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E:CDD FilesBEC-PELC Finalized June 2010COVER PELC - Science.docx Printed: 8/12/2010 11:25 AM [Anafel Bergado] 1
(Philippine Elementary Learning Competencies)
BASIC EDUCATION CURRICULUM
SCIENCE AND HEALTH
SCIENCE AND HEALTH
BUREAU OF ELEMENTARY EDUCATION
Department of Education
Republic of the Philippines
JUNE 2010

PREFACE
Science educators throughout the world have been espousing the idea that the best way to learn science is by “doing science”.
We all share in a vision of achieving excellence in Science and Technology at par with that of developed countries. Science and
Technology are shaping the world. Social and economic development area, to a large content, is dependent on Science and Technology.
The learners should be given enough time to perform the activity, record data, analyze and interpret results and discuss and
evaluate within groups and with the whole class. The learning objectives herein aim to provide the learners an opportunity to develop
concepts and acquire the manipulative, creative and high-order thinking skills. The integration of Information and Communications
Technology (ICT) utilizing different digital learning resources and learning technologies paved the way to enhance the teaching and
learning of Science and Health. Hence, teachers handling Science and Health in Grades III to Grade VI could create 21st
Century
learners who are globally competitive.

SCIENCE AND HEALTH
DESCRIPTION
Science and Health aims to help the Filipino child gain a functional understanding of science concepts and principles linked
with real life situations, acquire science skills as well as scientific attitudes and values needed in solving everyday problems. These
pertain to health and sanitation, nutrition, food production, and the environment and its conservation.
There is no Science and Health for Grades I and II but simple science and health concepts which include the child’s
interaction to his immediate environment are contents of English. These concepts reinforce the sensory-perceptual activities
introduced in the 8-week ECD Curriculum. Likewise, process skills may be developed in Makabayan subject like Sibika at Kultura.
Teaching Science and Health will formally start in Grade III using English as medium of instruction. In Grades IV-VI, more complex
study of Science concepts will be taken up in preparation for High School work.
TIME ALLOTMENT
Learning Areas
Daily Time Allotment
I II III IV V VI
Science and Health (integrated in
English for Grades I & II)
- - 40 60 60 60
Science and Health for Grades I and II is integrated in English. This is used as vehicle in developing the skills in English.
Grade III is given a 40-minute daily time allotment. In Grades IV, V and VI, there is an increase of 20 minutes in the daily time allotment,
to give more time and emphasis on the study of Science concepts and processes.

NOTE TO TEACHERS
The Philippine Elementary Learning Competencies (PELC) in Science and Health serve as a continuum in teaching
the subject from Grade III to Grade VI. This seeks to address the needs of pupils by conducting learner-oriented and
experiment – based activities applying inquiry approach and make teaching more interactive, collaborative, integrative,
and discourse-oriented to produce reflective learners. Learning competencies cover understanding of concepts and key
principles of science, science process skills, and desirable values to make the students scientifically literate, productive
and effective citizens. The competencies promote the use of Higher-Order Thinking Skills (HOTS), life skills and multiple
intelligences as supported by the developed Lesson Guides which serve as guide for teachers.
Our dear teachers, you have the options and opportunity to teach Science and Health in a more enjoyable,
interesting, productive, fun-filled, fulfilling and more meaningful way. Models of teaching such as inquiry training and
concept attainment, teach students the process of investigating and explaining natural phenomena, compare and contrast
supplementary activity books and work textbooks that contain the attribute of the concepts. The development of process
skills such as observing, inferring, predicting, classifying, communicating, measuring, formulating hypothesis, controlling
variables, experimenting, gathering and interpreting of results in terms of models and prediction for the future based on
generalizations. The development of the scientific method through hands on and minds on activities using these
processes are conducted to compliment and probe any concept learned or can be learned. This is so, because science
is both a process of inquiry and a body of knowledge. Different teaching strategies should also apply to capture the pupils’
attention and increase their interest more.
You are also encourage to integrate the available digital learning resources such as CD-ROM based materials, online
resources and other digital resources that are suited and within the level of the learners. The use of learning technologies
such as Computer aided language learning software, Office applications (Word, PowerPoint etc), the Internet, DVD
players and mobile phones play an important role to support the teaching-learning process and strengthen concepts
learned.
Finally, it is advised that some competencies be taught in advance as scheduled due to occurrence of destructive
phenomena and events in the country. The examples of these are weather-related lessons, climate change, prevention of
water-borne diseases and animal-related diseases, waste management and others..

