(P h i li p pi n e Ele m e n ta ry Le a rn i n g Co m p e te n c i e s )

S CIEN CE AN D HEALTH
 SCIENCE AND HEALTH

DESCRIPTION

Science and Health aims to help the Filipino child gain a functional understanding of science concepts and principles linked
with real life situations, acquire science skills as well as scientific attitudes and values needed in solving everyday problems. These
pertain to health and sanitation, nutrition, food production, and the environment and its conservation.

There is no Science and Health for Grades I and II but simple science and health concepts which include the child’s
interaction to his immediate environment are contents of English. These concepts reinforce the sensory-perceptual activities
introduced in the 8-week ECD Curriculum. Likewise, process skills may be developed in Makabayan subject like Sibika at Kultura.
Teaching Science and Health will formally start in Grade III using English as medium of instruction. In Grades IV-VI, more complex
study of Science concepts will be taken up in preparation for High School work.

TIME ALLOTMENT

Learning Areas
Daily Time Allotment
I II III IV V VI

Science and Health (integrated - - 40 60 60 60

in English for Grades I & II)

Science and Health for Grades I and II is integrated in English. This is used as vehicle in developing the skills in English.

Grade III is given a 40-minute daily time allotment. In Grades IV, V and VI, there is an increase of 20 minutes in the daily
time allotment, to give more time and emphasis on the study of Science concepts and processes.

1
EXPECTATIONS

GOAL: Demonstrate understanding of how science, technology and health relate to the comprehension of the environment and application
of skills, attitudes and values in solving varied life situations

At the end of Grade VI, the learner is expected to develop functional understanding and application of science and health concepts,
basic and integrated science process skills/thinking skills, and acquire values, attitudes and practices related to body systems (circulatory
and nervous), ecosystem, materials and their uses and effects, energy transformation and conservation, movement of the earth’s crust,
climate and seasons and beyond the solar system.

At the end of Grade V, the learner is expected to develop functional understanding application of science and health concepts, basic and
integrated science process/thinking skills, and acquire values, attitudes and practices related to body systems (reproductive, respiratory
and urinary), disease prevention and control, classification of plants and animals, plant and animal adaptation, changes in matter,
electrical energy, simple machines, rocks, water cycle, typhoons, tides and the solar system.

At the end of Grade IV, the learner is expected to develop functional understanding and application of science and health concepts,
basic process/thinking skills, and acquire values, attitudes, and practices related to body systems (skeletal, muscular and digestive),
disease prevention and control, animal and plant reproduction, soil erosion, weather elements, reaction of different substances, friction
and heat energy, earth, moon and sun.

At the end of Grade III, the learner is expected to develop functional understanding and application of science and health concepts, basic
process/thinking skills, and acquire values, attitude and practices related to one’s sense organs, personal health, food, nutrition, growth
and development, characteristics of plants and animals, caring for plants and animals, states of matter, heat, light and sound energy,
force and motion, earth resources and their conservation, weather and the sun as source of light and heat.

