SCIENCE VI

Activity 2Have you seen the star patterns which look like water dippers?See the illustration at the right side. The star at the end of the Little Dipper’s handle is called the Pole Star or Polaris. It is also called North Star because it always seen in the north. This star does not seem to move much. All the stars in our sky seem to move around Polaris because the earth rotates in a west-to-east direction. At night, people may use the North Star in finding directions. It also helps us determine the latitude of a place. If you are nearer the north pole, Polaris is almost overhead. If you are nearer the equator, Polaris is seen at the horizon. If you are south of the equator, you will not see Polaris. You will see a different set of constellations. What to do: 1. On a clear night, find Polaris. Is it a bright star? Compare its brightness with that of the other stars. 2. Point to the four directions with Polaris at the north. Check your directions by using a compass.

Read and learn more. Constellation is a group of star that forms a pattern in the sky. The stars in a constellation are very far apart. Some are nearer the earth, while others are farther away. But seen from the earth, they form a pattern. There are more than 88 constellations. Stars seem to move across the sky because of the earth’s movement. The stars that we see depend upon two things: the position of the earth in relation to the sun, and our location on earth Man uses the North Star to find directions and to determine the latitude of the place where it is. People of long ago thought that group of stars look like some famous constellation are Ursa mayn (Big ben), Ursa minn (small ben), orian (the great hunter), cassio pin (the gwen), and Cygnus (the crucifix) Zodiac Constellations There are 12 constellations found at 30٥ longitude. They form thebackground stars of the sun as it passes in its annual motion. The group ofstars bear the name of zodiac constellations. The zodiac constellations are as follows:Aries - the Ram Capricorn – the goatTaurus - the Bull Aquarius – the Water CarrierGemini - the Twin Pisces – the fishesCancer - the CrabLeo - the LionVirgo - the VirginLibra - the BalanceScorpio - the ScorpionSagittarius - the ArcherCapricorn - the GoatAquarius - the Water CarrierPisces - the Fishes

I LEARNED THAT:  There are many constellation and some of them are by bean, small bean, crucifix, orion  Constellations are group of stars with definite patterns  Constellations are useful to man because it helps us Apply It A. Write the name of the constellations below.1. ___________________ 4. ___________________ 5. ___________________2. ___________________3. ___________________

B. Pretend that you are in a camping and your group is assigned to get sample of rocks. Hours passed by and it is almost seven in the evening. You lost your compass and didn’t know your location. How will you come back to the camp site? What will you do?C. make your own constellation pattern.1. Look for this needed materials: pin, barbecue stick, styrofoam coupon bond, and black art paperWhat to do:  Choose 1 constellation in the star map.  Draw the pattern on the coupon bond.  Place the pattern on top of the art paper and styrofoam using the pen.  Pinch the dots on the pattern using the barbecue stick.  View your work under the light or heat of the sun. (See the sample pattern below) Sample Pattern

Test Yourself* Star MapIdentify the constellation in the star map as numbered________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________B. Fill in the blanks with the correct answer.1. _________ are star pattern in the sky.2. _________ is also called Big Bear.3. We can see _________ at the tail of Ursa Minor or Small Bear.4. We use the North Star to find _________ and to determine the5. ______ of the place.

Key to CorrectionTry t o RecallExploration Time Activity 1 Answer these Activity 2Apply it A B C.Test Yourself A. B. 1. constellation 2. Ursa Major 3. North Star /Polaris 4. direction 5. latitude

GRADE VI EARTHQUAKE INTENSITY AND MAGNITUDEAt the end of the module, you should be able to: Differentiate intensity from the magnitude of an earthquake Try to RecallIn your notebook, answer the following questions. 1. What is tsunami? 2. What are some of the destructure effect of earthquakes? (give at least three) 3. What are some precautionary measures to be undertaken before, during, and after an earthquake?

