St.
Ferdinand College
ELEMENTARY DEPARTMENT
#21 Sta. Ana St., Centro, City of Ilagan, Isabela
Topics
Lesson 1 – The General
Properties of Matter: Mass
and Weight
Lesson 2 – The General
Properties of Matter:
Volume
Lesson 3 - The General
Properties of Matter:
Density
Lesson 4 - The Special
Properties of Matter: Solid
Lesson 5 - The Special
Properties of Matter:
Liquid and Gas
CURRICULUM MAP
SCIENCE V
First to Fourth Quarter, SY 2022-2023
21st Century Activities /
Most Essential Learning Assessments PVMGO-CV
References and
Content Standards Performance Standards Essential Questions Competencies and CG (Individual or Collaborative, Integration
Materials
Codes Digital Literacy, Critical Thinking,
Problem Solving)
FIRST QUARTER
The learner The learners should be able to  What is the difference of Describe the different  Differentiate mass and weight. Science Links 5 Excellence and
demonstrates demonstrate the proper usage mass and weight? properties of matter.  Explain why mass and weight are Textbook, Teacher’s Service.
understanding of of products based on the  Why is it important to study different in earth, moon and outer Resource Materials
properties of materials to properties of materials through about the properties of space. in Math, Curriculum
determine whether they comic strip. matter? Map, and MELC’s.
are useful or harmful.
The learner The learners should be able to  What is volume? Describe the different  Solve the different volume of Science Links 5 Excellence and
demonstrates demonstrate the proper usage  How do we compute the properties of matter. rectangle, cube, and cylinder. Textbook, Teacher’s Service.
understanding of of products based on the volume of irregular shape?  Explain what is water Resource Materials
properties of materials to properties of materials through displacement method in Math, Curriculum
determine whether they comic strip. Map, and MELC’s.
are useful or harmful.
The learner The learners should be able to  What is density? Describe the different  Calculate the density of the Science Links 5 Excellence and
demonstrates demonstrate the proper usage  What are the units of properties of matter. following objects. Textbook, Teacher’s Service.
understanding of of products based on the density?  Explain why objects float or sink Resource Materials
properties of materials to properties of materials through  How will we know if a in a liquid on different density. in Math, Curriculum
determine whether they comic strip. substance is less dense Map, and MELC’s.
are useful or harmful. than water?
The learner The learners should be able to  What are the special Describe the different  Describing the special properties Science Links 5 Excellence and
demonstrates demonstrate the proper usage properties of solid? properties of matter. of solids. Textbook, Teacher’s Service.
understanding of of products based on the  How these properties of  Identifying the special property of Resource Materials
properties of materials to properties of materials through solid differ to each other? solid in each sentence. in Math, Curriculum
determine whether they comic strip.  Listing down examples of the Map, and MELC’s.
are useful or harmful. different properties of solid.
The learner The learners should be able to  What are the special Describe the different  Differentiate fluidity and viscosity. Science Links 5 Excellence and
demonstrates demonstrate the proper usage properties of liquid? properties of matter.  Identify objects that has high Textbook, Teacher’s Service.
understanding of of products based on the  Why water has a high viscosity but low in fluidity and Resource Materials
properties of materials to properties of materials through fluidity than a syrup? vice-versa. in Math, Curriculum
determine whether they comic strip.  Explain how capillarity works on Map, and MELC’s.
are useful or harmful.
 liquids.
Lesson 6 - Useful and The learner The learners use local,  How can we distinguish Use the properties of  Determining the uses and harmful Science Links 5 Excellence and
Harmful Properties in demonstrates recyclable solid, and/or liquid useful materials from materials whether they are effects of the materials Textbook, Teacher’s Service.
Materials understanding of materials in making useful unsafe ones? useful or harmful.  Identifying the properties of Resource Materials
properties of materials to products.  How can we apply the S5MT-Ia-b-1 materials whether they are useful in Math, Curriculum
determine whether they knowledge on the or harmful Map, and MELC’s.
are useful or harmful. properties of matter to make
useful products?
Lesson 7 - Changes That The learner The learners use local,  How can physical changes Investigate changes that  Investigating changes that Science Links 5 Excellence and
Materials Undergo demonstrates recyclable solid, and/or liquid take place? happen in materials under happen under the following Textbook, Teacher’s Service.
