Mentari Intercultural School Grand Surya

Jln. T. Bougenvile l, Taman Surya 5, Blok MM2 Pegadungan, Kalideres

Jakarta Barat 11830

Academic Year 2024-2025

______________________________________________________________________________________________________________________________________________________________________________

Name: __________________________ Date: ___________________________

Grade 6: ________________________ Science Handout 1.1 (1st Semester)

ORGANS AND ORGAN SYSTEMS

The Circulatory System

The human circulatory system consists of the heart,
blood, and blood vessels. Blood pumped from the heart is
moved all around your body, taking oxygen and nutrients
to every cell. Arteries carry blood and oxygen away
from the heart to the rest of the body. Veins carry the
used blood back to the heart. The capillaries are the
smallest blood vessels, they connect the arteries and the
veins.

The heart is an organ made from muscle and nerve

tissues. It is about the size of a fist and beats around 70
times every minute when the body is resting.

Red blood cells carry oxygen around the body. White

blood cells keep the body healthy by attacking germs.

The Respiratory System

The respiratory system provides oxygen for the
body. We breathe using muscles around the
lungs and the diaphragm.

As we breathe in, air flows down the trachea

(windpipe) into the lungs. Inside the lungs,
there are two bronchi. The bronchi are tubes
that direct the air. These then branch off into
smaller and smaller tubes, just like tree
branches. At the end of the branches are lots of
small air sacs called alveoli. The alveoli are
where are the oxygen enters the blood.

Interesting fact: hiccups are caused by the

diaphragm contracting too often.
 The Reproductive System
The reproductive system allows humans to reproduce. Males and females have
different reproductive parts. You can see the location and names of the main
reproductive organs in males and females in the diagrams.

Male Reproductive System Female Reproductive System

OUR BODIES CHANGE DURING PUBERTY

About 11 years old, humans become adolescents (the age varies for different
people). During adolescence, humans experience emotional and physical changes,
and puberty occurs. Puberty is when physical changes happen during adolescence.
During this time, your body changes and your reproductive system develops fully.
The age when puberty begins varies for different people. For some, it can begin as
young as 7 years old, whereas other may be older than 18. Puberty, and when it
starts, is not something to worry about.

The table below summarizes the main physical changes that take place during
puberty.

Physical changes in females during Physical changes in males during

puberty puberty
Growth spurt Growth spurt
Body hair increases under your arms and Hair growth increases, particularly on
in pubic region. face, under arms, and in pubic region.
Body odour increases. Body odour increases.
Hips widen. Chest and shoulders broaden.
Breasts develop. Penis and testes increase in size.
Menstrual cycle begins. Ability to ejaculate.
 Additional information

The Human Body Organ Systems

1. Circulatory System
 Parts and Functions:
 Heart: A muscular organ with four chambers (two atria and two ventricles) that pumps
blood throughout the body. The right side of the heart receives oxygen-poor blood from
the body and pumps it to the lungs. The left side receives oxygen-rich blood from the
lungs and pumps it to the rest of the body.
 Arteries: Thick-walled blood vessels that carry oxygen-rich blood away from the heart.
The main artery, the aorta, branches into smaller arteries that reach different parts of the
body.
 Veins: Blood vessels that carry oxygen-poor blood back to the heart. Veins have valves
that prevent backflow and ensure blood flows in one direction. The largest veins are the
superior and inferior vena cava, which return blood to the heart.
 Capillaries: Microscopic blood vessels that connect arteries and veins. They have thin
walls that allow oxygen, nutrients, and waste products to pass between blood and tissues.
 Blood: Composed of:
 Red Blood Cells (RBCs): Contain hemoglobin, which binds to oxygen in the lungs
and carries it to tissues. RBCs also transport carbon dioxide from tissues to the lungs.
 White Blood Cells (WBCs): Part of the immune system, they help fight infections
by attacking bacteria, viruses, and other pathogens.
 Platelets: Cell fragments that help in blood clotting, preventing excessive bleeding
when injuries occur.
 Plasma: The liquid component of blood that carries cells, nutrients, hormones, and
waste products.

 Importance:
The circulatory system is essential for maintaining life. It transports oxygen and nutrients to cells,
removes waste products, and helps regulate body temperature. It also plays a crucial role in the
immune response and the distribution of hormones. Proper circulation is vital for all body functions,
ensuring that tissues receive the nutrients and oxygen they need to function effectively.

2. Respiratory System
 Parts and Functions:
 Nose and Nasal Cavity: The main entry point for air. The nasal cavity filters, warms,
and moistens the air before it reaches the lungs.
 Pharynx (Throat): A muscular tube that serves as a passageway for both air and food.
It connects the nasal cavity to the larynx and esophagus.
 Larynx (Voice Box): Contains the vocal cords and is responsible for producing sound. It
also routes air to the trachea and food to the esophagus.
 Trachea (Windpipe): A tube reinforced with cartilage rings that keep it open. It carries
air from the larynx to the bronchi.
 Bronchi: Two large tubes that branch off from the trachea and lead to each lung. They
further divide into smaller bronchioles.
 Bronchioles: Smaller airways that branch off from the bronchi and lead to the alveoli.
 Alveoli: Tiny air sacs where gas exchange occurs. Oxygen from the air passes into the
blood, and carbon dioxide from the blood is expelled into the alveoli to be exhaled.
 Importance:
The respiratory system provides the body with oxygen, which is necessary for cellular respiration
and energy production. It also removes carbon dioxide, a waste product of metabolism. Proper
respiratory function is crucial for maintaining the body's pH balance and overall homeostasis. The
respiratory system also plays a role in vocalization and protection against pathogens through
mucous membranes and cilia.
3. Digestive System
 Parts and Functions:
 Mouth: Begins the process of digestion by mechanically breaking down food through
chewing and mixing it with saliva, which contains enzymes that start breaking down
carbohydrates.
 Esophagus: A muscular tube that transports food from the mouth to the stomach
through rhythmic contractions called peristalsis.
 Stomach: A muscular organ that churns food and mixes it with gastric juices, including
hydrochloric acid and digestive enzymes, breaking down proteins and turning food into a
semi-liquid mixture called chyme.
 Small Intestine: A long, coiled tube where most digestion and nutrient absorption occur.
It has three parts: the duodenum (receives chyme from the stomach and digestive
enzymes from the pancreas and bile from the liver), the jejunum, and the ileum.
 Pancreas: Produces digestive enzymes and bicarbonate, which are released into the
small intestine to aid in the digestion of carbohydrates, proteins, and fats.
 Liver: Produces bile, which helps in the emulsification and digestion of fats. It also
processes nutrients absorbed from the small intestine.
 Gallbladder: Stores bile produced by the liver and releases it into the small intestine.
 Large Intestine (Colon): Absorbs water and electrolytes from indigestible food residues,
forming and storing feces until they are excreted. It includes the cecum, colon, rectum,
and anus.

