LIFE SCIENCES: ALL STUDENTS WILL GAIN UNDESRTANDING OF THE STRUCTURE, CHARACTERISTICS AND BASIC NEEDS OF ORGANISMS AND

THEIR DIVERSITY
Content Grade I Grade II Grade III Grade IV Grade V Grade VI

PEOPLE
Parts of the Body The Sense Organs The Sense Organs The Skeletal and The Respiratory The Nervous System
Muscular Systems System
1. Compare the main 1. Infer that the sense 1. Explain how the 1. Explain how the
parts of the human organs make us sense organs 1. Explain how the 1. Explain how the nervous system
body aware of things and make us aware of skeletal system respiratory system works
everything that is the things around works works
1.1. Identify the main happening around us 1.1 Describe some
parts of the us 1.1. Identify some 1.1. Identify the familiar responses
human body, e.g. 1.1. Explain how the bones that parts of the of the body to
1.1. Identify the
eyes, nose, ears, parts of each make up the respiratory certain stimuli like
different senses
hands, feet sense organ skeletal system system where air heat and pressure
and sense
work together to passes during
organs
1.2. Describe the sense things 1.2. Explain how inhalation and 1.2 Identify the parts
similarities and 1.2. Describe the parts of the exhalation of the nervous
differences of the function of each 1.2. Give examples skeletal system system
body parts sense of how 2 or more give the body 1.2. Describe the
sense organs form, shape, & function of each 1.3 Describe the
2. Infer that each  eyes- seeing work together to support part function of each
body part has a  ears - hearing sense things or part
specific function and  skin – feeling events more 1.3. Discuss how 1.3 Create a model
that some body  tongue – tasting accurately the skeletal to demonstrate 1.4 Trace the path of
parts work  nose – smelling system protects inhalation and message in the
1.3. Collect the internal exhalation nervous system
1.3. Demonstrate
2.1. Describe the information organs
activities which
function/work of about the 2. Practice health 1.5 Describe disorders
involve two or
the main parts of environment 1.4. Explain how habits to keep the and infections that
more body
the body using the senses the skeletal respiratory system affect the nervous
senses working
system enables healthy system
together e.g.
2.2. Demonstrate 1.4. Organize us to move
painting, drawing,
actions which information 2.1 Describe 1.6 Practice health
planting, dancing

Page 1 of 34
 involve body parts 1.4. Perform simple collected about 2. Explain how the common ailments habits to prevent
working together experiments to the environment muscular system of the respiratory disorders and
e.g. eating, test if certain works system infections of the
reading, writing, factors (i.e. no. of 1.5. Demonstrate nervous system
singing, walking ears used; care for the 2.1. Explain how 2.2 Explain the
distance from the sense organs the muscles causes of The Endocrine
source of sound; give form and ailments of the System
Care for the Body
number of eyes 2. Demonstrate shape to the respiratory
used, distance concern and body system 1. Explain how the
3. Practice proper
from the object kindness for endocrine system
ways of caring for
seen, etc.) affect sensory- 2.2. Compare how 2.3 State ways of works
the different parts
the quality of impaired the different preventing
of the body
sensation felt persons types of ailments of the 1.1 Identify the
muscles respiratory different
3.1. Show ways of 2. Infer that every part
Growth and enable us to system endocrine glands
caring for the of the sense organ
Development move
different parts of has specific
1.2 Describe the
the body function
3. Infer that changes 3. Explain how the The Circulatory function of each
2.1. Identify the main take place as skeletal and System of the endocrine
3.2. Describe the
parts of every children grow muscular glands
ways by which
sense organ systems work 3. Explain how the
health workers/
3.1. Use a measuring together circulatory system 1.3 Infer the
medical 2.2. Describe the device to works importance of the
specialist help function of each determine one’s 3.1. Describe how endocrine to the
in the care of main part of height and some muscles 3.1 Identify the parts function of the
the body every sense weight are attached to of the circulatory function of other
organ some bones system systems of the
3.3. Demonstrate
3. Demonstrate ways 3.2. Compare one’s body
how to apply
to improve the present to 3.2. Explain how 3.2 Describe the
first-aid
perception of things previous height the connection function of each
treatment to
around us and weight of muscles and part
common
bones enable
accidents Care for the Sense 3.3. Compare one’s us to move 3.3 Use a diagram to
Organs present to trace the path of
3.4. Practice
previous 3.3. Create a model the blood as it
desirable health 4. Practice proper physical and showing how flows from the

Page 2 of 34
 habits in caring ways of caring for socio-emotional bones and heart to the
for the body the different body capabilities muscles give different parts of
senses form and shape the body
Needs of the Human
3.4. Compare one’s and enable us
Body
4.1 Show ways of present social to move 3.4 Identify common
caring for the activities/ ailments of the
4. Infer that the human
different body interests with 4. Practice proper circulatory system
body has to meet its
senses those of previous care of the skeletal
needs in order to
years and muscular 3.5 Describe health
grow strong and
4.2 Describe the systems habits that prevent
healthy
ways by which 4. Conclude that ailments of the
4.1. Tell that the health workers/ there are factors 4.1. Identify common circulatory system
human body medical specialist affecting one’s injuries that can
needs help in caring the growth and harm the skeletal 3.6 Identify cure for
sense organs development and muscular the ailments of the
 enough nutritious systems circulatory system
food, shelter and 4.3 Demonstrate how 4.1. Describe the
clothing to apply first-aid type of food 4.2. Describe ways of The Urinary System
 fresh air and treatment to nutrients and the preventing
sunlight common amounts needed skeletal and 4. Explain how the
 regular exercise accidents by the body (e.g. muscular injuries urinary system
 enough rest and involving the carbohydrates, works
sleep sense organs fats, proteins, 4.3. Demonstrate first
 safe water to drink vitamins, aid measures for 4.1 Identify the parts
 clean surroundings 4.4 Practice minerals) bone and muscle of the urinary
desirable health injuries system
4.2. Describe the habits in caring 4.2. Explain the
good effects to for the sense importance of a 5. Demonstrate 4.2 Describe the
the human body organs balanced diet concern and function of each
when its needs kindness towards part
Care and Concern for
are provided for 4.3. Classify foods as differently-abled
the Differently-Abled
e.g. change in to the food persons 5. Practice health
weight, height, nutrients they habits to keep
5. Show care and
size of body parts contain The Digestive System the urinary system
concern to the
healthy
4.3. Identify differently-abled
4.4. Plan a balanced 6. Explain how the

