Science 6 Living Things and Their Environment Earth and Space As Reviewed by SME 1

Subject: Science
Grade Level: 6
Content Domain: Living Things and their Environment
Learning Competency: explain how the organs of each organ system work together
Code: S6LT-IIab-1
Cognitive process dimension: Remembering
Knowledge dimension: Factual
Item Number: 1A Answer: A
Commented [A1]: Correct but not aligned with the LC. The LC
Which of the following is not a function of the muscular system? demands for the students to be able to explain how a part of an
organ system works together with the others.
a. Excretion
b. Heat production
c. Maintenance of posture
d. Movement
PARALLEL ITEM
Item Number: 1B Answer: B
Commented [A2]: Analyzing and Conceptual

Which of the following activities would not be possible without the muscular system?
Not aligned with the LC nor is it parallel with Item A. This is
a. Watching a concert Analyzing; the previous is Remembering.
b. Carrying a basket of fruits

c. Listening to a classical music
d. Thinking of random thoughts
PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Subject: Science
Grade Level: 6
Code: S6LT-IIab-1
Cognitive process dimension: Understanding Commented [A3]: Both items are correct
Knowledge dimension: Conceptual
Item Number: 2A Answer: C
Which organ of the digestive system plays the biggest role in absorbing the nutrients found in foods
we eat?
a. Large intestine
b. Mouth
c. Small intestine
d. Stomach
PARALLEL ITEM
Item Number: 2B Answer: A
What would likely happen if there is too much water absorbed by the large intestine?
a. Constipation
b. Dehydration
c. Diarrhea
d. Loose bowel movement

Subject: Science
Grade Level: 6
Code: S6LT-IIab-1
Cognitive process dimension: Analyzing

Commented [A4]: This is correct.
Which of the following shows the correct pathway of air during inhalation?
a. Nose, trachea, pharynx, alveoli, bronchi, bronchioles

b. Nose, bronchioles, bronchi, trachea, pharynx, alveoli
c. Nose, pharynx, trachea, bronchi, bronchioles, alveoli
d. Nose, alveoli, bronchioles, pharynx, bronchi, trachea
PARALLEL ITEM

Commented [A5]: In order for the students to answer this item,
it should have already been made understood to them so this is
During inhalation, a mixture of different gases, enters the body but only the oxygen is used. What just…
happens to the other gases that are not used? Remembering and Factual
The item is correct but it is not parallel with Item A (which is correct
and aligned to the LC). It is not also aligned with the LC. It does not
a. They are exhaled. mention any organ at all.
b. They are used to create energy.
c. They are converted into oxygen.
d. They circulate through the body and are disposed of later.

Subject: Science
Grade Level: 6
Code: S6LT-IIab-1
Cognitive process dimension: Applying
Commented [A6]:
Which of the following blood components can best be compared to soldiers? Understanding and Factual
The correct answer is D. It is the white blood cells that attack

foreign matters. Plasma is just a medium where all the three solid
a. Plasma elements float and get delivered to other parts of the body.
b. Platelets This is not aligned to the LC.
c. Red blood cells
d. White blood cells
PARALLEL ITEM
Item Number: 4B Answer: C

Commented [A7]: This item is aligned to the LC but not parallel
with Item A.
What will happen if there are no valves in the heart?
Physiologically, there is something amiss here. The valves regulate
the flow of blood from one chamber to another (mitral and
tricuspid), from the heart to the lungs (pulmonary valve) and from
a. The heart will not be able to pump blood. the heart to the systemic organs (semilunar valves). So, if there is
no valve, there is volume overload in the chambers (resulting to
b. The blood will not circulate through the body. enlargement of the heart) and uncontrolled flow of blood to the
lungs (resulting to pulmonary hypertension) and the systemic
c. The oxygenated and deoxygenated blood will mix together.
organs (hypertension).
d. All of the above.
The oxygenated and deoxygenated blood will mix together if there
is an ostium or a hole between the two ventricles (which is more
common) or the auricles (less common).
Please check the answer to this item.

