Grade 5 Science 4th Quarter Curriculum Map

Vivian Viñas
Vivian ViñasHigh School Science Teacher à Holy Family School of Quezon City
AQUINAS SCHOOL
San Juan City
Subject: Science Quarter: Fourth
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: days
CURRICULUM MAP
UNIT IV (Earth’s Atmosphere and the Solar System)
Pre- Established Goal/s:
1.) Instill the value of versatility and upholding the order of nature in environmental management level through acquiring developed concepts and demonstrating skills in
characterizing earth‘s atmosphere and solar system.
Discuss how the hydrologic cycle occurs in nature.
Compare the rate of heating and cooling of land and water surfaces.
Classify cyclones according to wind speed.
Discuss how a typhoon can be predicted.
Enumerate safety measures before, during and after a typhoon.
Plan activities for good and bad weather; and
Cite ways by which we can conserve and protect our environment.
Define climate.
Discuss the factors that affect climate.
Describe the wind systems of the Philippines.
Explain why the Philippines has only two seasons while other countries have four; and
Describe the four climate types in the Philippines and name the regions where each type occurs.
Describe the sun in terms of size, layers, and temperature.
Describe the planets and the other members of the solar system.
Describe the moon.
Demonstrate how the phases of the moon appear during earth‘s revolution; and
Demonstrate how the kinds of tides occur.
2.) Practice critical thinking with competence and confidence.
3.) Relate one‘s understandings about earth‘s atmosphere and solar system in everyday occurrences.
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
Edition, Phoenix Publishing House, 2010
o Ramos, et. al, Exploring Life through Science Integrated Science 2nd
Edition, Phoenix Publishing House, 2010
o Pavico, J., et.al, Exploring Life Through Science: The New Grade 8, Phoenix Publishing House, 2013
o www.brainpop.com
o www.sciencenetlinks.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
Indicators
of
Aquinian
Graduates
Essential
Understanding
Essential
Questions
Transfer Goal Knowledge Skills Performance Task Other Evidences
SOL 4:
Earth/ Space
Science
Men of
Truth and
Justice
Weather
conditions affect
what we do and
how my body
feels.
Using
information to
predict the
weather helps
us make good
decisions about
what to do,
what to wear,
and where to
go.
Scientific inquiry
is a thoughtful
and coordinated
attempt to
search out,
describe,
explain, and
predict natural
How do we
describe what
the weather is
like today?
How do we
use weather
patterns/
information to
make
predictions?
How do
weather
conditions
affect what we
do, what we
wear, and
where we go?
How does
climate
change relate
to us?
I want my
students learn
about the
earth‘s
atmosphere
and the solar
system 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 IV The Earth’s
Atmosphere and
the Solar System
Chapter 10 Weather Watch
The Hydrologic Cycle
o Evaporation
o Condensation
o Precipitation
Heating of Land and
Water
Tropical Cyclones
o Kinds of tropical
cyclones
o Movement and
formation of cyclones
o Naming Typhoons
o Storm warning signals
 Signal No. 1
 Signal No. 2
 Signal No. 3
 Signal No. 4
o Safety measures
 Before the Typhoon
 During the Typhoon
 After the Typhoon
o Effects of Typhoon
Trace the processes involved in the
hydrologic cycle.
Explain the difference between the
heating and cooling of land and
water.
Describe the kinds of cyclones.
Discuss how an approaching
typhoon may be predicted.
Discuss the safety measures during
bad weather.
Plan activities depending on the
weather.
Define climate.
Discuss the factors the affect
climate.
Describe the dry and wet seasons.
Describe the four seasons in other
countries.
Describe the four types of climates
in the Philippines.
Title: The Life Saving
Device of the Future
Goal: I want my
students learn about
earth‘s atmosphere and
the solar system, 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.
Role: Scientists/
Inventors/ Concerned
member of the society
Audience: Aquinian
Community
Formative test #1
Day 1 The
Hydrologic Cycle (E,
A)
Laboratory
Activity#1 Day 2
Heating of Land and
Water (S, P, A, E, I)
Formative test #2
Day 3 Tropical
Cyclones (E, A)
Quiz#1 Day 4
Hydrologic Cycle,
Heating of Land and
Water, and Tropical
Cyclones (A, E)
Homework #1 Day 4
Planning Activities
According to the
Weather (S, P)
phenomena.
Changing
climate affects
our health, life
style, mentality,
and some
aspects of life.
Understanding
and predicting
what the coming
weather might
bring, or
predicting how
climate will
change over the
next century is
of vital
importance -
both for our
economy and for
society.
Aside from the
sun as the main
source of
energy, it is also
used as a
pattern in
studying the
stars.
The solar system
is like a family
made up of
objects in the
sky. The Sun
forms the center
of the solar
system, and
surrounding it
are all the other
Why do we
need to be
concerned
about climate?
Why do we
need to know
more about
the Sun?
How is the
solar system
like a family?
What would
happen if we
had no moon?
Planning Activities
According to the Weather
o Activities during good
weather
o Activities during bad
weather
Chapter 11 Our Climate
Climate
o What is climate?
o Factors that affect
climate
 Altitude
 Latitude
 Bodies of water
 Amount of rainfall
o Wind systems
 The Coriolis Effect
o Philippine wind
system
 Northwest monsoon
 Southwest
monsoon
Seasons
o Two seasons
o Four seasons
Types of climate
o Climate Type I
o Climate Type II
o Climate Type III
o Climate Type IV
Chapter 12 The Solar System
The Sun
o Characteristics of the
Sun
 Size
 Distance
o Layers of the Sun
 Temperature
o Source of Energy
o Solar Phenomena
 Sunspots
 Solar flares
 Solar wind
The Planets and Other
Members of the Solar
Identify the regions where each
type of climates occurs.
State that the sun is the center of
the solar system.
Describe the structure and the
features of the sun.
Enumerate solar phenomena and
their effects on earth.
Describe each of the eight planets.
Describe the asteroids, comets and
meteors.
Describe the moon.
Demonstrate how the four phases
of the moon occur.
Describe how tides occur.
Scenario: With the
underlying question on
how to rebuild after such
destruction brought
about by Typhoon
Yolanda, your team of
scientifically and socially
committed inventors
came up on an invention
that will not only help
rebuild the destroyed
cities of the Philippines
but also save future
generations on natural
calamities like typhoons.
Product: 3D model of life
saving device with
description
Standards: (Refer to
guidelines and rubrics)
Formative test #3
Day 5 Climate (E, A)
Formative test #4
Day 6 Seasons (E,
A)
Formative test #5
Day 7 Types of
Climate (E, A)
Quiz#2 Day 8
Seasons and Types
of Climate (A, E)
Homework#2 Day 8
Solar System (P, S,
I)
Formative test #6
Day 9 The Sun (E,
A)
Formative test #7
Day 10 The Planets
and other Members
of the Solar System
(E, A)
Seatwork #1 Day 11
The Moon (P, I)
Quiz#3 Day 12 The
Sun, The Planets
and Other Members
of the Solar System,
and The Moon (A, E)
family members:
planets, their
moons,
asteroids and
comets.
The moon is
important
because of the
way that it
interacts with
the earth.
