases
V. Assignment:
Draw pictures that show heat transfer.

SCIENCE VI
Date: ____________
I.

Objective:
Measure the speed of an object.
Values:

Accuracy

II. Subject Matter:

Speed
A. Science Concepts/Ideas:
There are two ways of describing motion.
On way is by describing its speed. Speed is the rate of motion. It is the measure of the
distance (d) covered by a moving body in a given length of time (t).
It describes how fast the body changes its position with respect to its surrounding. During
their motion, they sometimes speed up or slow down. The speed of the body at any particular
time or distance is called its instantaneous speed. The speed of the same body over a period of
time or distance is called its average speed; it is the total distance that the body has traveled
divided by the total time of travel.
b. Science Processes:
Measuring, identifying, inferring, comparing
C. Materials:
Glass marble, ruler, watch
References:
Manual of Enhancement Activities and Experiments p. 49
Teachers' Module in Science and Health 6 pp.48-49
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
How is heat energy transferred in a convection turbine? Give more examples of energy
transformation caused by heat.
B. Developmental Activities:
1. Motivation:
Camille is a fast runner. Can you describe your speed, Camile?
2. Presentation:
Activity:
a. Calculate the average speed of walking person. Measure the distance he traveled in 10
seconds.
b. Calculate the average speed of a rolling marble. Release the marble from an inclined
plane. Measure the time it took to cover the distance.

c. Calculate the average speed of a falling sheet of paper. Release the paper from a certain
height and measure the time of fall.
3. Concept Formation:
What is the speed of each object? How do we measure the speed of an object in motion?
4. Application:
Can you describe your speed when walking slowly?
IV. Evaluation:
How do we measure speed? Solve the following?
Give the average speed of each of the following.
1. A car that travels 100 km in 2 112 hours
2. A runner running 50 km in 4 hours
3. An Igorot walking at a speed of 5 km/hour
V. Assignment:
Measure the time it takes you to walk from your house to the school.

SCIENCE VI
Date: ____________
I.

Objective:
Identify the specific direction of a moving object.
Values:

Accuracy

II. Subject Matter:

Motion
A. Science Concepts/Ideas:
An object in motion is changing its position. Some forms of motion such as a speeding car
can be seen clearly. An object may be moving to the south direction or opposite direction.
One can however infer the occurrence of motion if there is a change in an objects position
with perfect to a frame of reference. Frame of reference is what an observer compares the
position an object.
B. Science Processes:
Observing, comparing, describing
C. Materials:
Pictures
References:
Philippine Elementary Learning Competencies p. 34
Manuel of Enhancement Activities and Experiments 5 p.47
Teachers Module in Science and Health 6 p.48
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
What is the distance of our room from the gate? It takes one ten minutes to walk from the
gate to the room, what is his/her speed?
B. Developmental Activities:
1. Motivation:
If you are facing the north, where is the east? the west? the south? What are the main
directions?
2. Presentation:
Activity 1: Manual of Enhancement Activities and Experiments, p. 47
a. Observe each picture. Infer whether or not the animals moved. State your frame of
references.
Analysis/Discussion:
a. Did the monkey move? What is your frame of reference?
b. Did the pig move? What is your frame reference?

c. Did the horse move? What is your frame of reference?

d. To what direction does each animal move?
3. Concept Formation:
When do you say that an object has moved? What is the meaning of frame of reference?
Does the frame of reference identify the specific direction where one is going to?
4. Application:
In what direction are you going if you go to the comfort room? to the library? to the
school canteen?
IV. Evaluation:
Observe the other pictures and answer the questions.
1. Which of the animals moved? What is the frame of reference?
2. Give the specific direction where one is moving.
V. Assignment:
Make an illustration of an object that has moved. Include your frame of reference.

SCIENCE VI
Date: ____________
I.

Objective:
Measure velocity of a moving object.
Values:

Accuracy

II. Subject Matter:

Velocity
A. Science Concepts/Ideas:
The other way of describing motion is by its velocity. Speed (S) and velocity (V) both
describe the rate of motion of an object. The difference is that the velocity has a specified
direction while the speed has none. Because of this specific direction, the distance measured
in calculating velocity is not the actual distance covered by the body, if the body were going
in different directions. What is measured is its displacement. Displacement differs in distance
in that distance refers to the total path traveled by the moving body from starting point to
terminal point.
B. Science Processes:
Measuring, identifying, comparing, describing
C. Materials:
Person, ruler, watch
References:
Philippine Elementary Learning Competencies p. 34
Manual of Enhancement Activities and Experiments p. 50
Teachers' Module in Science and Health p.49
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
When do you say that an object has moved?
B. Developmental Activities:
1. Motivation:
Are speed and velocity the same in relation to motion? Let's find out the differences
between them.
2. Presentation:
Activity:
a. Calculate the average speed of a person who walks 4 meters to the north then 3 meters to
the east. Measure the time in seconds it takes the person to walk the total distance.
b. Calculate the average velocity of the same person. Measure the distance connecting the
starting point and the finishing point. This is his displacement. Divide his displacement

by his time of travel.