GOAL: Construct knowledge and understanding of science and health concepts, develop the skill for scientific inquiry, solving problems,
communicating scientific ideas and results and for making informed decisions and develop attitudes and values that would benefit themselves,
society and the environment
GOAL: Translating knowledge into new context of Science and Health concepts, developing opinions, judgment or decisions, solving
problems using required skills, relating scientific ideas, verifying values of evidence and assessing value of theories.
EXPECTATIONS
Grade III Grade IV Grade V Grade VI
At the end of Grade III, the
learner is expected to develop
functional understanding and
application of science and health
concepts, basic process/life
skills, and acquire values,
attitude and practices related to
one’s sense organs, growth and
development, ways of protecting
oneself, characteristics of plants
and animals, caring for plants
and animals, characteristics of
solids, liquid and gases, light and
sound, force, earth resources
and their conservation, weather
and the Sun as a source of heat
and light.
At the end of Grade IV, the
concepts, basic and integrated
process/life skills, and acquire
values, attitudes, and practices
related to body systems (skeletal,
muscular and digestive), taking
care of the systems, concern
towards differently-abled persons,
animal and plant reproduction,
dangers posed by animals,
materials and their uses, methods
of heat transfer, soil erosion,
weather condition, movement of
earth and moon around the sun.
At the end of Grade V, the learner
is expected to develop functional
understanding and application of
science and health concepts,
basic and integrated process
skills, and acquire values,
attitudes and practices related to
body systems (reproductive,
respiratory and urinary), taking
care of the systems,
photosynthesis, classifying plants
and animals, plant and animal
adaptation, endangered animals,
materials and their characteristics,
mixture, electrical circuit,
electromagnet, simple machines,
rocks, unequal heating of the
Earth’s surface, weather systems,
typhoon, solar system and recent
inventions and discoveries about
the solar system.
At the end of Grade VI, the
concepts, basic and integrated
process skills and acquire
values, attitudes and practices
related to body systems
(circulatory and nervous),
ecosystem, changes in matter,
energy forms and transformation
energy conservation, friction,
structure and characteristics of
the Earth, occurrence of natural
disasters: earthquake, tsunami,
volcanic eruption, stars and
constellation.

STANDARDS
LIFE SCIENCE (People, Animals, Plants and the Environment: Interrelationships in the Ecosystem)
The learner uses science process and thinking skills to understand the structure and function of the systems of the body,
characteristics and basic needs of living things, growth and changes in animals and plants, diversity and biodiversity of living things,
interactions in the environment and demonstrates positive attitudes and values which are necessary for solving problems and making
personal decisions about issues that affect individuals, society and environment.
PHYSICAL SCIENCE (Materials/Materials at Home, Energy, Mixtures and Solutions, Physical and Chemical Change)
The learner uses science process and thinking skills to understand the structure and behavior of matter, characteristics of materials
and their uses, waste management, reaction of different substances, changes in matter and its effect in the environment, climate
change, sources of light and sound, motion of objects, heat transfer and its effect to objects, electricity and simple machines, uses of
energy and its conservation, demonstrates positive attitudes and values which are necessary for solving problems and making
personal decisions about issues that affect individuals, society and environment.
EARTH (Earth)
The learner uses the science process and thinking skills to understand life forms in the Earth, soil erosion and their prevention, rocks,
weather, structure of the Earth, occurrence of natural disasters, Earth and space and of the relationship to the other bodies in the solar
system and demonstrates positive attitudes and values which are necessary for solving problems and making personal decisions to
address environmental needs caused by human activity and natural phenomenon.
SPACE SCIENCE (Sun, Earth, Moon, Solar System, Stars and Constellation)
The learner uses the science process and thinking skills to understand the planet Earth and its relationship to the rest of the universe.

