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SCIENCE AND HEALTH SCIENCE AND HEALTH
BUREAU OF ELEMENTARY EDUCATION Department of Education Republic of the Philippines
E:\CDD Files\BEC-PELC Finalized June 2010\COVER PELC - Science.docx Printed: 8/12/2010 11:25 AM [Anafel Bergado]
Science educators throughout the world have been espousing the idea that the best way to learn science is by “doing science”. We all share in a vision of achieving excellence in Science and Technology at par with that of developed countries. Science and Technology are shaping the world. Social and economic development area, to a large content, is dependent on Science and Technology.
The learners should be given enough time to perform the activity, record data, analyze and interpret results and discuss and evaluate within groups and with the whole class. The learning objectives herein aim to provide the learners an opportunity to develop concepts and acquire the manipulative, creative and high-order thinking skills. The integration of Information and Communications Technology (ICT) utilizing different digital learning resources and learning technologies paved the way to enhance the teaching and learning of Science and Health. Hence, teachers handling Science and Health in Grades III to Grade VI could create 21st Century learners who are globally competitive.
acquire science skills as well as scientific attitudes and values needed in solving everyday problems. to give more time and emphasis on the study of Science concepts and processes. Likewise. more complex study of Science concepts will be taken up in preparation for High School work. In Grades IV. This is used as vehicle in developing the skills in English. food production. nutrition.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. These concepts reinforce the sensory-perceptual activities introduced in the 8-week ECD Curriculum. Grade III is given a 40-minute daily time allotment. These pertain to health and sanitation. 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. In Grades IV-VI. . Teaching Science and Health will formally start in Grade III using English as medium of instruction. there is an increase of 20 minutes in the daily time allotment. V and VI. 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. process skills may be developed in Makabayan subject like Sibika at Kultura. and the environment and its conservation.
Different teaching strategies should also apply to capture the pupils’ attention and increase their interest more. inferring. you have the options and opportunity to teach Science and Health in a more enjoyable. predicting. fulfilling and more meaningful way. classifying. science process skills. and discourse-oriented to produce reflective learners. PowerPoint etc). it is advised that some competencies be taught in advance as scheduled due to occurrence of destructive phenomena and events in the country. climate change. The use of learning technologies such as Computer aided language learning software. Learning competencies cover understanding of concepts and key principles of science. Finally. prevention of water-borne diseases and animal-related diseases. compare and contrast supplementary activity books and work textbooks that contain the attribute of the concepts. . online resources and other digital resources that are suited and within the level of the learners. This is so. teach students the process of investigating and explaining natural phenomena. fun-filled. The competencies promote the use of Higher-Order Thinking Skills (HOTS).. measuring. The examples of these are weather-related lessons. because science is both a process of inquiry and a body of knowledge. formulating hypothesis. integrative. Office applications (Word. DVD players and mobile phones play an important role to support the teaching-learning process and strengthen concepts learned. The development of the scientific method through hands on and minds on activities using these processes are conducted to compliment and probe any concept learned or can be learned. The development of process skills such as observing.NOTE TO TEACHERS The Philippine Elementary Learning Competencies (PELC) in Science and Health serve as a continuum in teaching the subject from Grade III to Grade VI. waste management and others. You are also encourage to integrate the available digital learning resources such as CD-ROM based materials. gathering and interpreting of results in terms of models and prediction for the future based on generalizations. experimenting. controlling variables. communicating. This seeks to address the needs of pupils by conducting learner-oriented and experiment – based activities applying inquiry approach and make teaching more interactive. collaborative. and desirable values to make the students scientifically literate. interesting. life skills and multiple intelligences as supported by the developed Lesson Guides which serve as guide for teachers. Models of teaching such as inquiry training and concept attainment. Our dear teachers. productive and effective citizens. productive. the Internet.