Page 3 of 34
 similarities and children diet for a week digestive system 6. Explain how the
differences works digestive,
5.1 Predict what
between two or 4.5. Explain the respiratory and
may happen in
more children factors that 6.1. Identify the urinary systems
case one or
enhance growth parts of the are linked to the
5. Practice desirable more body
and digestive circulatory system
health habits in senses are
development system
order to grow impaired or
 rest and sleep The Reproductive
healthy lost
 exercise and 6.2. Describe the System
5.2 Suggest ways recreation function of
of showing  safe and healthful each part 7. Explain how the
love and environment reproductive system
support to 6.3. Trace the path works
differently- 4.6. Explain the of food in the
abled children factors that digestive tract 7. 1 Identify the
hinder one’s and explain major parts of
6. Describe changes in
growth and what happens the male and
the well-being of
development to the food in the female
differently-abled each part reproductive
children when
 illnesses and systems
people show love,
diseases 6.4. Explain why food
concern and has to be 7.2. Describe the
acceptance for  cruel and abusive
acts digested function of each
them part
4.7. Demonstrate 7. Practice proper
ways of care of the 7.3 Relate
protecting digestive system menstrual cycle
oneself from in females and
 illnesses and 7.1. Identify health semen
diseases habits related production in
to the digestion males to ability
 cruel and
of food to reproduce
abusive acts
7.2. Describe 7.4 Explain the
4.8. Demonstrate
common process of
desirable
ailments of the fertilization

Page 4 of 34
 practices related digestive
to eating, system 7.5. Predict possible
sleeping, resting, consequences
exercising, and 7.3. Discuss ways of intimate
recreation of preventing/ relationships
curing ailments between
5. Infer that no two of the digestive adolescent
children are system works males and
exactly the same females
7.4. Identify the
5.1. Compare parts of the 7.6 Practice proper
characteristics of digestive hygiene for the
two children of system external genitalia
the same age for safety and
7.5. Describe the protection
function of
each part

7.6. Trace the path

of food in the
digestive tract
and explain
what happens
to the food in
each part

7.7. Explain why food

has to be
digested

8. Practice proper
care of the
digestive system

8.1. Identify health

habits related

Page 5 of 34
 to the digestion
of food

8.2. Describe
common
ailments of the
digestive
system

8.3. Discuss ways

of preventing/
curing ailments
of the digestive
system

LIFE SCIENCES: ALL STUDENTS WILL GAIN UNDESRTANDING OF THE STRUCTURE, CHARACTERISTICS AND BASIC NEEDS OF ORGANISMS AND
THEIR DIVERSITY
Content Grade I Grade II Grade III Grade IV Grade V Grade VI
Animals
Body Parts of Comparing Animals Body Structures for Life Cycles Vertebrates and Ecosystem
Animals Food Getting Invertebrates
1. Infer that animals 1. Compare the life 1. Explain the
1. Infer that animals have similarities and 1. Infer how body cycle of some 1.Distinguish the interrelationships
have body parts that differences structures of animals common animals characteristics of between and among
help them to survive are adapted to food found in the locality. vertebrate and the components of
1.1 Describe getting in their invertebrate animals ecosystem
1.1 Identify the body
different animals on particular 1.1 Describe the
parts of some
the bases of how environment stages in the life 1.1 Compare the 1.1 Describe an
animals i.e.
they move, get food, cycle of some characteristics of ecosystem
carabao, milkfish,
breath air, protect 1.1 Classify animals animals vertebrate and
monkey-eating
themselves, according to invertebrate 1.2 Identify the
eagle, frog,
reproduce, etc. the food they 1.2 Illustrate the animals living and non
crocodile,
eat as stages in the life living
butterfly
1.2 Compare the herbivores, cycle of common 1.2 Classify animals components of
1.2 Classify animals body parts of two carnivores, animals into different an ecosystem

