Grade 5 Science 4th Quarter Curriculum Map

AQUINAS SCHOOL
San Juan City
Subject: Science Quarter: Fourth
Level: Grade 5 Teacher: Ms. Vivian Cynth M. Viñas
Mr. Raymond Elisterio
Value Concept/s: Openness to new knowledge, Cooperation, Creativity, Sensitive awareness,
Trustworthiness, Complexity, Respect to the order of nature
Time frame: days
CURRICULUM MAP
UNIT IV (Earth’s Atmosphere and the Solar System)
Pre- Established Goal/s:
1.) Instill the value of versatility and upholding the order of nature in environmental management level through acquiring developed concepts and demonstrating skills in
characterizing earth‘s atmosphere and solar system.
Discuss how the hydrologic cycle occurs in nature.
Compare the rate of heating and cooling of land and water surfaces.
Classify cyclones according to wind speed.
Discuss how a typhoon can be predicted.
Enumerate safety measures before, during and after a typhoon.
Plan activities for good and bad weather; and
Cite ways by which we can conserve and protect our environment.
Define climate.
Discuss the factors that affect climate.
Describe the wind systems of the Philippines.
Explain why the Philippines has only two seasons while other countries have four; and
Describe the four climate types in the Philippines and name the regions where each type occurs.
Describe the sun in terms of size, layers, and temperature.
Describe the planets and the other members of the solar system.
Describe the moon.
Demonstrate how the phases of the moon appear during earth‘s revolution; and
Demonstrate how the kinds of tides occur.
2.) Practice critical thinking with competence and confidence.
3.) Relate one‘s understandings about earth‘s atmosphere and solar system in everyday occurrences.

Reference/s:
o Salandanan, G., 21st
Century Science and Health 2nd
Edition, Phoenix Publishing House, 2010
o Dela Cruz, et. al, Investigatory Manual 21st
Century Science and Health 2nd
o Ramos, et. al, Exploring Life through Science Integrated Science 2nd
o Pavico, J., et.al, Exploring Life Through Science: The New Grade 8, Phoenix Publishing House, 2013
o www.brainpop.com
o www.sciencenetlinks.com
Instructional Material/s:
o Computer/Laptop- Media Player, MS PPT
o Quiz and Activity Sheets/ Handouts
UNIT II and III Stage 1: Desired Results Stage 2: Assessment Evidences
Standard
of Learning
Indicators
of
Aquinian
Graduates
Essential
Understanding
Essential
Questions
Transfer Goal Knowledge Skills Performance Task Other Evidences
SOL 4:
Earth/ Space
Science
Men of
Truth and
Justice
Weather
conditions affect
what we do and
how my body
feels.
Using
information to
predict the
weather helps
us make good
decisions about
what to do,
what to wear,
and where to
go.
Scientific inquiry
is a thoughtful
and coordinated
attempt to
search out,
describe,
explain, and
predict natural
How do we
describe what
the weather is
like today?
How do we
use weather
patterns/
information to
make
predictions?
How do
weather
conditions
affect what we
do, what we
wear, and
where we go?
How does
climate
change relate
to us?
I want my
students learn
about the
earth‘s
atmosphere
and the solar
system so that
in the long run,
they may be
able to, on
their own:
realize the
complexity of
the interactive
nature of
things around
us and promote
initiative in
identifying and
resolving this
complexity
through formed
values and
academic
concepts.
UNIT IV The Earth’s
Atmosphere and
the Solar System
Chapter 10 Weather Watch
The Hydrologic Cycle
o Evaporation
o Condensation
o Precipitation
Heating of Land and
Water
Tropical Cyclones
o Kinds of tropical
cyclones
o Movement and
formation of cyclones
o Naming Typhoons
o Storm warning signals
 Signal No. 1
 Signal No. 2
 Signal No. 3
 Signal No. 4
o Safety measures
 Before the Typhoon
 During the Typhoon
 After the Typhoon
o Effects of Typhoon
Trace the processes involved in the
hydrologic cycle.
Explain the difference between the
heating and cooling of land and
water.
Describe the kinds of cyclones.
Discuss how an approaching
typhoon may be predicted.
Discuss the safety measures during
bad weather.
Plan activities depending on the
weather.
Define climate.
Discuss the factors the affect
climate.
Describe the dry and wet seasons.
Describe the four seasons in other
countries.
Describe the four types of climates
in the Philippines.
Title: The Life Saving
Device of the Future
Goal: I want my
students learn about
earth‘s atmosphere and
the solar system, so that
in the long run, they
may be able to, on their
own: realize the
complexity of the
interactive nature of
things around us and
promote initiative in
identifying and resolving
this complexity through
formed values and
academic concepts.
Role: Scientists/
Inventors/ Concerned
member of the society
Audience: Aquinian
Community
Formative test #1
Day 1 The
Hydrologic Cycle (E,
A)
Laboratory
Activity#1 Day 2
Heating of Land and
Water (S, P, A, E, I)
Formative test #2
Day 3 Tropical
Cyclones (E, A)
Quiz#1 Day 4
Hydrologic Cycle,
Heating of Land and
Water, and Tropical
Cyclones (A, E)
Homework #1 Day 4
Planning Activities
According to the
Weather (S, P)

