Science 5

1. St. Therese Private School
No. 720. Sgt. Bumatay St., Plainview Subd., Mandaluyong City
Tel. Nos. 8532-4243 / 8532-7316
Curriculum Map in Science 5
Trime: 3rd
Trime School Year: 2023-2024
Level: Grade 5 Teacher: Ms. Kristine G. Monderin
LEARNING STANDARDS
CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12) GRADE LEVEL STANDARDS:
The learners demonstrate understanding of basic science concepts and application of science-
inquiry skills. They exhibit scientific attitudes and values to solve problems critically, innovate
beneficial products, protect the environment and conserve resources, enhance the integrity
and wellness of people, make informed decisions, and engage in discussions of relevant issues
that involve science, technology, and environment.
At the end of Grade 5, learners can decide whether materials are safe and useful by
investigating about some of their properties. They can infer that new materials may form when
there are changes in properties due to certain conditions. Learners have developed healthful
and hygienic practices related to the reproductive system after describing changes that
accompany puberty. They can compare different modes of reproduction among plant and
animal groups and conduct an investigation on pollination. They have become aware of the
importance of estuaries and intertidal zones and help in their preservation. Learners can
describe the changes that earth materials undergo. They can make emergency plans with their
families in preparation for typhoons. They can observe patterns in the natural events by
observing the appearance of the moon.
LEARNING EVIDENCE (Performance Task #1)
INDIVIDUAL PERFORMANCE- BASED TASK /COLLABORATIVE RUBRICS
GRASP

2. TIME
FRAME
STANDARDS OF
LEARNING
THERESIAN CORE
VALUES
INTEGRATION
Learning Experiences
WEEK 1
CONTENT/TOPIC:
DESCRIBING MOTION
● Motion
CONTENT STANDARDS
(MELC)
The learners demonstrate
an understanding of the
motion of an object by
tracing and measuring its
change in position
(distance traveled) over a
period of time.
WISDOM
I have a strong love for
learning, for in learning
I gain wisdom. Wisdom
evokes creativity,
curiosity, perspectives,
critical thinking and
sound judgment.
ENGAGE
Parlor Game
● Tayo-Upo-Pose
● All you have to do is to follow instructions and you win.
EXPLORE
Let’s Go Shopping
● List some objects that are moving based on your observation.
● List down as many as you can in 1 minute.
EXPLAIN
PowerPoint
● Describe how an object can be said to be in motion.
● Show examples of reference point.
EXTEND
Collaborative Activity
- Facilitate the class in sharing other examples of motion using the frame of reference with other groups.
EVALUATION
● Answer the "Quick Quiz” on page 208 of your science book.
VALUING
● How would you use your knowledge of motion to avoid accidents?
ENCAPSULATE

3. 3-2-1 Exit Card
After the lesson, let the pupils do the following:
a. 3 things you learned today.
b. 2 things you would like to learn more about.
c. 1 question you have.
CONTENT/TOPIC:
MEASURING DISTANCE
USING STANDARD
UNITS
● Standard Units
CONTENT STANDARDS
(MELC)
The learners demonstrate
an understanding of the
motion of an object by
tracing and measuring its
change in position
(distance traveled) over a
period of time and how to
use appropriate measuring
tools and correct standard
units.
RESPONSIBILITY
I am responsible
because I obey rules
and regulations. I have
ownership of duties
and I do them as
expected. I am reliable
as well as morally,
legally and mentally
accountable for my
actions.
ENGAGE
Pass The Message
● In the game, a message is given to the first person in a line of people and then they are instructed to pass the
message on by whispering it in the ear of the next person in line.
● The message goes from person to person until it reaches the end of the line, and that person announces the
message to the group.
EXPLORE
Gallery Walk
● Let the pupils list some locations that are about 1 km from their school.
● Let them observe how long they think it would take them to walk a kilometer.
EXPLAIN
PowerPoint
● Measure distance using appropriate tool.
● Express measurements using correct standard units.
● Convert length measurement into the metric unit.
EXTEND
Group Game
- The pupils will be asked to measure a certain distance.
EVALUATION
● Answer the "Quick Quiz” on page 214.
VALUING

