grade 5 science 4th quarter curriculum map

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Subject: Science Quarter: FourthLevel: Grade 5 Teacher: Ms. Vivian Cynth M. Viñas

Mr. Raymond ElisterioValue Concept/s: Openness to new knowledge, Cooperation, Creativity, Sensitive

awareness, Trustworthiness, Complexity, Respect to the order of nature

Time frame: days

AQUINAS SCHOOL

San Juan City

CURRICULUM MAPUNIT IV (Earth’s Atmosphere and the Solar System)

Pre- Established Goal/s:1.) Instill the value of versatility and upholding the order of nature in environmental management level through acquiring developed concepts and

demonstrating skills in characterizing earth’s atmosphere and solar system. Discuss how the hydrologic cycle occurs in nature. Compare the rate of heating and cooling of land and water surfaces. Classify cyclones according to wind speed. Discuss how a typhoon can be predicted. Enumerate safety measures before, during and after a typhoon. Plan activities for good and bad weather; and Cite ways by which we can conserve and protect our environment. Define climate. Discuss the factors that affect climate. Describe the wind systems of the Philippines. Explain why the Philippines has only two seasons while other countries have four; and Describe the four climate types in the Philippines and name the regions where each type occurs. Describe the sun in terms of size, layers, and temperature. Describe the planets and the other members of the solar system. Describe the moon. Demonstrate how the phases of the moon appear during earth’s revolution; and Demonstrate how the kinds of tides occur.

2.) Practice critical thinking with competence and confidence.3.) Relate one’s understandings about earth’s atmosphere and solar system in everyday occurrences.

Reference/s:o Salandanan, G., 21st Century Science and Health 2nd Edition, Phoenix Publishing House, 2010o Dela Cruz, et. al, Investigatory Manual 21st Century Science and Health 2nd Edition, Phoenix Publishing House, 2010o Ramos, et. al, Exploring Life through Science Integrated Science 2nd Edition, Phoenix Publishing House, 2010o Pavico, J., et.al, Exploring Life Through Science: The New Grade 8, Phoenix Publishing House, 2013o www.brainpop.com o www.sciencenetlinks.com

Instructional Material/s:o Computer/Laptop- Media Player, MS PPTo Quiz and Activity Sheets/ Handouts

UNIT II and III Stage 1: Desired Results Stage 2: Assessment Evidences

Standard of

Learning

Indicators of

Aquinian Graduat

es

Essential Understandi

ng

Essential Questions

Transfer Goal Knowledge Skills Performance Task Other Evidences

SOL 4:Earth/ Space

Science

Men of Truth and

Justice

Weather conditions affect what we do and how my body feels.

Using information to predict the weather helps us make good decisions about what to do, what to wear, and where to go.

Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain, and predict natural phenomena.

Changing climate affects our health, life style, mentality, and some aspects of life.

Understanding and predicting what the

How do we describe what the weather is like today?

How do we use weather patterns/ information to make predictions?

How do weather conditions affect what we do, what we wear, and where we go?

How does climate change relate to us?

Why do we need to be concerned about climate?

Why do we need to know more about the Sun?

I want my students learn about the earth’s atmosphere and the solar system so that in the long run, they may be able to, on their own: realize the complexity of the interactive nature of things around us and promote initiative in identifying and resolving this complexity through formed values and academic concepts.

UNIT IV The Earth’s Atmosphere and the Solar System

Chapter 10 Weather Watch

The Hydrologic Cycleo Evaporationo Condensationo Precipitation

Heating of Land and Water

Tropical Cycloneso Kinds of tropical

cycloneso Movement and

formation of cyclones

o Naming Typhoonso Storm warning

signals Signal No. 1 Signal No. 2 Signal No. 3 Signal No. 4

o Safety measures Before the

Typhoon During the

Typhoon After the Typhoon

o Effects of Typhoon Planning Activities

According to the Weather o Activities during

good weathero Activities during

bad weather

Chapter 11 Our Climate Climateo What is climate?

Trace the processes involved in the hydrologic cycle.