System
o The Planets
 Mercury
 Venus
 Earth
 Mars
 Jupiter
 Saturn
 Uranus
 Neptune
o Revolution of the
planets
o Other Members of the
Solar System
 Asteroids
 Comets
 Meteors
 Use of a Magnet
The Moon
o Revolution of the
moon
o Types of Solutions
o Phases of the moon
o Tides
 Spring tides
 Neap tides
 Importance of tides
DAY 1
The Hydrologic Cycle
DAY 2
Heating of Land and Water
Laboratory Day
DAY 3
Tropical Cyclones
DAY 4
Quiz Day
DAY 5
Climate
1. The teacher will introduce the
lesson objective/s to the students
for them to be guided along the
discussion: (W)
Trace the processes involved in the
hydrologic cycle.
2. As a motivational activity and in
order for students to understand
how the water cycle works, it is
important for them to review
what they have already learned
about water itself, and the
different states it can assume
(solid, liquid, or gas) in our ever-
changing environment. This can
be done by showing the class
three items—a half-filled glass of
water, a dish with an ice cube,
and a dish with a wet paper
towel. (H, W)
Begin by drawing attention to the glass of
water. Ask questions such as:
 What is in this glass?
 What is water? What does it look or
feel like?
 Is water a solid, a liquid, or a gas?
 Where can you find water? Where
does it come from?
Guide the class in establishing that water is a
liquid that both falls from the sky in the form of
rain and can be found in abundance in oceans,
1. The teacher will post a concept
map on the board which will help
the students recall the different
hydrological processes. (R, E2)
2. The teacher will introduce the
lesson objective/s again to the
students for them to be guided
along the discussion: (W)
Explain the difference between the
heating and cooling of land and water.
3. The teacher will distribute activity
sheets for their laboratory
experiment for today, and as the
teacher does this, the students
will also be asked to bring out the
materials that they are supposed
to bring for the activity. (H, O)
1. The teacher will ask the students
to bring out the take home
laboratory activity sheets for
collection in a center aisle-
forward manner. (O)
2. Random questions about
yesterday‘s discussion will be
raised. (H)
3. The teacher will introduce the
lesson objective/s again to the
students for them to be guided
along the discussion: (W)
Describe the kinds of cyclones.
Discuss how an approaching typhoon
may be predicted.
Discuss the safety measures during bad
weather.
4. As a motivational activity, the
teacher will play some karaoke
videos with ―rain‖ or ―ulan‖ in its
lyrics. Let the students sing along
with it. (H)
 Ulan by Ceshe
 Pyramid by Charice
5. The teacher, with the aid of her
PowerPoint presentation or visual
aids will introduce the said topic.
1. Conduct a review discussion
session then a paper and pencil
short quiz regarding hydrologic
cycle, heating of land and water,
and tropical cyclones. (R, T, 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
1. The teacher will ask the students
to pass their homework regarding
planning activities according to the
weather by ‗center aisle-forward‘
manner. (O)
2. As a motivational activity, the
teacher will call on students to
present their drawings in front of
the class. (H)
3. The teacher will introduce the
lesson objective/s again to the
students for them to be guided
along the discussion: (W)
Define climate.
Discuss the factors the affect climate.
4. The teacher, with the aid of her
PowerPoint presentation or visual
aids will introduce the said topic.
(E1, T)
Climate
o What is climate?
o Factors that affect climate
 Altitude
 Latitude
 Bodies of water
 Amount of rainfall
o Wind systems
 The Coriolis Effect
o Philippine wind system
lakes, streams, and underground. Next, pick up
the dish with the ice cube and show it to the
class. Ask questions such as these:
 What is in this dish?
 Describe ice. What does it look or feel
like?
 Is ice a solid, a liquid, or a gas?
 What is ice made of? How is it made?
 If I left the ice in the room for a few
hours, what would happen to it?
Help the class to see that ice is water that has
been frozen into a solid because it has been
exposed to very low temperatures. Make sure
they understand that when ice is allowed to
warm up, it returns to liquid water.
Next, present the dish with the wet paper towel,
asking questions like these:
 What is this?
 What would happen if I left it out for
a few hours?
 Why would it dry out?
Besides paper towels, what are some other
examples of wet things that dry out over time?
(Examples could include wet clothes, watered
plants, glasses of water, and puddles.)
 What if I put this wet paper towel
outside during the winter? What
might happen to it? Why?
At this point, students should understand that
when water is exposed to warm temperatures, it
disappears or evaporates, becoming a gas,
while under colder conditions it can freeze into
ice, becoming a solid. It is important to
emphasize that the three water samples they've
seen represent the three states, or forms, that
water takes on as temperature and other
conditions change.
3. The teacher, with the aid of her
PowerPoint presentation will
discuss the said topic. (E1, T)
The Hydrologic Cycle
o Evaporation
o Condensation
o Precipitation
4. Students will be asked to answer
some guide questions on their
notebook after the lesson proper
for better understanding of the
lesson. (E2, T)
1. The water cycle is the Earth's way of
_______.
a. Getting rid of water
b. Recycling water
c. Using up all of our water
4. The class will go to the laboratory
in the most orderly way possible.
(O)
5. The teacher, with the aid of her
PowerPoint presentation or visual
aids will introduce the said topic.
(E1, T)
Heating of Land and Water
6. The students, with the guidance
of the teacher, will conduct the
laboratory activity. (E1, T, H)
7. Students are free to raise their
hands and ask questions to the
teacher with respect and intellect.
(T, O)
8. Laboratory papers would be
brought by the students at home
to continue answering some parts
of it. It will be returned to the
teacher the next day. (T)
(E1, T)
Tropical Cyclones
o Kinds of tropical cyclones
o Movement and formation of
cyclones
o Naming Typhoons
o Storm warning signals
 Signal No. 1
 Signal No. 2
 Signal No. 3
 Signal No. 4
o Safety measures
 Before the Typhoon
 During the Typhoon
 After the Typhoon
o Effects of Typhoon
6. Volunteer students will be called
for recitation. (E2, R, T)
7. Students are free to raise their
hands and ask questions to the
teacher with respect and intellect.
(T, O)
8. After the lesson proper, the
teacher will give a short formative
test. Answers will be written on a
¼ sheet of paper. (E2, T)
1.) It is characterized by a poorly
developed wind circulation of weak
velocities.
A. Tropical disturbance
B. Tropical depression
C. Tropical storm
2.) PAR stands for…
A. Philippines Aeronautics
Responsibility
B. Philippine Area of Responsibility
C. Philippine Autonomous Region
3.) This storm warning signal is given
when winds from 30-60 kph are
expected in the locality.
A. 1
B. 2
C. 4
4.) There‘s a typhoon and classes in all
levels are suspended. You concluded
that there‘s a storm warning signal
number ___.
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.
6. The teacher will leave the
students their homework. (E2, R)
Home Delight:
Read ‗Planning Activities
According to the Weather‘
found on pages 210-211 of
their Science book.
On a short bond paper:
o Simply draw the family
scenario in your house during
a bad weather.
o Simply draw the family
scenario in your house or
anywhere during a good
weather.
ACCOMPLISHED
NOT ACCOMPLISHED
 Northwest monsoon
 Southwest monsoon
5. Volunteer students will be called
for recitation. (E2, R, T)
6. Students are free to raise their
hands and ask questions to the
teacher with respect and intellect.
(T, O)
7. After the lesson proper, the
teacher will give a short formative
test. Answers will be written on a
¼ sheet of paper. (E2, T)
1.) The average weather conditions in a
particular place over a long period of
time.
