BEC-PELC Science 2010

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BEC-PELC Science 2010 Powered By Docstoc
(Philippine Elementary Learning Competencies)
                   JUNE 2010

                    Department of Education
                   Republic of the Philippines

                                                 E:\CDD Files\BEC-PELC Finalized June 2010\COVER PELC - Science.docx Printed: 8/12/2010 11:25 AM [Anafel Bergado]   1

         Science educators throughout the world have been espousing the idea that the best way to learn science is by “doing science”.

We all share in a vision of achieving excellence in Science and Technology at par with that of developed countries. Science and

Technology are shaping the world. Social and economic development area, to a large content, is dependent on Science and Technology.

         The learners should be given enough time to perform the activity, record data, analyze and interpret results and discuss and

evaluate within groups and with the whole class. The learning objectives herein aim to provide the learners an opportunity to develop

concepts and acquire the manipulative, creative and high-order thinking skills. The integration of Information and Communications

Technology (ICT) utilizing different digital learning resources and learning technologies paved the way to enhance the teaching and

learning of Science and Health. Hence, teachers handling Science and Health in Grades III to Grade VI could create 21st Century

learners who are globally competitive.
                                                           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.


                                                                                    Daily Time Allotment
                      Learning Areas
                                                                     I         II         III       IV         V         VI

                      Science and Health (integrated in              -          -        40         60         60        60
                      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.
                                                    NOTE TO TEACHERS

        The Philippine Elementary Learning Competencies (PELC) in Science and Health serve as a continuum in teaching
the subject from Grade III to Grade VI. This seeks to address the needs of pupils by conducting learner-oriented and
experiment – based activities applying inquiry approach and make teaching more interactive, collaborative, integrative,
and discourse-oriented to produce reflective learners. Learning competencies cover understanding of concepts and key
principles of science, science process skills, and desirable values to make the students scientifically literate, productive
and effective citizens. The competencies promote the use of Higher-Order Thinking Skills (HOTS), life skills and multiple
intelligences as supported by the developed Lesson Guides which serve as guide for teachers.

        Our dear teachers, you have the options and opportunity to teach Science and Health in a more enjoyable,
interesting, productive, fun-filled, fulfilling and more meaningful way. Models of teaching such as inquiry training and
concept attainment, teach students the process of investigating and explaining natural phenomena, compare and contrast
supplementary activity books and work textbooks that contain the attribute of the concepts. The development of process
skills such as observing, inferring, predicting, classifying, communicating, measuring, formulating hypothesis, controlling
variables, experimenting, gathering and interpreting of results in terms of models and prediction for the future based on
generalizations. The development of the scientific method through hands on and minds on activities using these
processes are conducted to compliment and probe any concept learned or can be learned. This is so, because science
is both a process of inquiry and a body of knowledge. Different teaching strategies should also apply to capture the pupils’
attention and increase their interest more.

   You are also encourage to integrate the available digital learning resources such as CD-ROM based materials, online
resources and other digital resources that are suited and within the level of the learners. The use of learning technologies
such as Computer aided language learning software, Office applications (Word, PowerPoint etc), the Internet, DVD
players and mobile phones play an important role to support the teaching-learning process and strengthen concepts

   Finally, it is advised that some competencies be taught in advance as scheduled due to occurrence of destructive
phenomena and events in the country. The examples of these are weather-related lessons, climate change, prevention of
water-borne diseases and animal-related diseases, waste management and others..
GOAL: Construct knowledge and understanding of science and health concepts, develop the skill for scientific inquiry, solving problems,
communicating scientific ideas and results and for making informed decisions and develop attitudes and values that would benefit themselves,
society and the environment

GOAL: Translating knowledge into new context of Science and Health concepts, developing opinions, judgment or decisions, solving
problems using required skills, relating scientific ideas, verifying values of evidence and assessing value of theories.