Subject: Science
Grade Level: 6
Learning Competency: explain how the different organ systems work together
Code: S6LT-IIcd-2
Commented [A8]: Understanding (no application here) and

Which two organ systems work together when the diaphragm contracts and relaxes causing air to Conceptual
move in and out of the lungs?
Correct item!
a. Circulatory and respiratory

b. Circulatory and muscular
c. Muscular and respiratory
d. Respiratory and skeletal
PARALLEL ITEM
Commented [A9]:
Which organ systems work most closely together to carry oxygen to the body and remove carbon Correct item!
dioxide as a waste?
a. Circulatory and respiratory

b. Circulatory and excretory
c. Digestive and excretory
d. Digestive and respiratory

Subject: Science
Grade Level: 6
Learning Competency: explain how the different organ systems work together
Code: S6LT-IIcd-2
Item Number: 6A Answer: B
Commented [A10]:
What type of muscles are involved in breathing, heart beating, and food digesting? Remembering and Factual
Correct item but not aligned to the LC.
a. Cardiac
b. Involuntary
c. Voluntary
d. Both voluntary and involuntary
PARALLEL ITEM
Commented [A11]:
Understanding and Conceptual
Why does a slight scratch of the skin do not cause bleeding?
So, this is not parallel with Item A, nor is it aligned with the LC.
a. Because the epidermis lacks melanin
Please check facts here:
b. Because the epidermis lacks living cells The epidermis has living cells too. It is made of five layers or strata
(stratum). The first two strata have few blood vessels, that is why it
c. Because the epidermis lacks hair follicles does not bleed much. But the granulosum, spinosum and basale
d. Because the epidermis lacks blood vessels layers have blood vessels and they are actually made of living cells,
or else the epidermis does not regenerate.
So the correct answer is D.

Subject: Science
Grade Level: 6
Learning Competency: determine the distinguishing characteristics of vertebrates and invertebrates
Code: S6MT-IIef-3
Cognitive process dimension: Evaluating
Item Number: 7A Answer: D

Commented [A12]: Remembering (just recalling) and Factual
(the characteristics of a mammal)
I have hair or fur. I give birth to live offspring. I feed my babies with milk. I breathe with my lungs and
Item is correct, though!
I am warm-blooded. What am I?
a. An amphibian
b. A bird
c. A fish
d. A mammal
PARALLEL ITEM
Item Number: 7B Answer: A Commented [A13]:

OK.
Which of the following shows a correct match of vertebrate and its structural characteristics?
a. bird: warm-blooded, have feathers, breathe with lungs

b. fish: warm-blooded, have scales, breathe with gills
c. mammal: cold-blooded, have fur or hair, breathe with lungs
d. reptile: cold-blooded, have scaly-skin with fur, breathe with lungs

Subject: Science
Grade Level: 6
Code: S6MT-IIef-3

Commented [A14]:
Remembering and Factual
What group of invertebrates have spiny skin, tube feet and arms that radiate out from a central
body?
a. Arthropods
b. Echinoderms
c. Mollusks
d. Sponges
PARALLEL ITEM
Which statement is true to all invertebrates?

Commented [A15]: This is correct but not parallel with Item A.
a. They are unicellular.
b. They have no backbone.
c. They reproduce asexually.
d. They can perform regeneration.

Subject: Science
Grade Level: 6
Code: S6MT-IIef-3
Knowledge dimension: Procedural
Commented [A16]:
A new species of insect is discovered. What observation could be made to determine if this new Analyzing and Conceptual (concept of metamorphosis; no
insect undergoes complete or incomplete metamorphosis? procedure here performed by the students)
a. You could observe the insects as they grow to determine if they have a pupal stage.
b. You could observe the adult insects to determine if they have fully developed wings.
c. You could observe the insects’ eating habits to see if they eat both plants and animals.
d. You could observe the newly hatched offspring to determine if they look like the adults.
PARALLEL ITEM
Item Number: 9B Answer: D
Which of the following shows the correct order of the life stages of most insects?
Commented [A17]:
This may look like Analyzing but it is not. This is actually just
recalling the life stages of insects. So, this is Remembering and
Factual.
a. Pupa, egg, larva, adult
b. Egg, pupa, larva, adult It is, therefore, not parallel with Item A. It is not also aligned with
the LC. The students will not distinguish a feature here.
c. Larva, pupa, egg, adult
d. Egg, larva, pupa, adult