phenomena.
Changing
climate affects
our health, life
style, mentality,
and some
aspects of life.
Understanding
and predicting
what the coming
weather might
bring, or
predicting how
climate will
change over the
next century is
of vital
importance -
both for our
economy and for
society.
Aside from the
sun as the main
source of
energy, it is also
used as a
pattern in
studying the
stars.
The solar system
is like a family
made up of
objects in the
sky. The Sun
forms the center
of the solar
system, and
surrounding it
are all the other
Why do we
need to be
concerned
about climate?
Why do we
need to know
more about
the Sun?
How is the
solar system
like a family?
What would
happen if we
had no moon?
Planning Activities
According to the Weather
o Activities during good
weather
o Activities during bad
weather
Chapter 11 Our Climate
Climate
o What is climate?
o Factors that affect
climate
 Altitude
 Latitude
 Bodies of water
 Amount of rainfall
o Wind systems
 The Coriolis Effect
o Philippine wind
system
 Northwest monsoon
 Southwest
monsoon
Seasons
o Two seasons
o Four seasons
Types of climate
o Climate Type I
o Climate Type II
o Climate Type III
o Climate Type IV
Chapter 12 The Solar System
The Sun
o Characteristics of the
Sun
 Size
 Distance
o Layers of the Sun
 Temperature
o Source of Energy
o Solar Phenomena
 Sunspots
 Solar flares
 Solar wind
The Planets and Other
Members of the Solar
Identify the regions where each
type of climates occurs.
State that the sun is the center of
the solar system.
Describe the structure and the
features of the sun.
Enumerate solar phenomena and
their effects on earth.
Describe each of the eight planets.
Describe the asteroids, comets and
meteors.
Describe the moon.
Demonstrate how the four phases
of the moon occur.
Describe how tides occur.
Scenario: With the
underlying question on
how to rebuild after such
destruction brought
about by Typhoon
Yolanda, your team of
scientifically and socially
committed inventors
came up on an invention
that will not only help
rebuild the destroyed
cities of the Philippines
but also save future
generations on natural
calamities like typhoons.
Product: 3D model of life
saving device with
description
Standards: (Refer to
guidelines and rubrics)
Formative test #3
Day 5 Climate (E, A)
Formative test #4
Day 6 Seasons (E,
A)
Formative test #5
Day 7 Types of
Climate (E, A)
Quiz#2 Day 8
Seasons and Types
of Climate (A, E)
Homework#2 Day 8
Solar System (P, S,
I)
Formative test #6
Day 9 The Sun (E,
A)
Formative test #7
Day 10 The Planets
and other Members
of the Solar System
(E, A)
Seatwork #1 Day 11
The Moon (P, I)
Quiz#3 Day 12 The
Sun, The Planets
and Other Members
of the Solar System,
and The Moon (A, E)

family members:
planets, their
moons,
asteroids and
comets.
The moon is
important
because of the
way that it
interacts with
the earth.
System
o The Planets
 Mercury
 Venus
 Earth
 Mars
 Jupiter
 Saturn
 Uranus
 Neptune
o Revolution of the
planets
o Other Members of the
Solar System
 Asteroids
 Comets
 Meteors
 Use of a Magnet
The Moon
o Revolution of the
moon
o Types of Solutions
o Phases of the moon
o Tides
 Spring tides
 Neap tides
 Importance of tides

