Grade 5 SSES – MATTER (People and Interactions in the Environment)

FIRST QUARTER/FIRST GRADING PERIOD

Content Content Standards Performance Standards Learning Competencies Learning Objectives
( content, skill, application) (instructional objectives)
PROPERTIES AND The Learner… The Learner… The Learner… The Learner…
STRUCTURE OF Matter
MATTER/MATERIALS  Demonstrates understanding  Practices ways that prevent  Investigates changes that materials undergo 1. Designs a simple investigatory activity to
that materials undergo changes which may have prove that materials change (from SSES Gr. 6)
 Changes that changes at certain conditions harmful effects on the 1.1 Compare properties of materials before
Materials resulting to a new product immediate environment and
and after a physical change
Undergo living organisms
 demonstrate understanding 1.1.1 Show that materials may change in
- Evidence of
Change of proper waste  Creates useful products as a size, shape, volume or phase
 Changes in management using the 5R result of change done in the 1.1.2 Prove that no new material is
materials used in technique original materials formed when physical change takes
everyday life place
1.2 Compare properties of materials
before and after a chemical change
1.2.1 Prove that a new material is
formed when chemical change
takes place
1.2.2 Infer that the product of chemical
change cannot be brought back to
its original form
1.3 Explain how materials change
2. Explains the effects of change in materials to
the environment
2.1 Classify the changes of materials
according to their effects in the
environment (e.g. good and bad
effects)
2.2 Conduct a survey on the causes of
prevalent environmental problems in
their community caused by material

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The Human Body The Learner…
(parts, functions,
ailments, diseases,  demonstrates understanding
protection and care) that body organs work
together to form body systems
 Respiratory such as Respiratory,
Circulatory, Urinary Systems
 Circulatory  demonstrates understanding
of ailments/diseases
 Urinary* affecting these organ
systems, and how to protect
and care these systems
Enhanced SSES Science Curriculum as of October, 2012
The Learner…
 practices healthful habits
relative to the Respiratory,
Circulatory, Urinary Systems to
maintain proper body
functioning.
 Cares for body systems to
prevent ailments and diseases
and to protect them from
injuries/ harm.
The Learner…
 Identifies the parts and functions of the
(Respiratory, Circulatory, Excretory/ Urinary)
Systems using multi-media and non-multimedia
resources
 Describes the interrelated roles of the systems in
the distribution of body fluids or materials (e.g.
oxygen, nutrients, gases, wastes) for proper body
functioning
 Makes a survey and reports on common diseases
and the organs/ systems that they affect, and their
preventions and cures
 Designs and builds a model to demonstrate how
organs or components of body systems in the
human body work and interact with other
components OR
 Applies scientific inquiry/experimentation skills to
investigate changes in body systems (e.g., heart
rate, breathing, body temperature) as a result of
physical activity (e.g., exercise, resting, eating) or
substance intake (e.g. drinking coffee or soft
drinks)
changes
2.3 Initiate projects based on the results
of the survey to help improve the
environment
3. Practices ways of minimizing waste by ;
 Reusing and repairing objects
 Reducing the amount /volume
 Creating useful and valuable products
4. Apply changes in materials used to everyday
life (food preservation, vinegar making, soap
making )
The Learner…
The Respiratory System
1. Explains how the respiratory system works
1.1. Identifies the parts of the respiratory
system where air passes during
inhalation and exhalation
1.2. Describes the function of each part
1.3 Creates a model to demonstrate
inhalation and exhalation
2. Practices health habits to keep the respiratory
system healthy
2.1 Describes common ailments of the
respiratory system
2.2 Explains the causes of ailments of the
respiratory system
2.3 States ways of preventing ailments of the
respiratory system
The Circulatory System Commented [JY1]:
3. Explains how the circulatory system works
3.1 Identifies the parts of the circulatory
system
3.2 Describes the function of each part
3.3 Uses a diagram to trace the path of the
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 blood as it flows from the heart to the
different parts of the body
3.4 Identifies common ailments of the
circulatory system
3.5 Describes health habits that prevent
ailments of the circulatory system
3.6 Identifies cure for the ailments of the
circulatory system
The Urinary System
4. Explains how the urinary system works
4.1 Identifies the parts of the urinary system
4.2 Describes the function of each part
5. Practices health habits to keep the urinary
system healthy
6. Explains how the digestive, respiratory and
urinary systems are linked to the circulatory
system
II. HUMANS The Learner… The Learner… The Learner… The Learner…
Reproduction and  Demonstrates understanding  Uses models of reproductive  Uses models to explain male and female The Reproduction and Growth and Development
Development in Humans of the parts and functions of parts of humans properly to reproductive parts, and the menstrual cycle 7. Explains how the reproductive system works
* Reproductive Parts the organs and how they show differences in male and  Identifies characteristics passed on to offspring 7. 1 Identifies the major parts of the male
and Functions work together in the process females at puberty and from parents and the female reproductive systems
a. Male of menstruation, secondary adulthood  Collects, records and organizes data about the 7.2. Describes the function of each part
b. Female sex characteristics and  Practices ways of maintaining process of fertilization in humans 7.3 Relates menstrual cycle in females and
reproduction health and hygiene of the  Communicates clearly and logically the process of semen production in males to ability to
*Reproductive Processes  demonstrates understanding reproductive system fertilization and development in humans reproduce
a. Egg/ sperm of ailments/diseases  Infers that parents produce 7.4 Explains the process of fertilization
production affecting these reproductive offspring and predicts that
b. Menstrual cycle and systems, and how to protect certain characteristics are 8. Explain how humans grow and change after the
secondary sex and care them passed from parents to process of fertilization
characteristics  demonstrates understanding offspring
c. Fertilization of processes of changes in
d. Stages of growth and boys and girls during puberty
development
Grade 5 – LIFE SCIENCES (People and Interactions in the Environment)
SECOND QUARTER/ SECOND GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Learning Objectives
ECOSYSTEM / The Learner… The Learner… The Learner… The Learner…(from SSES Gr. 6)