2

III
I. PEOPLE
1. Prove that changes as children
grow
1.1 Measure one’s height and
weight
1.2 Compare present height and
weight to previous
measurements
1.3 Compare present and
physical capabilities to
infants’ motor skills (e.g.
crawling vs. walking and
running, using eating
utensils)
1.4 Compare one’s social
activities/interests with those
of previous years (e.g.
playing with friends, helping
out with chores vs. being
taken care of by parents)
2. Understand the importance of
eating the right kinds and amount of
food, sleeping for 8-10 hours,
resting and engaging in recreational
activities for proper growth and
development of body and mind
2.1 Classify food according to its
nutrient content
2.2 Make menus for breakfast,
lunch and supper showing a
balance of the different
nutrients
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SCIENCE AND HEALTH GRADES III - VI
IV
I. PEOPLE
1. Conclude that the skeletal system
gives the body shape, support and
protection
1.1 Identify the bones that make
up the skeletal system
1.2 Describe the functions (e.g.
protects internal organs,
supports the body) of the
parts of the skeletal system
using visual aids
1.3 Demonstrate how the skeletal
system enables us to move
2. Discuss the parts and functions of
the muscular system
2.1 Identify parts of muscles
attached to some bone (e.g.
tendons and muscles of arms
and leg muscles)
2.2 Infer that changes in shape
of muscles (e.g. shortening/
thickening) result in
movement of attached bones
(as in arms and legs)
2.3 Differentiate voluntary and
involuntary muscles
3. Show the coordinated function of
the skeletal and muscular systems
through simple body activities
V VI
I. PEOPLE
1. Understand changes in the male
and female body during puberty
1.1 Describe changes in males
and females during puberty
2. Discuss the function of the human
reproductive system
2.1 Identify the major parts of
male and female
reproductive system and
describe functions of these
parts
2.2 Relate menstrual cycle in
females and semen
production in males to ability
to reproduce
2.3 Predict possible
consequences behavior of
intimate relationships
between adolescent males
and females
2.4 Practice proper hygiene for
the external genitalia for
safety and protection
3. Explain how the respiratory system
works
3.1 Recall prior ideas regarding
the path of air that is inhaled
and exhaled
I. PEOPLE
1. Demonstrate a working knowledge
of the circulatory system and its
function
1.1 Communicate prior
knowledge about the parts
and function of the
circulatory system
1.2. Identify the parts of the
circulatory system and
describe the function of each
part
1.3 Trace the path of blood as it
flows from the heart to the
different parts of the body
1.4 Explain how the digestive,
respiratory and urinary
systems are linked to the
circulatory system
1.5 Describe common ailments
of the circulatory system,
including their prevention
and control or cure
2. Discuss how the nervous system
works
2.1 Observe and describe some
familiar responses of the
body to certain stimuli like
heat, pressure
3

III
2.3 Describe the effects of poor
nutrition and inadequate
sleep, rest and recreation on
the child’s growth and
development
2.4 Discuss desirable practices
related to eating, sleeping,
resting and recreation
2.5 Demonstrate through a play/
skit desirable practices
related to eating, sleeping,
resting and recreation
3. Explain the important function of
the different sense organs
SCIENCE AND HEALTH GRADES III - VI
IV
4. Explain that the skeletal and
muscular systems may sustain
injuries
4.1 Describe the injuries (e.g.
fracture, dislocation,
hematoma) and appropriate
first aid treatment
4.2 Discuss ways of preventing
injuries to the skeletal system
and muscular systems
4.3 Demonstrate kindness
towards persons with injuries
and diseases of the muscular
and skeletal systems
V VI
3.2 Identify the parts of the
respiratory system where air
passes during inhalation and
exhalation and describe the
function of each part
3.3 Use a model to demonstrate
inhalation and exhalation
3.4 Infer the relationship
between changes in size of
chest cavity and breathing in/
out using a soft plastic bottle
3.5 Analyze a table of the
composition of inhaled and
exhaled gases
2.2 Relate sensations in 2.1 to
function of parts of the
nervous system
2.3 Identify parts of the nervous
system and their functions
2.4 Trace the path of messages
in the nervous system
2.5 Discuss disorders and
diseases that affect the
nervous system
2.6 Practice health habits to
prevent ailments of the
nervous system

3.1 Identify the sense organs
and their functions
3.2 Describe the characteristics
of things around them using
the different sense organs
3.3 Identify the main parts of
each sense organ using a
model/diagram
3.4 Describe the function of each
part identified in #3
3.5 Demonstrate care of the
sense organs
5. Explain the parts of the digestive
system and the function of each
part
5.1 Identify the parts of the
digestive system
5.2 Describe the function of each
part
5.3 Follow the path of food from
mouth to the other parts of
the digestive system
5.4 Describe what happens to
food in each part
3.6 Infer the particular gas the
body uses and produces
3.7 Describe common ailments
of the respiratory system
including their prevention
and cure
4. Understand the function of the
urinary system
4.1 Communicate prior
knowledge regarding where
urine comes from and how it
is formed in the urinary
system

