Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province

CURRICULUM AUDIT PROGRAM (CAP)

SCIENCE 5

PUT A CHECK IF
GRADE LEARNING
QUARTER TOPIC 3 SKILLS PER DAY COMPETENCY IS REMARKS
LEVEL COMPETENCY CODE
ACHIEVED
Cognitive: Identifying the properties of materials used at home
Psychomotor: Listing down the properties of materials used at
home.
Grade 5 First Quarter Properties of Materials S5MT-Ia-b-1
Affective: Practicing precautionary measures in handling materials
used at home.

Cognitive: Describing the properties of materials as to Hardness

and Brittleness
Psychomotor: Classifying the materials as to hard and brittle
Grade 5 First Quarter Hardness and Brittleness of Materials S5MT-Ia-b-1
Affective: Relating hardness and brittleness in daily life.

Cognitive: Describing the properties of materials as to malleability,

ductility, flexibility
and elasticity
Properties of Materials as to Malleability, Ductility,
Grade 5 First Quarter S5MT-Ia-b-1 Psychomotor: Listing down the properties of materials used at
Flexibility and Elasticity
home.
Affective: Practicing precautionary measures in handling materials
used at home.
Cognitive: Describing the properties of materials as to porosity and
density.
Psychomotor: Classifying Material as to it Porosity and Density.
Grade 5 First Quarter Porosity and Density Properties of Materials S5MT-Ia-b-1
Affective: Recognizing the importance of porosity and Density in
daily life.

Cognitive: Describing the properties as to thermal conductivity and

flammability.
The properties of materials as to thermal conductivity Psychomotor: Classifying materials as to thermal conductivity and
Grade 5 First Quarter S5MT-Ia-b-1
and flammability flammability.
Affective: Practicing precautionary measures in handling materials
used at home.
 Cognitive: Identifying the properties of materials as to solubility and
viscosity.
Psychomotor: Designing an experiment to identify Solubility and
Grade 5 First Quarter Solubility and Viscosity of Materials S5MT-Ia-b-1
Viscosity.
Affective: Recognizing the importance of immersing ones self with
others.
Cognitive: Describing the properties of materials as to chemical
reactivity.
Psychomotor: Determining materials that react with other materials
Grade 5 First Quarter Chemical Reactivity Properties of Materials S5MT-Ia-b-1
Affective: Appreciate the useful effect and harmful effect of
chemical reaction in daily living.

Cognitive:. Determining the ways on how to classify materials

according to properties.
Psychomotor: Classifying materials according to properties
Grade 5 First Quarter Classification of Materials According to Properties S5MT-Ia-b-1
Affective: Expressing the importance of classifying material
according to properties in daily living.

Cognitive: Classifying the properties of materials to their uses.

Psychomotor: Recording the properties of materials and their uses.
Affective: Identifying the importance of classifying properties to
Grade 5 First Quarter Properties of Materials and their Uses S5MT-Ia-b-1
their uses in our daily living.

Cognitive: Identify the useful and harmful materials.

Psychomotor: Comparing the properties of materials to determine
whether they are useful or harmful.
Grade 5 First Quarter Useful and Harmful Materials S5MT-Ia-b-1
Affective: Relating the useful and harmful material in our body.

Cognitive: Identify the changes that materials undergo.

Psychomotor:Showing that materials may change in size, shape,
Grade 5 First Quarter Changes that Materials Undergo S5MT-Ic-d-2 volume and phase.
Affective: Valuing the importance of changes occur in materials to
help us live in comfortable life.
Cognitive:Inferring that no new material is formed when physical
change takes
place
Grade 5 First Quarter Physical Change in Materials S5MT-Ic-d-2
Psychomotor: Demonstrating physical change in materials
Affective: Relating physical changes in matter to personality and
character in people.
Grade 5 First Quarter CHANGES THAT MATERIALS UNDERGO S5MT-Ic-d-2 Cognitive: Identify changes that materials undergo.
Psychomotor: Showing how chemical change takes place in
materials
Affective: Recognizing that people, like matter, have their own
boiling points.
 Cognitive:Citing different evidences of chemical change in
materials
Psychomotor: Demonstrating Chemical Change.
Grade 5 First Quarter Chemical Change in Materials S5MT-Ic-d-2
Affective: Relating chemical changes in matter to personality and
character in people.

