pelc _science-elementary

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(P hi l ippine Elem en tary Learning Competen c ies)

SCIENCE AND HEALTH


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SCIENCE AND HEALTH

DESCRIPTION

Science and Health aims to help the Filipino child gain a functional understanding of science concepts and principles linkedwith real life situations, acquire science skills as well as scientific attitudes and values needed in solving everyday problems. Thesepertain to health and sanitation, nutrition, food production, and the environment and its conservation.

There is no Science and Health for Grades I and II but simple science and health concepts which include the childsinteraction to his immediate environment are contents of English. These concepts reinforce the sensory-perceptual activitiesintroduced in the 8-week ECD Curriculum. Likewise, process skills may be developed in Makabayan subject like Sibika at Kultura.Teaching Science and Health will formally start in Grade III using English as medium of instruction. In Grades IV-VI, more complexstudy of Science concepts will be taken up in preparation for High School work.

TIME ALLOTMENT

Daily Time AllotmentLearning Areas

I II III IV V VI

Science and Health (integratedin English for Grades I & II)

- - 40 60 60 60

Science and Health for Grades I and II is integrated in English. This is used as vehicle in developing the skills in English.

Grade III is given a 40-minute daily time allotment. In Grades IV, V and VI, there is an increase of 20 minutes in the dailytime allotment, to give more time and emphasis on the study of Science concepts and processes.


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EXPECTATIONS

GOAL: Demonstrate understanding of how science, technology and health relate to the comprehension of the environment and application

of skills, attitudes and values in solving varied life situations

At the end of Grade VI, the learner is expected to develop functional understanding and application of science and health concepts,basic and integrated science process skills/thinking skills, and acquire values, attitudes and practices related to body systems (circulatoryand nervous), ecosystem, materials and their uses and effects, energy transformation and conservation, movement of the earths crust,climate and seasons and beyond the solar system.

At the end of Grade V, the learner is expected to develop functional understanding application of science and health concepts, basic andintegrated science process/thinking skills, and acquire values, attitudes and practices related to body systems (reproductive, respiratory

and urinary), disease prevention and control, classification of plants and animals, plant and animal adaptation, changes in matter,electrical energy, simple machines, rocks, water cycle, typhoons, tides and the solar system.

At the end of Grade IV, the learner is expected to develop functional understanding and application of science and health concepts,basic process/thinking skills, and acquire values, attitudes, and practices related to body systems (skeletal, muscular and digestive),disease prevention and control, animal and plant reproduction, soil erosion, weather elements, reaction of different substances, frictionand heat energy, earth, moon and sun.

At the end of Grade III, the learner is expected to develop functional understanding and application of science and health concepts, basicprocess/thinking skills, and acquire values, attitude and practices related to ones sense organs, personal health, food, nutrition, growthand development, characteristics of plants and animals, caring for plants and animals, states of matter, heat, light and sound energy,force and motion, earth resources and their conservation, weather and the sun as source of light and heat.


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III IV V VI

II. ANIMALS

1. Conclude that animals havesimilarities and differences

1.1 Identify and describe theanimals body parts used for

movement

1.2 Classify/animals according tobody parts, movements andplaces where they live(habitat)

1.3 Identify and describe placeswere they live

2. Cite evidence that animals needfood, air, water, shelter andpeoples care

6.1 Describe common ailmentsof parts of the digestive

system (e.g. toothache,stomachache, gas pains)

6.2 Discuss prevention and cureof ailments described in #1(e.g. chew food well, eatingthe right kinds of food, etc.)

II. ANIMALS

1. Discuss the life cycles of somecommon animals (cat or dog,chicken and butterfly/ mosquito/frog)

1.1. Describe where kitten, chickand butterfly come fromusing video/poster or actualobservation (e.g. kittencoming out of from mothersbody)

1.2. Illustrate the sequence ofevents in the life cycle ofeach kind of animal

2. Explain the usefulness of someanimals

2.1 Name food products fromanimals (e.g. eggs, meat)

4.2 Identify parts of the urinarysystem and their function

using a diagram

4.3 Practice desirable healthhabits to keep the urinarysystem healthy

II. ANIMALS

1. Conclude that different animals eatdifferent foods and their bodystructure is adapted to food gettingin their particular environment