(Physical Change) understanding of the materials in making useful  How do changes affect the the following conditions: conditions: presence or lack of Resource Materials
materials that undergo products. environment? oxygen and application of heat in Math, Curriculum
2.1 presence or lack of
changes due to presence  What is the evidence of  Identifying evidences of physical Map, and MELC’s.
or lack of oxygen and oxygen; and
physical change? change through the creation of
heat. 2.2 application of heat; new product.
S5MT-Ic-d-2
Lesson 8 - Changes That The learner The learners should be able to  What are the evidence of Investigate changes that  Investigating changes that Science Links 5 Excellence and
Materials Undergo demonstrates separate desired materials chemical change? happen in materials under happen under the following Textbook, Teacher’s Service.
(Chemical Change) understanding of different from common and local  How can chemical changes the following conditions: conditions: presence or lack of Resource Materials
techniques to separate products. take place? oxygen and application of heat. in Math, Curriculum
2.1 presence or lack of
mixtures.  How chemical changes  Identifying evidences of chemical Map, and MELC’s.
oxygen; and
affect the environment? change through the creation of
2.2 application of heat; new product.
S5MT-Ic-d-2
 Explaining how do the presence
of oxygen, absence of oxygen,
and addition of heat cause
chemical change.
Lesson 9 - Effects of The learner The learners demonstrate the  What are the changes Describe the different  Observing the different changes Science Links 5 Excellence and
Change in Materials on demonstrates proper usage of products affecting the immediate changes that effects the in the atmosphere. Textbook, Teacher’s Service.
the Immediate understanding of based on the properties of environment and living immediate environment and  Describing the different changes Resource Materials
Environment and Living properties of materials to materials through comic strip. organisms? living organisms. that affect the immediate in Math, Curriculum
Organisms determine whether they  How do changes affect the environment and living organisms. Map, and MELC’s.
are useful or harmful. environment?  Enumerating different effects of
 How do acids affects smoke-emitting vehicles on living
different materials? things and environment.
Lesson 10 - Importance of The learner The learners demonstrate the  What are the effects of the Recognize the importance  Identify the following sentences Science Links 5 Excellence and
5R’s in Waste demonstrates uses local, recyclable solid improper disposal of waste of recycle, reduce, reuse, as reduce, reuse, recycle, recover Textbook, Teacher’s Service.
Management understanding of and/or liquid materials in materials? recover and repair in waste or repair. Resource Materials
properties of materials to making useful products.  How do 5 Rs of waste management.  Explain the benefits of waste in Math, Curriculum
determine whether they management promote a S5MT-Ie-g-3 management. Map, and MELC’s.
are useful or harmful. healthful environment?
Design a product out of
local, recyclable solid and/
or liquid materials in
making useful products.
S5MTIh-i-4
 21st Century Activities /
Most Essential Learning Assessments PVMGO-CV
References and
Topics Content Standards Performance Standards Essential Questions Competencies and CG (Individual or Collaborative,
Materials
Integration
Codes Digital Literacy, Critical Thinking,
Problem Solving)
SECOND QUARTER
Lesson 1 – Structure and The learner The learner should be able to  Have you ever wondered Describe the parts of the  Determine the parts of the male Science Links 5 Excellence and
Functions of the Male demonstrates practice proper hygiene to care how a human being reproductive system and reproductive system by arranging Textbook, Teacher’s Service.
Reproductive System understanding of how the of the reproductive organs. develops inside the female their functions. the jumbled letters in each item. Resource Materials
parts of the human body? S5LT-IIa-1  Label the parts of the male in Math, Curriculum
reproductive system  What are the different parts reproductive system. Map, and MELC’s.
work. of a male reproductive  Identify the parts of a male
system and their functions? reproductive system being
 What are the primary sex described.
organs of male?
 What are the accessory sex
organs of male?
Lesson 2 – Structure and The learner The learner should be able to  What are the different parts Describe the parts of the  Label the parts of the female Science Links 5 Excellence and
Functions of the Female demonstrates practice proper hygiene to care of a female reproductive reproductive system and reproductive system. Textbook, Teacher’s Service.