4. ● What are the factors that can be considered standard units that determine one’s success in life?
ENCAPSULATE
3-2-1 Exit Card
After the lesson, let the pupils do the following:
a. 3 things you learned today.
b. 2 things you would like to learn more about.
c. 1 question you have.
CONTENT/TOPIC:
MEASURING SPEED
WITH TIME AND
DISTANCE
● Speed
● Time
● Distance
CONTENT STANDARDS
(MELC)
The learners demonstrate
an understanding of the
motion of an object by
tracing and measuring its
change in position
(distance traveled) over a
period of time and how to
use appropriate measuring
tools and correct standard
units.
WISDOM
I have a strong love for
learning, for in learning
I gain wisdom. Wisdom
evokes creativity,
curiosity, perspectives,
critical thinking and
sound judgment.
ENGAGE
Parlor Game
● Head-Shoulders-Knees-Toes
● All you have to do is to follow instructions and you win.
EXPLORE
How Good Are You in Estimating?
● Let the pupils estimate how long it would take them to do each of the activities given.
● They will write down their estimates on their book page 216.
EXPLAIN
PowerPoint
● Describe the relationship of time and distance to speed.
● Use appropriate measuring tools and express measurements using correct standard units.
● Calculate speed-related problems.
EXTEND
Group Work
- The pupils will be asked to solve a speed problem.
EVALUATION
● Answer the "What To Do” letter A on page 221.

5. VALUING
● Why are speed limits along roads important?
ENCAPSULATE
Sentence Completion
● I have learned that……...and I am planning to……
Summative Test 1
WEEK 2
CONTENT/TOPIC:
DETERMINING
CONDUCTORS OF HEAT
AND ELECTRICITY
● Conductors
● Insulators
CONTENT STANDARDS
(MELC)
The learners demonstrate
an understanding of some
materials that are good
conductors of heat and
electricity.
CORE VALUES
RESPONSIBILITY
I am responsible
because I obey rules
and regulations. I have
ownership of duties
and I do them as
expected. I am reliable
as well as morally,
legally and mentally
accountable for my
actions.
ENGAGE
Parlor Game
● Connect-2-Food
● Per column each member will eat chocolates from first person up to the end.
● The first group to finish the game in the shortest period of time will be the winner.
EXPLORE
Picture Analysis
● The pupils will recognize and analyze the pictures of the following:
- copper wire
- metal steel
- water
- magnet
- candle
EXPLAIN
PowerPoint
● Identify materials that are good conductors of heat and electricity.
● Discuss why some materials are good conductors of heat and electricity.
● Differentiate conductors from insulators.
● Apply safety measures in handling conductors of heat and electricity.
EXTEND

6. Magnet Words
- Write words or phrases which you can associate with conductor and insulator.
EVALUATION
● Answer the "What To Do” on page 238.
VALUING
● How can you use your knowledge about conductors and insulators in your life?
ENCAPSULATE
Letter Writing
● Allow pupils to write a letter from the point of view of a conductor or insulator.
CONTENT/TOPIC:
INTERACTION OF
DIFFERENT OBJECTS
WITH LIGHT AND HEAT
● Absorption of Heat
and Transmission of
Light
● Scattering of Light
CONTENT STANDARDS
(MELC)
The learners demonstrate
an understanding on how
to relate the ability of the
material to block, absorb
or transmit light and how
black or colored objects
KINDNESS
I am kind. I practice
inclusiveness and
exude positivity. I
anticipate and meet
the needs of others as I
am generous,
compassionate and
nurturing.
ENGAGE
Parlor Game
● Step right step left
● All you have to do is to follow instructions and you win.
EXPLORE
Sharing of Experiences
● Let the pupils share their experiences if they have tried lying on the sandy beach during summertime.
● Let them tell you about what they have felt.
EXPLAIN
PowerPoint
● Relate the ability of a material to block, absorb heat, and transmit light to its use.
● Infer how black and colored objects affect the ability to absorb heat.
● Identify and classify objects as transparent, translucent, or opaque.
EXTEND