1.1 Classify animals according tofood they eat: herbivores,carnivores, omnivores

1.2 Compare the mouth parts ofanimals classified in No. 1.1

1.3 Infer the kind of food eatenfrom the appearance ofmouth parts

1.4 Communicate by acting outand using props how animalsget and eat their food

II. ANIMALS, PLANTS ANDENVIRONMENT (Interrelationshipin the Ecosystem)

1. Demonstrate an understanding ofinterrelationships in an ecosystem

1.1 Identify the living things andnon-living things in a mini-

ecosystem

1.2 Describe interdependencebetween living and non-livingcomponents in biggerecosystem

2. Present through a diagram thefeeding interrelationships amongthe living organisms

2.1 Differentiate food chain fromfood web

SCIENCE AND HEALTH GRADES III - VI


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III IV V VI

2.1 Describe the effect on thedomestic animals (e.g. dog,

carabao) if they are notprovided with food, shelterwith ventilation, water

2.2 Demonstrate/role-play careand concern for animals

2.2 Name other materials/benefits derived from animals

(e.g. leather from animalskins, pleasure and joyderived from pets)

3. Discuss the danger posed by someanimals to people

3.1 Cite harm done by animalsbased on their own or otherpersons experiences (e.g.

dog bite, mosquito bite, etc.)

3.2 Report on safety measurespracticed in dealing withanimals

1.5 Describe othercharacteristics that enable

animals to survive in anenvironment whoseconditions may change

2. Describe differences betweenvertebrates and invertebrates

2.1 Identify vertebrates and theircharacteristics

2.2 Classify vertebrates intomammals, birds, reptiles,amphibians and fishes

2.3 Identify invertebrates anddescribe their characteristics(e.g. arthropods,coelenterates, annelids,crustaceans, echinoderms,insects, arachnids and

mollusks)

2.4 Classify invertebrates intogroups

2.5 Identify economicallyimportant and endangeredanimals

2.6 Suggest activities they can

do at their level to helpconserve animals cited inNo. 2.5

2.2 Illustrate the cycling ofbiodegradable materials

2.3 Explain the food nutrientcycle

2.4 Explain the importance ofdecomposers in makingnutrients available to plants

3. Illustrate the interdependence ofplants and animals for gasses

through the oxygen-carbon dioxidecycle

3.1 Construct a diagram of theoxygen-carbon dioxide cycle

3.2 Interpret the diagram of theoxygen-carbon dioxide cycle

4. Explain that some activities of

people affect the cycles of a biggerecosystem

4.1 Discuss the consequence ofcertain activities or eventsthat disturb theinterrelationships in anecosystem such asdeforestation, destruction ofcoral reefs, destructive

methods of fishing, overuseof chemical pesticides,improper disposal ofgarbage, crowded humansettlements (overpopulation)



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III IV V VI

IV. MATERIALS

1. Describe observable characteristicsof solids, liquids and gases

1.1 Observe some characteristicsof solids (e.g. wood, clay,plastic, glass, paper andmetal) such as shape,hardness, texture and color

1.2 Observe some characteristicsof liquids such as shape,hardness, texture and color

1.3 Observe somecharacteristics of gases (e.g.color, odor and taste of air)

2. Demonstrate that solids, liquids andgases have weight

2.1 Estimate the weight of solidsby balancing with the hands,and using an improvised

balance and non-standardweights (e.g. marbles, paperclips)

4.2 Identify the variables onseed germination

4.3 Analyze and interpret thedata gathered

IV. MATERIALS

1. Explain what happens after mixingmaterials

1.1 Describe what happens aftermixing solids with othersolids

particles cannot bedistinguished from eachother

particles can bedistinguished from eachother

1.2 Describe what happens aftermixing liquids with otherliquids

cannot be distinguishedfrom each other

become cloudy

form 2 or more layers

1.3 Describe what happens after

mixing solids with liquids

dissolve completely

become cloudy

settle at the bottom

IV. MATERIALS

1. Describe changes in materials

1.1 Observe changes where no

new material is formed change in size

change in shape

change in volume

1.2 Observe phase changes inwater

melting

freezing

boiling

water cycle

1.3 Identify changes in materialswhere new materials withdifferent characteristics areformed

cooking

rusting

burning

decaying/rotting

ripening of fruits

1.4 Differentiate physical fromchemical change by givingexamples

III. MATERIALS

1. Relate knowledge of commonhousehold products with their use

1.1 Classify household productsaccording to uses (foodproducts, medicine, personalcare, cleaning, pesticides)

1.2 Identify the ingredients ofhousehold materials byreading the product label

1.3 Discuss ingredients in food

products with and withoutnutritional value using foodlabels

1.4 Cite examples of additivesto improve the appearance,taste, and shelf life of food,which can be harmful tohealth

jobosin enhancing color

of fish sold in the market bromatesin pandesal

vetsinin junk food andchicharon



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2.2 Measure the weight of solidsusing weighing scales in the

marketplace and healthclinics

2.3 Estimate the weight of liquidsusing an improvised balanceand non-standard weights(e.g. marbles, paper clips)

2.4 Perform an activity to showthat gases have weight using

an improvised balance

3. Demonstrate that solids, liquidsand gases occupy space

3.1 Estimate space occupied bysolids (e.g. number of booksthat will fill a box, number ofmarbles that will fill up a cup)

