SCIENCE AND HEALTH precautionary measures

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SCIENCE AND HEALTH precautionary measures Powered By Docstoc
					(P h i li p pi n e Ele m e n ta ry Le a rn i n g Co m p e te n c i e s )

                                                    SCIENCE AND HEALTH


       Science and Health aims to help the Filipino child gain a functional understanding of science concepts and principles linked
with real life situations, acquire science skills as well as scientific attitudes and values needed in solving everyday problems. These
pertain to health and sanitation, nutrition, food production, and the environment and its conservation.

       There is no Science and Health for Grades I and II but simple science and health concepts which include the child’s
interaction to his immediate environment are contents of English. These concepts reinforce the sensory-perceptual activities
introduced in the 8-week ECD Curriculum. Likewise, process skills may be developed in Makabayan subject like Sibika at Kultura.
Teaching Science and Health will formally start in Grade III using English as medium of instruction. In Grades IV-VI, more complex
study of Science concepts will be taken up in preparation for High School work.


                        Learning Areas
                                                                            Daily Time Allotment
                                                               I       II         III     IV     V        VI

                        Science and Health (integrated         -        -        40     60       60       60
                        in English for Grades I & II)

      Science and Health for Grades I and II is integrated in English. This is used as vehicle in developing the skills in English.

      Grade III is given a 40-minute daily time allotment. In Grades IV, V and VI, there is an increase of 20 minutes in the daily
      time allotment, to give more time and emphasis on the study of Science concepts and processes.


GOAL: Demonstrate understanding of how science, technology and health relate to the comprehension of the environment and application
of skills, attitudes and values in solving varied life situations

At the end of Grade VI, the learner is expected to develop functional understanding and application of science and health concepts,
basic and integrated science process skills/thinking skills, and acquire values, attitudes and practices related to body systems (circulatory
and nervous), ecosystem, materials and their uses and effects, energy transformation and conservation, movement of the earth’s crust,
climate and seasons and beyond the solar system.

At the end of Grade V, the learner is expected to develop functional understanding application of science and health concepts, basic and
integrated science process/thinking skills, and acquire values, attitudes and practices related to body systems (reproductive, respiratory
and urinary), disease prevention and control, classification of plants and animals, plant and animal adaptation, changes in matter,
electrical energy, simple machines, rocks, water cycle, typhoons, tides and the solar system.

At the end of Grade IV, the learner is expected to develop functional understanding and application of science and health concepts,
basic process/thinking skills, and acquire values, attitudes, and practices related to body systems (skeletal, muscular and digestive),
disease prevention and control, animal and plant reproduction, soil erosion, weather elements, reaction of different substances, friction
and heat energy, earth, moon and sun.

At the end of Grade III, the learner is expected to develop functional understanding and application of science and health concepts, basic
process/thinking skills, and acquire values, attitude and practices related to one’s sense organs, personal health, food, nutrition, growth
and development, characteristics of plants and animals, caring for plants and animals, states of matter, heat, light and sound energy,
force and motion, earth resources and their conservation, weather and the sun as source of light and heat.

                                                                             SCIENCE AND HEALTH GRADES III - VI
                                              III                             IV                                        V                                            VI
I. PEOPLE                                                 I. PEOPLE                                 I. PEOPLE                                    I. PEOPLE

1. Prove that changes as children                         1.   Conclude that the skeletal system    1.   Understand changes in the male          1.   Demonstrate a working knowledge
   grow                                                        gives the body shape, support and         and female body during puberty               of the circulatory system and its
                                                               protection                                                                             function
         1.1            Measure one’s height and                                                         1.1   Describe changes in males
                        weight                                 1.1   Identify the bones that make              and females during puberty             1.1    Communicate prior
                                                                     up the skeletal system                                                                  knowledge about the parts
         1.2            Compare present height and                                                  2. Discuss the function of the human                     and function of the
                        weight to previous                     1.2   Describe the functions (e.g.      reproductive system                                   circulatory system
                        measurements                                 protects internal organs,
                                                                     supports the body) of the           2.1   Identify the major parts of            1.2.   Identify the parts of the
         1.3            Compare present and                          parts of the skeletal system              male and female                               circulatory system and
                        physical capabilities to                     using visual aids                         reproductive system and                       describe the function of each
                        infants’ motor skills (e.g.                                                            describe functions of these                   part
                        crawling vs. walking and               1.3   Demonstrate how the skeletal              parts
                        running, using eating                        system enables us to move                                                        1.3    Trace the path of blood as it
                        utensils)                                                                        2.2   Relate menstrual cycle in                     flows from the heart to the
                                                          2.   Discuss the parts and functions of              females and semen                             different parts of the body
         1.4            Compare one’s social                   the muscular system                             production in males to ability
                        activities/interests with those                                                        to reproduce                           1.4    Explain how the digestive,
                        of previous years (e.g.                2.1   Identify parts of muscles                                                               respiratory and urinary
                        playing with friends, helping                attached to some bone (e.g.         2.3   Predict possible                              systems are linked to the
                        out with chores vs. being                    tendons and muscles of arms               consequences behavior of                      circulatory system
                        taken care of by parents)                    and leg muscles)                          intimate relationships
                                                                                                               between adolescent males               1.5    Describe common ailments
2. Understand the importance of                                2.2   Infer that changes in shape               and females                                   of the circulatory system,
   eating the right kinds and amount of                              of muscles (e.g. shortening/                                                            including their prevention
   food, sleeping for 8-10 hours,                                    thickening) result in               2.4   Practice proper hygiene for                   and control or cure
   resting and engaging in recreational                              movement of attached bones                the external genitalia for
   activities for proper growth and                                  (as in arms and legs)                     safety and protection             2.   Discuss how the nervous system
   development of body and mind                                                                                                                       works
                                                               2.3   Differentiate voluntary and    3. Explain how the respiratory system
         2.1            Classify food according to its               involuntary muscles               works                                          2.1    Observe and describe some
                        nutrient content                                                                                                                     familiar responses of the
                                                          3.   Show the coordinated function of          3.1   Recall prior ideas regarding                  body to certain stimuli like
         2.2            Make menus for breakfast,              the skeletal and muscular systems               the path of air that is inhaled               heat, pressure
                        lunch and supper showing a             through simple body activities                  and exhaled
                        balance of the different

