Grade 5 Science 3rd Quarter Curriculum Map

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AQUINAS SCHOOL
San Juan City

Subject: Science Quarter: Third
Level: Grade 5 Teacher: Ms. Vivian Cynth M. Viñas
Mr. Raymond Elisterio
Value Concept/s: Openness to new knowledge, Cooperation, Creativity, Sensitive
awareness, Trustworthiness, Complexity, Respect to the order of
nature
Time frame: 30days
CURRICULUM MAP
UNIT II (Animals and Plants)
and
UNIT III (Matter and Energy)
Pre- Established Goal/s:
1.) Instill the value of versatility and upholding the order of nature in taxonomical and biological level through acquiring developed concepts and
demonstrating skills in characterizing animals and plants.
• Make a distinction between the characteristics of vertebrates and invertebrates.
• Classify animals and plants according to their scientific classifications.
• Identify the importance of plants, raw materials (carbon dioxide and water) and products of photosynthesis.
• Demonstrate understanding on how animals and plants adapt to their environment.
2.) Instill the value of versatility and upholding the order of nature in physical and structural level through acquiring developed concepts and demonstrating
skills in characterizing matter and energy.
• Classify household materials based on their characteristics and uses.
• Recognize the advantages and disadvantages of technology.
• Make a simple diagnosis on how materials affect other materials and the environment.
• Contribute ideas about the proper handling, using, storing and disposing of materials.
• Identify and describe materials in terms of their characteristics and classification as matter.
• Be acquainted that substances exhibit certain chemical reactions; some are beneficial and some can pollute.
• Describe electricity, how it is produced, electric circuits, and how an electromagnet works.
• Discern transformation of energy.
• Give details about the proper use of electricity.
• Identify the kinds of simple machines and its parts; as well as its uses.
• Describe how these simple machines contribute to make work easier and faster.
• Practice precautionary measures for the safe use of electricity and simple machines.
3.) Practice critical thinking with competence and confidence.
4.) Relate one’s understandings about animals, plants, matter and energy in everyday occurrences.
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MERGEFORMA
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Reference/s:
o Salandanan, G., 21st
Century Science and Health 2nd
Edition, Phoenix Publishing House, 2010
o Dela Cruz, et. al, Investigatory Manual 21st
Century Science and Health 2nd
o Ramos, et. al, Exploring Life through Science Biology 2nd
o Pavico, J., et.al, Exploring Life Through Science: The New Grade 8, Phoenix Publishing House, 2013
o Silverio, A., et.al, Exploring Life Through Science: Physics, Phoenix Publishing House, 2010
o www.physicsclassroom.com
o www.brainpop.com
Instructional Material/s:
o Computer/Laptop- Media Player, MS PPT
o Quiz and Activity Sheets/ Handouts

UNIT II and III Stage 1: Desired Results Stage 2: Assessment Evidences
Standard
of
Learning
Indicator
s of
Aquinian
Graduate
s
Essential
Understandi
ng
Essential
Questions
Transfer
Goal
Knowledge Skills Performance Task Other Evidences
SOL 2:
Living
Thing and
Their
Environme
nt
SOL 3:
Force,
Motion,
and Energy
Men of
Truth and
Justice
Biological
diversity in an
environment
as indicated
by numbers of
different
species of
plants and
animals.
DNA is the
string that
holds all life
together. It’s
a reminder of
our lowly
origins and
that we are
not that
different with
organisms we
call the lower
forms.
Matter is
anything that
has mass and
occupies
space.
The facts that
tell about the
smallest unit
of matter are
the story of
the building
How does
classification
and
taxonomy
simplify the
complex
diversity of
life?
Why is
classification
and
taxonomy
important in
the living
world?
Why study
matter?
Why do we
need to be
familiar with
the
principles
regarding
electricity?
How come
simple
machines
help people
in
complicated
tasks?
I want my
students
learn about
animals,
plants,
matter and
energy, so
that in the
long run,
they may be
able to, on
their own:
realize the
complexity of
the
interactive
nature of
things around
us and
promote
initiative in
identifying
and resolving
this
complexity
through
formed
values and
academic
concepts.
UNIT II Animals and
Plants
Chapter 4 Characteristics
of Animals
• Classification of
Animals
o Invertebrates
 Poriferans
 Coelenterates
 Worms
- Roundworms
- Segmented
worms
- Flatworms
 Echinoderms
 Mollusks
- Snails
- Squids and
Octopuses
- Clams and other
Bivalves
 Arthropods
- Insects
- Crustaceans
- Arachnids
• Coral Reefs
o Description of coral
reef
 Kinds of Reef
 Tubbataha Reef
o The Importance of
Coral Reefs
o Practices that
Contribute to the
Destruction of Coral
Reefs
 Dynamite Fishing
 Muro-ami Fishing
o How Can We Save
Our Coral Reefs
Differentiate the characteristics
of vertebrates and
invertebrates.
Classify animals as vertebrates
or invertebrates.
Explain how vertebrates and
invertebrates adapt to their
environment.
Describe a coral reef.
Explain the importance of coral
reefs.
Enumerate the practices that
destroy our coral reefs.
Identify ways of preserving and
caring for coral reefs.
Explain the process of
photosynthesis.
Identify what plants need in
order to manufacture food.
Explain the importance of the
oxygen released during
photosynthesis.
Classify plants according to
their different characteristics.
Identify herbal plants approved
for use as medicine.
Identify poisonous plants and
plant parts.
Apply ways of caring for plants.
Identify the different kinds of
plant adaptations.
Title: The Shirt of the
Future
Goal: Realize the
complexity of the
interactive nature of
things around us and
promote initiative in
identifying and
resolving this
complexity through
formed values and
academic concepts.
Role: T-Shirt
designers and models
that want to help
solve science related
world problems.
Audience: Aquinian
Community
Scenario: Your team
of well renowned
shirt designers was
invited in the most
awaited Tee
designing contest
facilitated by the
Department of
Science and
Technology. You are
tasked to make a
statement shirt which
will answer one of
Seatwork#1 Day
1 Classification of
Animals:
Vertebrates and
Invertebrates (A,
E)
Graded Recitation
#1 Day 3
Classification of
Animals:
Invertebrates (P,
E, A)
Quiz#1 Day 4
Classification of
Animals:
Invertebrates (A,
E)
Homework #1
Day 6
Invertebrates
Crossword Puzzle
(A, E)
Homework#2 Day
6 Endangered
Animals (P, S, I)
Seatwork#2 Day
7 Photosynthesis
(E)
Seatwork #3 Day
8 Classification of