A. Weather
B. Climate
C. Monsoon
2.) The height of a place above sea level
which affects the temperature of a
place.
A. Latitude
B. Longitude
C. Altitude
3.) The farther the country from the
equator, the hotter average
temperatures it has.
A. True
B. False
C. Maybe
4.) It is the deflection of any body moving
near the earth‘s surface from a
straight-line path.
A. Wind system
B. Amihan
C. Coriolis effect
5.) The large mass of moving air is the
northeast monsoon. It is locally known
as ____.
A. Amihan
B. Habagat
C. Yolanda
8. Students will submit their scores
written on a ¼ sheet of paper
through ‗canter aisle-forward‘
d. Cleaning our water
2. There are ____ stages in the water cycle.
a. 2
b. 3
c. 4
d. 5
3. The water cycle begins with ________.
a. Condensation
b. Evaporation
c. Precipitation
d. Trick question-the water cycle has no
beginning or end
4. When the Sun heats up the puddle of water
in your backyard and turns it into water
vapor, this process is known as ________.
a. Condensation
b. Evaporation
c. Precipitation
d. Collection
5. When you look outside and it is raining, the
water falling down is in what stage of the
water cycle?
a. Evaporation
b. Collection
c. Condensation
d. Precipitation
6. When you see clouds forming in the sky,
the water above you is forming droplets
in what stage of the water cycle?
a. Collection
b. Condensation
c. Precipitation
d. Evaporation
7. In the collection stage of the water cycle,
water finds itself back in oceans, streams,
and rivers by way of ________.
a. The suction force that comes from large
bodies of water
b. Gravity and the fact that things tend to
flow downhill
c. Animals that carry the water back
d. People
8. As time goes by, and water goes through
the water cycle again and again, the
amount of water on Earth _______.
a. Increases
9. The teacher will remind the
students to read more about
tropical cyclones. (R)
Biblical Text for the day:
Genesis 1:9 And God said ―Let the water
under the sky be gathered to one place,
and let dry ground appear.‖ And it was
so.
ACCOMPLISHED
NOT ACCOMPLISHED
A. 1
B. 3
C. 4
5.) The number of the annual average
storms that crosses the country,
Philippines.
A. 3
B. 19
C. 21
9. Students will submit their scores
written on a ¼ sheet of paper
through ‗canter aisle-forward‘
manner. (O)
10. The teacher will remind the
students to read and review about
the hydrologic cycle, heating of
and water, and tropical cyclones
for a quiz the next day. (R)
Biblical Text for the day:
Genesis 7:4 Seven days from now I
will send rain on the earth for forty days
and forty nights, and I will wipe from the
face of the earth every living creature I
have made.
ACCOMPLISHED
NOT ACCOMPLISHED
manner. (O)
9. The teacher will remind the
students to read more about
seasons. (W)
10. The teacher will remind the
students to be familiar with the
song You‘ve Got a Friend by
James Taylor for tomorrow‘s
activity.
When you're down and troubled and you need
a helping hand and nothing, whoa,
nothing is going right.
Close your eyes and think of me and soon I
will be there to brighten up even your
darkest nights.
You just call out my name, and you know
where ever I am I'll come running to see
you again.
Winter, spring, summer, or fall, all you have
to do is call and I'll be there, yeah, yeah,
you've got a friend.
If the sky above you should turn dark and full
of clouds and that old north wind should
begin to blow, keep your head together
and call my name out loud.
Soon I will be knocking upon your door.
You just call out my name, and you know
where ever I am I'll come running to see
you again.
Winter, spring, summer, or fall, all you have
to do is call and I'll be there.
Hey, ain't it good to know that you've got a
friend? People can be so cold.
They'll hurt you and desert you. Well, they'll
take your soul if you let them, oh yeah,
but don't you let them.
You just call out my name, and you know
where ever I am I'll come running to see
you again.
Winter, spring, summer, or fall, all you have
to do is call, Lord, I'll be there, yeah,
yeah, you've got a friend. You've got a
friend.
Ain't it good to know you've got a friend? Ain't
it good to know you've got a friend?
Oh, yeah, yeah, you've got a friend.
b. Decreases
c. Stays the same
d. Goes up and down
9. The water that was around when dinosaurs
roamed the Earth:
a. Is gone, and has been for a long time
b. Is about halfway gone
c. Is the same water we use today
d. Would be really dirty if it were still around
10. Once water makes it all the way through
the water cycle, the water ________.
a. Starts the cycle over again
b. Has beaten that cycle and moves on to a
more advanced cycle
c. Is done with its journey
d. Can take a break for awhile
5. Volunteer students will be called
for recitation. (E2, R, T)
6. Students are free to raise their
hands and ask questions to the
teacher with respect and intellect.
(T, O)
7. 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)
8. The teacher will remind the
students to read more about
heating of land and water. (W)
9. The teacher will remind the
students to bring/prepare the
following materials:
 Reflector lamp with 100 watt
bulb (Teacher should bring
extra/s of this)
 2 x 250 ml beakers (Lab
provided)
Biblical Text for the day:
Isaiah 6:9-13 And he said, ―Go, and say
to this people: ―‗Keep on hearing, but do
not understand; keep on seeing, but do
not perceive.‘ Make the heart of this
people dull and their ears heavy, and
blind their eyes; lest they see with their
eyes, and hear with their ears, and
understand with their hearts, and turn
and be healed.‖ Then I said, ―How long,
O Lord?‖ And he said: ―Until cities lie
waste without inhabitant, and houses
without people, and the land is a
desolate waste, and the Lord removes
people far away, and the forsaken places
are many in the midst of the land. And
though a tenth remain in it, it will be
burned again, like a terebinth or an oak,
whose stump remains when it is felled.‖
The holy seed is its stump.
ACCOMPLISHED
NOT ACCOMPLISHED
 150 ml of soil
 150 ml of water
 2 thermometers (Lab
provided)
 Stopwatch
Biblical Text for the day:
Genesis 9:16 Whenever the rainbow
appears in the clouds, I will see it and
remember the everlasting covenant
between God and all living creatures of
every kind on the earth.
ACCOMPLISHED
NOT ACCOMPLISHED
DAY 6
Seasons
DAY 7
Types of Climate
DAY 8
Quiz Day
DAY 9
The Sun
DAY 10
The Planets and Other Members
of the Solar System
1. The class will start with a sing
along of You‘ve Got a Friend. (H)
2. The teacher will introduce the
lesson objective/s to the students
for them to be guided along the
discussion: (W)
Describe the dry and wet seasons.
Describe the four seasons in other
countries.
3. The teacher will show pictures
that will lead to next lesson,
seasons. Teacher will gather
students‘ insights about the
pictures. (H, W)
1. The teacher will show a huge map
of the Philippines. Students will be
asked to pinpoint the location of
the following cities/towns. (H)
Palawan
Manila
Tacloban
Cebu
Batanes
2. The teacher will introduce the
lesson objective/s to the students
for them to be guided along the
discussion: (W)
Describe the four types of climates in
the Philippines.
Identify the regions where each type of
climates occurs.
1. Conduct a review discussion
session then a paper and pencil
short quiz regarding seasons and
types of climate. (R, T, E2)
1. The teacher will ask the students
to pass their homework regarding
solar system by ‗center aisle-
forward‘ manner. (O)
2. As a motivational activity, the
teacher will call on students to
present their answers in front of
the class. (H)
3. The teacher may also show
pictures of the different planets
including the sun and ask the
students to arrange it in an
orderly manner in reference to
the mnemonics: My Very
1. The teacher will conduct a recall
activity regarding the sun using
visual aids. (H)
2. The teacher will introduce the
lesson objective/s again to the
students for them to be guided
along the discussion: (W)
Describe each of the eight planets.