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                                                                           SCIENCE AND HEALTH GRADES III - VI
                                  III                                       IV                                          V                                     VI
         2.3            Describe the effects of poor    4.   Explain that the skeletal and              3.2   Identify the parts of the         2.2    Relate sensations in 2.1 to
                        nutrition and inadequate             muscular systems may sustain                     respiratory system where air            function of parts of the
                        sleep, rest and recreation on        injuries                                         passes during inhalation and            nervous system
                        the child’s growth and                                                                exhalation and describe the
                        development                          4.1   Describe the injuries (e.g.                function of each part             2.3   Identify parts of the nervous
                                                                   fracture, dislocation,                                                             system and their functions
         2.4             Discuss desirable practices               hematoma) and appropriate            3.3   Use a model to demonstrate
                        related to eating, sleeping,               first aid treatment                        inhalation and exhalation         2.4   Trace the path of messages
                        resting and recreation                                                                                                        in the nervous system
                                                             4.2    Discuss ways of preventing          3.4   Infer the relationship
         2.5             Demonstrate through a play/               injuries to the skeletal system            between changes in size of        2.5   Discuss disorders and
                        skit desirable practices                   and muscular systems                       chest cavity and breathing in/          diseases that affect the
                        related to eating, sleeping,                                                          out using a soft plastic bottle         nervous system
                        resting and recreation               4.3   Demonstrate kindness
                                                                   towards persons with injuries        3.5   Analyze a table of the            2.6   Practice health habits to
3. Explain the important function of                               and diseases of the muscular               composition of inhaled and              prevent ailments of the
   the different sense organs                                      and skeletal systems                       exhaled gases                           nervous system

         3.1            Identify the sense organs       5. Explain the parts of the digestive           3.6   Infer the particular gas the
                        and their functions                system and the function of each                    body uses and produces
         3.2             Describe the characteristics                                                   3.7   Describe common ailments
                        of things around them using          5.1   Identify the parts of the                  of the respiratory system
                        the different sense organs                 digestive system                           including their prevention
                                                                                                              and cure
         3.3            Identify the main parts of           5.2   Describe the function of each
                        each sense organ using a                   part                              4. Understand the function of the
                        model/diagram                                                                   urinary system
                                                             5.3   Follow the path of food from
         3.4            Describe the function of each              mouth to the other parts of          4.1   Communicate prior
                        part identified in #3                      the digestive system                       knowledge regarding where
                                                                                                              urine comes from and how it
         3.5            Demonstrate care of the              5.4   Describe what happens to                   is formed in the urinary
                        sense organs                               food in each part                          system

                                                             5.5   Discuss the importance of
                                                                   food digestion

                                                        6. Explain through a diagram how the
                                                           digestive system works

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                                                                             SCIENCE AND HEALTH GRADES III - VI
                                              III                             IV                                          V                                          VI
                                                              6.1    Describe common ailments              4.2   Identify parts of the urinary
                                                                     of parts of the digestive                   system and their function
                                                                     system (e.g. toothache,                     using a diagram
                                                                     stomachache, gas pains)
                                                                                                           4.3   Practice desirable health
                                                              6.2    Discuss prevention and cure                 habits to keep the urinary
                                                                     of ailments described in #1                 system healthy
                                                                     (e.g. chew food well, eating
                                                                     the right kinds of food, etc.)

II. ANIMALS                                              II. ANIMALS                                  II. ANIMALS                                 II. ANIMALS, PLANTS AND
                                                                                                                                                      ENVIRONMENT (Interrelationship
                                                                                                                                                      in the Ecosystem)

1. Conclude that animals have                            1.   Discuss the life cycles of some         1.   Conclude that different animals eat    1.   Demonstrate an understanding of
   similarities and differences                               common animals (cat or dog,                  different foods and their body              interrelationships in an ecosystem
                                                              chicken and butterfly/ mosquito/             structure is adapted to food getting
         1.1            Identify and describe the             frog)                                        in their particular environment             1.1   Identify the living things and
                        animals’ body parts used for                                                                                                         non-living things in a mini-
                        movement                              1.1.   Describe where kitten, chick          1.1   Classify animals according to               ecosystem
                                                                     and butterfly come from                     food they eat: herbivores,
         1.2             Classify/animals according to               using video/poster or actual                carnivores, omnivores                 1.2   Describe interdependence
                        body parts, movements and                    observation (e.g. kitten                                                                between living and non-living
                        places where they live                       coming out of from mother’s           1.2   Compare the mouth parts of                  components in bigger
                        (habitat)                                    body)                                       animals classified in No. 1.1               ecosystem