               Grade III                             Grade IV                              Grade V                                  Grade VI
 At the end of Grade III, the           At the end of Grade IV, the          At the end of Grade V, the learner       At the end of Grade VI, the
 learner is expected to develop         learner is expected to develop       is expected to develop functional        learner is expected to develop
 functional understanding and           functional   understanding    and    understanding and application of         functional understanding and
 application of science and health      application of science and health    science and health concepts,             application of science and health
 concepts,      basic    process/life   concepts, basic and integrated       basic and integrated process             concepts, basic and integrated
 skills, and acquire values,            process/life skills, and acquire     skills,   and    acquire     values,     process skills and acquire
 attitude and practices related to      values, attitudes, and practices     attitudes and practices related to       values, attitudes and practices
 one’s sense organs, growth and         related to body systems (skeletal,   body     systems      (reproductive,     related     to    body   systems
 development, ways of protecting        muscular and digestive), taking      respiratory and urinary), taking         (circulatory     and    nervous),
 oneself, characteristics of plants     care of the systems, concern         care       of     the      systems,      ecosystem, changes in matter,
 and animals, caring for plants         towards differently-abled persons,   photosynthesis, classifying plants       energy forms and transformation
 and animals, characteristics of        animal and plant reproduction,       and animals, plant and animal            energy conservation, friction,
 solids, liquid and gases, light and    dangers posed by animals,            adaptation, endangered animals,          structure and characteristics of
 sound, force, earth resources          materials and their uses, methods    materials and their characteristics,     the Earth, occurrence of natural
 and their conservation, weather        of heat transfer, soil erosion,      mixture,      electrical      circuit,   disasters: earthquake, tsunami,
 and the Sun as a source of heat        weather condition, movement of       electromagnet, simple machines,          volcanic eruption, stars and
 and light.                             earth and moon around the sun.       rocks, unequal heating of the            constellation.
                                                                             Earth’s surface, weather systems,
                                                                             typhoon, solar system and recent
                                                                             inventions and discoveries about
                                                                             the solar system.

LIFE SCIENCE (People, Animals, Plants and the Environment: Interrelationships in the Ecosystem)

The learner uses science process and thinking skills to understand the structure and function of the systems of the body,
characteristics and basic needs of living things, growth and changes in animals and plants, diversity and biodiversity of living things,
interactions in the environment and demonstrates positive attitudes and values which are necessary for solving problems and making
personal decisions about issues that affect individuals, society and environment.

PHYSICAL SCIENCE (Materials/Materials at Home, Energy, Mixtures and Solutions, Physical and Chemical Change)

The learner uses science process and thinking skills to understand the structure and behavior of matter, characteristics of materials
and their uses, waste management, reaction of different substances, changes in matter and its effect in the environment, climate
change, sources of light and sound, motion of objects, heat transfer and its effect to objects, electricity and simple machines, uses of
energy and its conservation, demonstrates positive attitudes and values which are necessary for solving problems and making
personal decisions about issues that affect individuals, society and environment.

EARTH (Earth)

The learner uses the science process and thinking skills to understand life forms in the Earth, soil erosion and their prevention, rocks,
weather, structure of the Earth, occurrence of natural disasters, Earth and space and of the relationship to the other bodies in the solar
system and demonstrates positive attitudes and values which are necessary for solving problems and making personal decisions to
address environmental needs caused by human activity and natural phenomenon.

SPACE SCIENCE (Sun, Earth, Moon, Solar System, Stars and Constellation)

The learner uses the science process and thinking skills to understand the planet Earth and its relationship to the rest of the universe.
                  III                                      IV                                          V                                         VI

I. PEOPLE                                I. PEOPLE                                   I. PEOPLE                                 I. PEOPLE

1. Explain how the sense organs          1. Explain how the skeletal system          1. Explain how the reproductive           1. Explain how the circulatory system
   make us aware of the things              works                                       system works                              works
   around us
                                            1.1 Identify the main parts of the          1.1 Describe the main parts of the        1.1 Identify the main parts (e.g.
       •    eyes for seeing                     skeletal system                             male (testes, vas deferens,               heart, blood, blood vessels) of
       •    ears for hearing                                                                urethra, penis) and female                the circulatory system
       •    skin for feeling                    •   bones (e.g. skull, ribs,                (ovary, fallopian tubes, uterus,
       •    tongue for tasting                      spinal column, arm and leg              vagina) reproductive systems          1.2 Describe the function of each
       •    nose for smelling                       bone, hip bone)                                                                   part
                                                •   cartilage                           1.2 Describe the function of each
   1.1 Describe the external parts of           •   ligament                                part                                  1.3 Trace the path of blood as it
       each sense organ                                                                                                               flows from the heart to the
                                            1.2 Explain how the skeletal
                                                                                        1.3 Describe physical and socio-              different parts of the body and
   1.2 Describe the function of each            system gives the body form,                                                           back using a model
                                                                                            emotional changes in males
       part                                     shape, and support
                                                                                            and females during puberty
                                                                                                                                  1.4 Relate the function of the
   1.3 Demonstrate care of the           2. Explain how the muscular system             1.4 Relate menstrual cycle in                 circulatory system to those of
       sense organs                         works
                                                                                            females and semen                         the digestive, respiratory and
                                            2.1 Describe how the muscles give               production in males to the                urinary systems
   1.4 Describe ways of preventing
                                                form and shape to the body                  ability to reproduce
       injuries to the sense organs                                                                                               1.5 Describe common ailments
                                            2.2 Describe how some muscles                   •   menarche                              (cardiovascular diseases) of
2. Adapt to the changes that take
                                                                                            •   “wet dreams”                          the circulatory system
   place as one grows                           are attached to some bones
                                                                                        1.5 Explain the process of                1.6 Practice health habits to
   2.1 Infer that there are factors      3. Explain how the skeletal and
                                                                                            fertilization                             prevent ailments of the
                                            muscular systems work together
       affecting one’s growth and                                                                                                     circulatory system
                                                                                        1.6 Practice proper hygiene for
       development, e.g.                 4. Practice proper care of the skeletal
                                                                                            the external genitalia             2. Explain how the nervous system
                                            and muscular systems
       •    eating the right kinds and                                                                                            works
                                                                                            •   front to back washing of
            amount of food                  4.1 Identify common injuries of the
                                                                                                the vagina                        2.1 Identify the main parts of the

