KISP 초등 e-science 교육과정
Transcript of KISP 초등 e-science 교육과정
2016학년도
KISP 초등 e-science교육과정
KNOWLEDGE
INTEGRITY
SELF-ESTEEM
PASSION
Prepared by Checked by Checked by Approved by
Vice Principal
Approved by
Principal
Jenneva Sarmiento
Nathan Doman
Chu Beomsuk
Yi Dongbok
Kim Jongho
KOREAN INTERNATIONAL SCHOOL PHILIPPINES
1. Purpose of English Science
A. General Goal
Elementary science seeks to help students understand the basic concepts of science
through inquiry into natural phenomenon and objects with interest and curiosity, and
the development of scientific thinking and creative problem solving abilities.
General Themes for English Science
The KISP elementary science curriculum is comprised of five themes. These include
systems, interactions, cycles, diversity, and energy.
1. Systems: A system is made up of parts. The parts of a system work together
to carry out a job. If one part is missing or not working properly, the system
cannot carry out its job well.
“Systems” theme includes the basic parts and/or functions of the:
- human body
- sense organs
- animal movement
- plants
- human skeleton
- human muscle
- human heart
- circulatory system
- urinary system
- alimentary tract
- human teeth
- cells
- seed
2. Interactions: Interactions can occur between forces and objects. When we appl
y a force on an object, the force interacts with the object and causes it to mo
ve or change its shape. There are also many types of interactions in the living
world. These take place within an organism, between organisms, as well as b
etween organisms and the environment.
“Interactions” theme includes:
- Sensory organs
- Human health
- Plant growth
- Common objects
- Animals and their habitat
- Wind
- Mixtures
- Soil
- Seasons
- Food and health
- Growth and development
- Habitat and environment
- Environmental changes
- Weather and climate
- Diseases
- Biotic and abiotic factors of the environment
- Adaptation
- Pollution
- Substance abuse
- Ecosystem and the environment
3. Cycles: Living and non-living things around us are matter. Some things contin
ue to exist because they occur in cycles. Living things need to reproduce to e
nsure the survival of their own kind.
“Cycles” theme includes the different phases of or stages in:
- Human and animal life cycle
- Plant cycle
- Water cycle
- The moon
- Four seasons
- The cycle of birth
- Reproduction
- Menstrual cycle
- Heredity
4. Diversity: There are many living and non-living things around us. Some of th
ese things may be similar to one another but others may be completely differe
nt. Animals found in the same place may have different body shapes and diets.
Likewise, the plants too can be different in colour or shape. This great variet
y of things is known as diversity.
“Diversity” theme includes the classification or characteristics of:
- Living things
- Plants
- Animals
- Habitat
- Air
- Phases of water
- Rocks
- Constellations
- Weather patterns
- Four kingdoms in living things
- Vertebrates and invertebrates
- Flowering and non-flowering plants
- Seed-producing and spore-producing plants
- Classification of materials
- Monocot and dicot plants
5. Energy: Energy affects us and our surroundings in many ways. It makes chan
ges and movement possible. Energy exists around us in various forms.
“Energy” theme includes the release and absorption of energy in:
- Cell functions
- Photosynthesis
B. Specific Goals
Course Objectives
understand the basic concepts of science and apply them to solve problems in daily
life
develop the ability to inquire about nature scientifically and to use this ability for
solving problems in daily life
enhance curiosity and interest in natural phenomena and science learning, and develop
an attitude to scientifically solve problems in daily life
recognize the relationship between science, technology and society
C. Goals for Each Grade Level
The major goal of KISP elementary Science programs is to develop the essential
scientific literacy to make students creative and systematic in dealing with problems
of daily life.
Grade 1
1. Students will recognize the parts of their body.
2. Students will understand that they use their eyes to see.
3. Students will understand that they use their ears to hear.
4. Students will understand that they use their tongue to taste.
5. Students will understand that they use their nose to smell.
6. Students will understand that they use their skin to feel.
7. Students will know how to take care of their bodies.
8. Students will understand what makes a balanced diet.
9. Students will know they need to eat three meals a day.
10. Students will understand they need to drink enough water.
11. Students will understand why they need to exercise.
12. Students will understand why they need to have enough rest and sleep.
13. Students will understand that people and animals need air, food and water to stay
alive.
14. Students will understand that people and animals respond to changes, move, grow and
change, have young and die.
15. Students will know that people and animals are living things.
16. Students will know that there are different types of animals.
17. Students will know that animals live in different places.
18. Students will know that animals move in different ways.
19. Students will understand that not all animals can be kept as pets.
20. Students will know that there are different types of plants.
21. Students will know that plants grow in different places.
22. Students will recognize the different plant parts and the function of each part.
23. Students will understand that plants need air, food and water to stay alive.
24. Students will understand that plants respond to changes, move, grow and change and
have young and die.
25. Students will know that plants are living things.
26. Students will observe that things come in different shapes, sizes, colors and textures.
27. Students will understand that things around us are made of different materials.
Scientific Themes for Grade 1
System
A system is made up of parts that work together.
There are systems in nature as well as man-made systems.
Diversity
There are many kinds of things around us. Some are living thing, while others are non-living
things. Some of these things are alike, while others are different. This variety of things is
known as diversity.
Energy
Energy changes things. Energy also makes things work or move.
Interaction
A force or a thing can have an effect on something else or one another. This is called an
interaction.
Cycle
A cycle is a series of events that takes place again and again. It is a pattern.
Grade 2
1. Students will know the different parts in their body.
2. Students will understand that the skeleton supports the body and gives the body shape.
3. Students will understand that muscles help them move.
4. Students will understand that their heart pumps blood to all parts of their body and
that blood carry food, water and air to all parts of their body.
5. Students will understand how they breathe.
6. Students will understand what happens to food after they eat it.
7. Students will know that a large part of their body is made up of water.
8. Students will recognize different kinds of habitats that animals live in.
9. Students will identify characteristics of animals that enable them to survive in their
habitats.
10. Students will identify useful animals and understand why they are useful.
11. Students will identify harmful animals and understand why they are harmful.
12. Students will recognize different kinds of habitats that plants live in.
13. Students will identify useful plants and understand why they are useful.
14. Students will identify harmful plants and understand why they are harmful.
15. Students will recognize the different uses of air.
16. Students will know what wind is and what its uses are.
17. Students will recognize that air is needed for burning.
18. Students will distinguish between clean air and polluted air.
19. Students will recognize that water can exist in different states.
20. Students will observe what happens when some substances are mixed with water.
21. Students will understand that there are many objects around them that are made of
rock.
22. Students will classify rocks according to their size, shape, color, pattern, texture and
hardness.
23. Students will understand the importance of soil.
24. Students will recognize that the sun rises in the morning and sets in the evening.
25. Students will recognize the observable shapes of the moon.
26. Students will know that there are different star patterns in the sky.
27. Students will know the four seasons.
28. Students will observe and describe weather conditions associated with each season.
29. Students will understand how seasons affect them, in terms of how they dress and the
kinds of activities that they can do.
Scientific Themes for Grade 2
System
A system is made up of parts that work together.
There are systems in nature as well as man-made systems.
Diversity
There are many kinds of things around us. Some are living thing, while others are non-living
things. Some of these things are alike, while others are different. This variety of things is
known as diversity.
Energy
Energy changes things. Energy also makes things work or move.
Interaction
A force or a thing can have an effect on something else or one another. This is called an
interaction.
Cycle
A cycle is a series of events that takes place again and again. It is a pattern.
Grade 3
1. Students will identify the parts of their sense organs.
2. Students will explain how their sense organs make them aware of the things around
them.
3. Students will recognize that their sense organs work together all the time.
4. Students will know how to take care of their sense organs.
5. Students will identify the skeletal, muscular, digestive, respiratory, circulatory,
nervous and urinary systems in their body.
6. Students will state the basic function(s) of each organ system.
7. Students will recognize that their organ systems work together all the time.
8. Students will understand that they need food for energy and nutrients.
9. Students will identify the nutrients in different types of food.
10. Students will state the function of each type of tooth.
11. Students will know how to take care of their teeth.
12. Students will recognize factors that affect the growth and development of a child.
13. Students will recognize ways to keep their body healthy.
14. Students will compare characteristics of healthy and unhealthy children.
15. Students will follow safety rules at home and in school.
16. Students will follow safety rules in case of fire.
17. Students will identify the living and non-living things around us.
18. Students will state that living things need air, water and food to stay alive.
19. Students will state the characteristics of living things.
20. Students will classify living things into general groups: animals, plants, fungi and
micro-organisms.
21. Students will describe what may happen to animals and plants if their needs are not
met.
22. Students will recognize that microorganisms can be useful or harmful.
23. Students will recognize that there is a variety of animals around us.
24. Students will compare the body parts of different animals.
25. Students will understand that animals move in different ways.
26. Students will recognize that animals live in different places.
27. Students will classify animals based on what they eat.
28. Students will relate the mouth part of animals to the type of food they eat.
29. Students will describe how animals can be useful to them.
30. Students will know how to care for pets and animals.
31. Students will recognize that there is a variety of plants around us.
32. Students will recognize that plants can be found in various places.
33. Students will know that parts of plants may look different in different plants.
34. Students will state the functions of common parts of plants.
35. Students will know that plants make their own food.
36. Students will describe how plants can be useful or harmful to people and animals.
37. Students will know how to care for plants.
38. Students will explain the meaning of a habitat and a population.
39. Students will recognize the different habitats found in the environment.
40. Students will recognize the different plants and animals found in different habitats.
41. Students will distinguish between a healthy environment and an unhealthy
environment.
42. Students will describe the environmental conditions that affect our health.
43. Students will know how to care for the environment.
44. Students will describe the weather and climate around them.
45. Students will observe the weather and climate around them.
46. Students will observe the weather changes from day to day and over seasons.
47. Students will know how to make a weather chart.
48. Students will describe the effect of weather on human activities.
49. Students will practice safety measures during certain types of weather.
Scientific Themes for Grade 3
System
A system is made up of parts. The parts of a system work together to carry out a job. If one
part is missing or not working properly, the system cannot carry out its job well.
Diversity
Animals found in the same place may have different body shapes and diets. Likewise, the
plants too can be different in colour or shape. This great variety of things is known as
diversity.
Energy
Energy affects us and our surroundings in many ways. It makes changes and movement
possible. Energy exists around us in various forms.
Interaction
Interactions can occur between forces and objects. When we apply a force on an object, the
force interacts with the object and causes it to move or change its shape. There are also many
types of interactions in the living world. These take place within an organism, between
organisms, as well as between organisms and the environment.
Cycle
Living and non-living things around us are matter. Some things continue to exist because they
occur in cycles. Living things need to reproduce to ensure the survival of their own kind.
Grade 4
1. Students will identify the main parts of their skeletal system and their functions.
2. Students will identify the main parts of their muscular system and their functions.
3. Students will describe how muscles are attached to bones.
4. Students will explain how their skeletal and muscular systems work together.
5. Students will explain how to care for their skeletal and muscular systems.
6. Students will identify the main parts of their digestive system and their functions.
7. Students will explain the path of food in the digestive system.
8. Students will recognize health habits related to the digestive system.
9. Students will understand that their nutritional requirements vary with their age, gender,
body weight and activities.
10. Students will plan a food menu according to one’s nutritional requirements.
11. Students will know how to read product labels.
12. Students will follow precautionary measures indicated in the product labels.
13. Students will understand the effects of food additives on their health.
14. Students will understand that a cell is the smallest unit of life and that all living things
are made up of cells.
15. Students will recognize that some living things are unicellular while others are
multicellular.
16. Students will understand that the variety of animals makes it important to identify
them and assign them into groups.
17. Students will classify animals as vertebrates or invertebrates.
18. Students will identify groups of vertebrates and their characteristics.
19. Students will recognize different kinds of plants.
20. Students will understand that the variety of plants makes it important to identify and
assign them into groups.
21. Students will classify plants as flowering or non-flowering plants.
22. Students will classify plants as seed-producing or spore-producing plants.
23. Students will identify the parts of a seed and their functions.
24. Students will classify plants as fruit-bearing and non fruit-bearing plants.
25. Students will classify plants as useful or harmful plants.
26. Students will understand that living things reproduce to ensure survival of their own
kind.
27. Students will understand that all living things go through a life cycle and that different
living things go through different life cycles.
28. Students will recognize that some animals hatch from eggs and some are born as
young animals.
29. Students will describe the life cycle of human beings.
30. Students will describe the life cycle of some animals.
31. Students will describe the life cycle of some flowering plants.
32. Students will understand that the environment is made up of living things and non-
living things.
33. Students will recognize that resources are things we get from the environment to meet
our needs.
34. Students will identify natural resources found in the environment.
35. Students will know that different environments support different living things.
36. Students will make links between life processes in animals and plants, and their
environments.
37. Students will understand that environmental changes can occur slowly or rapidly.
38. Students will understand that environmental changes can be good or bad.
39. Students will know that different populations living together interact with the physical
factors around them to form an ecosystem.
40. Students will name the characteristics of some ecosystems.
41. Students will explain and measure air temperature.
42. Students will explain humidity and atmospheric pressure.
43. Students will identify and explain factors that affect weather.
44. Students will identify factors that affect climate.
45. Students will state the properties and uses of materials.
46. Students will explain the density of materials.
47. Students will classify materials based on their properties and uses.
48. Students will recognize that objects may be made of one or more materials.
49. Students will explain the relationship between properties of materials and the objects
they are made into.
50. Students will invent toys using easy-to-find materials.
51. Students will describe changes that occur when materials are mixed.
52. Students will recognize that temperature can affect the solubility of materials.
53. Students will identify factors that affect the rate of solubility of materials.
Scientific Themes for Grade 4
System
A system is made up of parts. The parts of a system work together to carry out a job. If one
part is missing or not working properly, the system cannot carry out its job well.
Diversity
Animals found in the same place may have different body shapes and diets. Likewise, the
plants too can be different in colour or shape. This great variety of things is known as
diversity.
Energy
Energy affects us and our surroundings in many ways. It makes changes and movement
possible. Energy exists around us in various forms.
Interaction
Interactions can occur between forces and objects. When we apply a force on an object, the
force interacts with the object and causes it to move or change its shape. There are also many
types of interactions in the living world. These take place within an organism, between
organisms, as well as between organisms and the environment.
Cycle
Living and non-living things around us are matter. Some things continue to exist because they
occur in cycles. Living things need to reproduce to ensure the survival of their own kind.
Grade 5
1. Students will identify the main parts of the respiratory system and their functions.
2. Students will explain the mechanism of breathing.
3. Students will recognize common ailments related to the respiratory system.
4. Students will describe ways to keep our respiratory system healthy.
5. Students will explain how breathing and movement are interrelated.
6. Students will recognize the respiratory system in some animals.
7. Students will identify the main parts of the circulatory system and their functions.
8. Students will explain the path of blood from the heart to all parts of the body and form
all parts of the body to the heart.
9. Students will experiment and explain the effects of exercise and rest on the pulse rate.
10. Students will recognize diseases related to the circulatory system and abnormalities in
the organs of the circulatory system.
11. Students will recognize ways we can care for our circulatory system.
12. Students will relate the function of the circulatory system to that of the digestive and
respiratory systems.
13. Students will understand that a disease is an illness that can affect a person’s health.
14. Students will understand that some diseases are communicable.
15. Students will recognize the need to consult a health/medical personnel once a year
and/or whenever necessary.
16. Students will recognize diseases that are caused by animals.
17. Students will practice safety measures to prevent the spread of diseases caused by
animals.
18. Students will demonstrate first aid measures for insect and animal bites.
19. Students will demonstrate first aid measures for bone and muscle injuries.
20. Students will understand that each type of cell in our body has a distinct function.
21. Students will know that a cell needs energy to carry out its functions.
22. Students will describe the observable characteristics of each group of invertebrates.
23. Students will know that plants make their own food in a process called photosynthesis.
24. Students will investigate the requirements for photosynthesis to take place.
25. Students will describe the process of photosynthesis.
26. Students will differentiate between sexual reproduction and asexual reproduction.
27. Students will recognize that some living things reproduce sexually.
28. Students will explain the process of fertilization in sexual reproduction of humans.
29. Students will know that most living things developed from a fertilized egg.
30. Students will identify the parts of the flower and their role in the processes involved
in sexual reproduction of flowering plants.
31. Students will identify how seeds are dispersed based on their structure.
32. Students will investigate factors that are needed for seed germination.
33. Students will explain the growth of flowering plants from seedling stage to flowering
and fruiting stage.
34. Students will identify factors essential for the growth of plants.
35. Students will identify the biotic and abiotic components of an ecosystem.
36. Students will design a model of an ecosystem.
37. Students will recognize that the number of living things an ecosystem can support
depends on resources available and abiotic factors.