Cognitive: Inferring changes that happen in materials due to

Presence/Lack of oxygen.
Changes that Happen in Materials due to Psychomotor:Investigating changes that happen in materials due
Grade 5 First Quarter S5MT-Ic-d-2
Presence/Lack of Oxygen to presence/lack
of oxygen
Affective: Valuing the importance of oxygen in our life.
Cognitive: Predicting changes that happen in materials due to
application of heat.
Investigating Changes That Happen in Materials due Psychomotor: Demonstrating changes that happen in materials
Grade 5 First Quarter S5MT-Ic-d-2
to Application of Heat due to application of heat.
Affective: Appreciating that learning expands wisdom, just as
heating expands matter
Cognitive: Identifying the signs when materials undergo physical
and chemical change due to Presence/Lack of oxygen.
Signs When Materials Undergo Physical and Chemical Psychomotor: Enumerating signs when material undergo physical
Grade 5 First Quarter S5MT-Ic-d-2
Change Due to Presence/Lack of Oxygen and chemical change due to presence/lack of oxygen
Affective: Appreciating the importance of oxygen in daily life.

Cognitive: Enumerating signs when materials undergo physical

and chemical change due to application of heat.
Signs when Material Undergo Physical and Chemical Psychomotor: Predicting the outcomes when material undergo
Grade 5 First Quarter S5MT-Ic-d-2
Change due to Application of Heat physical and chemical change due to application of heat.
Affective: Relating the loss and gain of heat in a phase phase
change to one’s loss of temper and gain of inner peace.
Cognitive: Classifying changes that occur as to physical and
chemical changes
Psychomotor: Categorizing changes that occur in materials.
Grade 5 First Quarter Classification of Changes in Materials S5MT-Ic-d-2
Affective: Relating that life is sometimes can be stretch, bend or
break.

Cognitive: Identifying specific changes that occur as to physical

and chemical change.
Specific Changes that Occur as to Physical and Psychomotor: Demonstrate specific changes that occur as to
Grade 5 First Quarter S5MT-Ic-d-2
Chemical Change physical and chemical change.
Affective: Relating, that in our life we will undergo several changes
to make us better person.
Grade 5 First Quarter When materials become harmful to the environment S5MT-Ie-g3 Cognitive: Identifying harmful and useful materials in our
environment.
Psychomotor: Classifying harmful and useful materials to our
 environment.
Affective: Appreciate that everyone has its own purposes.

Cognitive:Describe the harmful effects of materials to the

environment
Psychomotor: Recognizing the harmful effect of materials to the
Grade 5 First Quarter Harmful Effects of Materials to the Environment S5MT-Ie-g3
environment thru film viewing.
Affective: Applying the golden rule: Do unto the environment what
you want the environment do unto you.
Cognitive: Comparing biodegradable from non-biodegradable
materials.
Psychomotor: Classifying biodegradable to non - biodegradable
Grade 5 First Quarter Biodegradable and Non-Biodegradable Materials S5MT-Ie-g3
materials.
Affective: Relating that anything has its purpose.

Determining the Practices on Waste Disposal Cognitive:Determine the practices on waste disposal observed in
Observed in the Environment the environment
Psychomotor: Enumerating the practices on waste disposal
Grade 5 First Quarter S5MT-Ie-g3
observed in environment.
Affective: Realizing that no one is worthless as to be useless.

Cognitive:Formulating ways to solve waste disposal problem

Psychomotor: Demonstrating of proper waste disposal.
Affective: Appreciating the importance/positive effect of proper
Grade 5 First Quarter Solving waste disposal problem S5MT-Ie-g3
waste disposal at home.

Cognitive: Identifying recyclable materials.

Psychomotor: Recording materials that can be recycled.
Affective: Appreciating that anything has worthy and has purpose.
Grade 5 First Quarter Identifying Recyclable Materials S5MT-Ie-g3

Cognitive: Generating ways of recycling waste materials.

Psychomotor: Enumerating ways of recycling waste materials.
Affective:Realizing that in every problem there is a solution.
Grade 5 First Quarter Ways of Recycling Waste Materials S5MT-Ie-g3

Cognitive: Enumerating ways of reusing materials.

Reusing Materials Psychomotor: Recording ways on how to reuse materials.
Affective: Appreciating the sentimental value of an object.
Grade 5 First Quarter S5MT-Ie-g3

Grade 5 First Quarter S5MT-Ie-g3 Cognitive:Enumerating ways of recovering useful materials from
 waste
Psychomotor: Demonstrating how to create compost.
Ways of recovering useful materials from waste Affective: Appreciating the effect of a clean air.

Cognitive: Enumerating ways of repairing waste materials

Psychomotor: Demonstrating ways of repairing materials.
Affective: Appreciating the positive effect of repairing to save
Grade 5 First Quarter Ways of Repairing Waste Material S5MT-Ie-g3
money.