              III                                      IV                                        V                                     VI

    •   rest and sleep                      skeletal and muscular systems              •   for those not circumcised,       nervous system (e.g. brain,
    •   exercise and recreation                                                            retraction of the foreskin       spinal cord, nerves)
    •   love and understanding          4.2 Demonstrate first aid for bone                 to clean secretions around
    •   safe and healthful                  and muscle injuries                            the glans of the penis       2.2 Describe the function of each
        environment                                                                    •   proper use and disposal          part
                                     5. Demonstrate concern and kindness                   of sanitary napkins
2.2 Compare the characteristics         towards persons with disabilities                                               2.3 Trace the path of the message
    of children who are healthy                                                    1.7 Describe common disorders            in the nervous system
    and unhealthy                    6. Explain how the digestive system               associated with the
                                        works                                          reproductive system and          2.4 Describe the common
2.3 Practice desirable health                                                          available preventive measures        ailments that affect the
    habits                              6.1 Describe the main parts of the                                                  nervous system
                                            digestive system (mouth,            2. Explain how the respiratory
   2.3.1 Practice desirable health          esophagus, stomach, small              system works                         2.5 Practice health habits and
   habits related to:                       intestine, large intestine)                                                     proper care of the nervous
                                                                                   2.1 Describe the main parts (e.g.        system
          •   eating                    6.2 Describe the function of each              nasal passage, windpipe,
          •   sleeping                      part                                       bronchial tubes, lungs) of the          • coping with grief and
          •   resting                                                                  respiratory system                        anxiety
          •   oral health               6.3 Trace the path of food in the                                                      • talking about one’s
          •   handwashing                   digestive tract and describe           2.2 Describe the function of each             problems to parents,
          •   recreation                    what happens to the food as it             part                                      siblings and friends
          •   regular exercise              passes to each part
                                                                                   2.3 Demonstrate the mechanics of
    2.3.2 Consult a                     6.4 Describe common ailments of                breathing by using a model
          health/medical                    the digestive system including
          personnel once a year             prevention                             2.4 Describe common ailments of
          and/or whenever                                                              the respiratory system
          necessary                  7. Practice health habits related to the          including prevention
                                        digestive system (e.g. proper
    2.3.3 Encourage parents and         washing of hands with soap and                 2.4.1 Discuss the bad effects
    friends to prepare healthy          water before and after eating and                   of smoking
    food choices                        using the toilet, chewing the food

                  III                                  IV                         V                                      VI

3. Explain ways of protecting oneself      properly)                2.5 Practice health habits to keep
                                                                        the respiratory system health
    3.1 Identify examples of
                                                                      2.5.1 Demonstrate ways of
              •   verbal abuse                                              resisting peer pressure
              •   physical abuse                                            to smoke

    3.2 Report incidence of abuse to                            3. Explain how the urinary system
        proper authorities                                         works

              •   parents                                          3.1 Describe the main parts (e.g.
              •   teacher                                              kidneys, urether, urethra,
              •   guidance counselor                                   urinary bladder) of the urinary
              •   principal                                            system
     3.3 Practice safety measures to                               3.2 Describe the function of each
         avoid accidents and injuries
              •   at home
                                                                   3.3 Describe common diseases of
              •   in school
                                                                       the urinary system
              •   in the streets
              •   in other public
                                                                   3.3 Practice health habits to keep
                                                                       the urinary system healthy

                  III                                  IV                         V                                      VI

II. ANIMALS                             II. ANIMALS             II. ANIMALS                              II.   ANIMALS, PLANTS AND THE
                                                                                                               INTERRELATIONSHIP IN THE

                  III                                    IV                                          V                                         VI