Reproductive System understanding of how the of the reproductive organs. system and their functions? their functions.  Match the parts of the female Resource Materials
parts of the human  What are the primary sex S5LT-IIa-1 reproductive system in Column A in Math, Curriculum
reproductive system organs of female? to its function in Column B. Map, and MELC’s.
work.  What are the accessory sex  Answering true or false questions
organs of female? regarding female reproductive
system.
Lesson 3 - Bodily The learner The learner should be able to  Why does the body undergo Describe the changes that  Identify changes that occur during Science Links 5 Excellence and
Changes that Occur in demonstrates practice proper hygiene to care change? occur during puberty. puberty such as the development Textbook, Teacher’s Service.
Males and Females understanding of how the of the reproductive organs.  How are changes in the S5LT-IIb-2 of secondary sex characteristics Resource Materials
During Puberty parts of the human body during puberty in boys and in girls. in Math, Curriculum
reproductive system beneficial and/or  Distinguish some Map, and MELC’s.
work. detrimental to a person? conditions/concerns associated
 How does our choices with puberty.
affect the  Describing physical and socio-
development/changes in emotional changes in males and
our body? females during puberty.
Lesson 4 - The Menstrual The learner The learner should be able to  What is menstruation? Explain the menstrual  Match the statements about the Science Links 5 Excellence and
Cycle demonstrates practice proper hygiene to care  What are the 4 Phases of cycle. menstrual cycle in Column A with Textbook, Teacher’s Service.
understanding of how the of the reproductive organs. Menstrual Cycle? S5LT-IIc-3 the corresponding terms in Resource Materials
parts of the human  What happens to the lining Column B. in Math, Curriculum
reproductive system of uterus during  Identify the phase of menstrual Map, and MELC’s.
work. menstruation? cycle described in each item.
 Write a short essay to answer the
question: After knowing that
menstruation normally occurs in
females, what positive
realizations have you gained that
you want to share with your
peers?
Lesson 5 - Ways of Taking The learner The learner should be able to  What are the ways to take Give ways of taking care of  List down the ways to take care Science Links 5 Excellence and
Care of the Reproductive demonstrates practice proper hygiene to care care the reproductive the reproductive organs. the reproductive system. Textbook, Teacher’s Service.
System understanding of how the of the reproductive organs. system? S5LT-IId-4  Write an essay answering the Resource Materials
parts of the human  Why do we need to take question: How will you take good in Math, Curriculum
reproductive system care our reproductive care of your reproductive Map, and MELC’s.
work. system? system?

Lesson 6 - Modes of The learner The learner should be able to  Why do animals have Describe the different  Explain how animals reproduce. Science Links 5 Excellence and
Reproduction in Animals demonstrates create a hypothetical different reproductive modes of reproduction in  Comparing sexual and asexual Textbook, Teacher’s Service.
understanding of how community to show how system? animals such as butterflies, reproduction. Resource Materials
animal and plants organisms interact and  How does the reproductive mosquitoes, frogs, cats and  Identify the different modes of in Math, Curriculum
reproduce. reproduce to survive. system function in different dogs. each animal. Map, and MELC’s.
animals?  Identify animals that undergoes
external and internal fertilization.

Lesson 7 - Modes of The learner The learner should be able to  What are the parts of a Describe the reproductive  Identify the reproductive parts of Science Links 5 Excellence and
Reproduction in Flowering demonstrates create a hypothetical flower? parts in plants and their plants and their functions. Textbook, Teacher’s Service.
Plants understanding of how community to show how  How will you know if the functions.  Describe the mode of Resource Materials

Lesson 8 - Modes of
Reproduction in
Nonflowering Plants
Lesson 9 - Interaction for
Survival Among Living and
Nonliving Things in the
Estuaries
Lesson 10 - Interaction for
Survival Among Living and
Nonliving Things in the
Intertidal Zones
animal and plants organisms interact and flower has female and male S5LT-IIf-6 reproduction in flowering plants. in Math, Curriculum
reproduce. reproduce to survive. parts?  Show a diagram how pollination Map, and MELC’s.
 What are the two modes of Describe the different takes place.
reproduction in plants? modes of reproduction in
 Why is it essential that flowering and non-flowering
plants reproduce? plants such as moss, fern,
mongo and others.
