Elementary Science - Grade 31: People - Prove that there are changes as children grow.
- Measure one's height and weight.
- Compare present height and weight to previous measurements.
- Compare present and physical capabilities to infants' motor skills (e.g. crawling vs. walking and running, using eating utensils).
- Compare one's social activities/interests with those of previous years (e.g. playing with friends, helping out with chores vs. being taken care of by parents).
- Understand the importance of eating the right kinds and amount of food, sleeping for 8-10 hours, resting and engaging in recreational activities for proper growth and development of body and mind.
- Classify food according to its nutrient content.
- Make menus for breakfast, lunch and supper showing a balance of the different nutrients.
- Describe the effects of poor nutrition and inadequate sleep, rest and recreation on the child's growth and development.
- Discuss desirable practices related to eating, sleeping, resting and recreation.
- Demonstrate through a play/ skit desirable practices related to eating, sleeping, resting and recreation.
- Explain the important function of the different sense organs.
- Identify the sense organs and their functions.
- Describe the characteristics of things around them using the different sense organs.
- Identify the main parts of each sense organ using a model/diagram.
- Describe the function of each main part identified.
- Demonstrate care of the sense organs.
2: Animals - Conclude that animals have similarities and differences.
- Identify and describe the animals' body parts used for movement.
- Classify/animals according to body parts, movements and places where they live (habitat).
- Identify and describe places were they live.
- Cite evidence that animals need food, air, water, shelter and peoples' care.
- Describe the effect on the domestic animals (e.g. dog, carabao) if they are not provided with food, shelter with ventilation, water.
- Demonstrate/role-play care and concern for animals.
3: Plants - Conclude that plants have similarities and differences.
- Identify the parts of different kind of plants and their functions (tree, grass, herb).
- Classify plants according to size, height and characteristics of their parts (e.g. shape of leaves, texture of stem, color of flowers and number of petals).
- Discuss the importance of plants.
- Give examples of plants used for food, building materials, medicine, fuel and decorative purposes.
- Classify plants according to use as enumerated in #1.
- Demonstrate ways of caring and conserving plants.
4: Materials - Describe observable characteristics of solids, liquids and gases.
- Observe some characteristics of solids (e.g. wood, clay, plastic, glass, paper and metal) such as shape, hardness, texture and color.
- Observe some characteristics of liquids such as shape, hardness, texture and color.
- Observe some characteristics of gases (e.g. color, odor and taste of air).
- Demonstrate that solids, liquids and gases have weight.
- Estimate the weight of solids by balancing with the hands, and using an improvised balance and non-standard weights (e.g. marbles, paper clips).
- Measure the weight of solids using weighing scales in the marketplace and health clinics.
- Estimate the weight of liquids using an improvised balance and non-standard weights (e.g. marbles, paper clips).
- Perform an activity to show that gases have weight using an improvised balance.
- Demonstrate that solids, liquids and gases occupy space.
- Estimate space occupied by solids (e.g. number of books that will fill a box, number of marbles that will fill up a cup).
- Estimate space occupied by liquids using a spoon, cup and bottle.
- Measure space occupied by liquids using a dropper with calibration, feeding bottle with calibration, beaker and graduated cylinder.
- Perform an activity to show that gases occupy space.
- Describe differences in observable characteristics of solids, liquid and gases.
- Record the characteristics of solids, liquids and gases using a table.
- Differentiate between solids, liquids and gases based on observable characteristics.
5: Energy - Recognize when light is present.
- Infer that light is needed to see objects.
- Identify sources of light.
- Show evidence that light travels in a straight line and that it travels outward in all directions.
- Show evidence that light bends when it travels from one material to another at an angle.
- Explain what may happen when light strikes an object.
- Describe what happens when an object is placed in the path of light.
- Classify objects as opaque, transparent, translucent.
- Describe what happens when light strikes a prism.
- Know that sound is produced by things that vibrate.
- Demonstrate ways to make sound (e.g. shaking objects, striking, blowing).
- Describe that sound is produced when things vibrate.
- Conclude that different objects make different sounds.
- Show evidence that sound is produced when things vibrate.
- Understand that force cause changes in motion.
- Demonstrate ways to make objects move.
- Define force as a push or pull.
- Identify objects (wind, water, magnet, charged objects) that can make other objects move.
- Demonstrate ways of exerting a force on an object causing it to move, speed up, change direction, slow down or stop.
6: Earth - Conclude that one's environment is made up of water, land, air and other life forms.
- Describe the home, school, environment or any place.
- Identify life forms in the environment found in water, on land, and in the air.
- Infer that the components of the environment is the same in different places.
- Explain the importance of different kinds of soil.
- Give examples of how people use soil.
- Classify the different kinds of soil in different ways (e.g. texture, color).
- Identify practices that cause soil pollution.
- Infer how pollution affects soil productivity.
- Discuss ways of protecting the soil.
- Explain that water is important.
- Discuss ways how people use water.
- Identify the sources of water.
- Identify household practices that contribute to water pollution.
- Give characteristics of polluted water.
- Practice ways of protecting/ conserving water.
- Cite evidence that weather changes from day to day.
- Record the weather for the day/week using symbols.
- Interpret a simple weather chart.
- Identify activities done during certain weather conditions and why these activities can only be done during these conditions.
- Practice safety measures during certain types of weather.
7: Sun - Understand that the changes in temperature on the Earth's surface is caused by the Sun's heat.
- Record the changes of temperature at different times of the day.
- Interpret data on the changes of temperature.
- Explain how the Sun's heat and light affect human beings and other living things.
- Cite evidences that over-exposure to sunlight affects the skin and eyes.
- Practice precautionary/safety measures to avoid getting hurt from the Sun,s heat and light.
- Show evidences that plants are affected by too much or lack of light and heat from the sun.
- Show evidence that animals are affected by too much or lack of light and heat from the sun.
|
|
|
Learning Resources
|
|
|
1
|
G
R
A
D
E
|
|
2
|
|
3
|
|
4
|
|
5
|
|
6
|
| |
|
|
1
|
Y
E
A
R
|
|
2
|
|
3
|
|
4
|
|
1
|
G
R
A
D
E
|
|
2
|
|
3
|
|
4
|
|
5
|
|
6
|
| |
|
|
1
|
Y
E
A
R
|
|
2
|
|
3
|
|
4
|
|
1
|
G
R
A
D
E
|
|
2
|
|
3
|
|
4
|
|
5
|
|
6
|
| |
|
|
1
|
Y
E
A
R
|
|
2
|
|
3
|
|
4
|
|
|
Teacher & Manager Training
|
|