Describe the asteroids, comets and
meteors.
3. The teacher, with the aid of her
PowerPoint presentation or visual
aids will introduce the said topic.
(E1, T)
The Planets and Other Members
4. The teacher, with the aid of her
PowerPoint presentation and
video clips will discuss the said
topics. (E1, T)
Seasons
o Two seasons
o Four seasons
5. After the lesson proper, the
teacher will give a short formative
test. Answers will be written on a
¼ sheet of paper. (E2, T)
1.) The earth is titled to how many
degrees?
A. 23 1/2
B. 23 1/4
C. 23
2.) Philippines has how many distinct
seasons?
A. 1
B. 2
C. 3
3.) What are the four different seasons?
A. winter, spring, dry, wet
B. winter, spring, summer, fall
C. cold, spring, hot, fall
4.) Why is it that Philippines don‘t
experience the four seasons?
A. near the polar region
B. we are on the ring of fire
C. near the equator
5.) Earth completes one revolution around
the sun in____ days.
A. 365
B. 365 1/2
C. 365 1/4
6. Students are free to raise their
hands and ask questions to the
teacher with respect and intellect.
(T, O)
7. Volunteer students will be called
for recitation. (E2, R, T)
8. Students will submit their scores
written on a ¼ sheet of paper
through ‗canter aisle-forward‘
3. The teacher, with the aid of her
PowerPoint presentation and
video clip will introduce and
discuss the said topic. (E1, T)
Types of climate
o Climate Type I
o Climate Type II
o Climate Type III
o Climate Type IV
4. After the lesson proper, the
teacher will give a short formative
test. Answers will be written on a
¼ sheet of paper. (E2, T)
Determine the type of climate experienced
in the following places:
1.) Mindoro
2.) Catanduanes
3.) Albay
4.) Isabela
5.) Romblon
5. Volunteer students will be called
for recitation. (E2, R, T)
6. Students are free to raise their
hands and ask questions to the
teacher with respect and intellect.
(T, O)
7. Students will submit their scores
written on a ¼ sheet of paper
through ‗canter aisle-forward‘
manner. (O)
8. The teacher will remind the
students to read and review
about the seasons and types of
climates for a quiz the next day.
(R).
Biblical Text for the day:
Ecclesiastes 3:1-8 For everything there
is a season, and a time for every matter
2. After 30 minutes time, the papers
will be collected by ‗center aisle-
forward‘ manner. (O)
3. 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)
4. The students will give their scores
to the teacher.
5. The teacher will leave the
students their homework. (E2, R)
Home Delight:
Read ‗The Solar System‘ found
on pages 230-231 of their
Science book.
On a short bond paper
accomplish Pretest.
ACCOMPLISHED
NOT ACCOMPLISHED
Enthusiastic Mother Just Sent Us
Noodles. This will lead the class
to the next lesson, the sun. (H)
3. The teacher will introduce the
lesson objective/s again to the
students for them to be guided
along the discussion: (W)
State that the sun is the center of the
solar system.
Describe the structure and the features
of the sun.
Enumerate solar phenomena and their
effects on earth.
4. The teacher, with the aid of her
PowerPoint presentation or visual
aids will introduce the said topic.
(E1, T)
The Sun
o Characteristics of the Sun
 Size
 Distance
o Layers of the Sun
 Temperature
o Source of Energy
o Solar Phenomena
 Sunspots
 Solar flares
 Solar wind
5. After the lesson proper, the
teacher will give a short formative
test. Answers will be written on a
¼ sheet of paper. (E2, T)
1.) How gigantic is the sun in reference to
the earth‘s size?
A. 101 times
B. 109 times
C. 100000 times
2.) Heat and light from the sun travels for
about how many minutes just to reach
the planet earth?
A. 5
B. 8
C. 11
3.) The visible surface of the sun is
called___.
of the Solar System
o The Planets
 Mercury
 Venus
 Earth
 Mars
 Jupiter
 Saturn
 Uranus
 Neptune
o Revolution of the planets
o Other Members of the Solar
System
 Asteroids
 Comets
 Meteors
 Use of a Magnet
4. After the lesson proper, the
teacher will give a short formative
test. Answers will be written on a
¼ sheet of paper. (E2, T)
1.) The most brilliant planet in the night
sky.
A. Mars
B. Venus
C. Saturn
2.) The largest planet in the solar system.
A. Earth
B. Neptune
C. Jupiter
3.) The movement of the planet around
the sun.
A. Rotation
B. Revolution
C. Coriolis effect
4.) The miniature rocky planets.
A. Asteroids
B. Comets
C. Meteors
5.) Considered as the most beautiful
planets because of its rings.
A. Saturn
B. Uranus
C. Neptune
5. Volunteer students will be called
for recitation. (E2, R, T)
manner. (O)
9. The teacher will remind the
students to read more about
types of climate. (W)
Biblical Text for the day:
Ecclesiastes 3:1-8 For everything there
is a season, and a time for every matter
under heaven: a time to be born, and a
time to die; a time to plant, and a time
to pluck up what is planted; a time to
kill, and a time to heal; a time to break
down, and a time to build up; a time to
weep, and a time to laugh; a time to
mourn, and a time to dance; a time to
cast away stones, and a time to gather
stones together; a time to embrace, and
a time to refrain from embracing
ACCOMPLISHED
NOT ACCOMPLISHED
under heaven: a time to be born, and a
time to die; a time to plant, and a time
to pluck up what is planted; a time to
kill, and a time to heal; a time to break
down, and a time to build up; a time to
weep, and a time to laugh; a time to
mourn, and a time to dance; a time to
cast away stones, and a time to gather
stones together; a time to embrace, and
a time to refrain from embracing
ACCOMPLISHED
NOT ACCOMPLISHED
A. Photosphere
B. Chromosphere
C. Corona
4.) The hottest star is in what color?
A. Red
B. Orange
C. Blue
5.) The tremendous heatof the sun comes
from a process called ____.
A. nuclear fusion
B. nuclear fission
C. Geothermal
6. Volunteer students will be called
for recitation. (E2, R, T)
7. Students are free to raise their
hands and ask questions to the
teacher with respect and intellect.
(T, O)
8. Students will submit their scores
written on a ¼ sheet of paper
through ‗canter aisle-forward‘
manner. (O)
9. The teacher will remind the
students to read more about the
planets and other members of the
solar system. (W)
Biblical Text for the day:
Genesis 1:16 And God made the two
great lights—the greater light to rule
the day and the lesser light to rule
the night—and the stars.
ACCOMPLISHED
NOT ACCOMPLISHED
6. Students are free to raise their
hands and ask questions to the
teacher with respect and intellect.
(T, O)
7. Students will submit their scores
written on a ¼ sheet of paper
through ‗canter aisle-forward‘
manner. (O)
8. The teacher will remind the
students to read more about the
moon. (W)
Biblical Text for the day:
Psalm 8:3 When I look at your
heavens, the work of your fingers,
the moon and the stars, which
you have set in place,
ACCOMPLISHED
NOT ACCOMPLISHED
DAY 11
The Moon
DAY 12
Quiz Day
DAY 13
PETA Making or Finalizing
DAY 14
PETA Presentation
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 some
pick-up lines which involves the
moon. The teacher will also
challenge the students to think of
their own. This will already reflect
how much they already know
about the moon. (H)
Buwan k aba? – Natatakot kasi akong
mawala ka, pagdating ng araw.
