Curriculum Map
Subject Name: SCIENCE
Grade Level: 5
Grade Level Standards: At the end of Grade 5, learners identify matter as having mass and taking up space and existing in three
states based on
the properties of shape and volume. They identify that heat is involved in changes of state. They plan and carry out a simple
scientific investigation following appropriate steps and identifying appropriate equipment.
Grade Level Exit Assessment:
(Goal) The learner will be able to make a sandwich recipe that will be easy for your co- learners to follow and make. (Role) You will
be the chef who makes the sandwich recipe. (Audience) Your final recipe will be presented to teacher and learners for evaluation.
(Situation) The learners choose one kind of sandwich while trying out various ways and ingredients to make it. (Product) the
learners will prepare a food journal that will show the process of how they made the sandwich. (Standard) They will evaluate it
based on the recipe, presentation, and application of science process skills and scientific attitudes and values.
Learning
Quarter Content Performanc Evalua Enabling Learning
Content Competencie Unpacke Learning Assessmen Values to
Topics e tion of General Resource
Domain Standards s d (LCs) Targets t Integrate
Standards (LC) Teachings s
(LCs)
QUARTER MATERIAL Basic The learners By the end of The learners Amelia P.
-1 S Science learn that… the Quarter, should be able to: Mapa, Lilia
Process learners… G. Vengco,
Skills & Jojo L.
Potencio.
demonstrate an apply science identify basic A identify basic I can identify Science for STEWARDSHIP:
understanding process skills science process science basic science Written works Remembering Active Communicate
of the use of and scientific skills process skills process Learning openly, share
the different attitudes and skills Teachers thoughts and ideas,
science process values in Wraparoun and listen to each
skills and d Edition,
doing daily demonstrate I can other during
scientific Written Works Sibs
activities and demonstrate basic T & M basic science demonstrate Applying collaborative work.
attitudes and & Publishing
experiments. science process process skills basic science
values. process Performance & House, Inc.,
skills
skills Task creating 2025
1.2 identify integrated A identify I can identify Written works Remembering STEWARSHIP:
Integrated science process integrated integrated Cooperation
Science skills science science during group
Process process skills process activity
Skills skills
demonstrate Written Works Applying
demonstrate T&M basic science I can & &
integrated science process skills demonstrate Performance creating
process skills basic science Task
process
skills
1.3 develop M demonstrate I can Written Works Applying INTEGRITY: Apply
Scientific understanding of the scientific demonstrate science process
Attitudes scientific attitudes attitudes and the scientific skills, scientific
and Values and values value attitudes and attitudes and
value values in everyday
tasks
Designing a Planned simple use measuring T use I can use Performance Problem Solving INTEGRITY:
Scientific scientific cylinders or measuring measuring Task Exhibit a strong
Investigation investigations beakers to cylinders or cylinders or desire to learn or
require measure volume beakers to beakers to know something
several steps using units, such measure measure during the entire
and processes as milliliters volume using volume process of
(mL), and liters (L); units, such as using units, scientific
milliliters such as investigation.
(mL), and milliliters
liters (L); (mL), and
liters (L);
Written Works
M Communication
describe the steps describe the I can
of a simple science steps of a describe the
investigation: simple steps of a
a. What is the science simple
problem? investigation: science
b. What materials a. What is the investigation
do you need? problem? :
c. What do you b. What a. What is
need to do? materials do the problem?
d. What have you you need? b. What
found c. What do materials do
out/learned?; you need to you need?
do? c. What do
d. What have you need to
you found do?
out/learned?; d. What have
you found
T out/learned?; Performance Problem Solving
identify and Task
appropriately use identify and I can
units in simple appropriately identify and
science activities, use units in appropriatel
such as milligrams simple y use units in
(mg,) science simple
grams (g), activities, science
kilograms (kg), and such as activities,
degrees centigrade milligrams such as
(oC); and (mg,) milligrams
grams (g), (mg,)
kilograms grams (g),
(kg), and kilograms
degrees (kg), and
centigrade degrees
(oC); and centigrade
(oC); and
A, M, & T Written Works Representation,
plan simple and Reasoning &
I can plan
scientific Performance Proof, Problem
simple
investigations in Task Solving, and
scientific
answering creating
plan simple investigation
questions, such as
scientific s in
“Do gases (like air)
investigations answering
or liquids (like
in answering questions,
water) have
questions, such as “Do
mass?”, using
such as “Do gases (like
appropriate simple
gases (like air)
science equipment,
air) or liquids
such as
or liquids (like (like water)
a balance, and a
water) have have
thermometer, with
mass?”, using mass?”,
appropriate units.