Subject: Science
Grade Level: 6
Learning Competency: distinguish how spore-bearing and cone-bearing plants reproduce
Code: S6MT-IIgh-4
Commented [A18]:
You are studying about the reproduction of plants. What would you likely learn about ferns and pine Understanding (the difference between ferns and pines) and
Conceptual (no procedure here)
trees?
a. Ferns are cone-bearing plants while pine trees are spore-bearing.

b. Ferns are found in moist places while pine trees are found in arid places.
c. Ferns and pine trees share common characteristics such as being sporophytes.
d. Ferns are reproduced from spores while pine trees form seed called cones and pollinate.
PARALLEL ITEM
Under which criterion do all conifers fall? Commented [A19]:

Correct, but not parallel with Item A. There should also be the
mention of ferns.
a. They are leaf trees.
b. They produce spores.
c. They live only in hot, dry climates.
d. They produce naked seeds in cones.

Subject: Science
Grade Level: 6
Code: S6MT-IIgh-4
You want to grow non-flowering plants in your garden. Which of the following events would you not Commented [A20]:
observe? Understanding and Conceptual
a. Flowers are growing.

b. Spores are forming undersides of leaves.
c. The rhizome is growing horizontally through the soil.
d. Tiny curled-up fronds are growing from small buds on the rhizome.
PARALLEL ITEM
Commented [A21]: Not aligned with the LC nor is it parallel

Plants are found in almost all types of habitat. Which among the following habitats is not favorable with Item A. Though the item is correct.
for the growth of mosses?
a. Damp soil
b. Dry, unshaded places
c. Moist rocks
d. Trunks and branches of shaded trees

Subject: Science
Grade Level: 6
Code: S6MT-IIgh-4
Knowledge dimension: Meta-cognitive
Which of the following characteristics help conifers survive in cold, windy, and dry climates? Commented [A22]:
Not aligned with the LC. This is not about reproduction but the
a. They produce seeds in cones. characteristics of conifers.
b. They stay green all year round.
c. They have tough needle-like leaves that don’t dry out.
d. They do not produce flowers that are easily blown by wind.
PARALLEL ITEM
Which two stages happen in the life cycles of both ferns and mosses?
Commented [A23]:
This is aligned to the LC and is the more correct item than Item A.
a. Asexual reproduction and spore production They are not parallel to each other, though.
b. Asexual reproduction and sexual reproduction
c. Leaf and spore exchange
d. Spore production and sexual reproduction

Subject: Science
Grade Level: 6
Learning Competency: discuss the interactions among living things and non-living things in tropical
rainforest, coral reefs and mangrove swamps
Code: S6MT-Iii-5

Commented [A24]:
Analyzing and Conceptual
A freshwater lake has a muddy bottom, which is home to different types of algae and other
Correct!
organisms. Many species of fish feed on the algae. Which of the following is an abiotic factor in this
ecosystem?
a. The different types of algae

b. The number of species of fish
c. The temperature of the water
d. The amount of food available to the fish
PARALLEL ITEM
Commented [A25]:
Which of the following is not a basic need that must be provided by an organism’s habitat? Correct but not aligned with the LC (no mention of interaction) nor
is it parallel with Item A.
a. Food
b. Happiness
c. Protection
d. Water

Subject: Science
Grade Level: 6
Code: S6MT-Iii-j-5
Cognitive process dimension: Creating
Commented [A26]:
You want to know how living and nonliving things interact with each other. What question could you Correct!
ask using an aquarium with fishes inside it?
a. Do fishes have dreams?

b. Do fishes like warm or cool water?
c. Do fishes like living in an aquarium?
d. Do fishes have everything they need inside?
PARALLEL ITEM
Commented [A27]:
What do you think is common among birds, mammals, fishes, and plants? Not aligned with the LC and not parallel with Item A.
a. They are all biotics factors.

b. They are all abiotic factors.
c. They can survive on their own.
d. They can make their own food.