38. Students will describe the structural and behavioral adaptations of animals to the
environment for survival.
39. Students will describe the structural and behavioral adaptations of plants to the
environment for survival.
40. Students will explain what happens to animals and plants when the environment
changes
41. Students will know that some living things used to exist but are now extinct.
42. Students will identify animals and plants that are near extinction or endangered.
43. Students will identify that pollution is a change in the environment.
44. Students will describe the effects of pollution.
45. Students will understand that pollution is a change in the environment.
46. Students will describe the effects of pollution.
47. Students will understand that the size of a human population can increase or decrease
due to some factors.
48. Students will know that a human population can be described by the population
density.
49. Students will observe and identify the different types of clouds.
50. Students will describe how fog, dew, hail and wind are formed.
51. Students will explain the occurrence of wind due to the unequal heating of the earth’s
surface.
52. Students will recognize that land absorbs and releases heat faster than water.
53. Students will explain the effects of wind on living things and the environment.
Scientific Themes for Grade 5
System
Systems are everywhere around us. Every part in a system must fulfill its specific function in
order for the entire system to work. Systems can be as big as Solar System or as small as a
cell.
Diversity
A group of things can have some differences that allow the group to be further divided into
smaller groups. When we observe these differences, we should be able to identify the various
ways to classify these things.
Energy
Energy is all around us. It can take on various forms and can change from one form to
another. It can also travel in various ways. Living things need energy to carry out life
processes. Non-living things also need energy to carry out their functions.
Interaction
Interactions occur all around us. Living things interact with other living things and non-living
things in the environment. Some interactions are useful while some can be harmful. When
non-living things interact with the environment, they undergo changes which can be
reversible or irreversible.
Cycle
Living things and non-living things go through changes that occur in cycles. In living things,
cycles ensure that certain characteristics are passed down to the young. Cycles are also
important in non-living things as they ensure that important substances are never used up.
Grade 6
1. Students will identify the main parts of the nervous system and their functions.
2. Students will explain the path of the message to and from the nervous system.
3. Students will recognize common ailments related to the nervous system.
4. Students will recognize ways to care for the nervous system.
5. Students will identify the main parts of the urinary system and their functions.
6. Students will understand how the urinary system works together with other organ
systems.
7. Students will recognize ways to care for the urinary system.
8. Students will describe the effects of tobacco, alcohol and drugs on the human body.
9. Students will recognize that drugs and alcohol can lead to addiction.
10. Students will say ‘no’ to tobacco, alcohol and drugs.
11. Students will explain ways to protect themselves from verbal, physical and emotional
abuses.
12. Students will show concern and kindness towards differentially-abled persons.
13. Students will understand that cells grow and divide, thereby producing more cells.
14. Students will recognize the organization of a multicellular living thing.
15. Students will understand that cells need energy to do work and produce more cells.
16. Students will know that information of a living thing is contained in genes found in
cells.
17. Students will classify plants as monocotyledons or dicotyledons.
18. Students will recognize how plants are useful to people and other animals.
19. Students will recognize how plant parts are harmful to people and other animals.
20. Students will understand that some plants can reproduce from their plant parts.
21. Students will explain various techniques of plant reproduction.
22. Students will explain the use of knowledge in the reproduction of plants and animals.
23. Students will identify the main organs of the male reproductive system and their
functions.
24. Students will identify the main organs of the female reproductive system and their
functions.
25. Students will describe the growth and development of a human from birth to
adulthood.
26. Students will describe the physical, social and emotional changes in males and
females during puberty.
27. Students will understand the menstrual cycle in females.
28. Students will understand the semen production in males.
29. Students will recognize common disorders related to the reproductive system.
30. Students will adopt practices for the hygiene of the reproductive system.
31. Students will observe that living things resemble their parents.
32. Students will recognize the characteristics that are inherited from parents to their
offspring.
33. Students will understand that characteristics of a living thing result from the
interactions with the environment cannot be pass on to the offspring.
34. Students will understand that sexually produced offspring are never identical to either
of their parents because the offspring receives genetic information from both parents
during sexual reproduction.
35. Students will describe the interrelationship and interdependence among various living
things which live together in the environment.
36. Students will use food chains and food webs to show feeding relationship in a habitat.
37. Students will know that the sun is the main source of energy in an ecosystem and that
energy is passed on from one living thing to another in food chains and food webs.
38. Students will identify the roles of living things in an ecosystem.
39. Students will describe how human beings cause changes to the environment.
40. Students will recognize that changes in the environment, both natural and influenced
by human beings, can disturb the natural balance in an ecosystem.
41. Students will explain the importance of coral reefs.
42. Students will identify practices that cause coral reef destruction and their effects.
43. Students will identify parts of plants often used by human beings and how it causes
environmental imbalance.
44. Students will identify parts of animals often used by human beings and how it causes
environmental imbalance.
45. Students will recognize the need and importance to conserve living things and the
environment and to sustain the balance in the ecosystem.
46. Students will describe the effects of different weather systems.
47. Students will understand factors that cause changes in materials.
48. Students will identify whether changes in materials are reversible or non-reversible.
49. Students will explain the good and bad effects of changes in materials to the
environment.
Scientific Themes for Grade 6
System
Systems are everywhere around us. Every part in a system must fulfill its specific function in
order for the entire system to work. Systems can be as big as Solar System or as small as a
cell.
Diversity
A group of things can have some differences that allow the group to be further divided into
smaller groups. When we observe these differences, we should be able to identify the various
ways to classify these things.
Energy
Energy is all around us. It can take on various forms and can change from one form to
another. It can also travel in various ways. Living things need energy to carry out life
processes. Non-living things also need energy to carry out their functions.
Interaction
Interactions occur all around us. Living things interact with other living things and non-living
things in the environment. Some interactions are useful while some can be harmful. When
non-living things interact with the environment, they undergo changes which can be
reversible or irreversible.
Cycle
Living things and non-living things go through changes that occur in cycles. In living things,
cycles ensure that certain characteristics are passed down to the young. Cycles are also
important in non-living things as they ensure that important substances are never used up.
SCIENTIFIC PROCESS SKILLS FOR GRADE 1 - 6
Science education involves process as well as content. The content learned helps the students understand and
interpret their environment. The process involves using diverse skills to solve different problems. This leads to
effective ways of working and provides experience in thinking critically and creatively. The process skills with
expectations for each grade are found below. It is hoped that teachers will develop these skills through hands-on
experiences.
Introduce, Reinforce, Master G1 G2 G3 G4 G5 G6
1. Observing: ability to identify properties,
structures, etc. through use of all the senses I R R M
2. Classifying: ability to group, match, compare
by commonality I R R M
3. Identifying: ability to describe and interpret
sensory and qualitative aspects of learning I R R R M
4. Questioning: ability to ask pertinent
questions regarding experiences I R R R M
5. Measuring: ability to find quantitative
differences, to estimate, calculate, etc. (metric) I R R R R M
6. Recording: ability to collect, record, and
tabulate data meaningfully I R R
7. Predicting: ability to guess outcomes on
basis of previous experiences I R R
8. Formulating Models: ability to represent
cognitive data graphically I R
9. Formulating a Hypothesis: to predict and
generalize from experiences/data; to make an
educated assumption as to the possible outcomes
of an experiment
I R
10. Interpreting: ability to analyze data validly
(similarities, dissimilarities, cause/effect) I R
11. Designing Investigations: ability to control
variables, record and interpret data,
summarize data, graph
I
12. Inferring: ability to make conclusions
referring to causes, effects, etc. I R R
13. Generalizing: ability to sum up experiences
into some kind of conclusion I
14. Experimenting: to try something out to see
whether or not it works I R R R
15. Manipulating Variables: to identify and
selectively change experimental conditions such as
time, intervals, temperature, distance
I R
16. Handling Equipment: to know the purpose for
and manner of using lab resources and equipment
for the purpose of experimentation
I R R R
17. Using Space-Time Relationships: ability to
consider position and motions from vantage points
other than the child’s own
I
18. Communication: ability to verbally relate
experiences, information, and procedures with
clarity
I R R R
19. Recognizing Problem Areas: ability to be aware
of areas where alternative solutions are
possibilities
I R
20. Researching: ability to seek additional
information, sources, conditions, personnel,
events
I R R
21. Interdisciplinary Skills: to be able to identify those
areas of science which are interrelated to other
disciplines such as math, English, and social studies
I R R M
SCIENTIFIC METHOD (Expectations by Grade Level)
Primary – Observe and Inquire: Grades One to Three
1. Ask questions and make observations.
2. State the problem.
3. Identify the materials.
4. Follow the procedures to conduct the investigation.
5. Tell what was learned as a result of the investigation.
Elementary – Hypothesize and Experiment: Grades Four to Six
1. Ask questions and make observations.
2. Recognize and state the problem.
3. Formulate a hypothesis based on content, research and previous experience.
4. Identify the materials.
5. Follow the procedures to conduct the investigation.
6. Collect data and record the results.
7. State a conclusion based on the data collected; include applications to everyday life.
2. Annual Plan A. Semester One Teaching Plan
GRADE 1 Miss Jenneva Sarmiento Abbreviations: TBA (Textbook My Pals are Here 1A), WBA1 (Workbook Part 1 – My Pals are Here), TWS (Teacher-made Worksheets)
Mth Wk Date Unit Text Content Learning Activities
Mar.
1 1 - - Entrance Ceremony/Student Orientation -
1 1-4 Introduction to Grade 1 Science
TWS Importance of Science Themes and objectives
Show video of the progressing world Compare people before and the people now Answer teacher-made worksheet (My Invention)
2 7-11 Unit 1: Me!
TBA pp. 1 - 15 WBA1 pp. 2 - 5
TWS
Different parts of the body. Things we can do with the body parts.
Play Guess the Body Part Discuss how body parts work together Group Activity Answer workbook
3
14-18 Unit 2:
Five Senses
TBA pp. 16 - 27 WBA1 pp. 6 -
15 TWS
Different Sense Organs Using the senses
Guessing game: Identify the object using the description/s given Class Activity: Guessing mystery objects using different senses Answer workbook
4 21-25 Unit 3: Caring for our
Body
TBA pp. 28 - 41 WBA1 pp.16 –
25 TWS
Ways to take care of the body How to be healthy Creating balance meal
Survey and observe the School’s Cafeteria using the senses Grouping and identifying healthy and unhealthy food Making a food table: letting them plan of the food they will eat for 1 week Making a healthy meal Answer workbook
Apr
5-6 3/28-1
4-8
Performance Task
TWS Extra Challenge: Knowing the mystery thing using the senses
Class Activity: Students will play extra challenge
Quiz ------- Unit 1 until Unit 3 Quiz 1
7 11-15 Unit 4: People and
Animals
TBA pp. 42 - 49 WBA1 pp.26-
27 TWS
Understanding Living Things Needs of people and animals
Show video of beautiful animals and different people in the world Discuss factors that makes a thing “living” Show and Tell: My favorite Pet in the World Answer workbook
8 18-22 Unit 4: TBA pp. 50 - 53 How living things respond to changes Game: Identifying Living and Non-Living
People and Animals
WBA1 pp.28- 29
TWS
Difference between living and non-living things
Discuss about parent and young animals Answer worksheets on different animals and plants Answer workbook
9 25-29 Unit 5: More about Animals
(Physical Appearance)
TBA pp. 54 - 59 WBA1 pp.30 -
33 TWS
Grouping animals according to their features Describing animal’s characteristics
Visit Manila Petting Zoo Observing animals in the petting zoo Group animals according to their physical features Answer workbook
May
10 2-6 Quiz 2: Unit 4-5 11 9-13 Unit6: Plants TWS Tell the importance of plants 12 16-20 Unit 6: Plants
(Parts and Functions of
Plants)
TBA 75 - 81 WBA1 pp38 -
41 TWS
Identify the plant’s parts and its functions
Show four pictures of plants (vine, grass, shrub and tree). Group Activity: Observing fruits and its seeds Answer workbook
13 23-27 Unit 6: Plants (Plants as living
thing)
TBA 82 - 87 WBA1 pp.42 -
45 TWS
Different needs of plants How plants respond to changes
Laboratory Experiment: Reaction of Plants in different naturals factors Answer workbook
Jun.
14-
15
5/30-3
6-10
Performance Task
TWS Different needs of plants Naming the parts of the bean plant
Individual activity:
Planting Bean Seed
Quiz 3: ------- Unit 6 16 13-17 Unit 7:
Things Around Me
(Physical Features)
TBA pp. 88 - 95
WBA1 pp.46 -50
TWS
Observing that things come in different shapes, sizes, colors and textures.
Make scrap book Answer workbook
17 20-24 FINAL EXAMINATION 18 6/27-1 Unit 7:
Things Around Me
(Composition)
TBA pp.96 -103 WBA1 pp. 51-
53 TWS
What things/ materials made of Comparing different objects
Identify what object/s are made of Bring three objects from the house for show and tell in the class Answer workbook
Jul. 19 4-8 Performance
Task TWS Collage of different pictures Individual activity
GRADE 2 Miss Jenneva M. Sarmiento Abbreviations: TBA (Textbook My Pals are Here 2A), WBA1 (Workbook Part 1 – My Pals are Here), TWS (Teacher-made Worksheets)
Mth Wk Date Unit Text Content Learning Activities
Mar.
1 1 - - Entrance Ceremony/Student Orientation -
1 1-4 Introduction to Grade 2
Science
TWS
Importance of Science Themes and objectives
Floating egg experiment Worksheet on Scientific Attitudes and Skills Class Discussion and Sharing
2 7-11 Unit 1: My wonderful
body
TBA pp. 2 - 11 WBA pp. 2-5
TWS
Identify the parts of the Skeletal system and how it functions. Understand the importance of the heart and how blood travels to the different parts of the body. Understand how we breathe. Understand what happens to food after we eat it. Familiarize the basic parts and functions of the digestive system.
Use Stethoscope for counting heartbeat Differentiate number of heart beats when resting and after running Class Demonstration Discussion on the different body parts and its functions Extra Challenge (group game) Worksheet (identifying body parts and its functions) Breathing exercise sing and dance the Head, Shoulders, Knees and Toes Demonstration on the function of saliva in the process of digestion Discussion on the basic concept of Digestive System Answer workbook Group work
3
14-18 Unit 1:
My wonderful body
(Parts Working Together)
TWS Understand that body parts work together for the human body system to work. Compare and contrast the body system of human and some animals.
Ppt for pictures of the different body systems of some animals will be shown to the students for them to see the similarities and differences. Making body system puzzle.
4 21-25 Performance
Task
TWS Creating a Body System Model Using Clay Individual activity
Apr
5-6 3/28-1
4-8 Quiz1 ------- Unit 1 Paper-Pencil-Test
Unit 2: Amazing Animals
TBA pp. 12-31 WBA pp. 6-11
TWS
Different animal habitat Useful and Harmful Animals
Students will tell what animal/s live in a given habitat shown in pictures Group useful and harmful animals Answer workbook
7 11-15 Unit 3: Plants TBA pp. 32-45 WBA pp. 12-15
TWS
Different plant habitat. Useful and Harmful Plants
Students will tell what plant/s live in a given habitat shown in pictures Group useful and harmful plants
Answer workbook
8 18-22 Performance Task
TWS Creating Album of Animals and Plants: Classifying Harmful and Useful animals and
Plants
Individual activity
9-10 25-29
2-6 Quiz2 ------- Unit 2 and 3 Paper-Pencil-Test
Unit 4: Air TBA pp. 46-57 WBA pp.16-9
TWS
Sources and uses of Air Clean Air vs Polluted Air Ways to prevent air pollution
Show video of Air Awareness Act (show Earth before and now) Making Poster Interview/Survey adults on their views if the Earth’s air is clean or not Sharing of results on class Answer workbook
May
11 9-13 Graded Recitation 12 16-20 Unit 5: Water
(Different States)
TBA pp. 58-63 TWS
Forms and characteristics of water States of Water
Laboratory Activity: states of water Observing clean and dirty water Group work
13 23-27 Unit 5: Water (Effects in
Water)
TBA pp. 64-69 WBA pp.24-25
TWS
Effects when things are being mixed with water
Laboratory Activity: Mixing solid and liquid Answer workbook
14 5/30-3 Unit 6: In the ground
TBA pp. 70-83 WBA pp.26-29
TWS
Understand that there are many objects around us that are made of rock. Classify different kinds of rocks Understand the importance of soil
Outdoor Activity (Observing Garden soil) Making compost pit Planting vegetable Answer workbook
Jun.
