Grade 5 SSES – MATTER (People and Interactions in the Environment)

FIRST QUARTER/FIRST GRADING PERIOD

Content Content Standards Performance Standards Learning Competencies Learning
( content, skill, application) (instructiona
PROPERTIES AND The Learner… The Learner… The Learner… The Learner…
STRUCTURE OF Matter
MATTER/MATERIALS  Demonstrates understanding  Practices ways that prevent  Investigates changes that materials undergo 1. Designs a simple inve
that materials undergo changes which may have prove that materials
 Changes that changes at certain conditions harmful effects on the 1.1 Compare prop
Materials resulting to a new product immediate environment and
and after a phy
Undergo living organisms
1.1.1 Show that m
- Evidence of  demonstrate understanding
Change of proper waste  Creates useful products as a size, shape
 Changes in management using the 5R result of change done in the 1.1.2 Prove that n
materials used in technique original materials when phy
everyday life 1.2 Compare pro
before and aft
1.2.1 Prove tha
formed w
takes pla
1.2.2 Infer that
change c
its origina
1.3 Explain how m
2. Explains the effects o
the environment
2.1 Classify the c
according to
environmen
effects)
2.2 Conduct a su
prevalent en

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 their commu
changes
2.3 Initiate proje
of the surve
environmen
3. Practices ways of mi
 Reusing and repa
 Reducing the am
 Creating useful a
4. Apply changes in ma
life (food preservatio
making )
The Human Body The Learner… The Learner… The Learner… The Learner…
(parts, functions, The Respiratory System
ailments, diseases,  demonstrates understanding  practices healthful habits  Identifies the parts and functions of the 1. Explains how the re
protection and care) that body organs work relative to the Respiratory, (Respiratory, Circulatory, Excretory/ Urinary) 1.1. Identifies the p
together to form body systems Circulatory, Urinary Systems to Systems using multi-media and non-multimedia system where ai
 Respiratory such as Respiratory, maintain proper body resources inhalation and e
Circulatory, Urinary Systems functioning.  Describes the interrelated roles of the systems in 1.2. Describes the f
 Circulatory  demonstrates understanding  Cares for body systems to the distribution of body fluids or materials (e.g. 1.3 Creates a mod
of ailments/diseases prevent ailments and diseases oxygen, nutrients, gases, wastes) for proper body inhalation and
 Urinary* affecting these organ and to protect them from functioning
systems, and how to protect injuries/ harm.  Makes a survey and reports on common diseases 2. Practices health habit
and care these systems and the organs/ systems that they affect, and their system healthy
preventions and cures 2.1 Describes comm
 Designs and builds a model to demonstrate how respiratory system
organs or components of body systems in the 2.2 Explains the caus
human body work and interact with other respiratory system
2.3 States ways of p
components OR
respiratory syste
 Applies scientific inquiry/experimentation skills to
investigate changes in body systems (e.g., heart The Circulatory System
rate, breathing, body temperature) as a result of 3. Explains how the circ
physical activity (e.g., exercise, resting, eating) or 3.1 Identifies the part
substance intake (e.g. drinking coffee or soft
system

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 drinks) 3.2 Describes the fun
3.3 Uses a diagram to
blood as it flows
different parts o
3.4 Identifies commo
circulatory system
3.5 Describes health
ailments of the c
3.6 Identifies cure fo
circulatory system
The Urinary System
4. Explains how the ur
4.1 Identifies the part
4.2 Describes the fun
5. Practices health habit
system healthy
6. Explains how the dige
urinary systems are
system
II. HUMANS The Learner… The Learner… The Learner… The Learner…
Reproduction and  Demonstrates understanding  Uses models of reproductive  Uses models to explain male and female The Reproduction and Gr
Development in Humans of the parts and functions of parts of humans properly to reproductive parts, and the menstrual cycle 7. Explains how the rep
* Reproductive Parts the organs and how they show differences in male and  Identifies characteristics passed on to offspring 7. 1 Identifies the maj
and Functions work together in the process females at puberty and from parents and the female rep
a. Male of menstruation, secondary adulthood  Collects, records and organizes data about the 7.2. Describes the func
b. Female sex characteristics and  Practices ways of maintaining process of fertilization in humans 7.3 Relates menstrual
reproduction health and hygiene of the  Communicates clearly and logically the process of semen production
*Reproductive Processes  demonstrates understanding reproductive system fertilization and development in humans reproduce
a. Egg/ sperm of ailments/diseases affecting  Infers that parents produce 7.4 Explains the proce
production these reproductive systems, offspring and predicts that
b. Menstrual cycle and and how to protect and care certain characteristics are 8. Explain how humans gr
secondary sex them passed from parents to process of fertilization
characteristics  demonstrates understanding offspring
c. Fertilization of processes of changes in
d. Stages of growth and boys and girls during puberty
development