Explain the difference between the heating and cooling of land and water.

Describe the kinds of cyclones.

Discuss how an approaching typhoon may be predicted.

Discuss the safety measures during bad weather.

Plan activities depending on the weather.

Define climate.

Discuss the factors the affect climate.

Describe the dry and wet seasons.

Describe the four seasons in other countries.

Describe the four types of climates in the Philippines.

Identify the regions where each type of climates occurs.

State that the sun is the center of the solar system.

Describe the structure and the features of the sun.

Enumerate solar phenomena and their effects on earth.

Describe each of the eight planets.

Describe the asteroids, comets and meteors.

Title: The Life Saving Device of the Future

Goal: I want my students learn about earth’s atmosphere and the solar system, so that in the long run, they may be able to, on their own: realize the complexity of the interactive nature of things around us and promote initiative in identifying and resolving this complexity through formed values and academic concepts.

Role: Scientists/ Inventors/ Concerned member of the society

Audience: Aquinian Community

Scenario: With the underlying question on how to rebuild after such destruction brought about by Typhoon Yolanda, your team of scientifically and socially committed inventors came up on

Formative test #1 Day 1 The Hydrologic Cycle (E, A)

Laboratory Activity#1 Day 2 Heating of Land and Water (S, P, A, E, I)

Formative test #2 Day 3 Tropical Cyclones (E, A)

Quiz#1 Day 4 Hydrologic Cycle, Heating of Land and Water, and Tropical Cyclones (A, E)

Homework #1 Day 4 Planning Activities According to the Weather (S, P)

Formative test #3 Day 5 Climate (E, A)

Formative test #4 Day 6 Seasons (E, A)

Formative test #5 Day 7 Types of Climate (E, A)

coming weather might bring, or predicting how climate will change over the next century is of vital importance - both for our economy and for society.

Aside from the sun as the main source of energy, it is also used as a pattern in studying the stars.

The solar system is like a family made up of objects in the sky. The Sun forms the center of the solar system, and surrounding it are all the other family members: planets, their moons, asteroids and comets.

The moon is important because of the

How is the solar system like a family?

What would happen if we had no moon?

o Factors that affect climate Altitude Latitude Bodies of water Amount of

rainfallo Wind systems

The Coriolis Effect

o Philippine wind system Northwest

monsoon Southwest

monsoon Seasonso Two seasonso Four seasons

Types of climateo Climate Type Io Climate Type IIo Climate Type IIIo Climate Type IV

Chapter 12 The Solar System

The Suno Characteristics of

the Sun Size Distance

o Layers of the Sun Temperature

o Source of Energyo Solar Phenomena

Sunspots Solar flares Solar wind

The Planets and Other Members of the Solar Systemo The Planets

Mercury Venus Earth Mars Jupiter

Describe the moon.

Demonstrate how the four phases of the moon occur.

Describe how tides occur.

an invention that will not only help rebuild the destroyed cities of the Philippines but also save future generations on natural calamities like typhoons.

Product: 3D model of life saving device with description

Standards: (Refer to guidelines and rubrics)

Quiz#2 Day 8 Seasons and Types of Climate (A, E)

Homework#2 Day 8 Solar System (P, S, I)

Formative test #6 Day 9 The Sun (E, A)

Formative test #7 Day 10 The Planets and other Members of the Solar System (E, A)

Seatwork #1 Day 11 The Moon (P, I)

Quiz#3 Day 12 The Sun, The Planets and Other Members of the Solar System, and The Moon (A, E)

way that it interacts with the earth.

Saturn Uranus Neptune

o Revolution of the planets

o Other Members of the Solar System Asteroids Comets Meteors Use of a Magnet

The Moono Revolution of the

moono Types of Solutionso Phases of the

moono Tides

Spring tides Neap tides Importance of

tides

DAY 1The Hydrologic Cycle

DAY 2Heating of Land and Water

Laboratory Day

DAY 3Tropical Cyclones

DAY 4Quiz Day

DAY 5Climate

1. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) Trace the processes involved in

the hydrologic cycle.