S5LT-IIg-7
The learner The learner should be able to  What are the parts of some Describe the reproductive  Draw to nonflowering plants. Science Links 5 Excellence and
demonstrates create a hypothetical of the nonflowering plants? parts in plants and their  Describe each nonflowering Textbook, Teacher’s Service.
understanding of how community to show how  What parts of the functions. plants: gymnosperm, conifer, Resource Materials
animal and plants organisms interact and nonflowering plants are S5LT-IIf-6 spore formation, moss and fern in Math, Curriculum
reproduce. reproduce to survive. responsible for its and fungi. Map, and MELC’s.
reproduction? Describe the different
 How do nonflowering plants modes of reproduction in
reproduce? flowering and non-flowering
plants such as moss, fern,
mongo and others.
S5LT-IIg-7
The learner The learner should be able to  What is the importance of Discuss the interactions  Identifying the major types of Science Links 5 Excellence and
demonstrates create a hypothetical estuaries? among living things and estuaries. Textbook, Teacher’s Service.
understanding of the community to show how  How do living things and non-living things in  Give the importance of plants and Resource Materials
interactions for survival organisms interact and nonliving things interact with estuaries and intertidal animal life in the estuaries. in Math, Curriculum
among living and reproduce to survive. each other in estuaries? zones.  Explaining the need to protect Map, and MELC’s.
nonliving things that take  How are interaction among S5LT-IIh-8 and conserve the estuaries
place in estuaries and living things in the estuaries
intertidal zones. important to their survival? Explain the need to protect
and Conserve estuaries
and intertidal zones.
S5LT-Ii-j-10
The learner The learner should be able to  What is intertidal zones? Discuss the interactions  Identify life in the intertidal zones. Science Links 5 Excellence and
demonstrates create a hypothetical  How do living things and among living things and  Give the importance of plants and Textbook, Teacher’s Service.
understanding of the community to show how nonliving things interact with non-living things in animal life in the intertidal zones. Resource Materials
interactions for survival organisms interact and each other in the intertidal estuaries and intertidal  Identify the threats to intertidal in Math, Curriculum
among living and reproduce to survive. zones? zones. zones and how intertidal species Map, and MELC’s.
nonliving things that take  How are interaction among S5LT-IIh-8 are protected.
place in estuaries and living and nonliving things in  Explain why it needs to protect
intertidal zones. the intertidal zones Explain the need to protect and conserve the estuaries.
important to their survival? and Conserve estuaries
and intertidal zones.
S5LT-Ii-j-10
 21st Century Activities /
Most Essential Learning Assessments PVMGO-CV
References and
Topics Content Standards Performance Standards Essential Questions Competencies and CG (Individual or Collaborative,
Materials
Integration
Codes Digital Literacy, Critical Thinking,
Problem Solving)
THIRD QUARTER
Lesson 1 – Describing The learner The learners should be able to  What is motion? The learner should be able  Give the types of Motion. Science Links 5 Excellence
Motion demonstrates describe the motion of an  How is the frame of to describe the motion of an  Use two pictures and words to Textbook, Teacher’s
understanding of motion object by tracing and reference used to describe object by tracing and describe motion and create a Resource Materials
in terms of distance and measuring its change in motion? measuring its change in short story to describe the motion in Math, Curriculum
time. position (distance travelled)  What is there a need to get position (distance travelled) in the picture. Map, and MELC’s.
over a period of time. an accurate measurement over a period of time.  Measuring distances of the
of distance? S5FE-IIIa-1 following objects inside the
 How the units for classroom.
length/distance differ? The learner should be able  Convert the following unit for
 Why we need to use proper to use appropriate length.
instrument to measure the measuring  Measure or give the estimated
length or distance of tools and correct length of the following objects
objects? standard units. what instruments must be used.
S5FE-IIIb-2

Lesson 2 – Measuring The learner The learners should be able to  How distance and time are The learner should be able  Measure the distance of an object Science Links 5 Excellence
Time and Speed demonstrates describe the motion of an related to each other? to describe the motion of an and time then relate them to each Textbook, Teacher’s
understanding of motion object by tracing and  How distance and time object by tracing and other. Resource Materials
in terms of distance and measuring its change in affects the speed of an measuring its change in  Calculate the speed of an object in Math, Curriculum
time. position (distance travelled) object? position (distance travelled) in a given distance and time. Map, and MELC’s.
over a period of time.  Why is knowing velocity over a period of time.  Give the velocity in each problem.
important? S5FE-IIIa-1  Differentiate velocity to speed.