Subject: Science
Grade Level: 6
Code: S6MT-Iii-j-5
Commented [A28]:
An aquarium is smaller than a pond and contains fewer types of plants and animals. It usually needs Creating and Conceptual
a bubbler. Food is often added for the fish in an aquarium and temperature may be controlled by a
Correct with revision
heater. What conclusion can you make out of these statements?
a. An aquarium and a pond are just the same.

b. Plants and animals will only survive on a pond.
c. An aquarium is a better habitat for animals and plants than a pond.
d. (Both an aquarium and a pond can support life but a pond provides better chances of
survival for more species.) REVISE TO:
e. An aquarium supports life but a pond provides better chances of survival. (The original
option is just too long.)
PARALLEL ITEM
Commented [A29]:
Your teacher wrote the following words on the board: freshwater, desert, tundra, rainforest, marine Change this item!
water, and grassland. What do you think is the lesson all about?
It is unrelated to the LC and not even remotely parallel with Item A,
which is a very good item.
a. The different types of ecosystems.

b. The components of an ecosystem.
c. The relationship between living and nonliving things.
d. The characteristics of an ecosystem.

Subject: Science
Grade Level: 6
Learning Competency: explain the need to protect and conserve tropical rainforest, coral reefs and
mangrove swamps
Code: S6MT-IIk-l-6
Commented [A30]:
How can someone like you protect and conserve the different ecosystems? Understanding and Conceptual
a. Cut down old trees.

b. Keep the environment clean.
c. Burn down your yard wastes.
d. Discharge sewage into lakes or streams.
PARALLEL ITEM
Which of the following is not an example of a cause of animal and plant endangerment? Commented [A31]:
Not aligned with the LC. This is giving example, not explaining the
need.
a. Disease
This is not parallel with Item A too.
b. Habitat loss
c. Predation
d. Recycle, reduce, and reuse

Subject: Science
Grade Level: 6
mangrove swamps
Code: S6MT-IIk-l-6
Commented [A32]:
What do you think will happen if the number of individuals in a species becomes so small that the Understanding and Conceptual
species may not survive anymore?
Not aligned with the LC. Have questions about the rainforest, coral
reefs and mangroves
a. The species will become rare.
b. The species will become extinct.
c. The species will become common.
d. The species will become endangered.
PARALLEL ITEM
If none of the individuals within a particular species can survive to reproduce, what will happen to
Commented [A33]:
that species? Parallel with Item A but both are not aligned to the LC, which is
about explaining the need to protect and conserve the rainforest,
coral reefs and mangroves, but not the species.
a. They will become extinct.

b. They will increase in number.
c. They will evolve into a new species.
d. They will transfer to a new environment.

Subject: Science
Grade Level: 6
mangrove swamps
Code: S6MT-IIk-l-6
Commented [A34]:
How does extinction affect biodiversity? Understanding and Conceptual
Not aligned directly with the LC. Have questions about the
a. Extinction has no impact on biodiversity. rainforest, coral reefs and mangroves.
b. Extinction contributes to a decrease in biodiversity.
c. Extinction contributes to an increase in biodiversity.
d. Extinction can randomly change biodiversity in so many ways.
PARALLEL ITEM
Extinction is a natural process that has occurred throughout the history of life on Earth. But during
Commented [A35]:
the 21st century, extinction has become a big problem. Which do you is the reason behind this? Not aligned with the LC
a. There is shortage of food.

b. The rate of extinction is much faster than ever before.
c. The rate of extinction is much slower than ever before.
d. There are fewer species that could become extinct than ever before.

Subject: Science
Grade Level: 6
Content Domain: Earth and Space
Learning Competency: describe the changes on the Earth’s surface as a result of earthquakes and
volcanic eruptions
Code: S6ES-IVa1
Cognitive process dimension: Remembering
Commented [A36]:
Which three are the main causes of earthquakes? Not aligned with the LC. Where are the changes of the Earth’s
surface because of earthquakes?
a. Volcanic eruption, the sun's gravitational forces, tectonic plates movement.