         1.3            Identify and describe places          1.2. Illustrate the sequence of              1.3   Infer the kind of food eaten     2. Present through a diagram the
                        were they live                              events in the life cycle of                  from the appearance of              feeding interrelationships among
                                                                    each kind of animal                          mouth parts                         the living organisms
2. Cite evidence that animals need
   food, air, water, shelter and                         2. Explain the usefulness of some                 1.4   Communicate by acting out             2.1    Differentiate food chain from
   peoples’ care                                            animals                                              and using props how animals                 food web
                                                                                                                 get and eat their food
                                                              2.1    Name food products from
                                                                     animals (e.g. eggs, meat)

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                                                                       SCIENCE AND HEALTH GRADES III - VI
                                 III                                     IV                                         V                                           VI
         2.1            Describe the effect on the       2.2   Name other materials/                 1.5   Describe other                        2.2   Illustrate the cycling of
                        domestic animals (e.g. dog,            benefits derived from animals               characteristics that enable                 biodegradable materials
                        carabao) if they are not               (e.g. leather from animal                   animals to survive in an
                        provided with food, shelter            skins, pleasure and joy                     environment whose                     2.3   Explain the food nutrient
                        with ventilation, water                derived from pets)                          conditions may change                       cycle

         2.2            Demonstrate/role-play care    3. Discuss the danger posed by some       2.   Describe differences between                2.4   Explain the importance of
                        and concern for animals          animals to people                           vertebrates and invertebrates                     decomposers in making
                                                                                                                                                       nutrients available to plants
                                                         3.1   Cite harm done by animals             2.1   Identify vertebrates and their
                                                               based on their own or other                 characteristics                  3. Illustrate the interdependence of
                                                               person’s experiences (e.g.                                                      plants and animals for gasses
                                                               dog bite, mosquito bite, etc.)        2.2   Classify vertebrates into           through the oxygen-carbon dioxide
                                                                                                           mammals, birds, reptiles,           cycle
                                                         3.2   Report on safety measures                   amphibians and fishes
                                                               practiced in dealing with                                                         3.1   Construct a diagram of the
                                                               animals                               2.3   Identify invertebrates and                  oxygen-carbon dioxide cycle
                                                                                                           describe their characteristics
                                                                                                           (e.g. arthropods,                     3.2   Interpret the diagram of the
                                                                                                           coelenterates, annelids,                    oxygen-carbon dioxide cycle
                                                                                                           crustaceans, echinoderms,
                                                                                                           insects, arachnids and           4.   Explain that some activities of
                                                                                                           mollusks)                             people affect the cycles of a bigger
                                                                                                     2.4   Classify invertebrates into
                                                                                                           groups                                4.1   Discuss the consequence of
                                                                                                                                                       certain activities or events
                                                                                                     2.5   Identify economically                       that disturb the
                                                                                                           important and endangered                    interrelationships in an
                                                                                                           animals                                     ecosystem such as
                                                                                                                                                       deforestation, destruction of
                                                                                                     2.6   Suggest activities they can                 coral reefs, destructive
                                                                                                           do at their level to help                   methods of fishing, overuse
                                                                                                           conserve animals cited in                   of chemical pesticides,
                                                                                                           No. 2.5                                     improper disposal of
                                                                                                                                                       garbage, crowded human
                                                                                                                                                       settlements (overpopulation)

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                                                                              SCIENCE AND HEALTH GRADES III - VI
                                              III                              IV                                         V                                      VI
III. PLANTS                                                III. PLANTS                                  III. PLANTS                               4.2   Create a scenario to depict
                                                                                                                                                        the effects of deforestation,
1. Conclude that plants have                               1. Explain how plants can be                 1. Be aware that plants make their              destruction of coral reefs,
   similarities and differences                               propagated from seed                         own food                                     destructive methods of
                                                                                                                                                        fishing, overuse of chemical
         1.1             Identify the parts of different        1.1   Describe the life cycle of a         1.1   Perform experiments to                 pesticides, improper
                        kind of plants and their                      flowering plant beginning                  show that sunlight, air and            disposal of garbage,
                        functions (tree, grass, herb)                 from the seed stage                        water are needed for                   crowded human settlements
                                                                                                                 foodmaking in plants                   (overpopulation)
         1.2             Classify plants according to           1.2   Explain the role of pollination
                        size, height and                              in plant reproduction                1.2   Describe what happens to         4.3   Demonstrate commitment
                        characteristics of their parts                                                           plants grown in the absence            and concern in
                        (e.g. shape of leaves, texture     2.   Demonstrate the propagation of a                 of any of the factors needed           preserving/conserving the
                        of stem, color of flowers and           plant from other parts: a stem                   for photosynthesis                     balance of life in the
                        number of petals)                       cutting (e.g. kangkong), tuber (e.g.                                                    ecosystem
                                                                potato), enlarged root (camote),           1.3   Explain the process of
2. Discuss the importance of plants                             leaf (katakataka), bulb (onion)                  photosynthesis using a                 4.3.1   Enumerate ways of
                                                                                                                 diagram                                        addressing the
         2.1            Give examples of plants used       3.   Explain how a mature seed                                                                       harmful effects of
                        for food, building materials,           changes during germination              2. Recognize the different groups of                    human activities to
                        medicine, fuel and decorative                                                      plants                                               the environment
                        purposes                                3.1   Observe changes in a
                                                                      germinating (dicot and               2.1   Describe characteristics of            4.3.2   Participate in
         2.2            Classify plants according to                  monocot seed until the                     different kinds of plants                      campaigns and
                        use as enumerated in #1                       seedling stage)                                                                           activities for
                                                                                                           2.2   Classify plants into flowering                 improving/managing
         2.3            Demonstrate ways of caring              3.2   Identify the parts of a seed               plants, cone-bearing plants,                   one’s environment
                        and conserving plants                         and infer the function of each             ferns and mosses
                                                                                                           2.3   Identify economically
                                                           4. Conclude that there are factors                    important and endangered
                                                              needed by seeds to germinate                       kinds

