(Phi li ppi ne Ele me ntary Learni ng Compe te nci e s)
BASIC EDUCATION CURRICULUM
SCIENCE AND HEALTH
1 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 childs 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
Daily Time Allotment Learning Areas I II III IV V VI
Science and Health (integrated in English for Grades I & II) - - 40 60 60 60
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.
2 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 earths 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 ones 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.
D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 3 III IV V VI I. PEOPLE
1. Prove that changes as children grow
1.1 Measure ones 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 ones 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
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
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
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 4 III IV V VI 2.3 Describe the effects of poor nutrition and inadequate sleep, rest and recreation on the childs 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
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
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
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
5.5 Discuss the importance of food digestion
6. Explain through a diagram how the digestive system works
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
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
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
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 5 III IV V VI
II. ANIMALS
1. Conclude that animals have 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 peoples care
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.)
II. ANIMALS
1. 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 mothers body)
1.2. Illustrate the sequence of events in the life cycle of each kind of animal
2. Explain the usefulness of some animals
2.1 Name food products from animals (e.g. eggs, meat)
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
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 6 III IV V VI 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
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 persons experiences (e.g. dog bite, mosquito bite, etc.)
3.2 Report on safety measures practiced in dealing with animals
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)
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 7 III IV V VI 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
III. PLANTS
1. Explain how plants can be propagated from seed
1.1 Describe the life cycle of a flowering plant beginning from the seed stage
1.2 Explain the role of pollination in plant reproduction
2. Demonstrate the propagation of a plant from other parts: a stem cutting (e.g. kangkong), tuber (e.g. potato), enlarged root (camote), leaf (katakataka), bulb (onion)
3. Explain how a mature seed changes during germination
3.1 Observe changes in a germinating (dicot and monocot seed until the seedling stage)
3.2 Identify the parts of a seed and infer the function of each part
4. Conclude that there are factors needed by seeds to germinate
4.1 Perform an experiment on seed germination
III. PLANTS
1. Be aware that plants make their own food
1.1 Perform experiments to show that sunlight, air and water are needed for foodmaking in plants
1.2 Describe what happens to plants grown in the absence of any of the factors needed for photosynthesis
1.3 Explain the process of photosynthesis using a diagram
2. Recognize the different groups of plants
2.1 Describe characteristics of different kinds of plants
2.2 Classify plants into flowering plants, cone-bearing plants, ferns and mosses
2.3 Identify economically important and endangered kinds
2.4 Suggest activities they can do at their level to help conserve plants
4.2 Create a scenario to depict the effects of deforestation, destruction of coral reefs, destructive methods of fishing, overuse of chemical pesticides, improper disposal of garbage, crowded human settlements (overpopulation)
4.3 Demonstrate commitment and concern in preserving/conserving the balance of life in the ecosystem
4.3.1 Enumerate ways of addressing the harmful effects of human activities to the environment
4.3.2 Participate in campaigns and activities for improving/managing ones environment
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 8 III IV V VI
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)
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
IV. MATERIALS
1. Describe changes in materials
1.1 Observe changes where no new material is formed change in size change in shape change in volume
1.2 Observe phase changes in water melting freezing boiling water cycle
1.3 Identify changes in materials where new materials with different characteristics are formed cooking rusting burning decaying/rotting ripening of fruits
1.4 Differentiate physical from chemical change by giving examples
III. MATERIALS
1. Relate knowledge of common household products with their use
1.1 Classify household products according to uses (food products, medicine, personal care, cleaning, pesticides)
1.2 Identify the ingredients of household materials by reading the product label
1.3 Discuss ingredients in food products with and without nutritional value using food labels
1.4 Cite examples of additives to improve the appearance, taste, and shelf life of food, which can be harmful to health jobos in enhancing color of fish sold in the market bromates in pandesal vetsin in junk food and chicharon
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 9 III IV V VI 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
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)
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
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 10 III IV V VI 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
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
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 11 III IV V VI
V. 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
V. ENERGY
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
V. ENERGY
1. Explain the effects of charged 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
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
IV. ENERGY
1. 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
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 12 III IV V VI 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