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INTERACTIONS IN THE 1. Identifies animals that are carnivore,
ENVIRONMENT  Demonstrates understanding  Protects and conserves  Describes the interactions among living things herbivore or omnivore
 Interactions in that more complex habitats like estuaries and in estuaries and intertidal zones 2. Constructs food chain and food web to
estuaries and interactions among living intertidal zones that serve as show feeding relationships among living
intertidal zones things and their environment nurseries and breeding places  Describes changes caused by organisms in their things
 Roles of living take place in larger habitats environment to ensure survival, which may affect 3. Differentiates among the following :
things in an like estuaries and intertidal  Makes informed decisions the ecosystem cooperation, predation, commensalisms,
ecosystem zones regarding food choices based parasitism
 Biotic and abiotic on the trophic levels  Investigates the interdependence and 4. Classifies organisms as producers ,
factors  Demonstrates understanding relationship of plants and animals within a consumers, scavengers or decomposers
 Models of on the various ecosystems specific habitat and communities according to their role in a food chain or
ecosystem found in the community or food web
 Characteristics of locality where complex  Designs a model of an ecosystem 5. Identifies the biotic and abiotic
local ecosystems interactions among living components of an ecosystem
 Interrelationships things and their environment 6. Describes harmful interactions between
or take place living things
interdependence 7. Identifies changes in the environment
 Food chains and both natural and influenced by humans
food webs that can disturb the ecosystem
 Water cycle, 8. Constructs a model of an ecosystem using
nutrient cycle, recycled or environmentally friendly
carbon dioxide – materials
oxygen cycle 9. Identifies plants and animals found in
intertidal zones and estuaries
10. Identifies factors that affect the ability of
plants and animals to survive in a specific
habitat
11. Describes various sources of energy and
their uses
12. Describes the transfer of energy through
the trophic levels
13. Analyzes the roles of organisms in the
major biogeochemical cycles and processes
14. Explains how materials cycle in an
ecosystem
15. Suggests ways to minimize human impact
on the environment
Grade 5 – PHYSICAL SCIENCES ( Energy, Force and Motion)