                                                                4.1   Perform an experiment on             2.4   Suggest activities they can
                                                                      seed germination                           do at their level to help
                                                                                                                 conserve plants

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                                                                          SCIENCE AND HEALTH GRADES III - VI
                                              III                           IV                                      V                                          VI
                                                            4.2   Identify the variables on
                                                                  seed germination

                                                            4.3   Analyze and interpret the
                                                                  data gathered

IV. MATERIALS                                            IV. MATERIALS                           IV. MATERIALS                              III. MATERIALS

1. Describe observable characteristics                   1. Explain what happens after mixing    1.   Describe changes in materials         1.   Relate knowledge of common
   of solids, liquids and gases                             materials                                                                            household products with their use
                                                                                                      1.1   Observe changes where no
         1.1            Observe some characteristics        1.1   Describe what happens after               new material is formed               1.1   Classify household products
                        of solids (e.g. wood, clay,               mixing solids with other                  • change in size                           according to uses (food
                        plastic, glass, paper and                 solids                                    • change in shape                          products, medicine, personal
                        metal) such as shape,                     • particles cannot be                     • change in volume                         care, cleaning, pesticides)
                        hardness, texture and color                    distinguished from each
                                                                       other                          1.2   Observe phase changes in             1.2   Identify the ingredients of
         1.2            Observe some characteristics              • particles can be                        water                                      household materials by
                        of liquids such as shape,                      distinguished from each              • melting                                  reading the product label
                        hardness, texture and color                    other                                • freezing
                                                                                                            • boiling                            1.3    Discuss ingredients in food
         1.3            Observe some                        1.2    Describe what happens after              • water cycle                              products with and without
                        characteristics of gases (e.g.            mixing liquids with other                                                            nutritional value using food
                        color, odor and taste of air)             liquids                             1.3   Identify changes in materials              labels
                                                                                                            where new materials with
2. Demonstrate that solids, liquids and                           •   cannot be distinguished               different characteristics are        1.4    Cite examples of additives
   gases have weight                                                  from each other                       formed                                     to improve the appearance,
                                                                  •   become cloudy                                                                    taste, and shelf life of food,
                                                                                                            • cooking
         2.1            Estimate the weight of solids             •   form 2 or more layers                                                            which can be harmful to
                                                                                                            • rusting
                        by balancing with the hands,                                                                                                   health
                        and using an improvised                                                             • burning
                                                            1.3   Describe what happens after                                                          • jobos in enhancing color
                        balance and non-standard                                                            • decaying/rotting                              of fish sold in the market
                                                                  mixing solids with liquids                • ripening of fruits
                        weights (e.g. marbles, paper                                                                                                   • bromates in pandesal
                        clips)                                    •   dissolve completely                                                              • vetsin in junk food and
                                                                                                      1.4   Differentiate physical from
                                                                  •   become cloudy                                                                         chicharon
                                                                                                            chemical change by giving
                                                                  •   settle at the bottom                  examples