1. Conclude that animals vary in       1. Explain how animals reproduce            1. Infer how body structures of           1. Explain the interrelationships
   terms of body parts, movement                                                      animals are adapted to food               between and among the
   and places where they live             1.1 Classify animals hatched from           getting in their particular               components of an ecosystem
                                              eggs and born as baby animals           environment
   1.1 Identify the body parts of                                                                                               1.1 Describe an ecosystem
       animals found in the locality      1.2 Discuss how animals                     1.1 Classify animals according to
       and in the environment                 developed from a fertilized egg             the food they eat: herbivores,             •   living components (biotic)
                                                                                          carnivores, omnivores
                                                                                                                                     •   non-living components
   1.2 Describe how animals move       2. Describe the life cycle of some                                                                (abiotic)
                                                                                      1.2 Relate the mouth parts of
                                          common animals (butterfly,                                                                 •   interaction between living
   1.3 Infer that animals live in                                                         animals to the kind of food                    and non-living things
                                          mosquito, frog, fly, etc.)
       different places                                                                   they eat
                                       3. Explain the usefulness of some                                                        1.2 Describe the interrelationships
   1.4 Classify animals according to                                                  1.3 Describe how animals get and              among living organisms in an
       body parts, movement and                                                           eat their food                            ecosystem
       places where they live             3.1 Name food products from
                                                                                   2. Explain how some animals adapt                 •   food (food chain, food
                                              animals (e.g. eggs, meat, etc.)
2. Compare the body parts of                                                          to a particular environment                        web, food-nutrient cycle)
   animals used for food                  3.2 Name other materials/benefits                                                          •   gas (oxygen-carbon
                                              derived from animals (e.g.           3. Identify observable characteristics                dioxide cycle)
                                              leather from animal skins, etc.)        of vertebrate and invertebrate
                                                                                      animals                                        1.2.1 Identify the kinds of
   2.1 Describe the body parts of
       animals used for food           4. Infer the dangers posed by some                                                                  interrelationships
                                                                                      3.1 Identify each group of
       getting/eating                     animals to people                                                                                among living organisms
                                                                                          vertebrates and their
                                          4.1 Describe harm done (e.g dog                 characteristics (mammals,          2. Explain how certain events and
   2.2 Relate mouth parts of animals
                                              bite, mosquito bite, etc.) and              birds, reptiles, amphibians and       activities disturb the
       to the kind of food they eat
                                              some diseases spread by                     fishes)                               interrelationship in an ecosystem
3. Infer that animals need adequate           animals (e.g. dengue, avian
   food, water, air and shelter
                                                                                      3.2 Classify animals into different        •   climate change
                                              influenza, malaria, foot and
                                                                                          groups of vertebrates                  •   natural calamities
                                              mouth disease, leptospirosis,
   3.1 Describe what may happen to                                                                                               •   overpopulation
                                              etc.)                                   3.3 Identify observable                    •   destructive practices
       animals if they are not
                                                                                          characteristics of invertebrates           (e.g. illegal logging, kaingin
                                                                                                                                     system, quarrying)

                  III                                     IV                                         V                                      VI

       provided with their needs                                                          (e.g. insects, spiders, worms,
                                                                                          jellyfish, shellfish)
                                           4.2 Practice safety measures in                                                  3. Demonstrate commitment and
                                               dealing with animals                   3.4 Explain the importance of            concern in preserving/conserving
   3.2 Demonstrate care and                                                               coral reefs                          the balance of life in the
       concern for animals
                                                                                         3.4.1 Identify the importance of
   3.3 Exercise caution in handling                                                             coral reefs
                                                                                         3.4.2 Discuss practices that
                                                                                               cause coral reef
                                                                                               destruction and predict
                                                                                               their effect

                                                                                         3.4.3 Participate in efforts to
                                                                                               save coral reefs

                                                                                      4. Identify endangered animals
                                                                                         and how they can be
                                                                                         protected and conserved

III. PLANTS                             III. PLANTS                                III. PLANTS

1. Conclude that plants have            1. Explain how plants can be               1. Conclude that plants make their
   similarities and differences            propagated from seeds                      own food

   1.1 Identify the parts of a plant       1.1 Identify the parts of a seed           1.1 Perform experiments to
                                                                                          determine what plants need to
   1.2 Describe the characteristic of      1.2 Infer the function of each part            make food
       each part                               of a seed
                                                                                      1.2 Explain the process of
   1.3 Describe the function of each       1.3 Explain how the different                  Photosynthesis
       part of a plant                         factors affect seed germination

                   III                                     IV                                           V                       VI

   1.4 Compare plants according to              1.3.1 Identify the variables on      2. Classify plants into groups
       observable characteristics                     seed germination
                                                                                        2.1 Describe characteristics of
        •   similarities                        1.3.2 Observe the changes in                different kinds of plants as to
        •   differences                               a germinating seed until              seed bearing, cone-bearing,
                                                      the seedling stage                    ferns and mosses
2. Classify plants as trees, shrubs,
   grasses, herbs and vines                     1.3.3 Analyze and interpret the         2.2 Classify plants according to
                                                      data gathered                         their kinds
3. Explain how plants and plant parts
   are used for                            1.4 Describe the life cycle of a          3. Identify economically important
                                               flowering plant from seed to             plants
    •   food                                   seed stage
    •   building construction                                                        4. Infer how some plants adapt to a
        materials                              1.4.1 Explain the role of             certain environmental conditions in
    •   medicine                                      pollination in plant           order to make food and survive
    •   fuel
    •   decorative purposes                    1.4.2 Explain the role of                 4.1 Identify specific structures for
    •   furnitures                                    fertilization in plant                adaptation
                                                      propagation reproduction
4. Demonstrate ways of caring for                                                        4.2 Describe changes in
   and conserving plants
                                        2. Demonstrate how plants can be                    environmental conditions that
                                           propagated from other plant parts:               cause plant adaptation
                                           stem cutting, tubers, roots, leaf, bulb
                                                                                     5. Practice ways of caring for and
                                                                                        conserving plants

