Science 5 CM

SAIT – KINDERGARTEN AND ELEMENTARY LABORATORY SCHOOL
Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon

Telephone Number: 828-1499 I email add: saitvalencia1960@gmail.com
Website: https://www.sait.ph
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CURRICULUM MAP
SCIENCE 5
THIRD QUARTER (FORCE AND MOTION)
Content(s) 1. Motion
1.1 measuring time and distance using standard units
2. Light and Sound, Heat and Electricity
2.1 Conductors of heat and electricity;
2.2 Effects of light and sound, heat and electricity
3. Electricity and Magnetism
3.1 Circuits
3.2 Electromagnets
Content Standard(s) The l earners demonstrate understanding of…
1. Motion in terms of distance and time;

2. How different objects interact with light, sound and heat; and the effects of heat, light and sound on people and objects;
3. A simple DC circuit and the relationship between electricity and magnetism in electromagnets
Performance Standard(s) The l earners should be able to …
1. Select a native Filipino game that involves variety of whole body movements.
2. Create a shelter that suits any of the condition stated: allows the use of natural light, allows the escape of heat in hot seasons and traps heat in cold
seasons, and allows very little sound to escape or pass through.
3. Propose an unusual tool or device using electromagnet that is useful for home, school and community.
LEARNING ESSENTIAL LEARNING VALUES AND

ASSESSMENTS
TOPICS COMPETENCIES UNDERSTANDING AND TRANSFER GOALS ACTIVITIES/PERFORMAN SUBJECT
ESSENTIAL QUESTIONS CE TASKS INTEGRATION
The learner should be able Pupils will understand that: The pupils will be able
to: to independently use
1. Motion their learning to:
1.1 understandi
ng motion
1.2 frictional  describe the motion 1. Motion is relevant in  Understand  Introduce: standard unit  Application
Page 1 (Elementary Department) GS-FO-002

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ASSESSMENTS
force of an object by our daily activities. motion and its measurement of math
1.3 center of tracing and 2. Without force, we related  Problem-solving: Formative skills in
gravity measuring its change will not be able to concepts in conversion of units of assessments: measuring
in position (distance move or will not selecting a length  Application
travelled) over a have the ability to native Filipino  picture analysis: larong of
period of time change direction. game thus pinoy  summative scienctific
(S5FE-IIIa-1) 3. Point of reference is becoming a  discussion: force test attitude and
used in our lives in healthier and  introduction of balance  wordstorm skills
order to give culturally and unbalanced forces p.173  Demonstrat
 use appropriate accurate position, aware citizen  introduction of speed  quizzes e honesty
measuring tools and location, or of the country. and distance  seatworks and
correct standard units direction.  treasure hunting:  recitation/p perseveranc
(S5FE-IIIb-2) 4. Road accidents still locating position articipation e in solving
occur because of  problem-solving: speed, in class problems
carelessness of the distance, time activities and show
driver and possible spirit of
engine trouble. sportsmansh
5. Moving the whole Performance Task: ip in class
body through doing summative games
Filipino games can G – pupils are tasked to select a assessments:
keep us healthy, fit, Filipino game for the very first
and culturally aware Larong Pinoy, Larong Atin  performanc
citizens. festival e task
 long quiz
R – pupils will act as sports
coaches
Pupils will consider the
following questions: A – pupils are asked to present
to the committee their chosen

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ASSESSMENTS
Filipino game that involves a lot
1. How is motion of whole body movement for
relevant in our daily approval
activities?
2. How can force affect S – a recent survey showed that
our lives? most Filipino children are not
3. Why is point of familiar with Filipino games,
reference important however, they know and play a
in our lives? lot of online games. According
4. Despite efforts to a related study conducted, this
monitoring motion behaviour will affect their
to prevent road general well-being. Thus, a new
accidents (humps), government agency was created
why do accidents to address this new problem.
still occur?
P – a collection of Filipino
games to be played for the
festival will be selected.
S – scoring rubric
The learner should be able Pupils will understand that: The pupils will be
to: able to independently
use their learning to:
2. Energy 1. discuss why 1. Heat, light and  Understand the  Discuss: sources of heat Formative  Application
2.1 all about some materials sound is extremely interaction of  Discuss: heat, energy assessments: of
heat are good significant in our light, heat, and and temperature through scienctific