Page 6 of 34
 or more animals omnivores groups of
according to body
of the same kind 1.3 Compare vertebrates 1.3 Describe the
parts, movement,
and two or more 1.2 Relate the animals hatched interrelationships
food-getting and
animals of mouth parts of from eggs with 1.3 Compare the of living things in
habitat e.g. with
different kinds animals to the those born as characteristics a/an
wings vs. without
kind of food baby animals of arthropods,  ecosystem
wings, can fly vs.
1.3 Use graphic they eat annelids ,  food chain
cannot fly
representations 1.4 Infer that most coelenterates ,  food web
Needs of Animals to group animals 1.3 Describe how animals crustaceans,  nutrient cycle
according to a animals get and developed from echinoderms
2. Infer that animals given set of eat their food a fertilized egg and mollusks 1.4 Describe the
have to meet certain criteria (e.g. kind interaction
needs in order to live of body 1.4 Relate food 2. Infer the 1.4 Classify animals between biotic
structure, body eaten to places usefulness of into the and abiotic
2.1 Cite pieces of covering, food- where animals animals to other different groups factors in an
evidence that getting, manner live living things of invertebrates ecosystem
animals have of reproduction)
needs 2. Explain how different 3. Infer the dangers 4. Construct a simple 1.5 Simulate/ Make
Needs of Animals
2.2 Compare the body structures help posed by some classification a diagram
needs of different animals live in animals to other scheme for showing food
2 Investigate the
animals certain places animals, people, grouping animals relationships
needs of animals
and other living
2.3 Predict what my for survival
2.1 Illustrate the things 5. Explain how some 1.6 Classify
happen to body structures animals adapt to
2.1 Describe the organisms
animals if their that help 3.1 Describe the a particular
effects on the according to
needs are not animals live in harm done (e.g. environment
life of animals if their role in the
met certain places dog bite,
their needs are food chain
Changes in Animals not met (e.g. mosquito bite, 5.1. Describe how
As They Grow food, air, water, 2.2 Describe how etc.) and some a variety of 2. Explain how certain
space) animals adapt in diseases spread animals are events and
3. Generalize that certain places by animals (e.g. able to meet
animals change as 2.2 Conduct simple activities disturb
bird flu, foot and their basic the
they grow experiments on 2.3 Investigate the mouth disease, needs in interrelationship in
the different
3.1 Compare relationship etc.) places where an ecosystem
needs of
changes in between an they live * overpopulation
animals for animal’s body 3.1.1 Suggest ways

Page 7 of 34
 structure and its on how to 6. Identify * destructive
animals as they survival
ability to survive prevent the endangered practices
grow
2.3 Make disease causing animals and how * natural calamities
3.2 Interpret interpretations of 2.4 Infer that the animals from these can be
observations of given sets of body structures multiplying protected 2.1 Predict the
changes in observations/ help animals effects of the
animals as they findings about survive 3.2 Describe the harm 3.1 Relate the removal of a
grow the needs of done by certain loss of plant or animal
animals animals to crops habitat to the population to
Care and Concern for and other plants extinction of the rest of the
Animals Protecting and animals community
Caring for Animals
4. Practice care and 3.3 Practice safety
concern for animals 3. Practice ways of measures in 4. Support laws and 2.2 Predict the
protecting and dealing with campaigns for the effects of adding
4.1 Describe ways of animals conservation of a plant or
caring for animals
caring and animals animal
showing concern 3.1 Describe how 4. Evaluate practices in population to
for animals one can protect dealing with the rest of the
and take care of different animals community
4.2 Explain why
animals
animals should
be cared for Infer the 4.1 Identify the 2.3 Identify signs
consequences that international laws of ecological
4.3 Show care and that protect succession in a
may happen when
concern for pets animals rights local
animals are not well-
and other animal ecosystem
protected and cared for

3. Investigate what
can happen to an
organism when
there is an
environmental
change due to
pollution

4. Initiate advocacy/
campaign to show

Page 8 of 34
 commitment and
concern in
preserving /
conserving the
balance of life in
the ecosystem

LIFE SCIENCES: ALL STUDENTS WILL GAIN UNDESRTANDING OF THE STRUCTURE, CHARACTERISTICS AND BASIC NEEDS OF ORGANISMS AND
THEIR DIVERSITY
Content Grade I Grade II Grade III Grade IV Grade V Grade VI
Plants Classification of Plant Propagation Food Making Organisms and their
Parts of A Plant Comparing Plants
Plants Process in Plants Environment
Infer that parts of some 1. Infer that plants 1.Explain how flowers
plants have have similarities and 1. Classify plants as function in plant 1. Conclude that 1. Investigate on the
characteristics that differences trees, shrubs, grass, propagation plants make their own relationships of
help them survive herbs, and vines food organisms in an
1.1 Describe the 1.1 Use a ecosystem
Identify the parts of a different plants 1.1 Describe the magnifying lens/ 1.2 Perform
plant based on their common dissecting experiments to 1.1. Differentiate
structures
Describe the function characteristics of microscope to show that among the
of each part 1.2 Compare the trees, shrubs, observe the parts sunlight, air, and following:
parts of two or grass, herbs, and of a flower water are needed cooperation,
Classify plant parts vines by plants in predation,
more plants of
according to their 1.2 Illustrate and making food commensalism,
the same kind
physical 1.2 Relate the body label the parts parasitism
and two or more
characteristics structures that of a flower 1.1.1 Plan out
plants of different
e.g. color, shape, enable these experimental 1.2 Construct a
kinds
texture, etc. groups of plants to 1.3 Describe the set-ups to test model of an
1.3 Use graphic thrive in different function of each what factors / ecosystem using
Explain that the
representations kinds of places part variables are recycled or
absence of some
to group plants needed for environmentally-
plant parts affect
according to a 2. Conclude that plants 1.4 Explain the food making in friendly materials
their survival
given set of have uses importance of plants
Needs of Plants criteria (e.g. the flower in 2. Conduct a
characteristics of 2.1 Identify some plant 1.1.2 Identify the campaign to solve
1. Infer that plants