 Importance:
The digestive system is crucial for breaking down food into nutrients that the body can absorb and
use for energy, growth, and repair. It also plays a role in maintaining fluid and electrolyte balance
and eliminating waste products from the body. Proper digestion is essential for overall health and
well-being.

4. Nervous System
 Parts and Functions:
 Brain: The control center of the body, responsible for processing sensory information,
regulating bodily functions, and enabling thought, memory, and emotion. It includes
various regions such as the cerebrum (responsible for higher brain functions), cerebellum
(coordinates movement and balance), and brainstem (controls basic life functions like
breathing and heartbeat).
 Spinal Cord: A long, thin, tubular structure that connects the brain to the rest of the
body. It transmits neural signals between the brain and peripheral nerves and coordinates
reflexes.
 Peripheral Nerves: Include all the nerves outside the brain and spinal cord. They carry
sensory information to the central nervous system (CNS) and motor commands from the
CNS to muscles and glands.
 Neurons: Specialized cells that transmit nerve impulses. They consist of a cell body,
dendrites (receive signals), and an axon (sends signals).

 Importance:
The nervous system controls and coordinates all body activities, from voluntary movements to
involuntary processes like heartbeat and digestion. It enables perception, thought, and memory,
and allows the body to respond to internal and external stimuli. Proper nervous system function is
essential for survival and interaction with the environment.

5. Musculoskeletal System
 Parts and Functions:
 Bones: Provide structure and support for the body, protect internal organs, and produce
blood cells in the bone marrow. The human skeleton consists of 206 bones.
 Joints: Areas where two or more bones meet, allowing for movement and flexibility.
 Types of joints include fixed (immovable), semi-movable, and movable joints (e.g., hinge,
ball-and-socket, and pivot joints).
 Muscles: Tissues that contract to produce movement. There are three types of muscles:
 Skeletal Muscles: Voluntary muscles attached to bones, responsible for body
movements.
 Smooth Muscles: Involuntary muscles found in the walls of internal organs, responsible
for movements like digestion and blood vessel constriction.
 Cardiac Muscle: Involuntary muscle found only in the heart, responsible for pumping
blood.
 Tendons: Tough, fibrous tissues that connect muscles to bones.
 Ligaments: Strong, flexible tissues that connect bones to other bones at joints.

 Importance:
The musculoskeletal system provides the body with structure, stability, and the ability to move. It
protects vital organs, stores minerals like calcium and phosphorus, and produces blood cells.
Healthy bones, muscles, and joints are essential for mobility, strength, and overall physical health.

6. Male Reproductive System

 Parts and Functions:
 Testes: Produce sperm and testosterone, the male sex hormone.
 Epididymis: Stores sperm and allows them to mature.
 Vas Deferens: Transports mature sperm from the epididymis to the urethra in
preparation for ejaculation.
 Seminal Vesicles: Produce seminal fluid that nourishes and protects sperm.
 Prostate Gland: Produces fluid that combines with seminal fluid to form semen.
 Urethra: A tube that carries urine from the bladder and semen from the reproductive
system out of the body through the penis.
 Penis: Delivers semen into the female reproductive tract during intercourse and also
serves as a conduit for urine to leave the body.

 Importance:
The male reproductive system is essential for producing and delivering sperm, the male
reproductive cells. It also produces hormones that regulate male characteristics and reproductive
functions.

7. Female Reproductive System

 Parts and Functions:
 Ovaries: Produce eggs (ova) and female sex hormones (estrogen and progesterone).
 Fallopian Tubes: Transport eggs from the ovaries to the uterus. Fertilization of an egg
by sperm typically occurs in the fallopian tubes.
 Uterus: A muscular organ where a fertilized egg implants and develops into a fetus
during pregnancy.
 Endometrium: The lining of the uterus that thickens in preparation for a fertilized egg. If
fertilization does not occur, the endometrium is shed during menstruation.
 Cervix: The lower part of the uterus that opens into the vagina. It produces mucus that
can either help or hinder sperm movement.
 Vagina: A muscular canal that connects the cervix to the outside of the body. It serves as
the passageway for menstrual flow, intercourse, and childbirth.

 Importance:
The female reproductive system is essential for producing eggs, the female reproductive cells, and
providing a nurturing environment for a fertilized egg to develop into a fetus. It also produces
hormones that regulate the menstrual cycle, pregnancy, and secondary sexual characteristics.
Proper function of the female reproductive system is crucial for reproduction and overall health.
 Mentari Intercultural School Grand Surya
Jln. T. Bougenvile l, Taman Surya 5, Blok MM2 Pegadungan, Kalideres
Jakarta Barat 11830

Academic Year 2024-2025

______________________________________________________________________________________________________________________________________________________________________________

Name: __________________________ Date: ___________________________

Grade 6: ________________________ Science Handout 1.2 (1st Semester)

Understanding Infectious Diseases, Prevention, and

Human Defence Mechanisms
1. Types of Microorganisms
1.1 Bacteria
• Description: Single-celled organisms with no nucleus.
They have a simple cell structure with a cell wall.
• Examples: E. coli, Streptococcus, Salmonella.
• Diseases: Strep throat, tuberculosis, urinary tract
infections.
• Prevention: Proper hygiene, vaccination, antibiotics (for
bacterial infections).

1.2 Fungi
• Description: Can be single-celled (yeasts) or multicellular

(molds, mushrooms). They have a nucleus and cell walls made of

chitin.
• Examples: Candida (yeast infections), Aspergillus (mold
infections), Penicillium (antibiotic source).
• Diseases: Athlete's foot, ringworm, candidiasis.

• Prevention: Good personal hygiene, keeping skin dry, antifungal treatments.

