science 2 makiling

8/11/2019 Science 2 Makiling

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o "are for the Sense

Organs

Demonstrates

understanding on theimpaired functions orstructure of the senseorgans! and sensitivitytowards differently-abled

persons

• )$hibits sensitivity

and concern forthe differently-abled persons

• Infers that every part of the sense organ

has a specific function

• Demonstrates ways to improve the

perception of things around us

Foods for One’s Growth

• Names the different food groups which

keep the body healthy and strong

• Gie e!amples of food belonging to

each food groups

• Tells that the body needs the right kind

of food to grow tall" strong and healthy

Other #hanges as One Grow

• $nfers that as one grows older" there areother changes in you aside fromphysical growth

#are for the sense organs

• Shows ways of caring for the different

sense organs

• Describes the ways by which health

workers* medical specialist help in caring

the sense organs

• Demonstrates how to apply first-aid

treatment to common accidents involvingthe sense organs

2



o "are and "oncern

for the Differently-abled

• %escribes ways of preenting in&uries to

the sense organs

• Practices desirable health habits in caring

for the sense organs

#are for the differently'abled

• Predicts what may happen in case one or

more sense organ are impaired or lost

• Suggests ways of showing love and

support to differently-abled children

• Describe changes in the well-being of

differently-abled children when peopleshow love! concern! and acceptance forthem

Content Content Standards PerformanceStandards

Learning Objectives

Plants

Demonstrates

understanding of plantstructures that helpplants adapt to theirsurrounding

Practices ways

of caring for plantsbased on theirwater and sunlightre(uirements

Plant Parts

• Demonstrates understanding that

differences in the appearance of plant partshave the same function

• "ompares the leaves! stems! and roots of

two or more plants of the same kind and

two or more plants of different kinds to lookfor similarities and differences

• Infers that plants found at home or in

school have similarities and differences instructure but performs the same functionsfor survival live #ie! getting water!

3



capturing sunlight! support! protection'

• +ecords and +eports in drawings or short

phrases for comparison

(pecial structures in Plants• Infers the function of special structures

found in plants

• Identifies special structures found in plants

and infer

• Presents observations on the presence of

special structures found in some plantsusing short phrases or drawings

Care and Concern for Plants

• Observes precautionary measures inhandling plants that have delicatestructures that can harm people or animals

• Predicts what can happen to people if

plants do not get enough water! air! orsunlight

• Investigates how people in the community

benefit from plants

• Shows care and concern for plants at

home or in school

)#O(*(T)+ ,$NT)-.#T$ON( NTH) )N/$-ON+)NT

• ,seful plants and

animals to humans

• Demonstrates

understanding on how

Practices ways

of protecting and

0seful Plants and .nimals to Humans

• Differentiates useful and harmful plants

and animals to humans found in the

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in the community

• "are and

Protection ofanimals and plants

in the community

people benefit fromanimals and plants foundin the community

•

caring for animalsand plants in thecommunityincludingendangered

species

community

• Identifies the available plants and animals

in the community that could sustain theneeds of humans

• "lassifies animals and plants useful to

humans found in the community• )numerates ways on how to protect and

conserve the environment

• "oncludes that living things and non- living

things interact with each other in theenvironment

• Investigates that plants! animals and

humans have basic needs that come fromthe environment

• Infers the effects on living things if their

needs are not meet• "onducts simple e$periments on the

different needs of living things for survival

• "oncludes that there is a need to protect

and to conserve the environment

5



#ontent #ontent (tandards Performance (tandards 1earning #ompetencies

+.TT)-2#haracteristicsand Properties of(olid" 1i3uid andGas

• Demonstrates

understanding on theconduct of scienceinvestigation on mass!weight and volume

Demonstrates that

solids! li(uids andgases have mass

Describes the observable properties of a given

solid! li(uid or gas

Infers that materials is composed of tiny

particles that cannot be seen by the naked eye "onducts investigation on the different states

of matter Illustrates the arrangement of tiny particles of

different materials

Performs e$periment to show that %

a solid has a definite shape a li(uid and gas have no definite

shapes "lassifies materials according to a given set of

criteria #eg physical properties! kind! function!

usefulness'

)stimates the mass of solids by balancing with

the hands and using an improvised balanceand non-standard measures #eg marbles!