Page 9 of 34
 medicinal plants propagation variables an environment
have to meet plants parts;
and their present in the problem in the
certain needs in habitat; presence
medicinal value 2. Conclude that plants experimental locality
order to grow of special
can be propagated set up
structures)
1.1. Cite pieces of 2.2 Describe how from seeds 2.1 Identify practices
evidence that Needs of Plants medicinal plants 1.2 Organize and that affect the
plants have and plant parts are 2.1 Identify the parts interpret the use and
2. Investigate on the
needs to grow prepared and of a seed data gathered management of
needs of plants used natural resources
1.2. Compare the necessary for 2.2 Infer the 1.3 Define
needs of different survival 2.3 Determine other functions of operationally the
plants
2.1. Predict what uses of plants each part process of
1.3. Describe what will happen to and plant parts photosynthesis
may happen to plants when 2.3 Explain how the
plants if their their needs 3 Practice different Classification of
needs are not are met; when precautionary variables affect Plants
met their needs measures in seed
are not met handling plants germination 2. Classify plants
Changes in Plants As into groups
They Grow 2.2. Conduct 3.1 Identify plants 2.3.1 Investigate the
simple that may cause variables 2.1 Describe the
2. Generalize that
experiments harm to people affecting seed characteristics
plants change as
on the and animals germination of non
they grow
different vascular plants
2.1. Compare needs of 3.2 Demonstrate 2.3.2 Show
changes in plants plants for how to apply relationships 2.2 Use
as they grow survival first aid between the magnifiers
2.2. Interpret 2.3. Make treatment for variables /microscope to
observations of interpretations allergies/ using graphs describe
changes in plants of given sets irritation caused and tables characteristics
as they grow of by plants of vascular
observation/ 2.3.3 Analyze and plants
Care and Concern for 4. Demonstrate ways interpret the
findings about
Plants of caring for and data 2.3 Compare and
the need of
3.Practice care and the plants conserving plants gathered contrast
essential

Page 10 of 34
 2.4 Infer how seeds characteristics
concern for plants Care and Concern for
may be dispersed that distinguish
Plants
3.1. Describe ways of based on its non – vascular
caring and 3. Practice ways of structure from vascular
showing concern conserving and taking plants
for plants care of plants 2.4.1 Identify the
structures of 2.4 Construct a
3.2. Explain why 3.1. Describe how seeds that simple
plants should be one can help in seed classification
cared for conserve and dispersal scheme for
take care of
3.3. Show care and grouping
plants
concern for 2.4.2 Describe how plants
plants 3.2. Infer the other agents
consequences help in seed Plant Adaptations
that may happen dispersal
when plants are 3. Infer how some
not well taken 2.5 Explain the life plants adapt to
cared of and cycle of a plant certain
conserved from the environmental
germination of a conditions in order
3.3. Explain why seed to the to make food and
plants should be production of survive
conserved and seeds
care for 3.1 Identify
2.5.1 Describe the specific
role of structures of
pollination in plants for
plant adaptation
propagation
3.2 Describe plant
2.5.2 Explain the adaptation to
role of changes in
fertilization in environmental
plant conditions
propagation
4. Apply ways of

Page 11 of 34
 3. Investigate how caring for and
plants can be conserving plants
propagated from
other plants parts: 5. Identify poisonous
stem cuttings, plants and plant
tubers, roots, parts
leaves, bulbs
5.1 Practice
3.1 Design an precautionary
experimental measures in
setup to show handling
propagation plants
from other plant
parts

3.2 Practice
precautionary
measures in
propagating
plants from
plant parts

April 25, 2008

Page 12 of 34
 PHYSICAL SCIENCE
PHYSICAL SCIENCES: ALL STUDENTS WILL GAIN UNDESRTANDING OF NATURAL PHENOMENA AS THEY APPLY TO MOTION
AND BEHAVIOR OF MATTER, MOTION, FORCES AND ENERGY TRANSFER.

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

PHYSICAL &
MIXTURES AND
MATERIALS MATERIALS MATERIALS MATERIALS CHEMICAL
SOLUTIONS
CHANGE

Phases of Materials Special Properties Classification of Mixtures Changes in Material

1.1 Compare of Materials Materials Properties
materials
according to
1. Conduct 1. Classify materials 1. Classify materials 1. Explain what
observable 1. Design a simple
investigation on according to their according to use happens when
properties, investigatory
the different special properties materials are
e.g. color,  personal body activity to prove
phases of mixed
shape, size, 1.1. Describe the care products that materials
materials namely:
heaviness, similarities 1.1 Investigate change
solid, liquid and  cleaning
texture, odor, and what happens
gas agents 1.1 Compare
taste differences of when properties of
1.1 Describe the materials  medicines materials are
1.2 Infer from a materials
observable according to mixed
given set of  farm before and
properties of a their special
observations chemicals e.g.  Solid with solid after a
given solid, properties
that some pesticides,  Liquid with liquid physical
liquid or gas such as:
materials insecticides,  Solid with liquid change
have similar 1.2 Infer that  Elasticity herbicides
1.1.1 Differentiate 1.1.1Show that
and/or materials is

Page 13 of 34
 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

different composed of  Brittleness/  food heterogeneo materials

properties tiny particles Hardness us (suspension may
that cannot be – dissolving change in
1.3 Order  Ductility
seen by the 2. Practice aspirin in water) size,
materials from
naked eye  Malleability precautionary shape,
according to homogeneou
 Durability measures in volume or
the degrees 1.3 Illustrate the s (solution -
handling, using, phase
of their arrangement of  Viscosity vinegar)
storing and
properties tiny particles of mixtures 1.1.2Prove that
 Conductivit disposing
different no new
 color – y household 1.1.2Differentiate
materials material is
light to materials solutes from
formed
dark 1.4 Prove these solvents
 read product when
science ideas: 2. Infer the
 size – labels prior to 1. Prove that certain physical
small to  a solid has a compactness of using conditions affect change
big, short definite the tiny particles how materials are takes
to long, based on the  avoid self-
shape mixed place
narrow to special properties medication
 a liquid and of materials 2.1 Investigate 1.2 Compare
wide, short  take prescribe
air have on the properties of
to tall 2.1 Construct a medicines at
indefinite effects of materials
 odor/taste model to show the right time certain
shapes before and
– bland to the degree of interval and factors to after a
1.5 Classify compactness of correct
strong materials chemical
materials the tiny particles dosage
 texture – when mixed change
according to a of materials
smooth to given set of  use products  Stirring 1.2.1 Prove that
rough criteria (e.g. 1. Practice for their a new
 Temperatur
physical precautionary intended use material is
1.4 Identify e