15-16 6-10
13-17 Performance
Task
TWS Laboratory Experiment (Mixing water with paint, oil, and salt)
Group Activity
Quiz3 ------- Unit 4 until Unit 5 Paper-Pencil-Test
17 20-24 FINAL EXAMINATION
18 6/27-1 Unit 7: Day and Night (The Sun and
the Moon)
TBA pp. 84-92 WBA pp. 30-32
TWS
Recognize that the sun rises in the morning and sets in the evening. Recognize the observable shapes of the Moon
Do Day and Night Hanging Décor Make moon calendar Discuss Night and Day Answer workbook
Jul.
19 4-8 Unit 8: The Seasons
TBA pp. 96-110
WBA pp. 34-37 TWS
Know the four season Observe and describe weather conditions associated with each season. Effects of changing season
Discuss weathers and seasons Listing effects of the changing season Make season cards
GRADE 3 Miss Jenneva M. Sarmiento Abbreviations: TBA (Textbook My Pals are Here 3A), WBA1 (Workbook Part 1 – My Pals are Here), TWS (Teacher-made Worksheets)
Mth Wk Date Unit Text Content Learning Activities
Mar.
1 1 - - Entrance Ceremony/Student Orientation -
1 1-4 Unit 1: Our Sense
Organs
Focus: Eyes and Ears
TWS TBA pp. 2-6 WBA pp. 1-5
TWS
Identify the parts of our sense organs. Explain how our eyes and ears make us aware of the things around us. Parts and functions of our Eyes and Ears.
They will identify hidden objects found in the picture. Using sense of hearing, they will guess what animal/vehicle or object in slide. The students will mention different uses and importance of our eyes and ears. Using an eye model, the students will try to identify the different parts of the eye and ear. Answer workbook.
2 7-11 Unit 1: Our Sense
Organs
Focus: Skin, Tongue,
Nose
TBA pp. 7-12 WBA pp.6-7
TWS
Explain how our skin, tongue and nose make us aware of the things around us. Parts and functions of the skin, tongue and nose.
They will identify what are the objects in the box by just touching it. They will do an experiment on knowing the importance of sense of taste. The students will mention different uses and importance of our skin, tongue and nose. They will do a survey in listing the things in the cafeteria, washroom and classroom that have bad smell and good smell. Answer workbook.
3
14-18 Unit 1:
Our Sense Organs Focus:
Our sense organs
working together.
TBA pp. 13-14 WBA pp. 8-9
TWS
Understand the importance of every sense organ. Knowing how our sense organs work together.
The students will play a group game where they need to use their sense organs to complete the given challenges. Answer workbook.
Apr.
4 21-25 Unit 1: Our Sense
Organs Focus:
Taking care of our sense
TBA pp. 13-14 TWS
Taking care of our sense organs. Each group will make a list of how to take care of the different sense organs. Role playing (doctor-patient)
organs 5-6 3/28-1
4-8 Performance
Task
TWS Fingerprints Album Individual activity
Quiz1 ------- Unit 1 Paper-Pencil-Test
7 11-15 Unit 2: Amazing body
Focus: Skeletal,
Muscular, and Digestive
TBA pp.20-22 WBA pp.11-12
TWS
Identify the parts and functions of the skeletal, muscular and digestive system.
Group reporting: discussing the different parts and functions of the skeletal, muscular and digestive system. Answer workbook
8 18-22 Unit 2: Amazing body
Focus: Respiratory, Circulatory
and Nervous System
TBA pp. 23-28 WBA pp.13-15
TWS
Identify the parts and functions of the respiratory, circulatory and nervous system. Understand how the body systems work together.
Group reporting: discussing the different parts and functions of the respiratory, circulatory and nervous system. Answer workbook
9-10 25-29
2-6 Performance
Task
TWS Creating a mini-book about the different body systems.
Individual activity
Quiz2 ------- Unit 2 Paper-Pencil-Test
May
11 9-13 Graded Recitation 12 16-20 Unit 3: Food
Focus:
Types of food Nutrients
TBA pp. 31-37 WBA pp 16-19.
TWS
To understand the importance of food. Identify the different nutrients found in food. Know the importance of water. Learn how to make healthy choices.
Preparing a meal plan using the food pyramid as a guide. Recording the food they ate for 5 days and identifying if it is healthy or unhealthy. Answer workbook
13 23-27 Unit 3: Food
Focus: Teeth
TBA pp.38-41 WBA pp. 20-22
TWS
Name the different types of teeth. Know the function of each type of teeth. Learn the ways on how to take care of the teeth.
Discuss the different types of teeth and their uses. Showing different pictures of animals and how their teeth look like. Enumerating the proper ways on taking care of our teeth. Answer workbook
14 5/30-3 Unit 4: Caring for our Body
TBA pp. 45-52 WBA pp. 23-27
TWS
Know the factors that affect how our body grows and develops. Learn the ways on how to take care of our body. Enumerate safety rules we should follow to
Making a poster showing the danger of not eating properly. Show and Tell: show a baby picture and tell the changes happened Answer workbook
keep us away from danger.
Jun.
15 6-10 Unit 5: Living Things
TBA pp. 55-68 WBA pp.28-34
TWS
Identify what living things need. Enumerate the characteristics of a living thing. Learn how to group living things according to their habitat and niche.
Discuss the difference between living and non-living things. Answer workbook Do Science activity: observing and listing the different living and non-living things around. Answer workbook
16 13-17 Unit 6: Animals
TBA pp.71-86 WBA pp. 35-46
TWS
Know the importance of animals. Identify some animals and their body parts. Differentiate Carnivores, Herbivores and Omnivores. Enumerate the ways to take care of the animals.
Students will watch a short clip showing the beautiful animals. They will cut pictures of animals and label the different body parts. Group useful and harmful animals Answer workbook
17 20-24 FINAL EXAMINATION 18 6/27-1 Unit 7: Plants
TBA pp. 89-104 WBA pp. 47-57
TWS
Know where plants can be found. Identify the parts of the plants. Know the useful and harmful plants. Enumerate ways in taking care of plants.
Students will tell what plant/s live in a given habitat shown in pictures. They will identify the parts and functions of the parts of the plant. Group useful and harmful plants Answer workbook
Jul.
19 4-8 Unit 8: Habitat and
Environment
TBA pp. 105-120 WBA pp.58- 64
TWS
Know the meaning of habitat and population. Describing the populations of animals and plants in the environment and the living things found in them. Identifying healthy and unhealthy environments. Knowing how to take care of the environment.
Show-and-Tell: bring a picture of a favorite animal and tell where they live and how they live. Do Science activity: observing how the caterpillar grow and change into a butterfly. Answer workbook
GRADE 4 Miss Jenneva M. Sarmiento Abbreviations: TBA (Textbook My Pals are Here 4A), WBA1 (Workbook Part 1 – My Pals are Here), TWS (Teacher-made Worksheets)
Mth Wk Date Unit Text Content Learning Activities
Mar.
1 1 - - Entrance Ceremony/Student Orientation -
1 1-4 Unit 1: Our Body Systems
TBA pp. 1 -16 WBA pp. 1-10
Identify the main parts of our skeletal, muscular and digestive systems. Describe how muscles are attached to the bones. Explain the path of food in our digestive system. Recognize health habits.
Making skeletal model. Do Muscle puzzle Laboratory Experiment on Digestive system Class Discussion and Sharing
2 7-11 Unit 2: A Healthy
Diet
TBA pp. 17-26 WBA p. 11-13
TWS
Understand that our nutritional requirements vary with our age, gender, body weight and activities. Know how to read product labels. Plan a food menu.
Planning a menu Reading labels of actual products Teacher-made worksheet on different ways to be healthy Class Discussion and Sharing
3-4
14-18
21-25
Performance Task
TWS Mini-book making on the basic body systems
Individual activity
Quiz1 ------- Unit 1 and Unit 2
Paper-Pencil-Test
Apr.
5 3/28-1 Unit 3: Cells TBA pp. 27-32 WBA pp.
TWS
Understand that a cell is the smallest unit of life and that all living things are made up of cells. Recognize that some living things are unicellular and some are multi-cellular
Learning to use the microscope. Checking the cheek cells and onion cells. Answering Venn Diagram on unicellular and multi-cellular. Class Discussion and Sharing
6 4-8 Unit 4: Vertebrates
TBA pp. 33-48 WBA pp. 27-25
TWS
Understand that the variety of animals makes it important to identify them and assign them in groups. Classify animals as vertebrates and invertebrates. Identify groups of vertebrates and their characteristics.
Classifying Mammals, birds and fish Do experiment: Something Fishy Class Discussion and Sharing
7 11-15 Unit 5: Classifying
TBA pp. 49-66 WBA pp. 27-35
Classify plants as flowering and non-flowering; seed-producing and spore-
Observing plants in the school garden. Classifying plants according to its structures.
Plants TWS producing; fruit-bearing and non fruit-bearing; useful and harmful plants. Identify the parts of the seed and its functions.
Answering Venn Diagram on flowering and non-flowering plants. Class Discussion and Sharing
8 18-22 Unit 6: Life Cycles
TBA pp. 67-86 WBA pp. 37 -42
TWS
Understand the living things produce to ensure survival of their own kind. Understand that living things go through different life cycle. Recognize that some animals are born alive and some are hatch from eggs.
Observing the life cycle of a beetle. Understanding Metamorphosis Differentiating life cycles between 2 insects. Class Discussion and Sharing
9-10 25-29
2-6 Performance
Task
TWS Understand that living things go through different life cycle. To know the life cycle of the butterfly and the moth
Individual activity: Observing the life cycle of a butterfly and Moth
(Visit to the butterfly farm)
Quiz2 ------- Unit 3 - 6 Paper-Pencil-Test
May
11 9-13 Graded Recitation
12 16-20 Unit 7: Our
Environment
TBA pp. 87-102 WBA p. 54
TWS
Understand that the environment is made up of living and non-living things. Make links between life processes in animals and plants, and their environments. Identify natural resources found in nature.
Plant seeds and describe its gradual growth. Do activity: Helping the seed grow Do worksheet on understanding the environment Class Discussion and Sharing
13 23-27 Unit 8: Changes in
our Environment
TBA pp. 103-118 WBA p. 57
TWS
Understand that environmental changes can occur slowly and rapidly. Understand that environmental changes can be good or bad.
Do activity to understand the relationship between life processes of some animals and where they are found Debate if becoming a city has a positive or negative effect to people and on Earth. Class Discussion and Sharing
14 5/30-3 Unit 9: Ecosystems
TBA pp. 119-132 WBA p.59
TWS
Know that different populations living together interact with the physical factors around them to form an ecosystem. Name the characteristics of some ecosystem.
Experiment on the type of place woodlice prefer Class Discussion and Sharing
Jun.
15-16 6-10
13-17 Unit 10:
Weather and Climate
TBA pp. 133-144 WBA pp. 62-64
TWS
Explain and measure air temperature. Identify and explain factors that affect weather. Identify factors that affect climate.
Measuring temperature Observe and measure temperature Identifying factors that affect the climate Class Discussion and Sharing
GRADE 5 Miss Jenneva Sarmiento Abbreviations: TBA (Textbook My Pals are Here 5A), WBA1 (Workbook Part 1 – My Pals are Here), TWS (Teacher-made Worksheets)
Jul.
Quiz 3 ------- Unit 7 - 9 Paper-Pencil Test
17 20-24 FINAL EXAMINATION 18 6/27-1 Unit 11:
Materials
TBA p. 145 -158 WBA pp.66-75
TWS
State the properties and uses of materials. Explain the density of materials. Classify materials based on their properties and uses. Invent toys using easy-to-find materials.
Compare properties of materials. Knowing if object can float or sink. Discussion on density. To find out what materials are waterproof. To make design on the recycled toy.
19 4-8 Unit 12: Mixing
Materials
TBA pp. 159-169 WBA pp. 77-80
TWS
Describe the changes that occur when materials are mixed. Recognize that temperature can affect solubility of materials. Identify factors that affect the rate of solubility.
Do experiment on Temperature and solubility. Knowing what materials to be used in making a certain object. Class Discussion and Sharing
Mth Wk Date Unit Text Content Learning Activities
Mar.
1 1 - - Entrance Ceremony/Student Orientation -
1 1-4 Unit 1: Respiratory
System
TWS TBA pp. 1-14 WBA pp. 1-5
TWS
Identify the parts and functions of the respiratory system. Explain the mechanism of breathing. Recognize common ailments related to the respiratory system. Describe ways to keep our respiratory organ system healthy. Explain how breathing and movement are interrelated. Recognize the respiratory system in some animals.
Observing the lungs using the respiratory system model. Write ways on how to take care of the respiratory system. Compare and contrast the different respiratory systems of the different animals. Answer workbook.
2 7-11 Unit 2: The
Circulatory System
TBA pp. 15-26 WBA pp.7-13
TWS
Identify the main parts of the circulatory system and their functions. Explain the path of blood from the heart to all parts of the body and from all parts of the body to the heart.
Counting the heartbeat/pulse rate before and after running/exercising. Write ways on how to take care of the circulatory system. Making concept map on the relationship between the digestive, circulatory and respiratory system.
Experiment and explain the effects of exercise and rest on the pulse rate. Recognize diseases related to the circulatory system. Relate the functions of the circulatory system to that of the digestive system and respiratory system
Answer workbook.
3
14-18 Unit 3:
Diseases and Injuries
TBA pp. 27-38 WBA p. 15
TWS
Understand that a disease is an illness that can affect a person’s health. Understand that some diseases are communicable. Recognize the need to consult a health/medical personnel one a year and/or whenever necessary. Recognize diseases that are caused by animals. Practice safety measures prevent the spread of diseases caused by animals. Demonstrate first aide measures.
making a mini-book on the different communicable diseases. Listing down ways on how to take care our body against these diseases. Demonstrate first aid measures. Answer workbook.
Apr.
4 21-25 Performance Task
TWS -------
Mini-book (communicable diseases)
Individual activity 5-6 3/28-1
4-8 Quiz1 ------- Unit 1 until Unit 3 Paper-Pencil-Test
7 11-15 Unit 4: Cells and
their Functions
TBA pp.39-46 WBA pp.18-25
TWS
Understand that each type of cell in our body has a distinct function. Know that a cell needs energy to carry out its function..
Naming the kinds of cells and telling their functions. Do a laboratory experiment: Cheek cells and blood cells Answer workbook.
8 18-22 Unit 5: Invertebrates
TBA pp. 47-60 WBA pp.26
TWS
Describe the observable characteristics of each group of invertebrates.
Classifying the vertebrates and invertebrates. Observing animals in the school garden. Answer workbook
9-10 25-29
2-6 Performance
Task
TWS Album(pictures and profiles) of the different rare animals in the world
Individual activity
Quiz2 ------- Unit 4 until Unit 5
Paper-Pencil-Test
May
11 9-13 Unit 6: Photosynthesi
s
TBA pp. 61-66 WBA pp 29-33.
TWS
Know that plants make their own food in a process called photosynthesis. Investigates the requirements for
Do a concept map on the process of photosynthesis. Do experiment in Knowing the importance of light in photosynthesis.
photosynthesis to take place. Describe the process of photosynthesis.
Answer workbook
12 16-20 Unit 7: Reproduction
TBA pp.67-74 WBA pp. 36-37
TWS
Differentiate between asexual and sexual reproduction. Explain the process of fertilization in sexual reproduction of humans. Know that most living things developed from fertilized egg called zygote.
Watch a short video clip on the growth of a zygote into a fetus. Make a timeline of the growth. Discuss the importance of reproduction. Answer workbook
13 23-27 Unit 8; Reproduction in Flowering
Plants
TBA pp. 75-86 WBA pp. 38-49
TWS
Identify the parts of the flower and their role in the processes involved in sexual reproduction of flowering plants. Explain the growth of flowering plants from seedling stage to flowering and fruiting stage.
Examine the parts of the flowering plant. Labeling the parts of an actual flower. .Do a laboratory experiment in preserving flowering plants. Answer workbook
14 5/30-3 Unit 9 Ecosystem
Unit 10: Adaptations
of living things to the environment
TBA pp. 87-98 WBA pp.52
TWS
TBA pp.99-120 WBA pp. 57-71
TWS
Identify the biotic and abiotic components of an ecosystem. Design a model of an ecosystem. Recognize that the number of living things an ecosystem can support depends on resources available and abiotic factors. Describe the structural and behavioral adaptations of animals and plants to the environment for survival. Know effects of the environmental changes to animals and plants. Identify animals and plants that are near extinction or endangered.
Draw a picture showing the relationships between biotic and abiotic. Group activity: skit demonstrating what the ecosystem is Answer workbook Group reporting: discuss how animals and plants adapt to its environment. Show and Tell: different habitat and different animals working together Answer workbook
Jun.