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

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

8
III IV V VI
3. Explain ways of protecting oneself
3.1 Identify examples of
• verbal abuse
• physical abuse
3.2 Report incidence of abuse to
proper authorities
• parents
• teacher
• guidance counselor
• principal
3.3 Practice safety measures to
avoid accidents and injuries
• at home
• in school
• in the streets
• in other public
places
properly) 2.5 Practice health habits to keep
the respiratory system health
2.5.1 Demonstrate ways of
resisting peer pressure
to smoke
3. Explain how the urinary system
works
3.1 Describe the main parts (e.g.
kidneys, urether, urethra,
urinary bladder) of the urinary
system
part
3.3 Describe common diseases of
the urinary system
3.3 Practice health habits to keep
the urinary system healthy
III IV V VI
II. ANIMALS II. ANIMALS II. ANIMALS II. ANIMALS, PLANTS AND THE
ENVIRONMENT:
INTERRELATIONSHIP IN THE
ECOSYSTEM

9
III IV V VI
1. Conclude that animals vary in
terms of body parts, movement
and places where they live
1.1 Identify the body parts of
animals found in the locality
and in the environment
1.2 Describe how animals move
1.3 Infer that animals live in
different places
1.4 Classify animals according to
body parts, movement and
places where they live
2. Compare the body parts of
animals used for food
getting/eating
2.1 Describe the body parts of
animals used for food
getting/eating
2.2 Relate mouth parts of animals
to the kind of food they eat
3. Infer that animals need adequate
food, water, air and shelter
3.1 Describe what may happen to
animals if they are not
1. Explain how animals reproduce
1.1 Classify animals hatched from
eggs and born as baby animals
1.2 Discuss how animals
developed from a fertilized egg
2. Describe the life cycle of some
common animals (butterfly,
mosquito, frog, fly, etc.)
3. Explain the usefulness of some
animals
3.1 Name food products from
animals (e.g. eggs, meat, etc.)
3.2 Name other materials/benefits
derived from animals (e.g.
leather from animal skins, etc.)
4. Infer the dangers posed by some
animals to people
4.1 Describe harm done (e.g dog
bite, mosquito bite, etc.) and
some diseases spread by
animals (e.g. dengue, avian
influenza, malaria, foot and
mouth disease, leptospirosis,
etc.)
1. Infer how body structures of
animals are adapted to food
getting in their particular
environment
1.1 Classify animals according to
the food they eat: herbivores,
carnivores, omnivores
1.2 Relate the mouth parts of
animals to the kind of food
they eat
1.3 Describe how animals get and
eat their food
2. Explain how some animals adapt
to a particular environment
3. Identify observable characteristics
of vertebrate and invertebrate
animals
3.1Identify each group of
vertebrates and their
characteristics (mammals,
birds, reptiles, amphibians and
fishes)
3.2 Classify animals into different
groups of vertebrates
3.3 Identify observable
characteristics of invertebrates
1. Explain the interrelationships
between and among the
components of an ecosystem
1.1 Describe an ecosystem
• living components (biotic)
• non-living components
(abiotic)
• interaction between living
and non-living things
1.2 Describe the interrelationships
among living organisms in an
ecosystem
• food (food chain, food
web, food-nutrient cycle)
• gas (oxygen-carbon
dioxide cycle)
1.2.1 Identify the kinds of
interrelationships
among living organisms
2. Explain how certain events and
activities disturb the
interrelationship in an ecosystem
• climate change
• natural calamities
• overpopulation
• destructive practices
(e.g. illegal logging, kaingin
system, quarrying)