Page 14 of 34
 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

materials properties, measures in  Particle Size formed

 label all
based on kind, function, handling household  Viscosity of when
their usefulness) substances using materials Liquid chemical
physical/ information in properly 2. Demonstrate how change
2. Discover ways of
observable product labels certain mixtures takes
measuring the  provide
properties can be separated place
amount of space 3.1 Explain the designated
regular solids and importance areas for  picking 1.2.2 Infer that
liquids occupy of reading different  sieving the
product household  decanting product of
3. Infer that the
labels materials  filtering chemical
amount of space
change
occupied by air is 3.1.1 Identify  store  evaporatin
cannot be
indefinite informatio household g
brought
n materials in  use of
back to its
contained their proper magnets
original
in product places form
labels
 segregate 1.1 Explain how
3.1.2 Identify waste materials
the materials into change
ingredient biodegradable
s with or and non- 2. Explain the
without biodegradable effects of change
Measuring Mass nutritional in materials to the
value of  dispose used environment
2. Infer that materials
materials may be food
properly 2.1 Classify the
similar and/or products changes of
different in their

Page 15 of 34
 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

masses 3.1.3 Identify materials

expiry according to
2.1 Identify
date of the their effects in
materials
products the
based on their
environment
physical/obser Investigating Mass 3.1.4 Identify
(e.g. good
vable 1. Demonstrate that products
and bad
properties solids, liquids and that may
effects)
gases have mass cause
2.2 Compare the
harm 2.2 Conduct a
mass of one 2.1 Estimate the survey on the
material to mass of solids causes of
another using by balancing 3.1 Interpret prevalent
arbitrary with the hands precautionary environmental
and/or and using an symbols and problems in
standard improvised signs in product their
measures balance and labels community
(e.g., platform non-standard caused by
balance) measures material
2.3 Order (e.g. marbles, 3.2 Use information changes
materials from paper clips) in product
labels in 2.3 Initiate
greatest to 2.2 Measure the
handling and projects
least or vice mass of solids
using based on the
versa using using platform
substances results of the
their mass balance survey to help
measurement
2.3 Perform improve the
as basis
activities to environment

Page 16 of 34
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

show that
gases have
mass using a
platform
balance

Investigating
Weight
1. Demonstrate that
solids, liquids and
gases have
weight
3.1 Use an
improvised
balance and
non-standard
weights to
estimate the
weight of
solids by
balancing with
the hands and
(e.g. marbles,
paper clips)
3.2 Use

Page 17 of 34
 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

appropriate
weighing
scales to
measure the
weight of
solids
3.3 Perform an
activity to
show that
gases have
weight using
an improvised
balance
3.4 Order
materials
according to
their weight

ENERGY ENERGY ENERGY ENERGY ENERGY ENERGY

Light Light and Heat Light Kinds of Energy Electricity Energy

1. Infer that light is 1. Show evidence 1. Explain what 1. Infer that 1. Investigate how Transformation
necessary to life that light travels happens when materials that can an electric circuit 1. Construct a
in a straight path light strikes an do work has operates gadget to show
5.1. Identify the
and outward in all object energy energy
source of 1.1 Practice
directions transformation
light 1.1 Differentiate precautionary

Page 18 of 34
 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
1.1 Describe what
5.2. Classify the 4.1. Observe that potential from measures in 1.1. Investigate
happens when
sources of light travels in kinetic energy handling transformatio
an object is in
light a straight materials n of energy
the path of 1.2 Describe the
path powered by
5.3. Illustrate real light position/conditi 3.1.1
electricity
life situations 4.2. Observe that  more light on of material Demonstrate
to show that light travels passes that has 1.2 Demonstrate how one form
light is outward in all through potential and ways to connect of energy is
important directions transparent kinetic energy a dry cell transformed to
materials (source), a bulb another
5.4. Predict what 2. Explain how 1.3 Show that
 little light (load), and
may happen shadows are kinetic energy 1.2. Cite
passes wires
if there is no formed makes a evidences of
through (connections) to
sunlight material energy
3. Explain the effect translucent make the bulb
work/move. transformatio
1. Explain the of heat on objects materials light n
effects of too 4. Identify the Forms of Energy
 no light 1.3 Operationally
much exposure to 1.3. Infer that
sources of heat passes 1. Describe the define an
light energy can
through forms of energy electric circuit
5. Observe the be
1.1 Identify the opaque and their uses
precautionary 1.4 Classify transformed
effects of too materials (e.g., chemical,
measures related materials into
much  shadow may electrical, 1.4. Conclude that
to heat insulators and
exposure to be formed thermal, energy can
conductors of
light mechanical, change from
electricity
1.1.1Classify sound, radiant one form to
1.2 Describe
proper ways of objects and nuclear) 1.5 Construct another
as models of
protecting 2. Infer that energy
opaque, parallel and
oneself against can be