7. affect the ability to absorb
heat.
Smart Board
- Let the pupils create their own foldable chart.
- List some of their examples of transparent, translucent, and opaque.
EVALUATION
● Answer the "What To Do” on page 243.
VALUING
● Why do materials absorb light?
ENCAPSULATE
Wheel of Names
Complete the statement below:
Today I have learned about ________________
CONTENT/TOPIC:
PROPERTIES OF SOUND
AND THEIR EFFECTS
● Properties of Sound
● Preventive Measures
to Protect Oneself
from the Danger of
Loud Sound
CONTENT STANDARDS
(MELC)
The learners demonstrate
an understanding on how
to explain the factors that
BEING A MISSIONARY
I am a missionary. I
volunteer my time and
skills for community
service, charitable and
educational activities to
benefit another person
without expecting
something in return.
ENGAGE
Song Tanong
● In this game, players have to guess songs correctly, and whoever is the first to score three right songs will be the
winner.
EXPLORE
Sound Trip
● Go outside to the classroom.
● Bring your notebook and pen.
● Keep as quiet as you can and listen to the sounds in your surroundings.
● Then write the things that you can hear.
EXPLAIN
PowerPoint
● Define sound and explain how it travels.
● Identify some factors that affect the speed of sound.
● Differentiate music from noise.

8. affect the sound and give
ways to minimize noise.
● Apply ways to reduce noise by limiting the noise produced and preventing the noise from affecting people nearby.
EXTEND
Sharing Knowledge
- Let the class count off.
- Teacher will spin the wheel of group numbers.
- The chosen group will share their insights on the class.
EVALUATION
● Answer the "What To Do” on page 253.
VALUING
● What would be the best method to reduce noise or protect people from noise?
ENCAPSULATE
● What do you like most about our topic for today?
WEEK 3 Performance Task 1
CONTENT/TOPIC:
TYPES OF ELECTRICITY
● Static Electricity
● Current Electricity
CONTENT STANDARDS
(MELC)
The learners demonstrate
an understanding of the
types of electricity.
CORE VALUES
SIMPLICITY
I am simple and
uncomplicated. I exude
innocence. I embody
freedom from pretense
and austerity.
ENGAGE
Demonstration
● Begin by turning off the lights in the classroom for five seconds.
● Now turn them back on for two seconds, and then back on.
● Ask the pupils to consider what was happening as the light flickered in class.
EXPLORE
Quick Check
● In this activity, pupils will analyze from the diagram which illustration of charges will attract or repel.
EXPLAIN
PowerPoint

9. ● Differentiate static electricity from current electricity.
● Determine how the two types of electricity work.
EXTEND
Brainstorming
- Let the class brainstorm a list of everyday occurrences in which static electricity is present.
EVALUATION
● Answer the "Quick Quiz” on page 270.
VALUING
● Why do you sometimes get a shock on a cold day when you touch a metal?
ENCAPSULATE
Minute Paper
● In 1 minute, describe the most meaningful thing you have learned and how you can apply it in some situations in
your life.
CONTENT/TOPIC:
COMPONENTS IN A
CIRCUIT
● Schematic Diagrams
to Represent Circuits
● Series and Parallel
Circuits
CONTENT STANDARDS
(MELC)
RESPONSIBILITY
I am responsible
because I obey rules
and regulations. I have
ownership of duties
and I do them as
expected. I am reliable
as well as morally,
legally and mentally
accountable for my
actions.
ENGAGE
Telephone Game
● In the game, a message is given to the first person in a line of people and then they are instructed to pass the
message on by whispering it in the ear of the next person in line.
● The message goes from person to person until it reaches the end of the line, and that person announces the
message to the group.
EXPLORE
Picture Analysis
● Ask the pupils to share their insights about light bulb.
● Let them give an example related to their life.
EXPLAIN
PowerPoint