b. Volcanic eruption, the moon's gravitational forces, tectonic plate movement.
c. Volcanic eruption, movement of tectonic plates, human activity such as bombing.
d. Volcanic eruption, human activities such as mining and excessive groundwater extraction.
PARALLEL ITEM
Commented [A37]:
What characteristic of earthquakes causes the most severe damage? Correct but not aligned with the LC. This not also parallel with Item
A.
a. A deep focus
b. A shallow focus
c. A deep epicenter
d. A shallow epicenter

Subject: Science
Grade Level: 6
volcanic eruptions
Code: S6ES-IVa1
Commented [A38]:
How does the energy of an earthquake travel through the earth? Not aligned with the LC. The question should be about the changes
in the Earth’s surface because of earthquake and volcanic
a. Seismic waves carry the energy of an earthquake toward the focus then move out to the eruptions, such as:
epicenter. How do earthquakes change the surface of the Earth?

b. During an earthquake, seismic waves move toward the focus and epicenter then move out in
How do volcanic eruptions change the geography of the place?
all directions.
c. Seismic waves carry the energy of an earthquake toward the focus, through the Earth's
interior, and across the surface.
d. Seismic waves carry the energy of an earthquake away from the focus, through the Earth's
interior, and across the surface.
PARALLEL ITEM
Which of the following sequences correctly lists the different arrivals from first to last? Commented [A39]:
This is remotely related to the LC. Arrivals of what waves?
a. P waves, surface waves, S waves

b. P waves, S waves, surface waves
c. Surface waves, P waves, S waves
d. S waves, P waves, surface waves

Subject: Science
Grade Level: 6
volcanic eruptions
Code: S6ES-IVa1
Cognitive process dimension: Understanding
Commented [A40]:
A subduction zone can give rise to a volcano. In what type of plate boundary do subduction zones Remembering and Factual
occur?
Not aligned with the LC. Where are the changes?
a. Convergent boundary
b. Divergent boundary
c. Subduction boundary
d. Transform boundary
PARALLEL ITEM
Which of the following is not an indicator of a volcanic eruption?

Commented [A41]:
Not aligned with the LC nor parallel with Item A.
a. Changing weather
b. Frequent earthquakes
c. Release of different materials from the volcano
d. Increased emission of heat and gas from the vent

Subject: Science
Grade Level: 6
Learning Competency: enumerate what to do before, during and after earthquake and volcanic
eruptions
Code: S6ES-IVb2
Commented [A42]:
What is one of the most important actions to take before an earthquake? REVISE TO: Understanding and Conceptual
What precautionary measure should be done to prevent damage and injury from an earthquake?
(The original question is rhetorical because nobody can predict and earthquake.)
a. Move to higher ground.

b. Locate safe places in each room.
c. Place larger items in high places.
d. Secure fragile and expensive belongings.
PARALLEL ITEM
Commented [A43]:
How do you stay safe during an earthquake? Understanding and Conceptual
a. If outside, find a clear spot and drop to the ground.

b. Wherever you are, run as fast as you can when the shaking starts.
c. If you are outside, stay still. Do nothing and just wait for the shaking to stop.
d. If indoors, move no more than a few steps, drop to the ground, cover and hold on.

Subject: Science
Grade Level: 6
eruptions
Code: S6ES-IVb2
Which of the following should you pay attention to before a volcanic eruption?
Commented [A44]: Understanding (no Application of previous
a. Frequent earthquakes knowledge to new context) and Conceptual. When you say
Procedural, the students must come up with procedures, that is
b. Changing weather patterns step 1 what to do, step 2 what to do, step 3 what to do, etc.
c. Decreased room temperature
d. Frequent ejection of volcanic ash
PARALLEL ITEM
What is one of the most important actions to take before a volcanic eruption? Commented [A45]:
a. Keep your house clean.
This is correct but not parallel with Item A. Both items can be
b. Cover your garden with soil. written separately as two different questions.
c. Keep goggles and a dust mask handy.
d. Read about volcanic eruptions in text books.