Page 19 of 34
 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
transpare
too much transferred from series circuits
nttransluc
exposure to one body to
ent 1.5.1 Demon
light another strate ways
1.3 Practice 1.2 Describe what 5.1 Observe to connect
precautionary happens when how energy the
measures to light strikes a can be materials to
prevent too mirror at an transferred make a
much angle from one parallel
exposure to body to circuit
light 1.2.1 Show another 1.5.2 Demon
evidence 5.2 Cite strate ways
that light evidences to connect
bends when that energy the
it travels can be materials to
from one transferred make a
material to from one series circuit
another at body to
an angle 1.5.3 Explain
another the
1.3 Show that 3. Explain the effect advantages/
white light of energy transfer disadvantag
consists of to the es of parallel
different colors environment and series
circuits
3.1. Relate the
1.4 Design a properties of 2. Prove through
gadget or materials experiment the
device that will

Page 20 of 34
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
show what found in the effect of selected
happens to environment variables on the
light as it with energy strength of an
strikes on transfer electromagnet
materials
 degree of 2.1 Construct an
Effects of Heat
transparency electromagnet
Energy
to light (e.g. 2.2 Describe how
1. Explain the clear glass for the variables
effects of heat on windows) affect the
materials
 magnetic strength of an
1.1. Investigate property electromagnet
the changes
 (e.g. bag  number of
in materials
locks, turns
during and
after heating magnetic  number of dry
in terms of: board) cells
 change in  thermal  diameter of
temperatur property dry cells, the
e  (e.g. heat core material
 change in conductor/hea
physical t insulator,
properties styropor, ice
chest/ box)
 change in
phase  electrical
property

Page 21 of 34
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

2. Infer how heat  (e.g. electrical

travels conduction/
 Conduction insulation)

 Convection
 Radiation
3. Demonstrate
proper use of
devices/equipme
nt that produce
heat
4. Demonstrate how
fire is produced
4.1. Identify the
conditions
necessary to
build fire
 Fuel and
oxygen are
needed to
produce/sust
ain fire
 Different
fuels have
different

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 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

kindling
points or
start to burn
at different
temperature

Sounds
2. Infer that sound is 5. Practice safe
produced by ways of handling
objects/things hot objects and
that vibrates flammable
materials (e.g.
2.1 Discover ways use of pot holder,
to produce not to play with
sound firecrackers)
2.2 Describe the 9.1 Follow safety/
sound made emergency
by different rules in case
objects of fire
2.3 Compare
sounds made
by different
objects
2.4 Relate the
sound made to
the force

Page 23 of 34
 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

applied and
the kind of
vibrating object
2.5 Conclude that
different
objects make
different
sounds

FORCE & MOTION FORCE & MOTION FORCE & MOTION FORCE & MOTION FORCE & MOTION FORCE & MOTION

Push and Pull Sources of Force Effects of Force Factors Affecting Simple Machines Effects of Force on
Force
1. Explain how force 1. Identify where 1. Investigate on 3. Construct a Motion
makes objects force can come what force can 4. Show that gadget by 1. Create a situation
move/cause from do: mass/shape of an combining simple to prove that
change in motion object affects its machines to certain forces
 Wind  starts motion
movement make work easier affect the motion
1.1 Demonstrate
 Water  stops motion of objects
how push and 5. Show that 3.1 Practice
pull make  Magnet  speeds up external precautionary 1.1 Conduct
objects move motion conditions affect measures in investigations
 Gravity
the movement of using simple on the different
 slows down
 Other objects e.g. machines forces around
motion
moving friction, air us
3.2 Investigate
objects  change pressure what a machine 1.1.1 Demonstra
direction of

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Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

many objects 6. Explain the effect does te what

of friction force can
2. Design a toy  change size  multiply force
do:
that uses and shape 6.1. Infer why an
 multiply speed
different object that  To moving
2. Describe the
sources of force moves along  multiply speed objects
position of
to make it move a surface and force
objects from a  To objects
eventually
reference point 3.3 Conclude that at rest
slow down
simple
2.1 Infer that and stops 1.1.2 Demonstra
machines help
objects move te what
6.2. Compare make work
when they happens
how far easier and
change their when
objects move faster
distances, forces are
on different
directions or unbalance
surfaces
both from a d
before
reference point
1.1.2.1 Describ
e how an
action
results in a
reaction
1.1.3 Classify
forces into
contact
forces and
forces
acting at a

Page 25 of 34
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

distance.
1.2 Explain how
the different
forces affect
the motion of
objects
around us

Page 26 of 34
 BUREAU OF ELEMENTARY EDUCATION
SPECIAL SCIENCE ELEMENTARY SCHOOL PROGRAM

LEARNING COMPETENCIES FOR GRADES I – VI

EARTH AND SOLAR SYSTEM: All students will gain understanding of the structure, origin, evolution, dynamics, and geographical systems of the
earth and the universe
GRADE I GRADE II GRADE III GRADE IV GRADE V GRADE VI
1. Infer that the
outer part of the VI. EARTH VI. EARTH VI. EARTH VI. EARTH VI. EARTH
Earth is the
place where we Features of the The Earth’s Surface The Earth’s Surface The Earth’s Surface The Earth
live Earth’s Surface