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 Grade 5 – LIFE SCIENCES (People and Interactions in the Environment)
SECOND QUARTER/ SECOND GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Learning
ECOSYSTEM / The Learner… The Learner… The Learner… The Learner…(from SSES G
INTERACTIONS IN THE 1. Identifies animals
ENVIRONMENT  Demonstrates understanding  Protects and conserves  Describes the interactions among living things herbivore or omn
 Interactions in that more complex habitats like estuaries and in estuaries and intertidal zones 2. Constructs food ch
estuaries and interactions among living intertidal zones that serve as show feeding rela
intertidal zones things and their environment nurseries and breeding places  Describes changes caused by organisms in their things
 Roles of living take place in larger habitats environment to ensure survival, which may affect 3. Differentiates am
things in an like estuaries and intertidal  Makes informed decisions the ecosystem cooperation, pred
ecosystem zones regarding food choices based parasitism
 Biotic and abiotic on the trophic levels  Investigates the interdependence and 4. Classifies organism
factors  Demonstrates understanding relationship of plants and animals within a consumers, scaven
 Models of on the various ecosystems specific habitat and communities according to their
ecosystem found in the community or food web
 Characteristics of locality where complex  Designs a model of an ecosystem 5. Identifies the bioti
local ecosystems interactions among living components of an
 Interrelationships things and their environment 6. Describes harmful
or take place living things
interdependence 7. Identifies changes
 Food chains and both natural and
food webs that can disturb t
 Water cycle, 8. Constructs a mod
nutrient cycle, recycled or enviro
carbon dioxide – materials
oxygen cycle 9. Identifies plants a
intertidal zones an
10. Identifies factors
plants and anima
habitat
11. Describes various
their uses
12. Describes the tran
the trophic levels
13. Analyzes the roles

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 biogeochemical cy
14. Explains how mate
ecosystem
15. Suggests ways to m
on the environme
Grade 5 – PHYSICAL SCIENCES ( Energy, Force and Motion)
THIRD QUARTER/THIRD GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Instructiona
FORCE AND MOTION The Learner… The Learner… The Learner… The Learner…
 Electricity Electricity
 Demonstrates understanding  Practices electrical energy  Investigates how an electric circuit operates 1. Demonstrates wa
- Consumption of of electrical energy conservation at home and in (from SSES Gr. 5 – LC 4) (source), a bu
electricity consumption and school (connections) to m
- Conservation of conservation at home and in  Investigates electrical consumption at home
electricity school and in school (from K-12 Gr. 6) 2. Operationally defin
- Energy-efficient
devices  Communicates clearly the importance of saving 3. Constructs models
electrical energy at home, in school and in the circuits
community (from K-12 Gr. 6) 3.1 Demonstrates
materials to m
 Investigates how electromagnets work 3.2 Demonstrates
materials to m
3.3 Explains the a
of parallel and
4. Classifies materia
conductors of elec

5. Practices precautio
handling materials
(4.5 in SSES G

6. Investigates how m
other magnets

7. Explores the streng

locations around i

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 8. Infers that electrici
produce magnet

9. Constructs an elect
9.1 Describes how
strength of an
number of tu
diameter of d

 Velocity/Speed The Learner… The Learner… The Learner… The Learner…

Velocity and Speed
 Measuring time  Demonstrates understanding  Measures motion in terms of  Uses appropriate measuring tools and expresses 1. Describes the motion
and distance using of motion in terms of distance and time measurements using correct standard units and measuring its ch
standard units distance and time traveled) over a perio
 Using speed to
describe motion 2. Measures distance t
(include in LC: a period of time
measuring time
3. Shows distance- tim
and distance using
instrument) 4. Concludes that veloc
distance over time w
 Simple machines The Learner …. The Learner … The Learner… Simple Machines
1. Observes the chara
 Demonstrates  Demonstrates how simple  Concludes that simple machines help make machines
 Type of Simple 2. Classifies objects in
understanding of the machines can make work work easier and faster
Machines simple machines th
types of simple machines easier and faster 3. Investigates what a
and their usefulness to  Multiply force
man  Multiply speed
 Multiply speed a
4. Construct a gadget
machines to make w
5. Practices precaution
simple machines