Subject: Science
Grade Level: 6
eruptions
Code: S6ES-IVb2
Commented [A46]:
How do you stay safe during a volcanic eruption? This is correct but may have two answers: A and B.
a. Evacuate or take shelter. During an eruption, when the lava flow is imminent but was not
previously anticipated, people may still evacuate and take shelter.
b. Wear goggles and a dust mask.
c. Stay at the comfort of your home.
d. Go outside to observe the volcanic eruption.
PARALLEL ITEM
Commented [A47]:
What should be the first action to take after a volcanic eruption? This is correct and can be separated from Item A to be come two
questions.
a. Start cleaning your house.

b. Prepare an emergency kit.
c. Make a brick barrier in front of your house.
d. Protect your eyes and lungs from volcanic ash.

Subject: Science
Grade Level: 6
Learning Competency: describe the different seasons in the Philippines
Code: S6ES-IVc-3
Commented [A48]:
Which of the following best describes climate? Understanding and Conceptual
a. The higher you go, the colder it gets. This is not aligned to the LC because climate and season, in fact, are
two different phenomena.
b. It is the amount of rainfall in an area.
c. It is the condition of the atmosphere at a certain place and time.
d. It is the average weather conditions of an area over a long period of time.
PARALLEL ITEM
Which of the following is the cause of the change of seasons? Commented [A49]:
Not aligned with the LC. The student’s answer should show that
they can now describe correctly the seasons in the Philippines, not
a. The rotation of the Earth determine its causes of change.
b. The tilt of the Earth’s axis
c. The distance of a place from the equator
d. The prevailing winds blowing across land or water

Subject: Science
Grade Level: 6
Code: S6ES-IVc-3
Why does the equator experience about the same temperatures year-round?
Commented [A50]:
Not aligned with the LC
a. It has no prevailing winds.
b. It has no mountains to affect its climate.
c. It tilts toward the sun and gets much more direct solar energy.
d. The sun’s rays strike the equator at about the same angle all year.
PARALLEL ITEM
Commented [A51]:
Which of the following explains why one side of a mountain usually has more precipitation than the Not aligned with the LC
other side?
a. The atmosphere gets denser as elevation increases.

b. The land on one side is greener and lusher than the other.
c. Temperatures are higher on one side of a mountain than on the other.
d. Mountains force air to rise, and air cools and releases moisture as it rises.

Subject: Science
Grade Level: 6
Code: S6ES-IVc-3
Commented [A52]:
How do prevailing winds that travel across large bodies of water affect the climate? Not aligned with the LC. Season and not climate…
a. They make it drier.

b. They make it colder.
c. They make it wetter.
d. They make it warmer.
PARALLEL ITEM
How do prevailing winds affect a region’s climate? Commented [A53]:

Not aligned with the LC. Seasons not climate…
a. By creating desert areas.
b. By affecting how much precipitation it receives.
c. By controlling the amount of solar energy it receives.
d. By causing more precipitation on one side of a mountain.

Subject: Science
Grade Level: 6
Learning Competency: discuss appropriate activities for specific seasons of the Philippines
Code: S6ES-IVd4
Which of these weather phenomena may also trigger an asthma attack? Commented [A54]:
Not aligned with the LC. Ask about activities commonly done either
in wet or dry season. There are only two seasons in the Philippines,
the wet and the dry.
a. Cloudy
b. Sunny
c. Rainy
d. Windy
PARALLEL ITEM
Item Number:10B Answer: D
Seasonal hay fever, or allergic rhinitis, is a common cause of allergy symptoms. What brings on Commented [A55]:
nonallergic rhinitis? Where is the question about activities? This is not aligned with the
LC. Ask questions, such as:
a. Steady rain Which activity is NOT commonly associated with the wet or rainy
b. Low pressure season?
c. Cloudy weather During dry season, which activity can usually be seen in the rural
areas?
d. Sudden change in temperature
Based on the seasons presented in the infographics, which activity
cannot be done from June to October?

Subject: Science
Grade Level: 6
Learning Competency: compare the planets of the solar system
Code: S6ES-IVgh-6
Commented [A56]:
Jenny saw a picture of the solar system in her science book. The planets were large and colorful, but Good item but not aligned with the LC. Compare planets, not
she knew it was not an accurate model. Why? planets to models.
a. Planets are oval and not round.

b. The planets are not colorful. They are white.
c. The planets should have been much farther apart.
d. We don’t know exactly what the planets look like, so it was a guess.
PARALLEL ITEM
What would happen to Earth if it started going faster around the sun?
Commented [A57]:
Where is the comparison? Not evenly remotely aligned to the LC
a. It would fall into the sun.
b. Its gravity would increase.
c. Its gravity would decrease.
d. It would travel away from the sun.