1.1 State that 1. Infer that the 1. Explain the 1. Infer that water change state 1. Classify the different 1. Compare the
the earth is Earth is the importance of the as it moves through the kinds of rocks different layers of
made of resource for life different kinds of soil water cycle the earth
land, water and one’s needs 1.1 Compare rocks  atmosphere
and air 1.1 Classify soil 1.1 Describe the processes according to:  interior
1.1 Identify the according to: involved in the water  their basic
1.1.1 things from • physical / cycle (evaporation, characteristics 1.1 Describe the
Identi Earth that observable condensation, (e.g. color, characteristics
fy the living things characteristics precipitation shape, size, of each layer as
differ need to • chemical texture, & to composition,
ent survive characteristics 1.1.1 Identify the sun as hardness) temperature and
landf or soil the source of energy  basic types thickness
orms 1.2 Identify composition that evaporates (igneous,
renewable • use water from the sedimentary, 2. Explain how
1.1.2 State resources surface of the earth metamorphic) earthquake,
that from the Earth 1.1.1 Compare the volcanoes and uplifts
the different kinds 1.2 Construct a model to 1.2 Differentiate affect the earth
bigge 1.3 Identify non- of soil, i.e. show how water igneous, surface
r part renewable clay, sandy, continuously moves sedimentary and
of the resources loam, silt, etc. through the water cycle metamorphic rocks 2.1 Identify specific

Page 27 of 34
 earth from the Earth over time geologic
is 1.2 Construct a 1.3 Use a simple features created
cover 1.4 Explain the diagram, model, 1.3 Relate the water cycle classification by either
ed by importance of or soil profile to the water supply in system to classify earthquake,
water land, water showing the the community common rocks as: volcanoes and
and air as layers of soil: top • sedimentary uplifts
1.1.3 resources for soil, subsoil and 1.4 Predict the effects of (e.g. sandstone,
Identi life bedrocks human activities to the conglomerate, 3. Explain how an
fy the water cycle (e.g shale, etc) earthquake occurs
differ 1.1 Relate the conversion of fish ponds • Igneous (e.g.
ent 2. Infer that the components of to subdivisions, etc) basalt, granite, 3.1 Demonstrate
water surface of the the soil in each obsidian, how blocks of
forms Earth is affected layer to the 2. Infer that the unequal pumice, etc) rock/plates move
by the activities of growth of plants heating of the earth’s • metamorphic along faults of
1.1.4 Infer human (e.g. mensal surface cause air movement (e.g. marble, the earth’s crust
that nutrients, water) gneiss, schist,
air is 2.1 Identify some 2.1 Demonstrate that warm etc) 3.2 Explain the
every activities of 2. Investigate certain air rises and cold air sinks difference
wher human beings causes of soil erosion 1.4 Explain how between a
e to meet their 2.2 Compare the ability of igneous, tectonic and
needs 2.1 Identify causes of land and water to absorb sedimentary and plutonic
1.1 Describe soil erosion (e.g. and release heat metamorphic rocks earthquake
the things 2.2 Describe the running water, wind, are formed
found in activities of practices of people, 2.2.1 Demonstrate that 3.3 Illustrate the
water and human beings etc.) land absorbs heat 1.5 Describe how three types of
land that affect the faster than water different rocks are plate movement
surface of the 2.2 Demonstrate how used
1.1.1 Identify Earth certain factors affect 2.2.2 Demonstrate that 3.4 Differentiate
the the amount of soil land releases heat 2. Describe the intensity from
living 3. Infer how soil, carried away faster than water differences between the magnitude of
things water and air  slope of land minerals and rocks an earthquake
e.g. become polluted  strength and
people, volume of running 2.1 Enumerate the 3.5 Describe the
animals 3.1 Describe the water common effects of an
, plants characteristics  presence of cover minerals found in earthquake (e.g.
of polluted soil, rocks landslide,

Page 28 of 34
 1.1.2 Identify water and air crops tsunami,
the  dryness and size 3. Explain how some destruction of
non- 3.2 Identify of soil particles forces contribute to property, lost of
living practices that the weathering of lives, etc.)
things cause soil, 3. Explain the effects of rocks
water and air soil erosion on
2. Perform some pollution  the shape of land 3.1 Identify the forces 3.6 Practice
ways of  the condition of the that break down precautionary
showing care 4. Infer that pollution soil rocks (e.g. water, measures during
and concern for may cause air-  the condition of the people, animals, an earthquake
the Earth borne, water- water etc.)
borne and soil-  plants 4. Explain how volcanic
2.1 Identify the borne diseases  activities of animals 3.2 Show how each eruption occurs
ways of and people force break down
showing care 4.1 Identify air- rocks 4.1 Describe how
and concern borne, 1.Create a model volcanic eruption
for the Earth water-borne showing how people 3.3 Explain how the occurs
and soil- and plants help action of the wind,
2.2 Explain why borne prevent soil erosion water and the sun 4.2 Differentiate an
we should diseases (e.g. contour plowing, contribute to rock active from an
show care alternate strip weathering inactive volcano
and concern 4.2 Practice cropping, planting
for the Earth ways to trees & cover crops, 3.4 Infer that 4.3 Describe the
keep from etc.) continuous effects of a
2.3 Predict what being weathering lead to volcanic eruption
may happen infected of 5. Apply ways of the formation of
if we do not air-borne, protecting / conserving soil 4.4 Practice
care for the water-borne soil precautionary
Earth and soil- 1. Differentiate measures before
borne 5.1 Explain how these mechanical from and after
diseases practices help chemical weathering volcanic
prevent soil of rocks eruptions
erosion
5. Practice care 2. Explain how wind is 5. Explain how an uplift
and concern for 5.2 Explain how plants formed occurs
the Earth

Page 29 of 34
 help prevent soil 5.1 Infer that the 5.1 Describe how
erosion unequal heating of an uplift occurs
the earth’s surface
cause air 5.2 Identify signs of
movement/ wind uplift occurrence
• convection current
• conduction 5.3 Simulate what to
do when uplifts
3.Compare the ability of occur
land and water to
absorb and release 2. Cite examples on
heat how technology is
• land breeze used to study
• sea breeze earthquakes
occurrence and
volcanic activity

