DepEd-Region III

SCHOOLS DIVISION OF TARLAC PROVINCE

San Roque, Tarlac City

CURRICULUM AUDIT PROGRAM (CAP)

SCIENCE 5

LEARNING PUT A CHECK IF

GRADE
QUARTER TOPIC COMPETENCY 3 SKILLS PER DAY COMPETENCY IS REMARKS
LEVEL
CODE ACHIEVED
Cognitive: Identifying the properties of materials used
at home
Psychomotor: Listing down the properties of materials
Grade 5 First Quarter Properties of Materials S5MT-Ia-b-1
used at home.
Affective: Practicing precautionary measures in
handling materials used at home.
Cognitive: Describing the properties of materials as to
Hardness and Brittleness
Psychomotor: Classifying the materials as to hard and
Grade 5 First Quarter Hardness and Brittleness of Materials S5MT-Ia-b-1
brittle
Affective: Relating hardness and brittleness in daily
life.
Cognitive: Describing the properties of materials as to
malleability, ductility, flexibility
and elasticity
Properties of Materials as to Malleability,
Grade 5 First Quarter S5MT-Ia-b-1 Psychomotor: Listing down the properties of materials
Ductility, Flexibility and Elasticity
used at home.
Affective: Practicing precautionary measures in
handling materials used at home.
Cognitive: Describing the properties of materials as to
porosity and density.
Grade 5 First Quarter Porosity and Density Properties of Materials S5MT-Ia-b-1 Psychomotor: Classifying Material as to it Porosity
and Density.
Affective: Recognizing the importance of porosity and
 Density in daily life.
Cognitive: Describing the properties as to thermal
conductivity and flammability.
The properties of materials as to thermal
Psychomotor: Classifying materials as to thermal
Grade 5 First Quarter conductivity S5MT-Ia-b-1
conductivity and flammability.
and flammability
Affective: Practicing precautionary measures in
handling materials used at home.
Cognitive: Identifying the properties of materials as to
solubility and viscosity.
Psychomotor: Designing an experiment to identify
Grade 5 First Quarter Solubility and Viscosity of Materials S5MT-Ia-b-1
Solubility and Viscosity.
Affective: Recognizing the importance of immersing
ones self with others.
Cognitive: Describing the properties of materials as to
chemical reactivity.
Psychomotor: Determining materials that react with
Grade 5 First Quarter Chemical Reactivity Properties of Materials S5MT-Ia-b-1
other materials
Affective: Appreciate the useful effect and harmful
effect of chemical reaction in daily living.
Cognitive:. Determining the ways on how to classify
materials according to properties.
Classification of Materials According to Psychomotor: Classifying materials according to
Grade 5 First Quarter S5MT-Ia-b-1
Properties properties
Affective: Expressing the importance of classifying
material according to properties in daily living.
Cognitive: Classifying the properties of materials to
their uses.
Psychomotor: Recording the properties of materials
Grade 5 First Quarter Properties of Materials and their Uses S5MT-Ia-b-1
and their uses.
Affective: Identifying the importance of classifying
properties to their uses in our daily living.
Cognitive: Identify the useful and harmful materials.
Psychomotor: Comparing the properties of materials
to determine whether they are useful or harmful.
Grade 5 First Quarter Useful and Harmful Materials S5MT-Ia-b-1
Affective: Relating the useful and harmful material in
our body.

Grade 5 First Quarter Changes that Materials Undergo S5MT-Ic-d-2 Cognitive: Identify the changes that materials undergo.
 Psychomotor:Showing that materials may change in
size, shape, volume and phase.
Affective: Valuing the importance of changes occur in
materials to help us live in comfortable life.
Cognitive:Inferring that no new material is formed
when physical change takes
place
Grade 5 First Quarter Physical Change in Materials S5MT-Ic-d-2 Psychomotor: Demonstrating physical change in
materials
Affective: Relating physical changes in matter to
personality and character in people.
Cognitive: Identify changes that materials undergo.
Psychomotor: Showing how chemical change takes
place in materials
Grade 5 First Quarter CHANGES THAT MATERIALS UNDERGO S5MT-Ic-d-2
Affective: Recognizing that people, like matter, have
their own boiling points.

Cognitive:Citing different evidences of chemical

change in materials
Psychomotor: Demonstrating Chemical Change.
Grade 5 First Quarter Chemical Change in Materials S5MT-Ic-d-2
Affective: Relating chemical changes in matter to
personality and character in people.