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                                                                              SCIENCE AND HEALTH GRADES III - VI
                                III                                          IV                                            V                                           VI
         2.2            Measure the weight of solids       2. Discuss the common conditions            2.   Explain the effects of changes in                 •   salitre in hotdog, corned
                        using weighing scales in the          that affect how solids dissolve in            the environment                                       beef, and luncheon meat
                        marketplace and health                liquids                                                                                         •   tartrazin in packed and
                        clinics                                                                             2.1   Identify the good effects of                    bottled juices and ice
                                                               2.1   Perform an activity to test the              certain changes in the                          cream
         2.3            Estimate the weight of liquids               effect of stirring                           environment (reforestation,
                        using an improvised balance                                                               composting, recycling)           2.   Explain the importance of
                        and non-standard weights               2.2   Perform an activity to test the                                                    observing precautionary measures
                        (e.g. marbles, paper clips)                  effect of temperature                  2.2   Identify the bad effects of           in using, storing and disposing
                                                                                                                  certain changes in the                household materials
         2.4            Perform an activity to show            2.3   Perform activity to test the                 environment (pollution of air,
                        that gases have weight using                 effect of the size of particles              land and water)                       2.1   Practice proper use of
                        an improvised balance                                                                                                                 medicine
                                                           3. Demonstrate knowledge of                                                                        • Avoid self medication
3.       Demonstrate that solids, liquids                     separating mixtures                                                                             • Read labels/product
         and gases occupy space                                                                                                                                  inserts before taking any
                                                               3.1   Observe common mixtures                                                                     medicine
         3.1            Estimate space occupied by                                                                                                            • Take prescribed
                        solids (e.g. number of books           3.2   Perform activities to separate                                                              medicine using the
                        that will fill a box, number of              mixtures                                                                                    correct does at the right
                        marbles that will fill up a cup)             • Picking (rock particles                                                                   time interval (e.g.
                                                                         and rice grains)                                                                        antibiotics)
         3.2            Estimate space occupied by                   • Sieving (sand and
                        liquids using a spoon, cup                       pebbles)                                                                       2.2   Practice proper use of
                        and bottle                                   • Decanting (guava leaves                                                                personal care products e.g.
                                                                         in boiled water)                                                                     hair dye, hair spray,
         3.3            Measure space occupied by                                                                                                             deodorants, toothpaste,
                                                                     • Filtering (muddy water)
                        liquids using a dropper with                                                                                                          mouthwash, rubbing alcohol)
                                                                     • Evaporation (salt in
                        calibration, feeding bottle with                                                                                                      • Use products for their
                        calibration, beaker and                                                                                                                    intended use
                        graduated cylinder                                                                                                                    • Use ethyl alcohol
                                                                                                                                                                   instead of isopropyl
         3.4           Perform an activity to show                                                                                                                 alcohol for skin
                       that gases occupy space                                                                                                                     application

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                                                        SCIENCE AND HEALTH GRADES III - VI
                         III                            IV                          V                           VI
4.       Describe differences in observable                                                       2.3   Practice proper use of
         characteristics of solids, liquid and                                                          cleaning materials (e.g.
         gases                                                                                          detergent, bleach,
         4.1            Record the characteristics of                                                   • Use products for their
                        solids, liquids and gases                                                           intended use
                        using a table                                                                   • Use bleach instead of
                                                                                                            muriatic acid
         4.2            Differentiate between solids,
                        liquids and gases based on                                                2.4   Practice proper use of
                        observable characteristics                                                      pesticides
                                                                                                        • Refrain from using insect
                                                                                                            sprays and other
                                                                                                            insecticides that can be
                                                                                                        • Wear gloves when
                                                                                                            handling pesticides
                                                                                                        • Wash exposed body
                                                                                                            parts after using

                                                                                                  2.5   Properly label all household

                                                                                                  2.6   Separate food products,
                                                                                                        medicine, and personal care
                                                                                                        products from cleaning
                                                                                                        materials and pesticides

                                                                                                  2.7    Store household materials in
                                                                                                        their proper designated

                                                                                             3.   Relate the characteristics of metal,
                                                                                                  glass, plastic, wood and paper
                                                                                                  materials found at home with their

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                                                                             SCIENCE AND HEALTH GRADES III - VI
                                              III                             IV                                       V                                        VI
                                                                                                                                                 3.1   Identify objects at home
                                                                                                                                                       made of metal, glass, paper,
                                                                                                                                                       wood and plastic

                                                                                                                                                 3.2   Perform activities to test
                                                                                                                                                       some of the characteristics
                                                                                                                                                       of metal, glass, paper, wood
                                                                                                                                                       and plastic
                                                                                                                                                       • conducts heat and
                                                                                                                                                       • resistance to breakage
                                                                                                                                                       • can be molded into
                                                                                                                                                           different shapes

                                                                                                                                                 3.3   Explain why certain objects
                                                                                                                                                       at home are made of metal,
                                                                                                                                                       glass, paper, wood or plastic
                                                                                                                                                       based on the characteristics
                                                                                                                                                       of these materials

V. ENERGY                                                V. ENERGY                                  V. ENERGY                               IV. ENERGY

1. Recognize when light is present                       1.   Explain the effect of friction        1.   Explain the effects of charged     1.   Conclude that energy can change
                                                                                                         materials on other materials            from one form to another
         1.1            Infer that light is needed to         1.1   Infer why an object that
                        see objects                                 moves along a surface                1.1   Demonstrate ways of               1.1   Identify energy forms and
                                                                    eventually slows down and                  charging                                their uses
         1.2             Identify sources of light                  stops                                                                              • movement energy
                                                                                                         1.2   Describe what happens                   • chemical energy
         1.3            Show evidence that light              1.2   Measure and compare how                    when a charged material is              • light energy
                        travels in a straight line and              far objects move on different              brought close to an                     • electrical energy
                        that it travels outward in all              surfaces/textures before they              uncharged materials                     • sound energy
                        directions                                  stop