Analysis /Discussion:
a. Total distance traveled
b. Total time of travel
c. Displacement
d. Average speed
e. Average velocity

___________________
___________________
___________________
___________________
___________________

3. Concept Formation:
How does speed differ from velocity? How do we measure the velocity of a moving
object?
4. Application:
Take 15 steps forward and 10 steps backward. How many steps did you make in all? How
far are you from the starting point?
IV. Evaluation:
Analyze the problem and solve.
A Times Transit traveled 809 kms. to the north and 76 kms. to the south for 16 hours.
1. Total distance traveled
2. Total time traveled
3. Displacement
4. Average speed
5. Average velocity
V. Assignment:
Differentiate between speed and velocity.

SCIENCE VI
Date: ____________
I.

Objective:
Infer that the motion of an object is determined by forces acting on it.
Values:

Rely on evidences. Never judge a book by its cover

II. Subject Matter:

System of Forces
A. Science Concepts/Ideas:
A frame of reference is to what an observer compares the position of an object.
When two forces are exerted upon a body, such that a net force results from their interaction,
the system of forces is said to be unbalanced.
When two or more forces are applied simultaneously on a body such that there is no net force
acting on it, the system of forces is said to be balanced or in equilibrium.
A body at rest is acted upon by a balanced system of forces.
B. Science Processes:
Describing, observing, inferring, comparing
C. Materials:
Pictures
Pulley
String
Paper clips
Washers
References:
Science and Health VI Module and Worktext pp. 148-151, 164-165
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
Cite examples on how heat energy can be transferred.
Ask how do they know that an object has moved.
B. Developmental Activities:
1. Motivation:
If you are going to observe the wall clock, why is it easy to say that the second hand of a
clock is moving?
2. Presentation:
Activity
a. Show figure 6.3a and 6.3b.

b. Observe figure 6.3a and 6.3b

c. Infer which of the animals moved.
d. Observe and infer
- It there any change in the position of the animals?
- What can you infer from this observation?
- Can you tell for sure which of the two animals moved? Why?
3. Concept Formation:
The class can tell which objects moved.
Ask how do they know that an object moved.
Give the difference between balanced and unbalance forces.
4. Application:
Before judging things on people around you, what would you do?
IV. Evaluation:
Choose the correct answer.
1. How do you know that an object has moved?
a. There is a change in an object's weight.
b. There is a change in an object's size.
c. There is a change in an object's position.
d. There is a change in an object's texture.
2. An observer said the bus has moved. He viewed the bus with respect to another object, we call
this his
a. starting point
b. frame of reference
c. way of measurement
d. estimation
3. Newton's first law of motion states that a moving body will maintain its motion
a. and gain acceleration.
b. but will gradually slow down because of friction.
c. along a circular path and with constant acceleration.
d. unless acted upon by an outside force.
V. Assignment:
Make a list of things, objects or bodies around you which are being acted upon by
a. balance forces
b. unbalanced forces

SCIENCE VI
Date: ____________
I.

Objective:
Observe that a body at rest tends to remain at re;t and a body in motion tends to be in motions
unless an outside force is applied on it
Values:

Handling materials with care; respect for others

II. Subject Matter:

Mechanical Energy Formation and Uses
A. Science Concepts/Ideas:
A body will not move unless acted upon by a force and when it is set into motion, it will
continue moving unless stopped' by a force, which is called inertia or a body's resistance to
acceleration.
Mass is a factor that affects a body's acceleration
The greater is the mass of a bodys the greater is its inertia, and therefore the lesser is its
acceleration.
It is easier to accelerate or decelerate a body with less mass than a body with a greater mass.
B. Science Processes:
Describing, observing, inferring, comparing
C. Materials:
Plastic cups String
Sand
Drinking straw
Inertia apparatus
Various objects of different masses
References:
Science and Health VI
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
List of things, objects or bodies which are acted upon by balanced/unbalanced forces.
Ask how 60 they know that. objects have moved/which objects moved.
B. Developmental Activities:
1. Motivation:
Put a ball on the table, let it remain at rest. Ask them if the ball moves. Let it roll, ask if it
continues roiling. Let it roll once again, then, put a stick on its way, what happen?

2. Presentation:
Activity:
a. Suspend two plastic cups with equally long strings. Fill one plastic cup with sand.
b. Use the drinking straw to blow against the plastic cups to set them in motion.
b. Observe and infer.
- Which plastic cup has more mass? Which plastic cup has more inertia?
- What can you infer from these observation?
- Why is weight not a factor to be considered in moving each plastic cup?
3. Concept Formation:
Explains what inertia is.
Tell the factor that affects acceleration.
4. Application:
How would you relate inertia to being a good leader?
IV. Evaluation:
Choose the letter of the correct answer.
1. The quantity of material is matter is its
a. weight
b. force
c. gravity
d. mass
2. The acceleration that results when a person is pushing a stalled car depends upon
[A] the mass of the car.
[B] the amount of force applied.
[C] the gravity of the force.
[D] the inertia of the person pushing the car.
a. [A], [B] and [C]
b. [B], [C] and [D]
c. [A] and [B]
3. Two bodies were dropped simultaneously from the same height and fell to the ground at the same
time. The two bodies must have the same
a. mass
c. volume
b. weight
d. speed
V. Assignment:
The two stones of different sizes with equally long strings and suspended each on a stand. Bring
the two stones at the same height, then release.