ExploreTry to investigate the difference between magnitude and intensity of an earthquake.Activity 11. Have an electric fan/fan, potted plants a. Switch the electric fan to No. 1, then No. 2 and No. 3. Fan with less force, then with a moderate force and then with greater force. b. Observe the rotation of the blade of the electric fan at each number/or the movement of the fan at each force. The wind from the electric fan/fan represents the earthquake. The strength/energy of the wind from the electric fan/fan represents the magnitude.Answer these: 1. When was the wind strongest? Why? 2. When was it fastest? Why? 3. When was the wind weakest? Why? 4. When was it slowest? Why?Activity 2 1. Line up three potted plants in front of the electric fan at different distances. (Line up three potted plants in front of a person who will fan.) 2. Switch the electric fan to No. 3. (Fan with greater force.) 3. Observe the movement of the leaves of plants at different distances.Answer these: 1. What did you observe on the movement of plants at the different distances? 2. Which plant has the strongest movement? Why? 3. Which plant has the weakest movement? Why? The strength of the movement of the plants represents the intensity.

Activity 21. Get 10 mpty matchboxes, 3 stones of different sizes (small, medium, large)2. Pile empty matchboxes one on top of the other in groups of five.3. Place one pile near one end of the table and the other pile at the other end.4. Using a stone, strike one pile under the table. Observe the movement of the matchboxes in each pile. 3. Repeat using the two other stones one at a time. 4. Observe the movement of the matchboxes each time you strike a stone on the pile.Answer these: 1. What happened when you struck the table at one end? 1. Which pile showed stronger movement? Why? 3. Which pile showed the least movement? Why? 4. Which stone caused the strongest movement? 5. Which stone caused the weakest movement? The place where the stones struck the table represents the epicenter of an earthquake.

 Based on the different activities, which shows the magnitude of an earthquake? The intensity?Read and learn more. Earthquakes are vibrations or tremors produced in the earth’s outer layer or crust. An earthquake can be tectonic. It occurs when parts of the earth’s crust break and the rocks along a fault slide close to each other or away from each other. This is called faulting. An earthquake may also be volcanic. Tremors are often produced to signal an upcoming volcanic eruptions in that vicinity or region. Focus is a break in the ground caused by the pressure of the moving rock. It is the place where the earthquake originates. Epicenter is the point or line on the earth’s surface directly above the focus of an earthquake. The study of earthquakes is called seismology. Scientists or experts in this field are called seismologists. There are two major scales in which earthquakes are measured. The magnitude of a particular earthquake is a single number which does not vary from place to place. Magnitude is the total energy released by an earthquake at its focus. Earthquakes of large magnitude are stronger and generally more destructive than those of small magnitude. The Ritcher Scale measures earthquake magnitude. The intensity of an earthquake is measured in term of its geological effects and the overall damage it brings. The intensity of an earthquake becomes weaker outward from the epicenter. The Mercalli Scale measures the intensity of shaking. Measures of intensity and magnitude corresponds to each other as shown by the table.

I LEARNED THAT:  Magnitude and intensity are two different thing.  Magnitude is the force that generate an earthquake while intensity is effect of the earthquake as perceived by an observer. Apply It A. Read the situations below and answer the questions that follow. Marikina was hit by an earthquake with a magnitude of 7. The epicenter was located at Concepcion. 1. What is the total energy released by the earthquake? 2. What is its corresponding intensity? 3. What are the possible effects of the earthquake? 4. What would be the intensity measures outside Concepcion? B. Some parts of Quezon City is located along a Major Fault line. Would buying house and lot in this area advisable? Why?

Test Yourself*Select the letter of the correct answers.1. What is the difference between intensity and magnitude of an earthquake? A. There is no difference between intensity and magnitude. B. Intensity measures energy while magnitude measures the strength of an earthquake. C. Intensity refers to the strength while magnitude refers to the amount of energy released by an earthquake. D. Intensity measures the thickness of an earthquake while magnitude measures the amount of its strength.2. Which of the following tells about the intensity of an earthquake? A. lowest near epicenter B. highest from epicenter C. duration of the shaking D. distance from epicenter3. Which statement tells about the magnitude of an earthquake? A. strength of shaking B. amount of energy released C. cannot be determined if less than 7 D. cannot be determined if greater than 544. Which of these statements are true? A. Intensity and magnitude are the same. B. Magnitude is expressed in Roman Numerals. C. Magnitude can be measured by the seismograph. D. Intensity can be measured with the use of phonograph.5. Study the illustration below. What is the place where an earthquake occurs called? A. epicenter B. focus C. magnitude D. intensity

GRADE VI EFFECTS EARTHQUAKEAt the end of the module, you should be able to:  Describe the effects of an earthquake (e.g. landslide, tsunami, destruction of property, lost of lives, etc.)Try to RecallUnscramble each group of letters from the correct word. Use the clue below.1. s e p a l t - _________2. e a e a h r q u k – _________3. f l a u t – _________4. p s u h – _________5. l u p l – _________Clue 1. These are bedrocks in the crust. It may be in ocean or in the continents. 2. The trembling or shaking of the earth’s crust. 3. Crack on the earth’s crust. 4. When the plates move toward each other. It _____ one another. 5. It ______ one another, when the plates move away from each other.