3.2 Estimate space occupied byliquids using a spoon, cupand bottle

3.3 Measure space occupied byliquids using a dropper withcalibration, feeding bottle withcalibration, beaker andgraduated cylinder

3.4 Perform an activity to showthat gases occupy space

2. Discuss the common conditionsthat affect how solids dissolve in

liquids

2.1 Perform an activity to test theeffect of stirring

2.2 Perform an activity to test theeffect of temperature

2.3 Perform activity to test theeffect of the size of particles

3. Demonstrate knowledge ofseparating mixtures

3.1 Observe common mixtures

3.2 Perform activities to separatemixtures

Picking (rock particlesand rice grains)

Sieving (sand andpebbles)

Decanting (guava leavesin boiled water)

Filtering (muddy water)

Evaporation (salt inwater)

2. Explain the effects of changes inthe environment

2.1 Identify the good effects ofcertain changes in theenvironment (reforestation,composting, recycling)

2.2 Identify the bad effects ofcertain changes in theenvironment (pollution of air,land and water)

salitrein hotdog, cornedbeef, and luncheon meat

tartrazinin packed andbottled juices and icecream

2. Explain the importance ofobserving precautionary measuresin using, storing and disposinghousehold materials

2.1 Practice proper use of

medicine Avoid self medication

Read labels/productinserts before taking anymedicine

Take prescribedmedicine using thecorrect does at the righttime interval (e.g.antibiotics)

2.2 Practice proper use ofpersonal care products e.g.hair dye, hair spray,deodorants, toothpaste,mouthwash, rubbing alcohol)

Use products for theirintended use

Use ethyl alcoholinstead of isopropyl

alcohol for skinapplication



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4. Describe differences in observablecharacteristics of solids, liquid and

gases

4.1 Record the characteristics ofsolids, liquids and gasesusing a table

4.2 Differentiate between solids,liquids and gases based onobservable characteristics

2.3 Practice proper use ofcleaning materials (e.g.

detergent, bleach,deodorizers)

Use products for theirintended use

Use bleach instead ofmuriatic acid

2.4 Practice proper use ofpesticides

Refrain from using insect

sprays and otherinsecticides that can beinhaled

Wear gloves whenhandling pesticides

Wash exposed bodyparts after usingpesticides

2.5 Properly label all household

materials

2.6 Separate food products,medicine, and personal careproducts from cleaningmaterials and pesticides

2.7 Store household materials intheir proper designatedareas

3. Relate the characteristics of metal,glass, plastic, wood and papermaterials found at home with theiruse



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III IV V VI

V. ENERGY

1. Recognize when light is present

1.1 Infer that light is needed tosee objects

1.2 Identify sources of light

1.3 Show evidence that lighttravels in a straight line andthat it travels outward in alldirections

V. ENERGY

1. Explain the effect of friction

1.1 Infer why an object thatmoves along a surfaceeventually slows down andstops

1.2 Measure and compare howfar objects move on differentsurfaces/textures before theystop

V. ENERGY

1. Explain the effects of chargedmaterials on other materials

1.1 Demonstrate ways ofcharging

1.2 Describe what happens

when a charged material isbrought close to anuncharged materials

3.1 Identify objects at homemade of metal, glass, paper,

wood and plastic

3.2 Perform activities to testsome of the characteristicsof metal, glass, paper, woodand plastic

conducts heat andelectricity

resistance to breakage

can be molded into

different shapes

3.3 Explain why certain objectsat home are made of metal,glass, paper, wood or plasticbased on the characteristicsof these materials

IV. ENERGY

1. Conclude that energy can changefrom one form to another

1.1 Identify energy forms andtheir uses

movement energy

chemical energy

light energy electrical energy

sound energy



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III IV V VI

4. Understand that force causechanges in motion

4.1 Demonstrate ways to makeobjects move

4.2 Define force as a push or pull

4.3 Identify objects (wind, water,magnet, charged objects)that can make other objects

move

4.4 Demonstrate ways ofexerting a force on an objectcausing it to move, speed up,change direction, slow downor stop

VI. EARTH

1. Conclude that ones environment ismade up of water, land, air andother life forms

1.1 Describe the home, school,environment or any place

4. Describe how fire is produced

4.1 Discuss that fuel and oxygenare needed to produce fire

4.2 State that different fuels startto burn at differenttemperatures

4.3 Practice safety precautionsin using fuels/fire

4.4 Follow safety rules/emergency measures in caseof fire

VI. EARTH

1. Demonstrate knowledge that water,wind, people and animals bringabout soil erosion

1.1 Describe how water causessoil erosion

3.1 Construct an electromagnet

3.2 Investigate ways to make astronger electromagnet

4. Understand how simple machineshelp make work easier and faster

4.1 Identify situations when workis done on an object

4.2 Investigate what a machine

does to the force that weapply on it

4.3 Identify the kinds of simplemachines

4.4 Identify the main parts ofeach kind of simplemachines

4.5 Practice precautionarymeasures in using simplemachines

4.6 Demonstrate how the humanbody works like a machine

VI. EARTH

1. Describe the different kinds ofrocks and their uses

1.1 Compare rocks according totheir properties such asshape, color, hardness andtexture

V. EARTH

1. Describe the structure of theEarths interior

1.1 Identify the layers of theEarth



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3.3 Identify household practicesthat contribute to waterpollution