1.3 Viruses
• Description: Much smaller than bacteria and fungi, consisting of genetic material (DNA or RNA)
enclosed in a protein coat. They cannot
reproduce on their own and must invade host
cells.
• Examples: Influenza virus, HIV, common
cold virus.
• Diseases: Flu, AIDS, COVID-19.
• Prevention: Vaccination, hand washing,
avoiding contact with infected individuals, antiviral medications.
1.4 Parasites
• Description: Can be single-celled (protozoa) or

multicellular (worms). They live on or inside a host

and rely on it for nourishment and reproduction.
• Examples: Plasmodium (malaria), Giardia
(giardiasis), Tapeworms (intestinal parasites).
• Diseases: Malaria, giardiasis, worm infections.
• Prevention: Proper sanitation, using insect
repellent, avoiding contaminated food and water,
antiparasitic medications.

2. Infectious Diseases
Infectious diseases are caused by pathogenic microorganisms (bacteria, fungi, viruses, parasites) that invade
and multiply in the body, leading to illness. They can spread through direct contact, contaminated surfaces,
food, water, or vectors (like mosquitoes).
Common Symptoms:
• Fever
• Cough
• Diarrhea
• Fatigue
• Rashes
Transmission Methods:
• Airborne droplets
• Physical contact
• Contaminated food or water
• Vector bites

3. Preventing Infectious Diseases

3.1 Hygiene
• Wash hands frequently with soap and water.
• Use hand sanitizer if soap is not available.
• Avoid touching face with unwashed hands.
3.2 Vaccination
• Ensure vaccinations are up-to-date (e.g., flu shots, measles, mumps, rubella).
3.3 Safe Practices
• Use insect repellent to prevent vector-borne diseases.
• Cook food thoroughly and drink clean water.
3.4 Avoiding Contact
 • Avoid close contact with sick individuals.
• Stay home when feeling unwell to prevent spreading illness.
3.5 Health Measures
• Get regular check-ups and screenings.
• Follow medical advice and take prescribed medications as directed.

4. Human Defence Mechanisms

The human body has several defense mechanisms to protect against infectious diseases:
4.1 Physical Barriers
• Skin: Acts as a first line of defense by blocking pathogens from entering the body.
• Mucous Membranes: In respiratory and digestive tracts, trap and expel pathogens.
4.2 Immune Response
• White Blood Cells: Identify and destroy pathogens through various mechanisms.
• Antibodies: Proteins produced by the immune system that specifically target and neutralize
pathogens.
• Inflammation: A response to injury or infection, helping to isolate and eliminate pathogens.
4.3 Acquired Immunity
• Active Immunity: Developed after exposure to a disease or vaccination, resulting in the production
of antibodies.
• Passive Immunity: Received from another source, such as antibodies passed from mother to baby
through breast milk or injections.
4.4 Other Mechanisms
• Fever: Elevated body temperature helps inhibit pathogen growth.
• Coughing and Sneezing: Expel pathogens from respiratory tract.

By understanding these mechanisms and practices, we can better protect ourselves and others from
infectious diseases and maintain overall health.
 Mentari Intercultural School Grand Surya
Jln. T. Bougenvile l, Taman Surya 5, Blok MM2 Pegadungan, Kalideres
Jakarta Barat 11830

Academic Year: 2024-2025

Name: _____________________________ Date: ___________________________

Grade 6: ___________________________ Science Handout 1. 3

Features of different types of scientific enquiry

IDENTIFYING AND CLASSIFYING DOING RESEARCH

You can answer some scientific questions by You can do investigations to find out or
sorting things into groups. This approach is observe the way something behaves or
useful for identifying living things. You can changes. When you do this, you collect data
group things according to how they look or how and observations. Some questions cannot be
they behave. For example, you can classify answered by doing practical investigations.
animals according to the number of legs they For example, if you wanted to find out how
have, what they eat and where they live. animals are adapted to living in Antarctica,
you would need to do some research, using
secondary sources such as books and the
internet as it’s unlikely that you could go to
LOOKING FOR PATTERNS
Antarctica to investigate yourself.
When you do surveys or make observations you
When you do research online, it is important
can see whether there is a link or connection
to check that the sources you use are reliable.
between different things. You can also find
patterns in data.

Finding patterns is useful when you study the OBSERVING AND MEASURING
environment. For example, you could observe
the school grounds and notice that there are Answering questions by looking carefully at
more files where there is litter, or you could things or watching what happens is called
survey the number of birds in the school garden observing. For example, can observe what
at different times of the day and notice that happens when you stir sugar into a glass of
there are more birds in the early morning than water. You can also take measurements to
at noon. help you draw conclusions. For example, you
could measure how much sugar dissolves in
cold, warm, and hot water.
FAIR TESTING
Some observations and measurements are
used to study what is happening or changing
You can do fair tests to answer scientific
over a period of time. For example, you
questions. When you use this approach, you
could measure how the temperature in the
change one thing at a time (the independent
classroom changes over the period of a day,
variable) and observe or measure the effect the
or you could keep track of how much food a
change has on something. Everything else in
pet rabbit eats in a week.
the test is kept the same to make it fair. For
example, you could test how absorbent
different types of paper are by adding the same
amount of water to the same size pieces of
different types of paper. The only thing that
changes in the test is the type of paper.
 Mentari Intercultural School Grand Surya
Jln. T. Bougenvile l, Taman Surya 5, Blok MM2 Pegadungan, Kalideres
Jakarta Barat 11830

Academic Year: 2024-2025

Name: _____________________________ Date: ___________________________

Grade 6: ___________________________ Science Handout 1.4

History of Science - Human Anatomy

Instructions:
1. Read the information about the key figures in the history of human anatomy.
2. Take notes on each scientist’s major contributions.
3. Answer the processing questions on the worksheet using your notes.

Introduction: The Evolution of Human Anatomy

Humans have been fascinated by their bodies for millennia, leading to the development of the science
of anatomy. From early cave paintings to groundbreaking discoveries in modern times, the journey to
understanding how the human body works has been long and complex. Throughout history, individuals have
made critical contributions to this field, each building on the work of their predecessors. This handout explores
some of the most significant figures and discoveries that shaped the history of human anatomy.

Key Figures and Contributions to Human Anatomy

1. Galen (129 - c. 210 CE)

Background:
• Galen of Pergamon was a Greek physician and philosopher who spent
much of his career in the Roman Empire, particularly as a physician to
gladiators and emperors. His work combined the medical knowledge of
ancient Greece with his own findings. Althou gh he never dissected a
human body, Galen’s dissections of animals, particularly pigs and
monkeys, formed the foundation of his understanding of anatomy.