solving problems using required skills. develop the skill for scientific inquiry. liquid and gases. electrical circuit. EXPECTATIONS Grade III At the end of Grade III. respiratory and urinary). verifying values of evidence and assessing value of theories. movement of earth and moon around the sun.GOAL: Construct knowledge and understanding of science and health concepts. and acquire values. attitudes and practices related to body systems (circulatory and nervous). developing opinions. the learner is expected to develop functional understanding and application of science and health concepts. relating scientific ideas. energy forms and transformation energy conservation. basic and integrated process/life skills. weather and the Sun as a source of heat and light. materials and their characteristics. solar system and recent inventions and discoveries about the solar system. the learner is expected to develop functional understanding and application of science and health concepts. the learner is expected to develop functional understanding and application of science and health concepts. volcanic eruption. ways of protecting oneself. communicating scientific ideas and results and for making informed decisions and develop attitudes and values that would benefit themselves. Grade V At the end of Grade V. Grade IV At the end of Grade IV. attitude and practices related to one’s sense organs. friction. basic process/life skills. unequal heating of the Earth’s surface. methods of heat transfer. . attitudes. solving problems. structure and characteristics of the Earth. basic and integrated process skills. electromagnet. ecosystem. occurrence of natural disasters: earthquake. Grade VI At the end of Grade VI. concern towards differently-abled persons. soil erosion. typhoon. society and the environment GOAL: Translating knowledge into new context of Science and Health concepts. materials and their uses. changes in matter. taking care of the systems. characteristics of plants and animals. taking care of the systems. stars and constellation. rocks. plant and animal adaptation. judgment or decisions. dangers posed by animals. force. light and sound. mixture. basic and integrated process skills and acquire values. and acquire values. simple machines. growth and development. attitudes and practices related to body systems (reproductive. characteristics of solids. and acquire values. endangered animals. photosynthesis. animal and plant reproduction. the learner is expected to develop functional understanding and application of science and health concepts. muscular and digestive). weather condition. earth resources and their conservation. and practices related to body systems (skeletal. caring for plants and animals. weather systems. tsunami. classifying plants and animals.
growth and changes in animals and plants. society and environment. reaction of different substances. Mixtures and Solutions. diversity and biodiversity of living things. Energy. Plants and the Environment: Interrelationships in the Ecosystem) The learner uses science process and thinking skills to understand the structure and function of the systems of the body. rocks. demonstrates positive attitudes and values which are necessary for solving problems and making personal decisions about issues that affect individuals. uses of energy and its conservation. occurrence of natural disasters. Animals. changes in matter and its effect in the environment. society and environment.STANDARDS LIFE SCIENCE (People. heat transfer and its effect to objects. Earth and space and of the relationship to the other bodies in the solar system and demonstrates positive attitudes and values which are necessary for solving problems and making personal decisions to address environmental needs caused by human activity and natural phenomenon. interactions in the environment and demonstrates positive attitudes and values which are necessary for solving problems and making personal decisions about issues that affect individuals. structure of the Earth. characteristics and basic needs of living things. Physical and Chemical Change) The learner uses science process and thinking skills to understand the structure and behavior of matter. motion of objects. weather. soil erosion and their prevention. sources of light and sound. waste management. . Moon. characteristics of materials and their uses. electricity and simple machines. Solar System. Earth. SPACE SCIENCE (Sun. climate change. Stars and Constellation) The learner uses the science process and thinking skills to understand the planet Earth and its relationship to the rest of the universe. EARTH (Earth) The learner uses the science process and thinking skills to understand life forms in the Earth. PHYSICAL SCIENCE (Materials/Materials at Home.