2. As a motivational activity and in order for students to understand how the water cycle works, it is important for them to review what they have already learned about water itself, and the different states it can assume (solid, liquid, or gas) in our ever-changing environment. This can be done by showing the class three items—a half-filled glass of water, a dish with an ice cube, and a dish with a wet paper towel. (H, W)

Begin by drawing attention to the glass of water. Ask questions such as:

What is in this glass? What is water? What does it look

or feel like? Is water a solid, a liquid, or a

gas? Where can you find water?

Where does it come from?Guide the class in establishing that water is a liquid that both falls from the sky in the form of rain and can be found in abundance in oceans, lakes, streams, and underground. Next, pick up the dish with the ice cube and show it to the class. Ask questions such as these:

What is in this dish? Describe ice. What does it look or

feel like? Is ice a solid, a liquid, or a gas? What is ice made of? How is it

made? If I left the ice in the room for a

few hours, what would happen to it?

1. The teacher will post a concept map on the board which will help the students recall the different hydrological processes. (R, E2)

2. The teacher will introduce the lesson objective/s again to the students for them to be guided along the discussion: (W) Explain the difference between the

heating and cooling of land and water.

3. The teacher will distribute activity sheets for their laboratory experiment for today, and as the teacher does this, the students will also be asked to bring out the materials that they are supposed to bring for the activity. (H, O)

1. The teacher will ask the students to bring out the take home laboratory activity sheets for collection in a center aisle-forward manner. (O)

2. Random questions about yesterday’s discussion will be raised. (H)

3. The teacher will introduce the lesson objective/s again to the students for them to be guided along the discussion: (W) Describe the kinds of cyclones. Discuss how an approaching

typhoon may be predicted. Discuss the safety measures

during bad weather.

4. As a motivational activity, the teacher will play some karaoke videos with “rain” or “ulan” in its lyrics. Let the students sing along with it. (H)

Ulan by Ceshe Pyramid by Charice

5. The teacher, with the aid of her PowerPoint presentation or visual aids will introduce the said topic. (E1, T) Tropical Cyclones

o Kinds of tropical cycloneso Movement and formation of

cycloneso Naming Typhoonso Storm warning signals

Signal No. 1 Signal No. 2 Signal No. 3 Signal No. 4

o Safety measures

1. Conduct a review discussion session then a paper and pencil short quiz regarding hydrologic cycle, heating of land and water, and tropical cyclones. (R, T, E2)

3. After 30 minutes time, the papers will be collected by ‘center aisle-forward’ manner. (O)

4. The teacher will facilitate the exchange of papers and guide the students on the checking of papers. The students will now provide the answers to the questions found in their quiz. (E2, R)

5. The students will give their scores to the teacher.

6. The teacher will leave the students their homework.

1. The teacher will ask the students to pass their homework regarding planning activities according to the weather by ‘center aisle-forward’ manner. (O)

2. As a motivational activity, the teacher will call on students to present their drawings in front of the class. (H)

3. The teacher will introduce the lesson objective/s again to the students for them to be guided along the discussion: (W) Define climate. Discuss the factors the affect

climate.

4. The teacher, with the aid of her PowerPoint presentation or visual aids will introduce the said topic. (E1, T) Climate

o What is climate?o Factors that affect climate

Altitude Latitude Bodies of water Amount of rainfall

o Wind systems The Coriolis Effect

o Philippine wind system Northwest monsoon Southwest monsoon

5. Volunteer students will be called for recitation. (E2, R, T)

6. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O)

Help the class to see that ice is water that has been frozen into a solid because it has been exposed to very low temperatures. Make sure they understand that when ice is allowed to warm up, it returns to liquid water. Next, present the dish with the wet paper towel, asking questions like these:

What is this? What would happen if I left it out

for a few hours? Why would it dry out?

Besides paper towels, what are some other examples of wet things that dry out over time? (Examples could include wet clothes, watered plants, glasses of water, and puddles.)

What if I put this wet paper towel outside during the winter? What might happen to it? Why?