ExploreActivity 1You need the following 4 empty match boxes, rubber band sand, and a box broomstick (walis tingting) sticks, rubber bandsWhat to do: 1. Fill two boxes with sand. 2. Tie the two boxes with a rubber band (side by side) or one on top of each other. 3. Do the same with the two box that are empty. 4. Let the boxes stand on a book.(Note: The boundary of the two boxes represents the fault.) 5. Shake the book to simulate an earthquake. 6. Observe what happen to the houses.Answer these: 1. What happens to the houses? 2. What causes the empty boxes to fire?

Activity 21. Get the following box, sand, water, soil2. Fill the box with soil.3. Make a steep mountain out of wet sand and place it at the center. (Inside the box).4. Construct a small mound of wet sand (not as steep as the first one), beside the steepmountain you made.5. Shake the box and observe.Answer these: 1. What happens to the mountain and to the mound? 2. What does the shaking of the box represent? 3. What is this effect of earthquake?Activity 31. Prepare rectangular container, water, pencil2. Fill the rectangular container with at least ½ water.3. Tap one end of the container with a pencil.4. Observe.(Note: The water in the rectangular container represents the ocean.)Answer these: 1. What happened to the water in the container after tapping was done? 2. What did the tapping on the container represent? 3. What do you call the movement of water? 4. What are these waves generated in the water/ocean? 5. If the tapping on the container represents the earthquake, what do you call the destructive wave produced?

Activity 41. Get drinking glass, half filled with water2. Shake the drinking glass.3. Observe the movement of water.4. Repeat the shaking. Make it stronger this time.5. Observe.(Note: The drinking glass half-filled with water represent the lake.)Answer these: 1. What happened to the water in the glass after shaking? 2. What does the shaking represent? 3. What do you call water movement in the lake during an earthquake? 4. What is the difference between the waves that originate in the ocean floor and the waves that come in the lake because of an earthquake? Which is harmful? Why?Read and learn more. Effects of Earthquake  Earthquakes can destroy lives and properties.  It can change land features.  Cracks in the ground may result from an earthquake.  Sand blows, small mound with craters are formed.  A tsunami, a Japanese word meaning a big wave, is formed originating from the ocean floor due to an earthquake.  A tsunami has the power to wipe out structures and living organisms near the shore. A seiche is a word meaning a big wave or a lake usually around 3 meters high that can flood the surrounding areas, cover them with debris from the lake (e.g. lilies).

How to Survive Tsunamis 1. Be observant of the tide conditions around your coastal area. An unusual lowering of the sea level is a sign that a tsunami is approaching. Move to high ground immediately. If you are in a ship, immediately steer it for deep water. 2. Immediately move to high areas away from the shore when an earthquake occurs in your area. This is a warning that a natural tsunami is on the way. There may not be enough time for official warnings. 3. A tsunami is a series of waves. Stay out of danger until the last waves have passed. 4. Listen to tsunami warnings which help protect you. The tsunami may be generated by a local event or by an earthquake very far away. 5. Never watch tsunamis on shore. You may be too near to escape the event. 6. A tsunami may be quite small in one area but very large in another site, many kilometers away. Remember, the effect of waves can be changed by the structure of land under the sea. (From: Philippine Institute of Volcanology and Seismology) Precautionary Measures During and After Earthquake  Stay calm, don’t panic.  Avoid fly-over/overpass.  Stay under sturdy/strong furnitures.  Stay away from electric post.  Go to an open field.  Be prepared.I LEAREND THAT:  Earthquakes have harmful effects  Earthquakes has often effects such as landslide, tsunami.  There are precautionary measures to be observed before, during and after an earthquake.

Apply ItA. Study the pictures below. Put a check (√) on the ones which shows the right thing to do during and after an earthquake. 1. 4. 2. 5. 3. 6.

