LEYTE NORMAL UNIVERSITY

College of Tacloban
Tacloban City

Reporter: Cadag, Julianne Erika B. Del Rosario, Shaina G.

Cordero, Nicole T. Echano, Nelson B.

Dayagro, Princess Kianna M.

Program and Section: BEED EE1-1

Subject: TEACHING SCIENCE IN THE ELEMENTARY GRADES

Instructor: FRULANDO B. CANATOY

School Year: 2022-2023 (2ND Semester)

Topic: Sequence of Domains/Strands per Quarter

Spiraling of Science Concepts

Objectives:

At the end of the lesson, the students are expected to:

1. Identify the sequence of domains or strands per quarter in every grade level.

2. Analyze the spiraling of science concepts in every grade level

3. Apply the concept of spiral progression approach in teaching science.
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City

WHY IS IT IMPORTANT TO LEARN THE PROPER SEQUENCE OF DOMAINS/STRANDS PER QUARTER?

When learning is properly sequenced, it leads to a seamless, incrementally progressive learning journey where each
small step enables the learner to succeed continuously. Students are inspired to learn and appreciate science by
having lessons center on situations and issues that present challenges and spare their curiosity. From one grade level
to the next in a spiral progression, concepts and skills in the life sciences, physics, chemistry, and earth sciences are
presented at increasingly complex levels allowing for a deeper understanding of fundamental ideas. Understanding
concepts in a meaningful way and applying them to real-world situations will result from the integration of science
topics and other disciplines.
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City
Sequence of Domain/ Strands per Quarter

G3 G4 G5 G6 G7 G8 G9 G10

1st Quarter Matter Matter Matter Matter Matter Force, Living Earth &

Motion & Things and Space

Energy Their

Environment

2nd Quarter Living Living Living Living Living Earth & Matter Force,

Things and Things and Things and Things and Things And Space Motion &

Their Their Their Their Their Energy

Environment Environment Environment Environment Environment

3rd Quarter Force, Force, Force, Force, Force, Matter Earth & Living

Motion & Motion & Motion & Motion & Motion & Space Things and

Energy Energy Energy Energy Energy Their

Environment
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Tacloban City
4th Quarter Earth & Earth & Earth & Earth & Earth & Living Force, Matter

Space Space Space Space Space Things and Motion &

Their Energy

Environment

SPIRALING OF SCIENCE CONCEPTS

The idea in spiral progression approach is to expose the learners into a wide variety of concepts/topics and disciplines,

until they mastered it by studying it over and over again but with different deepening of complexity.
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City
Matter

Grade 3 Grade 4 Grade 5 Grade 6

Properties of Matter

When learners observe Aside from being grouped into After learning how to read and In Grade 4, the learners have

different objects and materials, solids, liquids, or gases, interpret product labels, observed the changes when

they become aware of their materials may also be grouped learners can critically decide mixing a solid in a liquid or a

different characteristics such according to their ability to whether these materials are liquid in another liquid. From

as shape, weight, definiteness absorb water, ability to float or harmful or not. They can also these investigations, learners

of volume and ease of flow. sink, and whether they decay describe ways in which they can now describe the

Using characteristics, objects or not. can use their knowledge of appearance of mixtures as

and materials can be grouped solids and liquids in making uniform or non- uniform and

into solids, liquids or gases. useful materials and products. classify them as homogeneous

or heterogeneous mixtures.
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City