At this point, students should understand that when water is exposed to warm temperatures, it disappears or evaporates, becoming a gas, while under colder conditions it can freeze into ice, becoming a solid. It is important to emphasize that the three water samples they've seen represent the three states, or forms, that water takes on as temperature and other conditions change.

3. The teacher, with the aid of her PowerPoint presentation will discuss the said topic. (E1, T) The Hydrologic Cycle

o Evaporationo Condensationo Precipitation

4. Students will be asked to answer some guide questions on their notebook after the lesson proper for better understanding of the lesson. (E2, T)1. The water cycle is the Earth's way of

_______. a. Getting rid of water b. Recycling water c. Using up all of our water d. Cleaning our water

2. There are ____ stages in the water cycle. a. 2 b. 3

4. The class will go to the laboratory in the most orderly way possible. (O)

5. The teacher, with the aid of her PowerPoint presentation or visual aids will introduce the said topic. (E1, T) Heating of Land and Water

6. The students, with the guidance of the teacher, will conduct the laboratory activity. (E1, T, H)


8. Laboratory papers would be brought by the students at home to continue answering some parts of it. It will be returned to the teacher the next day. (T)

9. The teacher will remind the students to read more about tropical cyclones. (R)

Biblical Text for the day:Genesis 1:9 And God said “Let the water under the sky be gathered to one place, and let dry ground appear.” And it was so.

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Before the Typhoon During the Typhoon After the Typhoon

o Effects of Typhoon



8. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T)1.) It is characterized by a poorly

developed wind circulation of weak velocities.A. Tropical disturbanceB. Tropical depressionC. Tropical storm

2.) PAR stands for…A. Philippines Aeronautics ResponsibilityB. Philippine Area of ResponsibilityC. Philippine Autonomous Region

3.) This storm warning signal is given when winds from 30-60 kph are expected in the locality.A. 1B. 2C. 4

4.) There’s a typhoon and classes in all levels are suspended. You concluded that there’s a storm warning signal number ___.A. 1B. 3C. 4

5.) The number of the annual average storms that crosses the country, Philippines.A. 3B. 19C. 21

9. Students will submit their

(E2, R)

Home Delight: Read ‘Planning Activities

According to the Weather’ found on pages 210-211 of their Science book.

On a short bond paper:o Simply draw the family

scenario in your house during a bad weather.

o Simply draw the family scenario in your house or anywhere during a good weather.

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7. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T)1.) The average weather conditions

in a particular place over a long period of time.A. WeatherB. ClimateC. Monsoon

2.) The height of a place above sea level which affects the temperature of a place.A. LatitudeB. LongitudeC. Altitude

3.) The farther the country from the equator, the hotter average temperatures it has.A. TrueB. FalseC. Maybe

4.) It is the deflection of any body moving near the earth’s surface from a straight-line path.A. Wind systemB. AmihanC. Coriolis effect

5.) The large mass of moving air is the northeast monsoon. It is locally known as ____.A. AmihanB. HabagatC. Yolanda

8. Students will submit their scores written on a ¼ sheet of paper through ‘canter aisle-forward’ manner. (O)

9. The teacher will remind the students to read more about seasons. (W)

10. The teacher will remind the students to be familiar with the song You’ve Got a Friend by James Taylor for

c. 4 d. 5

3. The water cycle begins with ________. a. Condensation b. Evaporation c. Precipitation d. Trick question-the water cycle has no

beginning or end

4. When the Sun heats up the puddle of water in your backyard and turns it into water vapor, this process is known as ________.

a. Condensation b. Evaporation c. Precipitation d. Collection

5. When you look outside and it is raining, the water falling down is in what stage of the water cycle?

a. Evaporation b. Collection c. Condensation d. Precipitation

6. When you see clouds forming in the sky, the water above you is forming droplets in what stage of the water cycle?

a. Collection b. Condensation c. Precipitation d. Evaporation

7. In the collection stage of the water cycle, water finds itself back in oceans, streams, and rivers by way of ________.