15-16 6-10
13-17 Quiz3 ------- Unit 4 until Unit 5
Paper-Pencil-Test
Unit 11; Pollution
TBA pp.121-130 WBA pp. 74-80
TWS
Identify the pollution is a change in the environment. Enumerate the different sources/causes of pollution. Know that human pollution can be described by the population density.
Create a poster showing the cause and effect of pollution. Making interviews to people and knowing how they contribute in making pollution worse. Listing ways to lessen pollution. Answer workbook
17 20-24 FINAL EXAMINATION
GRADE 6 Miss Jenneva Sarmiento Abbreviations: TBA (Textbook My Pals are Here 6A), WBA1 (Workbook Part 1 – My Pals are Here), TWS (Teacher-made Worksheets)
Jul
18 6/27-1 Unit 12; Human
Population
TBA pp. 131-136 WBA pp.82
TWS
Understand that the size of a human population can increase or decrease due to some factors. Know that a human population can be described by the population density. .
Researching three different countries and knowing their population. Group sharing on how population affects country’s economy. Answer workbook
19 4-8 Unit 13: Weather
TBA pp.137-145
WBA pp.84. TWS
Observe and identify the different types of clouds. Describe how fog, dew, hail and wind are formed. Recognize that land absorbs and releases heat faster than water. Explain the effects of wind on living things and the environment.
Making a weather chart. Comparing the weather here in the Philippines to the weather in Korea. Answer workbook
Mth Wk Date Unit Text Content Learning Activities
Mar
1 1 - - Entrance Ceremony/Student Orientation -
1 1-4 Unti1:
The Nervous System
TBA pp. 1 -16 WBA pp.1-2
Identify the parts and functions of the nervous system. Explain the uses of the different senses. Recognize common ailments related to the nervous system. Describe ways to keep our nervous system healthy. Explain how each body parts and senses work together. Recognize the nervous system in some animals.
Observing the nervous system model. Write ways on how to take care of the nervous system. Compare and contrast the different nervous systems of the different animals. Answer workbook.
2 7-11 Unit 1: The Urinary
System
TBA pp. 17-26 WBA p. 3-5
TWS
Identify the main parts of the urinary system and their functions. Explain the path of urine going out from our body. Experiment and explain the effects of
Write ways on how to take care of the urinary system. Making concept map on the relationship between the urinary system, digestive, and respiratory system. Answer workbook
coffee and soda in urinating. Recognize diseases related to the urinary system. relate the functions of the urinary system to that of the digestive system and respiratory system.
3
14-18 Unit 2:
Caring for ourselves and
others
TBA pp. 27-32 WBA pp. 6-9
TWS
Understand that our nutritional requirements vary with our age, gender, body weight and activities. Know how to read product labels. Plan a food menu
Planning a menu Reading labels of actual products Teacher-made worksheet on different ways to be healthy Class Discussion and Sharing
Apr.
4 21-25 Unit 3: Cell growth and Division
TBA pp. 33-48 WBA pp. 11-12
TWS
Understand that a cell is the smallest unit of life and that all living things are made up of cells. Recognize that some living things are unicellular and some are multi-cellular. Understand that each type of cell in our body has a distinct function. Know that a cell needs energy to carry out its function.
Learning to use the microscope. Checking the cheek cells and onion cells. Answering Venn Diagram on unicellular and multicellular. Class Discussion and Sharing Naming the kinds of cells and telling their functions. Do a laboratory experiment: Cheek cells and blood cells Answer workbook.
5-6 3/28-1
4-8 Performance
Task
TWS Making a Concept Map Group reporting
1st
part of the activity (individual) 2
nd part of the activity (group)
Quiz2 ------- Unit 1 - Unit 4 Paper-Pencil-Test
7-8 11-15
18-22 Unit 4:
Parts of the Plants
TBA pp. 41 - 50 WBA pp. 15
TWS
Knowing the plant parts and identifying their functions Monocotyledons and Dicotyledons
Classify plants as monocotyledons and dicotyledons. Identify the different parts of the plant.
Unit 5 Asexual
Reproduction of Plants
TBA 51- 60 TWS
Techniques of Plant Reproduction
Explain the various techniques of plant reproduction Explain the use of knowledge in the reproduction of plants and animals.
9 25-29 Unit 5: The Human
Reproductive
TBA pp. 67-86 WBA pp. 18
TWS
Differentiate between asexual and sexual reproduction. Explain the process of fertilization in sexual reproduction of humans. Know that most living things developed from fertilized egg called zygote.
Watch a short video clip on the growth of a zygote into a fetus. Make a timeline of the growth. Discuss the importance of reproduction. Answer workbook
10 2-6 Unit 7: Heredity
TBA pp. 87-102 WBA p. 20-27
TWS
Define heredity. Learn how the hereditary traits are passed from parents to offspring. Recognize that genetic information can be passed down to the offspring via reproductive cells.
Identifying own traits they got from their parents. Having survey of what are the characteristics that are strong and common. making a family tree or a Punnette square
May
11 9-13 GRADED RECITATION 12 16-20 Unit 8:
Relationship among
Organisms
TBA pp. 103-118 WBA p. 30-36
TWS
Understand that environmental changes can occur slowly and rapidly. Understand that environmental changes can be good or bad.
Do activity to understand the relationship between life processes of some animals and where they are found Debate if becoming a city has a positive or negative effect to people and on Earth. Class Discussion and Sharing
13 23-27 Unit 9: Man and
Environment
TBA pp. 119-132 WBA p. 38-43
TWS
Know that different populations living together interact with the physical factors around them to form an ecosystem. Name the characteristics of some ecosystem.
Experiment on the type of place woodlice prefer Class Discussion and Sharing
14 5/30-3 Performance Task
TWS To identify how human activities affect an ecosystem. Learn the importance of a clean and green environment.
Group Activity Make an awareness video.
Jun.
15-
16
6-10
13-17
Quiz 3 ------- Unit 8 and 9 Paper-Pencil-Test
17 20-24 FINAL EXAMINATION
18 6/27-1 Unit 10: Monsoon and
Typhoons
TBA pp. 133-144 WBA pp. 45-47
TWS
Explain and measure air temperature. Identify what is monsoon and a typhoon.. Identify factors that affect the weather and climate.
Measuring temperature Observe and measure temperature Identifying factors that affect the climate Class Discussion and Sharing
Jul
19 4-8 Unit 11: Materials
TBA p. 145 -169 WBA pp.48-49
TWS
State the properties and uses of materials. Explain the density of materials. Classify materials based on their properties and uses. Invent toys using easy-to-find materials.
Compare properties of materials. Knowing if object can float or sink. Discussion on density. To find out what materials are waterproof. To make design on the recycled toy.
A. Semester Two Teaching Plan
GRADE 1B Jenneva Sarmiento
Abbreviations: TBB (Textbook My Pals are Here 2B), WB2 (Workbook Part 2 – My Pals are Here), TWS (Teacher-made Worksheets)
Month Week Date Unit Textbook Content Learning Outcomes/Benchmarks Assessment
Aug.
1 8 Entrance Ceremony/Student Orientation
8-12 Introduction/ Science Game/ Activity
2
15-19 8 – It’s All
Around
TBB pp 2-9
TWS
WB2
Water and Air
resources
Differentiate water and air and their
forms.
List ways on how to take care of
water and air.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
3 22-26
8 – It’s All
Around
TBB pp 10-
17
WB2
Water forms and their
uses
Explain the importance of air and
water.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
Sept.
4 8/29-9/2
9 – Day and
Night
TBB pp 18-
24
WB2
Things we can see in
the sky The Sun, moon, and
stars
Describe the things we see at night
time and in the morning.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
5 5-9
9 – Day and
Night
TBB pp 25-
27
WB2
The Value of Day and
Night Cycle
Appreciate the value of day and night
cycle.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
6 12-16 Korean Thanksgiving
7 19-23
10 – How is the
Weather today?
TBB pp 28-
35
TWS
WB2
Types of of weather
List the types of weather.
Describe the different types of
weather.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
8 26-30
10 – How is the
Weather today?
TBB pp 36-
41
WB2
TWS
To do when weather
changes.
Recognize that weather changes and thus
affect us constantly.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
Oct.
9 3-7
11 – Light
TBB pp 42-
47
WB2
TWS
What is Light?
Importance of Light
Uses of Light
Recognize that the Sun is the natural
source of heat and light.
Explain that light helps us to see.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
10 10-14 11 – Light
TBB pp 48-
52
TWS
Sources of Light
List the sources of natural light.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
11 17-21
12 – Heat
TBB pp 54-
58
TWS
WB2
What is Heat?
Importance of Heat
Uses of Heat
.Identify what heat is.
Recognize the significance of heat
Enumerate the uses of heat.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
12 24-28
12 – Heat
TBB pp 59-
63
WB2
Sources of Heat
List other sources of heat.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
Nov.
13 10/31-4
13 – Sound
TBB pp 64-
71
WB2
What is Sound?
Importance of Sound
Uses of SDound
Identify various sounds in the
environment.
Differentiate various types of sounds.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
14 7-11 13 – Sound
TBB pp 72-
77
Sources of Sound
List ways on how to create sounds.
Formal/On-Going:
Worksheets
GRADE 2B Jenneva Sarmiento
Abbreviations: TBB (Textbook My Pals are Here 2B), WB2 (Workbook Part 2 – My Pals are Here), TWS (Teacher-made Worksheets
WB2 Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
15 14-18 14 & 15 – Push
and Pull and
Turn it on, turn
it off!
TBB pp 78-
89
WB2
What move things?
Electricity and its
sources
Uses of Electricity Importance of Electricity
Explain why objects move or work.
Describe electricity as source of
energy.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
16 21-25 14 & 15 – Push
and Pull and
Turn it on, turn
it off!
TBB pp 90-
99
WB2
Ways on how to save
electricity
Enumerate way how to save electricity.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
Dec.
17 11/28-2 Review for the Final Examination
18 5-9 Final Examination
19 12-16 EDUCATIONA
L GAME 100-109
READING: SCIENCE
TERMS
Define all the Science terms given.
Read the definition of each Science term.
Activity
20 19-23
PROJECT MAKING Make a collage about the lessons tackled. Project for the first semester.
21 26-30
PROJECT MAKING Make a collage about the lessons tackled. Project for the first semester.
Month Week Date Unit Textbook Content Learning Outcomes/Benchmarks Assessment
Aug.
1 8-12 Entrance Ceremony/Student Orientation
Introduction/ Science Game/ Activity
2
15-19 9 – Light
and
Shadows
TBB pp 2-13
TWS
WB2
Sources of light
Importance and effect of
light
Explain what light is.
Explain how shadows are
formed.
List down some sources of
light..
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
3 22-26 10 – TBB pp 14-25 Formal/On-Going:
Heat TWS
WB2
Methods of Heat
Production.
Importance of Heat in our
daily lives.
Identify ways of producing
heat.
List down the importance of
heat
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
Sept.
4 8/29-9/2
10 –
Heat
TBB pp 14-25
TWS
Effects of Heat
Safety Measures when
Handling Fire.
Follow safety measures when
handling fire. Explain the effect of heat to
living and non-living things.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
5 5-9
11 –
Sounds
TBB pp 26-35
TWS
WB2
How sounds are
produced?
Types of sounds Importance of sounds
Describe the production of
sounds.
Identify some types of sound
and their sources. List down the importance of
sound.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
6 12-16 Korean Thanksgiving
7 19-23 12 –
Non-
living
things
TBB pp 36-47
TWS
WB2
Classification of Non-
Living things
Characteristics of Non-
;=living things
Identify the characteristics of non-
living things.
Classify non-living things
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
8 26-30 12 –
Non-
living
things
TBB pp 36-47
TWS
WB2
Importance of Non-living
Things
Understand the importance of
Non-living Things
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
Oct.
9 3-7
13 –
Forces
TBB pp 48-59
TWS
WB2
What is Force?
Types of Force
Explain what force is?
Enumerate types of forces.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
10
10-14
13 –
TBB pp 48-59
TWS
List the common activities that
Formal/On-Going:
Worksheets
Forces WB2 The Uses of Force
Effects of Force
force is used.
List down the effects of force
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
11
17-21 14 –
Tools
help us
TBB pp 60-69
TWS
WB2
Common tools in the
house.
Its uses Its components
List and describe some
common tools in the house.
Identify their functions and
uses.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
12 24-28
14 –
Tools
help us
TBB pp 60-69
TWS
WB2
Importance of Tools
Give the importance of Tools in
our life.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
Nov.
13 10/31-4
15 -
Electricit
y
TBB pp 70-81
TWS
WB2
What is Electricity?
Importance of Electricity
Describe electricity.
List down the importance of
electricity.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
14 7-11
15 -
Electricit
y
TBB pp 70-81
TWS
WB2
Effects of Electricity.
Enumerate the effects of
electricity to mankind and to our
environment.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
15 14-18
16-
Magnets
TBB pp 82-93
TWS
WB2
What is Magnet?
Importance of Magnets
Describe magnets.
Define magnetism.
List down the importance of
magnets.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each chapter.)
16 21-25
16-
Magnets
TBB pp 82-93
TWS
WB2
Uses of Magnets.
Identify some uses of magnets.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
GRADE 3B
Jenneva Sarmiento
Abbreviations: TBB (Textbook My Pals are Here 2B), WB2 (Workbook Part 2– My Pals are Here), TWS (Teacher-made Worksheets
administered after each chapter.)
Dec.
17 11/28-2 Review for the Final Exam
18 5-9 Final Examination
19 12-16 SCIENCE THEMES
20 19-23 PROJECT- MAKING
21 26-30 PROJECT MAKING
Month Week Date Unit Textbook Content Learning Outcomes/Benchmarks Assessment
Aug.
1 8-12 Entrance Ceremony/Student Orientation
Introduction/ Science Game/ Activity
2 15-19
10 & 11 –
Objects around
us
TBB pp 1-16
TWS
Names of Objects around us
Characteristics of an object
Describe an object in terms of
its size, color, and shape.
Compare objects in terms of its
size, color, and shape.
Describe what is a mass?
Identify the materials from
which objects are made.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
3
22-26
12 – Changes
in Materials TBB pp 17-26
TWS
Physical and Chemical changes Explain physical and chemical
changes.
Give examples of physical and
chemical changes.
Enumerate the importance of
physical and chemical changes.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Sept.
4 8/29-
9/2 12 – Three
States of
Matter
TBB pp 27-32
Three States of Matter
Importance of the Three States of
Matter
Examples of Three States of Matter
Other Properties of Matter
Identify that matter can exist in
three states: solid, liquid and
gas.
Differentiate the three in terms
of their molecular state.
Describe the other properties of
matter. Give examples of each state of
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
matter.
5 5-9
13 & 14 – Air
and Water TBB pp 33-50
Air and Water
Importance and Uses
Sources of Water Prevent pollution
Recognize that air and water are
around us.
Explain the importance of air
and water.
Describe and illustrate the
movements of air and water. List down ways to conserve water
and prevent contamination of air
and water.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
6 12-16 Korean Thanksgiving
7 19-23
15 – Forces TBB pp 51-54
TWS
What is Force?
The Effects of Force
The Types of Forces
Explain that a force is a push or
a pull.
Describe the position of an
object based on its point of
reference.
Explain that a force can make
an object move and change its
position.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
8 26-30
15 – Forces TBB pp 55-58
Activities that Use Force Enumerate common activities that
force is used.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Oct.
9 3-7
16 & 17 –
Light and Heat TBB pp 59-80
Sun as the main natural
source of light and heat
Other sources of light and
heat
Its uses and importance
Recognize that the Sun is the
main natural source of light
and heat.
Identify other source of light
and heat
Describe how humans, animals
and plants make use of the light
and heat from the Sun.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Identify how people, animals
and plants are affected by too
much or too little heat from the
Sun.
List down safety precautions to
take to avoid getting harmed by
the Sun’s heat. 10 10-14
18 – Sources
and uses of
Electricity TBB pp 81-84
TWS
What is Electricity?
How the Electricity is Connected
from one station to another
Identify what electricity is.
Explain and illustrate the
productions and communication
of electricity from power
stations to households,
respectively.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
11 17-21
18 – Sources
and uses of
Electricity
TBB pp 85-90
TWS
Sources of Electricity
Importance of Electricity
Conservation of Electricity
Describe sources of electricity.
Identify the importance of
electricity and the need to
conserve it.
Identify some proper ways of
conserving electricity.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
12 24-28
18 – Sources
and uses of
Electricity
WB2
The Effects of Electricity to
Mankind and to our
Environment
Enumerate the effect of
electricity to mankind and to
our environment.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Nov.
13 10/31
-4
19 – Sound TBB pp 91-98
TWS
Sound from a vibrating object
Importance of sounds
Uses of sounds
Identify that sounds are
produced from a vibrating
object.
Explain the uses of sound.
Suggest ways to produce sound.
Explain that different objects
produce different sounds.