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THIRD QUARTER/THIRD GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Instructional Objectives
FORCE AND MOTION The Learner… The Learner… The Learner… The Learner…
 Electricity Electricity
 Demonstrates understanding  Practices electrical energy  Investigates how an electric circuit operates 1. Demonstrates ways to connect a dry cell
- Consumption of of electrical energy conservation at home and in (from SSES Gr. 5 – LC 4) (source), a bulb (load), and wires
electricity consumption and school (connections) to make the bulb light
- Conservation of conservation at home and in  Investigates electrical consumption at home
electricity school and in school (from K-12 Gr. 6) 2. Operationally defines an electric circuit
- Energy-efficient
devices  Communicates clearly the importance of saving 3. Constructs models of parallel and series
electrical energy at home, in school and in the circuits
community (from K-12 Gr. 6) 3.1 Demonstrates ways to connect the
materials to make a parallel circuit
 Investigates how electromagnets work 3.2 Demonstrates ways to connect the
materials to make a series circuit
3.3 Explains the advantages/ disadvantages
of parallel and series circuits
4. Classifies materials into insulators and
conductors of electricity

5. Practices precautionary measures in

handling materials powered by electricity
(4.5 in SSES G

6. Investigates how magnets interact with

other magnets

7. Explores the strength of magnets in different

locations around it

8. Infers that electricity can be used to

produce magnet

9. Constructs an electromagnet
9.1 Describes how the variables affect the
strength of an electromagnet (e.g.,

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 number of turns, number of dry cells,
diameter of dry cells, the core material)

 Velocity/Speed The Learner… The Learner… The Learner… The Learner…

 Measuring time
and distance using
standard units
 Using speed to
describe motion
(include in LC:
measuring time
and distance using
instrument)
 Simple machines
 Type of Simple
Machines
Grade 5 – EARTH AND SPACE SCIENCES (Earth’s Surface and Space and Beyond)
FOURTH QUARTER/FOURTH GRADING PERIOD
Content Content Standards
Earth’s Surface The Learner…
 Rocks and  Demonstrates
Minerals
Velocity and Speed
 Demonstrates understanding  Measures motion in terms of  Uses appropriate measuring tools and expresses 1. Describes the motion of an object by tracing
of motion in terms of distance and time measurements using correct standard units and measuring its change in position (distance
distance and time traveled) over a period of time
2. Measures distance travelled by an object over
a period of time
3. Shows distance- time relationship in a graph
4. Concludes that velocity is the change of
distance over time with direction
The Learner …. The Learner … The Learner… Simple Machines
1. Observes the characteristics of simple
 Demonstrates  Demonstrates how simple  Concludes that simple machines help make machines
2. Classifies objects into different types of
understanding of the machines can make work work easier and faster
simple machines they contain
types of simple machines easier and faster 3. Investigates what a machine does
and their usefulness to  Multiply force
man  Multiply speed
 Multiply speed and force
4. Construct a gadget by combining simple
machines to make work easier
5. Practices precautionary measures in using
simple machines
Performance Standards Learning Competencies Learning Objectives
The Learner… The Learner… The Learner….
Rocks and Minerals
 Participates activities  Classifies different kinds of rocks 1.Compares rocks according to:
knowledge of the that protect their found in the community based on  their basic characteristics (e.g. color, shape, size, texture, & hardness)
rocks and minerals mineral sources how they are formed (igneous,