a. The suction force that comes from large bodies of water

b. Gravity and the fact that things tend to flow downhill

c. Animals that carry the water back d. People

8. As time goes by, and water goes through the water cycle again and again, the amount of water on Earth _______.

a. Increases b. Decreases c. Stays the same d. Goes up and down

9. The water that was around when dinosaurs

scores written on a ¼ sheet of paper through ‘canter aisle-forward’ manner. (O)

10. The teacher will remind the students to read and review about the hydrologic cycle, heating of and water, and tropical cyclones for a quiz the next day. (R)

Biblical Text for the day:Genesis 7:4 Seven days from now I will send rain on the earth for forty days and forty nights, and I will wipe from the face of the earth every living creature I have made.

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tomorrow’s activity.

When you're down and troubled and you need a helping hand and nothing, whoa, nothing is going right.

Close your eyes and think of me and soon I will be there to brighten up even your darkest nights.

You just call out my name, and you know where ever I am I'll come running to see you again.

Winter, spring, summer, or fall, all you have to do is call and I'll be there, yeah, yeah, you've got a friend.

If the sky above you should turn dark and full of clouds and that old north wind should begin to blow, keep your head together and call my name out loud.

Soon I will be knocking upon your door.You just call out my name, and you

know where ever I am I'll come running to see you again.

Winter, spring, summer, or fall, all you have to do is call and I'll be there.

Hey, ain't it good to know that you've got a friend? People can be so cold.

They'll hurt you and desert you. Well, they'll take your soul if you let them, oh yeah, but don't you let them.

You just call out my name, and you know where ever I am I'll come running to see you again.

Winter, spring, summer, or fall, all you have to do is call, Lord, I'll be there, yeah, yeah, you've got a friend. You've got a friend.

Ain't it good to know you've got a friend? Ain't it good to know you've got a friend?

Oh, yeah, yeah, you've got a friend.

Biblical Text for the day:Isaiah 6:9-13 And he said, “Go, and say to this people: “‘Keep on hearing, but do not understand; keep on seeing, but do not perceive.’ Make the heart of this people dull and their ears heavy, and blind their eyes; lest they see with their eyes, and hear with their ears, and understand with their hearts, and turn and be healed.”

roamed the Earth: a. Is gone, and has been for a long time b. Is about halfway gone c. Is the same water we use today d. Would be really dirty if it were still around

10. Once water makes it all the way through the water cycle, the water ________.

a. Starts the cycle over again b. Has beaten that cycle and moves on to a

more advanced cycle c. Is done with its journey d. Can take a break for awhile



7. After the discussion the teacher will ask the students to write their total score on a ¼ sheet of paper. Submission must be in the “center aisle-forward” manner. (O)

8. The teacher will remind the students to read more about heating of land and water. (W)

9. The teacher will remind the students to bring/prepare the following materials: Reflector lamp with 100

watt bulb (Teacher should bring extra/s of this)

2 x 250 ml beakers (Lab provided)

150 ml of soil 150 ml of water 2 thermometers (Lab

provided)

Then I said, “How long, O Lord?” And he said: “Until cities lie waste without inhabitant, and houses without people, and the land is a desolate waste, and the Lord removes people far away, and the forsaken places are many in the midst of the land. And though a tenth remain in it, it will be burned again, like a terebinth or an oak, whose stump remains when it is felled.” The holy seed is its stump.

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Stopwatch

Biblical Text for the day:Genesis 9:16 Whenever the rainbow appears in the clouds, I will see it and remember the everlasting covenant between God and all living creatures of every kind on the earth.

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DAY 6Seasons

DAY 7Types of Climate

DAY 8Quiz Day

DAY 9The Sun

DAY 10The Planets and Other Members of the Solar

System

1. The class will start with a sing along of You’ve Got a Friend. (H)

2. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) Describe the dry and wet seasons. Describe the four seasons in other

countries.