Cognitive:Explaining the importance of recycle, reduce, reuse,

recover and repair of
Importance of Recycle, Reduce, Reuse, Recover and waste management
Grade 5 First Quarter S5MT-Ie-g3
Repair of Waste Management Psychomotor: Making a collage out of recyclable materials
depicting 5Rs of waste management.
Affective: Appreciate the creation of God.
Cognitive:Explaining the importance of recycle, reduce, reuse,
recover and repair of waste management
Importance of Recycle, Reduce, Reuse, Psychomotor: Making a Slogan on the importance 5Rs.
Grade 5 First Quarter S5MT-Ie-g3
Recover, and Repair of Waste Management Affective: Appreciating the creation of God.

Cognitive: Identifying practices on proper waste management.

Psychomotor: Observing proper waste disposal in school.
Affective: Relating the effect of Improper waste disposal in our
Grade 5 First Quarter Practicing Proper Waste Disposal (Day 1) S5MT-Ie-g3
daily life.

Cognitive: Identifying practices on proper waste management.

Psychomotor: Assorting trash of the School.
Affective: Relating the effect of Improper waste disposal in our
Grade 5 First Quarter Practicing Proper Waste Disposal (Day 2) S5MT-Ie-g3
daily life.

Cognitive: Identifying recyclable materials found in the community.

Psychomotor: Listing recyclable materials found in the community.
Affective: Relating that everything has a second chance.
Grade 5 First Quarter S5MT-Ie-g3
Identify recyclable materials found in the community

Grade 5 First Quarter Inferring Useful Products that Can Be Formed Out of S5MT-Ih-i-4 Cognitive: Identifying useful products that can be formed out of
Local, Recyclable Solid/or Liquid Materials local, recyclable solid/liquid
materials.
Psychomotor: Listing useful Products that can be formed out of
local, recyclable solid/or liquid materials.
 Affective: Appreciate that there is a cash in a trash.
Cognitive: Identify Local, Recyclable Solid/ or Liquid Materials.
Psychomotor: Collecting local, recyclable solid/or liquid materials
Affective: Appreciating that there is a cash in a trash.
Grade 5 First Quarter Local, Recyclable Solid/or Liquid Materials S5MT-Ih-i-4

Cognitive:Identifying Steps/procedures in designing a product

Psychomotor: Organizing the steps/procedures in designing a
product
Grade 5 First Quarter Steps/procedures in designing a product S5MT-Ih-i-4 Affective: Valuing that the journey of a thousand miles begins with
one step.

Cognitive: Identifying a product out of local, recyclable solid

and/liquid materials in making useful product.
Designing a Product out of Local, Recyclable Psychomotor: Designing a product out of local, recyclable solid
Grade 5 First Quarter S5MT-Ih-i-4
Solid and/Liquid Materials in Making Useful Product and /or liquid materials in making useful products.
Affective: Appreciating the positive effect of being resourcefulness
in our daily life.
Cognitive: Constructing the designed project out of local,
recyclable solid and/ liquid materials in making useful product.
Construct the Designed Project Out of Local,
Psychomotor: Explaining the designed project of the pupils out of
Grade 5 First Quarter Recyclable Solid and/ Liquid Materials in Making S5MT-Ih-i-4
local, recyclable solid and/liquid materials in making useful
Useful Products
product.
Affective: Reflecting that out of limitation comes creativity.
Cognitive: Constructing the designed project out of local,
recyclable solid and/ liquid materials in making useful product.
Construct the Designed Project Out of Local,
Psychomotor: Explaining the designed project of the pupils out of
Grade 5 First Quarter Recyclable Solid and/ Liquid Materials in Making S5MT-Ih-i-4
local, recyclable solid and/liquid materials in making useful
Useful Products
product.
Affective: Reflecting that out of limitation comes creativity.
Cognitive: Describing the finish product out of local, recyclable
solid and materials in making useful products.
Evaluate the finished product out of local, recyclable Psychomotor: Evaluating the finish product out of local, recyclable
IGrade 5 First Quarter S5MT-Ih-i-4
solid and materials in making useful products solid and materials in making useful products.
Affective: Reflecting that the fruit of your own hard work is the
sweetest.
GRADE QUARTER TOPIC LEARNING 3 SKILLS PER DAY PUT A CHECK IF REMARKS
LEVEL COMPETENCY CODE COMPETENCY IS
ACHIEVED
Cognitive:
Grade Five Second Quarter 1.1 HUMANS S5LT-IIa-1 1. Identifying the parts of the female reproductive system.
Psychomotor:
1.2.The Reproductive System 2. Labeling the different parts of the female reproductive organ
Affective:
 3. Practicing the proper ways to take care of the female
reproductive organ.
Cognitive:
1. Describing function of each parts of the female reproductive
system.
Psychomotor:
2. Matching the function of each part of the female reproductive
organ.
Affective:
3. Appreciating the importance of the female reproductive organ.