Test Yourself*A. Complete the table below. EFFECTS OF EARTHQUAKEpeople water bodies buildings/bridges land forms Tsunami

B. Describe the effects of earthquake shown in the pictures below. 1. __________________________ __________________________ __________________________ __________________________ 2. __________________________ __________________________ __________________________ __________________________ 3. __________________________ __________________________ __________________________ __________________________ 4. __________________________ __________________________ __________________________ __________________________ 5. __________________________ __________________________ __________________________ __________________________

GRADE VI EFFECTS OF NATURAL CALAMITIESAt the end of the module, you should be able to:  Explain how certain events and activities disturb the interrelationship in an ecosystem(natural calamities) Try to Recall Rearrange the jumbled letters to form words about man’s destructive practices. 1. S E A W T A L S O P I D S I R O P P E R M 2. I N K A I G N 3. R U O M I A M 4. M I D Y A N E T S H I F G I N 5. G A L I L E L G N O G L G I

ExploreDo you want to know some natural calamities?Try answering the guessing game.Activity 1 “WHAT AM I”1. I can make the earth tremble. 2. I am a hill with a vent. I can shake the trees. I expel hot molten magma. I can make buildings fall. I can make the ground rumble. I can make cracks on roads. What am I? What am I? _____________________ _____________________3. I bring strong wind and 4. I am a big wave on the sea.too much rainfall. I can wash awayI can uproot trees and an entire shoreline.destroy weak houses. My name What am I? means “big wave”._____________________ What am I? _____________________Answer these:1. What natural calamities were mentioned in the activity?2. Which of these have you experienced? Write the effects based on you experience.

Activity 2 Read the following articles. Below each article, name 2-3 effects of natural calamityto the environment/ecosystem. Article 1 “THE ROARING EARTH” The July 16, 1990 earthquake produced a 125-km long ground rupture that stretches from Dingalan, Aurora to Kayapa, Nueva Viscaya as a result of strike-slip movements along the North-West segment of the Philippine Fault Zone and the Digdig Fault. The earthquake epicenter was near the town of Rizal, Nueva Ecija. Damage to buildings, infrastructures and properties amounted to at least 10B, a part of which was caused by ground rupturing. Effects to the Environment/Ecosystem 1. 2. 3. Article 2 “TSUNAMI” In May 1960, a giant wave called tsunami from the Pacific Ocean hit the shores of Polio Islands of Quezon province. Hundreds of houses and people where swept to the sea. In August 1976, giant wave destroyed the coastal towns of Cotabato and Davao. Undersea earthquake was reported as the cause in both events. Effects to the Environment/Ecosystem 1. 2. 3.

Article 3 “TYPHOON WINNIE” Rescuers continue to search for more victims and fatalities offloods and landslides that hit several areas of Luzon at the height oftropical depression Winnie. Rescue and recovery operations went onin flooded areas in the provinces of Nueva Ecija, Aurora, Quezon,Bulacan and Rizal. Although media reports said more than 300 peopleare dead, the official tally of the National Disaster CoordinatingCouncil (NDCC) showed 182 people were killed in floods andlandslides. Damage to property and agriculture was estimated at 40million. Effects to the Environment/Ecosystem 1. 2. 3. Article 4 “VOLCANIC ERUPTION” The first recorded accounts of Mayon’s eruption were made by theFranciscan priests during the 18th century. Its most destructiveexplosion occurred in February 1814, when clouds of volcanic gas andwaves of mud and lava destroyed the town of Cagsawa, about 16kilometers away. More than 1, 200 lives were lost. What remained wasthe church’s bell tower and a few stone roofs, visible to this day andnearly as postcard-famous as volcano itself. Effects to the Environment/Ecosystem 1. 2. 3.