DAY 1
DAY 2
Heating of Land and Water
Laboratory Day
DAY 3
Tropical Cyclones
DAY 4
Quiz Day
DAY 5
Climate
1. The teacher will introduce the
lesson objective/s to the students
for them to be guided along the
discussion: (W)
Trace the processes involved in the
hydrologic cycle.
2. As a motivational activity and in
order for students to understand
how the water cycle works, it is
important for them to review
what they have already learned
about water itself, and the
different states it can assume
(solid, liquid, or gas) in our ever-
changing environment. This can
be done by showing the class
three items—a half-filled glass of
water, a dish with an ice cube,
and a dish with a wet paper
towel. (H, W)
Begin by drawing attention to the glass of
water. Ask questions such as:
 What is in this glass?
 What is water? What does it look or
feel like?
 Is water a solid, a liquid, or a gas?
 Where can you find water? Where
does it come from?
Guide the class in establishing that water is a
liquid that both falls from the sky in the form of
rain and can be found in abundance in oceans,
1. The teacher will post a concept
map on the board which will help
the students recall the different
hydrological processes. (R, E2)
lesson objective/s again to the
students for them to be guided
along the discussion: (W)
Explain the difference between the
heating and cooling of land and water.
3. The teacher will distribute activity
sheets for their laboratory
experiment for today, and as the
teacher does this, the students
will also be asked to bring out the
materials that they are supposed
to bring for the activity. (H, O)
1. The teacher will ask the students
to bring out the take home
laboratory activity sheets for
collection in a center aisle-
forward manner. (O)
2. Random questions about
yesterday‘s discussion will be
raised. (H)
Describe the kinds of cyclones.
Discuss how an approaching typhoon
may be predicted.
Discuss the safety measures during bad
weather.
4. As a motivational activity, the
teacher will play some karaoke
videos with ―rain‖ or ―ulan‖ in its
lyrics. Let the students sing along
with it. (H)
 Ulan by Ceshe
 Pyramid by Charice
5. The teacher, with the aid of her
PowerPoint presentation or visual
aids will introduce the said topic.
1. Conduct a review discussion
session then a paper and pencil
short quiz regarding hydrologic
cycle, heating of land and water,
and tropical cyclones. (R, T, E2)
3. After 30 minutes time, the papers
will be collected by ‗center aisle-
forward‘ manner. (O)
4. The teacher will facilitate the
exchange of papers and guide the
students on the checking of
to pass their homework regarding
planning activities according to the
weather by ‗center aisle-forward‘
manner. (O)
teacher will call on students to
present their drawings in front of
the class. (H)
Define climate.
Discuss the factors the affect climate.
(E1, T)
Climate
o What is climate?
o Factors that affect climate
 Altitude
 Latitude
 Bodies of water
 Amount of rainfall
o Wind systems
 The Coriolis Effect
o Philippine wind system