blocks that
make up our
entire world.
As long as the
earth endures,
seedtime and
harvest, cold
and heat,
summer and
winter, day
and night,
shall not
cease.
-Genesis 8:22
NRSV Bible
Electricity can
be a friend or
a foe.
Life is really
simple. It’s us
that make
things
complicated.
o Endangered
Animals in The
Philippines
 Butanding
 Pandaca Pigmea
 Philippine Eagle
 Dugong
 Tamaraw
 Pawikan
o How You Can Help
Save Our
Endangered
Animals
Chapter 5 Characteristics
of Plants
• Plants that Make their
Own Food
o The Process of
Photosynthesis
o Source of Energy
• Classification of Plants
o Seed-bearing and
Spore-bearing
Plants
o Flowering and Non-
flowering Plants
o Fruit-bearing Plants
o Monocots and
Dicots
• Useful and Harmful
Plants
• Caring and
Conserving Plants
• Plant Adaptations
o Protection
o Food Storage
o Light
o Seasonal Changes
o Seed Dispersal
o Specific
Environments
o Environmental
Changes
UNIT III Matter and
Energy
Name some common
household materials.
Explain why certain household
materials are made of metal,
glass, plastic, wood, rubber, or
ceramics.
Name some materials improved
by technology.
Describe the improvement
done on materials.
Explain the beneficial effects of
technology on materials.
Identify situations where the
effects of the materials are
beneficial and harmful.
Practice safety precautions in
the use of certain materials.
Explain how mixtures are
formed.
Describe ways of separating
mixtures.
Identify solids that can be
dissolved.
Identify liquids that can
dissolve solids.
Distinguish between solvents
and solutes.
Cite evidence that some
solvents can dissolve solutes
faster than others.
Identify the factors that affect
solubility.
Infer that some solutions
spread evenly in solvents,
settle, or make solvents
cloudy.
Describe how chemical
following
questions/problems:
• How does
classification and
taxonomy simplify
the complex
diversity of life?
• How are we going
to protect animal
biodiversity?
• How are we going
to protect plant
biodiversity?
• New electricity
saving tips.
• Electricity friend or
a foe?
• Philippine
resources as
source of energy.
• Simple machines,
back to the basics.
• How to prevent
accidents caused
by simple
machines.
Product: Statement
shirt
Standards: (Refer to
guidelines and
rubrics)
Plants (E, A)
Formative test #1
Day 9 Plant
Adaptation (E, A)
Homework #3
Day 9
Characteristics of
Plants (A, E)
Quiz #2 Day 10
Coral Reefs,
Photosynthesis,
Classification and
Adaptation of
Plants (A, E)
Homework #4
Day 10 Household
Materials (S, P, E)
Seatwork #4 Day
11 Materials
Found in Products
(E, A)
Homework #5
Day 11 Effects of
Technology on
Materials at Home
and in the
Environment (S,
P, E, A)
Group Activity
#1A Day 13
Household
Materials (E, A)
Group Activity
#1B Day 13

Chapter 6 Household
Materials
• Properties of
Materials
o Materials Used in
Food Preparation
o Materials Used in
Cleaning
o Materials Used in
Beautification
o Materials Used in
Building
Construction
o Materials Found in
in Products
 Metals
 Glass
 Ceramics
 Plastics
 Rubber
 Wood
o Other Household
Materials
• Materials Improve
Technology
• Effects of Technology
on Materials at Home
and in the
Environment
o Beneficial Effects of
Technology Used at
Home
o Harmful Effects of
Technology
o Effects of
Technology in the
Environment
 Beneficial
 Harmful
o Storage and
Disposal of
Household
Materials
 Recycle and
Reuse
Chapter 7 Mixtures and
substances can pollute land,
water and air.
Describe the effects of pollution
on people, animals, and plants.
State that improper handling of
household substances can
cause pollution.
Identify ways of preventing
pollution of land, water and air.
Describe static electricity.
Identify ways of producing
static electricity.
Observe the effects of static
electricity.
Express gratefulness for the
beneficial uses of electricity.
Be thankful for energy.
Describe an electric circuit.
Classify materials as
conductors or insulators.
Identify parts of an electric
circuit.
Construct a simple electric
circuit.
Realize the importance of
saving electricity as a source of
energy.
Differentiate parallel circuits
from series circuits.
Cite the advantages and
disadvantages of parallel and
series circuits.
Construct a model of an electric
circuit—parallel or series.
Practice safety measures in
handling electricity.
Improved Product
(P, I, A)
Formative test #2
Day 14 Ways on
Separating
Mixtures (E, A)
Investigatory
Manual Activity
#4.4 Day 15 (E,
A)
Investigatory
Manual Activity
#4.5 Day 15 (E,
A)
Investigatory
Manual Activity
#5.1 Day 15 (E,
A)
Investigatory
Manual Activity
#5.2 Day 15 (E,
A)
Investigatory
Manual Activity
#5.3 Day 15 (E,
A)
Investigatory
Manual Activity
#5.4 Day 15 (E,
A)
Investigatory
Manual Activity
#6.1 Day 15 (E,
A)

Solutions
• Characteristics of
Mixtures
o Kinds of Mixtures
 Homogeneous
 Heterogeneous
o Ways of Separating
the Components of
a Mixture
 Sorting
 Decantation
 Filtration
 Evaporation
 Use of a Magnet
• Substances that
Dissolve
o Water as Universal
Solvent
o Types of Solutions
o Solubility and Rate
of Dissolution
o Factors Affecting
the Rate of
Dissolution of a
Solute
 Temperature
 Particle Size and
Surface Area
 Stirring and
Shaking
• Substances in
Mixtures React
Differently
• Causes and Effects
Pollution
o Land Pollution
o Water Pollution
o Air Pollution
o Climate Change
and Global Warning
Chapter 8 Electrical
Energy
• Static Electricity
o Everything is
Made of Atoms
• Electric Current
Describe how electricity is
produced.
Differentiate how electricity is
produced in a wet cell and in a
dry cell.
Identify renewable and
nonrenewable sources of
electrical energy.
Observe the transformation of
electrical energy to other forms
of energy.
Handle electricity properly.
Describe an electromagnet.
Identify the parts of an
electromagnet.
Enumerate the factors that
affect an electromagnet.
Express appreciation for the
many devices that make use of
electromagnets.
Explain the use of electricity in
home and community.
Describe some ways of
conserving electricity.
Practice the safety tips in using
electricity.
Describe how simple machines
make work easier and faster.
Identify the main parts of a
lever.
Describe how a lever makes
work easier.
Give examples of levers.
State the importance of levers
in doing work.
Formative test #3
Day 18
Substances that
Dissolve (E, A)
Seatwork #5 Day
19 Substances in
Mixtures React
Differently (E, A)
Homework #6
Day 19 Causes
and Effects of
Pollution (S, P, E,
A)
Quiz #3 Day 20
Mixtures and
Solutions (A, E)
Homework #7
Day 20 Electrical
Energy (S, P, E,
A)
Seatwork #6 Day
21 Construction of
Electrical Circuit
(E, A)
Homework #8
How Electrical
Energy is
Produced Day 22
(S, P, E, A)
Formative test #4
Day 23
Electromagnets
(E, A)