Grade 3 Grade 4 Grade 5 Grade 6

Changes that Matter Undergo

Using the characteristics Changes in some In Grade 4, learners Based on the characteristics

observed among solids, characteristics of solid investigated changes in of the components of a

liquids, and gases, learners materials can be observed materials that take place at heterogeneous mixture,

investigate ways in which solid when these are bent, certain conditions, such as learners investigate ways of

turns into liquid, solid into gas, hammered, pressed, and cut. applying force, mixing separating these components

liquid into gas, and liquid into After investigating the materials, and changing the from the mixture. They will

solid, as affected by changes in some observable temperature. In Grade 5, they infer that the characteristics of

temperature. characteristics of materials investigate changes that take each of the components

due to temperature in Grade place under the following remain the same even when

3, learners can now inquire conditions: presence or lack of the component is part of the

about changes observed when oxygen (in air), and applying mixture.
 LEYTE NORMAL UNIVERSITY
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a solid is mixed with a liquid or heat. They learn that some of

when a liquid is mixed with these conditions can result in

another liquid. Learners learn a new product. Knowing these

that some changes in the conditions enable them to

characteristics of a product apply the "5R method"

such as food or medicine may (recycling, reducing, reusing,

affect its quality. One way of recovering and repairing) at

finding out is by reading and home and in school.

interpreting product labels.

This information helps them

decide when these products

become harmful.
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City
Living Things and Their Environment

Grade 3 Grade 4 Grade 5 Grade 6

Plants and Animals

In Grade 3, learners observe In Grade 4, the learners are After learning in Grade 4 how In Grade 6, learners describe

and describe the different introduced to the major organs the major organs of the the interactions among parts

parts of living things focusing of the human body. human body work together, of the major organs of the

on the sense organs of the learners now focus on the human body.

humans and the more familiar They also learn about some organs of the reproductive

external parts of animals and parts that help plants and systems of humans, animals, They also learn how

plants. animals survive in places and plants. vertebrates and invertebrates

They also explore and where they live. differ and how non-flowering

describe characteristics of plants reproduce.

living things that distinguish

them from non-living things.

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College of Tacloban
Tacloban City

Grade 3 Grade 4 Grade 5 Grade 6

Heredity: Inheritance and Variation

Learners learn that living Learners learn that humans, Learners learn how flowering Learners learn how non-

things reproduce and certain animals, and plants go plants and some non- flowering plants (spore-

traits are passed on to their through life cycles. Some flowering plants reproduce. bearing and cone-bearing

offspring/s. inherited traits may be They are also introduced to plants, ferns, and mosses)

affected by the environment at the sexual and asexual modes reproduce.

certain stages in their life of reproduction.

cycles.
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City
Grade 3 Grade 4 Grade 5 Grade 6

Biodiversity and Evolution

Different kinds of living things Learners investigate that Learners learn that They learn that plants and

are found in different places. animals and plants live in reproductive structures serve animals share common

specific habitats. as one of the bases for characteristics which serve as

classifying living things. bases for their classification.

Ecosystems

Learners learn that living Learners learn that there are Learners are introduced to Learners are introduced to

things depend on their beneficial and harmful the interactions among the interactions among

environment for food, air, and interactions that occur among components of larger habitats components of habitats such

water to survive. living things and their such as estuaries and as tropical rainforests, coral

environment as they obtain intertidal zones, as well as the reefs, and mangrove swamps

their basic needs. conditions that enable certain

organisms to live.
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City
Force, Motion and Energy

Grade 3 Grade 4 Grade 5 Grade 6

Force and Motion

Learners observe and explore Learners now learn that if This time, learners begin to Aside from the identified

and investigate how things force is applied on an object, accurately measure the causes of motion in Grade 3,

around them move and can its motion, size, or shape can amount of change in the such as people, animals,

be moved. They also identify be changed. They will further movement of an object in wind, and water, learners also

things in their environment understand that these terms of its distance travelled learn about gravity and friction

that can cause changes in the changes depend on the and time of travel using as other causes or factors that

movement of objects. amount of force applied on it appropriate tools. affect the movement of

(qualitative). They also learn objects.

that magnets can exert force

on some objects and may

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cause changes in their

movements.

