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Assessment Pack — Science 5

Term 1 · CG Quarter 1: Materials · School Year 2026–2027

A Table of Specifications, two summative tests with keys, a weekly check, and the rubrics for the four quarterly performance tasks the curriculum guide requires.

1. How assessment works this year

Per DO No. 015, s. 2026, for a Key Stage 2 core learning area:

Component Weight What feeds it in Quarter 1
Written Works 20% Weekly worksheets, weekly checks, Summative 1 and 2, recorded measurements
Performance Tasks 50% The Quarter 1 performance task from the guide, and the two group activities in offline-activities.md
Examinations 30% The Term 1 examination

Half the grade is performance, and the guide sets the task. Page 17:

The Science curriculum requires learners to complete at least one substantial performance task for each quarter.

⚠️ The weights are reported, not read. DO No. 015, s. 2026 could not be downloaded in the environment these artifacts were built in. Two independent search passes returned the same 20 / 50 / 30 split for Key Stage 2 core areas. Confirm before computing a real grade.

The rule this pack applies that Grade 4's did not

A number with no unit is not a partly correct answer. From Grade 5 the guide names the units — mL, L, mg, g, kg, °C — and competency 8 is identify and appropriately use units. Every key below states the unit explicitly and every marker note says whether a missing unit costs the whole mark. It does, everywhere except where a key says otherwise.

2. Table of Specifications

Quarter 1 · Materials · 9 competencies · 45 items across the quarter

Quarter 1 competency Week Items Cognitive demand
1. Matter has mass and takes up space 1 4 Understanding
2. The three states, named 2 3 Recall
3. Shape and volume define the three states 3 12 Understanding and analysis
4. Sorting objects at home and in the classroom 4 6 Application
5. Measuring volume in mL and L 5 6 Application
6. Temperature causes changes of state 6 5 Understanding
7. The four steps of an investigation 7 3 Recall
8. Using units appropriately 7 3 Application
9. Planning an investigation 7 3 Synthesis
Total 45

Twelve items for competency 3. It is the competency every other one in the quarter runs through: competency 4 is it applied, competency 5 measures the property it names, and competency 6 describes movement between the three states it defines.

3. Summative Test 1 — Week 4

Twelve items · 25 minutes · Written Works

Section A — the table. Write YES or NO.

# Keeps its own shape? Keeps its own space?
1 Solid
2 Liquid
3 Gas

Section B — name the state.

# Sample State
4 Cooking oil in a bottle
5 A rubber band
6 The air in a football
7 Powdered milk in a tin

Section C — choose or explain.

  1. Which is the definition of matter? a. Anything you can see · b. Anything with mass that takes up space · c. Anything solid · d. Anything that can be weighed on a kitchen scale
  2. Two balloons balance on a stick. One is blown up. What happens, and why? (2 marks)
  3. A cup of water is poured into a wide bowl. What changed, and what did not? (2 marks)
  4. Sand pours. Explain in one sentence why it is not a liquid. (2 marks)
  5. Name one thing other than sand that pours and is a solid. (1 mark)

Key and marking notes

# Answer Note
1 YES / YES —
2 NO / YES The row most often wrong. NO/NO means the liquid and gas rows have merged
3 NO / NO —
4 Liquid —
5 Solid If liquid, hardness is being used as the test in reverse
6 Gas —
7 Solid The pouring trap
8 b d is worth a note: a kitchen scale cannot weigh air, and air is still matter
9 — 2 marks. 1 for the blown-up one goes down; 1 for air has mass
10 — 2 marks. 1 for the shape changed; 1 for the amount did not. Both halves, or 1 mark
11 — 2 marks. Full marks for each grain keeps its own shape or pouring is not one of the two questions. 1 mark only for "because it is hard" — right answer, wrong test
12 — Salt, rice, sugar, flour, powdered milk, soil

Total: 16 marks. As a percentage: marks ÷ 16 × 100.

4. Weekly Check — Week 3, Day 5

Seven items · 12 minutes · Written Works

  1. Write the two questions that name a state of matter.
  2. Which state answers no to the first and yes to the second?
  3. Is air matter? Give one reason.
  4. A litre of water is poured into a ten-litre drum. How much water is there now?
  5. Which of these is not a solid: salt, sand, cooking oil, powdered milk?
  6. Complete: matter is anything that has ______ and takes up ______.
  7. Sand pours like a liquid. Explain in one sentence why it is not a liquid.

Key

# Answer
1 Does it keep its own shape? Does it keep its own space (volume)?
2 Liquid
3 Yes — it has mass and takes up space. Accept the balloon balance as the reason
4 One litre. A learner who says ten litres has confused the container with the contents, which is the gas–liquid boundary in a different form
5 Cooking oil
6 mass · space
7 See below

About item 7

This is the item that reads. Items 1 to 6 are on the wall chart by Friday.

What the learner wrote What it means
"Each grain keeps its own shape" Full understanding, generalised
"Pouring is not one of the two questions" Equally good — the definition is being used as a definition
"Because it is hard" Right answer, wrong test. It will fail on sponge and rubber next week
"Because sand is sand" Nothing yet. Give the remediation sheet on Monday

5. Summative Test 2 — Week 8

Twelve items · 25 minutes · Written Works

Covers competencies 4 to 9 and returns to competency 3 in items 1 and 2.