Contributions:
• Circulatory System: Galen proposed that blood originated in the liver,
where it was created from food and flowed through the body, absorbed
by tissues as needed. He believed that arteries carried "pneuma" (vital
spirit) rather than blood.
• Nervous System: Galen recognized the importance of the brain and
spinal cord in controlling movement and sensation.
• Medical Writings: His medical texts, including over 600 writings,
became the primary reference for European medicine for more than a
millennium. Many of his ideas, such as those on blood flow, were
inaccurate but remained unchallenged until the Renaissance.

Legacy:
• Galen's ideas dominated medical thinking well into the Renaissance, despite many of them being
incorrect. His influence was so strong that physicians for centuries rarely questioned his teachings,
even as they performed dissections on humans.

1
2. Ibn Al-Nafis (1213 - 1288 CE)

Background:
• Ibn Al-Nafis was an Arab physician born in Damascus and
educated in Cairo. He is considered one of the most
important figures in the history of Islamic medicine,
particularly for his discovery regarding the circulation of
blood. Ibn Al-Nafis was a skilled writer and contributed
works on medicine, theology, and philosophy.

Contributions:
• Pulmonary Circulation: Ibn Al-Nafis corrected Galen's
theories about blood flow. He was the first to describe how
blood moves from the right side of the heart to the lungs,
where it is oxygenated before returning to the left side of
the heart. This groundbreaking discovery contradicted
Galen’s idea that blood passed through invisible pores
between the heart’s chambers.
• Medical Texts: His writings included the "Commentary on Anatomy in Avicenna's Canon," where
he presented his new ideas on circulation.

Legacy:
• Ibn Al-Nafis’ work was largely forgotten in Europe until the 20th century, but it represents a
significant advancement in the understanding of the circulatory system. His discoveries were
vital to the eventual breakthroughs made by later scientists, such as William Harvey.

[Link] Al-Haytham (965 - 1040 CE)

Background:
• Known in the West as Alhazen, Ibn Al-Haytham was an Arab
mathematician, astronomer, and physicist. His work in optics and
visual perception had a profound influence on the study of vi sion
and the human eye.

Contributions:
• Optics and Vision: Ibn Al-Haytham is considered the "father
of optics" due to his research on how light and vision work. In his
"Book of Optics," he argued that vision occurs when light rays
enter the eye from external objects, refuting the earlier belief that
eyes emitted rays to see. He was the first to explain the process
of reflection and refraction scientifically.
• The Human Eye: He conducted experiments on the anatomy
of the eye, describing the different parts, such as the cornea, lens,
and retina, and explaining their roles in vision.

Legacy:
• Ibn Al-Haytham’s theories laid the groundwork for future research in optics and vision. His
methods of observation and experimentation influenced scientists during the Renaissance and
the Scientific Revolution, including figures like Johannes Kepler.

2
4. Abu Ibn Sina (Avicenna) (980 - 1037 CE)

Background:
• Ibn Sina, known as Avicenna in the West, was a Persian
physician, philosopher, and scholar whose works
synthesized ancient knowledge and laid the foundation
for modern medicine. He was an intellectual giant of the
Islamic Golden Age.

Contributions:
• The Canon of Medicine: Avicenna’s "Canon of
Medicine" was a comprehensive medical encyclopedia,
combining his own observations with earlier knowledge
from Greece, Rome, and India. It contained detailed
descriptions of anatomy, diseases, and treatments. The
Canon was used as a textbook in Europe and the Islamic
world for centuries, influencing medical education well
into the 17th century.
• Understanding of Diseases: Avicenna made significant advances in understanding
contagious diseases, quarantines, and hygiene. His explanations of tuberculosis, diabetes, and
meningitis were remarkably advanced for his time.

Legacy:
• Avicenna’s "Canon of Medicine" became the standard medical reference for over 500 years.
His work bridged the gap between ancient medical knowledge and the scientific approaches
that emerged during the Renaissance.

5. William Harvey (1578 - 1657 CE)

Background:
• William Harvey was an English physician who studied at
Cambridge and Padua, Italy. He is best known for
discovering the true nature of blood circulation and the role
of the heart in pumping blood throughout the body.

Contributions:
• Circulation of Blood: Harvey’s detailed studies led to
his disco very that blood circulates continuously in a closed
system. He demonstrated that the heart pumps blood into
the arteries, which carry it throughout the body, and veins
return the blood to the heart.
• Experiments: Harvey used experiments on animals
and careful observations of blood flow to support his
findings, publishing his results in his famous work "De Motu
Cordis" ("On the Motion of the Heart and Blood").

Legacy:
• Harvey’s work revolutionized the understanding of the circulatory system, marking a
significant departure from Galenic ideas. His methodical approach to scientific inquiry set a
new standard for future medical research.

3
6. Marcello Malpighi (1628 - 1694 CE)

Background:
• Marcello Malpighi was an Italian biologist and
physician whose use of the microscope allowed
him to make groundbreaking discoveries in
anatomy, particularly in the field of microscopical
anatomy.

Contributions:
• Capillaries: Malpighi’s use of the microscope
enabled him to observe the tiny blood vessels that
connect arteries to veins, known as capillaries.
This discovery filled the gap in Harvey’s theory of
circulation, showing how blood moves from the
arteries to the veins.
• Microscopical Anatomy: He studied various
organs, including the lungs, kidneys, and liver, at
the microscopic level, contributing to the
understanding of their structure an d function.

Legacy:
• Malpighi is considered the father of microscopical anatomy and histology. His work provided
the missing link in Harvey’s theory of circulation and paved the way for future studies in
cellular biology and tissue structure.

The Evolution of Anatomy in the Middle Ages and Renaissance

7. The Year 1000 Onwards: Influence of Arabic Works

• Background: During the Middle Ages, European knowledge of anatomy was heavily
influenced by the medical texts of Arabic scholars. Scholars such as Avicenna and Ibn Al-Nafis
had translated and preserved the works of ancient Greek and Roman physicians like Galen
and Hippocrates.
• Development: After 1300 CE, medical schools in Europe, particularly in Italy, began
performing dissections of human bodies. These dissections revealed inaccuracies in Galen’s
work, which had been based on animal anatomy. Dissection became a vital part of medical
education, allowing students to see firsthand the structure of the human body.

8. Andreas Vesalius (1514 - 1564 CE)

Background:
• Andreas Vesalius was a Belgian anatomist and physician who studied
in Paris and Padua. He is widely regarded as the founder of modern
human anatomy.

