Science · Key Stage 2

Week Planner — Grade 5 — Science 5

All 33 weeks of the year, with the curriculum guide competency for each.

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33weeks
40competencies
4Quarters
1Built in full

The week numbers are this repository’s proposal, not DepEd’s. A school’s approved Budget of Work replaces every one of them. The competency text and the quarter it belongs to are the guide’s own.

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Term 1 June – September

Quarter 1 ◆ Materials — what this quarter is driving toward
Content standards
1. Scientists identify three states of matter based on shape and volume. 2. Temperature can cause changes of state. 3. Planned simple scientific investigations require several steps and processes. 4. An understanding of matter can be applied to solve real world problems.
Performance standard
By the end of the Quarter, learners describe three states of matter based on properties of shape and volume and identify that heat is involved in changes of state. They plan a simple scientific investigation following appropriate steps and using units such as milliliters, liters, grams, kilograms, and degrees Celsius for measuring.
Performance task (from the guide)
Plan and carry out a scientific investigation on a simple everyday problem such as *"do gases have weight?"*
1Week

Matter: anything with mass that takes up space

Quarter 1 ◆ Materials Q1 · 1

Curriculum guide competency

  • 1. describe matter as anything that has mass and takes up space

Competency placed; teaching materials not built

2Week

The three states, named

Quarter 1 ◆ Materials Q1 · 2

Curriculum guide competency

  • 2. identify that matter has (exists in) three states called solids, liquids, and gases

Competency placed; teaching materials not built

3Week

Shape and volume — what separates solid, liquid and gas

Quarter 1 ◆ Materials Q1 · 3

Curriculum guide competency

  • 3. describe the properties of solids, liquids, and gases in terms of shape and volume: a. solids: definite shape and volume, b. liquids: no definite shape, definite volume, c. gases: no definite shape or volume

✔ This week has the complete artifact set — Open the full set

4Week

Sorting the classroom and the kitchen

Quarter 1 ◆ Materials Q1 · 4

Curriculum guide competency

  • 4. identify objects at home and in the classroom as solid, liquid or gas

Competency placed; teaching materials not built

5Week

Measuring volume in millilitres and litres

Quarter 1 ◆ Materials Q1 · 5

Curriculum guide competency

  • 5. use measuring cylinders or beakers to measure volume using units, such as milliliters (mL), and liters (L)

Competency placed; teaching materials not built

6Week

How temperature changes the state

Quarter 1 ◆ Materials Q1 · 6

Curriculum guide competency

  • 6. describe how changes in temperature cause matter to change in state, such as solid to liquid to gas

Competency placed; teaching materials not built

7Week

The four steps of an investigation and units and planning one

Quarter 1 ◆ Materials Q1 · 7–9

Curriculum guide competencies

  • 7. describe the steps of a simple science investigation: a. What is the problem? b. What materials do you need? c. What do you need to do? d. What have you found out/learned?
  • 8. identify and appropriately use units in simple science activities, such as milligrams, grams, kilograms, and degrees centigrade; and
  • 9. plan simple scientific investigations in answering questions, such as "Do gases (like air) or liquids (like water) have mass?", using appropriate simple science equipment, such as a balance, and a thermometer, with appropriate units

Competency placed; teaching materials not built

8Week

Quarter 1 performance task — *do gases have weight?*

Quarter 1 ◆ Materials Performance task Q1 · PT

Competency placed; teaching materials not built

Quarter 2 ● Living Things — what this quarter is driving toward
Content standards
1. Animals have systems that help them grow, respond, and reproduce. 2. Living things can be grouped as plants, animals, and microorganisms based on their characteristics. 3. The life cycles of plants and animals allow them to survive and reproduce. 4. Plants have specialized structures that help them overcome unfavorable conditions.
Performance standard
By the end of the Quarter, learners describe and create models of the body systems whose function is to help humans grow, develop, and reproduce. They use tables to group living things as plants, animals, or microorganisms. They use skills of observation, predicting, measuring, and recording to plan and carry out a simple activity to observe the life cycle of a plant and compare it to the life cycles of animals.
Performance task (from the guide)
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.
9Week

The digestive system

Quarter 2 ● Living Things Q2 · 1

Curriculum guide competency

  • 1. identify from pictures and labeled diagrams the parts of the digestive system as mouth, gullet, stomach, small intestine, and large intestine, and describe how they work

Competency placed; teaching materials not built

10Week

The respiratory system

Quarter 2 ● Living Things Q2 · 2

Curriculum guide competency

  • 2. identify from pictures and diagrams the parts of the respiratory system as the nose, windpipe, and lungs, and describe how they work

Competency placed; teaching materials not built

11Week

The reproductive systems

Quarter 2 ● Living Things Q2 · 3

Curriculum guide competency

  • 3. identify from pictures and labeled diagrams the parts of the female reproductive system as ovaries, uterus, and vagina and those of the male reproductive system as the prostate, testis, and penis and describe how they work