o Simple Electric
Circuits
o Electrical Devices
• Series and Parallel
Circuits
o Series Circuit
o Parallel Circuit
o Connecting Dry
Cells
• How Electrical Energy
is Produced
o Wet Cell
o Dry Cell
o Alternative
Sources of
Electrical Energy
o Transformation of
Electrical Energy
• Electromagnet
o Parts of
Electromagnet
o Factors that Affect
the Strength of an
Electromagnet
o Uses of
Electromagnets
• Wise and Safe Use of
Electricity
o Using Electricity
Wisely
 Refrigerator/
Freezer
 Cooking
 Lighting
 Appliances
Chapter 9 Simple
Machines
• Simple Machines
o Advantages
Derived from
Machines
o Kinds of Simple
Machines
 Lever
 First-class Lever
Differentiate inclined planes,
wedges, and screws form one
another.
Explain how they make work
easier.
Give examples of situations
where they are used.
Take precautions when using
simple machines.
Describe a wheel and axle.
Identify the main parts of a
wheel and axle.
Explain how a wheel-and-axle
makes work easier.
Give examples of wheel-and-
axle tools.
Practice safety measures in
using wheel and axle.
Describe a pulley.
Describe how a pulley makes
work easier.
Differentiate kinds of pulley.
State safety precautions on the
use of pulleys.
Explain how to use simple
machines properly.
Practice safety rules in handling
simple machines.
Group Activity
#2A Day 24
Electricity (E, A)
Group Activity
#2B Day 24
Electricity, Friend
or Foe (P, I, A)
Quiz #4 Day 25
Electricity (A, E)
Homework #9
Day 25 Simple
Machines (S, P, E,
A)
Group Activity #3
Day 27 Simple
Machines (E, A)
Quiz #5 Day 28
Simple Machines
(A, E)

 Second-class
Lever
 Third-class
Lever
• Inclined Plane,
Wedge, and Screw
• Wheel and Axle
• Pulley
o Kinds of Pulley
 Single Fixed
Pulley
 Moveable Pulley
 Block-and-
Tackle Pulley
• Proper use of Simple
Machines
DAY 1
Classification of Animals:
Invertebrates
DAY 2
Invertebrates
DAY 3
Invertebrates
DAY 4
Quiz Day
DAY 5
UN DAY
1. The teacher will introduce the
lesson objective/s to the
students for them to be
guided along the discussion:
(W)
• Differentiate the characteristics of
vertebrates and invertebrates.
• Classify animals as vertebrates or
invertebrates.
• Explain how vertebrates and
environment.
2. Since the students are
already knowledgeable about
vertebrate animals, the class
will now focus on
invertebrate animals.
3. The teacher will conduct a
recall activity about
1. The teacher will introduce
the lesson objective/s again
to the students for them to
be guided along the
discussion: (W)
• Differentiate the characteristics of
vertebrates and invertebrates.
• Classify animals as vertebrates or
invertebrates.
• Explain how vertebrates and
environment.
2. Since the students are
somehow knowledgeable
about invertebrate animals, a
recall activity will be done
regarding the said topic.
Volunteer students will be
called. (R, E2)
1. The teacher, instead of
facilitating a quiz, will
conduct a graded recitation
for the purpose of preparing
the students further for their
quiz about invertebrates.
(E2, R, T)
2. The class will conduct a
graded recitation through
‘Indian Run’ technique. (H,
O)
3. Random questions about
yesterday’s discussion will be
raised. (H)
4. The students who would be
able to answer would be
given 5 points, otherwise, will
1. Conduct a review discussion
session then a paper and
pencil short quiz regarding
invertebrates. (R, T, E2)
1. Invertebrates are animals without
backbone. These include which of
the following set of animals?
a. Hippopotamus, whale and snail
b. Spider, lobster and jellyfish
c. Fox, duck and bird
d. Crow, alligator and sea urchin
2. Sponges are pore-bearing
animals. These animals are under
what specific phylum?
a. Mammalia
b. Coelenterata
c. Arthropoda
d. Porifera
3. Most Coelenterates or Cnidarians
are animals with hollow and soft
bodies. Some use _______ for
locomotion. Coelenterates include
hydra, jellyfish and anemone.
a. Cilia
No Regular Classes

vertebrate animals by calling
students who would like to
share or reiterate concepts
about vertebrate animals.
Follow up questions would be
asked. Other students would
be given the chance to
answer the questions. (R)
next topic, invertebrate
animals, to the class by
showing the class statistics of
the animal population and
letting them guess what
would be the other part of
the population composed of.
(W, H)
5. The teacher, with the aid of
her PowerPoint presentation
will discuss the said topic.
(E1, T)
o Invertebrates
 Poriferans
 Coelenterates
 Worms
- Roundworms
- Segmented worms
- Flatworms
 Echinoderms
 Mollusks
- Snails
- Squids and Octopuses
- Clams and other Bivalves
 Arthropods
- Insects
- Crustaceans
- Arachnids
6. Students will be asked to
answer some guide questions
on their notebook every
topic-stop-over for better
understanding of the lesson.
3. The teacher will ask the
students to prepare their
notebooks again for taking
down notes. (H, O)
4. The teacher will continue the
discussion about invertebrate
animals with the aid of her
PowerPoint Presentation.
(E1, T)
o Invertebrates
 Poriferans
 Coelenterates
 Worms
- Roundworms
- Segmented worms
- Flatworms
 Echinoderms
 Mollusks
- Snails
 Arthropods
- Insects
- Crustaceans
- Arachnids
5. During or after the lesson
proper, comparing and
contrasting vertebrate and
invertebrate animals will take
place. When concepts are
already clear to students, the
teacher will make mention
different animals and let the
students classify them. The
teacher might draw animals
on the board, let the
students guess and classify
those. The teacher will also
ask the students on how
animals adapt and survive to
their environment based on
their body structures. (E2, R,
H, T)
be left standing until given
the chance to answer again.
(H, E2, R)
5. The teacher will still guide
the students during the
activity. (E1, T)
6. The teacher will remind the
students to read and review
about invertebrates for a quiz
the next day. This reminder
is now for real. (R)
ACCOMPLISHED
NOT ACCOMPLISHED
b. Setae
c. Tentacles
d. Claws
4. Animals under this phylum are
commonly considered as
parasites.
a. Annelida worm
b. Nematoda worm
c. Echinodermata worm
d. Molluska worm
5. Segmented worms are under
Phylum Annelida. Which of the
following set/s of animals is/are
considered under the said
phylum?
a. Flat worms
b. Ascaris
c. Leech
d. Leech and earthworm
6. These are the spiny-skinned
animals.
a. Echinoderms
b. Mollusks
c. Arthropods
d. Crustaceans
7. Squid, snail, octopus, scallop and
oyster– Which of the following
animal/s should not be included in
the group?
a. Squid and oyster
b. Scallop and oyster
c. Snail and octopus
d. Squid and scallop
8. A tick is not classified as Insecta.
Why? If it is not under the said
class, in what class should it
belong?
a. It has no antennae- Class
Crustaceans
b. It doesn’t live on land- Class
Crustaceans
c. It has no wings and antennae-
Class Arachnid
d. It has 8 legs and 2 segments-
Class Insecta
9. What do you call the three body
sections of insects?
a. Cephalothorax
b. Head, thorax and abdomen
c. Cephalo-abdomen
d. Toes, knees, shoulders and
head
10. These animals filter the water to