Cognitive:
1. Identifying the parts of the male reproductive system.
Psychomotor:
2. Illustrating the different part of the male reproductive organ.
Affective:
3. Appreciating the importance of the male reproductive organ.
Cognitive:
1. Describing function of each parts of the male
reproductive system.
Psychomotor:
2. Matching the function of each part of the male reproductive
organ.
Affective:
3. Appreciating the importance of the male reproductive organ.

Cognitive:
1. Comparing the function of each parts of the
human female and male reproductive system.
Psychomotor:
2. Listing down procedures in taking care of the reproductive
organs.
Affective:
3.Appreciating the importance of the female and male reproductive
organ.
S5LT-IIb-2 Cognitive:
1.Describing the changes that occur during puberty.
Psychomotor:
2. Listing down five changes that occurs in the body.
Affective:
3. Showing cleanliness during puberty.
Cognitive:
1. Identifying the changes that occur during puberty.
Psychomotor:
 2. Recording the changes observed during puberty.
Affective:
3.Showing cleanliness during puberty.
Cognitive:
1.Describing the changes that occur during puberty.
Psychomotor:
2. Listing down five changes that occurs in the body.
Affective:
3. Showing cleanliness during puberty.
Cognitive:
1. Presenting a creative activity showing changes that occur during
puberty.
Psychomotor:
2. Recording the changes observed during puberty.
Affective:
3. Showing cleanliness during puberty.
S5LT-IIc-3 Cognitive:
1. Defining menstrual cycle.
Psychomotor:
2. Performing the activity given about menstrual cycle.
Affective:
3. Practicing proper hygiene to care of the reproductive organs
during menstrual cycle.
Cognitive:
1. Defining menstrual cycle.
Psychomotor:
2. Performing the activity given about menstrual cycle.
Affective:
3. Practicing proper hygiene to care of the reproductive organs
during menstrual cycle.
Cognitive:
1. Explaining the phases of menstrual cycle.
Psychomotor:
2. Performing the activity given about menstrual cycle.
Affective:
3. Showing cleanliness during menstruation.
Cognitive:
1. Relating menstrual cycle to the ability to get pregnant.
Psychomotor:
2. Enumerating the sequence of events of ovulation phase.
Affective:
3. Practicing proper hygiene to care of the reproductive organs
during menstrual cycle.
Cognitive:
1. Discussing the problems that occur during menstruation.
Psychomotor:
 2. Performing the given activity about menstruation.
Affective:
3. Showing cleanliness during menstruation.
S5LT-IId4 Cognitive:
1. Enumerating the ways of taking care of the reproductive system.
Psychomotor:
2. Demonstrating the ways of taking care of the reproductive
organs.
Affective:
3. Appreciating the importance of taking care of the reproductive
organs.
Cognitive:
1. Enumerating the ways of taking care of the reproductive system.
Psychomotor:
2. Demonstrating the ways of taking care of the reproductive
organs.
Affective:
3. Appreciating the importance of taking care of the reproductive
organs.
Cognitive:
1. Enumerating the ways of taking care of the reproductive system.
Psychomotor:
2. Demonstrating the ways of taking care of the reproductive
organs.
Affective:
3. Appreciating the importance of taking care of the reproductive
organs.
Cognitive:
1. Enumerating the ways of taking care of the reproductive system.
Psychomotor:
2. Demonstrating the ways of taking care of the reproductive
organs.
Affective:
3. Appreciating the importance of taking care of the reproductive
organs.
Cognitive:
1. Enumerating the ways of taking care of the reproductive system.
Psychomotor:
2. Demonstrating the ways of taking care of the reproductive
organs.
Affective:
3. Appreciating the importance of taking care of the reproductive
organs.
1.2. Animals S5LT-IIe-5 Cognitive:
1. Classifying the parts of the reproductive system of
1.2.1. Reproductive system of animals. some animals.
 Psychomotor:
1.2.2. Modes of reproduction in animals 2. Labeling the reproductive systems of an animals.
Affective:
.
3.Appreciating the existence or importance of animals.
Cognitive:
1.Classifying the parts of the reproductive system of some
animals.
Psychomotor:
2. Labeling the reproductive systems of an animals.
Affective:
3.Appreciating the existence or importance of animals.
Cognitive:
1.Classifying the parts of the reproductive system of some
animals.

