NAME: TRAYA AIRA S.

ED227

YEAR & SECTION: BEED-2B

GRADE 5: THIRD QUARTER

ELECTRICITY AND MAGNETISM

LEARNING COMPETENCY:

 Infer the conditions necessary to make a bulb light up

 Determine the effects of changing the number or type of components in a circuit
 Infer that electricity can be used to produce magnets
 Design an experiment to determine the factors that affect the strength of the electromagnet

ACTIVITY:

 Make a Light!

ANALYTIC RUBRIC

CRITERIA 4 3 2 1 0
Craftsmanship The students show The students The students The students The students
expertise in show moderate show some skills show least skills show
crafting the project skills in making in making the in making the incompetence in
by determining the the project by project by project by making the
effects of the determining the determining the determining least project.
changes of effect of the effect of the effect of the
 components. changes of the changes of changes of
components. components. components.
Collaboration All members have Most members Some members Only few All members have
cooperation in cooperate with the cooperate with the members no interest in
making the project. group in making group in making cooperate with the collaborating with
the project. the project. group in making the group.
the project.
Creativity Students show lots Students show Students show Students show Students show no
of creativity in much creativity in some creativity in least creativity in creativity at all in
designing the designing the designing the designing the designing the
experiment. project. experiment. experiment. experiment
Effort Students show lots Students show Students show Students show There’s no effort
of effort in inferring much effort some effort in least effort in at all in inferring
the conditions inferring the inferring the inferring the the conditions
when making the conditions when conditions when conditions when when making the
project/experiment making the making the making the project.
. project. project. project.

LEARNING COMPETENCY:

 Describe how rocks turn into soil

ACTIVITY:

 Soak and Shake

ANALYTIC RUBRIC

CRITERA 4 3 2 1 0
Collaboration All members in Most members in Some members in Few members in All members have
the group have the group have the group have the group have no interest in
cooperation in cooperation in cooperation in cooperation in cooperating with
demonstrating the demonstrating the demonstrating the demonstrating the the group.
project. project. project. project.
Content All details has Most details has Some details has Few details has There are no
been presented been presented been presented been presented relevant details
and described on and described on and described on and described on being described
how rocks turn how rocks turn how rocks turn how rocks turn and presented on
into soil. into soil. into soil. into soil. how rocks turn
into soil.
Presentation The presenter The presenter
The presenter The presenter The presenter
presented the presented the
presented the presented very presented the
details having a details having adetails having not least details with details with a very
loud and clear loud voice that so loud and clear low voice and los low voice that all
voice that all most audience
voice with some of improper audience won’t
audience can can hear. improper pronunciation. hear and lots of
hear, with correct pronunciation that improper
pronunciation. the audience pronunciation for
won’t hear and the audience
understand. won’t understand.
Organization The students The students The students The students The follow none of
follow all the steps follow most of the follow some of the follow only few the steps properly.
properly. steps properly. steps properly. steps properly.
LEARNING COMPETENCY:

 Investigate extent of soil erosion in the community and its effects on living things and their environment.
 Communicate the data collected from investigation on soil erosion.

ACTICVITY:

 Pour to Investigate

ANALYTIC RUBRIC

CRITERIA 4 3 2 1 0
Collaboration All members of Most members Some members Few members All members have
the group cooperated in cooperated in cooperated in no interest in
cooperated in making the making the making the cooperating in
making the experiment to experiment to experiment to making the
experiment to investigate the investigate the investigate the experiment.
investigate the effects of soil effects of soil effects of soil
effects of soil erosion. erosion. erosion.
erosion.
Content All details Most details Some details Few details All details
gathered are gathered are gathered are gathered are gathered are
accurately relevant to soil relevant to soil relevant to soil irrelevant to soil
relevant to soil erosion. erosion. erosion. erosion.
erosion.
Organization The students The students The students The students There are none
follow all the steps follow most of the follow some of the follow only few single step being
in investigating steps in steps in steps in followed in
the soil erosion. investigating the investigating the investigating the investigating the
soil erosion. soil erosion. soil erosion. soil erosion.
GRADE 5- FORCE AND MOTION
Third Quarter/ Third Grading Period
Learning Competencies Activities
MOTION  OBSERVE, MEASURE, AND LEARN
1. describe the motion of an object by racing and Group 1- Pencil
measuring its change in position(distance travelled) Group 2- Ballpen
over a period of time; Group 3- Chalk
2. use appropriate measuring tools and correct Group 4- Crayons
standard units; Group 5- Crumpled Paper