Cognitive: Inferring changes that happen in materials

due to Presence/Lack of oxygen.
Changes that Happen in Materials due to Psychomotor:Investigating changes that happen in
Grade 5 First Quarter S5MT-Ic-d-2
Presence/Lack of Oxygen materials due to presence/lack
of oxygen
Affective: Valuing the importance of oxygen in our life.
Cognitive: Predicting changes that happen in materials
due to application of heat.
Investigating Changes That Happen in Psychomotor: Demonstrating changes that happen in
Grade 5 First Quarter S5MT-Ic-d-2
Materials due to Application of Heat materials due to application of heat.
Affective: Appreciating that learning expands wisdom,
just as heating expands matter
Signs When Materials Undergo Physical and Cognitive: Identifying the signs when materials
Grade 5 First Quarter Chemical Change Due to Presence/Lack of S5MT-Ic-d-2 undergo physical and chemical change due to
Oxygen Presence/Lack of oxygen.
 Psychomotor: Enumerating signs when material
undergo physical and chemical change due to
presence/lack of oxygen
Affective: Appreciating the importance of oxygen in
daily life.
Cognitive: Enumerating signs when materials undergo
physical and chemical change due to application of
heat.
Psychomotor: Predicting the outcomes when material
Signs when Material Undergo Physical and
Grade 5 First Quarter S5MT-Ic-d-2 undergo physical and chemical change due to
Chemical Change due to Application of Heat
application of heat.
Affective: Relating the loss and gain of heat in a phase
phase change to one’s loss of temper and gain of inner
peace.
Cognitive: Classifying changes that occur as to
physical and chemical changes
Psychomotor: Categorizing changes that occur in
Grade 5 First Quarter Classification of Changes in Materials S5MT-Ic-d-2
materials.
Affective: Relating that life is sometimes can be
stretch, bend or break.
Cognitive: Identifying specific changes that occur as to
physical and chemical change.
Specific Changes that Occur as to Physical Psychomotor: Demonstrate specific changes that
Grade 5 First Quarter S5MT-Ic-d-2
and Chemical Change occur as to physical and chemical change.
Affective: Relating, that in our life we will undergo
several changes to make us better person.
Cognitive: Identifying harmful and useful materials in
our environment.
When materials become harmful to the Psychomotor: Classifying harmful and useful materials
Grade 5 First Quarter S5MT-Ie-g3
environment to our environment.
Affective: Appreciate that everyone has its own
purposes.
Cognitive:Describe the harmful effects of materials to
the environment
Harmful Effects of Materials to the Psychomotor: Recognizing the harmful effect of
Grade 5 First Quarter S5MT-Ie-g3
Environment materials to the environment thru film viewing.
Affective: Applying the golden rule: Do unto the
environment what you want the environment do unto
 you.
Cognitive: Comparing biodegradable from non-
biodegradable materials.
Biodegradable and Non-Biodegradable Psychomotor: Classifying biodegradable to non -
Grade 5 First Quarter S5MT-Ie-g3
Materials biodegradable materials.
Affective: Relating that anything has its purpose.

Cognitive:Determine the practices on waste disposal

observed in the environment
Determining the Practices on Waste Disposal Psychomotor: Enumerating the practices on waste
Grade 5 First Quarter S5MT-Ie-g3
Observed in the Environment disposal observed in environment.
Affective: Realizing that no one is worthless as to be
useless.
Cognitive:Formulating ways to solve waste disposal
problem
Psychomotor: Demonstrating of proper waste
Grade 5 First Quarter Solving waste disposal problem S5MT-Ie-g3
disposal.
Affective: Appreciating the importance/positive effect
of proper waste disposal at home.
Cognitive: Identifying recyclable materials.
Psychomotor: Recording materials that can be
recycled.
Grade 5 First Quarter Identifying Recyclable Materials S5MT-Ie-g3
Affective: Appreciating that anything has worthy and
has purpose.

Cognitive: Generating ways of recycling waste

materials.
Psychomotor: Enumerating ways of recycling waste
Grade 5 First Quarter Ways of Recycling Waste Materials S5MT-Ie-g3
materials.
Affective:Realizing that in every problem there is a
solution.
Cognitive: Enumerating ways of reusing materials.
Psychomotor: Recording ways on how to reuse
materials.
Grade 5 First Quarter S5MT-Ie-g3
Reusing Materials Affective: Appreciating the sentimental value of an
object.
 Cognitive:Enumerating ways of recovering useful
materials from waste
Psychomotor: Demonstrating how to create compost.
Grade 5 First Quarter Ways of recovering useful materials from S5MT-Ie-g3
Affective: Appreciating the effect of a clean air.
waste