 How is acceleration related  Solve the acceleration of the
to everyday life? The learner should be able given problem.
 What is the connection to use appropriate  Solve the following problem
between speed velocity and measuring involving speed, velocity, and
acceleration? tools and correct acceleration.
standard units.
S5FE-IIIb-2
Lesson 3 – Determining The learners should
Conductors of Heat And demonstrate
Electricity understanding of how
different objects interact
with heat and electricity.
The learners should
demonstrate
understanding of
effects of heat, light, and
sound on people and
objects.
Lesson 4 – Interaction of The learners should
Different Objects With demonstrate
Light and Heat understanding of how
different objects interact
with heat and electricity.
The learners should
demonstrate
understanding of
effects of heat, light, and
sound on people and
objects.
Lesson 5 – Properties Of The learners should
Sound and Its Effects demonstrate
understanding of how
different objects interact
with heat and electricity.
The learners should
demonstrate
understanding of
effects of heat, light, and
sound on people and
objects.
Lesson 6 – Types of The learners should
The learners should be able
to discuss why some
materials are good
conductors of heat and
electricity.
The learners should be able to
relate the ability of the material
to block, absorb or transmit
light to its use.
The learners should be
able to apply ways to reduce
noise by limiting the noise
being produced and prevent
the noise from affecting people
nearby.
The learner propose an
 Why is it important to
understand the difference
between conductors and
insulators?
 What are the materials that
are good conductors of heat
and electricity?
 What does heat do?
 What are the effects of heat
on object?
 Why you don’t get
electrically shocked when
you touch an electric cord?
 What is a conductor,
semiconductor and
insulator?
 What are the applications of
reflection of light in daily
life?
 When does refraction
occurs?
 How does color of objects
affect the absorption of
heat?
 Which material is the best in
transmitting light?
 How do light and heat affect
objects and people?
 Which medium is the speed
of the sound the fastest?
 How do you describe the
loudness of each sounds?
 What factor/s affect the
pitch of a sound?
 What can individuals do to
avoid the risk of getting
deaf?
 How does the different size
of the bottles affect the
sounds produced?
 How static electricity is
The learner should be able
to discuss why some
materials are good
conductors of heat and
electricity.
SAL5FE-IIc-3
The learner should be able
to infer how black and
colored objects affect the
ability to absorb heat.
S5FE-IIId-4
The learner should be able
to relate the ability of the
material to block, absorb or
transmit light to its use.
S5FE-IIIe-5
The learner should be able
to identify the properties of
sound and the importance
of sound in daily life.
SAL5FE-III-e-f-6
The learner should be able
 Classify materials that are Science Links 5 Excellence
conductors and insulators. Textbook, Teacher’s
 Perform the activity “Which is Resource Materials
which?” and answer the guided in Math, Curriculum
questions. Map, and MELC’s.
 Describe the effects of heat on
objects.
 Identify the effects electricity on
objects.
 Give examples of
semiconductors.
 Perform the activity “Bounce Science Links 5 Excellence
Back” and answer the guided Textbook, Teacher’s
questions. Resource Materials
 Perform the activity “Light in Math, Curriculum
Refraction” and answer the Map, and MELC’s.
guided questions.
 Perform the activity “Absorption of
Light and Heat” and answer the
guided questions.
 Perform the activity “Opaque,
Translucent and Transparent
Materials” and answer the guided
questions.
 Give 5 examples of good and
harmful effects of heat and light.
 Identify which medium sound Science Links 5 Excellence
travel faster. Textbook, Teacher’s
 Classify the loudness of sounds. Resource Materials
 Performed the “Stringed in Math, Curriculum
Instrument” and answer the Map, and MELC’s.
guided questions.
 Suggest ways to protect oneself
from the danger of loud sound.
 Using 8 bottles, try to produce a
musical scale with groupmates.
Create a musical tune and
present it in class.
 Differentiate static electricity and Science Links 5 Excellence
Electricity and demonstrate unusual tool or device using produced?
Components in a Circuit understanding of a electromagnet that is used for  What are the parts of an
simple DC circuit and the home school or community. electric circuit?
relationship between  What do you think might
electricity and magnetism happen if you will remove
in electromagnets. one battery from the circuit?