10
III IV V VI
provided with their needs
3.2 Demonstrate care and
concern for animals
3.3 Exercise caution in handling
animals
4.2 Practice safety measures in
dealing with animals
(e.g. insects, spiders, worms,
jellyfish, shellfish)
3.4 Explain the importance of
coral reefs
3.4.1 Identify the importance of
coral reefs
3.4.2 Discuss practices that
cause coral reef
destruction and predict
their effect
3.4.3 Participate in efforts to
save coral reefs
4. Identify endangered animals
and how they can be
protected and conserved
3. Demonstrate commitment and
concern in preserving/conserving
the balance of life in the
ecosystem
III. PLANTS III. PLANTS III. PLANTS
1. Conclude that plants have
similarities and differences
1.1 Identify the parts of a plant
1.2 Describe the characteristic of
each part
part of a plant
1. Explain how plants can be
propagated from seeds
1.1 Identify the parts of a seed
1.2 Infer the function of each part
of a seed
1.3 Explain how the different
factors affect seed germination
1. Conclude that plants make their
own food
1.1 Perform experiments to
determine what plants need to
make food
1.2 Explain the process of
Photosynthesis

11
III IV V VI
1.4 Compare plants according to
observable characteristics
• similarities
• differences
2. Classify plants as trees, shrubs,
grasses, herbs and vines
3. Explain how plants and plant parts
are used for
• food
• building construction
materials
• medicine
• fuel
• decorative purposes
• furnitures
4. Demonstrate ways of caring for
and conserving plants
1.3.1 Identify the variables on
seed germination
1.3.2 Observe the changes in
a germinating seed until
the seedling stage
1.3.3 Analyze and interpret the
data gathered
1.4 Describe the life cycle of a
flowering plant from seed to
seed stage
1.4.1 Explain the role of
pollination in plant
1.4.2 Explain the role of
fertilization in plant
propagation reproduction
2. Demonstrate how plants can be
propagated from other plant parts:
stem cutting, tubers, roots, leaf, bulb
2. Classify plants into groups
2.1 Describe characteristics of
different kinds of plants as to
seed bearing, cone-bearing,
ferns and mosses
2.2 Classify plants according to
their kinds
3. Identify economically important
plants
4. Infer how some plants adapt to a
certain environmental conditions in
order to make food and survive
4.1 Identify specific structures for
adaptation
4.2 Describe changes in
environmental conditions that
cause plant adaptation
5. Practice ways of caring for and
conserving plants

12
III IV V VI
IV. MATERIALS IV. MATERIALS AT HOME IV. MIXTURES AND SOLUTIONS IV. PHYSICAL AND CHEMICAL
CHANGE
1. State characteristics of solid,
liquids and gases in terms of their
shape
1.1 Demonstrate that solid has a
shape of its own
1.2 Demonstrate that liquids follow
the shape of the container
1.3 Demonstrate that gases
spread out to fill its container
2. Conclude that solids, liquids and
gases occupy space and have
weight
2.1 Demonstrate that solids,
liquids and gases (e.g. air) have
weight
2.1.1 Estimate the weight of
solids by hefting with
the hands and using an
improvised balance
and non-standard
weights (e.g. marbles,
paper clips)
2.1.2 Measure the weight of
solids using weighing
scales
1. Classify materials found at home
and according to use
• personal body care products
• cleaning agents
• medicines
• farm chemicals e.g. pesticides,
insecticides, herbicides
• reagents e.g. acetic acid
• food
2. Explain the importance of reading
product labels
2.1 Identify information contained
in product labels
2.2 Follow precautionary measures
indicated in the product labels
2.3 Identify the ingredients with or
without nutritional value of food
products
3. Practice precautionary measures in
using, storing and disposing
household materials
• avoid self-medication
• take prescribe medicines at
the right time interval and
1. Explain what happens when
materials are mixed
1.1 Describe what happens when
solids are mixed with other
solids
• coarse mixtures
liquids are mixed with other
liquids
liquids are mixed with solids
2. Perform experiments to show that
common conditions affect how
materials are mixed
2.1 Describe the effect of stirring
materials that are mixed
2.2 Describe the effect of
temperature on materials that
are mixed
2.3 Describe the effect of size of
solid particles when mixed
with other materials
2.4 Describe the effect of viscosity
of liquid materials when mixed
1. Explain how materials change
1.1 Show that physical change
may take place in materials
1.1.1 Show that materials may
change in size, shape,
volume or phase
1.1.2 Observe that no new
material is formed when
physical change take
place
1.2 Observe that chemical change
may take place in materials
1.2.1 Show how chemical
changes take place in
materials (e.g. cooking,
rusting, burning,
decaying/ rotting,
ripening of fruits, etc.)
1.2.2 Observe that a new
material is formed when
chemical change takes
place
1.2.3 Observe that the product