Cognitive: Enumerating ways of repairing waste

materials
Psychomotor: Demonstrating ways of repairing
Grade 5 First Quarter Ways of Repairing Waste Material S5MT-Ie-g3
materials.
Affective: Appreciating the positive effect of repairing
to save money.
Cognitive:Explaining the importance of recycle,
reduce, reuse, recover and repair of
Importance of Recycle, Reduce, Reuse, waste management
Grade 5 First Quarter S5MT-Ie-g3
Recover and Repair of Waste Management Psychomotor: Making a collage out of recyclable
materials depicting 5Rs of waste management.
Affective: Appreciate the creation of God.
Cognitive:Explaining the importance of recycle,
reduce, reuse, recover and repair of waste
Importance of Recycle, Reduce, Reuse, management
Grade 5 First Quarter S5MT-Ie-g3
Recover, and Repair of Waste Management Psychomotor: Making a Slogan on the importance
5Rs.
Affective: Appreciating the creation of God.
Cognitive: Identifying practices on proper waste
management.
Psychomotor: Observing proper waste disposal in
Grade 5 First Quarter Practicing Proper Waste Disposal (Day 1) S5MT-Ie-g3
school.
Affective: Relating the effect of Improper waste
disposal in our daily life.
Cognitive: Identifying practices on proper waste
management.
Psychomotor: Assorting trash of the School.
Grade 5 First Quarter Practicing Proper Waste Disposal (Day 2) S5MT-Ie-g3
Affective: Relating the effect of Improper waste
disposal in our daily life.

Cognitive: Identifying recyclable materials found in the

Grade 5 First Quarter S5MT-Ie-g3
Identify recyclable materials found in the community.
 community Psychomotor: Listing recyclable materials found in the
community.
Affective: Relating that everything has a second
chance.
Cognitive: Identifying useful products that can be
formed out of local, recyclable solid/liquid
Inferring Useful Products that Can Be
materials.
Grade 5 First Quarter Formed Out of S5MT-Ih-i-4
Psychomotor: Listing useful Products that can be
Local, Recyclable Solid/or Liquid Materials
formed out of local, recyclable solid/or liquid materials.
Affective: Appreciate that there is a cash in a trash.
Cognitive: Identify Local, Recyclable Solid/ or Liquid
Materials.
Psychomotor: Collecting local, recyclable solid/or
Grade 5 First Quarter Local, Recyclable Solid/or Liquid Materials S5MT-Ih-i-4
liquid materials
Affective: Appreciating that there is a cash in a trash.

Cognitive:Identifying Steps/procedures in designing a

product
Psychomotor: Organizing the steps/procedures in
Grade 5 First Quarter Steps/procedures in designing a product S5MT-Ih-i-4 designing a product
Affective: Valuing that the journey of a thousand miles
begins with one step.
Cognitive: Identifying a product out of local, recyclable
solid and/liquid materials in making useful product.
Designing a Product out of Local, Recyclable Psychomotor: Designing a product out of local,
Grade 5 First Quarter Solid and/Liquid Materials in Making Useful S5MT-Ih-i-4 recyclable solid and /or liquid materials in making useful
Product products.
Affective: Appreciating the positive effect of being
resourcefulness in our daily life.
Cognitive: Constructing the designed project out of
local, recyclable solid and/ liquid materials in making
useful product.
Construct the Designed Project Out of Local,
Psychomotor: Explaining the designed project of the
Grade 5 First Quarter Recyclable Solid and/ Liquid Materials in S5MT-Ih-i-4
pupils out of local, recyclable solid and/liquid materials
Making Useful Products
in making useful product.
Affective: Reflecting that out of limitation comes
creativity.
Grade 5 First Quarter Construct the Designed Project Out of Local, S5MT-Ih-i-4 Cognitive: Constructing the designed project out of
 Recyclable Solid and/ Liquid Materials in local, recyclable solid and/ liquid materials in making
Making Useful Products useful product.
Psychomotor: Explaining the designed project of the
pupils out of local, recyclable solid and/liquid materials
in making useful product.
Affective: Reflecting that out of limitation comes
creativity.
Cognitive: Describing the finish product out of local,
recyclable solid and materials in making useful
products.
Evaluate the finished product out of local,
Psychomotor: Evaluating the finish product out of
Grade 5 First Quarter recyclable solid and materials in making S5MT-Ih-i-4
local, recyclable solid and materials in making useful
useful products
products.
Affective: Reflecting that the fruit of your own hard
work is the sweetest.
GRADE QUARTER TOPIC LEARNING 3 SKILLS PER DAY PUT A CHECK IF REMARKS
LEVEL COMPETENCY COMPETENCY IS
CODE ACHIEVED
Cognitive:
Grade Second 1.1 HUMANS S5LT-IIa-1 1. Identify the parts of the female reproductive system.
Five Quarter Psychomotor:
1.2.The Reproductive System 2. Label the different parts of the female reproductive
organ
Affective:
3. Practice the proper ways to take care of the female
reproductive organ.
Cognitive:
1. Describe function of each parts of the female
reproductive system.
Psychomotor:
2. Match the function of each part of the female
reproductive organ.
Affective:
3. Appreciate the importance of the female reproductive
organ.
Cognitive:
1. Identify the parts of the male reproductive system.
Psychomotor:
 2. Illustrate the different part of the male reproductive
organ.
Affective:
3. Appreciate the importance of the male reproductive
organ.
Cognitive:
1. Describe function of each parts of the male
reproductive system.
Psychomotor:
2. Match the function of each part of the male
reproductive organ.
Affective:
3. Appreciate the importance of the male reproductive
organ.