g.3 Describe physical and socioemotional changes in males and females during puberty 1. Adapt to the changes that take place as one grows 2. heart. PEOPLE VI 1.2 Explain how the skeletal system gives the body form. hip bone) cartilage ligament 1. respiratory and urinary systems 1.4 Relate the function of the circulatory system to those of the digestive.3 Trace the path of blood as it flows from the heart to the different parts of the body and back using a model 1.1 Describe the main parts of the male (testes. skull. Explain how the muscular system works 2.2 Describe the function of each part 1. Explain how the skeletal system works 1.1 Infer that there are factors affecting one’s growth and development. uterus.2 Describe the function of each part 1.1 Describe how the muscles give form and shape to the body 2.2 Describe how some muscles are attached to some bones 3.6 Practice health habits to prevent ailments of the circulatory system 2. arm and leg bone.5 Describe common ailments (cardiovascular diseases) of the circulatory system 1. shape. PEOPLE V I.4 Relate menstrual cycle in females and semen production in males to the ability to reproduce • • menarche “wet dreams” 1. Explain how the nervous system works 2.5 Explain the process of fertilization 1. blood vessels) of the circulatory system 1. and support 2.2 Describe the function of each part 1. Practice proper care of the skeletal and muscular systems 4. fallopian tubes. ribs.3 Demonstrate care of the sense organs 1. vas deferens.g.1 Identify the main parts (e.1 Identify common injuries of the 1. Explain how the reproductive system works 1.6 Practice proper hygiene for the external genitalia • front to back washing of the vagina 6 . Explain how the circulatory system works 1.1 Identify the main parts of the skeletal system • • • bones (e.III I. PEOPLE IV I. urethra. Explain how the sense organs make us aware of the things around us • • • • • eyes for seeing ears for hearing skin for feeling tongue for tasting nose for smelling I. e.1 Describe the external parts of each sense organ 1. Explain how the skeletal and muscular systems work together 4. penis) and female (ovary. PEOPLE 1. vagina) reproductive systems 1.1 Identify the main parts of the 1. • eating the right kinds and amount of food 1.g. spinal column.4 Describe ways of preventing injuries to the sense organs 2. blood.
retraction of the foreskin to clean secretions around the glans of the penis proper use and disposal of sanitary napkins VI nervous system (e. chewing the food • V for those not circumcised. bronchial tubes. proper washing of hands with soap and water before and after eating and using the toilet. Demonstrate concern and kindness towards persons with disabilities 6. esophagus.4 Describe common ailments of the respiratory system including prevention 2. Explain how the digestive system works 6. spinal cord.7 Describe common disorders associated with the reproductive system and available preventive measures 2.3 Demonstrate the mechanics of breathing by using a model 2. brain.4. Explain how the respiratory system works 2.2 Compare the characteristics of children who are healthy and unhealthy 2. large intestine) 6.2 Describe the function of each part 2.g.3.3 Trace the path of the message in the nervous system 2.1 Discuss the bad effects of smoking 2.1 Describe the main parts of the digestive system (mouth. nasal passage. stomach.3. siblings and friends • 2.3 Encourage parents and friends to prepare healthy food choices 7 . lungs) of the respiratory system 2. nerves) 2. Practice health habits related to the digestive system (e. small intestine.III • • • • rest and sleep exercise and recreation love and understanding safe and healthful environment IV skeletal and muscular systems 4.g.3.1 Practice desirable health habits related to: • • • • • • • eating sleeping resting oral health handwashing recreation regular exercise 1.3 Practice desirable health habits 2.1 Describe the main parts (e.2 Describe the function of each part 6. windpipe.2 Demonstrate first aid for bone and muscle injuries 5.4 Describe the common ailments that affect the nervous system 2.2 Describe the function of each part 2.4 Describe common ailments of the digestive system including prevention 7.g.5 Practice health habits and proper care of the nervous system • coping with grief and anxiety • talking about one’s problems to parents.2 Consult a health/medical personnel once a year and/or whenever necessary 2.3 Trace the path of food in the digestive tract and describe what happens to the food as it passes to each part 6.