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Processes that Shape
the Earth’s Surface
 Weathering
 Soil Erosion
Enhanced SSES Science Curriculum as of October, 2012
their origins and how
they are used
The Learner….. The Learner…
 Demonstrates  Constructs a
understanding of the
different processes
(weathering and soil
erosion) that shape the
earth’s surface and
their effects on living
things and the
environment
 Participates in
sedimentary, and metamorphic) – (LC  basic types (igneous, sedimentary, metamorphic)
1)
 Evaluates community practices that 2. Differentiates igneous, sedimentary and metamorphic rocks
promote conservation and protection 3. Uses a simple classification system to classify common rocks as:
of rocks and minerals for sustainable • sedimentary (e.g. sandstone, conglomerate, shale, etc)
development • Igneous (e.g. basalt, granite, obsidian, pumice, etc)
• metamorphic (e.g. marble, gneiss, schist, etc)
4. Explains how igneous, sedimentary and metamorphic rocks are formed
5. Describes how different rocks are used
6. Describes the differences between minerals and rocks
7. Conducts research through the use of multimedia on mining practices and
use of mineral resources in the Philippines
The Learner… The Learner…
Weathering and Soil Erosion
1. Explains how some forces contribute to the weathering of rocks
 Investigates the effects of weathering  Identify the forces that break down rocks (e.g. water, people, animals,
topographical map of and soil erosion on living things etc.)
his/her locality to on living things and the  Show how each force break down rocks
identify areas prone to environment. 2. Explains how the action of the wind, water and the sun contribute to rock
weathering and soil weathering
erosion using multi-  Collects data on the extent of soil a. Infer that continuous weathering lead to the formation of soil
media resources to erosion in the community. b. Differentiate mechanical from chemical weathering of rocks
reduce or prevent 3. Explains how some forces contribute to the weathering of rocks
disasters and hazards  Identify the forces that break down rocks (e.g. water, people, animals, etc.)
 Show how each force break down rocks
 Explain how the action of the wind, water and the sun contribute to rock
projects on soil
weathering
protection and
conservation  Infer that continuous weathering lead to the formation of soil
 Differentiate mechanical from chemical weathering of rocks
4. Investigates certain causes of soil erosion
4.1 Identify causes of soil erosion (e.g. running water, wind, practices of
people, etc.)
4.2 Demonstrate how certain factors affect the amount of soil carried
away
 slope of land
 strength and volume of running water
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  presence of cover crops
 dryness and size of soil particles
5. Explains the effects of soil erosion on
 the shape of land
 the condition of the soil
 the condition of the water
 plants
 activities of animals and people
6. Creates a model showing how people and plants help prevent soil erosion
(e.g. contour plowing, alternate strip cropping, planting trees & cover crops,
etc.)
5. Weather The Learner… The Learner… The Learner… The Learner…
Disturbances Typhoons and Types of Weather Disturbances
 Demonstrates  Drafts an emergency  Describes the effects of a typhoon in the 1. Explains how wind is formed
 Low pressure understanding of plan using weather community. 2. Compares the ability of land and water to absorb and release heat
area (LPA) weather disturbances forecasts and prepares • land breeze
 Typhoons and its effects in the an emergency kit to be  Investigates the changes in the weather • sea breeze
- Types of environment used in school and at before, during and after a typhoon 3. Infers that the unequal heating of the earth’s surface cause air movement/
weather home wind
disturbance  Analyzes how weather  Explains how people adopt/adjust their
• convection current
s disturbances affect the  Suggests ways to activities based on weather conditions • conduction
- Effects of activities and livelihood prepare your home and 4. Explains how certain weather systems affect the Philippines
weather in a community community for the 5. Describes the different weather systems
disturbance coming of a weather  Southwest Monsoon
s on disturbance  Northeast Monsoon
environmen  North Pacific trades
t  Locates the evacuation  Fronts
place in your community  Easterly Waves
in cases of typhoon and  Intertropical Convergence Zone (ITCZ)
flooding.  Tropical Cyclones
6. Explains how a tropical cyclone occur
6.1 Describe a low pressure area
6.2 Illustrate how a tropical cyclone develops
 origin
 eye of the typhoon
7. Interprets the meaning of public storm signal warning
8. Describes the condition in the environment before, during and after a

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 typhoon
9. Practices precautionary measures before , during and after typhoon

The Solar System The Learner… The Learner… The Learner… The Learner…

- Planets Planets and Solar System

(e.g.,  Demonstrates  Discusses the  Compares the eight planets of our solar
surface understanding of characteristics of earth system 1. Concludes that the solar system is an orderly arrangement of heavenly
features, physical characteristics that support life bodies
size and of planets in the solar  2. Describes the characteristics of each planet in the solar system as to:
Constructs model of the solar system
relative system - orbit
that show the relative sizes of each
distance - distance from the sun
planet and the relative distances
from the - period of revolution
between the planets
Sun) - period of rotation on its axis
- Model of - presence of rings
the solar - number of satellites
system - physical characteristics (size, solid or gaseous)
3. Describes the characteristics of the other members of the solar system
(comets, asteroids, meteoroids)
4. Uses a scaled model or graph to compare the size and distance between
the planets of the solar system
5. Researches and reports on the use of man-made satellites orbiting the
earth and various planets

6. Discusses the beliefs and practices related of occurrence of comets,

meteors, stars, transit of planets

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