(E2, T)
1.) The majority of fish fall into
which class?
A. Bony Fish
B. Cartilaginous Fish
C. Jawless Fish
2.) Which fin gives the fish balance,
steering, and braking?
A. Dorsal Fin
B. Caudal Fin (tail)
C. Pectoral and Pelvic Fins
3.) You see a greenish-brownish
colored animal walking in your
yard. You get brave, and decide
to touch it. Its skin is dry and
scaly. What kind of animal is it
most likely?
A. Amphibian
B. Mammal
C. Reptile
4.) What’s the difference between an
alligator and a crocodile?
5.) What’s the difference between a
reptile and an amphibian?
6.) What type of symmetry does the
following invertebrate have?
A. Radial
B. Bilateral
C. Asymmetric
7.) A spider is under what
classification of Phylum
Arthropoda?
A. Insects
B. Arachnids
C. Crustaceans
8.) Are squids considered as
molluscs?
A Yes
B. No
C. I don’t know
9.) These worms are ringed and
segmented.
A. Flatworms
B. Annelids
C. Roundworms
10.) These are the spiny skinned
animals.
A. Echinoderms
B. Sponges
C. Cnidarians
7. Volunteer students will be
6. The teacher will guide the
students during the lesson
proper. (E1, T)
called for recitation. (E2, R,
T)
8. Students are free to raise
their hands and ask
questions to the teacher with
respect and intellect. (T, O)
about invertebrates for a
quiz the next day. (R)
ACCOMPLISHED
NOT ACCOMPLISHED
get food.
a. Arthropods
b. Aves
c. Poriferans or sponges
d. Cnidarians or coelenterates
How are you going to protect the
coral reefs if you are the following
persona? Make sure to align the
activities in their field of work.
11-15.) Jose Mari Viceral “Vice
Ganda”
16-20.) Tony Stark “Iron Man”
21-25.) Mitoy “The Voice of the
Philippines Champion”
2. Items 11-25 are way too
practical but at the same
time will serve as an
evaluation tool on how much
they already know about
protecting the coral reefs
which is the next lesson. (E2)
3. After 30 minutes time, the
papers will be collected by
‘center aisle-forward’
manner. (O)
4. The teacher will facilitate the
exchange of papers and
guide the students on the
checking of papers. The
students will now provide the
answers to the questions
found in their quiz. (E2, R)
5. The students will give their
scores to the teacher.
students to read about the
next lessons. (W)
ACCOMPLISHED

T)
their hands and ask
8. After the discussion the
teacher will ask the students
to write their total score on a
¼ sheet of paper.
Submission must be in the
“center aisle-forward”
manner. (O)
students to read more about
invertebrates animals. (W)
ACCOMPLISHED
NOT ACCOMPLISHED
NOT ACCOMPLISHED
DAY 6
Coral Reefs
DAY 7
Plants Make their Own Food
DAY 8
Classification of Plants
DAY 9
Plant Adaptations
DAY 10
Quiz Day
1. Since the students are from a
long vacation, the teacher
will provide an activity sheet
about invertebrates animals
‘Invertebrates Crossword
Puzzle’ that will serve a
students to pass their
homework regarding
invertebrates and endangered
animals by ‘center aisle-
forward’ manner. (O)
students to bring out their
green and red colored papers
for the recall activity
regarding photosynthesis.
(W)
1. If the students weren’t able
to finish yesterday’s activity
during the given time. The
to pass their homework
regarding classification of
homework regarding
characteristics of plants by
‘center aisle-forward’ manner.
(O)

review material. The
students must accomplish
the activity at home and will
be passed next meeting. The
teacher could also introduce
the Quarter’s PETA. (R, E2,
T)
(W)
• Explain process of photosynthesis.
• Identify what plants need in order
to manufacture food.
• Explain the importance of oxygen
released during photosynthesis.
3. As a motivational activity,
the teacher will show
signature dishes and will ask
students on how people or
cooks are able to produce
such. (H, W)
and video clip will introduce
and discuss the said topic.
(E1, T)
• Plants that Make their Own Food
o The Process of Photosynthesis
o Source of Energy
their hands and ask
6. The students will be asked to
answer the following
questions regarding
photosynthesis found on
page 96 of their book. This
will serve as an evaluative
tool for students learning.
(E2)
7. Right after the students write
their answers to the
2. The teacher will challenge
learners to use their critical
thinking through erroneous
teaching. The teacher will
intentionally insert incorrect
information into a concept.
The students should be able
to pay attention and point out
the mistakes. (H)
• Plants make their own food
through a process known as
photoreceptosynthesis.
• Plants need carbon dioxide, water,
oxygen, sunlight, glucose and
chlorophyll to complete the
process of photosynthesis.
• CO2 from the atmosphere enters
the leaves of the plant through
the tiny opening called stroma.
• Phloem is the vessel that carries
water to the different parts of the
plant.
• Leaves, the green coloring matter
of the plant, absorbs and traps
light energy from the sun.
• Solar energy is produced at the
end of photosynthesis.
• Green plants use energy from the
sun to convert carbon dioxide and
water into a simple sugar called
oxygen.
• Carbon dioxide is the by-product
of photosynthesis.
(W)
• Classify plants according to their
different characteristics.
plants by ‘center aisle-
2. The teacher asked the
students to read about caring
for and conserving plants.
That is enough for them to
give rules for the making of
the ‘Ten Commandments of
Plants’. On the leaf scroll
provided by the teacher, the
students will write ten
rules/ways on caring and
conserving plants. (R, E2, H)
T)
(W)
• Identify the different kinds of
plant adaptations.
(E1, T)
o Protection
o Food Storage
o Light
o Seasonal Changes
o Seed Dispersal
o Specific Environments
o Environmental Changes
their hands and ask
session then a paper and pencil
short quiz regarding coral
reefs, photosynthesis,
classification and adaptation of
plants. (R, T, E2)
3. At the back of the paper given
to students, answer the
essential question ‘How does
classification and taxonomy
simplify the complex diversity
of life?’ through an essay
format. (E2)
4. When students are done with
the quiz, the papers will be
collected by ‘center aisle-
5. Results will be given the day
after the teacher is done
checking the papers.