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ASSESSMENTS
2.2 light energy conductors of lives since it affects sound to create power point attitude and
2.3 electricity heat and the quality of life shelter that presentation  summative skills
in a circuit electricity; and we depend on suits a given  Video viewing: test  Making
2.4 sound these forms of condition for a comparing and  wordstorm connections
energy 2. infer how black energy in our daily better quality contrasting heat, thermal p.173 to daily
and colored activities. of life. energy, and temperature  quizzes activities:
objects affect the 2. Knowing and  Jigsaw Approach  seatworks drying
ability to absorb understanding the strategy(black and  recitation/p machines
heat; concepts of heat, colored objects; articipation and noise
light and sound can  Number head strategy: in class pollution
3. relate the ability help us in heat transfer activities
of the material to constructing a  Discuss: radiation,
block, absorb or quality shelter that conduction and
transmit light to allows the use of convection through
its use; natural light, allows comparing images. summative
the escape of heat  Jigsaw approach assessments:
during hot season, (conductors of heat and
and allows very little electricity)  performanc
sound to escape or e tasks
pass through.  long quiz
3. One can minimize
the adverse effects
of noise pollution by
avoiding going
through places
wherein there’s too
much noise (rock
concert), avoiding
putting the volume

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ASSESSMENTS
of the television,
radios, and mp3
players on the
maximum level,
among others.
4. You can share your
knowledge about
alternative source of
light and heat energy
aside from
electricity such as
the invention of the
solar bottle bulb.
following questions:
1. How significant is
the role of heat,
light, and sound in
constructing a
shelter?
2. How can you apply
the concepts of heat,
light and sound in
constructing a
shelter?
3. Since noise
pollution cannot be
totally stop, how can

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ASSESSMENTS
you minimize the
adverse effect of
noise pollution in
your area?
4. In some areas in the
Philippines, there is
not enough supply
of heat and light
energy since there is
limited supply of
electricity, how can
your knowledge
about heat and light
help these areas?
The learner should be able Pupils will understand that: The pupils will be able
their learning to:
Formative
3. Electricity and 1. Infer the conditions 1. Static electricity Understand the assessments:
Magnetism necessary to make a involves the relationship between Transfer or Performance Tasks
3.1 Circuits bulb light up; presence of electric electricity and
3.2 2. Determine the effects charges that are magnetism in  summative
Electromagnets of changing the stationary in an electromagnets to test
number or type of object while an create a tool or device  wordstorm
components in a electric current is the that uses electromagnet p.173
circuit; flow of electric that is useful in the  quizzes

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3. Infer that electricity charge in a circuit. improvement of living  seatworks
can be used to 2. A circuit is a path conditions at home,  recitation/p
produce magnets; along which an school, or community. articipation
and electric current can in class
4. Design an flow. activities
experiment to 3. Each type of circuit
determine the factors behaves differently
that affect the when changing one
strength of the of its components. summative
electromagnet. 4. An electromagnet assessments:
can be found in
different objects at
home, in school, and
in the community.  performanc
e tasks
(task cards)
Pupils will consider the unit test (pp.255-
following questions: 258)
1. Why do we
experience static
attraction between
objects?
2. How is static
electricity different
from electric
current?
3. How wil you
describe a complete,
open, and closed
circuit?
4. Why are insulators

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important?
5. How is a series
circuit different
from a parallel
circuit?
6. What happens to the
circuit when one of
its components is
changed?
7. Why is an
electromagnet
important??
Prepared and reviewed by: Checked and Approved by:
MARICHA FLOR D. GAVILAN, LPT DORIE G. KIBOS, LPT

Subject teacher/ Science coordinator Grade School Principal
Date: _______________________________ Date: _____________________________
CURRICULUM MAP
SCIENCE 5
FOURTH QUARTER (EARTH AND SPACE)
Content(s) 1. Processes that Shape Earth’s Surface
1.1 Weathering and Soil Erosion

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2. Weather Disturbances
2.1 Types of weather disturbances:
2.2 Effects of weather disturbances on living
3. The Moon
3.1 Phases of the Moon
3.2 Beliefs and practices
4. The Stars
4.1 Patterns of stars (constellation)
Content Standard(s) The l earners demonstrate understanding of…
1. Weathering and soil erosion shape the Earth’s surface and affect living things and the environment;
2. Weather disturbances and their effects on the environment;
3. The phases of the Moon and the beliefs and practices associated with it.
4. Constellations and the information derived from their location in the sky.
Performance Standard(s) The l earners should be able to …
1. participate in projects that reduce soil erosion in the community;