3.4 Give characteristics ofpolluted water

3.5 Practice ways of protecting/conserving water

4. Cite evidence that weatherchanges from day to day

4.1 Record the weather for theday/week using symbols

4.2 Interpret a simple weatherchart

4.3 Identify activities done duringcertain weather conditionsand why these activities can

only be done during theseconditions

4.4 Practice safety measuresduring certain types ofweather

4. Explain how temperature, wind,clouds, precipitation affect theweather

4.1 Measure/Record airtemperature for one weekusing a laboratorythermometer

4.2 Measure and record windspeed and direction for aweek using improvised

instruments

4.3 Describe the cloud formationfor a particular day

4.4 Relate the amount of rainfallwith cloud cover

4.5 Interpret weather reports

5. Apply knowledge of the weatherelements in making decisions forthe day

4.2 Compare the ability of landand water to absorb andrelease heat

4.3 Demonstrate the formationof wind due to unequalheating of land and waterbased on a simple model

5. Explain how a typhoon occur

5.1 Illustrate how typhoons

develop

5.2 Trace the origin and path oftyphoons that hit thePhilippines in a year

5.3 Interpret the meaning oftyphoon signals

5.4 Describe the condition in the

environment before, duringand after a typhoon

5.5 Practice precautionarymeasures before, during andafter a typhoon

3.5 Practice precautionarymeasures before and aftervolcanic eruptions

4. Describe the factors that affect theclimate of a place

4.1 Define climate

4.2 Differentiate weather fromclimate

4.3 Identify the factors thataffect the climate of a place:altitude, latitude, bodies ofwater, wind system, amountof rainfall

4.4 Explain how each factoraffects the climate of a place

5. Explain the two major wind

systems in the Philippines:Amihan and Habagat

5.1 Compare the two seasons inthe Philippines (e.g. whenthese occur, weatherconditions during theseseasons)

5.2 Describe the causes of the

seasons in the Philippines



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3.1 Show through a model thatas the moon travels aroundthe Earth it also makes onecomplete rotation that makesthe moon face the Earth allthe time

3.2 Explain that the Moon travelsaround the earth once aboutevery 29 days.

3.3 Explain the apparentchanges in the shape of theMoon as it revolves aroundthe Sun

3.3.1 Observe and drawthe appearance ofthe Moon over onemonth wheneverpossible

3.3.2 Show through amodel how therelative position ofthe observer ofEarth, Moon and Suncause the apparentchanges in theshape of the Moon

4. Conclude that the revolution of the

moon around the earth causes thenatural occurrence of tides

4.1 Explain how high and lowtides occur

2.4 Identify the effects ofSunspots on Earth

2.5 Explain why the Sun is themain source of energy onEarth

3. Describe the distinctivecharacteristics of planets in thesolar system

3.1 Illustrate the relativedistances of the planets fromthe Sun

3.2 Relate the surfacetemperature of each planetto their relative distancesfrom the Sun

3.3 Relate the relative period ofrevolution of each planet to

their relative distances fromthe Sun

4. Describe the characteristics of theother members of the solar system:comets, asteroids, meteoroids

4.1 Discuss superstitious beliefsand practices related tooccurrence of comets,

meteor, stars, transit ofplanets

4.2 Explain how astronomicalevents occur

4. Describe the galaxies

4.1 Name the common galaxies

4.2 State that our solar systemis part of the Milky Waygalaxy

5. Describe the universe

5.1 Identify modern spacefacilities, tools andequipment used to study theuniverse

5.2 Explain the theories aboutthe universe

5.3 Enumerate some spaceprobes and their missions

5.4 Name some achievements/

problems met in spaceexploration



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4.2 Relate through a model theposition of the Moon and theEarth to places where highand low tides occur

5. Relate the occurrence of eclipsewith the revolution of the Moonaround the Earth

5.1 Show through a model why alunar eclipse occurs during afull moon

5.2 Show through a model why asolar eclipse occurs during anew moon

5.3 Differentiate how solar andlunar eclipse occur

5.4 Practice safety measures toavoid damage of the eyes

during a solar eclipse


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