Contributions:
• Human Dissection: Vesalius was one of the first anatomists to
conduct his own dissections on human cadavers. This allowed him to
correct many of the mistakes in Galen’s descriptions, which were based
on animal dissections.

4
 • De Humani Corporis Fabrica: In 1543, Vesalius published his monumental work, "De Humani
Corporis Fabrica" ("On the Fabric of the Human Body"), which contained detailed and accurate
drawings of human anatomy. This book revolutionized the teaching of anatomy and challenged
the centuries-old reliance on Galen’s work.

Legacy:
• Vesalius’ work marked the beginning of modern anatomy. His insistence on using human
dissection as a tool for learning and his accurate anatomical drawings provided a foundation
for future medical studies.

Conclusion: The Continuous Journey of Anatomical Discovery

The study of human anatomy has evolved over thousands of years, with each generation of scientists
building on the knowledge of those who came before. From the animal dissections of Galen to the meticulous
observations of Vesalius, our understanding of the human body has been shaped by the work of these great
minds. As new tools and methods emerged, such as the microscope, the study of anatomy became even
more precise, paving the way for modern medicine. The story of human anatomy is one of continuous
discovery, with each breakthrough leading to a deeper understanding of the body and its functions.

5
 Mentari Intercultural School Grand Surya
Jln. T. Bougenvile l, Taman Surya 5, Blok MM2 Pegadungan, Kalideres
Jakarta Barat 11830

Academic Year: 2024-2025

Name: _____________________________ Date: ___________________________

Grade 6: ___________________________ Science Handout 1.5

Science Review Handout

1. Food webs and food chains

What is a food web?

• A food web is a complex diagram

that shows how different organisms
in an ecosystem are connected
through various food chains

• each arrow in a food web points

from the prey to the predator,
showing the flow of energy

example food web from a

wetland habitat:
• common organisms: grass,
shrimp, crab, minnow, terrapin,
otter, gull, periwinkle.
• producers (e.g., grass) provide energy to primary consumers (e.g., shrimp).
• secondary consumers (e.g., minnows) eat the primary consumers.
• tertiary consumers (e.g., otters) eat the secondary consumers.
Practice Question:
Draw arrows to complete a food web with the following connections:
• grass → shrimp → minnow → otter
• grass → periwinkle → crab → gull
• grass → crab → terrapin

Key Terms:
• producer: an organism that makes its own food (e.g., grass)
• primary consumer: an organism that eats producers (e.g., shrimp)
• secondary consumer: an organism that eats primary consumers (e.g., minnow)
• tertiary consumer: an organism that eats secondary consumers (e.g., otter)
• herbivore: an organism that only eats plants
• carnivore: an organism that only eats other animals

Questions:
1. Write a food chain that includes the minnow.
o example: grass → shrimp → minnow → otter
2. What is the main source of energy for the food web?
o answer: The Sun provides the energy for producers like grass to grow
2. Toxic substances in food webs
How do toxic substances move in an ecosystem?
• Toxic substances can enter a food web through the environment (e.g., polluted water absorbed by
plants).
• These toxins can move up the food chain:
o grass absorbs the toxin → shrimp eats the grass → minnow eats the shrimp → otter
eats the minnow.
• This process is called bioaccumulation, where toxins build up in the bodies of organisms higher in
the food chain.

Practice Question:

Explain how a toxic substance moves from grass to the otter.

• Answer: The grass absorbs the toxin. The shrimp, which eat the grass, take in the toxin. Minnows
eat the shrimp, and then otters eat the minnows, resulting in the toxin accumulating in the otter.

3. States of Matter
What are the states of matter?
1. solid:
o fixed shape and fixed volume.
o particles are packed closely together and only vibrate in place.
o cannot be compressed.
2. liquid:
o no fixed shape but has a fixed volume.
o Particles are close together but can move around, allowing the liquid to take the shape of
the container.
o cannot be compressed easily.
3. gas:
o no fixed shape and no fixed volume.
o particles are far apart and move
freely in all directions.
o can be compressed.

solid liquid gas

1. particles are tightly 1. particles are close but 1. particles are far apart
packed not tightly packed 2. particles move freely
2. particles have a fixed 2. particles move and quickly
position around each other 3. gases fill the entire
3. solids maintain their 3. liquids take the shape space of their
shape of their container container
4. particles vibrate in 4. liquids have a definite 4. gases do not have a
place but do not volume but no fixed definite shape or
move freely shape volume
5. solids have a definite 5. particles are less 5. particles collide with
volume tightly bound than in each other and the
solids walls of the container
2 Mentari Intercultural School Grand Surya
Jln. T. Bougenvile l, Taman Surya 5, Blok MM2 Pegadungan, Kalideres
Jakarta Barat 11830

Academic Year 2024-2025

______________________________________________________________________________________________________________________________________________________________________________

Name: __________________________ Date: ___________________________

Grade 6: ________________________ Science Handout 2.1 (2ND Semester)

Fossils and How They Are Formed

What Are Fossils?
Fossils are the preserved remains, impressions, or traces of organisms that lived in the past. They
provide valuable information about plants, animals, and other organisms that existed millions of
years ago and help scientists understand Earth’s history and evolution.

Unlocking Difficult Words

• Preserved: Kept in a good condition over time.
• Impressions: Marks or shapes left by an object pressing into a surface.
• Organisms: Living things, such as animals, plants, or microorganisms.
• Evolution: The process by which living things develop and change over time.

Types of Fossils (see page 3 for the photos)

1. Body Fossils: These are the actual remains of an organism, such as bones, teeth, or shells.
2. Trace Fossils: These are signs of an organism’s activities, such as footprints, burrows, or droppings.
3. Mold Fossils: Impressions left in rock where an organism once existed.
4. Cast Fossils: Formed when a mold is filled with sediment that hardens into the shape of the
organism.
5. Petrified Fossils: Organic material is replaced by minerals, turning it into stone.

Unlocking Difficult Words

• Trace: Evidence or sign left by something.
• Burrows: Holes or tunnels made by animals.
• Sediment: Tiny particles like sand, mud, or clay that settle at the bottom of water.
• Petrified: Turned into stone.

How Are Fossils Formed?