5.5 Discuss the importance of

food digestion

6. Explain through a diagram how the

digestive system works

4
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III
II. ANIMALS II. ANIMALS
1. Conclude that animals have 1.
similarities and differences
1.1 Identify and describe the
animals’ body parts used for
movement
1.2 Classify/animals according to
body parts, movements and
places where they live
(habitat)
1.3 Identify and describe places
were they live
2. Cite evidence that animals need
food, air, water, shelter and 2. Explain the usefulness of some
peoples’ care
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SCIENCE AND HEALTH GRADES III - VI
IV
6.1 Describe common ailments
of parts of the digestive
system (e.g. toothache,
stomachache, gas pains)
6.2 Discuss prevention and cure
of ailments described in #1
(e.g. chew food well, eating
the right kinds of food, etc.)
Discuss the life cycles of some
common animals (cat or dog,
chicken and butterfly/ mosquito/
frog)
1.1. Describe where kitten, chick
and butterfly come from
using video/poster or actual
observation (e.g. kitten
coming out of from mother’s
body)
1.2. Illustrate the sequence of
events in the life cycle of
each kind of animal
animals
2.1 Name food products from
animals (e.g. eggs, meat)
V VI
4.2 Identify parts of the urinary
system and their function
using a diagram
4.3 Practice desirable health
habits to keep the urinary
system healthy
II. ANIMALS
1. Conclude that different animals eat
different foods and their body
structure is adapted to food getting
in their particular environment
1.1 Classify animals according to
food they eat: herbivores,
carnivores, omnivores
1.2 Compare the mouth parts of
animals classified in No. 1.1
1.3 Infer the kind of food eaten
from the appearance of
mouth parts
1.4 Communicate by acting out
and using props how animals
get and eat their food
II. ANIMALS, PLANTS AND
ENVIRONMENT (Interrelationship
in the Ecosystem)
1. Demonstrate an understanding of
interrelationships in an ecosystem
1.1 Identify the living things and
non-living things in a mini-
ecosystem
1.2 Describe interdependence
between living and non-living
components in bigger
ecosystem
2. Present through a diagram the
feeding interrelationships among
the living organisms
2.1 Differentiate food chain from
food web
5

III
2.1 Describe the effect on the
domestic animals (e.g. dog,
carabao) if they are not
provided with food, shelter
with ventilation, water
2.2 Demonstrate/role-play care
and concern for animals
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SCIENCE AND HEALTH GRADES III - VI
IV
2.2 Name other materials/
benefits derived from animals
(e.g. leather from animal
skins, pleasure and joy
derived from pets)
3. Discuss the danger posed by some
animals to people
3.1 Cite harm done by animals
based on their own or other
person’s experiences (e.g.
dog bite, mosquito bite, etc.)
3.2 Report on safety measures
practiced in dealing with
animals
V VI
1.5 Describe other
characteristics that enable
animals to survive in an
environment whose
conditions may change
2. Describe differences between
vertebrates and invertebrates
2.1 Identify vertebrates and their
characteristics
2.2 Classify vertebrates into
mammals, birds, reptiles,
amphibians and fishes
2.3 Identify invertebrates and
describe their characteristics
(e.g. arthropods,
coelenterates, annelids,
crustaceans, echinoderms,
insects, arachnids and
mollusks)
2.4 Classify invertebrates into
groups
2.5 Identify economically
important and endangered
animals
2.6 Suggest activities they can
do at their level to help
conserve animals cited in
No. 2.5
2.2 Illustrate the cycling of
biodegradable materials
2.3 Explain the food nutrient
cycle
2.4 Explain the importance of
decomposers in making
nutrients available to plants
3. Illustrate the interdependence of
plants and animals for gasses
through the oxygen-carbon dioxide
cycle
3.1 Construct a diagram of the
oxygen-carbon dioxide cycle
3.2 Interpret the diagram of the
oxygen-carbon dioxide cycle
4. Explain that some activities of
people affect the cycles of a bigger
ecosystem
4.1 Discuss the consequence of
certain activities or events
that disturb the
interrelationships in an
ecosystem such as
deforestation, destruction of
coral reefs, destructive
methods of fishing, overuse
of chemical pesticides,
improper disposal of
garbage, crowded human
settlements (overpopulation)
6