lakes, streams, and underground. Next, pick up
the dish with the ice cube and show it to the
class. Ask questions such as these:
 What is in this dish?
 Describe ice. What does it look or feel
like?
 Is ice a solid, a liquid, or a gas?
 What is ice made of? How is it made?
 If I left the ice in the room for a few
hours, what would happen to it?
Help the class to see that ice is water that has
been frozen into a solid because it has been
exposed to very low temperatures. Make sure
they understand that when ice is allowed to
warm up, it returns to liquid water.
Next, present the dish with the wet paper towel,
asking questions like these:
 What is this?
 What would happen if I left it out for
a few hours?
 Why would it dry out?
Besides paper towels, what are some other
examples of wet things that dry out over time?
(Examples could include wet clothes, watered
plants, glasses of water, and puddles.)
 What if I put this wet paper towel
outside during the winter? What
might happen to it? Why?
At this point, students should understand that
when water is exposed to warm temperatures, it
disappears or evaporates, becoming a gas,
while under colder conditions it can freeze into
ice, becoming a solid. It is important to
emphasize that the three water samples they've
seen represent the three states, or forms, that
water takes on as temperature and other
conditions change.
PowerPoint presentation will
discuss the said topic. (E1, T)
o Evaporation
o Condensation
o Precipitation
4. Students will be asked to answer
some guide questions on their
notebook after the lesson proper
for better understanding of the
lesson. (E2, T)
1. The water cycle is the Earth's way of
_______.
a. Getting rid of water
b. Recycling water
c. Using up all of our water
4. The class will go to the laboratory
in the most orderly way possible.
(O)
(E1, T)
Heating of Land and Water
6. The students, with the guidance
of the teacher, will conduct the
laboratory activity. (E1, T, H)
7. Students are free to raise their
hands and ask questions to the
teacher with respect and intellect.
(T, O)
8. Laboratory papers would be
brought by the students at home
to continue answering some parts
of it. It will be returned to the
teacher the next day. (T)
(E1, T)
Tropical Cyclones
o Kinds of tropical cyclones
o Movement and formation of
cyclones
o Naming Typhoons
o Storm warning signals
 Signal No. 1
 Signal No. 2
 Signal No. 3
 Signal No. 4
o Safety measures
 Before the Typhoon
 During the Typhoon
 After the Typhoon
o Effects of Typhoon
6. Volunteer students will be called
for recitation. (E2, R, T)
(T, O)
8. After the lesson proper, the
teacher will give a short formative
test. Answers will be written on a
¼ sheet of paper. (E2, T)
1.) It is characterized by a poorly
developed wind circulation of weak
velocities.
A. Tropical disturbance
B. Tropical depression
C. Tropical storm
2.) PAR stands for…
A. Philippines Aeronautics
Responsibility
B. Philippine Area of Responsibility
C. Philippine Autonomous Region
3.) This storm warning signal is given
when winds from 30-60 kph are
expected in the locality.
A. 1
B. 2
C. 4
4.) There‘s a typhoon and classes in all
levels are suspended. You concluded
that there‘s a storm warning signal
number ___.
papers. The students will now
provide the answers to the
questions found in their quiz. (E2,
R)
5. The students will give their scores
to the teacher.
6. The teacher will leave the
students their homework. (E2, R)
Home Delight:
Read ‗Planning Activities
According to the Weather‘
found on pages 210-211 of
their Science book.
On a short bond paper:
o Simply draw the family
scenario in your house during
a bad weather.
o Simply draw the family
scenario in your house or
anywhere during a good
weather.
ACCOMPLISHED
NOT ACCOMPLISHED
 Northwest monsoon
 Southwest monsoon
(T, O)
1.) The average weather conditions in a
particular place over a long period of
time.
A. Weather
B. Climate
C. Monsoon
2.) The height of a place above sea level
which affects the temperature of a
place.
A. Latitude
B. Longitude
C. Altitude
3.) The farther the country from the
equator, the hotter average
temperatures it has.
A. True
B. False
C. Maybe
4.) It is the deflection of any body moving
near the earth‘s surface from a
straight-line path.
A. Wind system
B. Amihan
C. Coriolis effect
5.) The large mass of moving air is the
northeast monsoon. It is locally known
as ____.
A. Amihan
B. Habagat
C. Yolanda
8. Students will submit their scores
written on a ¼ sheet of paper
through ‗canter aisle-forward‘