Grade 3 Grade 4 Grade 5 Grade 6

Energy

Learners observe and identify Learners learn that light, heat, This time, learners explore At this grade level, learners

different sources of light, and sound travel from the how different objects interact are introduced to the concept

heat, sound, and electricity in source. They perform simple with light, heat, sound, and of energy. They learn that

their environment and their activities that demonstrate electricity (e.g., identifying energy exists in different

uses in everyday life. how they travel using various poor and good conductors of forms, such as light, heat,

objects. electricity using simple sound and electricity, and it

Note: Electricity is not circuits). They learn about the can be transformed from one

included in Grade 4 because relationship between form to another. They

the concept of 'flow of electricity and magnetism by demonstrate how energy is

 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City
charges' is difficult to constructing an transferred using simple

understand at this grade electromagnet. They also machines.

level. learn about the effects of

light, heat, sound, and

electricity on people.

Earth and Space

Grade 3 Grade 4 Grade 5 Grade 6

Geology

Learners will describe what After familiarizing themselves In this grade level, learners Learners will learn that aside

makes up their environment, with the general landscape, will learn that our from weathering and erosion,

beginning with the landforms learners will investigate two surroundings do not stay the there are other processes that

components of the physical same forever. For example, may alter the surface of the
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City
and bodies of water found in environment in more detail: rocks undergo weathering Earth: carthquakes and

their community. soil and water. They will and soil is carried away by volcanic eruptions. Only the

classify soils in their erosion. Learners will infer effects of earthquakes and

community using simple that the surface of the Earth volcanic eruptions are taken

criteria. They will identify the changes with the passage of up in this grade level, not their

different sources of water in time. causes (which will be tackled

their community. They will in Grades 8 and 9). Learners

infer the importance of water will also gather and report

in dailyactivities and describe data on earthquakes and

ways of using water wisely. volcanic eruptions in their

community or region.
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City
Grade 3 Grade 4 Grade 5 Grade 6

Meteorology

Learners will describe the After making simple Learners will learn that the After learning how to measure

different types of local descriptions about the weather does not stay the the different components of

weather. weather in the previous same the whole year round. weather in Grades 4 and 5,

grade, learners will now Weather disturbances such learners will now collect

measure the components of as typhoons may occur. weather data within the span

weather using simple Learners will describe the of the school year. Learners

instruments. They will also effects of typhoons on the will interpret the data and

identify trends in a simple community and the changes identify the weather patterns

weather chart. in the weather before, during, in their community.

and after a typhoon.

 LEYTE NORMAL UNIVERSITY
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Grade 3 Grade 4 Grade 5 Grade 6

Astronomy

Learners will describe the After describing the natural After learning about the Sun, In Grade 6, learners will turn

natural objects that they see objects that are seen in the learners will now familiarize their attention to Earth as

in the sky. sky, learners will now focus themselves with the Moon another natural object in

on the main source of heat and the stars. They will space (in addition to the Sun,

and light on Earth: the Sun, its describe the changes in the Moon, and stars). Learners

role in plant growth and appearance of the Moon and will learn about the motions of

development, and its effect on discover that the changes are the Earth: rotation and

the activities of humans and cyclical, and that the cycle is revolution. Learners will also

other animals. related to the length of a compare the different

month. Learners will identify members that make up the

star patterns that can be seen Solar System and construct

LEYTE NORMAL UNIVERSITY
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during certain times of the models to help them visualize

year. their relative sizes and

distances.
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City
KEY TERMS:

A proper sequence of domains or strands per quarter will help learners have a progressive learning journey

where small steps enable them to succeed continuously.

Grades 3–7 have the same pattern of strands that they will discuss per quarter: in the 1st quarter, they will

talk about matter; in the 2nd quarter, they will learn about living things and their environment; in the 3rd

quarter, they will discuss force, motion, and energy; and in the 4th quarter, they will discuss the earth and

space.

Science Concepts and skills in life sciences, physics, chemistry, and earth sciences are presented at

increasingly complex levels per grade level.