                   III                                      IV                                         V                                        VI

IV. MATERIALS                             IV. MATERIALS AT HOME                      IV. MIXTURES AND SOLUTIONS                IV. PHYSICAL AND CHEMICAL

1. State characteristics of solid,        1. Classify materials found at home        1. Explain what happens when              1. Explain how materials change
   liquids and gases in terms of their       and according to use                       materials are mixed
   shape                                                                                                                          1.1 Show that physical change
                                             •   personal body care products            1.1 Describe what happens when                may take place in materials
   1.1 Demonstrate that solid has a          •   cleaning agents                            solids are mixed with other
                                             •   medicines                                  solids                                   1.1.1 Show that materials may
       shape of its own
                                             •   farm chemicals e.g. pesticides,            • coarse mixtures                              change in size, shape,
   1.2 Demonstrate that liquids follow           insecticides, herbicides                                                                  volume or phase
                                             •   reagents e.g. acetic acid              1.2 Describe what happens when
       the shape of the container                                                           liquids are mixed with other
                                             •   food                                                                                1.1.2 Observe that no new
   1.3 Demonstrate that gases                                                                                                              material is formed when
       spread out to fill its container   2. Explain the importance of reading                                                             physical change take
                                                                                        1.3 Describe what happens when
                                             product labels                                 liquids are mixed with solids                  place
2. Conclude that solids, liquids and
   gases occupy space and have               2.1 Identify information contained      2. Perform experiments to show that          1.2 Observe that chemical change
   weight                                        in product labels                      common conditions affect how                  may take place in materials
                                                                                        materials are mixed
    2.1 Demonstrate that solids,             2.2 Follow precautionary measures                                                       1.2.1 Show how chemical
    liquids and gases (e.g. air) have            indicated in the product labels        2.1 Describe the effect of stirring                changes take place in
    weight                                                                                  materials that are mixed                       materials (e.g. cooking,
                                             2.3 Identify the ingredients with or
                                                                                                                                           rusting, burning,
       2.1.1 Estimate the weight of              without nutritional value of food      2.2 Describe the effect of
             solids by hefting with                                                                                                        decaying/ rotting,
                                                 products                                   temperature on materials that
             the hands and using an                                                                                                        ripening of fruits, etc.)
             improvised balance                                                             are mixed
                                          3. Practice precautionary measures in
             and non-standard                                                                                                        1.2.2 Observe that a new
                                             using, storing and disposing               2.3 Describe the effect of size of
              weights (e.g. marbles,                                                                                                       material is formed when
                                             household materials                            solid particles when mixed
              paper clips)                                                                                                                 chemical change takes
                                                                                            with other materials                           place
        2.1.2 Measure the weight of
                                                 avoid self-medication
                                             •   take prescribe medicines at            2.4 Describe the effect of viscosity
          solids using weighing                                                                                                      1.2.3 Observe that the product
                                                 the right time interval and
          scales                                                                            of liquid materials when mixed

             III                                       IV                                         V                                     VI

                                            correct dosage                             with other materials (e.g.                  of chemical change
   2.1.3 Estimate the heaviness         •   use products for their intended            honey, syrup)                               cannot be brought back
         of liquids using an                use                                                                                    to its original form
         improvised balance and         •   label all household materials       3. Demonstrate how certain mixtures
          non-standard weights              properly especially poisonous          can be separated thorugh:          2. Explain the effects of change in
          (e.g. marbles, paper              substances                                                                   materials to the environment
               clips)                   •   provide designated areas for           •   picking
                                            different household materials          •   sieving                           2.1 Describe how certain changes
                                        •   store household materials in           •   decanting                             in materials have good effect
                                            their proper places                    •   filtering                             in the environment
                                        •   dispose used materials                 •
    2.1. 4 Perform an activity to
                                            properly                               •   use of magnets                    2.2 Describe how certain
            show that gases have
            weight using an         4. Relate the characteristics of metal,                                              changes in materials have bad
            improvised balance         glass, plastic, wood, rubber and                                                  effect in the environment (e.g.
2.2 Demonstrate that solids,           ceramic materials found at home                                                   pollution of air, soil and water)
    liquids and gases occupy           with their use
                                        •   degree of transparency to light
   2.2.1Show that solids occupy             (e.g. clear glass for windows)
   space                                •   magnetic property
                                            (e.g. bag locks, magnetic
   2.2.2 Measure space                            board)
       occupied by liquids using        •   thermal property
       appropriate measuring                (e.g. heat conductor/heat
       device e.g. dropper with                   insulator, styropore, ice
                                                  chest/ box)
    feeding bottle with
    calibration, beaker and
                                        •   electrical property
                                        •   (e.g. electrical conduction/
    graduated cylinder
   2.2.3 Perform an activity to     5. Practice proper disposal of waste
        show that gases occupy         materials