6



paper clips'

.easures the mass of solids using platform

balance

Demonstrates that solids! li(uids and gaseshave weight

,ses standard weights in measuring the

weight of solids

Performs an activity to show that gases have

weight using an improvised balance

Discovers ways of measuring volume of

regular solids and li(uids

Infers that gas has no definite volume

/bbbbbb #activity'FO-#) .N%+OT$ON

•

• Demonstrates

understanding on thesources of 0orce

• Designs a toy that

uses differentsources of force tomake it move

4defining force5

• (tates what a force is

• Identifies different sources of force

1 2ind 1 2ater 1 .agnet 1 3ravity 1 Other moving ob&ects

444444

7



)N)-G*

• 5ight • Demonstrates

understanding oflight as a form of

energy

Designs a gadget or

device that will showwhat happens to light

as it strikes onmaterials

6666666

• Identifies different light sources in the

immediate environment

• Infers that light is necessary to life

• Illustrate real life situations that light is

important

• Predict what may happen if there is no

sunlight

• Infers on the importance of light as a form

of energy

• )$plains the effect of light on different

materials

• Shows evidence that light bends when it

travels• Identifies the effects of too much e$posure

to light

• Investigates effects of light on materials

• Describes what happens when an ob&ect is

in the path of light- more light passes through transparent

materials- little light passes through translucent

materials

-no light passes through opa(uematerials

• )$plains how different materials affect light

eg water! prisms! and lenses bend light asit passes through these materials! mirrors!

8



and polished metal reflect light

• Describes what happens when light strikes

a mirror at an angle

• Shows evidence that light bends

• Shows that white light consists of different

colors

• describe proper ways of protecting oneself

against too much e$posure to light

Content Content Standards Performance Standards Learning Competencies

)arth’s (urface Demonstrates

understanding on theimportance of land!water! and air asresources

• Identifies the things from earth that livingthings need to survive

• Identifies the composition of the earth6s

surface

• )$plains the importance of land! water and

air as resources for life

• Describes renewable and non-renewable

resources from the earth

• Infers that the earth is the resource for life

and one6s needs

• Investigates44444444444

Human .ctiities

• Identifies some activities of human beings

to meet their needs

9



• Describes the activities of human beings

that affect the surface of the )arth

• Infers that the surface of the )arth is

affected by the activities of human needs

• )$plains how the community makes use of

the natural resources found in the locality#town! city! province'

Natural -esources

• Identifies the natural resources in the area

• +elates community activities and livelihood

with the natural resources found in thelocality

• Demonstrates understanding of the

relationship between living things and theirphysical environment

Pollution

• Describes the characteristics of polluted

soil! water and air

• Identifies practices that cause soil! water

and air pollution

• Infers how soil! water and air become

polluted• 5ists illnesses that are caused by dirty air!

water! and land

• .akes investigations that a polluted

environment may cause air-borne! water-borne and soil-borne diseases

10



Participates in taking care of his*her

surroundings Practices ways to keep from being infected

of air-borne! water-borne and soil-bornediseases

7eather Demonstratesunderstanding of the typesand effects of weather asthey relate to daily activities!health and safety

Practices safety measuresduring certain weatherconditions

• Describes the conditions of the sky

• +ecords the daily weather conditions for

one week

• Interprets a simple weather chart

• +elates the condition of the sky to the kind

of weather observed• Describes the changes in the weather over

a period of time

• Infers that weather changes during the day

and from day to day

• "oncludes that weather affects family and

community activities

• "ommunicates how different types of

weather affect activities in the community• Identifies activities done during certain

weather conditions

• Infers that weather affects family and

community activities

11



(un Demonstrates

understanding that the

Sun6s heat and lightaffect human beingsand other things on)arth

Practices precautionarymeasures to prevent

harmful effects of the sun

• Infers that the Sun gives off heat and light

• 3ives evidence that the sun6s heat and light

reaches the earth• Discusses benefits of the sun6s light and

heat

• Differentiates useful and harmful effects of

the sun6s heat and light to human beings

• "ompares useful and harmful effects of

heat and light to human beings and otherthings

• )$plains safety precautions to avoid the

harmful effect of the sun6s light and heat

• )numerates the precautionary measuresto avoid harmful effects of the sun6s heat

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