Read and learn more. Volcanic Eruptions  When a volcano erupts, gas, liquid and solid materials are spewed out.  Steam or water vapor makes up 50% of the gas materials. The rest are carbon monoxide, carbon dioxide, hydrogen sulfate, sulfur dioxide, hydrocholoric acid, methane and ammonium chloride. Most of these gases are poisonous when present in large amounts and can affect our air which can cause air pollution.  Solid products are rocks of hardened lava and ashes. When rain accompanies eruption, the poisonous gases in the air are carried by water down to the soil. Earthquakes  Strong quakes, and shaking ground can loosen the soil and rocks and can cause disastrous landslide.  Earthquake and sudden upward movement of the seafloor during faulting (crack) along a plate boundary cause the water to rush upward then huge surface waves are created and can reach a nearby coast. This is known as TSUNAMI – (a Japanese word for “bay or harbor wave”) a gigantic wave sometimes 150 km. long traveling at about 180 km/h and increases in height wile traveling, rising as high as 30m as it approach shore.  When a tsunami is about to come, water is first observed to move out to sea uncovering long stretches of coastal bottom. In a few minutes giant waves rush and carrying everything within reach back to the sea. Tropical cyclones  40% or 8 tropical cyclones (bagyo) passed through Casiguran, Quezon with the highest number of typhoons, foll the owed by Nueva Ecija, Nueva Viscaya, Samar, Leyte, Bicol region, Southern Mindanao, and Southern Visayas Islands.I LEARNED THAT:  Volcanic eruption, earthquake, tropical cyclones, tornadoes, and tsunami are natural calamities that can disturb interrelationship in a eruption.

Apply It If you are living near a body of water, what will you do to help lessen the effects of typhoon to your place? Interview your parents on the effects of earthquake that they have experienced. Ask them what should be done when earthquake happens. Make a short report on how volcanic eruptions affect the atmosphere. If your are given a chance to have powers, which calamity would you prevent? Why?

Test Yourself*1. Name the natural calamities shown in each picture.2. Recall how each affects the environment. Write 2 effects and 2 safety measures you should observe to minimize effects of each calamity. tsunamivolcanic eruptionsearthquake typhoon

GRADE VI EFFECTS OF RAPID POPULATION GROWTHAt the end of the module, you should be able to:  Explain how rapid population growth affects ecosystem Try to Recall 1. What kind of ecosystem is shown in each picture?F__________T G__________NP_________D C_____________Y2. What are the things interacting in each ecosystem?3. What is common to all of the ecosystems?4. What is the term used to describe the number of organisms living in a place or ecosystem?

ExploreActivity 1: Card Pyramid Prepare these Materials: deck of playing cards, paper, pencils Procedure: 1. Write names of plant or animal on slips of paper. 2. Get a playing card to represent the plant and animal written on the slip of paper. 3. Build a card tower using the playing cards. Plants should be at the bottom of the tower. Herbivores and carnivores the second and third levels of the tower. Answer these: Are there enough plants for the card tower?

4. Reassign cards plants and animals names in order to build a stable structure? Answer these: Why many plants are needed? What will happen if the plant population decreases and animal population grows rapidly? How would this affects an ecosystem? You learned what may happen to the ecosystem if these rapid population growth in certain organisms rapidly grows. Now let’s see what may happen to our bigger ecosystem if human population grows rapidly.Activity 2  Find out how fast the Philippine population is growing.  Study the graph below to find the answer. 100 90 80 70 60 50 40 30 20 10 0 1980 1990 1995 2000 2005

Answer these: 1. What was the population in the Philippines in 1990? 2. Did the population from 1980 to 2000 increase? Describe how much is the increase. 3. If the population continues to grow, What would be the impact of rapid population growth to the environment?Activity 3 Study the following pictures.Barangay Maginhawa Barangay MasikipAnswer these: 1. Compare the number of people in Barangay Maginhawa and Barangay Masikip. 2. What do you think will happen to the forest, river and land of the two barangays? 3. Describe the space, food and water in each barangay. 4. How does big population affect the environment? 5. Which barangay would you prefer to live in? Why

Read and learn more.  Population - is the total number of a group or groups of organisms belonging to the same species living in a place or given area.  RPG or Rapid Population Growth - is a serious problem in our country today.  Birth - refers to the number of babies born in a year.  Death - number of people who die in a year.  Migration - movement of people from one place to another.  Immigrant - person who is a native of a certain country who comes to live in another country.  Emigrant - person who leaves his country to settle in another place.  When more babies are born each year and less people die, it leads to rapid population growth.  Rapid Population Growth calls for an increased demand for food, water, air and space which leads to the imbalance of the environment.  The increase in the number of people harms the living and non living things in the community. Food and space will become limited. The environment will become dirty because of too much waste dumped. There will be lack of oxygen because trees are already limited.  The demand for basic necessities results in the generation of more waste and scarcity of food supply resulting to ecological imbalance.I LEARNED THAT:  Shortage of food, water and space may occur due to a rapid growth of population.  Food, water, and air may become limited and eventually polluted due to overpopulation.  Rapid growth of population has led to an increasing rate of using and spoiling of natural resources.