                       III                                      IV                                         V                                         VI

V. ENERGY                                     V. ENERGY                                  V. ENERGY                                V. ENERGY

1. Infer that light is needed to see          1. Explain the effects of heat on          1. Investigate how an electric circuit   1. Conclude that energy can change
   objects                                       objects                                    operates                                 from one form to another

   1.1 Identify sources of light                 1.1 Identify the sources of heat           1.1 Demonstrate ways to connect          1.1 Identify energy and their uses
                                                                                                a dry cell (source), a bulb              • mechanical
   1.2 Show evidence that light                  1.2 Demonstrate proper use of                  (load), and wires                        • chemical
       travels in a straight line and                devices/equipment that                     (connections) to make the                • light
       outward in all direction                      produce heat                               bulb light                               • electrical
                                                                                                                                         • sound
   1.3 Explain what happens when                 1.3 Practice safe ways of handling         1.2 Operationally define an                  • thermal
       light strikes an object                       hot objects and flammable                  electric circuit
                                                     materials (e.g. use of pot                                                      1.2 Investigate change in energy
       1.3.1       Describe what                     holder, not to play with               1.3 Identify materials that when
                   happens when an                                                                                                        e.g. burning candle →
                                                     firecrackers, kitchen tong)                connected between any two
                   object is in the path of                                                                                               chemical → light; battery
                   light                                                                        points in an electric circuit
                                                 1.4 Describe the changes in an                 does/does not make it work                operated toy → chemical →
               •     more light passes
                                                     object before, during and after            (conductors and insulators)               mechanical; plucking a guitar
                     through transparent
                     materials                       heating                                                                              string → mechanical → sound
               •     little light passes                                                    1.4 Construct models of a parallel
                     through translucent             •   change in temperature                  and series circuits               2. Show that mass/shape of an
                     materials                       •   change in physical                                                          object affects its movement
               •     no light passes                     characteristics (e.g. color,           1.4.1 Demonstrate ways to
                     through opaque                      shape)                                       connect the materials to    3. Show that external conditions
                     materials                       •   change in phase/form                         make a parallel circuit        affect the movement of objects
               •     shadow may be                                                                                                   e.g. friction, air pressure
                     formed                      1.5 State that temperature of water
                                                                                                1.4.2 Demonstrate ways to
                                                     changes as it is heated and                                                  4. Explain the effect of friction
                                                                                                      connect the materials to
          Classify objects          boiled
                                                                                                      make a series circuit
                         as opaque,                                                                                                  4.1 Infer why an object that moves
                         transparent,                1.5.1 Measure in degree                                                             along a surface eventually
                                                                                                1.4.3 Explain the advantages/
                         translucent                                   C)
                                                           Centigrade (° or in                                                           slow down and stops
                                                                                                      disadvantages of
                                                           degree Fahrenheit (°F)

                  III                                      IV                                          V                                    VI

       1.3.2   Describe what                         the temperature of water                     parallel and series         4.2 Compare how far objects
               happens when light                    as it is heated and boiled                   circuits                        move on different surfaces
               strikes a mirror at an                                                                                             before they stop
               angle                           1.5.2 Record the temperature         2. Identify variables that affect the
                                                     of water as it is heated          strength of an electromagnet
       1.3.3   Show evidence that
                                                     and boiled
               light bends when it                                                     2.1 Construct an electromagnet
               travels from one
                                               1.5.3 Make a graph of
               material to another at                                                  2.2 Conduct an experiment to test
               an angle                              temperature against time
                                                                                           the effect of selected variables
       1.3.4   Show that white light           1.5.4 Interpret the temperature             on the strength of an
               consists of different                 against time                          electromagnet
                                        2. Infer how heat travels (conduction,              •   number of turns
2. Conclude that sound is produced         convection, radiation                            •   number of dry cells
   by things that vibrate                                                                   •   diameter of dry cells, the
                                                                                                core material