appropriate using
simple appropriate
science simple
equipment, science
such as equipment,
a balance, such as
and a a balance,
thermometer, and a
with thermometer
appropriate , with
units. appropriate
units.
Matte scientists describe three describe matter as A define matter I can define Written Works Understanding DISCIPLESHIP:
Matters: identify three states of anything that has matter Appreciate the
Exploring states of matter matter based mass and takes up interconnectednes
Solids, based on shape on properties space; s of understanding
Liquids, and volume. of shape and identify the I can identify matter to daily life.
and Gases volume and identify the three T three states the three Performance Problem Solving
identify that states of matter; of matter states of Task
heat is matter
involved in
changes of describe the Name some I can name
A&T Representation
state. properties of examples of some Written Works
and Problem
matter in terms of matter at examples of &
Solving
shape and volume. home and in matter at Performance
school as home and in Task
solid, liquid, school as
and gas. solid, liquid,
and gas.
Changes in Temperature Identify the A&M Identify the I can identify Written Works Representation STEWARDSHIP:
State of can cause changes in the changes in the changes and Reasoning Develop deep
Matter changes of materials based on the materials in the & Proof concern on the
state. the effect of based on the materials role of change in
temperature; effect of based on the the state of matter
temperature; effect of in various global
temperature; phenomenal like
climate change.
T illustrate the I can
illustrate the changes in illustrate the Performance Problem
changes in the the materials changes in Task Solving
materials based on based on the the materials
the effect of effect of based on the
temperature using temperature effect of
examples, using temperature
diagrams, or examples, using
pictures; and diagrams, or examples,
pictures; and diagrams, or
pictures; and
describe how I can
M temperature describe how Written Works Communication
explain how causes a temperature
temperature change in the causes a
causes a change in state of change in
the state of matter. matter. the state of
matter.
Planned simple use measuring use I can use
scientific cylinders or measuring measuring
investigations beakers to cylinders or cylinders or
require measure volume beakers to beakers to
several steps using units, such measure measure
and processes as milliliters volume using volume
(mL), and liters (L); units, such as using units,
milliliters such as
(mL), and milliliters
liters (L); (mL), and
liters (L);
describe the steps describe the I can
of a simple science steps of a describe the
investigation: simple steps of a
a. What is the science simple
problem? investigation:science
b. What materials a. What is theinvestigation
do you need? problem? :
c. What do you b. What a. What is
need to do? materials do the problem?
d. What have you you need? b. What
found c. What do materials do
out/learned?; you need to you need?
do? c. What do
d. What have you need to
you found do?
out/learned?; d. What have
you found
out/learned?;
identify and I can
appropriately use
units in simple identify and identify and
science activities, appropriately appropriatel
use units in y use units in
such as milligrams
simple simple
(mg,)
science science
grams (g),
activities, activities,
kilograms (kg), and
such as such as
degrees centigrade
milligrams milligrams
(oC); and
(mg,) (mg,)
grams (g), grams (g),
kilograms kilograms
(kg), and (kg), and
degrees degrees
centigrade centigrade
(oC); and (oC); and
plan simple I can plan
scientific simple
investigations in scientific
answering investigation
questions, such as s in
“Do gases (like air) plan simple answering
or liquids (like scientific questions,
water) have investigations such as “Do
mass?”, using in answering gases (like
appropriate simple questions, air)
science equipment, such as “Do or liquids
such as gases (like (like water)
a balance, and a air) have
thermometer, with or liquids (like mass?”,
appropriate units. water) have using
mass?”, using appropriate
appropriate simple
simple science
science equipment,
equipment, such as
such as a balance,
a balance, and a
and a thermometer
thermometer, , with
with appropriate
appropriate units.
units.