Moon k aba? – Kasi I love staring at you
every night.
3. The teacher will introduce the
lesson objective/s to the students
for them to be guided along the
discussion: (W)
Describe the moon.
Demonstrate how the four phases of
the moon occur.
Describe how tides occur.
5. The teacher, with the aid of her
PowerPoint presentation will
discuss the said topics. (E1, T)
The Moon
o Revolution of the moon
o Types of Solutions
o Phases of the moon
o Tides
 Spring tides
 Neap tides
 Importance of tides
6. Students are free to raise their
1. Conduct a review discussion
session then a paper and pencil
short quiz regarding the sun, the
planets and other members of the
solar system, and the moon. (R,
T, E2)
2. Students will work on the ‗Take
This Challenge‘ part of their book
found on pages 245-246.
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.
ACCOMPLISHED
NOT ACCOMPLISHED
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
hands and ask questions to the
teacher with respect and intellect.
(T, O)
7. Volunteer students will be called
for recitation. (E2, R, T)
8. After the lesson proper, the
teacher will ask the students to
write a short poem regarding the
moon. It will be written on a ¼
sheet of paper. (E2)
9. The teacher will remind the
students to read about the sun,
the planets and other members of
the solar system, and the moon
for a quiz tomorrow. (W)
Biblical Text for the day:
Psalm 89:37 Like the moon it shall
be established forever, a faithful
witness in the skies.
ACCOMPLISHED
NOT ACCOMPLISHED
Should be done by groups of 5 or 6.
Students would be given time to plan, construct and present their PETA product in the classroom.
PETA will be displayed in an appropriate area in the school.
Make sure that students will submit a list of their group members.
Teacher should print a copy of the rubrics for each group.
Further details or guidelines will be discussed through teacher-student confrontation or deal.
Grade 5 Science 4th Quarter Curriculum Map
1 sur 15

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Grade 5 Science 4th Quarter Curriculum Map

  • 1. AQUINAS SCHOOL San Juan City Subject: Science Quarter: Fourth 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: days CURRICULUM MAP UNIT IV (Earth’s Atmosphere and the Solar System) Pre- Established Goal/s: 1.) Instill the value of versatility and upholding the order of nature in environmental management level through acquiring developed concepts and demonstrating skills in characterizing earth‘s atmosphere and solar system. Discuss how the hydrologic cycle occurs in nature. Compare the rate of heating and cooling of land and water surfaces. Classify cyclones according to wind speed. Discuss how a typhoon can be predicted. Enumerate safety measures before, during and after a typhoon. Plan activities for good and bad weather; and Cite ways by which we can conserve and protect our environment. Define climate. Discuss the factors that affect climate. Describe the wind systems of the Philippines. Explain why the Philippines has only two seasons while other countries have four; and Describe the four climate types in the Philippines and name the regions where each type occurs. Describe the sun in terms of size, layers, and temperature. Describe the planets and the other members of the solar system. Describe the moon. Demonstrate how the phases of the moon appear during earth‘s revolution; and Demonstrate how the kinds of tides occur. 2.) Practice critical thinking with competence and confidence. 3.) Relate one‘s understandings about earth‘s atmosphere and solar system in everyday occurrences.
  • 2. 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 Edition, Phoenix Publishing House, 2010 o Ramos, et. al, Exploring Life through Science Integrated Science 2nd Edition, Phoenix Publishing House, 2010 o Pavico, J., et.al, Exploring Life Through Science: The New Grade 8, Phoenix Publishing House, 2013 o www.brainpop.com o www.sciencenetlinks.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 Indicators of Aquinian Graduates Essential Understanding Essential Questions Transfer Goal Knowledge Skills Performance Task Other Evidences SOL 4: Earth/ Space Science Men of Truth and Justice Weather conditions affect what we do and how my body feels. Using information to predict the weather helps us make good decisions about what to do, what to wear, and where to go. Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain, and predict natural How do we describe what the weather is like today? How do we use weather patterns/ information to make predictions? How do weather conditions affect what we do, what we wear, and where we go? How does climate change relate to us? I want my students learn about the earth‘s atmosphere and the solar system 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 IV The Earth’s Atmosphere and the Solar System Chapter 10 Weather Watch The Hydrologic Cycle o Evaporation o Condensation o Precipitation Heating of Land and Water Tropical Cyclones o Kinds of tropical cyclones o Movement and formation of cyclones o Naming Typhoons o Storm warning signals  Signal No. 1  Signal No. 2  Signal No. 3  Signal No. 4 o Safety measures  Before the Typhoon  During the Typhoon  After the Typhoon o Effects of Typhoon Trace the processes involved in the hydrologic cycle. Explain the difference between the heating and cooling of land and water. Describe the kinds of cyclones. Discuss how an approaching typhoon may be predicted. Discuss the safety measures during bad weather. Plan activities depending on the weather. Define climate. Discuss the factors the affect climate. Describe the dry and wet seasons. Describe the four seasons in other countries. Describe the four types of climates in the Philippines. Title: The Life Saving Device of the Future Goal: I want my students learn about earth‘s atmosphere and the solar system, 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. Role: Scientists/ Inventors/ Concerned member of the society Audience: Aquinian Community Formative test #1 Day 1 The Hydrologic Cycle (E, A) Laboratory Activity#1 Day 2 Heating of Land and Water (S, P, A, E, I) Formative test #2 Day 3 Tropical Cyclones (E, A) Quiz#1 Day 4 Hydrologic Cycle, Heating of Land and Water, and Tropical Cyclones (A, E) Homework #1 Day 4 Planning Activities According to the Weather (S, P)
  • 3. phenomena. Changing climate affects our health, life style, mentality, and some aspects of life. Understanding and predicting what the coming weather might bring, or predicting how climate will change over the next century is of vital importance - both for our economy and for society. Aside from the sun as the main source of energy, it is also used as a pattern in studying the stars. The solar system is like a family made up of objects in the sky. The Sun forms the center of the solar system, and surrounding it are all the other Why do we need to be concerned about climate? Why do we need to know more about the Sun? How is the solar system like a family? What would happen if we had no moon? Planning Activities According to the Weather o Activities during good weather o Activities during bad weather Chapter 11 Our Climate Climate o What is climate? o Factors that affect climate  Altitude  Latitude  Bodies of water  Amount of rainfall o Wind systems  The Coriolis Effect o Philippine wind system  Northwest monsoon  Southwest monsoon Seasons o Two seasons o Four seasons Types of climate o Climate Type I o Climate Type II o Climate Type III o Climate Type IV Chapter 12 The Solar System The Sun o Characteristics of the Sun  Size  Distance o Layers of the Sun  Temperature o Source of Energy o Solar Phenomena  Sunspots  Solar flares  Solar wind The Planets and Other Members of the Solar Identify the regions where each type of climates occurs. State that the sun is the center of the solar system. Describe the structure and the features of the sun. Enumerate solar phenomena and their effects on earth. Describe each of the eight planets. Describe the asteroids, comets and meteors. Describe the moon. Demonstrate how the four phases of the moon occur. Describe how tides occur. Scenario: With the underlying question on how to rebuild after such destruction brought about by Typhoon Yolanda, your team of scientifically and socially committed inventors came up on an invention that will not only help rebuild the destroyed cities of the Philippines but also save future generations on natural calamities like typhoons. Product: 3D model of life saving device with description Standards: (Refer to guidelines and rubrics) Formative test #3 Day 5 Climate (E, A) Formative test #4 Day 6 Seasons (E, A) Formative test #5 Day 7 Types of Climate (E, A) Quiz#2 Day 8 Seasons and Types of Climate (A, E) Homework#2 Day 8 Solar System (P, S, I) Formative test #6 Day 9 The Sun (E, A) Formative test #7 Day 10 The Planets and other Members of the Solar System (E, A) Seatwork #1 Day 11 The Moon (P, I) Quiz#3 Day 12 The Sun, The Planets and Other Members of the Solar System, and The Moon (A, E)