3. The teacher will show pictures that will lead to next lesson, seasons. Teacher will gather students’ insights about the pictures. (H, W)

1. The teacher will show a huge map of the Philippines. Students will be asked to pinpoint the location of the following cities/towns. (H) Palawan Manila Tacloban Cebu Batanes

2. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) Describe the four types of climates

in the Philippines. Identify the regions where each

type of climates occurs.

1. Conduct a review discussion session then a paper and pencil short quiz regarding seasons and types of climate. (R, T, E2)

1. The teacher will ask the students to pass their homework regarding solar system by ‘center aisle-forward’ manner. (O)

2. As a motivational activity, the teacher will call on students to present their answers in front of the class. (H)

3. The teacher may also show pictures of the different planets including the sun and ask the students to arrange it in an orderly manner in reference to the mnemonics: My Very Enthusiastic Mother

1. The teacher will conduct a recall activity regarding the sun using visual aids. (H)

2. The teacher will introduce the lesson objective/s again to the students for them to be guided along the discussion: (W) Describe each of the eight planets. Describe the asteroids, comets

and meteors.

3. The teacher, with the aid of her PowerPoint presentation or visual aids will introduce the said topic. (E1, T) The Planets and Other

Members of the Solar System

4. The teacher, with the aid of her PowerPoint presentation and video clips will discuss the said topics. (E1, T) Seasonso Two seasonso Four seasons

5. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T)1.) The earth is titled to how many

degrees?A. 23 1/2B. 23 1/4C. 23

2.) Philippines has how many distinct seasons?A. 1B. 2C. 3

3.) What are the four different seasons?A. winter, spring, dry, wetB. winter, spring, summer, fallC. cold, spring, hot, fall

4.) Why is it that Philippines don’t experience the four seasons?A. near the polar regionB. we are on the ring of fireC. near the equator

5.) Earth completes one revolution around the sun in____ days.A. 365B. 365 1/2C. 365 1/4



8. Students will submit their scores written on a ¼ sheet of paper through ‘canter

3. The teacher, with the aid of her PowerPoint presentation and video clip will introduce and discuss the said topic. (E1, T) Types of climate

o Climate Type Io Climate Type IIo Climate Type IIIo Climate Type IV

4. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T)Determine the type of climate

experienced in the following places:1.) Mindoro2.) Catanduanes3.) Albay4.) Isabela5.) Romblon




8. The teacher will remind the students to read and review about the seasons and types of climates for a quiz the next day. (R).

Biblical Text for the day:Ecclesiastes 3:1-8 For everything




5. The teacher will leave the students their homework. (E2, R)

Home Delight: Read ‘The Solar System’

found on pages 230-231 of their Science book.

On a short bond paper accomplish Pretest.

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Just Sent Us Noodles. This will lead the class to the next lesson, the sun. (H)

3. The teacher will introduce the lesson objective/s again to the students for them to be guided along the discussion: (W) State that the sun is the center of

the solar system. Describe the structure and the

features of the sun. Enumerate solar phenomena and

their effects on earth.

4. The teacher, with the aid of her PowerPoint presentation or visual aids will introduce the said topic. (E1, T) The Suno Characteristics of the Sun

Size Distance

o Layers of the Sun Temperature

o Source of Energyo Solar Phenomena

Sunspots Solar flares Solar wind

5. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T)1.) How gigantic is the sun in

reference to the earth’s size?A. 101 timesB. 109 timesC. 100000 times

2.) Heat and light from the sun travels for about how many minutes just to reach the planet earth?A. 5B. 8C. 11

o The Planets Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune

o Revolution of the planetso Other Members of the Solar

System Asteroids Comets Meteors Use of a Magnet

4. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2, T)1.) The most brilliant planet in the

night sky.A. MarsB. VenusC. Saturn

2.) The largest planet in the solar system.A. Earth B. NeptuneC. Jupiter

3.) The movement of the planet around the sun.A. RotationB. RevolutionC. Coriolis effect

4.) The miniature rocky planets.A. AsteroidsB. CometsC. Meteors

5.) Considered as the most beautiful planets because of its rings.A. SaturnB. UranusC. Neptune


6. Students are free to raise

aisle-forward’ manner. (O)