III
III. PLANTS
1. Conclude that plants have
similarities and differences
1.1 Identify the parts of different
kind of plants and their
functions (tree, grass, herb)
1.2 Classify plants according to
size, height and
characteristics of their parts
(e.g. shape of leaves, texture
of stem, color of flowers and
number of petals)
2. Discuss the importance of plants
2.1 Give examples of plants used
for food, building materials,
medicine, fuel and decorative
purposes
2.2 Classify plants according to
use as enumerated in #1
2.3 Demonstrate ways of caring
and conserving plants
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SCIENCE AND HEALTH GRADES III - VI
IV V VI
III. PLANTS III. PLANTS 4.2 Create a scenario to depict
the effects of deforestation,
1. Explain how plants can be 1. Be aware that plants make their destruction of coral reefs,
propagated from seed own food destructive methods of
fishing, overuse of chemical
1.1 Describe the life cycle of a 1.1 Perform experiments to pesticides, improper
flowering plant beginning show that sunlight, air and disposal of garbage,
from the seed stage water are needed for crowded human settlements
foodmaking in plants (overpopulation)
1.2 Explain the role of pollination
in plant reproduction 1.2 Describe what happens to 4.3 Demonstrate commitment
plants grown in the absence and concern in
2. Demonstrate the propagation of a of any of the factors needed preserving/conserving the
plant from other parts: a stem for photosynthesis balance of life in the
cutting (e.g. kangkong), tuber (e.g. ecosystem
potato), enlarged root (camote), 1.3 Explain the process of
leaf (katakataka), bulb (onion) photosynthesis using a 4.3.1 Enumerate ways of
diagram addressing the
3. Explain how a mature seed harmful effects of
changes during germination 2. Recognize the different groups of human activities to
plants the environment
3.1 Observe changes in a
germinating (dicot and 2.1 Describe characteristics of 4.3.2 Participate in
monocot seed until the different kinds of plants campaigns and
seedling stage) activities for
2.2 Classify plants into flowering improving/managing
3.2 Identify the parts of a seed plants, cone-bearing plants, one’s environment
and infer the function of each ferns and mosses
part
2.3 Identify economically
4. Conclude that there are factors important and endangered
needed by seeds to germinate kinds
4.1 Perform an experiment on 2.4 Suggest activities they can
seed germination do at their level to help
conserve plants
7

III
IV. MATERIALS
1. Describe observable characteristics
of solids, liquids and gases
1.1 Observe some characteristics
of solids (e.g. wood, clay,
plastic, glass, paper and
metal) such as shape,
hardness, texture and color
1.2 Observe some characteristics
of liquids such as shape,
hardness, texture and color
1.3 Observe some
characteristics of gases (e.g.
color, odor and taste of air)
2. Demonstrate that solids, liquids and
gases have weight
2.1 Estimate the weight of solids
by balancing with the hands,
and using an improvised
balance and non-standard
weights (e.g. marbles, paper
clips)
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SCIENCE AND HEALTH GRADES III - VI
IV
4.2 Identify the variables on
seed germination
4.3 Analyze and interpret the
data gathered
IV. MATERIALS
1. Explain what happens after mixing
materials
1.1 Describe what happens after
mixing solids with other
solids
• particles cannot be
distinguished from each
other
• particles can be
distinguished from each
other
1.2 Describe what happens after
mixing liquids with other
liquids
• cannot be distinguished
from each other
• become cloudy
• form 2 or more layers
1.3 Describe what happens after
mixing solids with liquids
• dissolve completely
• become cloudy
• settle at the bottom
V VI
IV. MATERIALS III. MATERIALS
1. Describe changes in materials 1. Relate knowledge of common
household products with their use
1.1 Observe changes where no
new material is formed 1.1 Classify household products
• change in size according to uses (food
• change in shape products, medicine, personal
• change in volume care, cleaning, pesticides)
1.2 Observe phase changes in 1.2 Identify the ingredients of
water household materials by
• melting reading the product label
• freezing
• boiling 1.3 Discuss ingredients in food
• water cycle products with and without
nutritional value using food
1.3 Identify changes in materials labels
where new materials with
different characteristics are 1.4 Cite examples of additives
formed to improve the appearance,
taste, and shelf life of food,
• cooking
which can be harmful to
• rusting
health
• burning
• jobos in enhancing color
• decaying/rotting of fish sold in the market
• ripening of fruits
• bromates in pandesal
• vetsin in junk food and
1.4 Differentiate physical from
chicharon
chemical change by giving
examples
8