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 Grade 5 – EARTH AND SPACE SCIENCES (Earth’s Surface and Space and Beyond)
FOURTH QUARTER/FOURTH GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Learning Objectives
Earth’s Surface The Learner… The Learner… The Learner… The Learner….
Rocks and Minerals
 Rocks and  Demonstrates  Participates activities  Classifies different kinds of rocks 1.Compares rocks according to:
Minerals knowledge of the that protect their found in the community based on  their basic characteristics (e.g. color, shape, size, te
rocks and minerals mineral sources how they are formed (igneous,  basic types (igneous, sedimentary, metamorphic)
their origins and how sedimentary, and metamorphic) – (LC
they are used 1)
2. Differentiates igneous, sedimentary and metamorph
 Evaluates community practices that 3. Uses a simple classification system to classify commo
promote conservation and protection • sedimentary (e.g. sandstone, conglomerate, shale,
of rocks and minerals for sustainable • Igneous (e.g. basalt, granite, obsidian, pumice, etc)
development • metamorphic (e.g. marble, gneiss, schist, etc)
4. Explains how igneous, sedimentary and metamorph
5. Describes how different rocks are used
6. Describes the differences between minerals and roc
7. Conducts research through the use of multimedia o
use of mineral resources in the Philippines
Processes that Shape The Learner….. The Learner… The Learner… The Learner…
the Earth’s Surface Weathering and Soil Erosion
1. Explains how some forces contribute to the weathe
 Weathering  Demonstrates  Constructs a  Investigates the effects of weathering  Identify the forces that break down rocks (e.g. w
 Soil Erosion understanding of the topographical map of and soil erosion on living things etc.)
different processes his/her locality to on living things and the  Show how each force break down rocks
(weathering and soil identify areas prone to environment. 2. Explains how the action of the wind, water and the
erosion) that shape weathering and soil weathering
the earth’s surface and erosion using multi-  Collects data on the extent of soil a. Infer that continuous weathering lead to the fo
their effects on living media resources to erosion in the community. b. Differentiate mechanical from chemical weath
things and the reduce or prevent 3. Explains how some forces contribute to the weathe
environment disasters and hazards  Identify the forces that break down rocks (e.g. wa
 Show how each force break down rocks
 Participates in  Explain how the action of the wind, water and th
projects on soil
weathering
protection and
 Infer that continuous weathering lead to the for

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 conservation  Differentiate mechanical from chemical weather
4. Investigates certain causes of soil erosion
4.1 Identify causes of soil erosion (e.g. running wa
people, etc.)
4.2 Demonstrate how certain factors affect the a
away
 slope of land
 strength and volume of running water
 presence of cover crops
 dryness and size of soil particles
5. Explains the effects of soil erosion on
 the shape of land
 the condition of the soil
 the condition of the water
 plants
 activities of animals and people
6. Creates a model showing how people and plants he
(e.g. contour plowing, alternate strip cropping, plan
etc.)
5. Weather The Learner… The Learner… The Learner… The Learner…
Disturbances Typhoons and Types of Weather Disturbances
 Demonstrates  Drafts an emergency  Describes the effects of a typhoon in the 1. Explains how wind is formed
 Low pressure understanding of plan using weather community. 2. Compares the ability of land and water to absorb
area (LPA) weather disturbances forecasts and prepares • land breeze
 Typhoons and its effects in the an emergency kit to be  Investigates the changes in the weather • sea breeze
- Types of environment used in school and at before, during and after a typhoon 3. Infers that the unequal heating of the earth’s sur
weather home wind
disturbance  Analyzes how weather  Explains how people adopt/adjust their • convection current
s disturbances affect the  Suggests ways to activities based on weather conditions • conduction
- Effects of prepare your home and 4. Explains how certain weather systems affect the
activities and livelihood
weather community for the 5. Describes the different weather systems
in a community
disturbance coming of a weather  Southwest Monsoon
s on disturbance  Northeast Monsoon
environmen  North Pacific trades
t  Locates the evacuation  Fronts
place in your community  Easterly Waves

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 in cases of typhoon and  Intertropical Convergence Zone (ITCZ)
flooding.  Tropical Cyclones
6. Explains how a tropical cyclone occur
6.1 Describe a low pressure area
6.2 Illustrate how a tropical cyclone develops
 origin
 eye of the typhoon
7. Interprets the meaning of public storm signal wa
8. Describes the condition in the environment befo
typhoon
9. Practices precautionary measures before , durin
The Solar System The Learner… The Learner… The Learner… The Learner…

- Planets Planets and Solar System

(e.g.,  Demonstrates  Discusses the  Compares the eight planets of our solar
surface understanding of characteristics of earth system 1. Concludes that the solar system is an orderly a
features, physical characteristics that support life bodies
size and of planets in the solar  2. Describes the characteristics of each planet in t
Constructs model of the solar system
relative system - orbit
that show the relative sizes of each
distance - distance from the sun
planet and the relative distances
from the - period of revolution
between the planets
Sun) - period of rotation on its axis
- Model of - presence of rings
the solar - number of satellites
system - physical characteristics (size, solid or gaseous)
3. Describes the characteristics of the other mem
(comets, asteroids, meteoroids)
4. Uses a scaled model or graph to compare the si
the planets of the solar system
5. Researches and reports on the use of man-ma
earth and various planets

6. Discusses the beliefs and practices related of

meteors, stars, transit of planets

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