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

14
III IV V VI
V. ENERGY V. ENERGY V. ENERGY V. ENERGY
1. Infer that light is needed to see
objects
1.1 Identify sources of light
1.2 Show evidence that light
travels in a straight line and
outward in all direction
1.3 Explain what happens when
light strikes an object
1.3.1 Describe what
happens when an
object is in the path of
light
• more light passes
through transparent
materials
• little light passes
through translucent
materials
• no light passes
through opaque
materials
• shadow may be
formed
1.3.1.1 Classify objects
as opaque,
transparent,
translucent
1. Explain the effects of heat on
objects
1.1 Identify the sources of heat
1.2 Demonstrate proper use of
devices/equipment that
produce heat
1.3 Practice safe ways of handling
hot objects and flammable
materials (e.g. use of pot
holder, not to play with
firecrackers, kitchen tong)
1.4 Describe the changes in an
object before, during and after
heating
• change in temperature
• change in physical
characteristics (e.g. color,
shape)
• change in phase/form
1.5 State that temperature of water
changes as it is heated and
boiled
1.5.1 Measure in degree
Centigrade (°C) or in
degree Fahrenheit (°F)
1. Investigate how an electric circuit
operates
1.1 Demonstrate ways to connect
a dry cell (source), a bulb
(load), and wires
(connections) to make the
bulb light
1.2 Operationally define an
electric circuit
1.3 Identify materials that when
connected between any two
points in an electric circuit
does/does not make it work
(conductors and insulators)
1.4 Construct models of a parallel
and series circuits
1.4.1 Demonstrate ways to
connect the materials to
make a parallel circuit
1.4.2 Demonstrate ways to
connect the materials to
make a series circuit
1.4.3 Explain the advantages/
disadvantages of
1. Conclude that energy can change
from one form to another
1.1 Identify energy and their uses
• mechanical
• chemical
• light
• electrical
• sound
• thermal
1.2 Investigate change in energy
e.g. burning candle →
chemical → light; battery
operated toy → chemical →
mechanical; plucking a guitar
string → mechanical → sound
2. Show that mass/shape of an
object affects its movement
3. Show that external conditions
affect the movement of objects
e.g. friction, air pressure
4. Explain the effect of friction
4.1 Infer why an object that moves
along a surface eventually
slow down and stops

15
III IV V VI
1.3.2 Describe what
happens when light
strikes a mirror at an
angle
1.3.3 Show evidence that
light bends when it
travels from one
material to another at
an angle
1.3.4 Show that white light
consists of different
colors
2. Conclude that sound is produced
by things that vibrate
the temperature of water
as it is heated and boiled
1.5.2 Record the temperature
of water as it is heated
and boiled
1.5.3 Make a graph of
temperature against time
1.5.4 Interpret the temperature
against time
2. Infer how heat travels (conduction,
convection, radiation
parallel and series
circuits
2. Identify variables that affect the
strength of an electromagnet
2.1 Construct an electromagnet
2.2 Conduct an experiment to test
the effect of selected variables
on the strength of an
electromagnet
• number of turns
• number of dry cells
• diameter of dry cells, the
core material
4.2 Compare how far objects
move on different surfaces
before they stop
2.1 Demonstrate ways to produce
sound
2.2 Demonstrate how
loud/soft/high/ low sound is
produced
2.3 Conclude that different
materials make different
sounds
3. Explain how force makes objects
move/cause change in motion
3.1 Demonstrate ways to start an
3. Describe how fire is produced
3.1 Conclude that fuel and oxygen
are needed to produce/sustain
fire
3.2 State that different fuels have
different kindling points or start
to burn at different temperature
3.3 Practice safety precautions in
using fuels/fire
3.4 Follow safety/emergency rules in
case of fire
3. Explain how simple machines help
make work easier and faster
3.1 Investigate what a machine
does
• multiply force (e.g. bottle
opener, knife, axe, block
and tackle)
• multiply speed (e.g.
fishing rod, bat, tongs,
clamp, tweezers)
3.2 Identify the machines that
multiply force/speed