III
2.2 Measure the weight of solids
using weighing scales in the
marketplace and health
clinics
2.3 Estimate the weight of liquids
using an improvised balance
and non-standard weights
(e.g. marbles, paper clips)
2.4 Perform an activity to show
that gases have weight using
an improvised balance
3. Demonstrate that solids, liquids
and gases occupy space
3.1 Estimate space occupied by
solids (e.g. number of books
that will fill a box, number of
marbles that will fill up a cup)
3.2 Estimate space occupied by
liquids using a spoon, cup
and bottle
3.3 Measure space occupied by
liquids using a dropper with
calibration, feeding bottle with
calibration, beaker and
graduated cylinder
3.4 Perform an activity to show
that gases occupy space
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SCIENCE AND HEALTH GRADES III - VI
IV
2. Discuss the common conditions
that affect how solids dissolve in
liquids
2.1 Perform an activity to test the
effect of stirring
2.2 Perform an activity to test the
effect of temperature
2.3 Perform activity to test the
effect of the size of particles
3. Demonstrate knowledge of
separating mixtures
3.1 Observe common mixtures
3.2 Perform activities to separate
mixtures
• Picking (rock particles
and rice grains)
• Sieving (sand and
pebbles)
• Decanting (guava leaves
in boiled water)
• Filtering (muddy water)
• Evaporation (salt in
water)
V VI
2. Explain the effects of changes in
the environment
2.1 Identify the good effects of
certain changes in the
environment (reforestation,
composting, recycling)
2.2 Identify the bad effects of
certain changes in the
environment (pollution of air,
land and water)
• salitre in hotdog, corned
beef, and luncheon meat
• tartrazin in packed and
bottled juices and ice
cream
2. Explain the importance of
observing precautionary measures
in using, storing and disposing
household materials
2.1 Practice proper use of
medicine
• Avoid self medication
• Read labels/product
inserts before taking any
medicine
• Take prescribed
medicine using the
correct does at the right
time interval (e.g.
antibiotics)
2.2 Practice proper use of
personal care products e.g.
hair dye, hair spray,
deodorants, toothpaste,
mouthwash, rubbing alcohol)
• Use products for their
intended use
• Use ethyl alcohol
instead of isopropyl
alcohol for skin
application
9

III
4. Describe differences in observable
characteristics of solids, liquid and
gases
4.1 Record the characteristics of
solids, liquids and gases
using a table
4.2 Differentiate between solids,
liquids and gases based on
observable characteristics
SCIENCE AND HEALTH GRADES III - VI
IV V VI
2.3 Practice proper use of
cleaning materials (e.g.
detergent, bleach,
deodorizers)
• Use products for their
intended use
• Use bleach instead of
muriatic acid
2.4 Practice proper use of
pesticides
• Refrain from using insect
sprays and other
insecticides that can be
inhaled
• Wear gloves when
handling pesticides
• Wash exposed body
parts after using
pesticides

2.5 Properly label all household

materials

2.6 Separate food products,

medicine, and personal care
products from cleaning
materials and pesticides

2.7 Store household materials in

their proper designated
areas

3. Relate the characteristics of metal,

glass, plastic, wood and paper
materials found at home with their
use

10
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 SCIENCE AND HEALTH GRADES III - VI
III IV V VI
3.1 Identify objects at home
made of metal, glass, paper,
wood and plastic

3.2 Perform activities to test

some of the characteristics
of metal, glass, paper, wood
and plastic
• conducts heat and
electricity
• resistance to breakage
• can be molded into
different shapes

3.3 Explain why certain objects

at home are made of metal,
glass, paper, wood or plastic
based on the characteristics
of these materials

V. ENERGY V. ENERGY V. ENERGY IV. ENERGY

1. Recognize when light is present
1.1 Infer that light is needed to
see objects
1.2 Identify sources of light
1.3 Show evidence that light
travels in a straight line and
that it travels outward in all
directions
1. Explain the effect of friction
1.1 Infer why an object that
moves along a surface
eventually slows down and
stops
1.2 Measure and compare how
far objects move on different
surfaces/textures before they
stop
1. Explain the effects of charged 1.
materials on other materials
1.1 Demonstrate ways of
charging
1.2 Describe what happens
when a charged material is
brought close to an
uncharged materials
Conclude that energy can change
from one form to another
1.1 Identify energy forms and
their uses
• movement energy
• chemical energy
• light energy
• electrical energy
• sound energy