Apply ItA. Philippines has a population of more than 100 million as of 2011. Population is projected to grow by 1.6% million per year. What possible effects will it bring to the environment?B. Read the story below. In 1859, twenty-four rabbits were released near Geelong, Victoria, Australia. They multiplied rapidly. In Australia there were few numbers of predators and soon the rabbit became a big problem. The rabbits also built extensive underground warrens and stripped most of the vegetation in their area. (Source adapted from Lofts and Marett, M, 1997) Answer these: How would this situation disrupt the ecosystem?* Test YourselfA. Read this story from India. There were many snakes in the rice fields. The snakes fed on the mice which fed on the rice crops. Many people killed the snakes, either out of fear or for their skin. As a result, the population of snakes decreased very fast. With fewer snakes around, the population of mice increased greatly. Soon the population of rice plants decreased. What do you think will happen next? How does the increase/decrease in population affect the ecosystem?

B. Study each picture. Write the effect of over population inside the corresponding box. Effects to the environment MORE MORE More people means LESS LESS

GRADE VI ELECTRICAL ENERGYAt the end of the module, you should be able to:  Identify energy and their uses (electrical) Try to RecallStudy the type of energy shown in each picture.Identify whether it is light energy, chemical energy or mechanical energy.______________ ______________ ____________________________ ______________ ______________

Explore In this lesson you will learn more about another form of energy - - - electrical energy.Activity 1What you need: comb tiny bits of paperWhat to do: 1. Place the tiny bits of paper (size of a dot) on the table. 2. Comb you hair several times in one direction. 3. Then put the comb about ½ cm above the head of your seatmate. Observe what happens. 4. Repeat procedure 2. Then place the comb near the bits of paper. What happened?  What do you think caused the comb and paper to attract each other?  What is produced when you rub or comb your hair repeatedly?

Did you know that…  when you comb or rub your hair, the comb, gains electrons (negatively charged). The hair loses electrons (positively charged).  as the negatively charged comb is placed near your seatmate hair or bits of paper the electrons in the hair or paper move away! The hair or paper is now positively charged.  the rule says “Unlike poles attract”. That’s why the comb and the bits of paper attract each other.  rubbing produced static electricity  the electrons in the comb and the electrons flowing along the wires forms electricity that light our homes.Activity 2What you need: 60 m wire a battery a flashlight bulbWhat to do:1. Find ways of connecting the materials to make the bulb light. Draw as shown in the illustration above.Answer these: Did the bulb light? Why What energy flow along the wire? Where did this energy come from? What are some uses of this energy? Can you tell how electrical energy is produced in a battery? Trace the energy changes in this energy. ____________energy ____________energy battery movement of electrons

Did you know that… when wire is connected to a battery just like the illustration of a simple circuit, chemical reaction takes place inside the battery. The substance chemically react to produce excess electrons. These electrons flow along the wires and is called electrical energy.Activity 3What to do: 1. Study the illustration.  What makes the turbine move? When the turbine move, the generator works.  What is the work of a generator? 2. Study the illustration.

 What happens to sunlight n the solar cell? What changes happen to he sunlight? What form of energy is produced? What are the uses of this energy? Trace the energy changeslight energy ____________energysunlight light of bulbs

Activity 4 1. Look around the classroom. Identify things that uses of show electricity. 2. Study the illustration of a shopping mall below. Identify things which uses electrical energy and describe how it is used. Write your answers in your notebook.

I LEARNED THAT:  Electrical energy is formed from fast movements of electrons along wires and other conductors.  Electrical energy can be generated by the following: dry cell, generator, wind turbine, solar cells, hydroelectric plant, geothermal plant and others.  Generator is a device that converts mechanical to electrical energy.  Electrical energy has many uses.  Enables electrical equipment to work. Apply It You often see your mother wipe the electric bulb and fluorescent light. Why?

