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.


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.


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.


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


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.


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.


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)


Mar.


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



Mar.


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.


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.


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



Mar.


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


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


Mar.


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


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



Jul

18 6/27-1 Unit 12; Human

Population


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


Mar


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


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



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



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



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



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



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



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



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



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



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



14 7-11 13 – Sound

TBB pp 72-

77

Sources of Sound

List ways on how to create sounds.

Formal/On-Going:

Worksheets


Abbreviations: TBB (Textbook My Pals are Here 2B), WB2 (Workbook Part 2 – My Pals are Here), TWS (Teacher-made Worksheets

WB2 Activity

Graded Recitation



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



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



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.


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



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



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



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




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



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



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



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



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



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



Nov.

13 10/31-4

15 -

Electricit

y

TBB pp 70-81

TWS

WB2

What is Electricity?

Importance of Electricity

Describe electricity.


electricity.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



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



15 14-18

16-

Magnets

TBB pp 82-93

TWS

WB2

What is Magnet?

Importance of Magnets

Describe magnets.

Define magnetism.


magnets.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



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


GRADE 3B

Jenneva Sarmiento

Abbreviations: TBB (Textbook My Pals are Here 2B), WB2 (Workbook Part 2– My Pals are Here), TWS (Teacher-made Worksheets


Dec.

17 11/28-2 Review for the Final Exam


19 12-16 SCIENCE THEMES

20 19-23 PROJECT- MAKING

21 26-30 PROJECT MAKING


Aug.



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


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



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



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



chapter.)


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



chapter.)

8 26-30


Activities that Use Force Enumerate common activities that

force is used.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



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



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



chapter.)

11 17-21

18 – Sources

and uses of

Electricity

TBB pp 85-90

TWS

Sources 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



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



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



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



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



chapter.)

16 21-25

21 – Sun,

Earth and

Moon

TBB pp 115-119

Sun, Earth and Moon



planet Relationships of Sun, Earth and

moon

Describe the characteristics of the

Earth and the moon.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



chapter.)

Dec.

17 11/28

-2

TBB pp 120-129

Science Themes Read some Science terms and

define each.



20 19-23

PROJECT MAKING Create a collage about the lessons

tackles for the semester.

Project

21 26-30 PROJECT MAKING Show creativity Project


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.



2

15-19 13 – Three

States of

Matter

TBB pp 1-14

TWS


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



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



chapter.)

Sept.

4 8/29-9/2


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



chapter.)

►Identify the ways of describing the

motion of an object.

5 5-9


TWS

WB2

Activities the Use Force

Enumerate common activities that

uses force.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



chapter.)


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



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



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



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


Formal/On-Going:

Worksheets

Activity

Graded Recitation



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.


sound.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



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?


rocks.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



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



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


Identify that the Sun is the c

enter of the solar system.

Recognize that the Sun, Earth

and moon are space objects.


the Earth and the moon.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



chapter.)

15 14-18

23 & 24 –

Rotation of

Earth and

Moon and

the Solar

System

TBB pp 146-150

TWS

WB2


planet


only habitable planet.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



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



chapter.)

Dec.

17 11/28-2 REVIEW


19 12-16 GRADED RECITATION



Grade 5B Jenneva Sarmiento



Aug.



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



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



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



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



chapter.)


7 19-23

17 –

Changes of

State

TBB pp 33-42

TWS

WB2


Its properties Its importance

Compare solid, liquid, and gas

in terms of shape, volume, and

ease of flow.


liquid pressure. State some useful applications of

pressure.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



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


water.


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.


majority of the Earth’s surface. Explain the quality of water

Formal/On-Going:

Worksheets

Activity

Graded Recitation



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



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



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



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



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



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.


reflection and refraction of

light.





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



chapter.)

15 14-18

22 –

Electric

Circuit

TBB pp 79-90

Meaning of Electricity




productions and

communication of electricity

from power stations to

households, respectively.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



chapter.)

16 21-25

22 –

Electric

Circuit

WB2

TWS


Effects of the Electricity

How to Conserve Electricity



conserve it.



our environment. Identify some proper ways of


Formal/On-Going:

Worksheets

Activity

Graded Recitation



chapter.)

Dec.

17 11/28-2 REVIEW








Aug.



2 15-19

12 –

Separation

Techniques

TBB pp 1-8

TWS

WB2

Separation techniques







techniques.

State some useful applications

of separation.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



chapter.)

3 22-26


What is Force?

Factors affecting the

effect of force on an

object



energy.




of force applied.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



chapter.)

Sept.

4 8/29-9/2


TWS

WB2

Uses of Force


the motion of an object. Enumerate common activities that

uses force.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



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



chapter.)

force. Recognize precautionary measures

in using simple machines.


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



chapter.)

8 26-30

16 –

Electricity

TBB pp 49-56

TWS

WB2

Meaning of Electricity


Its uses and importance to

mankind






respectively.



conserve it.





Formal/On-Going:

Worksheets

Activity

Graded Recitation



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.


structure of the Earth.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



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



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



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



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.


the Sun and infer the

characteristics of other stars.