Cognitive:
1.Compare the function of each parts of the human
female and male reproductive system.
Psychomotor:
2. List down procedures in taking care of the
reproductive organs.
Affective:
3.Appreciate the importance of the female and male
reproductive organ.
S5LT-IIb-2 Cognitive:
1.Describe the changes that occur during puberty.
Psychomotor:
2. List down five changes that occurs in the body.
Affective:
3. Shows cleanliness during puberty.
Cognitive:
1. Identify the changes that occur during puberty.
Psychomotor:
2. Record the changes observed during puberty.
Affective:
3.Shows cleanliness during puberty.
Cognitive:
1. Identify the changes that occur during puberty.
 Psychomotor:
2. Record the changes observed during puberty.
Affective:
3.Shows cleanliness during puberty.
Cognitive:
1. Present a creative activity showing changes that
occur during puberty.
Psychomotor:
2. Record the changes observed during puberty.
Affective:
3. Shows cleanliness during puberty.
S5LT-IIc-3 Cognitive:
1. Define menstrual cycle.
Psychomotor:
2. Perform the activity given about menstrual cycle.
Affective:
3. Practice proper hygiene to care of the reproductive
organs during menstrual cycle.
Cognitive:
1. Identify the phases of menstrual cycle.
Psychomotor:
2. Perform the activity given about menstrual cycle.
Affective:
3. Practice proper hygiene to care of the reproductive
organs during menstrual cycle.
Cognitive:
1. Explain the phases of menstrual cycle.
Psychomotor:
2. Perform the activity given about menstrual cycle.
Affective:
3. Show cleanliness during menstruation.
Cognitive:
1. Relate menstrual cycle to the ability to get pregnant.
Psychomotor:
2. Write the sequence of events of ovulation phase.
Affective:
3. Practice proper hygiene to care of the reproductive
organs during menstrual cycle.
 Cognitive:
1. Discuss the problems that occur during
menstruation.
Psychomotor:
2. Perform the given activity about menstruation.
Affective:
3. Show cleanliness during menstruation.
S5LT-IId4 Cognitive:
1. Enumerate the ways of taking care of the
reproductive system.
Psychomotor:
2. Demonstrate the ways of taking care of the
reproductive organs.
Affective:
3. Appreciate the importance of taking care of the
reproductive organs.
Cognitive:
1. Enumerate the ways of taking care of the
reproductive system.
Psychomotor:
2. Demonstrate the ways of taking care of the
reproductive organs.
Affective:
3. Appreciate the importance of taking care of the
reproductive organs.
Cognitive:
1. Enumerate the ways of taking care of the
reproductive system.
Psychomotor:
2. Demonstrate the ways of taking care of the
reproductive organs.
Affective:
3. Appreciate the importance of taking care of the
reproductive organs.
Cognitive:
1. Enumerate the ways of taking care of the
reproductive system.
Psychomotor:
 2. Demonstrate the ways of taking care of the
reproductive organs.
Affective:
3. Appreciate the importance of taking care of the
reproductive organs.
Cognitive:
1. Enumerate the ways of taking care of the
reproductive system.
Psychomotor:
2. Demonstrate the ways of taking care of the
reproductive organs.
Affective:
3. Appreciate the importance of taking care of the
reproductive organs.
1.2. Animals S5LT-IIe-5 Cognitive:
1. Classify the parts of the reproductive system of
1.2.1. Reproductive system of animals. some animals.
Psychomotor:
1.2.2. Modes of reproduction in 2. Label the reproductive systems of an animals.
animals . Affective:
3.Appreciate the existence or importance of animals.
Cognitive:
1. Classify the parts of the reproductive system of
some animals.
Psychomotor:
2. Label the reproductive systems of an animals.
Affective:
3.Appreciate the existence or importance of animals.
Cognitive:
1. Classify the parts of the reproductive system of
some animals.
Psychomotor:
2. Label the reproductive systems of an animals.
Affective:
3.Appreciate the existence or importance of animals.
Cognitive:
1.Identify the stages in the life cycle of a frog.
Psychomotor:
 2. Draw the life cycle of a frog.
Affective:
3.Ecological awareness.
Cognitive:
1. Identify the stages in the life cycle of a frog.
Psychomotor:
2. Draw the life cycle of a frog.
Affective:
3.Ecological awareness.
Science Second Reproductive parts in plants S5LT-IIf-6 Cognitive:
Grade 5 1. Differentiating flowering plants from non-flowering
plants.
Psychomotor:
2. Classifying plants based on distinguishing
characteristics (flowering plants and non-flowering
plants).
Affective:
3. Understanding the factors in the environment that
can affect the growth and development of plants.
Cognitive:
1. Enumerating the parts and functions of flower.
Psychomotor:
2. Illustrate the parts of flower.
Affective:
3. Appreciate the importance of flowers to plants.
Cognitive:
1. Comparing complete flower and incomplete flower.
Psychomotor:
2. Drawing a Venn Diagram and give comparison to the
different parts of a complete flower and incomplete
flower.
Affective:
3. Understanding the importance of flowering plants to
humans.
Cognitive:
1. Differentiating a perfect flower from an imperfect
flower.
Psychomotor:

Modes of reproduction in plants
2. Designing a simple investigation on the different
parts of a flower.
Affective:
3. Developing a sense of responsibility by taking care of
the flowering plants.
Cognitive:
1. Comparing and contrasting complete flower and
incomplete flower from perfect flower and imperfect
flower.
Psychomotor:
2. Collecting data on the comparison and differences of
flowers as to their reproductive parts.
Affective:
3. Realizing the importance of flowering plants to our
daily living.
S5LT-IIg-7 Cognitive:
1. Describing the different modes of reproduction in
flowering plants.
Psychomotor:
2. Performing a simple activity on how flowering plants
reproduce.
Affective:
3. Recognizing the importance of reproduction in
flowering plants to humans?
Cognitive:
1. Differentiating self-pollination from cross-pollination
Psychomotor:
2. Listing down agents of pollination in plants.
Affective:
3. Understanding the importance of flower in sexual
reproduction.
Cognitive:
1. Identifying the mode of reproduction in non-flowering
plants.
Psychomotor:
2. Classifying non-flowering plants according on how
they reproduce asexually.
Affective:
 3. Recognizing the importance of non-flowering plants
by suggesting ways on how to take care of them.
Cognitive:
1. Describing the different modes of reproduction of
seed bearing plants.
Psychomotor:
2. Conducting an experiment on how seed bearing
plants reproduce.
Affective:
3. Appreciating the importance of reproduction in seed
bearing plants.
Cognitive:
1. Explaining how spore-bearing plants reproduce
through sexual reproduction.
Psychomotor:
2. Drawing the life cycle of moss and ferns.
Affective:
3. Realizing the value of sexual reproduction in spore-
bearing plants to humans.
Interactions Among Living Things S5LT-IIh-8 Cognitive:
1. Describing an estuary.
a. Estuaries Psychomotor:
b. Intertidal zone 2. Illustrating living things and non-living things found in
estuaries.
Affective:
3. Recognizing the importance of estuaries to our
environment.
Cognitive:
1. Explaining the interactions among living and non-
living things in estuary.
Psychomotor:
2. Creating a poster that shows the adaptation and
interaction of living things and non-living things in
estuary.
Affective:
3. Appreciating the importance of estuaries among
living thing and non-living things.
Cognitive:

Interactions Among Living Things
Conservation of Estuaries and Intertidal zone
1. Describing the environmental conditions present in
estuaries that make them favorable habitats for plants
and animals.
Psychomotor:
2. Constructing a diorama of estuary using localized
materials.
Affective:
3. Giving the importance of estuaries to humans and
other living things.
Cognitive:
1. Describing intertidal zones.
Psychomotor:
2. Listing the name of living things and non-living things
found in intertidal zones.
Affective:
3. Appreciating the benefits that human can get from
intertidal zones.
Cognitive:
1. Differentiating food chain from food web.
Psychomotor:
2. Classifying animals according to the food they eat.
Affective:
3. Recognizing the need to protect and conserve the
ecosystem.
S5LT-Ii-j-10 Cognitive:
1. Enumerating ways of conserving and protecting
estuaries and intertidal zone.
Psychomotor:
2. Writing an article about how man's activities harm the
estuaries and intertidal zone and in turn, the people.
Affective:
3. Understanding the importance of protecting and
conserving estuaries and intertidal zone.
Cognitive:
1. Explaining the reasons why we need to protect and
conserve the estuaries and intertidal zone.
Psychomotor:
2. Creating a poster enumerating the different ways of
 protecting and conserving the estuaries.
Affective:
3. Showing affection and commitment in promoting an
eco-friendly lifestyle.
Cognitive:
1. Increasing awareness about environmental issues.
Psychomotor:
2. Engaging in different activities of the school about
saving the environment.
Affective:
3. Showing concern for the environment.
Cognitive:
1. Citing community programs and projects that
promote the protection of these two ecosystems.
Psychomotor:
2. Conducting an interview to the Barangay Chairman
on how they can enjoin the community in protecting
estuaries and intertidal zones.
Affective:
3. Appreciating God's creation by preserving the
balance of nature.
Cognitive:
1. Identifying government agencies and LGU's that
promotes protection and conservation of the
environment.
Psychomotor:
2. Watching film or documentary about how man's
activities harm the environment.
Affective:
3. Realizing the role of humans as part of the
ecosystem on how to make a difference in the
protection of the habitat of organisms.
GRADE QUARTER TOPIC LEARNING 3 SKILLS PER DAY PUT A CHECK IF REMARKS
LEVEL COMPETENCY & COMPETENCY IS
CODE ACHIEVED
FIVE THIRD 1. MOTION 1. describe the Cognitive: Inferring that motion is a change in an object’s
1.1. Measuring time and distance using motion of an object position.
standard units by tracing and Psychomotor: Comparing an object’s position with a
measuring its frame of reference.
change in position Affective: Citing instances that show the importance of
(distance travelled) frame of reference in our daily life.
over a period of
time;
S5FEIIIa-1
Cognitive: Defining speed.

Psychomotor: Measuring the speed of an object in

motion.

Affective: Citing instances that show the importance of

following speed limit on the road.

Cognitive: Explaining How to Compute for Speed of an

Object

Psychomotor: Calculating speed of certain objects

Affective: Appreciating the importance of driving safely

and slowly

Cognitive: Describing the motion of an object

Psychomotor: Illustrating the Motion of an Object

Affective: Realizing the importance of movement

Cognitive: Identifying and describe the motion of objects

Psychomotor: Calculating the speed of a car, person and

objects

Affective: Appreciating that movements play an

important role in life
Use appropriate Cognitive: Identifying the different types of motion.
measuring tools
and correct Psychomotor: Demonstrating some indoor activities that
standard units; show different types of motion.
 S5FEIIIb-2
Affective: Recognizing the importance of the different
types of motion in our daily activities.

Cognitive: Enumerating the types of motion

Psychomotor: Creating/Exhibiting the types of motion

Affective: Relating that every movement or decision in

life is has impact

Cognitive: Presenting examples of standard units in

measuring time and distance of objects in motion.

Psychomotor: Calculating speed for the shorter path in

m/s.

Affective: Appreciating the value of a distance-time

graph of a motion.
Cognitive: Identifying appropriate measuring tools in
measuring time and distance of objects in motion.

Psychomotor: Measuring the distance, time and speed of

a marble.

Affective: Appreciating the needs in measuring distance

or length.
Cognitive: Determining how the speed of objects in
motion be measured.

Psychomotor: Utilizing the appropriate measuring tools

and standard units in measuring time and distance of
objects in motion.

Affective: Appreciating he value of using appropriate

measuring tools and standard units in measuring time
and distance of objects in motion.
2. Light and Sound, Heat and Electricity 3. discuss why Cognitive: Identifying the characteristics of a good
2.1 Conductors of heat and electricity; some materials are conductor.
good conductors of
2.2 Effects of light and sound, heat and heat and electricity; Psychomotor: Grouping materials using real objects as
electricity S5FEIIIc-3 good conductor of heat and electricity.

Affective: Recognizing and appreciate the importance of

materials as conductor of heat and electricity
Cognitive: Distinguishing materials that are good
conductors of heat and electricity

Psychomotor: Illustrating that some materials are good

conductors of heat and electricity

Affective: Explaining the importance of knowing that

some materials are good conductors of heat and
electricity
Cognitive: Listing objects that are good conductors of
heat and electricity

Psychomotor: Gathering objects found in the classroom,

community and home that are considered good
conductors of heat and electricity

Affective: Citing ways on how to take care of the

materials that are essential to everybody
Cognitive: Recognizing the precaution in using electricity

Psychomotor: Classifying materials that can conduct

heat and electricity

Affective: Appreciating the importance of safety

precaution about electricity

Cognitive: Understanding the test process. (Summative

Test}

Psychomotor: Writing legibly and clearly.