Test Yourself*A. Choose and check the item that uses electrical energy___ 1. floor polisher ___ 6. burning___ 2. dancing girls ___ 7. car___ 3. refrigerator ___ 8. wielding___ 4. writing ___ 9. light bulb___ 5. microscope ___10. televisionB. Complete the graph. Choose the words from the box.movement of electrons plantmoving water solar cells,windmills hydroelectric plantgeothermal plant school 2.formed byELECTRICAL E NERGY 3. 1. uses 4. 5.

Key to CorrectionTry to RecallExploration Time Activity 1 Activity 2 Activity 3 Activity 4Apply it 1. 2.Test Yourself 1. movement of electrons 2 - 6 in any order (hydroelectric plant, solar cells, geothermal plant, windmills)

ENVIRONMENTAL PROBLEMS GRADE VI ENVIRONMENTAL PROBLEMSAt the end of the module, you should be able to  Explain how certain events and activities disturb the interrelationship in an ecosystem (destructive practice) Try to RecallA. Study the picture below. Identify the source of living in each place. Write your answers in your notebook. 1) ________________ 2) ________________ 3) ________________ 4) ________________B. If people continue to use the environment, will the natural resources last long?

Explore Look around you. Are the things you see now still the same as they were before?What changes have you observed? How do you feel about the changes that happenednow? What do you think cause these changes? In this lesson, you will learn the different practices of man which created changes inthe ecosystems and disturb its balance.Activity 1Elmark, Kyz, and their friends are packing for a picnic at the river.I’m so glad we’ve got disposable I’m going to bring this insectutensils. We don’t have to wash repellant on the beach.or carry all these things back afterour picnic. It’s so convenient, isn’t it?What happened?This beach was niceand clean when wewere here last year!

1. What practices caused the beach to become polluted? 1. ___________________________________ 2. ___________________________________ 3. ___________________________________2. What will be the effects to the ocean and the organisms living in it if these practices continue?3. What practices should people practice to prevent water pollution?Activity 2 Make a research on Solid Waste Management? Is solid waste management program in school important? How do you dispose your rubbish at home and in school?Activity 3Study the illustrations below. AB CD

Answer these: 1. What are human activities shown in each picture? A- C- B- D- 2. How do these activities affect that ecosystem? 3. Of the four human activities, which one is occurring in your community? What changes happened because of these? What are the possible solutions? Tabulate your answer in a table similar to the one below.Human Activities Environmental Solutions Problems/Changes

Read and learn more.  One way of disturbing the balance of ecosystem is through the destructive practices of people.  Destructive practices include all the things people do that can harm the environment like illegal logging, kaingin, dynamite fishing and improper waste disposal.  Illegal logging and kaingin lead to deforestation or loss of trees. This results to soil erosion, flash flood, destruction of homes of the animals, disturbance in the cycles in nature and rise in surface temperatures.  Soil erosion happens when soil with no more plants is washed by running water. The absence of roots can wash away soil especially in a sloping area. Soil erosion can lessen the fertility of the soil.  Forest plants absorbs rain water to prevent flash floods..  80 % of the world’s plants and animal species live in the forest. When deforestation happens, there will be no homes and food for the plants and animals.  Deforestation affects the climate of a place. It lessens the supply of oxygen which people and animals need. It increases the supply of carbon dioxide which makes the temperature rise causing the polar ice to melt and eventually may result to flood.  Muro Ami is a way of catching fish by pounding the coral reefs to let the fishes come out. This can damage/destroy the coral reefs which takes a whole lifetime to form which serve as food, shelter and spawning area of marine organisms.  The use of cyanide and dynamite can kill small fishes.  Improper waste disposal causes pollution of land, water and air. It can clog drainage systems which can cause flashfloods during heavy rains.I LEAREND THAT:  Illegal logging, kaingin, dynamite fising, and improper waste disposal are some of the destructive practices of man.  This destructive practices disturb the interrelationship in an ecosystem.

Apply ItFind out what happened in Quezon Province. Yes, people are Read the comic strip below. helpless and some I’ve heard homes and what happened in Quezon! It’s livelihood are gone so devastating! already. What causes flash Well, according to flood there! the news illegal loggers caused that to happen.

Why? What They cut down trees untildid they do? the forest becomes barren?But what is bad about Well, when the trees arecutting trees? After all gone, excess water cannotthey can grow again. be held back and flash flood occurs. If you are living in that place, what will you do to help to lessen flash flood problem? Write a letter to your barangay captain informing him/her the effects of deforestation to the environment.