(W)
• Describe a coral reef.
• Explain the importance of coral
reefs.
• Enumerate the practices that
destroy our coral reefs.
• Identify ways of preserving and
caring for coral reefs.
2. The teacher will start the
next lesson, coral reefs, by
showing pictures or video
clips showing the beauty of
local and international coral
reefs. Teacher will gather
students’ insights about the
video. (H, W)
and video clips will discuss
the said topics. (E1, T)
• Coral Reefs
o Description of coral reef
 Kinds of Reef
 Tubbataha Reef
o The Importance of Coral Reefs
questions, the class will now
check their work under the
guidance of their teacher. (R,
T)
T)
9. Students will submit their
scores written on a ¼ sheet
of paper through ‘canter
aisle-forward’ manner. (O)
students to bring green and
red art/colored papers for
tomorrow’s activity. (W)
students to read about
classification of plants. (W)
ACCOMPLISHED
NOT ACCOMPLISHED
(E1, T)
o Seed-bearing and Spore-
bearing Plants
o Flowering and Non-flowering
Plants
o Monocots and Dicots
• Useful and Harmful Plants
• Caring and Conserving Plants
their hands and ask questions
to the teacher with respect
and intellect. (T, O)
T)
7. The teacher will give them an
activity to support their
learning regarding
classification of plants. (T,
E2)
8. If the students were able to
T)
8. After the lesson proper, the
teacher will give a short
formative test. Answers will
be written on a ¼ sheet of
paper. (E2)
1.) Ampalaya plant possesses this
type of structure to hold on tall
structures and receive enough
sunlight?
A. Long tendrils and hooks
B. Rough fruit skin
C. Spines, thorns and sharp leaf
blades
2.) This underground fleshy stem
stores food.
A. Bulb
B. Rhizomes
C. Tubers
3.) Characteristics of leaves that
grow in shaded areas.
A. Thicker, smaller and more
compact
B. Large thin leaves
C. Heart-shaped
4.) Perennials are plants that grow
only for one season.
A. True
B. False
C. Maybe
5.) These are plants that grow in
extremely dry conditions.
A. Hydrophytes
B. Mesophytes
C. Xerophytes
scores written on a ¼ sheet
of paper through ‘canter
aisle-forward’ manner. (O)
10. The teacher will leave the
students their homework.
students their homework. (E2,
T)
Home Delight:
• Answer ‘Pretest’ found on
page 113 of their Science
book.
household materials. (W)
ACCOMPLISHED
NOT ACCOMPLISHED

o Practices that Contribute to
the Destruction of Coral Reefs
o How Can We Save Our Coral
Reefs
o Endangered Animals in The
Philippines
 Butanding
 Pandaca Pigmea
 Dugong
 Tamaraw
 Pawikan
o How You Can Help Save Our
Endangered Animals
their hands and ask
T)
6. The topics ‘Endangered
Animals in the Philippines’
and ‘How Can You Help Save
Our Endangered Animals’ will
just be introduced by the
teacher, further study will
take place through the
homework that the teacher
will give them. (T)
students their homework.
(E2, R)
Home Delight:
• Read ‘Endangered Animals
in the Philippines’ and ‘How
Can You Help Save Our
Endangered Animals’ found
finish the activity, the teacher
will facilitate a recitation by
which the students will
provide the appropriate terms
under each column,
otherwise, the activity will
serve as homework. (T)
students to read about caring
for and conserving plants.
ACCOMPLISHED
NOT ACCOMPLISHED
(E2, T)
Home Delight:
• Read ‘Characteristics of
Plants’ found on pages 91-
108 of their Science book.
• Answer ‘Take this
Challenge’ found on pages
108-109 of their Science
book.
about coral reefs,
photosynthesis, classification
and adaptation of plants for
their quiz the next day. (R)
ACCOMPLISHED
NOT ACCOMPLISHED

on pages 85-87 of their
Science book.
• On a short bond paper:
o Simply draw the
endangered animals;
o Give them decent pet
names;
o Describe each animal;
and
o At the back portion of the
paper, write a slogan
regarding saving
endangered species.
• Remind the students about
the Invertebrates
Crossword Puzzle. It would
be passed together with
the Endangered Animals
Homework.
ACCOMPLISHED
NOT ACCOMPLISHED
DAY 11
Household Materials
DAY 12
Materials Improved by
Technology
DAY 13
Group Activity Day
DAY 14
Characteristics of Mixtures
DAY 15
Investigatory Manual Day
1. If the teacher is done
checking the quiz papers
regarding coral reefs,
photosynthesis, classification
and adaptation of plants, it
will be returned to students.
(T)
2. The teacher will start with a
motivational activity called
Pinoy Henyo. (H)
1. The teacher had prepared
draw lots for the recall
activity. The students are
going to pick a piece of
paper, on which a household
material is written, from the
fishbowl. Right after reading
and mentally analyzing the
properties of the given
household material, the
students will write, at the
homework regarding effects
of technology on materials at
home and in the environment
by ‘center aisle-forward’
manner. (O)
2. The students, as a group, will
answer ‘Take This Challenge’
found on pages 128-129 of
checking the book activity
regarding household
materials, it will be returned
to students. (T)
2. As a motivational activity,
the teacher will do the
‘A+B=C’ type of activity.
Raw or main materials will be
given by the teacher and the
1. The class will work on the
activities found in their
Investigatory Manual to serve
as their review or preparation
for the Mid-Quarter Test. (T,
E2)
• Investigation 4.4 pages 32-33