Affective: Be honest in taking the exam.

4. infer how black Cognitive: Identifying the different colors of white light;
and colored objects
affect the ability to Psychomotor: Drawing materials which represents light
absorb heat; and dark colors.
S5FEIIId-4
Affective: Appreciating how colors affect the heat
absorption of an object.
Cognitive: Distinguishing the different colors of white
light;

Psychomotor: Illustrating materials which can easily

absorb heat.

Affective: Appreciating how colors affect the heat

absorption of an object.

Cognitive: Describing the Characteristics of Black and

Colored Objects

Psychomotor: Classifying real objects that absorbs heat

Affective: Appreciating the importance of colors

Cognitive: Inferring how black and colored objects affect

the ability to
absorb heat.

Psychomotor: Investigating how black and colored

objects affect the ability to absorb heat.

Affective: Realizing that color is like a people with

different characteristics

Cognitive: Understanding the test process. (Summative

Test}

Psychomotor: Writing legibly and clearly.

Affective: Be honest in taking the exam.

5. relate the ability

of the material to Cognitive: Identifying materials that block light
block, absorb or
transmit light to its Psychomotor: Finding out what materials block light
 use;
S5FEIIIe-5 Affective: Selecting materials that can block light

Cognitive: Identifying materials that absorb light.

Psychomotor: Showing through illustration that light was

absorbed by materials

Affective: Realizing the importance of knowing the

materials absorbs more light or heat

Cognitive: Identifying materials that transmit light

Psychomotor: Showing some materials that transmit light

Affective: Appreciating the importance of objects that

transmit light

Cognitive: Relating the ability of the materials to block,

absorb or transmit light to its use.

Psychomotor: Investigating the ability of the materials to

block, absorb or transmit

Appreciating how the ability of light can be

Affective:
used to improve the houses and hotels

Cognitive: Explaining the importance of ability of the

materials to block, absorb or transmit light to its use.

Psychomotor: Illustrating, act-out and report the

importance of the materials to block, absorb or transmit
light to its use.

Affective: Siting some

ways on how transparent,
translucent and opaque materials are used by people

Cognitive: Identifying the parts of an electric

Parts of an Electric Circuit
S5FE-IIIf-6 circuit and their functions

What an Electric Circuit is and its Importance
Parts and Function of an Electric Circuit
How an Electric Circuit Works
Conditions necessary to Make the Bulb Light
Effects of Changing the Number of
Components in a Circuit
Psychomotor: Constructing an electric circuit
Affective: Relating electric circuits to the flow of
ideas in society for better
understanding and nation building
Cognitive: Identifying what a series circuit/
connection is and how it works
S5FE-IIIf-6 Psychomotor: Designing and constructing a series
circuit/connection
Affective: Appreciate the value of using a
series circuit/connection at home
Cognitive: Identifying what a parallel circuit/
connection is and how it works
S5FE-IIIf-6 Psychomotor: Designing and constructing a
parallel circuit/connection
Affective: Appreciating the value of using a
parallel circuit/connection at home
Cognitive: Giving examples of how a circuit is
applied in daily life
Psychomotor: Classifying tools with series and
parallel connection
S5FE-IIIf-6
Affective: Recognizing that there is strength
in
unity as exemplified by series and
parallel connections
Cognitive: Inferring the conditions necessary
to
make a bulb light up
S5FE-IIIf-6 Psychomotor: Drawing diagrams showing different
connections that make a bulb light
Affective: Appreciating the efforts of others
which contribute to one’s success
Cognitive: Discussing the effects of changing
the number of components in a
S5FE-IIIg-7
circuit
Psychomotor: Demonstrating the effects of

Effects of Changing the Type of Components
in a Circuit
Effects of Changing
the Number of Bulbs and Dry Cells in
a Series Circuit/Connection
Effects of Changing
the Number Bulbs and Dry Cells in
a Parallel Circuit/Connection
Effects of
Changing the Length of the Wires
in Simple Electric Circuit
changing the number of
components
in a circuit
Affective Recognizing one’s ability to weather
in life
Cognitive: Discussing the effects of changing
the type of components in a circuit
Psychomotor: Demonstrating the effects of
S5FE-IIIg-7 changing the type of components in
a circuit
Affective: Appreciating the effects of changes
caused by different people in one’s
daily life
Cognitive: Identifying the effects of changing
the number of bulbs and dry cells in
a series circuit/connection
Psychomotor: Performing an experiment to show
S5FE-IIIg-7 the effects of changing the number
of bulbs and dry cells in a series
circuit/connection
Affective: Recognizing the effects of
changes to one’s life
Cognitive: Identifying the effects of changing
the number bulbs and dry cells in
a parallel circuit/connection
Psychomotor: Performing an experiment to show
S5FE-IIIg-7 the effects of changing the number
of bulbs and dry cells in a parallel
circuit/connection
Affective: Recognizing the effects of
changes to one’s life
Cognitive: Determining the effects of
changing the length of the wires
in simple electric circuit
S5FE-IIIg-7 Psychomotor: Performing an experiment to show
the effects of changing the length of
the wires in simple electric circuit