Subject: Science
Grade Level: 6
Learning Competency: demonstrate rotation and revolution of the Earth using a globe to explain day
and night and the sequence of seasons
Code: S6ES-IVef-5
Knowledge dimension: Metacognitive
Commented [A58]:
What is the difference between rotation and revolution?
The item is acceptable.
a. Rotation is the way how Earth spins while revolution is how Earth moves around the sun.
b. Revolution is the way how Earth spins while rotation is how Earth moves around the sun.
c. Rotation is the way how Earth spins while revolution is how Earth moves around other
planets.
d. Rotation is the way how Earth moves around the moon while revolution is how Earth
moves around the sun.
PARALLEL ITEM
Commented [A59]:
Which of the following is the best evidence to prove that Earth spins on its axis? Analyzing and Conceptual
This item is correct but not parallel with Item A. Both may be
a. Atmospheric density variations. separated into two different questions, though.
b. Changing constellations throughout the year.
c. Changes in the position of sunspots on the Sun.
d. The apparent movement of the Sun throughout the day.

Subject: Science
Grade Level: 6
Code: S6ES-IVef-5
Why is it that an Earth’s day is 24 hours long? Commented [A60]:

No aligned with the LC
a. Because it takes 24 hours for Earth to orbit the sun.

b. Because Earth tilts toward and away from the sun every 24 hours.
c. Because it takes 24 hours for Earth to make one rotation on its axis.
d. Because the moon moves between Earth and the sun every 12 hours.
PARALLEL ITEM
Why does the sun rise in the east?

Commented [A61]:
Not aligned with the LC and not parallel
a. Because Earth rotates from west to east.
b. Because Earth revolves from west to east.
c. Because the sun rotates from east to west.
d. Because the sun revolves from east to west.

Subject: Science
Grade Level: 6
Code: S6ES-IVef-5
How much of the moon is always reflecting light from the sun?
Commented [A62]:
a. All of the moon is reflecting sunlight at all times.
b. Half of the moon is reflecting sunlight at all times.
c. Half of the moon is reflecting sunlight only during the full moon phase.
d. Half of the moon is reflecting sunlight only during the new moon phase.
PARALLEL ITEM
Nicole looks into the sky and sees a new moon. Which phase of the moon will she see in about two
weeks? Commented [A63]:
a. Crescent moon
b. First quarter moon
c. Full moon
d. New moon

Subject: Science
Grade Level: 6
Learning Competency: construct a model of the solar system showing the relative sizes of the planets
and their relative distances from the Sun
Code: S6ES-IVij-7
What is the correct order of planets from the sun, nearest to farthest?
Commented [A64]:
a. Mercury, Venus, Jupiter, Mars, Earth, Saturn, Uranus, Neptune Remembering and Factual
b. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune This is acceptable but only indirectly related to the LC. The LC calls
c. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Neptune, Uranus for the students to construct a model, not just arrange the planets.
The LC, in fact, cannot be assessed through paper and pen test.
d. Mercury, Venus, Mars, Earth, Jupiter, Saturn, Neptune, Uranus
PARALLEL ITEM
Which of the following shows the correct order of the four terrestrial planets according to size, Commented [A65]:
smallest to largest? Same comment above
a. Earth, Venus, Mercury, Mars

b. Mars, Mercury, Earth, Venus
c. Mercury, Mars, Venus, Earth
d. Venus, Mars, Mercury, Earth

Subject: Science
Grade Level: 6
Code: S6ES-IVgh-6
What is Jupiter's Great Red Spot?

Commented [A66]:
Not aligned with the LC. Where is the comparison? Which planet is
a. A long-lived, high-pressure storm Jupiter compared to? The question requires the students to just
describe, not compare.
b. The place where Jupiter's aurora is most visible
c. A large mountain peak poking up above the clouds
d. The place where reddish particles from Io impact Jupiter's surface
PARALLEL ITEM
Which planet has the highest average surface temperature, and why? Commented [A67]:
Remembering and Factual
a. Mars, because of its red color. This item is correct and aligned with the LC.
b. Earth, because of global warming.
c. Mercury, because it is closest to the Sun.
d. Venus, because of its dense carbon dioxide atmosphere.