10. The learners demonstrate
an understanding of the
conditions necessary to
make a bulb light up and
determine the effects of
changing the number or
type of components in a
circuit.
● Identify the components of an electric circuit and their functions.
● Describe how an electric circuit works.
● Differentiate series and parallel types of electric circuits.
EXTEND
Sharing of Experiences
● Ask the pupils to share with the class their experiences of power interruption.
EVALUATION
● Answer the Activity about "Quick Check on page 271.
VALUING
● How light affects you in your daily life?
ENCAPSULATE
Exit Pass
● Give one important concept or idea about the lesson learned for today.
WEEK 4 Summative Test 2
CONTENT/TOPIC:
COMPONENTS IN A
CIRCUIT
● Safety Rules and
Precautions in Using
Electricity
● Electrical Energy
Consumptions and
Conserving Electricity
TRUTHFULNESS
I am honest and
authentic, true to my
own personality, spirit
and character. I value
integrity and will not
do something that
impairs its condition
and soundness.
ENGAGE
Paper Ball Game
● Have the students stay on their seats and play some music. When the music stops, the student holding the paper
ball must answer a question by opening one paper from the ball.
● After answering, they can pass the ball to another student, and the game continues until all students have had a
chance to answer a question.
EXPLORE
Picture Analysis
● Ask the pupils to share their insights about electricity.
● Let them give an example when they don’t save energy.

11. CONTENT STANDARDS
(MELC)
The learners demonstrate
an understanding of the
conditions necessary to
make a bulb light up and
determine the effects of
changing the number or
type of components in a
circuit.
EXPLAIN
PowerPoint
● Follow safety measures when using electricity.
● Apply ways to conserve electrical consumption.
EXTEND
Graphic Organizer
● Let the pupils identify the kind of appliances they are using at home, the number of hours the appliance has been
used, and ways on how they can use it wisely.
EVALUATION
● Answer the "What To Do” on page 278.
VALUING
● What are your ways to conserve electricity?
ENCAPSULATE
● Ask the class to share 1 word that they remember with today’s topic.
WEEK 5 Performance Task 2
CONTENT/TOPIC:
RELATIONSHIP
BETWEEN ELECTRICITY
AND MAGNETISM
● Electromagnets
CONTENT STANDARDS
(MELC)
CORE VALUES
WISDOM
I have a strong love for
learning, for in learning
I gain wisdom. Wisdom
evokes creativity,
curiosity, perspectives,
critical thinking and
sound judgment.
ENGAGE
Relationship Reveal
● Let the pupils share their inspiration in class.
● In what way their inspiration inspire them?
EXPLORE
Video Presentation
● Show a video of a junkyard crane lifting cars, moving them, and dropping them in a new location.
● After the video, the pupils will discuss how they think this works.
EXPLAIN
PowerPoint

12. The learners demonstrate
an understanding of
electricity that can be used
to produce magnets and
design an experiment to
determine the factors that
affect the strength of the
electromagnet.
● Explain how electricity can be used to produce magnets.
● Describe how an electromagnet works.
● Give some devices that make use of electromagnets.
EXTEND
Developing an Electromagnetic Personality
● Every person has a little electromagnetism inside him or her. One has the ability to attract people and be
approachable to others. These create a positive attitude.
● Ask learners: How would you maximize your electromagnetic personality with other people?
EVALUATION
● Answer the "What To Do” on page 285-286.
VALUING
● How is our relationship with other people like electricity and magnet?
ENCAPSULATE
Whip Around
● The pupils quickly and verbally share one thing they learned in class for the day.
● Toss a ball to another or just have volunteers.
WEEK 6 Review Day
WEEK 7 3rd
Quarter Exam
Completion Day