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                                                                          SCIENCE AND HEALTH GRADES III - VI
                               III                                        IV                                           V                                           VI
         1.4           Show evidence that light             1.3   Discuss the advantages and            1.3   Describe what happens                  1.2   Investigate changes which
                       bends when it travels from                 disadvantages of friction                   when similarly charged                       involve different forms of
                       one material to another at an                                                          materials are brought near                   energy, e.g.
                       angle                                1.4   Describe ways of decreasing/                each other                                   • burning candle
                                                                  increasing friction                                                                      • battery-operated toy
2.        Explain what may happen when                                                                  1.4   Describe what happens                        • plucking a guitar string
         light strikes an object                       2.   Discuss the effect of heat on                     when materials that are
                                                            objects                                           charged differently are           2.   Explain that there are factors that
         2.1           Describe what happens when                                                             brought near each other                affect the motion of an object
                       an object is placed in the           2.1   Measure and record the
                       path of light                              temperature of water as it is    2.   Describe how an electric circuit             2.1   Investigate factors which
                                                                  heated and boiled                     operates                                           affect the speed and
         2.2           Classify objects as opaque,                                                                                                         distance traveled by objects,
                       transparent, translucent             2.2   Demonstrate proper use of             2.1   Investigate ways to connect                  such as a ball, a wind-up
                                                                  thermometer                                 a bulb, a dry cell and wires to              toy, a parachute, a wind
         2.3           Describe what happens when                                                             make the bulb light                          wheel, a water wheel
                       light strikes a prism                2.3   Make a graph of temperature
                                                                  against time and interpret the        2.2   Operationally define an
3.        Know that sound is produced by                          graph                                       electric circuit
         things that vibrate
                                                            2.4   Describe changes in an                2.3   Identify materials which
         3.1           Demonstrate ways to make                   object such as wood, wax                    does/ does not make a bulb
                       sound (e.g. shaking objects,               that has been heated                        light when connected
                       striking, blowing)                                                                     between any two points
                                                            2.5   Demonstrate proper use of                   along a simple circuit
         3.2            Describe that sound is                    alcohol burner and safe ways                (conductors and insulators)
                        produced when things vibrate              of handling hot objects and
                                                                  flammable materials                   2.4   Connect a second bulb to a
         3.3           Conclude that different                                                                simple circuit such that when
                       objects make different          3. Explain how heat travels                            the second bulb is removed/
                       sounds                                                                                 unscrewed the first does not
                                                            3.1   Show evidence that heat                     light (series connection)
         3.4           Show evidence that sound is                travels by conduction and
                       produced when things vibrate               convection                       3.   Discuss the factors that affect the
                                                                                                        strength of an electromagnet
                                                            3.2   Infer that heat travels by

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                                                                              SCIENCE AND HEALTH GRADES III - VI
                      III                                                   IV                                            V                                           VI
4.       Understand that force cause                      4. Describe how fire is produced                   3.1   Construct an electromagnet
         changes in motion
                                                               4.1   Discuss that fuel and oxygen            3.2   Investigate ways to make a
         4.1            Demonstrate ways to make                     are needed to produce fire                    stronger electromagnet
                        objects move
                                                               4.2   State that different fuels start   4.   Understand how simple machines
                                                                     to burn at different                    help make work easier and faster
         4.2             Define force as a push or pull              temperatures
                                                                                                             4.1   Identify situations when work
         4.3            Identify objects (wind, water,         4.3   Practice safety precautions                   is done on an object
                        magnet, charged objects)                     in using fuels/fire
                        that can make other objects                                                          4.2   Investigate what a machine
                        move                                   4.4   Follow safety rules/                          does to the force that we
                                                                     emergency measures in case                    apply on it
         4.4            Demonstrate ways of                          of fire
                        exerting a force on an object                                                        4.3   Identify the kinds of simple
                        causing it to move, speed up,                                                              machines
                        change direction, slow down
                        or stop                                                                              4.4   Identify the main parts of
                                                                                                                   each kind of simple

                                                                                                             4.5   Practice precautionary
                                                                                                                   measures in using simple

                                                                                                             4.6   Demonstrate how the human
                                                                                                                   body works like a machine

VI. EARTH                                                 VI. EARTH                                     VI. EARTH                                  V. EARTH

1.       Conclude that one’s environment is               1.   Demonstrate knowledge that water,        1.    Describe the different kinds of      1.   Describe the structure of the
         made up of water, land, air and                       wind, people and animals bring                rocks and their uses                       Earth’s interior
         other life forms                                      about soil erosion
                                                                                                             1.1   Compare rocks according to           1.1   Identify the layers of the
         1.1            Describe the home, school,             1.1   Describe how water causes                     their properties such as                   Earth
                        environment or any place                     soil erosion                                  shape, color, hardness and