• Words to guess:
- Dust pan
- Chlorox
- Betadine
- Styrofoam
- Hose
(W)
• Name some common household
materials.
• Explain why certain household
materials are made of metal,
glass, plastic, wood rubber, or
ceramics.
4. The teacher will begin the
lesson proper by making the
students feel how important
it is to study matter through
the Biblical quotation, ‘As
long as the earth endures,
seedtime and harvest, cold
and heat, summer and
winter, day and night, shall
not cease.’ of Genesis 8:22.
will discuss the said topics.
(E1, T)
• Properties of Materials
o Materials Used in Food
Preparation
o Materials Used in Cleaning
o Materials Used in
Beautification
o Materials Used in Building
Construction
o Materials Found in in Products
 Metals
 Glass
back portion of the paper, the
substance from which the
product is made. (E2)
• Magnetic Boards
• Framework of buildings
• Incandescent bulbs
• Vehicle windows
• Cooking pot
• Figurines
• Tires
• Shoes
• Blackboards
• Basketball
• Electrical wires
• Refrigerator
• Diving mask
• Eye Shades
• Cups and mugs
• Kariton
• Gold necklace
• Trophies
• Wine bottles
• Tapayan
• Styrofoam
• Raincoats
• Boots
• Ipanema
• McDo’s spoon and fork for takeout
• Belts
• Gas stove coil
• Fluorescent bulb
• Monoblock chairs
• Mongol
• Colored pencils
• Garters
• Starbucks coffee containers
• Coins
• Havaianas
the lesson objective/s to the
(W)
• Name some materials improved
by technology.
• Describe the improvement done
on materials.
their science book. (E2)
3. The students will make a
short jingle to advertise an
improved product. (E2, R, T)
activity. (E1, T)
books to the teacher for
checking of written activity by
(O)
6. The students will present
their jingle to the class. At
the same time, the teacher
will evaluate group’s
performance and finally give
them their group grade. (E2)
ACCOMPLISHED
NOT ACCOMPLISHED
students will guess the
product that will be formed.
(H)
• Sago + Gulaman + Milk + Ice +
Nata de Coco =?
• Oil + Water + Artificial colors +
Glitters=?
• Rice + Butter + Green peas + Corn
+ Carrots=?
• Lemon extracts + Water +
Sugar=?
• Carbon dioxide + Flavoring agents
+ Water + Artificial colors=?
(W)
• Explain how mixtures are formed.
• Describe ways on separating
mixtures.
her PowerPoint presentation,
video clips and some
laboratory materials will
discuss the said topics. (E1,
T)
• Characteristics of Mixtures
o Kinds of Mixtures
 Homogeneous
 Heterogeneous
o Ways of Separating the
Components of a Mixture
 Sorting
 Decantation
 Filtration
 Evaporation
 Use of a Magnet
2. The class should be divided
into groups of five. (O)
3. The teacher must provide the
following materials for the
students to be able to
accomplish the activities given.
(T)
o A picture or video of ant mound
o A picture or video of fruit peelings
with insects feeding on it.
o Chart, picture or video of the
following animals: lizard,
salamander, dog, goldfish, and
parrot.
o A picture of a potted plant.
o A picture of microscopic view of
hydrilla leaf.
o A picture of the result in carbon
paper-covered-leaves tested with
iodine.
o A picture of the result in
uncovered-leaves tested with
iodine.
o A picture of the elodea plants,
glass funnel, test tube and big
beaker set-up with oxygen
bubbles forming.
o A picture of corn leaves, seeds,
and stem.
o A picture of bean leaves, seeds,
and stem.
o A picture of materials used in
preparing food, cleaning the
house, getting rid of insects,
keeping yourself clean, washing
clothes and utensils.
4. Each group will start at
different activities and wait for

 Ceramics
 Plastics
 Rubber
 Wood
o Other Household Materials
their hands and ask
7. The teacher will present
house portions and the
students, on a piece of
paper, will identify household
materials made of metals,
glass, ceramics, plastics,
rubbers, and wood. (E2)
8. The teacher will also ask the
following guide questions:
(E2)
• Why is it that pots and
pans are made of Metals?
• Why is glass the preferred
material for window panes?
• Why are cups and mugs
made of ceramics?
• Why is rubber useful as
coverings or wires?
• Why do you think tables
and chairs are made of
wood?
T)
materials improved by
technology. (W)
• Explain the beneficial effects of
technology on materials.
(E1, T)
• Materials Improve Technology
checking of written activity
by ‘center aisle-forward’
manner. (O)
T)
6. It’s now the students chance
to give examples of
materials improved by
technology. Students will
write on a ¼ sheet of paper
the name of the product and
how was it improved. (E2)
7. The topic ‘Effects of
Technology on Materials at
Home and in the
Environment’ will just be
introduced by the teacher;
further study will take place
through the homework that
the teacher will give them.
(T)
Home Delight:
• Read ‘Effects of Technology
on Materials at Home and
in the Environment’ found
on pages 123-126 of their
Science book.
T)
paper. (E2)
1.) This method is also referred to
as manual separation.
A. Filtration
B. Evaporation
C. Sorting
2.) The components of this mixture
would be separated by
evaporation.
A. Halo-halo
B. Cement
C. Sea water
3.) This tool is used in the process
of filtration.
A. Alcohol lamp
B. Strainer
C. Tweezers
4.) What material can be
magnetized from sulfur powder?
A. Iron filings
B. Salt
C. Sulfur
5.) This is the method of pouring the
liquid in a mixture and leaving
behind the solids that settle at
the bottom of the container.
A. Decantation
B. Filtration
C. Use of a Magnet
7. The teacher will tell the
students to prepare for a
laboratory activity about ways
of separating components of
mixtures tomorrow.
ACCOMPLISHED
NOT ACCOMPLISHED
each other to finish so they
can exchange activities. The
class could do it in a rotational
manner. (O)
5. Students are free to raise their
hands and ask questions to the
teacher with respect and
intellect. (T, O)
6. If the students were able to
finish the investigatory manual
activities, it will be detached
from the book and collected by
the teacher; otherwise, the
students will continue at home
and submit the papers after
the mid-quarter test. (T)
following topics for their Mid-
Quarter Test. (W, T)
Chapter 4 Characteristics of Animals
• Classification of Animals
o Invertebrates
 Poriferans
 Coelenterates
 Worms
- Roundworms
- Segmented worms
- Flatworms
 Echinoderms
 Mollusks
- Snails
 Arthropods
- Insects
- Crustaceans
- Arachnids
• Coral Reefs
o Description of coral reef
 Kinds of Reef
 Tubbataha Reef
o The Importance of Coral Reefs
o Practices that Contribute to the

ACCOMPLISHED
NOT ACCOMPLISHED
• On a ½ sheet of paper,
answer ‘Building con-
Science’ found on page 126
of their science book.
ACCOMPLISHED
NOT ACCOMPLISHED
Destruction of Coral Reefs
o How Can We Save Our Coral
Reefs
o Endangered Animals in The
Philippines
 Butanding
 Pandaca Pigmea
 Dugong
 Tamaraw
 Pawikan
o How You Can Help Save Our
Endangered Animals
Chapter 5 Characteristics of Plants
• Plants that Make their Own Food
o The Process of Photosynthesis
o Source of Energy
o Seed-bearing and Spore-bearing
Plants
o Flowering and Non-flowering
Plants
o Monocots and Dicots
• Useful and Harmful Plants
• Caring and Conserving Plants
o Protection
o Food Storage
o Light
o Seasonal Changes
o Seed Dispersal
o Specific Environments
o Environmental Changes
UNIT III Matter and Energy
Chapter 6 Household Materials
• Properties of Materials
o Materials Used in Food
Preparation
o Materials Used in Cleaning
o Materials Used in Beautification
o Materials Used in Building
Construction
o Materials Found in in Products
 Metals
 Glass
 Ceramics
 Plastics
 Rubber