9. The teacher will remind the students to read more about types of climate. (W)

Biblical Text for the day:Ecclesiastes 3:1-8 For everything there is a season, and a time for every matter under heaven: a time to be born, and a time to die; a time to plant, and a time to pluck up what is planted; a time to kill, and a time to heal; a time to break down, and a time to build up; a time to weep, and a time to laugh; a time to mourn, and a time to dance; a time to cast away stones, and a time to gather stones together; a time to embrace, and a time to refrain from embracing

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there is a season, and a time for every matter under heaven: a time to be born, and a time to die; a time to plant, and a time to pluck up what is planted; a time to kill, and a time to heal; a time to break down, and a time to build up; a time to weep, and a time to laugh; a time to mourn, and a time to dance; a time to cast away stones, and a time to gather stones together; a time to embrace, and a time to refrain from embracing

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3.) The visible surface of the sun is called___.A. PhotosphereB. ChromosphereC. Corona

4.) The hottest star is in what color?A. RedB. OrangeC. Blue

5.) The tremendous heatof the sun comes from a process called ____.A. nuclear fusionB. nuclear fissionC. Geothermal




9. The teacher will remind the students to read more about the planets and other members of the solar system. (W)

Biblical Text for the day:

Genesis 1:16 And God made the two great lights—the greater light to rule the day and the lesser light to rule the night—and the stars.

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their hands and ask questions to the teacher with respect and intellect. (T, O)


8. The teacher will remind the students to read more about the moon. (W)

Biblical Text for the day:Psalm 8:3 When I look at your

heavens, the work of your fingers, the moon and the stars, which you have set in place,

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DAY 11The Moon

DAY 12Quiz Day

DAY 13PETA Making or Finalizing

DAY 14PETA Presentation

1. If the teacher is done checking the quiz papers regarding coral reefs, photosynthesis, classification and adaptation of plants, it will be returned to students. (T)

2. The teacher will start with some pick-up lines which involves the moon. The teacher will also challenge the students to think of their own. This will already reflect how much they already know about the moon. (H)

Buwan k aba? – Natatakot kasi akong mawala ka, pagdating ng araw.

Moon k aba? – Kasi I love staring at you every night.

3. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) Describe the moon. Demonstrate how the four phases

of the moon occur. Describe how tides occur.

5. The teacher, with the aid of her PowerPoint presentation will discuss the said topics. (E1, T)

The Moono Revolution of the moono Types of Solutionso Phases of the moono Tides

Spring tides

1. Conduct a review discussion session then a paper and pencil short quiz regarding the sun, the planets and other members of the solar system, and the moon. (R, T, E2)

2. Students will work on the ‘Take This Challenge’ part of their book found on pages 245-246.




ACCOMPLISHED

NOT ACCOMPLISHED

1. The teacher will guide the students during PETA making/finalizing. Teacher should also return checked papers to students.

ACCOMPLISHED

NOT ACCOMPLISHED

1. Students will present their PETA, the teacher and some guest judges will evaluate their performance.

ACCOMPLISHED

NOT ACCOMPLISHED

Neap tides Importance of tides



8. After the lesson proper, the teacher will ask the students to write a short poem regarding the moon. It will be written on a ¼ sheet of paper. (E2)

9. The teacher will remind the students to read about the sun, the planets and other members of the solar system, and the moon for a quiz tomorrow. (W)

Biblical Text for the day:Psalm 89:37 Like the moon it

shall be established forever, a faithful witness in the skies.

ACCOMPLISHED

NOT ACCOMPLISHED

Should be done by groups of 5 or 6. Students would be given time to plan, construct and present their PETA product in the classroom. PETA will be displayed in an appropriate area in the school. Make sure that students will submit a list of their group members. Teacher should print a copy of the rubrics for each group. Further details or guidelines will be discussed through teacher-student confrontation or deal.

grade 5 science 4th quarter curriculum map

Education

o ramos

o salandanan

o pavico

typhoon o effects of

o safety measures

o dela cruz

weather s

bad weather