Fossil formation is a rare process because it requires specific conditions to preserve organic material. The
steps are as follows:
1. Death of the Organism:
o The organism dies, and its remains settle in a location such as a riverbed, ocean floor, or
swamp.
2. Burial by Sediment:
o The remains are quickly covered by layers of sediment like mud, sand, or volcanic ash, which
protects them from decay and scavengers.
3. Compaction and Cementation:
o Over time, additional layers of sediment build up, compressing the lower layers. Minerals in
water seep into the remains, helping them harden into rock.
4. Permineralization:
o Minerals replace the organic material, preserving the structure of the organism.
5. Exposure:
o Over millions of years, geological forces like erosion or tectonic activity expose the fossil at
Earth’s surface.
Unlocking Difficult Words
• Scavengers: Animals that feed on dead plants or animals.
• Compaction: Pressing together tightly.
• Cementation: Hardening and sticking together of sediments.
• Permineralization: A process where minerals fill the spaces in the remains of an organism.
• Erosion: Wearing away of rocks and soil by wind or water.

Example: Formation of an Ammonite Fossil

The diagram below shows how an ammonite fossil is formed and found:

Descriptions for Each Step:

• A: Ammonite dies and falls to the bottom of the sea.
• B: The ammonite is buried by layers of sediment, protecting it from decay.
• C: Over millions of years, the sedimentary rock moves and hardens, preserving the ammonite.
• D: Erosion or tectonic activity exposes the fossil at Earth’s surface.

Fossil Record and Its Importance

The fossil record is a collection of all known fossils and their placement in rock formations and sedimentary
layers. It provides clues about:
• The evolution of species.
• Extinct organisms.
• Changes in Earth’s climate and geography.

Unlocking Difficult Words

• Extinct: No longer existing.
• Climate: Weather conditions of a place over a long time.
• Geography: Physical features of Earth.

Conditions Required for Fossilization

• Rapid burial to prevent decomposition.
• Presence of hard parts, like bones or shells, which fossilize better than soft tissues.
• Low oxygen environments to slow down the decay process.

Examples of Fossils
• Amber fossils: Small organisms like insects trapped in tree resin.
• Frozen fossils: Entire organisms preserved in ice, such as mammoths.
• Carbon film fossils: Thin layers of carbon left on rocks from decayed plants or animals.

Unlocking Difficult Words

• Resin: Sticky substance produced by some trees.
• Mammoths: Large, extinct elephant-like animals.
• Decay: Break down or rot.
Did You Know?
• Fossils of ancient marine animals can be found on mountain tops because those areas were once
covered by oceans.
• The word "fossil" comes from the Latin word fossilis, meaning "dug up."

Processing Questions
1. What are the two main types of fossils, and how do they differ?
2. Why are fossils important for understanding Earth’s history?
3. Describe the process of fossilization in five steps.
4. What conditions are necessary for an organism to become a fossil?
5. How does the fossil record help scientists study extinct species?
6. Use the ammonite fossil diagram to explain what happens in step B and step D.

Appendices:

Figure 1: Body Fossil Figure 2: Trace Fossil

Figure 4: Cast Fossil

Figure 3: Mold Fossil

Figure 5: Petrified Fossil

2 Mentari Intercultural School Grand Surya
Jln. T. Bougenvile l, Taman Surya 5, Blok MM2 Pegadungan, Kalideres
Jakarta Barat 11830

Academic Year 2024-2025

______________________________________________________________________________________________________________________________________________________________________________

Name: __________________________ Date: ___________________________

Grade 6: ________________________ Science Handout 2.2 (2ND Semester)

Rocks and Rock Cycle

What Is the Rock Cycle?

The rock cycle is a continuous process that describes how rocks change from one type to another over time.
This cycle is driven by processes such as melting, cooling, weathering, erosion, compaction, and cementation.
These natural processes take place over thousands to millions of years and are essential for shaping Earth’s
surface.

Unlocking Difficult Words

• Continuous: Happening without stopping.
• Processes: Series of actions or steps.
• Weathering: Breaking down of rocks into smaller pieces.
• Erosion: Movement of rock particles by wind, water, or ice.

Types of Rocks

1. Igneous Rocks: Formed from cooled and solidified magma or lava.

o Types:
▪ Intrusive Igneous Rocks: Formed when magma cools slowly beneath Earth’s
surface, resulting in large crystals. Examples: Granite, Diorite.
▪ Extrusive Igneous Rocks: Formed when lava cools quickly on Earth’s surface,
resulting in small or no crystals. Examples: Basalt, Obsidian.
 2. Sedimentary Rocks: Formed by the compaction and cementation of sediments.
o Types:
▪ Clastic Sedimentary Rocks: Made from fragments of other rocks. Examples:
Sandstone, Shale.
▪ Chemical Sedimentary Rocks: Formed from mineral deposits left by evaporating
water. Examples: Rock Salt, Gypsum.
▪ Organic Sedimentary Rocks: Made from the remains of plants and animals.
Examples: Limestone (from shells), Coal.

3. Metamorphic Rocks: Formed when existing rocks are changed by heat and pressure.
o Types:
▪ Foliated Metamorphic Rocks: Have layered or banded appearance. Examples:
Slate, Schist.
▪ Non-Foliated Metamorphic Rocks: Do not have layers or bands. Examples: Marble,
Quartzite.

Unlocking Difficult Words

• Solidified: Turned into a solid.
• Sediments: Tiny particles of rocks, minerals, or organic materials.
• Cementation: Binding together of sediments to form rock.
• Pressure: Continuous force applied on something.

The Rock Cycle Steps

Below is an explanation of the steps in the rock cycle, illustrated by the diagram given on page 1:

1. Weathering and Erosion:

o Rocks on Earth’s surface are broken down into smaller pieces through weathering (physical,
chemical, or biological).
o These pieces are transported by erosion, such as wind, water, or ice.
2. Sedimentation:
o The eroded rock particles (sediments) settle in layers, usually in water bodies like rivers, lakes,
or oceans. Over time, these layers accumulate.
3. Compaction and Cementation:
o Layers of sediment are pressed together due to the weight of overlying layers (compaction).
o Minerals fill spaces between sediments, binding them to form sedimentary rock (cementation).
4. Heat and Pressure:
o When sedimentary rocks are buried deep underground, they are exposed to high heat and
pressure. This causes physical and chemical changes, transforming them into metamorphic
rocks.
5. Melting:
o If rocks are subjected to extreme heat, they melt into molten rock called magma.
6. Cooling and Solidification:
o Magma that cools below or above the Earth’s surface solidifies into igneous rocks.
7. Cycle Repeats:
o The process restarts as igneous rocks weather and erode, forming sediments once more.