 Wood
o Other Household Materials
• Materials Improve Technology
• Effects of Technology on Materials
at Home and in the Environment
o Beneficial Effects of Technology
Used at Home
o Harmful Effects of Technology
o Effects of Technology in the
Environment
 Beneficial
 Harmful
o Storage and Disposal of
Household Materials
 Recycle and Reuse
Chapter 7 Mixtures and Solutions
• Characteristics of Mixtures
o Kinds of Mixtures
 Homogeneous
 Heterogeneous
o Ways of Separating the
Components of a Mixture
 Sorting
 Decantation
 Filtration
 Evaporation
 Use of a Magnet
ACCOMPLISHED
NOT ACCOMPLISHED
DAY 16
Mid-Quarter Test
DAY 17
Mid-Quarter Test
DAY 18
Substances That Dissolve
DAY 19
Substances in Mixtures
React Differently
DAY 20
Quiz Day
No Regular Classes No Regular Classes
checking the papers
submitted by the students, it
will be returned before
starting another lesson. (T)
2. The teacher will start the
lesson with a quotation,
‘Whatever the problem, be
1. The teacher will begin with a
sing and dance motivational
activity about the different
separating techniques. (H)
homework regarding causes
and effects of pollution by
(O)

part of the solution. Don’t
just sit around raising
questions and pointing out
obstacles.’ and let the
students share insights about
it. (H, W)
(W)
• Identify solids that can be
dissolved.
• Identify liquids that can dissolve
solids.
• Distinguish between solvents and
solutes.
• Cite evidence that some solvents
can dissolve solutes faster than
others.
• Identify the factors that affect
solubility.
(E1, T)
• Substances that Dissolve
o Water as Universal Solvent
o Solubility and Rate of
Dissolution
o Factors Affecting the Rate of
Dissolution of a Solute
 Temperature
 Particle Size and Surface
Area
 Stirring and Shaking
(W)
• Infer that some solutes spread
evenly in solvents.
• Infer that some solutes settle.
• Infer that some solutes make the
solvents cloudy.
(E1, T)
• Substances in Mixtures React
Differently.
T)
to answer ‘Connect to HELE’
found on page 142 of their
book. Pictures of
supermarket portions will be
shown by the teacher.
Answers will be written on a
¼ sheet of paper. (E2)
7. The topic ‘Causes and Effects
of Pollution’ will just be
(T)
Home Delight: (E2, R)
short quiz regarding mixtures
and solutions. (R, T, E2)
T)
Home Delight:
page 152 of their Science
book.
students to read about static
electricity and electric current.
Bring small light bulbs,

T)
paper. (E2)
1.) Which of the following materials
is considered as a solute?
A. Sand
B. Sugar
C. Water
2.) It is also known as the Universal
Solvent.
A. Water
B. Alcohol
C. Holy water
3.) It refers to the maximum
amount of solute that can be
dissolved in a given amount of
solvent to for saturated solution
at a given temperature.
A. Hotness
B. Dimensionality
C. Solubility
4.) By which manner would the rate
of dissolution increase?
A. Mixing it slowly but surely.
B. Raising the temperature of the
stove.
C. Shaking left to right at
moderate speed.
5.) This solution is made from
carbon dioxide, flavoring agents,
artificial coloring and water.
A. Ethyl alcohol
B. Soft drinks
C. Orange juice
substances in mixtures react
differently. (W)
ACCOMPLISHED
• Read ‘Causes and Effects of
Pollution’ found on pages
book.
• On a ½ sheet of paper,
write a campaign slogan
about maintaining our
environment pollution-free.
8. Remind the students to read
about mixtures and solutions
for the quiz the next day.
(W)
ACCOMPLISHED
NOT ACCOMPLISHED
batteries and copper wires.
(W)
ACCOMPLISHED
NOT ACCOMPLISHED

NOT ACCOMPLISHED
DAY 21
Static Electricity and Electric
Current
DAY 22
Series and Parallel Circuits
DAY 23
Electromagnet
DAY 24
Group Activity Day
DAY 25
Quiz Day
checking the quiz papers of
the students, it will be
returned before starting
another lesson. (T)
2. The teacher will start with a
motivational activity by
showing students simple
magic, ‘Hair Stand’. The
teacher will demonstrate how
to do the magic first before
the students actually do the
trick. (H)
(W)
• Describe static electricity and
electric circuit.
• Identify ways on producing
electricity and parts of an electric
circuit.
• Observe the effects of static
electricity.
• Express gratefulness for the
beneficial uses of electricity.
• Be thankful for energy.
• Classify materials as conductors
and insulators.
• Construct a simple electric circuit.
• Realize the importance of saving
electricity as a source of energy.
1. The teacher will start with
showing cities of lights and let
the students be fascinated on
it. (H)
(W)
• Differentiate parallel circuits from
series circuits.
• Cite the advantages and
disadvantages of parallel and
series circuits.
• Construct a model of an electric
circuit- parallel or series.
• Practice safety measures in
handing electricity.
materials will discuss the
said topics. (E1, T)
• Series and Parallel Circuits
o Series Circuit
o Parallel Circuit
o Connecting Dry Cells
1. Before the students pass
their homework regarding
how electrical energy is
produced, providing of
answers by the students will
take place. This will serve as
a motivational and recall
activity. (E2, H)
(W)
• Describe an electromagnet.
• Identify the parts of an
electromagnet.
• Enumerate the factors that affect
an electromagnet.
• Express appreciation for the many
devices that make use of
electromagnets.
materials will discuss the
said topics. (E1, T)
• Electromagnet
o Parts of Electromagnet
o Factors that Affect the
Strength of an
Electromagnet
o Uses of Electromagnets
1. Before the students pass
their homework regarding
wise and safe use of
electricity, sharing of insights
will take place. This will
serve as a motivational and
recall activity. (E2, H)
2. The students, as a group,
will answer ‘Take This
Challenge’ found on pages
176-178 of their science
book. (E2)
3. The students will make a
short dramatization entitled
‘Electricity, a friend or a foe?’
(E2, R, T)
activity. (E1, T)
checking of written activity by
(O)
short quiz regarding electricity.
(R, T, E2)
T)

materials will discuss the said
topics. (E1, T)
o Everything is Made of Atoms
o Simple Electric Circuits
called for recitation. (E2, R, T)
teacher will give them an
activity to work on. With the
materials they brought, they
should be able to construct a
simple electrical circuit. The
teacher must demonstrate
first before the students
actually do the activity. (E2)
8. Remind the students to
bring, 3 huge batteries, 5
small light bulbs, long copper
wire, and a switch for the
class activity tomorrow. (W)
students to read about series
and parallel circuits. (W)
ACCOMPLISHED
T)
teacher will give them an
activity to work on. With the
materials they brought, they
should be able to construct a
series and parallel circuits.
The teacher must
demonstrate first before the
students actually do the
activity. (E2)
7. The topic ‘How Electrical
Energy is Produced’ will just
be introduced by the
teacher; further study will
take place through the
homework that the teacher
will give them. (T)
students to accomplish their
homework and read about
electromagnets.
T)
paper. (E2)
1-3.) Enumerate the parts of an
electromagnet.
4-5.) Cite two uses of
electromagnets.
7. The topic ‘Wise and Safe Use
of Electricity’ will just be
(T)
Home Delight:
• Read ‘Wise and Safe Use of
Electricity’ found on pages
book.
• Interview your family
members on how they
contribute on saving
electricity. Don’t forget to
jot down their answers on
a ½ sheet of paper.
students to accomplish their
homework and read more
about electricity.
their acts to the class. At the
same time, the teacher will
evaluate group’s performance
and finally give them their
group grade. (E2)
about electricity for the quiz
the next day. (W)
ACCOMPLISHED
NOT ACCOMPLISHED
Home Delight:
• Read ‘Simple Machines’
found on pages 179-195 of
their Science book.
pages 180-181 of their
Science book.
ACCOMPLISHED
NOT ACCOMPLISHED