d. Cleaning our water
2. There are ____ stages in the water cycle.
a. 2
b. 3
c. 4
d. 5
3. The water cycle begins with ________.
a. Condensation
b. Evaporation
c. Precipitation
d. Trick question-the water cycle has no
beginning or end
4. When the Sun heats up the puddle of water
in your backyard and turns it into water
vapor, this process is known as ________.
a. Condensation
b. Evaporation
c. Precipitation
d. Collection
5. When you look outside and it is raining, the
water falling down is in what stage of the
water cycle?
a. Evaporation
b. Collection
c. Condensation
d. Precipitation
6. When you see clouds forming in the sky,
the water above you is forming droplets
in what stage of the water cycle?
a. Collection
b. Condensation
c. Precipitation
d. Evaporation
7. In the collection stage of the water cycle,
water finds itself back in oceans, streams,
and rivers by way of ________.
a. The suction force that comes from large
bodies of water
b. Gravity and the fact that things tend to
flow downhill
c. Animals that carry the water back
d. People
8. As time goes by, and water goes through
the water cycle again and again, the
amount of water on Earth _______.
a. Increases
9. The teacher will remind the
students to read more about
tropical cyclones. (R)
Biblical Text for the day:
Genesis 1:9 And God said ―Let the water
under the sky be gathered to one place,
and let dry ground appear.‖ And it was
so.
ACCOMPLISHED
NOT ACCOMPLISHED
A. 1
B. 3
C. 4
5.) The number of the annual average
storms that crosses the country,
Philippines.
A. 3
B. 19
C. 21
manner. (O)
students to read and review about
the hydrologic cycle, heating of
and water, and tropical cyclones
for a quiz the next day. (R)
Genesis 7:4 Seven days from now I
will send rain on the earth for forty days
and forty nights, and I will wipe from the
face of the earth every living creature I
have made.
ACCOMPLISHED
NOT ACCOMPLISHED
manner. (O)
seasons. (W)
students to be familiar with the
song You‘ve Got a Friend by
James Taylor for tomorrow‘s
activity.
When you're down and troubled and you need
a helping hand and nothing, whoa,
nothing is going right.
Close your eyes and think of me and soon I
will be there to brighten up even your
darkest nights.
You just call out my name, and you know
where ever I am I'll come running to see
you again.
Winter, spring, summer, or fall, all you have
to do is call and I'll be there, yeah, yeah,
you've got a friend.
If the sky above you should turn dark and full
of clouds and that old north wind should
begin to blow, keep your head together
and call my name out loud.
Soon I will be knocking upon your door.
you again.
to do is call and I'll be there.
Hey, ain't it good to know that you've got a
friend? People can be so cold.
They'll hurt you and desert you. Well, they'll
take your soul if you let them, oh yeah,
but don't you let them.
you again.
to do is call, Lord, I'll be there, yeah,
yeah, you've got a friend. You've got a
friend.
Ain't it good to know you've got a friend? Ain't
it good to know you've got a friend?
Oh, yeah, yeah, you've got a friend.

b. Decreases
c. Stays the same
d. Goes up and down
9. The water that was around when dinosaurs
roamed the Earth:
a. Is gone, and has been for a long time
b. Is about halfway gone
c. Is the same water we use today
d. Would be really dirty if it were still around
10. Once water makes it all the way through
the water cycle, the water ________.
a. Starts the cycle over again
b. Has beaten that cycle and moves on to a
more advanced cycle
c. Is done with its journey
d. Can take a break for awhile
(T, O)
7. After the discussion the teacher
will ask the students to write their
total score on a ¼ sheet of
paper. Submission must be in the
―center aisle-forward‖ manner.
(O)
heating of land and water. (W)
students to bring/prepare the
following materials:
 Reflector lamp with 100 watt
bulb (Teacher should bring
extra/s of this)
 2 x 250 ml beakers (Lab
provided)
Isaiah 6:9-13 And he said, ―Go, and say
to this people: ―‗Keep on hearing, but do
not understand; keep on seeing, but do
not perceive.‘ Make the heart of this
people dull and their ears heavy, and
blind their eyes; lest they see with their
eyes, and hear with their ears, and
understand with their hearts, and turn
and be healed.‖ Then I said, ―How long,
O Lord?‖ And he said: ―Until cities lie
waste without inhabitant, and houses
without people, and the land is a
desolate waste, and the Lord removes
people far away, and the forsaken places
are many in the midst of the land. And
though a tenth remain in it, it will be
burned again, like a terebinth or an oak,
whose stump remains when it is felled.‖
The holy seed is its stump.
ACCOMPLISHED
NOT ACCOMPLISHED