Psychomotor:
2. Labeling the reproductive systems of an animals.
Affective:
3.Appreciating the existence or importance of animals.
Cognitive:
1.Classifying the parts of the reproductive system of some
animals.
Psychomotor:
2. Labeling the reproductive systems of an animals.
Affective:
3.Appreciating the existence or importance of animals.
Cognitive:
1.Classifying the parts of the reproductive system of some
animals.
Psychomotor:
2. Labeling the reproductive systems of an animals.
Affective:
3.Appreciating the existence or importance of animals.
Science Second Reproductive parts in plants S5LT-IIf-6 Cognitive:
Grade 5 1. Differentiating flowering plants from non-flowering plants.
Psychomotor:
2. Classifying plants based on distinguishing characteristics
(flowering plants and non-flowering plants).
Affective:
3. Understanding the factors in the environment that can affect the
growth and development of plants.
Cognitive:
1. Enumerating the parts and functions of flower.
Psychomotor:
2. Illustrate the parts of flower.
Affective:

Modes of reproduction in plants
3. Appreciate the importance of flowers to plants.
Cognitive:
1. Comparing complete flower and incomplete flower.
Psychomotor:
2. Drawing a Venn Diagram and give comparison to the different
parts of a complete flower and incomplete flower.
Affective:
3. Understanding the importance of flowering plants to humans.
Cognitive:
1. Differentiating a perfect flower from an imperfect flower.
Psychomotor:
2. Designing a simple investigation on the different parts of a
flower.
Affective:
3. Developing a sense of responsibility by taking care of the
flowering plants.
Cognitive:
1. Comparing and contrasting complete flower and incomplete
flower from perfect flower and imperfect flower.
Psychomotor:
2. Collecting data on the comparison and differences of flowers as
to their reproductive parts.
Affective:
3. Realizing the importance of flowering plants to our daily living.
S5LT-IIg-7 Cognitive:
1. Describing the different modes of reproduction in flowering
plants.
Psychomotor:
2. Performing a simple activity on how flowering plants reproduce.
Affective:
3. Recognizing the importance of reproduction in flowering plants
to humans?
Cognitive:
1. Differentiating self-pollination from cross-pollination
Psychomotor:
2. Listing down agents of pollination in plants.
Affective:
3. Understanding the importance of flower in sexual reproduction.
Cognitive:
1. Identifying the mode of reproduction in non-flowering plants.
Psychomotor:
2. Classifying non-flowering plants according on how they
reproduce asexually.
Affective:
3. Recognizing the importance of non-flowering plants by
suggesting ways on how to take care of them.
 Cognitive:
1. Describing the different modes of reproduction of seed bearing
plants.
Psychomotor:
2. Conducting an experiment on how seed bearing plants
reproduce.
Affective:
3. Appreciating the importance of reproduction in seed bearing
plants.
Cognitive:
1. Explaining how spore-bearing plants reproduce through sexual
reproduction.
Psychomotor:
2. Drawing the life cycle of moss and ferns.
Affective:
3. Realizing the value of sexual reproduction in spore-bearing
plants to humans.
Interactions Among Living Things S5LT-IIh-8 Cognitive:
1. Describing an estuary.
a. Estuaries Psychomotor:
b. Intertidal zone 2. Illustrating living things and non-living things found in estuaries.
Affective:
3. Recognizing the importance of estuaries to our environment.
Cognitive:
1. Explaining the interactions among living and non-living things in
estuary.
Psychomotor:
2. Creating a poster that shows the adaptation and interaction of
living things and non-living things in estuary.
Affective:
3. Appreciating the importance of estuaries among living thing and
non-living things.
Cognitive:
1. Describing the environmental conditions present in estuaries
that make them favorable habitats for plants and animals.
Psychomotor:
2. Constructing a diorama of estuary using localized materials.
Affective:
3. Giving the importance of estuaries to humans and other living
things.
Cognitive:
1. Describing intertidal zones.
Psychomotor:
2. Listing the name of living things and non-living things found in
intertidal zones.
Affective:

Interactions Among Living Things
Conservation of Estuaries and Intertidal zone
3. Appreciating the benefits that human can get from intertidal
zones.
Cognitive:
1. Differentiating food chain from food web.
Psychomotor:
2. Classifying animals according to the food they eat.
Affective:
3. Recognizing the need to protect and conserve the ecosystem.
S5LT-Ii-j-10 Cognitive:
1. Enumerating ways of conserving and protecting estuaries and
intertidal zone.
Psychomotor:
2. Writing an article about how man's activities harm the estuaries
and intertidal zone and in turn, the people.
Affective:
3. Understanding the importance of protecting and conserving
estuaries and intertidal zone.
Cognitive:
1. Explaining the reasons why we need to protect and conserve
the estuaries and intertidal zone.
Psychomotor:
2. Creating a poster enumerating the different ways of protecting
and conserving the estuaries.
Affective:
3. Showing affection and commitment in promoting an eco-friendly
lifestyle.
Cognitive:
1. Increasing awareness about environmental issues.
Psychomotor:
2. Engaging in different activities of the school about saving the
environment.
Affective:
3. Showing concern for the environment.
Cognitive:
1. Citing community programs and projects that promote the
protection of these two ecosystems.
Psychomotor:
2. Conducting an interview to the Barangay Chairman on how they
can enjoin the community in protecting estuaries and intertidal
zones.
Affective:
3. Appreciating God's creation by preserving the balance of
nature.
Cognitive:
1. Identifying government agencies and LGU's that promotes
protection and conservation of the environment.
 Psychomotor:
2. Watching film or documentary about how man's activities harm
the environment.
Affective:
3. Realizing the role of humans as part of the ecosystem on how
to make a difference in the protection of the habitat of organisms.
GRADE QUARTER TOPIC LEARNING 3 SKILLS PER DAY PUT A CHECK IF REMARKS
LEVEL COMPETENCY & COMPETENCY IS
CODE ACHIEVED
FIVE THIRD 1. MOTION 1. describe the motion Cognitive: Inferring that motion is a change in an object’s position.
1.1. Measuring time and distance using of an object by tracing Psychomotor: Comparing an object’s position with a frame of
and measuring its reference.
standard units change in position Affective: Citing instances that show the importance of frame of
(distance travelled) over reference in our daily life.
a period of time;
S5FEIIIa-1
Cognitive: Defining speed.

Psychomotor: Measuring the speed of an object in motion.

Affective: Citing instances that show the importance of following

speed limit on the road.

Cognitive: Explaining How to Compute for Speed of an Object

Psychomotor: Calculating speed of certain objects

Affective: Appreciating the importance of driving safely and slowly

Cognitive: Describing the motion of an object

Psychomotor: Illustrating the Motion of an Object

Affective: Realizing the importance of movement

Cognitive: Identifying and describe the motion of objects

Psychomotor: Calculating the speed of a car, person and objects

Affective: Appreciating that movements play an important role in

life
Use appropriate Cognitive: Identifying the different types of motion.
measuring tools and
correct standard units; Psychomotor: Demonstrating some indoor activities that show
S5FEIIIb-2 different types of motion.

2. Light and Sound, Heat and Electricity
2.1 Conductors of heat and electricity;
2.2 Effects of light and sound, heat and
electricity
Affective: Recognizing the importance of the different types of
motion in our daily activities.
Cognitive: Enumerating the types of motion
Psychomotor: Creating/Exhibiting the types of motion
Affective: Relating that every movement or decision in life is has
impact
Cognitive: Presenting examples of standard units in measuring
time and distance of objects in motion.
Psychomotor: Calculating speed for the shorter path in m/s.
Affective: Appreciating the value of a distance-time graph of a
motion.
Cognitive: Identifying appropriate measuring tools in measuring
time and distance of objects in motion.
Psychomotor: Measuring the distance, time and speed of a
marble.
Affective: Appreciating the needs in measuring distance or length.
Cognitive: Determining how the speed of objects in motion be
measured.
Psychomotor: Utilizing the appropriate measuring tools and
standard units in measuring time and distance of objects in motion.
Affective: Appreciating he value of using appropriate measuring
tools and standard units in measuring time and distance of objects
in motion.
3. discuss why some Cognitive: Identifying the characteristics of a good conductor.
materials are good
conductors of heat and Psychomotor: Grouping materials using real objects as good
electricity; conductor of heat and electricity.
S5FEIIIc-3
Affective: Recognizing and appreciate the importance of materials
as conductor of heat and electricity
Cognitive: Distinguishing materials that are good conductors of
heat and electricity
Psychomotor: Illustrating that some materials are good conductors
of heat and electricity
 Affective: Explaining the importance of knowing that some
materials are good conductors of heat and electricity
Cognitive: Listing objects that are good conductors of heat and
electricity

Psychomotor: Gathering objects found in the classroom,

community and home that are considered good conductors of heat
and electricity

Affective: Citing ways on how to take care of the materials that are
essential to everybody
Cognitive: Recognizing the precaution in using electricity

Psychomotor: Classifying materials that can conduct heat and

electricity

Affective: Appreciating the importance of safety precaution about

electricity

Cognitive: Understanding the test process. (Summative Test}

Psychomotor: Writing legibly and clearly.

Affective: Be honest in taking the exam.

4. infer how black and Cognitive: Identifying the different colors of white light;
colored objects affect
the ability to absorb Psychomotor: Drawing materials which represents light and dark
heat; colors.
S5FEIIId-4
Affective: Appreciating how colors affect the heat absorption of an
object.
Cognitive: Distinguishing the different colors of white light;

Psychomotor: Illustrating materials which can easily absorb heat.

Affective: Appreciating how colors affect the heat absorption of an

object.