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
1.3 Describe what happens when similarly charged materials are brought near each other
1.4 Describe what happens when materials that are charged differently are brought near each other
2. Describe how an electric circuit operates
2.1 Investigate ways to connect a bulb, a dry cell and wires to make the bulb light
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
1.2 Investigate changes which involve different forms of energy, e.g. burning candle battery-operated toy plucking a guitar string
2. Explain that there are factors that affect the motion of an object
2.1 Investigate factors which affect the speed and distance traveled by objects, such as a ball, a wind-up toy, a parachute, a wind wheel, a water wheel
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 13 III IV V VI 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 ones environment is made up of water, land, air and other life forms
1.1 Describe the home, school, environment or any place
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
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
1. Describe the different kinds of rocks and their uses
1.1 Compare rocks according to their properties such as shape, color, hardness and texture
V. EARTH
1. Describe the structure of the Earths interior
1.1 Identify the layers of the Earth
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 14 III IV V VI 1.2 Identify life forms in the environment found in water, on land, and in the air
1.3 Infer that the components of the environment is the same in different places
2. Explain the importance of different kinds of soil
2.1 Give examples of how people use soil
2.2 Classify the different kinds of soil in different ways (e.g. texture, color)
2.3 Identify practices that cause soil pollution
2.4 Infer how pollution affects soil productivity
2.5 Discuss ways of protecting the soil
3. Explain that water is important
3.1 Discuss ways how people use water
3.2 Identify the sources of water
1.2 Illustrate how wind causes soil erosion
1.3 Explain how people and animals cause soil erosion
1.4 Demonstrate how the slope of land affects the amount of soil carried away
2. Explain the effects of soil erosion on plants, animals and people
2.1 Describe how erosion changes the shape of the land
2.2 Provide reasons how erosion affects the condition of the soil
2.3 Summarize how erosion affects plants, animals and people
3. Discuss how people and plants help prevent soil erosion
3.1 Identify the different ways of preventing soil erosion
3.2 Demonstrate how plants prevent soil erosion
1.2 Differentiate igneous, sedimentary and metamorphic rocks
1.3 Identify the uses of different kinds of rocks
2. Explain how some forces contribute to the weathering of rocks
2.1 Identify the forces that break rocks
2.2 Demonstrate how water breaks rocks into smaller pieces
3. Demonstrate knowledge of how soil is formed
3.1 Design procedure to determine how different factors contribute to soil formation
3.2 Draw conclusions on how soils are formed
3.3 Illustrate how the quantity of soil is maintained
4. Demonstrate knowledge of how wind is formed
4.1 Describe the effect of heat on the temperature of land and water
1.2 Differentiate each layer
2. Explain how an earthquake occurs
2.1 Demonstrate through a simple model how blocks or rock move along faults
2.2 Illustrate three types of plate movement
2.3 Differentiate intensity from the magnitude of an earthquake
2.4 Practice precautionary measures before, during and after earthquake
3. Explain how a volcanic eruption occurs
3.1 Illustrate how volcanoes are formed
3.2 Simulate volcanic eruption
3.3 Differentiate an active from inactive volcano
3.4 Relate how volcanic activities cause earthquakes
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 15 III IV V VI 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
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
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
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 16 III IV V VI VII. SUN
1. Understand that the changes in temperature on the Earths surface is caused by the Suns 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 Suns 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 Suns 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
VII. EARTH, MOON AND SUN
1. Understand the effects of Earths rotation on occurrence of day and night
1.1 Describe that the Earths axis is tilted 23.5from 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 Earths rotation on its axis causes day and night
2. Describe the effects of Earths revolution on seasons
2.1 Show through a model that the Earth takes one year/12 months/365 days to make a complete revolution around the Sun (366 on every fourth year/leap year) following its own orbit
2.2 Illustrate how Earths revolution affect seasons
3. Understand how the Moons motion affect Earth
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
SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 17 III IV V VI
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 29 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
2.4 Identify the effects of Sunspots on Earth
2.5 Explain why the Sun is the main source of energy on Earth
3. Describe the distinctive characteristics of planets in the solar system
3.1 Illustrate the relative distances of the planets from the Sun
3.2 Relate the surface temperature of each planet to their relative distances from the Sun
3.3 Relate the relative period of revolution of each planet to their relative distances from the Sun
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
4. Describe the galaxies
4.1 Name the common galaxies
4.2 State that our solar system is part of the Milky Way galaxy
5. Describe the universe
5.1 Identify modern space facilities, tools and equipment used to study the universe
5.2 Explain the theories about the universe
5.3 Enumerate some space probes and their missions
5.4 Name some achievements/ problems met in space exploration SCIENCE AND HEALTH GRADES III - VI D:\Science.doc Printed: 1/11/2005 11:07 AM [ferdie] 18 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
College Level Anatomy and Physiology: Essential Knowledge for Healthcare Students, Professionals, and Caregivers Preparing for Nursing Exams, Board Certifications, and Beyond
Full Solution Manual For Seeleys Anatomy Physiology 12Th Edition Cinnamon Vanputte Jennifer Regan Andrew Russo Rod Seeley Trent Stephens Philip Tate 13 9781 PDF Docx Full Chapter Chapter