11
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III
1.4 Show evidence that light
bends when it travels from
one material to another at an
angle
2. Explain what may happen when
light strikes an object
2.1 Describe what happens when
an object is placed in the
path of light
2.2 Classify objects as opaque,
transparent, translucent
2.3 Describe what happens when
light strikes a prism
3. Know that sound is produced by
things that vibrate
3.1 Demonstrate ways to make
sound (e.g. shaking objects,
striking, blowing)
3.2 Describe that sound is
produced when things vibrate
3.3 Conclude that different
objects make different
sounds
3.4 Show evidence that sound is
produced when things vibrate
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SCIENCE AND HEALTH GRADES III - VI
IV
1.3 Discuss the advantages and
disadvantages of friction
1.4 Describe ways of decreasing/
increasing friction
2. Discuss the effect of heat on
objects
2.1 Measure and record the
temperature of water as it is
heated and boiled
2.2 Demonstrate proper use of
thermometer
2.3 Make a graph of temperature
against time and interpret the
graph
2.4 Describe changes in an
object such as wood, wax
that has been heated
2.5 Demonstrate proper use of
alcohol burner and safe ways
of handling hot objects and
flammable materials
3. Explain how heat travels
3.1 Show evidence that heat
travels by conduction and
convection
3.2 Infer that heat travels by
radiation
V VI
1.3 Describe what happens 1.2 Investigate changes which
when similarly charged involve different forms of
materials are brought near energy, e.g.
each other • burning candle
• battery-operated toy
1.4 Describe what happens • plucking a guitar string
when materials that are
charged differently are 2. Explain that there are factors that
brought near each other affect the motion of an object
2. Describe how an electric circuit 2.1 Investigate factors which
operates affect the speed and
distance traveled by objects,
2.1 Investigate ways to connect such as a ball, a wind-up
a bulb, a dry cell and wires to toy, a parachute, a wind
make the bulb light wheel, a water wheel
2.2 Operationally define an
electric circuit
2.3 Identify materials which
does/ does not make a bulb
light when connected
between any two points
along a simple circuit
(conductors and insulators)
2.4 Connect a second bulb to a
simple circuit such that when
the second bulb is removed/
unscrewed the first does not
light (series connection)
3. Discuss the factors that affect the
strength of an electromagnet
12

III
4. Understand that force cause
changes in motion
4.1 Demonstrate ways to make
objects move
4.2 Define force as a push or pull
4.3 Identify objects (wind, water,
magnet, charged objects)
that can make other objects
move
4.4 Demonstrate ways of
exerting a force on an object
causing it to move, speed up,
change direction, slow down
or stop
VI. EARTH
1. Conclude that one’s environment is
made up of water, land, air and
other life forms
1.1 Describe the home, school,
environment or any place
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SCIENCE AND HEALTH GRADES III - VI
IV
4. Describe how fire is produced
4.1 Discuss that fuel and oxygen
are needed to produce fire
4.2 State that different fuels start
to burn at different
temperatures
4.3 Practice safety precautions
in using fuels/fire
4.4 Follow safety rules/
emergency measures in case
of fire
VI. EARTH
1. Demonstrate knowledge that water,
wind, people and animals bring
about soil erosion
1.1 Describe how water causes
soil erosion
V VI
3.1 Construct an electromagnet
3.2 Investigate ways to make a
stronger electromagnet
4. Understand how simple machines
help make work easier and faster
4.1 Identify situations when work
is done on an object
4.2 Investigate what a machine
does to the force that we
apply on it
4.3 Identify the kinds of simple
machines
4.4 Identify the main parts of
each kind of simple
machines
4.5 Practice precautionary
measures in using simple
machines
4.6 Demonstrate how the human
body works like a machine
VI. EARTH V. EARTH
1. Describe the different kinds of 1. Describe the structure of the
rocks and their uses Earth’s interior
1.1 Compare rocks according to 1.1 Identify the layers of the
their properties such as Earth
shape, color, hardness and
texture
13
 SCIENCE AND HEALTH GRADES III - VI
III IV V VI
1.2 Identify life forms in the 1.2 Illustrate how wind causes 1.2 Differentiate igneous, 1.2 Differentiate each layer
environment found in water, soil erosion sedimentary and
on land, and in the air metamorphic rocks 2. Explain how an earthquake occurs
1.3 Explain how people and
1.3 Infer that the components of animals cause soil erosion 1.3 Identify the uses of different 2.1 Demonstrate through a
the environment is the same kinds of rocks simple model how blocks or
in different places 1.4 Demonstrate how the slope rock move along faults
of land affects the amount of 2. Explain how some forces
2. Explain the importance of different soil carried away contribute to the weathering of 2.2 Illustrate three types of plate
kinds of soil rocks movement
2. Explain the effects of soil erosion
2.1 Give examples of how people on plants, animals and people 2.1 Identify the forces that break 2.3 Differentiate intensity from
use soil rocks the magnitude of an
2.1 Describe how erosion earthquake
2.2 Classify the different kinds of changes the shape of the 2.2 Demonstrate how water
soil in different ways (e.g. land breaks rocks into smaller 2.4 Practice precautionary
texture, color) pieces measures before, during and
2.2 Provide reasons how erosion after earthquake
2.3 Identify practices that cause affects the condition of the 3. Demonstrate knowledge of how
soil pollution soil soil is formed 3. Explain how a volcanic eruption
occurs
2.4 Infer how pollution affects soil 2.3 Summarize how erosion 3.1 Design procedure to
productivity affects plants, animals and determine how different 3.1 Illustrate how volcanoes are
people factors contribute to soil formed
2.5 Discuss ways of protecting formation
the soil 3. Discuss how people and plants 3.2 Simulate volcanic eruption
help prevent soil erosion 3.2 Draw conclusions on how
3. Explain that water is important soils are formed 3.3 Differentiate an active from
3.1 Identify the different ways of inactive volcano
3.1 Discuss ways how people preventing soil erosion 3.3 Illustrate how the quantity of
use water soil is maintained 3.4 Relate how volcanic
3.2 Demonstrate how plants activities cause earthquakes
3.2 Identify the sources of water prevent soil erosion 4. Demonstrate knowledge of how
wind is formed