7. Research on the
indigenous practices
of predicting volcanic
activities or
occurrence of
earthquake

Weather Weather Weather Weather Weather Climate

3. Describe the 5. Infer that 6. Identify the different 3. Explain how the basic 7. Explain how certain 7. Describe the factors
weather weather changes weather conditions weather elements affect weather systems that affect the
during the day weather affect the Philippines climate of a place
3.1 Observe and from day to 7. Infer the factors
the weather day affecting the weather 3.1 Record observations of 7.1 Describe the 7.1 Differentiate
condition conditions (e.g. the basic weather different weather weather from
for the day 5.1 Describe the location, presence of elements for a week systems climate
conditions of trees, presence of a  Air Temperature  Southwest
3.2 Tell the sky body of water, etc)  air pressure Monsoon 7.2 Identify the

Page 30 of 34
 whether the  wind speed and  Northeast factors that
day is 5.2 Record the 8. Construct improvised direction Monsoon affect the
sunny, daily weather weather instruments  cloud formation/  North Pacific climate of a
rainy, conditions for precipitation trades place
cloudy, one week  Fronts altitude and
windy and 9. Use the improvised 4. Interpret recorded data  Easterly Waves latitude
stormy 5.3 Interpret a instruments to record /observations of basic  Intertropical bodies or water
simple daily weather weather elements that affect Convergence amount of
3.3 Use basic weather chart conditions for a week weather Zone (ITCZ) rainfall
weather  Tropical mountain
symbols to 5.4 Relate the 10. Interpret recorded 4.1 Graph recorded data to Cyclones ranges
record condition of data on weather show daily and wind system
weather the sky to the conditions seasonal patterns in 8. Explain how a tropical
conditions kind of weather cyclone occur 8. Explain how the
weather relationship between
3.4 Interpret the
observed 4.2 Relate weather 8.1 Describe a low the earth’s axis and
record of
forecasts with planning pressure area its yearly orbit
weather
6. Infer that weather of activities around the sun
conditions
affects family and 8.2 Illustrate how a
4. Explain how community 4.3 Relate accuracy of tropical cyclone 8.1 Construct a
weather affects activities weather forecasts to develops diagram that
our daily lives evidences or tools used  origin shows earth’s
6.1 Identify to make forecasts  eye of the position in
4.1 Describe activities done typhoon relation to sun at
how during certain certain times of
weather weather 8.3 Classify tropical the year
affects conditions cyclone
man’s 2.1 Compare the
activities 6.2 Explain how 8.4 Interpret the hours of
4.2 Describe weather meaning of public daylight and
how affects family storm signal the angle that
weather and warning the sun’s rays
affects the community strike the
clothes activities 8.5 Describe the surface of the
man wears condition in the earth at certain
3. Practice environment times of the

Page 31 of 34
5. Practice safely safety before, during and year
measures measures after a typhoon
during certain during 2.2 Explain why
weather certain seasons in the
conditions weather 8.6 Practice northern
conditions precautionary hemisphere are
measures before, reversed in the
during and after a southern
typhoon hemisphere

9. Explain the occurrence

of :
- El Nino phenomenon
- La Nina
phenomenon
10. Relate the effects of
the El Nino and La
Nina phenomenon to
environmental
conditions

Page 32 of 34
VII. SPACE VII. SPACE VII. SPACE VII. SPACE VII. SPACE VII. SPACE

The Sky The Sun The Solar System The Earth and the Moon in The Members of the The Stars and Beyond
the Solar System Solar System

1. Observe that 1. Infer that the sun 1. Describe the solar 1. Describe the Earth as a 1. Conclude that the solar 1. Explain the
there are things in gives off heat and system member of the solar system system is an orderly importance of using
the sky light arrangement of astronomical
1.1 Identify the 1.1 Show through a model heavenly bodies instruments to
1.1 Name the 1.1 Give evidence members of the the position of the Earth observe stars
things seen that the sun’s solar system in the solar system 1.1 Describe the
in the sky heat reaches characteristics of 1.1 Describe the
during the the earth 1.2 Relate the 1.2 State that the Earth’s each planet in the instruments
day position of the sun axis is tilted 23.50 from solar system as to: used by
1.2 Give evidence to the other the perpendicular - orbit astronomers to
1.2 Name the that the sun’s members of the - distance from the gather
things seen light reaches solar system 3. Describe the movements of sun information
in the sky the earth the earth - period of about stars
during the 1.3 State that the Sun revolution
night 2. Conclude that is the center of 3.1 Simulate the - period of rotation 2. Explain the
the Sun’s heat the solar system movements of the on its axis characteristics of
1.3 Describe and light affect earth - presence of rings stars (color, size,
the things human beings and 2. Describe the sun - rotation (counter - number of brightness and
that can be other things on clockwise) satellites distance) based on
seen in the Earth 2.1 Identify the parts - revolution (elliptical - physical given data
sky of the sun orbit) characteristics
2.1 Identify the (size, solid or 2.1 Describe the
good effects of 3. Describe the effects of 3.1.1 Show through a model gaseous) relationship
heat and light the sun on earth how the Earth’s between the
to human rotation causes day 1.2 Describe the color and
beings and and night characteristics of temperature of
other things the other members a star
3.1.2 Show through a of the solar system
diagram the positions (comets, asteroids, 2.1 Explain why
2.2 Identify the of the Earth at certain meteoroids) stars seem to
harmful effects points in time as it twinkle

Page 33 of 34
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