16
III IV V VI
object move
3.2 Define a force as a push or a
pull
3.3 Infer that wind, water, magnet
makes objects move
3.4 Demonstrate how force
causes moving objects to
speed up, slow down, stop or
change direction of motion
3.3 Practice precautionary
measures in using simple
machines
VI. EARTH VI. EARTH VI. EARTH VI. EARTH
1. State that the environment is
made up of life forms such as
land, water and air
1.1 Describe the environment as
being made up of life forms,
land, water and air
1.2 Identify life forms found on
land, in water and in the air
2. Explain the importance of different
kinds of soil
2.1 Describe the soil according to
their observable
characteristics
2.2 Identify the uses of the
1. Investigate certain causes of soil
erosion
1.1 Identify natural causes of soil
erosion
• water
• wind
1.2 Demonstrate how certain
factors affect the amount of soil
carried away
• slope of land
• strength and volume of
running water
• presence of cover crops
• dryness and size of soil
particles
1. Compare the different kinds of
rocks
1.1 Observe rocks according to
their properties such as color,
shape, texture, hardness, etc.
1.2 Describe how igneous,
sedimentary and metamorphic
rocks are formed
1.3 Identify uses of rocks
2. Explain how some forces
contribute to the weathering of
rocks
2.1 Identify the agents of
weathering (e.g. water, wind,
1. Describe the different layers of the
earth (interior)
1.1 Describe the characteristics of
each layer
2. Explain how an earthquake occurs
2.1 Demonstrate how blocks of
rock/plates move along faults
of the earth’s crust
2.2 Illustrate the three types of
plate movements
2.3 Differentiate intensity from the
magnitude of an earthquake
2.4 Describe the effects of an

17
III IV V VI
different kinds of soil
2.3 Discuss ways of protecting/
conserving soil
3. Explain the importance of water
3.1 Identify sources of water
3.2 Describe the uses of water
3.4 Practice ways of conserving/
protecting water
4. Explain the importance of clean air
4.1 Identify sources of clean air
4.2 Practice ways to maintain
clean air
5. Infer how pollution affects soil,
water and air
5.1 Identify practices that cause
soil, water and air pollution
5.1.1 Give characteristics of
polluted soil, water and
air
5.1.2 Cite evidences that
soil, water and air are
polluted
1.3 Describe the effects of soil
erosion on the
• shape of land
• condition of soil
• condition of water
• plants, animals and people
1.4 Demonstrate how people and
plants help prevent soil erosion
(e.g. contour plowing, alternate
strip cropping, planting
trees/cover crops, etc.)
2. Explain how the basic weather
elements affect weather
2.1 Record observations of the
basic weather elements for a
week
• air temperature
• wind speed and direction
• cloud formation
• precipitation
2.2 Interpret a weather chart
3. Apply knowledge of the weather
condition in making decisions for
the day
people, animals, plants, sun)
2.2 Explain how the action of
wind, water and sun contribute
to rock weathering
2.3 Infer that continuous
weathering lead to soil
formation
3. Infer that the unequal heating of
the earth’s surface cause air
movement
3.1 Demonstrate that warm air
rises and cold air sinks
3.2 Compare the ability of land
and water to absorb and
release heat
3.2.1 Demonstrate that land
absorbs heat faster than
water
3.2.2 Demonstrate that land
releases heat faster
than water
4. Describe how certain weather
systems affect the Philippines
• Southwest Monsoon
• Northeast Monsoon
earthquake (e.g. landslide,
tsunami, destruction of
property, loss of lives, etc.)
measures before, during and
after an earthquake
3. Explain how volcanic eruption
occurs
3.1 Describe how volcanic
eruption occurs
3.2 Differentiate an active from an
inactive volcano
3.3 Describe the effects of a
volcanic eruption
after volcanic eruptions
4. Explain how tsunami occurs
4.1 Describe how tsunami occurs
4.2 Describe the effects of
tsunami