VI ANIMALS. Explain how the urinary system works 3.III 3. kidneys.3 Practice safety measures to avoid accidents and injuries • • • • at home in school in the streets in other public places III II.1 Demonstrate ways of resisting peer pressure to smoke 3. urether.1 Describe the main parts (e. urethra.2 Describe the function of each part 3. ANIMALS IV II.g. ANIMALS V II.3 Describe common diseases of the urinary system 3.5 Practice health habits to keep the respiratory system health 2. ANIMALS II. PLANTS AND THE ENVIRONMENT: INTERRELATIONSHIP IN THE ECOSYSTEM 8 .1 Identify examples of • • verbal abuse physical abuse properly) IV V 2.5.3 Practice health habits to keep the urinary system healthy VI 3. Explain ways of protecting oneself 3.2 Report incidence of abuse to proper authorities • • • • parents teacher guidance counselor principal 3. urinary bladder) of the urinary system 3.
1 Describe the body parts of animals used for food getting/eating 2.2 Describe how animals move 1.) and some diseases spread by animals (e.1 Classify animals according to the food they eat: herbivores.g. illegal logging.2 Discuss how animals developed from a fertilized egg 2.g.III 1. eggs. foot and mouth disease.2 Describe the interrelationships among living organisms in an ecosystem • • food (food chain.g.2. leather from animal skins. amphibians and fishes) 3. dengue. etc. Conclude that animals vary in terms of body parts. birds. Infer the dangers posed by some animals to people 4. etc. mosquito bite.) 3.g dog bite.) 4. carnivores. reptiles. Explain the interrelationships between and among the components of an ecosystem 1. etc. malaria. Describe the life cycle of some common animals (butterfly. kaingin system. Infer how body structures of animals are adapted to food getting in their particular environment 1. Explain how certain events and activities disturb the interrelationship in an ecosystem • • • • climate change natural calamities overpopulation destructive practices (e.g.3 Infer that animals live in different places 1.1 Identify the body parts of animals found in the locality and in the environment 1. frog.2 Relate the mouth parts of animals to the kind of food they eat 1.) V 1.4 Classify animals according to body parts. omnivores 1.1 Describe what may happen to animals if they are not IV 1.1 Name food products from animals (e.1 Classify animals hatched from eggs and born as baby animals 1.3 Describe how animals get and eat their food 2. Infer that animals need adequate food. mosquito.1 Identify each group of vertebrates and their characteristics (mammals. leptospirosis.3 Identify observable characteristics of invertebrates VI 1. Explain the usefulness of some animals 3. water. fly. Explain how animals reproduce 1. etc.2 Classify animals into different groups of vertebrates 3. meat. avian influenza. Identify observable characteristics of vertebrate and invertebrate animals 3. air and shelter 3. food-nutrient cycle) gas (oxygen-carbon dioxide cycle) 1.1 Describe an ecosystem • • • living components (biotic) non-living components (abiotic) interaction between living and non-living things 1. Compare the body parts of animals used for food getting/eating 2.1 Describe harm done (e.1 Identify the kinds of interrelationships among living organisms 2. quarrying) 9 . Explain how some animals adapt to a particular environment 3. food web.2 Name other materials/benefits derived from animals (e.) 3.2 Relate mouth parts of animals to the kind of food they eat 3. movement and places where they live 2. etc. movement and places where they live 1.
3 Participate in efforts to save coral reefs 4.2 Demonstrate care and concern for animals 3. insects. Conclude that plants have similarities and differences 1.3 Exercise caution in handling animals 3. worms.2 Explain the process of Photosynthesis 10 .2 Practice safety measures in dealing with animals 3. Conclude that plants make their own food 1. jellyfish.3 Describe the function of each part of a plant III.2 Infer the function of each part of a seed 1.4. shellfish) VI 4.2 Discuss practices that cause coral reef destruction and predict their effect 3. PLANTS 1. Explain how plants can be propagated from seeds 1. PLANTS 1.1 Identify the importance of coral reefs 3. PLANTS 1.4 Explain the importance of coral reefs 3.2 Describe the characteristic of each part 1.III provided with their needs IV V (e.3 Explain how the different factors affect seed germination III.1 Perform experiments to determine what plants need to make food 1.4. Demonstrate commitment and concern in preserving/conserving the balance of life in the ecosystem III.4.g. spiders.1 Identify the parts of a plant 1. Identify endangered animals and how they can be protected and conserved 3.1 Identify the parts of a seed 1.