Competency placed; teaching materials not built

Term 2 September – December

Quarter 2 ● Living Things — what this quarter is driving toward
Content standards
1. Animals have systems that help them grow, respond, and reproduce. 2. Living things can be grouped as plants, animals, and microorganisms based on their characteristics. 3. The life cycles of plants and animals allow them to survive and reproduce. 4. Plants have specialized structures that help them overcome unfavorable conditions.
Performance standard
By the end of the Quarter, learners describe and create models of the body systems whose function is to help humans grow, develop, and reproduce. They use tables to group living things as plants, animals, or microorganisms. They use skills of observation, predicting, measuring, and recording to plan and carry out a simple activity to observe the life cycle of a plant and compare it to the life cycles of animals.
Performance task (from the guide)
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.
12Week

Classifying: plants, animals, microorganisms

Quarter 2 ● Living Things Q2 · 4

Curriculum guide competency

  • 4. use a table to show how living things can be classified into groups based on similar characteristics: plants including flowering and non-flowering; animals including mammals, reptiles, insects, birds, fish and amphibians; microorganisms including fungi and bacteria

Competency placed; teaching materials not built

13Week

Live young or eggs and comparing life cycles

Quarter 2 ● Living Things Q2 · 5–6

Curriculum guide competencies

  • 5. identify which groups of animals reproduce by giving birth to live young and which reproduce by laying eggs
  • 6. compare the life cycles of mammals from birth to adulthood, birds from egg to a mature organism, and plants from seed to a young plant, and then to a mature plant

Competency placed; teaching materials not built

14Week

Rhizomes, tubers, thorns, bulbs, aerial roots

Quarter 2 ● Living Things Q2 · 7

Curriculum guide competency

  • 7. describe the purpose of specialized structures in plants, such as rhizomes, tubers, thorns, bulbs, and aerial roots

Competency placed; teaching materials not built

15Week

Plants adapting to drought and flood and mimicry and camouflage

Quarter 2 ● Living Things Q2 · 8–9

Curriculum guide competencies

  • 8. explain how some plants have adapted to unfavorable conditions in the environment, such as lack of rain or floods; and
  • 9. use information from secondary sources to describe examples of how some animals have changed to better suit their environment, such as mimicry or camouflage

Competency placed; teaching materials not built

16Week

Quarter 2 performance task — a body-system model, or a seed-to-maturity record

Quarter 2 ● Living Things Performance task Q2 · PT

Competency placed; teaching materials not built

Quarter 3 ▶ Force, Motion, and Energy — what this quarter is driving toward
Content standards
1. Science investigations provide evidence to support predictions and explanations. 2. Forces are pushes or pulls that act in a specific direction. 3. Friction is an everyday force created by two surfaces interacting. 4. Gravity causes all objects to fall towards the ground. 5. Static electricity occurs when some materials rub on other materials causing charges to jump. 6. Electric current requires a pathway for charges to flow.
Performance standard
By the end of the Quarter, learners use objectivity and measurement to carry out scientific investigations using fair tests and multiple trials to explore how forces influence the movement of familiar objects and extend their understanding to predict how gravity affects objects on Earth. They plan and carry out valid and reliable scientific investigations to explore frictional forces by identifying and controlling variables. They observe and describe basic features of static electricity and electric current.
Performance task (from the guide)
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, suggesting how recycled materials could be used.
17Week

Contact forces move things the way they are pushed

Quarter 3 ▶ Force, Motion, and Energy Q3 · 1

Curriculum guide competency

  • 1. carry out simple investigations to demonstrate that contact forces cause objects to move in the same direction as the direction that the force is applied

Competency placed; teaching materials not built

18Week

Friction on different surfaces and friction making heat

Quarter 3 ▶ Force, Motion, and Energy Q3 · 2–3

Curriculum guide competencies

  • 2. plan and carry out a scientific investigation to determine the effect of different surfaces on the size of frictional forces
  • 3. demonstrate how friction can produce heat and investigate ways of reducing and increasing friction

Competency placed; teaching materials not built

19Week

Gravity as a non-contact force and do heavy things fall faster and its effect on motion

Quarter 3 ▶ Force, Motion, and Energy Q3 · 4–6

Curriculum guide competencies

  • 4. identify gravity as a non-contact force that affects the behaviors of materials and objects on Earth in predictable ways
  • 5. predict and explain whether heavier objects will fall faster than lighter objects due to the force of gravity
  • 6. observe and describe the effects of gravity to the motion of an object

Competency placed; teaching materials not built

20Week

Static electricity with a comb and a balloon

Quarter 3 ▶ Force, Motion, and Energy Q3 · 7

Curriculum guide competency

  • 7. investigate the effects of static electricity using common materials, such as a comb, plastic and glass rods, and balloons

Competency placed; teaching materials not built

21Week

Building and drawing a simple circuit

Quarter 3 ▶ Force, Motion, and Energy Q3 · 8

Curriculum guide competency

  • 8. assemble and draw a simple circuit using batteries, wires, switch, and bulb and/or toy motor or buzzer