Subject: Science
Grade Level: 6
Learning Competency: construct a model of the solar system showing the relative sizes of the planets
and their relative distances from the Sun
Code: S6ES-IVij-7

A future n A future news release might report that a new planet has been found around a star very similar to
Commented [A68]:
our sun. This newly discovered planet is claimed to have a mass 40 times that of Earth and is located This is a good item and very correct!
nearly 25 AU from the star it orbits. Which of the following would be a reasonable prediction about
this planet?
I. The planet will probably have several satellites.
II. The planet will probably have a mean density of around 5 g/cm3.
III. The planet will probably have a composition that is mostly hydrogen and helium.
IV. The planet will probably have a radius of around five to ten times greater than Earth's.
a. I and IV
b. I, II, and III
c. I, III, and IV
d. I, II, III, and IV
PARALLEL ITEM
The planets all lie in nearly the same plane resulting in a disk-like structure for the solar system.
Commented [A69]:
What is believed to be the reason why this disk-like structure exists? Not aligned with the LC and not parallel with Item A
a. The original solar nebulae had a disk-like structure.

b. The sun's magnetic field slowed down the rotation of the solar nebula.
c. The planetesimals settled into the plane of rotation of the solar nebula.
d. Jupiter's gravity was great enough to pull all of the other planets to the plane of its orbit.

Subject: Science
Grade Level: 6
Code: S6ES-IVgh-6
Which of the following is not a characteristic of the terrestrial planets? Commented [A70]:
Not aligned with the LC. Where is the comparison as required in the
a. Small diameters LC?
b. Very few satellites

c. Low average density
d. Craters in old surfaces
PARALLEL ITEM
Which of the following best describes the current atmosphere of Earth?

Commented [A71]:
a. It is composed primarily of hydrogen and helium. Not aligned with the LC nor is it parallel with Item A
b. It is the result of a collision between the sun and another star.
c. It is the result of the melting and vaporizing of the glaciers from the last ice age.
d. It is composed of gases that were baked from the rocks sometime after the planet formed.

Science 6 Living Things and Their Environment Earth and Space As Reviewed by SME 1

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Subject: Science

Item Number: 1A Answer: A

Item Number: 1B Answer: B

Commented [A2]: Analyzing and Conceptual

b. Carrying a basket of fruits

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 2A Answer: C

Item Number: 2B Answer: A

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 3A Answer: C

a. Nose, trachea, pharynx, alveoli, bronchi, bronchioles

Item Number: 3B Answer: A

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 4A Answer: A

The correct answer is D. It is the white blood cells that attack

Item Number: 4B Answer: C

Please check the answer to this item.

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 5A Answer: C

Commented [A8]: Understanding (no application here) and

a. Circulatory and respiratory

Item Number: 5B Answer: A

a. Circulatory and respiratory

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 6A Answer: B

Correct item but not aligned to the LC.

Item Number: 6B Answer: B

So the correct answer is D.

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 7A Answer: D

Item Number: 7B Answer: A Commented [A13]:

a. bird: warm-blooded, have feathers, breathe with lungs

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 8A Answer: B

Item Number: 8B Answer: B

Which statement is true to all invertebrates?

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 9A Answer: A

Item Number: 9B Answer: D

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 10A Answer: D

a. Ferns are cone-bearing plants while pine trees are spore-bearing.

Item Number: 10B Answer: D

Under which criterion do all conifers fall? Commented [A19]:

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 11A Answer: A

a. Flowers are growing.

Item Number: 11B Answer: B

Commented [A21]: Not aligned with the LC nor is it parallel

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 12A Answer: C

Item Number: 12B Answer: B

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 13A Answer: C

a. The different types of algae

Item Number: 13B Answer: C

PERFORMANCE ASSESSMENT OF STANDARDS AND SKILLS-REVISED VERSION 2018 | PASS-R

Item Number: 14A Answer: B