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                                                                               SCIENCE AND HEALTH GRADES III - VI
                                   III                                          IV                                         V                                           VI
         1.2            Identify life forms in the              1.2   Illustrate how wind causes            1.2   Differentiate igneous,                1.2   Differentiate each layer
                        environment found in water,                   soil erosion                                sedimentary and
                        on land, and in the air                                                                   metamorphic rocks                2. Explain how an earthquake occurs
                                                                1.3   Explain how people and
         1.3            Infer that the components of                  animals cause soil erosion            1.3   Identify the uses of different        2.1   Demonstrate through a
                        the environment is the same                                                               kinds of rocks                              simple model how blocks or
                        in different places                     1.4   Demonstrate how the slope                                                               rock move along faults
                                                                      of land affects the amount of    2.   Explain how some forces
2.       Explain the importance of different                          soil carried away                     contribute to the weathering of             2.2   Illustrate three types of plate
         kinds of soil                                                                                      rocks                                             movement
                                                           2.   Explain the effects of soil erosion
         2.1            Give examples of how people             on plants, animals and people               2.1   Identify the forces that break        2.3   Differentiate intensity from
                        use soil                                                                                  rocks                                       the magnitude of an
                                                                2.1   Describe how erosion                                                                    earthquake
         2.2            Classify the different kinds of               changes the shape of the              2.2   Demonstrate how water
                        soil in different ways (e.g.                  land                                        breaks rocks into smaller             2.4   Practice precautionary
                        texture, color)                                                                           pieces                                      measures before, during and
                                                                2.2   Provide reasons how erosion                                                             after earthquake
         2.3            Identify practices that cause                 affects the condition of the     3.   Demonstrate knowledge of how
                        soil pollution                                soil                                  soil is formed                         3.   Explain how a volcanic eruption
         2.4            Infer how pollution affects soil        2.3   Summarize how erosion                 3.1   Design procedure to
                        productivity                                  affects plants, animals and                 determine how different               3.1   Illustrate how volcanoes are
                                                                      people                                      factors contribute to soil                  formed
         2.5            Discuss ways of protecting                                                                formation
                        the soil                           3.   Discuss how people and plants                                                           3.2   Simulate volcanic eruption
                                                                help prevent soil erosion                   3.2   Draw conclusions on how
3. Explain that water is important                                                                                soils are formed                      3.3   Differentiate an active from
                                                                3.1   Identify the different ways of                                                          inactive volcano
         3.1            Discuss ways how people                        preventing soil erosion              3.3   Illustrate how the quantity of
                        use water                                                                                 soil is maintained                    3.4   Relate how volcanic
                                                                3.2   Demonstrate how plants                                                                  activities cause earthquakes
         3.2             Identify the sources of water                prevent soil erosion             4.   Demonstrate knowledge of how
                                                                                                            wind is formed

                                                                                                            4.1   Describe the effect of heat
                                                                                                                  on the temperature of land
                                                                                                                  and water

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                                                                             SCIENCE AND HEALTH GRADES III - VI
                                  III                                         IV                                        V                                           VI
         3.3            Identify household practices      4.   Explain how temperature, wind,             4.2   Compare the ability of land          3.5   Practice precautionary
                        that contribute to water               clouds, precipitation affect the                 and water to absorb and                    measures before and after
                        pollution                              weather                                          release heat                               volcanic eruptions

         3.4            Give characteristics of                4.1   Measure/Record air                   4.3   Demonstrate the formation       4.   Describe the factors that affect the
                        polluted water                               temperature for one week                   of wind due to unequal               climate of a place
                                                                     using a laboratory                         heating of land and water
         3.5            Practice ways of protecting/                 thermometer                                based on a simple model              4.1   Define climate
                        conserving water
                                                               4.2   Measure and record wind         5.   Explain how a typhoon occur                4.2   Differentiate weather from
4.       Cite evidence that weather                                  speed and direction for a                                                             climate
         changes from day to day                                     week using improvised                5.1   Illustrate how typhoons
                                                                     instruments                                develop                              4.3   Identify the factors that
         4.1            Record the weather for the                                                                                                         affect the climate of a place:
                        day/week using symbols                 4.3   Describe the cloud formation         5.2   Trace the origin and path of               altitude, latitude, bodies of
                                                                     for a particular day                       typhoons that hit the                      water, wind system, amount
         4.2            Interpret a simple weather                                                              Philippines in a year                      of rainfall
                        chart                                  4.4   Relate the amount of rainfall
                                                                     with cloud cover                     5.3   Interpret the meaning of             4.4   Explain how each factor
         4.3            Identify activities done during                                                         typhoon signals                            affects the climate of a place
                        certain weather conditions             4.5   Interpret weather reports
                        and why these activities can                                                      5.4   Describe the condition in the   5.   Explain the two major wind
                        only be done during these         5.   Apply knowledge of the weather                   environment before, during           systems in the Philippines:
                        conditions                             elements in making decisions for                 and after a typhoon                  Amihan and Habagat
                                                               the day
         4.4            Practice safety measures                                                          5.5   Practice precautionary               5.1   Compare the two seasons in
                        during certain types of                                                                 measures before, during and                the Philippines (e.g. when
                        weather                                                                                 after a typhoon                            these occur, weather
                                                                                                                                                           conditions during these

                                                                                                                                                     5.2   Describe the causes of the
                                                                                                                                                           seasons in the Philippines

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                                                                             SCIENCE AND HEALTH GRADES III - VI
                                              III                        IV                                           V                                        VI
VII. SUN                                                  VII. EARTH, MOON AND SUN                    VII. THE SOLAR SYSTEM                      VI. BEYOND THE SOLAR SYSTEM