2. prepares individual emergency kit;
3. debug local myths and folklore about the Moon and the Stars by presenting pieces of evidence to convince the community folks

ASSESSMENTS
the learners should be able Pupils will understand that: The pupils will be able
their learning to:
1. Processes that

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ASSESSMENTS
shape the Formative  Application
Earth’s assessments: of scientific
surface attitude and
1.1 weathering 1. describe how rocks 1. Weathering is a  Describe how  do launch pad activity skills
1.2 erosion turn into soil(S5ES- process by which rocks turn into on page 262  summative  Making
Iva-1) rocks breaks into soil through  Discussion: weathering test connections
smaller pieces. weathering  Do Sci-builder activity  self-check to daily
2. investigate the extent 2. There are two types and; on page 267 278-279 activities:
of soil erosion in the of weathering,  Do launch pad activity  quizzes watering the
community and its chemical and  Investigate the on page 270  seatworks garden
effects on living mechanical. effects of soil  Discussion: erosion  recitation/p
things and the 3. Soil erosion is a erosion;  Answer self-check on articipation
environment (S5ES- process by which page 278-279 in class
IVb-2) soil and rock are  Task card: erosion by activities
loosened and carried rain or water
3. communicate the to other places due  Task card 2: “what have
data collected from to water, people and they done?” summative
the investigation on animals.  Discussion: prevention assessments:
soil erosion (S5ES- 4. Weathering happens of soil erosion
IVc-3) when big boulders
of rocks break down  performanc
into smaller pieces. e tasks
5. Soil erosion happens (task cards)
when rocks are unit test (pp.255-
loosen or breaking 258)
of rocks and soil
into small particles
and washed away or
carried particles to

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ASSESSMENTS
another place.
6. There are ways on
how to prevent
weathering and soil
erosion.

1. What is weathering
and soil erosion?
2. How is mechanical
weathering different
from chemical
weathering?
3. What are the effects
of the process of
weathering?
of soil erosion?
5. How can we prevent
weathering and soil
erosion?
6. Why do we need to
prevent the
occurrence of soil
erosion?

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ASSESSMENTS
The learners should be able Pupils will understand that: The pupils will be able
their learning to: Formative
assessments:
2. Weather  Application
disturbances of scientific
2.1 types of 1. Observe the changes 1. Weather is the  Observe the  Discussion: weather and  summative attitude and
weather in the weather before, condition of the changes in the types of weather test skills
disturbance during and after a atmosphere in a weather  Do wordstorm activity  self-check  Making
s typhoon (S6ES-IVd- given time and before, during, on page 281 303-305 connections
2.2 effects of 4) place. It changes and after a  Discussion: weather  quizzes to daily
weather from time to time typhoon. disturbances  seatworks activities:
disturbance 2. within the day.  Describe the  Do launch pad on page  recitation/p such as
on living 2. Weather affects the effects of a 282-283 articipation wearing
things and activities, quality of typhoon on the  Discussion: how in class appropriate
the air, landscape of the community; weather disturbances activities clothes on a
environmen land, and property and formed certain
t damage.  Describe the  Do sci-builder on page weather
3. Temperature effects of the 292-293 summative condition
determines whether winds, given a  Discussion: effects of assessments:  Follow
it will be hot or cold. certain storm weather disturbances safety
Temperature warning  Task card 1: news measures on
changes from time signal. reporting  performanc a certain
to time within the e tasks weather
day. (task cards) condition
4. Weather
disturbances are
formed when there
is a low pressure

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ASSESSMENTS
forming
cumulonimbus
clouds. Cyclone is
formed over warm
ocean water.
5. A typhoon signal
describes the force
of the typhoon to
give the public a
notice to be ready
and stay in safe
places.
6. Typhoon and other
weather disturbances
affect people and the
environment.

1. What is weather?
2. Why is it important
to know the current
weather condition?
3. How can
temperature affect
the weather?
4. How can wind affect

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ASSESSMENTS
weather?
5. How can air
pressure affect the
weather?
6. How can humidity
affect the weather?
7. How to weather
disturbances form?
8. Why is it important
to know public
storm warning
signals?
9. How does a typhoon
affect the
community and the
country?
10. How do we prepare
for destructive
storms and
typhoons?
assessments:
3. The moon 1. infer the pattern in 1. The moon is the  Identify the  Storytelling: moon  Application
3.1 the moon the changes in the only natural satellite features of the myths and legends of scientific
3.2 phases of appearance of the of Earth. moon; and  Discussion: the moon  summative attitude and
the moon Moon (S5ES-IVg-h- 2. The moon has  Infer the and its phases test skills