 150 ml of soil
 150 ml of water
 2 thermometers (Lab
provided)
 Stopwatch
Genesis 9:16 Whenever the rainbow
appears in the clouds, I will see it and
remember the everlasting covenant
between God and all living creatures of
every kind on the earth.
ACCOMPLISHED
NOT ACCOMPLISHED
DAY 6
Seasons
DAY 7
Types of Climate
DAY 8
Quiz Day
DAY 9
The Sun
DAY 10
The Planets and Other Members
of the Solar System
1. The class will start with a sing
along of You‘ve Got a Friend. (H)
discussion: (W)
Describe the dry and wet seasons.
Describe the four seasons in other
countries.
3. The teacher will show pictures
that will lead to next lesson,
seasons. Teacher will gather
students‘ insights about the
pictures. (H, W)
1. The teacher will show a huge map
of the Philippines. Students will be
asked to pinpoint the location of
the following cities/towns. (H)
Palawan
Manila
Tacloban
Cebu
Batanes
discussion: (W)
Describe the four types of climates in
the Philippines.
Identify the regions where each type of
climates occurs.
short quiz regarding seasons and
types of climate. (R, T, E2)
to pass their homework regarding
solar system by ‗center aisle-
teacher will call on students to
present their answers in front of
the class. (H)
3. The teacher may also show
pictures of the different planets
including the sun and ask the
students to arrange it in an
orderly manner in reference to
the mnemonics: My Very
1. The teacher will conduct a recall
activity regarding the sun using
visual aids. (H)
Describe each of the eight planets.
Describe the asteroids, comets and
meteors.
(E1, T)
The Planets and Other Members

PowerPoint presentation and
video clips will discuss the said
topics. (E1, T)
Seasons
o Two seasons
o Four seasons
1.) The earth is titled to how many
degrees?
A. 23 1/2
B. 23 1/4
C. 23
2.) Philippines has how many distinct
seasons?
A. 1
B. 2
C. 3
3.) What are the four different seasons?
A. winter, spring, dry, wet
B. winter, spring, summer, fall
C. cold, spring, hot, fall
4.) Why is it that Philippines don‘t
experience the four seasons?
A. near the polar region
B. we are on the ring of fire
C. near the equator
5.) Earth completes one revolution around
the sun in____ days.
A. 365
B. 365 1/2
C. 365 1/4
(T, O)
PowerPoint presentation and
video clip will introduce and
discuss the said topic. (E1, T)
Types of climate
o Climate Type I
o Climate Type II
o Climate Type III
o Climate Type IV
Determine the type of climate experienced
in the following places:
1.) Mindoro
2.) Catanduanes
3.) Albay
4.) Isabela
5.) Romblon
(T, O)
manner. (O)
students to read and review
about the seasons and types of
climates for a quiz the next day.
(R).
Ecclesiastes 3:1-8 For everything there
is a season, and a time for every matter
R)
to the teacher.
5. The teacher will leave the
students their homework. (E2, R)
Home Delight:
Read ‗The Solar System‘ found
on pages 230-231 of their
Science book.
On a short bond paper
accomplish Pretest.
ACCOMPLISHED
NOT ACCOMPLISHED
Enthusiastic Mother Just Sent Us
Noodles. This will lead the class
to the next lesson, the sun. (H)
State that the sun is the center of the
solar system.
Describe the structure and the features
of the sun.
Enumerate solar phenomena and their
effects on earth.
(E1, T)
The Sun
o Characteristics of the Sun
 Size
 Distance
o Layers of the Sun
 Temperature
o Source of Energy
o Solar Phenomena
 Sunspots
 Solar flares
 Solar wind
1.) How gigantic is the sun in reference to
the earth‘s size?
A. 101 times
B. 109 times
C. 100000 times
2.) Heat and light from the sun travels for
about how many minutes just to reach
the planet earth?
A. 5
B. 8
C. 11
3.) The visible surface of the sun is
called___.
of the Solar System
o The Planets
 Mercury
 Venus
 Earth
 Mars
 Jupiter
 Saturn
 Uranus
 Neptune
o Revolution of the planets
o Other Members of the Solar
System
 Asteroids
 Comets
 Meteors
 Use of a Magnet
1.) The most brilliant planet in the night
sky.
A. Mars
B. Venus
C. Saturn
2.) The largest planet in the solar system.
A. Earth
B. Neptune
C. Jupiter
3.) The movement of the planet around
the sun.
A. Rotation
B. Revolution
C. Coriolis effect
4.) The miniature rocky planets.
A. Asteroids
B. Comets
C. Meteors
5.) Considered as the most beautiful
planets because of its rings.
A. Saturn
B. Uranus
C. Neptune