1.        Understand that the changes in                  1.   Understand the effects of Earth’s      1.   Conclude that the solar system is     1.   Discuss the need for instruments
         temperature on the Earth’s surface                    rotation on occurrence of day and           an orderly arrangement of                  to observe stars
         is caused by the Sun’s heat                           night                                       heavenly bodies
                                                                                                                                                      1.1   Identify stars and planets
         1.1            Record the changes of                  1.1   Describe that the Earth’s axis                                                         with the naked eye
                        temperature at different times               is tilted 23.5° from the              1.1   Describe the Sun and other
                        of the day                                   perpendicular                               members of the solar system          1.2   Describe the instruments
                                                                                                                                                            used by astronomers to
         1.2            Interpret data on the changes          1.2   Show through a model that             1.2   Illustrate through a diagram               gather information about
                        of temperature                               Earth rotates in a counter                  how the members of the                     stars
                                                                     clockwise direction as seen                 solar system revolve around
2.        Explain how the Sun’s heat and                             from the top of North Pole                  the Sun as they follow their    2.   Discuss the characteristics of stars
         light affect human beings and other                                                                     orbits                               (color, size, brightness and
         living things                                         1.3   Show through a model how                                                         distance) based on a given data
                                                                     the Earth’s rotation on its           1.3   Describe the orbit of each
         2.1            Cite evidences that over-                    axis causes day and night                   planet                               2.1   Describe the relationship
                        exposure to sunlight affects                                                                                                        between the color and
                        the skin and eyes                 2. Describe the effects of Earth’s               1.4   Explain why planets stay in                temperature of a star
                                                             revolution on seasons                               orbit as they revolve around
         2.2            Practice precautionary/safety                                                            the sun                              2.2   Explain why stars seem to
                        measures to avoid getting              2.1   Show through a model that                                                              twinkle
                        hurt from the Sun’s heat and                 the Earth takes one year/12           1.5   Predict what will happen if
                        light                                        months/365¼ days to make                    planets do not follow their     3.   Understand what a constellation is
                                                                     a complete revolution around                orbit around the Sun
         2.3            Show evidences that plants                   the Sun (366 on every fourth                                                     3.1   Describe a constellation
                        are affected by too much or                  year/leap year) following its    2.   Explain that the Sun is also a star
                        lack of light and heat from the              own orbit                                                                        3.2   Describe how constellations
                        sun                                                                                2.1   Describe some                              are useful to people
                                                               2.2   Illustrate how Earth’s                      characteristics of stars
         2.4            Show evidence that animals                   revolution affect seasons                                                        3.3   Describe how constellations
                        are affected by too much or                                                        2.2   Identify the parts of the Sun              are useful to people
                        lack of light and heat from the   3.   Understand how the Moon’s motion
                        sun                                    affect Earth                                2.3   Tell that sunspots are               3.4   Construct a star map that
                                                                                                                 formed in the photosphere                  illustrates common

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                                                                         SCIENCE AND HEALTH GRADES III - VI
                                              III                         IV                                          V                                        VI
                                                           3.1   Show through a model that            2.4   Identify the effects of         4.   Describe the galaxies
                                                                 as the moon travels around                 Sunspots on Earth
                                                                 the Earth it also makes one                                                     4.1   Name the common galaxies
                                                                 complete rotation that makes         2.5   Explain why the Sun is the
                                                                 the moon face the Earth all                main source of energy on             4.2   State that our solar system
                                                                 the time                                   Earth                                      is part of the Milky Way
                                                           3.2   Explain that the Moon travels   3.   Describe the distinctive
                                                                 around the earth once about          characteristics of planets in the     5.   Describe the universe
                                                                 every 29½ days.                      solar system
                                                                                                                                                 5.1   Identify modern space
                                                           3.3   Explain the apparent                 3.1   Illustrate the relative                    facilities, tools and
                                                                 changes in the shape of the                distances of the planets from              equipment used to study the
                                                                 Moon as it revolves around                 the Sun                                    universe
                                                                 the Sun
                                                                                                      3.2   Relate the surface                   5.2   Explain the theories about
                                                                 3.3.1   Observe and draw                   temperature of each planet                 the universe
                                                                         the appearance of                  to their relative distances
                                                                         the Moon over one                  from the Sun                         5.3   Enumerate some space
                                                                         month whenever                                                                probes and their missions
                                                                         possible                     3.3   Relate the relative period of
                                                                                                            revolution of each planet to         5.4   Name some achievements/
                                                                 3.3.2   Show through a                     their relative distances from              problems met in space
                                                                         model how the                      the Sun                                    exploration
                                                                         relative position of
                                                                         the observer of         4.   Describe the characteristics of the
                                                                         Earth, Moon and Sun          other members of the solar system:
                                                                         cause the apparent           comets, asteroids, meteoroids
                                                                         changes in the
                                                                         shape of the Moon            4.1   Discuss superstitious beliefs
                                                                                                            and practices related to
                                                      4.   Conclude that the revolution of the              occurrence of comets,
                                                           moon around the earth causes the                 meteor, stars, transit of
                                                           natural occurrence of tides                      planets

                                                           4.1   Explain how high and low             4.2   Explain how astronomical
                                                                 tides occur                                events occur

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                                                                         SCIENCE AND HEALTH GRADES III - VI
                                              III                         IV                         V        VI
                                                           4.2   Relate through a model the
                                                                 position of the Moon and the
                                                                 Earth to places where high
                                                                 and low tides occur

                                                      5.   Relate the occurrence of eclipse
                                                           with the revolution of the Moon
                                                           around the Earth

                                                           5.1   Show through a model why a
                                                                 lunar eclipse occurs during a
                                                                 full moon

                                                           5.2   Show through a model why a
                                                                 solar eclipse occurs during a
                                                                 new moon

                                                           5.3   Differentiate how solar and
                                                                 lunar eclipse occur

                                                           5.4   Practice safety measures to
                                                                 avoid damage of the eyes
                                                                 during a solar eclipse

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