                                        3. Describe how fire is produced            3. Explain how simple machines help
   2.1 Demonstrate ways to produce                                                     make work easier and faster
       sound                               3.1 Conclude that fuel and oxygen
                                               are needed to produce/sustain             3.1 Investigate what a machine
   2.2 Demonstrate how                         fire                                          does
       loud/soft/high/ low sound is
       produced                            3.2 State that different fuels have              •   multiply force (e.g. bottle
                                               different kindling points or start               opener, knife, axe, block
   2.3 Conclude that different                 to burn at different temperature                 and tackle)
       materials make different                                                             •   multiply speed (e.g.
       sounds                              3.3 Practice safety precautions in                   fishing rod, bat, tongs,
                                               using fuels/fire                                 clamp, tweezers)
3. Explain how force makes objects
   move/cause change in motion          3.4 Follow safety/emergency rules in             3.2 Identify the machines that
                                            case of fire                                     multiply force/speed
   3.1 Demonstrate ways to start an

                  III                                        IV                                          V                                        VI

       object move                                                                         3.3 Practice precautionary
                                                                                               measures in using simple
   3.2 Define a force as a push or a                                                           machines

   3.3 Infer that wind, water, magnet
       makes objects move

   3.4 Demonstrate how force
       causes moving objects to
       speed up, slow down, stop or
       change direction of motion

VI. EARTH                                VI. EARTH                                     VI. EARTH                                VI. EARTH

1. State that the environment is         1. Investigate certain causes of soil         1. Compare the different kinds of        1. Describe the different layers of the
   made up of life forms such as            erosion                                       rocks                                    earth (interior)
   land, water and air
                                            1.1 Identify natural causes of soil           1.1 Observe rocks according to           1.1 Describe the characteristics of
   1.1 Describe the environment as              erosion                                       their properties such as color,          each layer
       being made up of life forms,                                                           shape, texture, hardness, etc.
       land, water and air                      •    water                                                                      2. Explain how an earthquake occurs
                                                •    wind                                 1.2 Describe how igneous,
   1.2 Identify life forms found on                                                           sedimentary and metamorphic          2.1 Demonstrate how blocks of
       land, in water and in the air        1.2 Demonstrate how certain                       rocks are formed                         rock/plates move along faults
                                                factors affect the amount of soil                                                      of the earth’s crust
2. Explain the importance of different          carried away                              1.3 Identify uses of rocks
   kinds of soil                                                                                                                   2.2 Illustrate the three types of
                                                •    slope of land                     2. Explain how some forces                      plate movements
   2.1 Describe the soil according to           •    strength and volume of               contribute to the weathering of
       their observable                              running water                        rocks                                    2.3 Differentiate intensity from the
       characteristics                          •    presence of cover crops                                                           magnitude of an earthquake
                                                •    dryness and size of soil             2.1 Identify the agents of
   2.2 Identify the uses of the                      particles                                weathering (e.g. water, wind,        2.4 Describe the effects of an

                   III                                       IV                                          V                                       VI

        different kinds of soil               1.3 Describe the effects of soil                people, animals, plants, sun)           earthquake (e.g. landslide,
                                                  erosion on the                                                                      tsunami, destruction of
   2.3 Discuss ways of protecting/                                                        2.2 Explain how the action of               property, loss of lives, etc.)
       conserving soil                            •   shape of land                           wind, water and sun contribute
                                                  •   condition of soil                       to rock weathering                  2.5 Practice precautionary
3. Explain the importance of water                •   condition of water                                                              measures before, during and
                                                  •   plants, animals and people          2.3 Infer that continuous                   after an earthquake
   3.1 Identify sources of water                                                              weathering lead to soil
                                              1.4 Demonstrate how people and                  formation                        3. Explain how volcanic eruption
   3.2 Describe the uses of water
                                                  plants help prevent soil erosion                                                occurs
                                                  (e.g. contour plowing, alternate     3. Infer that the unequal heating of
   3.4 Practice ways of conserving/
                                                  strip cropping, planting                the earth’s surface cause air           3.1 Describe how volcanic
       protecting water
                                                  trees/cover crops, etc.)                movement                                    eruption occurs
4. Explain the importance of clean air
                                           2. Explain how the basic weather               3.1 Demonstrate that warm air           3.2 Differentiate an active from an
    4.1 Identify sources of clean air         elements affect weather                         rises and cold air sinks                inactive volcano