Identify loud, soft, high-pitched
and low-pitched sound.List
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
down the importance of sound.
14 7-11
20 – Rocks TBB pp 99-108
Rocks
Where are rocks found?
Its uses and importance
Types of rocks
Identify where rocks can be
found?
Describe the characteristics of
rocks.
Identify the three major types of
rocks. Enumerate the uses and importance
of rocks.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
15 14-18
21 – Sun,
Earth and
Moon
TBB pp 109-114
Sun, Earth and Moon
Their characteristics
Earth as the only habitable
planet
Relationships of Sun, Earth
and moon
Identify that the Sun is the
center of the solar system.
Recognize that the Sun, Earth
and moon are space objects.
Explain that the Earth is the
only habitable planet.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
16 21-25
21 – Sun,
Earth and
Moon
TBB pp 115-119
Sun, Earth and Moon
Their characteristics
Earth as the only habitable
planet Relationships of Sun, Earth and
moon
Describe the characteristics of the
Earth and the moon.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Dec.
17 11/28
-2
TBB pp 120-129
Science Themes Read some Science terms and
define each.
18 5-9 Final Examination
19 12-16 Graded Recitation
20 19-23
PROJECT MAKING Create a collage about the lessons
tackles for the semester.
Project
21 26-30 PROJECT MAKING Show creativity Project
GRADE 4B Jenneva Sarmiento
Abbreviations: TBB (Textbook My Pals are Here 2B), WB2 (Workbook Part 2– My Pals are Here), TWS (Teacher-made Worksheets)
Mont
h
Week Date Unit Textbook Content Learning Outcomes/Benchmarks Assessment
Aug.
1 8-12 Entrance Ceremony/Student Orientation
Introduction/ Science Game/ Activity
2
15-19 13 – Three
States of
Matter
TBB pp 1-14
TWS
Three States of Matter
Its properties
Its importance
Compare solid, liquid, and ga
s in terms of shape, volume,
and ease of flow.
Explain and illustrate air and
liquid pressure.
State some useful applications
of pressure.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
3 22-26
14 & 15 –
Air and
Water
TBB pp 15-32
TWS
WB2
Air and Water Properties
Importance and Uses
Sources of Water and its
quality Prevent pollution
Describe properties of air and
water.
Describe the compositions of
air and water.
Recognize that the Earth is p
rotected by a blanket of air c
alled atmosphere.
Identify that the atmosphere h
as different properties at diffe
rent elevations.
Recognize that water covers
majority of the Earth’s surfac
e.
Explain the quality of water.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Sept.
4 8/29-9/2
16 – Forces TBB pp 33-45
TWS
WB2
What is Force?
Its effect
Its types
►Understand that an object that is
not being subjected to a force will
continue to move at a constant speed
and in a straight line.
►Recognize that the movement of
an object depends on its mass and
shape and the strength of force
applied.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
►Identify the ways of describing the
motion of an object.
5 5-9
16 – Forces TBB pp 46-52
TWS
WB2
Activities the Use Force
Enumerate common activities that
uses force.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
6 12-16 Korean Thanksgiving
7 19-23
17 – Forms
of energy
and their
uses
TBB pp 53-70
TWS
WB2
Energy and its forms
Its biological value
Its economic importance
Identify light energy and its
uses.
Describe sound energy and it
s uses.
Identify heat energy and its u
ses.
Differential kinetic and potent
ial energy and describe their
uses.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
8 26-30
18 & 19 –
Light and
Heat
TBB pp 71-80
TWS
Properties of Light
Heat and its properties
Its uses and importance.
Identify the properties of ligh
t.
Explain the importance of ref
lection and refraction of light.
Make a model of a periscope
and explain how it works.
Classify materials as opaque,
translucent and transparent.
Identify materials that are fla
mmable.
Describe that changes in an o
bject before, during and after
heating.
Describe insulators and condu
ctors and their properties and
uses.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Oct. 9 3-7 20 – TBB pp 97-104 Describe sources of electricit Formal/On-Going:
Sources and
uses of
Electricity
TWS
WB2 Meaning of Electricity
Sources of electricity
y.
Explain and illustrate the pro
ductions and communication
of electricity from power stati
ons to households, respectivel
y.
Enumerate the effect of electr
icity to mankind and to our
environment.
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
10 10-14
20 –
Sources and
uses of
Electricity
TBB pp 105-110
TWS
WB2
The Importance of Electricity
How to Conserve Electricity
Identify the importance of ele
ctricity and the need to conse
rve it.
Identify some proper ways of
conserving electricity.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
11 17-21
21 –
Sound
TBB pp 111-120
TWS
WB2
Sound from a vibrating ob
ject
Importance of sounds
Uses of sounds
Identify that sounds are produ
ced from a vibrating object.
Explain the uses of sound.
Suggest ways to produce sou
nd.
Explain that different objects
produce different sounds.
Identify loud, soft, high-pitche
d and low-pitched sound.
List down the importance of
sound.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
12 24-28
22 –Rocks,
Soil and
other Earth
Materials
TBB pp 121-126
TWS
WB2
Rocks
Where are rocks found?
Identify where rocks can be f
ound?
Describe the characteristics of
rocks.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Nov. 13 10/31-4 22 –Rocks,
Soil and
TBB Pp 127-136
TWS
Identify the three major typesFormal/On-Going:
Worksheets
other Earth
Materials Its uses and importance
Types of rocks
of rocks.
Enumerate the uses and impo
rtance of rocks.
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
14 7-11 23 & 24 –
Rotation of
Earth and
Moon and
the Solar
System
TBB pp 137-14
TWS
WB25
Sun, Earth and Moon
Their characteristics
Identify that the Sun is the c
enter of the solar system.
Recognize that the Sun, Earth
and moon are space objects.
Describe the characteristics of
the Earth and the moon.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
15 14-18
23 & 24 –
Rotation of
Earth and
Moon and
the Solar
System
TBB pp 146-150
TWS
WB2
Earth as the only habitable
planet
Explain that the Earth is the
only habitable planet.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
16 21-25 23 & 24 –
Rotation of
Earth and
Moon and
the Solar
System
TBB pp 151-159
TWS
Relationships of Sun, Earth and
moon
Understand theconnection of Sun,
Earth and Moon.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Dec.
17 11/28-2 REVIEW
18 5-9 Final Examination
19 12-16 GRADED RECITATION
20 19-23 PROJECT MAKING
21 26-30 PROJECT MAKING
Grade 5B Jenneva Sarmiento
Abbreviations: TBB (Textbook My Pals are Here 2B), WB2 (Workbook Part 1 – My Pals are Here), TWS (Teacher-made Worksheets
Month Week Date Unit Textbook Content Learning Outcomes/Benchmarks Assessment
Aug.
1 8-12 Entrance Ceremony/Student Orientation
Introduction/ Science Game/ Activity
2
15-19
13 – Weather TWS
Weather and types
Its effects
Its importance
How it’s formed
Observe and identify the
different types of clouds.
Describe how fog, dew, hail
and wind are formed.
Explain the occurrence of wind
due to the unequal heating of
the Earth’s surface.
Recognize that land absorbs
and releases heat faster than
water.
Explain the effects of wind on
living things and the
environment.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
3 22-26
14 & 15 –
Materials
and their
properties,
Physical and
Chemical
Changes
TBB pp 1-12
TWS
WB2
Properties of Materials
its importance
Relate the degree of
transparency, magnetic
property, heat conductivity and
electrical conductivity of
materials to everyday uses of
the materials.
Identify the factors that
determine the choice of objects
or materials for specific
purposes in everyday life.
Identify correct and safe ways
of using materials and
household items.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
4 8/29-9/2 14 & 15 –
Materials
TBB pp 13-24
TWS
WB2
Physical and Chemical
Changes
Recognize that some changes
result in the formation of new
materials.
Formal/On-Going:
Worksheets
Activity
Sept.
and their
properties,
Physical and
Chemical
Changes
its effects and importance Explain that a chemical change
takes place when new materials
are formed. Explain that no new materials are
formed when physical changes
take place.
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
5 5-9
16 –
Separating
Mixtures
TBB pp 25-32
TWS
WB2
Separation techniques
Explain separation techniques
such as precipitation,
sublimation and freeze-drying
and other daily application.
Recognize daily activities that
show simple separation
techniques. State some useful applications of
separation.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
6 12-16 Korean Thanksgiving
7 19-23
17 –
Changes of
State
TBB pp 33-42
TWS
WB2
Three States of Matter
Its properties Its importance
Compare solid, liquid, and gas
in terms of shape, volume, and
ease of flow.
Explain and illustrate air and
liquid pressure. State some useful applications of
pressure.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
8 26-30
18 – Air and
Water
TBB pp 43-50
TWS
WB2
Air and Water Properties
Importance and Uses
Sources of Water and its
quality
Describe properties of air and
water.
Describe the compositions of
air and water.
Recognize that the Earth is
protected by a blanket of air
called atmosphere.
Identify that the atmosphere has
different properties at different
elevations.
Recognize that water covers
majority of the Earth’s surface. Explain the quality of water
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Oct.
9 3-7
18 – Air and
Water TWS
Prevent Pollution
Know how to prevent pollution in
air and water.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
10 10-14
19 –
Gravitational
and Friction
Forces TBB pp 51-56
TWS
WB2
What is Force?
Factors affecting the
effect of force on an
object
Investigate the relationship
between force, movement and
energy.
Recognize that the movement
of an object depends on its
mass and shape and the strength
of force applied.
Identify the ways of describing
the motion of an object.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
11 17-21
19 –
Gravitational
and Friction
Forces
TBB pp 57-64
TWS
WB2
Activities that Use Force
. Enumerate common activities that
uses force.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
12 24-28
20 –
Energy
Conversion
TBB pp 65-72
TWS
Energy Conversion Meaning
Recognize that energy can
neither be created nor
destroyed.
Explain that energy changes
from one form to another.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Nov.
13 10/31-4
20 –
Energy
Conversion
WB2
Ways on how To Conserve
Energy
Importance of Energy
Explain energy conversion for
occurrences around us.
Explain the importance of
energy.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
14 7-11
21 –Light
and Heat TBB pp 73-78
Properties of Light
Heat and its properties
Its uses and importance.
Identify the properties of light.
Explain the importance of
reflection and refraction of
light.
Make a model of a periscope
and explain how it works.
Classify materials as opaque,
translucent and transparent.
Identify materials that are
flammable.
Describe that changes in an
object before, during and after
heating. Describe insulators and conductors
and their properties and uses
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
15 14-18
22 –
Electric
Circuit
TBB pp 79-90
Meaning of Electricity
Sources of electricity
Describe sources of electricity.
Explain and illustrate the
productions and
communication of electricity
from power stations to
households, respectively.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
16 21-25
22 –
Electric
Circuit
WB2
TWS
Importance of Electricity
Effects of the Electricity
How to Conserve Electricity
Identify the importance of
electricity and the need to
conserve it.
Enumerate the effect of
electricity to mankind and to
our environment. Identify some proper ways of
conserving electricity.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Dec.
17 11/28-2 REVIEW
18 5-9 Final Examination
19 12-16 GRADED RECITATION
20 19-23 PROJECT MAKING
21 26-30 PROJECT MAKING
GRADE 6B Jenneva Sarmiento
Abbreviations: TBB (Textbook My Pals are Here 2B), WB2 (Workbook Part 1 – My Pals are Here), TWS (Teacher-made Worksheets
Month Week Date Unit Textbook Content Learning Outcomes/Benchmarks Assessment
Aug.
1 8-12 Entrance Ceremony/Student Orientation
Introduction/ Science Game/ Activity
2 15-19
12 –
Separation
Techniques
TBB pp 1-8
TWS
WB2
Separation techniques
Explain separation techniques
such as precipitation,
sublimation and freeze-drying
and other daily application.
Recognize daily activities that
show simple separation
techniques.
State some useful applications
of separation.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
3 22-26
13 – Forces TBB pp 9-14
What is Force?
Factors affecting the
effect of force on an
object
Investigate the relationship
between force, movement and
energy.
Recognize that the movement
of an object depends on its
mass and shape and the strength
of force applied.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Sept.
4 8/29-9/2
13 – Forces TBB pp 15-18
TWS
WB2
Uses of Force
Identify the ways of describing
the motion of an object. Enumerate common activities that
uses force.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
5 5-9
14 – Simple
Machines
TBB pp 19-36
TWS
WB2
Simple Machines
Its examples
Its uses
Identify the different types of
simple machines.
Explain the functions of simple
machines, which include
multiplying force and speed and
changing the direction of a
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
force. Recognize precautionary measures
in using simple machines.
6 12-16 Korean Thanksgiving
7 19-23
15 –
Sources of
Energy
TBB pp 37-48
TWS
WB2
Energy and its forms
Its biological value
Its economic importance
Identify sources of energy and
their uses.
Explain how me make use of
energy from the Sun, wind,
water and fuel through energy
conversion.
State some uses of solar cells.
State the different sources of
alternative energy and their
uses. Describe and different types of
sources.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
8 26-30
16 –
Electricity
TBB pp 49-56
TWS
WB2
Meaning of Electricity
Sources of electricity
Its uses and importance to
mankind
Describe sources of electricity.
Explain and illustrate the
productions and communication
of electricity from power
stations to households,
respectively.
Identify the importance of
electricity and the need to
conserve it.
Enumerate the effect of
electricity to mankind and to
our environment. Identify some proper ways of
conserving electricity.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Oct.
9 3-7
17 & 18 –
Structure of
the Earth
TBB pp 57-68
TWS
WB2
Earth and its components
necessary to support life
its structure
its surface and features
Describe the three types of
rocks.
Explain how each rock is
formed.
Describe and illustrate the
structure of the Earth.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
Describe the features of the
Earth’s surface.
chapter.)
10 10-14 17 & 18 –
Surface of
the Earth
TBB pp 69-84
TWS
WB2
Earth and its components
necessary to support life
its structure
its surface and features
Identify natural and human-
made occurrences that destroy
the feature of the Earth. List some ways to prevent the
destruction of the Earth’s surface.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
11 17-21
19 –
Natural
Disasters
TBB pp 85-102
Types of natural disaster To Do before, during and after
natural disasters
Recognize the dangers of
typhoon, tsunamis, earthquake,
and volcanic eruptions.
List some precautionary
measures before, during and
after natural disasters.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
12 24-28
19 –
Natural
Disasters
TWS
WB2
Types of natural disaster To Do before, during and
after natural disasters
Identify how natural disasters
occur and signs when they are
approaching.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Nov.
13 10/31-4
20 –The
Sun and the
stars
TBB pp 103-112
Sun and stars
Tpes of stars
Recognize that the Sun is a
star.
Describe the characteristics of
the Sun and infer the
characteristics of other stars.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
14 7-11
20 –The
Sun and the
stars
TWS
WB2
Parts of the Sun
Properties of a star
Explain that the light form the
Sun is so bright that we cannot
see other stars during the day.
Explain the phenomena of
rising and setting of stars
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
15 14-18
21 – The TBB pp 113-127
TWS
Sun, Earth and other Planets
and moons
Identify that the Sun is the
center of the solar system.
Formal/On-Going:
Worksheets
Solar
System
Their characteristics
Describe the characteristics of
planets in the Solar system.
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
16 21-25
21 – The
Solar
System
WB2
Earth as the only habitable
planet
elationships Sun, planets and
their moons
Explain that the Earth is the
only habitable planet among
the other eight planets.
Describe the characteristics of
the Earth and the moon.
Formal/On-Going:
Worksheets
Activity
Graded Recitation
Quiz (Note: This will be
administered after each
chapter.)
Dec.
17 11/28-2 REVIEW
18 5-9 Final Examination
19 12-16 GRADED RECITATION
20 19-23 PROJECT MAKING
21 26-30 PROJECT MAKING
3. Evaluation
A. General Principles
The general principles for evaluation shall include a student questionnaire to evaluate the course material,
pre- and post-testing to evaluate the student’s acquired knowledge, group review contest, group work,
experiment reports, seatwork and quizzes to evaluate whether the acquired skills can ultimately be applied to
the real world situations, and a final evaluation to assess the general goals achieved throughout the course
and whether the student is prepared to enter the next grade level.
B. Specific Principles
1. One measures the learner's reaction to the course. It is important to be aware of the students’ perceptions
of the course because people learn better when they react positively to the learning environment. To
measure their reactions, we need a questionnaire that covers the facilities, materials, schedule, and
friendliness of teachers: all the ingredients that combine to contribute to the learning experience.
2. Two addresses the question: did the students learn anything? To measure this we will need pre- and post-
course testing. Pre-testing will identify the gaps in their knowledge and allow specific learning targets to
be set. Post-course testing will show how far these targets have been met. It is important to help students
be realistic here. Learning takes place at different rates so the setting of achievable goals is crucial.