manner. (O)
types of climate. (W)
Ecclesiastes 3:1-8 For everything there
is a season, and a time for every matter
under heaven: a time to be born, and a
time to die; a time to plant, and a time
to pluck up what is planted; a time to
kill, and a time to heal; a time to break
down, and a time to build up; a time to
weep, and a time to laugh; a time to
mourn, and a time to dance; a time to
cast away stones, and a time to gather
stones together; a time to embrace, and
a time to refrain from embracing
ACCOMPLISHED
NOT ACCOMPLISHED
under heaven: a time to be born, and a
time to die; a time to plant, and a time
to pluck up what is planted; a time to
kill, and a time to heal; a time to break
down, and a time to build up; a time to
weep, and a time to laugh; a time to
mourn, and a time to dance; a time to
cast away stones, and a time to gather
stones together; a time to embrace, and
a time to refrain from embracing
ACCOMPLISHED
NOT ACCOMPLISHED
A. Photosphere
B. Chromosphere
C. Corona
4.) The hottest star is in what color?
A. Red
B. Orange
C. Blue
5.) The tremendous heatof the sun comes
from a process called ____.
A. nuclear fusion
B. nuclear fission
C. Geothermal
(T, O)
manner. (O)
students to read more about the
planets and other members of the
solar system. (W)
Genesis 1:16 And God made the two
great lights—the greater light to rule
the day and the lesser light to rule
the night—and the stars.
ACCOMPLISHED
NOT ACCOMPLISHED
(T, O)
manner. (O)
students to read more about the
moon. (W)
Psalm 8:3 When I look at your
heavens, the work of your fingers,
the moon and the stars, which
you have set in place,
ACCOMPLISHED
NOT ACCOMPLISHED

DAY 11
The Moon
DAY 12
Quiz Day
DAY 13
PETA Making or Finalizing
DAY 14
PETA Presentation
1. If the teacher is done checking
the quiz papers regarding coral
reefs, photosynthesis,
classification and adaptation of
plants, it will be returned to
students. (T)
2. The teacher will start with some
pick-up lines which involves the
moon. The teacher will also
challenge the students to think of
their own. This will already reflect
how much they already know
about the moon. (H)
Buwan k aba? – Natatakot kasi akong
mawala ka, pagdating ng araw.
Moon k aba? – Kasi I love staring at you
every night.
discussion: (W)
Describe the moon.
Demonstrate how the four phases of
the moon occur.
Describe how tides occur.
PowerPoint presentation will
discuss the said topics. (E1, T)
The Moon
o Revolution of the moon
o Types of Solutions
o Phases of the moon
o Tides
 Spring tides
 Neap tides
 Importance of tides
short quiz regarding the sun, the
planets and other members of the
solar system, and the moon. (R,
T, E2)
2. Students will work on the ‗Take
This Challenge‘ part of their book
found on pages 245-246.
R)
to the teacher.
ACCOMPLISHED
NOT ACCOMPLISHED
1. The teacher will guide the
students during PETA
making/finalizing. Teacher should
also return checked papers to
students.
ACCOMPLISHED
NOT ACCOMPLISHED
1. Students will present their PETA,
the teacher and some guest
judges will evaluate their
performance.
ACCOMPLISHED
NOT ACCOMPLISHED

(T, O)
teacher will ask the students to
write a short poem regarding the
moon. It will be written on a ¼
sheet of paper. (E2)
students to read about the sun,
the planets and other members of
the solar system, and the moon
for a quiz tomorrow. (W)
Psalm 89:37 Like the moon it shall
be established forever, a faithful
witness in the skies.
ACCOMPLISHED
NOT ACCOMPLISHED

Should be done by groups of 5 or 6.
Students would be given time to plan, construct and present their PETA product in the classroom.
PETA will be displayed in an appropriate area in the school.
Make sure that students will submit a list of their group members.
Teacher should print a copy of the rubrics for each group.
Further details or guidelines will be discussed through teacher-student confrontation or deal.

Grade 5 Science 4th Quarter Curriculum Map

Grade 5 Science 4th Quarter Curriculum Map

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Grade 5 Science 4th Quarter Curriculum Map