Unlocking Difficult Words

• Transported: Carried from one place to another.
• Layers: Stacked levels or sheets.
• Transformed: Changed completely.
• Extreme: Very high or intense.
 The Importance of the Rock Cycle
The rock cycle is essential because it:
• Recycles Earth’s materials.
• Creates resources like minerals and fossil fuels.
• Shapes Earth’s landscapes, such as mountains and valleys.

Unlocking Difficult Words

• Recycles: Reuses materials.
• Minerals: Natural substances found in rocks.
• Fossil Fuels: Energy sources like coal and oil formed from ancient organisms.

Examples of the Rock Cycle in Action

1. Volcano Eruption:
o Magma from inside the Earth erupts and cools into igneous rock.
2. River Sedimentation:
o Sediments from eroded rocks are carried by rivers and deposited in layers to form sedimentary
rocks.
3. Mountain Formation:
o Heat and pressure in mountain-building processes transform rocks into metamorphic rocks.

Did You Know?

• The Grand Canyon in the USA is made mostly of sedimentary rocks.
• Diamonds are formed under extreme heat and pressure deep within the Earth.
• The word "igneous" comes from the Latin word ignis, meaning "fire."

Processing Questions
1. What are the three main types of rocks, and how are they formed?
2. Explain how sedimentary rocks become metamorphic rocks.
3. What role do weathering and erosion play in the rock cycle?
4. Why is the rock cycle considered continuous?
5. How does magma become igneous rock?

Please read and learn more through the given source below.

“Open Geology”
Link: [Link]

QR Code:
2 Mentari Intercultural School Grand Surya
Jln. T. Bougenvile l, Taman Surya 5, Blok MM2 Pegadungan, Kalideres
Jakarta Barat 11830

Academic Year 2024-2025

______________________________________________________________________________________________________________________________________________________________________________

Name: __________________________ Date: ___________________________

Grade 6: ________________________ Science Handout 2.3 (2ND Semester)

Understanding Forces
Instructions: Read the information below and try to answer the given processing questions to learn more.

I. Measuring Force

What is Force?
A force is a push or pull that can change the motion of an object. Forces can make objects start moving,
stop moving, change direction, or change shape. We experience forces in our daily lives when opening a
door, kicking a ball, or pulling a suitcase.

How to Measure Force?

1. Attach the object to a force meter (also called a spring balance).
2. Pull or push gently and observe the reading.
3. The reading on the force meter tells you the force applied in newtons (N).

• Real-life example: When weighing vegetables at the market, the scale measures the force of
gravity pulling on the mass of the vegetables.
• Inquiry Activity: Predict which requires more force to move – a heavy book or a pencil. Use a force
meter to test your predictions.
• Why is it Important?
Understanding force measurement helps engineers design safe bridges, airplanes, and buildings. It
also helps us understand the effort needed to move objects efficiently.

II. Drawing Force Diagrams

What are Force Diagrams?

Force diagrams use arrows to show the forces

acting on an object. The arrows indicate:
• The name of the force.
• The size of the force (longer arrows
represent larger forces).
• The direction of the force.

Common Forces in Force Diagrams:

• Gravity (Weight) – always acts
downward
• Normal Force – acts upward from a
surface
• Friction – opposes motion
• Applied Force – any push or pull
 • Air Resistance – acts against movement through air
• Water Resistance – acts against movement through water
• Tension Force – force in a stretched rope or string
• Buoyant Force – upward force exerted by a fluid
• Lift Force – upward force that allows planes to fly
• Real-life example: When a person pushes a shopping cart, an applied force is exerted forward,
friction opposes the motion, and the ground exerts an upward normal force.
• Inquiry Activity: Draw a force diagram for a ball resting on a table and another for a ball falling.

III. Balanced vs. Unbalanced Forces

• Balanced Forces: Equal forces acting in opposite directions result in no movement.
• Unbalanced Forces: One force is stronger than the other, causing movement.

Example: A book resting on a table has balanced forces (gravity pulling it down and the table pushing
it up). A ball rolling down a hill experiences unbalanced forces.

• Why is it Important?
Force diagrams help scientists and engineers analyze movement, design vehicles, and improve sports
techniques.

IV. Weight, Mass, and Gravity

What is Mass?
• Mass is the amount of matter in an object.
• Measured in kilograms (kg).
• Does not change when moving to different places.

What is Weight?
• Weight is the force of gravity acting on an object's mass.
• Measured in newtons (N).
• Changes when gravity changes (e.g., different planets).
• Weight is calculated using the formula:
Weight (N) = Mass (kg) × Gravitational Field Strength (N/kg)
o On Earth, gravity is 10 N/kg or 9.8 N/kg to be exact

• Real-life example: Astronauts on the Moon weigh less than on Earth because the Moon’s gravity is
weaker, but their mass remains the same.
• Inquiry Activity: If an object has a mass of 5 kg, what is its weight on Earth? What would happen
to its weight on the Moon (where gravity is 1.6 N/kg)?

Table: Mass, Weight, and Gravity Relationship

Object Mass (kg) Gravity (N/kg) Weight (N)
Rock 2 10 (Earth) 20
Book 1.5 10 (Earth) 15
Ball 3 1.6 (Moon) 4.8

Computation Problems:
1. A 10 kg object is on Earth. What is its weight?
2. A 5 kg object is on Mars, where gravity is 3.7 N/kg. Find its weight.
3. A 2 kg object is in space where gravity is 0 N/kg. What is its weight?
Why is it Important?
Understanding mass and weight helps in space exploration, designing elevators, and ensuring safety in
transportation systems.

V. The Effect of Different Forces

Forces at Rest and in Motion

• If all forces on an object are balanced, the object remains at rest or moves at a constant speed.
• If the forces are unbalanced, the object will accelerate, decelerate, or change direction.

Real-life example: When a car is moving at a constant speed, the driving force from the engine balances
air resistance and friction. If the driver accelerates, the forces become unbalanced, and the car speeds up.

Types of Forces:
1. Push Force – exerted when an object is moved away (example: pushing a swing)
2. Pull Force – exerted when an object is drawn closer (example: pulling a rope)
3. Friction – opposes motion (example: rubbing hands together)
4. Water Resistance – opposes movement in water (example: Swimming)
5. Buoyant Force – keeps objects floating (example: boats floating)
6. Lift Force – helps planes fly. (example: airplane wings creating lift)
7. Tension Force – exists in stretched strings (example: tightrope walking)

• Floating and Sinking

• An object floats if its weight is less than the upward buoyant force.
• The mass and shape of an object affect whether it floats or sinks.
• Real-life example: ships float because their shape allows them to displace enoughwater to create
a buoyant force greater than their weight.
• Inquiry Activity: Predict whether a metal coin and a wooden block will float or sink. Test your
predictions using water.
• Why is it Important?
Understanding forces in motion helps in designing efficient vehicles, predicting weather patterns, and
improving safety in sports and daily activities.