 What are the effects of
changing the number of
components in an electric
circuit?
 Why some people
experience electric shock or
get electrocuted?
Lesson 7 – Relationship The learners should The learner propose an  How are magnetic
Between Electricity and demonstrate unusual tool or device using interactions and electric
Magnetism understanding of a electromagnet that is used for charge interactions similar
simple DC circuit and the home school or community. and different?
relationship between  How important is
electricity and magnetism magnetism and electricity
in electromagnets. today?
 How does
electromagnetism happen
in an electromagnetic coil?
 What factors make a strong
electromagnet?
 What are some examples of
electric motors in everyday
life?
to infer the conditions
necessary to make a bulb
light up.
S5FE-IIIf-6
The learner should be able
to determine the effects of
changing the number or
type of components in a
circuit
S5FE-IIIg-7
The learner should be able
to infer that electricity can
be
used to produce magnets.
S5FE-IIIh-8
The learner should be able
to design an experiment to
determine the factors that
affect the strength of the
electromagnet.
S5FE-IIIi-j-9
current electricity. Textbook, Teacher’s
 Identify the parts and functions of Resource Materials
electric circuit. in Math, Curriculum
 Construct a simple electric circuit. Map, and MELC’s.
 Differentiate series and parallel
circuit.
 Study the pictures. Write a check
(/) mark if it shows safety
measures in using electricity and (X)
mark if it is not.
 Explain how magnetism and Science Links 5 Excellence
electricity are related. Textbook, Teacher’s
 List down at least five practical Resource Materials
uses of the electromagnet. in Math, Curriculum
 Create an electromagnetic coil. Map, and MELC’s.
 Making a strong Electromagnet.
 Make an inventory of your home
and list all the items that make
use of an electric motor.
 21st Century Activities /
Most Essential Learning Assessments PVMGO-CV
References and
Topics Content Standards Performance Standards Essential Questions Competencies and CG (Individual or Collaborative,
Materials
Integration
Codes Digital Literacy, Critical
Thinking, Problem Solving)
FOURTH QUARTER
Lesson 1 – Weathering The learners should The learners should be able to  What is weathering? Describe how rocks turn  Describe weathering. Science Links 5 Excellence
demonstrate participate in projects that  How does weathering into soil.  Make a Venn diagram to compare Textbook, Teacher’s
understanding of reduce soil erosion in the happen? S5FE-IVa-1 and contrast mechanical and Resource Materials
weathering which shapes community.  What are the causes of chemical weathering. in Math, Curriculum
the Earth’s surface and weathering?  List down the uses of rocks and Map, and MELC’s.
affect living things and  How can changes in minerals
the environment. temperature make rocks  Explain how soil is formed.
break?
 What is soil and where does
it come from?

Lesson 2 – Soil Erosion The learners should The learners should be able to  What is the difference of Investigate extent of soil  Complete the concept map by Science Links 5 Excellence
and Its Effects demonstrate participate in projects that weathering to soil erosion? erosion in the community filling in the physical forces or Textbook, Teacher’s
understanding of reduce soil erosion in the  What causes soil erosion? and its effects on living factors that affect soil erosion. Resource Materials
weathering which shapes community.  How does erosion change things and the environment.  Make a list of places in your in Math, Curriculum
the Earth’s surface and the Earth’s surface? S5FE-IVb-2 community where you have Map, and MELC’s.
affect living things and  How are we affected by soil noticed a situation related to
the environment. erosion? erosion.
 How can one preserve the
environment?
Lesson 3 – Weather The learners should The learners should be able to  What causes different kinds The learner should be able  Identify the different weather Science Links 5 Excellence
Disturbances demonstrate prepares individual emergency of weather disturbances? to describe the different disturbances in the Philippines. Textbook, Teacher’s
understanding the kit.  Why is it important for us to weather disturbances in the  Differentiate thunderstorms, Resource Materials
weather disturbances understand different Philippines. hurricanes, and tornadoes. in Math, Curriculum
and their effects on the weather disturbances?  Identify the precautionary Map, and MELC’s.
environment.  What are the safety measures before, during, and
measures before during and after a typhoon.
after a typhoon?