leaf. Infer how some plants adapt to a certain environmental conditions in order to make food and survive 4. Practice ways of caring for and conserving plants VI 2. bulb V 2.3. grasses.2 Classify plants according to their kinds 3. cone-bearing.4. Identify economically important plants 4.4.III 1.1 Describe characteristics of different kinds of plants as to seed bearing.4 Describe the life cycle of a flowering plant from seed to seed stage 1.4 Compare plants according to observable characteristics • • similarities differences IV 1. Classify plants into groups 2.3. Explain how plants and plant parts are used for • • • • • • food building construction materials medicine fuel decorative purposes furnitures 4. shrubs.3.3 Analyze and interpret the data gathered 1. herbs and vines 3.1 Identify the variables on seed germination 1.1 Explain the role of pollination in plant 1. Classify plants as trees. tubers. Demonstrate ways of caring for and conserving plants 11 . ferns and mosses 2.2 Explain the role of fertilization in plant propagation reproduction 2. Demonstrate how plants can be propagated from other plant parts: stem cutting. roots.2 Describe changes in environmental conditions that cause plant adaptation 5.2 Observe the changes in a germinating seed until the seedling stage 1.1 Identify specific structures for adaptation 4.
burning.g. liquids and gases in terms of their shape 1. Explain what happens when materials are mixed 1. etc.1 Estimate the weight of solids by hefting with the hands and using an improvised balance and non-standard weights (e. pesticides. cooking.2 Describe what happens when liquids are mixed with other liquids 1.1 Show that materials may change in size. MATERIALS IV IV.1 Describe the effect of stirring materials that are mixed 2. volume or phase 1.4 Describe the effect of viscosity of liquid materials when mixed 2.) 1.1 Show how chemical changes take place in materials (e.1. Practice precautionary measures in using. paper clips) 1.III IV.1 Show that physical change may take place in materials 1. Perform experiments to show that common conditions affect how materials are mixed 2. MATERIALS AT HOME V IV.3 Describe the effect of size of solid particles when mixed with other materials 2. liquids and gases occupy space and have weight 2.1. Explain how materials change 1.2.2 Demonstrate that liquids follow the shape of the container 1. marbles. Explain the importance of reading product labels 2.2 Observe that a new material is formed when chemical change takes place 1. storing and disposing household materials • • avoid self-medication take prescribe medicines at the right time interval and 2.3 Demonstrate that gases spread out to fill its container 2. rusting.2 Follow precautionary measures indicated in the product labels 2. Classify materials found at home and according to use • • • • • • personal body care products cleaning agents medicines farm chemicals e. liquids and gases (e.2 Measure the weight of solids using weighing scales 12 .3 Describe what happens when liquids are mixed with solids 2.2 Observe that chemical change may take place in materials 1. decaying/ rotting.3 Identify the ingredients with or without nutritional value of food products 3.3 Observe that the product 1.g.g. air) have weight 2.2 Describe the effect of temperature on materials that are mixed 2.1.g. acetic acid food 1. herbicides reagents e.1. Conclude that solids.2.2 Observe that no new material is formed when physical change take place 1.1 Demonstrate that solids.1 Describe what happens when solids are mixed with other solids • coarse mixtures 1.g. MIXTURES AND SOLUTIONS VI IV. State characteristics of solid. insecticides. PHYSICAL AND CHEMICAL CHANGE 1. ripening of fruits.1 Identify information contained in product labels 2.1 Demonstrate that solid has a shape of its own 1. shape.2.