3. Three involves testing the students’ capabilities to perform the skills learned in real life rather than in the
classroom. To test this, we could have some role-play or simulation exercises where we assess how
capable the students are of putting their learning into practice.
4. Four is concerned with the final results. It measures wider impacts such as efficiency, morale, teamwork.
We might therefore try to find out if, by following the course, the students have attained their wider goals
of being prepared to succeed in a university environment.
C. Evaluation Plan
A PAPER AND PENCIL
TEST ACCOMPLISHMENT EVALUATION
A Final exam Particulars Full marks Reflection ratio Total
Full
marks
30
Reflection
ratio
40%
Experiment 20 20%
100% Quiz 20 20%
Project/Class Work 20 20%
Accomplishment Standard in Each Area
Area Level Standard Full marks
Experiment/
Participation
(Every
semester)
A Complete; accurate; on-time 20
20%
B Mostly complete; accurate; on-time 18
C Somewhat complete; late; inaccurate 16
D Not complete; late; inaccurate
14
E Not submitted 12
Quiz/ Class work
A Average test result 85-100% 17-20
20% B Average test result 70-84% 14-16
C Average test result 55-69% 11-13
D Average test result 0-54% 0-10
Project
(Every
semester)
A Complete; on-time; accurate; thoughtful 20
20%
B Complete; on-time; mostly accurate; thoughtful 18
C Mostly complete; on-time; 16
D Somewhat complete; late; inaccurate; not thoughtful 14
E Not submitted 12
D. Assessment Plan
1st Semester (2016)
GRADE 1 In-Class Assessment Schedule / Miss Jenneva Sarmiento
Mth Wk Date Unit Theme/s Assessment Outline Rubric
Mar.
1 1 - -
Entrance Ceremony/Student
Orientation
-
1 1-4 Introduction to
Grade 1 Science Interactions Importance of Science
Themes and objectives Teacher-made rubric
2 7-11 Unit 1:
Me!
Systems
Different parts of the body.
Things we can do with the body
parts.
Short answer questions.
One point for each
correct answer.
3
14-18 Unit 2:
Five Senses Systems/
Interactions
Different Sense Organs
Using the senses
Short answer questions.
One point for each
correct answer.
Apr.
4 21-25 Unit 3:
Caring for our
Body
Systems/
Interactions
Ways to take care of the body
How to be healthy
Creating balance meal
Teacher handout/
Teacher-made rubric
5-6 3/28-1
4-8
Performance
Task
Systems/
Interactions
Extra Challenge: Knowing the
mystery thing using the senses
Class Activity: Students
will play extra
challenge
Quiz
Systems/
Interactions
Unit 1 until Unit 3
Matching type questions. One point for each correct
answer. Short answer questions. One point for each correct answer.
7 11-15 Unit 4:
People and
Animals
Interactions
Understanding Living Things
Needs of people and animals
Teacher handout/
Teacher-made rubric
8 18-22 Unit 4:
People and
Animals
Interactions/
Cycles
How living things respond to
changes
Difference between living and
non-living things
Teacher handout/
Teacher-made rubric
GRADE 2 In-Class Assessment Schedule / Miss Jenneva Sarmiento
9 25-29 Unit 5: More
about Animals
(Physical
Appearance)
Diversity
Grouping animals according
to their features
Describing animal’s
characteristics
Teacher handout/
Teacher-made rubric
May
10 2-6 Graded Recitation
11 9-13 Unit6: Plants
Systems
Tell the importance of plants Matching type
questions. One point for
each correct answer..
12 16-20 Unit 6: Plants
(Parts and
Functions of
Plants)
Diversity
Identify the plant’s parts and its
functions
Short answer questions.
One point for each
correct answer.
13 23-27 Unit 6: Plants
(Plants as living
thing)
Diversity
Different needs of plants
How plants respond to changes
Short answer questions.
One point for each
correct answer.
Jun.
14-
15
5/30-3
6-10
Performance
Task
Diversity/
Interactions
Different needs of plants
Naming the parts of the bean
plant
Individual activity:
Planting Bean Seed
Quiz
-------
Unit 6
Matching type questions. One point for each correct
answer. Short answer questions. One point for each correct answer.
16 13-17 Review
17 20-24 FINAL EXAMINATION
18 6/27-1 Unit 7:
Things Around
Me
(Physical
Features)
Diversity/
Interactions
Observing that things come in
different shapes, sizes, colors and
textures.
Teacher handout/
Teacher-made rubric
Jul.
19 4-8 Unit 7:
Things Around
Me
(Composition)
Diversity/
Interactions
What things/ materials made of
Comparing different objects
Individual activity
Mth Wk Date Unit Theme/s Assessment Outline Rubric
Mar.
1 1 - -
Entrance Ceremony/Student
Orientation
-
1 1-4 Introduction to
Grade 2 Science Systems,
Interactions
Importance of Science
Themes and objectives
Short answer
questions. One point
for each correct
answer.
2 7-11 Unit 1:
My wonderful
body
(Skeleton,
Muscles and
Heart)
Systems
Identify the parts of the Skeletal
system and how it functions.
Understand the importance of
the heart and how blood travels to
the different parts of the body.
Teacher handout/
Teacher-made rubric
3
14-18 Unit 1:
My wonderful
body
(Lungs and
Stomach)
Systems
Understand how we breathe.
Understand what happens to
food after we eat it.
Familiarize the basic parts and
functions of the digestive system.
Short answer
questions. One point
for each correct
answer.
4 21-25 Unit 1:
My wonderful
body
(Parts Working
Together)
Diversity
Understand that body parts work
together for the human body
system to work.
Compare and contrast the body
system of human and some
animals.
Short answer
questions. One point
for each correct answer
5-6 3/28-1
Performance
Task
TWS Creating a Body System Model
Using Clay
Individual activity
Apr
4-8
Quiz1
-------
Unit 1
Matching type questions. One point for each correct
answer. Short answer questions. One
point for each correct answer.
7 11-15 Unit 2:
Amazing
Animals
Diversity
Different animal habitat
Useful and Harmful Animals
Short answer
questions. One point
for each correct
answer.
8 18-22 Unit 3: Plants
Diversity
Different plant habitat.
Useful and Harmful Plants
Short answer
questions. One point
for each correct
answer.
9
10
25-29
2-6
Performance
Task
Diversity
Creating Album of Animals and
Plants: Classifying Harmful and
Useful animals and Plants
Teacher handout/
Teacher-made rubric
Quiz2
Interactions
Diversity
Unit 2 and 3 Matching type
questions. One point
for each correct
answer.
Short answer
questions. One point
for each correct answer
May
11 9-13 Graded Recitation
12 16-20 Unit 4: Air
Cycles,
Diversity
Sources and uses of Air
Clean Air vs Polluted Air
Ways to prevent air pollution
Teacher handout/
Teacher-made rubric
13 23-27 Unit 5: Water
(Different
States)
Cycles,
Diversity
Forms and characteristics of
water
States of Water
Teacher handout/
Teacher-made rubric
Jun.
14-
5/30-3
Unit 6:
In the ground
Interactions
Understand that there are many
objects around us that are made of
rock.
Classify different kinds of rocks
Understand the importance of
soil
Teacher handout/
Teacher-made rubric
15-
16
6-10/
13-17
Performance
Task
TWS Laboratory Experiment
(Mixing water with paint, oil, and
salt)
Group Activity
Quiz3
-------
Unit 4 - Unit 5
Matching type questions. One point for each correct
answer. Short answer questions. One
point for each correct answer.
17 20-24 FINAL EXAMINATION
18 6/27-1 Unit 7:
Day and Night
(The Sun and the
Moon)
Cycles
Recognize that the sun rises in
the morning and sets in the
evening.
Recognize the observable
shapes of the Moon
Teacher handout/
Teacher-made rubric
Jul.
19 4-8 Unit 8:
The Seasons
Cycles,
Diversity
Know the four season
Observe and describe weather
conditions associated with each
season.
Effects of changing season
Short answer
questions. One point
for each correct
answer.
GRADE 3 In-Class Assessment Schedule / Miss Jenneva Sarmiento
Mth Wk Date Unit Theme/s Assessment Outline Rubric
Mar.
1 1 - - Entrance
Ceremony/Student
Orientation
-
1 1-4 Unit 1:
Our Sense
Organs
Focus:
Eyes and Ears
Systems
Identify the parts of our
sense organs.
Explain how our eyes and
ears make us aware of the
things around us.
Parts and functions of our
Eyes and Ears.
Short answer
questions. One
point for each
correct answer.
2 7-11 Unit 1:
Our Sense
Organs
Focus:
Skin, Tongue,
Nose
Systems
Explain how our skin,
tongue and nose make us
aware of the things around
us.
Parts and functions of the
skin, tongue and nose.
Short answer
questions. One
point for each
correct answer.
3
14-18 Unit 1:
Our Sense
Organs
Focus:
Our sense
organs working
together.
Systems
Understand the importance
of every sense organ.
Knowing how our sense
organs work together.
Teacher handout/
Teacher-made
rubric
4 21-25 Unit 1:
Our Sense
Organs
Focus:
Taking care of
our sense
organs
Interactions
Systems
Taking care of our sense
organs.
Short answer
questions. One
point for each
correct answer.
Apr
5-6 3/28-1
4-8
Performance Task Fingerprints Album Individual activity
Quiz1
-------
Unit 1
Matching type questions. One point for
each correct answer. Short answer questions.
One point for each correct answer.
7 11-15 Unit 2:
Amazing body
Focus:
Skeletal,
Muscular, and
Digestive
Interactions
Systems
Identify the parts and
functions of the skeletal,
muscular and digestive
system.
Teacher handout/
Teacher-made
rubric
8 18-22 Unit 2:
Amazing body
Focus:
Respiratory,
Circulatory and
Nervous
System
Diversity
Identify the parts and
functions of the respiratory,
circulatory and nervous
system.
Understand how the body
systems work together.
Matching type
questions. One
point for each
correct answer.
9
10
25-29
2-6
Performance
Task
TWS Creating a mini-book about
the different body systems.
Individual activity
Quiz2
-------
Unit 2
Matching type questions. One point for
each correct answer. Short answer questions.
One point for each correct answer.
May 11 9-13 Graded Recitation 12 16-20 Unit 3: Food Interactions To understand the Teacher handout/
Focus:
Types of food
Nutrients
Systems importance of food.
Identify the different
nutrients found in food.
Know the importance of
water.
Learn how to make healthy
choices.
Teacher-made
rubric
13 23-27 Unit 3: Food
Focus:
Teeth
Diversity
Name the different types
of teeth.
Know the function of each
type of teeth.
Learn the ways on how to
take care of the teeth.
Matching type
questions. One
point for each
correct answer.
14-
5/30-3
Unit 4:
Caring for our
Body
Interaction,
Systems
Know the factors that
affect how our body grows
and develops.
Learn the ways on how to
take care of our body.
Enumerate safety rules we
should follow to keep us
away from danger.
Teacher handout/
Teacher-made
rubric
Jun.
15
6-10
Unit 5:
Living Things
Diversity,
Interactions
Identify what living things
need.
Enumerate the
characteristics of a living
thing.
Learn how to group living
things according to their
habitat and niche.
Teacher handout/
Teacher-made
rubric
16 13-17
Unit 6: Animals
Diversity,
Interactions
Know the importance of
animals.
Identify some animals and
their body parts.
Differentiate Carnivores,
Herbivores and Omnivores.
Enumerate the ways to take
care of the animals.
Teacher handout/
Teacher-made
rubric
17 20-24 FINAL EXAMINATION
18 6/27-1
Unit 7: Plants
Diversity,
Interaction
Know where plants can be
found.
Identify the parts of the
plants.
Know the useful and
harmful plants.
Enumerate ways in taking
care of plants.
Matching type
questions. One
point for each
correct answer.
Jul.
19 4-8
Unit 8: Habitat
and
Environment
Interactions
Know the meaning of
habitat and population.
Describing the populations
of animals and plants in the
environment and the living
things found in them.
Identifying healthy and
unhealthy environments.
Knowing how to take care
of the environment.
Teacher handout/
Teacher-made
rubric
GRADE 4
In-Class Assessment Schedule / Miss Jenneva Sarmiento
Mth Wk Date Unit Theme/s Assessment Outline Rubric
Mar.
1 1 - -
Entrance Ceremony/Student
Orientation
1 1-4
Unit 1:
Our Body
Systems
Systems
Identify the main parts of our
skeletal, muscular and digestive
systems.
Describe how muscles are
attached to the bones.
Explain the path of food in our
digestive system.
Recognize health habits.
Teacher handout/
Teacher-made rubric
2 7-11
Unit 2:
A Healthy Diet
Systems
Understand that our nutritional
requirements vary with our age,
gender, body weight and activities.
Know how to read product
labels.
Plan a food menu.
Teacher handout/
Teacher-made rubric
3
4
14-18
21-25
Performance
Task Interactions
Mini-book making on the basic
body systems
Teacher handout/
Teacher-made rubric
Quiz1
-------
Unit 1 and Unit 2
Matching type questions. One point for each correct answer. Short answer questions.
One point for each correct answer.
Apr.
5
3/28-1
Unit 3: Cells
Systems
Understand that a cell is the
smallest unit of life and that all
living things are made up of cells.
Recognize that some living things
are unicellular and some are multi-
cellular
Teacher handout/ Teacher-made rubric
6
4-8
Unit 4:
Vertebrates
Diversity
Understand that the variety of
animals makes it important to
identify them and assign them in
groups.
Classify animals as vertebrates
and invertebrates.
Identify groups of vertebrates and
their characteristics.
Teacher handout/ Teacher-made rubric
7 11-15
Unit 5:
Classifying
Plants
Diversity,
Interaction
Classify plants as flowering and
non-flowering; seed-producing and
spore-producing; fruit-bearing and
non fruit-bearing; useful and
harmful plants.
Identify the parts of the seed and
its functions.
Matching type questions. One point for each
correct answer.
8 18-22
Unit 6: Life
Cycles
Cycles
Understand the living things
produce to ensure survival of their
own kind.
Understand that living things go
through different life cycle.
Recognize that some animals are
born alive and some are hatch from
eggs.
Teacher handout/ Teacher-made rubric
9
10
25-29
2-6
Performance
Task
Diversity,
Interaction
Cycles
Understand that living things go
through different life cycle.
To know the life cycle of the
butterfly and the moth
Individual activity:
Observing the life
cycle of a butterfly
and Moth
(Visit to the butterfly
farm)
Quiz2
-------
Unit 3 - 6
Matching type questions. One point for each
correct answer. Short answer questions.
One point for each correct answer.
May 11 9-13 Graded Recitation
GRA
DE 5
In-
Clas
s
Ass
ess
men
t
Sch
edul
e /
Mis
s
Jen
nev
a
Sar
mie
nto
12 16-20
Unit 7:
Our
Environment
Diversity,
Interaction
Understand that the environment
is made up of living and non-living
things.
Make links between life processes
in animals and plants, and their
environments.
Identify natural resources found
in nature.
Matching type questions.
One point for each correct answer.
Short answer questions. One point for each
correct answer.
13 23-27
Unit 8: Changes
in our
Environment
Diversity,
Interaction
Understand that environmental
changes can occur slowly and
rapidly.
Understand that environmental
changes can be good or bad.
Teacher handout/ Teacher-made rubric
14-
5/30-3
Unit 9:
Ecosystems
Diversity,
Interaction
Know that different populations
living together interact with the
physical factors around them to
form an ecosystem.
Name the characteristics of some
ecosystem.
Teacher handout/
Teacher-made rubric
Jun
15-
16
6-10/
13-17
Performance
Task
Diversity,
Interaction
To know the functions of the parts
of a plant.
Learn how to take care of a plant.
Enumerate the uses of plants.
Individual Activity
Planting Tomato
seeds, chili seeds
and green beans
Quiz3
-------
Unit 7 - 9
Matching type questions. One point for each
correct answer. Short answer questions.
One point for each correct answer.
17 20-24 FINAL Examination
Jul.
18 6/27-1
Unit 10:
Weather and
Climate
Cycles
Interactions
Explain and measure air
temperature.
Identify and explain factors that
affect weather.
Identify factors that affect
climate.
Teacher handout/
Teacher-made rubric
19 4-8
Unit 11:
Materials
Interactions
State the properties and uses of
materials.
Explain the density of materials.
Classify materials based on their
properties and uses.
Invent toys using easy-to-find
materials.
Teacher handout/ Teacher-made rubric
Mth Wk Date Unit Theme/s Assessment Outline Rubric
Mar.
1 1 - -
Entrance Ceremony/Student
Orientation
-
1 1-4
Unit 1:
Respiratory
System
Systems
Identify the parts and functions of the
respiratory system.