Lesson 4 – Effects Of The learners should The learners should be able to  What is hurricane? Describe the effects of a  Describe the effects of hurricanes Science Links 5 Excellence
Weather Disturbances On demonstrate prepares individual emergency  What is the effects of typhoon on the on living things and environment. Textbook, Teacher’s
Living Things And understanding the kit. hurricanes? community.  Match the storm signals to its Resource Materials
Environment weather disturbances  Why do we need to know S5FE-IVe-5 meaning. in Math, Curriculum
and their effects on the each description of storm  Explain the yellow, orange and Map, and MELC’s.
environment. signals? red rainfall and flood warning
Describe the effects of
 What is PAGASA rainfall system of PAGASA.
the winds, given a
warning color?  List down the effects of tornado
certain storm warning
 What causes thunderstorms and thunderstorms in living things
and lightning?
signal. and environment and give its
 Why do we need to be S5FE-IVf-6 safety measures.
aware of the weather  Explain the importance of taking
disturbances? weather warnings seriously.
Lesson 5 – Phases of the The learners The learners should be  What is a Moon? Infer the pattern in the  Complete the concept map by Science Links 5 Excellence
Moon and Beliefs or demonstrate able to debug local myths and  What are the 4 major changes in the appearance giving as many descriptions or Textbook, Teacher’s
Practices Associated with understanding of the folklore about the Moon and phases of the moon? of the Moon. characteristics that you are Resource Materials
The Moon phases of the Moon and the Stars by presenting pieces  Why are there different S5FE-IVg-h-7 familiar with about the moon. in Math, Curriculum
the beliefs and of phases of the moon?  Label the phases of the Moon. Map, and MELC’s.
practices associated with evidence to convince the  What causes eclipse? Relate the cyclical pattern  Match the descriptions in Column
it. community folks.  How do the motions and to the length of a month. A with the Phases of the Moon in
size of Earth and moon S5FE-IVg-h-8 Column B.
cause eclipse?  Differentiate lunar and solar
 What are cultural beliefs eclipse.
about the moon?  Write a short paragraph about a
 What are some interesting belief that is related to the moon.
facts and beliefs related to  Write an essay on how you can
the phases of the Moon? convince others, not to believe in
superstitious about the moon.
Lesson 6 – Characteristics The learners The learners should be  What is a star and what Identify star patterns that  Describe how stars differ in size. Science Links 5 Excellence
of Stars demonstrate able to debug local myths and make it up? can be seen at particular  Classify the following stars Textbook, Teacher’s
understanding of the folklore about the Stars by  How are starts formed and times of the year. according to its types. Resource Materials
constellations and the presenting pieces of changed? S5FE-IVi-j-9  Observing the Relationship of in Math, Curriculum
information derived from evidence to convince the  What is the relationship of Color and Temperature of a Star Map, and MELC’s.
their location in the sky. community folks. the color and temperature by performing an experiment.
of stars?  Choose and draw one star and
 How does the color of the describe this in front of the class.
flame tell the temperature?  Compare and contrast the sun
 Why are some stars with the other stars.
brighter than others?
 What is the relationship of
Sun and stars?
Lesson 7 – Patterns of The learners The learners should be  What are constellations? Identify star patterns that  Identify the following pattern of a Science Links 5 Excellence
Stars (Constellations) demonstrate able to debug local myths and  How are constellations are can be seen at particular constellation. Textbook, Teacher’s
understanding of the folklore about the Stars by formed? times of the year.  Connect the dots to form a certain Resource Materials
 constellations and the
information derived from
their location in the sky.
Submitted by:
ANGELIE MAE R. BATALLONES, LPT
Subject Teacher
presenting pieces of  Why are constellations
evidence to convince the important?
community folks.  Why was the Northern Star
the most important star in
the sky for sailors?
 What is the 12 zodiac
constellation?
Checked by:
ANGELIE MAE R. BATALLONES, LPT
Subject Area Coordinator
S5FE-IVi-j-9 pattern of a constellation. in Math, Curriculum
 Make your own constellation by Map, and MELC’s.
using any available materials at
home or in school.
 Use the star map to locate
famous star constellation found in
the northern hemisphere at
different times of the year.
 Identify what zodiac constellations
appears in a certain month.
Approved by:
JOSEPHINE MARIE L. DELA CRUZ, MA Ed.
OIC - Principal