18
III IV V VI
6. Practice ways of protecting and
conserving soil, water and air
7. Infer that weather changes from
day to day
7.1 Record in a chart the weather
for the day/week using
symbols
7.2 Interpret a simple weather
chart
7.3 Identify activities done during
certain weather conditions
7.4 Practice safety measures
during certain types of
weather
• Intertropical Convergence
Zone (ITCZ)
• Typhoons
5. Explain how a typhoon develops
5.1 Describe a low pressure area
5.2 Illustrate how a typhoon
develops
• origin
• eye of the typhoon
5.3 Interpret public storm signal
after a typhoon
after the tsunami
VII. SUN AND MOON VII. EARTH, MOON AND SUN VII. THE SOLAR SYSTEM VII. STARS AND
CONSTELLATIONS
1. Infers that the sun gives off heat
and light to the Earth
1.1 Tell that the sun’s heat and
light can be felt and seen
1.2 Tell that the sun dries up
things
1.3Tell that the land, water and air
become warm when the sun
1. Describe the Earth’s movement
1.1 Show through a model how the
Earth’s rotation on its axis
causes day and night
1.1.1 Describe that the Earth’s
axis is tilted
1.1.2 Show through a model
that Earth rotates in
counterclockwise
1. Conclude that the solar system is
an orderly arrangement of
heavenly bodies
1.1 State that the Sun is the
center of the solar system
1.2 Describe the characteristics of
each planet in the solar
system including their orbit,
distance from the sun,
temperature and period of
1. Compare the characteristics of
stars based on given data
• color
• size
• brightness
• distance
1.1 Describe the relationship
between the color and
temperature of a star

19
III IV V VI
shines in them
2. Discuss how plants, animals and
people are affected by too much
or lack of light and heat from the
sun
3. Practice precautionary/safety
measures to avoid getting hurt
from the Sun’s heat and light
4. Infer that the moon shines
through reflected light from the
sun
direction as seen above
North Pole
1.2 Show through a model how the
earth revolves around the sun
1.2.1 Show that the Earth
takes one year/12
months/ 365 ¼ days to
make a complete
revolution around the
Sun (366 every
fourth/leap year)
following its own orbit
2. Describe Moon’s movement around
the Earth
2.1 Show through a model that the
Moon travels around the Earth
about every 29½ days
2.2 Show through a model that as
the moon travels around the
Earth it also makes one
complete rotation that makes
the moon face the Earth all the
time
3. Explain why the shape of the Moon
appears to change as it revolves
around the Sun
revolution
2. Describe the characteristics of the
other members of the solar system
(comets, asteroids, meteoroids)
3. Discuss new inventions and
discoveries about the solar system
2. State that a constellation is a
group of stars that form a pattern
in the sky
2.1 Identify the common
constellations in the sky
2.2 Describe how constellations
are useful to people
3. Discuss the use of astronomical
instruments

20
III IV V VI
3.1 Illustrate the appearance of
the Moon over one month
3.2 Show through a model how
the relative position of the
observer of Earth, Moon and
Sun cause the apparent
changes in the shape of the
Moon
3.3 Explain why an eclipse occur
when an eclipse occurs
• lunar
• solar
3.3.2 Practice safety measures
to avoid damage of the
eyes when viewing solar
eclipse
3.4 Explain how high and low
tides occur
the position of the Moon
and the Earth to places
where high and low tides
occur

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