Key Takeaways
Forces are measured in newtons (N).
Mass remains the same, but weight changes with gravity.
Force diagrams show force name, size, and direction.
Balanced forces keep objects still or moving at the same speed.
Shape and mass affect whether objects float or sink.
Forces impact transportation, engineering, sports, and space exploration.

Processing Questions:
1. How does a force meter measure force?
2. What happens to an object’s weight when moved to the Moon?
3. Why do some objects float while others sink?
4. Draw a force diagram for a moving car and a book resting on a table.
5. Explain how mass and weight are different.
6. How do engineers use force diagrams when designing bridges?
7. Why do astronauts experience weightlessness in space?
2 Mentari Intercultural School Grand Surya
Jln. T. Bougenvile l, Taman Surya 5, Blok MM2 Pegadungan, Kalideres
Jakarta Barat 11830

Academic Year 2024-2025

______________________________________________________________________________________________________________________________________________________________________________

Name: __________________________ Date: ___________________________

Grade 6: ________________________ Science Handout 2.4 (2ND Semester)

Light and Circuits

Instructions: Read the information below and try to answer the given processing questions to learn more.

I. Light: Reflection and Refraction

Refraction Reflection

What is Light?
Light is a type of energy that travels in straight lines and allows us to see things. It can be reflected, refracted,
or absorbed when it interacts with different surfaces.

I.A. Reflection of Light

Reflection happens when light bounces off a surface. The type of surface affects how light is reflected.

Types of Reflection
1. Clear Reflection – Happens on smooth and shiny surfaces like mirrors or calm water. The reflected
image is clear and sharp.
2. Scattered Reflection – Happens on rough or bumpy surfaces like crumpled aluminum foil or rippled
water. The light spreads out in different directions, making the reflection blurry or unclear.

• Real-life example: A bathroom mirror gives a clear reflection, while your reflection in a spoon
may appear distorted.
• Inquiry Activity: Shine a flashlight on different objects (mirror, paper, aluminum foil) and
observe how the light reflects.

I.B. Refraction of Light

Refraction happens when light bends as it moves from one material to another, like from air to water or
glass.
• Real-life example: A pencil inside a glass of water looks bent because light changes direction
when passing through water.
 • Inquiry Activity: Place a straw in a glass of water and observe how it appears bent. Try looking
at it from different angles.
• Why is it Important?
Understanding reflection helps in making mirrors, telescopes, and cameras. Refraction is
important for eyeglasses, magnifying lenses, and even rainbows!

II. Circuits and Circuit Diagrams

What is an Electrical Circuit?

An electrical circuit is a path through which electricity flows. A simple circuit includes a power source (battery),
wires, and components like bulbs or buzzers.

II.A. Drawing Circuit Diagrams

We use symbols to represent circuit components:

• Battery – provides energy
• Wire – connects components
• Switch – turns the circuit on or off
• Bulb (Lamp) – lights up when electricity flows
• Buzzer – produces sound

Inquiry Activity: Draw a simple circuit with a battery, switch, and lamp.

II.B. Series and Parallel Circuits

1. Series Circuit – Components are connected in a single loop. If one part is removed or broken, the
circuit stops working.
2. Parallel Circuit – Components have multiple paths. If one part stops working, others can still
work.

• Real-life example: Holiday lights in series all go out if one bulb breaks. House lights are in parallel,
so one can turn off without affecting others.
• Inquiry Activity: Make a series and a parallel circuit using bulbs and compare their brightness.
 • Why is it Important?
Understanding circuits helps in fixing electrical devices, designing safe homes, and improving
technology like computers and phones.

Key Takeaways
Forces are measured in newtons (N).
Light can reflect or refract when hitting surfaces.
Circuit diagrams use symbols to show how electricity flows.
Series circuits have one path; parallel circuits have multiple paths.
These concepts are useful in technology, engineering, and everyday life.

Processing Questions:
1. How does a force meter measure force?
2. What happens to an object’s weight when moved to the Moon?
3. Why do some objects float while others sink?
4. Draw a force diagram for a moving car and a book resting on a table.
5. How does light change direction when reflected from a mirror?
6. What happens when light moves through water or glass?
7. Draw and label a simple circuit with a switch, lamp, and battery.
8. Compare the brightness of bulbs in series and parallel circuits.
 Academic Year 2024-2025

Name: _________________________ Date: ______________

Grade 5: _______________________ Science Classwork 2.5 (2nd Semester)

Rocks, Soil, and Fossils Factfile

 Academic Year 2024-2025

Name: _________________________ Date: ______________

Grade 5: _______________________ Science Handout 2.6 (2nd Semester)
PHASES
OF THE
MOON
 Waxing First Waxing Full Waning Third Waning
crescent quarter gibbous moon gibbous quarter crescent

The moon itself does not produce light; the light you see on the
moon is actually the reflection of the sun. The moon rotates on
its own axis as does the Earth. Earth also orbits around the sun.
As a result, you will see many different moon phases depending
on where the sun, Earth and moon are positioned.
NEW MOON
The new moon is barely visible and
occurs when the Earth and moon
are aligned and the sun and earth
are on opposite sides of the moon.
WAXING CRESCENT
A waxing crescent moon occurs
when the moon begins to become
visible again after a New Moon.
FIRST QUARTER
The first quarter moon occurs when
the moon reaches the first quarter
of its orbit around the earth. It looks
like a half-moon but remember the
moon is a 3D shape.
WAXING GIBBOUS
A waxing gibbous moon means the
visibility of the moon is getting
bigger. It is bigger than a semicircle
but smaller than a full moon.
FULL MOON
The full moon is visible when the
moon is on the opposite side of
Earth than the sun.
WANING GIBBOUS
A waning gibbous moon comes
after the Full Moon. The amount of
moon visible begins to decrease.
More than half of the moon is still
visible.
THIRD QUARTER
The third quarter moon is the
opposite view of the First Quarter
moon. It looks like half of a moon
but remember the moon is a
sphere.
WANING CRESCENT
A waning crescent moon has less
than half of the moon still visible.