Competency placed; teaching materials not built

22Week

Conductors and insulators, tested

Quarter 3 ▶ Force, Motion, and Energy Q3 · 9

Curriculum guide competency

  • 9. design and construct a simple electrical circuit to identify what materials will conduct electricity; and

Competency placed; teaching materials not built

Term 3 January – April

Quarter 3 ▶ Force, Motion, and Energy — what this quarter is driving toward
Content standards
1. Science investigations provide evidence to support predictions and explanations. 2. Forces are pushes or pulls that act in a specific direction. 3. Friction is an everyday force created by two surfaces interacting. 4. Gravity causes all objects to fall towards the ground. 5. Static electricity occurs when some materials rub on other materials causing charges to jump. 6. Electric current requires a pathway for charges to flow.
Performance standard
By the end of the Quarter, learners use objectivity and measurement to carry out scientific investigations using fair tests and multiple trials to explore how forces influence the movement of familiar objects and extend their understanding to predict how gravity affects objects on Earth. They plan and carry out valid and reliable scientific investigations to explore frictional forces by identifying and controlling variables. They observe and describe basic features of static electricity and electric current.
Performance task (from the guide)
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, suggesting how recycled materials could be used.
23Week

Making an electromagnet, and recording what it does

Quarter 3 ▶ Force, Motion, and Energy Q3 · 10

Curriculum guide competency

  • 10. make a simple electromagnet and observe and record its properties

Competency placed; teaching materials not built

24Week

Quarter 3 performance task — force organiser, inclined plane, or conductor comparison

Quarter 3 ▶ Force, Motion, and Energy Performance task Q3 · PT

Competency placed; teaching materials not built

Quarter 4 ■ Earth and Space — what this quarter is driving toward
Content standards
1. Landforms influence living and non-living components of the environment. 2. Rocks are composed of grains of minerals that break down to form soil. 3. Weathering and erosion shape the Earth's surface. 4. The Water Cycle includes processes of evaporation, precipitation and transportation. 5. Weather disturbances feature low pressure, strong winds, and storms. 6. The planets and moons vary in physical features and composition. 7. Phases of the Moon depend on its position relative to Earth and Sun.
Performance standard
By the end of the Quarter, learners relate changes in landforms and earth materials to processes and effects of the water cycle. They explain causes and impacts of extreme weather and identify appropriate and safe ways to respond to such events. They demonstrate curiosity as they make detailed observations guided by science classification systems and demonstrate creativity in communicating information about earth processes. They show an appreciation of the scale of space.
Performance task (from the guide)
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 showing relative sizes and distances.
25Week

Local landforms and bodies of water

Quarter 4 ■ Earth and Space Q4 · 1

Curriculum guide competency

  • 1. identify local examples of natural landforms and bodies of water and describe how they influence non-living and living components of the environment

Competency placed; teaching materials not built

26Week

Collecting rocks and classifying them with a key

Quarter 4 ■ Earth and Space Q4 · 2–3

Curriculum guide competencies

  • 2. explore the school grounds or the local area to observe or collect different types of rocks, describing their similarities and differences in terms of texture, color, and grain crystal size
  • 3. classify common rocks using a simple rock classification system, such as a dichotomous key

Competency placed; teaching materials not built

27Week

Soil from rocks and erosion moving earth materials

Quarter 4 ■ Earth and Space Q4 · 4–5

Curriculum guide competencies

  • 4. explain how soil is formed from rocks and minerals
  • 5. demonstrate how erosion transports Earth materials

Competency placed; teaching materials not built

28Week

The role of the water cycle and a model of it

Quarter 4 ■ Earth and Space Q4 · 6–7

Curriculum guide competencies

  • 6. explain the role of the water cycle in the environment
  • 7. construct a model to communicate some of the key processes in the water cycle

Competency placed; teaching materials not built

29Week

Weather disturbances in and near the Philippines

Quarter 4 ■ Earth and Space Q4 · 8

Curriculum guide competency

  • 8. describe some effects of weather disturbances that occur in or near the Philippines

Competency placed; teaching materials not built

30Week

PAGASA Public Storm Warning Signals and before, during and after a cyclone

Quarter 4 ■ Earth and Space Q4 · 9–10

Curriculum guide competencies

  • 9. describe the weather conditions according to a Public Storm Warning Signal issued by PAGASA
  • 10. describe typical weather conditions before, during and after a tropical cyclone

Competency placed; teaching materials not built

31Week

The structure of the solar system

Quarter 4 ■ Earth and Space Q4 · 11

Curriculum guide competency

  • 11. describe the general structure of the solar system, identifying the names of the major celestial objects, their main features, and general composition; and

Competency placed; teaching materials not built

32Week

A Sun–Earth–Moon model and the phases of the Moon

Quarter 4 ■ Earth and Space Q4 · 12

Curriculum guide competency

  • 12. make drawings or a simple model to show the motion of the Earth and Moon relative to the Sun to explain the phases of the moon

Competency placed; teaching materials not built

33Week

Quarter 4 performance task — a weather broadcast, or a scale model of the inner planets

Quarter 4 ■ Earth and Space Performance task Q4 · PT

Competency placed; teaching materials not built

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