  • 4. family members: planets, their moons, asteroids and comets. The moon is important because of the way that it interacts with the earth. System o The Planets  Mercury  Venus  Earth  Mars  Jupiter  Saturn  Uranus  Neptune o Revolution of the planets o Other Members of the Solar System  Asteroids  Comets  Meteors  Use of a Magnet The Moon o Revolution of the moon o Types of Solutions o Phases of the moon o Tides  Spring tides  Neap tides  Importance of tides
  • 5. DAY 1 The Hydrologic Cycle DAY 2 Heating of Land and Water Laboratory Day DAY 3 Tropical Cyclones DAY 4 Quiz Day DAY 5 Climate 1. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) Trace the processes involved in the hydrologic cycle. 2. As a motivational activity and in order for students to understand how the water cycle works, it is important for them to review what they have already learned about water itself, and the different states it can assume (solid, liquid, or gas) in our ever- changing environment. This can be done by showing the class three items—a half-filled glass of water, a dish with an ice cube, and a dish with a wet paper towel. (H, W) Begin by drawing attention to the glass of water. Ask questions such as:  What is in this glass?  What is water? What does it look or feel like?  Is water a solid, a liquid, or a gas?  Where can you find water? Where does it come from? Guide the class in establishing that water is a liquid that both falls from the sky in the form of rain and can be found in abundance in oceans, 1. The teacher will post a concept map on the board which will help the students recall the different hydrological processes. (R, E2) 2. The teacher will introduce the lesson objective/s again to the students for them to be guided along the discussion: (W) Explain the difference between the heating and cooling of land and water. 3. The teacher will distribute activity sheets for their laboratory experiment for today, and as the teacher does this, the students will also be asked to bring out the materials that they are supposed to bring for the activity. (H, O) 1. The teacher will ask the students to bring out the take home laboratory activity sheets for collection in a center aisle- forward manner. (O) 2. Random questions about yesterday‘s discussion will be raised. (H) 3. The teacher will introduce the lesson objective/s again to the students for them to be guided along the discussion: (W) Describe the kinds of cyclones. Discuss how an approaching typhoon may be predicted. Discuss the safety measures during bad weather. 4. As a motivational activity, the teacher will play some karaoke videos with ―rain‖ or ―ulan‖ in its lyrics. Let the students sing along with it. (H)  Ulan by Ceshe  Pyramid by Charice 5. The teacher, with the aid of her PowerPoint presentation or visual aids will introduce the said topic. 1. Conduct a review discussion session then a paper and pencil short quiz regarding hydrologic cycle, heating of land and water, and tropical cyclones. (R, T, 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 1. The teacher will ask the students to pass their homework regarding planning activities according to the weather by ‗center aisle-forward‘ manner. (O) 2. As a motivational activity, the teacher will call on students to present their drawings in front of the class. (H) 3. The teacher will introduce the lesson objective/s again to the students for them to be guided along the discussion: (W) Define climate. Discuss the factors the affect climate. 4. The teacher, with the aid of her PowerPoint presentation or visual aids will introduce the said topic. (E1, T) Climate o What is climate? o Factors that affect climate  Altitude  Latitude  Bodies of water  Amount of rainfall o Wind systems  The Coriolis Effect o Philippine wind system
  • 6. lakes, streams, and underground. Next, pick up the dish with the ice cube and show it to the class. Ask questions such as these:  What is in this dish?  Describe ice. What does it look or feel like?  Is ice a solid, a liquid, or a gas?  What is ice made of? How is it made?  If I left the ice in the room for a few hours, what would happen to it? Help the class to see that ice is water that has been frozen into a solid because it has been exposed to very low temperatures. Make sure they understand that when ice is allowed to warm up, it returns to liquid water. Next, present the dish with the wet paper towel, asking questions like these:  What is this?  What would happen if I left it out for a few hours?  Why would it dry out? Besides paper towels, what are some other examples of wet things that dry out over time? (Examples could include wet clothes, watered plants, glasses of water, and puddles.)  What if I put this wet paper towel outside during the winter? What might happen to it? Why? At this point, students should understand that when water is exposed to warm temperatures, it disappears or evaporates, becoming a gas, while under colder conditions it can freeze into ice, becoming a solid. It is important to emphasize that the three water samples they've seen represent the three states, or forms, that water takes on as temperature and other conditions change. 3. The teacher, with the aid of her PowerPoint presentation will discuss the said topic. (E1, T) The Hydrologic Cycle o Evaporation o Condensation o Precipitation 4. Students will be asked to answer some guide questions on their notebook after the lesson proper for better understanding of the lesson. (E2, T) 1. The water cycle is the Earth's way of _______. a. Getting rid of water b. Recycling water c. Using up all of our water 4. The class will go to the laboratory in the most orderly way possible. (O) 5. The teacher, with the aid of her PowerPoint presentation or visual aids will introduce the said topic. (E1, T) Heating of Land and Water 6. The students, with the guidance of the teacher, will conduct the laboratory activity. (E1, T, H) 7. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 8. Laboratory papers would be brought by the students at home to continue answering some parts of it. It will be returned to the teacher the next day. (T) (E1, T) Tropical Cyclones o Kinds of tropical cyclones o Movement and formation of cyclones o Naming Typhoons o Storm warning signals  Signal No. 1  Signal No. 2  Signal No. 3  Signal No. 4 o Safety measures  Before the Typhoon  During the Typhoon  After the Typhoon o Effects of Typhoon 6. Volunteer students will be called for recitation. (E2, R, T) 7. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 8. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T) 1.) It is characterized by a poorly developed wind circulation of weak velocities. A. Tropical disturbance B. Tropical depression C. Tropical storm 2.) PAR stands for… A. Philippines Aeronautics Responsibility B. Philippine Area of Responsibility C. Philippine Autonomous Region 3.) This storm warning signal is given when winds from 30-60 kph are expected in the locality. A. 1 B. 2 C. 4 4.) There‘s a typhoon and classes in all levels are suspended. You concluded that there‘s a storm warning signal number ___. 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. 6. The teacher will leave the students their homework. (E2, R) Home Delight: Read ‗Planning Activities According to the Weather‘ found on pages 210-211 of their Science book. On a short bond paper: o Simply draw the family scenario in your house during a bad weather. o Simply draw the family scenario in your house or anywhere during a good weather. ACCOMPLISHED NOT ACCOMPLISHED  Northwest monsoon  Southwest monsoon 5. Volunteer students will be called for recitation. (E2, R, T) 6. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 7. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T) 1.) The average weather conditions in a particular place over a long period of time. A. Weather B. Climate C. Monsoon 2.) The height of a place above sea level which affects the temperature of a place. A. Latitude B. Longitude C. Altitude 3.) The farther the country from the equator, the hotter average temperatures it has. A. True B. False C. Maybe 4.) It is the deflection of any body moving near the earth‘s surface from a straight-line path. A. Wind system B. Amihan C. Coriolis effect 5.) The large mass of moving air is the northeast monsoon. It is locally known as ____. A. Amihan B. Habagat C. Yolanda 8. Students will submit their scores written on a ¼ sheet of paper through ‗canter aisle-forward‘