Cognitive: Describing the Characteristics of Black and Colored

Objects

Psychomotor: Classifying real objects that absorbs heat

Affective: Appreciating the importance of colors

 Cognitive: Inferring how black and colored objects affect the ability
to
absorb heat.

Psychomotor: Investigating how black and colored objects affect

the ability to absorb heat.

Affective: Realizing that color is like a people with different

characteristics

Cognitive: Understanding the test process. (Summative Test}

Psychomotor: Writing legibly and clearly.

Affective: Be honest in taking the exam.

5. relate the ability of

the material to block, Cognitive: Identifying materials that block light
absorb or transmit light
to its use; Psychomotor: Finding out what materials block light
S5FEIIIe-5
Affective: Selecting materials that can block light

Cognitive: Identifying materials that absorb light.

Psychomotor: Showing through illustration that light was absorbed

by materials

Affective: Realizing the importance of knowing the materials

absorbs more light or heat

Cognitive: Identifying materials that transmit light

Psychomotor: Showing some materials that transmit light

Affective: Appreciating the importance of objects that transmit light

Cognitive: Relating the ability of the materials to block, absorb or

transmit light to its use.

Psychomotor: Investigating the ability of the materials to block,

absorb or transmit

Affective: Appreciating how the ability of light can be used to


Parts of an Electric Circuit
What an Electric Circuit is and its Importance
Parts and Function of an Electric Circuit
How an Electric Circuit Works
Conditions necessary to Make the Bulb Light
improve the houses and hotels
Cognitive: Explaining the importance of ability of the materials to
block, absorb or transmit light to its use.
Psychomotor: Illustrating, act-out and report the importance of the
materials to block, absorb or transmit light to its use.
Affective: Siting some ways on how transparent, translucent and
opaque materials are used by people
Cognitive: Identifying the parts of an electric circuit and
their functions
Psychomotor: Constructing an electric circuit
S5FE-IIIf-6
Affective: Relating electric circuits to the flow of
ideas in society for better
understanding and nation building
Cognitive: Identifying what a series circuit/
connection is and how it works
S5FE-IIIf-6 Psychomotor: Designing and constructing a series
circuit/connection
Affective: Appreciate the value of using a
series circuit/connection at home
Cognitive: Identifying what a parallel circuit/
connection is and how it works
Psychomotor: Designing and constructing a parallel
S5FE-IIIf-6 circuit/connection
Affective: Appreciating the value of using a
parallel circuit/connection at home
Cognitive: Giving examples of how a circuit is
applied in daily life
Psychomotor: Classifying tools with series and
S5FE-IIIf-6 parallel connection
Affective: Recognizing that there is strength in
unity as exemplified by series and
parallel connections
S5FE-IIIf-6 Cognitive: Inferring the conditions necessary to
make a bulb light up
Psychomotor: Drawing diagrams showing different
connections that make a bulb light
Affective: Appreciating the efforts of others
which contribute to one’s success

Effects of Changing the Number of Components in a
Circuit
Effects of Changing the Type of Components in a Circuit
Effects of Changing
the Number of Bulbs and Dry Cells in
a Series Circuit/Connection
Effects of Changing
the Number Bulbs and Dry Cells in
a Parallel Circuit/Connection
Effects of
Changing the Length of the Wires
in Simple Electric Circuit
Characteristics of Magnets
Cognitive: Discussing the effects of changing
the number of components in a
circuit
Psychomotor: Demonstrating the effects of
S5FE-IIIg-7
changing the number of components
in a circuit
Affective Recognizing one’s ability to weather
in life
Cognitive: Discussing the effects of changing
the type of components in a circuit
Psychomotor: Demonstrating the effects of
changing the type of components in
S5FE-IIIg-7
a circuit
Affective: Appreciating the effects of changes
caused by different people in one’s
daily life
Cognitive: Identifying the effects of changing
the number of bulbs and dry cells in
a series circuit/connection
Psychomotor: Performing an experiment to show
S5FE-IIIg-7 the effects of changing the number
of bulbs and dry cells in a series
circuit/connection
Affective: Recognizing the effects of
changes to one’s life
Cognitive: Identifying the effects of changing
the number bulbs and dry cells in
a parallel circuit/connection
Psychomotor: Performing an experiment to show
S5FE-IIIg-7 the effects of changing the number
of bulbs and dry cells in a parallel
circuit/connection
Affective: Recognizing the effects of
changes to one’s life
Cognitive: Determining the effects of
changing the length of the wires
in simple electric circuit
Psychomotor: Performing an experiment to show
S5FE-IIIg-7
the effects of changing the length of
the wires in simple electric circuit
Affective: Recognizing the value of patience
in waiting for one’s success in life
S5FE-IIIh-8 Cognitive: Identifying the characteristics of
magnets
Psychomotor Using magnets to attract different
 objects
Affective: Appreciating the importance of
magnets in our daily life