 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City
References:

Bardaje, J. (n.d.) Teaching Science in Elementary Grades

Cuevas, R. ( 2021, April, 20) How To Use Learning Sequencing To Plan Your Lessons Retrieved from

https://www.thinkific.com/blog/learning-sequence-for-

lessons/#:~:text=Sequencing%20the%20learning%20properly%20provides,successful%20in%20a%20continuous%20way

Department of Education (2016, August) K to 12 Curriculum Guide Science (Grade 3 to Grade10) Retrieved from

https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf

Dunton, J. and Co, W. ( 2019) Spiral Progression Approach in Teaching Science and the Performance of Learners in District I, Capiz

Retrieved

fromhttps://iopscience.iop.org/article/10.1088/17426596/1254/1/012045/pdf#:~:text=The%20idea%20in%20spiral%20progre

ssion,with%20different%20deepening%20of%20complexity.
 LEYTE NORMAL UNIVERSITY
College of Tacloban
Tacloban City
Activity 1:

Direction: Complete the table below by providing the appropriate spiral progression of science concepts in the missing grade level of a

specific domains/strands of science.

1. Properties of Matter ( Matter)

G3 G4 G5 G6

Learners become aware of Learners can now describe

their different characteristics the appearance of mixtures

such as weight, definiteness as uniform or non- uniform

of volume and ease of flow. and

Learners can now grouped classify them as

objects into solids, liquids or homogeneous or

gases. heterogeneous mixtures.

 LEYTE NORMAL UNIVERSITY
College of Tacloban
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2. Plants and Animals ( Living Things and Their Environment)

G3 G4 G5 G6

Learners introduced to Describe the Interactions

major organs of the human among parts of the major

body. organs of the body human

body.

Parts of the plants and

animals that help them How vertebrates and

survive. invertebrates differ and

how non-flowering parts

reproduce.
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Activity 2:

Direction: The class will grouped into 4. Together with your teammates identify the domains or strands that are being

described. Each group will be given materials and use the materials to provide your answers.

Choices:

MATTER

LIVING THINGS AND THEIR ENVIRONMENT

FORCE, MOTION & ENERGY

EARTH AND SPACE

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1. Learners will now measure the components of weather using simple instruments

2. Learn about gravity and friction as other causes or factors that affect the movement of objects.

3. Learners investigate ways in which solid turns into liquid, solid into gas, liquid into gas, and liquid into solid, as affected by

temperature.

4. Learners investigate that animals and plants live in the specific habitats.

5. Learners become aware of their different characteristics such as weight, definiteness of volume and ease of flow.

6. Observe, explore and investigate how things around them move and can be moved

7. Learners will learn that our surroundings do not stay the same forever.

8. Learners are introduced to the concept of energy.

9. Learners are introduced to the interactions among components of habitats.

10. Learners will describe the different types of local weather.

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ANSWER KEY:

Activity 1

1. Properties of Matter

G3 G4 G5 G6

Learners become aware of Materials can be grouped Learners can critically Learners can now describe

their different based on their ability to decide if materials are the appearance of mixtures

characteristics such as absorb water, float, sink harmful or not. Can use as uniform or non- uniform

weight, definiteness of and whether their knowledge of and

volume and ease of flow. they decay or not. solids and liquids to make classify them as

Learners can now grouped useful materials and homogeneous or

objects into solids, liquids products. heterogeneous mixtures.

or gases.
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2. Plants and Animals

G3 G4 G5 G6

Describe the different parts Learners introduced to Focus on the organs of the Describe the Interactions

of living things. major organs of the human reproductive system of among parts of the major

body. humans, animals, and organs of the body human

Distinguish living things plants. body.

and non-living things Parts of the plants and How vertebrates and

animals that help them invertebrates differ and

survive. how non-flowering parts

reproduce.
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Activity 2

1. Earth and space

2. Force, Motion & Energy

3. Matter

4. Living Things and Their Environment

5. Matter

6. Force, Motion & Energy

7. Earth & Space

8. Force, Motion & Energy

9. Living Things and Their Environment

10. Earth and Space