  • 7. d. Cleaning our water 2. There are ____ stages in the water cycle. a. 2 b. 3 c. 4 d. 5 3. The water cycle begins with ________. a. Condensation b. Evaporation c. Precipitation d. Trick question-the water cycle has no beginning or end 4. When the Sun heats up the puddle of water in your backyard and turns it into water vapor, this process is known as ________. a. Condensation b. Evaporation c. Precipitation d. Collection 5. When you look outside and it is raining, the water falling down is in what stage of the water cycle? a. Evaporation b. Collection c. Condensation d. Precipitation 6. When you see clouds forming in the sky, the water above you is forming droplets in what stage of the water cycle? a. Collection b. Condensation c. Precipitation d. Evaporation 7. In the collection stage of the water cycle, water finds itself back in oceans, streams, and rivers by way of ________. a. The suction force that comes from large bodies of water b. Gravity and the fact that things tend to flow downhill c. Animals that carry the water back d. People 8. As time goes by, and water goes through the water cycle again and again, the amount of water on Earth _______. a. Increases 9. The teacher will remind the students to read more about tropical cyclones. (R) Biblical Text for the day: Genesis 1:9 And God said ―Let the water under the sky be gathered to one place, and let dry ground appear.‖ And it was so. ACCOMPLISHED NOT ACCOMPLISHED A. 1 B. 3 C. 4 5.) The number of the annual average storms that crosses the country, Philippines. A. 3 B. 19 C. 21 9. Students will submit their scores written on a ¼ sheet of paper through ‗canter aisle-forward‘ manner. (O) 10. The teacher will remind the students to read and review about the hydrologic cycle, heating of and water, and tropical cyclones for a quiz the next day. (R) Biblical Text for the day: Genesis 7:4 Seven days from now I will send rain on the earth for forty days and forty nights, and I will wipe from the face of the earth every living creature I have made. ACCOMPLISHED NOT ACCOMPLISHED manner. (O) 9. The teacher will remind the students to read more about seasons. (W) 10. The teacher will remind the students to be familiar with the song You‘ve Got a Friend by James Taylor for tomorrow‘s activity. When you're down and troubled and you need a helping hand and nothing, whoa, nothing is going right. Close your eyes and think of me and soon I will be there to brighten up even your darkest nights. You just call out my name, and you know where ever I am I'll come running to see you again. Winter, spring, summer, or fall, all you have to do is call and I'll be there, yeah, yeah, you've got a friend. If the sky above you should turn dark and full of clouds and that old north wind should begin to blow, keep your head together and call my name out loud. Soon I will be knocking upon your door. You just call out my name, and you know where ever I am I'll come running to see you again. Winter, spring, summer, or fall, all you have to do is call and I'll be there. Hey, ain't it good to know that you've got a friend? People can be so cold. They'll hurt you and desert you. Well, they'll take your soul if you let them, oh yeah, but don't you let them. You just call out my name, and you know where ever I am I'll come running to see you again. Winter, spring, summer, or fall, all you have to do is call, Lord, I'll be there, yeah, yeah, you've got a friend. You've got a friend. Ain't it good to know you've got a friend? Ain't it good to know you've got a friend? Oh, yeah, yeah, you've got a friend.
  • 8. b. Decreases c. Stays the same d. Goes up and down 9. The water that was around when dinosaurs roamed the Earth: a. Is gone, and has been for a long time b. Is about halfway gone c. Is the same water we use today d. Would be really dirty if it were still around 10. Once water makes it all the way through the water cycle, the water ________. a. Starts the cycle over again b. Has beaten that cycle and moves on to a more advanced cycle c. Is done with its journey d. Can take a break for awhile 5. Volunteer students will be called for recitation. (E2, R, T) 6. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 7. 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) 8. The teacher will remind the students to read more about heating of land and water. (W) 9. The teacher will remind the students to bring/prepare the following materials:  Reflector lamp with 100 watt bulb (Teacher should bring extra/s of this)  2 x 250 ml beakers (Lab provided) Biblical Text for the day: Isaiah 6:9-13 And he said, ―Go, and say to this people: ―‗Keep on hearing, but do not understand; keep on seeing, but do not perceive.‘ Make the heart of this people dull and their ears heavy, and blind their eyes; lest they see with their eyes, and hear with their ears, and understand with their hearts, and turn and be healed.‖ Then I said, ―How long, O Lord?‖ And he said: ―Until cities lie waste without inhabitant, and houses without people, and the land is a desolate waste, and the Lord removes people far away, and the forsaken places are many in the midst of the land. And though a tenth remain in it, it will be burned again, like a terebinth or an oak, whose stump remains when it is felled.‖ The holy seed is its stump. ACCOMPLISHED NOT ACCOMPLISHED
  • 9.  150 ml of soil  150 ml of water  2 thermometers (Lab provided)  Stopwatch Biblical Text for the day: Genesis 9:16 Whenever the rainbow appears in the clouds, I will see it and remember the everlasting covenant between God and all living creatures of every kind on the earth. ACCOMPLISHED NOT ACCOMPLISHED DAY 6 Seasons DAY 7 Types of Climate DAY 8 Quiz Day DAY 9 The Sun DAY 10 The Planets and Other Members of the Solar System 1. The class will start with a sing along of You‘ve Got a Friend. (H) 2. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) Describe the dry and wet seasons. Describe the four seasons in other countries. 3. The teacher will show pictures that will lead to next lesson, seasons. Teacher will gather students‘ insights about the pictures. (H, W) 1. The teacher will show a huge map of the Philippines. Students will be asked to pinpoint the location of the following cities/towns. (H) Palawan Manila Tacloban Cebu Batanes 2. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) Describe the four types of climates in the Philippines. Identify the regions where each type of climates occurs. 1. Conduct a review discussion session then a paper and pencil short quiz regarding seasons and types of climate. (R, T, E2) 1. The teacher will ask the students to pass their homework regarding solar system by ‗center aisle- forward‘ manner. (O) 2. As a motivational activity, the teacher will call on students to present their answers in front of the class. (H) 3. The teacher may also show pictures of the different planets including the sun and ask the students to arrange it in an orderly manner in reference to the mnemonics: My Very 1. The teacher will conduct a recall activity regarding the sun using visual aids. (H) 2. The teacher will introduce the lesson objective/s again to the students for them to be guided along the discussion: (W) Describe each of the eight planets. Describe the asteroids, comets and meteors. 3. The teacher, with the aid of her PowerPoint presentation or visual aids will introduce the said topic. (E1, T) The Planets and Other Members