dropper with calibration. syrup) 3.g. wood.2 Demonstrate that solids.2.2.g. styropore.1 Describe how certain changes in materials have good effect in the environment 2.2 Describe how certain changes in materials have bad effect in the environment (e.g. feeding bottle with calibration.1. bag locks.g.1Show that solids occupy space • 4.3 Estimate the heaviness of liquids using an improvised balance and non-standard weights (e.1.g.2. Relate the characteristics of metal. clear glass for windows) magnetic property (e. 4 Perform an activity to show that gases have weight using an improvised balance 2. glass.g.2 Measure space occupied by liquids using appropriate measuring device e. soil and water) 2. paper clips) • • • • IV correct dosage use products for their intended use label all household materials properly especially poisonous substances provide designated areas for different household materials store household materials in their proper places dispose used materials properly V with other materials (e. plastic.III 2. ice chest/ box) electrical property (e.3 Perform an activity to show that gases occupy space 5. heat conductor/heat insulator. Explain the effects of change in materials to the environment 2. honey.g. beaker and graduated cylinder • • (e.g. liquids and gases occupy space 2. electrical conduction/ insulation) 2. Practice proper disposal of waste materials 13 . pollution of air. Demonstrate how certain mixtures can be separated thorugh: • • • • • • picking sieving decanting filtering evaporating use of magnets VI of chemical change cannot be brought back to its original form 2. rubber and ceramic materials found at home with their use • • • degree of transparency to light (e. marbles. magnetic board) thermal property 2.
5. and wires (connections) to make the bulb light 1.1 Demonstrate ways to connect the materials to make a parallel circuit 1. color.4.III V.1. ENERGY IV V. translucent V.3 Practice safe ways of handling hot objects and flammable materials (e.1 Identify sources of light 1.2 Demonstrate proper use of devices/equipment that produce heat 1. transparent. Explain the effects of heat on objects 1.1 Demonstrate ways to connect a dry cell (source). friction.g.3. ENERGY 1.2 Operationally define an electric circuit 1. not to play with firecrackers. plucking a guitar string → mechanical → sound 2.4 Construct models of a parallel and series circuits 1.2 Demonstrate ways to connect the materials to make a series circuit 1.4. kitchen tong) 1. Investigate how an electric circuit operates 1.2 Investigate change in energy e. Infer that light is needed to see objects 1.1 Measure in degree Centigrade (° or in C) degree Fahrenheit (° F) 14 . Show that external conditions affect the movement of objects e.3.1 Describe what happens when an object is in the path of light more light passes through transparent materials little light passes through translucent materials no light passes through opaque materials shadow may be formed 1.1 Classify objects as opaque.g.3 Explain what happens when light strikes an object 1.2 Show evidence that light travels in a straight line and outward in all direction 1.5 State that temperature of water changes as it is heated and boiled 1. ENERGY VI 1. Conclude that energy can change from one form to another 1. Explain the effect of friction 4. air pressure 4.4 Describe the changes in an object before. ENERGY V V.3 Explain the advantages/ disadvantages of 1.4. battery operated toy → chemical → mechanical. burning candle → chemical → light.3 Identify materials that when connected between any two points in an electric circuit does/does not make it work (conductors and insulators) 1. use of pot holder.1 Identify energy and their uses • mechanical • chemical • light • electrical • sound • thermal 1. shape) change in phase/form 1. during and after heating • • • change in temperature change in physical characteristics (e.g.1 Identify the sources of heat 1. Show that mass/shape of an object affects its movement 3. a bulb (load).1 Infer why an object that moves along a surface eventually slow down and stops • • • • 1.g.