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ASSESSMENTS
and the 7) craters that were patterns in the  Task card 1: draw the  self-check  Making
beliefs and caused by meteorites changes in different moon phase 326-327 connections
practices 2. relate the cyclical and volcanic appearance of  Video watching: moon  quizzes to daily
toward it pattern to the length activity. the moon formation  seatworks activities:
of a month (S5ES- 3. The different phases  Task card: making  recitation/p such as
IVg-h-8) of the moon are moon craters articipation listening to
caused by the  Discussion: moon in class news for
changes in the exploration activities any natural
appearance of the  Video watching: the phenomeno
lighted area of the space race n such as
moon.  Discussion: cyclical summative eclipse and
4. The effect of the pattern of the moon assessments: observing
different phases of the tides
the moon was  Filter
associated by older  performanc information
people to beliefs and e tasks and know
practices which (task cards) when it is a
were passed down myth or fact
from one generation
to another.

1. How is the moon

related to earth?
2. What causes the

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ASSESSMENTS
formation of craters
on the surface of the
moon?
3. What causes the
different phases of
the moon and what
happens to the moon
during each phase?
of these changes in
phases of the moon
to Earth?
assessments:
4. The stars 1. identify star patterns 1. Constellations are a  Identify star  Discussion: stars  summative  Application
4.1 stars that can be seen at group of stars that patterns that  Video watching: star test of scientific
4.2 star patterns particular times of form different can be seen at color and temperature  self-check attitude and
(constellati the year (S5ES-IVi- patterns. a particular  Discussion: where do 349-351 skills
ons) j-9) 2. Stars have color and time of the stars come from?  quizzes  Awareness
temperature. year.  Discussion:  seatworks on cosmic
3. Each of these  Identify these constellations  recitation/p phenomeno
patterns have patterns and  Storytelling: articipation n
meanings. their meaning. constellation patterns in class  Appreciatio
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ASSESSMENTS
 Task card: making activities n of the
Pupils will consider the constellation existence of
following questions: heavenly
summative bodies
assessments:
1. What are
constellations?
2. What are the  performanc
different colors of e tasks
the stars and their (task cards)
temperature?
3. What do the shapes
of the constellation
mean?
4. What are examples
of these
constellations?
Prepared and reviewed by: Checked and Approved by:
MARICHA FLOR D. GAVILAN, LPT DORIE G. KIBOS, LPT

________________________________________________________________________________________________________________________________________________________________________________________________
Subject teacher/ Science coordinator Grade School Principal
Date: _______________________________ Date: _____________________________

Science 5 CM

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SAIT – KINDERGARTEN AND ELEMENTARY LABORATORY SCHOOL

Fr. Caroselli Street, Poblacion, Valencia City, Bukidnon

1. Motion in terms of distance and time;

LEARNING ESSENTIAL LEARNING VALUES AND

Page 1 (Elementary Department) GS-FO-002

Page 2 (Elementary Department) GS-FO-002

Page 3 (Elementary Department) GS-FO-002

Page 4 (Elementary Department) GS-FO-002

Page 5 (Elementary Department) GS-FO-002

Page 6 (Elementary Department) GS-FO-002

Page 7 (Elementary Department) GS-FO-002

Prepared and reviewed by: Checked and Approved by:

MARICHA FLOR D. GAVILAN, LPT DORIE G. KIBOS, LPT

Date: _______________________________ Date: _____________________________

Page 8 (Elementary Department) GS-FO-002

1. participate in projects that reduce soil erosion in the community;

LEARNING ESSENTIAL LEARNING VALUES AND

Page 9 (Elementary Department) GS-FO-002

Page 10 (Elementary Department) GS-FO-002

Pupils will consider the

Page 11 (Elementary Department) GS-FO-002

Page 12 (Elementary Department) GS-FO-002

Pupils will consider the

Page 13 (Elementary Department) GS-FO-002

Page 14 (Elementary Department) GS-FO-002

Pupils will consider the

1. How is the moon

Page 15 (Elementary Department) GS-FO-002

Prepared and reviewed by: Checked and Approved by:

MARICHA FLOR D. GAVILAN, LPT DORIE G. KIBOS, LPT

Page 17 (Elementary Department) GS-FO-002

Date: _______________________________ Date: _____________________________

Page 18 (Elementary Department) GS-FO-002

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