Cognitive Explaining that electricity can be

used to produce magnets

Psychomotor: Demonstrating how electricity

Using Electricity to Produce Magnet S5FE-IIIh-8 can be used to produce magnets

Affective: Realize the importance of

magnets in one’s daily life

Cognitive: Determining the similarities and

differences between magnet and
electricity

Psychomotor: Illustrating the similarities and

Similarities and
differences between magnet and
Differences Between Magnet and S5FE-IIIh-8
electricity using a diagram
Electricity
Affective: Relating the ability of magnets
to attract/repel objects to one’s
ability to attract/reject people
based on their character traits
Cognitive: Identifying the parts of an
electromagnet

Psychomotor: Constructing an electromagnet

Parts of an Electric Circuit S5FE-IIIh-8
Affective: Realizing that the authority and
responsibility of a leader are
measured by the same principles
as electromagnetism
Cognitive: Describing how an electromagnet works
Psychomotor: Planning a device using
electromagnet that is useful for
home and school
How an Electromagnet Works S5FE-IIIh-8
Affective: Realizing that the authority and
responsibility of a leader are
measured by the same principles
as electromagnetism
Factors that Affect the Strength of an Electromagnet S5FE-IIIi-j-9 Cognitive: Determining the factors that affect the
strength of an electromagnet.
Psychomotor: Performing an experiment to
 determine the factors affecting
the strength of an electromagnet
Affective: Appreciating other people in
giving strength in times of
failures in life
Cognitive: Explaining the relationship
between the number of turns of
wire around a core and the
strength of the magnetic force
Psychomotor: Demonstrating the relationship
The Relationship Between the Number of turns of Wire
S5FE-IIIi-j-9 between the number of turns of
Around a Core and the Strength of the Magnetic Force
wire around a core and the
strength of the magnetic force
Affective: Recognizing the importance of
good relationships with other
people
Cognitive: Investigating ways to change
the strength of an
electromagnet’s force
Ways to Change the Strength of an Electromagnet’s Psychomotor: Designing an experiment to
S5FE-IIIi-j-9
Force investigate the strength of an
electromagnet’s force
Affective: Recognizing one’s strengths and
weaknesses in life
Cognitive: Explaining the importance of electromagnet
in daily life.
Psychomotor: Making a list showing the
The Importance of Electromagnet in Daily Life S5FE-IIIi-j-9 importance of electromagnet in
daily life
Affective: Recognizing the importance of
electromagnet in daily life
Cognitive: Citing examples of devices that
make use of electromagnet and
how they work
Devices that Make Use of Electromagnet and How They Psychomotor: Drawing examples of devices
S5FE-IIIi-j-9
Work that make use of electromagnet
Affective: Appreciating the importance of
devices with electromagnet in
one’s daily life

PUT A CHECK IF
GRADE LEARNING
QUARTER TOPIC 3 SKILLS PER DAY COMPETENCY IS REMARKS
LEVEL COMPETENCY CODE
ACHIEVED
 Cognitive: Describing how rocks turn into soil
1. Processes that Shape Earth’s Surface
Five Fourth 1.1 Weathering and Soil Erosion S5FE-IVa-1 Psychomotor: Illustrating how rocks turn into soil
Quarter
Affective: Preserving rocks and soil

Cognitive: Identifying the forces that break down rocks

Psychomotor: Making a diagram which shows the forces that break

down rocks

Affective: Appreciating God’s creation

Cognitive: Explaining how rocks are broken down

Psychomotor: Observing the process on how rocks are broken down

Affective: Showing love and concern for the environment

Cognitive: Describing how soil is formed through weathering

Psychomotor: Demonstrating how soil is formed through weathering

Affective: Relating the importance of soil in agriculture

Prepared by:
JAMEL M. MAYOR SHIRLEY L. ISLA MELANIE M. PARAZO
MARIFE G. SANTIAGO
San Jose West District Science Area Specialist Pura District Science Area Specialist Gerona North District Science Area Specialist
Lapaz South District Science Specialist

JUDY ANN C. PALMA RONILLO L. GUECO JULIE ANN M. BALBAS

ROSIE A. CURA
San Jose East District Science Area Specialist Bamban West District Science Area Specialist Gerona South District Science Area Specialist
Victoria East District Science Specialist

Reviewed:

RODERICK C. RIVERA, Ph. D.

Cluster Science Supervisor
DR. CONRADO C. DOMINGO
Education Program Supervisor 1-Science
 Recommending Approval

PAULINO D. DE PANO, Ph. D.

Curriculum Implementation Division
Chief Education Supervisor
Approved:

IMELDA P. MACASPAC
OIC-Schools Division Superintendent