Explain the mechanism of breathing.
Recognize common ailments related to
the respiratory system.
Describe ways to keep our respiratory
organ system healthy.
Explain how breathing and movement
are interrelated.
Recognize the respiratory system in
some animals.
Short answer questions. One point for each
correct answer.
2 7-11
Unit 2:
The Circulatory
Systems
Identify the main parts of the
circulatory system and their functions.
Explain the path of blood from the heart
to all parts of the body and from all parts
of the body to the heart.
Experiment and explain the effects of
exercise and rest on the pulse rate.
Short answer questions. One point for each
correct answer.
System Recognize diseases related to the
circulatory system.
Relate the functions of the circulatory
system to that of the digestive system
and respiratory system.
3
14-18
Unit 3:
Diseases and
Injuries
Interactions
Understand that a disease is an illness
that can affect a person’s health.
Understand that some diseases are
communicable.
Recognize the need to consult a
health/medical personnel one a year
and/or whenever necessary.
Recognize diseases that are caused by
animals.
Practice safety measures prevent the
spread of diseases caused by animals.
Demonstrate first aide measures.
Teacher handout/ Teacher-made rubric
4 21-25 Unit 4:
Cells and their
Functions
Systems
Understand that each type of cell in our
body has a distinct function.
Know that a cell needs energy to carry
out its function..
Matching type questions. One point for
each correct answer.
Apr.
5 3/28- 1
Quiz1
-------
Unit 1 until Unit 3
Matching type questions. One point for
each correct answer. Short answer questions.
One point for each correct answer.
7 11-15 Unit 5:
Invertebrates Diversity Describe the observable characteristics
of each group of invertebrates.
Short answer questions. One point for each
correct answer.
8-9 18-22/
25-29 Performance
Task
TWS Album(pictures and profiles) of the
different rare animals in the world
Individual activity
Quiz2
-------
Unit 4 until Unit 5
Matching type questions. One point for
each correct answer. Short answer questions.
One point for each correct answer.
10
2-6
Unit 6:
Photosynthesis
Know that plants make their own food
in a process called photosynthesis.
Investigates the requirements for
photosynthesis to take place.
Describe the process of
Teacher handout/
May
11 9-13 Unit 7:
Reproduction
Cycles
Differentiate between asexual and
sexual reproduction.
Explain the process of fertilization in
sexual reproduction of humans.
Know that most living things developed
from fertilized egg called zygote.
Teacher handout/ Teacher-made rubric
12 16-20
Unit 8;
Reproduction in
Flowering
Plants
Diversity,
Interaction
Identify the parts of the flower and their
role in the processes involved in sexual
reproduction of flowering plants.
Explain the growth of flowering plants
from seedling stage to flowering and
fruiting stage.
Teacher handout/ Teacher-made rubric
13 23-27
Unit 9:
Ecosystem
Diversity,
Interaction
Identify the biotic and abiotic
components of an ecosystem.
Design a model of an ecosystem.
Recognize that the number of living
things an ecosystem can support depends
on resources available and abiotic
factors.
Teacher handout/ Teacher-made rubric
14-
5/30-3
Unit 10:
Adaptations of
living things to
the environment
Diversity,
Interaction
Describe the structural and behavioral
adaptations of animals and plants to the
environment for survival.
Know effects of the environmental
changes to animals and plants.
Identify animals and plants that are near
Teacher handout/ Teacher-made rubric
Short answer questions. One point for each
correct answer.
GRADE 6 In-Class Assessment Schedule / Miss Jenneva Sarmiento
extinction or endangered.
Jun.
15-
16
6-10/
13-17
Quiz3
-------
Unit 6 - 10
Matching type questions. One point for
each correct answer. Short answer questions.
One point for each correct answer.
Performance
Task
TWS Make a collage of animals and plants Individual Activity
17 20-24 FINAL EXAMINATION
18 6/27-1
Unit 11;
Pollution
Interactions
Energy
Identify the pollution is a change in the
environment.
Enumerate the different sources/causes
of pollution.
Know that human pollution can be
described by the population density.
Matching type questions. One point for
each correct answer
Jul.
19
4-8
Unit 12;
Human
Population
Diversity,
Interaction
Understand that the size of a human
population can increase or decrease due
to some factors.
Know that a human population can be
described by the population density.
Teacher handout/ Teacher-made rubric
Mth Wk Date Unit Theme/s Assessment Outline Rubric
Mar.
1 1 - -
Entrance Ceremony/Student
Orientation
-
1 1-4
Unti1:
The Nervous
System
Interactions
Identify the parts and functions
of the nervous system.
Explain the uses of the different
senses.
Recognize common ailments
related to the nervous system.
Describe ways to keep our
nervous system healthy.
Explain how each body parts and
senses work together.
Recognize the nervous system
in some animals.
Teacher handout/ Teacher-made rubric
2 7-11
Unit 1:
The Urinary
System
Systems
Identify the main parts of the
urinary system and their functions.
Explain the path of urine going
out from our body.
Experiment and explain the
effects of coffee and soda in
urinating.
Recognize diseases related to the
urinary system.
relate the functions of the urinary
system to that of the digestive
system and respiratory system.
Teacher handout/ Teacher-made rubric
3
14-18
Unit 2:
Caring for
ourselves and
others
Systems
Understand that our nutritional
requirements vary with our age,
gender, body weight and activities.
Know how to read product
labels.
Plan a food menu
Teacher handout/
Teacher-made rubric
4 21-25
Unit 3:
Cell growth and
Division
Diversity,
Interaction
Understand that a cell is the
smallest unit of life and that all
living things are made up of cells.
Recognize that some living
things are unicellular and some are
multi-cellular.
.
Teacher handout/
Teacher-made rubric
Understand that each type of cell
in our body has a distinct function.
Know that a cell needs energy to
carry out its function.
Apr
5-6 3/28-1
4-8
Performance
Task
Making a Concept Map
Group reporting
Teacher handout/ Teacher-made rubric
Quiz2
-------
Unit 1 - Unit 4
Matching type questions. One point for each correct answer. Short answer questions. One point for each correct answer.
7
8
11-15
18-22 Unit 4:
Parts of the
Plants
Systems
Knowing the plant parts and
identifying their functions
Monocotyledons and
Dicotyledons
Teacher handout/
Teacher-made rubric
Unit 5
Asexual
Reproduction of
Plants
Systems
Techniques of Plant
Reproduction
Teacher handout/
Teacher-made rubric
9
25-29
Unit 5:
The Human
Reproductive
Systems
Differentiate between asexual
and sexual reproduction.
Explain the process of
fertilization in sexual reproduction
of humans.
Know that most living things
developed from fertilized egg
called zygote.
Teacher handout/
Teacher-made rubric
May
10
2-6
Unit 7:
Heredity
Diversity,
Interaction
Define heredity.
Learn how the hereditary traits
are passed from parents to
offspring.
Recognize that genetic
information can be passed down to
the offspring via reproductive
cells.
Teacher handout/
Teacher-made rubric Short answer questions. One point for each correct answer.
11 9-13 Graded Recitation
12 16-20 Unit 8:
Relationship
among
Organisms
Diversity,
Interaction
Understand that environmental
changes can occur slowly and
rapidly.
Understand that environmental
changes can be good or bad.
Teacher handout/ Teacher-made rubric
13 23-27
Unit 9:
Man and
Environment
Diversity,
Interaction
Know that different populations
living together interact with the
physical factors around them to
form an ecosystem.
Name the characteristics of some
ecosystem.
Teacher handout/
Teacher-made rubric
Jun.
14-
15
5/30-3
6-10
Performance
Task
TWS To identify how human activities
affect an ecosystem.
Learn the importance of a clean
and green environment.
Group Activity
Make an awareness video. Teacher handout/
Teacher-made rubric
16
13-17
Quiz
-------
Unit 8 and 9
Matching type questions. One point for each correct answer. Short answer questions. One point for each correct answer.
17 20-24 FINAL EXAMINATION
18 6/27-1
Unit 10:
Monsoon and
Typhoons
Cycles
Explain and measure air
temperature.
Identify what is monsoon and a
typhoon..
Identify factors that affect the
weather and climate.
Matching type questions. One point for each correct answer.
19 4-8
Unit 11:
Materials
Diversity,
Interaction
State the properties and uses of
materials.
Explain the density of materials.
Classify materials based on their
properties and uses.
Teacher handout/
Teacher-made rubric
2nd
Semester Assessment Plan
A. Assessment Plan (2nd
semester)
GRADE 1
In-Class Assessment Schedule / Miss Jenneva Sarmiento
Invent toys using easy-to-find
materials.
Month Week Date Unit Theme Learning
Outcomes/Benchmarks
Rubrics
Aug.
1 8-12 Introduction - Teacher handout/
Teacher-made rubric
2
15-19
8 – It’s All
Around
Diversity/
Interaction
Differentiate water
and air and their
forms.
List ways on how to
take care of water and
air.
Teacher handout/
Teacher-made rubric
3 22-26 8 – It’s All
Around Diversity
Explain the importance
of air and water.
Short answer questions.
One point for each
correct answer
Sept.
4 8/29-9/2 9 – Day and Night
Diversity
Describe the things we
see at night time and in
the morning.
Short answer questions.
One point for each
correct answer
5 5-9 9 – Day and Night
Diversity
Appreciate the value of
day and night cycle.
Teacher handout/
Teacher-made rubric
6 12-16 Korean Thanksgiving
7 19-23 10 – How is the
Weather today? Diversity
List the types of
weather.
Describe the different
types of weather.
Short answer questions.
One point for each
correct answer
8 26-30 10 – How is the
Weather today? Cycles
Recognize that weather
changes and thus affect us
constantly.
Teacher handout/
Teacher-made rubric
Oct.
9 3-7
11 – Light Diversity
Recognize that the Sun
is the natural source of
heat and light.
Explain that light helps
us to see.
Short answer questions.
One point for each
correct answer
10 10-14 11 – Light Interactions
List the sources of natural
light.
Teacher handout/
Teacher-made rubric
11 17-21
12 – Heat Diversity
Identify what heat is?
Recognize the
significance of heat
Enumerate the uses of
heat.
Short answer questions.
One point for each
correct answer
12 24-28 12 – Heat Interactions
List other sources of
heat.
Teacher handout/
Teacher-made rubric
Nov.
13 10/31-4
13 – Sound Diversity
Identify various
sounds in the
environment.
Differentiate various
Short answer questions.
One point for each
correct answer
GRADE 2B Jenneva Sarmiento
In-Class Assessment Schedule / Miss Jenneva Sarmiento
types of sounds.
14 7-11 13 – Sound Interactions
List ways on how to
create sounds.
Teacher handout/
Teacher-made rubric
15 14-18 14 & 15 – Push
and Pull and Turn
it on, turn it off!
Diversity
Explain why objects
move or work.
Describe electricity as
source of energy.
Short answer questions.
One point for each
correct answer
16 21-25 14 & 15 – Push
and Pull and Turn
it on, turn it off!
Diversity
Enumerate way how to
save electricity.
Teacher handout/
Teacher-made rubric
Dec.
17 11/28-2 Review
18 5-9 FINAL EXAMINATION
19 12-16 EDUCATIONAL
GAME Diversity
Define all the Science
terms given.
Read the definition of
each Science term.
Teacher handout/
Teacher-made rubric
20 19-23 PROJECT
Make a collage about the
lessons tackled.
Teacher handout/
Teacher-made rubric
21 26-30 PROJECT
Make a collage about the
lessons tackled.
Teacher handout/
Teacher-made rubric
Month Week Date Unit Theme Learning
Outcomes/Benchmarks
Assessment
Aug.
1 8-12 Introduction
2
15-19 9 – Light and
Shadows TBB pp 2-13
Explain what light is.
Explain how shadows
are formed.
List down some sources
of light..
Short answer questions.
One point for each
correct answer
3 22-26
10 – Heat TBB pp 14-
25
TWS
Identify ways of
producing heat.
List down the
importance of heat
Short answer questions.
One point for each
correct answer
Sept.
4 8/29-9/2
10 – Heat TBB pp 14-
25
TWS
Follow safety measures
when handling fire. Explain the effect of heat
to living and non-living
things.
Teacher handout/
Teacher-made rubric
5 5-9
11 – Sounds TBB pp 26-
35
Describe the
production of sounds.
Identify some types of
sound and their
sources. List down the importance
of sound.
Short answer questions.
One point for each
correct answer
6 12-16 Korean Thanksgiving
7 19-23 12 – Non-living
things 36-47
Identify the
characteristics of non-
living things.
Classify non-living things
Short answer questions.
One point for each
correct answer
8 26-30 12 – Non-living
things 36-47
Understand the
importance of Non-living
Things
Short answer questions.
One point for each
correct answer
Oct. 9 3-7 13 – Forces 48-59 Explain what force is? Short answer questions.
GRADE 3B Jenneva Sarmiento
In-Class Assessment Schedule / Miss Jenneva Sarmiento
Enumerate types of
forces.
One point for each
correct answer
10
10-14
13 – Forces
48-59
List the common
activities that force is
used.
List down the effects of
force
Teacher handout/
Teacher-made rubric
11
17-21
14 – Tools help us 60-69
List and describe
some common tools in
the house.
Identify their
functions and uses.
Short answer questions.
One point for each
correct answer
12 24-28 14 – Tools help us 60-69
Give the importance of
Tools in our life.
Teacher handout/
Teacher-made rubric
Nov.
13 10/31-4
15 - Electricity 70-81
Describe electricity.
List down the
importance of electricity.
Short answer questions.
One point for each
correct answer
14 7-11
15 - Electricity 70-81
Enumerate the effects of
electricity to mankind and
to our environment.
Teacher handout/
Teacher-made rubric
15 14-18
16- Magnets 82-93
Describe magnets.
Define magnetism.
List down the importance
of magnets.
Short answer questions.
One point for each
correct answer
16 21-25 16- Magnets 82-93 Identify some uses of
magnets.
Teacher handout/
Teacher-made rubric
Dec.
17 11/28-2 Review
18 5-9 FINAL EXAMINATION
19 12-16 Science Theme 94-103 Read Science THEME Reading
20 19-23 PROJECT
Make a collage out of
pictures of the lesson
tackled this semester.
Project-making
21 26-30 PROJECT Show creativity. Project-making
Month Week Date Unit Textbook Learning
Outcomes/Benchmarks
Assessment
Aug.
1 8-12 Introduction
2
15-19
10 & 11 – Objects
around us
TBB pp
1-16
TWS
Describe an object in
terms of its size, color,
and shape.
Compare objects in
terms of its size, color,
and shape.
Describe what is a
mass?
Identify the materials
from which objects are
made.
Short answer questions.
One point for each
correct answer
3 22-26 12 – Changes in
Materials TBB pp
17-26
TWS
Explain physical and
chemical changes.
Give examples of
physical and chemical
Short answer questions.
One point for each
correct answer
changes.
Enumerate the
importance of physical
and chemical changes.
Sept.
4 8/29-9/2 12 – Three States
of Matter
TBB pp
27-32
Identify that matter can
exist in three states:
solid, liquid and gas.
Differentiate the three in
terms of their molecular
state.
Describe the other
properties of matter. Give examples of each state
of matter.
Short answer questions.
One point for each
correct answer
5 5-9
13 & 14 – Air and
Water
TBB pp
33-50
Recognize that air and
water are around us.
Explain the importance
of air and water.
Describe and illustrate
the movements of air and
water. List down ways to conserve
water and prevent
contamination of air and
water.
Teacher handout/
Teacher-made rubric
6 12-16 Korean Thanksgiving
7 19-23
15 – Forces TBB pp
51-54
TWS
Explain that a force is a
push or a pull.
Describe the position of
an object based on its
point of reference.
Explain that a force can
make an object move and
change its position.
Short answer questions.
One point for each
correct answer
8 26-30 15 – Forces TBB
pp 55-58
Enumerate common
activities that force is used.
Teacher handout/
Teacher-made rubric
Oct.
9 3-7
16 & 17 – Light
and Heat
TBB
pp 59-80
Recognize that the Sun is
the main natural source
of light and heat.
Identify other source of
light and heat
Describe how humans,
animals and plants make
use of the light and heat
from the Sun.
Identify how people,
animals and plants are
affected by too much or
too little heat from the
Sun. List down safety
precautions to take to avoid
getting harmed by the Sun’s
heat.
Teacher handout/
Teacher-made rubric
10 10-14 18 – Sources and
uses of Electricity TBB
pp 81-84
TWS
Identify what electricity is.
Explain and illustrate the
productions and
communication of
Short answer questions.
One point for each
correct answer
electricity from power
stations to households,
respectively. 11 17-21
18 – Sources and
uses of Electricity
TBB
pp 85-90
TWS
Describe sources of
electricity.