5.2 Demonstrate how loud/soft/high/ low sound is produced 2.1 Conclude that fuel and oxygen are needed to produce/sustain fire 3. Infer how heat travels (conduction.2 Identify the machines that multiply force/speed 15 .3 Make a graph of temperature against time 184.108.40.206 Construct an electromagnet 2.1 Investigate what a machine does • • multiply force (e.2 Record the temperature of water as it is heated and boiled 1.3 1.2 Conduct an experiment to test the effect of selected variables on the strength of an electromagnet • • • number of turns number of dry cells diameter of dry cells.4 Interpret the temperature against time 2. bottle opener. clamp. Conclude that sound is produced by things that vibrate 3. tweezers) 3.3. fishing rod. tongs. bat. knife.4 Follow safety/emergency rules in case of fire 3.2 Compare how far objects move on different surfaces before they stop 1.g. axe.3 Conclude that different materials make different sounds 3. Explain how force makes objects move/cause change in motion 3.1 Demonstrate ways to produce sound 2. the core material VI 4. Explain how simple machines help make work easier and faster 3.3 Practice safety precautions in using fuels/fire 3. convection.2 State that different fuels have different kindling points or start to burn at different temperature 3. block and tackle) multiply speed (e.III 1.g.5. Identify variables that affect the strength of an electromagnet 2. Describe how fire is produced 2.3.4 2.1 Demonstrate ways to start an 3. radiation V parallel and series circuits 2.2 Describe what happens when light strikes a mirror at an angle Show evidence that light bends when it travels from one material to another at an angle Show that white light consists of different colors IV the temperature of water as it is heated and boiled 1.
3 Identify uses of rocks 2.1 Identify the agents of weathering (e.III object move 3. wind. sedimentary and metamorphic rocks are formed 1. EARTH IV V 3.2 Demonstrate how certain factors affect the amount of soil carried away • • • • slope of land strength and volume of running water presence of cover crops dryness and size of soil particles 16 .2 Illustrate the three types of plate movements 2.4 Describe the effects of an 1. etc. Explain the importance of different kinds of soil 2.1 Identify natural causes of soil erosion • • water wind 1. EARTH 1. EARTH 1.2 Identify life forms found on land.2 Define a force as a push or a pull 3.1 Observe rocks according to their properties such as color.4 Demonstrate how force causes moving objects to speed up. shape.3 Infer that wind. Investigate certain causes of soil erosion 1. 1. hardness. water.2 Describe how igneous. VI. magnet makes objects move 3.1 Describe the environment as being made up of life forms. water.1 Demonstrate how blocks of rock/plates move along faults of the earth’s crust 2. EARTH 1.g. water and air 1. water and air 1.1 Describe the characteristics of each layer 2.2 Identify the uses of the VI.1 Describe the soil according to their observable characteristics 2.3 Practice precautionary measures in using simple machines VI VI. slow down. stop or change direction of motion VI. Describe the different layers of the earth (interior) 1. State that the environment is made up of life forms such as land. texture. land. in water and in the air 2. Explain how some forces contribute to the weathering of rocks 2. Compare the different kinds of rocks 1. Explain how an earthquake occurs 2.3 Differentiate intensity from the magnitude of an earthquake 2.
2 17 . plants.2 Demonstrate that land releases heat faster than water 4. landslide.1 Record observations of the basic weather elements for a week • air temperature • wind speed and direction • cloud formation • precipitation 2. planting trees/cover crops. Infer how pollution affects soil. Infer that the unequal heating of the earth’s surface cause air movement 3.4 Practice precautionary measures before. Explain how tsunami occurs 1.1 Identify sources of water 3. etc.3 Discuss ways of protecting/ conserving soil 3. water and air Cite evidences that soil.1. sun) 2. Explain how the basic weather elements affect weather 2.2 Differentiate an active from an inactive volcano 3. loss of lives. water and sun contribute to rock weathering 2. Explain how volcanic eruption occurs 3. during and after an earthquake 3.3 Describe the effects of a volcanic eruption 3.1 Describe how volcanic eruption occurs 3. etc.3 Practice precautionary measures before.3 Describe the effects of soil erosion on the • • • • shape of land condition of soil condition of water plants. Explain the importance of water 3.1 Demonstrate that land absorbs heat faster than water 3.g.2.) 2. Describe how certain weather systems affect the Philippines • • Southwest Monsoon Northeast Monsoon VI earthquake (e. during and after volcanic eruptions 4. during and 5.2.4 Practice ways of conserving/ protecting water 4.1 Describe how tsunami occurs 4.2 Practice ways to maintain clean air 5. animals and people V people.III different kinds of soil 2.2 Explain how the action of wind. alternate strip cropping.1 Identify practices that cause soil.1. water and air are polluted 4. Explain the importance of clean air 4. animals. contour plowing.2 Describe the effects of tsunami 4. water and air 5. destruction of property.) 2. Apply knowledge of the weather condition in making decisions for the day 4.1 Give characteristics of polluted soil.1 Demonstrate that warm air rises and cold air sinks 3.1 Identify sources of clean air IV 1.2 Describe the uses of water 3.4 Demonstrate how people and plants help prevent soil erosion (e.3 Infer that continuous weathering lead to soil formation 3. tsunami.g.5 Practice precautionary measures before. water and air pollution 5.2 Interpret a weather chart 3.2 Compare the ability of land and water to absorb and release heat 3.