4.1 Describe the effect of heat

on the temperature of land
and water

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III
3.3 Identify household practices
that contribute to water
pollution
3.4 Give characteristics of
polluted water
3.5 Practice ways of protecting/
conserving water
4. Cite evidence that weather
changes from day to day
4.1 Record the weather for the
day/week using symbols
4.2 Interpret a simple weather
chart
4.3 Identify activities done during
certain weather conditions
and why these activities can
only be done during these
conditions
4.4 Practice safety measures
during certain types of
weather
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SCIENCE AND HEALTH GRADES III - VI
IV
4. Explain how temperature, wind,
clouds, precipitation affect the
weather
4.1 Measure/Record air
temperature for one week
using a laboratory
thermometer
4.2 Measure and record wind
speed and direction for a
week using improvised
instruments
4.3 Describe the cloud formation
for a particular day
4.4 Relate the amount of rainfall
with cloud cover
4.5 Interpret weather reports
5. Apply knowledge of the weather
elements in making decisions for
the day
V VI
4.2 Compare the ability of land
and water to absorb and
release heat
4.3 Demonstrate the formation
of wind due to unequal
heating of land and water
based on a simple model
5. Explain how a typhoon occur
5.1 Illustrate how typhoons
develop
5.2 Trace the origin and path of
typhoons that hit the
Philippines in a year
5.3 Interpret the meaning of
typhoon signals
5.4 Describe the condition in the
environment before, during
and after a typhoon
5.5 Practice precautionary
measures before, during and
after a typhoon
3.5 Practice precautionary
measures before and after
volcanic eruptions
4. Describe the factors that affect the
climate of a place
4.1 Define climate
4.2 Differentiate weather from
climate
4.3 Identify the factors that
affect the climate of a place:
altitude, latitude, bodies of
water, wind system, amount
of rainfall
4.4 Explain how each factor
affects the climate of a place
5. Explain the two major wind
systems in the Philippines:
Amihan and Habagat
5.1 Compare the two seasons in
the Philippines (e.g. when
these occur, weather
conditions during these
seasons)
5.2 Describe the causes of the
seasons in the Philippines
15