Characteristics of Magnets
Using Electricity to Produce Magnet
Similarities and
Differences Between Magnet and
Electricity
Parts of an Electric Circuit
Affective: Recognizing the value of patience
in waiting for one’s success in life
Cognitive: Identifying the characteristics of
magnets
Psychomotor Using magnets to attract different
S5FE-IIIh-8 objects
Affective: Appreciating the importance of
magnets in our daily life
Cognitive Explaining that electricity can be
used to produce magnets
Psychomotor: Demonstrating how electricity
S5FE-IIIh-8 can be used to produce magnets
Affective: Realize the importance of
magnets in one’s daily life
Cognitive: Determining the similarities and
differences between magnet and
electricity
Psychomotor: Illustrating the similarities and
differences between magnet and
S5FE-IIIh-8
electricity using a diagram
Affective: Relating the ability of magnets
to attract/repel objects to one’s
ability to attract/reject people
based on their character traits
Cognitive: Identifying the parts of an
electromagnet
Psychomotor: Constructing an electromagnet
S5FE-IIIh-8
Affective: Realizing that the authority and
responsibility of a leader are
measured by the same
principles
 as electromagnetism
Cognitive: Describing how an
electromagnet works
Psychomotor: Planning a device using
electromagnet that is useful for
home and school
How an Electromagnet Works S5FE-IIIh-8
Affective: Realizing that the authority and
responsibility of a leader are
measured by the same principles
as electromagnetism
Cognitive: Determining the factors that
affect the strength of an
electromagnet.
Psychomotor: Performing an experiment to
Factors that Affect the Strength of an determine the factors affecting
S5FE-IIIi-j-9
Electromagnet the strength of an
electromagnet
Affective: Appreciating other people in
giving strength in times of
failures in life
Cognitive: Explaining the relationship
between the number of turns of
wire around a core and the
strength of the magnetic force
The Relationship Between the Number of turns Psychomotor: Demonstrating the relationship
of Wire Around a Core and the Strength of the S5FE-IIIi-j-9 between the number of turns of
Magnetic Force wire around a core and the
strength of the magnetic force
Affective: Recognizing the importance of
good relationships with other
people
Cognitive: Investigating ways to change
the strength of an
Ways to Change the Strength of an electromagnet’s force
S5FE-IIIi-j-9 Psychomotor: Designing an experiment to
Electromagnet’s Force
investigate the strength of an
electromagnet’s force
 Affective: Recognizing one’s strengths
and weaknesses in life
Cognitive: Explaining the importance of
electromagnet in daily life.
Psychomotor: Making a list showing the
The Importance of Electromagnet in Daily Life S5FE-IIIi-j-9 importance of electromagnet in
daily life
Affective: Recognizing the importance of
electromagnet in daily life
Cognitive: Citing examples of devices that
make use of electromagnet and
how they work
Devices that Make Use of Electromagnet and Psychomotor: Drawing examples of devices
S5FE-IIIi-j-9
How They Work that make use of electromagnet
Affective: Appreciating the importance of
devices with electromagnet in
one’s daily life

LEARNING PUT A CHECK IF

GRADE
QUARTER TOPIC COMPETENCY 3 SKILLS PER DAY COMPETENCY IS REMARKS
LEVEL
CODE ACHIEVED
Cognitive: Describing how rocks turn into soil
1. Processes that Shape Earth’s Surface
Five Fourth 1.1 Weathering and Soil Erosion S5FE-IVa-1 Psychomotor: Illustrating how rocks turn into soil
Quarter
Affective: Preserving rocks and soil

Cognitive: Identifying the forces that break down rocks

Psychomotor: Making a diagram which shows the

forces that break down rocks
Affective: Appreciating God’s creation
Cognitive: Explaining how rocks are broken down

Psychomotor: Observing the process on how rocks are

broken down
Affective: Showing love and concern for the
environment

Cognitive: Describing how soil is formed through

weathering

Psychomotor: Demonstrating how soil is formed

through weathering
Affective: Relating the importance of soil in agriculture