3 Identify activities done during certain weather conditions 7. Explain how a typhoon develops 5. Infer that weather changes from day to day 7. SUN AND MOON 1. Conclude that the solar system is an orderly arrangement of heavenly bodies 1.3 Interpret public storm signal 5.4 Practice precautionary measures before. Describe the Earth’s movement 1. during and after a typhoon VII.1 Describe that the Earth’s axis is tilted 1.1.1 Record in a chart the weather for the day/week using symbols 7. water and air become warm when the sun IV • • V Intertropical Convergence Zone (ITCZ) Typhoons VI after the tsunami 5. THE SOLAR SYSTEM 1. temperature and period of VII.1.2 Tell that the sun dries up things 1.1 State that the Sun is the center of the solar system 1.3 Tell that the land.2 Interpret a simple weather chart 7.2 Illustrate how a typhoon develops • • origin eye of the typhoon 5. EARTH.1 Describe the relationship between the color and temperature of a star 18 .4 Practice safety measures during certain types of weather VII.1 Describe a low pressure area 5. STARS AND CONSTELLATIONS 1. Compare the characteristics of stars based on given data • • • • color size brightness distance 1. water and air 7. Infers that the sun gives off heat and light to the Earth 1.1 Show through a model how the Earth’s rotation on its axis causes day and night 1.III 6.2 Describe the characteristics of each planet in the solar system including their orbit.1 Tell that the sun’s heat and light can be felt and seen 1. distance from the sun. Practice ways of protecting and conserving soil.2 Show through a model that Earth rotates in counterclockwise VII. MOON AND SUN 1.
1 Show through a model that the Moon travels around the Earth about every 29½ days 2. Infer that the moon shines through reflected light from the sun 19 . Describe Moon’s movement around the Earth 2. VI State that a constellation is a group of stars that form a pattern in the sky 2.2 Show through a model how the earth revolves around the sun 1. Discuss how plants.2 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 Describe how constellations are useful to people 3. Explain why the shape of the Moon appears to change as it revolves around the Sun revolution V 2. Practice precautionary/safety measures to avoid getting hurt from the Sun’s heat and light IV direction as seen above North Pole 1. Describe the characteristics of the other members of the solar system (comets. Discuss the use of astronomical instruments 2.2. animals and people are affected by too much or lack of light and heat from the sun 3. Discuss new inventions and discoveries about the solar system 4.III shines in them 2. meteoroids) 3. asteroids.1 Show that the Earth takes one year/12 months/ 365 ¼ days to make a complete revolution around the Sun (366 every fourth/leap year) following its own orbit 2.1 Identify the common constellations in the sky 2.
4.2 Practice safety measures to avoid damage of the eyes when viewing solar eclipse 3.1 Show through a model when an eclipse occurs • lunar • solar 3.III IV 3.3.1 Illustrate the appearance of the Moon over one month 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 3.4 Explain how high and low tides occur 3.3.1 Show through a model the position of the Moon and the Earth to places where high and low tides occur V VI 20 .3 Explain why an eclipse occur 3.
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