Identify the importance
of electricity and the
need to conserve it.
Identify some proper
ways of conserving
electricity.
Short answer questions.
One point for each
correct answer
12 24-28 18 – Sources and
uses of Electricity WB2
Enumerate the effect of
electricity to mankind
and to our environment.
Teacher handout/
Teacher-made rubric
Nov.
13 10/31-4
19 – Sound
TBB
pp 91-98
TWS
Identify that sounds are
produced from a
vibrating object.
Explain the uses of
sound.
Suggest ways to
produce sound.
Explain that different
objects produce
different sounds.
Identify loud, soft, high-
pitched and low-pitched
sound.
List down the
importance of sound.
Teacher handout/
Teacher-made rubric
14 7-11
20 – Rocks TBB pp
99-108
Identify where rocks can
be found?
Describe the
characteristics of rocks.
Identify the three major
types of rocks. Enumerate the uses and
importance of rocks.
Short answer questions.
One point for each
correct answer
15 14-18
21 – Sun, Earth
and Moon TBB pp
109-114
Identify that the Sun is
the center of the solar
system.
Recognize that the Sun,
Earth and moon are
space objects.
Explain that the Earth is
the only habitable
planet.
Short answer
questions. One point
for each correct
answer
16 21-25 21 – Sun, Earth
and Moon
TBB pp
115-119
Describe the
characteristics of the Earth
and the moon.
Short answer questions.
One point for each
correct answer
Dec.
17 11/28-2 TBB pp
120-129
Read some Science terms
and define each.
Teacher handout
18 5-9 FINAL EXAMINATION
19 12-16 Graded Recitation
20 19-23 SCIENCE THEME Read Science terms Project
21 26-30 Project-making
Create a collage about the
lessons tackles for the
semester Show creativity
Project
GRADE 4B Jenneva Sarmiento
In-Class Assessment Schedule / Miss Jenneva Sarmiento
Month Week Date Unit Textbook Learning
Outcomes/Benchmarks
Rubrics
Aug.
1 8-12 Introduction
2
15-19
13 – Three States of
Matter
TBB pp
1-14
TWS
Compare solid, liquid, a
nd gas in terms of shap
e, volume, and ease of
flow.
Explain and illustrate ai
r and liquid pressure.
State some useful applic
ations of pressure.
Short answer questions.
One point for each correct
answer
3 22-26
14 & 15 – Air and
Water
TBB pp
15-32
Describe properties of a
ir and water.
Describe the compositio
ns of air and water.
Recognize that the Eart
h is protected by a bla
nket of air called atmos
phere.
Identify that the atmosp
here has different prope
rties at different elevati
ons.
Recognize that water co
vers majority of the Ea
rth’s surface.
Explain the quality of
water.
Short answer questions.
One point for each correct
answer
Sept.
4 8/29-9/2
16 – Forces TBB pp
33-45
Understand that an obje
ct that is not being sub
jected to a force will c
ontinue to move at a c
onstant speed and in a
straight line.
Recognize that the mov
ement of an object dep
ends on its mass and s
hape and the strength o
f force applied.
Identify the ways of de
scribing the motion of
an object.
Teacher handout/
Teacher-made rubric
5 5-9 16 – Forces TBB pp
46-52
Enumerate common
activities that uses force.
Teacher handout/
Teacher-made rubric
6 12-16 Korean Thanksgiving
7 19-23
17 – Forms of
energy and their
uses
TBB pp
53-70
Identify light energy an
d its uses.
Describe sound energy
and its uses.
Identify heat energy an
d its uses.
Differential kinetic and
potential energy and de
scribe their uses.
Teacher handout/
Teacher-made rubric
8 26-30 18 & 19 – Light
and Heat
TBB pp
71-80
Identify the properties o
f light.
Teacher handout/
Teacher-made rubric
TWS Explain the importance
of reflection and refract
ion of light.
Make a model of a per
iscope and explain how
it works.
Classify materials as op
aque, translucent and tr
ansparent.
Identify materials that a
re flammable.
Describe that changes i
n an object before, duri
ng and after heating.
Describe insulators and
conductors and their pr
operties and uses.
Oct.
9 3-7
20 – Sources and
uses of Electricity
TBB pp
97-104
Describe sources of ele
ctricity.
Explain and illustrate th
e productions and com
munication of electricity
from power stations to
households, respectivel
y.
Enumerate the effect of
electricity to mankind
and to our environment.
Teacher handout/
Teacher-made rubric
10 10-14
20 – Sources and
uses of Electricity TBB pp
105-110
Identify the importance
of electricity and the ne
ed to conserve it.
Identify some proper w
ays of conserving electr
icity.
Teacher handout/
Teacher-made rubric
11 17-21
21 – Sound TBB pp
111-120
Identify that sounds are
produced from a vibrat
ing object.
Explain the uses of sou
nd.
Suggest ways to produc
e sound.
Explain that different o
bjects produce different
sounds.
Identify loud, soft, high
-pitched and low-pitche
d sound.
List down the importan
ce of sound.
Teacher handout/
Teacher-made rubric
12 24-28 22 –Rocks, Soil
and other Earth
Materials
TBB pp
121-126
Identify where rocks ca
n be found?
Describe the characterist
ics of rocks.
Teacher handout/
Teacher-made rubric
Nov.
13 10/31-4 22 –Rocks, Soil
and other Earth
Materials
Pp 127-
136
TWS
Identify the three major
types of rocks.
Enumerate the uses and
importance of rocks.
Teacher handout/
Teacher-made rubric
14 7-11 23 & 24 –
Rotation of Earth
and Moon and the
TBB pp
137-145
Identify that the Sun is
the center of the solar
system.
Teacher handout/
Teacher-made rubric
GRADE 5B Jenneva Sarmiento
In-Class Assessment Schedule / Miss Jenneva Sarmiento
Solar System Recognize that the Sun,
Earth and moon are s
pace objects.
Describe the characterist
ics of the Earth and th
e moon. 15 14-18 23 & 24 –
Rotation of Earth
and Moon and the
Solar System
TBB pp
146-150
Explain that the Earth i
s the only habitable pla
net.
Teacher handout/
Teacher-made rubric
16 21-25 23 & 24 –
Rotation of Earth
and Moon and the
Solar System
TBB pp
151-159
TWS
Understand theconnection
of Sun, Earth and Moon.
Teacher handout/
Teacher-made rubric
Dec.
17 11/28-2 REVIEW
18 5-9 FINAL EXAMINATION
19 12-16 SCIENCE THEME
20 19-23 Project-making
Make a collage about the
topics discussed for the
semester.
PROJECT
21 26-30 Project-making Show creativity. PROJECT
Month Week Date Unit Textboo
k
Learning Outcomes/Benchmarks Assessment
Aug.
1 8-12 Introduction
2
15-19
13 –
Weather
TWS
Observe and identify the
different types of clouds.
Describe how fog, dew, hail
and wind are formed.
Explain the occurrence of wind
due to the unequal heating of
the Earth’s surface.
Recognize that land absorbs
and releases heat faster than
water.
Explain the effects of wind on
living things and the
environment.
Short answer questions.
One point for each correct
answer
3 22-26
14 & 15 –
Materials
and their
properties,
Physical
and
Chemical
Changes
TBB pp
1-12
Relate the degree of
transparency, magnetic
property, heat conductivity and
electrical conductivity of
materials to everyday uses of
the materials.
Identify the factors that
determine the choice of objects
or materials for specific
purposes in everyday life.
Identify correct and safe ways
of using materials and
household items.
Teacher handout/
Teacher-made rubric
Sept.
4 8/29-9/2 14 & 15 –
Materials
and their
TBB pp
13-24
Recognize that some changes
result in the formation of new
materials.
Short answer
questions. One point
for each correct
answer
properties,
Physical
and
Chemical
Changes
Explain that a chemical change
takes place when new materials
are formed. Explain that no new materials are
formed when physical changes
take place.
5 5-9
16 –
Separating
Mixtures
TBB pp
25-32
Explain separation techniques
such as precipitation,
sublimation and freeze-drying
and other daily application.
Recognize daily activities that
show simple separation
techniques. State some useful applications of
separation.
Teacher handout/
Teacher-made rubric
6 12-16 KOREAN THANKSGIVING
7 19-23
17 –
Changes of
State
TBB pp
33-42
Compare solid, liquid, and gas
in terms of shape, volume, and
ease of flow.
Explain and illustrate air and
liquid pressure. State some useful applications of
pressure.
Teacher handout/
Teacher-made rubric
8 26-30
18 – Air
and Water
TBB pp
43-50
Describe properties of air and
water.
Describe the compositions of
air and water.
Recognize that the Earth is
protected by a blanket of air
called atmosphere.
Identify that the atmosphere has
different properties at different
elevations.
Recognize that water covers
majority of the Earth’s surface. Explain the quality of water
Teacher handout/
Teacher-made rubric
Oct.
9 3-7 18 – Air
and Water
Know how to prevent pollution in
air and water.
Teacher handout/
Teacher-made rubric
10 10-14
19 –
Gravitation
al and
Friction
Forces TBB pp
51-56
Investigate the relationship
between force, movement and
energy.
Recognize that the movement
of an object depends on its
mass and shape and the strength
of force applied.
Identify the ways of describing
the motion of an object.
Teacher handout/
Teacher-made rubric
11 17-21 19 –
Gravitation
al and
Friction
Forces
TBB pp
57-64
. Enumerate common activities that
uses force.
Teacher handout/
Teacher-made rubric
12 24-28 20 –
Energy
Conversio
n
TBB pp
65-72
TWS
Recognize that energy can
neither be created nor
destroyed.
Explain that energy changes
from one form to another.
Teacher handout/
Teacher-made rubric
GRADE 6B Jenneva Sarmiento
In-Class Assessment Schedule / Miss Jenneva Sarmiento
Nov.
13 10/31-4 20 –
Energy
Conversio
n
WB2
Explain energy conversion for
occurrences around us.
Explain the importance of
energy.
Teacher handout/
Teacher-made rubric
14 7-11
21 –
Light and
Heat
TBB pp
73-78
Identify the properties of light.
Explain the importance of
reflection and refraction of
light.
Make a model of a periscope
and explain how it works.
Classify materials as opaque,
translucent and transparent.
Identify materials that are
flammable.
Describe that changes in an
object before, during and after
heating. Describe insulators and conductors
and their properties and uses
Teacher handout/
Teacher-made rubric
15 14-18
22 –
Electric
Circuit
TBB pp
79-90
Describe sources of electricity.
Explain and illustrate the
productions and communication
of electricity from power
stations to households,
respectively.
Teacher handout/
Teacher-made rubric
16 21-25
22 –
Electric
Circuit
WB2
TWS
Identify the importance of
electricity and the need to
conserve it.
Enumerate the effect of
electricity to mankind and to
our environment. Identify some proper ways of
conserving electricity.
Teacher handout/
Teacher-made rubric
Dec.
17 11/28-2 Review
18 5-9 FINAL EXAMINATION
19 12-16 Graded Recitation
20 19-23
Create a story or a dialogue on
how to conserve electricity.
Project
21 26-30
Show open-mindedness in dealing
with reality.
Project
Mont
h
Week Date Unit Theme Learning Outcomes/Benchmarks Assessment
Aug.
1 8-12
2
15-19
12 –
Separation
Techniques
TBB pp 1-8
Diversity
Explain separation techniques
such as precipitation, sublimation
and freeze-drying and other daily
application.
Recognize daily activities that
show simple separation
techniques.
State some useful applications of
separation.
Teacher handout/
Teacher-made rubric
3 22-26 13 – Forces TBB pp Investigate the relationship Teacher handout/
9-14 between force, movement and
energy.
Recognize that the movement of
an object depends on its mass
and shape and the strength of
force applied.
Teacher-made rubric
Sept.
4 8/29-9/2
13 – Forces TBB pp
15-18
Identify the ways of describing
the motion of an object. Enumerate common activities that
uses force.
Teacher handout/
Teacher-made rubric
5 5-9
14 – Simple
Machines
TBB pp
19-36
Identify the different types of
simple machines.
Explain the functions of simple
machines, which include
multiplying force and speed and
changing the direction of a force. Recognize precautionary measures
in using simple machines.
Teacher handout/
Teacher-made rubric
6 12-16 Korean Thanksgiving
7 19-23
15 – Sources
of Energy
TBB pp
37-48
Identify sources of energy and
their uses.
Explain how me make use of
energy from the Sun, wind, water
and fuel through energy
conversion.
State some uses of solar cells.
State the different sources of
alternative energy and their uses. Describe and different types of
sources.
Teacher handout/
Teacher-made rubric
8 26-30
16 –
Electricity
TBB pp
49-56
Describe sources of electricity.
Explain and illustrate the
productions and communication
of electricity from power
stations to households,
respectively.
Identify the importance of
electricity and the need to
conserve it.
Enumerate the effect of
electricity to mankind and to our
environment. Identify some proper ways of
conserving electricity.
Short answer questions.
One point for each
correct answer
Oct.
9 3-7
17 & 18 –
Structure of
the Earth
TBB pp
57-68
Describe the three types of rocks.
Explain how each rock is formed.
Describe and illustrate the
structure of the Earth.
Describe the features of the
Earth’s surface.
Teacher handout/
Teacher-made rubric
10 10-14 17 & 18 –
Surface of
the Earth
TBB pp
69-84
Identify natural and human-
made occurrences that destroy
the feature of the Earth.
List some ways to prevent the
destruction of the Earth’s
surface.
Teacher handout/
Teacher-made rubric
11 17-21
19 –
Natural
Disasters
TBB pp
85-102
Recognize the dangers of
typhoon, tsunamis, earthquake,
and volcanic eruptions.
List some precautionary
measures before, during and after
Teacher handout/
Teacher-made rubric
E. Teaching Materials
1. Textbook
The followings are the text books and workbooks in each grade level.
natural disasters.
12 24-28 19 –
Natural
Disasters
TWS
WB2
Identify how natural disasters occur
and signs when they are
approaching.
Teacher handout/
Teacher-made rubric
Nov.
13 10/31-4 20 –The
Sun and the
stars
TBB pp
103-112
Recognize that the Sun is a star.
Describe the characteristics of
the Sun and infer the
characteristics of other stars.
Teacher handout/
Teacher-made rubric
14 7-11
20 –The
Sun and the
stars
TWS
WB2
Explain that the light form the
Sun is so bright that we cannot
see other stars during the day.
Explain the phenomena of rising
and setting of stars
Teacher handout/
Teacher-made rubric
15 14-18
21 – The
Solar
System
TBB pp
113-127
TWS
Identify that the Sun is the
center of the solar system.
Describe the characteristics of
planets in the Solar system.
Teacher handout/
Teacher-made rubric
16 21-25 21 – The
Solar
System
WB2
Explain that the Earth is the
only habitable planet among the
other eight planets.
Describe the characteristics of
the Earth and the moon.
Short answer questions.
One point for each
correct answer
Dec.
17 11/28-2 Review
18 5-9 FINAL EXAMINATION
19 12-16 Read Science Terms
20 19-23 Project-making
21 26-30 Project-making
Grade Textbook Workbook
1 My Pals are Here – Science 1A My Pals are Here – Science 1A Workbook
2 My Pals are Here – Science 2A My Pals are Here – Science 2A Workbook
3 My Pals are Here – Science 3A My Pals are Here – Science 3A Workbook
4 My Pals are Here – Science 4A My Pals are Here – Science 4A Workbook
5 My Pals are Here – Science 5A My Pals are Here – Science 5A Workbook
6 My Pals are Here – Science 6A My Pals are Here – Science 6A Workbook
2. Additional materials
The followings are the additional recommended books or websites for elementary school science.
Grade Title Author/Address Remarks
G1-G6 Science: See Learning in a Whole
New Light
Foreman, S. 2008. Illinois:
Pearson Education, Inc.
Available in KISP
library
G1-G6 Earth Science Tarbuck, E., Lutgens, F.
2009. New Jersey: Pearson
Education, Inc.
Available in KISP
library
G1-G6 Science Explorer Earth Science
(Teacher’s Edition)
Hall, P. 2009. New Jersey:
Pearson Education, Inc.
Available in KISP
library
G1-G6 Science Explorer Life Science
(Teacher’s Edition)
Hall, P. 2009. New Jersey:
Pearson Education, Inc.
Available in KISP
library
G1-G6 Science Explorer Physical Science
(Teacher’s Edition)
Hall, P. 2009. New Jersey:
Pearson Education, Inc.
Available in KISP
library
G1-G6 Physical Science Concepts in
Action
Wysession, M., Frank, D.,
Yancopoulos, S. 2009. New
Jersey: Pearson Education,
Inc.
Available in KISP
library