Group the students into five (5) where each member has their role:
one for the timer, one to two members will demonstrate the activity
and the rest will observe and write the observation.
For each group, whatever materials are assigned to them they are
tasked to put it on a plane area/table and observe if the object has
motion or change its position then write down their observation as
well as measuring the distance of the object from where it is putted
to where it stopped. Next is put it on a lane inclined area and
observe same process. Last is put it on a bumpy inclined area then
same process and share to the class what they have observed.
LIGHT AND SOUND, HEAT AND ELECTRICITY  RUB AND OBSERVE
3. discuss why some materials are good Ask students individually to bring a pair of balloons and inflate it
conductors of heat and electricity; during the activity. Allow them to rub it on their hair and/or to the
wool fabric and observe how it produces heat and electricity. Make
an oral presentation or recitation individually based on their
observation.
4. infer how black and colored objects affect the Group students into five (5). Ask them to bring one black object and
ability to absorb heat; four (4) other colored objects. Ask them to expose those five (5)
5. relate the ability of the material to block, absorb objects under the sun and set the timer to three minutes. Observe
or transmit light to its use; those five objects which among those absorb heat easily. After the
activity explain to the class why does it happened.
ELECTRICITY AND MAGNETISM  MAKE A LIGHT
6. infer the conditions necessary to make a bulb Materials: one battery (big/small), solid wires, and small light bulb.
light up;
7. determine the effects of changing the number of
type or type of components in a circuit;
8. infer that electricity can be used to produce
magnets, and
8. design an experiment to determine the factors
that affect the strength of the electromagnet.
Fourth Quarter/Fourth Grading Period
Learning Competencies
1. describe how rocks turn into soil;
2. investigate extent of soil erosion in the
community and its effects on living things and their Using a 1.5 liter bottle make a hole at the bottom of it and do not
environment,
3. communicate the data collected from ground. Get one dipper of water, pour it gently on the bottle filled
investigation on soil erosion;
WEATHER DISTURBANCES
Group students into seven (7). Using the materials let the students
perform the said activity in order to light a bulb.
STEPS:
1. Put the light bulb at the bottom of the battery.
2. On the other side of the battery attach the end of the solid wire
and connect it to the bottom of the light bulb.
3. Secure both ends with a tape/electrical tape to make a light.
4. Attach the assembled product on any available flat wood, and be
creative.
Activities
 SOAK AND SHAKE
Let the students choose their groups having four members.
Materials: Jar/small jar, water, stone/soft stones, piece of cloth, and
rubber band.
STEPS:
1. Fill the jar with half water only.
2. Soak the stone/soft stone.
3. Cover the jar with a piece of cloth tied with a rubber band.
4. Shake the jar thoroughly and observe what happened to the rock
after shaking it.
5. Let the students write a conclusion on their observation on how
rocks turn into soil and present it.
 POUR TO INVESTIGATE
also cover the top. Then, fill it with soil and gently pour it on the
with soil and then observe what happened to the soil. After that, get
another water to pour it aggressively on the soil and observe what
happened. Lastly, ask students “How does the current of water
affect the soil?” and write it on a 1 whole piece of paper. The activity
will be done by group having five (5) members.
 WEATHER FORECASTING
4. observe the changes in the weather before,
during and after a typhoon;
5. describe the effects of a typhoon on the
community;
6. describe the effects of the winds, give a certain
storm warning signal;
THE MOON
7. infer the pattern in the changes in the
appearance of the Moon;
8. relate the cyclical pattern to the length of a
month; and
9. identify star patterns that can be seen at
particular times of the year.
Group the students into five (5) and do a brainstorm on the changes
of the weather, effects of typhoon, and effects of the winds on the
community. Choose one representative to forecast the weather
behavior if there will be a typhoon.
 BE AN ARTIST
Draw the cyclical patterns of the in your creative way. Beside the
patterns of the Moon, draw the star pattern that can be seen at
particular times of the year. Draw it on a 1/8 size illustration board.