III
VII. SUN
1. Understand that the changes in
temperature on the Earth’s surface
is caused by the Sun’s heat
1.1 Record the changes of
temperature at different times
of the day
1.2 Interpret data on the changes
of temperature
2. Explain how the Sun’s heat and
light affect human beings and other
living things
2.1 Cite evidences that over-
exposure to sunlight affects
the skin and eyes
2.2 Practice precautionary/safety
measures to avoid getting
hurt from the Sun’s heat and
light
2.3 Show evidences that plants
are affected by too much or
lack of light and heat from the
sun
2.4 Show evidence that animals
are affected by too much or
lack of light and heat from the
sun
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SCIENCE AND HEALTH GRADES III - VI
IV
VII. EARTH, MOON AND SUN
1. Understand the effects of Earth’s
rotation on occurrence of day and
night
1.1 Describe that the Earth’s axis
is tilted 23.5° from the
perpendicular
1.2 Show through a model that
Earth rotates in a counter
clockwise direction as seen
from the top of North Pole
1.3 Show through a model how
the Earth’s rotation on its
axis causes day and night
2. Describe the effects of Earth’s
revolution on seasons
2.1 Show through a model that
the Earth takes one year/12
months/365¼ days to make
a complete revolution around
the Sun (366 on every fourth
year/leap year) following its
own orbit
2.2 Illustrate how Earth’s
revolution affect seasons
3. Understand how the Moon’s motion
affect Earth
V VI
VII. THE SOLAR SYSTEM
1. Conclude that the solar system is
an orderly arrangement of
heavenly bodies
1.1 Describe the Sun and other
members of the solar system
1.2 Illustrate through a diagram
how the members of the
solar system revolve around
the Sun as they follow their
orbits
1.3 Describe the orbit of each
planet
1.4 Explain why planets stay in
orbit as they revolve around
the sun
1.5 Predict what will happen if
planets do not follow their
orbit around the Sun
2. Explain that the Sun is also a star
2.1 Describe some
characteristics of stars
2.2 Identify the parts of the Sun
2.3 Tell that sunspots are
formed in the photosphere
VI. BEYOND THE SOLAR SYSTEM
1. Discuss the need for instruments
to observe stars
1.1 Identify stars and planets
with the naked eye
1.2 Describe the instruments
used by astronomers to
gather information about
stars
2. Discuss the characteristics of stars
(color, size, brightness and
distance) based on a given data
2.1 Describe the relationship
between the color and
temperature of a star
2.2 Explain why stars seem to
twinkle
3. Understand what a constellation is
3.1 Describe a constellation
3.2 Describe how constellations
are useful to people
3.3 Describe how constellations
are useful to people
3.4 Construct a star map that
illustrates common
constellations
16
 SCIENCE AND HEALTH GRADES III - VI
III IV
3.1 Show through a model that
as the moon travels around
the Earth it also makes one
complete rotation that makes
the moon face the Earth all
the time
3.2 Explain that the Moon travels
around the earth once about
every 29½ days.
3.3 Explain the apparent
changes in the shape of the
Moon as it revolves around
the Sun
3.3.1 Observe and draw
the appearance of
the Moon over one
month whenever
possible
3.3.2 Show through a
model how the
relative position of
the observer of
Earth, Moon and Sun
cause the apparent
changes in the
shape of the Moon
4. Conclude that the revolution of the
moon around the earth causes the
natural occurrence of tides
4.1 Explain how high and low
tides occur
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V VI
2.4 Identify the effects of 4. Describe the galaxies
Sunspots on Earth
4.1 Name the common galaxies
2.5 Explain why the Sun is the
main source of energy on 4.2 State that our solar system
Earth is part of the Milky Way
galaxy
3. Describe the distinctive
characteristics of planets in the 5. Describe the universe
solar system
5.1 Identify modern space
3.1 Illustrate the relative facilities, tools and
distances of the planets from equipment used to study the
the Sun universe
3.2 Relate the surface 5.2 Explain the theories about
temperature of each planet the universe
to their relative distances
from the Sun 5.3 Enumerate some space
probes and their missions
3.3 Relate the relative period of
revolution of each planet to 5.4 Name some achievements/
their relative distances from problems met in space
the Sun exploration
4. Describe the characteristics of the
other members of the solar system:
comets, asteroids, meteoroids
4.1 Discuss superstitious beliefs
and practices related to
occurrence of comets,
meteor, stars, transit of
planets
4.2 Explain how astronomical
events occur
17
 SCIENCE AND HEALTH GRADES III - VI
III IV V VI
4.2 Relate through a model the
position of the Moon and the
Earth to places where high
and low tides occur

5. Relate the occurrence of eclipse

with the revolution of the Moon
around the Earth

5.1 Show through a model why a

lunar eclipse occurs during a
full moon

5.2 Show through a model why a

solar eclipse occurs during a
new moon

5.3 Differentiate how solar and

lunar eclipse occur

5.4 Practice safety measures to

avoid damage of the eyes
during a solar eclipse

18
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