Formal/On-Going:

Worksheets

Activity

Graded Recitation



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



chapter.)

15 14-18

21 – The TBB pp 113-127

TWS

Sun, Earth and other Planets

and moons



Formal/On-Going:

Worksheets

Solar

System



planets in the Solar system.

Activity

Graded Recitation



chapter.)

16 21-25

21 – The

Solar

System

WB2


planet

elationships Sun, planets and

their moons


only habitable planet among

the other eight planets.



Formal/On-Going:

Worksheets

Activity

Graded Recitation



chapter.)

Dec.

17 11/28-2 REVIEW





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


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


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


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


One point for each

correct answer.


(Plants as living

thing)

Diversity

Different needs of plants

How plants respond to changes


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


Planting Bean Seed

Quiz

-------

Unit 6


answer. Short answer questions. One point for each correct answer.

16 13-17 Review


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


Mar.

1 1 - -


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.


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


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


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


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


for each correct

answer.


Diversity

Different plant habitat.

Useful and Harmful Plants

Short answer


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


for each correct

answer.

Short answer


for each correct answer

May


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


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


answer. Short answer questions. One

point for each correct answer.


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


for each correct

answer.



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




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


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


Mar.

1 1 - -


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.


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.


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.


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


Observing the life

cycle of a butterfly

and Moth

(Visit to the butterfly

farm)

Quiz2

-------

Unit 3 - 6


correct answer. Short answer questions.


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.


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.


changes can be good or bad.


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


correct answer. Short answer questions.


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.



Mar.

1 1 - -


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.


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.


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.


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..


each correct answer.

Apr.

5 3/28- 1

Quiz1

-------

Unit 1 until Unit 3




7 11-15 Unit 5:

Invertebrates Diversity Describe the observable characteristics

of each group of invertebrates.


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




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.


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.


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.


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


Know effects of the environmental

changes to animals and plants.

Identify animals and plants that are near



correct answer.


extinction or endangered.

Jun.

15-

16

6-10/

13-17

Quiz3

-------

Unit 6 - 10




Performance

Task

TWS Make a collage of animals and plants Individual Activity


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.


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.



Mar.

1 1 - -


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.


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.


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


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.


12 16-20 Unit 8:

Relationship

among

Organisms

Diversity,

Interaction


changes can occur slowly and

rapidly.


changes can be good or bad.


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.


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


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.


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.


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


7 19-23 10 – How is the

Weather today? Diversity

List the types of

weather.

Describe the different

types of weather.


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.


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.


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


One point for each

correct answer



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.


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


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


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..


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


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.


One point for each

correct answer


7 19-23 12 – Non-living

things 36-47

Identify the

characteristics of non-

living things.

Classify non-living things


One point for each

correct answer

8 26-30 12 – Non-living

things 36-47

Understand the

importance of Non-living

Things


One point for each

correct answer

Oct. 9 3-7 13 – Forces 48-59 Explain what force is? Short answer questions.



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.


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.


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.


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


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.


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


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.


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


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.


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.


productions and

communication of


One point for each

correct answer

electricity from power


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.


One point for each

correct answer

12 24-28 18 – Sources and

uses of Electricity WB2


electricity to mankind

and to our environment.

Teacher handout/

Teacher-made rubric

Nov.

13 10/31-4

19 – Sound

TBB

pp 91-98

TWS


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.


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


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.


One point for each

correct answer

Dec.

17 11/28-2 TBB pp

120-129

Read some Science terms

and define each.

Teacher handout



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



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.


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.



answer

Sept.

4 8/29-9/2


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


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.


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


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



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


19 12-16 SCIENCE THEME



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.



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


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







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.


liquid pressure. State some useful applications of

pressure.

Teacher handout/

Teacher-made rubric

8 26-30

18 – Air

and Water

TBB pp

43-50


water.


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.


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



energy.




of force applied.


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



Nov.

13 10/31-4 20 –

Energy

Conversio

n

WB2

Explain energy conversion for

occurrences around us.


energy.

Teacher handout/

Teacher-made rubric

14 7-11

21 –

Light and

Heat

TBB pp

73-78

Identify the properties of light.


reflection and refraction of

light.





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






respectively.

Teacher handout/

Teacher-made rubric

16 21-25

22 –

Electric

Circuit

WB2

TWS



conserve it.





Teacher handout/

Teacher-made rubric

Dec.

17 11/28-2 Review



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


such as precipitation, sublimation

and freeze-drying and other daily

application.



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


15-18


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


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






respectively.



conserve it.


electricity to mankind and to our

environment. Identify some proper ways of



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.


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.


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




planets in the Solar system.

Teacher handout/

Teacher-made rubric

16 21-25 21 – The

Solar

System

WB2


only habitable planet among the

other eight planets.




One point for each

correct answer

Dec.

17 11/28-2 Review


19 12-16 Read Science Terms



Grade Textbook Workbook

1 My Pals are Here – Science 1A My Pals are Here – Science 1A 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:


Available in KISP

library

G1-G6 Science Explorer Life Science




Available in KISP

library

G1-G6 Science Explorer Physical Science




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

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