   4.2 Practice ways to maintain              2.1 Record observations of the              3.2 Compare the ability of land         3.3 Describe the effects of a
       clean air                                  basic weather elements for a                and water to absorb and                 volcanic eruption
                                                  week                                        release heat
5. Infer how pollution affects soil,              • air temperature                                                               3.4 Practice precautionary
   water and air                                  • wind speed and direction                  3.2.1 Demonstrate that land             measures before, during and
                                                  • cloud formation                                 absorbs heat faster than          after volcanic eruptions
   5.1 Identify practices that cause              • precipitation                                   water
       soil, water and air pollution                                                                                           4. Explain how tsunami occurs
                                              2.2 Interpret a weather chart                   3.2.2 Demonstrate that land
       5.1.1    Give characteristics of                                                             releases heat faster          4.1 Describe how tsunami occurs
                                           3. Apply knowledge of the weather
                polluted soil, water and                                                            than water
                                              condition in making decisions for                                                   4.2 Describe the effects of
                                              the day                                  4. Describe how certain weather                tsunami
       5.1.2    Cite evidences that                                                       systems affect the Philippines
                                                                                                                                  4.3 Practice precautionary
                soil, water and air are
                                                                                              •   Southwest Monsoon                   measures before, during and
                                                                                              •   Northeast Monsoon

                  III                                       IV                                         V                                       VI

6. Practice ways of protecting and                                                          •   Intertropical Convergence            after the tsunami
   conserving soil, water and air                                                               Zone (ITCZ)
                                                                                            •   Typhoons
 7. Infer that weather changes from
    day to day                                                                       5. Explain how a typhoon develops

   7.1 Record in a chart the weather                                                    5.1 Describe a low pressure area
       for the day/week using
       symbols                                                                          5.2 Illustrate how a typhoon
   7.2 Interpret a simple weather
   chart                                                                                    •   origin
                                                                                            •   eye of the typhoon
   7.3 Identify activities done during
       certain weather conditions                                                       5.3 Interpret public storm signal

   7.4 Practice safety measures                                                         5.4 Practice precautionary
       during certain types of                                                              measures before, during and
       weather                                                                              after a typhoon

VII. SUN AND MOON                          VII. EARTH, MOON AND SUN                  VII. THE SOLAR SYSTEM                    VII. STARS AND
1. Infers that the sun gives off heat      1. Describe the Earth’s movement          1. Conclude that the solar system is     1. Compare the characteristics of
   and light to the Earth                                                               an orderly arrangement of                  stars based on given data
                                              1.1 Show through a model how the          heavenly bodies
   1.1 Tell that the sun’s heat and               Earth’s rotation on its axis                                                       •   color
       light can be felt and seen                 causes day and night                  1.1 State that the Sun is the                •   size
                                                                                            center of the solar system               •   brightness
   1.2 Tell that the sun dries up                 1.1.1 Describe that the Earth’s                                                    •   distance
       things                                           axis is tilted                  1.2 Describe the characteristics of
                                                                                            each planet in the solar             1.1 Describe the relationship
   1.3 Tell that the land, water and air          1.1.2 Show through a model                system including their orbit,            between the color and
       become warm when the sun                         that Earth rotates in               distance from the sun,                   temperature of a star
                                                        counterclockwise                    temperature and period of

                  III                                    IV                                             V                                       VI

       shines in them                                direction as seen above               revolution                        2.   State that a constellation is a
                                                     North Pole                                                                   group of stars that form a pattern
2. Discuss how plants, animals and                                                  2. Describe the characteristics of the        in the sky
   people are affected by too much         1.2 Show through a model how the            other members of the solar system
   or lack of light and heat from the          earth revolves around the sun           (comets, asteroids, meteoroids)            2.1 Identify the common
                                                                                                                                      constellations in the sky
                                               1.2.1 Show that the Earth            3. Discuss new inventions and
3.    Practice precautionary/safety
                                                     takes one year/12              discoveries about the solar system            2.2 Describe how constellations
     measures to avoid getting hurt
     from the Sun’s heat and light                   months/ 365 ¼ days to                                                            are useful to people
                                                     make a complete
4. Infer that the moon shines                        revolution around the                                                   3.   Discuss the use of astronomical
   through reflected light from the                  Sun (366 every                                                               instruments
   sun                                               fourth/leap year)
                                                     following its own orbit

                                        2. Describe Moon’s movement around
                                           the Earth

                                           2.1 Show through a model that the
                                               Moon travels around the Earth
                                               about every 29½ days

                                           2.2 Show through a model that as
                                               the moon travels around the
                                               Earth it also makes one
                                               complete rotation that makes
                                               the moon face the Earth all the

                                        3. Explain why the shape of the Moon
                                           appears to change as it revolves
                                           around the Sun

III                 IV                        V   VI

      3.1 Illustrate the appearance of
          the Moon over one month

      3.2 Show through a model how
          the relative position of the
          observer of Earth, Moon and
          Sun cause the apparent
          changes in the shape of the

      3.3 Explain why an eclipse occur

         3.3.1 Show through a model
               when an eclipse occurs

               • lunar
               • solar

         3.3.2 Practice safety measures
               to avoid damage of the
               eyes when viewing solar

      3.4 Explain how high and low
          tides occur

         3.4.1 Show through a model
               the position of the Moon
               and the Earth to places
               where high and low tides


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Description: The 2010 version of the BEC-PELC Science curriculum