NOT ACCOMPLISHED
ACCOMPLISHED
NOT ACCOMPLISHED
ACCOMPLISHED
NOT ACCOMPLISHED
DAY 26
Simple Machines
DAY 27
Group Activity Day
DAY 28
Quiz Day
DAY 29
PETA Making or Finalizing
DAY 30
PETA Presentation
checking the papers
submitted by the students, it
will be returned before
starting another lesson. (T)
the game ‘charades’. The
students will act out the
following:
• Raising a flag during ceremony
• Hammering nail
• Chopping wood
(W)
• Identify the kinds of simple
machines.
• Identify the main parts of each
kind of simple machine.
• Describe how each simple
machine makes work easier and
faster.
• Identify activities where simple
machines are used.
• Describe simple machines which
multiply force and speed.
• Practice precautionary measures
the game ‘guess what’. The
students will guess whether
the shown object is a lever,
screw, inclined plane, wedge,
wheel-and-axle, or pulley.
• Wheelbarrow
• Knife
• Light bulb
• Rollerblades
• Construction load carrier
2. The teacher will ask each
group to bring out the
materials asked. They need
to make a Bob the Builder
Story out of their illustrations.
• Draw a lever on a bond paper.
• Draw an inclined plane on a
separate bond paper.
• Draw a wedge on a separate bond
paper.
• Draw a pulley on a separate bond
paper.
• Draw a screw on a separate bond
paper.
• Draw a wheel-and-axle on a
separate bond paper.
session then a paper and
pencil short quiz regarding
simple machines. (R, T, E2)
2. The students will be asked to
neatly tear pages 195-197 of
their science book.
following topics for their
Periodical Test. (W, T)
Chapter 7 Mixtures and Solutions
• Substances that Dissolve
o Water as Universal Solvent
o Solubility and Rate of
Dissolution
o Factors Affecting the Rate of
Dissolution of a Solute
1. The teacher will guide the
students during PETA
making/finalizing. Teacher
should also return checked
papers to students.
ACCOMPLISHED
NOT ACCOMPLISHED
1. Students will present their
PETA, the teacher and some
guest judges will evaluate their
performance.
ACCOMPLISHED
NOT ACCOMPLISHED

in using simple machines.
materials will discuss the said
topics. (E1, T)
• Simple Machines
o Advantages Derived from
Machines
o Kinds of Simple Machines
 Lever
 Second-class Lever
 Third-class Lever
• Inclined Plane, Wedge, and
Screw
• Wheel and Axle
• Pulley
o Kinds of Pulley
 Single Fixed Pulley
 Moveable Pulley
 Block-and-Tackle Pulley
• Proper use of Simple Machines
called for recitation. (E2, R, T)
7. Remind the students to bring
bond papers and coloring
materials for tomorrow’s
group activity. (W)
students to read more about
simple machines. (W)
ACCOMPLISHED
activity. (E1, T)
their story to the class. At the
same time, the teacher will
evaluate group’s performance
and finally give them their
group grade. (E2)
about simple machines for the
quiz the next day. (W)
ACCOMPLISHED
NOT ACCOMPLISHED
 Temperature
 Particle Size and Surface
Area
 Stirring and Shaking
• Substances in Mixtures React
Differently
• Causes and Effects Pollution
o Land Pollution
o Water Pollution
o Air Pollution
o Climate Change and Global
Warning
Chapter 8 Electrical Energy
o Everything is Made of Atoms
o Simple Electric Circuits
• Series and Parallel Circuits
o Series Circuit
o Parallel Circuit
o Connecting Dry Cells
• How Electrical Energy is
Produced
o Wet Cell
o Dry Cell
o Alternative Sources of
Electrical Energy
o Transformation of Electrical
Energy
• Electromagnet
o Parts of Electromagnet
o Factors that Affect the
Strength of an
Electromagnet
o Uses of Electromagnets
• Wise and Safe Use of Electricity
o Using Electricity Wisely
 Refrigerator/ Freezer
 Cooking
 Lighting
 Appliances
Chapter 9 Simple Machines
• Simple Machines
o Advantages Derived from
Machines
o Kinds of Simple Machines
 Lever
 Second-class Lever
 Third-class Lever

NOT ACCOMPLISHED • Inclined Plane, Wedge, and
Screw
• Wheel and Axle
• Pulley
o Kinds of Pulley
 Single Fixed Pulley
 Moveable Pulley
 Block-and-Tackle Pulley
• Proper use of Simple Machines

o Each group should comply with the designated shirt colors:
Group 1: Red
Group 2: Orange
Group 3: Yellow
Group 4: Green
Group 5: Blue
o Rules:
 Must be an original statement
 Must be creative and unique that is eye catching to people
 Must have an outstanding design that is best suitable to knowledge gained about
Animals and Plants & Matter and Energy.
 Each group must submit a photo of their statement shirt before the contest starts.
 To avoid too much expense, groups are allowed to produce at least two shirts printed
with the design of their own. Producing shirts for other members is also allowed for
as long as it is done under one's own free will.
 The shirts should be worn and represented by two group members. Models' act
would be given points.
 Other members that chose not to produce the same statement shirt should wear a
plain shirt following the designated colors.
 Students should pair the T-shirts with jeans and closed shoes.
 Look at Statement Shirt Making Contest Rubrics to see how your product would be
graded.
• The group won’t actually win or be paid in cash for their job well done, for in
reality; the teacher doesn’t have such big amount of money. It could be in the
form of high grades, ribbons, medals, packed foods and etc.
• The group should also document their T-shirt designing schedules through
pictures to be submitted to the teacher.
• The leader should provide a narrative report regarding the performance of his
members to be submitted to the teacher. If incase the members have problems
on how the leader manage the group, write a short notice regarding your
problem so that the teacher can make an immediate and appropriate action to
solve conflicts with you.
• The act will be performed in front of the class and will also be graded by the
audience, or even guest judges.
• The shirt statement should be sensible, in connection with the basic principles
learned.
• The customized shirt must be worn during the whole period.
• Work in peace and cooperation.
• This performance task shall be performed and presented to the class week/s
after this was announced and a hardcopy talking about the PETA was given.
• Failure to present and submit PETA is equivalent to a grade of 0.

• Prepare to win these awards:
o Best Statement Shirt
o Best Male Stoich Model
o 1st
Quarter’s Best in Science
o 2nd
o 3rd
…and more!
Checked by:
Ma. Kristina Graciella A. de Vela___ ____________________
Academic Head for Allied Sciences Date Submitted

Grade 5 Science 3rd Quarter Curriculum Map

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