  • 10. 4. The teacher, with the aid of her PowerPoint presentation and video clips will discuss the said topics. (E1, T) Seasons o Two seasons o Four seasons 5. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T) 1.) The earth is titled to how many degrees? A. 23 1/2 B. 23 1/4 C. 23 2.) Philippines has how many distinct seasons? A. 1 B. 2 C. 3 3.) What are the four different seasons? A. winter, spring, dry, wet B. winter, spring, summer, fall C. cold, spring, hot, fall 4.) Why is it that Philippines don‘t experience the four seasons? A. near the polar region B. we are on the ring of fire C. near the equator 5.) Earth completes one revolution around the sun in____ days. A. 365 B. 365 1/2 C. 365 1/4 6. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 7. Volunteer students will be called for recitation. (E2, R, T) 8. Students will submit their scores written on a ¼ sheet of paper through ‗canter aisle-forward‘ 3. The teacher, with the aid of her PowerPoint presentation and video clip will introduce and discuss the said topic. (E1, T) Types of climate o Climate Type I o Climate Type II o Climate Type III o Climate Type IV 4. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T) Determine the type of climate experienced in the following places: 1.) Mindoro 2.) Catanduanes 3.) Albay 4.) Isabela 5.) Romblon 5. Volunteer students will be called for recitation. (E2, R, T) 6. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 7. Students will submit their scores written on a ¼ sheet of paper through ‗canter aisle-forward‘ manner. (O) 8. The teacher will remind the students to read and review about the seasons and types of climates for a quiz the next day. (R). Biblical Text for the day: Ecclesiastes 3:1-8 For everything there is a season, and a time for every matter 2. After 30 minutes time, the papers will be collected by ‗center aisle- forward‘ manner. (O) 3. 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) 4. The students will give their scores to the teacher. 5. The teacher will leave the students their homework. (E2, R) Home Delight: Read ‗The Solar System‘ found on pages 230-231 of their Science book. On a short bond paper accomplish Pretest. ACCOMPLISHED NOT ACCOMPLISHED Enthusiastic Mother Just Sent Us Noodles. This will lead the class to the next lesson, the sun. (H) 3. The teacher will introduce the lesson objective/s again to the students for them to be guided along the discussion: (W) State that the sun is the center of the solar system. Describe the structure and the features of the sun. Enumerate solar phenomena and their effects on earth. 4. The teacher, with the aid of her PowerPoint presentation or visual aids will introduce the said topic. (E1, T) The Sun o Characteristics of the Sun  Size  Distance o Layers of the Sun  Temperature o Source of Energy o Solar Phenomena  Sunspots  Solar flares  Solar wind 5. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T) 1.) How gigantic is the sun in reference to the earth‘s size? A. 101 times B. 109 times C. 100000 times 2.) Heat and light from the sun travels for about how many minutes just to reach the planet earth? A. 5 B. 8 C. 11 3.) The visible surface of the sun is called___. of the Solar System o The Planets  Mercury  Venus  Earth  Mars  Jupiter  Saturn  Uranus  Neptune o Revolution of the planets o Other Members of the Solar System  Asteroids  Comets  Meteors  Use of a Magnet 4. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T) 1.) The most brilliant planet in the night sky. A. Mars B. Venus C. Saturn 2.) The largest planet in the solar system. A. Earth B. Neptune C. Jupiter 3.) The movement of the planet around the sun. A. Rotation B. Revolution C. Coriolis effect 4.) The miniature rocky planets. A. Asteroids B. Comets C. Meteors 5.) Considered as the most beautiful planets because of its rings. A. Saturn B. Uranus C. Neptune 5. Volunteer students will be called for recitation. (E2, R, T)
  • 11. manner. (O) 9. The teacher will remind the students to read more about types of climate. (W) Biblical Text for the day: Ecclesiastes 3:1-8 For everything there is a season, and a time for every matter under heaven: a time to be born, and a time to die; a time to plant, and a time to pluck up what is planted; a time to kill, and a time to heal; a time to break down, and a time to build up; a time to weep, and a time to laugh; a time to mourn, and a time to dance; a time to cast away stones, and a time to gather stones together; a time to embrace, and a time to refrain from embracing ACCOMPLISHED NOT ACCOMPLISHED under heaven: a time to be born, and a time to die; a time to plant, and a time to pluck up what is planted; a time to kill, and a time to heal; a time to break down, and a time to build up; a time to weep, and a time to laugh; a time to mourn, and a time to dance; a time to cast away stones, and a time to gather stones together; a time to embrace, and a time to refrain from embracing ACCOMPLISHED NOT ACCOMPLISHED A. Photosphere B. Chromosphere C. Corona 4.) The hottest star is in what color? A. Red B. Orange C. Blue 5.) The tremendous heatof the sun comes from a process called ____. A. nuclear fusion B. nuclear fission C. Geothermal 6. Volunteer students will be called for recitation. (E2, R, T) 7. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 8. Students will submit their scores written on a ¼ sheet of paper through ‗canter aisle-forward‘ manner. (O) 9. The teacher will remind the students to read more about the planets and other members of the solar system. (W) Biblical Text for the day: Genesis 1:16 And God made the two great lights—the greater light to rule the day and the lesser light to rule the night—and the stars. ACCOMPLISHED NOT ACCOMPLISHED 6. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 7. Students will submit their scores written on a ¼ sheet of paper through ‗canter aisle-forward‘ manner. (O) 8. The teacher will remind the students to read more about the moon. (W) Biblical Text for the day: Psalm 8:3 When I look at your heavens, the work of your fingers, the moon and the stars, which you have set in place, ACCOMPLISHED NOT ACCOMPLISHED
  • 12. DAY 11 The Moon DAY 12 Quiz Day DAY 13 PETA Making or Finalizing DAY 14 PETA Presentation 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 some pick-up lines which involves the moon. The teacher will also challenge the students to think of their own. This will already reflect how much they already know about the moon. (H) Buwan k aba? – Natatakot kasi akong mawala ka, pagdating ng araw. Moon k aba? – Kasi I love staring at you every night. 3. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) Describe the moon. Demonstrate how the four phases of the moon occur. Describe how tides occur. 5. The teacher, with the aid of her PowerPoint presentation will discuss the said topics. (E1, T) The Moon o Revolution of the moon o Types of Solutions o Phases of the moon o Tides  Spring tides  Neap tides  Importance of tides 6. Students are free to raise their 1. Conduct a review discussion session then a paper and pencil short quiz regarding the sun, the planets and other members of the solar system, and the moon. (R, T, E2) 2. Students will work on the ‗Take This Challenge‘ part of their book found on pages 245-246. 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. ACCOMPLISHED NOT ACCOMPLISHED 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
  • 13. hands and ask questions to the teacher with respect and intellect. (T, O) 7. Volunteer students will be called for recitation. (E2, R, T) 8. After the lesson proper, the teacher will ask the students to write a short poem regarding the moon. It will be written on a ¼ sheet of paper. (E2) 9. The teacher will remind the students to read about the sun, the planets and other members of the solar system, and the moon for a quiz tomorrow. (W) Biblical Text for the day: Psalm 89:37 Like the moon it shall be established forever, a faithful witness in the skies. ACCOMPLISHED NOT ACCOMPLISHED
  • 14. Should be done by groups of 5 or 6. Students would be given time to plan, construct and present their PETA product in the classroom. PETA will be displayed in an appropriate area in the school. Make sure that students will submit a list of their group members. Teacher should print a copy of the rubrics for each group. Further details or guidelines will be discussed through teacher-student confrontation or deal.