  1. A sponge. Solid, liquid or gas, and which question decided it? (2 marks)
  2. Steam above a boiling pot. What state is the invisible part? (1 mark)
  3. Which unit for a spoonful of medicine? a. L · b. mL · c. g · d. cm
  4. Which unit for the water in a drum? a. mL · b. L · c. mg · d. °C
  5. Which unit for the temperature of water? a. g · b. mL · c. °C · d. kg
  6. Write the four steps of a simple science investigation, in order. (4 marks)
  7. You are asked: does hot water dissolve sugar faster than cold water? Name the one thing you would change and two things you would keep the same. (3 marks)
  8. A measuring cylinder is read from above instead of at eye level. What happens to the reading?
  9. Ice is left on a plate in the sun. Name the change of state and say what caused it. (2 marks)
  10. Water on a windowsill dries up. Where did it go?
  11. Name a piece of equipment you would use to measure mass, and give the unit. (2 marks)
  12. Why does the amount of water not change when you pour it into a different container? (1 mark)

Key

# Answer Note
1 Solid — it keeps its own shape (it springs back) 2 marks, one for each half. State alone scores 1
2 Gas The visible white cloud is liquid droplets. A learner who says so is right and should be credited
3 b —
4 b —
5 c —
6 — 4 marks. What is the problem? · What materials do you need? · What do you need to do? · What have you found out?
7 — 3 marks. Change: the water temperature. Same: amount of water, amount of sugar, stirring, container. Any two
8 The reading is wrong, and wrong the same way every time It looks bigger or smaller both acceptable if the learner says it is consistent
9 Melting; caused by heating 2 marks, one each
10 It became a gas and went into the air It disappeared scores nothing. Matter does not disappear
11 A balance; grams or kilograms 2 marks. No unit, no second mark
12 A liquid has a definite volume Accept the same water is still there

Total: 22 marks.

6. Performance Task Rubrics

Four tasks, one per quarter, as page 17 of the guide requires. Every task is the guide's own.

Each rubric is 4 criteria × 4 levels = 16 marks. As a percentage: marks ÷ 16 × 100.

Levels: 4 = Full · 3 = Sufficient · 2 = Partial · 1 = Just beginning

6.1 Quarter 1 — Do gases have weight?

Plan and carry out a scientific investigation on a simple everyday problem such as "do gases have weight?"

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
The four steps All four present, in order, each with real content All four present Two or three The steps are not used
Equipment and units Equipment named and suited to the question; every measurement carries its unit Equipment named; most units present Equipment named; units missing Neither
Fair comparison Says what was kept the same and why it had to be Says what was kept the same Mentions fairness in general terms Absent
The conclusion Answers the question and points at the measurement that answers it Answers the question States a belief rather than a finding Absent

6.2 Quarter 2 — A body-system model, or a seed-to-maturity record

A. Make a model using local recyclable materials of one of the human body systems to show how it works. B. Set up a simple science activity to observe and record the changes in plants as they grow from seed to maturity.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
Accuracy of the parts Every part present, named, in the right place and the right relative size All parts present and named Some parts, or misplaced Not recognisable
Shows how it works (A) or records change over time (B) Movement or sequence is shown, not just layout; or dated entries across the whole period Some sequence shown; or most entries Layout only; or a first and last entry Absent
Measurement Measurements with units on the model or in the record Some measurement Estimates only None
Materials All recyclable or local, and can say why each was chosen Mostly recyclable Some bought All bought

6.3 Quarter 3 — Force organiser, inclined plane, or conductor comparison

A. Develop a graphic organizer comparing contact and non-contact forces. B. Set up an inclined plane for toy cars, and apply the concept of friction to stop the toy car as fast as possible. C. Develop a graphic organizer comparing conductors and insulators.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
The distinction is right Every example on the correct side, including a hard case All examples correct One or two wrong The two sides are confused
Evidence or trials (B) Three or more trials, each measured and recorded Two or three trials One attempt No trials
Community application Suggests a use in the home or barangay and says how it would help Suggests a use Mentions an application in general Absent
Communicates A reader who was not there could follow it Mostly clear Needs the maker to explain it Not legible

6.4 Quarter 4 — A weather broadcast, or a scale model of the inner planets

A. Create a video of a weather report or act out a TV weather broadcast segment explaining a weather disturbance. B. Construct a scale model of the sun and the inner planets of the solar system showing the planet's relative sizes and distances from the sun.

Criterion 4 — Full 3 — Sufficient 2 — Partial 1 — Just beginning
Scientific accuracy The PAGASA signal and its meaning are correct; or the scale is genuinely calculated Mostly accurate Some errors of fact Not accurate
Safety advice (A) or scale stated (B) Names what to do before, during and after; or states the scale used and applies it to both size and distance Names two of the three; or scale applied to size only One item; or scale claimed but not used Absent
Communication Clear to an audience who does not already know the content Clear to the class Read from notes without engaging Not audible or not legible
Materials and effort Recycled or local materials, used carefully Mostly recycled Some bought All bought

6.5 The group activities

The two group activities carry their own 12-mark rubrics in offline-activities.md. They are not repeated here.

7. What is deliberately not here

Absent Why
Any item requiring a real measuring cylinder The guide names one; this repository does not hold DepEd's equipment list. Every item works with a cut bottle marked in spoonfuls, and a marked bottle still has a unit
A mark for the game game.html is formative. Marking it would advantage learners with a device at home
A fixed transmutation table It is a year switch. The class record carries both years
Any question about atoms or particles That is Grade 7. Grade 5 defines the states by shape and volume, and reaching for particles here answers a question nobody has asked yet
Partial credit for a number with no unit Competency 8 is appropriately use units. Giving half a mark for a unitless number teaches that the unit is decoration

Part of the E-turo MATATAG artifact set. Companion files: syllabus.md · lesson-plan.md · lesson-plan-ilaw.md · class-record.html